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Beyond the Final Answer: Using Multi-Path Problems for Deeper Insight in Student Learning and Formative Assessment

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)

in Figure 1. Figure 1: Flowchart for MPP13 Power, Work and EfficiencyThe flowchart is designed to be a quick, graphical way to view all the steps that have been codedinto the MPP. The oval “parts” represent multiple-choice questions, while the rectangular “parts”represent numerical response questions. Depending on how the student choose to approach theproblem, some “parts” may be skipped, which is represented by the dashed lines. In Figure 2,the approach taken by student 01MB is shown by the highlighting of each “part” completed bythe student. Green is used to indicate correct responses, although not necessarily on the firstattempt. If a student was unable to correctly answer a “part”, red would be used to indicatewhere the

Relevance Score: 0.024174208

From Strategy to Setback?: How a New Teaching Method Affected Exam Outcomes in an Engineering Course

Conference Session: Mechanics Division (MECHS) Technical Session 1B
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Eleazar Marquez, The University of Texas Rio Grande Valley; Samuel Garcia Jr., NASA EPDC
Tagged Divisions: Mechanics Division (MECHS)

pedagogical approach in a Rigid Body Dynamics course at a Hispanic-servinginstitution. Since the course has a demanding curriculum, the strategy was to reuse homework andlecture problems on exams. In this regard, step-by-step homework solutions were concurrentlyprovided for each assignment. The objective was to 1) offer a comprehensive resource for studentsto fully grasp each course concept; 2) promote student success; 3) improve passing rates in thecourse: and 4) minimize the risk of students violating the honor code. The primary focus of thestudy was to test the effect of incorporating homework problems or lecture notes problems intoeach of the four in-class exams throughout the semester. This was done to assess whether suchintegration could

Relevance Score: 0.021086637

Effects of Spatial Ability on the Mastery of Statics Concepts

Conference Session: Mechanics Division (MECHS) Technical Session 2
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Maxine Fontaine, Stevens Institute of Technology (School of Engineering and Science); Chaitanya Krishna Vallabh, Stevens Institute of Technology (School of Engineering and Science)
Tagged Divisions: Mechanics Division (MECHS)

comprehension is revealed by the type of errors that are made when confrontedwith a new problem that is too dissimilar from the pool of example problems, they have becomefamiliar with.IntroductionFree-body diagrams (FBD) are very significant for solving statics problems, their importancecannot be overstated. Similarly, vector addition triangles, schematics, visual representations arevital for understanding and solving a statics problem successfully. Spatial visualization skills(SVS) are often necessary for developing high levels of competence in accurately representing aproblem or drawing a accurate FBD [1]. Without these SVS skills, students might purely rely ontheir memory or procedural mastery of certain topics. As stated in the literature SVS

Relevance Score: 0.020162681

Phrasing Matters: A Case Study in the Evolution of a Concept Question and the Effect on Student Responses

Conference Session: Mechanics Division (MECHS) Technical Session 4
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; William A Kitch P.E., Angelo State University; Anna K. T. Howard, North Carolina State University at Raleigh; Dominic J Dal Bello, Allan Hancock College; Jean Carlos Batista Abreu, Elizabethtown College; Julian Ly Davis, University of Southern Indiana; Eric Davishahl, Whatcom Community College; Brian P. Self, California Polytechnic State University, San Luis Obispo; Milo Koretsky, Tufts University
Tagged Divisions: Mechanics Division (MECHS)

Evolution of a Concept Question and the Effect on Student ResponsesAbstract. A total of 1,685 responses from three different versions of a ConcepTest in the Concept Warehouse areevaluated (557, 881, and 247 responses for Versions 1, 2, and 3, respectively). In all responses, students were askedto choose the correct answer and provide a written explanation of their answer choice. The underlying issue of thequestion is for the student to discover a lack of moment equilibrium in the provided Free Body Diagram. Theprimary result of the work suggests that a question phrasing with the explicit question “can the body be in staticequilibrium,” rather than asking if the Free Body Diagram is “possible” or “suitable,” is more

Relevance Score: 0.019322198

Innovative Learning in Engineering Dynamics: The Impact of Simulation-Based projects

Conference Session: Mechanics Division (MECHS) Technical Session 3
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Xiaobin Le, Wentworth Institute of Technology; Masoud Olia P.E., Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology
Tagged Divisions: Mechanics Division (MECHS)

students struggled with self-directed learning, prompting us to adapt our strategy. Weallocated lecture time to demonstrate the software fundamentals, which proved effective.End-of-semester surveys indicated that students found the simulation projects beneficial,particularly in comparing simulation outcomes with theoretical predictions. This paper details theimplementation of these design projects and analyzes survey results, demonstrating their positiveimpact on student learning in our Engineering Dynamics course.1. INTRODUCTIONEngineering Dynamics is a required course in mechanical engineering programs and is known tobe one of the most difficult and challenging courses for undergraduate students [1,2,3]. Thisdifficulty arises not only from the

Relevance Score: 0.019194301

Empowering engineering students to become more effective and self-regulated learners through course-integrated learning strategies intervention: a pilot study in a solid mechanics course

Conference Session: Mechanics Division (MECHS) Technical Session 7B
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Huihui Qi, University of California, San Diego; Richard Eugene Vallejo Jr, University of California, San Diego; Changkai Chen, University of California, San Diego; Minju Kim, University of California, San Diego; Alex M. Phan, University of California, San Diego; Marko Lubarda, University of California, San Diego; Celeste Pilegard, University of California, San Diego; Curt Schurgers, University of California, San Diego
Tagged Topics: Diversity
Tagged Divisions: Mechanics Division (MECHS)

week: on Tuesday and Thursday, the class meets for an 80-minute lecturetaught by a professor, where new concepts were introduced; on Friday, the class met for a 50-50-minute-long discussion session, which was led by a Teaching Assistants (TA), whereproblem-solving about same week’s content was practiced. There were two 50-minute longquizzes, one in week 3, one in week 8, and a 3-hour long final exam. The Intervention The course-integrated learning strategies intervention was introduced to students in thename of the “Learn Smart” program. A program introduction lecture was given in week 4(lecture 9) after quiz 1. Then, a series of supplemental learning strategy training materials andassignments were given throughout the rest of

Relevance Score: 0.018832948

Making space for curiosity, connection, and creating value by integrating real-world examples into engineering education

Conference Session: Mechanics Division (MECHS) Technical Session 3
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Mikayla R Hoyle, University of Illinois at Urbana - Champaign; Melany Denise Opolz, University of Illinois at Urbana - Champaign; Jean-Christophe Raymond-Bertrand, University of Illinois at Urbana - Champaign; Nikhil Chandra Admal, University of Illinois Urbana-Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Thomas Golecki, University of Illinois at Urbana - Champaign; Kellie M Halloran, University of Illinois Urbana-Champaign; Callan Luetkemeyer, University of Illinois at Urbana - Champaign; Brian Mercer, University of Illinois at Urbana - Champaign; Matthew West, University of Illinois Urbana-Champaign; Mariana Kersh, University of Illinois at Urbana-Champaign
Tagged Divisions: Mechanics Division (MECHS)

. These study results provide valuable insights into how students’ view theentrepreneurial mindset integration depending on the structure and resources of the course.IntroductionEngineering education that prioritizes theory and includes very few practical applications makestransitioning to industry difficult for everyone. Employers have increasingly voiced theirpreference for engineers who have a solid entrepreneurship education [1]. Many employers arewilling to pay more for people with good business skills such as good communication,problem-solving, and complex thinking [2]. Research and design engineering has moved tosmaller, entrepreneurial companies where engineers are often asked to take on more businessroles along with their engineering

Relevance Score: 0.018832948

Work in Progress: Refining a Rigid Body Dynamics Concept Inventory with Expert Feedback and Preliminary Student Testing

Conference Session: Mechanics Division (MECHS) Technical Session 5
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Amie Baisley, University of Florida; Brian P. Self, California Polytechnic State University, San Luis Obispo; Julian Ly Davis, University of Southern Indiana; Phillip Cornwell, U.S. Air Force Academy; Geoffrey Recktenwald, Michigan State University
Tagged Divisions: Mechanics Division (MECHS)

, biology, and geology [1]. These conceptinventories are used as diagnostic assessments that can identify how students understand, ormisunderstand, principles of the different topics. Many of these inventories have also helpedinform instructional practices or evaluate the changes in instructional methods [2]. One of theearliest and influential examples was the Force Concept Inventory (FCI) which helped leadchange to instruction methods used in physics [3]. Informed by the success of the FCI, anoriginal Dynamics Concept Inventory (DCI) was developed to assess and update Dynamicsinstruction with a focus on particle dynamics [2, 3]. The original DCI has been downloaded over150 times from the Concept Warehouse website [1, 2, 4, 5]. The results from the

Relevance Score: 0.018520605

Unpacking Student Reasoning in Rigid Body Equilibrium: Insights from Think Aloud Protocols

Conference Session: Mechanics Division (MECHS) Technical Session 7B
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Katherine Elizabeth Welsh, United States Air Force Academy; Lorena S. Grundy, University of Pennsylvania; Brian P. Self, California Polytechnic State University, San Luis Obispo
Tagged Divisions: Mechanics Division (MECHS)

Unpacking Student Reasoning in Rigid Body Equilibrium: Insights from Think Aloud ProtocolsStudent-centered pedagogy requires instructors to engage with student thinking instead ofprescribing one correct problem-solving method [1]. In this work, student understanding of rigidbody equilibrium is explored as a follow-on to previous work [2]. A think aloud protocol is usedto study how students address a problem with multiple solution paths and how they assess theirown thinking. Study participants are students in a combined statics and deformable bodies coursethat elect to participate and are currently taking or have completed introductory physics. Theinterview begins with a projectile motion practice problem to get the student

Relevance Score: 0.017282298

Six Statics Activities in a Shoebox Kit

Conference Session: Mechanics Division (MECHS) Technical Session 3
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Christine F. Goble, Centre College; Martha E. Grady, University of Kentucky
Tagged Topics: Diversity
Tagged Divisions: Mechanics Division (MECHS)

resources required to implement a set ofsix hands-on statics activities. It is well established that active and hands-on learning canimprove student outcomes. However, planning, resourcing, and implementation can be a barrierto their use. Our goal is to lower the implementation barrier for busy faculty that are hesitant toadopt active learning despite awareness of the research. We have created an easily accessiblerepository of the resources required to source, assemble, and implement Statics Shoebox Kits.Five criteria were considered in the development of the kits and activities. 1) Very little prep timeshould be required from the instructor. 2) The materials should be readily available, portable,inexpensive, and reusable. 3) Activity worksheets

Relevance Score: 0.016887743

WIP: Statics in Space - Developing a Dungeons and Dragons Inspired Statics Course

Conference Session: Mechanics Division (MECHS) Technical Session 5
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Leslie A Brown, Utah State University; Marissa A Tsugawa, Utah State University - Engineering Education
Tagged Divisions: Mechanics Division (MECHS)

, leading itto be considered a “weed-out” course [1], [2]. Factors that may affect student attrition fromengineering programs may be due to lower grades earned in statics, lack of support, and the“chilly” climate of engineering [2]. To address the high attrition rate, engineering educationresearchers have conducted extensive research on student motivation and demonstrated thathigher motivation is linked to a higher chance of persistence [3], [4], [5], [6], [7], [8]. Studentmotivation can be increased by implementing pedagogical practices such as active learning (asopposed to passive learning from pure lecturing). Our research explores the use of thegamification of learning pedagogical framework to teach engineering statics and how it mayincrease

Relevance Score: 0.016795374

When did Statics become so difficult? A root cause analysis of the high failure rates in a high-enrollment foundational course

Conference Session: Mechanics Division (MECHS) Technical Session 1A
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Christian J. Schwartz P.E., Iowa State University of Science and Technology; Hartanto Wibowo, Iowa State University of Science and Technology; Nathan Miner, Iowa State University of Science and Technology; TRAVIS HOSTENG, Iowa State University of Science and Technology; Sriram Sundararajan, Iowa State University of Science and Technology
Tagged Topics: Diversity
Tagged Divisions: Mechanics Division (MECHS)

course structure itself as well as bigger-picture upstream curricular issues. Thethree primary phases of this investigation included: 1) identifying and objectively exploringcommon anecdotal assumptions about root causes, such as ‘poor’ trigonometry skills, a lack ofphysics ‘knowledge’, not ‘understanding’ vectors, etc.; 2) developing a conceptual map of coursetopics that clearly identified precedence and dependencies among topics; and 3) aligning learningassessments with the conceptual mapping to determine specific topics where students firststruggled, thus leading to the inability to master concepts later in the course. Key findings of thework have included relatively precise identification of the basic vector arithmetic skills necessaryfor

Relevance Score: 0.016452258

Assessing the Impact of Teaching Style on Problem-Solving Skills and Conceptual Understanding in Undergraduate Dynamics

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)

ExpectationsA previous paper [12], detailed the instructional design and university types for the threeinstructors. They are summarized again here: University A is a southeast R1 public institution that uses mastery-based grading and a flipped style classroom approach [13]. Dynamics is taught as a 2-credit course and has enrollments of 40-50 students. Students receive points for each objective item that they are able to complete in the exam. There are multiple objectives for each problem and each exam only has 1 or 2 problems. Grades are based students attaining mastery of the objectives. The rubric used for scoring each objective is: a – complete and correct, b – minor calculation error, c – minor conceptual

Relevance Score: 0.01633364

Work in Progress: Incentivizing Independent Study in Engineering Mechanics Courses

Conference Session: Mechanics Division (MECHS) Technical Session 7B
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jennifer E. Holte, University of St. Thomas
Tagged Topics: Diversity
Tagged Divisions: Mechanics Division (MECHS)

brains.One obstacle in moving to better study practices is that students may believe they are learningbased on the sheer magnitude of their efforts and the homework points in their teacher’s gradebook. The goal of this work in progress is to incentivize more frequent touches with the coursecontent and to raise the students' awareness of what they are learning. Short, frequent digitalquizzes is the solution explored in this work.Students in a statics section submit a mix of digital or written homework each day that the classmeets. On the days that digital homework is due, the class class period begins with a five-minutedigital Progress Check Quiz (PCQ). PCQs consist of 1-2 simple conceptual questions orcalculations related to their assignment. The

Relevance Score: 0.016293908

Work-In-Progress: Further Work on a Learning Tool to Enhance Understanding of Stress States and Mohr’s Circle

Conference Session: Mechanics Division (MECHS) Technical Session 4
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Simon Livingston-Jha, University of Wisconsin - Madison; Matthew M Grondin, University of Wisconsin - Madison; Kyle Ma, University of Wisconsin - Milwaukee; Wensheng Hu, University of Wisconsin - Madison; Jennifer Detlor, University of Wisconsin - Madison
Tagged Divisions: Mechanics Division (MECHS)

i iii (b) (a) (b) Figure 1. SolidWorks rendering of the Figure 2. SolidWorks rendering of the handheld tool (a), and exposed internal internal structure with dowel pin (a) features of manufactured parts (b). and manufactured internal structure (b). Table 1. Outline of components and design updates for the handheld tool. Component Label Qty Design Updates Handle housing i 4  Updated to match the redesigned internal structure

Relevance Score: 0.016293908

A Comparison of Novice and Expert Approaches to Problem Solving

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)

Kristine Reed, OU Polytechnic Institute Teri K. Reed is the inaugural Director of the OU Polytechnic Institute and Professor and George Kaiser Family Foundation Chair at OU-Tulsa. ©American Society for Engineering Education, 2025 A Comparison of Novice and Expert Approaches to Problem SolvingIntroductionTeaching the ability to transfer knowledge between courses and contexts is a major goal ofeducators. The transfer of knowledge, or transfer of learning, is often defined as “the ability toapply knowledge gained in one situation to a new, different situation” [1] and is commonlyassociated with solving new or ill-defined problems. Educators still struggle to teach or trainstudents how to transfer their

Relevance Score: 0.01594

The Relationship Between Student Sentiment and Academic Performance using Student Reflections from a Flipped, Mastery-Based Statics Course

Conference Session: Mechanics Division (MECHS) Technical Session 2
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Amie Baisley, University of Florida; Chiranjeevi Singh Marutla, University of Florida
Tagged Divisions: Mechanics Division (MECHS)

and how it aligns with the course metrics. This study also highlights newopportunities for targeted interventions in the course. Through leveraging NLP and reflectiveexercises, instructors gain access to more detailed and individualized insights into class progress.This can foster a better understanding of the connection between student attitudes andperformance, enabling more personalized feedback and tailored interventions that can improvelearning outcomes.IntroductionReflection is an important skill that contributes to continuous learning and understandingpersonal growth and can have major impacts when integrated into education. The use ofreflection in engineering education closely aligns with ABET’s criteria to develop lifelonglearners [1

Relevance Score: 0.015536391

Exploring the Capability of Generative AI as an Engineering Lab Report Assessment Assisting Tool

Conference Session: Mechanics Division (MECHS) Technical Session 1A
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Dave Kim, Washington State University-Vancouver; Charles Riley P.E., Oregon Institute of Technology
Tagged Divisions: Mechanics Division (MECHS)

formechanical and civil engineering students at a 4-year public polytechnic university andengineering materials for mechanical engineering students at a 4-year R1 university. GAI toolswere asked to generate scores, overall reviews, suggestions, or improvement tips. We comparedthe evaluation scores and feedback of each student lab graded by instructors or graduate teachingassistants with those from GAI tools. The comparative analysis results will be discussed toanswer how the GAI tool’s evaluation results align with scores and feedback by instructor/TAsregarding accuracy and clarity.1. IntroductionLab education is essential in college engineering as it offers students hands-on experience withcritical technical skills, such as operating equipment

Relevance Score: 0.015275539

Work in Progress: Assessing the Impact of Spatial Skills on Performance in a Statics Course

Conference Session: Mechanics Division (MECHS) Technical Session 4
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Rosemary Yahne, Utah State University; Daniel Kane, Utah State University; Wade H Goodridge, Utah State University
Tagged Topics: Diversity
Tagged Divisions: Mechanics Division (MECHS)

that involve spatial skills.IntroductionThere is a significant body of research that indicates a correlation between spatial ability andsuccess in STEM fields [1], [2]. Specific studies have determined correlations between spatialability and medical sciences [3], computer drafting [4], chemistry [5], and calculus [6]. Withinengineering, spatial ability has been correlated to academic performance, retention rates, andprofessional success[5], [7]. This correlation has led to an interest in developing and trainingspatial ability in engineering students.Over the years, several spatial ability training courses have been developed. Many of thesecourses offer spatial training as a supplemental or required aspect of intro-level engineeringcurriculum

Relevance Score: 0.015275539

Equivalent Systems, Distributed Loads, and Reactions - One Model to Teach Them All

Conference Session: Mechanics Division (MECHS) Technical Session 7A
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Timothy A Wood, The Citadel; Heath Kaufman, The Citadel
Tagged Divisions: Mechanics Division (MECHS)

, centroids, and reactions. Real world scenarios encourage curiosityabout the world and demonstrate how statics is an important first step toward creating value forothers. Faculty eager to teach these topics will find comprehensive coverage of the topics and theuse of the beam model to teach the topics. Thoroughly demonstrated applications of John MiltonGregory’s Seven Laws of Teaching [1] should also be helpful to the engineering educator.Notation𝐹⃑ = force ⃑⃑⃑⃑⃑⃑⃑⃑ 𝑀/𝐴 = moment about point A𝐹𝐴𝑦 = y Cartesian component of a force ⃑⃑⃑⃑⃑⃑⃑⃑ 𝑀 moment about point B

Relevance Score: 0.015275538

Classroom Modality Comparison for Team-Taught Statics

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)

over the course of the Fall 2024semester in the Mechanical and Aerospace Engineering Department at NC State University: 1) and 2) MWF flipped class (at 8:30 and at 9:35 AM), 3) MW flipped class w/some lecture, 4) aT-Th lecture class, and 5) a distance section offered MWF at 8:30 with mostly nontraditionalstudents. All three classes use common exams (three plus a final) and weekly quizzes. The examsare primarily auto-graded except for a small amount of hand grading for free-body diagrams for thefirst and second exams.The goal of this work is to compare outcomes of the same class being taughtflipped, hybrid, and lecture, and observe how it affects student performance and engagement.In previous semesters, students were only allowed one attempt

Relevance Score: 0.015241555

Improving Student Success, Retention, and Equity in Engineering Statics and Dynamics Using Experiential Learning Modules and Mastery Based Grading

Conference Session: Mechanics Division (MECHS) Technical Session 2
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Anthony Battistini, Angelo State University; Mohammad Shafinul Haque, Angelo State University; William A Kitch P.E., Angelo State University; Soyoon Kum, Angelo State University
Tagged Topics: Diversity
Tagged Divisions: Mechanics Division (MECHS)

mechanical and civil engineeringstudents that build the foundation to be able to analyze and design a system that is at rest(Statics) and in motion (Dynamics). Thus, these courses serve as a prerequisite for manyupper-level engineering courses in most universities; however, high drop-out rates in Statics andDynamics are widely reported [1], [2].From 2016-2024, the David L. Hirschfeld Department of Engineering at Angelo State Universityhas internally examined the DFW rate (percentage of total students receiving a grade of D or F orWithdrawing from a course), particularly in foundational courses typically taken in the students’first two years of the program. Table 1 summarizes the results.Following the completion of Statics and Dynamics, anecdotal

Relevance Score: 0.01512201

Using Learning Maps and Bloom’s Taxonomy to Develop a New Instrument to Assess Knowledge Transfer from Physics to Statics Courses.

Conference Session: Mechanics Division (MECHS) Technical Session 6
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Priyantha Wijesinghe, University of Vermont; Varuni A. Seneviratne, University of Vermont; Larry R Medsker, The George Washington University; Courtney D Giles, University of Vermont; Marlee Ottati, University of Vermont
Tagged Divisions: Mechanics Division (MECHS)

. Thiswork is part of an ongoing NSF-IUSE Learning Map project piloted during the spring and fallsemesters of 2024. The LMap method briefly described below is rooted in the Analysis, Design,Development, Implementation, and Evaluation (ADDIE) model [1] and Backward Design [2, 3]and applied to the design of course sequences that align learning outcomes, assessments, andinstructional practices. We report here the current results of implementing and testing the newStatics Knowledge Inventory. A. BackgroundStudent success in engineering education depends on their performance in prerequisite coursesequences, which require the ability to retain and transfer knowledge and skills across courses.Incomplete knowledge transfer in foundational courses like

Relevance Score: 0.01512201

Comparison of Dynamics Motion Capture Project Modalities

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)

pedagogical approach can vary widely betweeninstitutions and individual instructors. However, the use of active-learning, sometimes inconjunction with a flipped classroom approach, has become a popular mode of course delivery[1], [2]. The data available comparing various methods sometimes finds that active-learning canhave positive impacts on learning [3] or student motivation [4] but there are also plenty ofexamples where the method of instruction and class format have limited impact on studentoutcomes [5], [6], [7], [8].This study investigates whether the use of a high-fidelity motion capture lab for anundergraduate dynamics class project leads to a better student experience. Marker-based motioncapture systems are commonly used in a variety of

Relevance Score: 0.014000262

Fun Friday: Assessing the effectiveness of weekly real-world applications in introductory dynamics lectures

Conference Session: Mechanics Division (MECHS) Technical Session 3
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Thomas Golecki, University of Illinois at Urbana - Champaign; Mikayla R Hoyle, University of Illinois at Urbana - Champaign; Melany Denise Opolz, University of Illinois at Urbana - Champaign; Jean-Christophe Raymond-Bertrand, University of Illinois at Urbana - Champaign; Nikhil Chandra Admal, University of Illinois Urbana-Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Kellie M Halloran, University of Illinois Urbana-Champaign; Callan Luetkemeyer, University of Illinois at Urbana - Champaign; Brian Mercer, University of Illinois at Urbana - Champaign; Matthew West, University of Illinois Urbana-Champaign; Mariana Kersh, University of Illinois at Urbana-Champaign
Tagged Divisions: Mechanics Division (MECHS)

-sectioncourse, where each lecture section consists of approximately 200 students in various engineeringmajors, with 50-minute lectures on Mondays, Wednesdays, and Fridays. One section receivedtraditional instruction, while the other section spent a portion of class time (10-15 minutes) eachFriday discussing real-world applications of the course content. The sections were surveyed at thebeginning and end of the semester to assess their impressions of (1) their curiosity about thematerial, (2) the connections to real-world applications and (3) the value created by the coursecontent. These three themes were selected around the “3C’s” of the Kern EntrepreneurialEngineering Network (KEEN) entrepreneurial mindset (Curiosity, Connection, Creating Value).The