Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Calvin S. Kalman, Concordia University; Franco La Braca, Concordia University; Mandana Sobhanzadeh, Mount Royal University

Tagged Divisions

Engineering Physics and Physics

discussing alternative ideas. The major goals of using labatorials in introductory physics labs are to improve theoverall student experience in the lab and to help students: (1) gain a better understanding ofphysics concepts; (2) investigate applications of physics principles in real life; (3) evaluate theirpreconceptions and compare them with their observation; and (4) interact with their peers and thelab instructor in a collaborative learning environment. The impact of labatorials in conjunction with reflective writing [11], an activity thatallows students to metacognitively examine textual material, on students’ epistemological beliefswas also explored by Author [12], and it was found that such a combination of interventions

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica R. Hoehn, University of Colorado, Boulder; Noah D. Finkelstein, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics and Physics

the terms equity and equality. The students then engage in adata interpretation activity—we give them a packet of graphs that show representation in STEMalong various dimensions (race, gender, LGBTQ+ identification), and ask them to first considerwhat information they can gather from the graph and then what it means. They work together insmall groups on this activity, and then report out to the whole class about interesting things theydiscovered. Next, we conduct a notecard activity where every student writes an answer to thequestion, “(Why) does representation in STEM matter?” on a 3x5 index card. They trade cardstwice with random peers such that they end up with an anonymous student’s notecard. We thenuse this to facilitate a class-wide