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(LD) Short Courses and Other Innovations
7/13/2022 | 1:50 PM to 2:50 PM
Room: CC: Grand Gallery F
Moderator: / Co-Organizer:
Session Code: LD | Submitting Committee: / Co-Sponsoring Committee:
LD01 (1:50 to 2:00 PM) | Contributed | A Chapter per Day: An Account of 7.5 Week Sessions
Presenting Author: Tyler Scott, Grace College
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At Grace College, most courses, including all in The Department of Science and Mathematics, are offered in 7.5 week sessions. These include Physical Science Survey, College Physics I & II, and University Physics I & II courses. In this talk, I discuss my process for designing the courses for an accelerated rate, my experiences implementing them, and some assessments of student outcomes. While it was easier than I expected to compact these courses to a chapter a day, outcomes, especially for athletes and underprepared students, are not always positive.
LD02 (2:00 to 2:10 PM) | Contributed | "Short Course" does not translate to "Short Time"
Presenting Author: Beverly Trina Cannon, Dallas College Richfield Campus
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Having taught Short Courses for Physics, both on-line and face to face, I have determined that time is the enemy. While all faculty members are encouraged to know the student, make connections across the curriculum, be available for the students that need the extra interactions, provide some direction and links between the course and the real world, potential career options as well as updating course materials with current accomplishments of research projects, a well-planned and orchestrated course can be a real pipe-dream. "Short" can be defined as 4, 6 or 8 weeks. The "time" for participation and completion of the course may not fall within the calendar structure. Students directed toward "short" courses may be in whirlwinds of their own lives. Are we really promoting good physics practices and reflecting the direction that Physics Education Research has revealed?
LD03 (2:10 to 2:20 PM) | Contributed | Gee-Whiz! Encouraging Undergraduate Students to Move towards Experimental Physics
Presenting Author: Lalitasri Nandivada, University of Waterloo
Additional Author | Karen Cummings, University of Waterloo
Additional Author | Donna Strickland, University of Waterloo
Additional Author | Meg Ward, University of Waterloo
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In this talk, we will present an overview of an undergraduate laboratory experiment we are developing which focuses on techniques in ultrafast laser physics. Specifically, we are developing an experiment on frequency-doubling making use of an ultra-fast laser. This experiment is noteworthy because it is part of a new “Gee-Whiz!” set of experiments we are developing to encourage students to consider pursuing experimental physics in our highly theoretical department. The experiment will also embody a modeling-based approach like those developed by Dr. Natasha Holmes and Dr. Carl Wieman at the University of British Columbia and Cornell University. We have also transitioned our first-year labs to this approach and report on our related findings elsewhere. We believe that using this approach to develop the new labs will reach our goal in encouraging student interest in experimental physics.
LD04 (2:20 to 2:30 PM) | Contributed | Teaching Ultrasound to Undergraduates Using Project-based Learning Approach
Presenting Author: Arbin Thapaliya, Franklin College
Additional Author | Jessica Mahoney, Franklin College
Additional Author | Gaston Dana, Johnson Memorial Hospital
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In this talk, we will present about a unique collaboration between a physics faculty, a librarian, and a physician in developing and teaching an ultrasound course in a primarily undergraduate institution. The course followed the Project-Based-Learning (PjBL) approach in which students, by way of argumentation and research, actively and collaboratively engaged in solving real-world and personally meaningful problems. As such, Information Literacy skills were naturally incorporated throughout all of the PjBL projects that students worked on in this course. In preparation for these projects, students learned about basic principles behind ultrasound, as well as the basic operation, controls, and features of an ultrasound equipment. They were also trained to develop ultrasound skills to identify normal anatomy of musculoskeletal, cardiovascular, and abdominal organs and structures. We will present about the opportunities, challenges, and success of this course.
(LD) Short Courses and Other Innovations
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