Exploring Intervention Research in Statics Courses: A Systematic Review of ASEE Publications from 2013 to 2023

Ibrahim Nihad Awartani; Iman Shayegani; David Allen Evenhouse; So Yoon Yoon

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: MECH - Technical Session 15: Engineering Education Research and Reviews
Tagged Division: Mechanical Engineering Division (MECH)
Tagged Topic: Diversity
Page Count: 23
DOI: 10.18260/1-2--47418
Permanent URL: https://peer.asee.org/47418
Download Count: 53

Paper Authors

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Ibrahim Nihad Awartani University of Cincinnati orcid.org/0000-0001-6267-8253

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Ibrahim Awartani is a fresh first-year international doctoral student pursuing Engineering Education in the Department of Engineering and Computing Education at the College of Engineering and Applied Sciences at University of Cincinnati. His bachelors background is a Mechanical Engineering degree from Philadelphia University in Jordan. His masters background is a Master's of Sciences in Engineering Management from Eastern Michigan University. He has had a few years of experience in the construction and consulting fields as an MEP and stakeholder manager. His research interests are focused on course interventions, concept inventories, international curricula, accessibility, and course climates.

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Iman Shayegani University of Cincinnati orcid.org/0009-0008-8930-3724

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Iman Shayegani is a Ph.D. student at University of Cincinnati. He received his Bachelor's degree in Electrical Engineering from University of Tehran and his Master's degree in the same field from Shiraz university. He had been an educational consultant and a mathematics teacher for over 10 years in Iran, and helped more than 1000 people to become successful in the University Entrance Exam before starting his Ph.D. program. Based on his experience in working with students and his academic background in electrical engineering, he is trying to find suitable methods of learning for engineering students especially in the electrical engineering field.

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David Allen Evenhouse University of Cincinnati orcid.org/0000-0001-8689-1921

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Dr. David Evenhouse is an Assistant Professor-Educator at the University of Cincinnati College of Engineering and Applied Science, Department of Engineering and Computing Education. He primarily teaches introductory engineering courses at UC's Clifton Campus and at Chongqing University, China, as part of their cross-institutional Joint Co-op Institute. He received his Engineering Education PhD and Mechanical Engineering MS degrees from Purdue University in 2020 and 2021, respectively, and graduated from Calvin College in 2015 with a B.S.E. concentrating in Mechanical Engineering. Beyond instruction, he continues to pursue research on workforce development, student outcomes, and student experience in context with innovative instructional technologies and practices.

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So Yoon Yoon University of Cincinnati orcid.org/0000-0003-1868-1054

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Dr. So Yoon Yoon is an assistant professor in the Department of Engineering and Computing Education in the College of Engineering and Applied Science at the University of Cincinnati, OH, USA. Dr. Yoon received her Ph.D. in Gifted Education, and an M.S.Ed. in Research Methods and Measurement with a specialization in Educational Psychology, both from Purdue University, IN, USA. She also holds an M.S. in Astronomy and Astrophysics and a B.S. in Astronomy and Meteorology from Kyungpook National University, South Korea. Her work centers on elementary, secondary, and postsecondary engineering education research as a psychometrician, data analyst, and program evaluator with research interests in spatial ability, STEAM education, workplace climate, and research synthesis with a particular focus on meta-analysis. She has developed, validated, revised, and copyrighted several instruments beneficial for STEM education research and practice. Dr. Yoon has authored more than 80 peer-reviewed journal articles and conference proceedings and served as a journal reviewer in engineering education, STEM education, and educational psychology. She has also served as a PI, co-PI, advisory board member, or external evaluator on several NSF-funded projects.

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Abstract

Statics is a foundational subject for many engineering students, exposing students to mathematics and physics of design and planning settings, which is vital for mechanical, civil, and aerospace engineers. This study systematically collected, analyzed, and reviewed the most recent 10-year ASEE conference papers about interventions in Statics courses. A total of 37 papers were selected, categorized, and then coded based on a set of inclusion/exclusion criteria. We found that the majority of the interventions were practice/research-based interventions with almost 62% of papers reporting significant outcomes. In addition, COVID-19 not only affected many studies’ implementation, but also their methods, as most studies during the lockdown period were qualitative. 13 papers using pre-post assessment methods reported the most significant outcomes, but many did not properly use a control group. The findings of this study are expected to help determine which interventions were especially effective in improving student outcomes based on reported results as well as propose future implementation ideas. This paper was made to be the first to establish clearer insight regarding interventions in Statics education. Keywords: engineering education, Statics, intervention, systematic review

Citation
Format

Awartani, I. N., & Shayegani, I., & Evenhouse, D. A., & Yoon, S. Y. (2024, June), Exploring Intervention Research in Statics Courses: A Systematic Review of ASEE Publications from 2013 to 2023 Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47418