Department of Physics & Physical Oceanography
Applied Learning Proposal
Applied Learning Requirement:
To graduate with a bachelor’s degree in physics, every major must engage in an Applied
Learning 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 Applied Learning, 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:
The Applied Learning requirement can 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
Applied Learning 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.
Adopted: 12/8/2006
While the Applied Learning initiative builds extensively 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 an Applied 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