Conference Session

Explorations in Mechanics Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University; Charles E. Riley, Oregon Institute of Technology; Luciana R. Barroso, Texas A&M University; David G. Pollock P.E., George Fox University; Jennifer Light, Lewis & Clark College; Adam Lenz, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

MaterialsIntroductionThe work reported in this paper begins with the end of a previous research project. Our earlierwork investigated student understanding of mechanics of materials1–3. After describing howstudents understand this topic, we wanted to move on to developing course materials to helpbuild on students’ existing understanding and address misconceptions. This is not an unusualprogression, and, indeed, our initial research in this area showed us that most course materialsthat are developed from research never achieve broad adoption4. Many engineering educatorsdevelop their own materials, duplicating researchers’ efforts and potentially denying students thebenefit of research-based materials with proven effectiveness. The lack of adoption is a

Conference Session

Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yufeng Hu P.E., Western Michigan University; Javier Martin Montefort P.E., Western Michigan University; Edmund Tsang, Western Michigan University

Tagged Divisions

Mechanics

miss important points in a traditionallecture setting, which is an instructor-centered, relatively passive method of learning. Whilelecturing still remains an effective and important way of conveying knowledge, it is critical toget students engaged in active learning through activities such as solving problems, working witheach other, asking questions and getting feedback.To enhance student learning in Statics, researchers at various institutions have explored othermethods for teaching Statics, such as developing concept map and quantifying students’conceptual understanding[1, 2], developing on-line homework or learning modules[3, 4], peer-led-team-learning[5], project-based learning[6], emporium-based course delivery[7]. Among them

Conference Session

Improving Mechanics Courses

Collection

2007 Annual Conference & Exposition

Authors

Madhukar Vable, Michigan Technological University; William Kennedy, Michigan Technological University

Tagged Divisions

Mechanics

concrete experiences directly, employ reflective observations regarding thoseexperiences, engage in a periods of abstract conceptualization, and then participate in learningactivities that involve active experimentation such as projects and classroom discussions. Once,again, the inclusion of rich case studies from other domains such as MOM in Action would seemconsonant with Kolb’s ideas.Another influential contemporary educator long concerned with human learning, John Biggs,argues11 that a student’s choice of learning strategy and his/her motive for learning largely prede-termine the depth and durability of their learning. Biggs argues that students engage in superficiallearning when their study strategies primarily involve doing the least that

Conference Session

Back to Basics in Mechanics

Collection

2006 Annual Conference & Exposition

Authors

Thomas Malmgren, University of Pittsburgh-Johnstown

Tagged Divisions

Mechanics

at Johnstown, students areencouraged to use this approach on some of their analysis work on their designs projects. Thiscourse is taken after the students have completed Engineering Statics and while they are takingDynamics and Mechanics of Materials. Typically, their design projects (with students workingin groups of three) involve designing a machine to perform a particular task. Through thesynthesis stage of developing the machine’s layout and configuration, followed by force analysisand kinematic analysis, students often just try to get “something that works.” During advisingsessions, they are encouraged to look at a graphical analysis approach to check their results.Many times this can be an epiphany to the students when they visually

Conference Session

Teaching with Technology in Dynamics and Mechanics of Materials

Collection

2006 Annual Conference & Exposition

Authors

Rungun Nathan, Villanova University

Tagged Divisions

Mechanics

was discussed by the whole class. Following the discussion, each studentwas asked to work individually and proceed with the solution to the problem. During thistime, the instructor walked around assessing students’ work and looking for holes in thecomprehension of the concept. Finally the problem was solved in full and was posted onthe web for access outside of class. With the availability of a tablet-pc towards the end offall 2003 – a transition from overhead cameras to tablet was made. The transitionbrought a change in quality of image projection and an overwhelming positive responsefrom the students. The following fall – only tablet-pc was used for all classroominstructions – replacing overhead transparencies and document camera. The

Conference Session

Internet Delivery of Mechanics Courses

Collection

2007 Annual Conference & Exposition

Authors

Paul Steif, Carnegie Mellon University; Anna Dollar, Miami University

Tagged Divisions

Mechanics

each section in a modulesignal to students if additional studying is needed to meet learning objectives.1. IntroductionThere is an increasing demand for engineering education around the world, as well as increasingopportunities to leverage technology for this purpose. As one response, we are seeking to createa complete on-line introductory-level Statics course for novice learners. This project is part of awider Open Learning Initiative (OLI) at Carnegie Mellon University, supported by the Williamand Flora Hewlett Foundation, to develop cognitively-informed high quality on-line courses.With this Statics course we hope to increase the number of learners that can be reached(including independent learners), and to support other instructors with

Conference Session

Innovations in Teaching: Statics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christine Valle, Georgia Institute of Technology; Sue Rosser, San Francisco State University; Janet H Murray, Georgia Tech; Wendy C. Newstetter, Georgia Institute of Technology; John D. Leonard II, Georgia Institute of Technology; Laurence J. Jacobs, Georgia Institute of Technology

Tagged Divisions

Mechanics

in a Statics ClassAbstractWhile difficulties in the Statics course arise for several reasons, our project seeks to address theproblem of context. Our hypothesis is that all students generally, and women and minoritiesparticularly, are more likely to do well in statics when the problems are placed in the context ofreal world usefulness. Towards that end, we have been developing InTEL (Interactive Toolkit forEngineering Education), a computer-based manipulable environment that supports teaching andlearning in statics by mapping images from real-world environments to abstract free-bodydiagrams for 2D and 3D equilibrium problems. To the best of our knowledge, there are very fewonline tools students can use to study 3D equilibrium problems. Yet

Conference Session

Teaching Statics

Collection

2010 Annual Conference & Exposition

Authors

Christine Valle, Georgia Institute of Technology; Sue Rosser, Georgia Institute of Technology; Janet Murray, Georgia Institute of Technology; Wendy Newstetter, Georgia Institute of Technology; Laurence Jacobs, Georgia Institute of Technology

Tagged Divisions

Mechanics

particularly problematic when amplified bygender and under-represented minorities (URM) issues. And such faltering so early in the majorcan cause a student to leave engineering.While difficulties in the course arise for several reasons, our project seeks to address the problemof context. Our hypothesis is that women and minorities particularly, and students generally, aremore likely to do well in statics when the problems are placed in the context of real worldusefulness. An approach to teaching that effectively scaffolds students' efforts at model buildingand connects abstract principles/concepts to real world, every day applications will benefit allstudents while promoting diversity in engineering. Towards that end, we have been developingInTEL

Conference Session

Enhancing the Statics Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Russell Pearce, Whatcom Community College; Todd R. Haskell, Western Washington University; Kordel J. Clarks, Student Representative - Whatcom Community College

Tagged Divisions

Mechanics

at Whatcom Community College since 2012, giving lab support to physics, engineering, and geology, as well as teaching the occasional physics class. Russell’s interests include cre- ating hands on learning tools that encourage active engagement for Physics and Engineering students, and developing classroom demonstrations that confront student misconceptions and create classroom conver- sation.Todd R. Haskell, Western Washington University Todd Haskell is a cognitive scientist interested in learning and the development of expertise, especially in STEM fields. He is currently Associate Professor of Psychology at Western Washington University. In previous projects Dr. Haskell has worked on understanding how chemistry

Conference Session

Explorations in Mechanics Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics

the instructor duringthe learning process. These longer periods allowed for the instructor to focus on interdisciplinaryproblems rather than traditional civil and mechanical engineering problems. The authors providea list of supplies and required equipment.18 Hall et al. 19 also outline the design, construction,and fabrication of seven laboratory exercises and a design project for a sophomore levelintegrated statics and mechanics of materials course. Each laboratory and project is detailed, Page 26.780.4including photographs, drawings of the equipment, student work requirements, principles demonstrated, and equipment design and fabrication

Conference Session

Teaching Dynamics

Collection

2010 Annual Conference & Exposition

Authors

Sherrill Biggers, Clemson University; Marisa Orr, Clemson University

Tagged Divisions

Mechanics

classroom designed for 72 students sitting at eight largeround tables. Dual computer projection screens and multiple white boards are available. Thearchitecture enables and encourages peer instruction and collaboration. Students are assigned tocertain tables and reassignments occur after each major test. We try to have more than onestudent within any underrepresented group assigned to any given table. We make assignmentsso as to include a range of GPRs and class performance levels at each table. We have at leastone or two undergraduate learning assistants who move through the room along with theinstructor providing assistance and guidance during the in-class learning activities. The roomcan become wonderfully noisy during their in-class work and it

Conference Session

Engaging the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew M. Barry, University of Pittsburgh; Samantha E. Wismer; Tony Lee Kerzmann, University of Pittsburgh; Lee Allen Dosse, University of Pittsburgh

Tagged Divisions

Mechanics

engineering roles. He served as the mechanical coordinator for the RMU Engineering Department for six years, and was the Director of Outreach for the Research and Outreach Center in the School of Engineering, Mathematics and Science. In 2019, Dr. Kerzmann joined the Me- chanical Engineering and Material Science (MEMS) department at the University of Pittsburgh. He is the advising coordinator and associate professor in the MEMS department, where he positively engages with numerous mechanical engineering advisees, teaches courses in mechanical engineering and sustainability, and conducts research in energy systems. Throughout his career, Dr. Kerzmann has advised over eighty student projects, some of which have won

Conference Session

Mechanics Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Todd R. Haskell, Western Washington University; Jill Davishahl, Western Washington University; Lee Singleton, Whatcom Community College; Wade H. Goodridge, Utah State University

Tagged Divisions

Mechanics

University Todd Haskell is a cognitive scientist interested in learning and the development of expertise, especially in STEM fields. He is currently Associate Professor of Psychology at Western Washington University. In previous projects Dr. Haskell has worked on understanding how chemistry novices and experts navi- gate between macroscopic, symbolic, and small particle representations, and how pre-service elementary teachers translate an understanding of energy concepts from physics to other disciplines.Ms. Jill Davishahl, Western Washington University Jill Davishahl is the Director of Pre-Engineering Program Development and faculty member at West- ern Washington University. She spends her time teaching, developing and

Conference Session

Alternative Methods of Teaching and Learning Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Mechanics

correlating the course and lab material, and reduced the time tocomplete the reports.I. BACKGROUND AND MOTIVATIONBackgroundCurrently, there are numerous teaching and pedagogical methods that target student engagement,comprehension, and scholarship abilities in engineering education. One of the most prominent isknown as Project-based learning (PBL). PBL focuses on the application of knowledge rather thanthe acquisition of knowledge and its primary objective involves enhancing student comprehensionby incorporating project-based instruction [13], [19], [20]. An alternative instructional methodincorporated in engineering education is the implementation of visual cueing, which according toresearchers, is verified to increase retention rates in less time

Conference Session

Innovations in Teaching: Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jim M. Papadopoulos, University of Wisconsin - Stout; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Vincent C. Prantil, Milwaukee School of Engineering

Tagged Divisions

Mechanics

modeling in an engineering design graphicscourse. Cole (1999)3 articulated a similar strategy to include FEA as part of a philosophy ofintegrating CAD into the Mechanical Engineering Technology curriculum. Ural & Yost (2010)4report developing a freshman level project to investigate the behavior of a SMARTBEAM®, inwhich the FEA and experimental measurements are conducted simultaneously and compared. Ineach of these cases, use of FEA as a practical tool is emphasized, and none appeared to requirestudents to learn the underlying FE theory or to know principles of mechanics of materials apriori. Numerous other examples, not cited here, appear to exist in introductory freshman designcourses.In contrast to the situation with freshman courses

Conference Session

Teaching Mechanics of Materials & General Mechanics

Collection

2010 Annual Conference & Exposition

Authors

Robert Freeman, University of Texas, Pan American; Horacio Vasquez, University of Texas, Pan American; Martin Knecht, South Texas College; Taylor Martin, Univ of Texas at Austin; Arturo Fuentes, University of Texas, Pan American; Joan Walker, Long Island University; Araceli Ortiz, Tufts University

Tagged Divisions

Mechanics

Department of Information Resources (DIR) has launched a project that includes the design of a new portable communication tower to replace the main one while it is repaired. The emergency tower consists of a fixed pole of height 6 m supported by three cables having maximum cable force allowed of 30 kN. As an engineer, your challenge is to design a cable support system for this portable communication tower. Page 15.397.7 Figure 2. Challenge for Statics: Vectors and ForcesFigure 3 shows a sketch of the general situation for the portable communication tower and thecable support system. Fwind

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

attributed the ensuing difficultiesassociated with learning basic mechanics to the following factors: 1) insufficient mathematicalknowledge, 2) overall abstractness of the content, 3) students’ preconceptions of the content and4) the degree of logical precision required in problem solving [4-7]. To combat these factors,researchers have recommended the use of multiple representations of the concepts as well asopportunities for repeated practice [8]. Additionally, the use of technology-enabled tools hasbeen reported to significantly reduce the cognitive gap associated with learning fundamentalconcepts such as mechanics.The larger project from which this WIP is drawn is rooted in the belief that problem-solving isfoundational to engineering education

Conference Session

Making Mechanics Courses Fun and More Effective

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anuja Kamat, Wentworth Institute of Technology; Hadi Kazemiroodsari, Wentworth Institute of Technology; Leonard Anderson, Wentworth Institute of Technology

Tagged Divisions

Mechanics

/pattern and vector co-relation using the problem conceptthat they have been exposed to in previous curriculum, the students are introduced to a three-dimensional problem. The three-dimensional vector is made using a glass box and tape. Fig 3: Two dimensional vector problem solved using traditional lecture slides[5]Glass boxThe glass box is made of acrylic, with the brown long diagonal the length of the 3-d vector andthe three sides of the box representing the x, y and z components. The diagonals on each plane ingreen, orange and purple color would represent accurately the projections in the x-y, y-z and x-zplanes as shown in the Fig. 3. Fig 4: 3 D vectors used in the demonstrationColor scheme for the three

Conference Session

Explorations in Mechanics Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Derek James Lura Ph.D., Florida Gulf Coast University; Robert James O'Neill, Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University

Tagged Divisions

Mechanics

best practices from the scholarship of teaching and learning. Outside of course development, his primary re- search interests are in biomechanics, rehabilitation, prosthetics, and robotics. His current research projects include robotic methods modeling and predicting human motion, the functional evaluation of a variety of prosthetic devices, and the creating of low-cost virtual reality systems for stroke rehabilitation. His goals are to offer the best possible education to his students and to increase the mobility and manipulability of persons with disabilities.Dr. Robert James O’Neill, Florida Gulf Coast University Dr. ROBERT (BOB) J. O’NEILL is Professor and Chair of the Department of Environmental and Civil

Conference Session

Innovative Teaching Techniques in Mechanics

Collection

2007 Annual Conference & Exposition

Authors

Rungun Nathan, Villanova University

Tagged Divisions

Mechanics

using sine and cosine law). For concepts that the whole class haddemonstrated a clear understanding – a review is first carried out which is very similar towhat most instructors would do in a typical class. (Known in DI circles as DirectInstruction). Then the concept is posed in the form of an inquiry–based learningapproach. For example, this semester the concept of “dot or scalar products of vectors”was clear to all the students, so a brief review of the definition was followed by aninquiry/problem based approach with the question, “how to find the angle between twovectors using dot or scalar products?” This exercise was carried out with the help of ahandout given to the class. This was later followed by how to find the projection of onevector

Conference Session

Statics - They can move at constant velocity!

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet Y Tsai, University of Colorado at Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Michael Patrick Hannigan, University of Colorado - Boulder

Tagged Divisions

Mechanics

learning, in which relevant problems are used to provide context and motivationfor learning2. Collaborative, cooperative, and problem-based learning are among the mostthoroughly discussed active learning methods2–5.The Engage Engineering project utilizes problem-based learning as one of “three research-basedstrategies to improve student day-to-day classroom and educational experience,” referred to asE3s or Everyday Examples in Engineering1. Motivated by the idea that students learn better whenthey are comfortable with the context and meaning of the teaching examples used in lessons, theEveryday Examples in Engineering project uses objects that students are familiar with (iPods,sausages, bicycles, etc.) to teach fundamental engineering concepts6-7

Conference Session

Mechanics Classroom Demonstrations

Collection

2012 ASEE Annual Conference & Exposition

Authors

Genevieve Gagnon Ph.D., University of Saint Thomas

Tagged Divisions

Mechanics

 Engineering  Programs:  Effective  for  Evaluations  during  2004-­‐2005  Accreditation  Cycle,”  Baltimore  MD  www.abet.org  ,  2003.    4-­‐  National  Academy  of  Engineering,  Center  for  the  Advancement  of  Scholarship  on  Engineering  Education  (CASEE),  http://www.nae.edu/NAE,  1999.    5-­‐  The  Millennium  Project,  Media  Union,  University  of  Michigan,  Ann  Harbor,  “High  Education  in  the  new  Century:  Themes,  Challenges  and  Opportunities”,  Nagoya,  Japan,  July  2002.    6-­‐  National  Survey  of  Student  Engagement  (NSSE),  The  College  Student  Report.  “The  NSSE  2000  Report:  National  Benchmarks  of  Effective  Educational  Practice”,  2000.    7-­‐  Jeopardy  game  classroom  material  in  Mechanics  of

Conference Session

Teaching Mechanics of Materials

Collection

2014 ASEE Annual Conference & Exposition

Authors

Peter W Malak, Marquette University; Mark L. Nagurka, Marquette University

Tagged Divisions

Mechanics

aredeveloped for various types of springs. There may be a rudimentary exposure to physical springsin a mechanical engineering laboratory; more often, springs are passed around in class and usedas part of demonstrations.Discovery Learning The term "discovery learning" covers a variety of instructional techniques, such as active,cooperative, collaborative, project-based, and inductive learning. In these student-centered peda-gogical methods, the focus of activity is shifted from the teacher to the learner. The student is notprovided with an exact answer or a specified approach but with the materials and resources thatcan be used to find the answer independently. In the context of a laboratory setting, discoverylearning takes place when a challenge is

Conference Session

Explorations in Mechanics Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

William Graves P.E., U.S. Military Academy; Young Hwan Chun, U.S. Military Academy; James Ledlie Klosky P.E., U.S. Military Academy; Brock E. Barry P.E., U.S. Military Academy

Tagged Divisions

Mechanics

Military Academy, West Point, New York. Dr. Barry holds a Bachelor of Science degree from Rochester Institute of Technology, a Master of Science degree from University of Colorado at Boulder, and a PhD from Purdue University. Prior to pursuing a career in academics, Dr. Barry spent 10-years as a senior geotechnical engineer and project manager on projects throughout the United States. He is a licensed professional engineer in multiple states. Dr. Barry’s areas of research include assessment of professional ethics, teaching and learning in engineering education, and learning through historical engineering accomplishments. He has authored and co-authored a significant number of journal articles and book chapters on these

Conference Session

Anything New in the Mechanics of Materials?

Collection

2008 Annual Conference & Exposition

Authors

Arturo Fuentes, University of Texas-Pan American; Stephen Crown, University of Texas-Pan American; Bob Freeman, University of Texas-Pan American

Tagged Divisions

Mechanics

introduced to motivate the student to do well. The stage of go public corresponds to the final project and report in the engineering design process.Challenge N: The following progressively more ambitious challenges enable the student toprogressively deepen their knowledge to the topic being explored.According to the authors, the different stages of the Legacy learning cycle focus to differingextents on student motivation, discovery, knowledge, and self-efficacy (key desirable studentoutcomes). Even though all stages of the Legacy learning cycle have a combination of them,there is usually one or two that dominate in each stage. For example, while the stages of“challenge”, “generate ideas”, and “go public” may all contain a

Conference Session

Hybrid and Online Teaching of Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicolas Nytko, University of Illinois at Urbana-Champaign; Matthew West, University of Illinois at Urbana-Champaign; Mariana Silva, University of Illinois at Urbana-Champaign

Tagged Divisions

Mechanics

. Mariana Silva, University of Illinois at Urbana-Champaign Mariana Silva is a Teaching Assistant Professor in Computer Science at the University of Illinois at Urbana-Champaign. She has been involved in large-scale teaching innovation activities, such as the de- velopment of online course content and assessments for the mechanics course sequence in the Mechanical Science and Engineering Department and the numerical methods class in Computer Science. Silva is cur- rently involved in two educational projects involving the development of online assessments for computer- based testing and creation of collaborative programming activities for computer science classes. She is also involved in a project that aims to create a

Conference Session

Applications of Technology in Mechanics Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jakob C Bruhl P.E., U.S. Military Academy; Richard J. Gash P.E., U.S. Military Academy; Aaron Freidenberg, U.S. Military Academy; Christopher H Conley, U.S. Military Academy; Paul M. Moody P.E., U.S. Military Academy

Tagged Divisions

Mechanics

among structural engineeringsoftware and offers an opportunity for students to develop an appreciation for having a workingknowledge of a variety of software programs to use in the engineering design process.As part of a course culmination engineering design project (EDP), students were required todesign a floor truss, build it, and test it to failure. The students were limited to 8-ft long 2x4s,plywood, and common nails. Therefore, connections would require plywood gusset plates nailedto the 2x4 structural components. Part of the design process required RSA simulations toquantify internal forces throughout the structure and required the students to decide if modelingthe connections as perfect pins was a reasonable assumption. Figure 9 provides

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Blake Everett Johnson, University of Illinois at Urbana-Champaign; Jason W Morphew, University of Illinois at Urbana-Champaign

Tagged Divisions

Mechanics

second and third laboratory exercises of the semester(Lab 2 and Lab 3, respectively). In addition, a one‐week‐long Lab Practical exercise (Lab 3b) wasperformed after Lab 3, as shown in Table 2. The remaining lab exercises (Labs 1, 4, and a four‐week‐long design project) were conducted with no differences in instruction and were not used asa part of this study. Table 1. Laboratory agenda for M, W, F lab sections and Tu, Th lab sections. Lab Minutes M, W, & F Lab Section Activities Tu & Th Lab Section Activities Week 1: 0–15 TA gives introductory lecturette TA gives introductory lecturette Week 1: 15–45 Students work in groups to prepare Students work in groups to prepare

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ruben Pierre-Antoine, Stanford University; Sheri D. Sheppard, Stanford University; Mark Schar, Stanford University

Tagged Divisions

Mechanics

Washington, Colorado School of Mines, and Howard University. More recently (2011) she was named as co-PI of a national NSF innovation center (Epicenter), and leads an NSF program at Stanford on summer research experiences for high school teachers. Her industry experiences includes engineering positions at Detroit’s ”Big Three:” Ford Motor Company, General Motors Corporation, and Chrysler Corporation. At Stanford she has served a chair of the faculty senate, and is currently the Associate Vice Provost for Graduate Education.Dr. Mark Schar, Stanford University Dr. Schar works in the Center for Design Research - Designing Education Lab at Stanford University. He is also a member of the Symbiotic Project of Affective

Conference Session

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew G. Green, LeTourneau University; Benjamin W. Caldwell, LeTourneau University; Michael Helms, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology; Tracy Anne Hammond, Texas A&M University

Tagged Divisions

Mechanics

draw a special class of free bodydiagrams called “trusses” in a second-year statics class. A truss diagram could be used to findthe forces of tension and compression in members of a bridge framework, for example.Despite the importance of such hand-sketched diagrams for engineering education and practice,large class sizes common in US engineering education often prevent provision of carefulevaluation and feedback on such diagrams, and the situation with MOOC’s is even more difficultdue to size. Only recently has computing technology become powerful enough to enable rapidand detailed feedback on engineering hand-sketched diagrams. The Mechanix project isdeveloping and evaluating software that enhances student skills for creating and applying