Conference Session

Mechanics Division (MECHS) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mikayla R Hoyle, University of Illinois at Urbana - Champaign; Melany Denise Opolz, University of Illinois at Urbana - Champaign; Jean-Christophe Raymond-Bertrand, University of Illinois at Urbana - Champaign; Nikhil Chandra Admal, University of Illinois Urbana-Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Thomas Golecki, University of Illinois at Urbana - Champaign; Kellie M Halloran, University of Illinois Urbana-Champaign; Callan Luetkemeyer, University of Illinois at Urbana - Champaign; Brian Mercer, University of Illinois at Urbana - Champaign; Matthew West, University of Illinois Urbana-Champaign; Mariana Kersh, University of Illinois at Urbana-Champaign

Tagged Divisions

Mechanics Division (MECHS)

surveyed more than 500 students at the start and end of the semester inintroductory statics, dynamics, and solid mechanics courses to evaluate the degree of integrationof an entrepreneurial mindset and compare their identification of real-world applications relativeto applications used in course content. The survey found that students tend to agree less that thecourse stimulated their curiosity compared to the other Cs. Students in dynamics identified 2-4times more real-world applications than students in statics or solid mechanics, but this did notrelate to homework and test applications used. This difference may be related to other aspects ofcourse content that were not evaluated such as online reference pages, lectures, and discussionworksheets

Conference Session

Mechanics Division (MECHS) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiaobin Le, Wentworth Institute of Technology; Masoud Olia P.E., Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology

Tagged Divisions

Mechanics Division (MECHS)

Model software. Theobjectives were to enhance student learning, apply engineering dynamics principles, andfamiliarize students with simulation tools. We developed four projects aligned with coursetopics: simulating free-flight and dependent motion, analyzing components’ behaviors underloading, investigating work and energy, and simulating the crank-slide mechanism.Students were tasked with creating simulation models and verifying results against theoreticalcalculations. This approach significantly increased engagement and interest in course content,creating an active learning environment. Throughout the implementation, we collected studentfeedback to refine our methods. Initially, we provided online tutorials for 2D Working Model,but many

Conference Session

Mechanics Division (MECHS) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yan Tang, Embry-Riddle Aeronautical University - Daytona Beach; Sarah Jane Grigg, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

Mechanics Division (MECHS)

. Finally, the Conclusion summarizes our findings and discusses their implications for theteaching of complex topics in engineering education.MethodsBackgroundThis study was conducted in two sections of a sophomore-level “ES204 Dynamics” course atEmbry-Riddle Aeronautical University (Daytona Beach campus) taught by the lead author duringthe Fall 2023 semester. The course is a required component for most engineering majors andtypically enrolls approximately 35 students per section. The same instructor also taught the Spring2023 sections, which served as the comparison group, using the same syllabus, textbook, andassessment structure. All instruction was delivered in person. The redesigned instructionalapproach based on the 4C/ID model was