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

isolationistculture also inhibits the ability of faculty to compare and evaluate the advantages of different Intro. Dynamics Intro. Solid Mechanics Intro. Statics Fall 2012 Planning and initial development Spring 2013 Initial deployment Planning and initial development Fall 2013 Induction of a new Initial deployment instructor Spring 2014 Induction of another Continuation of new Planning and initial new instructor model development Fall 2014 Continuation of new Induction of a new Initial deployment

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

and II, Fluid Mechanics, and Heat and Mass Transfer,  six credits of solid mechanics classes: Solid Mechanics and Machine Design, and  seven credits of technical electives.While the credits seem to be heavily weighted toward the thermal-fluid sciences, it should benoted that all ME-concentration students are required to take mechanics of materials as a coreengineering course, but do not take the combined thermal-fluid class that is required for studentsin the other concentrations.In the early planning stages for the ME concentration, a course in kinematics was included. Indiscussions among the faculty, however, we concluded that this was one area where the use of

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

determine which is heavier: the bridge deck or thecounterweight.The second challenge level exam question was given at the end of the term and provided studentswith a vehicle collision report shown as a schematic of the scene. Students were giveninformation about the final resting place of two vehicles and skid marks left on the pavement.Students were again asked to develop models to help analyze the problem. Additionally,students were asked to describe how they would determine the initial velocities of each of thevehicles.Research questions and instrumentsMultiple studies are planned to investigate these questions. The primary research question buildsoff the initial study’s conjecture that the implementation of challenge-based instruction

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

necessarily based on their (uncritical) intuition.Project 2: This project builds off of Project 1 and assimilates concepts from early in the MoMcourse, such as tension, lateral shear, and bearing stress. Students are asked to design structuralelements using the reactions previously obtained at the pole base (by the time this project isassigned, the results from Project 1 have already been discussed in class). In particular, the polebase (z = 0) is assumed to be attached to a steel plate that is connected to a concrete pedestal bysteel anchors (Figure 2a). Page 24.753.5 Figure 2a. Elevation (top) and Plan (bottom) views of Pole Base Connection

Conference Session

Teaching Dynamics

Collection

2014 ASEE Annual Conference & Exposition

Authors

James M. Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Michael J. Prince, Bucknell University

Tagged Divisions

Mechanics

Did you trust the results of the pulley lab? pulley demo at the front • Yes - 75% of the room would be just • A bit skeptical - 18.75%, with responses: as effective as the group -“Due to masses hitting each other” activity: - “Race result seemed to close to call” 3.0 / 5.0 • Not there - 6.25%For future work, the authors plan to continue with more videotaping of individual studentsperforming the IBLA to gain better insight into common student misconceptions. Changes andimprovements to the IBLA will be informed by this information. Of particular interest is howstudent understanding changes over time and is transferable to new situations. Finally, Table 2indicates a widespread need

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

differentquestions or topics of interest to the group, and then monitor the resulting discussion. Severalparticipants also began discussions on their own.Principles Used in the VCPThe leaders of each disciplinary VCP met in a ten-week Leadership VCP (L-VCP) to assist inorganization, content, and planning. The L-VCP applied guidelines for engineering facultydevelopment established by Felder and his colleagues, and encouraged the leaders of eachdisciplinary VCP to do the same. Felder’s group has used these guidelines in their highlysuccessful National Effective Teaching Institute (NETI) workshops2, 4, 5: 1) use facilitators with expertise in both engineering and pedagogy 2) use engineering-related examples and demonstrations 3) target content to

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan B. Swithenbank, US Coast Guard Academy; Thomas William DeNucci, U.S. Coast Guard Academy

Tagged Divisions

Mechanical Engineering, Mechanics

videos. Since most professional academics are not savvy at improvisation, having a plan is important in terms of both cost and personal comfort. One successful approach involves scripting from a set of well-written notes. 3. Do not be a perfectionist when recording or editing the videos. When we lecture in class, there are always unexpected errors or goofs that occur. These things will undoubtedly happen in the videos, so do not worry. You can fix nearly anything with editing; and most everything else is probably just okay. 4. You need to find the right incentive for getting your students to watch the videos. There

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sarah L. Billington, Stanford University; Sheri D. Sheppard, Stanford University; Robert C Calfee, Graduate School of Education, Stanford University; Peggy C. Boylan-Ashraf, Stanford University

Tagged Divisions

Mechanics

12 and colleagues  performed a multi-institute study of self-efficacy in women engineering students, finding thatself-efficacy is indeed related to women students' plans to continue in the traditionally male-dominated field of engineering. Similar observations have been found for minority students.With over 30% of the current freshmen at the authors’ institution being from minoritybackgrounds (African American, Hispanic, Native American and/or Pacific Islander)  and 16%first generation college students, methods for increasing self-efficacy through our teaching willbe important to support and successfully educate a diverse student body in engineering.  With regard to self-efficacy in mechanics, Montfort 14 studied conceptual understanding

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Paul S. Steif, Carnegie Mellon University; Anna Dollar, Miami University

Tagged Divisions

Mechanics

feedback on their practice.How might instructors encourage use of such a resource, if viewed as potentially valuable, in acourse that contains other standard learning resources, such as lecture, homework, and so forth?Can we move away from the model in which all students are assigned the same amount of work,regardless of how they perform, and instead give them the opportunity to self-regulate theirlearning? In the model of Zimmerman and Schunk6, self-regulatory learning involves a three-step process of planning, practicing, and evaluation for students to follow to independentlymonitor their learning. Learning resources that offer feedback may provide the evaluation uponwhich students can gauge their own learning and then choose to undertake

Conference Session

Teaching Statics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin - Stout

Tagged Divisions

Mechanics

previouslymentioned, when comparing the LMS dropbox submissions with the Titter posts, it was foundthat the Twitter posts in general contained more simplistic analysis of a given situation. However,the ensuing discussion surrounding a post was often more meaningful and timely than waspossible with the LMS submissions.As a result of this experience, it is planned to continue the use of this form of journalingassignment in future offerings of this course as well as in other similar courses. The submissionmethod used for these assignments will continue to be the Twitter platform for benefits ofreal-time communication and automation of the collection and distribution process. One of thefuture goals for this work is to use these assignments to encourage students

Conference Session

Teaching Statics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Orval Powell, USAF Academy; Michael Richards, U.S. Air Force Academy; Daniel D. Jensen, U.S. Air Force Academy; Nicholas Matthew Brown, United States Air Force Academy

Tagged Divisions

Mechanics

active learning work? A review of the research." Journal of Engineering Education 93(3): 223-231 2004 http://www.asee.org/publications/jee/PAPERS/display.cfm?pdf=800.pdf.[8] Wood, K., Jensen, D., Linsey, J., and Schmidt, K. "Designing Active Learning Activities and AssociatedAssessment Plans". NSF CCLI Conference Workshop, 2008.[9] Linsey, L., Talley, A., White, C., Jensen, D., Wood, K., From Tootsie Rolls to Broken Bones: An InnovativeApproach for Active Learning in Mechanics of Materials, Advances in Engineering Eduction, Winter, 2009.[10] National Research Council. National science education standards.www.sites.nationalacademies.org/nrc/index.htm (Accessed September 2008) 1999.[11] National Research Council. Environment and development

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

reference to design, [which is] created for business plans. Design [is] usually of structures such as trusses [and] cantilevers. Structures [can be] analyzed by methods of joints, methods of sections, [and] rechecks. Structures must be ethically sound (meaning oversight and approval of licensed engineers [and using] safety factor above legal obligation), well-designed so [it] holds up given physical stress/strain [and] in equilibrium, [and] statistically determinant.Discussion and Implications The concept maps proved to be a great way to learn how the class could be improved as awhole. Teachers can use this tool in order to learn how their students are reacting to thecurriculum. However, throughout the

Conference Session

Teaching Statics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Paul S. Steif, Carnegie Mellon University; Levent Burak Kara, Carnegie Mellon University; Luoting Fu

Tagged Divisions

Mechanics

user can solve equations of equilibrium using a built-in calculating facility. If the userhas written down an equation with one variable (always a linear equation in truss analysis), uponrequest the tutor can solve the equation for that variable. This eliminates the need to use acalculator. The user can substitute such a solved variable into another equation that has morethan one variable. But the tutor does not permit the simultaneous solution of multiple equationsfor multiple variables. This restriction on the solving capability promotes the practice of seekingto find an equation with a single variable, which can be determined and then used in subsequentequations. Such a practice of planning and organizing one’s work is often wise when

Conference Session

Teaching Statics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shraddha Sangelkar, Pennsylvania State University, Erie; Omar M. Ashour, Pennsylvania State University; Russell L. Warley, Pennsylvania State University, Erie; Oladipo Onipede Jr., Pennsylvania State University, Erie

Tagged Divisions

Mechanics

. James H. Block. New York: Holt, Rinehart and Winston, 1971.3. Keller, Fred Simmons, John Gilmour Sherman, and Carolina Martuscelli Bori. PSI, the Keller Plan Handbook: Essays on a personalized system of instruction. Menlo Park, Calif.: WA Benjamin, 1974.4. Onipede, O., and Warley, R., "Rethinking engineering exams to motivate students," 26th Annual Lilly Conference on College Teaching, Miami University, Oxford, OH, October 2007Appendix: Survey Questions1. I feel confident in taking future courses that require E MCH 211 as a pre-requisite.2. I think it is important to be able to solve problems correctly3. I feel that the grades I received in E MCH 211 with mastery exams was a fair evaluation of my understanding of that subject