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Exit Tickets for the Introductory Engineering Physics Classroom

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Conference

ASEE-NE 2022

Location

Wentworth Institute of Technology, Massachusetts

Publication Date

April 22, 2022

Start Date

April 22, 2022

End Date

April 23, 2022

Page Count

9

DOI

10.18260/1-2--42172

Permanent URL

https://peer.asee.org/42172

Download Count

385

Paper Authors

biography

Andrew Michael Seredinski Wentworth Institute of Technology

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Andrew Seredinski is an Assistant Professor of Physics at the Wentworth Institute of Technology in Boston, MA. He completed his PhD in Physics at Duke University in 2020. His research interests are in van der Waals materials, superconductivity, nanoscience, and physics education.

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Abstract

Exit Tickets for the Introductory Engineering Physics Classroom

Exit tickets are a well-established formative assessment tool, consisting of brief student feedback gathered at the end of a lesson. This work analyzes exit ticket responses from eight sections of introductory engineering physics courses over three semesters (approximately 240 total students). These tickets provided two prompts after each lecture period: 1) What question do you still have after today's class? and 2) Apply today's topic to something in the world around you. The first question provides the instructor with an opportunity to identify common gaps in student understanding, while the second provides students with an opportunity to organize their knowledge and forge connections. No more than five minutes of class time each day was allotted for these assessments.

The responses to these prompts provide a rich qualitative data set. Here, I discuss the formative value these prompts had for lesson planning in my introductory engineering physics classroom. I also evaluate several methods of exit ticket delivery for both online and in-person courses. Further, I discuss how these exit tickets provided a way for struggling students to reach out, likely by opening a simple (indeed, obligatory) avenue of private communication to the instructor. Drawbacks of implementing exit tickets with significant numbers of students are also considered, as qualitative responses demand individual attention. Finally, I ask whether quantification of the exit ticket results can be predictive of engineering physics course success more broadly, either by replacing open-ended responses with multiple-choice options, or by manually coding prompt responses.

Seredinski, A. M. (2022, April), Exit Tickets for the Introductory Engineering Physics Classroom Paper presented at ASEE-NE 2022, Wentworth Institute of Technology, Massachusetts. 10.18260/1-2--42172

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