Paradigms in Physics 2.0

TL;DR

This paper describes the comprehensive revision of the 'Paradigms in Physics' curriculum at Oregon State University, involving faculty and student input, leading to significant course updates and new preparatory courses for physics majors.

Contribution

The paper presents a detailed process of curriculum redesign in physics education, including stakeholder engagement and the development of new courses to improve student preparation.

Findings

Successful faculty consensus on curriculum changes

Introduction of two new sophomore courses for better preparation

Enhanced alignment of courses with student needs

Abstract

In 2016, the Department of Physics at Oregon State University began a process to revise our Paradigms in Physics curriculum for physics majors. We began with a colloquium to inform the department of our plans and request their assistance, followed by a survey of students and faculty as well as individual interviews with the faculty teaching each course. As we developed a plan to address student- and faculty-identified challenges in the curriculum, we met with each faculty member individually to explain and refine our proposal, which was unanimously approved by the faculty. Major changes include major changes to several courses (math methods, computational physics, modern physics, electronics, and classical mechanics), including the introduction of two sophomore-year courses designed specifically to help prepare students for their upper-division courses.