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Assessment Results Of Multi Intelligence Methods Used In Dynamics

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2006 Annual Conference & Exposition


Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006



Conference Session

NSF Grantees Poster Session

Tagged Division

Division Experimentation & Lab-Oriented Studies

Page Count


Page Numbers

11.255.1 - 11.255.13



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Paper Authors


Louis Everett University of Texas-El Paso

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Louis J. Everett is a Professor of Mechanical Engineering at the University of Texas El Paso. Dr. Everett is a licensed professional engineer in the state of Texas and has educational research interests in the use of technology in the classroom. His technical research interests include robotics, machine design, dynamics and control systems.

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Elsa Villa University of Texas-El Paso

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Elsa Villa is a lecturer in the Department of Teacher Education, Division of Mathematics, Science and Technology, at the University of Texas at El Paso (UTEP). She formerly served as the Director of the Engineering Programs Office at UTEP for eleven years where she worked closely with engineering faculty in designing and implementing instructional strategies to improve classroom learning. Ms. Villa holds a Bachelor of Science degree in Mathematics and a Master of Science degree in Computer Science from The University of Texas at El Paso. She will complete her Master of Arts in Education in May 2006.

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

Assessment Results of Multi-Intelligence Methods Used in Dynamics1 Abstract In an effort to produce more, better graduates faster than in previous years, the University of Texas at El Paso (UTEP) integrated multi-intelligence principles into a sophomore-level dynamics class. The principal hypothesis is that students who are presented with authentic real world problems will be better equipped to solve traditional textbook problems. The belief is that confronting real problems enhances learning through the establishment of a context making the information relevant and meaningful. In this environment, students are more apt to learn and retain the information through the enhancement of student interest. A secondary hypothesis is that real problems will stimulate student creativity and, therefore, increase the likelihood that they will be better designers. The belief is that a thorough understanding of fundamental principles allows a person to perform “mind experiments” and thereby recognize unique ways to solve problems. Intuition is a valuable asset for a designer and must be cultivated like a skill. By explaining real phenomena using fundamental principles, students will develop their creative skills. Because many students trust their intuition more than lecture materials, it becomes important to present the students with something they believe is true yet contradicts their intuition. The objective is to help students rely on their “intuition” yet show them that intuition must be developed using their knowledge of fundamental principles. With support from the National Science Foundation, UTEP developed and implemented several “modules” in a sophomore-level dynamics class. The modules present problems that appear to be intuitively obvious yet have unexpected solutions. Students use modeling software to apply fundamental principles to explain the solutions. This paper presents the preliminary assessment of this project. The assessment instruments include the Dynamic Concept Inventory [2], grades, and attitude surveys.

Introduction The University of Texas El Paso (UTEP) is one of the largest producers of Hispanic baccalaureate-level engineers in the continental United States. UTEP graduates can be found in the nation’s top graduate schools, in the upper echelons of the nation’s leading corporations and National Laboratories, and as entrepreneurs. In Hispanic Business Magazine recently, UTEP was named Number One in the Top Ten Engineering Schools for Hispanics [1]. Clearly, UTEP produces a large number of high quality baccalaureate graduates.

1 This material is based upon work supported by the National Science Foundation under Grant No. DUE- 0411320. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation. Support was also from the PACE program ( and the author gratefully acknowledges their support.

Everett, L., & Villa, E. (2006, June), Assessment Results Of Multi Intelligence Methods Used In Dynamics Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--114

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