But Does It Last? Sustaining a Research-Based Curriculum in Upper-Division Electricity & Magnetism Documents
Rachel E. Pepper,
Steven J. Pollock, and
Katherine K. Perkins
We report on the process and outcomes from a four-year, eight-semester project to develop, establish, and maintain a new course approach in junior-level electricity and magnetism (E&M). Almost all developed materials (i.e., clicker questions, tutorials, homework, and student difficulties) were used successfully by several subsequent instructors, indicating a high rate of sustainability over time and between instructors. We describe the factors related to successful transfer and to decisions not to adopt the materials, based on observations, instructor interviews, and student data.
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Published February 6, 2012
Last Modified April 24, 2012
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