A little background: within Physics 691G, we do a two-week unit on issues of identity in the classroom. We segue into the unit by thinking about the challenges in evaluating teaching which is done in the context of the new grads observing more experienced TAs. After we explore the challenges of evaluating teaching, the new grads complete an worksheet based upon an exercise developed by Kirsten Helmer of TEFD. In this assignment, the new grads must they explicitly consider their positionality along multiple axes. We then spend two weeks looking at case studies of various interactions within the classroom. During the first week, we investigate situations where the new grads identity as a student is salient. The second week, we move to situations where their identity as instructors is more relevant. In that second week, many of the new grads seemed uncomfortable with the power that being in an “instructor” role bestows.
During my AAPT SM18 experience, I focused on presentations and posters from three main areas in which I have deep personal interest: IPLS/curriculum development, diversity/equity in physics, and self-efficacy/attitudes. In addition, I attended several sessions related to areas of interest for our department, specifically on integrating computation through the curriculum. In this post, I will synthesize and reflect on my take-aways from the conference. I saw a lot of good talks. As such, this post is somewhat long.
In the development of Physics 131, we have been working backwards: refining the course starting with the last unit on entropy and then moving towards the start of the semester. Due to this approach, our first two units on the mathematical foundations of physics and forces are now our weakest two units. Moreover, Unit 3 – Forces and… covers a LOT of material: impulse, work, and torque. One of our (many!) goals for the summer is then to revamp these first two units – hopefully making the labs a more valuable experience at the same time. One of the big guiding principles of this revamp is to use the idea of expansive framing described in Engle et al .
As I am going through teaching P132 – Introductory Physics II: What is an electron? What is light? I have noticed a good instructional goal that I did not consider back at the beginning of the semester when I was first planning out the course: developing an appreciation that nonsensical mathematical results can still possess physical meaning. In P132, there are several topics where the formulae can give nonsense answers. Two more straight-forward examples include Snell’s Law n1 sin θ1 = n2 sin θ2 and quantization conditions requiring integers.