Preparing Future Physics Faculty
(PFPF)
Sponsored by the American Association
of Physics Teachers
Funded by the National Science Foundation
CTD Home > CTD Programs > Preparing Future Physics Faculty (PFPF)
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PFPF Program |
PFPF Components
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Overview of UCSD's PFPF Program
Program Description
The university teaching assistant (TA) experience
is the major avenue for the training of the future
professoriate. However, too often it involves training
in leading small-group discussion sections or assisting
an instructor with grading or other specific tasks
related to the instructor's class, but does not
provide an opportunity for the graduate TA to design
and present his/her own class, nor does it provide
actual preparation for the many and varied roles
of the academic scholars.
This program is designed to provide an opportunity for graduate students in Physics to explore many of the issues involved in college and university teaching and to develop the competencies required of effective college instructors. In addition to developing experience and expertise in college teaching, participants will be introduced to a wide range of faculty responsibilities. This approach to the training of college instructors is based on classroom experience and feedback from experienced teachers in a variety of institutional settings, supplemented by research and theories of how people learn and process information.
Activities
Activities will include designing and developing
the complete curriculum for a course the participant
is planning to teach, implementing that curriculum
by offering the course with a mentor Physics faculty
member at a participating institution or at UCSD,
learning about and utilizing instructional technology,
and beginning the long-term professional development
required of new faculty.
The case study method will be utilized, along with micro-teaching, small group activities, lectures by guest faculty, multi-media activity, teaching portfolio preparation, and independent study, resulting in a product (complete course module) which will enable the participant to feel confident, organized, and prepared when meeting his/her first class as an instructor of record. Readings will include pedagogical theory as well as practical application of theoretical principles.
Rationale
The approach selected is based on the premise that
effective teaching in the sciences and particularly
in physics requires not only content knowledge,
but knowledge of the cognitive strategies involved
in understanding complex concepts and engaging in
problem-solving activity. Designed to incorporate
what is known about human cognition as well as to
provide opportunities to practice theoretical principles,
this program provides a structured, developmental
approach to preparing graduate students for college
and university teaching.
Readings
Davis, B. G. 1993. Tools for Teaching. San
Francisco: Jossey-Bass.
Streichler, R. 1998. The Professor's Practice. La Jolla: UCSD.
Davidson, C. I. & S. A. Ambrose. 1994. The New Professor's Handbook: A Guide to Teaching and Research in Engineering & Science. Boston, MA: Anker Publishing.
Committee on Undergraduate Science Education. 1997. Science Teaching Reconsidered: A Handbook. Washington: National Academy Press.
- Provide graduate students in Physics (PFPF Fellows) with an opportunity to prepare for academic careers by participating in a highly individualized program that reflects the interests, disciplinary backgrounds, and career goals of the participants.
- Provide supervised in-depth training for PFPF Fellows preparing to teach a course as an adjunct lecturer at a partner institution or at UCSD as an Associate-in-Physics either during the academic year or summer program.
- Provide an appropriate forum to encourage departmental and partner institution mentors to structure specific mentoring activities individually designed for program participants.
- Provide the opportunity to engage in activities and prepare resources that will lead to documentation of program completion to enable participants to better represent themselves in the job market.
Specific Objectives
Following full participation in the program,
each PFPF Fellow should be able to:
- Develop a curriculum for a course (s)he plans to teach including objectives, syllabus and appropriate evaluation items,
- Teach the course utilizing a variety of teaching strategies and styles that are specifically selected to enhance student learning,
- Develop an understanding of faculty roles and responsibilities including teaching, research and service,
- Develop a professional teaching portfolio, and
- Prepare a course web page.
Center for Teaching Development
9500 Gilman Drive
Center Hall 307
La Jolla, CA 92093-0030
Phone: (858) 534-6767
Fax: (858) 822-0318
