View source for Experts in unfreezing the introductory physics curriculum

;Ruth Chabay, NC State:Ruth, co-author of Matter and Interactions, presented at AAPT 2012-02-07. Says different sequence requires different pedagogical approach to each topic, and M&I requires different-from-others assessments.

;Charlie Holbrow:author of Modern Introductory Physics.

;Don Holcomb, Cornell U.:Don calls for 'thawing the frozen curriculum.' A principal in IUPP in the 90s, worked with Colgate U and others to try.

;Bruce Sherwood, University of North Texas, formerly of NC State:co-author of Matter and Interactions, has trained several high school teachers who use M&I in AP C courses, or private schools. Presented "Momentum First and Gauss (nearly) Last" at AAPT 2019-01-14. His second chapter focus on the momentum principle goes well with computer algorithms that consider short discreet periods of time over which forces are about constant. Bruce stresses that Isaac Newton always worked with momentum, not the famous yet processed "F=ma."

;Thomas Moore, Pomona College:Tom wrote the six-volume textbook Six Ideas that Shaped Physics, which can be used in different orders. See photos from AAPT 2012-02. Not just an author, Tom stresses the importance of course design.

;Mark P. Haugan, Purdue U.:Starting in 2000 Purdue started using Matter and Interactions by Chabay and Sherwood with physics majors. Purdue physics has also converted engineering courses. The physics department is a leader, inspiring all Purdue STEM fields to rethink their introductory courses away from their traditional lectures.

;Tom Herring, Western Nevada College:After 2014 Tom Herring put describing physical systems first; then describing motion; then change of states of motion; then work and energy, then momentum; then special applications like waves and sound, celestial mechanics, fluid dynamics. In E&M, puts descriptions of things like fields before applications like circuit elements. After Herring changed the order in the two first courses, scores didn't change much.

;Marcos (Daniel) Caballero, UC Colorado Boulder:Daniel studies the use of Matter and Interactions at Georgia Tech since 2006. See, for example, Comparing the Matter and Interactions Curriculum with a Traditional Physics Curriculum: A Think Aloud Study. http://arxiv.org/abs/1011.5449

;Benjamin L. Brown, Marquette U. Milwaukee, WI.: Formerly at Principia, has used Six Ideas That Shaped Physics at both. Six Ideas is credited for greatly increasing enrollment at both Principia and Marquette. Using Six Ideas freshman year has helped raise the level of the sophomore level class, and helped prepare more students to do undergraduate research as juniors and seniors.

;Catherine Mader, Hope College:Tom Moore recommends Cathy as someone who is doing a lot to convert Six Ideas That Shaped Physics for an algebra-based course for colleges.

;Alex Robinson, Thornapple Kellogg High School: Alex teaches Energy, momentum, forces by interaction, dynamics forces/acceleration, kinematics, motion.

;Donald Smith, Guilford College:Smith teaches an introductory course that begins with modern physics, building and falsifying models, following 20th century developments. One student of Don's said something like "It felt like I was discovering quarks right alongside the original discoverers."

;Deborah Roudebush, instructional design consultant, retired high school teacher:Presented "Waves before Mechanics" at AAPT Winter Meeting 2019. Teaches phenomena with constant-velocity sound and light waves. First day of unit 2 is out in the hall with slinkies. Electrostatics before forces, at first just to get them in January/February. Roudebush has found that students can learn about circuits before learning about electrons and forces. Acceleration comes much later in the course.


=== Acronyms ===
;AAPT:American Association of Physics Teachers.
[[Category:History of physics education]]
[[Category:Physics teaching]]