000			01680nam a22001937a 4500
005			20240110104044.0
008			240109b ||||| |||| 00| 0 eng d
022			_a0031-921X
100			_aPadmanabhan, Medini
245			_aStrategic Design of a First-Year Seminar on Energy and Sustainability (Journal Article)
260			_aWashington _b:American Association of Physics Teachers _c,November 2023
300			_a658–659p.
440			_aThe Physics Teacher _v, Volume 61, Number 8
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: In the fall of 2021, I taught a first-year seminar on energy, environment, and sustainability at my 4-year state college. The primary goal of this course was to prepare students for success in college. I also wanted to introduce the joys of physics and the rigor of math to my audience through this timely topic. I was also hoping to attract more students into our physics program since this would be their first science course in college. Many of them hadn’t done physics in the second half of high school. Over the course of the semester, I learned that generating buy-in and taking a scaffolded approach to math-based problem solving are important in nurturing student engagement. I also learned to design my pedagogy around curiosity, experimentation, and data analysis. In this manuscript, I describe the initial missteps, the modified course outline, and the final takeaways from my experience.
650			_aTeaching about the environment| sustainability| climate change| curiosity| experimentation| data analysis
856			_uhttps://doi.org/10.1119/5.0134705
942			_cPER
999			_c45087 _d45086