University physics: A hybrid approach

Abstract

The calculus-based introductory physics course serves a cross-section of majors but is mainly aimed at engineering students. Some of our recent experiences in applying new strategies in this course will be discussed. While addressing the Accreditation Board for Engineering and Technology (ABET) criteria in our course structuring, our methodology uses a hybrid combination of techniques including (1) project-based learning, (2) field trips, and (3) team-working tasks and group activities both inside and outside the classroom. The discussion in this paper includes content analysis of free-form written student responses, reports, and reflection statements, and how we can use these to modify the course and provide feedback to the students. We envision that these early experiences improve student attitudes and encourage more active and meaningful student participation in their own learning. Our experiences and lessons learned should be adaptable by a variety of engineering and science faculty in different course contexts.