June 15, 2014
June 15, 2014
June 18, 2014
Engineering Physics & Physics
24.1123.1 - 24.1123.14
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. https://peer.asee.org/23056
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