Displaying all 8 results
- Conference Session
- Mechanics Division (MECHS) Technical Session 1A
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jacklyn Wyszynski, University of Pittsburgh; David Adam DeFrancisis, University of Pittsburgh; David Pabst, University of Pittsburgh; Lee Allen Dosse, University of Pittsburgh; Matthew M. Barry, University of Pittsburgh
- Tagged Divisions
- Mechanics Division (MECHS)
. Upon re-coding the data, the researchers would meet again to compare whichcode(s) were applied to which responses. In the case of disagreement regarding code assignment,a third researcher would arbitrate and ultimately decide which code(s) were applicable.The researchers determined the inter-rater reliability percentage (i.e., the percentage of agreementon assigned final codes between the researchers) for each survey question and focus group whenapplicable. The percentages for the survey questions can be found in Tab. 1, and the focus groupquestions resulted in values of 97.35%, 97.62%, 100%, and 100% for Q1, Q2, Q3, and Q4,respectively. Table 1: Student Survey Participation by QuestionQuestion n Course Response
- Conference Session
- Mechanics Division (MECHS) Technical Session 5
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Anna K. T. Howard, North Carolina State University at Raleigh; Nicholas Garcia, North Carolina State University at Raleigh; Gregory K Watkins P.E., North Carolina State University
- Tagged Divisions
- Mechanics Division (MECHS)
difference.Comparing the grades on the weekly quizzes was more difficult. We can make some clearconclusions: week 8’s quiz is easier than week 7’s quiz as is shown in Figure 7.Figure 7. Comparison of Sections for Week 7 and Week 8 Weekly QuizzesFigure 8 shows that the Week 3 and Week 6 Quizzes foreshadowed final exam grades, but again didnot show a difference in the results from teaching modalities.Figure 8. Comparison of Sections for Week 3 and Week 6 Weekly QuizzesAnd last, we compared the overall class grades in the section. Note that these grades take intoaccount the differences discussed in Table 1. We first looked at the number of students who droppedeach section. Note that Statics is a C-wall course: students must score a C- or better to continue
- Conference Session
- Mechanics Division (MECHS) Technical Session 7A
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Alexander John De Rosa, University of Delaware; Teri Kristine Reed, The University of Oklahoma Polytechnic Institute
- Tagged Divisions
- Mechanics Division (MECHS)
students in order topromote their success in transferring knowledge to solve problems.AcknowledgementsSupport for this work was provided by the National Science Foundation under Award No.2301341. 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. Research work was conducted under institutional IRB protocols, IRB#1965654.References1. Bransford, J. D. & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education, 24(1), 61-100.2. D. K. Detterman and R. J. Sternberg, Transfer on trial: Intelligence, cognition, and instruction. Westport, CT
- Conference Session
- Mechanics Division (MECHS) Technical Session 1B
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Geoffrey Recktenwald, Michigan State University; Julian Ly Davis, University of Southern Indiana; Amie Baisley, University of Florida
- Tagged Divisions
- Mechanics Division (MECHS)
acceleration of each defined coordinates.block and determine the time • You must have Free Bodyit takes for block B to move a Kinetic Diagram(s).distance d. Use the given • You must have a clearvalues: constraint equation. *Image courtesy of Dynamics, by Hibbeler (13th ed) Problem 2 – CrateConcept Question (From RBDCI)A bench is in an elevator. The bench is resting at a slight angle witha scale under each foot. At the instant the
- Conference Session
- Mechanics Division (MECHS) Technical Session 6
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Ibukunoluwa Eunice Salami, University of Nebraska - Lincoln; Logan Andrew Perry, University of Nebraska - Lincoln
- Tagged Divisions
- Mechanics Division (MECHS)
prerequisite concepts, and implementing strategies thatreshape students' perceptions of difficult courses. By addressing the challenges identified in thisstudy, educators can help students navigate the rigors of engineering statics, ultimately reducingfailure rates and fostering a more engaging and effective learning experience. This workunderscores the need for intentional instructional practices that not only improve academicsuccess but also prepare students for the demands of their engineering careers.References[1] S. Rajasekaran, Engineering Mechanics Statics And Dynamics. Vikas Publishing House, 2009.[2] P. S. Steif, “An articulation of the concepts and skills which underlie engineering statics,” in 34th Annual Frontiers in Education
- Conference Session
- Mechanics Division (MECHS) Technical Session 4
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Devin R. Berg, University of Wisconsin - Stout; Jesse Woodward, University of Wisconsin - Stout; Zoe Madison Cornwell, University of Wisconsin - Stout; Chloe Ferguson, University of Wisconsin - Stout
- Tagged Divisions
- Mechanics Division (MECHS)
North Midwest Section Annual Conference 2023 Publications, Jan. 2023, [Online]. Available: https://openprairie.sdstate.edu/asee_nmws_2023_pubs/2[7] D. Berg and A. Schmitz, “Work-in-Progress: Polytechnic Perceptions of the Engineering Classroom Experience,” presented at the 2022 ASEE Annual Conference & Exposition, Aug. 2022. Accessed: Jul. 20, 2023. [Online]. Available: https://peer.asee.org/work-in-progress- polytechnic-perceptions-of-the-engineering-classroom-experience[8] S. Koska and L. Condra, “More Time for Hands-On Learning: Flipping the Engineering Classroom in a Polytechnic,” Proceedings of the Canadian Engineering Education Association (CEEA), Dec. 2018, doi: 10.24908/pceea.v0i0.12973.[9] S. Barris and C. Button
- Conference Session
- Mechanics Division (MECHS) Technical Session 6
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Matthew J Jensen, Utah Valley University; Julian Ly Davis, University of Southern Indiana; Jiehong Liao, Florida Gulf Coast University; Anurag Purwar, Stony Brook University; Hadas Ritz, Cornell University
- Tagged Divisions
- Mechanics Division (MECHS)
student survey related to their experiences • Incorporate an instructor survey including adding more instructors to increase the sample sizes • Assign MPP(s) multiple times throughout the semester to compare how students approach the same problem after first learning the concept, then reviewing for an exam • Compare student work using MPPs to hand-written work in order to better understand the correlation between using the MPP interface and unprompted hand-written work • Create an automated visual representation for how students approached the MPP including incorrect answersWhile the MPPs were able to provide a valuable additional learning experience for the studentsand provided the instructors with
- Conference Session
- Mechanics Division (MECHS) Technical Session 6
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Kapil Gangwar, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Mechanics Division (MECHS)
properties (𝑃𝑃, 𝐿𝐿, 𝐸𝐸, 𝑎𝑎𝑎𝑎𝑎𝑎 𝐼𝐼) and deflection behavior (𝛿𝛿). • Develop skills in setting up and conduct beam deflection experiments and read deflections from the dial gauges.Challenges: • Making sure that students calculate the moment of inertia correctly. In our case all the beams are of rectangular or square cross section. • Proper alignment of support between span length and incremental load application to minimize experimental error. • Accurate measurement of small and large deflections, especially for stiffer and flexible materials like steel and wood(s) respectively. • Addressing variability in material properties, particularly for natural materials like wood (various