Revitalizing the Physics Department: The Use of Interactive Technologies to Improve Student Learning

Details Revitalizing the Physics Department: The Use of Interactive Technologies to Improve Student Learning Revitalizing the Physics Department: The Use of Interactive Technologies to Improve Student Learning

Apr 2002

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2002aps..aprb17016s&link_type=abstract

American Physical Society, April Meeting, Jointly Sponsored with the High Energy Astrophysics Division (HEAD) of the American As

Astronomy and Astrophysics

Astrophysics

Scientific paper

The Physics Department at Randolph-Macon Woman's College, a liberal arts women's college of 720, has traditionally turned out approximately 0.6 majors/year. We have invigorated the program by adding community (e.g. SPS, physical space, organized activities), adding a significant technical component (e.g. web-assisted and computerized labs and more technology in the classes [1]), and incorporating new learning techniques (JITT, Physlets, Peer Instruction and Cooperative Learning [2]). Students have responded well as evidenced by significant increases in enrollments as well as strong scores on the FCI. We have seen mixed results in the lab, but increased performance in the class, which is attributed to the interactive learning techniques that are being implemented through new technologies. In this presentation, we will discuss the implementation of the new curricular developments and the specific changes we have seen in student learning. [1] This work is supported in part by the NSF CCLI Program under grant DUE-9980890. Additional support has been from the Virginia Foundation of Private Colleges and AT&T. [2] See, for example, the project Galileo website http://galileo.harvard.edu for a description of all of these techniques.

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