Materials Similar to Paradigms in Physics: A new upper-division curriculum
- 67%: But Does It Last? Sustaining a Research-Based Curriculum in Upper-Division Electricity & Magnetism
- 53%: Problem-based learning in upper division courses: Student successes, perceptions, and reactions
- 49%: Transforming Upper-Division Electricity and Magnetism
- 49%: Upper-Division Activities That Foster “Thinking Like A Physicist”
- 49%: Socratic Dialogs and Clicker use in an Upper-Division Mechanics Course
- 47%: Student Perspectives on Using Clickers in Upper-division Physics Courses
- 47%: The use of concept tests and peer instruction in upper-division physics
- 47%: Testing Tutorials in Upper-Division: An Example from Quantum Mechanics
- 47%: Investigating student ownership of projects in an upper-division physics lab course
- 47%: Instructor perspectives on iteration during upper-division optics lab activities
- 47%: Using student-generated content to engage students in upper-division quantum mechanics
- 46%: Graphical representations of vector functions in upper-division E&M
- 44%: Student understanding of basic probability concepts in an upper-division thermal physics course
- 44%: Representation issues: Using mathematics in upper-division physics
- 44%: Research-Based Course Materials and Assessments for Upper-Division Electrodynamics (E&M II)
- 41%: A Research-Based Approach to Assessing Student Learning Issues in Upper-Division Electricity & Magnetism
- 41%: Faculty survey on upper-division thermal physics content coverage
- 41%: Comparative analysis of letters and reports in an upper-division lab
- 40%: Multiple roles of assessment in upper-division physics course reforms
