Conference Session

Learning Mechanics Through Experimentation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William E. Howard, East Carolina University; Colleen Janeiro, East Carolina University

Tagged Divisions

Mechanics

sources, low-cost tools, and cutting plans that minimize waste in thecreation of the specimens.For a composite material course, laboratory exercises include tensile tests for a variety of fiberorientations. Among the concepts reinforced with these exercises include strength and stiffnessvariations with orientation angle, progressive failure (resin cracking prior to fiber breaks), freeedge stresses, and thermal property mismatches leading to residual stresses and/or specimenwarping.Composites Course OverviewAt East Carolina University, MENG 4343 Composite Materials is an elective course takenmostly by senior-level students pursuing a mechanical engineering concentration. Most ofcourse content is devoted to the mechanics of composites, based on

Conference Session

Teaching Statics: What and How?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Allen Evenhouse, Purdue University at West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Divisions

Mechanics

. Many ME students on the PUWL campus have reportedthat their housemates and dormmates can be a valuable resource while studying [14], and thesestudents arrived abroad to find their classmates near at hand.Adapting to Statics abroad Before traveling, the instructional team had to make a few key choices regarding how torun the course abroad. They also had a limited window of time to make these choices: only a monthlay between finalizing their schedule and their anticipated departure date. While they did not referto literature on accelerated learning or studying abroad during this initial planning process, theydid leverage a variety of other research and teaching experience from their work at PUWL. During reflection, the primary

Conference Session

Learning Mechanics Through Experimentation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ethan Hilton, Louisiana Tech University

Tagged Divisions

Mechanics

has been taught in two iterations of the Statics and Mechanics ofMaterials course and two iterations of the Applied Engineering Mechanics course. No formalevaluations of the project or the impact it has on the students has been conducted, but studentfeedback on the project has been generally positive outside of some complaints about the amountof work as the project continues refinement. This complaint has been addressed by reducing thenumber of scaffolded assignments for the project to allow the students more flexibility. In future work, a research team investigating the development and impacts of project-basedlearning courses plans to evaluate this project through a mixed-methods study. The impact of theproject, as perceived by the

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

deliver fully functional, sustainable systems. The way I achieve this is by taking an approach that is methodologically flexible and people- focused. Education innovation is as much about the solution as it is about managing change. So no matter how cutting-edge technology, my process incorporates strategic planning, instructional design best prac- tices, and stakeholder involvement. I’m deliberate about tapping into community know-how and creating collaborative optimal solutions that take into account the often-intangible but always-essential human el- ement. Got my bachelor’s degree in Computer Science Engineering at the Universidad Sim´on Bol´ıvar, Caracas- Venezuela, M.Sc. in Instructional Technologies and

Conference Session

Improving Student Outcomes in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Sneha Patel Davison, Virginia Polytechnic Institute and State University; David A. Dillard P.E., Virginia Polytechnic Institute and State University; Todd Patrick Shuba, Virginia Polytechnic Institute and State University; James Lord, Virginia Polytechnic Institute and State University

Tagged Divisions

Mechanics

need to write items for interactive software. Since our aim is toprovide students with repeated practice so that they develop the ability to conceptualize andsolve the problems in more engaging ways, it is important to first understand what concepts areproblematic and why students continue to experience difficulties. As we continue to develop ourtool, we plan to explore what implications the difficulties outlined in the literature have for notonly tool development but engineering instructors more broadly.Reference[1] Clement, J. (1982). Students’ preconceptions in introductory mechanics. American Journal of physics, 50(1), 66-71.[2] Schalk, L., Schumacher, R., Barth, A., & Stern, E. (2018). When problem-solving followed by instruction

Conference Session

Hybrid and Online Teaching of Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carlos R. Corleto, Texas A&M University; Matilda (Tillie) Wilson McVay, Texas A&M University; Doug Beck, Texas A&M University; Ashley Schmitt, Texas A&M University

Tagged Divisions

Mechanics

performed in pre-requisite coursework (physics-mechanics andcalculus), length of time transpired between MEEN 221 and its pre-requisite courses, and whetheror not physics was transferred or taken at Texas A&M.Preliminary results of the implementation of a new class evaluation and in-class format started inthe fall 2019 indicate average the DFQ rate was approximately 4.5% higher than the overallaverage of the fall semesters, but it had the lowest standard deviation. However, some decreasesin DFQ rates for several majors were observed compared to previous fall semesters, which provideencouraging results that can eventually reduce DFQ rates in MEEN 221. Our plan is to continueusing the new in-class quiz format to better prepare students for exams

Conference Session

Grading and Feedback Models in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Petros Sideris, Texas A&M University; Maria Koliou, Texas A&M University

Tagged Divisions

Mechanics

-doctoral Fellow at the NIST- funded Center of Excellence for Risk-based Community Resilience Planning at Colorado State University. She received her Diploma (2008) in Civil Engineering from the University of Patras, Greece, while she holds Master’s (2010) and PhD (2014) degrees from the University at Buffalo – SUNY. Her research inter- ests span the fields of structural dynamics, earthquake engineering, and multi-hazard performance-based design for system functionality and community resilience. Through these areas, her research focuses on developing novel sustainable structural designs and systems against natural and man-made hazards and formulating fundamental mathematical frameworks to assess system functionality and

Conference Session

Improving Student Outcomes in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hadas Ritz, Cornell University; Kathryn Dimiduk, Cornell University; Andrew van Paridon

Tagged Topics

Diversity

Tagged Divisions

Mechanics

out of 38 responses (47%) remarked they would form some sort of plan using theidentified knowns, unknowns, and relevant equations. This compared with 15 out of 43 responses(35%) from the control group. The control group had a higher number of responses that suggestedtrying to use relevant equations without mentioning any form of planning (14 versus 8 responses).The other responses were either focused primarily on Free Body Diagrams or looking forunknowns only, or simply using a step-by-step brute force approach.Students in the experimental section were given the opportunity to report how their studypractices changed due to the exams, homework and grading for this course. Overall the responsesgenerally split students across a few divisions

Conference Session

Concept Inventories in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Phillip Cornwell, Rose-Hulman Institute of Technology; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanics

Dynamics Concept Inventory (DCI) – The Past, Present, and FutureAbstractThe Dynamics Concept Inventory (DCI) was developed over 15 years ago as a tool forinstructors teaching Dynamics to assess their students’ gains in conceptual understanding ofthe material. Since its initial release, there have been hundreds of downloads of theinstrument, and the initial papers presenting the instrument have been referenced over 100times. In this paper, we will 1) present a brief history of the development of the DCI, 2)evaluate the ways it has been used since its release with the hope of encouraging moreengineering faculty members to use it, 3) summarize results from those who have used it, and4) present plans for future development and distribution.History of

Conference Session

Making Mechanics Courses Fun and More Effective

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Md Rashedul Hasan Sarker, University of Indianapolis; Najmus Saqib, University of Indianapolis; George D. Ricco, University of Indianapolis; Megan Hammond, University of Indianapolis; Jared Hilt; James T. Emery II, University of Indianapolis

Tagged Divisions

Mechanics

, in American Society for Engineering Education. 1998.21. Davishahl, E., et al., Statics Modeling Kit: Hands-on Learning in the Flipped Classroom, in American Society for Engineering Education. 2018.22. Howard, A.K.T., Work in Progress: 3-D Models with Lesson Plans, in American Society for Engineering Education. 2019.23. Freeman, S., et al., Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 2014. 111(23): p. 8410.24. Burgess, R., In the Field: An Introduction to Field Research. 1984, Abingdon, United Kingdom: Routledge.25. Green, B.S., Learning from Henry Mayhew. Journal of Contemporary Ethnography, 2002. 31(2): p. 99

Conference Session

Learning Mechanics Through Experimentation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathleen Bieryla, University of Portland; Nikolene A. Schulz P.E., University of Portland; Rebecca D. Levison, University of Portland; Heather Dillon, University of Portland

Tagged Divisions

Mechanics

I (statics) using CAP model. 2016 ASEEAnnual Conference & Exposition, New Orleans, Louisiana6. Howard, A. K. T. Work in progress: 3-D models with lesson plans. 2019 ASEE AnnualConference & Exposition, Tampa, Florida7. Rae, D., & Melton, D. E. (2017). Developing an entrepreneurial mindset in US engineeringeducation: An international view of the KEEN project. The Journal of EngineeringEntrepreneurship, 7(3)8. Coller, B. D. (2008). An experiment in hands-on learning in engineering mechanics: Statics.International Journal of Engineering Education, 24(3), 545.

Conference Session

Concept Inventories in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carisa H. Ramming, Oklahoma State University; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Eric Davishahl, Whatcom Community College; Brian P. Self, California Polytechnic State University, San Luis Obispo; Sinéad C. MacNamara, Syracuse University; Meredith Silberstein, Cornell University; Joan V. Dannenhoffer P.E., Syracuse University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

framework, ConcepTests are typicallyqualitative and require no or very minimal numerical calculation, although they may requiremental imagination of the development of key equations. Also, some ConcepTests are intendedfor summative assessment and should follow specific guidelines; others may be open-ended andintended to provoke debate and force students to verbalize and justify their assumptions whenanswering questions (Beatty et al. 2006).Since the workshop, the team has had virtual meetings every 1-2 months to discuss conceptquestion development and to review progress. A systematic review process was set up toprovide feedback on all of the different questions, and to plan and manage initial student testingconducted at three different institutions

Conference Session

Teaching Statics: What and How?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amir H. Danesh-Yazdi, Rose-Hulman Institute of Technology; Aimee Monique Cloutier, Rose-Hulman Institute of Technology; Phillip Cornwell, Rose-Hulman Institute of Technology

Tagged Divisions

Mechanics

a more basic level. Forexample, it is less likely in an introductory Physics course for an instructor to assume studentsalready know what a gravitational force is and how it acts on a body, whereas in Statics it isoften assumed to be known. It may be true, then, that students who are taking Physics as acorequisite with Statics may struggle in Statics with concepts that are not explained in Physicsuntil a later time. Table 2 below provides information on the planned topics for a ten-weekcourse in Statics and Physics I to provide a basis for comparison. Table 2. Comparison of topics in Statics and Introductory Physics Statics Physics I Week 1

Conference Session

Grading and Feedback Models in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Dongjin Kim, Georgia State University

Tagged Divisions

Mechanics

tolerances were defined individually based on each answer’s precision.Sequential question setIn general, the open-ended mechanics problems are constructed with a narration of givenconditions and values to be determined, then expect test-takers to find suitable solving methodsand appropriate equations following the process of interpretation, planning, and execution (IPE)[10] until they determine the values of the required ultimate parameter. The ordinary open-endedproblems give test-takers freedom in this IPE step and thus develop their own IPE skills.However, considering that students in the low-level courses need to first build a sturdyfoundation before personalizing their own methods, the author has bravely tried to reform thegeneric IPE steps and

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 Topics

Diversity

Tagged Divisions

Mechanics

Mechanics Project across the three constituent courses was doneover a period of three years, as illustrated in Fig. 3. By accident of history, we implementedDynamics first. In one semester, we put in place all four of the major changes of (1) moving tothe flipped recitation using UGTAs and one lecture per module, (2) creating course materials—notes and examples—that allowed (3) the implementation of mastery-based grading, and (4) theintroduction of computing projects as a major component of the course. A year later we hoistedup Statics, and a year after that Deformable Solids.While not part of an intentional plan, there was some advantage to working through Dynamicsbefore Statics. For example, many of the notational decisions were made to support

Conference Session

Assessment Strategies in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Mechanics

what to teach and how to organize assessment. The change to mastery-basedgrading has achieved the primary objective, but it has also engendered a culture shift of studentswho experience this system. Conversations about grading with students are more focused onauthentic learning issues than they were with the traditional system and students have shown thatthey understand and embrace the values associated with mastery-based grading.References[1] M. W. Durm, “An A is not an A is not an A: A history of grading,” Educ. Forum, vol. 57, no. 3, pp. 294–297, 1993.[2] A. Kohn. Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, Praise, and other Bribes, Bridgewater, NJ: Replica Books, 1993.[3] K.D. Hjelmstad and A