Engaging Physics Faculty in Course Transformation

TL;DR

This paper discusses a model for transforming physics education by actively engaging faculty in discussions about scientific practices and core ideas, aiming to change assessments and teaching methods at Michigan State University.

Contribution

It introduces a faculty engagement model for course transformation, detailing its implementation, challenges, mitigation strategies, and impact measurement tools.

Findings

Faculty engagement led to changes in assessments and instruction.

The model identified and addressed challenges in departmental culture change.

Tools were developed to measure the impact of the transformation.

Abstract

Research has shown that it is challenging to change departmental culture to support the adoption of transformed teaching practices. 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.