Volume IV: What works, what matters, what lasts

Workshop Physics

"To evaluate communication and teamwork skills and independent learning skills, I developed new instruments, based on peer- and self-assessment. For example, student teams evaluate drafts of formal lab reports based on criteria for experimental design, data analysis, and scientific communication. Students submit proposals for independent research projects for peer-review: Fellow students judge the merits of the proposed work and suggest improvements (Anderson)."

Selected Adapters:

  • Juliet Browsing
    Professor of Physics
    Pacific University

  • Mary Fehrs
    Professor of Physics
    Pacific University

  • Various Adapters at Portland University & Clatsop Community College

Assessment Essay:

  • Re-Inventing My Introductory Physics Course
    - Eric C. Anderson, Associate Professor of Physics - Avila College
    "After three years of teaching, scores on surveys of conceptual understanding were dismal and flat. Students seemed helpless on problems that deviated much from the contexts and patterns that we had covered in class. It seemed that the only meaningful learning was taking place outside of - actually at odds with - the formal course. Clearly, systemic reform was in order."

Other Resources:

  • Teaching Physics with the Physics Suite (John Wiley & Sons, 2003)
    "Chapter 10: Using the Physics Suite"
    - Edward F. Redish, Department of Physics - University of Maryland
    "In order to help students develop overviews, Mary [a professor] has them write weekly summaries describing what they have learned during the week. She reports that this helps them get perspective and organize the material somewhat, but she hope that having a text will provide the perspective absent in the hands-on oriented workshop physics activity guide. She continues to work on finding ways to help students understand what she wants them to do in prediction parts of the lesson."