A simplified instructional methodology for a Mechanics of Materials course with EFL students

Adrian Rodriguez

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: We Love our MOMs (Mechanics of Materials)
Page Count: 13
DOI: 10.18260/1-2--40446
Permanent URL: https://peer.asee.org/40446
Download Count: 336

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Adrian Rodriguez University of Texas at Austin

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Adrian Rodriguez is an Engineering Content Developer for zyBooks, a Wiley brand and a Lecturer in Mechanical Engineering at The University of Texas at Austin. His research interests include engineering education, multibody dynamics, contact and impact with friction, electro-mechanical systems, and nonlinear dynamics. He earned his B.S. degree in Mechanical Engineering from The University of Texas at Austin and his M.S. and Ph.D. degrees in Mechanical Engineering from The University of Texas at Arlington.

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Abstract

A simplified methodology was developed for teaching Mechanics of Materials to English as a foreign language (EFL) students. The methodology is built on reduced question sets for homework, a guided mapping of key technical terms, and alternative text explanations for problem figures. Foreign exchange student programs comprise a student population that struggle with weak English skills (both speaking and writing), cultural barriers (perception of teacher-student hierarchy and a vocal leader of the class), and self-identity (shyness and confidence to engage in class). In addition, foreign students entering a Mechanics of Materials course have poor foundational knowledge in subjects like Physics and/or Statics and encounter difficulties learning in a virtual course delivery model (82% asynchronous and 18% live Q&A sessions). The combination of these challenges exacts a tremendous obstacle to student learning, student retention, and student persistence.

The developed instructional approach uses reduced question sets for homework assignments, which aim to improve the lower-level questioning found in Bloom’s Taxonomy and Costa’s Levels of Thinking and reducing the higher-level questioning. This model helps to decrease the cognitive load that is placed on EFL students, while maintaining a suitable level of rigor so that students get the needed practice and application of new concepts. Mechanics of Materials and engineering subjects in general use complex terminology that is not easily understood by EFL students. The guided mapping of key technical terms provides students a list of simple synonyms and short explanations below problem statements. Similarly, problem figures are another obstacle for students, and they expressed the need for a description of the content being displayed in the figure. Thus, figure explanations in the form of alternative text were provided below the figures as captions, which also used the simplified terminology. These instructional methods equip students with a toolkit for reducing the challenges of taking an online course in English, so that they can focus on learning the course material.

The effectiveness of the developed instructional approach was assessed by measuring student participation at each live Q&A session, completeness of submitted homework (historically very low), student polling (before, during, after), and student performance (midterm and final exam grades). The results show increased levels of student engagement at the live Q&A sessions by using a chat forum and largely due to student polling. By using more tools, like polling, the results are promising for addressing passive learning behavior observed in EFL students. Student performance results showed a positive improvement between midterm and final exams (average increased from 66.5 to 85.2). These results were correlated with homework completion and observed to have a positive outcome in the course. The qualitative and quantitative student feedback was also very positive, which is encouraging that further deployments of the instructional methodology will support student learning for EFL students.

Citation
Format

Rodriguez, A. (2022, August), A simplified instructional methodology for a Mechanics of Materials course with EFL students Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40446

TY - CPAPER
AB - A simplified methodology was developed for teaching Mechanics of Materials to English as a foreign language (EFL) students. The methodology is built on reduced question sets for homework, a guided mapping of key technical terms, and alternative text explanations for problem figures. Foreign exchange student programs comprise a student population that struggle with weak English skills (both speaking and writing), cultural barriers (perception of teacher-student hierarchy and a vocal leader of the class), and self-identity (shyness and confidence to engage in class). In addition, foreign students entering a Mechanics of Materials course have poor foundational knowledge in subjects like Physics and/or Statics and encounter difficulties learning in a virtual course delivery model (82% asynchronous and 18% live Q&A sessions). The combination of these challenges exacts a tremendous obstacle to student learning, student retention, and student persistence.

The developed instructional approach uses reduced question sets for homework assignments, which aim to improve the lower-level questioning found in Bloom’s Taxonomy and Costa’s Levels of Thinking and reducing the higher-level questioning. This model helps to decrease the cognitive load that is placed on EFL students, while maintaining a suitable level of rigor so that students get the needed practice and application of new concepts. Mechanics of Materials and engineering subjects in general use complex terminology that is not easily understood by EFL students. The guided mapping of key technical terms provides students a list of simple synonyms and short explanations below problem statements. Similarly, problem figures are another obstacle for students, and they expressed the need for a description of the content being displayed in the figure. Thus, figure explanations in the form of alternative text were provided below the figures as captions, which also used the simplified terminology. These instructional methods equip students with a toolkit for reducing the challenges of taking an online course in English, so that they can focus on learning the course material.

The effectiveness of the developed instructional approach was assessed by measuring student participation at each live Q&A session, completeness of submitted homework (historically very low), student polling (before, during, after), and student performance (midterm and final exam grades). The results show increased levels of student engagement at the live Q&A sessions by using a chat forum and largely due to student polling. By using more tools, like polling, the results are promising for addressing passive learning behavior observed in EFL students. Student performance results showed a positive improvement between midterm and final exams (average increased from 66.5 to 85.2). These results were correlated with homework completion and observed to have a positive outcome in the course. The qualitative and quantitative student feedback was also very positive, which is encouraging that further deployments of the instructional methodology will support student learning for EFL students.
AU - Adrian Rodriguez
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - A simplified instructional methodology for a Mechanics of Materials course with EFL students
UR - https://peer.asee.org/40446
DO - 10.18260/1-2--40446
ER -