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

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

Dynamic Pedagogies for Engineering Dynamics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Steven C. Zemke, Whitworth University; Diane L Zemke

Tagged Divisions

Mechanics

microwave circuitry.Dr. Diane L Zemke Diane Zemke is an independent researcher and consultant. She holds a Ph.D. in leadership studies from Gonzaga University. Her research interests include teamwork, small group dynamics, dissent, organiza- tional change, and reflective practice. Dr. Zemke has published in the International Journal of Engineering Education, the Journal of Religious Leadership, and various ASEE conference proceedings. She is the author of ”Being Smart about Congregational Change.” c American Society for Engineering Education, 2018 Learning to Read and Take Notes in DynamicsIntroductionABET criterion 3i states the need for students to become life-long learners [1

Conference Session

Enhancing the Statics Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kimberly B. Demoret P.E., Florida Institute of Technology; Jennifer Schlegel, Florida Institute of Technology; Matthew J Jensen, Florida Institute of Technology

Tagged Divisions

Mechanics

[15]. Because the instructors are in effect observing each other and comparingoutcomes, there is both intrinsic and extrinsic motivation to do well. Some self-improvementmodels are based on an action-observation-reflection cycle [16], but if instructors are teachingalone without external input, it may be difficult for them to be objective about their outcomesand take time to reflect how things might be better. Based on our experience with the Staticsprogram at the Florida Institute of Technology, we believe that when we work together to sharebest practices and compare data on outcomes, everyone wins. References[1] H. J. Walberg, R. A. Paschal and T. Weinstein, "Homework's powerful effects on

Conference Session

Teaching Methods for Engineering Mechanics Courses

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud P.Eng., University of Waterloo; Kamyar Ghavam, University of Waterloo

Tagged Divisions

Mechanics

GamesAbstract:Students being engaged in lectures plays a big role in their learning process. Students come tolectures sometimes tired, bored, or just have lots of things going on in their mind, either personal,or course/program related, etc. As such it is important to set their mind clear to be ready to digestthe new material they are going to learn in the course. It is also important to excite them enoughto come to early morning classes and keep their attention to stay in the late afternoon classeswhile staying focused.This paper discusses the use of different methods to increase engagement, attention andattendance in class and the students’ reflection on these methods. Some of these engagementpieces are directly course related and some are just general

Conference Session

Enhancing the Statics Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Russell Pearce, Whatcom Community College; Todd R. Haskell, Western Washington University; Kordel J. Clarks, Student Representative - Whatcom Community College

Tagged Divisions

Mechanics

developed additional SMK activities, we have generally substituted them for thewhiteboard problem solving in the overall mix of class activities, thus keeping the overallfraction of class time devoted to active learning approximately constant. Students prepare foreach class session by completing an example calculation and reflective writing assignment basedon assigned reading from two open educational resources (OERs) [16], [17]. To illustrate thisapproach we will next describe how the SMK1 activities outlined above fit into the first week ofclass sessions. The second class meeting begins with a series of ABCD questions assessingstudent comprehension of the reading reflection assignment on position vectors and Cartesiancomponents. The question

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter H. Carnell P.E., University of Georgia; Nathaniel J. Hunsu, University of Georgia; Davis F. Ray, University of Georgia; Nicola W. Sochacka, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Mechanics

that seeks to promote diversity and improve transdisciplinary collaboration within the college. Specifically, I serve on the Resilience in Engineering Education Project team aimed to investigate the effects that students’ resilience and professional skills have on exam performance in technical courses.Dr. Nicola W. Sochacka, University of Georgia Nicola W. Sochacka is the Associate Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering at the University of Georgia. Dr. Sochacka’s research interests span interpretive research methods, STEAM (STEM + Art) education, empathy, diversity, and reflection. She holds a Ph.D. in Engineering Epistemologies and a Bachelor of

Conference Session

Student Advancement in Mechanics of Materials

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ron Averill, Michigan State University; Geoffrey Recktenwald, Michigan State University; Sara Roccabianca, Michigan State University

Tagged Divisions

Mechanics

using multiple exams to minimizeadverse effects to their GPA. However, having multiple exams meant that students took about oneexam each week. By the end of the semester this created some fatigue and related stress in thestudent population. Additionally, many students were still trying to rely on memorization ratherthan follow a process based on the Compass, so their stress grew as their grades reflected thatmemorization would not work.Forced practice and spaced repetition. Though it was not the primary intent, we realized midwaythrough the semester that the weekly exams had become an intense forced practice session. Duringexams, students would sit uninterrupted for 90 minutes once a week to work on course problems.The repetition and spacing of

Conference Session

Teaching Methods for Engineering Mechanics Courses

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kate N. Leipold, Rochester Institute of Technology; Sarilyn R. Ivancic, Rochester Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Mechanics

presenting the material in a way that iseasily remember by students. With this in mind, the ABCD mnemonic device was developed. Inclass, it is presented in bullet format as shown: • Ⓐ – All Forces • Ⓑ – Body • Ⓒ – Coordinates • Ⓓ – Dimensions (Only for rigid bodies) ⇒ Ⓔ of Ⓔ – Equations of Equilibrium(Stated – Your A, B, C and sometimes D drives your E of E).While the order of the ABCD does not reflect the order generally followed when physicallydrawing the FBD, it does serve as a reminder to check that everything is included. Students areencouraged to always write the letters “ABCD” on their homework and exam papers.In class, the process for drawing an FBD is outlined as follows. Initially students must identifyan appropriate

Conference Session

Student Advancement in Mechanics of Materials

Collection

2018 ASEE Annual Conference & Exposition

Authors

Johanna Paulette Doukakis, Rutgers, The State University of New Jersey

Tagged Divisions

Mechanics

least two coders working collaboratively to develop the coding scheme  Having both coders working on a same segment to code for disparities identification. If coding disparities occur, the two coders will discuss and come to an agreement.The validity and reliability of the results obtained from data analysis will be ensured followingthese guidelines as well:  Acknowledging that no matter which results are obtained, co-occurrence does not imply causation  Acknowledging that no matter which results are obtained, proportions, frequency distributions and other statistics will not necessarily reflect the nature of the whole data set.  Avoiding the omission of contradictory

Conference Session

Applications of Technology in Mechanics Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jakob C Bruhl P.E., U.S. Military Academy; Richard J. Gash P.E., U.S. Military Academy; Aaron Freidenberg, U.S. Military Academy; Christopher H Conley, U.S. Military Academy; Paul M. Moody P.E., U.S. Military Academy

Tagged Divisions

Mechanics

, students were familiar with the basics of creating and analyzing a truss usingSOLIDWORKS. The first semester we implemented this assignment, students were required tocreate their own truss as explained in Figure 1. In following semesters, to ensure time was spenton completing the analysis and reflecting on the results rather than consumed creating the model,SOLIDWORKS models were provided to students who were then required only to modify theloads and record the results.Without teaching about influence lines in class, this assignment introduced students to theconcept and reinforced the idea that some truss members may be in tension for one load case butin compression in another. This reality was revisited later in the course when discussing

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Scott R. Hamilton P.E., York College of Pennsylvania; Jakob C. Bruhl, U.S. Military Academy; Joshua Richard Wyrick, York College of Pennsylvania

Tagged Divisions

Mechanics

“real engineering” project. Figure 1 Student Feedback on Hands-On Learning ActivitiesA few representative student comments from the anonymous end-of-course survey explain whatit was about the hand-on activities that made them valuable to students. From these commentsand several similar ones it shows clearly what the research has told us for years, students want tosee a real world (physical) connection to what they are doing in the classroom and what theyexpect to be doing once they graduate [4, 5]. Sample student responses that reflect this includedthe following from the course survey: ● I think the part that made the activities most beneficial was the fact that they reinforced many of the concepts that we had learned

Conference Session

Student Advancement in Mechanics of Materials

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nick A. Stites, Purdue University, West Lafayette (College of Engineering); Charles Morton Krousgrill, Purdue University-Main Campus, West Lafayette (College of Engineering); Jeffrey F. Rhoads, Purdue University-Main Campus, West Lafayette (College of Engineering); Edward J. Berger, Purdue University-Main Campus, West Lafayette (College of Engineering); Jennifer Deboer, Purdue University-Main Campus, West Lafayette (College of Engineering); Angela Goldenstein, Purdue University

Tagged Divisions

Mechanics

materialis based upon work supported by the National Science Foundation under grant number DUE-1519412. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] D. Evenhouse, N. Patel, M. Gerschutz, N. A. Stites, J. F. Rhoads, E. Berger, et al., "Perspectives on pedagogical change: Instructor and student experiences of a newly implemented undergraduate engineering dynamics curriculum," European Journal of Engineering Education, 2017.[2] J. F. Rhoads, E. Nauman, B. Holloway, and C. Krousgrill, "The Purdue Mechanics Freeform Classroom : A new approach to engineering mechanics

Conference Session

Dynamic Pedagogies for Engineering Dynamics

Collection

2018 ASEE Annual Conference & Exposition

Authors

William E. Howard, East Carolina University; Jeffry R. Foeller, East Carolina University; Karen A. De Urquidi, East Carolina University

Tagged Divisions

Mechanics

rankings reflect theimprovement of a student’s scores after the first test. The hours per week spent outside of classby quartile are summarized in Table 5. Table 3 Utilization of Resources by Quartiles QUESTION OF THE CLASS SUMMARIES TEXTBOOK DAY Ranked Ranked by Ranked Ranked by Ranked Ranked by by Grade Improvement by Grade Improvement by Grade Improvement Top 55% 47% 37% 38% 20% 13% Quartile Second 48% 47% 46% 42% 13

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Javad Baqersad P.E., Kettering University; Yaomin Dong, Kettering University; Arnaldo Mazzei, Kettering University; Azadeh Sheidaei, Iowa State University; Basem Alzahabi, Alghurair University

Tagged Divisions

Mechanics

havebeen generally positive. The authors will use results of future surveys to assess the success ofthis project and to improve student engagement. AcknowledgmentsThe research presented in this paper is partly supported by the Kern Family Foundation grantentitled “Implementation of Innovation and Entrepreneur Mindset Concept into Mechanics ofMaterials”. We would like to acknowledge and appreciate the supports by Dr. Massoud Tavakoliand Dr. Mohammad Torfeh, principal investigators of the grant at Kettering University. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the sponsoring organizations. References[1] J. Baqersad, P. Poozesh