Garrison, T. J. (2017, June), Downstream Impact of an Active-Learning-Based Engineering Physics - Mechanics Course  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28192

\bibitem{asee_peer_28192}
  Garrison, T. J. (2017, June), \emph{Downstream Impact of an Active-Learning-Based Engineering Physics - Mechanics Course}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28192

Timothy J. Garrison.  "Downstream Impact of an Active-Learning-Based Engineering Physics - Mechanics Course".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28192 Internet.  23 Apr, 2024

\bibitem{asee_peer_28192}
  Timothy J. Garrison.
  "Downstream Impact of an Active-Learning-Based Engineering Physics - Mechanics Course".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28192 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_28192
author = "Timothy J. Garrison"
title = "Downstream Impact of an Active-Learning-Based Engineering Physics - Mechanics Course"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28192}
number = {10.18260/1-2--28192}
}

TY  - CPAPER
AB  - Downstream Impact of an Active-Learning-Based Engineering Physics - Mechanics Course

At the 2014 and 2015 Annual ASEE conferences, the author presented papers on a completely restructured engineering physics (mechanics) course.  The traditional physics course structure, consisting of a separate lecture (3 hrs three times per week), laboratory (3 hrs once a week) and recitation (1.5 hours once a week), was discarded in favor of a single, blended class meeting 2.5 hours three times per week.  Moreover, the new class was designed to operate as a fully active learning course (i.e. without any lecture) by making use of several active learning methods including peer instruction (aka think-pair-share) and interactive, peer laboratories.  The restructured course was assessed using the Force Concept Inventory (FCI) assessment test, given on the first and last days of class. Results from the FCI test show that the overall gain in performance increased from 12% to 33% as a result of the combined effects of these changes. Additionally, the overall pass rate for the course (grade of “C” or better) increased from 52% to 74%.  While these results are very positive, it is productive to explore the longer-term effects of this restructuring.  In particular, did the students taking the restructured course do better in the follow-on courses (E&M Physics and Statics) than the students who took the course in its original format? Alternately, does the increased gain on the FCI test result in better conceptual understanding that carries through to future uses of the material. The author has collected the necessary data to explore this by tracking the performance of four year's worth of students (a total of about 300 students) that took the course in the restructured format as compared to a similar number of students that took the course in the original format.  The performance of those two groups of students in follow-on courses is currently being compared and the paper will describe the results of this study.  (The data are currently being processed and will be complete in time for the submission of the full paper.)

AU  - Timothy J. Garrison
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Downstream Impact of an Active-Learning-Based Engineering Physics - Mechanics Course
UR  - https://peer.asee.org/28192
DO  - 10.18260/1-2--28192
ER  -