institutions using the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). The assessment of laboratory courses upon this one dimension of learning has been intensively studied in U.S. An often implicit, but crucial, goal is to develop students’ attitudes, views, and expectations about experimental physics to align with practicing experimental physicists. There is a large variety of goals instructors have for laboratory courses, with different courses focusing on different subsets of goals. Goals, and the assessments are broadly applicable to the instructional lab
Widely between institutions, the overall transformation process, the learning While the particular selection of advanced lab experiments varies Optics labs, and a set of assessments specifically tailored for a laboratoryĮnvironment. The outcomes of this effort includeĪ set of learning goals, a suite of new lab-skill activities and transformed Revision of one of our laboratory courses. University of Colorado Boulder, but this is the first systematic research-based Similar efforts have been carried out in physics lecture courses at the Learning goals, designing curricula that align with the goals, and assessment. The transformation followed a three part process of establishing
Of Colorado Boulder have overhauled the senior-level Advanced Physics LabĬourse. With that in mind, physicsĮducation researchers in partnership with the physics faculty at the University Professional work in industry or graduate school. A thoughtful approach to designing and improving labs, particularly at theĪdvanced level, is critical for the effective preparation of physics majors for
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