Several recent experiences have provoked me to consider new approaches, even after 30 years of physics teaching. I was stimulated in part by looking at higher education through the eyes of a consumer, my son Aaron, who is now a first-year university student. Although many of us care deeply about our students, it is hard to understand their experiences, because they don’t share their concerns very freely (except on the end-of-semester course evaluation). However, Aaron gave me a blow-by-blow description, and I questioned him about what works and what doesn’t for him and his classmates.
Aaron is taking organic chemistry, introductory physics, and an interdisciplinary introduction to research in science, all large classes intended for well-prepared freshmen, most of whom have had advanced preparation such as AP courses or research experience and intend to pursue science deeply as undergraduates. What I learned from these conversations may seem familiar, and it...
