Conference Session

Mechanical Engineering Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Megan Arnold, Purdue University, West Lafayette; Aman Yadav, Purdue University, West Lafayette; Gregory Shaver, Purdue University; Eric Nauman, Purdue University

Tagged Divisions

Mechanical Engineering

,problem solving skills, reflective thinking skills, and also gives them a meaningful andconceptual understanding of the topic.1,4,6,7 Thus, case-based instruction gives students a betterunderstanding of the material presented and allows them to have a smoother transition to thework force by allowing students to learn to apply material rather than memorize it.5,7Overall, case-based instruction has been used in numerous ways in the engineering field withencouraging results.9 However, using case-based instruction is a technique that requires moreeffort and more research in the engineering field. Specifically, the implementation of cases andthe perceptions of students about this approach is an area where more research should focus. Thecurrent

Conference Session

Design Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana - Champaign; Nattasit Dancholvichit, University of Illinois at Urbana - Champaign; Leon Liebenberg, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

embracing risk. The use of Miroreceived mixed perception on average for factors pertaining to creativity and the role ofsketching, while factors pertaining to organization and teamwork tended to receive positiveresponses. These results are also reflected in students’ qualitative responses. Figures 3 and 4 present data of male-only and female-only students, respectively. Forthese groups, the participant who identified as “other” has been excluded. Figures 3 and 4 reveala gender disparity for factors pertaining to willingness to embrace risk, with female studentsdisplaying less willingness on average than male students. The female participant group also hasnoticeably larger margins of error than the male group, indicating a wider range of

Conference Session

Design Projects in Mechanical Engineering I

Collection

2009 Annual Conference & Exposition

Authors

Tony Jones, United States Army; Daisie Boettner, United States Military Academy; Anna Lambert, University of Memphis; Brian Novoselich, United States Military Academy; Stephanie Ivey

Tagged Divisions

Mechanical Engineering

research approach. External assessment datacollected via (1) informal e-mail exchanges between the researcher and each team member; (2)direct observation of team members during the design phase followed by direct interviews withindividual team members for additional clarification; (3) a brief questionnaire completed by eachteam member immediately following completion of a project milestone; (4) individual video-taped reflective narratives recorded 2-3 days following the project presentation. The researchwas conducted with a cohort of students from the United States Military Academy’s MechanicalEngineering Department.The data was collected at three specific time points. The Introduction point occurred in January2008 as the class began. It happened

Conference Session

Trends in Mechanical Engineering I

Collection

2009 Annual Conference & Exposition

Authors

Freddie Davis, West Texas A&M University; Emily Hunt, West Texas A&M University; Kendra Campbell, West Texas A&M University

Tagged Divisions

Mechanical Engineering

beenconducted to determine the effectiveness of this program. The evaluation consists of studentsurveys, focus groups, and individual student and instructor interviews. This evaluation providesboth qualitative and quantitative analysis of the impact of the learning community onundergraduate students. Quantitative results from the evaluation show that all students arebenefiting (i.e. retention rate, GPA, etc.) from participation in the first-year experience program,regardless of major. Interestingly, qualitative results show students are identifying the benefitsof the first-year program on their academic success except for those enrolled in the engineeringprogram. Student interviews with engineering students reflect a perceived negative impact on

Conference Session

Mechanical Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University; Samuel Molina, Rice University

Tagged Divisions

Mechanical Engineering

useful, relevant and responsive to their learning needs. Recruitment of focus groupparticipants consisted of a class wide email by the instructor inviting the students to participate inthe study. In all, a total of six half-hour long focus group interviews were utilized to facilitatecollective reflection and dialogue by providing students opportunities to openly discuss theirlearning experiences with fellow peers. The number of students participating in a given focusgroup ranged between 6-8 and all focus groups sessions were audio recorded for transcription andanalysis purposes. The dynamic nature of the focus group method stimulated conversation amongthe students and sparked conversations centered on their unique experiences related to the

Conference Session

Mechanical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ron Averill, Michigan State University

Tagged Divisions

Mechanical Engineering

connections among them. This simple act helps learners tobetter appreciate the broad set of skills and knowledge needed to be a good engineer, which inturn seems to motivate and guide more purposeful study. Further, this reflective activityincreases both understanding and retention.The Seven C’s were introduced to students in several Mechanics of Materials classes during arecent multi-year study on assessment methods [1]. Though they were not a formal part of thestudy itself, it was observed that the C’s played a key role in student success. (The only C notemphasized in these classes was Collaboration, though it could have been.) By introducing theselearning categories early and referring to them often, they gradually became part of thevocabulary

Conference Session

Design throughout the Mechanical Engineering Curriculum I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mariappan Jawaharlal, California State Polytechnic University, Pomona; Paul Morrow Nissenson, California State Polytechnic University, Pomona; Angela C. Shih, California State Polytechnic University, Pomona

Tagged Divisions

Mechanical Engineering

light sensor). Students learn how a light sensorilluminates the surface with light and then picks up the reflected light based on the reflectivity ofthe surface; white surfaces reflect more light while black surfaces reflect less light (absorbs morelight). This allows the sensor to detect a dark line on a white surface, or a white line on a darksurface. The HY Studio light sensor outputs “1” when black is detected and “0” when white isdetected. Since there are 3 light sensors on the array, students can start with simple programming usingone sensor, then move onto writing the code for two light sensors, and finally utilize three sensors.The tasks for students include:  Program the robot to stop when it sees a black line  Follow a black

Conference Session

Mechanical Engineering Capstone Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel J. Magda, Weber State University

Tagged Divisions

Mechanical Engineering

Kolb method works at two levels: a four state cycle of learning figure 1 and fourseparate learning styles table1. This method is concerned with the student’s internal cognitiveprocesses. It is a learning circle that can begin at any one of the four points. It often begins withan individual moving forward with a particular action and then observing the effect of his or herinvolvement with the action. Reflecting on observations is a precondition for problem-basedlearning. Kolmos and Holgaard7 suggested that this reflection sets up a methodologicalframework for being innovative on the meta-cognitive level for being able to systematicallyimprove individual and organisational learning processes. Following this, the second step is tounderstand these

Conference Session

Capstone Courses and Project Based-Learning

Collection

2014 ASEE Annual Conference & Exposition

Authors

David R. Sawyers Jr., Ohio Northern University

Tagged Divisions

Mechanical Engineering

outcomes are addressed by each analysis problem. Obviously thedegree to which an outcome is addressed varies from problem to problem - the table does notattempt to quantify this effect. However, even the qualitative analysis can be useful. Outcomes2 and 4 seem to be least addressed. The apparent lack of coverage of Outcome 2 is a reflection Page 24.18.5of the fact that Table 1 only includes the analysis problems; significant coverage of this outcomewas provided by traditional homework problems. The limited coverage of Outcome 4 is notsurprising since developing problems that cross traditional boundaries is not easy. This wasexacerbated in 2013 due

Conference Session

Capstone Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Martin Edin Grimheden, Royal Institute of Technology

Tagged Divisions

Mechanical Engineering

. This is due to the emphasis onearly prototyping, quick feedback and incremental development. It still might not be thefavorable method for use in large scale industrial development projects where formalprocedures might still be preferred, but the pedagogical advantages in mechatronics educationare valuable. Incremental development and rapid prototyping for example gives manyopportunities to reflect and improve. The Scrum focus on self-organizing teams also providesa platform to practice project organization, by empowering students to take responsibility forthe product development process.Among the results of this study, it is shown that it is possible and favorable to integrate Scrumin a mechatronics capstone course and that this can enhance

Conference Session

Thermal Fluid Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Soheil Fatehiboroujeni, Cornell University; Matthew J. Ford, Cornell University; Hadas Ritz, Cornell University; Brian J. Kirby, Cornell University; Elizabeth Mills Fisher, Cornell University

Tagged Divisions

Mechanical Engineering

finding,demonstrating, or building fluid mechanical systems in everyday life. We employ two differentinstruments to track students’ experiences in this course. First, we compare students'performance in a fluid mechanics concept inventory assessment that they take at the end of eachsemester. In addition, we also adopt a set of items from the Motivated Strategies for LearningQuestionnaire (MSLQ) to measure the impacts of these changes on students' motivations andattitudes. We reflect on the implications of this transition process and provide an outline of thefuture developments of this work.1. Introduction Teaching and learning in online or hybrid settings play an ever increasing role in science,technology, engineering and mathematics

Conference Session

Improving ME Instructional Laboratories

Collection

2007 Annual Conference & Exposition

Authors

Samuel Yang, Troy High; Mariappan Jawaharlal, California State Polytechnic University-Pomona

Tagged Divisions

Mechanical Engineering

alongwith a writing diagram and a picture. Instructional sheet for each sensor (Fig. 12 though Fig. ) isshown below. Page 12.43.7 Fig. 12 – Ultrasonic Sensor 6Sensor: Ultrasonic RangerDiagram:Principles of Operation: An ultrasonic burst of sound is emitted and reflects off the nearestsolid object. The time it takes for the wave to return is directly proportional to the distance of theobject.Specifications: Range: 2 – 300 cmFeatures: Ultrasonic range sensors offer a relatively wide detection beam and high degree ofsensitivity.How it’s Used: The microcontroller sends out a trigger

Conference Session

Innovations in Mechanical Engineering Education Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Jeffrey Marchetta, University of Memphis; Edward Perry, University of Memphis

Tagged Divisions

Mechanical Engineering

assessment. Thisself-administered online tool poses 40 conjectures to the student. Upon completion of theinstrument the student’s learning style is characterized and reported to the student in terms ofeach of the following learning style pairs: ‚ Active vs Reflective Learning Style ‚ Sensing vs Intuitive Learning Style ‚ Page 12.1126.3 Visual vs Verbal Learning Style ‚ Sequential vs Global Learning Style Figure 1. Sample homework assignment using an online learning object.For this study, the Visual vs Verbal learning style was used to compare the learning styles of thestudents populating these courses.Material related to

Conference Session

Innovations in ME Laboratory Instruction

Collection

2008 Annual Conference & Exposition

Authors

David Shaw, Geneva College

Tagged Divisions

Mechanical Engineering

laboratory course often lead to last-minute writing withlittle time spent in reflection and review2. Stephen Brookfield3 speaks to the heart of the teacherwhen he describes our motivation to instill habits of self-evaluation and peer evaluation. “Sooner or later students leave the intellectual enclave of higher education and return to the workaday world. For them to have acquired the habit of examining their own work critically as a detached observer is an incalculable benefit”. “Likewise, for students to have learned something of the art of peer evaluation – of giving helpful critical insights to colleagues and intimates in a manner that affirms rather than shames – develops in them in them a capacity that will be sought out by their peers

Conference Session

Thermodynamics, Fluids and Heat Transfer II

Collection

2017 ASEE Annual Conference & Exposition

Authors

Karim Altaii, James Madison University; Colin J. Reagle, George Mason University; Mary K. Handley, James Madison University

Tagged Divisions

Mechanical Engineering

thermodynamics), were flipped and involved pre-recorded videos and self-reflection guides, which we call Flip Lecture Sheets (FLS). FLS reflections had to be completedbefore class and were meant as a mechanism to ensure students actively watched the videos. Thelast three weeks (thermodynamic cycles) were focused on application and the course project.Pre-recorded videos were not used in this part of the course because the focus is on integratingthe knowledge gained throughout the course and applying that knowledge to solve more complexproblems. The culminating project was a key part of the last three weeks. From start to end,students were given progressively greater ownership and responsibility in applying knowledge.A theoretical framework guiding this

Conference Session

Thermodynamics, Fluids and Heat Transfer I

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dazhi Yang, Boise State University; Krishna Pakala, Boise State University

Tagged Divisions

Mechanical Engineering

by peer tutoring orexplaining a problem to other students. Students who peer tutored or took the lead in explaining aproblem to his/her peers would be awarded a peer tutor certificate. A peer tutor certificate wasaccounted five points (a very small percentage) toward the final grade.2. 6. Integration/AlignmentLast but not least important, all the major components of the online course were integrated. That is, thelearning goals, the materials, the teaching/learning activities, and the feedback and assessment all wereclosely aligned with and supported each other, which was critical to achieve the learning goals andstudent’s success. The course objectives reflected different levels of learning that necessitated differentkinds of assessment. The

Conference Session

Mechanical Engineering Capstone Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Chi-Cheng Cheng, National Sun Yat-Sen University; Chia-Chi Wang, National Sun Yat-Sen University; Yu-Jen Wang, National Sun Yat-Sen University; Ying-Yao Cheng, National Sun Yat-Sen University; Chua-Chin Wang, National Sun Yat-Sen University

Tagged Divisions

Mechanical Engineering

and 1 female accepting the NCT. All of them were juniorundergraduate students. For the NCT-Verbal, the results showed significant difference betweenpre-test and post-test on fluency, flexibility, and originality. Nevertheless, similar outcome wasnot reflected on the NCT-Figural. The paired t-test results for the NCT-Figural indicated nosignificant connection between pre-test and post-test in all four dimensions. As a result, it can beconcluded in the preliminary study that the project-oriented capstone course has positive effecton creative thinking in verbal aspect despite of no significant influence on creative thinking infigural aspect.IntroductionProblems in engineering fields are usually complex, ill-defined, interdisciplinary, and do

Conference Session

Outstanding Contributions to ME Education

Collection

2008 Annual Conference & Exposition

Authors

Ashland Brown, University of the Pacific; Joseph Rencis; Daniel Jensen, U.S. Air Force Academy; Chuan-Chiang Chen, Tuskegee University; Essam Ibrahim, Tuskegee University; Vladimir Labay, Gonzaga University; Paul Schimpf, Eastern Washington University

Tagged Divisions

Mechanical Engineering

and optimized thepotential learning that the FE learning modules provide.The Kolb model shown in Figure 1 describes an entire cycle around which learning experiencesprogress Abstract Hypothesis and Conceptualization, Active Experimentation, ConcreteExperience, and Reflective Observation. Figure 1. Kolb learning cycle.The FE learning modules developed in this work are designed to span a spectrum of differentmanners in which students learn. Felder-Silverman Index of Learning Styles50 are composed offour dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global).Richard M. Felder and Linda K. Silverman formulated the index to assess the learning style of anindividual. ALPs are designed

Conference Session

Introducing Active Learning into ME Courses

Collection

2006 Annual Conference & Exposition

Authors

Gul Kremer, Pennsylvania State University; Madara Ogot, Pennsylvania State University

Tagged Divisions

Mechanical Engineering

discoverquadrants.2.2.1 EnquireEngineering educators have long noted that lectures though efficient at delivering large amountsof analytical information, encourage passivity in students who come to expect the instructor toprovide all the required knowledge.10 Johnson et al.26 noted that: “lecturing at best tends to focuson the lower-level of cognition and learning. When the material is complex, detailed or abstract;when students need to analyze, synthesize, or integrate the knowledge being studied; or whenlong term retention is required, lecturing is not such a good idea.” Other researchers have foundthat lectures tend to alienate active and reflective learners – the active learners do not do

Conference Session

Capstone Courses and Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nihad Dukhan, University of Detroit Mercy; Mark Schumack, University of Detroit Mercy

Tagged Divisions

Mechanical Engineering

conversion and cryogenics, to name but a few - relyheavily on thermal design. Actually one of the biggest current challenges is energy- itssources and conservation, which feeds into any kind of sustainable design. Lack of thermalprojects in capstone courses also may prevent interested students from making thermalsciences their focal area and future career. The relatively low number of thermal scienceprojects in capstone courses may be due to the fact that the instructors assigned to teachthese courses are specialists in other areas of mechanical engineering.This paper explores these issues through surveying capstone projects in a number ofuniversities. It probes capstone-teaching faculty and reflects on their attitudes towardthermal-science projects

Conference Session

Manufacturing and Machine Component Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steven W. Beyerlein, University of Idaho, Moscow; Edwin M. Odom, University of Idaho, Moscow; Jay Patrick McCormack, Rose-Hulman Institute of Technology; Dan Cordon, University of Idaho, Moscow

Tagged Divisions

Mechanical Engineering

multitude of design artifacts and associatedlearning objects into interactive, museum-like exhibits that can mediate situated learning in thedesign suite, in the machine shop, and amidst a gallery of capstone project posters. This paperreports on initial efforts to implement such a system in support of just-in-time project learning.The system is uniquely designed to operate within our design environment. It has evolved overthe last two decades to reflect shared beliefs about design pedagogy and product realization. Page 24.1060.2Educational SettingOur inter-disciplinary capstone design program has been a catalyst for local design

Conference Session

Thermodynamics, Fluids, and Heat Transfer II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amy L. Hermundstad, Virginia Tech; Thomas E. Diller, Virginia Tech; Christopher B. Williams, Virginia Tech; Holly M. Matusovich, Virginia Tech

Tagged Divisions

Mechanical Engineering

having models that are not well developed [8]. In contrast, expertshave mental models and group knowledge in a way that reflects a deep understanding of thematerial [9]. Therefore relevant information can be retrieved even in novel situations.Often, students are novices who are able to solve specific problems by following a sequence ofsteps (referred to a procedural knowledge[1]), but lack conceptual knowledge, or deepunderstanding of concepts and the relationships between concepts. The definitions for proceduraland conceptual knowledge used in this study are shown in Table 1. The development ofconceptual knowledge can help students transition from novice to expert by helping studentsrepresent the problem, select between different problem

Conference Session

Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel D. Jensen, U.S. Air Force Academy; Kristin L. Wood, University of Texas, Austin; Joseph J. Rencis, University of Arkansas; Ashland O. Brown P.E., University of the Pacific; Christina Kay White, Columbia University

Tagged Divisions

Mechanical Engineering

- and post-quizare recorded in Table 3 for each of the learning style categories. Recall that the learning stylecategories are paired. So a student is either “Active” or “Reflective”, either “Sensing” or“Intuitive”, either “Visual” or “Verbal” and either “Global” or “Sequential.” Therefore theaverage delta computed as ‫ ݖ݅ݑݍݐݏ݋݌‬െ ‫ݖ݅ݑݍ݁ݎ݌‬ ‫ ܽݐ݈݁ܦ‬ൌ ൬ ൰ ‫ݔ‬100 ‫ݖ݅ݑݍ݁ݎ݌‬is found and compared for each of these pairs of learning styles. The goal of this analysis is todetermine if one learning style is benefiting more from the ALM than another learning style.From Table 3, note, for instance, that the Delta

Conference Session

Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

James M. Widmann, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Lynne A. Slivovsky, California Polytechnic State University, San Luis Obispo; J.Kevin Taylor, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanical Engineering

client’sneeds a service-learning pedagogy is employed. Service-learning occurs when “Students engagein community service activities with intentional academic and learning goals and opportunitiesfor reflection that connect to their academic discipline” (Cress et al, 2005)5. Reflection is anintegral part of learning and helps to develop critical thinking skills (Jacoby, 1996; Tsang, 2000;Tsang, 2002).6,7,8 The development of these critical thinking skills enables engineeringundergraduates to develop a broader appreciation of and ability to deal with the constraintsfacing the engineering profession and the ever changing world. Currently senior project designstudents are asked to reflect on their experiences in the form of monthly 500 word essays

Conference Session

Learning and Assessment III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jenna L. Gorlewicz, Vanderbilt University; Robert James Webster III, Vanderbilt University

Tagged Divisions

Mechanical Engineering

options: (1) at the beginning of a lab session,(2) after a pre-lab lecture, (3) immediately after completion of the lab, and (4) after completion ofthe lab report. This assessment architecture enables us to determine whether learning happened inlecture, in the lab itself, or during subsequent reflection on laboratory results during the process ofwriting the lab report. 1 Introduction A common challenge in engineering education is to develop students’ intuitive understandingof how physical systems behave, despite the fact that many students have never physically observedor interacted with the systems they are learning about. A variety of approaches have previouslybeen developed to address this, including implementation of hands-on

Conference Session

Materials

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mohamad Dyab, University of Maryland Eastern Shore; Payam Matin, University of Maryland Eastern Shore; Yuanwei Jin, University of Maryland, Eastern Shore

Tagged Divisions

Mechanical Engineering

that is used for measuring theproperties of different specimens with different materials at high Strain Rate (10 10 .Figure 1 shows the main components of a Split Hopkinson Pressure Bar. The main fourcomponents are the Striker, Incident bar, Transmitter bar (Output bar) and Specimen. Thespecimen is placed between the incident and transmitter bar. The striker acts as a projectileapplying a high impact force on one end of the incident bar creating a compressive stress wave.The wave propagates in a uniaxial direction into the incident bar reaching the interface of theincident bar and specimen. A part of the wave reflects back as a tensile wave traveling in theincident bar while the rest continues to propagate into the transmitter bar as a

Conference Session

Learning and Assessment I

Collection

2012 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; John-David S. Yoder, Ohio Northern University; Briana B. Morrison, Southern Polytechnic State University; Fong K. Mak, Gannon University

Tagged Divisions

Mechanical Engineering

reporting categories that include what course modifications were made, theoutcomes assessment information obtained, reflection on the part of the instructor, andsuggestions for curricular improvement. Through this approach, the instructor is guided througha systematic review of the course, with the additional benefit of clearly and succinctlydocumenting critical portions of the “closing the loop” process. At the center of this approach isthe concept of performance vectors, a 4-tuple vector that categorizes aggregate studentperformance on a directly measured assessment artifact. For each performance criterion to bereported, an entry is placed into the FCAR documenting the criterion, the outcome beingsupported, the assignment(s) used for acquiring

Conference Session

Mechanical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew Trivett P.Eng., University of Waterloo

Tagged Divisions

Mechanical Engineering

many activities that follow the 5E’s approach9, and have done so in a traditional coursedelivery structure. The courses have been well-received by students with a range of class sizesfrom as low as 35 to as large as 54 students each semester. Since this is a required course inengineering at University of PEI, the enrolment reflects the variability in annual cohorts.In its original form, the course-work consisted of in-class quizzes on a topic-by-topic basis. Thequizzes made up 40% of the course grade (5 quizzes throughout the term with a “drop thelowest” policy). 10% of the grade was earned by individual solutions of practice problems. Theremaining 50% of the course grades were earned from extensive lab reports from 5 of 6 labsdone through the

Conference Session

Potpourri - A Mix of All Topics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hakan Gurocak, Washington State University-Vancouver

Tagged Divisions

Mechanical Engineering

motioncontrol system. The functionality of each block, such as the user interface, motion controller,feedback sensors, is briefly introduced followed by example hardware used in industry to buildthese blocks.Module 2 Motion Profile - (3 lectures) examines how the motion profile is generated when an axisof a machine makes a move. After an overview of basic kinematics, trapezoidal and S-curvevelocity profiles are explained.Module 3 Drive-train Design - (7 lectures) is on mechanical design of a motion axis. It primarilyconcentrates on proper selection of a motor and gearbox to meet the desired motion profilerequirements of the axis. Concepts of inertia reflection, torque reflection and inertia ratio areintroduced. Five types of transmission mechanisms are

Conference Session

Mechanical Engineering Technical Session: Dynamics I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daeyeoul Lee, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Divisions

Mechanical Engineering

-efficacy [15]. Pintrich and hiscolleagues developed the Motivated Strategies for Learning Questionnaire (MSLQ) to measurecollege students’ SRL skills [5], and he proposed a conceptual framework for SRL in the collegeclassroom [9]. The framework consists of four phases that are explained in four areas forregulation; the four phases are ‘forethought, planning, and activation,’ ‘monitoring,’ ‘control,’and ‘reaction and reflection’; the four areas for regulation are ‘cognition,’ ‘motivation/affect,’‘behavior,’ and ‘context.’ Table I shows Pintrich’s SRL model [9]. TABLE I PHASES AND AREAS FOR SELF-REGULATED LEARNING Areas for regulation Phases