Time|Date|Name|SIDlast6| 10:39:10|06-22-2009|7|marj_test|not_answered||not_answered|not_answered|||not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered||||na|na|na|na|na|na|na|na|na||na||||||||||not_answered|not_answered|not_answered| 10:19:24|06-29-2009|556|Grinnell College|4-year||6_20|other|E&M1 is chapters 1-7 of Griffiths, but the rest is covered in other topical courses (e.g. Waves & Optics).|Grinnell college is a small liberal arts college with relatively small class sizes. Introductory classes are limited to 30 students, and typically 10-15 students are registered for upper division classes.|1_5|1_2|yes|yes|yes|no|no|no||I'm still working on it. I try to incorporate peer instruction, but it's been difficult for me to get students to talk to each other.|I knew of them because I was at CU for grad school/postdoc|3|3|2|2|0|0|0|0|2||na|I assume this means Q3? - The HW problems and lecture notes are brilliant!|Exams were difficult to modify to fit into a 1-hour slot. I'm still struggling with writing hour exams.|Tutorials were sometimes run in class - it took up an entire class, but I found immediately what problems students were having. Clicker questions didn't work as well for me. It was tough for me to get them to buy in. Not a problem with tutorials though.|I built my course around these materials, so I'd say it's an improvement from zero to something.|I thought the resources were well organized.|I could use more exam questions.|Nirav Mehta|mehtan@colorado.edu|not public (internal to Grinnell)|Yes|Yes|Yes| 10:23:13|06-29-2009|212|Augsburg College|4-year||6_20|twosemesters||Total day-school enrollment is ~1800 students. Current E&M enrollment is running around 10-12. We use Griffiths.|1_5|1_2|yes|yes|yes|yes|no|yes||Still trying to find the secret recipe!|Publications|2|4|2|0|0|2|2|2|2||na|I think you mean question 3? The clicker questions have been the most useful.||Again, the clickers are invaluable. I use them on a daily basis with several questions throughout each lecture. Most of the time the responses are humbling.|For a beginning instructor, the clicker feedback is absolutely necessary to understand which material/concepts are getting through and which are not.|||David Murr|murrdl@augsburg.edu||Yes|Yes|Yes| 09:57:04|09-11-2009||oHVqjdQJywQCxicoKiJ|not_answered|zPrBYxKRYAzKyBO|not_answered|not_answered|yWxxgGwY|LIV5tz matkzzifgbml, [url=http://axibbbdlourc.com/]axibbbdlourc[/url], [link=http://lgzyvbvuzqdf.com/]lgzyvbvuzqdf[/link], http://ylrnfphsbluy.com/|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|tGJBpsAYNYB|LIV5tz matkzzifgbml, [url=http://axibbbdlourc.com/]axibbbdlourc[/url], [link=http://lgzyvbvuzqdf.com/]lgzyvbvuzqdf[/link], http://ylrnfphsbluy.com/|LIV5tz matkzzifgbml, [url=http://axibbbdlourc.com/]axibbbdlourc[/url], [link=http://lgzyvbvuzqdf.com/]lgzyvbvuzqdf[/link], http://ylrnfphsbluy.com/|na|na|na|na|na|na|na|na|na|QGuxjPlJyD|na|LIV5tz matkzzifgbml, [url=http://axibbbdlourc.com/]axibbbdlourc[/url], [link=http://lgzyvbvuzqdf.com/]lgzyvbvuzqdf[/link], http://ylrnfphsbluy.com/|LIV5tz matkzzifgbml, [url=http://axibbbdlourc.com/]axibbbdlourc[/url], [link=http://lgzyvbvuzqdf.com/]lgzyvbvuzqdf[/link], http://ylrnfphsbluy.com/|LIV5tz matkzzifgbml, [url=http://axibbbdlourc.com/]axibbbdlourc[/url], [link=http://lgzyvbvuzqdf.com/]lgzyvbvuzqdf[/link], http://ylrnfphsbluy.com/|LIV5tz matkzzifgbml, [url=http://axibbbdlourc.com/]axibbbdlourc[/url], [link=http://lgzyvbvuzqdf.com/]lgzyvbvuzqdf[/link], http://ylrnfphsbluy.com/|LIV5tz matkzzifgbml, [url=http://axibbbdlourc.com/]axibbbdlourc[/url], [link=http://lgzyvbvuzqdf.com/]lgzyvbvuzqdf[/link], http://ylrnfphsbluy.com/|LIV5tz matkzzifgbml, [url=http://axibbbdlourc.com/]axibbbdlourc[/url], [link=http://lgzyvbvuzqdf.com/]lgzyvbvuzqdf[/link], http://ylrnfphsbluy.com/|svdLVHCCjjINixv|sCesOZFcWaYccxLyv|koJVwVrCatvmAMg|not_answered|not_answered|not_answered| 09:57:05|09-11-2009| 16:22:52|12-08-2009| 16:53:21|12-08-2009|650|University of Kansas|University||6_20|twosemesters||about 15-20 students, we use Griffiths textbook.|1_5|1_2|yes|no|yes|yes|no|no||Powerpoint lectures, notes posted online after each lecture. Frequent group discussions in lectures, with frequent quiz.|Homework problems and discussion problems. |3|3|3|3|2|3|1|1|na||na|Homework problems clicker problems commom student difficulties||Very useful. The common student difficulties often cause me to totally rewrite my lecture slides.|Clicker questions helped me to initiate very useful discussions among students. Students are more active.|Not much. Maybe change the format to more powerpoint friendly? Lecture notes are in bad shape and I never used. Hard to read.|Overall, very useful materials, and very deep soughts on how to make teaching E&M more effective. I would like to see continuation of these efforts. I am going to teach the course again in Fall 2010, and I would like to give the CUE next time.|Hui Zhao|huizhao@ku.edu||Yes|Yes|Yes| 17:16:35|12-08-2009|1000|St. Mary's College of Maryland|4-year||6_20|onesemester||Public liberal-arts college, Used Griffiths|1_5|first|no|yes|yes|yes|no|no||After attending the APS First-Year Faculty Workshop, I've adapted the Peer Instruction method. Currently working on improving implantation.|Looking for peer instruction questions like Eric Mazur's questions for introductory physics|3|4|3|4|4|4|4|2|3||na|Clicker questions and homework|Many of the clicker questions toward the end of the didn't include explanations|Clicker questions, in-class group work, tutorials|clicker questions really helped increase discussion in-class|I would like sample solutions for the tutorials.|Thanks so much for all the hard work in putting this material together and available to others. Really helped my first time teaching E&M go much smoother than it otherwise would have gone. |Erin De Pree|ekdepree@smcm.edu||Yes|Yes|Yes| 21:11:00|12-08-2009|602|Youngstown State U|University||1_5|twosemesters||YSU is open-admissions, regional, and, in physics and astronomy, undergrad only. We have very few majors, but many service courses for engineering and other sciences. Only the first semester electrostatics course is required for both physics and astonomy majors.|21_50|More_5|yes|yes|yes|not_answered|no|no||I teach this course using Griffiths and work through it without skipping or adding much. In the past I have tried to fill in details for the text in lecture, but tried to do that less this semester in order to have more time for 'clicker' questions (used for open discussion). |AAPT Michigan poster presentation|2|4|2|1|1|3|na|na|4||na|CUE and clickers, which I think help summarize and organize the concepts for the students.|The homeworks seemed to be too much for my students. I assigned them as given, but most were left unfinished even after giving hints. |Clickers helped a great deal, but they took a great deal of class time. |I think that NEXT time, my course will be greatly improved through the use of these materials. I did not have time to work through the packet myself in advance of preparing for class and was not able to use the goals and tutorials effectively. |Shorten the homework or provide timely hints (perhaps keyed to text sections). ||Jim Andrews|jandrews@ysu.edu|none|Yes|Yes|Yes| 08:32:46|12-09-2009|10425|Ithaca College|4-year||6_20|onesemester|||21_50|first|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|||Discussions with CU faculty at an AAPT meeting.|2|0|2|2|3|3|0|2|na||na|The tutorials have been most useful.|I will try to forward some specifics about the content when time permits. A more uniform style (graphical, textual, and literary) might help as the tutorials get wider distribution. |||As a minor organizational point, it would be helpful if the homework files included the homework number as well as the semester in which a question was used. For example, "used in FA 08 on HW 10".|Thanks|Andrew Crouse|acrouse@ithaca.edu|only accessible internally|Yes|Yes|Yes| 08:42:33|12-09-2009|216|University of Georgia|University||1_5|twosemesters||Textbook: Griffiths 2nd Semester not required for majors, but strongly encouraged. (This may change.)|1_5|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered||||na|na|na|na|na|na|na|na|na||na||||||I actually did not teach this course, but signed up for info so that I could give it to the faculty member who *is* teaching the E&M sequence. To my knowledge he didn't make use of any of the materials.|Craig Wiegert|wiegert@physast.uga.edu||No|not_answered|not_answered| 13:10:01|12-09-2009| 11:18:30|02-08-2010|984|Austin Peay State University|University||6_20|onesemester||We offer a second semester of E&M on an as requested basis. The first semester is required for all physics majors but the second semester is usually only taken by students planning on doing graduate work in physics or astronomy (most of our students go on to do graduate work in engineering fields or other sciences).|21_50|1_2|yes|no|no|yes|yes|no||I have been teaching introductory courses in physics and astronomy using in-class activities, lecture-tutorials and clicker questions for a number of years and strongly believe in their usefulness. I was very excited to see these kinds of materials for upper level physics courses. If I don't have these kinds of materials I tend to devolve to a standard lecture which I know doesn't work well but I don't have anything else.|Poster presentation at AAPT conference|3|4|4|4|4|0|0|3|0||na|Clicker questions, I do a few every day in class|make more of them|Very much. I tend to use the discussions which occur after a clicker question as part of the overall instructional assessment to see where the students are|Dramatically!!! I'm not spending all the class time on a boring lecture!|Adding long-term group projects.||Spencer L. Buckner|buckners@apsu.edu|www.apsu.edu/buckners/|Yes|Yes|Yes| 07:44:51|02-21-2010| 10:37:56|07-10-2010|521|U New Hampshire|University||6_20|twosemesters||13,000 students, strong research component in undergrad experience, strength in space and astrophysics, 10-20 in typical upper division class, using Griffiths for EM.|21_50|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered||I am new to this. Taught EM at grad level 10 years ago. Since then taught a Studio Physics/Calc class for honors freshman and most recently general education astronomy with clickers. Now being assigned to upper division EM and want to see how you are approaching it. I will be starting in the fall with EM II (statics in EM I), but might try to adapt what you do in EM I to my EM II.|reference from a colleague|na|na|na|na|na|na|na|na|na||na|no experience yet. Probably few things will be directly helpful, because I am starting out in EM II, but hey...||||||Jim Ryan|james.ryan@unh.edu|none yet, probably will use Blackboard|Yes|Yes|Yes| 10:25:21|07-14-2010|420|Florida International University (FIU)|University||6_20|twosemesters||Our (physics major) students are ~45% female, about 60% hispanic, 10% black, and about 45% are the first in their family to get a college degree. I do not have exact statistics on nationality, but can say anecdotally that the almost half were born in a foreign country. Many (half?) have gone through Physics I and II with the Modeling curriculum, and responded positively.|21_50|1_2|yes|not_answered|yes|yes|no|no||I have taught Physics II with Modeling, and have used some of the pedagogy in the Classical Mechanics I & II courses (whiteboarding, group work, etc.). However the E&M course has been more of a traditional lecture course.|I was made aware of them by an email in the spring of 2010. I did not know of them previously. However our students have responded positively to the Modeling courses we do offer, and the opportunity to use (developed) materials for the E&M courses is great.|na|na|na|na|na|na|na|na|na||na|I have not yet used the materials.||||||Pete Markowitz|markowit@fiu.edu|http://www.fiu.edu/~markowit|Yes|Yes|Yes| 20:21:39|08-06-2010|437|Wright State University|University||6_20|twosemesters||We will be using Griffith's textbook and we will have a mixture of B.S./B.A. Physics Students from the College of Science and Mathematics and B.S. in Engineering Physics Students from the College of Engineering and Computer Science. We typcially have about 10 students in the year-long course (i.e. 3 quarters).|21_50|first|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered||I tend to adopt and integrate interactive and PER materials into my courses whenever possible. |It was referenced in a paper I was reading. I was actively looking for materials to adopt. I will not answer the questions below yet as I am just starting to download everything and beginning my preparation for the course. I greatly appreciate the great breadth of materials that are available.|na|na|na|na|na|na|na|na|na||na|||||||Doug Petkie|doug.petkie@wright.edu|internal to WSU - WebCT or other.|Yes|Yes|Yes| 15:47:30|11-09-2010|1277|Norfolk State University|4-year||1_5|twosemesters||Upper level course uses Griffiths Intro to Electrodynamics, course taught in the traditional manner. |1_5|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|Working with majors outside of class||I use Peer instruction and concept test in the lower level course. I was excited to find material for upper level courses.|0|4|4|0|0|0|0|0|0||na|I've only used the clicker questions so far. They are very helpful.|||||Currently, I do not teach the upper level course on E&M. But I will use the clicker questions when I do. |Wendy Hinton|whinton@nsu.edu||Yes|Yes|Yes| 08:16:11|01-06-2011|659|University of Florida|University||21_50|twosemesters||Steve, I saw your abstract to the APS March 2011 Meeting. I am teaching EM1 for the first time since about 17 years ago, when I taught it for three years. I reviewed some of your clicker questions, and they seem to be great. I do not need to reinvent the wheel. So, I will try them, and I can share my viewpoints when the semester is over. I did not know how to respond to some of the points below, as I am just getting started. Thanks for sharing! Best, Mark PS We use Griffiths, and there are 45 students enrolled (physics, astronomy dominate, but there are a few engineers and math majors). This semester is often chosen by those seeking BA and "minor" designation. It is required for BS in both physics and astron|More_50|3_5|yes|no|no|no|no|yes|||I saw the abstract of the APS March 2011 Meeting.|na|na|na|na|na|na|na|na|na||na|I can tell you at the end of the semester.|||||See text in item 5 above. Thanks again, Mark|Mark Meisel|meisel@phys.ufl.edu|http://www.phys.ufl.edu/~meisel/PHY3323-Spring-2011.html|Yes|not_answered|not_answered| 17:24:33|01-14-2011|3302|University of British Columbia|University||More_50|other|2 semesters E&M, as at CU, EMI = 1-semester electro/magneto-statics (Griffiths Ch1-7), EMII is electrodynamics, another 1-semester (Griffiths Ch7-10. Ch7 in both courses-usually different instructors|Students are Majors Physics or Astronomy, Honours Physics or Astronomy and Engineering Physics (Honours and EngPhys are suitable preparation for grad school, Majors have broader preparation (less Physics focus) which should be good preparation for a non-research Sci/HiTech job or solid background for a 1 year Education degree to teach High School Sciences/Maths. It's been 6 years since I last taught this EMI course. I typically teach 1 or 2 of the various EM courses (yr 1, 3, and/or 4) For past 4 yrs, been teaching the year 1 (freshman)smaller enriched class (only 80-100students) and many of your clicker questions are equally great for the lower level course as well. And also the electrodynamics EMII Most instructors in EMI and EMII at UBC use Griffiths, as you do. (Some instructors choose Pollack and Stump for the Engphysics students (when we had the physics and engineeringphysicists separately) but now that we have merged both streams, everyone has used Griffiths in the past 4-5 years now. I still use some homework problems etc from P&S, but students only get Griffiths.|21_50|More_5|yes|yes|yes|yes|yes|yes|(i'm lumping all the E&M classes together now)|ever-changing (incorporating more and more materials from PER folks) still not completely "transformed". Over past 15 yrs went from straight passive/traditional lecturing and demos with the only student-active work in tutorials .. Most recently (past 5 yrs) trying to incorporate peer instruction, clickers, discussions, less lecturing, simulations, and still a lot of demos but with clicker predictions now etc. |Heard about them from visitors/guest speakers from UC Boulder (through Wieman Science initiative here at UBC)|3|4|0|0|0|0|0|0|0|have used BEMA for 1st yrs|2|CLICKER QUESTIONS -- great clicker questions! It's often hard to make up good clicker questions with good detractors. LEARNING GOALS -- Have only recently looked at learning goals - Again, they are well thought out, well done. W have recently started making our own LG here and the CU EMI Learning GOals are great - and are starting position for our EMI course and we haven't changed too much to adapt to our students' needs. We are still working on formulating our LG for many courses, but yours for EMI made our starting point very close to what where are eventually converging.|More clicker questions would be great. Have also found Mazur's, MIT's and Knight's, but most are great for first year, only this CU set is geared towards 3rd year EMI and has some nicely challenging questions for keen first years.. |clickers and BEMA have helped somewhat. I still rely upon midterm and final exams.. It's darn hard to assess what they understand before and after.. We don't tend to have a lot of "before" assessements, but that's changing now.|I enjoy teaching it more with a variety of materials. I'm trusting results of PER folks that this should be better for students too - assuming I'm using most of them appropriately|I always fret/struggle too much making up exam questions. It's reasonable to assume all my old midterm exams are on the web and in physics society office, so recycling exam questions has to be done carefully with modifications etc, I didn't find or download your exams when I initially found this stuff, but I'll look at your exams now too. I guess I'll look at everythign in there (during some free time?)|Thanks, great materials. |Janis McKenna|janis@physics.ubc.ca|http://www.physics.ubc.ca/~janis/Courses/108 http://www.physics.ubc.ca/~janis/Courses/401 http://www.physics.ubc.ca/~janis/Courses/354 http://www.physics.ubc.ca/~janis/Courses/102 (&301)|Yes|Yes|Yes| 18:49:22|04-10-2011| 09:41:16|04-12-2011|3591|Dalhousie University|University||21_50|twosemesters||In our E&M course, we typically have 10 "Honours Physics" students and 20 who declare physics as a major. I use Griffiths' textbook.|6_20|first|yes|yes|no|no|yes|yes||Having taught first year for 8 years, I bring a style that is more common to first year teaching. I use in-class demonstrations and clicker questions. I try to bring real world problems into the classroom.|I was familiar with PhET from my first-year physics teaching, and so I looked for higher level resources and was very pleased to have found PER@C|0|3|3|2|4|4|0|2|na||na|The tutorials were great, I used most of them with small modifications. I was initially concerned that they would be too easy for the students, but found that I greatly misjudged the level of the students. The students really enjoyed them. It was also invaluable for me to see where students where having difficulties. I also appreciated the homework problems that were tied to the tutorials. I assigned most of these problems. Students told me that they frequently referred back to the tutorials when they got stuck on the homework.|Although there are already nice discussions about the implementing each tutorial, I would some more general discussion on running the tutorials helpful. Here are some issues that I am trying to resolve: 1) How to engage/help the weaker students I was expecting the tutorials to help the weaker students, and was concerned that the good students would be bored. Unfortunately, the weaker students felt uncomfortable in tutorial and therefore didn't show up. Half the class attended regularly, said they learned a lot. The tutorials seem to widen the grade-gap between the weaker and stronger students. 2) How to get the students to buy into the whiteboards Some students loved the whiteboards. However, most resisted using them even after explaining that other universities have demonstrate the benefit, and how this helps to facilitate interactions, how it helps their classmates... Students wanted a written record of their work for study purposed. Part of the problem is that the tutorials are set-up like worksheets, which encourages them to work directly on sheets. I discussed with some students how to change this. They asked for me to post solutions so that they wouldn't have to worry about writing down their solutions on their sheets. I did this, but it didn't seem to change anything.|The clicker questions and common student activities were very helpful in identifying the material to focus on in lectures. The lecture notes also helped in identifying the right level to deliver the material. Many clicker questions, I initially felt were too easy, but gave some of the easy ones anyway (almost apologetically). I was frequently surprised how the easy questions would stump many students when I thought they understood the material. This was invaluable for catching misconceptions that I wouldn't have identified otherwise. |These materials greatly improved the course that I gave. As this was my first time teaching the course, these materials were invaluable to me! The CU materials gave me a good understanding of student pitfalls before entering the classroom and provide excellent ideas for engaging the students and further understanding their difficulties|See answer to Q.12|Thank you making this material available!!!|Ted Monchesky|tmonches@dal.ca||Yes|Yes|Yes| 09:41:56|07-02-2011| 11:55:27|07-19-2011| 11:55:28|07-19-2011| 16:16:07|08-29-2011|420|Norfolk State University|4-year||1_5|twosemesters||University is an Historical Black College/ University|6_20|first|no|no|no|no|no|no||Have used peer response system and in-class group work in lower level physics course |I was looking for physics education research for upper level physics courses, in particular clicker questions. |3|4|3|3|3|3|na|na|na||na|clicker question|first time using them||||This will be my first time using the material this semester. I will be evaluating the material this semester. |Wendy Hinton|whinton@nsu.edu||Yes|Yes|Yes| 15:15:07|09-24-2011| 11:00:57|11-29-2011|496|Case Western Reserve University|University||6_20|twosemesters||For our Junior level E&M we cover the material in Griffiths E&M over two semesters. |1_5|first|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered||Since this is the first time teaching I will be developing my teaching style. One key element will be teaching the main concepts in class with an emphasis on getting student feedback about their understanding of the concepts. |A colleague of mine Jim Andrews, a Professor of Physics at Youngstown State University.|na|na|na|na|na|na|na|na|na||na|||||||Mike Martens|mam18@case.edu|TBD|Yes|Yes|Yes| 13:16:24|12-21-2011| 00:28:47|12-29-2011| 00:28:47|12-29-2011|1|1|1|1|1|1|1|1|1|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|yes|yes|yes|yes|yes||yes||555||1| 00:28:47|12-29-2011|2|1|1|1|1|1|1|1|1|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|yes|yes|yes|yes|yes||yes||555||1| 00:28:47|12-29-2011|3|1|1|1|1|1|1|1|1|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|yes|yes|yes|yes|yes||yes||555||1| 00:28:47|12-29-2011|1|2|1|1|1|1|1|1|1|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|yes|yes|yes|yes|yes||yes||555||1| 13:52:08|02-15-2012|1272|DePauw University|4-year||6_20|onesemester||We usually use Griffiths though this year I'm trying Pollack & Stump. Most of us do not teach Gauss's Law in the 100-level course that includes E&M, so that is new to essentially all students in the class. We typically graduate 5-8 students a year, split fairly evenly between pre-engineering and employment-bound students and those heading to graduate school in either physics or something closely related. The main math preparation is a math methods survey, typically taught from Boas, of which about 1/3 is usually multivariable/vector calculus|6_20|1_2|yes|no|yes|yes|no|no||I try very hard to force myself to have an active classroom, but am prone to lapse into lecture mode when I feel pressed for time. I think I'm most effective in the introductory level courses when I can run students through a substantial number of brief activities, typically small group problems or discussion of "clicker questions" (we don't have clickers, but we do have small whiteboards that we use for feedback; our class size tops out at 24 so we can be low-tech).|Recognition of the mismatch between what we know about how students learn and what typically happens in my upper-level classroom (lecture mixed with some problem-solving activities).|2|2|2|3|4|3|2|3|3||na|Tutorials and in-class activities - these are the elements typically missing in upper-level courses that are time-consuming to develop.|I've just started using the materials; I'll better be able to reflect on this as I get deeper into the course.|Everything that makes students reason while I'm in the room is really helpful. Tutorials and in-class activities; even some of the simple kinesthetic activities reveal things like misconceptions about unit vectors in non-Cartesian coordinates. The CUE pre-test was a timely reminder of how much they didn't see or didn't retain from Physics II.|We'll see at the end, but the early returns suggest they've been a substantial help. Students are working harder in the classes when I make more use of them, and I've heard a LOT of positive buzz about how helpful the tutorials have been. (Incidentally, their only incentive for attending is what they get out of it - we can't give any additional academic credit - and in a given week, so far, about 80% of the class will come to a session (I offer two opportunities each week).|It's pretty good so far... later on I may have some suggestions. Most of my problems come from trying to customize things (e.g. I'm not using Griffiths so I need to watch out for notation they will not have seen).||John Caraher|johncaraher@depauw.edu||Yes|Yes|Yes| 22:30:53|07-29-2012| 12:53:26|03-08-2013| 02:40:50|05-25-2013| 13:02:08|07-06-2013| 02:49:12|07-26-2013| 08:58:56|10-12-2013| 20:55:48|11-25-2013| 07:17:08|11-28-2013| 02:15:07|12-01-2013| 09:27:25|07-24-2014| 13:04:25|08-17-2014| 01:14:28|03-04-2015| 03:01:05|04-21-2015| 05:53:18|07-15-2016||DQclkXozIXvShgRUz|not_answered|vjDVmvNaugHxqZshR|not_answered|not_answered|XAOthrJWUbhAYTvHmId|UYlaSB yipynfyfbzbj, [url=http://mbzcvdcwbegz.com/]mbzcvdcwbegz[/url], [link=http://mvwzpoxyenhm.com/]mvwzpoxyenhm[/link], http://upgpoypwexqu.com/|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|not_answered|qxQYdHArhTOpZev|UYlaSB yipynfyfbzbj, [url=http://mbzcvdcwbegz.com/]mbzcvdcwbegz[/url], [link=http://mvwzpoxyenhm.com/]mvwzpoxyenhm[/link], 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