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

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Diversity

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Mechanics

western public university and has been used to track students’development as they progress through their academic careers. The 14 different constructs that areexplored are big-five personality [1, 2], grit [3], identity [4-6], mindset [7], motivation [8,9],gratitude [10], mindfulness [11], belongingness [12], test anxiety [13], time and studyenvironment [13], perceptions of faculty caring [12], self-control [14], student life stress [15],and meaning and purpose [16]. A short description of each of these, as well as how we chose andvalidated these constructs, can be found in our earlier work [17,18].MethodsData CollectionThe study was approved by our institutional review board and informed consent was obtainedfrom each student. For the current

Conference Session

Hands-On in the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah Wodin-Schwartz P.E., Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute; Caitlin A Keller, Worcester Polytechnic Institute

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Diversity

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Mechanics

activities, provides students with opportunities to developskills such as critical thinking, problem solving, and teamwork [1] [2]. Incorporating hands-onlearning into the classroom environment involves several challenges including the design of theactivities, building and setup of equipment, and reallocation of limited contact hours. Whilechallenges exist for in-class hands-on learning, further hurdles, such as access to materials andactivity scaffolding, are presented when adapting hands-on learning for remote course delivery.This paper describes the process of designing a series of remote hands-on activities, called Handson Learning Days (HOLD), for an Introduction to Statics course based on materials that studentshave in their residences

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

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Diversity

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Mechanics

Thermodynamics) and Spring 2020 (Dynamics only).T-tests showed that for all subgroups of students attending study sessions improved homeworkgrades. Additionally, a linear regression analysis was used to model the relationship betweenstudents’ exam improvement (between Exam 1 and Exam 2, and between Exam 2 and Exam 3)and their difference in study session attendance before each of the included exams. The analysisshowed that students who attended study sessions were positively affected overall, with each 20%increase in study session attendance (typically one study session) increasing grades by 2-3% (p=8.35E-4). One subset of students showed a negative correlation with attending study sessions:Hispanics who did not receive Pell-grants (p=0.972) but this

Conference Session

The ABCs of FBDs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eric Davishahl, Whatcom Community College; Todd Haskell; Lee Singleton, Whatcom Community College; Matthew Parsons Fuentes

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Diversity

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Mechanics

is likelyhighly dependent on the foundation they have brought to the course. More general academicskills and attributes such as motivation, self-regulation, self-efficacy, sense of belonging andmindset also influence how students engage with the course.Existing research demonstrates the importance of math and physics preparation to studentsuccess in mechanics [1], [2], [3], [4], [5]. Problem solving skill is also clearly an importantcomponent to success [5]. The correlation of spatial abilities to broader measures of success andretention for engineering majors in general is well-established [6]. However, existing studiesexploring the importance of spatial abilities to success in mechanics courses find mixed results.Many fundamental concepts

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

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Diversity

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Mechanics

the course structure. This paperdescribes the details of the course design and document some of the outcomes.IntroductionWe have embarked on an effort to change the educational outcomes of engineering students bychanging how we teach the foundational engineering courses. We call the effort The MechanicsProject because, at least initially, the focus has been on the engineering mechanics courses(Statics, Dynamics, and Deformable Solids). The Mechanics Project was created at a large R1university in the southwest, and although it was certainly not the first effort in higher educationto redesign the fundamental mechanics courses [1] – [6], it has created long term impacts on bothstudent learning and subsequent course content.The decision to focus

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

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Mechanics

framework, ConcepTests are typicallyqualitative and require no or very minimal numerical calculation, although they may requiremental imagination of the development of key equations. Also, some ConcepTests are intendedfor summative assessment and should follow specific guidelines; others may be open-ended andintended to provoke debate and force students to verbalize and justify their assumptions whenanswering questions (Beatty et al. 2006).Since the workshop, the team has had virtual meetings every 1-2 months to discuss conceptquestion development and to review progress. A systematic review process was set up toprovide feedback on all of the different questions, and to plan and manage initial student testingconducted at three different institutions

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

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Diversity

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Mechanics

extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. American c Society for Engineering Education, 2021 Work-in-Progress: Computer Simulations to Deliver Inquiry-Based Laboratory Activities in MechanicsIntroductionAlthough students can often use algorithmic substitution and pattern matching to solvemechanics problems, many do not understand the underlying principles [1], [2]. It is critical thatstudents develop a strong conceptual understanding of mechanics to transfer this knowledge tonew types of problems and for follow-on courses [3], [4]. To help

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

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Diversity

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Mechanics

implementation ofthe proposed procedure was statistically significantly higher than the exam average score in thesections without the implementation of the procedure. A survey was conducted in the classesregarding the proposed procedure. The feedback information from the survey was very positive.This paper will also present these results of the data analysis of the student survey.1. IntroductionFor a mechanical engineering program, one of the main learning outcomes is that students candesign machine components. To design a safe component, students are required to apply theappropriate failure theories to evaluate the factor of safety at possible weak points. In order toapply failure theories for evaluating the factor of safety, students must know the

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

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Diversity

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Mechanics

metals and piping industry as a principal engineer have allowed me to promote necessary skills which need to be developed in the classroom so that the students have success upon graduation. c American Society for Engineering Education, 2017 The Retention and Usefulness of Concept Maps as Advance Organizers1. Introduction:A concept map is a type of node-link diagram designed to show the interconnected knowledgestructures that a person possesses in a particular subject area [1]. The diagram consists of nodes,representing key concepts in the given subject area, and links representing key relationshipsbetween those concepts. An example of a concept map of engineering structures can be seen inFigure 1 below

Conference Session

Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sean Moseley, Rose-Hulman Institute of Technology

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Diversity

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Mechanics

social context all throughout the course—not just at the beginning or in open-ended designproblems—is important to establish such context as an important part of the things that engineersthink about and discuss.Figure 1. A contextualized particle equilibrium problem asks students to go beyond thenumerical answer and consider the role of engineers in communicating danger to the public.The first example, shown in Figure 1, addresses particle equilibrium from early in a typicalstatics course. This topic is often familiar to students from their physics classes. The struggle isto get students to use the engineering approach and correct vector math in a problem where thescalar versions of the equations are easy to see. The context and reflection for

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

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Diversity

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Mechanics

who needStatics. Flipped classes work best with teams of students who can attack a problem together.7 Weknow that about 3% of students at NCSU are nonresident aliens, many with English as a secondlanguage; language difficulties can can hinder the effectiveness of the group for the flippedclass.8 Returning students who are much older than their peers, parents with young children, andstudents with disabilities can struggle to succeed in a group of 19-year-olds. More than 55% ofour sophomores hold job; 81% of those work off campus.1 Students with social anxiety can alsostruggle.9This project sought to determine whether a student who was released from the need to come toclass could be just as effective as one who was forced to come to class and

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

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Diversity

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Mechanics

large public institution during fall 2016, along with asmaller group of students used in a pilot study during spring 2016. The paper will describe: 1)details on the alpha and beta versions of the FBD instrument developed; 2) early lessons learned;and 3) results from approximately 250 engineering students who took the beta version of theinstrument. After administering the instrument and analyzing the results, faculty members have abetter idea of the skill set of students in the course and can adjust course instructionappropriately. Furthermore, there will be evidence to examine the extent to which students areprepared related to free body diagrams at the end of a core engineering science course.IntroductionEngineering faculty members have long

Conference Session

Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College

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Diversity

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Mechanics

. Survey administration earlyin the term collects formative assessment information for the instructor and sets a baseline formonitoring student learning. The survey items serve as a study guide for course exams andfacilitate student self-assessment. End of course survey responses provide summativeassessment data to evaluate student progress, new teaching methods, and/or curriculum changes.Most knowledge surveys ask students to report their confidence level on a three-point scale thatgenerally breaks down as follows:  1 point indicates little or no confidence they can complete the task.  2 points indicates at least 50% confidence.  3 points indicates 100% confidence they can execute the task with accuracy.This approach allows the

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

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Diversity

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Mechanics

and challenge exclusionary thoughts andpractices” (p. 46). In their study on the effects of problem-oriented educational strategies onincreasing the student diversity among community college students, Noravian and Irvine (2014)found that moving from well-structured to ill-structured problem solving is beneficial to studentsand suggested the restructure of engineering education “so that students experience early in theirtraining what engineers do” (p. 294). As stated by King (2011), the low number of people ofcolor and women in engineering can be attributed to the highly quantitative focus and “the lackof evidence of social impact of engineering in the early engineering curriculum” (p. 1).In another effort, Knight et al. (2012) argued for the

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

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Diversity

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Mechanics

1 of 14     modes, such as visual and kinesthetic, the major one of which is the convenience of learninganywhere (on the go) without requiring the cognitive load associated with image processing.Learners can benefit from audio material while still performing physical tasks at the same time,such as commute or exercise. Audio learning materials can also be made more easily available andincorporated into students' daily activities if they are accessible on a mobile phone through asoftware application (app). This also allows repetition and practice on the go.A project has been initiated in order to leverage these features and provide students with a highlyaccessible and portable audio app for

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

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Diversity

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Mechanics

of a sophomore-level Statics andMechanics of Materials course at Cornell University. The main goal of this approach is to movestudent and course staff effort away from rote completion and grading of homework problems andtowards building problem solving skills, as demonstrated with successful work on exams. Ourwork is inspired by the work of Averill, Roccabianca, and Rechtenwald at Michigan StateUniversity (MSU) [1, 2], but our implementation differs from theirs in several key aspects.During Fall 2019, we taught two lecture sections of the course. The control section was graded inthe traditional manner with a portion of the course grade due to graded homework and all examsgraded with generous partial credit, while the experimental section did

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

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Mechanics

students face when they learn statics threshold concepts hasmotivated a significant body of research in this area. These studies focus on: the link betweenstatics and student persistence [1]; factors that influence student performance [2]; conceptualmisunderstandings [3]; concept inventories [4]; and interventions designed to improve studentlearning [5]. A common thread across these studies is the focus on analytical problem solving.As Litzinger et al. [6] stated in their cognitive study of problem solving in statics: “Even asexpectations for engineers continue to evolve to meet global challenges, analytical problemsolving remains a central skill.” Similarly, Higley et al. [5] shared the same perspective; theynoted that “although non-technical

Conference Session

Teaching Methods for Engineering Mechanics Courses

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kate N. Leipold, Rochester Institute of Technology; Sarilyn R. Ivancic, Rochester Institute of Technology

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Mechanics

after you’ve established “ABCD”. The second pedagogical method developed andimplemented was a game based off of “Paper Telephone” which is used during review days. Thegame emphasizes the connection between the free body diagram and the equations ofequilibrium and reinforces the idea that the “ABCD” components drive “E” or rather the FBDdrives the equations of equilibrium. The combination of these two devices helps show theimportance of the FBD in solving engineering problems.Method 1 “ABCs of FBDs”Statics text books are generally consistent in their descriptions of what should be included in freebody diagrams. (Excerpts included in the Appendix.) They routinely describe what should andshould not be included but do not do a satisfactory job of

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

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Diversity

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Mechanics

class [1], many faculty are turning to online homeworkbased systems (Pearson’s Mastering, Wiley Plus and/or McGraw Hill’s Connect). These systemsprovide content, grading and assessment of student work, and feedback to the students whilesolving problems. One of the things that is missing from all of these tools is the capability toassess the student’s communication of their thought process as they progress through a problem.Most problems in these systems provide step-by-step guidance where students are asked to “fill-in-the-blanks” with their answers. They do not allow for independent thought for the students toanalyze and solve a problem in a manner that might make sense to themselves. In addition, theydo not allow for analysis of that thought

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; Peter Michael Becker

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Diversity

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Mechanics

multiple ways to get admitted to a University ofApplied Sciences; this makes the students as a group more inhomogeneous. The most commonway to enter the HSKA is by earning the so-called “Abitur”, which denotes graduation foruniversity-preparatory high schools (this is the highest level of secondary education in Germanyand typically takes 12 years of school). The percentage of students graduating with an Abitur hasbeen growing over the past decade, as shown in Figure 1. Other school students may decide toleave school after finishing 10th grade of secondary school and do a professional apprenticeshipin industry, which usually lasts 3 years. After successfully completing an apprentice program,these students can go another year to a secondary

Conference Session

Mechanics Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Josue Njock Libii, Purdue University Fort Wayne

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Mechanics

Number:1565066. c American Society for Engineering Education, 2019 Experiments in Community Building within Classrooms of Commuter Students. Part I: The Case of StaticsIntroductionA commuter student has been defined as “a college student who does not live in an on-campusinstitutionally-owned/approved housing, such as a residence hall or a fraternity or sorority house[1]. Using this definition, it has been estimated that approximately 85% of today’s students in theUSA commute to campus [2].The lives of commuter students have three separate parts: life at home, life at work, and life atschool. Juggling the responsibilities from those three aspects of their lives is challenging [3]. Inmany

Conference Session

Mechanics Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anna K. T. Howard, North Carolina State University

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Diversity

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Mechanics

different professors taught sections EngineeringStatics in Mechanical and Aerospace Engineering with no common syllabus or commonassignments. Drop, withdraw, fail (DWF) rates varied from 2% to 78% – students picked theircourse section based on grade expectation. Over the years between 2005 and 2013, I taught moreand more of the offered sections, effectively reducing course drift and enforcing a common set oflearning objectives.Figure 1. Total Enrollment in Statics Total as taughtinby Enrollment Howard Statics, Fall and Spring Author's sections, Other faculty's

Conference Session

Assessment Strategies in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Geoffrey Recktenwald, Michigan State University; Michele J. Grimm, Michigan State University; Ron Averill, Michigan State University; Sara Roccabianca, Michigan State University

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Diversity

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Mechanics

negatively affected by the introduction of the SMARTmethod, with both groups earning slightly higher grades than their male, non-underrepresentedpeers. However, female students who also were a member of an underrepresented racial orethnic minority did earn statistically lower grades than their peers. Though from a very smallgroup of students (n = 14), this result demonstrates a need for additional research andinterventions.BackgroundThe SMART pedagogical method was developed at Michigan State University in 2016 [1]. Theacronym SMART stands for Supported Mastery Assessment using Repeated Testing. The goalof the SMART method is to address concerning trends in student understanding and performancein STEM courses, especially those that focus on problem

Conference Session

Flipped Classrooms in Mechanics

Collection

2015 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

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Diversity

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Mechanics

is critical to get students engaged in active learningthrough activities such as solving problems, working with each other, asking questions andgetting 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, theflipped classroom method[8, 9, 10] has gained popularity. In a flipped classroom, the class time isdevoted to guided instruction where students work through problems with the instructor presentto provide assistance and

Conference Session

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, Stanford University; Sarah L. Billington, Stanford University; Sheri Sheppard, Stanford University

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Mechanics

coursecovered essential topics contained in most traditional statics courses, but also includedseveral topics covered in introductory mechanics courses. Table 1 describes weeklytopics, student hands-on activities, as well as learning outcomes.Table 1 – Topics, Student Activities, and Learning Outcomes in Introduction to Solid MechanicsWeek Topics Hands-On Activities Learning Outcomes1 Forces Lab: Card Towers Hands-on design & testing experience with constraints2 Moments Lab: Jenga Analysis Identify moments created by

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Geoff Rideout, Memorial University of Newfoundland

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Diversity

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Mechanics

and a tablet PC. A qualitativecomprehension quiz was administered using the online course shell through which the studentsaccessed the videos. The homework assignment was posted at the same time as the videos, andwas due one week later. During the first of two 75-minute lecture slots, the instructor completedexamples related to the video topics. The second lecture slot was for student-directed homeworkproblem solving. As a partial control, the final course module was delivered in the traditionalmanner. Students reported a strong preference for moving the theory and derivations out oflectures, and an overall preference for the flipped course format.The biggest challenges were 1) instructor’s perception of diminished connection to the

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

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Mechanics

department head of Engineering Science and Mechanics and as Interim Associate Dean for Academic Affairs within the College of Engineering. c American Society for Engineering Education, 2016 Understanding the Effects of Transferring In Statics Credit on Performance in Future Mechanics CoursesIntroductionThe demand for graduating additional engineers who come from diverse backgrounds hasincreased over the past several years. These calls have been accompanied by the emergence of aglobal society beset with complex, interdisciplinary problems that are best addressed byinnovative technology-based solutions.1 Thus, it has become imperative for engineeringinstitutions to formulate strategies towards

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yan Tang, American Society of Mechanical Engineers; Haiyan Bai, University of Central Florida

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Diversity

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Mechanics

complex learning tasks. We willshare details of applying deliberate practice in teaching dynamics. Both attitudinal and objectiveassessment will be used to demonstrate the effectiveness of this teaching practice. The widelyadopted Dynamic Concept Inventory (DCI) Version 1.0 will be used in our study as the objectiveassessment tool.1. IntroductionDynamics is one of the most difficult subjects for engineering students. It requires a solidfoundation of mathematics, a good understanding of physical systems, and effective problemsolving skills. However, some students are not well prepared with respect to these requirements.Therefore, developing effective instruction strategies to help these underprepared students learnhas been a central topic within

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

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Mechanics

styles using the Felder-Soloman index of learning styles (ILS) survey.The analysis shows that there are program-specific systemic barriers hindering student success.Furthermore, the learning style survey results indicate that student learning could improved byadopting a more balanced approach to teaching. Associated learning tools, specific to thedynamics curriculum, designed to address the learning outliers are suggested.1 IntroductionThe Schulich School of Engineering (SSE) at the University of Calgary consists of fivedepartments (Chemical, Civil, Electrical, Geomatics, and Mechanical Engineering) and offersspecialized majors programs such as Oil and Gas. All students in the SSE take commonengineering courses in the first year of their

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

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Diversity

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Mechanics

Newtonian mechanics that students utilize to analyze and design in future courses.However, studies have shown that students tend to have different misconceptions in statics. 1-5Statics remains one of the courses where achievement levels are sometimes not satisfactory,6even though it is one of the basic courses in engineering that forms the foundation for theengineering curriculum. One particularly challenging area for instructors is to show “intangible”mechanics principles that may seem too abstract for students. For instance, analysis of internalforces of members in a truss system may be easily procedurally calculated leading to a solutionthat may not have a true intuitive meaning for the student. Thus, visualization is necessary tohelp the