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Online Statics: Teaching the Masses in the New Frontier

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

Statics Online

Tagged Division


Page Count


Page Numbers

26.1203.1 - 26.1203.21



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Paper Authors


Carisa H. Ramming Oklahoma State University

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Carisa Ramming is a graduate of Oklahoma State University where she obtained degrees in Architectural Engineering and Civil Engineering Construction Management. She worked in industry for six years as licensed engineer and structural consultant for Wallace Engineering in Tulsa, OK before returning to Oklahoma State as a visiting faculty member in the School of Architecture. In 2009, Professor Ramming joined the faculty full time as an assistant professor of architectural engineering. Since that time, she has taught classes in structural analysis, timber and steel design, engineering mechanics: statics, building foundations and numerical analysis. Professor Ramming has recently been named Halliburton Outstanding Young Faculty and the Outstanding Teacher for the College of Engineering, Architecture and Technology. She has also published books for Project Lead the Way and a text on Numerical Structural Analysis. Professor Ramming enjoys spending time with the students of CEAT as the advisor of the Architectural Engineering Institute, Tau Beta Pi, Women Inspiring Successful Engineers, and CEAT Student Council.

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John J. Phillips Oklahoma State University

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JOHN PHILLIPS, a registered engineer and associate professor of architectural engineering, practiced as a structural engineer for nine years before returning to his alma mater to teach at Oklahoma State University. He teaches undergraduate and graduate courses including Statics, Analysis I, Foundations, Timbers, Steel, Concrete, Steel II, Concrete II, Steel III, Concrete III, and in the Comprehensive Design Studio.

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Online Statics: Teaching the Masses in the New FrontierIn the fall semester of 2014, the professors that teach the engineering science course of statics forthe college of were asked to offer the course in an online format. Thisrequest was made due to the large number of students enrolled in the course, and the fact that theoccupancy of the classroom where the course is taught would be exceeded based on the fire codelimit of 330 occupants. The timing for this request came four weeks prior to the start of thesemester, and for the two professors who had never taken or taught an online course, the ensuingadventure/endeavor has been monumental. Starting off on this task, our motto was ‘We didn’tknow what we didn’t know’ when it came to online courses. However, with lots of research,advice, and some bumps along the way, we were able to produce an online course for statics.The next question became, was it effective?This paper will explore the establishment of an online course in statics and the multiple issuesencountered during this process. Additionally, it was important that the online course presentedthe material in a manner that would allow students to come away with the same understandingand exposure to the same materials taught in the standard format for the course.The main course consists of three, fifty minute lectures per week from the professor and a fiftyminute discussion session taught by a teaching assistant. The discussion session consists ofexposure to additional examples, hands-on lab experiments, and short, concept quizzes. Theonline course was exposed to a recorded lecture of the same material. However, the maindifference in the course is the omission of the discussion session for the online course.Comparisons of course grades, including homeworks and exams, as well as results from studentsurveys, will be presented as an assessment of this online course.

Ramming, C. H., & Phillips, J. J. (2015, June), Online Statics: Teaching the Masses in the New Frontier Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24540

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