American Association of Physics Teachers (2021). Workshop for New Physics and Astronomy Faculty. (n.d.)http://www.aapt.org/Conferences/newfaculty/nfw.cfm. Accessed 20 Mar 2019.
American Chemical Society (2021). American chemical society new faculty workshops. (n.d.)https://www.acs.org/content/acs/en/education/educators/coursesworkshops/csc-new-faculty-workshop.html. Accessed 16 Apr 2019.
Bakhtin, M.M. (1981) In Holquist, M. (Ed.), The dialogic imagination: four essays Vol. 1. Austin: University of Texas Press.
Bali, M., & Caines, A. (2018). A call for promoting ownership, equity, and agency in faculty development via connected learning. International Journal of Educational Technology in Higher Education, 15(1), 46.
Borda, E., Schumacher, E., Hanley, D., Geary, E., Warren, S., Ipsen, C., Stredicke, L. (2020). Initial implementation of active learning strategies in large, lecture stem courses: lessons learned from a multi-institutional, interdisciplinary stem faculty development program. International Journal of STEM Education, 7(1), 1–18.
Brown, J.S., Collins, A., Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.
Brownell, S.E., & Tanner, K.D. (2012). Barriers to faculty pedagogical change: Lack of training, time, incentives, and... tensions with professional identity?CBE–Life Sciences Education, 11(4), 339–346.
Chasteen, S., Chattergoon, R., Prather, E., Hilborn, R. (2016). Evaluation methodology and results for the new faculty workshops. In Physics Education Research Conference 2016, Sacramento, CA, (pp. 72–75).
Corrales, A., Goldberg, F., Price, E., Turpen, C. (2020). Faculty persistence with research-based instructional strategies: A case study of participation in a faculty online learning community. International Journal of STEM Education, 7(1), 1–15.
Corrales, A., Goldberg, F., Turpen, C., Price, E. (2018). Conversational norms in faculty communities enable and constrain opportunities to learn. In Physics Education Research Conference 2018. https://doi.org/10.1119/perc.2018.pr.Corrales, Washington, DC.
Cox, M.D. (2004). Introduction to faculty learning communities. New Directions for Teaching and Learning, 97, 5–23.
Cox, M.D., & Richlin, L. (Eds.) (2004). Building faculty learning communities, 97th edn. San Francisco: Jossey-Bass.
Crouch, C., Watkins, J., Fagen, A., Mazur, E. (2007). Peer instruction: Engaging students one-on-one, all at once. In Research-Based Reform of University Physics, Vol. 1.
Dancy, M., & Henderson, C. (2010). Pedagogical practices and instructional change of physics faculty. American Journal of Physics, 78(10), 1056–1063. https://doi.org/10.1119/1.3446763.
Dancy, M., Lau, A.C., Rundquist, A., Henderson, C. (2019). Faculty online learning communities: A model for sustained teaching transformation. Physical Review Physical Education Research, 15, 020147. https://doi.org/10.1103/PhysRevPhysEducRes.15.020147.
Derting, T.L., Ebert-May, D., Henkel, T.P., Maher, J.M., Arnold, B., Passmore, H.A. (2016). Assessing faculty professional development in stem higher education: Sustainability of outcomes. Science Advances, 2(3), e1501422.
diSessa, A.A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2-3), 105–225.
Ebert-May, D., Derting, T.L., Hodder, J., Momsen, J.L., Long, T.M., Jardeleza, S.E. (2011). What we say is not what we do: Effective evaluation of faculty professional development programs. Bioscience, 61(7), 550–558. https://doi.org/10.1525/bio.2011.61.7.9.
Engeström, Y. (2015). Learning by expanding: An activity-theoretical approach to developmental research, Second ed. New York: Cambridge University Press.
Fairweather, J. (2008). Linking evidence and promising practices in science, technology, engineering, and mathematics (stem) undergraduate education: A status report. In Commissioned papers: Evidence on promising practices in undergraduate science, technology, engineering, and mathematics (stem) education, workshop 2. Board of Science Education, National Research Council, The National Academies, Washington, DC.
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415.
Garet, M.S., Porter, A., Desimone, L., Birman, B., Yoon, K. (2001). What makes professional development effective?: Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.
Gee, J.P. (2008). A sociocultural perspective on opportunity to learn. In: Moss, P.A., Pullin, D.C., Gee, J.P., Haertel, E.H., Young, L.J. (Eds.) In Assessment, equity, and opportunity to learn. Cambridge University Press, Cambridge, (pp. 76–108).
Gehrke, S., & Kezar, A. (2019). Perceived outcomes associated with engagement in and design of faculty communities of practice focused on stem reform. Research in Higher Education, 60(6), 844–869.
Gibson, J.J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin.
Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Cambridge, Mass: Harvard University Press.
Goldberg, F., Robinson, S., Price, E., Harlow, D., Andrew, J., McKean, M. (2018). Next generation physical science and everday thinking. Greenwich, CT: Activate Learning.
Greeno, J.G., & Gresalfi, M.S. (2008). Opportunities to learn in practice and identity. In: Moss, P.A., Pullin, D.C., Gee, J.P., Haertel, E.H., Young, L.J. (Eds.) In Assessment, equity, and opportunity to learn. Cambridge University Press, Cambridge, (pp. 170–199).
Hake, R.R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.
Hall, R., & Horn, I.S. (2012). Talk and conceptual change at work: Adequate representation and epistemic stance in a comparative analysis of statistical consulting and teacher workgroups. Mind, Culture, and Activity, 19(3), 240–258.
Hayward, C.N., & Laursen, S.L. (2018). Supporting instructional change in mathematics: Using social network analysis to understand online support processes following professional development workshops. International Journal of STEM Education, 5(1), 1–19.
Henderson, C. (2008). Promoting instructional change in new faculty: An evaluation of the physics and astronomy new faculty workshop. American Journal of Physics, 76(2), 179–187.
Henderson, C., Beach, A., Finkelstein, N. (2011). Facilitating change in undergraduate stem instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952–984. https://doi.org/10.1002/tea.20439.
Henderson, C., Cole, R., Froyd, J., Friedrichsen, D.G., Khatri, R., Stanford, C. (2015). Designing educational innovations for sustained adoption: A how-to guide for education developers who want to increase the impact of their work. Kalamazoo, MI: Increase the Impact.
Henderson, C., Dancy, M., Niewiadomska-Bugaj, M. (2012). Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?Physical Review Special Topics-Physics Education Research, 8, 020104. https://doi.org/10.1103/PhysRevSTPER.8.020104.
Henderson, C., Finkelstein, N., Beach, A. (2010). Beyond dissemination in college science teaching: An introduction to four core change strategies. Journal of College Science Teaching, 39(5), 18–25.
Hilborn, R.C. (2012). The role of scientific societies 1 in stem faculty workshops: Meeting overview. In The role of scientific societies in stem faculty workshops: A report of the May 3 2012 meeting. Council of Scientific Society Presidents & American Chemical Society, Washington, DC.
Horn, I.S. (2010). Teaching replays, teaching rehearsals, and re-visions of practice: Learning from colleagues in a mathematics teacher community. Teachers College Record, 112(1), 225–259.
Horn, I.S., Garner, B., Kane, B.D., Brasel, J. (2017). A taxonomy of instructional learning opportunities in teachers’ workgroup conversations. Journal of Teacher Education, 68(1), 41–54. https://doi.org/10.1177/0022487116676315.
Horn, I.S., & Kane, B.D. (2015). Opportunities for professional learning in mathematics teacher workgroup conversations: Relationships to instructional expertise. Journal of the Learning Sciences, 24(3), 373–418.
Horn, I.S., Kane, B.D., Wilson, J. (2015). Making sense of student performance data: Data use logics and mathematics teachers’ learning opportunities. American Educational Research Journal, 52(2), 208–242.
Horn, I.S., & Little, J.W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American Educational Research Journal, 47(1), 181–217.
Kember, D., & McKay, J. (1996). Action research into the quality of student learning: A paradigm for faculty development. The Journal of Higher Education, 67(5), 528–554.
Khatri, R., Henderson, C., Cole, R., Froyd, J.E., Friedrichsen, D., Stanford, C. (2016). Designing for sustained adoption: A model of developing educational innovations for successful propagation. Physical Review Physics Education Research, 12(1), 010112. https://doi.org/10.1103/PhysRevPhysEducRes.12.010112.
Lau, A.C., Corrales, A., Goldberg, F., Turpen, C. (2019). A framework for classifying opportunities to learn in faculty online learning communities: A preview with sample application. In Physics Education Research Conference 2019. https://doi.org/10.1119/perc.2019.pr.Lau, Provo, UT.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
Lynch, K., Hill, H.C., Gonzalez, K.E., Pollard, C. (2019). Strengthening the research base that informs STEM instructional improvement efforts: A meta-analysis. Educational Evaluation and Policy Analysis, 41(3), 260–293.
Manduca, C.A. (2017). Surveying the landscape of professional development research: Suggestions for new perspectives in design and research. Journal of Geoscience Education, 65(4), 416–422.
Manduca, C.A., Iverson, E.R., Luxenberg, M., Macdonald, R.H., McConnell, D.A., Mogk, D.W., Tewksbury, B.J. (2017). Improving undergraduate STEM education: The efficacy of discipline-based professional development. Science Advances, 3, e1600193.
Maxwell, J.A. (2013). Qualitative research design: An interactive approach, 3rd ed Vol. 41. Thousand Oaks, CA: Sage Publications.
Mazur, E. (1997). Peer instruction: A user’s manual. Upper Saddle River, N.J: Prentice Hall.
Meltzer, D.E., & Thornton, R.K. (2012). Resource letter alip-1: Active-learning instruction in physics. American Journal of Physics, 80(6), 478–496.
Mortimer, E., & Scott, P. (2003). Meaning making in secondary science classrooms. Maidenhead,UK: Open University Press.
National Association of Geoscience Teachers (2019). Workshop for early career geoscience faculty. (n.d.)https://serc.carleton.edu/NAGTWorkshops/earlycareer2019/index.html. Accessed 16 Apr 2019.
National Research Council (U.S.) Committee on the Status, Contributions, & Future Directions of Discipline-Based Education Research (2012). Discipline-based education research: understanding and improving learning in undergraduate science and engineering. In: Singer, S.R., Nielsen, N., Schweingruber, H.A. (Eds.)National Academies Press, Washington, D.C.
NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press. https://doi.org/10.17226/18290.
Nichols, D.Coloring for colorblindness. https://davidmathlogic.com/colorblind/#%23332288-%23117733-%2344A%A99-%2388CCEE-%23DDCC77-%23AA4499-%230A0A0A. Accessed 17 Aug 2020.
Norman, D.A. (1988). The psychology of everyday things. New York: Basic books.
Novak, G.M., Patterson, E.T., Gavrin, A.D., Christian, W. (1999). Just-in-time teaching: Blending active learning with web technology. Upper Saddle River, NJ: Prentice Hall.
Olmstead, A., & Turpen, C. (2016). Assessing the interactivity and prescriptiveness of faculty professional development workshops: The real-time professional development observation tool. Physical Review Physics Education Research, 12(2), 020136.
Olson, S., Riordan, D.G., United States President’s Council of Advisors on Science and Technology. (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. report to the president. Distributed by ERIC Clearinghouse. Washington, DC: Executive Office of the President.
Patterson, E.T. (2004). Just-in-time teaching: Technology transforming learning: A status report. In Invention and impact: Building excellence in undergraduate stem (science, technology, engineering, and mathematics) education. American Association for the Advancement of Science. American Association for the Advancement of Science, Washington, DC.
Pelletreau, K.N., Knight, J.K., Lemons, P.P., McCourt, J.S., Merrill, J.E., Nehm, R.H., Smith, M.K. (2018). A faculty professional development model that improves student learning, encourages active-learning instructional practices, and works for faculty at multiple institutions. CBE Life Sciences Education, 17(2), 1–11. https://doi.org/10.1187/cbe.17-12-0260.
Prather, E., Slater, T.F., Adams, J., Bailey, J., Monowar-Jones, L., Dostal, J. (2004). Research on a lecture-tutorial approach to teaching introductory astronomy for non?science majors. Astronomy Education Review, 3(2), 122–136.
Prather, E.E., Slater, T.F., Adams, J.P., Brissenden, G. (2013). Lecture-tutorials for introductory astronomy, 3rd ed. New York: Pearson.
Price, E., Goldberg, F., Robinson, S., Turpen, C., Engelhardt, P., Dancy, M., Smith, S. (2021). Next gen pet faculty online learning community. http://ngpfolc.com/. Accessed 11 May 2021.
Price, E., Lau, A.C., Goldberg, F., Turpen, C., Smith, P.S., Dancy, M., Robinson, S. (2021). Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum. International Journal of STEM Education, 8(1), 1–26. https://doi.org/10.1186/s40594-020-00268-7.
Schegloff, E.A. (2007). Sequence organization in interaction: A primer in conversation analysis Vol. 1. New York: Cambridge University Press.
Scott, P.H., Mortimer, E.F., Aguiar, O.G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90(4), 605–631. https://doi.org/10.1002/sce.20131.
Shadle, S.E., Marker, A., Earl, B. (2017). Faculty drivers and barriers: Laying the groundwork for undergraduate stem education reform in academic departments. International Journal of STEM Education, 4(1), 1–13.
Smith III, J.P., diSessa, A.A., Roschelle, J. (1994). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3(2), 115–163. https://doi.org/10.1207/s15327809jls0302_1.
Thiry, H., Weston, T.J., Harper, R.P., Holland, D.G., Koch, A.K., Drake, B.M., Seymour, E. (2019) In Seymour, E., & Hunter, A.-B. (Eds.), Talking about leaving revisited: Persistence, relocation, and loss in undergraduate stem education. Cham, Switzerland: Springer.
Thompson, K.V., Marbach-Ad, G., Egan, L., Smith, A.C. (2016). Faculty learning communities: A professional development model that fosters individual, departmental and institutional impact. In: Weaver, G.C., Burgess, W.D., Childress, A.L., Slakey, L. (Eds.) In Transforming institutions: Undergraduate stem education for the 21st century. Purdue University Press, West Lafayette, IN, (pp. 312–324).
Tinnell, T.L., Ralston, P.A.S., Tretter, T.R., Mills, M.E. (2019). Sustaining pedagogical change via faculty learning community. International Journal of STEM Education, 6(1), 16. https://doi.org/10.1186/s40594-019-0180-5.
Turner, J.C., Christensen, A., Kackar-Cam, H.Z., Fulmer, S.M., Trucano, M. (2018). The development of professional learning communities and their teacher leaders: An activity systems analysis. Journal of the Learning Sciences, 27(1), 49–88. https://doi.org/10.1080/10508406.2017.1381962.
Turpen, C., Goldberg, F., Corrales, A., Price, E. (2018). Confusion and representational practices as factors that sustain rich pedagogical discussions within faculty online learning communities. In Physics Education Research Conference 2018. https://doi.org/10.1119/perc.2018.pr.Turpen, Washington, DC.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Vygotsky, L.S. (1986) In Kozulin, A. (Ed.), Thought and language. Cambridge, MA: MIT Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225–246.
Wenger, E., McDermott, R.A., Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston, Mass: Harvard Business School Press.