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Introductory astronomy is one of the most widely-taken university sciencecourses and a common means of satisfying general education requirements. Thiscourse is frequently taught in large sections by a variety of instructors, somewith little formal training in astronomy. Thus, instructors often struggle tohelp students connect with what is typically their last formal scienceexperience. At California State University Fullerton, we have engaged in reformefforts in the teaching of introductory astronomy. We report on the model ofreform implementation with several key features that we believe wereinstrumental in our success. First, our astronomy instructors learned to useresearch-based curricular materials by attending workshops before and afterfirst implementation. Second, the astronomy instructors collaborated withstudent Peer Instructors as a team to document and reflect on theimplementation progress. Third, the instructional team of faculty and PeerInstructors worked with science education researchers to collect information oncommon student conceptual difficulties, and develop strategies to address thesedifficulties using resources in the research and teaching literature. Ourfindings suggest that this is a fruitful and sustainable model for reformimplementation, faculty professional development, and research on the teachingand learning of astronomy.

A collaboration to support novice instructors in research-based astronomy teaching