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Lessons Learned from Collaborative Development of Research-based Course Materials

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

ignored the significantdifferences-in-kind between researchers’ and instructors’ knowledge. Upon reflection it is asmall leap from the constructivism we hope to apply in our classrooms to a more collaborativemodel of curricular innovation and adoption.References1. Brown, S. A. & Montfort, D. B. Curricular Materials and Methods for Student Conceptual Understanding in Mechanics of Materials. in Annu. Conf. Am. Soc. Eng. Educ. (2013). Page 26.1085.62. Brown, S. A., Findley, K. & Montfort, D. B. Student Understanding of States of Stress in Mechanics of Materials. in Proc. Am. Soc. Eng. Educ. Annu. Conf. (2007). at 3

Relevance Score: 0.0264021

Students – Ask Them to Eat Their Vegetables!

Conference Session: Curriculum and Instruction in Engineering Mechanics
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Julian Ly Davis, University of Southern Indiana; Tom McDonald, University of Southern Indiana
Tagged Topics: Diversity
Tagged Divisions: Mechanics

the students if they value it, and if theyvalue it with respect to how it is being used. Certainly, there is literature backing both sides ofthe coin; for and against, online systems and traditional homework methods [3], [4], [7]–[9],[11]. Students however, are clearly asking for both, and indicate that both will probably behelpful. Similar hybrid approaches have proven to be successful in other disciplines [14]. Maybewe should ask them to eat their vegetables alongside their ice cream!References[1] M. F. Schar, A. M. Harris, R. J. Witt, R. Rice, and S. D. Sheppard, “Connecting for Success; The Impact of Student-to-Other Closeness on Performance in Large-Scale Engineering Classes,” p. 23, 2016.[2] J. L. Davis and T. McDonald, “Can

Relevance Score: 0.01320105

Experiments in Community Building within Classrooms of Commuter Students. Part I: The Case of Statics

Conference Session: Mechanics Division Technical Session 4
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Josue Njock Libii, Purdue University Fort Wayne
Tagged Topics: Diversity
Tagged Divisions: Mechanics

described in this paper, we devised special courseassignments: we gave a group problem to the students in a given course on the first day of classand organized students in groups of three or four, depending on the size of the class. Groupingsof students were alphabetical, based on the first letter of their last names. The student at the topof each grouping was designated the convener and leader of the group. Students were asked tomeet weekly and work collaboratively to solve the assigned problem(s) as a group and to submitone report of their work as a group on the last day of class, which is about one week before theday of the final exam. This report was worth 10% of the course grade. Students were encouragedto collaborate on other assignments, as

Relevance Score: 0.013068372

The Mechanics of SUCCESS: How Non-Cognitive and Affective Factors Relate to Academic Performance in Engineering Mechanics

Conference Session: MASS: Mastery, Assessment and Success of Students
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Brian P. Self, California Polytechnic State University, San Luis Obispo; Jenna Landy, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; John Chen, California Polytechnic State University, San Luis Obispo; Michelle Kerfs, California Polytechnic State University, San Luis Obispo
Tagged Topics: Diversity
Tagged Divisions: Mechanics

- Engineering Statics 0.238 0.303 Engineering 0.301 0.437 DynamicsFor both classes that have prerequisites, the addition of prerequisite grade(s) to the model withNCA factors and traditional measures as predictors is a statistically significant improvement(partial F-test p-value < 0.001).Discussion and ConclusionLooking at the models using NCA factors as predictors of engineering grades, we can see thatthere are clear patterns in how the factors influence success. Many of the NCA factors aremalleable, so understanding these patterns is a crucial step towards introducing initiatives in theclassroom to help students reach their full potential. The

Relevance Score: 0.0129343355

Understanding the Effects of Transferring In Statics Credit on Performance in Future Mechanics Courses

Conference Session: Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Jacob R Grohs, Virginia Tech; Michelle M Soledad, Virginia Tech, Ateneo de Davao University; David B Knight, Virginia Tech Department of Engineering Education; Scott W Case, Virginia Tech
Tagged Topics: Diversity
Tagged Divisions: Mechanics

education," 2008.[2] National Academy of Engineering, "Educating the Engineer of 2020: Adapting Engineering Education to the New Century," National Academies Press, 2005.[3] A. M. Ogilvie, D. B. Knight, M. Borrego, A. A. Fuentes, P. A. Nava and V. E. Taylor, "Transfer Student Pathways to Engineering Degrees: A Multi-Institutional Study Based in Texas," in 45th Annual Frontiers in Education (FIE) Conference, El Paso, TX, 2015.[4] National Research Council, "Enhancing the community college pathway to engineering careers," The National Academies Press, Washington, D.C., 2005.[5] M. W. Ohland, S. D. Sheppard, G. Lichtenstein, O. Eris, D. Chachra and R. Layton, "Persistence, Engagement and Migration in engineering Programs," Journal of

Relevance Score: 0.0129343355

Knowledge Surveys in Engineering Statics

Conference Session: Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Eric Davishahl, Whatcom Community College
Tagged Topics: Diversity
Tagged Divisions: Mechanics

. Surveyresponse data was converted to a 100-point scale such that a response of all 3’s would yield anormalized score of 100% and a response of all 1’s would yield a normalized score of 0% asfollows: 𝑀𝑒𝑎𝑛𝑆𝑢𝑟𝑣𝑒𝑦𝑅𝑒𝑠𝑝𝑜𝑛𝑠𝑒 − 1 𝑁𝑜𝑟𝑚𝑎𝑙𝑖𝑧𝑒𝑑𝑆𝑢𝑟𝑣𝑒𝑦𝑆𝑐𝑜𝑟𝑒 = (100%) 2 100% KS0 KS1 Exam 1 KS2 Exam 2 90% 80% 70%Score (Percent) 60% 50% 40

Relevance Score: 0.012781862

The Mechanics Project: A Pedagogy of Engagement for Undergraduate Mechanics Courses

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

dividedinto seven modules, each of which covers two weeks. The anatomy of a typical module showsthe main features: Three recitations (Rec. n), one lecture (in the middle of the module), onerehearsal exam (RE), and one module assessment (MA). The recitations and rehearsal exams are75-minute sessions held in smaller rooms. The lecture and module assessment are 50-minutesessions held in a large lecture hall.Recitation. In the recitation periods, the students work through the “problem(s) of the day” ingroups, with the instructor and undergraduate teaching assistants (UGTAs) providing support,asking probing questions, giving advice, and generally activating the learning environment, asneeded. The recitation problems advance the learning objectives of the

Relevance Score: 0.011880945

Exploring the Relationships Between Resilience and Student Performance in an Engineering Statics Class: A Work in Progress

Conference Session: Curriculum and Instruction in Engineering Mechanics
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Peter H. Carnell P.E., University of Georgia; Nathaniel J. Hunsu, University of Georgia; Davis F. Ray, University of Georgia; Nicola W. Sochacka, University of Georgia
Tagged Topics: Diversity
Tagged Divisions: Mechanics

, pp. 14.119.1 - 14.119.10, 2009.[3] B. C. James, W. H. Goodridge, and C. Green, “Strategy, Task Performance, and Behavioral Themes from Students Solving 2-D and 3-D Force Equilibrium Problems,” in 2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, pp. 26.1405.1 - 26.1405.15: ASEE, 2015.[4] P. S. Steif and M. Hansen, “Comparisons Between Performances in a Statics Concept Inventory and Course Examinations,” International Journal of Engineering Education, vol. 22, no. 5, pp. 1070-1076, 20 November 2005 2006.[5] K. Higley, T. Litzinger, P. Van Meter, C. B. Masters, and J. Kulikowich, “Effects Of Conceptual Understanding, Math And Visualization Skills On Problem Solving In

Relevance Score: 0.011880945

Instrument for Assessing Skills related to Free Body Diagrams in a Sophomore Engineering Mechanics Course

Conference Session: Assessment & Grading in Mechanics
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Kristi J. Shryock, Texas A&M University; John Haglund, Texas A&M University, Department of Mechanical Engineering
Tagged Topics: Diversity
Tagged Divisions: Mechanics

the FBD instrument to be given in fall of 2017.Bibliography1. Gentner, D, & Stevens, A. L. (1983) Mental models, Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.2. Reference (added once final information is included)3. Duit, R. (2009). Bibliography – Students' and teachers' conceptions and science education (STCSE), Retrieved January 17, 2011, from http://www.ipn.uni-kiel.de/aktuell/stcse/stcse4. Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3): 141- 151.5. Danielson, S., Kadlowec, J., Mehta, S., Masters, C., Magill, M., and Steadman, S. (2005). Work in progress – A statics skills inventory. Proceedings of the 2005 Frontiers in Education Conference.6. Steif, P. (2004

Relevance Score: 0.011807378

Manipulatives in Engineering Statics: Supplementing Analytical Techniques with Physical Models

Conference Session: Mechanics Classroom Demonstrations
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Joel Alejandro Mejia, Angelo State University; Wade H Goodridge, Utah State University; Benjamin James Call, Utah State University - Engineering Education; Steven David Wood, Utah State University
Tagged Topics: Diversity
Tagged Divisions: Mechanics

., & Rogers, C. (2010). The benefits of model building in teaching engineering design. Design Studies, 31(3), 288-309. 3. Steif, P. S., & Dantzler, J. A. (2005). A Statics Concept Inventory: Development and Psychometric Analysis. Journal Of Engineering Education, 94(4), 363-371. 4. Steif, P. S., & Hansen, M. A. (2006). Comparisons between performances in a statics concept inventory and course examinations. International Journal Of Engineering Education, 22, 1070-1076. 5. Steif, P. S., & Hansen, M. A. (2007). New practices for administering and anlyzing the results of concept inventories. Journal Of Engineering Education, 96(3), 205-212. 6. Dollár, A., & Steif, P. S. (2006). Learning

Relevance Score: 0.011317544

Introducing EngOTG: A Framework for an Audio Study Material App for Engineering Students

Conference Session: Mechanics Division Technical Session 3
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Ghada M. Gad, California State Polytechnic University, Pomona; Giuseppe Lomiento, California State Polytechnic University, Pomona; Yu Sun, California State Polytechnic University, Pomona
Tagged Topics: Diversity
Tagged Divisions: Mechanics

, M. (2006). Using Podcasts as Audio Learning Objects. . Interdisciplinary .Journal of E-Learning and Learning Objects, 2(1), 47-57.Center for the Study of Student Life . (March 2015 ). Comparing On-Campus, Off-Campus, and Commuter Students. Ohio: The Ohio State University.Driscoll, S. A., & Garcia, C. E. (2000). Preferred Learning Styles for Engineering Students. ASEE Annual Conference. St. Louis, MO, USA. Retrieved from https://peer.asee.org/8639Felder, S., & Spurlin, J. (2005). Applicaitions, Relaibility, Validity of the Index o Learing Styles. INternational Journal of ENgineering Education, 21(1), 103-112.Grosse, C. S., & Renkl, A. (2007). Finding and fixing errors in worked examples: can this

Relevance Score: 0.010478009

Work-in-Progress: Computer Simulations to Deliver Inquiry-Based Laboratory Activities in Mechanics

Conference Session: Engaging the Online Classroom
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Jacob Matthew Cook, Oregon State University; Thomas W. Ekstedt, Oregon State University; Brian P. Self, California Polytechnic State University, San Luis Obispo; Milo Koretsky, Tufts University
Tagged Topics: Diversity
Tagged Divisions: Mechanics

, “Conceptual and Procedural Approaches to Mathematics in the Engineering Curriculum: Student Conceptions and Performance,” Journal of Engineering Education, vol. 101, no. 1, pp. 138–162, 2012.[3] R. A. Streveler, T. A. Litzinger, R. L. Miller, and P. S. Steif, “Learning Conceptual Knowledge in the Engineering Sciences: Overview and Future Research Directions,” Journal of Engineering Education, vol. 97, no. 3, pp. 279–294, 2008.[4] T. J. Moore, R. L. Miller, R. A. Lesh, M. S. Stohlmann, and Y. R. Kim, “Modeling in Engineering: The Role of Representational Fluency in Students' Conceptual Understanding,” Journal of Engineering Education, vol. 102, no. 1, pp. 141–178, 2013.[5] B. P. Self, J. M. Widmann, and G. C. Adam, “Increasing

Relevance Score: 0.009334552

Effect of Mastery-graded Exams on Student Outcomes in Statics and Mechanics of Solids Course

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

, rational and Competency easy to follow solution process, including required diagrams and figures 80% Incorrect answer due to one or two mechanical errors but supported by a correct solution process as described above Does Not Meet Mini- 0% Incorrect answer due to conceptual or procedural error(s) mum CompetencyTable 2: Timeline for exam grading, regrading, and retakes for the midterm exams for the experi-mental section. Mon Tue Wed Thu Fri Version A Grades Regrade Regrade results posted;Week I (evening) posted

Relevance Score: 0.008855534

WIP: Large-scale Development and Deployment of Concept Questions in Statics

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

surveyed on their perception of the effectiveness of the CW. Cohort 1was polled as the course was ending while Cohorts 2 and 3 were emailed a survey link at thebeginning of the following semester. Cohort 1 had a 100% response rate with all 14 studentswhile Cohorts 2 and 3 were emailed a survey link that yielded 116 responses, 34% of theenrollment. Cohort 1 responded to a prompt that included all teaching exercises utilized by theinstructor while Cohorts 2 and 3 responded to the following prompt which asks about the CWspecifically. Tables 2 and 3 chart the breakdown of the responses. Table 2 is a reflection ofCohort 1’s response to the CW, specifically with a rating of 4.1/5.0. Cohorts 2 and 3 were notpolled separately and are shown combined in

Relevance Score: 0.008002711

Challenges and Logistics in Flipping a Large Classroom for Junior-year Mechanical Vibrations

Conference Session: Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Geoff Rideout, Memorial University of Newfoundland
Tagged Topics: Diversity
Tagged Divisions: Mechanics

Teaching, 41(1), pp. 30-35.[4] Bland, L. (2006) “Applying flip/inverted classroom model in electrical engineering to establish life-longlearning.” Proc. American Society for Engineering Education Annual Conference, Chicago, IL.[5] Shibley, I., and Wilson, T. (2012) “The flipped classroom: rethinking the way you teach.” Magna OnlineSeminar presented at Memorial University, St. John’s, NL.[6] Holdhusen, M. (2015) “A ‘flipped’ statics classroom.” Proc. American Society for Engineering EducationAnnual Conference, Seattle, WA.[7] Velegol, S. et al. (2015) “The evolution of a flipped classroom: evidence-based recommendations.” ASEEAdvances in Engineering Education, Winter 2015.[8] Swithenback, S., and DeNucci, T. (2014) “Using a “Flipped Classroom

Relevance Score: 0.008002711

The Effects of Infusing Diversity and Inclusion into a Design Problem in Engineering Mechanics: Statics

Conference Session: Mechanics Division Technical Session 3
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Amir Hedayati Mehdiabadi, University of Illinois, Urbana-Champaign; Rebecca A. Atadero, Colorado State University; Daniel W. Baker Ph.D., P.E., Colorado State University; Anne Marie Aramati Casper, Colorado State University
Tagged Topics: Diversity
Tagged Divisions: Mechanics

complex problems, because you can only talk to yourself so much before you need someone else's input to really make a breakthrough on a problem.”Table 2 - Students’ suggestions for setting up environments to create optimal interactions Suggestion Freq. Example(s) Creating an 22 “I think that setting up an environment that doesn’t just cater to one “type” of inclusive person is the most important aspect of this. Not every person fits into the same environment, box, so why should they have to work in an environment that isn’t

Relevance Score: 0.00792063

The Retention and Usefulness of Concept Maps as Advance Organizers

Conference Session: Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Jacob Preston Moore, Pennsylvania State University, Mont Alto; Chris Venters, East Carolina University; Tracey Carbonetto, Penn State University, Lehigh Valley
Tagged Topics: Diversity
Tagged Divisions: Mechanics

, “The Theory Underlying Concept Maps and How to Construct and Use Them,” Technical Report Cmap Tools 2006-01 Rev 01-2008, 2008.[2] J. C. Nesbit and O. O. Adesope, “Learning With Concept and Knowledge Maps: A Meta-Analysis,” Review of Educational Research, vol. 76, no. 3, pp. 413 –448, 2006.[3] J. Clement, “Students’ Preconceptions in Introductory Mechanics,” American Journal of Physics, vol. 50, no. 1, pp. 66–71, 1982.[4] D. Montfort, S. Brown, and D. Pollock, “An Investigation of Students’ Conceptual Understanding in Related Sophomore to Graduate-Level Engineering and Mechanics Courses,” Journal of Engineering Education, vol. 98, no. 2, pp. 111–129, Apr. 2009.[5] L. C. McDermott, “Research on conceptual understanding in

Relevance Score: 0.0074676415

Online-Only Statics Compared to a Flipped Classroom

Conference Session: Enhancing Instruction in Statics, Dynamics, Mechanics
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Anna K. T. Howard, North Carolina State University; Matthew T. Stimpson, North Carolina State University
Tagged Topics: Diversity
Tagged Divisions: Mechanics

first midterm.Table 4: Student Success of Those Who Took the First Test: Didn't take final Took Final Percent Total W F/U Drop D F/U D S C B A PassingFlipped 36 29 13 1 26 63 3 270 487 274 1202 86%CourseOnline-Only 3 4 6 0 2 4 0 11 14 4 48 60%13-14Online-Only 0 3 0 0 6 8 0 20 21 8 66 74%14-15* W = withdrew from the class, S & U = successful or unsuccessful

Relevance Score: 0.0068594664

Mapping Conventional Teaching Methods and Learning Styles in Engineering Dynamics

Conference Session: Measuring Learning in Statics & Dynamics
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Meera NK Singh P.Eng, University of Calgary; Leszek Sudak P.Eng., University of Calgary; Philip Egberts P.Eng., University of Calgary
Tagged Topics: Diversity
Tagged Divisions: Mechanics

tr e S d o M Preference Figure 3: Distribution of the learning styles for female students in ENGG 349.same as the male students. However, the data suggests that 10% more of the males are active andvisual learners than are the females. In a comparative study of engineering students, a verysimilar trend in the differences in learning styles between male and female

Relevance Score: 0.0068594664

Turning Office Hours into Study Sessions: Impacts on Students’ Homework and Exam Grades

Conference Session: MASS: Mastery, Assessment and Success of Students
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Liza Boyle, Humboldt State University; Jason Patrick Marcus Reid, Humboldt State University
Tagged Topics: Diversity
Tagged Divisions: Mechanics

work on this topic could: • Gather data on students office hour attendance to extend the analysis to account for the effects of office hour attendance. • Tracking the grades of students who attended study sessions in future courses and identifying students who completed the Environmental Resource Engineering degree. • Collecting more data to better represent all categories of students. • Hold instructor led study sessions in an informal location to compare the effect the room has on the attendance of these sessions.These additions will benefit the analysis used to determine if the transformation of office hours toinstructor led study sessions positively impact the completion of STEM programs.References [1] M. Komarraju, S

Relevance Score: 0.006534186

The proposed approach for determining combined stresses of a component

Conference Session: Teaching Statics, Dynamics, and Mechanics of Materials
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Xiaobin Le P.E., Wentworth Institute of Technology; Anthony William Duva P.E., Wentworth Institute of Technology; John Voccio, Wentworth Institute of Technology; Richard L Roberts, Wentworth Institute of Technology; Ali Reza Moazed, Wentworth Institute of Technology
Tagged Topics: Diversity
Tagged Divisions: Mechanics

Mechanical Engineering Design”, 10th Edition, McGraw Hill 2016.[3]. Brown, S., & Montfort, D., & Findley, K. (2007, June), Student Understanding Of States Of Stress In Mechanics Of Materials Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii.[4]. Brown, S., & Lewis, D. (2010, June), Student Understanding Of Normal And Shear Stress And Deformations In Axially Loaded Members Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky.[5]. Coyle, M., & Keel, C. (2001, June), A Combined Stress Experiment Using A Hacksaw Paper presented at 2001 Annual Conference, Albuquerque, New Mexico.[6]. Szaroletta, W. (2002, June), Enhancing Learning Opportunities In A Combined