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ERIC Number: ED468948
Record Type: Non-Journal
Publication Date: 2000
Pages: 95
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-917853-99-7
A Model for Reform. Two-Year Colleges in the Twenty-First Century: Breaking Down Barriers (TYC21).
Palmer, James C., Ed.
This book describes the TYC21 project (Two-Year Colleges in the Twenty-First Century: Breaking Down Barriers), which provided a framework to implement reform in science, engineering, and physics education at two-year colleges via the cooperative efforts of faculty in cross-educational activities. The project sought to increase the quality of education for students in the sciences by addressing the prevalence of faculty isolation from other faculty, administrators, and from the larger professional community and societies. TYC21 brought together 15 regional coordinators, all physics faculty, and facilitated dialogue regarding physics pedagogy, the need for more personal and professional contact, and new opportunities to discover more about the physics community and teaching. TYC21 resulted in the discovery of regional identities, many of which masked a national interest, yet also demonstrated the value of collaboration, which resulted in a number of grants and an atmosphere where faculty could recognize the commonality of their teaching concerns. Most participants regarded TYC21 as a positive and empowering experience, although some physics educators still preferred isolation and non-collaboration. To decrease isolation, faculty members should attend and participate in local, regional, and/or national meetings, and regularly engage in dialogue about physics pedagogy. College administrators should institutionalize and implement professional development activities, improve the reward systems for faculty engaging in scholarship, and provide financial support for faculty to attend local and national meetings and workshops. (Contains 34 references.) (CB)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA. Div. of Undergraduate Education.
Authoring Institution: American Association of Physics Teachers, College Park, MD.