Paradigms in Physics: A new upper-division curriculum

Manogue, Corinne A.; Siemens, Philip J.; Tate, Janet; Browne, Kerry; Niess, Margaret L.; Wolfer, Adam J.

doi:doi:10.1119/1.1374248

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American Journal of Physics -- September 2001 -- Volume 69, Issue 9, pp. 978

Paradigms in Physics: A new upper-division curriculum

Corinne A. Manogue¹, Philip J. Siemens¹, Janet Tate¹, Kerry Browne¹, Margaret L. Niess², and Adam J. Wolfer²

¹Department of Physics, Oregon State University, Corvallis, Oregon 97331
²Department of Science and Mathematics Education, Oregon State University, Corvallis, Oregon 97331

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We describe a new curriculum for the final two years of a B.S. program in Physics. Case studies in the junior year provide concrete examples or Paradigms as pillars to support systematic Capstone lectures in the senior year. In each of nine three-week Paradigms, the junior progresses from a descriptive lower-division understanding to an advanced analysis of a topic defined by phenomenon rather than discipline. Students generally view the new format with favor. They are better at visualization and make important connections among physics disciplines. Independent assessment is ongoing. © 2001 American Association of Physics Teachers.