Conference Session

Teams, Teaching, Leadership, and Technical Communications in Mechanical Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Traci M. Nathans-Kelly, Cornell University; Rick Evans, Cornell University

Tagged Divisions

Mechanical Engineering

strengths, we choose to use a survey instrument to collect quantitative data andinterviews primarily to collect qualitative data7.Our focal research question became more detailed as we progressed. Now, our frame is this:How well can we facilitate in MAE undergraduate engineering students the development ofcommunicative self-efficacy (CSE) through ENGRC 2250 and then foster its continuingdevelopment through select junior and senior level courses in the MAE curriculum in a way thattransfers to and enables technical and professional communicative practice? CSE became theway that we choose to operationalize and test improvement in students’ ability to communicate.Simply put, using self-efficacy as a measuring stick for success is a well-established

Conference Session

Thermodynamics, Fluids and Heat Transfer II

Collection

2017 ASEE Annual Conference & Exposition

Authors

Karim Altaii, James Madison University; Colin J. Reagle, George Mason University; Mary K. Handley, James Madison University

Tagged Divisions

Mechanical Engineering

and exam scores betweenthe flipped and traditional classroom. Lape et. al. (2014) also performed a controlled, objectiveanalysis of an undergraduate chemical and thermal processes course and found no difference onassessments between flipped and traditional classrooms. Mason et. al. (2013) compared atraditional and flipped control systems engineering course for content coverage, studentperformance, and student perceptions. They found similar or higher levels of studentperformance and perception in the flipped classroom. With these results suggesting that there isno harm done in flipping the course, what are the benefits of flipping a course?One of the possible benefits is self-efficacy. Bandura (1997) defines perceived self-efficacy as

Conference Session

Mechanical Engineering Technical Session: Dynamics I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daeyeoul Lee, 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

Mechanical Engineering

items from the MSLQ [5] wereused. They have been widely used to measure self-efficacy and test anxiety in college settings[26], [33]. They used a 7-point Likert scale ranging from “not at all true of me” to “very true ofme.” The academic self-efficacy items were slightly modified to better fit the dynamics course.Specifically, the phrase of ‘the course’ in the self-efficacy items was changed to ‘ME 274’ toreflect the specific dynamic course number. For example, ‘I am certain I can understand the mostdifficult material presented in this course’ was changed to ‘I am certain I can understand themost difficult material presented in ME 274.’ The reliability of the self-efficacy and test anxietyitems were checked by Cronbach’s α values, which were

Conference Session

Mechanical Engineering Technical Session: Outreach and Retention

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Liang Zhu, University of Maryland, Baltimore County; Jamie R. Gurganus, University of Maryland, Baltimore County; Charles D. Eggleton, University of Maryland, Baltimore County; Ronghui Ma, University of Maryland, Baltimore County; Timmie Topoleski, University of Maryland, Baltimore County; Deepa Madan, University of Maryland, Baltimore County

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

In partnership with the psychology department in our institution, a survey was developedand it contained measurable items regarding their attitudes, perspectives, science/engineeringidentity, and research self-efficacy. The first section of the survey consisted of 10 questionsfocusing on students’ demographic information. The second section contained Likert scaleditems to include “Research Self-Efficacy” (9 questions), “Science/Engineering Identity” (5questions), “Expectations and Goals” (4 questions), “Academic Integration” (5 questions), and“Senses of Belonging to Program and Campus (8 questions)”. The following describesdevelopment of the questions in each category. Research Self-Efficacy: It is measured by items from the

Conference Session

Innovations in Mechanical Engineering Education Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University

Tagged Divisions

Mechanical Engineering

faculty as having better-informed opinions in their areas of expertise and as being Page 12.1020.3 able to teach students techniques for evaluating the quality of evidence underlying conclusions. 4The self-efficacy or Perceived self-efficacy is another framework or operative construct that hasrelevance to Lifelong learning studies. A student’s self efficacy is related to subsequentbehavior and that is ultimately the intent of ABET’s inclusion of Life-long learning as aoutcome6. We should strive to create Engineering graduates who have adequate self-efficacyand therefore the motivation to never stop learning. The construct of

Conference Session

Mechanical Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nolan Tsuchiya P.E., California State Polytechnic University, Pomona; Zhaoshuo Jiang P.E., San Francisco State University; Alec William Maxwell, San Francisco State University; Zahira H. Merchant

Tagged Divisions

Mechanical Engineering

students’ self-efficacy on critical engineering concepts using a five-point Likert-type scale from strongly agree to strongly disagree [15]. In this context, self-efficacyis defined as the ability of students to learn concepts and perform tasks efficiently [16]. Summer2017Results:Self-efficacy,FrequencyResponse Measures Mean Pre/Post T-test p value Q1 1.94/1.50 3.259 0.03 Q2 2.19/1.75 3.458 0.02 Q3 2.47/1.81 4.116 0.000 Q4 2.13/1.66 3.695

Conference Session

Thermodynamics, Fluids, and Heat Transfer-Part I

Collection

2010 Annual Conference & Exposition

Authors

Simin Hall, College of Engineering at Virginia Tech; Catherine Amelink, Virginia Tech; Sam Conn, Virginia Tech

Tagged Divisions

Mechanical Engineering

the 45 students enrolled in the course, 35 (29 men, 6 women) students completed the survey.Mean scores were computed for each item on the survey. Factor analysis was used to developthree scales for the three constructs measured by the survey. Chronbach alpha scores were usedto ensure reliability for the three scales. The mean age for the 35 students were 20.5 (SD=.92).C. Results from Survey:C.1. Self-EfficacyThe mean of self-efficacy in problem solving was 4.23 (SD=.54) for all 35 students with areliability coefficient of 0.82. Therefore, they were confident about their general problem solvingskills in engineering courses, revealing a high degree of self-efficacy. The mean and standarddeviation for each item that comprised the scale is shown

Conference Session

Thermal Fluid Experiment Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Soheil Fatehiboroujeni, Cornell University; Hadas Ritz, Cornell University

Tagged Divisions

Mechanical Engineering

as the type of experiment performed, specimengeometry, and measurement method. We identified 29 unique approaches to the problem, with noone approach accounting for more than three submissions.Student outcomes were measured by a survey of students’ attitudes and self-efficacy administereddirectly after every lab activity except for the first one. The fraction of students endorsingstatements related to a sense of agency increased dramatically between the “traditional” labs andthe guided-inquiry lab: from 52% to 82% for goal-setting and from about 64% to 92% for choiceof methods. Self-efficacy increased significantly in the primary targeted skills (designingexperiments, making predictions, and generating further questions), but there was no

Conference Session

Mechanical Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gregory Martin Freisinger, U.S. Military Academy; Richard Melnyk, U.S. Military Academy; Brian J. Novoselich, U.S. Military Academy

Tagged Divisions

Mechanical Engineering

this manuscript forcompleteness. The survey had 82 Likert-type items, with selections on agreement with each statementranging from 1-4 and 0-100. The survey took approximately 20 minutes to complete and wasemailed to all students enrolled in the two courses listed above. Measures of the followingandragogical measures and outcomes are as follows: Self-Directed Learning Dimensions AptitudeScale (SLDAS)24, Engineering Expectancy and Value Scale (EV)25, Epistemological BeliefsAssessment for Engineering (EBAE)26, Inventory of the Dimensions of Emerging Adulthood(IDEA)18, and Engineering Design Self-Efficacy Instrument (EDSE)27. Details on the individualmeasures can be found in the original manuscripts, however EBAE questions were adjusted

Conference Session

Mechanical Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark David Bedillion, Carnegie Mellon University; Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology; Walelign Messele Nikshi, South Dakota School of Mines and Technology

Tagged Divisions

Mechanical Engineering

2 6 17 complex systems. The Arduino kit manual was useful for learning 0 1 3 13 8 the kit basics. We received sufficient instruction on using the 0 1 4 9 11 Arduino kit to complete the final project. In the future, the class should continue using the 0 2 7 7 9 Arduino kit. Completing this course has made me well- prepared going into the 0 0 6 12 7 junior-level Mechatronics and Measurement Systems course …Self-efficacy results show some similar

Conference Session

Learning and Assessment in ME

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mark F. Schar, Stanford University; Sarah L. Billington, Stanford University; Sheri D. Sheppard, Stanford University

Tagged Divisions

Mechanical Engineering

diminishment of learning core engineeringconcepts.17 While the case study experience did not significantly change entrepreneurial careerintentions it did grow students’ perceived entrepreneurial self-efficacy (as measured byconfidence in business skills), which can be a precursor to changing career intent.4. Research HypothesesThe intent of this curriculum is to introduce entrepreneurial concepts in the context of entry-levelengineering curriculum in the hope that it would have a positive impact on the students’entrepreneurial career intent. Therefore, our research hypothesis is: The incorporation of entrepreneurial content into core engineering curriculum will have a positive impact on engineer students’ entrepreneurial

Conference Session

Teaching Mechanical Systems: What's New

Collection

2010 Annual Conference & Exposition

Authors

Ashok Kumar Manoharan, Auburn University; P.K. Raju, Auburn University; Chetan Sankar, Auburn University

Tagged Divisions

Mechanical Engineering

concepts. Inaddition, three case studies were used in the experimental section. Four class periods were setaside for presenting and discussing case studies. The assessment of student learning in both institutions was conducted through the use ofa questionnaire that measured the students’ perceptions on achieving higher-order cognitiveskills, improvement in self-efficacy, and improvement in team working skills11. Thesequestionnaires were completed by the students in the experimental and control sections at thestart and end of the course. The items in the questionnaire were combined to compute the meansand standard deviation of the measures. Table 2 shows the results that were computed for theexperimental and control sections at both Auburn

Conference Session

Student Learning and Assessment I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; Anna Pereira, University of California, Berkeley; Benjamin Mitchell, Michigan Technological University

Tagged Divisions

Mechanical Engineering

engineering attitude survey (EAS1), inaddition to the MAT and PEQ1. In the following spring, students completed an altered attitudesurvey, EAS2, and the MAT. EAS1 was the Pittsburgh Freshmen Engineering AttitudeSurvey.15 EAS2 was a modified shorter version of EAS1. EAS1 questions with low correlation toMAT were removed. Six questions were added from a tinkering self-efficacy questionnaire tobetter capture differences in hands-on self-efficacy.16 In total the EAS2 was shortened to 35questions. Table 11 shows the attitude questions with the most significant differences betweenmale and female students. Note that the male student responses on average reflect moreconfidence in and enjoyment of hands-on activities

Conference Session

Mechanical Engineering Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Barbara Sabine Linke, University of California, Davis; Ian C. Garretson, University of California, Davis; Fahad M. Jan, University of California, Davis; Lee Michael Martin, University of California, Davis; Mohamed M. Hafez, University of California, Davis

Tagged Divisions

Mechanical Engineering

capabilities, will be assessed through self-report surveys. Students’ evaluation of theclass (course quality, self-report of learning, etc.) will be assessed through standard end of courseevaluation questions. In addition, they will complete pre and post measures of on theirperceptions of the value of engineering (the intrinsic value subscale of Li et al., 2008) andengineering design self-efficacy (Carberry, Lee, & Ohland, 2010). Table 2: Evaluation plan Evaluation Question Instruments Analysis/Timeline Do students learn Classroom Classroom measures will be analyzed specific course content measurements (tests, formatively, during the course, to assess

Conference Session

Active and Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

John S. Lamancusa, Pennsylvania State University, University Park; Laura L. Pauley, Pennsylvania State University, University Park

Tagged Divisions

Mechanical Engineering

. In Fall 2010, the ranking ofdesign activities was done at the end of the intermediate design course. In the future, we plan toconduct this activity at the beginning and end of the course and assess differences in students’responses.4.1c Design SurveyThe self-efficacy design survey developed by Carberry et al.17 was used to measure students’self-concepts towards engineering design. Students are asked to evaluate their confidence,motivation, success, and anxiety in performing nine different design tasks. The question stemdirections state: “Rate your degree of confidence/motivation/success/anxiety in performing thefollowing tasks by recording a number from 0 to 100.” The tasks listed under each stem are:conduct engineering design, identify a

Conference Session

Mechanical Engineering Technical Session: The Art of Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University

Tagged Divisions

Mechanical Engineering

towards securing my future.”Question 7. How do you feel when you have low grades in class?Low performance as measured by grades can have highly damaging and negative consequenceson students perceived self-efficacy, confidence, and motivation. As indicated by the participants’statements, students begin to question their capability to comprehend class material which impactstheir sense of self confidence to achieve academic success. “I feel terrible.” “Nervous and slightly concerned/stressed for my grade.” “Anxious because it will affect my GPA and I’m not sure that I’m learning well.” “Stressed out, hyper.” “I feel terrible and dumb. Like I know nothing in the class which is usually not true.” “I feel a little depressed since grades

Conference Session

Improving ME instructional laboratories

Collection

2006 Annual Conference & Exposition

Authors

Jed Lyons, University of South Carolina

Tagged Divisions

Mechanical Engineering

Education. 21:5, 491-508.12. Edwards, H. (1993). Mistakes and Other Classroom Techniques: An Application of Social Learning Theory. Journal of Excellence in College Teaching. 4, 49-60.13. Goodwin, S. (1997). The Effects of Error Detection Instruction on Developmental Algebra Students. Dissertation. West Virginia University.14. Socha, D., Razmov, V., and Davis, E. (2003). Teaching Reflective Skills in an Engineering Course. Proceedings of he 2003 American Society of Engineering Education Annual Conference and Exposition.15. Lorenzet, S., Salas, E. and Tannenbaurm, S. (2005). Benefiting from Mistakes: The Impact of Guided Errors on Learning, Performance and Self-Efficacy. Human Resource Development Quarterly. 16:3, 301

Conference Session

Undergraduate Research and a Force and Moment Lab

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert J. Prins, James Madison University

Tagged Divisions

Mechanical Engineering

"soft skills" (a.k.a."essential skills") as advocated by ABET 2000. A more recent example is provided by Boylan-Ashraf who includes hands-on lab activities as part of an arsenal of active strategies applied in anintroductory solid mechanics course (based on presented topical coverage the course would serveas a course in statics). Indicated advantages of active strategies include their increasedlikelihood (compared to lecture-based activities) to provide experiences that are significantenough to build connections as well as a strong association with improved self-efficacy. It isfurther suggested that hands-on learning may promote student retention.Developing contextual knowledge for the "machines" topic In spite of the potential advantages

Conference Session

Thermal Fluid Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Soheil Fatehiboroujeni, Cornell University; Matthew J. Ford, Cornell University; Hadas Ritz, Cornell University; Brian J. Kirby, Cornell University; Elizabeth Mills Fisher, Cornell University

Tagged Divisions

Mechanical Engineering

% drop in the mean scorefrom 2019 to 2020 (t-test, 𝑝 ≪ 0. 001). Figure 5: the distribution of scores in the multiple choice concept inventory tests 2 2 (𝑛19 = 131 , 𝑛20 = 99 , 𝑓 = (1\σ 2π) 𝑒𝑥𝑝(− (𝑥 − µ) \2σ ). Furthermore we measure students’ motivation and attitudes towards learning by adoptingportions of the Motivated Strategies for Learning Questionnaire (MSLQ) that was administeredtowards the end of each semester [10]. The survey included multiple items related to intrinsicand extrinsic motivation, self-efficacy, task value, and peer learning. Please see the appendix fora list of items in our survey. Figure 6

Conference Session

Mechanical Engineering Technical Session: Pedagogy I - Best Teaching Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Autar Kaw, University of South Florida; Renee M. Clark, University of Pittsburgh

Tagged Divisions

Mechanical Engineering

learningexercises such as peer-to-peer learning, solving procedural problems, outlining solutions to open-ended problems that are ill-defined, may need assumptions and additional data from reliablesources. Because of the displacement of class time due to active learning, some content on atopic is pushed to out-of-class time to foster self-efficacy and life-long learning skills. Thegraded assessment includes weekly automatically graded online quizzes, two main projects,special assignments such as open-ended problems, four tests, and a final examination. Non-graded assignments include multiple-choice questions and selected problems from the textbook.The experimental group MBLG is a modified version of the BLG. The MBLG is different onlyin the following three

Conference Session

Thermodynamics

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nihad Dukhan, University of Detroit Mercy; Mark Schumack, University of Detroit Mercy

Tagged Divisions

Mechanical Engineering

extent onstudents’ self-efficacy and the degree of collaboration among peers. In problem-basedenvironments, learners practice higher order cognitive skills (analysis, synthesis and evaluation),and constantly engage in reflective thinking.49 Students using problem-based learning can havea varied level of guidance form their instructors ranging from no to moderate guidance. If theguidance level is too low in problem-based learning, heavy cognitive loads may result during thelearning process. Lape10 presented tiered scaffolding techniques to bridge the gaps in high-cognitive-load problem-based learning in thermodynamics.Alvarado44 described a problem-based activity in which students were asked to design anexperiment based on a thermodynamics device

Conference Session

Mechanical Engineering Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Louis J. Everett, University of Texas, El Paso; Norman Love, University of Texas, El Paso; Md Moinuddin Shuvo, University of Texas at El Paso; Vishal Bhimrao Zade, University of Texas, El Paso

Tagged Divisions

Mechanical Engineering

-13, August 2004.[4] Williams, J., and Jacobs, J., “Exploring the Use of Blogs as Learning Spaces in the HigherEducation Sector,” Australian Journal of Educational Technology, vol. 20, no. 2, pp. 232-247,2004.[5] Davies, J., and Graff, M., “Performance in e-Learning: Online Participation and StudentGrades,” British Journal of Educational Technology, vol. 36, no. 4, pp. 657-663, 2005.[6] Shea, P., and Bidjerano, T., “Learning Presence: Towards a Theory of Self-Efficacy Self-Regulation and the Development of a Communities of Inquiry in Online and Blended LeanringEnvironments,” Computers and Education, vol. 55, pp. 1721-1731, 2010.[7] Sadera, W., Robertson, J., Song, L., and Midon, N., “The Role of Community in OnlineSuccess,” Journal of Online

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeremiah J. Neubert, University of North Dakota; Joel Kevin Ness, University of North Dakota

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

number of students that fail to complete the coursewith a C or better, a requirement to avoid retaking the course. The impact of the supervisionswas measured through the use of final course grades, student performance on summativeassessments, and surveys. The results show that supervisions positively impacted student successand persistence, but there is some concern with its effects on student self-efficacy. In addition, itwas found that supervisions did not affect student use of crutches.SupervisionsCambridge and Oxford Universities both assign problems to students that become the focus ofsmall group discussions called supervisions. The discussions are facilitated by a supervisor.Typically, the supervisor a graduate student, post-doctoral

Conference Session

Learning and Assessment in ME 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert J. Rabb P.E., The Citadel; Patrick Bass, The Citadel; Monika Bubacz, The Citadel; Kevin Skenes, The Citadel

Tagged Divisions

Mechanical Engineering

new version of the software. This papersummarizes the results of revising a traditionally taught course, with notes and handouts, to onethat utilized a textbook, and finally into a hybrid flipped classroom model.IntroductionOne of the challenges in the teaching profession is to motivate and inspire students to learn.There are numerous examples to motivate students as expressed by Barbara Davis. These rangefrom incorporating different teaching methods to various ways to organize the course1.Chickering and Gamson argue that time on task and active learning leads to betterunderstanding2. Vogt emphasized and elaborated for “time expending the necessary mentaleffort.” She also continued in her study to show that student self-efficacy had “very

Conference Session

Design Projects in Mechanical Engineering II

Collection

2010 Annual Conference & Exposition

Authors

Bethany Fralick, Purdue University; Jed Lyons, University of South Carolina

Tagged Divisions

Mechanical Engineering

that this may be attributed tothe nature of the science laboratory courses taken by freshmen and sophomores at this institution,which consist largely of cookbook experiments. The results of this investigation indicate a needfor exposure to engineering experimental design processes sooner in the student‟s academiccareer. Page 15.1112.2 1IntroductionThe goal of this research is to contribute to our understanding of how students learn to designexperiments. This study focuses specifically on student attitudes towards an open-ended designproject because attitudes are important to issues of self

Conference Session

Thermal Fluid Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Autar Kaw, University of South Florida

Tagged Divisions

Mechanical Engineering

examinationsthat are not the same and where allowable resources are different (Ryan, 2016).Suppose the author was to comment on possible reasons for the high number of A grades in theonline group. In that case, one could "possibly" point to the general higher self-efficacy ofacademically bright students in an online environment. More of them (Giancola and Kahlenberg,2016) belong to the upper-income quartiles and can afford better resources and environment toflourish in the online environment.Individual grade components (tests, homework, projects) also show no statistically significant orpragmatic differences between the two groups except for the homework assignments. The onlineflipped class students scored 13% more than the F2F flipped classroom, which

Conference Session

Machine Design Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Edward James Diehl P.E., University of Hartford

Tagged Divisions

Mechanical Engineering

.[3] N. D. Fleming, "I'm different; not dumb. Modes of presentation (VARK) in the tertiaryclassroom,” Research and Development in Higher Education, Proceedings of the 1995 AnnualConference of the Higher Education and Research Development Society of Australasia(HERDSA), HERDSA, vol 18, 1995, pp. 308-13.[4] J.-M. J. Booth, T. E. Doyle and D. M. Musson, "Influence of learning preference on self-efficacy and performance in mixed-modality firstyear engineering design," Proceedings of theCanadian Engineering Education Association (CEEA), 2013.[5] G. B. Dadi, P. M. Goodrum, T. R. B. Taylor and W. F. Maloney, "Effectiveness ofcommunication of spatial engineering information through 3D CAD and 3D printed models,"Visualization in Engineering, vol. 2

Conference Session

Thermodynamics, Fluids, and Heat Transfer I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nihad Dukhan, University of Detroit Mercy

Tagged Divisions

Mechanical Engineering

thermodynamics instructions by someresearchers. This method trains students to tackle ill-defined, ill-structured problems as found inthe real world.4 Studies have shown that this learning method results in more positive students’attitudes, a deeper conceptual understanding and improved retention of knowledge.12 Thesuccess of problem-based learning depends to some extent on students’ self-efficacy and thedegree of collaboration among peers. In problem-based environments, learners practice higherorder cognitive skills (analysis, synthesis and evaluation), and constantly engage in reflectivethinking.34 Lape35 presented tiered scaffolding techniques to bridge the gaps in high-cognitive-load problem-based learning in thermodynamics. In a problem-based

Conference Session

Mechanical Engineering Division Technical Session 10

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anurag Purwar, Stony Brook University; Catherine A. Scott, Stony Brook University

Tagged Divisions

Mechanical Engineering

to practice to enhance students experience in learning dynamics,” in 2015 ASEE Annual Conference & Exposition, p. 10.18260/p.23821. [3] S. Huang and J. M. Mativo, “Impact of interventions on students’ conceptual understanding of dynamics principles and self-efficacy,” in 2015 ASEE Annual Conference & Exposition, p. 10.18260/p.24223. [4] P. M. Nissenson, J. Seong, C. Chen, P. A. Dashner, and A. C. Shih, “Developing web-assisted learning modules in vector dynamics,” in 2014 ASEE Annual Conference & Exposition, https://peer.asee.org/20297. [5] E. Perry and J. Marchetta, “The effectiveness of online learning objects in helping stu- dents master required course competencies,” in 2006 ASEE Annual Conference &

Conference Session

Mechanical Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Molly McVey, University of Kansas; Carl W. Luchies, University of Kansas; Camilo Giraldo, University of Kansas; Logan Sidener, University of Kansas

Tagged Divisions

Mechanical Engineering

-Jan-2019][4] S. A. Ambrose, M.W. Bridges, M. DiPietro, M.C. Lovett, and M.K. Norman, How learning works : seven research-based principles for smart teaching: John Wiley & Sons, 2010.[5] A. Williams, "Online homework vs. traditional homework: Statistics anxiety and self- efficacy in an educational statistics course," Technology Innovations in Statistics Education, vol. 6, no. 1, 2012.[6] D. S. Brewer and K. Becker, "Online homework effectiveness for underprepared and repeating college algebra students," Journal of Computers in Mathematics and Science Teaching, vol. 29, no. 4, pp. 353-371, 2010.[7] J. Mestre, D. M. Hart, K. A. Rath, and R. Dufresne, "The effect of web-based homework on