Undergrad Physics Teaching Workshop
Faculty Discussion and Workshop on Undergraduate Physics Teaching
• $25 (on or before Feb. 14)
• $50 (between Feb. 15-Mar. 15)
• Register when you register for the meeting
• Preregistration required
Friday, April 4, 2014
Faculty teaching undergraduates in Spring 2014 are cordially invited to a pragmatic workshop and discussion on physics teaching challenges and strategies. Please join us to learn and share practical tips that anyone can apply to improve student learning and engagement. To address challenges in our research, we all know the benefits of building on prior work and of discussion and collaboration with our colleagues. Let's use the afternoon before APS to reap such benefits to address teaching challenges.
Participants are encouraged to bring one assignment, lab, or topic that they plan to include in their class in April 2014 (it can be just an idea or a work-in-progress). Ideally, this assignment or topic would be something which students find surprisingly difficult or which the participant would like to make more engaging or effective. Applying the strategies discussed in the first part of the workshop, the goal of the second part of the workshop is for participants to design, adapt, or revise a section of their assignment or lesson. Small-group discussions among faculty working on similar courses or topics will be encouraged. We invite participants to communicate with the facilitators after they implement their revised lesson or assignment to report on results.
Light refreshments will be provided.
|Friday, April 4, 2014
||Short overview and context, including the recommendations of the 2012 PCAST Report and AAU undergraduate STEM education initative.|
|4:15 p.m.||Group discussion of goals: What's most important for students to learn and to be able to do years from now as a result of having taken our physics courses?|
||Using specific examples of course components, discussion of practical strategies to increase student engagement and alignment with our previously articulated goals, such as:
||Open workshop for individuals or small groups to work on part of an assignment, lab, or lecture for their upcoming course.|
||Summary and wrap-up|
Aatish Bhatia, Carolyn Sealfon, and Katerina Visnjic, Princeton University
Princeton University Department of Physics, Princeton University Council on Science and Technology