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A Preliminary Classroom Survey Explains the Students’ Reflections on Engineering Physics I (Mechanics) in Their Freshman Year

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2018 ASEE Annual Conference & Exposition


Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Engineering Physics and Physics Division Technical Session 1

Tagged Division

Engineering Physics and Physics

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Paper Authors


Haridas Kumarakuru Wentworth Institute of Technology

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Department of Sciences,
College of Arts and Sciences,
Wentworth Institute of Technology,
Boston, MA 02115

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James G. O'Brien Wentworth Institute of Technology

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James G. O'Brien is currently Chair of the department of Sciences and Associate professor of Physics at Wentworth Institute of Technology in Boston, MA. James is currently pursuing educational pedagogies in engineering education through game-ification of education and the design of competitive table top games which engage students in an exciting atmosphere to help facilitate learning of essential physics concepts. Aside from a love of gaming and its role in education, James is also the Vice President of the International Association of Relativistic Dynamics, an international organization of physicists whose research revolves around the study of relativity and gravitational research.

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The physics course evaluations and feedback studies are extremely important at the freshman level due to several reasons. This data captures the students’ reflections and learning outcomes and can help either to rebuild or re-evaluate a wider and vigorous Science, Technology, Engineering and Mathematics (STEM) workforce at university levels. “XXX university” is offering career focused education through seventeen bachelor degree programs together with a limited number of master degree programs. Since 2013, most (80%) engineering students at “XXX university” have followed a common first year, taking Engineering Physics I (Mechanics) in the fall of their freshman year concurrently with Calculus I, and Engineering Physics II (Electricity and Magnetism) in the spring of freshman year concurrently with Calculus II. Teaching Engineering Physics I at the university level is always challenging and interesting since it requires an empathy with the students who have only just arrived from variety of high schools. This paper will report the results of an independent classroom survey conducted at the end of fall 2016 to measure the course accomplishments from students’ perspective in many factors, namely, learning goals, current teaching methodology, what they like to have, what they don’t like to have, what are they really expecting from the class, what they like to tell to the course instructor and finally, how to improve the course in the coming years. Expectations versus performance will also be discussed. If available at the time of the paper, more recent data will be included to show trends from year to year.

Kumarakuru, H., & O'Brien, J. G. (2018, June), A Preliminary Classroom Survey Explains the Students’ Reflections on Engineering Physics I (Mechanics) in Their Freshman Year Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29715

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