Conference Session

Building Success in the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jiehong Liao, Florida Gulf Coast University; Galen I. Papkov, Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University

Tagged Divisions

Mechanics

face-to-face or virtual. A Learning Assistant (LA) was available tohelp all students with learning course concepts, practice problems, and review for assessments(quizzes and exams). The LA held online office hours in the evenings and weekends as needed.This study will provide an assessment of students’ performance on exams for the sections usingBlendFlex mode taught in Fall 2020, compared to previous semesters where students were taughtin a traditional Face-to-Face format. A summary of students’ perceptions will be provided basedon extensive surveys and questionnaires throughout the semester.IntroductionFor the last seven years, the authors have been investigating ways to improve student performancein engineering mechanics (statics and

Conference Session

Hybrid and Online Teaching of Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carmen M. Muller-Karger, Florida International University ; Lili Steiner, Florida International University

Tagged Divisions

Mechanics

, Summer 2019 and Fall 2019To best review the degree of relationship between 15 aspects of students ‘perception vs students’performance, the authors used Pearson Test to review the correspondence for different students’perceptions and passing rate of the online courses. The 15 questions asked in the SPOTS are thefollowing: 1) Description of course objectives and assignments, 2) Expression of expectationsfor performance in this class, 3) Description of grading policies in the course syllabus, 4)Consistency in following the course syllabus, 5) Preparation for class, 6) Use and management ofclass time, 7) Knowledge of course content, 8) Communication of ideas and information, 9)Stimulation of interest in course, 10) Facilitation of learning, 11

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

introductory statics and mechanicsengineering course in the fall 2020 semester. The three sections had a combined enrollment of 173students during the assessment period, and were under the instruction of the research team. At theend of the semester, students were asked to complete a survey concerning their experiences withthe online text. The survey included no student or demographic identifiers. All three sections usedthe same syllabus and grading schema, and the engineering topics covered in each of the threesections were identical.To assign a point value to the pre-class reading, i.e., utilization of the text via the completion ofthe assigned embedded questions, a participation score of 10% was applied to the course. Thisscore was solely based upon

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

“Historical Analysis ofDFQ Rates” presented in the next section. The rates higher than 30% have been of great concernto the MEEN faculty teaching this course. Most engineering departments accept a D letter gradefor successful completion of MEEN 221 for their curriculum; however those students who fail (F)or drop (Q) have to repeat the course which negatively impacts departments’ retention of students;increases cost of education; and delays students’ graduation. High DFW/DFQ rates like the onesin MEEN 221 have also been reported for Statics, Dynamics and other foundational courses inengineering curricula in other studies [1-8]. These studies have implement changes in the coursesthat involve more student-centered learning activities [2,7], online

Conference Session

What's New in the Mechanics of Materials?

Collection

2007 Annual Conference & Exposition

Authors

Andrea Surovek, South Dakota School of Mines and Technology

Tagged Divisions

Mechanics

Mechanics of Materials course offered at the South Dakota School of Mines andTechnology (SDSM&T). The students chose the source of the problem, made assumptions onthe behavior of the drill based on observations and some online research, modeled the behavior,solved for the internal stress and angle of twist, and evaluated the design based on theirobservations and calculations. While textbook problems have improved in how they try tomodel realistic situations, they still present examples in which all of the variables have beenpredetermined and for which there is a unique solution. Typical homework problems do notdevelop student skills in unstructured problem solving, emphasized in ABET 20004 criteria.Student developed problems help the students

Conference Session

Using Technology to Support Learning in Mechanics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yonghee Lee, Purdue University at West Lafayette ; Jennifer Deboer, Purdue University at West Lafayette (COE); Jeffrey F. Rhoads, Purdue University at West Lafayette (COE); Edward J. Berger, Purdue University at West Lafayette (COE)

Tagged Divisions

Mechanics

problems; online videos, covering worked examples[Figure 1], homework solutions [Figure 2], concept demonstrations and visualizations [Figure 3];a course blog / discussion forum [Figure 4] that includes all of the course materials, as well asstudents’ conversation threads used in collaborative learning; collaborative learning activities,such as group discussion and collaborative problem solving with peers in and out of classroom;and instructor office hours and a teaching assistant help room where students can ask questionsand seek help related to dynamics. Freeform has been continuously refined based on the findingsof our previous studies conducted in multiple dynamics courses in several distinct contexts,including teaching-focused and

Conference Session

Mechanics Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ron Averill, Michigan State University; Sara Roccabianca, Michigan State University; Geoffrey Recktenwald, Michigan State University

Tagged Divisions

Mechanics

wall, (ii) develop a stress-mediated model of urinary bladder adaptive response, and (iii) understand the fundamental mechanisms that correlate the mechanical environment and the biological process of remodeling in the presence of an outlet obstruction.Dr. Geoffrey Recktenwald, Michigan State University Dr. Recktenwald is a lecturer in Mechanical Engineering at Michigan State University where he teaches courses in in mechanics and mathematical methods. He completed his degree in Theoretical and Applied Mechanics at Cornell University in stability and parametric excitation. His active areas of research are dynamic stability, online assessment, and instructional pedagogy. c American Society

Conference Session

Grading and Feedback Models in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Petros Sideris, Texas A&M University; Maria Koliou, Texas A&M University

Tagged Divisions

Mechanics

by the students based on feedbacksolicited by the students. By focusing on the student satisfaction and perceived learning of thematerial, the proposed model is complementary to, and should be used together with, summativeassessment tools (e.g. HW assignments, quizzes, midterm exams, final exam), which explicitlyfocus on quantifying actual student learning in an absolute sense. This complementarity alsorests on the fact that the performance of students in HW assignments and midterm/final exams isclearly associated with their overall satisfaction about the course structure and delivery [10, 11].3 Description of the Proposed Assessment ModelThis model includes four online (3 via Google Forms and 1 via the University online surveysystem

Conference Session

Grading and Feedback Models in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert O'Neill P.E., Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University; Galen I. Papkov, Florida Gulf Coast University; Jiehong Liao, Florida Gulf Coast University

Tagged Divisions

Mechanics

critical to success in follow-up mechanics courses andupper-level engineering courses. Data has been collected on students’ performance onhomework, quizzes and exams, and on the students’ thoughts on learning and course delivery.Thus far, we have concluded that the use of traditional hand-written homework, frequentassessment via quizzes [1], or the Pearson Mastering Engineering [2] software for formativeassessment did not have a significant impact on students’ performance on exams. It was alsoobserved that neither traditional nor online homework scores correlated well with exam scores;however, in-class quizzes did correlate with final exam scores. More recently, using theMastering Engineering Online system, specifically the inclusion of the

Conference Session

Bringing a Different Perspective

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Josué Njock Libii, Purdue University Fort Wayne

Tagged Divisions

Mechanics

was studiedfor three consecutive semesters and met face to face every semester.Design of the studyThe instructor (the first author) used the syllabus to lay out the homework policies in the course[10], [12], [13]. It spelled out clearly all the dates on which homework was to be submitted forgrading. It was required that homework papers be submitted at the beginning of class. Therequired formats of its presentation and the definitions of homework that was on time,moderately late, very late, or unacceptably late were specified; so were the penalties associatedwith each type of late submission. Submitted homework was collected, graded, and returned tothe students promptly. All homework assignments were graded.There were four exams in addition to

Conference Session

Student Advancement in Mechanics of Materials

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nick A. Stites, Purdue University, West Lafayette (College of Engineering); Charles Morton Krousgrill, Purdue University-Main Campus, West Lafayette (College of Engineering); Jeffrey F. Rhoads, Purdue University-Main Campus, West Lafayette (College of Engineering); Edward J. Berger, Purdue University-Main Campus, West Lafayette (College of Engineering); Jennifer Deboer, Purdue University-Main Campus, West Lafayette (College of Engineering); Angela Goldenstein, Purdue University

Tagged Divisions

Mechanics

housesmany modern classrooms. The classrooms contain flexible furniture, white-board-lined walls,and ample technology to encourage instructors to use active learning pedagogies. Thispurposeful design of the classrooms motivated the authors to add more active learning activitiesto the curriculum of a mechanics of materials course that was taught in one of the newclassrooms.The incorporation of active learning techniques was not new for the instructor of record.Previously, he co-developed a learning environment called Freeform founded upon the research-based pedagogies of active, blended, and collaborative learning [1-3]. The mechanics ofmaterials course utilized the Freeform framework, which included online video solutions forevery example problem in

Conference Session

Mechanics Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anna K. T. Howard, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

different professors taught sections EngineeringStatics in Mechanical and Aerospace Engineering with no common syllabus or commonassignments. Drop, withdraw, fail (DWF) rates varied from 2% to 78% – students picked theircourse section based on grade expectation. Over the years between 2005 and 2013, I taught moreand more of the offered sections, effectively reducing course drift and enforcing a common set oflearning objectives.Figure 1. Total Enrollment in Statics Total as taughtinby Enrollment Howard Statics, Fall and Spring Author's sections, Other faculty's

Conference Session

Enhancing the Statics Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kimberly B. Demoret P.E., Florida Institute of Technology; Jennifer Schlegel, Florida Institute of Technology; Matthew J Jensen, Florida Institute of Technology

Tagged Divisions

Mechanics

sametextbook, students often perceive the course sections differently. Different combinations ofonline and paper homework formats were used, and the problems assigned varied in volume,implementation, and complexity. In each section, different pedagogies were used, and the depthto which some topics were covered varied with the instructor. Because each section tookdifferent exams graded by different instructors, there was no uniform measure of students’preparedness levels for later engineering mechanics courses. This paper describes efforts toimprove consistency across sections by implementing a common course framework developedby the instructors teaching the different sections. This framework includes common online andon-paper homework assignments, and

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

advanced mechanicscourses including Dynamics, Fluid Mechanics, and Mechanics of Materials. Students who havetrouble with Statics often face great difficulty learning the more advanced concepts insubsequent courses.In an effort to enhance learning, many educators have successfully developed and integratedmultimedia and computer technology in Statics instruction.1-4 Some of these tools are used toenhance the traditional (face-to-face) lecture format whereas others provide a framework forfully Web-based (online) or blended delivery of the course content. Although these tools help todiversify the delivery of instructional materials, the pedagogical paradigm of lecture-basedinstruction (on campus or distance) remains the same.Despite students’ mixed

Conference Session

Mechanics Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hamed Samandari, Miami University; Banafsheh Seyed-Aghazadeh, Miami University

Tagged Divisions

Mechanics

includes the course syllabus. The changes introduced in the second year arehighlighted in the blue and the changes that introduced in the third year are highlighted in thered. The instructor information and the names are blacked out.5. ResultsThe end of semester survey and students final grades are used to evaluate the effectiveness of thenew introduced teaching methodology. Table 1 Provides statistics on student enrollment at eachyear. One student dropped the course during the second year due to family issues and anotherstudent dropped the course during the third year due to financial issues.Figure 2 shows samples of students’ work during the second and third year. It was interesting forus to see students’ ability to come up with different

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

(FGCU). Success in this course is critical to success in follow-up mechanics coursesand upper-level engineering courses. Data has been collected on students’ performance onhomework, quizzes and exams, and also on the students’ thoughts on learning and coursedelivery. Thus far, we have concluded that the use of traditional hand-written homework,frequent assessment via quizzes [1], or the Pearson Mastering Engineering [2] software forformative assessment did not have a significant impact on students’ performance on exams. Itwas also observed that neither traditional nor online homework scores correlated well with examscores; however, in-class quizzes did correlate with final exam scores. Most recently, using theMastering Engineering Online system

Conference Session

Teaching Dynamics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Paul Morrow Nissenson, California State Polytechnic University, Pomona; Jaehoon Seong, California State Polytechnic University, Pomona; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Peter A. Dashner, California State Polytechnic University, Pomona; Angela C. Shih, California State Polytechnic University, Pomona

Tagged Divisions

Mechanics

strong mathematical background, a basic understanding of industrialapplications, and effective problem-solving skills. At California State Polytechnic University,Pomona (Cal Poly Pomona), Vector Dynamics is a bottleneck course due to a high number offailures and repeats, hindering many students from advancing in their engineering curricula andresulting in a high attrition rate.Based on past teaching experience, students often have difficulty visualizing the abstractconcepts discussed in Vector Dynamics. Students also struggle with relating those abstractconcepts to familiar situations, leading to failure in understanding the underlying physicalprinciples taught in the subject. Compounding these issues is the ambitious syllabus for VectorDynamics

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nick Stites, Purdue University, West Lafayette; David A Evenhouse, Purdue University; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette; Craig Zywicki, Purdue University; Angelika N Zissimopoulos, University of Chicago; David B Nelson, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette; Jeffrey F Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette

Tagged Divisions

Mechanics

%, and88% for sections 1, 2, and 3, respectively) were Mechanical Engineering students. The threeinstructors of the different sections all had prior experience teaching dynamics within theFreeform framework. Each of the sections had common homework assignments, midterm exams,final exams, and course policies defined in the course syllabus. The three sections also shared acommon blog space for online collaboration and communication. However, each instructor hadthe freedom to use their own pedagogical discretion in planning class activities and assigningquizzes. During the second week of classes, the pre-test of the 11-item aDCI was administered ina pencil-and-paper format during class. The identical aDCI post-test was incorporated into thefinal exam

Conference Session

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University; Edward A. Pan, University of Virginia

Tagged Divisions

Mechanics

, University of Virginia Dr. Pan currently develops training for the US Federal Government. He also teaches an online course for the Instructional Technology program at the University of Virginia. His prior work includes research and development of instructional technology for STEM education in pre-K - 12 and undergraduate-level engineering. Page 26.1700.1 c American Society for Engineering Education, 2015 Video Resources and Peer Collaboration in Engineering Mechanics: Impact and Usage Across Learning OutcomesAbstractVideo resources, largely in the form of recorded

Conference Session

What's New in Mechanics of Materials?

Collection

2006 Annual Conference & Exposition

Authors

Adam Creuziger, University of Wisconsin-Madison; Wendy Crone, University of Wisconsin-Madison

Tagged Divisions

Mechanics

tenth weeks discuss Mohr’s circle. Page 11.482.3A nine-question survey was provided to students in an introductory mechanics course in theSpring 2005 and Fall 2005 semesters. This survey was conducted online using SurveyMonkey(www.surveymonkey.com) and took place during the tenth and eleventh weeks of instruction.The text of the survey is included in Appendix A. Formative evaluation of the survey wasconducted prior to implementation with students. Several experts in mechanics of materials aswell as non-experts outside the field were asked to take the survey and comment on its structureand clarity. The survey was also vetted in a discussion with

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan B. Swithenbank, US Coast Guard Academy; Thomas William DeNucci, U.S. Coast Guard Academy

Tagged Divisions

Mechanical Engineering, Mechanics

Lon- don, CT. He holds a PhD in Ship Design from the Technical Univeristy of Delft, Delft, the Netherlands. He is an active duty member of the U.S. Coast Guard and has previously served aboard a USCG HEALY (Polar Icebreaker) and has also served as port engineer for USCG suface assets in the Pacific Northwest. He holds a tenured military faculty position at the Coast Guard Academy and teaches courses in Ship Design, Marine Engineering, Dynamics and Statics. Page 24.1319.1 c American Society for Engineering Education, 2014 Flipping a Newtonian Dynamics Classroom

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

Tagged Topics

Diversity

Tagged Divisions

Mechanics

students (this was the case for thedynamics class at HSKA). These skriptums tend to be much shorter than textbooks, andconcentrate on the really important things.Prof Deutsch Reflections on Class StructureIn the US all instructors have to set up a syllabus, which not only displays the course ofinstruction but also defines how the final grade is determined. A typical grading scheme mighthave Homeworks at 20%, Quizzes at 10%, Midterms at 30%, and the Final Exam at 40%. InGermany this does not exist, since it’s entirely the final exam which determines the grade.Sometimes the German professors let the students do homework or have tests to make thestudents reflect on the content and work on problems, but these assignments don’t influence thefinal

Conference Session

Mechanics, Hands-on Demo - Show & Tell!

Collection

2013 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, University of Virginia

Tagged Divisions

Mechanics

discretization approach is to use free body diagrams; the derivation approach for the free body diagrams is the method of sections; the learning outcomes targeted are ABET (a) and course learning outcome 1.c as stated on the syllabus; and so forth...where all the bold-faced words represent classes in the knowledge domain, and the underlinedwords represent traits and attributes of this individual. The Engineering Genome ontologycaptures and stores this information in a systematic, highly-structured way, enabling powerfulsearch as described later in this paper. A very readable introduction to ontologies is presented byNoy and McGuinness 8 .To be sure, the Genome contains specific taxonomies to help organize information (example

Conference Session

Mechanics Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anna K.T. Howard, North Carolina State University

Tagged Divisions

Mechanics

number of students who can succeed onthe first attempt through the course without lowering the standards needed to pass. In theredesign effort for that course, I've added a number of demonstrations throughout the semester toclarify common misconceptions.[5] None of these demos have been hands-on because of thelarge numbers in my classes each year (around 500).As 3D printing has become available on my campus and available at prices that students canreasonably be expected to afford, I have begun looking at what can be done in basic mechanicscourses for students to have hands-on demonstrations.Current Project:My Statics syllabus includes area moments of inertia by both integration and by compositebodies (the additive/tabular method for composite

Conference Session

Mechanics Education Programs and Projects

Collection

2008 Annual Conference & Exposition

Authors

Christopher Papadopoulos

Tagged Divisions

Mechanics

accreditedengineering programs require mechanics courses at entry to major. Because mechanics isso centrally situated in the engineer’s intellectual training, it lends itself to the study ofengineers’ thinking, learning, and metacognition.Perhaps because of these characteristics, a great deal of research has been conducted toassess student learning in mechanics and methods of teaching mechanics. Educators inphysics and engineering have developed a clear understanding of misconceptions thatconflict with student learning, and the concept inventory has emerged as a powerful toolto identify these misconceptions. I review several results of the literature onmisconceptions and use of concept inventories. In the course of this review, I raise theissue of whether