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The Affordance of Computer-Supportive Collaborative Learning in a Dynamics Course

Conference Session: Using Technology to Support Learning in Mechanics
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Yonghee Lee, Purdue University at West Lafayette ; Jennifer Deboer, Purdue University at West Lafayette (COE); Jeffrey F. Rhoads, Purdue University at West Lafayette (COE); Edward J. Berger, Purdue University at West Lafayette (COE)
Tagged Divisions: Mechanics

, whichmakes students try to write perfect notes without missing their instructors’ lecture notes duringclasses. However, these traditional conventions affected student learning as they used onlineresources clearly aligned with the dynamics course. Based on his personalized learningexperience, Oscar articulated how the online video resources affected his previous learningapproaches. I think I feel very prepared, because the way that the information is delivered to us it's very easy to organize and understand…I think it's changed the way that I use online resources. And also the way that I interact with my peers, because a lot of other assignments that we have to hand in are online assignments where you have an unlimited

Relevance Score: 0.02845347

Advancing Computational Knowledge and Skill Through Computing Projects in Sophomore-level Mechanics Courses

Conference Session: Using Technology to Support Learning in Mechanics
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Keith D. Hjelmstad, Arizona State University; Amie Baisley, University of Florida
Tagged Divisions: Mechanics

ourinstitutions. This shift has changed the mindset in both students and faculty, greatly expanding the rangeof problems that students can explore at the sophomore level. Computing projects offer the ability tointroduce more open-ended problems in the mechanics courses where students can think about certainconcepts more deeply. It also provides the opportunity to introduce important ideas of numerical analysisin a way that makes those techniques immediately relevant. The projects also encourage students to getmore creative, in courses often viewed as skill development, by seeking means to verify their codes andthen use those codes to explore the target problem without the encumbrance of tedious hand calculations.Requiring that each student write a full

Relevance Score: 0.02715261

Successes, Expectations and Challenges Associated with In-person to Online Remote Transition of an Engineering Statics Course

Conference Session: Building Success in the Online Classroom
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Anu Osta, Rowan University; Jennifer Kadlowec, Baldwin Wallace University; Melanie Amadoro, Rowan University
Tagged Divisions: Mechanics

adapt to the restrictedlearning environment3,4. This include creating a remote Mechanical Engineering Summer UndergraduateResearch Program to engage students in active research and to provide a mentored experience forindependent research work. Students were matched with faculty based on their fields of interest and wererequired to participate in a workshop series on research methods, scientific writing, career planning, andprofessional development5. Another attempt at asynchronous online delivery of remote introductoryphysics lectures used the Playposit technology which is an interactive audio (MP3 listening assignment)and video (MP4 viewing assignment) components6.Some of the challenges that have been reported include financial strains placed

Relevance Score: 0.020096827

The Transition from In-Person to Online Classes

Conference Session: Building Success in the Online Classroom
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Reihaneh Jamshidi, University of Hartford; Eoin A. King, NUI Galway
Tagged Divisions: Mechanics

learning path. It will alsopromote the following key elements of high-impact practices (HIPs) suggested by theAssociation of American Colleges and Universities: significant investment of time and effort bystudents over an extended period of time; interactions with faculty and peers about substantivematters; frequent timely and constructive feedback; periodic, structured opportunities to reflectand integrate learning; and opportunities to discover the relevance of learning through real-worldapplication. An example of modeling assignment currently developed for the Machine Designcourse is the simulation of shaft deflection using finite element analysis (FEA).Students’ engagement throughout the remote lectures could be enhanced by increasing

Relevance Score: 0.017920092

Gamification Design for Engineering Statics

Conference Session: Using Technology to Support Learning in Mechanics
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Anna K. T. Howard, North Carolina State University at Raleigh
Tagged Divisions: Mechanics

the course or finding excellent supplemental materialwhich gets added to the course. Encouragement badges were awarded for accessing the flashcards or attending office hours; repeating these behaviors earned higher levels of the badges.Three times over the semester students are required to write something: an ethics response onday 01, written instructions for using the right-hand-rule for three-dimensional moments on day15, and a project report on day 40. Some students believe that becoming an engineer means theynever have to write anything again; while assigning writing assignments can disabuse them ofthis notion, we hoped that assigning badges would highlight some of the places where engineersuse writing skills. The writing badges also have

Relevance Score: 0.017029207

A Blend Flex Engineering Mechanics Course

Conference Session: Building Success in the Online Classroom
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Jiehong Liao, Florida Gulf Coast University; Galen I. Papkov, Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University
Tagged Divisions: Mechanics

variety of ways that they are or couldbe engaged in the course [6]. And finally, after a year-long experiment, it was concluded thatrequiring students to submit homework for a grade did not improve exam performance overstudents who were not required to submit homework for a grade [7].The course is a four-credit course taken by students in their second-year. It is taught in a combinedlecture/lab environment with three meetings a week for a total of five contact hours. Although thecourse has been taught by seven different instructors over the years, it is essentially a team-taughtcourse. Instructors use the same textbook and syllabus, they collaborate on writing and gradingquizzes and exams, and they use common grading rubrics. Over the years

Relevance Score: 0.01587459

Development of an Interactive Top Hat Textbook for Engaged Learning

Conference Session: Engaging the Online Classroom
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Matthew M. Barry, University of Pittsburgh; Samantha E. Wismer; Tony Lee Kerzmann, University of Pittsburgh; Lee Allen Dosse, University of Pittsburgh
Tagged Divisions: Mechanics

feedback from the target audience: students. This textbook was co-authored by a studentwho had recently taken the class. This student was able to draw from their own experiences fromtaking the course, to better focus the book on student learning and expectations. Being cognizantof these recent experiences, the emphasis of the text was an example-based approach to learningin addition to making the text interactive and engaging. It is noted the student co-author isemployed by the University of Pittsburgh Study Lab, a free tutoring service which is offered to alluniversity students. Through the Study Lab, the co-author received certification from the CollegeReading and Learning Association in peer tutoring and new tutor training. The student co

Relevance Score: 0.015833661

Effects of Different Team Formation Strategies on Performance in an Undergraduate Introductory Mechanical Engineering Course

Conference Session: Building Success in the Online Classroom
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Hayden K. Richards, US Air Force Academy; Phillip Cornwell, United States Air Force Academy
Tagged Divisions: Mechanics

completed assignment was a lab which includedthe writing of a formal report. Performance on this assignment was compared across thedifferent teams, sections, and individual students’ results, with the goal being to determine ifcertain team formation strategies have a beneficial effect on performance for both the teams andthe individuals. Analysis of the data indicates that student-selected teams performed better onthe team assignment than teams formed using other strategies, but the observed improvementwas not statistically significant. We believe this was due to the small sample size. In addition,while there was no statistical difference in the incoming average student GPA for differentcourse sections, the incoming GPA of students did have a

Relevance Score: 0.015508197

Toward Benchmarking Student Progress in Mechanics: Assessing Learning Cycles through Mastery Learning and Concept Questions

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
Tagged Divisions: Mechanics

versions of the same topic multiple times until they pass, or “master”, the topic, corresponding to “A” quality work. Learning cycles therefore occur as students repeat the same topics, and their progress is assessed by passing rates and by comparing evolving responses to the same test topics. • Concept questions that elicit qualitative responses and written explanations are deployed with each topic. The learning cycle here consists when students respond to a ConcepTest accessed via the Concept Warehouse1, typically before class, observe the range of answers and comments from other students, receive feedback and/or participate in a peer discussion, and re-attempt

Relevance Score: 0.014665295

In-Class Real-Time Assessments of Students’ Fundamental Vector and Calculus Skills in an Undergraduate Engineering Dynamics Course

Conference Session: Using Technology to Support Learning in Mechanics
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Ning Fang, Utah State University
Tagged Divisions: Mechanics

documented aswell [12] [13] [14] [15]. The most significant scientific contribution that the present study makesis the development of an unconventional method of implementing clickers in the classroom. Inthis method, clicker technology is employed in class for multiple times to detect and assessstudent understanding of the same learning topic until student misunderstanding is corrected.To the best of our knowledge, this unconventional method has not been reported in existingclicker-related literature.In the present study, clickers were used as a tool to collect real-time data, as computers are usedas a tool to write papers and essays or pianos are used to play music. Through the use ofclickers, the present study reveals that many engineering

Relevance Score: 0.0126714185

Stimulating Student Preparation in Introductory Engineering Mechanics

Conference Session: MASS: Mastery, Assessment and Success of Students
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Brad Gregory Davis, United States Military Academy; Kevin Francis McMullen, United States Military Academy; J. Adam Pegues, United States Military Academy at West Point
Tagged Divisions: Mechanics

and representative example problems would be a valuable learning tool. In a recentcourse assessment, students highlighted the necessity of frequent assessment: “I felt that my class should have allotted more time to complete individual board problems. We did complete a board problem as a class each lesson, but I felt that I was lost when it came time to complete lessons on my own” “I learned the most during the beam lab when [the instructor] had us go to the boards in groups and went to help each group work through the problems to completion. I learned a lot from my peers that way. Going to board by myself doesn't help at all if I don't know what I'm doing”Students also struggled differentiating

Relevance Score: 0.011631148

Cheating and Chegg: a Retrospective

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

important, individual instructors are not without tools, Anderman andKoenka suggest five things instructors can do to reduce cheating in their classes [2]. 1. “Emphasize mastery”, including retaking exams in order to improve. 2. “Don’t stress students out about grades”, don’t call exams ‘big’. 3. “Clearly communicate expectations”, and make grades fixed rather than relative to peers. 4. “Don’t publicize student grades”, even if anonymously. 5. “Talk about cheating”, define it, be clear on consequences, and talk about how it detracts from learning goals.Beyond the immediate objective of stopping cheating, professors should consider tackling thecheating problem as an educational one. College is a time when many students are