Guest Editors
Rachel E. Scherr and MacKenzie R. Stetzer
Physics, as a discipline, benefits from the implementation of instructional strategies that reflect advances in what is known about teaching and learning. Critical to such course transformation efforts is effective professional development for university faculty, graduate teaching assistants, and undergraduate learning assistants who will enact these research-based instructional strategies. University and college professors receive little professional development focused on teaching and cite a lack of time and a lack of professional support as significant barriers to implementing transformed instruction in their classes [1]. Graduate teaching assistants (TAs) also have little professional development; many departments lack ongoing, discipline-specific TA preparation programs. Only 36% of graduate students (future faculty) report feeling “very prepared” by their programs to teach the kinds of classes they will be expected to teach as future faculty members [2]. While undergraduate learning assistants (LAs) typically receive a semester of pedagogical instruction as well as ongoing preparation for their teaching assignments, they need continuing support in order to grow as university educators. Evidence-based approaches to preparing and supporting university physics educators are crucial to improving the learning and teaching of physics at the university level.
The goal of this Focused Collection is to provide a collection of current research articles that highlight the state of the field of physics education research as it relates to preparing and supporting university physics educators, including:
We invite empirical, theoretical, and review manuscripts for this collection. We encourage diverse methodological approaches, learning settings, and intellectual perspectives. Priority will be given to proposals that advance knowledge necessary to initiate, leverage, and sustain improvement for individual university educators, departments, institutions, and higher education cultures and practices. The focus is intended to be on original research, not professional development materials or instructional strategies. However, we recognize that some projects may be joint professional development and research projects in which the professional development program is an integral part of the research. Papers might include summary articles of mature projects that have previously been described in the literature as well as descriptions of newer, more groundbreaking studies.
Submission Process
Interested authors should submit 1–2 page proposals (250–500 words) for full papers by May 16, 2014, to the guest editors, Rachel E. Scherr (rescherr@gmail.com) and Mackenzie R. Stetzer (mackenzie.stetzer@maine.edu). Proposals for manuscripts of empirical studies, review manuscripts, and theoretical manuscripts are welcome; each proposal must clearly indicate the type of manuscript that is envisioned. Proposals for manuscripts of empirical studies must describe a theoretical basis of the work, the research question(s), and research methods including data analysis. Proposals for review manuscripts should include the motivation for the review topic, the research methodology, and a sampling of references that will be used in the article. Proposals for theoretical manuscripts should offer critiques of—and if appropriate, address weaknesses of—current theoretical frameworks in light of evidence obtained in the context of preparation and support of university physics educators. All proposals must include contact information and institutional affiliation of the lead author.
The guest editors will, in consultation with the PRST-PER editor, review proposals and notify authors of the status of their submission by June 27, 2014. Authors of accepted proposals will be asked to prepare manuscripts that will go through the standard PRST-PER review process. Completed draft manuscripts will be due by November 28, 2014. Given the short review cycle, we expect the submitted manuscripts to be complete works. Works in progress or incomplete articles will be returned to the author without review.
Charles Henderson
Editor
Published 26 March 2014
DOI: 10.1103/PhysRevSTPER.10.010003
PACS numbers: 01.10.Cr, 01.40.Fk
