Displaying all 6 results
- Conference Session
- Engineering Physics and Physics Division Technical Session 1
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Amy Fritz, Stanford University ; Carl E. Wieman, Stanford University
- Tagged Divisions
- Engineering Physics and Physics
to gather it, and substantial reflection on bothexpected and unexpected results. These problem-solving decisions are similar to the overarchingthemes identified by Polya: understanding the problem, devising a plan, carrying out the plan andlooking back [8]. The results also agree with work on design problem solving by Jonassen,which emphasizes the importance of determining design requirements and creating constraints[9]. A detailed analysis of the interviews with unified terminology across the fields for the expertproblem-solving decisions is currently being developed and will be published elsewhere.The rest of this work described here focuses on the specific optics black box assessment, whichwas created based on common problem-solving
- Conference Session
- Engineering Physics and Physics Division Technical Session 3
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Jessica Patricia Conry, Arkansas Tech University; Amber Harrington, Arkansas Tech University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Physics and Physics
accreditation through the Applied and NaturalScience Accreditation Commission (ANSAC) and Engineering Accreditation Commission(EAC), respectively. These programs follow an “Introduce, Reinforce, Master” curriculum mapas part of the assessment plan where each student learning outcome (SLO) is assessed in at leastthree courses of different levels, so that each SLO is assessed at each of the three levels(introduced, reinforced, and mastered). We seek to effectively assess, at the introductory level,the proposed ANSAC SLO (2) and the new EAC SLO (2) with a single project and rubric in ourintroductory physics courses. The primary difference between the SLO (2) from the twocommissions is that the EAC is more specific in that students must apply “engineering
- Conference Session
- Engineering Physics and Physics Division Technical Session 3
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Teresa L. Larkin, American University
- Tagged Divisions
- Engineering Physics and Physics
Paper ID #25791Free-Writing with a TWIST: A Novel Strategy to Enhance Student Learningin PhysicsDr. Teresa L. Larkin, American University Teresa L. Larkin is an Associate Professor of Physics Education and Director and Faculty Liaison to the Combined Plan Dual-degree Engineering Program at American University. Dr. Larkin conducts ed- ucational research and has published widely on topics related to the assessment of student learning in introductory physics and engineering courses. Noteworthy is her work with student writing as a learning and assessment tool in her introductory physics courses for non-majors. One component of
- Conference Session
- Engineering Physics and Physics Division Technical Session 3
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Mary Yvonne Lanzerotti, U.S. Military Academy; Kyle Wilhelm, United States Military Academy; William M. Meier, United States Military Academy; Krista Watts, United States Military Academy; Susan M. Lintelmann, United States Military Academy; Suzanne M. Christoff J.D., United States Military Academy
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Physics and Physics
focused upon utilizing the concepts andequations in problems or applications.Each of the Advanced sections received the same level and method of instruction during eachlesson. The only alteration was the addition of the historical references into the lesson plan for theAdvanced intervention group A1 (see Table 2).All of the students in the second-semester course completed nine laboratory experiments in formalgroups and one in-lab writing event. Each lab group submitted a report on each experiment andthe report consisted of a results, analysis, and conclusion sections. All of the experimentsexamined physics concepts that were part of the course material. In the writing event, studentswere tasked with analyzing and discussing provided data in a two
- Conference Session
- Engineering Physics and Physics Division Technical Session 3
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- John Yukio Yoritomo, University of Illinois, Urbana-Champaign; Nicole Turnipseed, University of Illinois, Urbana Champaign; Maxx Joseph Villotti, University of Illinois, Urbana-Champaign; Aric Tate, University of Illinois, Urbana-Champaign; Kelly Searsmith, University of Illinois, Urbana-Champaign; Matthias Grosse Perdekamp, University of Illinois, Urbana Champaign; Paul Prior, University of Illinois, Urbana-Champaign; Julie L. Zilles, University of Illinois, Urbana-Champaign
- Tagged Divisions
- Engineering Physics and Physics
determining relevant content on students. One activity (“pre-draft” in Table 3) guided student creation of the content, as students were asked to make therubrics themselves for the new assignment. Specifically, they were given a rubric, like Figure 1,and asked to fill in the description box for each feature. The student-created rubrics were thenused by the TAs when grading and by peer review partners when providing feedback. Having thestudents decide for themselves what constitutes the focal features of the rubric, like precise andaccurate use of concepts or professional style, encouraged them to reflect on the assigned genreand build genre flexibility (the first writing learning goal). Introducing planning processes, i.e.the “pre-draft
- Conference Session
- Engineering Physics and Physics Division Technical Session 2
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Inci Ruzybayev, York College of Pennsylvania; Benjamin J. Zile; Scott F. Kiefer, York College of Pennsylvania; Taylor Schmidt
- Tagged Divisions
- Engineering Physics and Physics
their program we should consider introducing more projects starting from the firstyear since these students want to see where they will apply the knowledge they gain in class rightaway. 5. Future Plans There are many options available for implementing this kind of a project. Overall, thegoal is to spread the material throughout the course as much as possible so that the workload forthe students is not intense. It is also good for students to revisit and analyze their resultsfrequently so that it stays fresh in their minds. With this in mind, it may be desirable to introducesome concepts and calculations earlier. For example, students could begin learning about vehiclespeed and acceleration concepts prior to the force chapters