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Participation in Structures Classes via Student Made Videos

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Architectural Division Technical Session 1

Tagged Division

Architectural

Tagged Topic

Diversity

Page Count

8

DOI

10.18260/p.25859

Permanent URL

https://peer.asee.org/25859

Download Count

75

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Paper Authors

biography

Rachel D. Mosier Oklahoma State University

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Dr. Rachel Mosier is an Assistant PRofessor at Oklahoma State University. She consulted as a structural engineer for 7 years and has her undergraduate degree in Architectural Engineering. Dr. Mosier is licensed as a professional engineer in Construction Engineering. Her masters and doctoral degrees are from the University of Oklahoma in Construction Administration and Engineering respectively.

She worked as a project manager for the City of Oklahoma City on municipal infrastructure construction projects. These projects include roadways, utilities, bridges and buildings; including two LEED building projects, a library and fire station.

Dr. Mosier’s areas of academic interests include heavy highway estimating and structural design. Her research interest has been the cost of sustainable construction to owners, specifically Oklahoma City. Additional work is on-going in area of sustainability in construction. Other research interests include technology in the classroom.

Dr. Mosier is an active member of the American Public Works Associations, National Council of Structural Engineers Associations, and is a member of the American Society of Civil Engineers and Chi Epilson.

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Abstract

Opportunities for hands-on student participation in structures classes can be limited. Teaching labs are useful, but are limited in the ability to use non-traditional methods. In order to increase participation, students were asked to create their own videos like math or science teaching videos available online. The integration of technology in the classroom has been identified as technological pedagogical content knowledge. In this study, the students were allowed and encouraged to investigate the technology on their own to supplement their in class education. The students were asked to create videos of strength of materials related content as review for structural design courses. The content was limited to solving truss problems, centroid and moment of inertia problems, which were presented in previous courses by other faculty. A survey of the students to assess their perceptions of their understanding of the content and video creation was performed. The importance and competence levels were self-assessed by the students through a survey instrument. A comparison of grades was utilized to determine if underperforming students increased performance. Using the course content from previous semesters allows the study to compare grades from the previous course to the current course to determine if using this technique increased overall grades.

Mosier, R. D. (2016, June), Participation in Structures Classes via Student Made Videos Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25859

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