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A Comparative Analysis of the Students’ Performance in Two Statics Courses Due to the Inclusion of an Adaptive Learning Module (ALM) to Review the Mathematics Prerequisite Knowledge

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2020 ASEE Virtual Annual Conference Content Access


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Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Making it Sticky: Ways to Reinforce Prerequisite Knowledge

Tagged Division

Civil Engineering

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Paper Authors


Ricardo Zaurin PE University of Central Florida

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Dr. Zaurin obtained his Bachelor Degree in Civil Engineering from 'Universidad de Oriente' in Venezuela in 1985. In 1990 he earned a MSc in Information Technology. He has been civil engineering professor with teaching experience at his Alma Mater (Universidad de Oriente) from 1986 until 2002. Dr. Zaurin moves to USA and completes another MSc, this time Structural and Geotechnical Engineering. Upon completing multidisciplinary PhD on Structural Health Monitoring Using Computer Vision, he joined UCF in 2010 as a Lecturer at the Civil, Environmental and Construction Engineering (CECE) Department. He has published computer vision related research work in prominent journals and still mentors graduate students in this particular area. Dr. Zaurin has been very active in the STEM area as he is one of the selected faculty members for the NSF funded EXCEL and NSF funded COMPASS programs at UCF. Dr. Zaurin received College Excellence in Undergraduate Teaching Award in 2015 and 2019, TIP Award in 2016, and also received 4 Golden Apple Awards for Undergraduate Teaching for a record four years in a row. During Fall 2013 he created IDEAS (Interdisciplinary Display for Engineering Analysis Statics) which is a project based learning activity designed specifically for promoting creativity, team-work, and presentation skills for undergraduate sophomore and junior students, as well as by exposing the students to the fascinating world of scientific/technological research based engineering. IDEAS is becoming the cornerstone event for the sophomore engineering students at UCF: from fall 2013 to fall 2018 approximately 3000 students have created, designed, presented, and defended around 900 projects and papers.

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Sudipta Dey Tirtha University of Central Florida

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Sudipta Dey Tirtha is a doctoral student in the Department of Civil, Environmental and Construction Engineering at University of Central Florida. Tirtha started his PhD in August 2018. He completed his Undergrad in Civil Engineering from Bangladesh University of Engineering and Technology in February 2017. He also worked as a lecturer in the Department of Civil Engineering at Ahsanullah University of Science and Technology in Bangladesh. He is working as a graduate research assistant in the Transportation Econometric Modelling Group at UCF and pursuing his PhD under the supervision of Dr. Naveen Eluru. His research is focused on the applications of advanced econometric modelling and machine learning approaches in the domains of traffic incident management, road safety and travel behavior.

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Naveen Eluru University of Central Florida Orcid 16x16

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Dr. Naveen Eluru is an Associate Professor in the department of Civil, Environmental, and Construction Engineering at University of Central Florida. Engineering research interests: Travel demand modeling, statistical data analysis and data mining. Educational research interest: Active learning and project based coursework. Membership/leadership: Transportation Research Board and American Society of Civil Engineers. Faculty advisor: American Society of Highway Engineers.

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Engineering Statics professors usually complain that students enrolled in their courses don’t have the adequate mathematical knowledge they should had acquired in the pre-requisite classes. Even though they were previously tested and approved those topics, now for no apparent reasons they either don’t remember or cannot make adequate connections between the pure mathematical formulas and their engineering application. The implication is the students fail not in the new course concepts but in the same math topics they previously “learned”. This situation have become even more acute in recent years especially due to the increase in the number of students being transferred to the university from several other institutions as well as for the variability in the background knowledge and non-uniformity in the mathematics pre-requisite coverage. Consequently, it has become even more important to start the Statics course from a common ground regarding the students’ mathematical required prior knowledge. This paper presents the results of a study that incorporated an Adaptive Learning Module (ALM) in Statics, to review such pre-required math concepts. Two sections were taught in the same manner by the same instructor, the only difference was the ALM inclusion for one of them. Quantitative results analysis from formal assessment questions and overall performance of both groups are presented and discussed. Student’s opinions regarding the ALM are also presented.

Zaurin, R., & Tirtha, S. D., & Eluru, N. (2020, June), A Comparative Analysis of the Students’ Performance in Two Statics Courses Due to the Inclusion of an Adaptive Learning Module (ALM) to Review the Mathematics Prerequisite Knowledge Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--33982

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