Conference Session

Mechanics Division (MECHS) Technical Session 1B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wayne L Chang, University of Illinois Urbana-Champaign; 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; Thomas Golecki, University of Illinois at Urbana - Champaign; Kellie M Halloran, University of Illinois at Urbana - Champaign; Shelby Hutchens, 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

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Mechanics Division (MECHS)

for Advanced Science and Technology. Her research focuses on the use of experimental and computational methods to evaluate the interdependence of mechanical, compositional, structural properties of bone, ligament, and tendon to investigate the progression and treatment of musculoskeletal diseases. Her work has been funded by NSF, NIH, and industry/foundation sponsors. She has received awards from the US and Australian Orthopedic Research Societies and the Beckman Foundation in recognition of her scholarship. ©American Society for Engineering Education, 2025 Reflecting on Ten Years of Building a Community of Practice for Teaching Innovations in Fundamental Mechanics

Conference Session

Mechanics Division (MECHS) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amie Baisley, University of Florida; Chiranjeevi Singh Marutla, University of Florida

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Mechanics Division (MECHS)

Paper ID #48273The Relationship Between Student Sentiment and Academic Performanceusing Student Reflections from a Flipped, Mastery-Based Statics CourseDr. Amie Baisley, University of Florida Amie Baisley is currently the Thomas O. Hunter Rising Star Instructional Assistant Professor at the University of Florida teaching primarily 2nd year mechanics courses. Her teaching and research interests are alternative pedagogies, mastery-based learning and assessment, student persistence in their first two years, and faculty development.Chiranjeevi Singh Marutla, University of Florida ©American Society for

Conference Session

Mechanics Division (MECHS) Technical Session 7A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexander John De Rosa, University of Delaware; Teri Kristine Reed, The University of Oklahoma Polytechnic Institute

Tagged Divisions

Mechanics Division (MECHS)

where experts werepresented with less structured or familiar problems, studies have observed that experts displayedmore reflective and metacognitive strategies, and were better able to leverage their breadth ofknowledge to solve the problem relative to novice practitioners [8,18-20].The concept of adaptive expertise [21,22] has also been introduced to describe how experts areable to “apply, adapt, and otherwise stretch knowledge” to solve novel problems [18]. Theadaptiveness of the expert is thought to comprise multiple dimensions; (1) the ability to take onmultiple perspectives, (2) metacognition, (3) goals and beliefs, and (4) epistemology [22].Importantly for this particular definition of adaptive expertise, one does not necessarily need

Conference Session

Mechanics Division (MECHS) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Phillip Cornwell, U.S. Air Force Academy; Ryan Carr, U.S. Air Force Academy; Brian P. Self, California Polytechnic State University, San Luis Obispo

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Mechanics Division (MECHS)

disciplines, including engineering, where traditional assessment methods often focusheavily on quantitative metrics such as exams and problem sets.In engineering education, portfolios have been employed to assess a variety of skills andoutcomes that are not easily captured through conventional means. For example, portfolios areused to evaluate students' design capabilities, teamwork experiences, and communication skills,core competencies emphasized in ABET accreditation criteria [3]. Portfolios provide a structuredplatform for students to document their iterative design processes, reflect on their decision-making, and align their learning artifacts with specific course or program outcomes [4].Furthermore, the reflective component of portfolios has

Conference Session

Mechanics Division (MECHS) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leslie A Brown, Utah State University; Marissa A Tsugawa, Utah State University - Engineering Education

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Mechanics Division (MECHS)

players ‘take turns’ during the players interact in the game game, competition vs collaborative games, point systems and rewards, etc.Game Elements The “look and feel” of the game Game aesthetics and game themeGamification has been linked to motivational theories such as Self-Determination Theory (SDT)because of the extrinsic motivators (such as points, badges, and leaderboards) and intrinsicmotivators (such as group work and autonomy) provided in gamified environments [14], [15],[16]. More specifically, the game design we intend to implement involves the use of intrinsicmotivators such as stories, challenges, and avatars to enhance self-reflection skills [17

Conference Session

Mechanics Division (MECHS) Technical Session 7B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Olivia Ryan, Virginia Polytechnic Institute and State University; Jacob R Grohs, Virginia Polytechnic Institute and State University; David A. Dillard P.E., Virginia Polytechnic Institute and State University; James Lord, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University; Benjamin Edward Chaback, Virginia Polytechnic Institute and State University; Anita Walz, Virginia Polytechnic Institute and State University

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Diversity

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Mechanics Division (MECHS)

]‬‭. This step enabled us to identify recurring themes, patterns,‬ ‭and insights related to students’ perceptions and uses of the OER Deforms textbook, as well as‬ ‭the financial benefits of the textbook. The quantitative data was analyzed using descriptive‬ ‭statistics, which is valuable in education research to describe a situation without trying to address‬ ‭relationships between variables‬‭[25]‬‭. Additionally, the rank of academic strategies was analyzed‬u‭ sing a Mann-Whitney U test to compare differences in students' academic strategies between‬ ‭their reflections on Statics and Deforms, assessing whether certain strategies were ranked higher‬ ‭or lower across the different courses‬‭[26]‬‭. The analysis results are presented

Conference Session

Mechanics Division (MECHS) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashraf Badir, Florida Gulf Coast University

Tagged Divisions

Mechanics Division (MECHS)

students’ attitude towards learning addressing study habits, preparation,participation, and engagement, among others. However, results of these distinct approachessuggested that these changes had a minimal impact on the students’ academic performance.In previous work in Progress, self-graded homework was implemented, by assigning traditionalpaper-pencil carefully crafted problems. These selected problems were self-graded by thestudents during review sessions before the mid-semester and final exams. The results of that onesemester study (fall 2023) suggested that this change did not significantly impact students’ examscores. However, having students grading their own work fostered reflection. Some studentsfound that the problems were too difficult

Conference Session

Mechanics Division (MECHS) Technical Session 7B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Richard Eugene Vallejo Jr, University of California, San Diego; Changkai Chen, University of California, San Diego; Minju Kim, University of California, San Diego; Alex M. Phan, University of California, San Diego; Marko Lubarda, University of California, San Diego; Celeste Pilegard, University of California, San Diego; Curt Schurgers, University of California, San Diego

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Diversity

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Mechanics Division (MECHS)

instruction; they need opportunities to apply these strategies acrossdiverse contexts. This includes instructors modeling how to recognize when specific strategiesare useful and providing ongoing feedback (Wingate, 2007). Some instructors embed learningstrategies into course activities without explicitly explaining how or why they work. While thisapproach may help students see the relevance of these strategies within specific contexts, it oftenfails to support their transfer to novel situations. Successful transfer of learning requires thedevelopment of reflective expertise (van Merrienboer et al., 1992)—a form of metacognitiveskill that enables students to not only execute a strategy but also understand its underlyingprinciples. This expertise

Conference Session

Mechanics Division (MECHS) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ibukunoluwa Eunice Salami, University of Nebraska - Lincoln; Logan Andrew Perry, University of Nebraska - Lincoln

Tagged Divisions

Mechanics Division (MECHS)

before.” Participant FThe quotes above reveal that students attributed some of the challenges they experience inengineering statics to their understanding and their ability to apply knowledge from prerequisitessubjects such as physics, centroids and trigonometry.Theme 2: Course Difficulty and Concept MasteryThis theme reflects students' initial perceptions of the difficulty of the course and the challengesthey encounter in mastering key statics concepts. The theme emphasizes both externalperceptions and internal struggles in learning the contents of the course. The theme was furtherdivided into two sub-themes: “Preconceived Notion of Hardness” and “Understanding andApplying Key Statics Concepts”.Preconceived Notion of DifficultyThis subtheme is

Conference Session

Mechanics Division (MECHS) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christine F. Goble, Centre College; Martha E. Grady, University of Kentucky

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

, reflection, and low stakes assessment.It is anticipated that this paper will increase dissemination of the Statics Shoebox Kit materialsand result in an increased use of hands-on learning in engineering mechanics classrooms.Another benefit, already observed since the launch of the Canvas platform, is enhancedconnections among statics instructors across the nation.IntroductionAn experience at the American Society for Engineering Education (ASEE) Annual Conference in2017, where the authors presented hands-on activities for statics instructors, motivated thedevelopment of the statics shoebox kits. The presenting author was approached by severalfaculty to share these materials. From this experience, the authors realized there is a need formore hands-on

Conference Session

Mechanics Division (MECHS) Technical Session 7B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jean-Christophe Raymond-Bertrand, University of Illinois at Urbana - Champaign; Mikayla R Hoyle, University of Illinois at Urbana - Champaign; Melany Denise Opolz, 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 at 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

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Mechanics Division (MECHS)

textbook and lecture notes, providing context beyond aslideshow, but with brevity in mind [7]. The shorter format aligns with students’ penchanttowards concise summaries over lengthy readings — reflected in the popular acronym TL;DR orToo Long; Didn’t Read, usually indicating a person skipped a large piece of text due to itswordiness. The goal is to promote the different aspects laid out in the 3Cs framework.Designed with continuity in mind, the pages reuse and connect concepts, examples, and figuresacross courses. This reinforces core ideas while demonstrating applications in diverse contexts,with the aim to strengthen students’ understanding of concepts and highlight theinterconnectedness of their studies.The online aspect is critical. As

Conference Session

Mechanics Division (MECHS) Technical Session 1A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University-Vancouver; Charles Riley P.E., Oregon Institute of Technology

Tagged Divisions

Mechanics Division (MECHS)

, conducting experiments, and developingproblem-solving and critical thinking abilities [1]. Often, lab courses are offered in the earlyphase of engineering majors to provide students with hands-on experience and a foundationalunderstanding of core engineering principles. For engineering labs, a range of assessmentmethods exists and includes lab reports, quizzes and exams, post-lab assignments, lab practicals, 1and instructor observations. Among these, lab reports are the most dominant assessment methodfor evaluating students’ learning from the labs. Indeed, lab report writing aligns well with the“write to learn” approach - an active learning approach - by encouraging students to reflect ontheir

Conference Session

Mechanics Division (MECHS) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anthony Battistini, Angelo State University; Mohammad Shafinul Haque, Angelo State University; William A Kitch P.E., Angelo State University; Soyoon Kum, Angelo State University

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Diversity

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Mechanics Division (MECHS)

the process of learning by inquiring about the nature of experience [7].Kolb stated that experiential learning includes all modes of the learning cycle and ensureseffective knowledge acquisition [7]. Experiential learning includes four modes: ConcreteExperience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and ActiveExperimentation (AE). The concrete experience and active experimentation can be achieved byhands-on experience of a physical model, followed by a recording of experimental observationsand measurements. Afterwards, students should reflect on these observations, facilitated byguided questioning, and then connect their observations to the derived theories (abstractconceptualization). Students can then actively

Conference Session

Mechanics Division (MECHS) Technical Session 1A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ryan Carr, U.S. Air Force Academy; Phillip Cornwell, U.S. Air Force Academy

Tagged Divisions

Mechanics Division (MECHS)

“Artificial Intelligence” or “AI” in the title. The set can beexpanded to over 100 by adding terms such as “Machine Learning”, “Large Language Models”,or “Generative”. Results are spread across most ASEE divisions, reflecting the intense interestengineering educators have in using modern AI-based tools in the classroom. Proposed uses ofAI are too many to enumerate here, but broad topics include techniques for teaching studentshow to use AI, recommendations to instructors on using AI tools to assist with curriculumdevelopment and assessment, the ethics of AI use in the classroom, and advances in AI forsolving engineering problems.Given the focus on these emerging tools by educators and students alike, it is imprudent toignore their use in any field of

Conference Session

Mechanics Division (MECHS) Technical Session 1A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Milad Rezvani Rad, University of Southern Indiana; Julian Ly Davis, University of Southern Indiana

Tagged Divisions

Mechanics Division (MECHS)

confident that ChatGPT's solution is correct?" If they identifiedany errors in ChatGPT’s solution, they were instructed to circle the incorrect parts and briefly theexplain the issues with the provided solution.Students in Statics were additionally instructed to utilize AI tools with image-processingcapabilities to tackle two challenging problems, such as creating shear force and bending momentdiagrams for a beam under various loads as a class project. They then compared their solutionswith those generated by the AI. Following this exercise, students were asked to identifydiscrepancies between their responses and the AI-generated results and reflect on the AI'sperformance. This activity provided them with valuable knowledge and deeper insights into

Conference Session

Mechanics Division (MECHS) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Priyantha Wijesinghe, University of Vermont; Varuni A. Seneviratne, University of Vermont; Larry R Medsker, The George Washington University; Courtney D Giles, University of Vermont; Marlee Ottati, University of Vermont

Tagged Divisions

Mechanics Division (MECHS)

)The Pilot SKI (SKI 1.0) administered in Spring 2024 consisted of fifteen problems, includingeight MCQs and seven procedural problems. The second problem set, administered in Fall 2024(SKI 2.0), included eleven problems, five MCQs, and six procedural problems. Both problemsets incorporated drawing FBDs and multi-part procedural problems, allowing us to evaluatestudents' conceptual understanding, problem-solving skills, and computational accuracy. We alsoincluded two reflective questions with each problem in both sets to assess students' self-reportedconfidence and perceived difficulty. Additionally, both problem sets concluded with tworeflective prompts asking students to (1) reflect on where/when they had learned the relevantconcepts or

Conference Session

Mechanics Division (MECHS) Technical Session 7A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Timothy A Wood, The Citadel; Heath Kaufman, The Citadel

Tagged Divisions

Mechanics Division (MECHS)

further-work section identifying additional topicareas for model implementation follows a brief discussion on student reception andeffectiveness.Literature ReviewStudents in engineering mechanics courses develop many skills, chief being conceptualawareness of how the created world works. As they pursue the true, the beautiful and the good inan objective world, student engineers demonstrate their conceptual competence throughconcurring representational competence reflected in their descriptions, diagrams, andmathematics [5], [6]. However, far too often students revert to memorized responses to idealizedcontexts rather than rationally exploring real world conditions [7]. To this end, physical modelsin the classroom are a well-established method for

Conference Session

Mechanics Division (MECHS) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anyerson Cuervo-Basurto, Purdue University at West Lafayette (COE); Hong Tran, Purdue Engineering Education; Edward J. Berger, Purdue University at West Lafayette (PWL) (COE); Fredy Rodriguez, Purdue University at West Lafayette (COE)

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Diversity

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Mechanics Division (MECHS)

minutes (41minutes average). Recordings of the interviews were transcribed and cleaned before beinguploaded into Dedoose for analysis. 8Data analysisWe conducted in vivo coding, using short phrases from the instructors’ responses as codes (Mileset al., 2014). The codes reflected the instructors’ descriptions and explanations of theirperceptions and practices regarding equity. Then, we used guidance from the framework forequitable and effective teaching in undergraduate STEM education (Holmes et al., 2023) toconduct a thematic analysis that identified themes shared across the two cases and specific to anindividual case (Miles et al., 2014). Finally

Conference Session

Mechanics Division (MECHS) Technical Session 7B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine Elizabeth Welsh, United States Air Force Academy; Lorena S. Grundy, University of Pennsylvania; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanics Division (MECHS)

impact reactions, asking forthe impact to Ay, By, or Ax might be more suitable.Future WorkOur qualitative analysis of thirteen student think alouds provides initial insights into the rigidbody beam question shown in Figure 1 (ConcepTest #4660). The 13 participants in this work area part of a larger sample of 46 interviews which investigate the box question shown in Figure 3(ConcepTest #4497). Future work will explore the 46 interview sample for common themes andinvestigate the impact of follow-up questions on student confidence.DisclaimerThe views expressed in this paper are those of the author and do not necessarily reflect theofficial policy or position of the Air Force, the Department of Defense, or the U.S. Government.AcknowledgementThe

Conference Session

Mechanics Division (MECHS) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; William A Kitch P.E., Angelo State University; Anna K. T. Howard, North Carolina State University at Raleigh; Dominic J Dal Bello, Allan Hancock College; Jean Carlos Batista Abreu, Elizabethtown College; Julian Ly Davis, University of Southern Indiana; Eric Davishahl, Whatcom Community College; Brian P. Self, California Polytechnic State University, San Luis Obispo; Milo Koretsky, Tufts University

Tagged Divisions

Mechanics Division (MECHS)

, 1821445, 1820888, and1821603. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.Bibliography[1]​ I. D. Beatty, W. J. Gerace, W. J. Leonard, and R. J. Dufresne, “Designing effective questions for classroom response system teaching,” Am. J. Phys., vol. 74, no. 1, pp. 31–39, 2006, doi: 10.1119/1.2121753.[2]​ C. Papadopoulos, A. I. S. Roman, M. J. Perez-Vargas, G. Portela-Gauthier, and W. C. Phanord, “Development of an alternative statics concept inventory usable as a pretest,” in ASEE Annual Conference and Exposition, 2016.[3]​ P. S. Steif and M. A. Hansen, “New Practices for Administering and

Conference Session

Mechanics Division (MECHS) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amie Baisley, University of Florida; Brian P. Self, California Polytechnic State University, San Luis Obispo; Julian Ly Davis, University of Southern Indiana; Phillip Cornwell, U.S. Air Force Academy; Geoffrey Recktenwald, Michigan State University

Tagged Divisions

Mechanics Division (MECHS)

6.10 3.78 5.78 7.64 7.09 6.40 5.50 Understanding Difference (Importance – 1.73 1.82 0.64 2.4 2.3 2.72 2.33 1.45 1.91 2 1.94 Understanding)*For Concept 6 and 11 there was one faculty member that selected “I do not cover this topic” forImportance but gave a numerical rating for the Student Understanding question.The trends revealed that the concepts rated higher in importance often had higher studentunderstanding ratings. This correlation might reflect the emphasis placed on these conceptsduring instruction or a result of the nature of the concept and how accessible it is within thedynamics curriculum. Figure 1 illustrates the relationship between importance and studentunderstanding

Conference Session

Mechanics Division (MECHS) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew J Jensen, Utah Valley University; Julian Ly Davis, University of Southern Indiana; Jiehong Liao, Florida Gulf Coast University; Anurag Purwar, Stony Brook University; Hadas Ritz, Cornell University

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Mechanics Division (MECHS)

scholarship of teaching and learning interests are in motivation and mindset, teamwork and collaboration, and learning through failure and reflection. Her bioengineering research interests and collaborations are in the areas of biomaterials, cellular microenvironments, and tissue engineering and regenerative medicine. She serves on leadership teams for the Whitaker Center of STEM Education and the Lucas Center for Faculty Development at FGCU, and is a member of the Biomedical Engineering Society (BMES) and the KEEN Engineering Unleashed Network as an Engineering Unleashed Fellow.Dr. Anurag Purwar, Stony Brook University Dr. Anurag Purwar is an Associate Professor of Mechanical Engineering at Stony Brook University. His

Conference Session

Mechanics Division (MECHS) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kapil Gangwar, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology

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Diversity

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Mechanics Division (MECHS)

Conference Session

Mechanics Division (MECHS) Technical Session 7B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer E. Holte, University of St. Thomas

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Diversity

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Mechanics Division (MECHS)

Classes by aQuiz-Based Approach," Chemical Engineering Education, vol. 46, pp. 213-217, 2012.[15] Friess W.A., and Davis M.P., "Formative Homework Assessment Strategies to Promote Student Self-Reflection and Improve Time Management: APilot Study," in Proceedings of the ASEE NE 2016 Conference, Rhode Island, RI, 2016.[16] Howard, A. K. T., & Cole, A. D., "Weekly Quizzes in Lieu of Homework in Large Sections," in ASEE Annual Conference & Exposition, Baltimore, MD, 2023.[17] Mawhinney, V.T., Bostow, D.E., Laws, D.R., Blumenfeld, G.J., Hopkins, B.L, "A comparison of students stuying-behavior produced by daily, weekly, and three-week testing schedules," Journal of Applied Behavior Analysis, vol. 4, no. 4, pp. 257-264

Conference Session

Mechanics Division (MECHS) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joseph Patrick Coughlin, University of Colorado Denver; Heather Lynn Johnson; David C. Mays, University of Colorado Denver

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Diversity

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Mechanics Division (MECHS)

how studentssee torque concepts. Recognizing this challenge is the first step toward creating more effectivepedagogy.There are several limitations in the current study. During the interviews, we generally used theterm torque, only occasionally using the equivalent term moment. Because torque is the commonterminology in external force forms, this language may have led to more students to respond withexternal force expressions. Several of those expressions were surprising; upon reflection, someopportunities for follow-up questions were missed.In conclusion, this study brought into focus the conceptual confusion between the external andinternal force forms in which torque (or moment) is expressed and measured. Students expressfrustration with

Conference Session

Mechanics Division (MECHS) Technical Session 1B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Geoffrey Recktenwald, Michigan State University; Julian Ly Davis, University of Southern Indiana; Amie Baisley, University of Florida

Tagged Divisions

Mechanics Division (MECHS)

to explore the relationship between problem-solving skills andconceptual understanding.The three teaching styles examined in this study are: (A) a flipped, recitation-based classroomwith a mastery-based derivation approach, (B) a lecture-style class using the SMART (SupportedMastery Assessment through Repeated Testing) approach, and (C) a lecture-style class with threelevels of student participation to engage both reflective and active learners. We analyzed studentperformance data from exams and concept inventory questions to address the following researchquestions: (I) Do problem-solving skills differ among students taught with different approaches?(II) How does conceptual understanding vary among students in different teachingenvironments

Conference Session

Mechanics Division (MECHS) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin - Stout; Jesse Woodward, University of Wisconsin - Stout; Zoe Madison Cornwell, University of Wisconsin - Stout; Chloe Ferguson, University of Wisconsin - Stout

Tagged Divisions

Mechanics Division (MECHS)

, frame rate, distortion, and providing only planar data capture. However, it had thebenefit of being portable, familiar to use, and readily available. The video captured was analyzedusing open-source software1 to extract information about the position or orientation of objectsvia optical tracking. Variation two used a precision motion capture system consisting of eightVicon Vero 2.2 cameras and reflective markers for position tracking with a mean error of 0.017mm, as per the manufacturer2. The tracking data captured by this system was provided tostudents as a set of position coordinates and orientation of the rigid body or rigid bodies for laterprocessing. The benefits of using the Vicon system were that it provided high-precision data withfewer

Conference Session

Mechanics Division (MECHS) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Thomas Golecki, University of Illinois at Urbana - Champaign; 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; 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

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Mechanics Division (MECHS)

learning what we are learning.In a recent offering of this course, we aimed to build a sense of ownership and intuitiveunderstanding of the relationships implied in the equations being discussed. The main idea is totake an equation used in class and show how it relates to real-world situations. We hypothesizethat by relating the equation to a real-world example, the value of the course content is morereadily apparent to students. Here the inclusion of multiple real-world example problems isevaluated via student surveys before and after the semester. The survey ask students to evaluatestatements reflecting how well the course achieved the 3C’s of the KEEN framework: Curiosity,Connections, and Creating Value [5].MethodsThis study was conducted a

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

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Mechanics Division (MECHS)

jumping into complex application problems without reviewing a simpler problemfirst.This study had several limitations. First, lectures were not included in the course content data. Forthese courses, the core lecture slides are the same between professors, but how a professorintroduces them and incorporates real-world applications is not standardized. Different sectionsof a course within a semester are not exactly the same. Future research could include the lecturecontent. Another limitation is that only one semester was included. Future studies should includemore semesters. Only about a third of the statics students take the whole course, so the end of thestatics course only reflects these students. Including the students that are only required

Conference Session

Mechanics Division (MECHS) Technical Session 1A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christian J. Schwartz P.E., Iowa State University of Science and Technology; Hartanto Wibowo, Iowa State University of Science and Technology; Nathan Miner, Iowa State University of Science and Technology; TRAVIS HOSTENG, Iowa State University of Science and Technology; Sriram Sundararajan, Iowa State University of Science and Technology

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Diversity

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Mechanics Division (MECHS)

Figure 3 and 4.Students struggling with vectors performed worse overall on the first exam in Fall of 2024, butperhaps more troubling is the fact that several weeks of instruction about vectors – in the contextof their representation of forces in statics problems – still did not yield mastery of thesefundamental skills at exam time. This result poses questions that get further at root causes of theproblem. While most students post-statics would likely reflect on these basic vectors skills, suchas vector addition and magnitude, as straightforward, it is not clear if or how the transition occursbetween being a novice and being able to apply these operations. The authors have postulatedthat some of the challenge may come down to students being