Problem- and project- based learning in introductory solid state physics for engineers

The goal of this project is to improve the learning experience of the students enrolled in the course «Solid State Electronics and Optics», which is offered in ITET Bachelors and the Micro- and Nano-systems Masters program, by offering a more interactive classroom. Specifically, lectures will be replaced with problem solving based sessions and final group projects will give students insight into the real world application of the course material. This project covers the costs associated with the development of (1) home study materials, (2) quality in-class problem-based content that addresses a range of student aptitudes, and (3) a framework for defining, supervising, and grading the final projects.

1) Active student participation in classroom and more welcoming environment for them to ask questions of professor
2) Exam results indicating a strong grasp of concepts in introductory solid state physics
3) Projects to enable students to explore real world application of course content and provide opportunity for development of critical thinking and soft skills

The concept of a final project is not widely used in the bachelors program at ETH and will be explored and evaluated a teaching mechanism that not only reinforces knowledge from class, but also gives students experience with discussing science in a group, presenting scientific concepts to an audience, and thinking critically about material usage in electronic devices in our daily life. Our learnings will hopefully benefit other lecturers at ETH considering this type of activity.

The project includes an optional final project, a concept that is not very widely used in the bachelors programs at ETH. The final project reinforces knowledge from class and gives students experience with discussing science in a group, presenting scientific concepts to an audience, and thinking critically about material usage in electronic devices in our daily life.

A course entirely structured on the flipped classroom model seems to ask too much of some students who do not seem to be able to follow the course solely by reviewing the home study material prior to class. Short, focused lectures that review the key concepts of the home study materials and prepare the in-class, problem-based content will be introduced to help these students.

• The concept of the flipped classroom was overall positively received. Students felt encouraged to ask questions.
• Solving problems together in class helped the students to understand how we need to go about solving a problem during the exam. The problem sets require them link information from different chapters of the script, and to think outside of the box.
• The weekly quizzes motivated the students to stay up to date with the lecture during the semester.

• The flipped classroom model seems to provide best results if small elements of a classical lecture are maintained.
• Weekly quizzes strongly encourage the home studying necessary for the successful implementation of flipped classroom format