Creating an active-learning environment in an introductory acoustics course

Tracianne B Neilsen; William J Strong; Brian E Anderson; Kent L Gee; Scott D Sommerfeldt; Timothy W Leishman

doi:10.1121/1.3676733

Creating an active-learning environment in an introductory acoustics course

J Acoust Soc Am. 2012 Mar;131(3):2500-9. doi: 10.1121/1.3676733.

Authors

Tracianne B Neilsen¹, William J Strong, Brian E Anderson, Kent L Gee, Scott D Sommerfeldt, Timothy W Leishman

Affiliation

¹ Acoustics Research Group, Department of Physics and Astronomy, Brigham Young University, N283 ESC, Provo, Utah 84602, USA. tbn@byu.edu

PMID: 22423800
DOI: 10.1121/1.3676733

Abstract

Research in physics education has indicated that the traditional lecture-style class is not the most efficient way to teach introductory physical science courses at the university level. Current best teaching practices focus on creating an active-learning environment and emphasize the students' role in the learning process. Several of the recommended techniques have recently been applied to Brigham Young University's introductory acoustics course, which has been taught for more than 40 years. Adjustments have been built on a foundation of establishing student-based learning outcomes and attempting to align these objectives with assessments and course activities. Improvements have been made to nearly every aspect of the course including use of class time, assessment materials, and time the students spend out of the classroom. A description of the progress made in improving the course offers suggestions for those seeking to modernize or create a similar course at their institution. In addition, many of the principles can be similarly applied to acoustics education at other academic levels.