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Assessment Of Teaching And Learning In Dynamics

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Conference

2006 Annual Conference & Exposition

Location

Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006

ISSN

2153-5965

Conference Session

What's New in Dynamics?

Tagged Division

Mechanical Engineering

Page Count

8

Page Numbers

11.254.1 - 11.254.8

Permanent URL

https://peer.asee.org/1351

Download Count

43

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Paper Authors

biography

Julie Wang

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Julie Y.Z. Wang received the M.S. and Ph.D. degrees in Mechanical Engineering from Lehigh University. She has professional engineer registration in Pennsylvania State. She joined Frostburg State University in fall 2004. She taught a variety of undergraduate courses in mechanical engineering for more than a decade at Potomac State College of West Virginia University.

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biography

Oguz Soysal

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Oguz A. Soysal received the B.Sc., M.Sc., and Ph.D. degrees from Istanbul Technical University, Turkey. In 1983 he joined ABB-ESAS Power Transformer Company (Istanbul, Turkey) as an R&D engineer. From 1986 to 1993 he worked for Black-Sea Technical University, Turkey, as Assistant and Associate Professor. In 1987 he visited The Ohio State University (OSU) as a Post Doctoral Scholar, and in 1991-1992 he spent a sabbatical leave at the University of Toronto. From 1993 to 1997 he was with Istanbul University, Turkey, and Bucknell University, Lewisburg, PA, USA. He joined Frostburg State University in fall 1998. At present Dr. Soysal is Chair of the Physics and Engineering Department and he is teaching electrical engineering courses.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Assessment of Teaching and Learning in Dynamics Julie Y.-Z. Wang and Oguz Soysal Frostburg State University

Abstract

This paper presents a process to directly assess the 1ABET learning outcomes at a course level in Dynamics. The outcomes from the student performance show that the mathematics and physics preparation is an important factor to succeed the Dynamics course. The interactive activities in the class improve the quality of teaching/learning. The standard lecture/tutorial format of traditional instruction in the class is replaced by a series of two-hour active-learning sessions involving short lectures and demonstrations, problem solving, classroom questioning and discussion. Students are involved in the class activities, peer tutorial, and discussion of the exercise problems and real world examples.

The assessment includes course surveys from the students, the scores on the quizzes and tests and final exams. The result shows the student strength and limitation in the areas of mathematics, physics and engineering science. The paper presents the result from the course assessment and the plans for continuous improvement to achieve ABET learning outcomes and objectives in mechanical engineering program.

Introduction

The course ENES 221 – Dynamics is a fundamental course in mechanics for sophomore mechanical engineering students at Frostburg State University. The prerequisites for this course are Calculus II and Statics. The basic concepts in this course are the Newton's law and its applications, the kinematics of particles in various coordinate systems, work- energy relation and impulse-momentum, as well as the principles to determine the plane translation and rotation of rigid bodies in various coordinates

The course of dynamics has its roots in mathematics and physics. It is based on the knowledge and skills acquired in the earlier course work such as Calculus I and II, Physics I-mechanics, and Statics, while Dynamics carries further toward creative applications, and provides a bridge between mathematics/sciences and the engineering practice.

To assess the quality of teaching/learning at a course level, the ABET processes for the evaluation, assessment, and continuing improvement of the course include: setting up assessment goals, developing course objectives, developing detailed course outcomes, collecting student performing data, analyzing and evaluating result, and continuing the cycle for the improvement according to ABET criteria2. An assessment process and methods for the direct assessment of ABET outcomes in Dynamics are addressed in this paper.

Wang, J., & Soysal, O. (2006, June), Assessment Of Teaching And Learning In Dynamics Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/1351

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