Conference Session

Learning Mechanics Through Experimentation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ethan Hilton, Louisiana Tech University

Tagged Divisions

Mechanics

engineeringprofessionals all had a generally positive attitude towards the inclusion of project-based learningin curriculum. Furthermore, the inclusion of project-based learning has been found to have severalpositive impacts. Even though these projects generally take away from the amount of timededicated to lectures, these tradeoffs do not detract from the understanding of course content, andstudents even gain a better ability to adapt their knowledge to new situations [4]. These types ofcourses have also been found to improve performance and retention at all levels of education [5–7]. Working on these types of projects has been shown to boost self-efficacy and careeraspirations [8]. Self-efficacy (or a person’s belief in their ability to complete a task

Conference Session

Making Mechanics Courses Fun and More Effective

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Wodin-Schwartz P.E., Worcester Polytechnic Institute; Caitlin A. Keller, Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute

Tagged Divisions

Mechanics

was designed to assess improvements in studentlearning and self-efficacy for those participating in the redesigned Introduction to Statics course.Of the 90 students enrolled in the course, 61% (n=55) participated in with complete pre- andpost-course survey responses. Of participating students, 60% are underrepresented minoritystudents (with one or more of the following identities: women, non-binary gender, Black,Latinx). The remaining 40% are white men. At the time of taking the course, 78% ofparticipating students were in their second year of college, 14% were in their third year, and 8%were in their fourth year.Data were collected using a retrospective survey. The Student Assessment of their LearningGains (SALG) was administered at the end

Conference Session

Improving Student Outcomes in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer E. Holte, University of St. Thomas; Ryan J. Endres, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Doug Dunston, University of St. Thomas

Tagged Divisions

Mechanics

learning andconcludes that even brief activities introduced into the lecture can increase learning. The entirecourse need not be project-based. Simply adding discussions can have a positive impact onstudents’ intrinsic motivation [19]. If we use Bonwell and Eison’s [20] definition of activelearning as “anything that involves students doing things and thinking about the things they aredoing,” the possibilities are vast. Nie and Lau [1] found adding small activities that encouragestudents to explore in-depth, analyze, discuss, write, apply, or question increased students’ deepprocessing strategies and increased self-efficacy. Felder and Silverman [21] also conclude that asmall number of techniques such as alternating lecture with pauses for

Conference Session

Alternative Methods of Teaching and Learning Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keith D. Hjelmstad, Arizona State University; Amie Baisley, University of Florida

Tagged Divisions

Mechanics

to cement the notation and approach whilethey are working on problems familiar to them from Physics I).The good performance in Objectives F.1 and F.2 demonstrate that if you focus on thedevelopment of math skills, the students can get to mastery. We employ a full array ofmathematical tools (from algebra through calculus and differential equations) throughout thesemester. In the beginning, the students struggle with vector notation (both how to do it and whatit means physically) and they have little confidence in their calculus skills. Regular practicemoves them toward better self-efficacy. Students can generally do much more than we initiallyexpect, but they need the support and encouragement to get there. They are also in a period

Conference Session

Hybrid and Online Teaching of Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carmen M. Muller-Karger, Florida International University ; Lili Steiner, Florida International University

Tagged Divisions

Mechanics

offered additional proof that developing and delivering at a distance a Dynamicscourse, using instructional design best practices, is equivalent to a F2Fcourse as reflected by thestudent outcomes and perceptions.Reference[1] J. Bourne, D. Harris and F. Mayadas, "On-Line engineering education: Learning anywhere, anytime," Journal of Engineering Education, 2005.[2] S. Huang and J. Mativo, "Impact of interventions on students’ conceptual understanding of dynamics, principles and self-efficacy.," in ASEE, Paper #12469, Seattle, WA, 2015.[3] L. G. Gary, F. Constanzo, D. Evans, P. Cornwell, B. Self and J. L. Lane, "The Dynamics Concept Inventory Assessment Test: A Progress Report and Some Results," in ASEE, Portland, OR, 2005