Baisley, A., & Davis, J. L., & Recktenwald, G. (2024, June), Different Teaching Styles and the Impacts on Test Design for Dynamics  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47189

\bibitem{asee_peer_47189}
  Baisley, A., \& Davis, J. L., \& Recktenwald, G. (2024, June), \emph{Different Teaching Styles and the Impacts on Test Design for Dynamics}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--47189

Amie Baisley, Julian Ly Davis, and Geoffrey Recktenwald.  "Different Teaching Styles and the Impacts on Test Design for Dynamics".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/47189 Internet.  15 Dec, 2024

\bibitem{asee_peer_47189}
  Amie Baisley, Julian Ly Davis, and Geoffrey Recktenwald.
  "Different Teaching Styles and the Impacts on Test Design for Dynamics".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/47189 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_47189
author = "Amie Baisley, Julian Ly Davis, and Geoffrey Recktenwald"
title = "Different Teaching Styles and the Impacts on Test Design for Dynamics"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/47189}
number = {10.18260/1-2--47189}
}

TY  - CPAPER
AB  - The pedagogical design of a classroom, including the class environment, assessment methods, and learning outcomes, impacts everything that students do and learn in that course. There are many different methods of teaching that have emerged and been explored in engineering classrooms in recent years such as flipped classrooms, repeated testing, courses with in-class hands-on activities, and also many courses that continue to be taught in a lecture-based environment. Undergraduate Dynamics is one of the standard engineering courses for many engineering majors where the content is well established and has not changed in decades; however, the implementation of different teaching styles has had an impact on the way the material is presented and covered in the class. Through discussion amongst three instructors at different universities with different teaching styles they discovered notable differences in how each instructor writes, solves, and evaluates their course problems in undergraduate Dynamics. The three teaching styles include (1) a flipped, recitation-based classroom that uses a mastery-based derivation approach to solving problems, (2) a lecture style class using the SMART Assessment approach, and (3) a lecture style class with 3 levels of student participation worked into the class to engage both reflective and active learners. The instructors chose several standard dynamics problems to analyze, where each instructor tailored the problem statement for their course and included how they would require the students to solve the problem and how they would evaluate the solution. These problems will be assigned for future exams in each instructor’s class, graded in their own style, and then evaluated as a team to assess student learning outcomes. This work-in-progress paper will present the differences in the style of the problem statement, solution, and evaluation for some of these dynamics problems. 
AU  - Amie Baisley
AU  - Julian Ly Davis
AU  - Geoffrey Recktenwald
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Different Teaching Styles and the Impacts on Test Design for Dynamics
UR  - https://peer.asee.org/47189
DO  - 10.18260/1-2--47189
ER  -