| Abstract | The University of Colorado at Boulder Physics Department has been engaged in the systematic transformation and study of many of its physics courses for the last five years. Drawing from interrelated research on 1) lower division course transformation, 2) upper division course transformation, and 3) faculty choices in the adoption of reformed pedagogies, we study the processes of implementing, sustaining and disseminating course transformation. In the introductory sequence, we have implemented the use of Peer Instruction and Tutorials in Introductory Physics. In the upper division, we have begun course transformation of Quantum Mechanics and Electricity & Magnetism. In each of these environments, we have studied faculty choices surrounding (i) which materials and approaches to adopt, and (ii) what specific practices to use in the classroom. In addition to describing the research and evaluation of each of these lines of inquiry (introductory, upper division, and faculty adoption), we identify some critical components of success, including: resources (such as materials, support staff or class space) faculty buy-in and inclusion (from the earliest stages), and institutional support. ** Supported by grants from NSF (CCLI, REESE, STEM-TP, and TPC), the Nat’l Math and Science Initiative, and Science Education Initiative at Colorado. |
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