  Favorable outcomes from ongoing research at the University of Colorado
Boulder on student learning in junior-level electrostatics (E&M I) have led us
to extend this work to upper-division electrodynamics (E&M II). We describe
here our development of a set of research-based instructional materials
designed to actively engage students during lecture (including clicker
questions and other in-class activities); and an instrument for assessing
whether our faculty-consensus learning goals are being met. We also discuss
preliminary results from several recent implementations of our transformed
curriculum, plans for the dissemination and further refinement of these
materials, and offer some insights into student difficulties in advanced
undergraduate electromagnetism.
