Conference Session

Works in Progress II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca LeBow, Tufts University; Kristen B. Wendell, Tufts University; Jessica E. S. Swenson, Tufts University, Center for Engineering Education and Outreach

Tagged Divisions

Educational Research and Methods

, especially in under-resourced schools. In 2016 she was a recipient of the U.S. Presidential Early Career Award for Scientists and Engineers (PECASE). http://engineering.tufts.edu/me/people/wendell/Ms. Jessica E. S. Swenson, Tufts University, Center for Engineering Education and Outreach Jessica Swenson is a graduate student at Tufts University. She is currently pursuing a Ph.D. in mechanical engineering with a research focus on engineering education. She received a M.S. from Tufts University in science, technology, engineering and math education and a B.S. from Northwestern University in me- chanical engineering. Her current research involves examining different types of homework problems in mechanical engineering coursework

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Audeen W. Fentiman, Purdue University, West Lafayette; Donna M. Riley, Purdue University, West Lafayette; Elizabeth Litzler, University of Washington; Jeremi S. London, Virginia Polytechnic Institute and State University; Julia M. Williams, Rose-Hulman Institute of Technology; Jennifer M. Case, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

. In this paper, we employ Kajfez's Model of Professional IdentifyDevelopment [2]as a theoretical framework.With the conclusion of this project, we are interested in finding a graduate program inengineering education or other academic partner who could take on the program and give it a“home” so that the benefits we have identified can be made available to other graduate studentsin the field.Pilot #4. The School of Engineering Education at Purdue University began documentation of itsimpact by gathering data such as the number sand demographics of engineering educationfaculty, graduate students, and alumni, number of CAREER and PCASE awards to faculty andalumni, leadership and editorial board positions held by faculty members, number and

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Venugopalan Kovaichelvan, TVS Institute for Quality and Leadership ; Calvin Sophistus King Ph.D., Dr. Mahalingam College of Engineering and Technology

Tagged Divisions

Educational Research and Methods

Paper ID #28683Program Assessment through Product Based Learning in UndergraduateEngineering Programmes in IndiaDr. Venugopalan Kovaichelvan, TVS Institute for Quality and Leadership Dr. V. KOVAICHELVAN is the Director of TVS Institute for Quality and Leadership, the Corporate University of TVS Motor Company Limited, India. The Institute focus on holistic development of talent through career lifecycle with focus on Functional & Professional skills, Cultural capabilities, Collective capabilities, Support business strategy and Corporate Social Responsibility.Dr. Calvin Sophistus King Ph.D., Dr. Mahalingam College of

Conference Session

Knowing our Students, Part 1

Collection

2007 Annual Conference & Exposition

Authors

Jill Auerbach, Georgia Institute of Technology; Jonathan Gordon, Georgia Institute of Technology; Gary May, Georgia Institute of Technology; Cleon Davis, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

attendance. According to arecent study by SRI International,4 undergraduate research programs can assist students who areuncertain about going to graduate school to clarify their intent to pursue those goals and toreinforce the commitment among students who have already decided to pursue those goals. Thedecision to attend graduate school can be highly influenced by the amount of facultyinvolvement in the undergraduate career of minority students.5 Quality interactions with facultycan have a significant impact on a student’s decision to pursue graduate education, since suchinteraction provides the student with effective role models. Thus, faculty members in scienceand engineering fields are a critical link in the challenge to increase the likelihood

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Heidi Diefes-Dux, Purdue University; Robin Adams, Purdue University; Monica Cox, Purdue University; Deborah Follman, Purdue University

Tagged Divisions

Educational Research and Methods

Education, 2006 Community Building and Identity Development Through Graduate Coursework in Engineering EducationAbstractThe new engineering education graduate degree program at Purdue University is a pipeline foreducating future engineering faculty and professionals interested in pursuing careers that supportresearch-based engineering education reform. The first cohort of doctoral seeking students wasadmitted in Fall 2005. Two courses were developed to address community building and identitydevelopment in this new field of study. Emphasis was placed on these two ideas as the field iscurrently not well defined and the research community is relatively small and fragmented. Suchemphasis is also intended to circumvent common

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Deborah Tihanyi, University of Toronto; Penny Kinnear, University of Toronto

Tagged Divisions

Educational Research and Methods

/tries out versions of her chemical engineer identity.BackgroundThe motivation for the study goes back several years, as a result of our involvement with theCHE portfolio courses (CHE297 and CHE397). These courses afforded an opportunity forstudents to synthesize their learning in core courses, consider the relationships between whatthey were studying and their future careers and develop their written and oral communicationskills. What emerged from that experience was the sense that there were significant changeshappening in terms of how students viewed themselves as students and potential engineers; whatwe wanted to discover was what was happening in the curriculum—and what was, perhaps,inherent in the chemical engineering culture—to facilitate

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Justin Micomonaco, Michigan State University; Jon Sticklen, Michigan State University

Tagged Divisions

Educational Research and Methods

Hewitt.11 Seymour and Hewitt found that students who leave STEMfields do not differ significantly on measures of performance, motivation, or study-relatedbehavior. In interviews with leavers about departing STEM, the students most often citefrustration with the experience in the discipline including criticism of the quality of teaching,advising, and curriculum design. Further students expressed frustration with uninteresting andcontent-laden courses that led to an increasingly negative perception of STEM careers and anoverall disinterest in the subject matter. As a result, much of the focus in engineering educationhas focused on developing engaging classroom experiences through curricular and pedagogicalinnovations.12,13,14,15 This focus has

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariafé Taeví Panizo, James Madison University; John Hollander, James Madison University; Jesse Pappas, James Madison University; Olga Pierrakos, James Madison University; Robin D. Anderson, James Madison University

Tagged Divisions

Educational Research and Methods

founding faculty member of the James Madison Uni- versity Department of Engineering. At JMU, Dr. Pierrakos is the Director of the Center for Innovation in Engineering Education (CIEE) and Director of the Advanced Thermal Fluids Laboratory. Her interests in engineering education research center around recruitment and retention, engineer identity, engineering design instruction and methodology, learning through service, problem based learning methodologies, assessment of student learning, as well as complex problem solving. Her other research interests lie in cardiovascular fluid mechanics, sustainability, and K-12 engineering outreach. Dr. Pierrakos is a 2009 NSF CAREER Awardee. Dr. Pierrakos holds a B.S. in Engineering

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Stanford University; Sheri Sheppard, Stanford University; Ozgur Eris, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

; fax: (+1) 781.292.2505; e-mail: ozgur.eris@olin.edu. Page 22.1025.1 c American Society for Engineering Education, 2011 LOOKING AT ENGINEERING STUDENTS THROUGH A MOTIVATION/CONFIDENCE FRAMEWORKAbstractIn this paper we compare groups of engineering students along two dimensions, intrinsicpsychological motivation to study engineering and confidence in professional and interpersonalskills. We focus on these two measures because they have been shown to be directly related toseniors‟ future career plans and other aspects of the student experience1.Our sample included 103 students who

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Erin Crede, Virginia Tech; Maura Borrego, Virginia Tech

Tagged Divisions

Educational Research and Methods

First Year Engineering Students Engineering 2007 and written Education engagement responses survey3 An Engineering Major Does Not Journal of July national student (Necessarily) and Engineer Make: Engineering 2009 survey interviews Career Decision Making Among Education Undergraduate Engineering Majors4 The Relations of Ethnicity to Female Journal of October web based individual Engineering Students

Conference Session

Assessment of Student Learning 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jesse Pappas, James Madison University

Tagged Divisions

Educational Research and Methods

Conference Session

ERM Potpourri II

Collection

2007 Annual Conference & Exposition

Authors

Mieke Schuurman, Pennsylvania State University; Dennis Gouran, Pennsylvania State University; Laura L. Pauley, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

1 2 1 2 3 1) listens carefully to communication from others .7 .8 2) shows appreciation of importance of oral communication in ones .7 .7 professional career 3) understands questions from others well .8 .7 4) appears to lack confidence when presenting orally ** .8 .8 5) delivers a well-organized oral presentation .7 .7 6) uses appropriate presentation techniques (correct eye contact, use of .7 .8 voice, etc.) 7) fails to keep audience engaged when

Conference Session

Fostering and Assessing Effective Teaming

Collection

2008 Annual Conference & Exposition

Authors

Steve Roach, University of Texas-El Paso; Elsa Villa, University of Texas-El Paso

Tagged Divisions

Educational Research and Methods

assessments show that through repeated practice, peer leaders become more adept athandling larger numbers of students in group settings, and they become more confident andcapable in leading workshops. Systematic assessments show that students who are engaged Page 13.549.5through PLTL have higher grades, faster time to graduation, and improved retention ofundergraduate students. Students and peer leaders report that students arrive early to PLTLsessions and more fully engage in the process of acquiring conceptual understanding. Ongoingassessments suggest that students exposed to and use cooperative learning early in theirundergraduate careers more

Conference Session

Student Recruitment and Retention

Collection

2008 Annual Conference & Exposition

Authors

P.K. Imbrie, Purdue University; Joe Jien-Jou Lin, Purdue University; Alexander Malyscheff, Purdue University

Tagged Divisions

Educational Research and Methods

’ Retention based on Cognitive and Non-cognitive FactorsAbstractEngineering students’ affective self-beliefs can be influential factors directly or indirectlyaffecting their academic success and career decision. This paper examines whether students’non-cognitive factors can be used, alone or in combination with cognitive factors, in artificialneural network (ANN) models to predict engineering student’s future retention. Four ANN basedretention prediction models using different combinations of non-cognitive and cognitive factorsare presented. The independent variables includes survey items from nine non-cognitiveconstructs (leadership, deep learning, surface learning, teamwork, self-efficacy, motivation,meta-cognition, expectancy-value, and major

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Adam Carberry, Tufts University; Matthew Ohland, Purdue University; Hee-Sun Lee, Tufts University

Tagged Divisions

Educational Research and Methods

, G., et al., Gender, ethnicity, and social cognitive factors predicting the academic achievement of students in engineering. Journal of Counseling Psychology, 1992. 39(4): p. 527-538.34. Schaefers, K.G., D.L. Epperson, and M.M. Nauta, Women's career development: Can theoretically derived variables predict persistence in engineering majors? Journal of Counseling Psychology, 1997. 44: p. 173-183.35. Schmidt, J., et al. Social cognitive career theory as an approach to understanding retention in engineering majors. in American Society of Engineering Education Annual Conference and Exposition. 2001. Albuquerque, NM

Conference Session

Knowing Our Students III

Collection

2006 Annual Conference & Exposition

Authors

Brad Kinsey, University of New Hampshire; Erick Towle, University of New Hampshire; Grace Hwang, University of New Hampshire; Edward J. O'Brien, University of New Hampshire; Christopher F. Bauer, University of New Hampshire

Tagged Divisions

Educational Research and Methods

e.g. their freshmanto sophomore years. However, since retention was not found to be affected by spatialability of engineering students, the improvements found between upperclassmen andunderclassmen may be attributed to all of the science, mathematics and engineeringcourses that upperclassmen have completed in their college careers. As the study iscontinued for multiple years, the tracking of students from their freshman year tograduate will indeed confirm this effect.The self efficacy test was developed for this research; therefore, it is still being validated.However, the results from these initial analyses are promising. For example, astatistically significant difference was found between subgroups tested. Upperclassmenscored higher on the

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanna Mirecki Millunchick, University of Michigan; Yixian Zhou

Tagged Divisions

Educational Research and Methods

Engineering Students’ Communication, Teamwork, and Leadership Skills, vol. 57, no. 3. Springer Netherlands, 2016.[5] B. A. Burt, D. D. Carpenter, C. J. Finelli, and T. S. Harding, “Outcomes of engaging engineering undergraduates in co-curricular experiences.”[6] L. C. Strauss and P. T. Terenzini, “The Effects of Students’ In- and Out-of-Class Experiences on their Analytical and Group Skills: A Study of Engineering Education,” Res. High. Educ., vol. 48, no. 8, pp. 967–992, Dec. 2007.[7] A. L. Miller, L. M. Rocconi, and A. D. Dumford, “Focus on the finish line: does high- impact practice participation influence career plans and early job attainment?,” High. Educ., vol. 75, no. 3, pp. 489–506, 2018.[8] S

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

courses’ active learning activities averaged an increase in competence from 6.8to 8.1 on a scale of 0 to 10, with 10 being the highest. Thus, not only does qualitative work supportsuch an increase, but it also directly links increases to the participation in active components ofthe course.Perceived Instrumentality – Identification of knowledge needed to develop students’ emergingengineering identities.While students found what parts of engineering they were competent at or not competent at, somestudents went further to identify what aspects of design they needed to learn more about for theirfuture careers. We can first see this in Marcus’ journal when he is asked about the aspects of designhe felt he is better or worse able to complete in the

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stacie I. Ringleb, Old Dominion University; Orlando M. Ayala, Old Dominion University; Jennifer Kidd, Old Dominion University

Tagged Divisions

Educational Research and Methods

perceptions of the peer review process.The study was implemented over two semesters with iterative revisions in instruction madebetween semesters based on initial findings. Results suggest that peer review can increasestudent performance, as long as reflections are used to prompt student revision, regardless of theclass delivery method or assignment type.IntroductionEarly in their careers, engineers spend 20-40% of their time writing; as they move to middlemanagement, the writing requirements increase to 50-70% of their day; finally, engineers insenior management spend 70-95% of their days writing [1]. Despite job requirements for writingthat cut across professions [2], in most disciplines writing is rarely emphasized outside of Englishcomposition

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Karen E. Rambo-Hernandez, West Virginia University ; Rebecca A. Atadero, Colorado State University; Christina Paguyo, Colorado State University; Jeremy Clinton Schwartz, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

University of Denver Jeremy C. Schwartz West Virginia UniversityThis research was supported by a grant from the National Science Foundation (NSF): AwardNumber 1432601. The thoughts and opinions expressed do not necessarily represent those ofNSF. Inclusive Engineering Identities: Two New Surveys to Assess Engineering Students’ Inclusive Values and BehaviorsThe under-representation of women and people of color in engineering careers is not fullyexplained by their lower representation in engineering degree programs. There is also attritionfrom the profession after engineering degrees are earned. Currently, 20% of engineering degreesare awarded to women, and

Conference Session

Cognitive Skills Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hannah Smith, Queen's University; Brian M. Frank, Queen's University

Tagged Divisions

Educational Research and Methods

Education, Champaign, IL: National Institute for Learning Outcomes Assessment, 2012, pp. 24–30.[3] International Engineering Alliance, “Celebrating international engineering education standards and recognition,” Washington, 2014.[4] S. Borwein, “The great skills divide: A review of the literature,” Toronto, Ontario, 2014.[5] National Association of Colleges and Employers, “Career Readiness Competencies: Employer Survey Results,” 2014. [Online]. Available: https://www.naceweb.org/knowledge/career-readiness-employer-survey- results.aspx?terms=employer survey skills. [Accessed: 07-Aug-2019].[6] J. Trevelyan, “Reconstructing engineering from practice,” Eng. Stud., vol. 2, no. 3, pp. 175–195, 2010.[7

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shamima Mithun, Indiana University-Purdue University, Indianapolis; Nancy Evans, Indiana University

Tagged Divisions

Educational Research and Methods

Paper ID #21586Impact of the Flipped Classroom on Students’ Learning and Retention inTeaching ProgrammingMs. Shamima Mithun, Indiana University-Purdue University, Indianapolis Lecturer at Computer Information Technology (CIT) department, IUPUI I received my PhD in Compter Science in 2012.Dr. Nancy Evans, Indiana University Nancy Evans is a Lecturer in Communication, Professional, and Computer Skills at the IU Kelley School of Business, Bloomington. She brings her experience in the business world (B.S. in Accounting), Ph.D. in Educational Studies from Ball State University, former consulting as a career coach, and teaching

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lauge Peter Westergaard Clausen, Technical University of Denmark; Jason Bazylak, University of Toronto; Steffen Foss Hansen, Technical University of Denmark; Redante Delizo Mendoza

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Toronto. His primary role is coordinating and teaching an award winning first year design and com- munications course (Engineering Strategies and Practice). As well he conducts action-based research into improving the learning experience of undergraduate engineering students and increasing diversity in the profession, particularly women and Indigenous peoples (Native Americans). Professor Bazylak started his career as a manufacturing engineer in a new product introduction division of a large telecommunication manufacturer. He returned to academia joining the University of Victoria first as an engineering co-operative education coordinator and then as an engineer-in-residence. He joined the University of Toronto as a

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bill D. Bailey, Kennesaw State University; Gregory L. Wiles P.E., Kennesaw State University; Thomas Reid Ball, Kennesaw State University

Tagged Divisions

Educational Research and Methods

Polytechnic College of Engineering and Engineering Technology. Before joining SPSU, Professor Ball held senior-level management positions throughout much of his 30-year career in manufacturing, operations and distribution. He has served as chair of the American Apparel Manufacturers Association’s Apparel Research Committee, and is a member of the Southern Chapter of the International Association of Clothing Designers and Executives. Professor Ball also holds the position of W. Clair Harris Endowed Chair. His academic background includes an Associate of Science degree from Southern Polytechnic, BA from Oglethorpe University and an MBA from Georgia State University. c American Society for

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lori Breslow, Massachusetts Institute of Technology; Christina Kay White, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

and faculty place oncommunication skills, the students’ perceptions of themselves as communicators, how thoseskills are developed within the wider curriculum, how proficient the students are upongraduation, and how these capabilities can be strengthened through improved pedagogicalmethods. Throughout the study, we use five different data collection techniques: (1) aninventory of the types and frequency of communication instruction and assignments through acontent analysis of syllabi; (2) two online student surveys, one administered at the beginning ofthe students’ undergraduate career and one given before graduation, to measure self-efficacy forcommunication; (3) a faculty survey to gauge the value instructors place on communication, aswell

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Maura J. Borrego, University of Texas - Austin; Mary E. Besterfield-Sacre, University of Pittsburgh; Cynthia J. Finelli, University of Michigan; Lisa R. Lattuca, University of Michigan; Prateek Shekhar, University of Texas - Austin

Tagged Divisions

Educational Research and Methods

Paper ID #14604Recommended Practices for Managing Large, Multi-Site Engineering Edu-cation Research Data Collection ProjectsDr. Maura J. Borrego, University of Texas - Austin Maura Borrego is Associate Professor of Mechanical Engineering and Curriculum & Instruction at the University of Texas at Austin. She previously served as a Program Director at the National Science Foun- dation and an associate dean and director of interdisciplinary graduate programs. Her research awards include U.S. Presidential Early Career Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award, and two

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jim L Borgford-Parnell, University of Washington

Tagged Divisions

Educational Research and Methods

parallel PLCconceptions and help to demonstrate how widespread those conceptions may be.Some of the PLC conceptions may have found their spark in a professor’s earlier studentexperience when the joy of learning was discovered, or they may have originated along with aprofessor’s commitment to a career in knowledge-making, or they may have taken root whileteaching when they witnessed a student’s transformation from an uncomprehending state to aknowledgeable state. For the eight professors in the study, their conceptions came from a varietyof sources including those just mentioned, but building and sustaining a PLC involved severalfactors, shown in Table 2, that were common to all of the professors.Table 2. Six of the factors necessary to build and

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

the two groups. Anotheraspect that may explain these findings is the social concept of identity. Academic identity, orstudent identity, may be influenced through the interplay of the individual, discipline, profession,and institution.35 As one form of these interactions, the faculty-student encounter is believed toinfluence student development. For students of any discipline, faculty interaction and beingtaught by student-oriented faculty influence students’ affective, personal, and cognitivedevelopment.36,37 There is also evidence showing that student-faculty interaction has a positiveinfluence on the likelihood of students choosing academic and scientific research careers,38 andthat informal interaction affects the development of problem

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew West, University of Illinois, Urbana-Champaign; Geoffrey L Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

B.Sc. in Pure and Applied Mathematics from the University of Western Australia. His research is in the field of scientific computing and numerical analysis, where he works on computational algorithms for simulating complex stochastic systems such as atmospheric aerosols and feedback control. Prof. West is the recipient of the NSF CAREER award and is a University of Illinois Distinguished Teacher-Scholar and College of Engineering Education Innovation Fellow.Dr. Geoffrey L Herman, University of Illinois, Urbana-Champaign Dr. Geoffrey L. Herman is a visiting assistant professor with the Illinois Foundry for Innovation in En- gineering Education at the University of Illinois at Urbana-Champaign and a research assistant

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark A Urlacher, Oregon State University; Shane A. Brown P.E., Oregon State University; Paul S. Steif, Carnegie Mellon University; Floraliza Bornilla Bornasal, Oregon State University

Tagged Divisions

Educational Research and Methods

conceptual change and situated cognition. He received the NSF CAREER award in 2010 and is working on a study to characterize practicing engineers’ understand- ings of core engineering concepts.Dr. Paul S. Steif, Carnegie Mellon University Paul S. Steif is a Professor of Mechanical Engineering at Carnegie Mellon University. He received a Sc.B. in engineering from Brown University (1979) and M.S. (1980) and Ph.D. (1982) degrees from Harvard University in applied mechanics. He has been active as a teacher and researcher in the field of engineering education and mechanics. His research has focused on student learning of mechanics concepts and devel- oping new course materials and classroom approaches. Drawing upon methods of