Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adrian Ieta, Oswego State University College

Tagged Divisions

Engineering Physics & Physics

, showing an obviously pleasant studentexperience.ConclusionsWe report a successful implementation of a capstone course in a Physics program making use ofa recently setup lab. The course design was such as to allow students great freedom in terms ofproject topics and directions of research. All project topics were significant real research topicsto which students were exposed. Various challenges were used as opportunities for solvingadditional engineering problems, for developing a scientific and engineering-oriented mind, forextrapolation and integration of knowledge from different fields. Students were enthusiastic andenjoyed the course, which was different from any standard courses they had had in school. Theysuccessfully presented their work in

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Baha Jassemnejad, University of Central Oklahoma; Wei Siang Pee, University of Central Oklahoma; Kevin Rada, University of Central Oklahoma; Devon Kelley Keith, University of Central Oklahoma; Dylan Bradley Miller; Evan C. Lemley, University of Central Oklahoma; Adam Dorety, University of Central Oklahoma

Tagged Divisions

Engineering Physics & Physics

instruction (inquiry- oriented approached). Inquiry instructional strategies averagedthirteen percentile points higher in achievement measure over traditional text-lecture modes ofinstruction.[2] Heise, D., Asserting the Inherent Benefits of Hands-On Laboratory Projects vs. ComputerSimulations, Consortium for Computing Sciences in Colleges, Central Plains Conference, (2006).[3] Felder, R. M., Felder, G. N. and Deitz, E. J., A longitudinal study of engineering student performanceand retention. V. Comparisons with traditionally-taught students. J. ENGNG Edu., 1998, 87, 469-480.[4] Bransford, J. D., et al., How People Learn: Brain, Mind, Experience, and School, Washington, DC:National Academy Press, 2000.[5] Mataric, M. J., Robotics Education for All

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jia-Ling Lin, University of Minnesota, Twin Cities; Manuela Romero, University of Wisconsin, Madison; Jennifer Binzley, University of Wisconsin, Madison; Eman A. Zaki, University of Wisconsin, Madison

Tagged Divisions

Engineering Physics & Physics

AC 2012-4736: WHAT IS IMPORTANT IN PHYSICS LEARNING?: UN-DERSTANDING LEARNING PERSPECTIVES AND PROVIDING LEARN-ING ASSISTANCE FOR ENGINEERING STUDENTSDr. Jia-Ling Lin, University of Minnesota, Twin Cities Jia-Ling Lin is a researcher in the STEM Education Center at the University of Minnesota, Twin Cities. She served as the director of the Undergraduate Learning Center in the College of Engineering at the University of Wisconsin, Madison, before she moved to Minnesota.Dr. Manuela Romero, University of Wisconsin, Madison Manuela Romero is the Assistant Dean of Student Diversity and Academic Services at the University of Wisconsin, Madison.Jennifer Binzley, University of Wisconsin, MadisonMs. Eman A. Zaki, University of