  We redesigned an advanced physics laboratory course to include a project
component. The intention was to address learning outcomes such as modeling,
design of experiments, teamwork, and developing technical skills in using
apparatus and analyzing data. The course included experimental labs in
preparation for a six-week team project in which students designed and
implemented a research experiment. The final assignment given to students was a
reflective essay, which asked students to discuss their learning and
satisfaction in doing the project. Qualitative analysis of the students'
reflections showed that the majority of the students reported satisfaction and
achievement, functional team dynamics, learning outcomes unique to this
experience, practicing modeling skills, and potential future improvements. We
suggest that reflections are useful as support for student learning as well as
in guiding curricular improvements. Our findings may be useful for other course
redesign initiatives incorporating project-based learning and student
reflections.
