Conference Session

Mechanics Division (MECHS) Technical Session 7A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexander John De Rosa, University of Delaware; Teri Kristine Reed, The University of Oklahoma Polytechnic Institute

Tagged Divisions

Mechanics Division (MECHS)

positivistperspective.Findings and Discussion (a) Novice distribution (total ~24 mins) (b) Expert distribution (total ~20mins) Figure 3: Percent of total time spent solving the problem in each stage of the frameworkInitial findings revealed the amount of time spent in each stage of the knowledge transferframework by each participant (Figure 3). Particularly striking is the fact that the expert (Fig.3b,faculty member) spent almost one third (29%) of their total time on the problem reflecting andevaluating the work they had done to that point. Only 17% of their time was coded as themactually solving the problem. In contrast, the novice (student) participant spent over half of theirtime (55%) actively working out the problem and only 11% of their time

Conference Session

Mechanics Division (MECHS) Technical Session 7A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacob Preston Moore, Pennsylvania State University, Mont Alto; Anna K. T. Howard, North Carolina State University at Raleigh

Tagged Divisions

Mechanics Division (MECHS)

survey of the research,” in 2013 ASEE annual conference & exposition, 2013, pp. 23–1200. Accessed: Jan. 02, 2025. [Online]. Available: https://aktuelt.osloskolen.no/SysSiteAssets/laringsteknologi/dokumenter/the-flipped- classroom-a-survey-of-the-research.pdf[3] B. Kerr, “The flipped classroom in engineering education: A survey of the research,” in 2015 International Conference on Interactive Collaborative Learning (ICL), Sep. 2015, pp. 815– 818. doi: 10.1109/ICL.2015.7318133.[4] C. K. Lo and K. F. Hew, “The impact of flipped classrooms on student achievement in engineering education: A meta-analysis of 10 years of research,” Journal of Engineering Education, vol. 108, no. 4, pp. 523–546, 2019, doi: 10.1002/jee.20293

Conference Session

Mechanics Division (MECHS) Technical Session 1A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christian J. Schwartz P.E., Iowa State University of Science and Technology; Hartanto Wibowo, Iowa State University of Science and Technology; Nathan Miner, Iowa State University of Science and Technology; TRAVIS HOSTENG, Iowa State University of Science and Technology; Sriram Sundararajan, Iowa State University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

individual course topics corresponding to the concept map. The first approachincluded the development of sub-questions on the standard exams, but which: a) assessed a levelof understanding that could be considered as being on the borderline of Application-to-AnalysisBloom’s level [14] mastery of a concept (rather than the full exam question which spannedAnalysis-to-Synthesis boundary); and b) had clear correct or incorrect answers leading to a binaryresult for the sub-question. These sub-questions are referred to as ‘binary questions’ and weredesigned such that they addressed one of the steps required to complete the full exam problem,but focused solely on the concept map topic being assessed. Each semester exam includedapproximately eight binary

Conference Session

Mechanics Division (MECHS) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leslie A Brown, Utah State University; Marissa A Tsugawa, Utah State University - Engineering Education

Tagged Divisions

Mechanics Division (MECHS)

engineering”, doi: 10.2190/3QTU-6EEL-HQHF-XYF0.[2]​ E. Seymour and N. M. Hewitt, Talking about leaving. Philadelphia, PA: Westview Press, 1996.[3]​ A. Godwin and A. Kirn, “Identity‐ based motivation: Connections between first‐year students’ engineering role identities and future‐time perspectives,” J. Eng. Educ., vol. 109, no. 3, pp. 362–383, Jul. 2020.[4]​ C. Faber, S. Grigg, A. Kirn, J. Chasmar, and L. Benson, “Engineering student motivation and perceived metacognition in learning communities,” in 2014 ASEE Annual Conference & Exposition Proceedings, ASEE Conferences, 2020. doi: 10.18260/1-2--20395.[5]​ B. C. Heddy, K. G. Nelson, J. Husman, K. C. Cheng, J. A. Goldman, and J. B. Chancey, “The relationship between

Conference Session

Mechanics Division (MECHS) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; William A Kitch P.E., Angelo State University; Anna K. T. Howard, North Carolina State University at Raleigh; Dominic J Dal Bello, Allan Hancock College; Jean Carlos Batista Abreu, Elizabethtown College; Julian Ly Davis, University of Southern Indiana; Eric Davishahl, Whatcom Community College; Brian P. Self, California Polytechnic State University, San Luis Obispo; Milo Koretsky, Tufts University

Tagged Divisions

Mechanics Division (MECHS)

Keywords in Explanations from Group A. Versions 1 and 3 aggregated​ Version 2 Correct/Total = 187/410 (45.6%) Correct/Total = 65/134 (48.7%) Mann Whitney U Test: p < 0.0001.Having said this, in the development of this article, the authors realized that teaching style mighthave as significant an influence on the outcome of the question as the phrasing itself. Therefore,another grouping emerged of instructors who “do” (Group B) and those who “do not” (Group C)emphasize or require kinematic markers (axes, dimensions, angles, etc.) to be drawn on FBD’s.Group B is further subdivided into Group B1, of instructors

Conference Session

Mechanics Division (MECHS) Technical Session 7B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Richard Eugene Vallejo Jr, University of California, San Diego; Changkai Chen, University of California, San Diego; Minju Kim, University of California, San Diego; Alex M. Phan, University of California, San Diego; Marko Lubarda, University of California, San Diego; Celeste Pilegard, University of California, San Diego; Curt Schurgers, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

complex cognitive skills. Educational TechnologyResearch and Development, 40(2), 23-43.Wingate, U. (2007). A framework for transition: Supporting ‘learning to learn’ in highereducation. Higher Education Quarterly, 61(3), 391-405.Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M.Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–41).Academic Press.Appendix 1Questions in the Beginning of Quarter and End of Quarter Survey Familiarity with Learning Strategy Prompt: Rate your familiarity of the following learning techniques: 6-point Scale: Not familiar with this learning technique (0) - Know this learning technique but never done it (1) - Rarely (2) - Sometimes (3) - Often (4

Conference Session

Mechanics Division (MECHS) Technical Session 7A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Timothy A Wood, The Citadel; Heath Kaufman, The Citadel

Tagged Divisions

Mechanics Division (MECHS)

, centroids, and reactions. Real world scenarios encourage curiosityabout the world and demonstrate how statics is an important first step toward creating value forothers. Faculty eager to teach these topics will find comprehensive coverage of the topics and theuse of the beam model to teach the topics. Thoroughly demonstrated applications of John MiltonGregory’s Seven Laws of Teaching [1] should also be helpful to the engineering educator.Notation𝐹⃑ = force ⃑⃑⃑⃑⃑⃑⃑⃑ 𝑀/𝐴 = moment about point A𝐹𝐴𝑦 = y Cartesian component of a force ⃑⃑⃑⃑⃑⃑⃑⃑ 𝑀 moment about point B

Conference Session

Mechanics Division (MECHS) Technical Session 1B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas Rio Grande Valley; Samuel Garcia Jr., NASA EPDC

Tagged Divisions

Mechanics Division (MECHS)

, Exam 2, Exam 3, and Final Exam.However, the outcome was unexpected. The exam averages during the Spring 2023 semester,when solutions were provided, were significantly lower compared to previous semesters whensolutions were not shared ahead of time. There was a 79% and 76.3% passing rate for the Spring2022 and for the Fall 2022 semesters, respectively, while the data suggests a decline in passingrates of 58.3% in the Spring 2023 semester. These findings challenge the assumption thatproviding solutions would lead to improved learning outcomes and highlight the need for furtherinvestigation into the pedagogical practices that best support student success in engineeringeducation.REFERENCES[1] Brimer, A., Madaus, F. G., Chapman, B., Kellaghan, T

Conference Session

Mechanics Division (MECHS) Technical Session 1A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ryan Carr, U.S. Air Force Academy; Phillip Cornwell, U.S. Air Force Academy

Tagged Divisions

Mechanics Division (MECHS)

centripetal acceleration. Each correctly identified the equation for centripetalacceleration as 𝑎𝑎𝑛𝑛 = 𝑣𝑣 2 ⁄𝑟𝑟, and indicated that the largest acceleration would be the point withthe smallest radius of curvature. Gemini produced the correct result, recognizing that point A hasthe smallest radius of curvature and thus the highest acceleration.ChatGPT indicated that point B was the correct answer, with the following explanation: “Atpoint B, the track appears to have the smallest radius of curvature, as it is located at a sharp curvecompared to points A, C, and D.” This was an interesting answer, so the authors decided toprompt further to assess ChatGPT’s understanding of the geometry of the problem.ChatGPT was then re-prompted by asking if the

Conference Session

Mechanics Division (MECHS) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Phillip Cornwell, U.S. Air Force Academy; Ryan Carr, U.S. Air Force Academy; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanics Division (MECHS)

professional competencies in engineering education. International Journal of Engineering Education, 19(2), 236–244.[4] Penny, J., & Kinslow, K. (2006). Using portfolios to assess ABET EC 2000 program outcomes. Proceedings of the ASEE Annual Conference & Exposition.[5] Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.[6] Turns, J., Sattler, B., & Thomas, L. D. (2014). Reflective writing in engineering education: The value and barriers of portfolios. European Journal of Engineering Education, 39(6), 618–636.[7] Cornwell, P.J., M. Snyder, M. Anderson, “The Evolution of a Flipped Dynamics Course,” Proceedings of the 2023 ASEE Annual Conference, June 2023.Appendix A – Portfolio

Conference Session

Mechanics Division (MECHS) Technical Session 7B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Olivia Ryan, Virginia Polytechnic Institute and State University; Jacob R Grohs, Virginia Polytechnic Institute and State University; David A. Dillard P.E., Virginia Polytechnic Institute and State University; James Lord, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University; Benjamin Edward Chaback, Virginia Polytechnic Institute and State University; Anita Walz, Virginia Polytechnic Institute and State University

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Diversity

Tagged Divisions

Mechanics Division (MECHS)

,” in‬‭Cambridge‬ ‭Handbook of Engineering Education Research‬‭, A. Johri‬‭and B. M. Olds, Eds., Cambridge:‬ ‭Cambridge University Press, 2014, pp. 181–200. doi: 10.1017/CBO9781139013451.014.‬ ‭[5]‬ ‭J. P. Moore and T. L. Reinsfelder, “Work In Progress: A Snapshot of OER Adoption in‬ ‭Engineering Mechanics Courses,” presented at the 2018 ASEE Annual Conference &‬ ‭Exposition, Jun. 2018. Accessed: Jan. 14, 2025. [Online]. Available:‬ ‭https://peer.asee.org/work-in-progress-a-snapshot-of-oer-adoption-in-engineering-mechanic‬ ‭s-courses‬ ‭[6]‬ ‭N. B. Colvard, C. E

Conference Session

Mechanics Division (MECHS) Technical Session 1B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pradeep Radhakrishnan, Worcester Polytechnic Institute; David C Brown, Worcester Polytechnic Institute; Margaret E Earnest, Worcester Polytechnic Institute

Tagged Divisions

Mechanics Division (MECHS)

application is proposed to be used alongside the Modelingand Analysis of Mechatronic Systems course at WPI. This will only help students with variousassignments but will also hopefully raise their confidence in utilizing the method for other capstoneprojects as well. This claim will be evaluated in future surveys once the tool is a regular feature inthe course. Besides, the authors will promote the software with faculty members in otheruniversities that teach the bond graph technique.6. AcknowledgementsThe authors would like to acknowledge the efforts of Talal Jaber, Corrin Courville and Terry Hearstin developing the BoGL Desktop application.7. References[1] R. Merzouki, A. K. Samantaray, P. M. Pathak, and B. Ould Bouamama, Intelligent

Conference Session

Mechanics Division (MECHS) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kapil Gangwar, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

Paper ID #45375Assessing ABET SO6 through Innovative Labs in Solid Mechanics: A comprehensiveguide for Mechanical Engineering InstructorsProf. Kapil Gangwar, Wentworth Institute of Technology Kapil Gangwar is an assistant professor of mechanical engineering at Wentworth Institute of Technology with a background in materials, mechanics and manufacturing.Dr. Gloria Guohua Ma, Wentworth Institute of Technology Gloria Ma is a Professor in the Mechanical Engineering program at Wentworth Institute of Technology. She is actively involved in community services of offering STEM workshops to middle- and high-school girls. Her

Conference Session

Mechanics Division (MECHS) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amie Baisley, University of Florida; Chiranjeevi Singh Marutla, University of Florida

Tagged Divisions

Mechanics Division (MECHS)

0 -0.5 -1 -1.5 A A- B+ B B- C+ C C- D+ E W Final Grade Figure 1: Average Sentiment Score by Final Grade EarnedThere is a clear trend that students who earned high grades had higher sentiment scores meaningthat students who earned A grades expressed the most positive sentiment in their reflections.These student’s comments often included statements about their confidence with the material orgetting the correct answer. There was a steady decrease in

Conference Session

Mechanics Division (MECHS) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Simon Livingston-Jha, University of Wisconsin - Madison; Matthew M Grondin, University of Wisconsin - Madison; Kyle Ma, University of Wisconsin - Milwaukee; Wensheng Hu, University of Wisconsin - Madison; Jennifer Detlor, University of Wisconsin - Madison

Tagged Divisions

Mechanics Division (MECHS)

i iii (b) (a) (b) Figure 1. SolidWorks rendering of the Figure 2. SolidWorks rendering of the handheld tool (a), and exposed internal internal structure with dowel pin (a) features of manufactured parts (b). and manufactured internal structure (b). Table 1. Outline of components and design updates for the handheld tool.  Component Label Qty Design Updates Handle housing i 4  Updated to match the redesigned internal structure

Conference Session

Mechanics Division (MECHS) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amie Baisley, University of Florida; Brian P. Self, California Polytechnic State University, San Luis Obispo; Julian Ly Davis, University of Southern Indiana; Phillip Cornwell, U.S. Air Force Academy; Geoffrey Recktenwald, Michigan State University

Tagged Divisions

Mechanics Division (MECHS)

includestwo questions that can be compared from Concept 3. Concept Warehouse Question 7376 Concept Warehouse Question 7377 Figure 2: Examples of two RBDCI questions for Concept 3The results are summarized for these two Concept 3 questions in Table 6. Table 6: Comparison of student responses for Concept 3 questions Answer Question 7376 Question 7377 A 13 9 B 8 1 C 13 28 D 3 0 Total No

Conference Session

Mechanics Division (MECHS) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anyerson Cuervo-Basurto, Purdue University at West Lafayette (COE); Hong Tran, Purdue Engineering Education; Edward J. Berger, Purdue University at West Lafayette (PWL) (COE); Fredy Rodriguez, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

promote higher education access for underrepresented students. Journal of Diversity in Higher Education, 2(1), 1–15. https://doi.org/10.1037/a0014327 20Love, D. (2024). Empowering All Learners: The Transformative Journey Toward Equity- Centered Education. Academy of Educational Leadership Journal, 28(1), 1–7.Martin, F., Oyarzun, B., & Sadaf, A. (2023). Higher Education Instructor Perception of Helpfulness of Inclusive and Equitable Online Teaching Strategies. Online Learning, 27(4), Article 4. https://doi.org/10.24059/olj.v27i4.4019Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A

Conference Session

Mechanics Division (MECHS) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Priyantha Wijesinghe, University of Vermont; Varuni A. Seneviratne, University of Vermont; Larry R Medsker, The George Washington University; Courtney D Giles, University of Vermont; Marlee Ottati, University of Vermont

Tagged Divisions

Mechanics Division (MECHS)

upon insubsequent courses, ideally to higher Bloom’s levels [8]. Modeled after Analysis, Design,Development, Implementation, and Evaluation (ADDIE) model [1], this analysis is presented asvisual, hierarchical maps of course topics, sub-topics, and subordinate skills(concepts/procedures) that students must master in one course to be successful in the next. Here,we describe (1) the development of learning maps for the Physics-Statics course sequence, (2)the use of these maps to identify areas where knowledge transfer is expected, and (3) the designof a new instrument to assess students’ knowledge transfer from physics to statics based on thisanalysis. Refer to [7] for details on the full scope of the NSF-IUSE LMap project. B. MotivationThe

Conference Session

Mechanics Division (MECHS) Technical Session 1B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wayne L Chang, University of Illinois Urbana-Champaign; Mikayla R Hoyle, University of Illinois at Urbana - Champaign; Melany Denise Opolz, University of Illinois at Urbana - Champaign; Jean-Christophe Raymond-Bertrand, University of Illinois at Urbana - Champaign; Nikhil Chandra Admal, University of Illinois Urbana-Champaign; Thomas Golecki, University of Illinois at Urbana - Champaign; Kellie M Halloran, University of Illinois at Urbana - Champaign; Shelby Hutchens, University of Illinois Urbana-Champaign; Callan Luetkemeyer, University of Illinois at Urbana - Champaign; Brian Mercer, University of Illinois at Urbana - Champaign; Matthew West, University of Illinois Urbana-Champaign; Mariana Kersh, University of Illinois at Urbana-Champaign

Tagged Divisions

Mechanics Division (MECHS)

Paper ID #46386Reflecting on Ten Years of Building a Community of Practice for TeachingInnovations in Fundamental Mechanics CoursesWayne L Chang, University of Illinois Urbana-Champaign Dr. Wayne Chang is an assistant teaching professor in the Aerospace Engineering Department at the University of Illinois at Urbana-Champaign. He received his BS, MS, and Ph.D. in Mechanical and Aerospace Engineering from the University of California, Irvine.Mikayla R Hoyle, University of Illinois at Urbana - Champaign Mikayla R. Hoyle is a PhD student in the Dept. of Mechanical Sciences and Engineering at the University of illinois Urbana

Conference Session

Mechanics Division (MECHS) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anthony Battistini, Angelo State University; Mohammad Shafinul Haque, Angelo State University; William A Kitch P.E., Angelo State University; Soyoon Kum, Angelo State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

unable todemonstrate the basic concepts of these courses in later courses. The mastery-based assessmentforces students to demonstrate mastery of each learning outcome rather than just achieving asatisfactory score on a time limited exam. This significantly improves the students’ ability tomaster the essential concepts of Statics and Dynamics [5], [6].DescriptionThe mastery-based assessment structure used in Statics at Angelo State University is adaptedfrom the model developed by Papadopoulos et al. [5]. The most current version of this structureis outlined in Table 2, which details the mastery levels, associated topics, homeworkassignments, and prerequisites for each level. The mastery system is organized into four levels:D, C, B, and A. For

Conference Session

Mechanics Division (MECHS) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christine F. Goble, Centre College; Martha E. Grady, University of Kentucky

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Diversity

Tagged Divisions

Mechanics Division (MECHS)

Paper ID #46684Six Statics Activities in a Shoebox KitDr. Christine F. Goble, Centre College Christine Goble is an Associate Professor of Engineering at Centre College. She completed her bachelor’s and master’s degrees at the University of Kentucky and Ph.D. at Purdue University. She has 27 years of engineering education experience. Christine is actively engaged in developing an engineering degree program and educator training tools.Dr. Martha E. Grady, University of Kentucky Dr. Martha E. Grady (Meg) is the Associate Chair of the Department of Mechanical and Aerospace Engineering and Associate Professor at the

Conference Session

Mechanics Division (MECHS) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrew R. Sloboda, Bucknell University; Sarah Wodin-Schwartz P.E., Worcester Polytechnic Institute; Kimberly LeChasseur, Worcester Polytechnic Institute

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Diversity

Tagged Divisions

Mechanics Division (MECHS)

Paper ID #45896Closing Equity Gaps in Statics for BIPOC Students with a Free-Body DiagramsAppDr. Andrew R. Sloboda, Bucknell University Andrew Sloboda is an Assistant Professor at Bucknell University where he teaches a variety of mechanics-based courses, including statics, solid mechanics, fluid mechanics, dynamics, system dynamics, and vibration. His research interests lie primarily in the fields of nonlinear dynamics and engineering education.Prof. Sarah Wodin-Schwartz P.E., Worcester Polytechnic Institute Prof. Sarah Wodin-Schwartz joined WPI in August 2015. While at UC Berkeley for her Ph.D., Prof. Wodin-Schwartz was a

Conference Session

Mechanics Division (MECHS) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rosemary Yahne, Utah State University; Daniel Kane, Utah State University; Wade H Goodridge, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

Paper ID #46772Work in Progress: Assessing the Impact of Spatial Skills on Performance ina Statics CourseRosemary Yahne, Utah State University Rosemary Yahne is an undergraduate student at Utah State University. She plans to graduate with a Bachelor of Science in civil engineering with a minor in geology. Her research interests include spatial ability impact on various groups in engineering.Daniel Kane, Utah State University Daniel Kane is a third-year Ph.D. student in the department of engineering education at Utah State University. His research interests include spatial ability, accessibility for students with

Conference Session

Mechanics Division (MECHS) Technical Session 7B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine Elizabeth Welsh, United States Air Force Academy; Lorena S. Grundy, University of Pennsylvania; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanics Division (MECHS)

protocol as the study in [2] and were from the same pool ofrecruitment.Figure 1: The question of interest, “the rigid body beam” question (ConcepTest #4660)Think Aloud ProtocolThirteen students were asked the rigid body beam question (Figure 1). The correct answer to thisconcept question is the last answer option: “The magnitude will increase, and the direction willchange such that the angle (measured CCW) between the force at A and line AB increases.” Theresearch team is interested if the student will draw a free body diagram and elect to summoments about either point A or B to determine their answer. When looking at equations ofequilibrium, students should recognize the applied moment about both A and B due to F1 willincrease. If they sum

Conference Session

Mechanics Division (MECHS) Technical Session 1B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Geoffrey Recktenwald, Michigan State University; Julian Ly Davis, University of Southern Indiana; Amie Baisley, University of Florida

Tagged Divisions

Mechanics Division (MECHS)

to explore the relationship between problem-solving skills andconceptual understanding.The three teaching styles examined in this study are: (A) a flipped, recitation-based classroomwith a mastery-based derivation approach, (B) a lecture-style class using the SMART (SupportedMastery Assessment through Repeated Testing) approach, and (C) a lecture-style class with threelevels of student participation to engage both reflective and active learners. We analyzed studentperformance data from exams and concept inventory questions to address the following researchquestions: (I) Do problem-solving skills differ among students taught with different approaches?(II) How does conceptual understanding vary among students in different teachingenvironments

Conference Session

Mechanics Division (MECHS) Technical Session 7A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Edwin Lim, University of Georgia; Sadah Elizabeth Schell, University of Georgia; Ben Fahrman, University of Georgia; John Ray Morelock, University of Georgia

Tagged Divisions

Mechanics Division (MECHS)

acceptable,as the goal of this study is to develop an initial, exploratory understanding of how our 3D modelsinfluence Statics problem-solving, rather than to generalize to broader populations.MaterialsTwo similar 3D statics problems were developed for this study. Figure 2 shows the 2D isometricimages of the system and their problem statements. These problems share similar componentssuch as supported by journal and thrust bearings, a cable or a strut, distributed forces, and oneconcentrated force. A plate ABCD is rigidly connected to a cylindrical rod. This rod-plate structure is then supported by a journal bearing at A, a thrust bearing at B, and a cable tied between point C to E. It is assumed that the cable is pinned to something rigid at

Conference Session

Mechanics Division (MECHS) Technical Session 1A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Milad Rezvani Rad, University of Southern Indiana; Julian Ly Davis, University of Southern Indiana

Tagged Divisions

Mechanics Division (MECHS)

figures seen in the currentmodel would be addressed in upcoming versions, possibly in the near future. Dynamics studentsalso showed optimism, but with more caution. Half were optimistic, while none were highlyoptimistic. Instead, 16.7% were neutral, and a notable 33.3% were cautious, suggesting a degreeof skepticism. Very few students expressed concern about AI’s future. Only 4.3% of Staticsstudents were cautious, and no students in either class identified as pessimistic or highlypessimistic. Figure 7: Students’ Optimism About the Future of AI Technology.To better illustrate the errors in ChatGPT’s solutions, successful and unsuccessful responses fromChatGPT 4.0 are presented in Appendix B. An interesting concern that emerged was

Conference Session

Mechanics Division (MECHS) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maxine Fontaine, Stevens Institute of Technology (School of Engineering and Science); Chaitanya Krishna Vallabh, Stevens Institute of Technology (School of Engineering and Science)

Tagged Divisions

Mechanics Division (MECHS)

which force components do and do not cause a moment about the given point. a. Ability to recognize vertical forces that cause moment. b. Ability to recognize horizontal forces that cause moment. 2. Find the moment arm distance for each force component. 3. Determine the direction of each moment of force. 4. Add to find the resultant moment. Figure 1. Exam 1 problem on moments of forces.The errors identified for each of the above skills are summarized in Table 1 below. Minorcalculation errors were not included in the analysis. Table 1. Errors identified for Exam 1 problem on moments of forces. Fundamental Skill Errors Identified

Conference Session

Mechanics Division (MECHS) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashraf Badir, Florida Gulf Coast University

Tagged Divisions

Mechanics Division (MECHS)

% (fall 2024) and 54% (fall 2023) of students stronglyagreed or agreed. No students (fall 2024) and 21% (fall 2023) of students strongly disagreed ordisagreed. These results indicate that the implemented adjustments in the difficulty and format ofthe SGAs lead to a considerable improvement in students’ perception of the SGAs.Appendix B lists students’ responses to three open-ended questions: (1) “what did you like bestabout grading your own homework?” Most of the students listed positive comments regardingfinding their own mistakes, knowing the answers beforehand, trying to correctly solve theproblem with their classmates. One student’s comment summarizes the benefit of the adjustmentimplemented in fall 2024 by stating “I really love these self

Conference Session

Mechanics Division (MECHS) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew J Jensen, Utah Valley University; Julian Ly Davis, University of Southern Indiana; Jiehong Liao, Florida Gulf Coast University; Anurag Purwar, Stony Brook University; Hadas Ritz, Cornell University

Tagged Divisions

Mechanics Division (MECHS)

% 37 2.60 100.% 94.7 11.56 10.00 100 15 100 100 A 1 35% 27 06RL 1.00 81.5% 85.2 10.01 5.88 100 13 100 100 A 2 100% 5 1 91% 60 07BM 1.85 99.8% 56.9 5.97 5.69 100 28 100 77.03 A 2 100% 8 08AP 1 96% 60 1.15 73.4% 118.9 13.42 19.19 80 39 91.04 84.03 B 09LT 1 61% 60 1.25 62.4% 179.6 17.72 15.69 85 28 0 0 F 10MT 1 90% 12 2.05 100.% 23.9 3.30 4.38 100