Conference Session

Student Advancement in Mechanics of Materials

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nick A. Stites, Purdue University, West Lafayette (College of Engineering); Charles Morton Krousgrill, Purdue University-Main Campus, West Lafayette (College of Engineering); Jeffrey F. Rhoads, Purdue University-Main Campus, West Lafayette (College of Engineering); Edward J. Berger, Purdue University-Main Campus, West Lafayette (College of Engineering); Jennifer Deboer, Purdue University-Main Campus, West Lafayette (College of Engineering); Angela Goldenstein, Purdue University

Tagged Divisions

Mechanics

housesmany modern classrooms. The classrooms contain flexible furniture, white-board-lined walls,and ample technology to encourage instructors to use active learning pedagogies. Thispurposeful design of the classrooms motivated the authors to add more active learning activitiesto the curriculum of a mechanics of materials course that was taught in one of the newclassrooms.The incorporation of active learning techniques was not new for the instructor of record.Previously, he co-developed a learning environment called Freeform founded upon the research-based pedagogies of active, blended, and collaborative learning [1-3]. The mechanics ofmaterials course utilized the Freeform framework, which included online video solutions forevery example problem in

Conference Session

Enhancing the Statics Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kimberly B. Demoret P.E., Florida Institute of Technology; Jennifer Schlegel, Florida Institute of Technology; Matthew J Jensen, Florida Institute of Technology

Tagged Divisions

Mechanics

sametextbook, students often perceive the course sections differently. Different combinations ofonline and paper homework formats were used, and the problems assigned varied in volume,implementation, and complexity. In each section, different pedagogies were used, and the depthto which some topics were covered varied with the instructor. Because each section tookdifferent exams graded by different instructors, there was no uniform measure of students’preparedness levels for later engineering mechanics courses. This paper describes efforts toimprove consistency across sections by implementing a common course framework developedby the instructors teaching the different sections. This framework includes common online andon-paper homework assignments, and

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

Tagged Topics

Diversity

Tagged Divisions

Mechanics

students (this was the case for thedynamics class at HSKA). These skriptums tend to be much shorter than textbooks, andconcentrate on the really important things.Prof Deutsch Reflections on Class StructureIn the US all instructors have to set up a syllabus, which not only displays the course ofinstruction but also defines how the final grade is determined. A typical grading scheme mighthave Homeworks at 20%, Quizzes at 10%, Midterms at 30%, and the Final Exam at 40%. InGermany this does not exist, since it’s entirely the final exam which determines the grade.Sometimes the German professors let the students do homework or have tests to make thestudents reflect on the content and work on problems, but these assignments don’t influence thefinal