Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nick Stites, Purdue University, West Lafayette; David A Evenhouse, Purdue University; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette; Craig Zywicki, Purdue University; Angelika N Zissimopoulos, University of Chicago; David B Nelson, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette; Jeffrey F Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette

Tagged Divisions

Mechanics

conceptualquestions on the final exam. The incorporation of an abbreviated DCI into the final negated theneed to sacrifice another full class period for administering the CI post-test. It should be notedthat neither the process of integrating a CI into an assessment for a course, nor the abbreviationof a research tool, is without precedent. For example, Smith, Wood, and Knight incorporated agenetics concept inventory into the final exam6. Additionally, Henderson studied if grading aconcept inventory significantly altered student performance and found that students will put forthan honest effort on concept inventories regardless of the incentives involved7. Henderson’sresult helps justify the Purdue instructors’ decision to provide students with a completion

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University; Helen L. Chen, Stanford University; Beth Rieken, Stanford University; Autumn Turpin, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Mechanics

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 recently served as Associate Vice Provost for Graduate Education. c American Society for Engineering Education, 2016 Improving Students’ Learning in Statics Skills: Using Homework and Exam Wrappers to Strengthen Self-Regulated LearningAbstractStatics is one of the fundamental courses required for engineering students

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

Paper ID #16581Understanding the Effects of Transferring In Statics Credit on Performancein Future Mechanics CoursesDr. Jacob R Grohs, Virginia Tech Jacob Grohs is an Assistant Professor in Engineering Education at Virginia Tech with Affiliate Faculty status in Biomedical Engineering and Mechanics and the Learning Sciences and Technologies at Virginia Tech. He holds degrees in Engineering Mechanics (BS, MS) and in Educational Psychology (MAEd, PhD).Ms. Michelle M Soledad, Virginia Tech, Ateneo de Davao University Michelle Soledad is a doctoral student and graduate research assistant in the Department of Engineering

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

John W. Sanders, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Geoffrey L Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Mechanics

it is timeconsuming and difficult to implement well. A major hurdle in implementing project-basedlearning environments is that they require simultaneous changes in curriculum, instruction, andassessment—all of which are daunting to faculty members. 12 These barriers to implementingPBL become magnified as student enrollment climbs and certain modes of instruction andassessment become unsustainable at larger scales.Starting in 2012, the introductory mechanics sequence at UIUC has been the focus of a concertedredesign effort. 13,14 This redesign was carried out by a group of faculty working together as amutually supportive Community of Practice 15,16 with support from both a college-level program 17and an NSF program 18 . Key goals of the