In this paper, we center the idea of having proud moments, or feelings of proudness, in physics contexts. First, we outline the idea, list design principles, and explore connections between these principles. Then, we give a concrete example of how students and faculty can work together to enhance proud moments in an already-existing introductory college physics course. Our particular example focuses on a typical moment in physics classrooms: when small groups share their work with the entire class.

As educators, we want students to have moments where they feel really good about their learning and accomplishments—moments where their faces are beaming, where they can’t wait to tell family or friends the story, moments that they can recall years later. We refer to this general idea as “proudness” (rather than “pride”) to highlight the complexity of the idea and the importance of unpacking its meaning.

Angela (Angie) Little is currently...

Supplementary Material

AAPT members receive access to The Physics Teacher and the American Journal of Physics as a member benefit. To learn more about this member benefit and becoming an AAPT member, visit the Joining AAPT page.