Education

Designing and Implementing a Societal-Context Course for Physics Undergraduates

C. D. Sealfon and G. Burron

Join Carolyn D. Sealfon and Garrick Burron as they unveil the innovative integration of active learning in a university-level physical science course. Discover how a student-driven curriculum and ungrading approach empowered students to develop vital skills for the 21st century, leading to remarkable reflections and project outputs.... show more

Abstract

Through a self-study research-practice partnership, we discuss the design, implementation, observations and lessons learned from active learning integration in an upper-level university course. This one-semester course on physical science in contemporary society aims to empower physics undergraduates to develop transferable skills and 21st century competencies through design elements including a student-driven curriculum, student-led classes, an open-ended final project, and ungrading. The class was judged to be a success based on student outputs of final projects, student-designed classroom activities, and student reflective writing.

Publisher

ISLS International Society of the Learning Sciences

Published On

Jul 01, 2023

Authors

Carolyn D. Sealfon, Garrick Burron

DOI

https://doi.org/10.22318/icls2023.214202

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