June 14, 2015
June 14, 2015
June 17, 2015
26.117.1 - 26.117.7
A supplemental instruction model for engineering physics instructionEngineering students in a school of approximately 1300 undergraduate students achieved a 45%average DFW rate in University Physics I over the course of multiple semesters. Theseoutcomes existed despite steadily increasing academic preparation of students in each incomingfreshman class, as measured by the average ACT composite and math subscore. To address thepersistently high DFW rates, the School of Engineering began offering a new EngineeringPhysics I course to engineering students, beginning Spring 2014. This course design includesthree hours of lecture per week, closely integrated with two hours of supplemental instructionand two hours of laboratory per week.This paper presents the design of the course (including an assessment-based approach forselection and rotation of supplemental instruction work groups), explores results of the pre- andpost-assessments (FMCE and FCI) for two semesters of Engineering Physics I, and presentsimplications for this course as well as for interfaces with subsequent courses in engineeringcurricula.
Gordon, C., & Sevim, H. (2015, June), A Supplemental Instruction Model for Engineering Physics Instruction Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23458
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