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

Tagged Topics

Diversity

Tagged Divisions

Mechanics

their personal experiences, reflect on howthey are affected by the course, or critically assess the course curriculum and classroompedagogy” (p. 46). Moreover, as they argued, in traditional approaches, students’ knowledge andexperiences are often disregarded and more than not perceived as irrelevant to the coursecontent. Knowledge is treated as static, distant, and disembodied from class members (Ochoa &Pineda, 2008).Despite the sources of resistance that have been noted, other researchers have pointed out thepotential benefits of stretching engineering curriculum beyond technical content. Ochoa andPineda (2008) raised the importance of creating environments that benefit from collaboration byproviding democratic spaces to “enhance learning

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

Tagged Topics

Diversity

Tagged Divisions

Mechanics

students’preferred learning styles, accommodation of such learning styles through different teachingapproaches, and finally the assessment of the student learning (Driscoll & Garcia, 2000).In order to better assess and accordingly accommodate student learning styles, researcherscategorized students’ learning styles in different ways usually on a bipolar continuum followingthe underlying fundamentals of learning: (1) processing of information: perception(sensing/intuitive), (2) input modality (visual/verbal), (3) organization (induction/deduction), (4)processing (sequential/global), and (5) understanding (active/reflective) (Driscoll & Garcia, 2000).Many assessment tools/surveys were developed to determine students’ learning styles that vary intheir

Conference Session

Mechanics Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Josue Njock Libii, Purdue University Fort Wayne

Tagged Topics

Diversity

Tagged Divisions

Mechanics

on which it is due arerequired. They combine to give students the flexibility they require to gather what they need, tosecure the necessary space on campus or off campus, and to make workable arrangements forcommon dates and times on which to work together; to know each other; and to support eachother, while working toward a common goal. That is one way to begin community buildingamong commuter students.Note: This work is supported by the National Science Foundation (NSF) through NSF Award#1565066. However, the opinions expressed in this document are those of the author and do not,necessarily, reflect those of the National Science Foundation.References [1]Jacoby, B. (1989). The student as commuter: Developing a comprehensive institutional