Michael Tammaro
University of Rhode Island
Introductory Algebra-Based Physics (100 students)

“I think [the adaptive nature] instills a sense of ownership over the course materials and a corresponding sense of responsibility in the student.”

Background/Challenge

How long have you been using Knewton Alta College Physics?

Since fall 2022

What background can you share about your course and teaching experience?

I’m a teaching professor of physics at the University of Rhode Island and have taught the full range of undergraduate physics courses. I began teaching General Physics in 2002 to gain the experience necessary to write a text for the algebra-based physics market.

I teach both small and large lectures and engage students with in-class demonstrations, videos, animations, and recitation-style group work. I’m passionate about teaching physics and am always looking for better ways to engage and encourage students. My work with thousands of students over thousands of contact hours has given me detailed knowledge of the specific conceptual and mathematical difficulties that students face when taking algebra-based physics.

What background can you share about your students?

Most students in my class are majoring in a biological science, kinesiology, or animal science. Other students are taking physics as a prerequisite for application to medical, veterinary, or dental school.

Specifically, what were the key challenges you faced in your course before authoring Knewton Alta Physics?

I’ve been teaching algebra-based physics for many years and have spent countless hours working with struggling students. I’ve learned that when a student is struggling, they’re almost always not engaging with the course materials (which traditionally means not reading the textbook). However, when these students begin engaging with the course materials, their situation improves dramatically. The challenge is getting students to take the initiative.

What did you try to implement previously to address these challenges, and to what level of success?

To encourage students to read the text, I tried several things. I assigned a reading and gave quizzes on it. I also asked reading-specific questions on exams to supplement the traditional exam-type problems. Neither of these approaches worked. They created a stressful situation for the students because I was asking them to do something they dreaded: reading.

Why did you decide to use Alta?

What role did Knewton Alta's adaptive nature influence your decision to use it in your course and work on the program?

It’s well known that with traditional homework platforms there’s almost no correlation between homework grades and exam grades. Students who cannot solve homework problems on their own can use online resources, tutors, or other students to solve them.

Knewton Alta is revolutionary. Due to its adaptive nature, each student has a unique workflow. This not only mitigates the “cheating” on homework, but I think it instills a sense of ownership over the course materials and a corresponding sense of responsibility in the student.

Implementation Strategy

How do you use Knewton Alta in your course? What role does it play in your students’ experience?

I make assignments that consist of groups of learning objectives corresponding to lecture material. Several assignments are due each week, about two days after the lecture.

I have a very lenient due date penalty, which takes the pressure off the students. Moreover, when compiling final grades, I don’t require 100% mastery in Alta to receive 100% on their homework scores. Despite my leniency, the students generally keep up because they soon learn the value of doing so.

What is important for students to know when using Knewton Alta? How much time did you spend showing students how to use it?

I spend about 10 minutes showing students how to use Knewton Alta and then direct them to the excellent instructional video. It’s important for students to understand the general concept of Knewton Alta, but they catch on very quickly.

What features of Knewton do you like?

What features or capabilities have you and/or students enjoyed or benefited from?

The instruction in Knewton Alta is complete, but very concise. I use it as lecture notes, which is a great time saver for me. The concise nature of the instruction makes it much more attractive to students as well. Thus, students actually read.  

What has been the impact of using Alta?

What results have you seen since implementing Knewton Alta in your course? Please share any data that you’re able/willing to provide.

I teach Physics I in the fall semester. In fall 2021, I used a traditional online text/homework platform, and in fall 2022, I used Knewton Alta. The table below illustrates a dramatic improvement in score averages on the first five quizzes.

What have your students said about using Alta College Physics?

I piloted Knewton Alta for two fall semesters (Physics I). Each spring semester (Physics II), we used a traditional platform. This gave my students a unique vantage point from which to compare platforms. In every case in which I received student feedback, the students preferred Alta to the traditional platforms.

“Knewton doesn’t let you fail” was a common theme for us.