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On Development Of A Hybrid Vector Statics Course To Reduce Failure Rate

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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

Improving Mechanics Courses

Tagged Division

Mechanics

Page Count

12

Page Numbers

12.1118.1 - 12.1118.12

Permanent URL

https://peer.asee.org/2359

Download Count

77

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Paper Authors

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Amir Rezaei California State Polytechnic University-Pomona

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Amir G Rezaei is an Associate Professor of Mechanical Engineering at California State Polytechnic University, Pomona. Dr. Rezaei has obtained his B.S. degree in mechanical engineering , his M.S., and Ph.D. degrees in engineering mechanics from Ohio State University, Columbus, OH. He joined the faculty of Cal Poly Pomona in winter of 2006. His research interests include Anisotropic Elasticity, Composite Materials, Vibration, and Stability. He is a member of the American Society of Mechanical Engineers (ASME), the Society of Automotive Engineers (SAE) and the American Society of Engineering Education (ASEE). He is serving as the ASME student advisor at Cal Poly Pomona and as the program chair of the Design in Engineering Education Division (DEED) of ASEE for 2006-2007 academic year.

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Mariappan Jawaharlal California State Polytechnic University-Pomona

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Dr. Mariappan†Jaw Jawaharlal is an Associate Professor of Mechanical Engineering at California State Polytechnic University (Cal Poly Pomona). Before joining Cal Poly Pomona, Dr. Jawaharlal founded and developed APlusStudent.com, Inc., an online supplemental education company focusing on K-12 math. He also served as a faculty at Rowan University, NJ and General Motors Institute (renamed as Kettering University), MI. Dr. Jawaharlal is recognized as an outstanding educator for his innovative and engaging teaching pedagogy.

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Kyu-Jung Kim California State Polytechnic University-Pomona

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Angela Shih California State Polytechnic University-Pomona

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

DEVELOPMENT OF A HYBRID VECTOR STATICS COURSE TO REDUCE FAILURE RATE

ABSTRACT A group of mechanical engineering faculty members have initiated a hybrid Vector Statics course which involves Macromedia presentations, Hands-on experiments, Online homework program for collecting homework, and online Multimedia computer interactive games. The main objective for designing the new hybrid course is to reduce failure rate which is as high as 44% among approximately 800 students who enroll in this course annually in the college of engineering at Cal Poly, Pomona. In order to measure the effectiveness of the newly developed course an assessment tool is needed. The commonly employed tools such as homework, quizzes, and exams that we use in a typical Vector Statics course serve as good indicators of students’ understanding about the subject matter we teach and students are tested on; however, these tools may not reflect student’s knowledge accurately. For instance, Vector Statics may be a prerequisites course for advanced required courses in engineering, and students must usually earn a C- grade (or better) in order to take the subsequent courses. However, having a C- in this course means that students are leaving this prerequisite course with ability to solve the given exercises, but often they do not have the ability to answer a simple quantitatively question about the fundamental concept in this course. We believe that by implementing an effective assessment tool we will measure the effectiveness of the newly developed hybrid course. We plan to measure the effectiveness of the hybrid course by: 1. Integrating previously developed and tested Concept Inventory test specifically for Statics throughout the course into its weekly modules. 2. Multiple choice questions drawn from Fundamentals of Engineering Exam and comparing the results with the national average scores. 3. Comparing the student test scores on Concept Inventory test with the national and peer institution scores.

Introduction Engineering education is under considerable pressure to include more and new materials, to restructure the course content using new approaches and technologies and to manage a spectrum of students with diverse backgrounds in spite of the reduced total number of credits for graduation. Most engineering curricula have become more intensive and thus students are required to spend more time for each subject. California State Polytechnic University in Pomona, California has one of the largest engineering programs in the US with over 4,500 undergraduate students. On the other hand, more than 84 percent of students at CPP are working during the week [1]. In recent years, student attrition has been a problem for many engineering programs across the nation such that a significant number of students drop out in their first- and second- year. As indicated in the EERP report on student attrition [2], the primary non-university related reasons students claimed for leaving their studies were the difficulties managing work and class schedules, and commuting to campus.

Vector Statics is the first hardcore engineering class, as required by almost all the majors at the beginning of sophomore year in the College of Engineering at Cal Poly, Pomona. During the academic year of 2004-2005, 27 sections of Vector Statics and 8 sections of Vector Statics

Rezaei, A., & Jawaharlal, M., & Kim, K., & Shih, A. (2007, June), On Development Of A Hybrid Vector Statics Course To Reduce Failure Rate Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/2359

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