Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meera NK Singh P.Eng, University of Calgary; Leszek Sudak P.Eng., University of Calgary; Philip Egberts P.Eng., University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Mechanics

gender. The high numbers in Mechanical Engineering reflect the overall size, relativeto Chemical Engineering (second largest), and Civil Engineering. As can be seen from the bottomof Table 2, the average school wide GPA was 2.57. The average GPA in the programs follows thesame order as the aforementioned minimum entrance requirements by program. This result is tobe expected, as those who did the best in first year would be expected to continue to achieve highresults in their second year. On the other hand, the material in Dynamics is more aligned with theinterests and strengths of Mechanical and Civil Engineers than with Chemical Engineers. Thisalignment may indicate that students are not necessarily enrolled in the program that is bestaligned

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University; Helen L. Chen, Stanford University; Beth Rieken, Stanford University; Autumn Turpin, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Mechanics

Paper ID #15770Improving Students’ Learning in Statics Skills: Using Homework and ExamWrappers to Strengthen Self-regulated LearningKai Jun Chew, Stanford University Kai Jun (KJ) Chew is a Research Data Analyst in the Mechanical Engineering department at Stanford University. He is currently working closely with Dr. Sheri Sheppard on two fronts: introducing reflec- tive activities as part of the Consortium to Promote Reflection in Engineering Education (CPREE) and implementing the Continuous Improvement Program as part of the ABET evaluation. Born and raised in Malaysia, KJ received his Bachelor of Science in Mechanical

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel J. Magda, Weber State University

Tagged Divisions

Mechanics

learn and retain knowledge from the experience ofteaching. The Kolb method works at two levels: a four state cycle of learning figure 1 and fourseparate learning styles table1. This method is concerned with the student’s internal cognitiveprocesses. It is a learning circle that can begin at any one of the four points. It often begins withan individual moving forward with a particular action and then observing the effect of his or herinvolvement with the action. Reflecting on observations is a precondition for problem-basedlearning. Kolmos and Holgaard7 suggested that this reflection sets up a methodologicalframework for being innovative on the meta-cognitive level for being able to systematicallyimprove individual and organisational learning

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Roes Arief Budiman P.Eng., University of Calgary; Vishash Kumar Sharma

Tagged Divisions

Mechanics

majorityof students in these programs, including those at SAIT and NAIT, are either from Calgaryor province of Alberta, in which Calgary is located, so that these averages are largelytaken from the same pool of students and thus can be compared directly.The high school average gap between students in the other engineering programs andapplicants of Energy Engineering program reflects a lower academic readiness of thelatter group. We believe the academic readiness gap is widened after completing a two-year diploma program at a polytechnic. Anecdotally, we heard from colleagues oncampus that mathematics and physics courses taught at polytechnics focus on usingready-made formulas for a fixed number of problems and do not teach therefore how toanalyze a

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawn P. Gross, Villanova University; David W Dinehart, Villanova University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

viewing data for the theory-based lecture videos that students areexpected to watch prior to class and the example problem solution videos are discussed in thispaper, but this accounts for more than 93 percent of the recorded material.Although extensive viewing statistics are available, a tremendous amount of data analysis andmanipulation is required to make sense of it and answer the research questions posed above.Raw data from Mediasite was downloaded in the form of two CSV data files for each video. Thedata was then assembled into an Excel file that was programmed to sort the data into a usableform. A total of 2886 individual lecture views reflecting over 428 hours of student viewing timehad to be categorized by student and by video title. For

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Thomas McDonald, University of Southern Indiana

Tagged Divisions

Mechanics

who do not get facultyinput on homework solutions, may not ever be taught how to present an understandable technicalsolution. There is no doubt that online teaching tools are beneficial and that students perceptionsand interactions are positive.[2] Some students, at the moment of the interview, state that theyprefer online homework systems. However, these students are NOT surveyed at a later date andasked to reflect on their freshman learning experiences. Although many studies have investigated the use of online homework systems in math [3],science [4–6], or engineering [3,7–10] courses, few have assessed the ability of a student to present alogical solution during the course. Authors in these studies usually correlate homework grades

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Roger G. Hadgraft, University of Technology Sydney; David Lowe, The University of Sydney; Justine Lawson

Tagged Divisions

Mechanics

a resource, how resources are modified by academics and where ina program they might be used 1. For the purposes of this paper, we are looking at resourcesdesigned to assist in the learning and teaching of engineering mechanics.This paper presents the results of a workshop held as part of a project, funded by the AustralianCouncil of Engineering Deans (ACED), to promote curriculum sharing across the 35 universitiesin Australia that teach engineering. It includes a description and analysis of the activities, ananalysis of the workshop evaluation as well as one participant’s reflection on the process.Investigating resource useThe preliminary project investigations mapped the local known in terms of the national andinternational literature and

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University, West Lafayette; Michael Wilson, Purdue University, West Lafayette

Tagged Divisions

Mechanics

them would be very reflective of the problem they were asked to solve. Othersworked the problem on paper and consulted the video only when unsure about a step, orsometimes to confirm that their approach was correct.Observation 2: High-achieving students watched the video during the experiment lessFigure 3 shows fixation time and dynamics course grade as a function of performance on theproblem completed during the laboratory experiment. There is a visible cluster of students whoperformed well in the course, performed well on the experimental problem, and had low fixationtime. This observation is consistent with the notion that high-achieving students need fewerinstructional supports than other students—this is why they are high achieving. Even

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Manuel Jose Perez-Vargas, University of Puerto Rico, Mayaguez Campus; Genock Portela-Gauthier, University of Puerto Rico, Mayaguez Campus; Wadson C Phanord, University of Puerto Rico, Mayaguez.

Tagged Divisions

Mechanics

’ qualitativeunderstanding of basic concepts and principles. CI’s typically consist of multiple choicequestions with one correct answer and several “distractors” that reflect common misconceptions.The misconceptions are usually identified through formal research processes, such as using focusgroups in which students answer questions and explain their reasoning in an expository manner. A CI can be used to assess both individual student learning gains and effectiveness ofpedagogical strategies, particularly by measuring differences in performance via pre-test (beforeinstruction) and post-test (after instruction). If the CI is not appropriate as a pre-test, then itsability to measure learning gains might be established via other correlations, such as with

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nick Stites, Purdue University, West Lafayette; David A Evenhouse, Purdue University; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette; Craig Zywicki, Purdue University; Angelika N Zissimopoulos, University of Chicago; David B Nelson, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette; Jeffrey F Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette

Tagged Divisions

Mechanics

Concept Inventory20. Additionally, the moderate correlation coefficientsbetween the inventory scores and exam scores fall in the range of values found in previouspublications comparing concept scores to problem-solving skills16. This fits with the observationthat much of the final grade and the exam scores reflect assessments of problem-solving ratherthan conceptual understanding. Overall, the expert selection of questions for the 11-questionsubset and the significant correlations between the aDCI scores and other assessment metricsprovide evidence that the aDCI is sufficiently valid for use in this study. Table 2. Spearman correlation coefficient (ρ) for aDCI scores and other performance metrics. aDCI Pre-Test

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anu Osta, Rowan University; Jennifer Kadlowec, Rowan University

Tagged Divisions

Mechanics

physical reasoning and engineering principles would reflect theirunderstanding of real system performance as opposed to an ideal system taught in class. If P0 isthe initial pressure of the reservoir, Patm is the atmospheric pressure, V0 is the volume of thereservoir, L is the length of the barrel, A is the cross-sectional area of the barrel, f is the frictionforce inside the barrel and m is the mass of the ball, then the exit velocity of the ball (vexit) isgiven by Rohrbach11 (1)Friction force (f) between the ball and the cannon barrel is to be modeled by the students. Thefriction coefficient for rubber, PVC interface is given to be 0.5. During flight the ball

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Geoff Rideout, Memorial University of Newfoundland

Tagged Topics

Diversity

Tagged Divisions

Mechanics

rudimentary examples from the classroom sessions. Thehomework examples will evolve to reflect more real-world situations, with more open-endedproblems. A flipped format alone, without meaningful assessments, does not necessarily meanthe instructor is doing “less of the doing and thinking for the students”[12] simply by moving thesolving of closed-ended analysis problems from the home into the classroom.References[1] Dollar, A., and Steif, P. (2009) “A web-based statics course used in an inverted classroom.” Proc. AmericanSociety for Engineering Education Annual Conference, Austin, TX.[2] Wiggins, G., and McTighe, J. (2005) Understanding by design, 2ed., ASCD, Alexandria, VA.[3] King, A. (1993) “From sage on the stage to guide on the side.” College

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael K. Swanbom PE, Louisiana Tech University; Daniel William Moller, Louisiana Tech University; Katie Evans, Louisiana Tech University; Timothy Reeves, Louisiana Tech University

Tagged Divisions

Mechanics

that the authorstend to hear with respect to the use of WeBWorK. Table 6: Survey Results Regarding Negative Feelings toward WeBWorKIn most areas, there were fewer negative feelings toward WeBWorK in the winter term than thefall term. This may be due to the more positive previous experience with WeBWorK among thestudents taking the course in the winter. A feeling that the problems are too difficult was notedfrom these data. Upon reflection, the authors concluded that many of the newly-crafted problemswere more on the difficult end of the scale, and more were needed at the easier end of the scaleto assist students in building their skills and confidence gradually. Additions to the problemlibrary addressing this concern have since been

Conference Session

Mechanics Classroom Demonstrations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Wade H Goodridge, Utah State University; Benjamin James Call, Utah State University - Engineering Education; Steven David Wood, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

reflect on their work and analyze theirown problem solving approaches. For instance, some participants were able to use the physicalmanipulative so answer questions very quickly or to reinforce concepts. Some participants wereable to use the physical manipulative without problems, but other felt that the physicalmanipulative was not as intuitive and they required guidance. Although the physicalmanipulative was designed to be very user-friendly, some of the participants required a certaindegree of guidance on how to use the physical manipulative. Some of the participants didn’tknow what to observe or how to detach some of the members in the truss. Thus, theimplementation of the physical manipulative in an engineering mechanics course may

Conference Session

Mechanics Classroom Demonstrations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aldo A. Ferri, Georgia Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology

Tagged Divisions

Mechanics

done withoutopportunities for reflection and metacognition have missed the opportunity to create deeperunderstanding [17]. Shavelson, et al. [20] refer to four different types of knowledge: declarativeknowledge (“knowing that”), procedural knowledge (“knowing how”), schematic knowledge(“knowing why”), and strategic knowledge (“knowing when, where, and how our knowledgeapplies”). This framework provides a useful way of evaluating laboratory experiences; what istypically termed “inquiry based laboratory exercises,” are ones that reach the higher levels of theknowledge taxonomy [12]. Pre-labs and other types of preparation are also important as identifiedin Kolb’s experiential learning cycle [21] and [18]. Without “just in time” lectures and pre

Conference Session

Teaching & Learning Statics and Mechanics of Materials

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Lee, Arizona State University; Haolin Zhu, Arizona State University; James A Middleton, Arizona State University

Tagged Divisions

Mechanics

University Dr. Haolin Zhu received her PhD in Solid Mechanics and Computational Science and Engineering from Cornell University. She is currently part of the engineering education team in the Ira A. Fulton Schools of Engineering at Arizona State University. Currently she focuses on designing the curriculum for the fresh- man engineering program as well as the NAE Grand Challenge Scholars Program. She also designs and teaches courses in mechanical engineering at ASU. Her interests include innovative teaching pedagogies for increased retention and student motivation, innovations in non-traditional delivery methods, as well as structured reflective practices throughout the engineering curriculum.Prof. James A Middleton

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

John W. Sanders, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Geoffrey L Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Mechanics

was supported by the College of Engineering at the University of Illinois atUrbana-Champaign. This work was also supported by the National Science Foundation undergrants DUE-1347722 and CMMI-1150490. The opinions, findings, and conclusions presented inthis paper do not necessarily reflect the views of the National Science Foundation or the authors’institution.Bibliography [1] M. M. Lombardi. Making the grade: The role of assessment in authentic learning. EDUCAUSE Learning Initiative, 2008. [2] J. Reeve. Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44:159–175, 2009. [3] F. Marton and S. Booth. Learning and Awareness. New York: Lawrence