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Bringing Experiential Learning into the Online Classroom: A Mechanics of Materials Course Case Study

Conference Session: Learning Environments for Statics, Dynamics, and Mechanics of Materials
Collection: 2017 ASEE Annual Conference & Exposition
Authors: David Brian Dittenber, LeTourneau University; Allyson Jo Barlow, Oregon State University
Tagged Divisions: Mechanics

Education, 2017 Bringing Experiential Learning into the Online Classroom: A Mechanics of Materials Course Case StudyAbstractAn online Mechanics of Materials course offered in the summer of 2016 by LeTourneauUniversity was designed to include several unique components intended to facilitate experientiallearning in a manner more typically found in some traditional classroom-delivery courses. Inaddition to video lecture and example materials, course innovations aimed at achieving theseoutcomes included: a small project involving students' evaluation of mechanics principles intheir surroundings with a peer review, an analysis of a case of historical importance in which afailure related to mechanics of materials occurred

Relevance Score: 0.019072982

Frequency of Exams and Student Performance in Solid Mechanics Courses

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

senior design, while serving as advisor to many undergraduate research projects. For the last six years, Scott has been at York College of Pennsylvania where his concentration is on undergraduate education in mechanical engineering. c American Society for Engineering Education, 2017 Frequency of Exams and Student Performance in a Solid Mechanics CourseThis study compares several methods of examinations given in both an introductory solidmechanics course and a follow-up machine component design course. To help determine the bestfrequency of evaluating student performance, several examination schedules are compared foreach course. For the introductory solid

Relevance Score: 0.014313867

Utilizing Empathy-Based Course Modules to Enhance Student Motivation in Lower Level Mechanics Courses

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

grant from the W.M. Keck Foundation for athree year project to enhance education by introducing elements of wheelchair research intovarious undergraduate courses. The goal was to utilize research instrumentation anddemonstrations to not only teach technical aspects of a course, but to increase student motivationto learn those aspects. Toward that end, the demonstrations were directly related to the humanneed of mobility, thus enhancing motivation with an empathetic aspect. By showing how theorypresented in mechanics courses could be used to develop better wheelchairs to help people, itwas hoped that students would be more motivated to learn. Therefore, the primary intent was notto determine if the students learned a technical point, but if the

Relevance Score: 0.0141670555

Accelerating the Development of Engineering Judgment in Students through Inquiry-Based Learning Activities

Conference Session: Learning Environments for Statics, Dynamics, and Mechanics of Materials
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Jakob C. Bruhl, U.S. Military Academy; James Ledlie Klosky, U.S. Military Academy; Todd Mainwaring P.E., U. S. Military Academy; Joseph P. Hanus, U.S. Military Academy
Tagged Divisions: Mechanics

higher-level tasks earlier intheir careers, necessitating the development of this judgment in undergraduates. This clearly hasbecome a priority for many programs, as evidenced by the growth of project-based learning.Developing this type of judgment and creativity is challenging, but inquiry-based learning willplay an important role and well-tested tools for inspiring new types of knowledge acquisitionmethods in our students are needed.This paper describes hands-on, inquiry-based learning activities that were recently designed andimplemented in the first mechanics course taken by students in the Department of Civil andMechanical Engineering at the US Military Academy in part to help accelerate the developmentof students’ engineering judgment

Relevance Score: 0.009370626

Torsion Tests to Study Plastic Deformation in Ductile Materials

Conference Session: Teaching Statics, Dynamics, and Mechanics of Materials
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Somnath Chattopadhyay, University at Buffalo, SUNY; Jerry Qu, University at Buffalo ; Adres Nuri, University at Buffalo ; Syed Ali Hasan, University at Buffalo; Nilanjan Kundu, University at Buffalo
Tagged Divisions: Mechanics

Buffalo’s School of Engineering and Applied Sciences. I am pursing a Bachelors of Science in Computer Science and a Bachelors of Science in Mechanical Engineering.Mr. Nilanjan Kundu, University at Buffalo Nilanjan Kundu is currently a senior pursuing a Bachelor of Science in Mechanical Engineering at the University at Buffalo’s School of Engineering and Applied Sciences. c American Society for Engineering Education, 2017 Torsion Tests to Study Plastic Deformation in Ductile Materials ABSTRACTThis project is an experimental study on plastic deformation in ductile materials such as aluminumand steel. The objective is to stimulate interest in engineering

Relevance Score: 0.008348017

Demo or Hands-on? A Crossover Study on the Most Effective Implementation Strategy for Inquir--Based Learning Activities

Conference Session: Learning Environments for Statics, Dynamics, and Mechanics of Materials
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Brian P. Self, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo
Tagged Divisions: Mechanics

professor exchange, teaching at the Munich University of Applied Sciences. He is a co-author on the Beer and Johnston dynamics textbook. His engineering education interests include collaborating on the Dynamics Concept Inventory, developing model-eliciting activities in mechanical engineering courses, inquiry-based learning in mechanics, and design projects to help promote adapted physical activities. Other professional interests include aviation physiology and biomechanics.Dr. James M. Widmann, California Polytechnic State University, San Luis Obispo Jim Widmann is a professor of mechanical engineering at California Polytechnic State University, San Luis Obispo. He received his Ph.D. in 1994 from Stanford University and has

Relevance Score: 0.008348017

Homework Methods in Engineering Mechanics: Part 3

Conference Session: Teaching Statics, Dynamics, and Mechanics of Materials
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Derek James Lura PhD, Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University; Long Duy Nguyen P.E., Florida Gulf Coast University
Tagged Divisions: Mechanics

Paper ID #18993Homework Methods in Engineering Mechanics: Part 3Dr. Derek James Lura PhD, Florida Gulf Coast University Dr. Derek Lura is an Assistant Professor in the Department of Bioengineering at Florida Gulf Coast University, Fort Myers. He received his PhD in Mechanical Engineering from the University of South Florida in 2012. He is committed to developing his courses to apply and develop best practices from the scholarship of teaching and learning. Outside of course development, his primary research interests are in biomechanics, rehabilitation, prostheses, and robotics. His current research projects include

Relevance Score: 0.008179353

An Analysis of Factors Affecting Student Performance in a Statics Course

Conference Session: Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Yufeng Hu P.E., Western Michigan University; Javier Martin Montefort P.E., Western Michigan University; Edmund Tsang, Western Michigan University
Tagged Divisions: Mechanics

miss important points in a traditionallecture setting, which is an instructor-centered, relatively passive method of learning. Whilelecturing still remains an effective and important way of conveying knowledge, it is critical toget students engaged in active learning through activities such as solving problems, working witheach other, asking questions and getting feedback.To enhance student learning in Statics, researchers at various institutions have explored othermethods for teaching Statics, such as developing concept map and quantifying students’conceptual understanding[1, 2], developing on-line homework or learning modules[3, 4], peer-led-team-learning[5], project-based learning[6], emporium-based course delivery[7]. Among them

Relevance Score: 0.0066784136

What does an In-Class Meeting Entail? A Characterization and Assessment of Instructor Actions in an Active, Blended, and Collaborative Classroom

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

incorporating active and collaborative strategies with blended resourcesto enhance instruction in both conceptual knowledge and problem solving skills. Since theintroduction of the Freeform environment to these dynamics courses, the rate at which studentsreceive failing grades or withdraw from the course (the so-called DFW rate) has declineddramatically5. This success has given rise to various research projects centered aroundunderstanding, improving, and disseminating the Freeform environment. In continuing this work,our research team has begun to bring the Freeform environment to other educational instititions,but its implementation has proven challenging due, in part, to the lack of literature on what ABCclassrooms should look like in practice.To

Relevance Score: 0.0051120953

Online-Only Statics Compared to a Flipped Classroom

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

who needStatics. Flipped classes work best with teams of students who can attack a problem together.7 Weknow that about 3% of students at NCSU are nonresident aliens, many with English as a secondlanguage; language difficulties can can hinder the effectiveness of the group for the flippedclass.8 Returning students who are much older than their peers, parents with young children, andstudents with disabilities can struggle to succeed in a group of 19-year-olds. More than 55% ofour sophomores hold job; 81% of those work off campus.1 Students with social anxiety can alsostruggle.9This project sought to determine whether a student who was released from the need to come toclass could be just as effective as one who was forced to come to class and

Relevance Score: 0.00500881

Using Graphical User Interfaces with Try-Again Feedback

Conference Session: Enhancing Instruction in Statics, Dynamics, Mechanics
Collection: 2017 ASEE Annual Conference & Exposition
Authors: M. Austin Creasy, Purdue Polytechnic Institute, West Lafayette
Tagged Divisions: Mechanics

, J., Goodrich, V., and Meyers, K. Teaching MATLAB in First-year Engineering: A GUI Tool Directed Approach, In 4th First Year Engineering Experience (FYEE) Conference, pp 9-10.15. Koh, M.-S., Rodriguez-Marek, E., and Talarico, C. (2007) Class Projects with Graphic User Interfaces in Matlab, In 2007 ASEE Annual Conference and Exposition, Honolulu, Hawaii.16. Pang, C. K., Wong, W. E., Li, C., and Al Mamun, A. (2008) A Toolkit with MATLAB GUI for Learning Position Error Signals in Data Storage Systems, International Journal of Engineering Education 24, 1242.17. Kim, K.-J. (2007) Computer-aided Instruction of Fundamental Mechanics Courses using Matlab, In 2007 ASEE Annual Conference and Exposition, Honolulu

Relevance Score: 0.0047223517

Facilitating Learning of Projectile Problems with a Unified Approach

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

, he has not been able to get a single ballinto the 100-point hole. The 100-point hole is located 𝐿 = 3 ft from thebase of the skee ball machine’s backboard, which is angled at 𝛽 = 20∘with respect to the horizontal. If the end of the launch ramp is ℎ = 2 ftabove the backboard’s base and oriented at 𝜃 = 45∘ to ground, how fastshould Greg project a ball up the launch ramp so that it lands in the 100-point hole? How longdoes it take for the ball to reach the hole?Table 2 shows the assessment result with the percentage referred to correctness. Table 2 Assessment Result Problem Date Given/Find Equations Unknowns 1 Feb

Relevance Score: 0.0047223517

Molding the Interactive Flipped Classroom Based on Students' Feedback

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

to additional videoresources will be provided to give the students additional opportunities to understand theconcepts. It is understandable that students will continue to resist change, but with time, it isexpected that other courses in the department will follow a similar model which will allow forfurther student acceptance.AcknowledgementsThe author would like to acknowledge the Center of Teaching Excellence (CTE) at theUniversity of Waterloo for funding this project, Eleanor Mak (Graduate engineering student) andTalodabioluwa Abikoye (undergraduate engineering student) for their help with developing theinstructional videos and online quizzes, Samar Mohamed from CTE for her guidance and supportwith D2L and finally Samanthi Sooriyabandara

Relevance Score: 0.0041320575

Student Perceptions of Learning Experiences in Large Mechanics Classes: An Analysis of Student Responses to Course Evaluation Surveys

Conference Session: Learning Environments for Statics, Dynamics, and Mechanics of Materials
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Michelle Soledad, Virginia Tech and Ateneo de Davao University; Jacob R. Grohs, Virginia Tech; Jennifer Doggett; Steven Culver, Virginia Tech; Jaime L. Williams
Tagged Divisions: Mechanics

environment is significantly compromiseddue to increasingly unfavorable student-to-teacher ratios. Challenges as a result of large classesare well-documented in the literature and can include observable behaviors (e.g., decreasedengagement, declining achievement)8, 9, self-reported perceptions (e.g., declining motivation,dissatisfaction with instructor/pedagogy)10, and physical infrastructure limitations (e.g., adequateaudio/video projection, wireless network capacity)10. To the faculty, these challenges manifest asfeelings of difficulty establishing rapport, monitoring students’ academic performance to a levelwhere providing individualized, timely, and quality feedback is possible, and actively engagingeveryone in the class9. Even the most well