Professor of Engineering at the University of Southern Indiana in Evansville, Indiana. He received his PhD in 2007 from Virginia Tech in Engineering Mechanics where he studied the vestibular organs in the inner ear using finite element models and vibration analyses. After graduating, he spent a semester teaching at a local community college and then two years at University of Massachusetts (Amherst) studying the biomechanics of biting in bats and monkeys, also using finite element modeling techniques. In 2010, he started his career teaching in all areas of mechanical engineering at the University of Southern Indiana. He loves teaching all of the basic mechanics courses, and of course his Vibrations and Finite Element
using finite element modeling techniques. In 2010, he started his career teaching in all areas of mechanical engineering at the University of Southern Indiana. He loves teaching all of the basic mechanics courses, and of course his Vibrations and Finite Element Analysis courses.Dr. Phillip Cornwell, U.S. Air Force Academy Phillip Cornwell is a Professor of Mechanical Engineering at the United States Air Force Academy and an Emeritus Professor of Mechanical Engineering at Rose-Hulman Institute of Technology. He received his Ph.D. from Princeton University in 1989, and his current interests include structural dynamics, structural health monitoring, and undergraduate engineering education. Dr. Cornwell received the SAE
college and then two years at University of Massachusetts (Amherst) studying the biomechanics of biting in bats and monkeys, also using finite element modeling techniques. In 2010, he started his career teaching in all areas of mechanical engineering at the University of Southern Indiana. He loves teaching all of the basic mechanics courses, and of course his Vibrations and Finite Element Analysis courses.Dr. Amie Baisley, University of Florida Amie Baisley is currently an Instructional Assistant Professor at the University of Florida teaching primarily 2nd year mechanics courses. Her teaching and research interests are alternative pedagogies, mastery-based learning and assessment, student persistence in their first
Engineering Mechanics where he studied the vestibular organs in the inner ear using finite element models and vibration analyses. After graduating, he spent a semester teaching at a local community college and then two years at University of Massachusetts (Amherst) studying the biomechanics of biting in bats and monkeys, also using finite element modeling techniques. In 2010, he started his career teaching in all areas of mechanical engineering at the University of Southern Indiana. He loves teaching all of the basic mechanics courses, and of course his Vibrations and Finite Element Analysis courses.Dr. Jiehong Liao, Florida Gulf Coast University Dr. Jiehong Liao is an Assistant Professor of Bioengineering at Florida Gulf
manufacturing for inquiry-based learning activity models and demonstrations. He plans on pursuing a fu- ture career in engineering education at the high school level. Outside of academics, Richard is a lead for Triton Robotics at UC San Diego, helping design and manufacture their competition robots for the annual RoboMaster competition. His hobbies also include spending time with friends, cooking new recipes, and creating artwork using spray paint.Trevor Keoki OshiroEdward Zhou Yang Yu, University of California, San Diego Edward Yu is currently an aerospace engineering undergraduate student interested in structural optimiza- tion of load-bearing structures, particularly in relation to rockets and space-flight
©American Society for Engineering Education, 2023 Paper ID #40193 Hadas Ritz is a senior lecturer in Mechanical and Aerospace Engineering, and a Faculty Teaching Fellow at the James McCormick Family Teaching Excellence Institute (MTEI) at Cornell University, where she received her PhD in Mechanical Engineering in 2008. Among other teaching awards, she received the 2021 ASEE National Outstanding Teaching Award.Dr. William A. Kitch, Angelo State University Dr. Kitch is Professor and Chair of the David L. Hirschfeld Department of Engineering at Angelo State University. Before starting his academic career he spent 24 years as a
Paper ID #37585In-Situ Bending Moment Visualization of a Structure Using AugmentedReality and Real-Time Object DetectionDr. Diana Arboleda, University of Miami Diana Arboleda, PhD., P.E. is a structural engineering Senior Lecturer at the University of Miami, Florida. She received her B.S. in Computer Engineering from the University of Miami in 1988 and, after a full career as a software engineer in corporate America, she returned to academia by earning a Ph.D. in Civil Engineering from the University of Miami in 2014. Her research interests and experience are in the fields of concrete sustainability, composite material
. Richard assists with concept generation and manufacturing for inquiry-based learning activity models and demonstrations. In addition, Richard is an instructional assistant for Introduction to Mechanical Design at UCSD, leading a lab section through basic CAD, workshop, and technical report and presentation techniques. He plans on pursuing a future career in engineering education at the high school level. His hobbies also include spending time with friends, visiting national parks, and creating small robotics projects.Zongnan Wang, University of California, San Diego Zongnan is currently a 3rd-year undergraduate student with a major in mechanical engineering and minor in Data Science. He has been assisting Dr. Huihui Qi
Lecturer at the University of Miami, Florida. She received her B.S. in Computer Engineering from the University of Miami in 1988 and after a full career as a software engineer in corporate America she returMs. Seulki Jenny Chin, University of Miami Seulki Jenny Chin is a second-year doctoral student in the Teaching and Learning program, specializing in STEM education at the University of Miami. Her research interests focus on exploring the physical and psychological factors that drive learning and enhance performance in STEM education.Liping Yang, University of Miami Liping Yang is a doctoral student in STEM Education at the University of Miami, with a rich background in educational technology and International
about the z axis𝑀⃑⃑⃑ = applied moment, moment couple, or force coupleIntroductionAn engineering statics course lays critical foundations for student engineers both in futureengineering course sequences and their careers. Students must develop mastery over many topicsincluding equivalent systems, distributed loads, and reaction calculations to succeed in dynamics,solids and fluids mechanics courses, not to mention structural and mechanical design courses.Yet these particular three topics are often taught as highly theoretical and disconnected fromeach other: equivalent systems might be explored to develop vector mathematics competency in“moving” forces and moments; distributed loads are often caught in a no-man’s-land
a group in their academic career. As such, there are elements of the project, particularly during the analysis and writing of the memo, that require more hand-holding on the part of the instructor. Teaming conflicts occasionally occur, but surprisingly, group dynamic issues have been far less prominent for this project than in the other courses that this instructor has taught. To gain some perspective on team dynamics, this instructor has a prompt at the end of the final exam asking the student how they would divide up a $1, 000 bonus for the work done on the design project amongst the members of the group. In this instructor’s experience, very few students indicate a significant deviation from an
resource sharing among instructors, potentially extending intoother courses in engineering mechanics.AcknowledgementsThese hands-on activities were made possible by National Science Foundation CAREER Awardgrant number 2045853. The authors thank Dr. James D. Boyd for their contributions towards theactivities.References[1] M. Stains et al., "Anatomy of STEM teaching in North American universities," Science (American Association for the Advancement of Science), vol. 359, no. 6383, pp. 1468- 1470, 2018, doi: 10.1126/science.aap8892.[2] K. Børte, K. Nesje, and S. Lillejord, "Barriers to student active learning in higher education," Teaching in higher education, vol. 28, no. 3, pp. 597-615, 2023, doi: 10.1080