Section 4.3 Conducting a focus group with students
¶Members of the Paradigms 2.0 Committee had been teaching paradigms in physics courses throughout the three years of implementation. Because of the emphasis on using active engagement strategies, they already had extensive impressions of students' experiences with the changes in instruction that had been implemented in the paradigms in physics curriculum. They decided, however, to convene a focus group to hear students' insights and opinions about the various options being considered for refining the order of the paradigms in physics courses.
The participating students agreed that the Physics 315 and Physics 335 courses were very successful introductions for the on-campus students and would be helpful for all students to be able to take them before any paradigms in physics courses. They also agreed that it was hard having two such different populations in these courses and that students enrolled in Physics 315 at the same time as the second term of the introductory physics sequence (Physics 212) were underprepared. They were not in favor of the large option in which there would be two paradigm courses simultaneously with one capstone in the fall of the senior year. Also a heavy fall senior year load may conflict with full-year course sequences in other departments in which some students minor. The students preferred 5-week courses over 10-week options because the 5-week courses have more contact hours (35 hours versus 30 hours).