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Wanted to teach HS physics. OSU had just instituted a new physics curriculm, the capstone-paradigm model. Only a handful of schools had done so, making us singular in a way. What unis realized was they were graduating ppl with BS Physics who didn't know physics. Rather, they memorized well enough to pass tests, but not have conceptual understanding.

The foundation of C-P was studying ONE physics topic intensely for a month, focusing on concepts, with math used only to supplement the discussion, not supplant the study of the topic. It was the most exciting, revelatory time ever spent in academia, because having a widespread DISCUSSION of any subject, controlled and directed by students, created an honest, genuine, collaborative experience. For me, it was invaluable for my teaching career because it made me realize much of traditional STEM pedigogy was of poor quality. Anyone can understand STEM if a solid conceptual understanding is initially established.

Point is, it wouldn't help to rank schools such as OSU with other unis that don't utilize C-P because OSU has veered from the prescribed mandates. Very few unis have a bottom up approach to their classrooms, but i can say that it's a remarkably efficient method of presenting a subject...