ASEE PEER - Search Results

Displaying all 21 results

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)

$1M in research grants to study writing transfer of engineering undergraduates. For technical research, he has a long-standing involvement in research concerned with the manufacturing of advanced composite materials (CFRP/titanium stack, GFRP, nanocomposites, etc.) for marine and aerospace applications. His recent research efforts have also included the fatigue behavior of manufactured products, with a focus on fatigue strength improvement of aerospace, automotive, and rail structures. He has been the author or co-author of over 200 peer-reviewed papers in these areas.Dr. Charles Riley P.E., Oregon Institute of Technology Dr. Riley has been teaching mechanics concepts for over 10 years and has been honored with

Relevance Score: 0.032938622

Creating Statics and Solid Mechanics Lab Experiences from Open-Ended Design Briefs

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)

design an experiment to address the design brief. In addition tosolving the problem, students must ensure their solution is realistic through considerations ofcosts, safety, and regulations. Students then write a memo, design report, or white paper as theirlab assessment. They report both their technical results, individual interpretations, andrecommendations based on the results.Early labs in the sequence contain significant scaffolding for students through guiding questions,examples, and class discussions. This scaffolding is slowly removed throughout the coursesequence to help students develop independence. The sequence ends with an open-endedlaboratory in which students are given a mystery material and must determine the type ofmaterial and

Relevance Score: 0.02145883

Failing Forward: A Mastery-based Learning Approach in a Theory of Machine Kinematics and Dynamics Course

Conference Session: Unique Pedagogies for Mechanics Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Joshua Gargac, Ohio Northern University
Tagged Divisions: Mechanics Division (MECHS)

defined skill from 2021 (“Use vectors to evaluate the positions of links in amechanism.”) was split into multiple, specific skills for the 2022 course: • R3: Write vector loop equations for a mechanism of four or more links • R4: Calculate the position of points on a mechanism with four or more links • R5: Perform position analysis on a crank slider • R8-C: Perform analytical position analysis on a four-bar linkage using MATLABPractically, applying this best practice improved the consistency of test questions for the mastery-skills.As a result, students demonstrated higher pass rates for the mastery skills and reported higher levels ofcompetence on post course surveys (see Section 3).Best Practice 2: Lecture materials should

Relevance Score: 0.019880809

Changing the Static: Insights and Early Results of a Shift toward a Studio-Style Statics Class

Conference Session: Teaching Mechanics: Modes and Methods
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Christopher Papadopoulos, University of Puerto Rico, Mayaguez
Tagged Divisions: Mechanics Division (MECHS)

establish a weekly problem set of traditional textbookproblems, lead an opening discussion of how to approach them, and then allow students time towork on them in class, with opportunity to consult directly with me, a peer tutor, or with a fellowstudent. I aimed that students would ‘crack the egg’ of the fundamental ideas during theseworking periods, and then complete them for homework. Nevertheless, I still had the mentality“to cover the material” and “to show students how”. Thus, lectures would tend to migrate backto me serving as the central figure leading a class discussion on how to outline problemsolutions. True, I was not reciting lecture notes, and using a Socratic style, I would not show anyexplicit steps unless a student provided it. I

Relevance Score: 0.019767802

An Exploration of How Students Make Use of Hands-on Models to Learn Statics Concepts

Conference Session: Keeping It Real: Real World Examples and Systems Thinking
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Kathryn Mary Rupe, Western Washington University; Eric Davishahl, Whatcom Community College; Lee Singleton, Whatcom Community College; Rebecca S. Borowski
Tagged Topics: Diversity
Tagged Divisions: Mechanics Division (MECHS)

discussed and resolved, resulting in 100% agreement in coding. Moredetails about the development of the codes is provided in the next section.Development of CodesAfter all 10 of the recorded interviews had been completed, a thematic analysis was conductedthrough multiple views of each video. Throughout the videos, key moments were identified astimes where students were actively engaging with or describing their thinking around the tasks.This meant that times when students were reading the directions or writing their responses on theactivity sheet were not considered key moments. After repeated viewings and analyticaldescriptions of the key moments in videos were compiled, themes were developed. Studentsbroadly engaged with the problems using either

Relevance Score: 0.018776476

Paper or Silicon: Assessing Student Understanding in a Computer-based Testing Environment Using PrairieLearn

Conference Session: Unique Pedagogies for Mechanics Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jamal Ardister, Michigan State University; Geoffrey Recktenwald, Michigan State University; Sara Roccabianca, Michigan State University
Tagged Divisions: Mechanics Division (MECHS)

work was compared with thecomputer submitted answers.This paper examines what types of mistakes (conceptual and non-conceptual) students were ableto correct when feedback was provided. The answer is dependent on the type and difficulty ofthe problem. The analysis also examines whether students taking the computer-based testperformed at the same level as their peers who took the paper-based exams. Additionally, studentfeedback is provided and discussed.IntroductionAutomated grading has been around since Michael Sokolski invented scantron grading machinesin 1972. Over time, computers have evolved from grading multiple choice exams to acceptingnumerical and written solutions. New systems like PrairieLearn can grade a wide variety ofsolutions

Relevance Score: 0.018776476

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)

LMS offers an opportunity toask questions or share implementation experiences. Currently, 38 participants are distributed atinstitutions across 19 states and territories. Institutions include large research universities, smallliberal arts colleges, and minority serving institutions including one institution designated aHistorically Black College and University (HBCU). We also recognize there is a great need forthese activities to be agile and adaptable. The kits are designed to facilitate distribution todistance learning students and implementation on a virtual platform. Activities were designed tofollow inclusive pedagogical practices such as collaborative learning, peer-to-peer instruction,real-world connection, immediate feedback

Relevance Score: 0.017840255

Multidimensional Aspects of Vector Mechanics Education Using Augmented Reality

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)

assessment ("post-test").Each learning activity was paper-based and was provided to students at the start of the classsession. Students were permitted to work with their peers in groups of 2 or 3. Control groupactivities involved solving computational problems, some of which had been used as test orlecture example problems by the instructors in previous semesters. In the case of the augmentedreality activities, the worksheet included several exercises (problems) for each student tocomplete. The exercises were arranged in order of increasing difficulty. The instructions on theAR activity worksheets provided scaffolding and paralleled the flow of the app such that studentscould record their work as they progressed through each exercise's tasks

Relevance Score: 0.016650898

Characterizing Student Work while Solving Ill-Defined Statics Problems in Groups

Conference Session: Keeping It Real: Real World Examples and Systems Thinking
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Max Magee, University at Buffalo, The State University of New York; Jessica Swenson, University at Buffalo, The State University of New York
Tagged Divisions: Mechanics Division (MECHS)

. ● Write equilibrium equations for the FBDs. ● Use a coding language or spreadsheet to solve for the joint reaction forces and list in a table. Part IV ● Discuss how to model a support at a point. ● Create shear force and bending moment diagram for the vertical member of the pool lift. ● Determine the maximum shear force and bending moment location and magnitude Part V ● Choose what values to use for bending moment and centroidal axis to the point of interest for maximum

Relevance Score: 0.016025178

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)

Wisconsin, Milwaukee. Papadopoulos has diverse interests in structural mechanics, sustainable construction materials (with emphasis in bamboo), engineering ethics, and engineering education. He is co-author of Lying by Approximation: The Truth about Finite Element Analysis, and after many years, he has finally (maybe) learned how to teach Statics, using an experiential and peer-based learning ”studio” model. As part of the UPRM Sustainability Engineering initiative to develop a new bachelor’s degree and curricular sequence, Papadopoulos is PI of A New Paradigm for Sustainability Engineering: A Transdisciplinary, Learner-Centered, and Diversity-Focused Approach, funded by the NSF HSI program. Papadopoulos is active in the

Relevance Score: 0.01503792

ACE up your Sleeve: An Analysis of Student Generative AI Usage in an Engineering Statics Course

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)

improve their ability to ask meaningful questions [12]. It has demonstrated a positive effecton several aspects of education, including learning interest and achievement, knowledgeretention, and explicit reasoning [13]. It is believed that ChatGPT, if implemented correctly, canenhance student creativity and critical thinking [14].On the contrary, the software can also be used to violate academic integrity policies. Itstext-generation capabilities are especially alarming for writing assignments, including researchpapers and dissertations [15]. Indeed, a survey sent to college students in the US found 53% usedChatGPT to write papers and 48% even used it during exams [16].With many policies and decisions being made in higher educational settings, it

Relevance Score: 0.014404297

Reflecting on Ten Years of Building a Community of Practice for Teaching Innovations in Fundamental Mechanics Courses

Conference Session: Mechanics Division (MECHS) Technical Session 1B
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Wayne L Chang, University of Illinois 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; Thomas Golecki, University of Illinois at Urbana - Champaign; Kellie M Halloran, University of Illinois at Urbana - Champaign; Shelby Hutchens, 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)

Integer-Linear Programming (MILP) to determine unintended disparities in the impact of automated traffic law-enforcement on different groups in the city of Chicago.Nikhil Chandra Admal, University of Illinois Urbana-Champaign Dr. Admal is a professor of Mechanical Science and Engineering at the University of Illinois Urbana-Champaign. He holds a Ph.D. in Aerospace Engineering and Mechanics and a Master’s in Mathematics from the University of Minnesota, Minneapolis. His research focuses on multiscale modeling of materials, particularly the mechanics of defects. Dr. Admal has published over 20 papers in peer-reviewed journals. He is actively involved in engineering education, especially in incorporating real-world examples

Relevance Score: 0.013418044

Link Element Design for a Landing-Gear Mechanism in a Statics and Mechanics of Materials Course

Conference Session: Problem- and Project-based Learning in Engineering Mechanics
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Amir H. Danesh-Yazdi, Rose-Hulman Institute of Technology; Aimee Monique Cloutier, Rose-Hulman Institute of Technology; Sean Moseley, Rose-Hulman Institute of Technology
Tagged Divisions: Mechanics Division (MECHS)

name afew.By their very nature, fundamental engineering courses do not easily lend themselves to anintegrated design or open-ended element that meaningfully enhances student learning. This isespecially true in the case of Statics, where the primary learning objectives of drawing correctfree-body diagrams and applying them to equilibrium equations to solve for unknowns are usuallyassessed through well-posed problems with unique solutions. An in-depth review of papers inASEE’s PEER repository reveals that the most common open-ended project utilized byinstructors in their Statics courses involves designing, analyzing, constructing, and testing scaledmodel truss bridges using elements made from spaghetti 5 , wooden popsicle sticks 6 , straws 7

Relevance Score: 0.013411769

Flipping a Required Mechanics Course with Different Instructors

Conference Session: Teaching Mechanics: Modes and Methods
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Phillip Cornwell, Rose-Hulman Institute of Technology; Ioan Feier; Nicholas J. Marco; Danielle Ozment
Tagged Divisions: Mechanics Division (MECHS)

are more work since they are required towatch the videos outside of class.Students were asked to complete a “notetaker” while watching the videos. As shown in Table 1,this was required and collected for Instructor 1, but for the other two instructors it wasencouraged, but not collected. The purpose of the notetaker was to help students stay engagedwhile watching the videos and to ensure that they would have a good set of notes. For the lecturematerial, the notetaker consisted of a copy of the PowerPoint slides with blanks for students towrite in key equations. For the example problems, the notetakers consisted of the problemstatements and room to write down the solution from the video. The notetakers were also intendedto provide some

Relevance Score: 0.012895313

Use of Sentiment Analysis to Assess Student Reflections in Statics

Conference Session: Student Self-assessment in Mechanics Courses
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Amie Baisley, University of Florida; Chiranjeevi Singh Marutla, University of Florida
Tagged Divisions: Mechanics Division (MECHS)

foundations of equilibrium that will be applied in manylater courses. At a large R1 university in the southeast students take the course in a flipped,mastery-based classroom environment. The mastery-based approach is employed for theassessments where students are evaluated for how they demonstrated the course mastery objectiveson each assessment in the course. The students solve a single assessment problem every other weekwhere they are asked to organize their solution following the mastery objectives. The masteryobjectives are the key pieces of the solution solving process for every statics problem. The studentsare required to write, draw, or include equation(s) for each objective for each problem, but thework is unique to the type of problem being

Relevance Score: 0.012895313

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)

spaces were providedfor working through the problems. The instructor showed the slides through a Microsoft Surfacetablet. A stylus was utilized to “write” on the slides and work through the example problems. Afterone or two examples were worked by the instructor, a “your turn” example was shown. Time wasallowed in class for students to work through the problem themselves. They were encouraged towork together in small groups but this was not a requirement. Their in-class work was not collectedor graded and no credit was given for participation or for attending class. After ample time wasprovided for the students to work the problem, the instructor worked it out on the tablet, allowingstudents to either confirm their approach and correct answer

Relevance Score: 0.01284181

Effectiveness of Just-In-Time Teaching on Helping Students Achieve Lower Order Learning Goals in a Mechanics of Materials Class

Conference Session: Unique Pedagogies for Mechanics Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Marguerite Matherne, Northeastern University
Tagged Topics: Diversity
Tagged Divisions: Mechanics Division (MECHS)

checked and categorized individually by the instructor.Prompting ChatGPT in this manner – with clear, specific, and explicit instructions – was foundto produce a high rate of accurate classifications. It would miss many responses that should havebeen sorted into one of the groups, but leaving any space for ChatGPT to make its owninterpretation led to many incorrect classifications. Through much trial and error, it wasdetermined that writing the prompt in such a way that does not allow ChatGPT to interpret orassume anything is the best way to avoid false positive or negatives.Using Warm-ups in classFor most classes, the answers to all warm-up questions were summarized on slides and shared atthe beginning of class, starting with the muddiest point

Relevance Score: 0.011478189

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)

ofcompleting assignments during lab hours. As a result, students can approach the assignedproblems at their own pace. During the lab session, students engage with the problems anddiscuss their solutions with peers, sharing thoughts on problem-solving strategies. Some studentstake on teaching roles, which reinforces their understanding of concepts. In hands-on activitysessions, they exchange a variety of ideas related to the assigned problems. A tangible hands-onmodel allows them to demonstrate different static conditions, often leading to those enlightening“aha” moments with the models. Overall, students enjoy lab sessions and make the most of themto succeed in Statics class. Some students hesitate to attend office hours or SI sessions due totime

Relevance Score: 0.011236584

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)

patterns [33]. Throughout the coding process, thorough records were kept(electronic data, recordings, memos) and peer review and debriefing was used among theresearch team (one engineering faculty member, one social scientist, one engineering educationfaculty member).PositionalitySeveral aspects of positionality have been woven into this work already. Other potentiallyimportant factors relate to my (the PI’s) belief that students should be able to solve the problempresented in Figure 1 and the use of a theoretical framework for analysis that I personally agreewith. As for my background, I am a white male faculty member with little formal training inengineering education and who has likely pursued this study from something of a