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A Supplemental Instruction Model for Engineering Physics Instruction

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Tagged Division

First-Year Programs

Page Count


Page Numbers

26.117.1 - 26.117.7



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Paper Authors


Chris Gordon Southern Illinois University, Edwardsville

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Chris Gordon is an Associate Professor at Southern Illinois University, Edwardsville, where he serves as Chair of the Department of Construction, Interim Associate Dean of the School of Engineering, and co-director of the Construction Leadership Institute. In his research, Gordon investigates engineering education and innovation in the construction industry. Gordon earned a Ph.D. in Civil and Environmental Engineering at Carnegie Mellon University and both a B.S. and an M.S. in Civil and Environmental Engineering at Stanford University. Prior to his doctorate, Gordon’s professional experience included construction management on projects ranging from $25 million to $2.5 billion and project management and product development for an early-stage start-up software company.

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Hasan Sevim Southern Illinois University, Edwardsville

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Dr. Hasan Sevim obtained his B.S. degree in mining engineering in 1974 from Istanbul Technical University, Turkey, as the valedictorian of his class. He obtained his M.S. and Ph.D. degrees in 1978 and 1984, respectively, from Columbia University, New York. In 1984, he joined the College of Engineering at Southern Illinois University, Carbondale as an assistant professor in the Department of Mining Engineering. He served as the Associate Dean of the College of Engineering from 1998 to 2006. He was appointed the Dean of School of Engineering at SIU Edwardsville in August 2006.

Until 2000, most of Dr. Sevim’s publications were in mine systems optimization and open pit mine production planning. After 2000, in parallel with his administrative appointments, he published in engineering education.

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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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