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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