Conference Session

Evaluation of Teaching Methods for Mechanics Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jacob Preston Moore, Virginia Tech; Robert Scott Pierce, Sweet Briar College; Christopher B. Williams, Virginia Tech

Tagged Divisions

Mechanics

AC 2012-4578: TOWARDS AN ”ADAPTIVE CONCEPT MAP”: CREAT-ING AN EXPERT-GENERATED CONCEPT MAP OF AN ENGINEERINGSTATICS CURRICULUMMr. Jacob Preston Moore, Virginia Tech Jacob Moore is a Ph.D. candidate in the Department of Engineering Education at Virginia Tech.Dr. Robert Scott Pierce, Sweet Briar College Robert Scott Pierce is an Associate Professor of physics and engineering at Sweet Briar College in Sweet Briar, Va. He received his Ph.D. in mechanical engineering from Georgia Tech in 1993. Prior to his teaching career, he spent 13 years in industry designing automated equipment.Dr. Christopher B. Williams, Virginia Tech

Conference Session

Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacob Preston Moore, Pennsylvania State University, Mont Alto; Chris Venters, East Carolina University; Tracey Carbonetto, Penn State University, Lehigh Valley

Tagged Topics

Diversity

Tagged Divisions

Mechanics

Paper ID #18072The Retention and Usefulness of Concept Maps as Advance OrganizersDr. Jacob Preston Moore, Pennsylvania State University, Mont Alto Jacob Moore is an Assistant Professor of Engineering at Penn State Mont Alto. He has a PhD in Engineer- ing Education from Virginia Tech and a Bachelors and Masters in Mechanical Engineering. His research interests include concept mapping, digital textbooks, and additive manufacturing.Dr. Chris Venters, East Carolina University Chris Venters is an Assistant Professor in the Department of Engineering at East Carolina University in Greenville, North Carolina, USA. He teaches

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ruben Pierre-Antoine, Stanford University; Sheri D. Sheppard, Stanford University; Mark Schar, Stanford University

Tagged Divisions

Mechanics

Paper ID #10682Utilizing Concept Maps to Improve Engineering Course Curriculum in Teach-ing MechanicsRuben Pierre-Antoine, Stanford University Ruben is a senior undergraduate student at Stanford University studying Management Science & Engi- neering. He joined the Designing Education Lab in the winter of 2013. He has always had a passion for education and enjoys the integration of entrepreneurship into a curriculum. Ruben loves to play sports, videogames, and eat at new restaurants. He also explores entrepreneurship in his free time.Dr. Sheri D. Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor

Conference Session

Innovations in Solid Mechanics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University

Tagged Divisions

Mechanics

AC 2012-3345: ENHANCING STUDENTS’ UNDERSTANDING OF DYNAM-ICS CONCEPTS THROUGH A NEW CONCEPT MAPPING APPROACH:TREE OF DYNAMICSProf. Ning Fang, Utah State University Ning Fang is an Associate Professor in the College of Engineering at Utah State University, USA. He has taught a variety of engineering courses such as engineering dynamics, metal machining, and design for manufacturing. His areas of interest include computer-assisted instructional technology, curricular reform in engineering education, the modeling and optimization of manufacturing processes, and lean product design. He earned his Ph.D., M.S., and B.S. degrees in mechanical engineering and is the author of more than 60 technical papers published in

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University

Tagged Divisions

Mechanics

Paper ID #17418Using Concept Maps to Illustrate the Evolution of Key Concepts: StudentLearning Experience in a Foundational Undergraduate Engineering CourseProf. Ning Fang, Utah State University Ning Fang is a Professor in the Department of Engineering Education at Utah State University, USA. He has taught a variety of courses at both graduate and undergraduate levels, such as engineering dy- namics, metal machining, and design for manufacturing. His areas of interest include computer-assisted instructional technology, curricular reform in engineering education, and the modeling and optimization of manufacturing processes. He

Conference Session

Innovations in Teaching: Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

C.J. Egelhoff, U.S. Coast Guard Academy; K.L. Burns, U.S. Coast Guard Academy

Tagged Divisions

Mechanics

Colorado, a M.S. in Petroleum Engineering from the University of Wyoming, and a Ph.D. in Mechanical Engineering from the University of Idaho. She is a licensed Professional Engineer.K.L. Burns Page 22.48.1 c American Society for Engineering Education, 2011 A Heuristic to Aid Teaching, Learning and Problem-Solving for Mechanics of MaterialsAbstractA concept map heuristic is offered as a tool for teaching and learning in Mechanics of Materialscourses. In this paper, we present a literature review wherein we list previous efforts to improveMechanics of Materials

Conference Session

Mechanics Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yufeng Hu P.E., Western Michigan University; Javier Martin Montefort P.E., Western Michigan University; Matthew Cavalli P.E., Western Michigan University

Tagged Divisions

Mechanics

insubsequent courses.The pressing need to reform the teaching and learning Statics has been established in the pastdecades. To enhance teaching and student learning in Statics, researchers at various institutionshave explored various methods for teaching Statics, such as developing concept map andquantifying students’ conceptual understanding [1, 2, 3], developing on-line homework orlearning modules [4, 5], peer-led-team-learning [6, 7], project-based learning [8], emporium-based course delivery [9], etc. Among them, the flipped-classroom method [10, 11, 12] hasbecome popular in the recent years. In a flipped classroom, the class time is devoted to guidedinstruction where students work through problems with the instructor present to provideassistance

Conference Session

Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yufeng Hu P.E., Western Michigan University; Javier Martin Montefort P.E., Western Michigan University; Edmund Tsang, Western Michigan University

Tagged Divisions

Mechanics

miss important points in a traditionallecture setting, which is an instructor-centered, relatively passive method of learning. Whilelecturing still remains an effective and important way of conveying knowledge, it is critical toget students engaged in active learning through activities such as solving problems, working witheach other, asking questions and getting feedback.To enhance student learning in Statics, researchers at various institutions have explored othermethods for teaching Statics, such as developing concept map and quantifying students’conceptual understanding[1, 2], developing on-line homework or learning modules[3, 4], peer-led-team-learning[5], project-based learning[6], emporium-based course delivery[7]. Among them

Conference Session

Flipped Classrooms in Mechanics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yufeng Hu P.E., Western Michigan University; Javier Martin Montefort P.E., Western Michigan University; Edmund Tsang, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

is critical to get students engaged in active learningthrough activities such as solving problems, working with each other, asking questions andgetting feedback.To enhance student learning in Statics, researchers at various institutions have explored othermethods for teaching Statics, such as developing concept map and quantifying students’conceptual understanding[1, 2], developing on-line homework or learning modules[3, 4], peer-led-team-learning[5], project-based learning[6], emporium-based course delivery[7]. Among them, theflipped classroom method[8, 9, 10] has gained popularity. In a flipped classroom, the class time isdevoted to guided instruction where students work through problems with the instructor presentto provide assistance and

Conference Session

Mechanics, Hands-on Demo - Show & Tell!

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sinead C. MacNamara, Syracuse University; Joan V. Dannenhoffer P.E., Syracuse University

Tagged Divisions

Mechanics

used to help students understand the relationship between the concepts taught in the class. The mapping of concepts in a non-linear fashion as two-dimensional, hierarchical diagrams is meant to help students see the big picture and create a long-lasting image. A colleague has described these concept maps as “bullets, but better.”10 “Conceptual understanding is considered lasting if the concept represents a "big idea" having lasting value beyond the classroom, resides at the heart of the discipline, requires discovery of misconceptions, and offers the potential to engage students.”11 In the class, the students were asked to brainstorm in small groups. This allowed them to connect ideas about concepts and the connection between

Conference Session

Mechanics Education Programs and Projects

Collection

2008 Annual Conference & Exposition

Authors

Sridhar Condoor, Saint Louis University, Parks College of Eng.; Sanjay Jayaram, Saint Louis University, Parks College of Eng.; Lawrence Boyer, Saint Louis University

Tagged Divisions

Mechanics

– 30th September, Sydney, Australia.20. http://ethics.tamu.edu/ethics/hyatt/hyatt2.htm, last visited on January 16, 2008.21. Darmofal, D.L., Soderholm, D.H. and Brodeur, D.R., 2002, “Using concept maps and concept questions toenhance conceptual understanding,” Proceedings of 32nd ASEE/IEEE Frontiers in Education Conference. Page 13.845.13

Conference Session

Teaching Dynamics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brianno Coller, Northern Illinois University

Tagged Divisions

Mechanics

game called EduTorcs for teaching Numerical Methods and for teaching DynamicSystems & Control. In the former case, we found that students learning numerical methods witha video game learned the material more deeply, as measured by a concept map assessment9. Inthe dynamic systems & control class, we found that students who learned with video game-basedhomework and laboratory exercises scored significantly better on concept tests10. Furthermore,using a technique known as the experience sampling method, we found students learningdynamic systems & control with a video game are significantly more engaged11. Furthermore,these students were much more likely to take the more advanced dynamical systems & controlcourse as a technical

Conference Session

Bringing a Different Perspective

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew R. Sloboda, Bucknell University

Tagged Divisions

Mechanics

principles undergird the course. This problem in thedynamics curriculum has been recognized for some time, as Ellis and Turner [1] considered theuse of concept maps as a remedy to this problem as early as 2003.However, the content of dynamics is not the only thing that can cause students to struggle toorganize its ideas. The way it is taught may also be a part of the problem. Most textbooks (andhence most courses) first use kinematics to describe motion and later use kinetics to relate forcesand accelerations. This organization makes perfect sense if you are designing a mechanism: adescription of the motion is needed first, followed by a calculation of the forces that will act ondifferent parts. However, little design work occurs in an introductory

Conference Session

Hybrid and Online Teaching of Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carlos R. Corleto, Texas A&M University; Matilda (Tillie) Wilson McVay, Texas A&M University; Doug Beck, Texas A&M University; Ashley Schmitt, Texas A&M University

Tagged Divisions

Mechanics

. Desselles. “S-STEM Summer Scholarship for a Sophomore Bridge: Year 1 in Review”. Proceedings of the 125th ASEE Annual Conference and Exposition, Salt Lake City, UT, 2018.[7] J. FitzSimmons, C. Levesque-Bristol, E. M. Bonem, E. A. Lott, L. C. Parker. “Education Redesigned: Impacting Teaching and Learning through a Faculty Development Course Redesign Program”. Proceedings of the 126th Annual Conference & Exposition, Tampa, FL, 2019.[8] C. Gordon, H. Sevin. “A Supplemental Instruction Model for Engineering Physics Instruction”. Proceedings of the 122nd Annual Conference and Exposition, Seattle, WA, 2015.[9] J.D. Karpicke and J.R. Blunt, 2011. Retrieval practice produces more learning than elaborate studying with concept

Conference Session

Grading and Feedback Models in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Charles S. White, Norwich University

Tagged Divisions

Mechanics

touch fasteners. c American Society for Engineering Education, 2020 Replacing Graded Homework Assignments in StaticsAbstractInnovation in Statics instruction is an important area of research with new approaches including:flipped classroom, concept mapping, on-line homework, and others. Most traditional teaching ofStatics has involved a homework assignment where the students solve problems similar to thosefrom lecture. The homework problems serve to reinforce the new concepts and to develop thestudents’ ability to solve math and physics based problems. These homework assignments havealso typically been graded student assessments.The challenge with using these homework problem sets for student

Conference Session

Dynamics - Wow! They accelerate

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, University of Mount Union; Pattabhi Sitaram, Baker College, Flint, MI

Tagged Divisions

Mechanics

, J.P., Johri, A., Pierce, R. S., North, C., 2012, “Advancing Personalized EngineeringLearning Via an Adaptive Concept Map,” AC2012-4792, Proceedings of the ASEE Annual Conference &Exposition, San Antonio, TX. Page 23.356.10

Conference Session

Mechanics Classroom Demonstrations

Collection

2012 ASEE Annual Conference & Exposition

Authors

Josué Njock-Libii, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Mechanics

, 1999, pp. 20-31.[8] R. R. Hake, Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses, American Journal of Physics, 66(1), 1998, pp. 64-74.[9] C. J. Egelhoff, N. Podoll, and K. Tarhini, Work in progress- A concept map for mechanics of materials, Proceedings of the 40th ASEE/IEEE Frontiers in Education Conference, Washington, DC, October 27-30, 2010.[10] Hibbeler, R.C., Engineering Mechanics: Dynamics, 10th edition, Prentice Hall, 2001, 233-236.[11] Joseph Morgan, Introduction to University Physics, Volume One, Second Edition, Allyn Bacon, Boston, MA,1969, 239-240.[12] Bela I. Sandor, Engineering Mechanics Statics and

Conference Session

Teaching Mechanics of Materials & General Mechanics

Collection

2010 Annual Conference & Exposition

Authors

Robert Freeman, University of Texas, Pan American; Horacio Vasquez, University of Texas, Pan American; Martin Knecht, South Texas College; Taylor Martin, Univ of Texas at Austin; Arturo Fuentes, University of Texas, Pan American; Joan Walker, Long Island University; Araceli Ortiz, Tufts University

Tagged Divisions

Mechanics

activities. Defining Objectivesinvolves identifying the objectives, identifying sub-objectives, identifying potential difficulties inaccomplishing those objectives, and identifying real-world applications of the objectives.Creating a Model of Knowledge involves indentifying concepts and skills involved and how theyrelate to one another (i.e., creating a concept map), prioritizing the concepts and skills into thecategories of Enduring Understanding, Important to Know and Do, and Worth Being FamiliarWith. Determining Evidence involves reviewing the objectives to determine acceptable evidenceand planning the assessments to be used (e.g., Formative assessments for the LC Test YourMettle step, and Summative assessments for the LC Go Public step). In