Proven Results: Faculty Advisors

The MasteringPhysics Faculty Advisor Program is built upon the proven effectiveness of peer-to-peer advising. Faculty Advisors are available to relate success stories, share best practices, and provide tips for successfully integrating MasteringPhysics into your curriculum.

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  Brian Anderson
  Gogebic Community College
  Ironwood, MI

  Implementation Model:Traditional
  Courses Taught:Intro to Astronomy, Calculus I-III, Differential Equations, Physics, Physical Science, Meteorology (alternating with Astronomy), Statics, Dynamics
  Student Success Stat:Yes, every year I see improvements, not only with problem solving, but conceptual understanding as well.
  Quote:MasteringPhysics is wonderful. It has revolutionized the problem solving-feedback process in learning. The skill builders and self-tutoring problems require the students to explore the concepts without the tendency to immediately substitute numeric values. Coupling these with the end-of-the-chapter problems [also provided in the system] finalizes the process by showing the student how the situation can change as the numeric variables change. The instant feedback is accomplished by the hints given as students work through the problems along with the complete solution at the end. Students thoroughly enjoy the feedback process. Use of MasteringPhysics has increased the enjoyment and understanding of the concepts for all of my students!

• Angela Biselli
  Fairfield University
  Fairfield, CT

  Implementation Model:Traditional
  Courses Taught:General Physics, General Physics Lab, How Things Work, Physics of Sports, and Computational Physics
  Student Success Stat:There is a fairly good correlation between homework grades and test grades.
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  Delena Bell Gatch
  Georgia Southern University
  Statesboro, GA

  Implementation Model:Currently, my courses are integrated face-to-face lecture and laboratory. I am developing an online course for teachers utilizing MasteringPhysics with the College Physics: A Strategic Approach by Knight, Jones, and Field (online in January 2009).
  Courses Taught:College Physics I and II, and University Physics I and II
  Student Success Stat:The DFW (drop-failure-withdrawal) rate has been dropping over last two years, but I attribute this to the studio physics method of course delivery. (ActivePhysics Activities are a large portion of new delivery method.)
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  Scott Hildreth
  Chabot College
  Hayward, CA

  Courses Taught:Physics 4C (Waves, Thermodynamics, Optics), and a third-semester Calculus-based class.
  Student Success Stat:The retention rate in my online classes has risen over the past 10 years, certainly in part to changes in my teaching, but also I believe due to the use of the online Mastering system and the interactive tutorials. When class after class ranks those tutorials as better than my lectures, better than homework, and better than the books in helping students understand the material more effectively, I have to believe that they are substantial, important assets.
  Quote:In the online class, my retention rate is 5-10% higher using the online tutorials and Mastering platform than it was 10 years ago. And while there are surely other factors at play here, I believe the system has helped retain students who find the textbook too difficult to handle. At least at the community college level in California, far more students are entering my class unable to read the book effectively - no matter how well it is written or how friendly its layout, but they can access and learn from the tutorials.

• William McNairy
  Duke University
  Durham, NC

  Student Success Stat:Mastering Physics has served several purposes with homework assignments. Tutorials and Ranking Tasks help to develop and refine student understanding of a difficult concept in depth that cannot be obtained in either a lecture or recitation. End of Chapter problems test mastery of the concepts while providing gentle guidance for multiple student attempts.
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  Beatrice Rasmussen
  University of Texas at Dallas
  Dallas, TX

  Implementation Model:Traditional large lecture classes
  Courses Taught:College Physics I and II, and University Physics I and II
  Student Success Stat:Students complain at first about the unforgiving nature of a computer, but after using it awhile they like it. It gives them instant feedback and I give them several tries to do the problems.
  Quote:I try to teach a physics class that emphasizes the concepts of the material and problem solving skills utilizing these concepts. Therefore problems are a very important part of my class. The homework is crucial. I try to use problems that contain multiple concepts so the students can see the connections between different ideas. MasteringPhysics has many problems to choose from and I can write my own problems if I can't find what I want. Being able to write my own problems is very important to me and MasteringPhysics is the only homework system I have used which lets me do that.