Office:    MM 280
Phone:    (217) 443-8829
Email:     ksturgeon@dacc.edu
Kathy Sturgeon's Web Connection

• PHYS 100-Conceptual Physics (with lab)
  
• PHYS 101-General Physics:Mechanics, Heat
• PHYS 102-General Physics:Electricity, Light, Modern Physics
• PHYS 106-General Physics:Mechanics
• PHYS 107-General Physics:Heat, Electricity, Magnetism
• PHYS 108-General Physics:Wave Motion, Light, and Modern Physics
• PHYS 141-Physical Science I
• PHYS 142-Physical Science II
• PHYS 144-Conceptual Physics (without lab)
  
• MATH 101-Basic Algebra
• MATH 105-Intermediate Algebra
• MATH 111-College Algebra
• MATH 118-Introduction to Mathematics

• M.A.E. Truman State University, Kirksville, MO
• B.S. Northeast Missouri State University, Kirksville, MO

Teaching Philosophy and Practice:

• Constructive Learning
 
The learning cycle is employed in most of my courses, specifically the science classes. All three stages of the cycle are visited when new material is introduced. (The phases of the learning cycle are Exploratory, Concept Development, and Concept Applications.) Students often are required to explore a topic without any previous instruction either through a laboratory activity or through research. After students have explored the concept, time is spent in discussion developing the concept, and finally, the information is incorporated in an application activity.

• Hands-On Learning

Most of my students tend to be concrete learners just entering the abstract developmental phase. As a result, many of my courses are taught as hands-on classes including the math classes. For example, when basic algebra students experienced difficulty with algebra, I introduced bears and blocks as a hands-on method of doing algebra problems. This new technique allowed my concrete learners to first develop the concept and later transfer their understanding to abstract equations. Although they learned algebra with bears, they were able to do the problems at the end of the unit without them and had fun learning.

• Mastery Learning

Mastery has been incorporated into my lower level courses slightly. I implement mastery learning when the concepts are traditionally difficult. This technique has alleviated student stress and substantially altered the success rate in some courses. My other courses also have mastery learning available per individual student request and consideration.

• Cooperative Learning

Students can benefit from cooperative learning in many ways including improvement in academic achievement, ethnic relations, social skills, and self-esteem. Traditionally, my students work in cooperative groups in order to accomplish activities. I frequently evaluate their cooperative skills and have students self-evaluate and peer-evaluate as well.

• Use of Technology
 
All classes make use of the library, Internet, word processing, and presentation programs. Some classes use iClickers and a SmartBoard.  In addition, the physics course uses PASCO software.  New technology in photogate timing, motion detectors, and smart pulleys have been introduced to the physics courses.