Conference Session

Programmatic Issues in Engineering Physics

Collection

2007 Annual Conference & Exposition

Authors

Jonathan Bougie, American University; Philip Johnson, American University; Nathan Harshman, American University; Teresa Larkin, American University; Michael Black, American University

Tagged Divisions

Engineering Physics & Physics

).For each selected university, the university website was examined to find the courserequirements for physics majors. For a B.S. degree, the number of physics courses requiredranged between 10 and 15, with the average at 12.5 courses, not including single credit coursessuch as “Departmental Seminar” and “Careers in Physics.” The average number of mathematicsco-requirements was four courses. Additionally, nine schools required at least one chemistrycourse, and four required at least one computer science course. Certain interdisciplinaryconcentrations reduced the number of physics requirements but increased requirements in otherdepartments. A typical number of required physics courses in such cases was nine. Typical B.S.major requirements in

Conference Session

Innovations in Teaching Upper-Level Physics

Collection

2006 Annual Conference & Exposition

Authors

Greg Mowry, University of St. Thomas-St. Paul

Tagged Divisions

Engineering Physics & Physics

lecture format fails todevelop applied E&M skills. Since the mission of the UST School of Engineering (SOE) is to“… provide an applied … learning experience …” and since there were no labs associated withthe original approach, this presented an ‘applied’ problem. In addition to this, a majority of theUST engineering and physics graduates begin their professional job careers immediately aftergraduating. Of the remaining graduates that do pursue an advanced degree, few continue withtheir study of E&M. Since a substantial amount of time is dedicated to E&M and sinceundergraduate credit hours are precious, the challenge was to develop an E&M pedagogy thatimparted an applied E&M learning experience without significantly increasing

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel Ludwigsen, Kettering University

Tagged Divisions

Engineering Physics & Physics

level, and coauthored a senior level laboratory in acoustics. He recently served as an AP Reader for the AP Physics exam, and is interested in developing materials to help K-12 teachers with units on sound and waves, and to incorporate crash safety topics into their physics curriculum. Page 26.1554.1 c American Society for Engineering Education, 2015 The Introductory Physics Laboratory as a Consulting FirmAbstractMany students in our calculus-based introductory physics courses plan to pursue careers in hightechnology industries. The laboratory curriculum entitled Mechanics, Inc. is

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen W. McKnight, Northeastern University; Christos Zahopoulos, Northeastern University

Tagged Divisions

Engineering Physics & Physics

learned “very much” or “a lot.”Moreover, as shown in Figures 5, fully 60% of the students reported that what they had learnedin this class had helped them in their professional career. Additionally, 84% of the alumnirespondents agreed that such a course should be part of the Gordon Engineering LeadershipProgram, with 2% disagreeing and 14% not sure.Some comments from the alumni in their responses capture this well. One reported: “Even witha solid foundation in engineering, physics, and chemistry, this course challenged me to learnbeyond the basic understanding. The ability to fully understand a physical phenomenon issomething I now possess that my peers in industry do not.” Another comment from one of thealumni reinforced our premise that the

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carl K. Frederickson, University of Central Arkansas

Tagged Divisions

Engineering Physics & Physics

has many physicsand pre-engineering students, it will also have many management information systems majors aswell. As with freshman writing courses it has to present coding to a broad audience. Thusstudents do not always see the connection to their chosen field of study.The Department of Physics and Astronomy is introducing more coding across its curriculum tobetter prepare our students for careers and graduate study. The focus of many of these efforts inour department and around the country is on adding modeling calculations to courses 1,2,3 . As anew component in this effort, a pilot program was started in the fall semester of 2015. During thissemester Arduinos were introduced in the laboratory component of the second semestercalculus-based

Conference Session

Engineering Physics Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri P.E., Instituto Mauá de Tecnologia; Paulo Alexandre Martin, Instituto Mauá de Tecnologia; Nair Stem, Instituto Mauá de Tecnologia; Keiti Pereira Vidal Souza, Instituto Mauá de Tecnologia

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics & Physics

part of an EngineeringCourse that adopt direct and indirect learning support actions. The actions discussed were appliedto a Physics I course for freshman students at our Engineering School (a university of 1000students—700 Day/300 Night) 1.Direct and indirect learning support actionsWith the aim to get the students more engaged in their course2,3,4 and at the same time to helpthem develop different skills that are necessary for their future professional careers, theimplemented learning support actions took into account that each student has different grades offacility regarding their particular way of learning (visual presentations, solving problems, etc.).These Learning Support Actions are initially divided into indirect learning actions

Conference Session

Engineering Physics Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

James O'Brien, Wentworth Institute of Technology; Gergely Sirokman, Wentworth Institute of Technology; Franz J Rueckert, Wentworth Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics & Physics

science career decisions and active learning.CBE - Life Sciences Education, 6, 297-306.[4] Lopatto, D. (2004). Survey of Undergraduate Research Experiences (SURE): First findings. Cell BiologyEducation, 3, 270-277.[5] Lopatto, D. (2004). What undergraduate research can tell us about research on learning. Washington, DC:Project Kaleidoscope.[6] Doreen Hinkel, Scott Henke J. Nat. Resour. Life Sci. Educ. Issue 35 pp.194–201 (2006)[7] Philip D. Mannheim, “Alternatives to Standard Gravity”, Physical Review D, 2006[8] James G. O’Brien and Robert Moss, “Rotation Curve for the Milky Way Galaxy in Conformal Gravity”,American Journal of Modern Physics, 2014[9] Greg Sirokman, “Student-constructed Biodiesel Processor: Applied Undergraduate Research in

Conference Session

Programmatic Issues in Physics or Engineering Physics Programs

Collection

2008 Annual Conference & Exposition

Authors

Jeff Jalkio, University of St. Thomas; Arnold Weimerskirch, University of St. Thomas

Tagged Divisions

Engineering Physics & Physics

Weimerskirch devoted his 40-year Honeywell career to quality improvement, retiring in 1999 as Corporate Vice President of Quality. He is a former chairman of the Panel of Judges for the Malcolm Baldrige National Quality Award. Arnie holds a BSME and an MSIE from the University of Minnesota. He now serves as a 3M Fellow in the University of St. Thomas School of Engineering. Arnie is co-author of two books: Total Quality Management-Strategies and Techniques Proven at Today’s Most Successful Companies and Process Improvement and Quality Management in the Retail Industry. Page 13.1361.1© American Society

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marie Lopez del Puerto, University of St. Thomas; Adam S Green, University of St. Thomas; Jeffrey A. Jalkio, University of St. Thomas; Marty Johnston, University of St. Thomas; Paul R Ohmann, University of St. Thomas (MN)

Tagged Divisions

Engineering Physics & Physics

Association ofPhysics Teacher’s “Statement on Computational Physics” says, “Computational physics hasbecome a third way of doing physics and complements traditional modes of theoretical andexperimental physics.” 1 Computation should be an important component in the physicsundergraduate curriculum, and ideally it should merge seamlessly with the rest of the curriculum.Throughout the past 15 years, the University of St. Thomas physics department has beenimplementing an integrated physics curriculum where students gain the theoretical, experimental,computational, and communication skills they will need to succeed in their careers. Thecomputational work in our department began with an NSF-sponsored effort (DUE-0311432) todevelop computational modules in

Conference Session

Innovations in Teaching Physics or Engineering Physics II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Baha Jassemnejad, University of Central Oklahoma; Wei Siang Pee, University of Central Oklahoma; Kevin Rada; Montell Jermaine Wright, University of Central Oklahoma, Robotics Research; Kaitlin Rose Foran, University of Central Oklahoma; Evan C. Lemley, University of Central Oklahoma

Tagged Divisions

Engineering Physics & Physics

to provide anrobotics research project their first semester at theuniversity. Through a sequence of focused learning avenue for incoming freshman with STEM (Science,modules, each consisting of a lecture presentation Technology, Engineering and Mathematics) majorsfollowed immediately by correlated hands-on activities, to become involved in research early in theirstudents learn essential concepts, and develop basic academic career. The students must apply and belaboratory skills in electrical engineering and accepted into a research group of their choice. Themicrocontroller programming. After establishing the research group targeted by the Summer Bridge classfoundational knowledge

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

required to complete such aproject will become more extensive as the research group develops, eventually incorporating many of theconcepts and techniques learned by the students in the engineering curriculum. Students at each academiclevel will be assigned design challenges compatible with their background. A program is envisioned inwhich students will continue with the research project throughout their academic career, applying theknowledge acquired through their coursework to an increasingly complex sequence of design challenges.This paper describes the experiences of the first freshman group involved in the ROV research. Thesestudents are the pioneers in this group, and as such had to produce a complete ROV, which future groupswill improve upon

Conference Session

Innovations in Teaching Physics or Engineering Physics I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel Ludwigsen, Kettering University; Janet Brelin-Fornari, Kettering University; Joseph Neal, Kettering University

Tagged Divisions

Engineering Physics & Physics

helps me understand situations in myeveryday life.” (experts agree). Students’ rate of favorable responses is presented in Figure 2. Page 22.389.7Figure 1: A-D plot as in Ref. 3, including their published data. (Experts are college teachersinvolved in Workshop Physics; USIPOT is one of the US International Physics Olympiad Teams,and UMCP pre are students entering the University of Maryland calculus-based physics course.)DiscussionThe goals of the curriculum development project were ambitious in the context of a two hourweekly lab. By incorporating a recurring theme of crash safety and vehicle testing, the projectaimed to improve the perception of students that introductory physics is relevant to a career inengineering, in an area that

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jiliang Li P.E., Purdue University Northwest, Westville Campus, INDIANA, USA; Jinyuan Zhai, University of Akron

Tagged Divisions

Engineering Physics & Physics

relationship as w = Ww/Ws. So given, w, known or easilymeasured from the lab, we can quickly figure out how much water is in a soil mass with the Wseasily estimated/measured or known. This water or moist content concept should be emphasizedthroughout the soil mechanics courses and even throughout a geotechnical engineer’s career aswell. Water content, w, is important because Atterberg limits like Liquid limit (LL) plastic limit(PL) are all fundamentally water content. And without emphasizing this fact, it is easy to forgetthis fundamental idea and concept. In this regard, the author recommends that LL and PL bewritten as and as in several classical soil mechanics textbooks. Putting the w, watercontent before LL and PL will help reminding

Conference Session

Innovations in Teaching Physics or Engineering Phy

Collection

2008 Annual Conference & Exposition

Authors

Matthew Kohlmyer, Georgia Institute of Technology; Michael Schatz, Georgia Institute of Technology; Richard Catrambone, Georgia Institute of Technology; Marcus Marr, Georgia Institute of Technology

Tagged Divisions

Engineering Physics & Physics

course at Georgia Tech, there arebroader questions about what topics should be taught in the class and the proper sequencing ofthose topics. The calculus-based introductory physics course at most U.S. universities hastypically followed the same sequence of the same topics for many decades. The traditionalphysics course is focused entirely on classical, pre-20th century physics, addresses onlymacroscopic systems, and deals only with problems that can be solved analytically. One canquestion whether the traditional content and pedagogy of introductory physics is meeting theneeds of modern science and engineering students, many of whom will pursue careers that arebecoming more dependent on understanding matter at the microscopic level

Conference Session

Engineering Physics & Physics Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Guenter Bischof, Joanneum University of Applied Sciences; Christian J. Steinmann, HM&S IT-Consulting

Tagged Divisions

Engineering Physics & Physics

Paper ID #18308Visualizing the kinetic theory of gases by student-created computer programs ¨Dr. Gunter Bischof, Joanneum University of Applied Sciences Throughout his career, Dr. G¨unter Bischof has combined his interest in science and engineering appli- cation. He studied physics at the University of Vienna, Austria, and acquired industry experience as development engineer at Siemens Corporation. Currently he teaches Engineering Mathematics at Joan- neum University of Applied Sciences. His research interests focus on automotive engineering, materials physics, and on engineering education.Mr. Christian J. Steinmann, HM

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Timothy J. Garrison, York College of Pennsylvania

Tagged Divisions

Engineering Physics & Physics

improvements in the overall course GPA,the pass rate, and the grade distribution.Tracking students in three follow-on courses (engineering physics – E&M, statics, anddynamics), shows that students who took the physics - mechanics class in the new formatperformed better in those subsequent courses. Improvement was judged based on grade data forthe subsequent classes.In tracking these results, several important observations were noted. First, while there is a greatdeal of literature on assessing individual courses, very little has been done to track how a coursetaken early in a student’s career impacts later courses. In the present study, there was really noway to assess the impacts beyond using grade data.The use of grade data for assessing

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steve E. Watkins, Missouri University of Science & Technology

Tagged Divisions

Engineering Physics & Physics

advancedcourses in other technologies, cf. reference4. However, introductory undergraduate courses inelectronics and devices rarely provide a strong linkage between the underlying device physicsand the circuit design and analysis. Such courses tend to focus either on semiconductor physicsor on electronics analysis. Consequently, student pursuing a devices track may not haveprerequisites for electronics applications and students pursing an electronic circuits track may nothave prerequisites for device physics. Besides educational and career flexibility, breadth ofunderstanding can have great advantage in inter-area and interdisciplinary technologies. Forinstance, dedicated hardware for embedded systems may require device and circuit designknowledge for an

Conference Session

Innovations in Teaching Physics or Engineering Phy

Collection

2008 Annual Conference & Exposition

Authors

Teresa Larkin, American University; Dan Budny, University of Pittsburgh

Tagged Divisions

Engineering Physics & Physics

students, no matter what their gender, cultural, or demographicbackgrounds, can learn! In a recent report on its review of undergraduate education, theAdvisory Committee to the National Science Foundation's Directorate for Education and HumanResources concluded that “… while K – 12 programming can expand the pool of those interestedin pursing careers in SME&T [Science, Mathematics, Engineering, & Technology], it is at theundergraduate level where attrition and burnout can be most effectively prevented. What we inSME&T education must do is to concern ourselves with all students, not just those whohistorically have been represented in science, mathematics, engineering, and technology. Such abreadth of concern has important educational

Conference Session

Programmatic Issues in Physics or Engineering Physics Programs

Collection

2008 Annual Conference & Exposition

Authors

Winston Jackson, California Institute of Technology; Jennifer Franck, California Institute of Technology; James Maloney, California Institute of Technology; Juan Pedro Ochoa-Ricoux, California Institute of Technology; Julian Rimoli, California Institute of Technology; Luz Rivas, California Institute of Technology

Tagged Divisions

Engineering Physics & Physics

universities provide pre-college students an opportunity toexplore careers in science and engineering. For high-achieving students who already have aninterest in these areas, these types of programs can introduce students to advanced concepts,develop their understanding of scientific methodologies, and expose them to science andengineering research. One such program, the Young Engineering and Science Scholars (YESS)Program, is a three-week summer residential program created to bring exceptional high schooljuniors and seniors from underrepresented minority groups to study at the California Institute ofTechnology (Caltech). The program is intended for motivated students who wish to broadentheir knowledge of science and engineering beyond that offered by

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Inci Ruzybayev, York College of Pennsylvania

Tagged Divisions

Engineering Physics & Physics

, Mechanics and Electricity and Magnetism (E&M), areamong the fundamental courses that students build their engineering career on. During thesecourses it is important to reinforce students’ critical thinking skills. Most students tend to acceptthe information given as it is, without questioning it. Although students are exposed to moreactivities and assignments in the upper level classes where they are required to show their criticaland analytical skills, the stronger the foundation the more prepared they are for the futurechallenges. For this reason, in the E&M course students were asked to submit their handwrittenhomework in a structured layout where they had to: First, state what is given and what has beenasked of them to find with a

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yu Gong, Purdue University; Tugba Yuksel, Purdue University; Alejandra J. Magana, Purdue University; Lynn A. Bryan, Purdue University

Tagged Divisions

Engineering Physics & Physics

phenomena. Implications for teaching were also providedto facilitate educators developing more efficient instructional design supported withsimulations or any visual representations.Reference:1. Cataloglu, E., & Robinett, R. W. (2002). Testing the development of student conceptual and visualization understanding in quantum mechanics through the undergraduate career. American Journal of Physics, 70(3), 238-251.2. Zollman, D. A., Rebello, N. S., & Hogg, K. (2002). Quantum mechanics for everyone: Hands-on activities integrated with technology. American Journal of Physics, 70(3), 252-259.3. Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. The Journal of

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angeles Dominguez, Tecnologico de Monterrey & Universidad Andrés Bello; Jorge Eugenio de la Garza Becerra, Tecnologico de Monterrey (ITESM)

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics & Physics

reflects the physicist’s way ofunderstanding the world, so we should teach physics that way.The importance of nurturing a scientific curiosity and motivating young students’ understandingof science has been addressed for many years1 and that call invites everyone2. As Barak Obamarecently reinforced: “we want to make sure that those who historically have not participated inthe sciences as robustly -girls, members of minority groups here in this country- that they areencouraged as well”3. In this call, physics and mathematicians become the main filters of young Page 26.353.2students’ career decisions. We want them to select a program because it has

Conference Session

Engineering Physics Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angeles Dominguez, Tecnologico de Monterrey (ITESM) and Universidad Andres Bello ; Jorge Eugenio de la Garza Becerra, Tecnologico de Monterrey (ITESM); Genaro Zavala, Tecnologico de Monterrey (ITESM) and Universidad Andres Bello ; Cynthia Concepción Castro, Tecnologico de Monterrey, Campus Monterrey

Tagged Divisions

Engineering Physics & Physics

Electronics and Com- munications and Electronic Systems Master majoring in Telecommunications both degrees from ITESM. Currently, she has a PhD in Educational Innovation, she is coordinator of matter Multivariable Calcu- lus and has over 10 years of experience in education where she has participated as a professor in the departments of Mathematics, Physics and Electrical Engineering. Also, she has conducted research for new learning strategies oriented Model TEC 21, implemented in the courses of engineering careers. She has promoted innovation to conduct and participate in the redesign of courses Engineering. In addition, she has been responsible for leading master’s thesis at the Graduate Program of the EGE Virtual Uni

Conference Session

K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamalee A. Brady, California Polytechnic State University - San Luis Obispo; Jennifer H. Rushing, Central Coast New Tech High

Tagged Divisions

Engineering Physics & Physics, Pre-College Engineering Education Division

 juniors. All class sections met for 27 minutes on Mondays; two sections met for 100 minutes on each of Tuesday and Thursday; two section met for 100 minutes on each of Wednesday and Friday.   A PBL challenge to design and construct a Rube Goldberg machine was presented as a vehicle for incorporating engineering.  The study was initiated in the fall semester of the high school academic year following a physics unit on motion, forces and energy.  The driving question motivating the project was “How can we inspire school students (K­6) to pursue STEM career pathways by using engineering practices and the physics of motion and energy?” The machines were to be the central feature of a STEM carnival for K­6 students.  This project facilitates a

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

. All the learning associated with an exam is in the studying I do before it takes place. E23 A good understanding of physics is necessary for me to achieve my career goals. A good grade in this course is not enough. E24 It is possible to pass this course (get "C" or better) without understanding physics very well. While we are pleased to learn that SI students have defined their learning goals and masteredbasic study skills, we are also troubled by some of their responses. Table (III) displays thequestions that produced a relatively higher percentage of “undesirable answers”. See Figure 2.Specifically, we are surprised that students seemed to respond to certain groups of questionsinconsistently.3,8 For

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Andrew Elby, University of Maryland, College Park; Eric Kuo, Stanford University; Ayush Gupta, University of Maryland, College Park; Michael M. Hull, Wayne State College

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics & Physics

theirsubsequent engineering courses and careers? Faculty often mention “problem solving skills” and“conceptual understanding”; but decades of physics and engineering education research havebarely addressed this question empirically.1-3Some engineering educators argue that traditional close-ended, well-structured and well-definedproblem-solving of the type demanded by end-of-chapter problems in physics textbooks isimportant to emphasize, because it develops skills that students can build on and apply in laterengineering classes. Others argue that mathematical sense-making—translating and seekingcoherence between mathematical formalism and physical reasoning (often intuitive), usingmathematics flexibly as part of sense-making about the physical world—is

Conference Session

Engineering Physics Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Teresa L. Larkin, American University

Tagged Divisions

Engineering Physics & Physics

. M. (August 13, 2015). STEM degrees are not earned by math alone. Diverse Education, p. 28.[33] Ramsey, K. and Baethe, B. (2013). The keys to future STEM careers: Basic skills, critical thinking, and ethics. Delta Kappa Gamma Bulletin, 80(1), pp. 26-33.[34] http://www.blackboard.com/, accessed 01.31.16.[35] Larkin, T. L. (2014). The student conference: A model of authentic assessment. International Journal of Engineering Pedagogy (iJEP), 4(Special Issue 2), pp. 36 – 46. Kassel University Press GmbH, Kassel, Germany. eISSN: 2192-4880. http://dx.doi.org/10.3991/ijep.v4i2.3445.

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Warren A. Turner, Westfield State University; Glenn W. Ellis, Smith College; Robert J. Beichner, North Carolina State University

Tagged Divisions

Engineering Physics & Physics

Paper ID #8833A comparison of student misconceptions in rotational and rectilinear motionDr. Warren A Turner, Westfield State UniversityDr. Glenn W Ellis, Smith CollegeDr. Robert J. Beichner, North Carolina State University For much of Professor Beichner’s career he has focused his attention on redesigning introductory physics education and created the SCALE-UP (Student Centered Activities for Large Enrollment University Physics) project. SCALE-UP has been adopted at more than 250 universities and had spread to other content areas and into middle and high schools, necessitating a name change to Student Centered Active