HILT Curriculum Mapping: Physics Learning Outcomes

TL;DR

A physics department explores departmental-level learning objectives and the development of a comprehensive assessment to improve undergraduate education.

Transcript

So in the physics department, where Louis and I are both faculty members, we were starting to get interested in questions about departmental-level learning objectives and department-level learning outcomes. So a little bit of history behind this. So Chris Stubbs, who recently served a term as interim chair and previously had been chair of the physi... Read More

Key Insights

• 🎓 Defining departmental learning objectives can improve undergraduate education by providing a clear framework for teaching and learning.
• 🧑‍🎓 Conceptual questions are effective in assessing students' understanding of physics concepts and skills.
• 🧑‍🎓 Students' awareness of their knowledge gaps can be enhanced through comprehensive assessments.
• 🤳 Providing opportunities for students to bridge knowledge gaps and improve self-awareness is essential for their academic development.
• 🧑‍🎓 Traditional grading systems may not provide sufficient feedback on students' true knowledge and skills.
• 🏬 Collaborative discussions among faculty members about learning objectives can be beneficial for the department as a whole.
• 🧑‍🎓 Follow-up assessments and interventions are necessary to support students' learning and growth.

Questions & Answers

Q: How did the idea of defining learning objectives for physics courses come about?

The idea originated from the department chair's interest in improving undergraduate education and the introduction of learning objectives by a guest speaker. However, a top-down approach did not work initially, leading to the exploration of department-level learning objectives.

Q: What is the purpose of the departmental assessment in the physics department?

The assessment aims to determine if the department is successful in teaching important physics concepts and skills. It also seeks to increase faculty engagement in defining and achieving departmental-level learning goals and raise students' awareness of their knowledge gaps.

Q: Why was the assessment designed to focus on conceptual questions?

Conceptual questions have been found to be more robust in terms of retention compared to factual information and procedures. The goal was to assess students' understanding of physics concepts rather than memorized facts or problem-solving techniques.

Q: How did students respond to the assessment and the results?

Students had high expectations and were disappointed with their performance. However, they appreciated the feedback and expressed a desire for practical advice on improving their physics knowledge before graduation.

Summary & Key Takeaways

• The physics department is interested in defining learning objectives and outcomes for undergraduate physics courses.

• The department aims to assess the effectiveness of teaching physics concepts and skills by engaging faculty and students in defining departmental-level learning goals.

• The department plans to implement a system for assessing undergraduate concentrators, provide interventions based on results, and validate the assessment itself.