June 15, 2019
June 15, 2019
October 19, 2019
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. 10.18260/1-2--32479
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