Adapting And Implementing The Scale Up Approach In Statics, Dynamics, And Multivariable Calculus
- Conference
- Location
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Austin, Texas
- Publication Date
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June 14, 2009
- Start Date
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June 14, 2009
- End Date
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June 17, 2009
- ISSN
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2153-5965
- Conference Session
- Page Count
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7
- Page Numbers
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14.159.1 - 14.159.7
- DOI
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10.18260/1-2--5311
- Permanent URL
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https://peer.asee.org/5311
- Download Count
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529
Paper Authors
Lisa Benson Clemson University
Lisa Benson is an Assistant Professor in the Department of Engineering and Science Education at Clemson University, with a joint appointment in the Department of Bioengineering. Dr. Benson teaches first year engineering, research methods, and graduate engineering education courses. Her research interests include student-centered active learning in undergraduate engineering, assessment of motivation, and how motivation affects student learning. She is also involved in projects that utilize Tablet PCs to enhance student learning. Her education includes a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. degrees in Bioengineering from Clemson University.
Sherrill Biggers Clemson University
Sherrill B. Biggers is a Professor of Mechanical Engineering at Clemson University. His research interests include computational solid mechanics, progressive failure and nonlinear response of composite structures, and optimum design. He has taught courses in structural and solid mechanics, and finite element methods. He received his PhD in Mechanical Engineering from Duke University, and has been on the faculty at Clemson since 1989, after 8 years on the faculty at the University of Kentucky and 11 years in the aerospace industry. He is a member of ASME, ASCE, ASEE, and an associate fellow of AIAA. He is a registered Professional Engineer (PE).
William Moss Clemson University
William F. Moss is an Alumni Distinguished Professor of Mathematical Sciences at Clemson University. He has a BS in Electrical Engineering from MIT and a Ph.D. in Mathematics from the University of Delaware. He has 37 years of teaching and research experience at Lockheed Aircraft, the Naval Nuclear Power School, Georgia Institute of Technology, Old Dominion University, and Clemson University. His research involves mathematical modeling and the use of active learning strategies and technology to improve learning outcomes in mathematics and engineering courses. He is current supported by an NSF Engineering CCLI grant: Adapting and Implementing the SCALE-UP Approach in Statics, Dynamics, and Multivariate Calculus. He is also supported by an NSF Mathematics Education CCLI grant: Adapting K-8 Mathematics Curricular Materials for Pre-Service Teacher Education.
Matthew Ohland
Purdue University
orcid.org/0000-0003-4052-1452
Matthew W. Ohland is an Associate Professor in the School of Engineering Education at Purdue University and is the Past President of Tau Beta Pi, the engineering honor society. He received his Ph.D. in Civil Engineering from the University of Florida in 1996. Previously, he served as Assistant Director of the NSF-sponsored SUCCEED Engineering Education Coalition. He studies longitudinal student records in engineering education, team-member effectiveness, and the implementation of high-engagement teaching methods.
Marisa Orr
Clemson University
orcid.org/0000-0001-5944-5846
Marisa K. Orr is a Ph.D. student at Clemson University. She received her B.S. In Mechanical Engineering from Clemson in 2005. In her research, she is studying Engineering Mechanics Education.
Scott Schiff Clemson University
Scott D. Schiff is a Professor of Civil Engineering and the Director of the Wind and Structural Engineering Research Facility at Clemson University. He is involved in research activities related to wind and structural engineering and the teaching of structures and fundamental engineering mechanics courses. He received his Ph.D. in Civil Engineering from the University of Illinois in 1988 and has been on the Clemson faculty since 1989.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Adapting and Implementing the SCALE-UP Approach in Statics, Dynamics, and Multivariable Calculus
Abstract Our team seeks to deliver more effective statics, dynamics, and multivariable calculus instruction through active, student-centered courses and integrated course curricula. These courses were transformed to an inquiry, collaborative learning approach, and were assessed using a mixed method approach. Student performance in the courses and in follow-on courses have been used to measure improvements in concept retention. Conceptual tests (Statics and Dynamics Concept Inventories) were administered before and after each semester of the project, and normalized gains were compared with those for traditional learning environments wherever possible.
Improvements in statics concept comprehension and course performance indicators demonstrate the project's success. Learning activities for the statics-dynamics courses integrated material from multivariable calculus, and vice-versa, which is unique and beneficial. Students are selecting courses taught in our student-centered environment over traditional formats, as they gain a reputation as being more challenging yet rewarding courses. Classroom renovations to accommodate active and cooperative learning through studio environments have been completed in seven classrooms at our institution (Clemson University), indicating administrative support for these pedagogical innovations, and faculty willingness to practice active learning in studio environments.
Introduction
We are in the third year of implementing active and collaborative learning in second-year engineering mechanics and mathematics courses at Clemson University as part of a CCLI Phase 1 grant. This approach is modeled after Beichner and colleagues’ Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) method1. An integrated statics and dynamics course for Mechanical Engineers, one section of statics for other engineering disciplines, and a simultaneous multivariable calculus course were taught using the adapted SCALE-UP method. Although the approach has been studied in physics courses, it has not been validated in engineering courses, until this study. We have examined the effectiveness of this pedagogical approach through student performance indicators, and through feedback from students and faculty. We also addressed the professional development needs of instructors to deliver student-centered course materials effectively, through workshops and course support materials.
Benson, L., & Biggers, S., & Moss, W., & Ohland, M., & Orr, M., & Schiff, S. (2009, June), Adapting And Implementing The Scale Up Approach In Statics, Dynamics, And Multivariable Calculus Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--5311
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