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

knowledge gain assessmentcomposed of 15 questions asking about the variables and units in 15 of the equations that studentslearn in the course (See Fig. 2). One of the questions asked about an equation that was not includedin the finalized syllabus; answers to this question were therefore not included in the analysispresented in this paper. In this survey, students were also asked four additional questions regardingwhat success meant for them; about their preparation for the course including which previouscourses they had taken in mathematics, physics, and chemistry; and about their expectations forthe instructor.A second portion of the pre-test/post-test offered to the intervention groups asked about studentattitudes toward learning the material

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Teresa L. Larkin, American University

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics and Physics

Iwondered how I was going to be able to use writing as one inclusive strategy. As it turned out,building community online has been an interesting challenge and one that the students seem tobe excited to help with.Prior to Covid, students would receive 3 points just for coming to class. There was norequirement that the students had to participate in class in order to receive those points. Myphilosophy is that every person in the class is valued and their presence simply serves to createand enhance our classroom community. On my course syllabus I had referred to these points asclass involvement points and made the argument that a student was involved in class simply bybeing present – regardless of whether they asked or answered a question, helped