Abstract
Research has shown that changing departmental culture to place more value on
teaching is difficult. Michigan State University is working to transform its
introductory physics courses by engaging faculty in discussions about the
scientific practices and core ideas of the discipline, and to use those
discussions to drive change to both assessments and classroom instruction. Here
we discuss our model of change, its implementation in the Physics and Astronomy
department, the challenges encountered along the way and how we've mitigated
those challenges, and tools to measure the impact of this change.
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