login - create an account - help

• AAPT ComPADRE
• Events
• Collaborate
• About
• Contact Us

Materials Similar to Transforming Upper-Division Electricity and Magnetism

• 86%: But Does It Last? Sustaining a Research-Based Curriculum in Upper-Division Electricity & Magnetism
• 80%: A Research-Based Approach to Assessing Student Learning Issues in Upper-Division Electricity & Magnetism
• 70%: Multiple-choice Assessment for Upper-division Electricity and Magnetism
• 69%: Observations on student difficulties with mathematics in upper-division electricity and magnetism
• 55%: Transforming Upper-Division Quantum Mechanics: Learning Goals and Assessment
• 52%: Research-Based Course Materials and Assessments for Upper-Division Electrodynamics (E&M II)
• 49%: Development of instructional systems for teaching an electricity and magnetism course for engineers
• 48%: Student Perspectives on Using Clickers in Upper-division Physics Courses
• 48%: Issues and Progress in Transforming a Middle-division Classical Mechanics/Math Methods Course
• 48%: Multiple roles of assessment in upper-division physics course reforms
• 47%: The use of concept tests and peer instruction in upper-division physics
• 47%: Investigating student ownership of projects in an upper-division physics lab course
• 47%: Instructor perspectives on iteration during upper-division optics lab activities
• 46%: Improved Student Performance in Electricity and Magnetism Following Prior MAPS Instruction in Mechanics
• 45%: Problem-based learning in upper division courses: Student successes, perceptions, and reactions
• 43%: Tapping into Juniors’ Understanding of E&M: The Colorado Upper-Division Electrostatics (CUE) Diagnostic
• 43%: Upper-Division Activities That Foster “Thinking Like A Physicist”
• 43%: Assessing students’ conceptual knowledge of electricity and magnetism
• 42%: Socratic Dialogs and Clicker use in an Upper-Division Mechanics Course