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A Statics Skills Inventory

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Conference

2008 Annual Conference & Exposition

Location

Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008

ISSN

2153-5965

Conference Session

Statics and Dynamics: What's New?

Tagged Division

Mechanical Engineering

Page Count

9

Page Numbers

13.109.1 - 13.109.9

Permanent URL

https://peer.asee.org/4349

Download Count

127

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Paper Authors

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Scott Danielson Arizona State University

biography

Robert Hinks Arizona State University

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Robert Hinks received the B.Sc. (Eng.) degree in Civil Engineering, summa cum laude, from the University of Wales in the United Kingdom in 1969. He received the M.S.E., M.A., and Ph.D. degrees from Princeton University in 1974, 1975, and 1979, respectively. After three years as an assistant professor at University of California-Davis, he joined the Department of Civil Engineering at Arizona State University in 1981. He has received accolades for excellence in teaching, including Professor of the Semester and Excellence in Teaching from the ASU student chapter of the American Society of Civil Engineers, and the Teaching Excellence award from the College of Engineering at ASU (1988 and 1996). In 2004, he transferred to the new Department of Engineering at the Polytechnic campus.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

A Statics Skills Inventory

Abstract

Engineering faculty recognize the value of assessment instruments to measure student learning and to evaluate changes in teaching. As a result, a number of engineering subject assessment instruments formulated as “concept” inventories have been developed. Taking a different tack, the authors of this paper decided to focus on assessment of student skills in statics and this paper provides details of the development of a statics skills assessment tool. The use of only concept inventories to provide proof of student learning is an incomplete assessment as effective application of engineering knowledge consists of both a sound understanding of conceptual knowledge and skill intertwined. For instance, while demonstrating understanding of the concept of equilibrium is valuable, it is also important students are able to generate correct equations of equilibrium. A multi-step Delphi process involving statics educators was used to reach consensus on the important skills of statics. The Delphi rankings, including the importance of the skill as judged by the Delphi participants as well as an estimate of the proportion of students whom can perform the skill, were used to develop the final list of top ranked skills. Initial skill-based questions were developed to probe these areas and tested with students. The current status of the skill assessment instrument is discussed.

Introduction

Statics is usually the first in a series of courses within the broader body of knowledge commonly referred to as engineering mechanics. Virtually all engineering and engineering technology students take statics and it is a fundamental course prerequisite for other mechanics courses such as dynamics and strength of materials. Success in these latter courses is directly correlated to success in statics.

Demonstrated proof of student learning and mastery of engineering knowledge is now required by ABET’s outcomes-based environment1. Additionally, engineering faculty need instruments for formative use in assessing implementation of new course design strategies and instructional practices intended to increase student learning. As in the physics community, the bulk of the development effort has focused on engineering subject concept inventories. Typically, these concept inventories focus on determining student understanding of a subject’s fundamental concepts, usually through questions involving minimal calculation. Examples are a concept inventory for dynamics2, a tool complementing the previously developed Force Concept Inventory3, and for statics4.

It can be argued that using only concept inventories to provide proof of student learning is an incomplete assessment as engineering knowledge consists of both conceptual knowledge and skill intertwined. For instance, while demonstrating understanding of the concept of equilibrium is valuable, it is also important to be able to generate correct equations of equilibrium. Thus, as a companion project to one investigating the concepts of statics, this paper reports on work

Danielson, S., & Hinks, R. (2008, June), A Statics Skills Inventory Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. https://peer.asee.org/4349

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