Student Perspectives on Traditional Pedagogy Used in Graduate Physics Coursework

Abstract

Graduate programs in STEM disciplines are central to preparing future researchers and professors. Program requirements for students often include taking several graduate-level courses. Anecdotal evidence suggests that graduate coursework in physics in particular features outdated and ineffective pedagogical methods, with high emphasis on mathematical rigor in place of conceptual learning or connections made with authentic research. Prior physics education research indicates that students can leave graduate courses with shortcomings in conceptual understanding of covered topics. This pilot study is designed to document student perspectives on their graduate coursework in a single U.S. R1 physics Ph.D. program. A total of 14 semi-structured interviews were conducted with students enrolled in the program, and thematic analysis was conducted on five of these interviews for this paper. The resulting themes are discussed, including the prevalence of traditional passive lecture pedagogy and students placing high value on course content relevant to research.