November 22, 2011
Physics education research (PER) has resulted in new materials, approaches to teaching, and theoretical understanding of student learning in physics. PER has influenced practices in introductory physics courses, impacting tens of thousands of students, and a growing number of current and future teachers. Still, at most universities, including the University of Colorado, upper-division physics courses are taught using a traditional lecture approach that does not make use of many of the instructional techniques that have been found to improve student learning at the introductory level. We are transforming an upper-division E&M course using principles of active engagement and learning theory, guided by the results of observations, interviews, and analysis of student work at CU and elsewhere. I will outline these reforms including consensus learning goals, clicker questions, tutorials, modified homeworks, use of undergraduate "learning assistants", and more, as an example of what a transformed upper-division course might look like. We have examined the effectiveness of these reforms relative to traditional courses, based on grades, interviews, and attitudinal and conceptual surveys. Our results suggest that it is valuable to further investigate how physics is taught at the upper-division, and how education research may be applied in this context.
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Colloquia are held Tuesdays in Room 1410 at 4:00 pm (preceded by light refreshments at 3:30). If you have additional questions, please call 301-405-5946.
