Bowling, A., & Guy, A., & Jones, F., & Adamuti-Trache, M. (2016, June), Faculty-Coached, Team-Based, In-Class Problem Solving in a Systematic Approach Toward Undergraduate Dynamics  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26890

\bibitem{asee_peer_26890}
  Bowling, A., \& Guy, A., \& Jones, F., \& Adamuti-Trache, M. (2016, June), \emph{Faculty-Coached, Team-Based, In-Class Problem Solving in a Systematic Approach Toward Undergraduate Dynamics}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26890

Alan Bowling, Ashley Guy, Frasier Jones, and Maria Adamuti-Trache.  "Faculty-Coached, Team-Based, In-Class Problem Solving in a Systematic Approach Toward Undergraduate Dynamics".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26890 Internet.  18 May, 2024

\bibitem{asee_peer_26890}
  Alan Bowling, Ashley Guy, Frasier Jones, and Maria Adamuti-Trache.
  "Faculty-Coached, Team-Based, In-Class Problem Solving in a Systematic Approach Toward Undergraduate Dynamics".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26890 Internet.  18 May, 2024

@INPROCEEDINGS{asee_peer_26890
author = "Alan Bowling, Ashley Guy, Frasier Jones, and Maria Adamuti-Trache"
title = "Faculty-Coached, Team-Based, In-Class Problem Solving in a Systematic Approach Toward Undergraduate Dynamics"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26890}
number = {10.18260/p.26890}
}

TY  - CPAPER
AB  - This paper describes a new tool in active and participative learning
that effectively teaches theory and practice in problem solving in
undergraduate dynamics in class during a lecture period. This tool has
been used with a new systematic approach toward undergraduate dynamics
with positive results. This approach addresses three key components
that are known to be effective techniques in teaching and learning: 1)
student engagement, 2) team-based problem solving, and 3) direct
questioning. As in other approaches toward faculty-coached in-class
problem solving, it is built upon a certain restructuring of the
course material, which is referred to as a systematic approach to
vector mechanics in dynamics. In this application, the problem solving
process is divided into a number of steps or modules such that the
students can proceed through the problem solving process in a nearly
linear fashion. The students can easily learn the structure of this
process, which leaves them with the problem of applying it to
particular cases. The in-class session begins with the instructor
asking each student in turn to add one step toward the solution of a
particular problem. If a student does not know twhat to do next,
he/she simply punts to the next student, and so on. Thus all students
must monitor the process in order to know what the next step will be,
keeping them engaged. They are essentially solving the problem as a
team, with the instructor leading the inquiry, since they must all
contribute to the solution. In a 1.5 hour period with a 60 student
enrollment, the instructor can ask a question of every student
approximately twice. This forces quiet students or other typically
non-participating students to get involved. In the literature, this
technique has proven particularly successful with female students in
several different contexts. Addressing these three aspects of active
and participative learning has proven to be highly effective in
teaching dynamics to undergraduate dynamics.
AU  - Alan Bowling
AU  - Ashley Guy
AU  - Frasier Jones
AU  - Maria Adamuti-Trache
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Faculty-Coached, Team-Based, In-Class Problem Solving in a Systematic Approach Toward Undergraduate Dynamics
UR  - https://peer.asee.org/26890
DO  - 10.18260/p.26890
ER  -