Displaying all 7 results
- 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
for Engineering Education, 2008 Using the Deming Cycle for Continuous Improvement in Engineering EducationAbstractAs engineering programs refine assessment plans based on ABET accreditation requirements,there are many lessons to be learned from the successes and failures of industrial qualityimprovement movements. In 1997 as we were developing new undergraduate engineeringprograms we chose to use the Deming Plan-Do-Check-Act cycle of continuous improvement asour model for program assessment. This paper reviews the assessment system we put in placefor continuous improvement, results obtained over the last ten years, and challenges ofmaintaining a culture of continuous improvement.Our model involves assessment
- Conference Session
- Innovations in Teaching Physics or Engineering Phy
- Collection
- 2008 Annual Conference & Exposition
- Authors
- David Jonassen, University of Missouri; Young Hoan Cho, University of Missouri; Carlos Wexler, University of Missouri
- Tagged Divisions
- Engineering Physics & Physics
components that guide human reasoning 28. The threads of coherent reasoning are built around questions that humans ask and the answers they receive. Answering deep-reasoning questions articulates causal chains; goals, plans, and actions; and logical justification 28. The question-answer rhetorical structure is the most common dialogue pattern in naturalistic conversation 29. Question-driven explanatory reasoning predicts that learning improves to the extent that learners generate and answer questions requiring explanatory reasoning 29. Questioning is grounded in discourse theories of informal reasoning, and it is an essential process involved in problem solving, especially design problems 30. Questions arise in reciprocal
- 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
subsequently the instructors for college recommendation letters.4.3 Student SurveysStudent surveys provided an excellent opportunity to assess how each student felt about theprogram as a whole. Students were asked very pointed questions regarding the curriculum, theirunderstanding of the material presented in the course, quality of instruction, organization, etc.The comments regarding the physics course were exceptional. The comments from the studentscentered on the following themes: organization, instructor enthusiasm and involvement, andfinally curriculum assessment.The students really felt the course was organized and well planned. Some comments to this effectare listed below:“Well planned curriculum”“It was very well organized.”“The physics course
- 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
from the M&I collaboration effort (see Acknowledgements) was used tosupplement the professor’s summer salary. Reactions from these faculty members to M&I hasbeen very positive, and other faculty members have expressed interest in trying the curriculum.We plan to use this apprenticeship model, including the co-teaching approach, in futuresemesters. Table 1. Expansion of M&I sections. M&I Intro Physics I M&I Intro Physics II Semester (mechanics) (electromagnetism) Summer 06 1 section, 40 students None Fall 06 1 section, 120 students 1 section, 45 students Spring
- Conference Session
- Technology in the Physics or Engineering Physics C
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Nataliia Perova, Tufts University; Patricia Hogan, Suffolk University; Walter H. Johnson, Suffolk University
- Tagged Divisions
- Engineering Physics & Physics
thing at a time. Design challenges help studentsdevelop skills in planning, construction, and testing”. As research indicates, the practice ofdesign projects generated engagement and excitement among students which is not alwayspresent in science classrooms. Several research initiatives showed the positive impact of designbased learning on student’s enthusiasm about the science content. 15, 9, 24Based on the research about learning science concepts through engineering design approaches,we think that engaging students in engineering projects that present them with real life problemsshould provide students with a rich learning environment for application of textbook scienceknowledge.MethodsTo determine how the work on this wireless sensor
- Conference Session
- Programmatic Issues in Physics or Engineering Physics Programs
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Glenn Ellis, Smith College; Mary Moriarty, Smith College; Gary Felder, Smith College
- Tagged Divisions
- Engineering Physics & Physics
: Variables by frequency and mean, (based on a scale of 1 to 5; SD=Strongly Disagree,SA=Strongly Agree)Post-Course Follow-upEarly data from the Fall 2007 semester indicates that the gains associated with the Physics andEngineering Problem Solving class may have resulted in only modest long-term gains in otherclasses. Nine of the 11 students (including two who planned to quit engineering before takingthe summer class) decided to enroll in the next-level core engineering class (EGR 270Continuum Mechanics) and achieved moderate success. One student received a grade of B, fivestudents received a C, and three received a D grade for the semester. It is not known whether
- Conference Session
- Technology in the Physics or Engineering Physics C
- Collection
- 2008 Annual Conference & Exposition
- Authors
- David Jonassen, University of Missouri
- Tagged Divisions
- Engineering Physics & Physics
simulation model, and mechanistic attributes are rarelyconveyed in any coherent way in simulations.Prompting with QuestionsQuestioning is one of the most fundamental cognitive components that guide human reasoning30 . Answering deep-reasoning questions articulates causal processes; goals, plans, and actions;and logical justification 30. The question-answer rhetorical structure is the most common Page 13.1332.8dialogue pattern in naturalistic conversation 31 Question-driven explanatory reasoning predictsthat learning improves to the extent that learners generate and answer questions requiring Figure 2. Simulation of simple circuit