About ten years ago the Department of Physics at the University of Illinois embarked on a program to systematically reform all of the introductory courses in the calculus-based and algebra-based sequences. In this workshop, I will first give an overview of our experience with this process. I will discuss the combination of strategies that we chose (a coherent set of activities featuring interactive engagement methods) as well as the important considerations that were necessary to effect organizational change (faculty buy-in and sustainability). I will then open up the workshop for participation in a discussion of real world issues concerning effecting introductory course reform at your home institutions. My hope is that the wisdom of the collective may generate new ideas and solutions to problems that have had no visible forum for discussion.


  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


Vocational/Professional Development Education,Higher Education,NSDL,Undergraduate (Upper Division),Reform Sustainability,Physics,physics teacher preparation education collaboration PhysTEC 2009 Conference,Undergraduate (Lower Division),oai:nsdl.org:2200/20090406215213426T,Education Practices,Course,NSDL_SetSpec_439869,Teacher Preparation,Curriculum Development,Pedagogy,Education,General Physics,Physics Education Research,Graduate/Professional



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