Adapting And Implementing The Scale Up Approach In Statics, Dynamics, And Multivariate Calculus
- Conference
- Location
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Honolulu, Hawaii
- Publication Date
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June 24, 2007
- Start Date
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June 24, 2007
- End Date
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June 27, 2007
- ISSN
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2153-5965
- Conference Session
- Page Count
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9
- Page Numbers
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12.176.1 - 12.176.9
- DOI
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10.18260/1-2--2354
- Permanent URL
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https://peer.asee.org/2354
- Download Count
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447
Paper Authors
Lisa Benson Clemson University
Lisa C. Benson is an Assistant Professor in the Department of Engineering and Science Education, with a joint appointment in the Department of Bioengineering, at Clemson University. Her research areas include engineering education and musculoskeletal biomechanics. Education research includes the use of active learning in undergraduate engineering courses, undergraduate research experiences, and service learning in engineering and science education. She is a member of the American Society of Mechanical Engineers, American Society for Engineering Education, Sigma Xi, Orthopaedic Research Society, Society for Biomaterials, and Tau Beta Pi. 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 Engineering Education
orcid.org/0000-0003-4052-1452
Matthew W. Ohland is an Associate Professor in Purdue University's Department of Engineering Education and is the Past President of Tau Beta Pi, the engineering honor society. He received his Ph.D. in Civil Engineering with a minor in Education from the University of Florida in 1996. Previously, he served as Assistant Director of the NSF-sponsored SUCCEED Engineering Education Coalition. In addition to this work, he studies peer evaluation and longitudinal student records in engineering education.
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. He has participated in ASCE and ASEE conferences related to civil engineering education.
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
This study seeks to deliver and document more effective Statics and Dynamics instruction by implementing the Student-Centered Activities for Large Enrollment University Programs (SCALE-UP) model, in which large studio classes are taught with an emphasis on learning by guided inquiry instead of on listening. The project is also examining the benefit of integrating the content of the two traditional sequential courses and the parallel content in multivariable calculus. By tracking multiple sections taught using different approaches in different departments, the project’s experimental design plans to control for each of the changes being made simultaneously to understand the benefit of each.
Introduction
As of Fall 2006, an active-learning approach modeled after Beichner and colleagues’ SCALE- UP method1 has been implemented at our institution to teach sophomore Mechanical Engineering students an integrated statics and dynamics course, and one section of a statics course for Civil Engineering sophomores, as well as other engineering disciplines (except Mechanical). A simultaneous multivariable calculus was taught using the SCALE-UP method as well. Although the SCALE-UP approach has been studied in physics courses1, little has been done to validate it in engineering courses. Since this approach has shown improvement in physics courses, it is expected that engineering courses will also benefit. This research will assess the success of the SCALE-UP model in statics, dynamics and calculus courses, and will study how combining statics and dynamics as an integrated course impacts student learning and comprehension.
The Learning Environment
Two new classrooms, equipped for instruction and learning in the SCALE-UP mode, were created for the statics, dynamics and multivariable calculus courses. The space for the engineering courses (1700 square feet) includes eight 7-foot diameter tables that can seat up to 9 students each. The space for the calculus course (1014 square feet) has four 7-foot diameter tables and a seating capacity of 36. The tables have power and wired-internet to facilitate laptop use. In both classrooms, the instructor space includes a “Sympodium” interactive digital pen display, linked to dual projectors. White boards are available for instructor and student use. A schematic and photo of the larger classroom are shown in Figure 1.
An integrated statics and dynamics course, a required course for all Mechanical Engineering majors, was offered for the first time in Fall 2006. This replaced the traditional pair of 3-credit courses, Statics and Dynamics in the ME curriculum, although the traditional courses are still offered for other majors. The course is a 5 credit-hour course and met 5 days a week. Three
Benson, L., & Biggers, S., & Moss, W., & Ohland, M., & Orr, M., & Schiff, S. (2007, June), Adapting And Implementing The Scale Up Approach In Statics, Dynamics, And Multivariate Calculus Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2354
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