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Correlation of Students’ Basic Understanding of Rigid Body Dynamics and Performance in Statics

Conference Session: Dynamics - Wow! They accelerate
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Jeffrey L. Newcomer, Western Washington University
Tagged Divisions: Mechanics

in problem 1, b) If the bar does not remain at rest, then de- if at all. scribe its subsequent motion as a result of the application of the force. Figure 1: Rigid body dynamics questions given the first day of StaticsStudents’ answers were analyzed to see whether students understood that the body would bothtranslate and rotate in both cases, and coded accordingly. Performance on the rigid body motionquestions were correlated to student performance on the Conceptual Assessment Tool for Statics(CATS)* pre-test and post-test results, both overall and on the specific equilibrium questions, andon performance on the final exam, both overall and on two conceptual questions, one on

Relevance Score: 0.027281396

Homework Methods in Engineering Mechanics: Part 3

Conference Session: Teaching Statics, Dynamics, and Mechanics of Materials
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Derek James Lura PhD, Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University; Long Duy Nguyen P.E., Florida Gulf Coast University
Tagged Divisions: Mechanics

on areas that theywere weak in based on performance on previous problems. Our hope was that this would helpdirect students’ study habits and improve overall learning. Also, for this semester the number ofin class quizzes was further reduced, with 4 quizzes for statics and 2 for dynamics. Also thestatics exam was given over 2 class periods, as a common time for both sections of students wasnot available due to the students’ schedules. Table 1: Description of courses included in the study ID Assessment Term Class Period Instructor(s) N* Homework Fall 2013 TR 8:00-10:45am A&B 37 TH Homework Spring 2014 TR 8

Relevance Score: 0.027240995

Initial Results of Introducing Design and Simulation-Based Instruction in Mechanics of Materials

Conference Session: Teaching Mechanics of Materials
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Christopher Papadopoulos, University of Puerto Rico, Mayagüez ; Aidsa I. Santiago-Román, University of Puerto Rico, Mayagüez ; Genock Portela-Gauthier, University of Puerto Rico, Mayagüez
Tagged Divisions: Mechanics

, Project 2.The following questions were posed: (Q1-a) Estimate diameter of the anchor bolts. Students are provided with several working assumptions, including (i) the use of higher strength “Group B” ASTM A-490 bolts (Figure 2b), with threads excluded from the shear plane, i.e. “X-condition” (Figure 2e), as per AISC 2011;9 (ii) specified plate width Wp = 52.5 in.; (iii) minimum anchor spacing of 3 in.; and (iv) specified edge distance of 1 ¼ in. With this information, students then use a pre- Figure 2b. ASTM programmed spreadsheet to iteratively calculate the tension in

Relevance Score: 0.027228044

Video-based Online Learning: The Other Side of the Looking Glass

Conference Session: New Teaching Methods in Mechanics
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Daniel Takashi Kawano, Rose-Hulman Institute of Technology; Benson H. Tongue, University of California, Berkeley
Tagged Divisions: Mechanics

. Page 24.1357.3The student survey was conducted at Rose-Hulman Institute of Technology and at the Universityof California, Berkeley during the winter quarter and spring semester, respectively, of the 2012-2013 academic year. Students in our dynamics courses were asked to first watch two screen-captured example problems, each broken into several clips. Sample screenshots from one of thescreen-captured example problems are shown in Figure 1. (a) (b) Figure 1. Snapshots of two clips from the screencast for Example 4.6 used in the study. The first clip (a) contains the introduction screen and the Problem Statement, Goal, Given, Draw, and

Relevance Score: 0.02710414

Human Bone Solid Mechanics Challenge: Functionally Graded Material Structure With Complex Geometry And Loading

Conference Session: Anything New in the Mechanics of Materials?
Collection: 2008 Annual Conference & Exposition
Authors: Arturo Fuentes, University of Texas-Pan American; Stephen Crown, University of Texas-Pan American; Bob Freeman, University of Texas-Pan American
Tagged Divisions: Mechanics

challenge is a lower difficulty level problem dealing with the topic. Thestudent is provided with information needed to understand the challenge. In the engineeringdesign process, this is the stage of problem definition. The steps shown below represent theremainder of the cycle, which prepare the students to complete the challenge. a. Generate ideas: Students are asked to generate a list of issues and answers that they think are relevant to the challenge; to share ideas with fellow students, and to appreciate which ideas are new and to revise their list. In the engineering design process, the stage of generating ideas is the brainstorm stage. b. Multiple perspectives: The student is asked to elicit ideas

Relevance Score: 0.026960528

Student Perceptions of Learning Experiences in Large Mechanics Classes: An Analysis of Student Responses to Course Evaluation Surveys

Conference Session: Learning Environments for Statics, Dynamics, and Mechanics of Materials
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Michelle Soledad, Virginia Tech and Ateneo de Davao University; Jacob R. Grohs, Virginia Tech; Jennifer Doggett; Steven Culver, Virginia Tech; Jaime L. Williams
Tagged Divisions: Mechanics

. 26, no. 6, p. 371, Dec. 2014.[14] H.-F. Hsieh and S. E. Shannon, “Three approaches to qualitative content analysis,” Qual. Health Res., vol. 15, no. 9, pp. 1277–1288, 2005.[15] J. W. Creswell, Qualitative Inquiry and Research Design: Choosing Among Five Approaches. SAGE, 2012.[16] D. R. Krathwohl, Methods of educational and social science research. Longman, 1993.[17] J. Saldana, The Coding Manual for Qualitative Researchers. SAGE Publications, 2009.[18] M. B. Miles, A. M. Huberman, and J. Saldaña, Qualitative data analysis: A methods sourcebook, 3rd ed. Thousand Oaks, California: SAGE Publications, Incorporated, 2013.[19] J. A. Leydens, B. M. Moskal, and M. J. Pavelich, “Qualitative Methods Used in the Assessment of

Relevance Score: 0.026876736

Mechanics Knowledge Enhanced with Videos Illustrating Concepts Experienced with Hands-on Activities

Conference Session: Mechanics Division Technical Session 2
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Rania Al-Hammoud P.Eng., University of Waterloo; Chloe Gibson
Tagged Divisions: Mechanics

topics. A rating ofone corresponded to possessing little knowledge of the topic, while a rating of ten demonstrateda high level of understanding. Upon review of the responses, it was revealed that the averagerating was a seven or eight for each of the concepts. A complete list of concepts included in thesurvey can be found in Appendix B. Some examples of these included representing a force usinga vector, the relationship between an arch's shape and the loads that it carries, and the mostefficient distribution for reinforcements along a silo. The fairly high average response shows thatstudents feel confident in their knowledge of the course topics. While it is likely in part due tothe videos, this data on its own is not entirely reflective of the

Relevance Score: 0.026830783

Effect of Mastery-graded Exams on Student Outcomes in Statics and Mechanics of Solids Course

Conference Session: Improving Student Outcomes in Mechanics
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Hadas Ritz, Cornell University; Kathryn Dimiduk, Cornell University; Andrew van Paridon
Tagged Topics: Diversity
Tagged Divisions: Mechanics

concepts and making a reasonable attempt, even with significant errors. That grading tookapproximately one week.Students in the experimental section had a much stricter exam grading rubric but could choose totake version B and/or version C of the exam (covering the same content but with new problems)according to the following rules. All of their exams were graded according to the mastery-gradedrubric set forth in [3] and summarized in Table 1. That grading took place the night of the examand grades were available for review immediately1 . This initial grading was strictly oncorrectness (for each problem, students received 0% or 100%) which allowed one professor plusone TA to grade over 100 students’ exams in less than two hours. Students were then

Relevance Score: 0.026802886

Four Free Vibration Laboratory Experiments Using Two Lumped Mass Apparatuses With Research Caliber Accelerometers And Analyzer

Conference Session: Teaching Dynamics
Collection: 2010 Annual Conference & Exposition
Authors: Richard Ruhala, Southern Polytechnic State University
Tagged Divisions: Mechanics

damping. iii Compute the natural frequency and predict the response for a machine with a rotating unbalance.2. Students will have the ability to design and conduct experiments, as well as to analyzeand interpret data. (ABET Criterion b)Performance Criteria iv Practice vibration measurements on a structure using state-of-the-art equipment, rigor and documentation. v Analyze the data from an experiment appropriately. vi Assess the validity of the experimental results and compare with theoretical results when possible.3. Students will have the ability to identify, formulate, and solve engineering problems.(ABET Criterion c)Performance Criteria vii Compute the

Relevance Score: 0.026757292

Exam Wrappers, Reflection, and Student Performance in Engineering Mechanics – Part II

Conference Session: Mechanics Division Technical Session 6
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Ashraf Badir P.E., Florida Gulf Coast University; Jiehong Liao, Florida Gulf Coast University; Galen I. Papkov, Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University
Tagged Divisions: Mechanics

(Table A1 in the Appendix). Algebra and geometry/trigonometrywere included since instructors were noticing that students had difficulty with solvingsimultaneous equations as well as identifying sine versus cosine of angles or triangle ratios whenresolving forces into components. The prerequisite requirement to enter this course is a lettergrade of C or above in Calculus 1 and Physics 1. However, College Algebra is a prerequisite forPre-Calculus, which is a prerequisite for Calculus 1. Trigonometry is included in Pre-Calculus,whereas students may have taken Geometry in high school. Figure 8 shows the proportion ofstudents who earned an A, B, or C in each foundational subject. Moderately positive correlationswere observed between the letter grades

Relevance Score: 0.026670111

Flexible Periods Allow for Combined Analytical and Laboratory Experiences Within an Introductory Mechanics Course

Conference Session: Explorations in Mechanics Pedagogy
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Shawn P. Gross, Villanova University; David W. Dinehart, Villanova University
Tagged Divisions: Mechanics

. The authors highlight their experiences andpresent addition activities to improve student learning.Kaul and Sitaram20, present a combined course in Statics and Dynamics with many new featuresthat are not observed in the traditional courses. This course has added new learning outcomes toaccommodate laboratory experiences. The course has been designed for four credit hoursconsisting of 180 minutes of lecture time, 120 minutes of laboratory time and 60 minutes oftutoring time every week of the fourteen-week semester. The contact time has been distributed soas to promote scaffolding of the learning process. The learning outcomes established for thiscourse include ABET1 outcomes 'a' and 'e' as well as ABET1 outcomes 'b' and 'k'. Details of

Relevance Score: 0.026636783

Improving Retention of Student Understanding by Use of Hands-on Experiments in Statics

Conference Session: Teaching Statics
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Carisa H Ramming P.E., Oklahoma State University; John J. Phillips P.E., Oklahoma State University
Tagged Divisions: Mechanics

SectionsENSC 2113 Fall 2013PurposeCalculate internal force in a truss using the method of sections in truss analysis.Pre-lab questionWhat assumptions are made about trusses in rigid body mechanics?Set-UpParts Needed:(7) - #2’s(18) - #3’s(8) - #4’s(1) - #5(14) – gusset plates(1) – 5N load cell Page 24.718.15Assemble two sides of a space truss as shown in the following photo. Attach members usingsupplied screws, but keep connections loose. Connect the two sides together using the #2’s atpoints A, B, C, D, E, F, and G.Locate the load cell in the top chord of the truss (member AB) as shown. The #5 in the profilewill be replaced with two #3’s with the load cell in the

Relevance Score: 0.026545387

Development of an Interactive Top Hat Textbook for Engaged Learning

Conference Session: Engaging the Online Classroom
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Matthew M. Barry, University of Pittsburgh; Samantha E. Wismer; Tony Lee Kerzmann, University of Pittsburgh; Lee Allen Dosse, University of Pittsburgh
Tagged Divisions: Mechanics

collaborative activities among students and teachers throughthe use of Think-Pair-Share techniques,” International Journal of Computer Science Issues(IJCSI), 2010 Sep 1;7(5):18.[2] Kaddoura M. “Think pair share: A teaching learning strategy to enhance students' criticalthinking,” Educational Research Quarterly, 2013 Jun;36(4):3-24.[3] Stover S, Noel D, McNutt M, Heilmann SG. “Revisiting use of real-time polling for learningtransfer,” Journal of Teaching and Learning with Technology, 2015 Jun 30:40-60.[4] Wilson SG. “The flipped class: A method to address the challenges of an undergraduatestatistics course,” Teaching of Psychology, 2013 Jul;40(3):193-9.[5] Love B, Hodge A, Grandgenett N, Swift AW. “Student learning and perceptions in a flippedlinear

Relevance Score: 0.026528161

Identification of Common Student Errors in Solving Fundamental Mechanics Problems

Conference Session: Mechanics Concepts I
Collection: 2012 ASEE Annual Conference & Exposition
Authors: Shawn P. Gross, Villanova University; David W. Dinehart, Villanova University
Tagged Divisions: Mechanics

., Kara, L. B., Fay, A. L. (2010) “Improving Problem Solving Performance by Page 25.709.18 Inducing Talk About Salient Problem Features”, Journal of Engineering Education, 99:2, April.7. Russell, J. (2002) “Statics and Engineering Design – A New Freshman Engineering Course at the US Coast Guard Academy”, Proceedings – 32nd Annual Frontiers in Education Conference, ASEE/IEEE.8. Condoor, S. S. (2009) “Reformulating the Statics Course – A Design-Based Approach”, Proceedings of the ASME International Mechanical Engineering Congress and Exposition, IMECE, November.9. Klosky, J. Hains, D., Johnson, T. Bruhl, J., Erickson

Relevance Score: 0.026528161

Students – Ask Them to Eat Their Steaks!

Conference Session: Mechanics Division Technical Session 3
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Julian Ly Davis, University of Southern Indiana; Tom McDonald, University of Southern Indiana; Jenna Kloosterman, University of Southern Indiana
Tagged Divisions: Mechanics

Investigation Of Online Homework: Required Or Not Required?,” Contemp. Issues Educ. Res. – Second Quart., vol. 6, no. 2, pp. 189–199, 2013.[11] V. Berardi, “The Impact of Using Randomized Homework Values on Student Learning,” vol. 11, no. 2, pp. 4–17, 2011.[12] J. Dillard-Eggers, “Evidence On The Effectiveness Of On-Line Homework,” Coll. Teach. Methods Styles J., vol. 4, no. 5, 2008.[13] D. J. Doorn, S. Janssen, and M. O’Brien, “Student Attitudes and Approaches to Online Homework,” Int. J. Scholarsh. Teach. Learn., vol. 4, no. 1, 2010.[14] D. B. Smithrud and A. R. Pinhas, “Pencil-Paper Learning Should Be Combined with Online Homework Software,” J. Chem. Educ., vol. 92, no. 12, pp. 1965–1970, 2015.[15] J. L. Davis and T. N

Relevance Score: 0.026435075

Extent of Pre-class Video Viewing in Multiple Flipped Engineering Courses

Conference Session: Mechanics Division Technical Session 2
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Benjamin Keith Morris, University of Georgia; Siddharth Savadatti, University of Georgia
Tagged Divisions: Mechanics

); CVLE2710:Numerical Methods for Engineers and ENGR3160:Fluid Mechanics taughtduring Spring 2016, and ENGR2120:Engineering Statics taught during Fall 2016. These coursesare referred to as Numerical, Fluids and Statics respectively throughout this paper. Classdays/duration, enrollment and grading weights of these courses are listed in Table 1.All three courses were taught in an identical flipped format that required pre-class, in-class, andpost-class work as shown in Figure 1 for almost every class (exceptions were the first class of thesemester and some classes following the tests). Students (a) watched pre-class videos and solvedpre-class problems before attending a class (these were their pre-class activities), (b) startedsolving in-class problems

Relevance Score: 0.026133377

Emporium Based Redesign Of Statics: An Innovative Approach To Enhance Learning And Reduce Costs

Conference Session: Teaching Statics
Collection: 2010 Annual Conference & Exposition
Authors: Masoud Rais-Rohani, Mississippi State University; Andrew Walters, Mississippi State University; Anthony Vizzini, Western Michigan University
Tagged Divisions: Mechanics

Page 15.456.3our redesign effort along with results of the pilot and full implementation phases of Staticsredesign at Mississippi State University. We also discuss the results of a survey to highlight theviews of students on the redesign initiative and our implementation of the emporium approach,in particular.Performance TrendsOn average, four sections of Statics are offered in the spring, two in the summer, and seven inthe fall semester with multiple instructors in each term. Over a four-year period from Fall 2001to Spring 2005, 1024 students took Statics at Mississippi State University and received a lettergrade (A, B, C, D, F, or W). Table 1 shows the numbers of students under success and failurecolumns for each semester. The number of

Relevance Score: 0.026049906

Investigating Impulse Loading Using Model Rocketry

Conference Session: Anything New in Dynamics?
Collection: 2008 Annual Conference & Exposition
Authors: Byron Newberry, Oklahoma Christian University of Science and Arts
Tagged Divisions: Mechanics

AC 2008-2227: INVESTIGATING IMPULSE LOADING USING MODELROCKETRYByron Newberry, Oklahoma Christian University of Science and Arts Dr. Byron Newberry is Associate Professor and Chair of Mechanical Engineering at Oklahoma Christian University. He holds a B.S. degree in Mechanical Engineering from Oklahoma Christian University and M.S. and Ph.D. degrees in Mechanical Engineering from The University of Michigan, Ann Arbor. His interests include stress analysis, nonlinear dynamics, structural vibration, and engineering design. Page 13.813.1© American Society for Engineering Education, 2008

Relevance Score: 0.025780084

M Model: An Online Tool For Promoting Student Problem Solving Utilizing Mental Models

Conference Session: Teaching Mechanics of Materials & General Mechanics
Collection: 2010 Annual Conference & Exposition
Authors: Edward Anderson, Texas Tech University; Roman Taraban, Texas Tech University
Tagged Divisions: Mechanics

expected. The authors intendto report on these results at the time of the paper’s presentation, if they are available.References:1. Bloom, B. S., and D. R. Krathwohl. 1956. Taxonomy of educational objectives: The classification of educational goals. New York, NY: Longmans, Green, and Co.2. Dollár, A. and Steif. P. S. 2003. “Learning modules for the statics classroom”, Proc. Proceedings of the American Society for Engineering Education Annual Conference & Exposition. Nashville, TN. 3. Gramoll, K. 2007. A web-based electronic book (EBOOK) for solid mechanics. Proceedings of the American Society for Engineering Education Annual Conference & Exposition, Honolulu, HI.4. Gramoll, K. 2009. eCourses. http://www.ecourses.ou.edu

Relevance Score: 0.02574891

Photostress Images For Teaching Mechanics Of Materials

Conference Session: What's New in Mechanics of Materials?
Collection: 2006 Annual Conference & Exposition
Authors: Nashwan Younis, Indiana University-Purdue University Fort Wayne
Tagged Divisions: Mechanics

., “Mode I Stress Intensity Factor by the Method of Caustics,” TheInternational Journal of Applied Engineering Education, Vol. 7, pp. 294-302, 1991.2. Younis, N. T., “Experimental Method of Caustics for Civil and Mechanical Engineering Students,”Proceedings of the American Society for Engineering Education Annual Conference, Portland, Oregon,June 12-15, 2005.3. Steif, P. S., “Initial Data from a Statics Concept inventory,” Proceedings of the American Society forEngineering Education Annual Conference, Salt Lake City, Utah, June 20-23, 2004.4. Philpot, T. A., Hubing, N., Flori, R. E., Hall, R. H., Oglesby, D. B., and Yellamraju V., “Computer-Based Instructional Media for Mechanics of Materials,” International Journal of Engineering Education,Online

Relevance Score: 0.025670849

Open-source, Online Homework for Statics and Mechanics of Materials Using WeBWorK: Assessing Effects on Student Learning

Conference Session: Homework, Learning, and Problem Solving in Mechanics
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Michael K. Swanbom PE, Louisiana Tech University; Daniel William Moller, Louisiana Tech University; Katie Evans, Louisiana Tech University; Timothy Reeves, Louisiana Tech University
Tagged Divisions: Mechanics

using this technique inthe near future.References[1] R. L. Bangert-Drowns, C.-L. C. Kulik, J. A. Kulik and M. Morgan, "The instructional effect of feedback in test-like events," Review of Educational Research, vol. 61, pp. 213- 238, 1991.[2] L. Hirsch and C. Weibel, "Statistical Evidence that Web-Based Homework Helps," MAA Focus, p. 14, February 2003.[3] R. J. Marzano, D. J. Pickering and J. E. Pollock, Classroom instruction that works: Research-based strategies for increasing student achievement, Alexandria, VA: Association for Supervision and Curriculum Development, 2001.[4] J. P. Carpenter and B. D. Camp, "Using a Web-Based Homework System to Improve Accountability and Mastery in Calculus," in

Relevance Score: 0.02567045

Animation As The Final Step In The Dynamics Experience

Conference Session: Teaching with Technology in Dynamics and Mechanics of Materials
Collection: 2006 Annual Conference & Exposition
Authors: Thomas Nordenholz, California Maritime Academy
Tagged Divisions: Mechanics

method of incorporating animation into the student experience in the analysis of dynamics(especially vibrations) problems is presented. After a student models the problem, draws free-body diagrams, and derives equations of motion, he/she then obtains the solution for the positioncoordinates as functions of time. The student generates and plots the solution within a simpleMATLAB program in which all parameters, such as mass, stiffness, damping, lengths, initialconditions, etc. can be easily changed. The solution can be generated using either a closed formsolution or a numerical differential equation solver. In either case, at the end of the program, thestudent can animate his/her own solution by running an animation function file provided by

Relevance Score: 0.025610164

The Influence of Active, Passive, and Mixed Classroom Activities on Student Motivation

Conference Session: Improving Student Outcomes in Mechanics
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Jennifer E. Holte, University of St. Thomas; Ryan J. Endres, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Doug Dunston, University of St. Thomas
Tagged Divisions: Mechanics

/blended (B), or passive/traditional lecture (L).Each student was assigned a random 4-digit personal code at the start of the term by one of theco-investigators. The Qualtrics surveys pushed identified attendance points to Canvas [30], butthe actual survey responses were stored by the 4-digit personal code without personal identifiers,and the personal codes were never disclosed to the instructor. Thus, the instructor was able toview survey results and respond to student concerns and motivations throughout the semesterwhile maintaining the anonymity of the students’ responses.Increasing students’ understanding of motivation and learning styles was one of the courseobjectives. The four types of motivation measured in the SIMS surveys were presented

Relevance Score: 0.025594398

Will They Remember? Measured Knowledge Retention Across Statics and Solid Mechanics

Conference Session: Explorations in Mechanics Pedagogy
Collection: 2015 ASEE Annual Conference & Exposition
Authors: William Graves P.E., U.S. Military Academy; Young Hwan Chun, U.S. Military Academy; James Ledlie Klosky P.E., U.S. Military Academy; Brock E. Barry P.E., U.S. Military Academy
Tagged Divisions: Mechanics

., “Schemas versus mental models in human memory,” In Modelling Cognition edited by P. Morris, Wiley, NewYork, pp. 187-197, 19873. Katona, G., 1901-1981. Organizing and memorizing; studies in the psychology of learning and teaching, New York, Columbia university press, 1940.4. Davis, K., Improving Motivation and Knowledge Retention with Repeatable Low-Stakes Quizzing, Compendium of Technical Papers of the 2009 Annual Conference and Exposition, American Society for Engineering Education, Austin, Texas, June 14-17, 2009.5. Handlesman, J., D. Ebert-May, R. Beichner, P. Burns, A. Chang, R. DeHaan, J. Gentile, S. Lauffer, J. Steward, S. M. Tilghman, and W. B. Wood, “Scientific Teaching,” Science, 304 (5670), pp. 521-522, 2004.6

Relevance Score: 0.025470538

Online Statics: Teaching the Masses in the New Frontier

Conference Session: Statics Online
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Carisa H. Ramming, Oklahoma State University; John J. Phillips, Oklahoma State University
Tagged Divisions: Mechanics

Paper ID #13816Online Statics: Teaching the Masses in the New FrontierProf. Carisa H Ramming P.E., Oklahoma State University Carisa Ramming is a graduate of Oklahoma State University where she obtained degrees in Architec- tural Engineering and Civil Engineering Construction Management. She worked in industry for six years as licensed engineer and structural consultant for Wallace Engineering in Tulsa, OK before returning to Oklahoma State as a visiting faculty member in the School of Architecture. In 2009, Professor Ram- ming joined the faculty full time as an assistant professor of architectural engineering. Since that

Relevance Score: 0.025330015

Blending Interactive Courseware into Statics Courses and Assessing the Outcome at Different Institutions

Conference Session: Innovations in Teaching: Statics
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Anna Dollar, Miami University; Ronald R. Ulseth, Itasca Community College; Paul S. Steif, Carnegie Mellon University
Tagged Divisions: Mechanics

test of conceptual understanding of Statics [12-14]. As reported in [13-14], relativelyhigh correlations have been found at many institutions between scores on the SCI and scores onin-class exams. As one means of judging the level of correlations that might be expectedbetween the SCI and class-based performance measures, correlations between different classexams within a course were also calculated, and found to range from r = 0.32 to 0.73 [13].Summative Course PerformanceFor a summative measure of performance in class, we have used the mean of in-class examscores in the case of Miami and CMU, and the final grade (A, A-, B+,…) rendered into anumerical scale in the case of Itasca.Paper HomeworksWritten homework problems were assigned nearly