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

Paper ID #10682Utilizing Concept Maps to Improve Engineering Course Curriculum in Teach-ing MechanicsRuben Pierre-Antoine, Stanford University Ruben is a senior undergraduate student at Stanford University studying Management Science & Engi- neering. He joined the Designing Education Lab in the winter of 2013. He has always had a passion for education and enjoys the integration of entrepreneurship into a curriculum. Ruben loves to play sports, videogames, and eat at new restaurants. He also explores entrepreneurship in his free time.Dr. Sheri D. Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor

Conference Session

Teaching Dynamics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Mechanics

Paper ID #10536Transfer effects of challenge-based lessons in an undergraduate dynamicscourseDr. Matthew D. Lovell, Rose-Hulman Institute of TechnologyDr. Sean P Brophy, Purdue University, West Lafayette Page 24.1273.1 c American Society for Engineering Education, 2014 Transfer effects of challenge-based lessons in an undergraduate dynamics courseAbstractChallenge-based instruction, a method of instruction where course content is framed around anddriven by a complex problem or set of problems

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin W. Caldwell, LeTourneau University; Colleen M. Halupa, LeTourneau University

Tagged Divisions

Mechanical Engineering, Mechanics

Clemson University. Dr. Caldwell is a member of ASME and Pi Tau Sigma.Dr. Colleen M Halupa, LeTourneau University Dr. Colleen Halupa is currently the Director of Curriculum Design and Technology at LeTourneau Uni- versity. She has an A.S. in medical laboratory technology, a B.S. in healthcare management, an M.S. in health administration, and an Ed.D. in curriculum and instruction with a concentration in educational lead- ership, and management. Prior to her career in academia, Dr. Halupa was a biomedical sciences officer in the United States Air Force. Prior to her retirement from the military, she held varying positions in health administration and education and served as the program director for all of the Air Force

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University; Edward J. Berger, University of Virginia

Tagged Divisions

Mechanics

were to help faculty (quote3): 1) engage in reflection and continuous improvement of learning, both their own and their students 2) facilitate conversations about teaching and learning in the process of building a learning community 3) create a collaborative learning environment with faculty and peers 4) build confidence in curriculum development including designing, guiding, and assessing learning 5) learn with and about technology in the process of improving curriculum, and 6) connect teaching and research and bridge the gap between theory and practice.Recognizing the potential for widespread engagement of engineering educators, an initiative onAdvancing Engineering Education through Virtual Communities of Practice

Conference Session

Teaching Mechanics of Materials

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayagüez ; Aidsa I. Santiago-Román, University of Puerto Rico, Mayagüez ; Genock Portela-Gauthier, University of Puerto Rico, Mayagüez

Tagged Divisions

Mechanics

toward the Civil Engineering/Structural Engineering curriculum, and as such, students are further introduced to the use ofdesign codes from ASCE, AISC, and AASHTO. The exercises and projects are delivered in theconsecutive courses of Statics and introductory (sophomore level) Mechanics of Materials(MoM). The culminating project in Statics vertically integrates with MoM because it provides apreview of elementary stress analysis and also because the project context (the design of a steelsignpost) forms the basis of further projects in MoM. Initial results from the implementation inStatics were published last year.5 Page 24.753.2 With

Conference Session

Teaching Statics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin - Stout

Tagged Divisions

Mechanics

how the integration ofsuch a tool into the course curriculum might affect student performance.For both collection methods, students were asked to produce one original submission on anapproximately per week schedule corresponding with the submission deadlines for their normalhomework assignments. Each original submission was expected to include a photograph or videoand a brief descriptive statement that demonstrated the concepts discussed in that week’s lectures.After the transition to Twitter posts, students were also asked to submit at least two comments onthe posts of their classmates.To facilitate archiving of student Twitter posts related to the class, all posts containing the#mech293 hashtag were collected and analyzed using the Twitter

Conference Session

Teaching Mechanics of Materials

Collection

2014 ASEE Annual Conference & Exposition

Authors

William E. Howard, East Carolina University; Odis Hayden Griffin Jr. P.E., East Carolina University; Ihab Ragai, East Carolina University

Tagged Divisions

Mechanics

throughout the curriculum rather than coverageof the topic in a single course. Brinson et al.3, Zhao4 and Chaphalkar and Blekhman5 report onthe use of FEA in basic (statics and mechanics of materials) mechanics courses. Watkins6presents results from an FEA class that has de-emphasized theory and problem solving with ageneral tool (Excel or MATLAB) and increased usage of a commercial FEA program.Papadopoulos, Papadopoulos, and Prantil7 lay out a strategy for incorporating FEA throughoutthe curriculum, without rigorous coverage of the theory. While there is naturally resistance tointroducing FEA without the theoretical background, Papadopoulos et al. argue that thisresistance needs to be reconsidered: We clearly don’t apply this criterion

Conference Session

Teaching Dynamics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew West, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Mechanics

very limited applied examples. The course suffered from low engagementand enthusiasm on the part of both students and instructors. Students routinely reported thatIntroductory Dynamics was their least-favorite course in the curriculum, and the department faceda constant struggle to persuade faculty to teach the course. Instructors reported that the coursewas a higher-than-normal teaching workload.The instructional reforms undertaken in Introductory Dynamics involved the following keychanges: (1) an active learning discussion section format, including group work activities and afocus on “real-world” applications of the course material; (2) active learning in lectures usingclassroom response systems (using the i>clicker system); (3) online