Conference Session

Teaching Methods for Engineering Mechanics Courses

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashraf Badir P.E., Florida Gulf Coast University; Jiehong Liao, Florida Gulf Coast University; Tanya Kunberger P.E., Florida Gulf Coast University; Galen I. Papkov, Florida Gulf Coast University; Long D. Nguyen, Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University

Tagged Divisions

Mechanics

Paper ID #21605Exam Wrappers, Reflection, and Student Performance in Engineering Me-chanicsDr. Ashraf Badir P.E., Florida Gulf Coast University Dr. Badir is an Associate Professor in the Environmental and Civil Engineering Department at the U.A. Whitaker College of Engineering in Florida Gulf Coast University. He earned his B.Sc. (1982) in Civil Engineering and M.Sc. (1985) in Structural Engineering from Alexandria University, Egypt. He also holds a M.Sc. (1989) and a Ph.D. (1992) in Aerospace Engineering from Georgia Institute of Technology.Dr. Jiehong Liao, Florida Gulf Coast University Dr. Jiehong Liao is an Assistant

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

Paper ID #22281Teaching Mechanics in Another Country – Reflections on a Professorenaus-tauschDr. Brian P. Self, California Polytechnic State University, San Luis Obispo Brian Self obtained his B.S. and M.S. degrees in Engineering Mechanics from Virginia Tech, and his Ph.D. in Bioengineering from the University of Utah. He worked in the Air Force Research Laboratories before teaching at the U.S. Air Force Academy for seven years. Brian has taught in the Mechanical Engineering Department at Cal Poly, San Luis Obispo since 2006. During the 2011-2012 academic year he participated in a professor exchange, teaching at the Munich

Conference Session

Mechanics Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ashraf Badir P.E., Florida Gulf Coast University; Jiehong Liao, Florida Gulf Coast University; Galen I. Papkov, Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University

Tagged Divisions

Mechanics

Paper ID #26761Exam Wrappers, Reflection, and Student Performance in Engineering Me-chanics – Part IIDr. Ashraf Badir P.E., Florida Gulf Coast University Dr. Badir is an Associate Professor in the Environmental and Civil Engineering Department at the U.A. Whitaker College of Engineering in Florida Gulf Coast University. He earned his B.Sc. (1982) in Civil Engineering and M.Sc. (1985) in Structural Engineering from Alexandria University, Egypt. He also holds a M.Sc. (1989) and a Ph.D. (1992) in Aerospace Engineering from Georgia Institute of Technology.Dr. Jiehong Liao, Florida Gulf Coast University Dr. Jiehong Liao is an

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meera NK Singh P.Eng, University of Calgary; Leszek Sudak P.Eng., University of Calgary; Philip Egberts P.Eng., University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Mechanics

gender. The high numbers in Mechanical Engineering reflect the overall size, relativeto Chemical Engineering (second largest), and Civil Engineering. As can be seen from the bottomof Table 2, the average school wide GPA was 2.57. The average GPA in the programs follows thesame order as the aforementioned minimum entrance requirements by program. This result is tobe expected, as those who did the best in first year would be expected to continue to achieve highresults in their second year. On the other hand, the material in Dynamics is more aligned with theinterests and strengths of Mechanical and Civil Engineers than with Chemical Engineers. Thisalignment may indicate that students are not necessarily enrolled in the program that is bestaligned

Conference Session

Teaching Methods for Engineering Mechanics Courses

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carisa H. Ramming, Oklahoma State University; Rachel Mosier P.E., Oklahoma State University

Tagged Divisions

Mechanics

reflects the responses to each of the eleven questions with 5=strongly agree,4=agree, 3=neutral, 2=disagree, and 1=strongly disagree. Figures 1-11 chart the responses to theindividual questions but show the relationships between exam average and average timeremaining in the exam. These averages, exam and time, are of the three midterm exams. Strongly Strongly Student Perceptions of Timed Total Agree Agree Neutral Disagree Disagree Exams Responses (5) (4) (3) (2) (1) Q1. Timed exams are difficult. 250 9% 41% 35% 13

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University; Helen L. Chen, Stanford University; Beth Rieken, Stanford University; Autumn Turpin, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Mechanics

Paper ID #15770Improving Students’ Learning in Statics Skills: Using Homework and ExamWrappers to Strengthen Self-regulated LearningKai Jun Chew, Stanford University Kai Jun (KJ) Chew is a Research Data Analyst in the Mechanical Engineering department at Stanford University. He is currently working closely with Dr. Sheri Sheppard on two fronts: introducing reflec- tive activities as part of the Consortium to Promote Reflection in Engineering Education (CPREE) and implementing the Continuous Improvement Program as part of the ABET evaluation. Born and raised in Malaysia, KJ received his Bachelor of Science in Mechanical

Conference Session

Assessment Strategies in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ning Fang, Utah State University

Tagged Divisions

Mechanics

) are related to mathematics and equations; two items (Nos. 31 and 30) are related toabstract vs. concrete thinking; one item (No. 9) is about problem solving in different contexts;and one item (No. 20) deals with reflection and self-regulated learning. These research findingsas well as their implications and significance are discussed.IntroductionEngineering Dynamics is a foundational, sophomore-year, required course in manyundergraduate engineering programs, such as mechanical, aerospace, civil, and environmentalengineering. Built directly upon college-level physics mechanics and engineering staticscourses, Engineering Dynamics involves numerous fundamental physics mechanics concepts, forexample, Newton’s second law, the principle of work and

Conference Session

Mechanics Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud P.Eng., University of Waterloo; Chloe Gibson

Tagged Divisions

Mechanics

activities.Instructional videos were developed to provide students with an alternative way to understandeach of the models and their related concepts. The videos are also used as a teaching approach toshow students how mechanics concepts are applied. Learning takes place through a combinationof observational learning, experiential learning, activity preparedness, and reflective learning.Upon completion of two out of the seven activities, the students were shown one of the videosduring class and guided to the rest of the video series to watch on their own. Students were ableto gain greater perspective on the activities they participated in. For those activities they wereunable to interact with, they had the opportunity to learn about the same concepts through

Conference Session

Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sean Moseley, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Mechanics

engineering course is feasible without wholesale rethinking of the content.Hopefully, this paper will encourage statics instructors, and engineering instructors in general, toconsider taking steps to balance the EPS approach with acknowledgement of the human andsocial context in which engineering work takes place.MethodI identified example problems based on real-world situations that illustrate core technical ideaswithin the Statics curriculum. I then elaborated the problem description to place the situation in ahuman and social context. While keeping the technical questions basically unchanged, I added“Reflect” questions at the end of the problem.These questions require the student to move beyond the numbers, think about the relationshipbetween the

Conference Session

Mechanics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of Illinois, Urbana-Champaign; Rebecca A. Atadero, Colorado State University; Daniel W. Baker Ph.D., P.E., Colorado State University; Anne Marie Aramati Casper, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

their personal experiences, reflect on howthey are affected by the course, or critically assess the course curriculum and classroompedagogy” (p. 46). Moreover, as they argued, in traditional approaches, students’ knowledge andexperiences are often disregarded and more than not perceived as irrelevant to the coursecontent. Knowledge is treated as static, distant, and disembodied from class members (Ochoa &Pineda, 2008).Despite the sources of resistance that have been noted, other researchers have pointed out thepotential benefits of stretching engineering curriculum beyond technical content. Ochoa andPineda (2008) raised the importance of creating environments that benefit from collaboration byproviding democratic spaces to “enhance learning

Conference Session

Mechanics Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Sarah Wodin-Schwartz, Worcester Polytechnic Institute

Tagged Divisions

Mechanics

engineers capable of working in both the social and technical dimensionsof contextualized, open-ended problems [6]. Wisnioski, a historian of engineering studies,reflected in his 2015 editorial that, while calls for engineering education reform towards “global,economic, environmental, and societal context” [7] have been existent since as early as the1920s, “each wave of reform has come with incomplete efforts to establish institutional rewardsthat value such historical and contextual work.” [8] However, since Wisnioski’s editorial, muchprogress towards contextualization has been made in the engineering community, largely in partdue to support from the Accreditation Board for Engineering and Technology (ABET) and theNational Science Foundation (NSF

Conference Session

The 'Strengths' of Mechanics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Reihaneh Jamshidi, University of Hartford

Tagged Divisions

Mechanics

makes it challengingfor them to reflect on the comments and implement changes [9].The objective of the present work is to develop a method of providing feedback to students in aconcise and contextualized manner. The process involves searching students’ lab reports for theirwriting mistakes and sorting the relevant extracts into categories and identifying themes. Eachtheme consists of several errors that are clustered together under one particular construct. It isanticipated that by categorizing students’ mistakes into themes and providing feedback on eachof the themes, students find higher motivation for improvement compared to the situation wherethey are given individual comments on each and every one of their mistakes in an unsorted

Conference Session

Improving Student Outcomes in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer E. Holte, University of St. Thomas; Ryan J. Endres, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Doug Dunston, University of St. Thomas

Tagged Divisions

Mechanics

most influenced their attitude toward it. At the end of the semester, students were alsoinvited to participate in a reflective survey. All students enrolled in the class participated in theSIMS surveys. However, survey results were only included in the study for those students whoconsented.Twenty-two of the 29 students enrolled chose to participate in the study, providing a total of 260SIMS survey responses. Using the Self-Determination Index (SDI) as a measure of overallmotivation, motivational differences among students appear to be greater than the differencesamong activities. The study did not identify any one mode of teaching that was more effective inmotivating students than others. The students’ motivation appears to be more

Conference Session

Teaching Statics, Dynamics, and Mechanics of Materials

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ryan Barrage, University of Waterloo; G Wayne Brodland P.Eng., University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo

Tagged Divisions

Mechanics

; this approach can be problematic as the examplesshown are not universal. In trying to solve problems by relating them to a few fundamental cases,the students sacrifice adaptability, and in turn forgo critical thinking.The aim of this paper is to demonstrate a means of building intuition in students throughexperiential learning, so that they can have a gut feeling for how the system works. Experientiallearning is often referred to as ”learning through reflection on doing” 1 . Felder and Silverman 2state that “babies do not come into life with a set of general principles, but rather observe theworld and define inferences”.The learning models of Kurt Lewin 3 , John Dewey 3 , Jean Piaget 3,6 , as well as Benjamin Bloom’sTaxonomy 4,5 , will assist

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

performance. Also, student perception of the BlendFlex modelof instruction with LA support is reported.This study was reviewed and approved by the University’s Institutional Review Board.MethodsSubjects and SurveysAfter each exam, students were given an Exam Wrapper to reflect on their preparation andperformance in terms of foundation, course involvement, study habit and activities, and sourcesof error (see Appendix, Table A1 and A2). The purpose of the reflection activity is to highlighthabits that are helpful to continue and reveal some areas that could be adjusted. This reflectionhelps students plan what to do differently and better to prepare for the next exam and asksstudents what instructors or assistants can do to support their learning. Exam

Conference Session

Statics - They can move at constant velocity!

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sirena C. Hargrove-Leak, Elon University

Tagged Divisions

Mechanics

is not simultaneously accompanied by (or occasioned through) an extension of the student‟s use of language. Through this elaboration of discourse new thinking is brought into being, expressed, reflected upon and communicated. This extension of language might be acquired, for example, from that in use within a specific discipline, language community or community of practice, or it might, of course, be self-generated. It might involve natural language, formal language or symbolic language.8” The language extension of engineers learning to solve problems includes some natural language, formal disciplinary language, and

Conference Session

Mechanics Division Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Thomas Rockaway, University of Louisville; D. Joseph Hagerty, University of Louisville

Tagged Divisions

Mechanics

reviewed the four target areas in need ofimprovement and defined their mission as “Ideas to Action: Using Critical Thinking to FosterStudent Learning and Community Engagement.”[2] The concept of critical thinking has beendefined many times over the past forty years, but generally includes activities focused on keyabilities: to question; to acknowledge and test previously held assumptions; to recognizeambiguity; to examine, interpret, evaluate, reason, and reflect; to make informed judgments anddecisions; and to clarify, articulate, and justify positions [3, 4, 5, 6, 7, 8, 9, 11, 14, 15, 16]. It isevident that the approach developed by the QEP team reflects the determination that criticalthinking is defined by mental activities and standards that

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

greatdeal of research has been conducted to develop instructional models to guide these learningactivities. One such model to guide instructional design is the STAR.Legacy learning cycle.[9] Page 24.1273.3STAR stands for Software Technology for Action and Reflection. Central to the instructionalmethod is the focus on having students take action on what they know and reflect and refine thatunderstanding through exploration of the challenge. The learning cycle, shown in Figure 1, is aframework that guides the instructional approach. An entire course or unit within a course isstarted with the introduction of a challengeproblem. The challenge is usually

Conference Session

Innovative Mechanics Education Programs and Projects

Collection

2007 Annual Conference & Exposition

Authors

James Morgan, Texas A&M University; Luciana Barroso, Texas A&M University

Tagged Divisions

Mechanics

16 29 22 13 Report Requirements 1 13 21 41 29 5 Page 12.541.8Mid-term and final course evaluations for this class reflect that, though students find the coursechallenging, they indicate that these are courses where they see how the material relates to thepractice of civil engineering, and that these connections enhance their learning of the material.Table 3 shows the student’s responses to questions regarding course overall. Table 3: Results from Final Course Evaluation in Fall 2006

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

engineering (FE) exam. Thestudy presented in this paper details the approach taken to replace in-class quizzes with regularout-of-class homework assignments in an introductory engineering mechanics course. Theobjectives of the study were to: 1) provide students with a variety of problems to apply both newand previous knowledge; 2) encourage engagement with the course material outside of in-personlessons; and 3) teach students to reflect and self-assess their own learning. Eighteen homeworkassignments were added throughout the thirty-lesson course. Each assignment consisted of twoparts; practice problems from previous lessons and conceptual responses based on preparation forthe next lesson. At the beginning of each class, students were given the

Conference Session

Evaluation of Teaching Methods for Mechanics Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jacob Preston Moore, Virginia Tech; Robert Scott Pierce, Sweet Briar College; Christopher B. Williams, Virginia Tech

Tagged Divisions

Mechanics

concepts. Taken as a whole, theconcept map should represent the extent and the organization of knowledge that a personpossesses. Figure 1 A concept map about concept mapping [1] Page 25.1365.32.2 How Do Concept Maps Aid Learning?Concept maps can fill one of two instructional roles: (i) students can either be assigned to createa concept map of their knowledge as a reflective learning exercise after instruction, or (ii)students can be given an “expert-generated concept map” before instruction which serves as an“advance organizer” [2] – a type of scaffolding tool. In

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

variations on the exact definition ofinquiry based instruction exist. The NRC4 identifies five critical features of inquiry that extendacross all K-12 levels:1. Learners are engaged by scientifically oriented questions.2. Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions.3. Learners formulate explanations from evidence to address scientifically oriented questions.4. Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding.5. Learners communicate and justify their proposed explanations.Minner et al5 performed a meta-analysis of 138 studies to examine the impact of inquiry basedinstruction

Conference Session

Innovative Teaching Techniques in Mechanics

Collection

2006 Annual Conference & Exposition

Authors

Andrew Szmerekovsky, AFIT; Brian Self, U.S. Air Force Academy

Tagged Divisions

Mechanics

technique. Finally, references and advice on how to utilize JiTTwill be supplied to potential users.The Just in Time Teaching ApproachJiTT should not be confused with other uses of “Just-in-Time” that is prevalent in engineeringliterature. Other authors use JIT to represent presenting material just before it will be used, forexample in a laboratory exercise or an assigned project. JiTT on the other hand, is a techniqueused to enhance the interactivity of a lecture period by creating a feedback loop between theinstructor and the student.As discussed in last year’s proceedings1, the JiTT strategy reflects recent efforts in cognitivepsychology, developmental psychology, social psychology, anthropology, neuroscience, andeducation research to better

Conference Session

Active Learning & Laboratories in Statics, Dynamics, and Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel J. Magda, Weber State University

Tagged Divisions

Mechanics

learn and retain knowledge from the experience ofteaching. The Kolb method works at two levels: a four state cycle of learning figure 1 and fourseparate learning styles table1. This method is concerned with the student’s internal cognitiveprocesses. It is a learning circle that can begin at any one of the four points. It often begins withan individual moving forward with a particular action and then observing the effect of his or herinvolvement with the action. Reflecting on observations is a precondition for problem-basedlearning. Kolmos and Holgaard7 suggested that this reflection sets up a methodologicalframework for being innovative on the meta-cognitive level for being able to systematicallyimprove individual and organisational learning

Conference Session

Grading and Feedback Models in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert O'Neill P.E., Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University; Galen I. Papkov, Florida Gulf Coast University; Jiehong Liao, Florida Gulf Coast University

Tagged Divisions

Mechanics

Adaptive Follow-Upmodules [3], it was observed that this also lacked any impact on overall student performance. Infact, Adaptive Follow-Up in the Mastering Engineering system was punitive by some of thestudents rather than as a resource to encourage mastery of the material [4]. Additionally,although Exam Wrappers did not seem to increase exam scores and performance; overall, havingstudents fill out quiz and Exam Wrappers did seem to foster reflection and adjustment in mostparticipants [5]. Most recently, Exam Wrappers appear to be useful. They encourage students tothink about their study habits, the types of errors they tend to make, and the variety of ways thatthey are or could be engaged in the course [6].The course is a four-credit course

Conference Session

Making Mechanics Courses Fun and More Effective

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Md Rashedul Hasan Sarker, University of Indianapolis; Najmus Saqib, University of Indianapolis; George D. Ricco, University of Indianapolis; Megan Hammond, University of Indianapolis; Jared Hilt; James T. Emery II, University of Indianapolis

Tagged Divisions

Mechanics

Najmus Saqib is an Assistant Professor in the R.B. Annis School of Engineering at the University of In- dianapolis (UIndy). Saqib received his Ph.D. in Mechanical Engineering from Colorado School of Mines (CSM), focusing on ”Optical Diagnostics of Lithium-Sulfur and Lithium-Ion Battery Electrolytes using Attenuated Total Reflection Infrared Spectroscopy”. He likes to use innovative pedagogical techniques to facilitate student learning.Dr. George D. Ricco, University Of Indianapolis George D. Ricco is an assistant professor of engineering and first-year engineering coordinator at the University of Indianapolis. He focuses his work between teaching the first two years of introductory en- gineering and engineering design

Conference Session

What's New in the Mechanics of Materials?

Collection

2007 Annual Conference & Exposition

Authors

Arturo Fuentes, University of Texas-Pan American; Stephen Crown, University of Texas-Pan American

Tagged Divisions

Mechanics

. Web based games may not only provide opportunities to create environments thatmotivate students to think reflectively about mechanics of materials content and to invest energyand time in mastering its concepts, but an opportunity to involve students in learning throughteaching activities and to include student ideas that will further benefit the learning environment.The focus of this paper is on the development and use of interactive web-based games used toreinforce the learning in an undergraduate Mechanics of Materials course and the involvement ofstudents in the game design process. The games provide an interactive learning experience forstudents. One of the games developed involved the manipulation of forces and couples on abeam given

Conference Session

Improving Mechanics Courses

Collection

2007 Annual Conference & Exposition

Authors

Amir Rezaei, California State Polytechnic University-Pomona; Mariappan Jawaharlal, California State Polytechnic University-Pomona; Kyu-Jung Kim, California State Polytechnic University-Pomona; Angela Shih, California State Polytechnic University-Pomona

Tagged Divisions

Mechanics

computer interactive games. The mainobjective for designing the new hybrid course is to reduce failure rate which is as high as 44%among approximately 800 students who enroll in this course annually in the college ofengineering at Cal Poly, Pomona. In order to measure the effectiveness of the newly developedcourse an assessment tool is needed. The commonly employed tools such as homework, quizzes,and exams that we use in a typical Vector Statics course serve as good indicators of students’understanding about the subject matter we teach and students are tested on; however, these toolsmay not reflect student’s knowledge accurately. For instance, Vector Statics may be aprerequisites course for advanced required courses in engineering, and students

Conference Session

What's New in Mechanics of Materials?

Collection

2006 Annual Conference & Exposition

Authors

Nashwan Younis, Indiana University-Purdue University Fort Wayne

Tagged Divisions

Mechanics

are aimed to facilitate the understanding of these concepts for both learningand industrial practice. Thus, the objectives of the proposed images are to demonstrate to thestudents the followings: • The assumptions (Saint-Venant’s theory) made in developing the axial stress formula • The development of axial stress in a member • The effect of bearing stress on a member • Interaction between axial, bearing, and contact stresses • An application of optics in engineeringBasic theoryThe optical method of reflected photoelasticity (photostress) is utilized to achieve the goals inregard to the above objectives. Photostress is a technique for measuring surface strains todetermine the stresses on a part or structure during loading. With

Conference Session

Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacob Preston Moore, Pennsylvania State University, Mont Alto; Chris Venters, East Carolina University; Tracey Carbonetto, Penn State University, Lehigh Valley

Tagged Topics

Diversity

Tagged Divisions

Mechanics

], which identifiesinterconnectedness of student understanding as the key difference between rote learning andmeaningful learning. Rote learning allows students to reflect back what they have been told andeven follow procedures when there are no deviations, but meaningful learning builds on that toadd conceptual understanding in a way that allows students to innovate and problem-solve increative ways. Because of the importance of innovation and problem-solving in engineeringeducation, it is particularly important to make sure engineering educators promote meaningfullearning, not just rote learning.Linking the discussion back to concept mapping, Pearsall and her colleagues [10] conducted astudy looking at student-generated concept maps over the