I think that we should create a video that introduces students to the course. A short 5-ish minute video to reinforce that we have slightly different expectations, but really to introduce them to mechanics and the course.

We can ask students to watch it before coming to class on the first day. I'm not sure how many will, but it will help them figure out whether they want to participate in this class or not.

I believe in being up front with them that this model is different, that we are going to expect different things from them, but that they will not do any more work than the other class.

1. Welcome to Mechanics
   1. What is physics?
   2. What is this course?
   3. Who are we?
2. What are we going to be doing in this course?
   1. Why projects?
   2. Why computation?
   3. Why together?
3. What is the end game?
   1. We want you to learn how physics is done.
   2. We want you to build collaborations with your fellow students (and us).
   3. We want you to feel empowered to tackle your future science or engineering career.

Framing: This course provides an introduction to your future professional science and engineering career.

You will:

• Develop your conceptual understanding of physics and problem solving skills,
• Enagage in authentic scientific practice,
• Develop productive collaborations with your fellow students, and
• Become an independent learner

Paul suggested a tongue-in-cheek approach. Maybe like this?

Or this?

Danny (speaking; on camera): Welcome to Michigan State University, home of the mighty Spartans. I'm Danny Caballero, a professor in the physics department here at MSU. At MSU, we know that introductory physics can be a really challenging course for many of our students. It's a course that some students approach with hesitation, frustration, and, downright, irritation. Believe me, we get your emails….every day.

Well, I'm here to tell you a little bit about our new mechanics course, Projects and Practices in Physics. This course takes a different approach to physics instruction. It relies on you (not me) to do the instruction. Sure, I'll be there: asking questions, pointing you in different directions, and, obviously, assigning grades; but, you and your peers are responsible for what you learn.

This new course provides an introduction to your future professional science and engineering career. In this course, you will: develop your conceptual understanding of physics and problem solving skills, engage in authentic scientific practice, develop productive collaborations with your fellow students, and work to become an independent learner. All the while, our instructors will help you along, but this really is your course.

(Paul; dressed like an emo kid): But, how does Projects and Practices work?

(Danny; on camera): I'm glad you asked that, curiously older student.

We take a projects-based approach where you will work in teams on challenging physics projects in class. In class, you will together to develop a solution to messy, real-world problems using both pencil-and-paper and the computer. You will learn new physics while learning how to solve physics problems using analytical and computational techniques. But don't worry, we will be there to guide you. The typical lecture-based instruction is delivered in short 10 minute videos watched before each class.

(Paul; dressed like a goth kid): But, if you don't lecture, how will I learn?

(Danny; on camera): Glad you asked that, student who is clearly from 1995.

Although, you might think a carefully delivered lecture is the best way to learn. Research has shown us that lecturing to you isn't effective. What we have found through over 30 years of research is that working together in teams on challenging projects that have been carefully designed (show monkeys with pencils) helps you learn more deeply and be better able to apply what you've learned to new situations. But you don't have to take my word for it.

(Show quotes from students)

(Paul; dressed like a small child with propeller hat):