Conference Session

Flipped Classrooms in Mechanics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark H. Holdhusen, University of Wisconsin, Marathon County

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Diversity

Tagged Divisions

Mechanics

a “flipped” classroom. It is the author’s belief that any instructor should becomfortable and confident in the structure of the course in order to successfully deliver thenecessary knowledge to students.Bibliography1. Bishop, Jacob Lowell and Verleger, Matthew A, “The Flipped Classroom: A Survey of the Research,” 2013 ASEE Annual Conference Proceedings, Atlanta, GA, 2013.2. Papadopoulos, Christopher and Santiago Roman, Aidsa, “Implementing an Inverted Classroom Model in Engineering Statics: Initial Results,” 2010 ASEE Annual Conference Proceedings, Louisville, KY, 2010.3. Swithenbank, Susan B. and DeNucci, Thomas William, “Using a “Flipped Classroom” Model in Undergraduate Newtonian Dynamics,” 2014 ASEE Annual Conference

Conference Session

Enhancing Instruction in Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anna K. T. Howard, North Carolina State University; Matthew T. Stimpson, North Carolina State University

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Diversity

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Mechanics

first midterm.Table 4: Student Success of Those Who Took the First Test: Didn't take final Took Final Percent Total W F/U Drop D F/U D S C B A PassingFlipped 36 29 13 1 26 63 3 270 487 274 1202 86%CourseOnline-Only 3 4 6 0 2 4 0 11 14 4 48 60%13-14Online-Only 0 3 0 0 6 8 0 20 21 8 66 74%14-15* W = withdrew from the class, S & U = successful or unsuccessful

Conference Session

Alternative Methods of Teaching and Learning Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keith D. Hjelmstad, Arizona State University; Amie Baisley, University of Florida

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Diversity

Tagged Divisions

Mechanics

module. On the other hand, torsion is a specific type of problem that is the focus of asingle module. Once identified, this set of objectives creates a template for solving problems inthe course. All of the examples and recitation solutions are organized around the masteryobjectives, and students are asked to organize their work this way, too. The module assessmentsare graded objective by objective individually using the following rubric options: (a) completeand correct, (b) correct but with small calculation error, (c) minor conceptual error, (d) majorconceptual error, (e) no evidence shown. Each objective of each problem is weighted in accordwith the difficulty presented by that problem. Hence, each problem contributes a differentamount of

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; Peter Michael Becker

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Diversity

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Mechanics

educate young people to be self-reliant and confident in their abilities and to providemeaningful learning through instructor feedback.ReferencesBeer, F., E.R. Johnston, P. Cornwell, and B. Self. 2015. Vector Mechanics for Engineers: Dynamics. New York, NY: McGraw Hill.Dankert, J., and H. Dankert. 2011. Technische Mechanik. Statik, Festigkeitslehre, Kinematik/Kinetik: VIEWEG+TEUBNER.Dyer, John W, Theresa M Marks, Chris Ramseyer, James J Sluss, P Simin Pulat, and Kirk Duclaux. 2015. "A semester-long study abroad model for engineering students: The unified project approach." Frontiers in Education Conference (FIE), 2015 IEEE.Gross, D., W Hauger, J Schröder, and WA Wall. 2015. Technische Mechanik 3 – Kinetik: Springer

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacob R Grohs, Virginia Tech; Michelle M Soledad, Virginia Tech, Ateneo de Davao University; David B Knight, Virginia Tech Department of Engineering Education; Scott W Case, Virginia Tech

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Diversity

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Mechanics

projects.Dr. David B Knight, Virginia Tech Department of Engineering Education David Knight is an Assistant Professor in the Department of Engineering Education and affiliate faculty with the Higher Education Program, Center for Human-Computer Interaction, and Human-Centered De- sign Program. His research focuses on student learning outcomes in undergraduate engineering, learning analytics approaches to improve educational practices and policies, interdisciplinary teaching and learn- ing, organizational change in colleges and universities, and international issues in higher education.Prof. Scott W Case, Virginia Tech Scott W. Case is a Professor of Engineering Mechanics at Virginia Tech. He has served as associate

Conference Session

Assessment Strategies in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Geoffrey Recktenwald, Michigan State University; Michele J. Grimm, Michigan State University; Ron Averill, Michigan State University; Sara Roccabianca, Michigan State University

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Diversity

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Mechanics

similar for all subgroups.Study MethodologyThe SMART method was first implemented in ME222 in the fall of 2016. In this semester, twoinstructors (B & C) adopted the new method and one instructor (A) maintained a traditionalapproach to act as a control. A common final exam was used, but course grades weredetermined independently by each individual section instructor based on their establishedassessment methods. A similar format was used in the fall of 2017. In the fall of 2018, thecontrol instructor (A) adopted the SMART assessment method (Table 1). Concurrent with theintroduction of the SMART format, four sections of ME222 were offered using the traditionalassessment system without a comparative, common final exam to the SMART sections. A

Conference Session

Teaching & Learning Dynamics, Vibration, and Mechanics More Broadly

Collection

2016 ASEE Annual Conference & Exposition

Authors

Geoff Rideout, Memorial University of Newfoundland

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Diversity

Tagged Divisions

Mechanics

to the lab session with questions.Delivery and SchedulingTotal scheduled lecture time was 2 x 75 = 150 minutes. Therefore, total video time wasrestricted to approximately 75 minutes, so that students watching on their own time would bespending the equivalent of one lecture slot doing so. Given previous studies showing thatstudents are more likely to prefer watching videos to live lectures if the videos are shorter[7], thetarget video segment length was 10-15 minutes. Appendix B summarizes the subtopics andvideo lengths for the course. This resulted in a typical assignment of 4-5 video segments perweek.   Figure 1 - Samples of Gapped Handouts (with Narrator Annotations) Videos were posted on

Conference Session

Mechanics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ghada M. Gad, California State Polytechnic University, Pomona; Giuseppe Lomiento, California State Polytechnic University, Pomona; Yu Sun, California State Polytechnic University, Pomona

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Diversity

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Mechanics

.  Voice Recognition. Voice is the main approach to support user interaction with the app. The Audio app uses Google’s Voice Input AI to conduct real-time voice recognition and text to speech features. The recognition works in both online and offline mode, so the app can still function in the conditions when the Internet connection is not available.  Natural Language Processing. Most of the quiz questions are multiple-choice questions, where students only need to answer simple choices such as “A”, “B”, “C” and “D”. This type of answers can be captured and supported easily because it does not have much complicated language context. However, we also plan to support the questions that require brief

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yan Tang, American Society of Mechanical Engineers; Haiyan Bai, University of Central Florida

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Diversity

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Mechanics

Annual Conference and Exposition, 2011.[4] Coller, B., "First look at a video game for teaching dynamics," American Society forEngineering Education Annual Conference and Exposition, 2011.[5] Nissenson, P.M., Seong, J., Chen, C., "Developing web- Assisted learning modules in vectordynamics," American Society for Engineering Education Annual Conference and Exposition,2014.[6] West, M., and Herman, G.L., "Sustainable reform of introductory dynamics driven by acommunity of practice," American Society for Engineering Education Annual Conference andExposition, 2014.[7] Lovell, M.D., and Brophy, S.P., "Transfer effects of challenge-based lessons in anundergraduate dynamics Course," American Society for Engineering Education AnnualConference and

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter H. Carnell P.E., University of Georgia; Nathaniel J. Hunsu, University of Georgia; Davis F. Ray, University of Georgia; Nicola W. Sochacka, University of Georgia

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Diversity

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Mechanics

persevere or withdraw. Differentiating amongthose who initially struggle will help us better understand the mental attitude and copingstrategies of resilient students.References[1] W. H. Goodridge, I. Villanueva, B. J. Call, M. M. Valladares, N. Wan, and C. Green, “Cognitive Strategies and Misconceptions in Introductory Statics Problems,” in IEEE Frontiers in Education Conference, Madrid, Spain, 2014, pp. 1-4: IEEE.[2] E. Anderson, R. Taraban, and D. Hudson, “A Study of the Impact of Visuospatial Ability, Conceptual Understanding, and Prior Knowledge Upon Student Performance in Engineering Statics Courses,” in American Society of Engineering Education 2009 Annual Conference & Exposition, Austin, Texas, 2009

Conference Session

Explorations in Mechanics Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University; Charles E. Riley, Oregon Institute of Technology; Luciana R. Barroso, Texas A&M University; David G. Pollock P.E., George Fox University; Jennifer Light, Lewis & Clark College; Adam Lenz, Oregon State University

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Diversity

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Mechanics

ignored the significantdifferences-in-kind between researchers’ and instructors’ knowledge. Upon reflection it is asmall leap from the constructivism we hope to apply in our classrooms to a more collaborativemodel of curricular innovation and adoption.References1. Brown, S. A. & Montfort, D. B. Curricular Materials and Methods for Student Conceptual Understanding in Mechanics of Materials. in Annu. Conf. Am. Soc. Eng. Educ. (2013). Page 26.1085.62. Brown, S. A., Findley, K. & Montfort, D. B. Student Understanding of States of Stress in Mechanics of Materials. in Proc. Am. Soc. Eng. Educ. Annu. Conf. (2007). at 3

Conference Session

Hands-On in the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah Wodin-Schwartz P.E., Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute; Caitlin A Keller, Worcester Polytechnic Institute

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Diversity

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Mechanics

Paper ID #34389Hands On Learning in a Remote Introduction to Statics ClassroomEnvironmentProf. 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 teaching assistant for both mechanical and electrical engineering courses including Introduction to Mechatronics for which she received the Outstanding Graduate Student Instructor Award. Before joining WPI, Prof. Wodin-Schwartz spent two years at the technical consulting firm Exponent Inc. where she conducted failure analyses and design evaluations for

Conference Session

Teaching Statics, Dynamics, and Mechanics of Materials

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xiaobin Le P.E., Wentworth Institute of Technology; Anthony William Duva P.E., Wentworth Institute of Technology; John Voccio, Wentworth Institute of Technology; Richard L Roberts, Wentworth Institute of Technology; Ali Reza Moazed, Wentworth Institute of Technology

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Diversity

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Mechanics

Paper ID #17961The proposed approach for determining combined stresses of a componentDr. Xiaobin Le P.E., Wentworth Institute of Technology Professor, Ph.D, PE., Department of Mechanical Engineering and Technology, Wentworth Institute of Technology, Boston, MA 02115, Phone: 617-989-4223, Email: Lex@wit.edu, Specialization in Computer Aided Design, Mechanical Design, Finite Element Analysis, Fatigue Design and Solid MechanicsProf. Anthony William Duva P.E. P.E., Wentworth Institute of Technology Anthony W. Duva An Associate Professor in the Mechanical Engineering and Technology Department at Wentworth Institute of

Conference Session

Assessment & Grading in Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; John Haglund, Texas A&M University, Department of Mechanical Engineering

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Diversity

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Mechanics

Paper ID #19666Instrument for Assessing Skills related to Free Body Diagrams in a Sopho-more Engineering Mechanics CourseDr. Kristi J. Shryock, Texas A&M University Dr. Kristi J. Shryock is an Associate Professor of Instruction in the Department of Aerospace Engineering at Texas A&M University. She received her BS, MS, and PhD from the college of engineering at Texas A&M. Kristi works to improve the undergraduate engineering experience through evaluating prepara- tion in mathematics and physics, incorporating non-traditional teaching methods into the classroom, and engaging her students with interactive

Conference Session

Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sean Moseley, Rose-Hulman Institute of Technology

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Diversity

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Mechanics

Paper ID #18889One Paragraph and a Few Simple Questions - Giving Statics Problems Hu-man ContextDr. Sean Moseley, Rose-Hulman Institute of Technology Sean Moseley is an Associate Professor of Mechanical Engineering at Rose-Hulman Institute of Tech- nology. He received a B.S. from The Georgia Institute of Technology and an M.S. and Ph.D. from the University of California, Berkeley. c American Society for Engineering Education, 2017 One paragraph and a few simple questions—giving Statics problems human context.IntroductionThe engineering problem solving method (EPS), as it is

Conference Session

Mechanics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of Illinois, Urbana-Champaign; Rebecca A. Atadero, Colorado State University; Daniel W. Baker Ph.D., P.E., Colorado State University; Anne Marie Aramati Casper, Colorado State University

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Diversity

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Mechanics

Paper ID #25744The Effects of Infusing Diversity and Inclusion into a Design Problem in En-gineering Mechanics: StaticsMr. Amir Hedayati Mehdiabadi, University of Illinois, Urbana-Champaign Amir Hedayati is an Assistant Professor at Organization, Information & Learning Sciences department at College of University Libraries & Learning Sciences at University of New Mexico. He received a Ph.D. in Human Resource Development from University of Illinois in 2018. He has a B.S. degree in Computer Engineering from Sharif University of Technology and an M.B.A. degree from University of Tehran. He has presented his research

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meera NK Singh P.Eng, University of Calgary; Leszek Sudak P.Eng., University of Calgary; Philip Egberts P.Eng., University of Calgary

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Diversity

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Mechanics

profile of the class and instructors is then constructed and correlations are madewith the key demographics and student success. Finally, this data is used to address the mismatchbetween the conventional dynamics teaching and evaluation methods used by the faculty, and thelearning styles of the students in the classroom. Based on the results of the study, Section 4 Table 1: University of Calgary Grade Point Average – Letter Grade Conversion Chart. Letter Grade A+, A A- B+ B B- C+ C C- D+ D F GPA 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0 Table 2: Grade Distribution in the 2015 Dynamics Class. Program Number Percent Average Average Overall

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

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Diversity

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Mechanics

related tothe subject matter taught in statics, which the students would have taken previously. This waspurposefully done to examine the long-term retention of the content. Students were also asked toself-report their instructor from statics.Instructor A at University A began each lecture in statics by presenting a concept map ofconcepts relevant to that day’s lecture, highlighting how the new information would fit intoprevious content. This serves as an experimental group with regular exposure to concept maps asadvance organizers. Instructors at Universities B and C did not use concept maps as advanceorganizers and serve as a control group for comparison.Table 1: Overview of Research Participants

Conference Session

Mechanics Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Josue Njock Libii, Purdue University Fort Wayne

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Diversity

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Mechanics

quantities of rug pads. You are given a piece of material that is purported to prevent slippage. Test and evaluate the claim that the material of which the rug pads are made prevents slipping. B. Design three tests: Test 1. Test the carpet, or some other material, without the pad under it. Test 2. Test the same materials (rugs, or others) with pads under them but without other loads on the pad than the weight of the “rug”. Test 3. This test is similar to test 2, except that there is a load on the carpet. Test at least five different magnitudes of loads. C. Collection of data. Determine and collect the data that you need in each test. D. Interpretation of data. Interpret the data that you collected. E. Evaluation of

Conference Session

Engaging the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacob Matthew Cook, Oregon State University; Thomas W. Ekstedt, Oregon State University; Brian P. Self, California Polytechnic State University, San Luis Obispo; Milo Koretsky, Tufts University

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Diversity

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Mechanics

, “Conceptual and Procedural Approaches to Mathematics in the Engineering Curriculum: Student Conceptions and Performance,” Journal of Engineering Education, vol. 101, no. 1, pp. 138–162, 2012.[3] R. A. Streveler, T. A. Litzinger, R. L. Miller, and P. S. Steif, “Learning Conceptual Knowledge in the Engineering Sciences: Overview and Future Research Directions,” Journal of Engineering Education, vol. 97, no. 3, pp. 279–294, 2008.[4] T. J. Moore, R. L. Miller, R. A. Lesh, M. S. Stohlmann, and Y. R. Kim, “Modeling in Engineering: The Role of Representational Fluency in Students' Conceptual Understanding,” Journal of Engineering Education, vol. 102, no. 1, pp. 141–178, 2013.[5] B. P. Self, J. M. Widmann, and G. C. Adam, “Increasing

Conference Session

Mechanics Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anna K. T. Howard, North Carolina State University

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Diversity

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Mechanics

class. (seeFigure 2) The proportion of B grades increased by 21%, the proportion of D grades decreased by36%, and the proportion of F grades decreased by 62%.A Pearson Chi2 Test of Independence showed strong evidence that an association does existbetween students' final grades in Statics and the design phase they experienced (X2 [10, n=2,412]= 20.84, p = 0.016). The number of students in Phase 3 who earned a B is significantly higher(z=2.31, p

Conference Session

Teaching Methods for Engineering Mechanics Courses

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kate N. Leipold, Rochester Institute of Technology; Sarilyn R. Ivancic, Rochester Institute of Technology

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Diversity

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Mechanics

bodydiagrams (FBDs). The instructional faculty were charged to identify pedagogical methods toimprove student performance in Statics and the retention of key concepts. Two novel approacheswere implemented over the 2016 academic year in the Statics course and continue to be used. Amnemonic device to remember the key components of free body diagrams was developed anddemonstrated consistently in class. The device is referred to as “The ABC’s of FBD’s”. The firstfour letters of the alphabet identify an item that must be included in FBDs. The letter “A” standsfor “All reactions and applied loads”, “B” stands for the “Body”, “C” stands for the “CoordinateSystem” and “D” stands for “Dimensions”. It is then stressed that the equilibrium equations or“E” comes

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Tom McDonald, University of Southern Indiana

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Diversity

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Mechanics

. Scholarsh. Teach. Learn., vol. 4, no. 1, 2010.[12] H. J. Walberg, R. A. Paschal, and T. Weinstein, “Homework’ s powerful effects on learning,” Educ. Leadersh., no. april, pp. 76–79, 1985.[13] E. A. Howard, “Purdue e-Pubs How do Millennial Engineering and Technology Students Experience Learning Through Traditional Teaching Methods Employed in the University Setting?,” 2011.[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] E. Hoover, “Spotlight on Retention,” The Chronicle of Higher Education, 09-Mar-2015.[16] D. Glenn, “In Student Retention, Attitude Seems to Matter Most,” The Chronicle of

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

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Diversity

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Mechanics

deviations in parentheses are also shown in the table. Table 2 Summary of student performance in spring and fall 2014 Semesters Group Enrollment Final Exam Average Passing Score GPA rate Spring 2014 Traditional a 23 68.1 (18.8) 1.78 52.2% b Redesigned 88 70.8 (17.9) 2.00 61.4% Fall 2014 Traditional a 30 65.8 (22.0) 2.07 66.7% b Redesigned 95 65.9 (16.2) 2.10 70.5%a Grading system: 5% attendance, 15

Conference Session

Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College

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Diversity

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Mechanics

., and Knipp, D. (2003), The knowledge survey: A tool for all reasons. To Improve the Academy, v. 21,p. 59-78.Wirth, K., and Perkins, D. (2005), Knowledge Surveys: An Indispensable Course Design and Assessment Tool.Innovations in the Scholarship of Teaching and Learning.https://www.macalester.edu/academics/geology/wirth/wirthperkinsKS.pdfBloom, B. S., and Krathwohl, D. R. (1956), Taxonomy of educational objectives: The classification of educationalgoals / (1st ed.). New York: Longmans, Green.Bowers, N., Brandon, M., & Hill, C. D. (2005), The Use of a Knowledge Survey as an Indicator of Student Learningin an Introductory Biology Course. Cell Biology Education, 4(4), 311–322. http://doi.org/10.1187/cbe.04-11-0056Bell, P., and Volckmann, D

Conference Session

Mechanics Classroom Demonstrations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Wade H Goodridge, Utah State University; Benjamin James Call, Utah State University - Engineering Education; Steven David Wood, Utah State University

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Diversity

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Mechanics

courses. The participants were given the problem on apiece of paper with no force or length dimensions, as shown in Figure 3. The layout of theproblem presented to the participants was similar to the assembled truss shown in Figure 1. A B C P D EFigure 3. Representative image of the truss given to students. Note the absence of dimensions and force magnitudes.Using think aloud protocols, the participants were asked to draw a free body diagram of the truss,verbally describe the steps necessary to determine if the

Conference Session

Concept Inventories in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carisa H. Ramming, Oklahoma State University; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Eric Davishahl, Whatcom Community College; Brian P. Self, California Polytechnic State University, San Luis Obispo; Sinéad C. MacNamara, Syracuse University; Meredith Silberstein, Cornell University; Joan V. Dannenhoffer P.E., Syracuse University

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Diversity

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Mechanics

on a Box Subject to Lateral ForceQ. You are holding a box of books with flat hands. If you press harder, what happens to thefriction force applied by your hands onto the sides of the box? A. It increases B. It decreases C. It remains the same D. Not enough information to determineTable 5: Results from question 1 Modality Cohort Correct Incorrect Total In-class Homework 1 9 3 12 x 2 37 21 58 x 3 - pre 71 114 185 x 3 - post 81 98 179 xQuestion 2

Conference Session

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, Stanford University; Sarah L. Billington, Stanford University; Sheri Sheppard, Stanford University

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Diversity

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Mechanics

Squared2 ISMB Non ISMB UndeclaredPre HW 6 3.74 1.117 2.85 1.068 3.38 .744 3.773 .027* .090 a b bPost HW 6 4.71 1.043 4.85 .899 4.50 1.195 .276 .759 .007 a a aPre-Post HW 6 Difference .97*** 2.00*** 1.12*12 *** p < .001, ** p < .01, * p < .053 medium = 0.06, and large = 0.14 18. Eta-squared guidelines: small = 0.01,Groups with the same letter are

Conference Session

MASS: Mastery, Assessment and Success of Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; Jenna Landy, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; John Chen, California Polytechnic State University, San Luis Obispo; Michelle Kerfs, California Polytechnic State University, San Luis Obispo

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Mechanics

).Recommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation. We also express our sincere thanks to thefaculty at Cal Poly who helped us deploy the surveys and to the students who agreed to take thesurvey.References[1] R. R. McCrae and O. P. John. An introduction to the five-factor model and its applications. Journalof Personality, 60(2):175–215, 1992.[2] S.D. Gosling, P. J. Rentfrow, and W. B. Swann. A very brief measure of the Big-Five personality domains. Journal of Research in Personality, 37(6):504–528, 2003.[3] A.L. Duckworth, C. Peterson, M. D. Matthews, and D. R. Kelly. Grit: Perseverance and passion for long-term goals. Journal of Personality and

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

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Diversity

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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