2007 Conference Archive
Implementing Studio Physics
Copyright
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Abstract
Georgia Southern University is restructuring its introductory physics courses into the integrated lecture/laboratory format known as "Studio Physics." The integrated courses have been achieved mainly through administrative initiatives including: introducing linked classes at registration, assigning the same instructor to these linked classes, and holding the linked classes in the same teaching space. Traditional lectures have been replaced with interactive, technology-enriched class periods. Laboratory assignments, previously very "cook-book" in nature, have been replaced with inquiry based laboratories. The effects of computer interfaced laboratory apparatus, web-based simulations, clickers, and online homework on student learning outcomes are being assessed through both pre- and post- content and attitude surveys. Initial assessment indicates that students enrolled in the Studio Physics courses are experiencing greater success in achieving the expected learning outcomes for the courses. Preliminary results also show that the withdrawal rates for the Studio Physics courses are lower than the traditional lecture courses.
Location
Room 1909
Publication Type and Release Option
Event
Recommended Citation
Gatch, Delena and Edwards, Mark, "Implementing Studio Physics " (2007). SoTL Commons Conference. 44.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/44
Implementing Studio Physics
Room 1909
Georgia Southern University is restructuring its introductory physics courses into the integrated lecture/laboratory format known as "Studio Physics." The integrated courses have been achieved mainly through administrative initiatives including: introducing linked classes at registration, assigning the same instructor to these linked classes, and holding the linked classes in the same teaching space. Traditional lectures have been replaced with interactive, technology-enriched class periods. Laboratory assignments, previously very "cook-book" in nature, have been replaced with inquiry based laboratories. The effects of computer interfaced laboratory apparatus, web-based simulations, clickers, and online homework on student learning outcomes are being assessed through both pre- and post- content and attitude surveys. Initial assessment indicates that students enrolled in the Studio Physics courses are experiencing greater success in achieving the expected learning outcomes for the courses. Preliminary results also show that the withdrawal rates for the Studio Physics courses are lower than the traditional lecture courses.
