Conference Session

Applications and Computational Tools for Mechanics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew R. Sloboda, Bucknell University; Kimberly LeChasseur, Worcester Polytechnic Institute; Sarah Wodin-Schwartz P.E., Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

explored the app, but did notregularly use it, which justified combining the two into a single comparison group.3.2 Data Collection and MeasuresData were collected using the retrospective Student Assessment of their Learning Gains - anNSF-funded and validated survey [14] that asks students how much they learned for each of a setof learning objectives and the extent to which they attribute their learning to specific learningactivities. The SALG has been used to date by more than 22,000 instructors to assessapproximately half a million students.3.2.1 Student OutcomesItems were averaged to construct measures of growth in content mastery, self-efficacy related tostatics, and willingness to seek help. Each of the items included the same question stem

Conference Session

Unique Pedagogies for Mechanics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joshua Gargac, Ohio Northern University

Tagged Divisions

Mechanics Division (MECHS)

pass the course with at least a “C”. Students earning a “D” passed all the required Level 1skills, but did not regularly submit homework or daily class notes. Students earning an “F” did not passthe required Level 1 skills. All students earning an “F” did not regularly attend in-person meetings,submit homework, or sit for test assessments. Figure 2: Overall course grades for MBL system at UMU (2020) and ONU (2021-23).Student self-efficacy was measured by surveys administered during the 15th week of the semesterduring 2021, 2022, and 2023. The students ranked their competence with each skill on Likert Scale, andthen the student responses were compared across the course offerings (Fig. 3). Overall, the updatedMBL-approach resulted in

Conference Session

Digital Methods in Mechanics: Teaching with Digital Tools

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew R. Sloboda, Bucknell University; Sarah Wodin-Schwartz, P.E., Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute; Jennifer deWinter, Illinois Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

embarked on the design, implementation, and testing of amobile application (app) that offers an alternative venue for FBD practice. The app providesstudents with asynchronous opportunities for training, varied tasks that target specific FBDissues, and several levels of immediate feedback. We hypothesize that the gamifiedenvironment and puzzle-based gameplay will improve student skill and self-efficacy in drawingFBDs, particularly for women, who may feel less confident in their spatial skills. Data collected todescribe student experiences may also provide additional insight into how to improve FBDinstruction generally.In this paper, we detail the process for designing and implementing the app and provide initialdata regarding student impressions

Conference Session

Problem- and Project-based Learning in Engineering Mechanics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kathryn Hasz, Carthage College

Tagged Divisions

Mechanics Division (MECHS)

provision on elementary Taiwanese students’ question-generation in a science class,” 2013.[12] S. Lerner, S. Sheppard, and S. D. Sheppard, “What Makes an Inquisitive Engineer? An Exploration of Question-Asking, Self-Efficacy, and Outcome Expectations among Engineering Students,” in American Society for Engineering Education Annual Meeting, 2017.[13] K. A. Harper, E. Etkina, and Y. Lin, “Encouraging and analyzing student questions in a large physics course: Meaningful patterns for instructors,” J. Res. Sci. Teach., vol. 40, no. 8, pp. 776–791, 2003.

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)

(DCI) or the proposed Rigid BodyDynamics Concept inventories (RBDCI) have been shown to be effective at identifying studentmisconceptions and guiding instructor efforts [1,2]. In their 2020 paper on the propagation ofthe use of concept inventories in Mechanical Engineering [3], Cornwell and Self et. al. suggestthat instructor adoption of concept inventories depends on a variety of factors including theinstitutional context, learning context, and the instructor’s interaction with the conceptwarehouse community.In other work, researches have explored the role of institutional and learning contexts on studentsuccess [4], student perceptions [5,6,7], and student self-efficacy. Additionally, by changing thelearning contexts, instructor’s outlooks

Conference Session

Applications and Computational Tools for Mechanics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

James Giancaspro, University of Miami; Diana Arboleda, University of Miami; Seulki Jenny Chin, University of Miami; Liping Yang, University of Miami; Walter G Secada, University of Miami

Tagged Divisions

Mechanics Division (MECHS)

students' knowledge of abstractphysics concepts. A quasi-experimental study also found that the integration of AR movies intoonline teaching activities for physics enhanced students' comprehension of fundamentalprinciples [14]. Similarly, an intervention by Cai et al. [15] showed that AR in physicsclassrooms can increase students' self-efficacy by improving their understanding, higher-levelcognitive skills, knowledge application, and communication.Several AR applications have focused on learning vectors in the context of 3D geometry [16],electric forces [4], gravitational forces [1], as well as other physical forces and their Cartesiancomponents [17]. The study discussed herein details an AR app known as Vectors in Space [18]that was developed by

Conference Session

Understanding the Student Experience in Mechanics Courses

Collection

2024 ASEE Annual Conference & Exposition

Authors

Milad Rezvani Rad, University of Southern Indiana; Julian Ly Davis, University of Southern Indiana

Tagged Divisions

Mechanics Division (MECHS)

Yilmaz, “The effect of generative artificial intelligence (AI)-based tool use on students’ computational thinking skills, programming self-efficacy andmotivation,” Computers and Education: Artificial Intelligence, vol. 4, p. 100147, Jan. 2023, doi:https://doi.org/10.1016/j.caeai.2023.100147.[8] OpenAI. (2022). ChatGPT (Version 3.5). OpenAI. https://openai.com/

Conference Session

Digital Methods in Mechanics: Teaching with Digital Tools

Collection

2023 ASEE Annual Conference & Exposition

Authors

Diana Arboleda, University of Miami; James Giancaspro, P.E., University of Miami; Max Cacchione, University of Miami; Mert Okyay, University of Colorado, Boulder

Tagged Divisions

Mechanics Division (MECHS)

2017 IEEE Conference on Computer Vision and Pattern Recognition (CVPR), Honolulu, HI, July 21-26, 2017.[21] M. Everingham, L. Van Gool, C. K. I. Williams, J. Winn, and A. Zisserman, "The Pascal Visual Object Classes (VOC) Challenge," International Journal of Computer Vision, vol. 88, no. 2, pp. 303-338, 2010.[22] J. Redmon, S. Divvala, R. Girshick, and A. Farhadi, "You Only Look Once: Unified, Real- Time Object Detection," presented at the 2016 IEEE Conference on Computer Vision and Pattern Recognition (CVPR), Las Vegas, Nevada, June 27-30, 2016.[23] A. R. Srinivasa, R. Jha, T. Ozkan, and Z. Wang, "Virtual reality and its role in improving student knowledge, self-efficacy, and attitude in the materials testing

Conference Session

Will This Be on the Mechanics Test? Concept Inventories and Understanding Exams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez; Eric Davishahl, Whatcom Community College; Jean Carlos Batista Abreu, Elizabethtown College; Brian P. Self, California Polytechnic State University, San Luis Obispo; Dominic J. Dal Bello, Allan Hancock College; Kurt M. Degoede, Elizabethtown College; Anna K. T. Howard, North Carolina State University at Raleigh; Azize Akcayoglu; Hadas Ritz, Cornell University; William A. Kitch, Angelo State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

to theseissues, and perhaps new interventions need to be designed to increase women's self-efficacy inSTEM classes.With regard to the other observations about timing, modality, and repetition, further inquiry isnecessary to establish if the results are situational or suggestive of general patterns. The authorsintend to maintain working through a Community of Practice to refine the questions and generatefurther data to support more definitive conclusions.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNos. Grant Nos. 1821445, 1821638, 1821439, and 1821603. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do

Conference Session

Student Self-assessment in Mechanics Courses

Collection

2024 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Isabella Fiorini, University of California, San Diego; Edward Zhou Yang Yu, University of California, San Diego; Richard Eugene Vallejo Jr, University of California, San Diego; Zongnan Wang, University of California, San Diego; Trevor Keoki Oshiro, University of California, San Diego; Changkai Chen, University of California, San Diego

Tagged Divisions

Mechanics Division (MECHS)

, ranked from lower tohigher. The lower-level learning outcomes are often a prerequisite to achieving higher-orderlearning outcomes. However, when failing to solve a complex problem, students often fail toprecisely evaluate what component knowledge they lack or what skills they need. This canhinder the student’s metacognitive regulation of their learning progress, lower their self-efficacy,and stifle their motivation. Learning activities and assessments that explicitly communicate andscaffold students’ learning progress across the different levels of learning outcomes will providestudents with a better opportunity to plan and adjust their learning plan accordingly.Scaffolding is the process that aims to deconstruct a complex assignment into