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Professional development workshops are commonly used to promote the adoptionof research-based instructional strategies among physics and astronomy faculty.After learning about such strategies, faculty are often motivated to modify andadapt them within their own classrooms, but prior research shows they may beunderprepared to do so in ways likely to maintain the positive student outcomesthe designers were able to foster. In this paper, we analyze the experiences ofa focal group of faculty during one session of the Physics and Astronomy NewFaculty Workshop, where they are asked to engage in a task as mock physicsstudents. We compare their experiences to student behaviors documented inothers' research, and find that their group coordination and sense-makingpoorly represent the kinds of interactions our community would encourage themto foster in their own students. We briefly discuss the implications of thesepreliminary findings for professional development and our plans for futureresearch.

"I got in trouble": A case study of faculty "doing school" during professional development