Davishahl, E., & Zhang, A., & Chen, J., & Rupe, K. M. (2024, June), Can Hands-on Statics Improve Student Learning?  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48440

\bibitem{asee_peer_48440}
  Davishahl, E., \& Zhang, A., \& Chen, J., \& Rupe, K. M. (2024, June), \emph{Can Hands-on Statics Improve Student Learning?}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://peer.asee.org/48440

Eric Davishahl, Alan Zhang, John Chen P.E., and Kathryn Mary Rupe.  "Can Hands-on Statics Improve Student Learning?".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/48440 Internet.  30 Jul, 2024

\bibitem{asee_peer_48440}
  Eric Davishahl, Alan Zhang, John Chen P.E., and Kathryn Mary Rupe.
  "Can Hands-on Statics Improve Student Learning?".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/48440 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_48440
author = "Eric Davishahl, Alan Zhang, John Chen P.E., and Kathryn Mary Rupe"
title = "Can Hands-on Statics Improve Student Learning?"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/48440}
}

TY  - CPAPER
AB  - Mechanics instructors frequently employ hands-on demonstrations and activities in hopes of improving student learning outcomes. This paper presents results from a study exploring the effectiveness of a hands-on statics curriculum that spans several topics and is designed for implementation over multiple weeks. The modeling kit and associated series of activities integrates conceptual exploration with analysis procedure tutorials and aims to scaffold students’ development of representational competence, their ability to use multiple representations of a concept as appropriate for learning, problem solving, and communication. 
We conducted this study over two subsequent fall terms in multiple sections of a statics course at a mid-size public university. The intervention sections in fall 2023 were taught by two instructors who were both using the modeling kit    for the first time. Both instructors administered a test of 3D vector concepts and representations called the Test of Representational Competence with Vectors (TRCV) in weeks 1 and at mid-term, the Mental Cutting Test (MCT) for spatial abilities in weeks 1 and at end-of-term (nine weeks later), and the Concept Assessment Test in Statics (CATS) at end of term. The control sections were taught by the same two instructors in fall 2022. These sections administered the same assessments on the same schedule but did not use the hands-on curriculum. 
We compare learning outcomes between the control and intervention sections as measured by the scores on the assessments described above as well as final course grades. We also share reflections from the two faculty participants regarding their experiences teaching with the models.

AU  - Eric Davishahl
AU  - Alan Zhang
AU  - John Chen P.E.
AU  - Kathryn Mary Rupe
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Can Hands-on Statics Improve Student Learning?
UR  - https://peer.asee.org/48440
ER  -