Conference Session

The ABCs of FBDs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Runyon, Texas A&M University; Vimal Viswanathan, San Jose State University; Kimberly Grau Talley P.E., Texas State University; Tracy Anne Hammond, Texas A&M University; Julie S. Linsey, Georgia Institute of Technology

Tagged Divisions

Mechanics

equivalent arrow names in the submission and answer. A regularexpression is used to replace instances of the submission arrow names in the answer equationand vice-versa. If the arrows were drawn in different directions in the submission and answerdiagram, then a negative sign is added during the replacement. We check both the submissionagainst the answer and the answer against the submission due to the possible algebraiccombination of terms. For example, a problem may have two applied forces, both called Q, butthe instructor may decide to label them Q1, Q2. The student may submit both forces labeled Q,and neither the instructor answer nor student submission are wrong. If just the submission isconverted to the instructor variable space, then the

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

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Mechanics

. Salomone. Investigating “sense of belonging” in first-year college students. Journal of College Student Retention, 4(3):227– 256, 2003.[13] P. Pintrich, D. Smith, T. Garcia, and W. McKeachie. A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Technical report, National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI, 1991.[14] P. W. Maloney, M. J. Grawitch, and L. K. Barber. The multi-factor structure of the Brief Self-Control Scale: Discriminant validity of restraint and impulsivity. Journal of Research in Personality,46(1):111–115, 2012.[15] B. M. Gadzella, M. Baloglu, W. G. Masten, and Q. Wang. Evaluation of the Student Life Stress Inventory

Conference Session

Engaging the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicolas Ali Libre, Missouri University of Science and Technology

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Mechanics

Online . 10.18260/1-2--34766, June 21 - 24, 2020[12] Wagner E.D. (1994) In support of a functional definition of interaction. Am J Distance Educ 8(2):6–26[13] Bickle, M. C., and Rucker,R., “Student-to-student interaction: Humanizing the online classroom using technology and group assignments,” Q. Rev. Distance Educ., vol. 19, no. 1, pp. 1–11, 2018.[14] Zhang D, Zhou L, Briggs RO, Nunamaker JF (2006) Instructional video in e-learning: assessing the impact of interactive video on learning effectiveness. Inf Manag 43(1):15–27[15] Shaw, E., Kim, J., & Yoo, J. (2014). Mediators of participation in online discussions. Proceedings of the 2014 American Society of Engineering Education Annual Conference. Indianapolis, June

Conference Session

MASS: Mastery, Assessment and Success of Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Edward Fritz Hillman, University of Puerto Rico, Mayaguez Campus; Gerald Luciano Figueroa, University of Puerto Rico, Mayaguez Campus; Isamarie Vega Morales, University of Puerto Rico, Mayaguez Campus

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Mechanics

Conference Session

MASS: Mastery, Assessment and Success of Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Mechanics

the course. Figure 1. Sample of a dashboard from Dynamics at the end of a semester. The mastery objectives are shown in the lower right portion of the dashboard.You can tell a lot about the student by looking at the dashboard. This student was reluctant to participatein the activities called Q&C and MA Self-Assessment and missed a few classes near the end of thesemester. The student mastered 12 of 16 objectives (note that H.1 is considered close enough in ourscheme). It appears that the student had some trouble finishing the module assessments because objectiveJ is the very last step in all problems. The student was well above the class in mastering conservation ofmomentum, likely because they worked hard on the associated

Conference Session

Bringing a Different Perspective

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eli Broemer, Michigan State University; Geoffrey Recktenwald, Michigan State University

Tagged Divisions

Mechanics

the end of the semester.What is Chegg and how do students use it to cheat on exams?To begin, the authors must again emphasize that Chegg is not unique. Many companies providesimilar services for students. The services detailed here are not the only services Chegg offers tostudents, they are the ones that were used to cheat on exams in this class.Students sign up for a Chegg account for a monthly fee. This subscription gives them access tomany services, but the two used for cheating are “homework solutions” and “expert Q&A”.The homework solutions section allows students to search Chegg’s vast database of solvedhomework problems. Students can search for questions by key words or typing phrases from theproblem into Chegg’s search engine. For