Displaying all 16 results
- Conference Session
- Assessing Conceptual Thinking about Engineering Mechanics
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Alexander John De Rosa, University of Delaware; Samuel Van Horne, University of Delaware
- Tagged Topics
- Diversity
- Tagged Divisions
- Mechanics Division (MECHS)
correctly while only two managedto determine the weight of the plate correctly. Several students referred to using tabulated data orsimpler shapes in other courses to find the centroid and this lack of practice with equations beinga barrier to success in solving the problem used in this study which does not use a simple shape;“So you have areas which you can find by, by just like simple shapes. And then those have likeknown centroids. And then you can just do sum of centroid times area divided by sum of area forthis because your thing is modeled by an equation, you can't do that. So my dilemma now isremembering the formula.”(5) Solution Evaluation; the only student to obviously display reflective and evaluative practicewas the individual who
- Conference Session
- Mechanics Division (MECHS) Technical Session 7B
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Olivia Ryan, Virginia Polytechnic Institute and State University; Jacob R Grohs, Virginia Polytechnic Institute and State University; David A. Dillard P.E., Virginia Polytechnic Institute and State University; James Lord, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University; Benjamin Edward Chaback, Virginia Polytechnic Institute and State University; Anita Walz, Virginia Polytechnic Institute and State University
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- Diversity
- Tagged Divisions
- Mechanics Division (MECHS)
]. This step enabled us to identify recurring themes, patterns, and insights related to students’ perceptions and uses of the OER Deforms textbook, as well as the financial benefits of the textbook. The quantitative data was analyzed using descriptive statistics, which is valuable in education research to describe a situation without trying to address relationships between variables[25]. Additionally, the rank of academic strategies was analyzedu sing a Mann-Whitney U test to compare differences in students' academic strategies between their reflections on Statics and Deforms, assessing whether certain strategies were ranked higher or lower across the different courses[26]. The analysis results are presented
- 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
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- Diversity
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- Mechanics Division (MECHS)
instruction; they need opportunities to apply these strategies acrossdiverse contexts. This includes instructors modeling how to recognize when specific strategiesare useful and providing ongoing feedback (Wingate, 2007). Some instructors embed learningstrategies into course activities without explicitly explaining how or why they work. While thisapproach may help students see the relevance of these strategies within specific contexts, it oftenfails to support their transfer to novel situations. Successful transfer of learning requires thedevelopment of reflective expertise (van Merrienboer et al., 1992)—a form of metacognitiveskill that enables students to not only execute a strategy but also understand its underlyingprinciples. This expertise
- 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)
, reflection, and low stakes assessment.It is anticipated that this paper will increase dissemination of the Statics Shoebox Kit materialsand result in an increased use of hands-on learning in engineering mechanics classrooms.Another benefit, already observed since the launch of the Canvas platform, is enhancedconnections among statics instructors across the nation.IntroductionAn experience at the American Society for Engineering Education (ASEE) Annual Conference in2017, where the authors presented hands-on activities for statics instructors, motivated thedevelopment of the statics shoebox kits. The presenting author was approached by severalfaculty to share these materials. From this experience, the authors realized there is a need formore hands-on
- Conference Session
- Teaching Mechanics: Modes and Methods
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Robert A. Hume, P.E., United States Military Academy; Adrian Biggerstaff, United States Military Academy; Eric B. Williamson, U.S. Military Academy
- Tagged Topics
- Diversity
- Tagged Divisions
- Mechanics Division (MECHS)
be better. I felt like I was just correcting mathematical errors, perhaps this method will improve my scrutiny over time but it is hard to tell from one problem set.Students were similarly neutral to positive in their comments at the end of the semester, thoughfar fewer focused on the mechanics of working through the self-revision process. Most studentsfocused their comments instead on the outcomes of the process: The self-revised method reduced study time and helped me work through my thought process on mistakes, helping me to solidify how to overcome those particular problems. I was better able to reflect on my mistakes using this method. This is because, for the regular problem sets, I rarely look at
- 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)
their thinking using a variety of representations(mathematical, symbolic, pictorial, and concrete). This study adds to the empirical research onthe role of representations and tools used in learning and practice in engineering, an area of needin the field [12].MethodologyThis study used semi-structured interviews with statics students in their last week of a 10-weekquarter. Ten students engaged in hour-long interviews that included reflective prompts abouttheir experiences in the statics course and STEM more broadly, as well as a series of three tasksfocused on spherical angles, coordinate direction angles, and angles between 3D vectors. In eachtask the relevant calculations were provided, and the prompts asked students to consider how onevalue
- 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)
the process of learning by inquiring about the nature of experience [7].Kolb stated that experiential learning includes all modes of the learning cycle and ensureseffective knowledge acquisition [7]. Experiential learning includes four modes: ConcreteExperience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and ActiveExperimentation (AE). The concrete experience and active experimentation can be achieved byhands-on experience of a physical model, followed by a recording of experimental observationsand measurements. Afterwards, students should reflect on these observations, facilitated byguided questioning, and then connect their observations to the derived theories (abstractconceptualization). Students can then actively
- Conference Session
- Will This Be on the Mechanics Test? Concept Inventories and Understanding Exams
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Maxine Fontaine, Stevens Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Mechanics Division (MECHS)
, students complete two exam problems toassess mastery of the last three weekly topics. Quiz problems were on average slightly lessdifficult than exam problems, as reflected in the overall average scores. A total of 8 quizproblems and 8 exam problems were completed over the course of the semester.Since quiz and exam problems test specific concepts, this study also investigates whether therelationship is stronger for certain concepts than others, e.g. simpler fundamental concepts at thestart of the semester vs. more advanced topics require integration of multiple concepts.The Purdue Spatial Visualization Test: Rotations (PSVT:R) is a timed standardized test ofmental rotations commonly used to assess spatial ability. The passing threshold is typically
- Conference Session
- Mechanics Division (MECHS) Technical Session 5
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Anyerson Cuervo-Basurto, Purdue University at West Lafayette (COE); Hong Tran, Purdue Engineering Education; Edward J. Berger, Purdue University at West Lafayette (PWL) (COE); Fredy Rodriguez, Purdue University at West Lafayette (COE)
- Tagged Topics
- Diversity
- Tagged Divisions
- Mechanics Division (MECHS)
minutes (41minutes average). Recordings of the interviews were transcribed and cleaned before beinguploaded into Dedoose for analysis. 8Data analysisWe conducted in vivo coding, using short phrases from the instructors’ responses as codes (Mileset al., 2014). The codes reflected the instructors’ descriptions and explanations of theirperceptions and practices regarding equity. Then, we used guidance from the framework forequitable and effective teaching in undergraduate STEM education (Holmes et al., 2023) toconduct a thematic analysis that identified themes shared across the two cases and specific to anindividual case (Miles et al., 2014). Finally
- 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)
into an Excel sheet. The responses to the last question were copied and pasted intoChatGPT with the prompt: I asked students what they found most confusing or interesting about an assigned reading. Their responses are below. Summarize them according to what was interesting and what was confusing.Thankfully, the responses did not need to be formatted or edited for ChatGPT to distill rows oftext into a short, concise list. The first few times this method was employed, the efficacy ofChatGPT’s summary was verified with the author’s own review of the student responses. It wasfound to be both an exhaustive and accurate reflection of what the students said. An example ofone of ChatGPT’s summaries can be found in the
- 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)
- 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)
. Figure 1: An overview of the development process for the FBD app.Phase 1: Design and Prototype (complete)The goal of this phase was to design an app that scaffolds the learning process associated withdrawing FBDs. This was accomplished by segmenting typical problems into small tasks withwhich students typically struggle and associating each task with a “mini game” in the app. Minigames were designed to be inclusive and feature feminized gameplay in order to appeal to thewidest possible audience.In this phase, participatory design was used because it allows all stakeholders to be part of thedesign process so that the final product reflects the entire community’s values [21]. There is astrong tradition of participatory design in interactive media
- 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)
Classes by aQuiz-Based Approach," Chemical Engineering Education, vol. 46, pp. 213-217, 2012.[15] Friess W.A., and Davis M.P., "Formative Homework Assessment Strategies to Promote Student Self-Reflection and Improve Time Management: APilot Study," in Proceedings of the ASEE NE 2016 Conference, Rhode Island, RI, 2016.[16] Howard, A. K. T., & Cole, A. D., "Weekly Quizzes in Lieu of Homework in Large Sections," in ASEE Annual Conference & Exposition, Baltimore, MD, 2023.[17] Mawhinney, V.T., Bostow, D.E., Laws, D.R., Blumenfeld, G.J., Hopkins, B.L, "A comparison of students stuying-behavior produced by daily, weekly, and three-week testing schedules," Journal of Applied Behavior Analysis, vol. 4, no. 4, pp. 257-264
- Conference Session
- Mechanics Division (MECHS) Technical Session 4
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Joseph Patrick Coughlin, University of Colorado Denver; Heather Lynn Johnson; David C. Mays, University of Colorado Denver
- Tagged Topics
- Diversity
- Tagged Divisions
- Mechanics Division (MECHS)
how studentssee torque concepts. Recognizing this challenge is the first step toward creating more effectivepedagogy.There are several limitations in the current study. During the interviews, we generally used theterm torque, only occasionally using the equivalent term moment. Because torque is the commonterminology in external force forms, this language may have led to more students to respond withexternal force expressions. Several of those expressions were surprising; upon reflection, someopportunities for follow-up questions were missed.In conclusion, this study brought into focus the conceptual confusion between the external andinternal force forms in which torque (or moment) is expressed and measured. Students expressfrustration with
- 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)
notnecessarily reflect the views of the National Science Foundation.ReferencesBaird, C. L., & Keene, J. R. (2018). Closing the Gender Gap in Math Confidence: Gender and Race / Ethnic Similarities and Differences in the Effects of Academic Achievements among High Math Achievers. International Journal of Gender,Science & Technology, 10(3), 378– 410. https://genderandset.open.ac.uk/index.php/genderandset/article/view/452Besterfield-Sacre, M., Moreno, M., Shuman, L. J., & Atman, C. J. (2001). Gender and ethnicity differences in freshmen engineering student attitudes: A cross-institutional study. Journal of Engineering Education, 90(4), 477–489. https://doi.org/10.1002/j.2168- 9830.2001.tb00629.xKoretsky, M. D., Brooks, B
- 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)
Figure 3 and 4.Students struggling with vectors performed worse overall on the first exam in Fall of 2024, butperhaps more troubling is the fact that several weeks of instruction about vectors – in the contextof their representation of forces in statics problems – still did not yield mastery of thesefundamental skills at exam time. This result poses questions that get further at root causes of theproblem. While most students post-statics would likely reflect on these basic vectors skills, suchas vector addition and magnitude, as straightforward, it is not clear if or how the transition occursbetween being a novice and being able to apply these operations. The authors have postulatedthat some of the challenge may come down to students being