Physics

MindTap for Mathematics, Statistics, and Physics

Confidence, momentum and audacity: these are three things that college students need to be successful learners. While math is often referred to as the universal language, it can present a barrier to students on their education and life journey. In fact, a recent survey found that 76 percent of students find math difficult. We’re here to help you create learning experiences that build confidence and elevate learning.

Focusing on the student

Three years ago, the Cengage Mathematics and Sciences team set out to find a way to make these subjects easier to learn. We believe that confidence comes from one success Read More…


Closing the Gap to Conceptual Understanding

Insights from the 2015 American Association of Physics Teachers (AAPT) conference

In an effort to better understand the needs and challenges of Physics instructors, Cengage Learning conducted research with attendees of the 2015 American Association of Physics Teachers (AAPT) conference. In addition to needs and challenges, the research was designed to understand how instructors are using technology as well as how it has impacted their style of teaching. A total of 12 AAPT attendees were interviewed. The participants taught all levels of Physics and represented a wide variety of 2- and 4-year institutions. The interviews revealed that Physics instructors are struggling with building critical thinking skills with students, but believe that technology can aid in increasing student engagement.

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Q&A with the Author of Physics for Scientists and Engineers: Foundations and Connections

We speak with Debora Katz, United States Naval Academy, and author of Physics for Scientists and Engineers: Foundations and Connections.


Debora Katz has a PhD from the University of Minnesota, where she won a fellowship that included training by well-known figures in physics education research (PER). Today, she is a professor of physics at the United States Naval Academy, where she teaches not just physics majors, but students with a diverse set of abilities, interests, learning styles, and preconceptions. To engage her students in the process of learning physics, she uses many PER techniques.
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Engaging Physics Students to Go Beyond the Quantitative

For many physics instructors, maintaining motivation and building engagement to better support students with various learning challenges can be difficult. Students often view physics as a series of unrelated facts, concepts, and equations that have little or no bearing on their everyday lives. This disconnect can often lead to disengagement and lack of motivation. Additional common student learning challenges include: difficulty connecting  mathematical formalism and physics
concepts, assembling diverse concepts, and overcoming common preconceptions (or misconceptions).

Physics education research (PER) suggests that by addressing student preconceptions and focusing on conceptual learning, students will achieve a much deeper understanding. Students who connect physics to the real world and confront preconceptions will be better engaged and more equipped to build the necessary conceptual framework to achieve better learning outcomes.
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Physics Students Boost Test Scores with Enhanced WebAssign® at Oral Roberts University

Elena Gregg teaches physics at Oral Roberts University (ORU). In a WDG Research survey in which employers rated the quality of graduates of local training institutions, ORU scored 4.5 on a scale of 1 to 5, besting 21 other schools. Elena uses the Enhanced WebAssign® (EWA) online homework tool to ensure that her students receive interactive problem-solving practice, access to animations and other visual resources, and individual attention that improves their understanding and performance.

Interested in a digital solution that ensures students practice on their own? Review this study, and learn how EWA supported the success of a physics program at Oral Roberts University. Read More…


Infographic: Read It, Watch It, Listen to It—Gale It!

Cengage Learning recently partnered with McKinley Technology High School in Washington, D.C., a STEM magnet school within the District of Columbia Public School System, for a two-year study to determine the impact on both teachers and students of integrating eight Gale resources into classroom learning, instruction, and projects. Read More…