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

Paper ID #26761Exam Wrappers, Reflection, and Student Performance in Engineering Me-chanics – Part IIDr. Ashraf Badir P.E., Florida Gulf Coast University Dr. Badir is an Associate Professor in the Environmental and Civil Engineering Department at the U.A. Whitaker College of Engineering in Florida Gulf Coast University. He earned his B.Sc. (1982) in Civil Engineering and M.Sc. (1985) in Structural Engineering from Alexandria University, Egypt. He also holds a M.Sc. (1989) and a Ph.D. (1992) in Aerospace Engineering from Georgia Institute of Technology.Dr. Jiehong Liao, Florida Gulf Coast University Dr. Jiehong Liao is an

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

activities.Instructional videos were developed to provide students with an alternative way to understandeach of the models and their related concepts. The videos are also used as a teaching approach toshow students how mechanics concepts are applied. Learning takes place through a combinationof observational learning, experiential learning, activity preparedness, and reflective learning.Upon completion of two out of the seven activities, the students were shown one of the videosduring class and guided to the rest of the video series to watch on their own. Students were ableto gain greater perspective on the activities they participated in. For those activities they wereunable to interact with, they had the opportunity to learn about the same concepts through

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 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Sarah Wodin-Schwartz, Worcester Polytechnic Institute

Tagged Divisions

Mechanics

engineers capable of working in both the social and technical dimensionsof contextualized, open-ended problems [6]. Wisnioski, a historian of engineering studies,reflected in his 2015 editorial that, while calls for engineering education reform towards “global,economic, environmental, and societal context” [7] have been existent since as early as the1920s, “each wave of reform has come with incomplete efforts to establish institutional rewardsthat value such historical and contextual work.” [8] However, since Wisnioski’s editorial, muchprogress towards contextualization has been made in the engineering community, largely in partdue to support from the Accreditation Board for Engineering and Technology (ABET) and theNational Science Foundation (NSF

Conference Session

Mechanics Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Todd R. Haskell, Western Washington University; Jill Davishahl, Western Washington University; Lee Singleton, Whatcom Community College; Wade H. Goodridge, Utah State University

Tagged Divisions

Mechanics

exam provides evidence of the assessment’s validity as ameasurement instrument for representational competence. We found a positive correlationbetween students’ accurate and effective use of representations and their score on the multiplechoice test. We gathered additional validity evidence by reviewing student responses on anexam wrapper reflection. We used item difficulty and item discrimination scores (point-biserialcorrelation) to eliminate two questions and revised the remaining questions to improve clarityand discriminatory power. We administered the revised version in two contexts: (1) again as partof the first exam in the winter 2019 Statics course at WCC, and (2) as an extra credit opportunityfor statics students at Utah State

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 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Allen Evenhouse, Purdue University, West Lafayette; Nick Stites, Purdue University, West Lafayette; Amy K. Dunford, Purdue University, West Lafayette; Rohit Kandakatla, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Divisions

Mechanics

asmall subset of the resources provided (typically 2-4 resources) while overlooking the others,rather than consistently using all nine resources at their disposal. Four resources stood out asbeing most popular: peer collaboration, the lecturebook, online videos, and the course blog,which reflected the findings of Wirtz et al.34 at the departmental level within the context of theFreeform environment.Examining relationships between resource usage and academic performance Using the cluster analysis from their previous paper, Stites et al.18 examined how the nineresource-usage correlated with the students’ academic outcomes in the course (i.e., a higher finalgrades and better exam performance). Combining survey data and academic

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

partial credit defined in the rubric. Moredetails about the rubric and the grading scheme are described in [8,9].Locating, classifying and correcting errors on exams can be a very important part of the learningprocess. This is referred to as reflection by cognitive scientists [2], and we prefer that studentsrather than graders glean this benefit. We hope that this process leads to higher accuracy andgrades in the future, all while developing an engineering mindset for checking work and locatingmistakes.Early and Frequent Assessment. In this new course design the timing and frequency ofassessment is important. It is recommended that students get two or three early assessmentsduring the first five weeks of the semester. If the assessments are left

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

with. A group of faculty in biochemistry at NC State has been working on aWordpress platform where lesson plans can be paired with 3D-printable designs for students toaccess. We propose to build a comparable site for Engineering Mechanics. Each lesson willinclude: • written explanations of the topic • a 3D CAD file using Fusion 360 where students can access the file, see how it's built, and edit it as needed • a brief video from Fusion 360 where the part spins or deforms • a 3D printer file so that faculty or students with access to a 3D printer can print their own demonstrations • a lesson plan describing a simple experiment to demonstrate the topic being discussed • reflection questions built around the

Conference Session

Mechanics Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bidhan C. Roy, University of Wisconsin, Platteville

Tagged Divisions

Mechanics

work mathematically and assume the slender rod rotates about Owith a rotational speed of 0.5 rad/s.Constructing an assessment rubric for student performancesBased on Wood’s problem-solving methodology ([2], [9]), data is collected from the student’sresponses to the open-ended homework problems on six of the seven steps – engage, define,explore, plan, implement, check, and reflect. Data on student engagement is collected from theresponse the students gave to a questionnaire. For brevity, the rubric for step 1 (studentengagement) and step 4 (planning) is indicated in Table 1 and 2 in Appendix 1. The data wascollected for each of the twelve open-ended homework questions and averaged at the end of thesemester.Besides, a second questionnaire is

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

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

Agile, they found it to be a very effective tool(3.71/4.00). In Q4, Students were asked to rate their overall learning in the course. A small dropin the rating is observed in the second year, which we believe is due to the fact that all the highquality PBL criteria were not satisfied properly. This is also reflected in the students’ commentas they found the group project to be more stressful: “Not sure that the group project for us didmuch more than added more stress.” With addition of Agile in the third year, the overall learningrating shows a promising improvement indicating that the management skills helped student tomanage their projects to learn more.Students were also asked to provide an overall rating for the instructor (Q5). The

Conference Session

Mechanics Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amitabha Ghosh, Rochester Institute of Technology

Tagged Divisions

Mechanics

and understand theconventions and math principles. I really appreciate how Dr. Ghosh focuses on making sure youunderstand the physical reasons behind the math and formulas.I think his grading appropriately reflects his teaching/testing style, which I like. Dr. Ghosh wants peopleto understand his material on an intimate, conceptual level which requires tests and quizzes be moredifficult because you cannot simply rely on knowing formulas. He therefore is quite lenient with gradingand awarding points to wrong answers that he believes were conceptually on the right track. He asks alot from his students but does not punish a more difficult style of teaching/learning with harsh grading, ifthat makes sense…References[1] E. C Hensel and A. Ghosh, “A