Garrison, T. J. (2015, June), Active Learning Laboratories in a Restructured Engineering Physics–Mechanics  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23489

\bibitem{asee_peer_23489}
  Garrison, T. J. (2015, June), \emph{Active Learning Laboratories in a Restructured Engineering Physics–Mechanics}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23489

Timothy J. Garrison.  "Active Learning Laboratories in a Restructured Engineering Physics–Mechanics".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23489 Internet.  13 May, 2024

\bibitem{asee_peer_23489}
  Timothy J. Garrison.
  "Active Learning Laboratories in a Restructured Engineering Physics–Mechanics".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23489 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_23489
author = "Timothy J. Garrison"
title = "Active Learning Laboratories in a Restructured Engineering Physics–Mechanics"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23489}
number = {10.18260/p.23489}
}

TY  - CPAPER
AB  - Active  Learning  Laboratories  in  a  Restructured  Engineering  Physics-­‐Mechanics      At  the  2014  Annual  ASEE  conference,  the  author  presented  a  paper  on  a  completely  restructured  engineering  physics  (mechanics)  course.    The  traditional  physics  course  structure,  consisting  of  a  separate  lecture  (3  hrs  three  times  per  week),  laboratory  (3  hrs  once  a  week)  and  recitation  (1.5  hours  once  a  week),  was  discarded  in  favor  of  a  single,  blended  class  meeting  2.5  hours  three  times  per  week.    Moreover,  the  new  class  was  designed  to  operate  as  a  fully  active  learning  course  (i.e.  without  any  lecture)  by  making  use  of  several  active  learning  methods  including  peer  instruction  (aka  think-­‐pair-­‐share)  and  interactive,  peer  laboratories.    To  support  the  restructured,  active  learning  course,  the  author  developed  a  400  page  active  learning  workbook  that  consists  of  nearly  1000  peer  instruction  questions  and  31  interactive  laboratories,  many  of  which  are  multi-­‐part.    The  2014  ASEE  paper  describing  the  newly  configured  physics  class  was  well  received  and  numerous  session  attendees  requested  additional  information  on  the  active  learning  strategies,  particularly  the  interactive  peer  laboratories.    This  paper  will  describe  the  interactive  peer  laboratories  in  detail.    It  will  cover  the  educational  benefits  of  the  interactive  laboratories  as  well  as  how  they  are  implemented  in  the  class.    Performance  data,  obtained  by  administering  the  Physics  Force  Concept  Inventory  test  on  both  the  first  and  last  day  of  class  will  be  presented.    The  data  clearly  show  significant  gains  in  conceptual  understanding  when  using  the  interactive  peer  laboratories  as  compared  to  similar  data  collected  using  a  traditional  laboratory  structure.    The  paper  will  summarize  all  31  of  the  interactive  labs.    Moreover,  it  will  address  how  to  implement  the  labs  in  an  effective  active  learning  environment.  
AU  - Timothy J. Garrison
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Active Learning Laboratories in a Restructured Engineering Physics–Mechanics
UR  - https://peer.asee.org/23489
DO  - 10.18260/p.23489
ER  -