ICUPE ProgramICUPE Program
During each of the days, the presentations will focus on three sets of students:
Each day begins with a plenary session with a lecture on the day's theme for each group of students. After a coffee break, the group will split into three parallel sessions of three talks, each session being focussed on one of the groups of students.
The morning program will consist of
Afternoon session (2-5)The afternoon sessions will consist of a poster session (2-3) and a sample class (3-5). During the poster session, presenters will attend their poster on the appropriate theme day. A full schedule of locations and times will be distributed upon arrival at the conference.
Each day, the participants will attend one sample class. Due to space limitations these must be registered for and assigned. You may register for sample classes by sending in the yellow form you received with your registration information or by clicking here and sending it over the web. Those who wait to register for sample classes on-site when they arrive may not be able to get into their first choices
The undergraduate physics major is often regarded as a means to an end: further study in physics at the graduate school level. Today, the undergraduate physics major is becoming an end in itself as students enter the workplace with their baccalaureate degrees. Thus, the vigor of a physics department will depend more critically on how effectively its undergraduate program provides the knowledge and skills required in the technical workplace of tomorrow. How can the undergraduate physics major serve students entering the workplace directly from college? How do physics departments in different nations link their instructional programs with the demands of the technical workplace?
Introductory physics courses provide students entrance to the major in physics and on to graduate study. For the vast majority of students, however, introductory physics is the beginning and the end of their study of physics. The faculty of most physics departments depend on high-enrollment introductory courses to support their low-enrollment intermediate and advanced physics courses. Among the students presently served by introductory courses in physics are pre-engineering and pre-medical students. Also, many computer science students and biology students study physics as part of their program. How can the introductory physics course more effectively serve its various constituencies? How do physics departments in various nations work with their counterparts in engineering, medicine, and the other sciences?
The teaching of science at the primary and secondary level is of fundamental importance in producing a population that understands science and is responsive to modern technology. Although primary and secondary education is beyond the scope of this conference, the education of the teachers who educate our children is done at the university level. What can physics departments do to play an appropriate role in the training of teachers?
Plenary Sessions A: Wednesday, July 31
Morning Schedule
| 8:30-9:00 | Welcoming Remarks | W. E. Kirwan, President, University of Maryland, College Park Campus | |
|---|---|---|---|
| 9:00-9:45 | Keynote Address | Donald Langenberg, Chancellor, University of Maryland System | Title |
| 9:45-10:30 | Topic 3A | Gerry Wheeler, NSTA | The physics department's responsibility: educating future teachers |
10:30-11:00
Parallel Sessions A: Wednesday, July 31
12:30-1:30
Plenary Session B: Thursday, August 1
10:30-11:00
Parallel Sessions B: Thursday, August 1
12:30-1:30
Plenary Session C: Friday, August 2
10:30-11:00
Parallel Sessions C: Friday, August 2
Banquet Speaker: Friday, August 2nd
Rapporteurs Session : Saturday, August 3
The afternoon session will be divided between poster sessions and sample classes. The poster sessions will include both invited posters and contibuted presentations.
The afternoon sessions will also give attendees the opportunity to hear about and try out three of the approximately 20 Sample classes offered.
11:00-11:30 1A Joe Pifer, Rutgers University Flexible requirements and advising: the keys to attracting physics majors 11:30-12:00 1A Christiaan van Weert, University of Amsterdam Major/minor as a model for multiple tracks at the University of Amsterdam 12:00-12:30 1A Shiela Tobias, Research Corporation The science-trained professional—a new breed for the new century 11:00-11:30 2A Gunther Kurz, Esslingen University Physics in the Engineering Curricula - The situation in Germany 11:30-12:00 2A Don Thomas & T. Venkataraman, Drexel University Drexel University's Freshman Engineering Physics 12:00-12:30 2A Bruce Sherwood, Carnegie Mellon University Getting computer science students to take more physics 11:00-11:30 3A Hubert Dyasi, City College of NY The need to develop inquiring teachers 11:30-12:00 3A Robert Beck Clark, Texas A&M University Preparation for physics teaching: searching for the ideal 12:00-12:30 3A Brian Schwartz, Brooklyn College Involving faculty in new and effective techniques in the training of pre-college teachers
8:15-9:00 Topic 1B John Rigden, AIP The emergence of the technical workplace and its consequences 9:00-9:45 Topic 2B Lillian McDermott, University of Washington Bridging the gap between teaching and learning: The role of research 9:45-10:30 Topic 3B Karen Worth, Educational Development Center Science education for elementary teachers: What it must be
11:00-11:30 1B Roman Czujko, AIP The physics baccalaureate as passport to the workplace: recent research results 11:30-12:00 1B Fred Reif, Carnegie-Mellon University How can we help students acquire effectively useable physics knowledge? 12:00-12:30 1B Paul Black, King's College, London Aims, assessments, and workplace needs 11:00-11:30 2B Rosanne Disteffano, Harvard-Smithsonian Where an instructor's dreams meet reality: Total available student time 11:30-12:00 2B Ron Thornton, Tufts University Understanding changing student views of force and motion 12:00-12:30 2B Curt Heiggelke, Joliet Junior College The impact of physics education research on the teaching of scientists and engineers at Two-Year Colleges 11:00-11:30 3B Bob Beichner and John Hubiscz, NC State University U.S. Science Education Standards: Both good news and bad 11:30-12:00 3B Bat-Sheva Eylon, Weizmann Institute, Israel Professional development of physics teachers through long-term inservice
courses: the Israeli experience 12:00-12:30 3B Jan Smit, Potchefstroom University, South Africa Research and the training of physical science teachers in South Africa
8:15-9:00 Topic 1C Ian Johnston, Sydney University, Australia The place of educational technology in the education of physics majors 9:00-9:45 Topic 2C Jack Wilson, Rennselaer Polytechnic University How computing, communications, and cooperative learning are changing the education of engineers and scientists 9:45-10:30 Topic 3C Fred Goldberg, San Diego State University How can computer technology help promote and model the learning of physics among prospective teachers?
12:30-1:3011:00-11:30 1C Maria Dworzecka, George Mason University CUPS in the classroom: the GMU experience 11:30-12:00 1C William MacDonald, University of Maryland Enhancing the physics curriculum with Mathematica 12:00-12:30 1C Wolfgang Christian and Gregor Novak, Davidson College WebPhysics: delivering curricular material using the world wide web 11:00-11:30 2C Albert Hubler, University of Illinois Cyberprof: an intelligent student-computer interface 11:30-12:00 2C Hans Jodl, University of Kaiserlauten Use of computer technology in Germany for science/engineering 12:00-12:30 2C Priscilla Laws, Dickinson College Workshop physics: teaching introductory courses without lectures 11:00-11:30 3C David Hestenes, Arizona State University University - high school interface for professional development of physics teachers 11:30-12:00 3C Alan Cairns, Bellevue High School, Bellevue WA Using the Intranet to facilitate student/teacher interaction 12:00-12:30 3C Hans Niedderer, University of Bremen Laboratory tasks with MBL and MBS in introductory physics classes for prospective high school teachers
9:00-10:00 PM 1 Neal Lane, Director, National Science Foundation Physics education: Boundary conditios and boundless opportunities
9:00-9:45 1 Don Holcomb, Cornell University Physics Majors 9:45-10:30 2 Jim Stith, Ohio State Sister Sciences 11:00-11:45 3 Ramon Lopez, APS and U of Md Teachers 11:45-12:30 4 Len Jossem, Ohio State Conference Summary
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