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Bringing Research to Practice: Exploring Applications of Resource Usage Research in Undergraduate Mechanics Education

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Mechanics Division Technical Session 5

Tagged Division

Mechanics

Page Count

17

Permanent URL

https://peer.asee.org/32479

Download Count

13

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Paper Authors

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David Allen Evenhouse Purdue University, West Lafayette

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David Evenhouse is a dual degree Graduate Student and Research Assistant in the Purdue School of Engineering Education. He graduated from Calvin College in the Spring of 2015 with a B.S.E. concentrating in Mechanical Engineering. Experiences during his undergraduate years included a semester in Spain, taking classes at the Universidad de Oviedo and the Escuela Politécnica de Ingenieria de Gijón, as well as multiple internships in Manufacturing and Quality Engineering. His current work primarily investigates the effects of select emergent pedagogies upon student and instructor performance and experience at the collegiate level. Other interests include engineering ethics, engineering philosophy, and the intersecting concerns of engineering industry and higher academia.

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Nick Stites Purdue University, West Lafayette

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Nick A. Stites is the Co-Director of the Integrated Teaching and Learning Program and Laboratory at the University of Colorado Boulder. He is also an instructor in the Engineering Plus Program. His research interests include the development of novel pedagogical methods to teach core engineering courses and leveraging technology to enhance learning experiences. Nick has a PhD in Engineering Education, BS and MS degrees in Mechanical Engineering, eight years of engineering experience, and four years of experience as an adjunct instructor at the community-college and research-university level.

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Amy K. Dunford Purdue University, West Lafayette

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Amy K. Dunford is a graduate student and research assistant pursuing her Ph.D. in Engineering Education at Purdue University. She received her B.S. and M.S. in Mechanical Engineering specializing in thermal systems. Amy has prior experience teaching and developing curriculum for first-year engineering courses and her education research focuses on how students connect mathematical and physical knowledge and factors that influence students help-seeking behaviors.

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Rohit Kandakatla Purdue University, West Lafayette

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Rohit Kandakatla is currently a Ph.D. candidate in School of Engineering Education at Purdue University. He has his bachelors and masters in Electrical Engineering from India. He currently serves as the Chair-elect of the ASEE Student Division as has been an active member of the international engineering education community while serving as the President of Student Platform for Engineering Education Development (SPEED) and as the Vice-President of Student Engagement for the International Federation for Engineering Education Societies (IFEES). His research interests include education policy, faculty development in higher education, integration of technology and entrepreneurship in engineering education, and service learning. For his dissertation, Rohit is evaluating how engineering faculty in India develop Technological Pedagogical Content Knowledge, a framework used to help instructors effectively integrate educational technology tools into their courses.

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Jeffrey F. Rhoads Purdue University, West Lafayette

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Jeffrey F. Rhoads is a Professor in the School of Mechanical Engineering at Purdue University and is affiliated with both the Birck Nanotechnology Center and Ray W. Herrick Laboratories at the same institution. He received his B.S., M.S., and Ph.D. degrees, each in mechanical engineering, from Michigan State University in 2002, 2004, and 2007, respectively. Dr. Rhoads’ current research interests include the predictive design, analysis, and implementation of resonant micro/nanoelectromechanical systems (MEMS/NEMS) for use in chemical and biological sensing, electromechanical signal processing, and computing; the dynamics of parametrically-excited systems and coupled oscillators; the thermomechanics of energetic materials; additive manufacturing; and mechanics education. Dr. Rhoads is a Member of the American Society for Engineering Education (ASEE) and a Fellow of the American Society of Mechanical Engineers (ASME), where he serves on the Design Engineering Division’s Technical Committees on Micro/Nanosystems and Vibration and Sound, as well as the Design, Materials, and Manufacturing (DMM) Segment Leadership Team. Dr. Rhoads is a recipient of numerous research and teaching awards, including the National Science Foundation’s Faculty Early Career Development (CAREER) Award; the Purdue University School of Mechanical Engineering’s Harry L. Solberg Best Teacher Award (twice), Robert W. Fox Outstanding Instructor Award, and B.F.S. Schaefer Outstanding Young Faculty Scholar Award; the ASEE Mechanics Division’s Ferdinand P. Beer and E. Russell Johnston, Jr. Outstanding New Mechanics Educator Award; and the ASME C. D. Mote Jr., Early Career Award. In 2014 Dr. Rhoads was included in ASEE Prism Magazine’s 20 Under 40.

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Edward J. Berger Purdue University, West Lafayette Orcid 16x16 orcid.org/0000-0003-0337-7607

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Edward Berger is an Associate Professor of Engineering Education and Mechanical Engineering at Purdue University, joining Purdue in August 2014. He has been teaching mechanics for over 20 years, and has worked extensively on the integration and assessment of specific technology interventions in mechanics classes. He was one of the co-leaders in 2013-2014 of the ASEE Virtual Community of Practice (VCP) for mechanics educators across the country. His current research focuses on student problem-solving processes and use of worked examples, change models and evidence-based teaching practices in engineering curricula, and the role of non-cognitive and affective factors in student academic outcomes and overall success.

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Jennifer DeBoer Purdue University, West Lafayette

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Jennifer DeBoer is currently Assistant Professor of Engineering Education at Purdue University. Her research focuses on international education systems, individual and social development, technology use and STEM learning, and educational environments for diverse learners.

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Abstract

The research and application of innovative teaching methods and learning resources continues to revolutionize undergraduate education in Mechanical Engineering. As instructors implement their own methods, instruments, and educational toolsets, it is important to understand the ways in which students experience and employ these resources in their studies. This knowledge can be used to shape the design, dissemination, and evaluation of these resources to support student learning. This paper synthesizes findings on student resource usage from a number of studies conducted at a large Midwestern university. It summarizes findings from a core course in Dynamics and from the mechanical engineering student body as a whole, and then reflects on the practical ways in which these findings have shaped education at this institution. In particular, the findings of each study echoed strong student preferences about the availability and personal convenience of the resources at their disposal, while also revealing nuances about how the students chose to interact with those resources. We also discuss the current and future changes inspired by this research, concluding with a number of ways to apply these findings to the participant university or other educational settings.

Evenhouse, D. A., & Stites, N., & Dunford, A. K., & Kandakatla, R., & Rhoads, J. F., & Berger, E. J., & DeBoer, J. (2019, June), Bringing Research to Practice: Exploring Applications of Resource Usage Research in Undergraduate Mechanics Education Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32479

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