Criteria for Research Active Designation

Department of Physics Physical Oceanography

Applied Learning Proposal

Applied LearningRequirement:

To graduate with a bachelor’s degree in physics, everymajor must engage in an AppliedLearning experience, defined as an activity that involves the application of physics principles to problem solving, as practiced by professionals in the field. To qualify as AppliedLearning, the activity must carry academic credit and be closely supervised by a Department faculty member in a one-on-one or small group setting. The student will make a written report of project activity to the supervisor and deliver an oral presentation of project results to an audience of faculty and peers.

Implementation:

TheAppliedLearning requirementcan be met in any one of the following ways; other options may be possible, subject to approval by the Department Chair.

1. Participation in faculty-directed research in any scientific discipline, accompanied by a written and oral report of project activities and results. To earn physics credit, the student would register for PHY 491 (Directed Study).
2. Election of PHY 495 (Senior Seminar) for credit hours in excess of the minimum (1 hour). The additional credit hour(s) reflect the higher expectations indicative of an AppliedLearning experience, as outlined previously. A written report will be required [in addition to the usual oral presentation], and the inquiry must involve problem solving at some level (a literature survey alone is insufficient).
3. Participation in departmental honors in any science department. Honors students earn a total of 6 credit hours over 2-3 semesters for project work, and are required to write an honors thesis and make an oral presentation.
4. Election of PHY 493 (Physics Laboratory Teaching Practicum). A [future] course offering where the student works under the tutelage of a faculty member to develop skills needed to prepare, conduct and evaluate introductory laboratory assignments. Some instruction and report grading in an ongoing introductory physics laboratory is required; specific responsibilities are set by the supervisor in consultation with the student trainee.
5. Election of PHY 496 (Applied Learning in Physics). A [future] course offering tailored specifically to satisfy the Applied Learning requirement, with students working in teams of 2 or 3 to solve a problem posed by the instructor. Team competitions would be an expected component of this experience.Depending on timing and availability, this could include participation in competitive events at the regional and/or national level.

Implementation Notes:

The current PHY 495 requirement (1 hr.) would be replaced by the more generic “Applied Learning requirement (1 hr.)”, thus leaving the total hours required for the degree unchanged. PHY 495 would remain as an elective offering carrying variable credit (1-3 hrs) that could be taken to satisfy the Oral Competency and/or Applied Learning requirements.

While the Applied Learning initiative buildsextensively on existing courses, there are additional demands on faculty. Currently, no PHY 491, 495, and 499 work is counted toward a faculty member’s official teaching load, since these undertakings are considered voluntary and beneficial to both faculty supervisor and student. That argument fails for anApplied Learning requirement, which must reach every individual regardless of motivation, interest, or ability. The expected increase in faculty-student contact hours can be put [conservatively] at about 9-10 hrs per semester (assumes 6-7 graduates each year). This increase translates minimally into 1 additional full-time [research active] faculty member. Further, to develop and teach a specialized course addressing Applied Learning (PHY 496) will require one-time and ongoing expenditures. A realistic estimate of those support costs will follow instructor preferences, and are likely to vary from year to year.

Adopted: 12/8/2006