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

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

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

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

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

StaticsAbstractKnowledge surveys ask students to report on their confidence that they can perform specifictasks aligned with course learning outcomes instead of asking students to complete said tasks.This approach allows these surveys to cover a broad range of course topics and cognitive levelswhile requiring a relatively short amount of time to complete. Administering the surveysmultiple times during a course offers a context for students to reflect on their own learningprogress and provides useful assessment data to the instructor. Knowledge survey applicationsdocumented in the science education literature include their use for both formative andsummative assessment of student learning, their use by faculty in assessing the effectiveness ofteaching methods, and

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

clickers. The clicker quizzes focused on topics discussed during thatparticular class period, reflecting both the assigned reading for the day and the class discussion.The clicker quizzes were each two or three questions, mostly conceptual in nature with somesimple analytic problems used on occasion. These quizzes in total comprised 20% of the grade;since there were 25 of them, each was about 0.8% of the course grade. A final examination countedfor 30% of the course grade as well, with the same college-mandated structure, and the remaining10% of the course grade was assigned to homework performance.The final method of examinations used employed seven smaller tests administered every twoweeks for the duration of the semester. Each of these exams

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

session in-class).Towards the end of the term, students were given an online survey to reflect on the effectivenessof the flipped classroom model. The survey was done in both years F15 and F16. On average thesurvey response rate was 42% in F15 and 75% in F16. In both years, students listed thefollowing as the most helpful factors for their learning in the flipped classroom model:  In-class problem solving: covering the material before class allowed them to better participate in the in class problem solving sessions.  Learn at own pace: Having the video resources online allowed some students to learn the material at their own pace.  Students were happy that they had the ability to rewatch the videos whenever they

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

Paper ID #19122Student Perceptions of Learning Experiences in Large Mechanics Classes:An Analysis of Student Responses to Course Evaluation SurveysMs. Michelle Soledad, Virginia Tech and Ateneo de Davao University Michelle Soledad is a doctoral student and graduate research assistant in the Department of Engineer- ing Education at Virginia Tech. Her research interests include faculty development and data-informed reflective practice. Ms. Soledad has degrees in Electrical Engineering (BS, ME) from the Ateneo de Davao University (ADDU) in Davao City, Philippines, where she continues to be a faculty member of the Electrical

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

two experienced Freeform instructors was video recorded over the course of the Spring2016 semester and subsequently analyzed with respect to instructor actions. Continuous videocoding analysis was used to capture how much time these two instructors dedicated to variousinstructional activities such as assessments, traditional lecturing, demonstrations, and writing notesor examples in real-time. The analysis provides a clearer picture of how and when these twoveteran instructors employed active, blended, and collaborative approaches in their classrooms.The implications of the analysis are two-fold. First, we strive to improve Freeform instruction atour institution by providing instructors with an opportunity to reflect on their

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 authors willpresent the impact of utilizing the “adaptive follow-up” modules in Pearson MasteringEngineering, as well as a reflection on the different methods used over the study period.As in previous years, assessment of the efficacy of homework assignments will be based onobservation of students’ performance on exams, and a survey of students’ perceptions relative tohistorical norms. Institutional review of research protocol determined that full board review ofthe study and informed consent was not required.IntroductionOver the past 3 years the authors have been collecting and reporting data on homework, quiz,and exam performance, as well as survey data on students’ perceptions of learning and opinionson the methods used in the course

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

get a better indication of student opinion about theeffectiveness of these activities, a survey was administered at about the mid-point of the course.Students agreed (4.2 / 5.0, n = 95) that the hands-on learning activities completed to that pointwere contributing to their learning. As shown in Figure 9, student opinion increased slightly (4.3/ 5.0, n = 227) by the end of the term when the same question was asked again on the course-end-feedback survey. Figure 9 Student feedback on value of hands-on learning activities (1-strongly disagree, 2-agree, 3-neither agree nor disagree, 4-agree, 5-strongly agree)Many of the student comments on the mid-term feedback survey reflected a positive opinion ofthe hands-on activities. A few