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Abstract Title: Transforming Upper-Division Quantum Mechanics: Learning Goals and Their Assessment
Abstract: In order to help students overcome documented difficulties learning
quantum mechanics (QM) concepts, we have transformed our upper-division QM I course using principles of learning theory and active engagement. Key components of this process include learning goals and a valid, reliable conceptual assessment tool to measure the extent to which students achieve these learning goals. The course learning goals were developed with broad faculty input, and serve as the basis for the design of the course assessment tool. The development of the assessment tool has included significant faculty input and feedback, over 21 student interviews, review of PER literature, and administration of the survey to two semesters of QM I students as well as to a cohort of graduate students. Here, we discuss this ongoing development process and present initial results from our quantum mechanics class for the past two semesters.
Abstract Type: Contributed Poster
Contributed Poster: Download the Contributed Poster

Author/Organizer Information

Primary Contact: Steve Goldhaber
University of Colorado at Boulder
390 UCB
Boulder, CO 80309-0390
Co-Author(s)
and Co-Presenter(s)
Steven Pollock, University of Colorado at Boulder (Steven.Pollock -at- colorado.edu)
Mike Dubson, University of Colorado at Boulder (Michael.Dubson -at- colorado.edu)
Paul Beale, University of Colorado at Boulder (Paul.Beale -at- colorado.edu)
Katherine Perkins, University of Colorado at Boulder (Katherine.Perkins -at- colorado.edu)