No abstract

No abstract

Engineering students in a school of approximately 1300 undergraduate students jumped to a 45% average rate of grades D, F, or W (or DFW rate) in University Physics I over the course of multiple semesters. These outcomes existed despite steadily increasing academic preparation of students in each incoming freshman class, as measured by the average ACT composite and math subscores. To address the persistently high DFW rates, the School of Engineering at Southern Illinois University Edwardsville began offering a new Engineering Physics I course to engineering students, beginning in the Spring 2014 semester. This course design includes three hours of lecture per week, closely integrated with two hours of supplemental instruction and two hours of laboratory per week. This paper presents the design of the course, including an assessment-based approach for selection and rotation of supplemental instruction work groups, explores results of the pre-and post-assessments for two semesters of Engineering Physics I, and presents implications for this course as well as for interfaces with subsequent courses in engineering curricula.

No abstract

No abstract