Student performance enhancements via an active, integrated engineering physics course

Abstract

Incrementally, over the past five years, an engineering physics (mechanics) course 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. These include interactive laboratories, peer instruction, and use of 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 over ten percentage points. This paper describes the restructuring of the course to integrate the lecture, lab, and recitation components. It also covers how the traditional laboratories have been replaced with interactive laboratories and includes methodologies and best practices. The paper addresses 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 are presented and show that significant performance gains were achieved as each of the elements (blended lecture and lab, interactive laboratories, and peer instruction) were incorporated. Lastly, the paper describes the current initiative to remove the remaining lecture component from the course, making the class completely active. This will be accomplished through the creation of videos covering the day's technical content that students must watch prior to class. © American Society for Engineering Education, 2014.