Section 8.7 Encouraging learning more about the purpose of changes in content and pedagogical approaches
Introduce new faculty members to the original designers of courses as well as prior instructors to learn more about why they made the changes made. Also encourage new faculty members to sit in on courses in which experienced faculty are using active engagement strategies.
Identifying the original designer of course and arranging a meeting with new faculty member now assigned to teach it if feasible.
Some of the original designers of the paradigm in physics courses may have retired or moved elsewhere but many likely are still available for consultation. Make sure that the new faculty member assigned to teach a course knows who initially designed it and arrange a meeting if possible so that the new faculty member can hear about why the changes made occurred.
Introducing prior instructors and encouraging multiple conversations during planning and teaching to gain better understanding of ways the course fits within the curriculum.
Also make sure that the new faculty member knows which experienced faculty members have taught the course and encourage the new faculty member to consult them frequently. Emphasize that such conversations are welcomed and expected in this department. In addition to clarifying the rationale for changes, such conversations can help the new faculty member gain a better overview of a course and understand how the course builds on early courses and prepares for later ones.
Encouraging sitting in on classes taught by experienced faculty members using active engagement strategies.
Provide a schedule of courses, with times and locations, in which experienced faculty are using active engagement strategies, particularly courses that the new faculty member might later be asked to teach. Encourage the experienced faculty members to invite their new colleague(s) to sit in and to debrief with them afterwards.