This article describes a grading approach that encourages students to employ particular problem-solving skills. Some strengths of this method, called "process-based grading," are that it is easy to implement, requires minimal time to grade, and can be used in conjunction with either an online homework delivery system or paper-based homework.

More and more physics instructors are making use of personal/classroom response systems or "clickers." The use of clickers to engage students with multiple-choice questions during lecture and available instructor resources for clickers have been well documented in this journal. Newer-generation clickers, which I refer to as classroom response…

Physics teachers are most effective when their students are active learners who think and participate in every class. This extends beyond the classroom too: ideally, students would tackle challenging questions and exercises after every class--not just before the exam or the night before the weekly homework is due. Just-in-Time-Teaching was…

Describes how an astronomy course, designed for nonscience students, was structured, taught, and graded, pointing to specific changes made with respect to the individualizing aspect of the procedure. (GA)

Suggests a way to change the role of physics teacher. Discusses the teacher as a coach, reducing anxiety, team cooperation, and a grading system including "forgiving learning" which recognizes student's progress. (YP)

Describes a method of teaching physics for mastery. The method includes writing assignments on journal sheets, discussions of major concepts by student teams, and individual mastery conferences using questions formulated around the results of the group discussions. Discusses the ramifications of using this method. (MDH)