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Student Performance Enhancements via an Active, Integrated Engineering Physics Course

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Conference

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

Engineering Physics & Physics Division Technical Session 2

Tagged Division

Engineering Physics & Physics

Page Count

14

Page Numbers

24.1123.1 - 24.1123.14

DOI

10.18260/1-2--23056

Permanent URL

https://peer.asee.org/23056

Download Count

42

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Paper Authors

biography

Timothy J. Garrison York College of Pennsylvania

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Professor and Coordinator of Mechanical Engineering
York College of Pennsylvania

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Abstract

Over  the  past  five  years,  the  engineering  physics  (mechanics)  course  at  York  College  of  Pennsylvania  has  been  completely  restructured  by  combining  the  previously  separate  lecture,  laboratory,  and  recitation  components  into  a  single,  integrated  learning  environment.    Moreover,  many  active  learning  components  have  been  incorporated  into  the  class  including  interactive  laboratories  and  peer  instruction  using  electronic  clickers.    These  changes  have  been  made  in  phases  over  several  years  and  each  change  was  assessed  using  the  Force  Concept  Inventory  (FCI)  assessment  test,  given  on  the  first  and  last  days  of  class.    Results  from  the  Force  Concept  Inventory  test  show  that  the  overall  gain  in  performance  has  tripled  as  a  result  of  the  combined  effects  of  these  changes.    Additionally,  course  grades  show  that  the  overall  pass  rate  for  the  course  has  increased  by  ten  percentage  points.  The  paper  will  describe  the  restructuring  of  the  course  to  integrate  the  lecture,  lab,  and  recitation  components.    It  will  also  cover  how  the  traditional  laboratories  have  been  replaced  with  interactive  laboratories,  including  methodologies  and  best  practices.    The  paper  will  also  address  the  peer  instruction  method  (also  known  as  think-­‐pair-­‐share)  including  formation  of  concept  questions  and  best  practices.    Five  years  worth  of  pre-­‐  and  post-­‐class  assessment  data  will  be  presented  which  show  how  the  performance  gains  have  increased  as  each  of  the  elements  (blended  lecture  and  lab,  interactive  laboratories,  and  peer  instruction)  were  incorporated.    

Garrison, T. J. (2014, June), Student Performance Enhancements via an Active, Integrated Engineering Physics Course Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23056

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