Ten Ways to Improve Learning Physics as Part of an Engineering Course

Learning is a process. The assessment of learning i s a powerful diagnosis that allows teachers to redirect their efforts towards assisting the weakne sses of the learning process as presented by students. This paper discusses 10 ways to improve l earning Physics as part of an Engineering Course that adopt direct and indirect learning supp ort actions. Each action is analyzed in connection to its own theoretical reference, the st eps for implementing it, its challenges and needs, and students’ and teachers’ points of view. The actions discussed were applied to a Physics I course for freshman students at our Engin eer g School (a university with 1000 students—700 Day/300 Night ). These Learning Suppor t Actions are initially divided into indirect learning actions (student activities to im prove learning without any evaluation grades, namely, 1.Student support; 2.Technical Staff; 3.Vid eo classes, and 4. Teaching service) and direct learning actions (student activities to impr ove learning with evaluation grade, namely, 5. Online exercises; 6. Pre-Exam; 7. Laboratory report s; 8. Active Learning Projects; 9. Laboratory Seminars, and 10. Preparatory Discussion Laboratory Questions).