This Article 
   
 Share 
   
 Bibliographic References 
   
 Add to: 
 
Digg
Furl
Spurl
Blink
Simpy
Google
Del.icio.us
Y!MyWeb
 
 Search 
   
Implementing Curricular Change
September/October 2006 (vol. 8 no. 5)
pp. 32-37
Marty Johnston, University of St. Thomas
Analytical skills provide the theoretical framework for much of physics; however, in the real-world analytical solutions to problems frequently remain elusive. More often than not, solutions arise from creative combinations of analytic, experimental and computational techniques. While the physics community recognizes the need for curricular innovation, physics curriculums still traditionally focus on analytical techniques. Five years ago, the University of St. Thomas curriculum was no different. Recognizing the need for a change we developed an integrated physics curriculum emphasizing the importance of analytical, computational, experimental and communication skills. It is our goal to work these elements into all of our classes. As part of the implementation process we have developed a number of guiding principles that have enabled the revision of our curriculum. While a united faculty focused on a common goal is an essential ingredient, there are a number of other elements that enable and sustain curricular change.
Index Terms:
computational physics, physics education
Citation:
Marty Johnston, "Implementing Curricular Change," Computing in Science and Engineering, vol. 8, no. 5, pp. 32-37, Sept.-Oct. 2006, doi:10.1109/MCSE.2006.91
Usage of this product signifies your acceptance of the Terms of Use.