Displaying all 4 results
- Conference Session
- Engineering Physics and Physics Division Technical Session 2
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- C. Bauer-Reich, University of Jamestown; Katrina Christiansen, University of Jamestown
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Physics and Physics
female. Enrollment in College Physics I, which focused onmechanics was between 20 and 30 students per semester. College Physics II, which focused onwas often smaller and composed primarily of students who intended to move on to graduate studyin biology or physical therapy. These classes were smaller and had between 15 and 20students.The 200-level students who enrolled in Physics I and Physics II were most often 1st or 2nd yearengineering majors, with 10-20 per semester. There were usually between 2 and 6 students frombiology, chemistry, or biochemistry who planned to pursue professional programs in medicine,dentistry, or optometry. These students were often 3rd or 4th year students. Additionally, 1-2math or math education students may also be
- Conference Session
- Engineering Physics and Physics Division Technical Session 4
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Jessica Patricia Conry, Arkansas Tech University; Amber Harrington, Arkansas Tech University
- Tagged Divisions
- Engineering Physics and Physics
(ANSAC) and Engineering Accreditation Commission (EAC),respectively. These programs follow an “Introduce, Reinforce, Master” curriculum map as partof the assessment plan where each student learning outcome (SLO) is assessed in at least threecourses 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 proposedANSAC SLO (5) and the new EAC SLO (4) with a series of case studies and a rubric in ourintroductory physics course. There are two primary difference between the SLOs from the twocommissions. Firstly, the EAC requires that the students recognize while the ANSAC requiresthat the students understand ethical and
- Conference Session
- Engineering Physics and Physics Division Technical Session 1
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Huseyin Sarper P.E., Old Dominion University; Nebojsa I. Jaksic, Colorado State University, Pueblo; Ben J. Stuart, Old Dominion University; Karina Arcaute, Old Dominion University
- Tagged Divisions
- Engineering Physics and Physics
-life like project and 6) increased appreciation forengineering by experiencing a real life like hands-on engineering project from start to finish. Theseoutcomes are closely related to ABET-EAC Criterion 3, 1-7 student learning outcomes,specifically outcome 1 - an ability to identify, formulate, and solve complex engineering problemsby applying principles of engineering, science, and mathematics, outcome 3 - an ability tocommunicate effectively with a range of audiences, outcome 5 – an ability to function effectivelyon a team whose members together provide leadership, create a collaborative and inclusiveenvironment, establish goals, plan tasks, and meet objectives, and outcome 6 – an ability to developand conduct appropriate experimentation
- Conference Session
- Engineering Physics and Physics Division Technical Session 3
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Genaro Zavala, Tecnologico de Monterrey and Universidad Andres Bello; Angeles Dominguez, Tecnologico de Monterrey and Universidad Andres Bello
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Physics and Physics
/24772[5] G. Zavala and A. Dominguez, “Engineering students’ perception of relevance of physics and mathematics,” in 2016 ASEE Annual Conference & Exposition, New Orleans, LA, pp. 26664.1 – 26664.20, 2016. https://peer.asee.org/26664[6] J. W. Creswell, Educational research: Planning, conducting, and evaluating quantitative and qualitative research, 4th ed., Boston: Pearson, 2011.[7] A. Field, Discovering Statistics Using SPSS, 5th ed., Thousand Oaks, CA: Sage Publications, 2017.[8] OECD, Science Competencies for Tomorrow's World: Volume 1: Analysis, OECD, 2007. Available in https://doi.org/10.1787/9789264040014-en