Instructor/Student Expectations and Outcomes
"Education is not filling a pail but the lighting of a fire." William Butler Yeats

Students are expected

• to be prepared for College-level coursework.
• to be prepared to do assignments before coming to class.
• to present College-level homework to their instructors.
• to ask penetrating questions about the content of their coursework.
to actively engage themselves in their own learning process.
• to communicate effectively with their peers and instructor.
• to leave a legacy of high academic achievement to future students.

"You cannot teach a person anything; you can only help them find it within themself." Galileo.

Students will

• describe a physical problem and develop a process toward a possible solution to the problem at hand.
• demonstrate the ability to communicate effectively their individual understanding of the physical processes involved with the problem.
• utilize critical thinking skills to analyze scientific principles in both popular as well as scientific journals.
• begin to understand their own individual learning characteristics and utilize this knowledge in future learning.
• demonstrate knowledge and understanding of Mechanics, Velocity, Acceleration, Forces, Friction, Torques, Circular Motion, Momentum, Heat, ThermoDynamics, Sound, Waves, Electricity and Magnetism, Electromagnetism, Light and Optics, Relativity, Atomic and Nuclear Physics and Quantum Physics.

"knowledge is constructed by the learner, not received from the teacher"
Instructor will
• set specific outcomes and goals for students.
• provide assistance to students.
• demonstrate flexibility and fairness to all students.
• will demonstrate enthusiasm for the content of the course.
• will provide authentic accurate assessment to all students.
• recognize that human learning is a complex process.
• assess students on the knowledge and abilities they have developed by the end of the class rather than on the average of accomplishments giving student multiple chances to demonstrate their comprehension.
• develop techniques for students to grasp fundamental principles and organizing concepts that students can use to begin building their own understanding and abilities.

• will assume that learning has little meaning unless it produces a sustained and
substantial influence on the way students think, act and feel.
• will focus on the methods of teaching as much as the content of the course.
• move students towards learning goals and mastery orientation.
• encourage student cooperation and collaboration.
• encourage students to use methodologies, assumptions and concepts
from a variety of fields to solve complex problems.

Physics Education Research
"knowledge is constructed by the learner, not received from the teacher"
What the best college teachers do