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Learning Experiences Of Using Teaching And Assessment Tools For Solid Mechanics Course

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Conference

2007 Annual Conference & Exposition

Location

Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007

ISSN

2153-5965

Conference Session

Mechanics Division Poster Session

Tagged Division

Mechanics

Page Count

14

Page Numbers

12.1009.1 - 12.1009.14

Permanent URL

https://peer.asee.org/2121

Download Count

14

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Paper Authors

biography

Raghu Echempati Kettering University

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RAGHU ECHEMPATI is a Professor of Mechanical Engineering at Kettering University (formerly GMI Engineering & Management Institute). He has over 20 years of teaching, research and consulting experience. His teaching and research interests are in the areas of Mechanics, Machine design, and CAE (including metal forming simulation and Design of Machines and Mechanisms). He is very active in the Study Abroad Programs at Kettering University. He is a member of ASME, ASEE, and SAE, and a Fellow of the ASME.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Learning Experiences of Using Teaching and Assessment Tools for Solid Mechanics Course

Abstract

This paper describes the author’s experiences of using a few teaching and assessment tools for Solid Mechanics course taught at Kettering University. This course is taught at junior level and is offered during all the four terms. Kettering University is a co-op institution in which the students alternate each term between work and school. This creates a time gap between the study and the work terms, posing some challenging issues for many students to retain the pre-requisites knowledge. It is very time consuming to review the pre-requisites knowledge to get the students back on track in either the Solid Mechanics or in the Machine Design courses. This paper describes the teaching and learning experiences of incorporating some of the teaching and assessment tools to improve the overall performance in the Solid Mechanics course. Some of these simple tools include reaching out the students during their work term by sending them the upcoming course review materials, implementing cooperative learning and project based learning through in-class group work and group homework, assignment of mini-projects, etc. It was observed that using some of these tools improved their overall understanding and better performance as measured by their scores on the final examination. The final examination questions have been carefully designed by a group of faculty teaching this course so that each question is tied with the course (or student) learning objectives (CLOs or SLOs) and the program outcomes (POs). Sample assessment charts are presented at the end of the paper and discussed.

Introduction and Literature Review

There is a lot of literature on educational research and teaching and learning techniques available that deal with improving Mechanics education. ASEE J. of Engineering Education, J. of Science, Math, Engineering and Technology (SMET) Education, J. of STEM, etc., are only a few of many such dedicated journals devoted to engineering education. Numerous textbook authors and the publishers have organized forums on college campuses and at several educational conferences such as ASEE to get a first hand feedback from both the teachers and some times from the learners of Mechanics courses. Therefore, the bibliography presented in this paper is no way complete. Only a few relevant papers are cited in this paper.

As mentioned by Krumsieg and Baehr1, the teacher and the learner should be aware of the particular methods and skills that are used in each discipline and a course to advance learning and knowledge in those fields.

Echempati, R. (2007, June), Learning Experiences Of Using Teaching And Assessment Tools For Solid Mechanics Course Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/2121

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