Conference Session

Assessment & Grading in Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephen N. Kuchnicki, York College of Pennsylvania; Scott F. Kiefer, York College of Pennsylvania

Tagged Divisions

Mechanics

targeted to aspecific course outcome. Thus, mapping student responses to exam problems over to learningoutcomes for the course becomes an easier task. Furthermore, the instructor is able to respond togaps in knowledge exposed by early examinations and may plan to test outcomes with a weakerperformance more frequently. The instructor is also able to reallocate class time, if necessary, inresponse to weaker performances seen on course outcomes. With only two or three midtermexaminations, it is difficult to revisit an earlier concept that students on which students may nothave performed well until the final examination.ConclusionsThis paper has discussed three different structures for an introductory solid mechanics course andits postrequisite course

Conference Session

Enhancing Instruction in Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud P.Eng., University of Waterloo

Tagged Divisions

Mechanics

available with her during the in-class problem session.The results from the F16 survey showed that the above problems were solved. The additionalcomplaints student had were:  Having to take extra time to learn the concepts outside the classroom  Information taken down after module is over.  Waiting 40 minutes to get an answer on the discussion forum instead of having their questions answered right away in the classroom.  More/better video resources required.The instructor plans on solving these problems as follows:  Enforcing that since students are solving assigned problems in-class they are replacing that with studying the material outside the classroom time.  Make sure to keep all the videos

Conference Session

Assessment & Grading in Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mariana Silva, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign

Tagged Divisions

Mechanics

, themajority of the students believed that if they knew what the correct answer should be, they coulddraw the diagrams using the drawing tool (Fig. 9-g). It is not clear to the authors if the “difficulty”in object manipulation was associated with the fact that when students didn’t know the solution ofthe problem, they would just try random attempts using the drawing tool, and felt as if thedrawing itself was the frustrating part of the problem solution. Based on observation of studentsduring office hours, we noticed that students were spending a lot of time trying to place theobjects precisely on the canvas, even tough it was announced that the tolerances were very large.To remediate this, we plan to include more messages about tolerances in the

Conference Session

Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Norman Reese P.E., LeTourneau University

Tagged Divisions

Mechanics

first hand example of how the calculations and material covered in class is used to help design and use a product.”  “It was a cool applicable demonstration of how strengths analysis is needed in any industry....”  “It was very informative and very neat.”  “Showed a real life application...showed software and Excel integration well.”  [It showed…] “how complex impact loading is and how it can be measured in the real world.”  “Safe design should plan also for possible mis-use and stress, not just intended use.”  “Real world example of testing.”As shown, most comments recognized the value of a “real world” example of how theory isapplied. In addition, side benefits were mentioned such as learning

Conference Session

Teaching Statics, Dynamics, and Mechanics of Materials

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yan Tang, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Mechanics

learning challenge might also be caused by students’ bad habits in solving dynamics problems.For example, students may start to write equations without specifying a coordinate system andidentifying the givens and finds carefully. Students usually take these habits as trivial carelessness,but it is these bad habits that prevent students from developing solid problem solving skills forlearning dynamics. For this reason, we need to develop a training plan to help them build goodhabits not only for learning dynamics but also for general problem solving.In this paper, a unified approach is proposed to serve as one stone aiming for two birds: avoidcognitive overload and help students develop certain good habits for problem solving. Thisapproach is

Conference Session

Learning Environments for Statics, Dynamics, and Mechanics of Materials

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Allen Evenhouse, Purdue University, West Lafayette; Rohit R. Kandakatla, Purdue University, West Lafayette (College of Engineering); Nick A. Stites, Purdue University, West Lafayette (College of Engineering); Nimit Patel, McKinsey & Company; Austin Zadoks, Purdue University, West Lafayette; Taylor Prebel, Purdue University; Claudio Cesar Silva de Freitas, Purdue University; Charles Morton Krousgrill, Purdue University, West Lafayette (College of Engineering); Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Jeffrey F. Rhoads, Purdue University, West Lafayette (College of Engineering); Jennifer Deboer, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Mechanics

University and M.Tech in Embedded Systems from KG Reddy College of Engineering and Technology. He is currently serving as the President of Student Platform for Engineering Education Development (SPEED) and has conducted more than 30 workshops across Asia, Europe, and Latin America which were focused on engi- neering education development and action planning. He was the founder of Indian Student Forum (ISF) and has been awarded the IGIP SPEED Young Scientist Award for the year 2014 for his efforts. He has been instrumental in setting up Indo Universal collaboration for Engineering Education (IUCEE) stu- dents Chapters across 47 colleges across India impacting more than 5000 students since 2013 and has been awarded

Conference Session

Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College

Tagged Topics

Diversity

Tagged Divisions

Mechanics

toconcepts in the prerequisite physics course (e.g. vector analysis, particle equilibrium, and free-body diagrams). It could be interesting to compare these pre-course survey responses withstudent grades in physics. Perhaps the survey could replace other pre-course assessment toolsused to plan review topics to emphasize during class sessions and/or identify students foracademic support services such as tutoring.Knowledge Surveys to Support Learner Skill DevelopmentAs discussed above, one of the goals of developing the knowledge survey was for students to usethe tool to improve their academic skill and confidence. Several of the survey items underoutcome 1 specifically ask students to reflect on their confidence regarding tasks associated

Conference Session

Enhancing Instruction in Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anna K. T. Howard, North Carolina State University; Matthew T. Stimpson, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

, another class style needsto be developed which approximates the success of students in the flipped sections. Alternateformats which mandate and reward group performance may work. The balance between face-time and independent study will vary between groups of students.References1 NC State University Office of Institutional Research and Planning. (2016.) Spring 2016 Sophomore Survey. Retrieved from URL https://oirp.ncsu.edu/surveys/survey-reports/studentalumni-surveys/sophomore-survey.2 Lord, Susan M., et al. "Who's persisting in engineering? A comparative analysis of female and male Asian, black, Hispanic, Native American, and white students." Journal of Women and Minorities in Science and Engineering 15.2 (2009).3