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Teaching College Physics

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2012 ASEE Annual Conference & Exposition


San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012



Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Tagged Division

Engineering Physics & Physics

Page Count


Page Numbers

25.1242.1 - 25.1242.6



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Paper Authors


Bert Pariser Technical Career Institutes

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Bert Pariser is a faculty member in the Electronic Engineering Technology and the Computer Science Technology departments at Technical Career Institutes. His primary responsibility is developing curriculum and teaching methodology for physics, thermodynamics, electromagnetic field theory, computers, and databases. Pariser has prepared grant proposals to the National Science Foundation, which produced the funding for a Fiber Optics Laboratory. He served as Faculty Advisor to the IEEE and Tau Alpha Pi National Honor Society. Pariser was instrumental in merging Tau Alpha Pi National Honor Society into the ASEE. In addition, Pariser co-founded five venture companies, and as a management consultant successfully catalyzed more than $100 million of new shareholder value in client businesses. He has led cross-functional client teams in projects to find and capture value-creating profit and growth opportunities. Pariser is a Trustee of Mutual Fund Series Trust and serves as a member or the audit committee. Pariser received a Ph.D. and M.S. from Columbia University and a B.S. from MIT in electrical engineering. Email:

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Teaching college students physics is a challenge. When I went to MIT I attended lectures and hadrecitation classes to review problems. The professor wrote problems on the board and then solved theproblems. In 2011 at our college this method does not work. Students take notes, however when a testcomes they usually do poorly. To improve the transfer of knowledge to my students I have changed theway I teach. Students learn by various methods, they learn by seeing, they learn by hearing, they learnby speaking and they learn by writing. In my physics classes the students learn by using all of these fourmethods. After I solve a problem, I select a team of students to explain the same problem to the class.Each student in the team explains the problem, they are required to write a composition about theproblem, and send it to me via email. The class sees my solution and then listens to three studentsexplain the same problem. Then they write about the problem. This method has improved mystudents’ comprehension and enjoyment of physics. Their enthusiasm towards physics is gratifying.T

Pariser, B. (2012, June), Teaching College Physics Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21999

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