Conference Session

Engineering Physics and Physics Division (EP2D) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Oluwapemiisin Gbemisola Akingbola, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Frank Efe, Morgan State University; Hannah Abedoh, Morgan State University

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Engineering Physics and Physics Division (EP2D)

part of the work supported by the National Science Foundation Grant # 1915615,titled “Adapting an Experiment-centric Teaching Approach to Increase Student Achievement inMultiple STEM Disciplines.” It should be noted that the opinions, results, and conclusions orrecommendations expressed are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] K. L. Johnston, “American Association of Physics Teachers: Citations for DistinguishedService,” American Journal of Physics, 65(7), 596-59,. 1997.[2] J. E. Byers, S. Reichard, J. M. Randall, I. M. Parker, C. S. Smith, W. M., Lonsdale, and D.Hayes, “ Directing research to reduce the impacts of nonindigenous species,” ConservationBiology, 2002, 16(3

Conference Session

Pedagogy in Physics Education, Engineering Physics and Physics Division (EP2D) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Frank Efe; Antony Kinyua, Morgan State University; Ezana Negusse; Neda Bazyar Shourabi, Pennsylvania State University, Berks ; Pelumi Olaitan Abiodun, Morgan State University; Hannah Abedoh, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Arnesto Bowman, Morgan State University

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Diversity

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Engineering Physics and Physics Division (EP2D)

explanations, opinion, judgment, etc Ind Individual thinking/problem solving. CG Discuss clicker question in groups of 2 or more students WG Working in groups on worksheet activity OG Other assigned group activity, such as responding to instructor question Prd Making a prediction about the outcome of demo or experiment SP Presentation by student(s) TQ Test or quiz W Waiting O Other – explain in comments Instructor is Doing Lec Lecturing RtW Real-time writing on board, doc. projector, etc. Fup Follow-up/feedback on clicker question or activity to entire class PQ Posing non-clicker question to students (non-rhetorical) CQ Asking a clicker question AnQ

Conference Session

Engineering Physics and Physics Division (EP2D) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri, Maua Institute of Techonology; AIRTON EIRAS; Octavio Mattasoglio Neto Neto

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Engineering Physics and Physics Division (EP2D)

Universidade de S˜ao Paulo. Professor of Physics at Mau´a Institute of Technology, since 1994 and President of Teacher’s Academy at the same Institution. ©American Society for Engineering Education, 2024 Development of Modeling and Communication Skills through a Project- Based Learning Approach in the Physics Laboratory.This evidence-based practice paper aims to analyze the development of physics modelingcompetences and soft skills among second-year students in Engineering courses. The mainobjective is to implement the Project Based Learning (PBL) approach during the ExperimentalPhysics class. The students were divided into teams of four members, and each team wasallowed to choose a scientific paper on

Conference Session

Pedagogy in Physics Education, Engineering Physics and Physics Division (EP2D) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Johanna Antonia Perasso, Universidad Andres Bello, Chile; Angeles Dominguez, Tecnológico de Monterrey, Mexico; Universidad Andres Bello, Chile

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Diversity

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Engineering Physics and Physics Division (EP2D)

Passive a, k, s a, k Type of instruction Interactive d, g, i, l, n, u i, l Type of instruction Constructive b, c, h, j, r, t b, j, rFor the actual course, Figure 2 shows the percentage in which, from the students’perspective, the instructor performed or asked them to do certain actions in class, such asdiscussing concepts with classmates and solving problems in groups, among others. For theideal course, students indicate the percentage in which they would like the actions to occuras part of the type of instruction. This is particularly important, since a semester has (onaverage) 30