A Study of the Development of the Paradigms in Physics Program

discuss the feasibility of undertaking curricular reform and communicate progress often

choose volunteers, people who have changes they want to see and help make happen

choose people willing to listen to the rest of the group as well as to put out their own ideas

choose people who represent the various perspectives of faculty in the department (e.g., experimentalist/theorist; different faculty ranks, research foci, teaching experiences)

choose people who have knowledge of different aspects of the curriculum

choose people whom other faculty seem to trust

present overview and timeline

collaborate within the committee to generate and refine questions

include open-ended questions to elicit positive input (e.g., preferred learning goals for majors, knowledge/skills students need to start doing research, aspects of the current program that should be preserved, ways to enhance faculty knowledge of curriculum and use of active engagement strategies)

include open-ended opportunities for negative feedback as well

include requests for ratings of importance for topics (e.g., various subject matter themes and issues needing attention)

clarify consent process; gain IRB approval; create and test online versions

provide two versions: one for faculty and graduate students; one for juniors and seniors

launch survey immediately after department colloquium, state deadline for responses

analyze responses; use results to inform committee priorities and actions