The authors describe four instructional innovations recently put into effect at the State University of New York at Stony Brook. The first is an inquiry‐oriented physical science course which serves primarily prospective elementary school teachers. The second is a large, self‐paced introductory course taken largely by biological science majors and premeds. In a more ambitious effort, a liberal arts physics major program has been designed. The outstanding features are that the course topics emphasize the historical and social side of physics, the choice and sequencing of courses is flexible, and students learn to use physics in a variety of contexts other than physics research. Finally, undergraduates and graduate physics students at Stony Brook have opportunities to produce instructional materials under supervision as part of their education in physics.