Curriculum Development

The core emphasis of our department is effective teaching.  We have therefore worked diligently over the past ten years to improve the ways in which we prepare students for their post-graduate endeavors.  We have taken advantage of funding from external sources to revamp the content and format of all lecture and laboratory sections.  While doing so, we have worked closely as a team to best utilize our diverse backgrounds and skills, tailoring a curriculum to match the needs and interests of students following a variety of educational paths.  In 1996, we initiated the three-phase plan of curricular reform that is outlined below.  Although phase two is nearing completion and portions of phase three have already begun, reform certainly will not end when we attain these immediate goals.  Our curriculum will always be in a state of renewal.

Phase 1: Improve the lower-division curriculum

• In 1997, we revitalized our introductory course sequence (Physics 111 and 112) by replacing separate lecture and laboratory sections with individual 2.5-hour workshops. (Johnston, Tommet, Lane, Lawrence)
• From 1996 to 1998, we created new and improved experiments for our Modern Physics courses (Physics 225 & 226). (NSF-ILI Grant #DUE-9651386; Johnston).

Phase 2: Improve the upper-division curriculum

• We developed new experiments in nonlinear dynamics, atomic physics, and vacuum technology for the Methods of Experimental Physics course (Physics 323). (NSF-CCLI Grant #DUE-0126849, 2002 to 2005; Johnston).
• Between 2003 and 2006, we incorporated real-world computational physics problems into all upper-division courses to complement students' analytical and laboratory skills (NSF-CCLI Grant #DUE-0311432; Ohmann, Green).
• We are currently developing a new laboratory section for the Optics course (Physics 347).  Experiments will focus on both physics and engineering skills in the context of a biomedical optics theme (NSF-CCLI Grant #DUE-0509869, 2005-2008; Green).
• In the near future, we will add hands-on projects and more computational work to the Electromagnetism sequence (Physic 341 & 342).  The Physics and Electrical Engineering Departments are working together to write an NSF-CCLI grant proposal to seek funds for new equipment (Nollenberg, Mowry).

Phase 3: Revisit the lower-division curriculum

• We plan to further improve the introductory sequence by blending modern physics concepts and laboratories with the classical approach to emphasize the complete picture of physics.  This process is ongoing, with new ideas being tested each semester.
• We would like to revise the first Modern Physics course (Physics 225) and emphasize materials science applications of basic quantum mechanics.  The change in lecture material will be accompanied by new laboratory experiments.  We intend to make this class relevant not only to physics majors but also to the growing constituency of engineering majors who enroll each year.

Teacher Research Network Grant

In addition to improving our own curriculum, we have also undertaken projects to address the needs of K-12 science and mathematics education.  In particular, we have been working to develop and maintain a research network that incorporates a number of different institutions throughout Minnesota.  One of our first goals is to learn more about the practices and beliefs of elementary and secondary level teachers who are still in their first three years of service.  (Teacher Research Network Grant, 2003-present; Tommet)