Design Two New Sophomore Courses
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Section 4.4 Design Two New Sophomore Courses
Identify issues that need attention such as an overload for students as they begin the upper-level courses, ways to attract and support diverse students in the major, a gap between expectations in introductory and upper-level courses, and/or dissatisfaction with existing courses
Survey students and faculty to gather information about their views
Provide incentives for interested faculty to design a new course
Focus on fundamental science concepts and reasoning skills that strengthen students' preparation for upper level courses
Use active engagement strategies
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