Active Learning in a Graduate Quantum Field Theory Course

2020/12/07 by G. Peter Lepage · 1 voice · 1 citation
Engineering · Physics and Astronomy · Social Sciences · #Evaluation of Teaching Practices #Experimental Learning in Engineering #Innovative Teaching Methods #physics.ed-ph

paper · pdf · doi:10.1119/10.0002349

published as American Journal of Physics 89, 317 (2021)

arxiv created 2020/12/07 · openalex publication_date 2021/02/19 · arxiv updated 2021/02/25 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28

Abstract

This article describes how the author successfully adapted techniques drawn from the literature on active learning for use in a graduate-level course on quantum field theory. Students completed readings and online questions ahead of each class and spent class time working through problems that required them to practice the decisions and skills typical of a theoretical physicist. The instructor monitored these activities and regularly provided timely feedback to guide their thinking. Instructor-student interactions and student enthusiasm were similar to that encountered in one-on-one discussions with advanced graduate students. Course coverage was not compromised. The teaching techniques described here are well suited to other advanced courses.

Citations

• A Time For Telling
• The role of deliberate practice in the acquisition of expert performance.

Cited by

• Student Perspectives on Traditional Pedagogy Used in Graduate Physics Coursework

Discussions

• @j_bertolotti I think there’s some truth in this, but here is one counter example: https://doi.org/10.1119/10.0002349 Part of the reason the literature is skewed toward early years is that this kind [bsky, 0 points, 0 comments]

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