| Summary: | This paper provides an overview of the evolution of an introductory physics course for non-majors entitled Physics for a New Millennium (PNM) at American University.<span style="mso-spacerun: yes;">&nbsp; </span>Following a brief summary of the research and pedagogical framework for the course design, a summary of the course curriculum will be presented. A significant portion of the course curriculum provides students with an opportunity to experience all aspects of preparing, writing, and presenting a professional research paper in a conference setting.<span style="mso-spacerun: yes;">&nbsp; </span>Following a description of the course curriculum, the specific structure for the conference paper activity will be outlined and highlights of student work will be shared with a focus on the spring 2012 class.<span style="mso-spacerun: yes;">&nbsp; </span>The conference paper activity is assessed using authentic, formative strategies and will serve as one focus of this paper. To address the authentic assessment piece, a collection of strategies and methods will be shared that have been designed to key in on what and how students are learning throughout all phases of the paper writing process.<span style="mso-spacerun: yes;">&nbsp; </span>These methods can be used as an alternative, or as a supplement to more traditional pencil and paper examinations, quizzes, and homework assignments.<span style="mso-spacerun: yes;">&nbsp; </span>The thrust of the authentic assessment is to address any deficiencies in student learning while the learning is taking place.<span style="mso-spacerun: yes;">&nbsp; </span>Exams and quizzes end up being &ldquo;too little, too late&rdquo; in terms of helping students correct any flaws in their understanding. Feedback from students relating to the paper writing experience will also be shared.
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