A collaboration to support novice instructors in research-based   astronomy teaching
  Introductory astronomy is one of the most widely-taken university science courses and a common means of satisfying general education requirements. This course is frequently taught in large sections by a variety of instructors, some with little formal training in astronomy. Thus, instructors often struggle to help students connect with what is typically their last formal science experience. At California State University Fullerton, we have engaged in reform efforts in the teaching of introductory astronomy. We report on the model of reform implementation with several key features that we believe were instrumental in our success. First, our astronomy instructors learned to use research-based curricular materials by attending workshops before and after first implementation. Second, the astronomy instructors collaborated with student Peer Instructors as a team to document and reflect on the implementation progress. Third, the instructional team of faculty and Peer Instructors worked with science education researchers to collect information on common student conceptual difficulties, and develop strategies to address these difficulties using resources in the research and teaching literature. Our findings suggest that this is a fruitful and sustainable model for reform implementation, faculty professional development, and research on the teaching and learning of astronomy. 
Sissi L. Li, Gabriela Serna, Heather Chilton, Michael E. Loverude,   Jocelyn S. Read, Joshua R. Smith
physics.ed-ph