Conference Session

Teaching Mechanics: Modes and Methods

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert A. Hume, P.E., United States Military Academy; Adrian Biggerstaff, United States Military Academy; Eric B. Williamson, U.S. Military Academy

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

Semester Mean Problem Set Grade AY22-1 (n=269) 85.5% AY22-2 (n=158) 86.7% AY23-1 (n=219) 88.2% (Initial Submission)Figure 2 shows the distribution of grades for the initial submission of this problem set in AY23-1, in addition to self-reported data from students on time spent completing each of the twoportions of the assignment (the initial and revision submissions). Figure 2 Problem Set 3 Grade and Time Data, AY23-1The time data (the yellow and blue plots) displays an interesting trend. Students who received aninitial grade of a “B

Conference Session

Assessing Conceptual Thinking about Engineering Mechanics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Amie Baisley, University of Florida; Geoffrey Recktenwald, Michigan State University; Brian P. Self, California Polytechnic State University, San Luis Obispo; Phillip Cornwell, United States Air Force Academy

Tagged Divisions

Mechanics Division (MECHS)

hassince been eliminated because of the complexity of the figure. B) Proposed for RBDCI A) In Current DCI (Eliminated For Complexity) Image edited from [10] Figure 1: Proposed questions for concept 1 – “Different points on a rigid body have different velocities and accelerations.”Figure 2 contains four questions, two of which come from the current DCI (2B and 2D) and twowhich come from the Concept Warehouse (2A and 2C) for testing Concept 2: “The inertia of a bodyaffects its acceleration and velocity”. Again, these questions are not finalized and are likely not to beused

Conference Session

Unique Pedagogies for Mechanics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joshua Gargac, Ohio Northern University

Tagged Divisions

Mechanics Division (MECHS)

Test 7 13 Force analysis and balancing A1-C A1-C, Retry P9-C Test 8 14 Cam design P10-C P10-C Test 9 15 Project work days Project skills A2-C, Retry A1-C Test 10 Exam Final project report due Project skills Project skillsCourse grades were determined by the total number of skills mastered during the semester (Tab. 5A).Ohio Northern used a whole letter scale (only A, B, C, etc.). Passing the 5 required testing skills (R1-R5)along with the other Level 1 skills was required to earn a “D”. The inclusion of the computer apps andhomework skills generally improved grades from a

Conference Session

Teaching Mechanics: Modes and Methods

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez

Tagged Divisions

Mechanics Division (MECHS)

based on average test scoreswith partial credit. In my implementation, the course topics were grouped into categoriescorresponding to grade levels D, C, B, and A. Each category has 3-5 topics [D1-D5, C1-C4, B1-B3, and A1-A3], and the corresponding grade is earned if a short test for each topic (or in somecases, a pair of topics) in the category is “Approved”. A grade of Approved is earned fordemonstrating A-quality work (only minor errors permitted). A grade of “ConditionallyApproved” is earned for demonstrating B-quality work, with full approval being earned throughwriting corrections. A grade of “Not Yet Approved” is assigned for demonstrating C or lowerquality work, with full approval requiring another test of the same topic to be taken. In

Conference Session

Problem- and Project-based Learning in Engineering Mechanics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amir H. Danesh-Yazdi, Rose-Hulman Institute of Technology; Aimee Monique Cloutier, Rose-Hulman Institute of Technology; Sean Moseley, Rose-Hulman Institute of Technology

Tagged Divisions

Mechanics Division (MECHS)

consider the following interrelated open-ended factors: • 2D link profile: Students are not mandated to use any particular type of 2D link profile. However, experience shows that even when no guidance is provided by the instructor on the profile, virtually every group of students employs either the dog bone or rubber band designs, as shown in Figures 2(a)-(b), respectively. • Link profile thickness: Every link is laser cut from a Nylon 6/6 sheet by a technician, so the link material is not a design parameter. However, when submitting their CAD file deliverable, students must select their link thickness from three available options: 0.062”, 0.094”, or 0.124”. A thinner

Conference Session

Teaching Mechanics: Modes and Methods

Collection

2023 ASEE Annual Conference & Exposition

Authors

Phillip Cornwell, Rose-Hulman Institute of Technology; Ioan Feier; Nicholas J. Marco; Danielle Ozment

Tagged Divisions

Mechanics Division (MECHS)

indicatedthat they strongly preferred a traditional structure (65%) over a flipped structure (13%) eventhough the videos were identical and the class structure was very similar to the first instructor’sclass. The third instructor’s students also preferred the traditional structure, but not sodramatically. For the instructor whose students preferred the flipped structure, we learned thatSTEM majors tended to prefer the flipped structure more than non-STEM majors, and studentsinvolved in extracurricular activities also tended to prefer the flipped structure. Gender did notaffect students’ preference for the flipped structure, and finally, students who anticipated gettingan A or B in the class tended to prefer the flipped structure.IntroductionFlipped

Conference Session

Digital Methods in Mechanics: Teaching with Digital Tools

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew R. Sloboda, Bucknell University; Sarah Wodin-Schwartz, P.E., Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute; Jennifer deWinter, Illinois Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

isolating bodies. Figure 3: Level 03-1 shows car A isolated to find the force between the two bodies (left), and Level 03-2 shows both cars, A and B, included in the system (right).Falling Game for Identifying Support ReactionsAnother important skill when drawing a FBD is replacing environmental connections withequivalent forces and moments. Students often struggle to recall the appropriate substitution fortypical supports, such as pins, rollers, fixed connections, etc., in 2D and 3D. To give studentspractice recalling support reactions, we developed a mini game in which students are given asupport reaction goal they need to match such as “connections with at least one momentreaction”. In the mini game itself, small drawings of

Conference Session

Teaching Mechanics: Modes and Methods

Collection

2023 ASEE Annual Conference & Exposition

Authors

Phillip Cornwell, United States Air Force Academy; Matthew Snyder; Michael Anderson, P.E., United States Air Force

Tagged Divisions

Mechanics Division (MECHS)

, 31(1):30–43, 2000.[3] D. Fisher, P. Cornwell and J. Williams, "Teaching dynamics using interactive tablet PC instruction software," 2007 37th Annual Frontiers In Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passports, Milwaukee, WI, 2007, pp. S3J-3-S3J-4, doi: 10.1109/FIE.2007.4417887.[4] DyKnow. http://www.dyknow.com/[5] Swithenbank, S. B., & DeNucci, T. W. (2014, June), “Using a “Flipped Classroom” Model in Undergraduate Newtonian Dynamics,” Proceedings of the 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2—23249[6] Le, X., & Ma, G. G., & Duva, A. W. (2015, June), “Testing the Flipped Classroom Approach in Engineering Dynamics

Conference Session

Understanding the Student Experience in Mechanics Courses

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; James M Widmann, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanics Division (MECHS)

Figure 1(b). Theyhave seen the material before, and need as much interleaved practice as possible (Rohrer, et al,2015). Spacing effects, or providing multiple, spaced out opportunities for retrieval practice andapplication, have been shown to improve student learning (Bude, 2011).During the first cohort, these “What Approach” problems were simply assigned and discussedduring the first part of the class time, then we would go into specific topics more in depth. Thesetopics still followed a typical linear sequence: particle kinematics, particle kinetics, rigid bodykinematics, then rigid body kinetics. More time was spent on rigid body dynamics, as suggestedby Fang’s (2014) study on what students consider difficult in dynamics classes.After end of

Conference Session

Mechanics Division (MECHS) Technical Session 7A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexander John De Rosa, University of Delaware; Teri Kristine Reed, The University of Oklahoma Polytechnic Institute

Tagged Divisions

Mechanics Division (MECHS)

positivistperspective.Findings and Discussion (a) Novice distribution (total ~24 mins) (b) Expert distribution (total ~20mins) Figure 3: Percent of total time spent solving the problem in each stage of the frameworkInitial findings revealed the amount of time spent in each stage of the knowledge transferframework by each participant (Figure 3). Particularly striking is the fact that the expert (Fig.3b,faculty member) spent almost one third (29%) of their total time on the problem reflecting andevaluating the work they had done to that point. Only 17% of their time was coded as themactually solving the problem. In contrast, the novice (student) participant spent over half of theirtime (55%) actively working out the problem and only 11% of their time

Conference Session

Understanding the Student Experience in Mechanics Courses

Collection

2024 ASEE Annual Conference & Exposition

Authors

Phillip Cornwell, United States Air Force Academy

Tagged Divisions

Mechanics Division (MECHS)

, Salt Lake City, Utah. 10.18260/1-2—30917[6] Xiao, Z., Zuo, S., Zhao, J., Fu, W., Goldstein, M. H., Philpott, M. L., Laystrom-Woodard, J.,Pool, M., Wolters, A., & Woodard, B. S. (2019, June), Understanding Interrelated GrowthMind-set and Academic Participation & Performance Paper presented at 2019 ASEE AnnualConference & Exposition, Tampa, Florida. 10.18260/1-2—33479[7] Anita L. Campbell, Inês Direito & Mashudu Mokhithi (2021), “Developing growth mindsetsin engineering students: a systematic literature review of interventions”, European Journal ofEngineering Education, 46:4, 503-527, DOI: 10.1080/03043797.2021.1903835[8] Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). “To WhatExtent and Under

Conference Session

Mechanics Division (MECHS) Technical Session 7A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacob Preston Moore, Pennsylvania State University, Mont Alto; Anna K. T. Howard, North Carolina State University at Raleigh

Tagged Divisions

Mechanics Division (MECHS)

survey of the research,” in 2013 ASEE annual conference & exposition, 2013, pp. 23–1200. Accessed: Jan. 02, 2025. [Online]. Available: https://aktuelt.osloskolen.no/SysSiteAssets/laringsteknologi/dokumenter/the-flipped- classroom-a-survey-of-the-research.pdf[3] B. Kerr, “The flipped classroom in engineering education: A survey of the research,” in 2015 International Conference on Interactive Collaborative Learning (ICL), Sep. 2015, pp. 815– 818. doi: 10.1109/ICL.2015.7318133.[4] C. K. Lo and K. F. Hew, “The impact of flipped classrooms on student achievement in engineering education: A meta-analysis of 10 years of research,” Journal of Engineering Education, vol. 108, no. 4, pp. 523–546, 2019, doi: 10.1002/jee.20293

Conference Session

Understanding the Student Experience in Mechanics Courses

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rawan Aqel, University of Wisconsin, Milwaukee; Samia Tarannum, University of Wisconsin, Milwaukee

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

group to work on a grant to support change effortsin the department and the college.The future of higher education needs to be considered by everyone in the classroom includingstudents, TAs, and instructors. This study will help us understand, in this particular context, whatsupports our students and how we can design better courses in the middle years of the engineeringdegree.AcknowledgementsWe appreciate the support from our collaborators, Rani El-Hajjar and Clayton Cloutier, at UWMDepartment of Civil & Environmental Engineering. We are grateful for the students whoparticipate in this study and for the faculty, instructors, and teaching assistants who support datacollection efforts.References[1] C. Mischel, L. Wedgewood, B. Bilgin, J

Conference Session

Mechanics Division (MECHS) Technical Session 1A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christian J. Schwartz P.E., Iowa State University of Science and Technology; Hartanto Wibowo, Iowa State University of Science and Technology; Nathan Miner, Iowa State University of Science and Technology; TRAVIS HOSTENG, Iowa State University of Science and Technology; Sriram Sundararajan, Iowa State University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

individual course topics corresponding to the concept map. The first approachincluded the development of sub-questions on the standard exams, but which: a) assessed a levelof understanding that could be considered as being on the borderline of Application-to-AnalysisBloom’s level [14] mastery of a concept (rather than the full exam question which spannedAnalysis-to-Synthesis boundary); and b) had clear correct or incorrect answers leading to a binaryresult for the sub-question. These sub-questions are referred to as ‘binary questions’ and weredesigned such that they addressed one of the steps required to complete the full exam problem,but focused solely on the concept map topic being assessed. Each semester exam includedapproximately eight binary

Conference Session

Mechanics Division (MECHS) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; William A Kitch P.E., Angelo State University; Anna K. T. Howard, North Carolina State University at Raleigh; Dominic J Dal Bello, Allan Hancock College; Jean Carlos Batista Abreu, Elizabethtown College; Julian Ly Davis, University of Southern Indiana; Eric Davishahl, Whatcom Community College; Brian P. Self, California Polytechnic State University, San Luis Obispo; Milo Koretsky, Tufts University

Tagged Divisions

Mechanics Division (MECHS)

Keywords in Explanations from Group A. Versions 1 and 3 aggregated​ Version 2 Correct/Total = 187/410 (45.6%) Correct/Total = 65/134 (48.7%) Mann Whitney U Test: p < 0.0001.Having said this, in the development of this article, the authors realized that teaching style mighthave as significant an influence on the outcome of the question as the phrasing itself. Therefore,another grouping emerged of instructors who “do” (Group B) and those who “do not” (Group C)emphasize or require kinematic markers (axes, dimensions, angles, etc.) to be drawn on FBD’s.Group B is further subdivided into Group B1, of instructors

Conference Session

Mechanics Division (MECHS) Technical Session 7B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Richard Eugene Vallejo Jr, University of California, San Diego; Changkai Chen, University of California, San Diego; Minju Kim, University of California, San Diego; Alex M. Phan, University of California, San Diego; Marko Lubarda, University of California, San Diego; Celeste Pilegard, University of California, San Diego; Curt Schurgers, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

complex cognitive skills. Educational TechnologyResearch and Development, 40(2), 23-43.Wingate, U. (2007). A framework for transition: Supporting ‘learning to learn’ in highereducation. Higher Education Quarterly, 61(3), 391-405.Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M.Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–41).Academic Press.Appendix 1Questions in the Beginning of Quarter and End of Quarter Survey Familiarity with Learning Strategy Prompt: Rate your familiarity of the following learning techniques: 6-point Scale: Not familiar with this learning technique (0) - Know this learning technique but never done it (1) - Rarely (2) - Sometimes (3) - Often (4

Conference Session

Assessing Conceptual Thinking about Engineering Mechanics

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics Division (MECHS)

ofinterpretation of standard terminology and sketches. Students are permitted to ask questions aboutthe problem statements to avoid errors due to misinterpretation of the problem. Experience showsthat very few students ask questions of clarification. 1. Calculate the reaction at A. (a) 2F 2. A homogeneous smooth (a) 50.0 lb (b) 6F round ball weighs 50 lb and (b) 57.7 lb F 3F

Conference Session

Learning Mechanics through Visual and Tactile Modalities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Jean Carlos Batista Abreu, Elizabethtown College

Tagged Divisions

Mechanics Division (MECHS)

University of Puerto Rico,Mayagüez, a bilingual, public institution. Instructor B (Batista Abreu) teaches at Elizabethtown College,a small private institution. The study is based on analyzing results from a test question on vectorresultants during the Fall 2023 semester, whose basic form is as follows: A diagram is provided showing two or three vectors, with certain parameters (magnitudes and angles/slopes relative to a set of reference axes) symbolically labeled. A written preamble then specifies the values of the illustrated parameters, but in a manner such that their values do not necessarily correspond to the apparent proportions indicated in the figure. The instructions are then as follows: “(1

Conference Session

Mechanics Division (MECHS) Technical Session 7A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Timothy A Wood, The Citadel; Heath Kaufman, The Citadel

Tagged Divisions

Mechanics Division (MECHS)

, centroids, and reactions. Real world scenarios encourage curiosityabout the world and demonstrate how statics is an important first step toward creating value forothers. Faculty eager to teach these topics will find comprehensive coverage of the topics and theuse of the beam model to teach the topics. Thoroughly demonstrated applications of John MiltonGregory’s Seven Laws of Teaching [1] should also be helpful to the engineering educator.Notation𝐹⃑ = force ⃑⃑⃑⃑⃑⃑⃑⃑ 𝑀/𝐴 = moment about point A𝐹𝐴𝑦 = y Cartesian component of a force ⃑⃑⃑⃑⃑⃑⃑⃑ 𝑀 moment about point B

Conference Session

Learning Mechanics through Visual and Tactile Modalities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarira Motaref, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

to use handheld models[10].The course instructor employed a variety of methods to enhance visualization and hands-onexperiences, as shown in Figure 1, which highlights some approaches used over the past sixyears in this class. These methods included demonstrations with foam models, the use of real-world example pictures, applying augmented reality (AR) for 3D models, and engaging studentswith pool noodles to explore different types of loading and to predict stress, strain, or loadcapacity [11], [12]. (a) (b) (c) (d)Figure 1. Varity of methods using visualization a) real world example of tree under bending, b)wooden model to

Conference Session

Mechanics Division (MECHS) Technical Session 1B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas Rio Grande Valley; Samuel Garcia Jr., NASA EPDC

Tagged Divisions

Mechanics Division (MECHS)

, Exam 2, Exam 3, and Final Exam.However, the outcome was unexpected. The exam averages during the Spring 2023 semester,when solutions were provided, were significantly lower compared to previous semesters whensolutions were not shared ahead of time. There was a 79% and 76.3% passing rate for the Spring2022 and for the Fall 2022 semesters, respectively, while the data suggests a decline in passingrates of 58.3% in the Spring 2023 semester. These findings challenge the assumption thatproviding solutions would lead to improved learning outcomes and highlight the need for furtherinvestigation into the pedagogical practices that best support student success in engineeringeducation.REFERENCES[1] Brimer, A., Madaus, F. G., Chapman, B., Kellaghan, T

Conference Session

Digital Methods in Mechanics: Teaching with Digital Tools

Collection

2023 ASEE Annual Conference & Exposition

Authors

Diana Arboleda, University of Miami; James Giancaspro, P.E., University of Miami; Max Cacchione, University of Miami; Mert Okyay, University of Colorado, Boulder

Tagged Divisions

Mechanics Division (MECHS)

authors'institution. This paper details the application design, analysis assumptions, calculations,technical challenges encountered, development environment, and content development. The keyfeatures of the app are discussed, which include: (a) coordinate system identification andplacement, (b) automatic mapping of a stairs model in-situ, (c) creation of a virtual 2-dimensional staircase model, (d) object detection and tracking of people moving on the stairs, (e)image recognition to approximate people's weight, (f) overlays of virtual force vectors ontomoving people, and (g) use of a chromatic scale to visually convey the relative intensity of theinternal bending moment at nodes spaced over the length of the structure.It is the authors' intention to also

Conference Session

Miscellaneous Mechanics: Covid and Free Body Diagrams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Andrew Jason Hill, University of Southern Indiana

Tagged Divisions

Mechanics Division (MECHS)

?” Exams Exams were administered at the end of every Module (6-7 topics/class periods). Four questionswere randomly selected from each category for each exam at the end of each Module. For example,Module 1 cover topics a) Cartesian Motion b) Normal and Tangential Kinematics, c) Radial Kinematics,d) Constrained Kinematics e) Relative Motion and f) Linear Kinetics. Two questions on each topic (e.g Linear Kinetics) were programmed into Blackboard. A studentwould be randomly assigned one of those two problems with randomized numbers for certain variables.Another student would be randomly assigned the other problem also with randomized numbers. Eachstudent would solve their individual problem and enter their answer into the Blackboard

Conference Session

Mechanics Division (MECHS) Technical Session 1A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ryan Carr, U.S. Air Force Academy; Phillip Cornwell, U.S. Air Force Academy

Tagged Divisions

Mechanics Division (MECHS)

centripetal acceleration. Each correctly identified the equation for centripetalacceleration as 𝑎𝑎𝑛𝑛 = 𝑣𝑣 2 ⁄𝑟𝑟, and indicated that the largest acceleration would be the point withthe smallest radius of curvature. Gemini produced the correct result, recognizing that point A hasthe smallest radius of curvature and thus the highest acceleration.ChatGPT indicated that point B was the correct answer, with the following explanation: “Atpoint B, the track appears to have the smallest radius of curvature, as it is located at a sharp curvecompared to points A, C, and D.” This was an interesting answer, so the authors decided toprompt further to assess ChatGPT’s understanding of the geometry of the problem.ChatGPT was then re-prompted by asking if the

Conference Session

Applications and Computational Tools for Mechanics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew R. Sloboda, Bucknell University; Kimberly LeChasseur, Worcester Polytechnic Institute; Sarah Wodin-Schwartz P.E., Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

map hints system. Areas with green are correct andareas with orange and red show users when they are near, or within, areas that should not beincluded within the system. Users have unlimited attempts to determine the correct body toisolate for the given prompt. (a) (b) (c) (d) Figure 2: Images (a) and (b) show “System Identification” level 02-1. The correct answer isshown with a traced blue outline in (a). An incorrect attempt is shown in (b). Areas highlighted in red and orange in (b) are hint system indications of error used to guide the user to the correct response. Images (c) and (d), from level 02-2, use the same system but the prompt asks for a

Conference Session

Mechanics Division (MECHS) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Phillip Cornwell, U.S. Air Force Academy; Ryan Carr, U.S. Air Force Academy; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanics Division (MECHS)

professional competencies in engineering education. International Journal of Engineering Education, 19(2), 236–244.[4] Penny, J., & Kinslow, K. (2006). Using portfolios to assess ABET EC 2000 program outcomes. Proceedings of the ASEE Annual Conference & Exposition.[5] Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.[6] Turns, J., Sattler, B., & Thomas, L. D. (2014). Reflective writing in engineering education: The value and barriers of portfolios. European Journal of Engineering Education, 39(6), 618–636.[7] Cornwell, P.J., M. Snyder, M. Anderson, “The Evolution of a Flipped Dynamics Course,” Proceedings of the 2023 ASEE Annual Conference, June 2023.Appendix A – Portfolio

Conference Session

Mechanics Division (MECHS) Technical Session 7B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Olivia Ryan, Virginia Polytechnic Institute and State University; Jacob R Grohs, Virginia Polytechnic Institute and State University; David A. Dillard P.E., Virginia Polytechnic Institute and State University; James Lord, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University; Benjamin Edward Chaback, Virginia Polytechnic Institute and State University; Anita Walz, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

,” in‬‭Cambridge‬ ‭Handbook of Engineering Education Research‬‭, A. Johri‬‭and B. M. Olds, Eds., Cambridge:‬ ‭Cambridge University Press, 2014, pp. 181–200. doi: 10.1017/CBO9781139013451.014.‬ ‭[5]‬ ‭J. P. Moore and T. L. Reinsfelder, “Work In Progress: A Snapshot of OER Adoption in‬ ‭Engineering Mechanics Courses,” presented at the 2018 ASEE Annual Conference &‬ ‭Exposition, Jun. 2018. Accessed: Jan. 14, 2025. [Online]. Available:‬ ‭https://peer.asee.org/work-in-progress-a-snapshot-of-oer-adoption-in-engineering-mechanic‬ ‭s-courses‬ ‭[6]‬ ‭N. B. Colvard, C. E

Conference Session

Keeping It Real: Real World Examples and Systems Thinking

Collection

2023 ASEE Annual Conference & Exposition

Authors

Waterloo Tsutsui, Purdue University, West Lafayette ; Daniel DeLaurentis, Purdue University

Tagged Divisions

Mechanics Division (MECHS)

• Does the cross section contain stringers? ­ Answer: Yes, this is a stringer-web cross section• Is the cross section symmetric or unsymmetric? ­ Answer: Unsymmetric• What is the requirement of this problem? ­ Answer: We need to obtain shear flow (𝑞𝑞) in each domain ⑤ ④ ③ Half circle ① ② ⑥ (a) (b)Figure 3. A Notional Example of a P-Shaped Stringer-Web Open Cross Section: (a

Conference Session

Mechanics Division (MECHS) Technical Session 1B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pradeep Radhakrishnan, Worcester Polytechnic Institute; David C Brown, Worcester Polytechnic Institute; Margaret E Earnest, Worcester Polytechnic Institute

Tagged Divisions

Mechanics Division (MECHS)

application is proposed to be used alongside the Modelingand Analysis of Mechatronic Systems course at WPI. This will only help students with variousassignments but will also hopefully raise their confidence in utilizing the method for other capstoneprojects as well. This claim will be evaluated in future surveys once the tool is a regular feature inthe course. Besides, the authors will promote the software with faculty members in otheruniversities that teach the bond graph technique.6. AcknowledgementsThe authors would like to acknowledge the efforts of Talal Jaber, Corrin Courville and Terry Hearstin developing the BoGL Desktop application.7. References[1] R. Merzouki, A. K. Samantaray, P. M. Pathak, and B. Ould Bouamama, Intelligent

Conference Session

Mechanics Division (MECHS) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kapil Gangwar, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

Paper ID #45375Assessing ABET SO6 through Innovative Labs in Solid Mechanics: A comprehensiveguide for Mechanical Engineering InstructorsProf. Kapil Gangwar, Wentworth Institute of Technology Kapil Gangwar is an assistant professor of mechanical engineering at Wentworth Institute of Technology with a background in materials, mechanics and manufacturing.Dr. Gloria Guohua Ma, Wentworth Institute of Technology Gloria Ma is a Professor in the Mechanical Engineering program at Wentworth Institute of Technology. She is actively involved in community services of offering STEM workshops to middle- and high-school girls. Her