Battistini, A., & Haque, M. S., & Guzman, S., & Sims, M. (2022, August), Identification and Creation of Experiential Learning Modules for Engineering Statics and Dynamics (Work in Progress)  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41635

\bibitem{asee_peer_41635}
  Battistini, A., \& Haque, M. S., \& Guzman, S., \& Sims, M. (2022, August), \emph{Identification and Creation of Experiential Learning Modules for Engineering Statics and Dynamics (Work in Progress)}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41635

Anthony Battistini, Mohammad Shafinul Haque, Steve Guzman, and Matt Sims.  "Identification and Creation of Experiential Learning Modules for Engineering Statics and Dynamics (Work in Progress)".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41635 Internet.  16 Dec, 2024

\bibitem{asee_peer_41635}
  Anthony Battistini, Mohammad Shafinul Haque, Steve Guzman, and Matt Sims.
  "Identification and Creation of Experiential Learning Modules for Engineering Statics and Dynamics (Work in Progress)".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41635 Internet.  16 Dec, 2024

@INPROCEEDINGS{asee_peer_41635
author = "Anthony Battistini, Mohammad Shafinul Haque, Steve Guzman, and Matt Sims"
title = "Identification and Creation of Experiential Learning Modules for Engineering Statics and Dynamics (Work in Progress)"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41635}
number = {10.18260/1-2--41635}
}

TY  - CPAPER
AB  - Engineering mechanics courses in statics and dynamics are the first courses in engineering programs where students must combine concepts from mathematics and physics to real-world scenarios. As such, students enrolled in these courses often struggle to fully comprehend problems, particularly involving forces as two- and three-dimensional vectors in Cartesian space. Moreover, Latinx students typically associate with higher context cultural frameworks and prefer active learning strategies and group activities. 

The project outlined will use hands-on experiential learning in engineering mechanics with the intent to improve student comprehension and retention, particularly for Latinx students at a Hispanic Serving Institution. To begin the project, the authors have developed an adaptive 3D coordinate model to facilitate hands-on experiential problem-solving in group laboratory sessions. In addition, they have conducted a survey among faculty and students to identify the most troublesome concepts in Statics and Dynamics. Using the results of the survey, experiential learning modules will be created to include these concepts. 

The following paper will document the results of the survey, the development and design of the adaptive 3D coordinate model, and will outline at least one experiential learning module for Statics and one for Dynamics. A proposed assessment plan to measure comprehension and retention of engineering students taking these courses will be included.
AU  - Anthony Battistini
AU  - Mohammad Shafinul Haque
AU  - Steve Guzman
AU  - Matt Sims
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Identification and Creation of Experiential Learning Modules for Engineering Statics and Dynamics (Work in Progress)
UR  - https://peer.asee.org/41635
DO  - 10.18260/1-2--41635
ER  -