Re-design of Engineering Mechanics I (Statics) Using CAP Model

Khalilullah Mayar

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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: June 29, 2016
ISBN: 978-0-692-68565-5
ISSN: 2153-5965
Conference Session: Tricks of the Trade - Experiences Designing Courses and Communities
Tagged Division: Student
Tagged Topic: Diversity
Page Count: 30
DOI: 10.18260/p.26038
Permanent URL: https://peer.asee.org/26038
Download Count: 1450

Paper Authors

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Khalilullah Mayar Purdue University, West Lafayette

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Khalilullah Mayar is a current Fulbright scholar and a former junior faculty at Kabul Polytechnic University where he taught introduction to engineering, and engineering mechanics courses for a couple of years to undergraduate students. Currently he is pursing a masters in construction management at Purdue University. His research interests includes, engineering education, construction site productivity, and construction operations simulation and modeling.

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Abstract

Re-design of Engineering Mechanics I (Statics) using CAP Model (A Sophomore Level Course for Engineering Students)

Engineering Mechanics I (Statics) is a three credit hour, sophomore level course which mainly deals with the study of objects that are either in the state of rest or uniform motion under the interaction of various forces acting in two and three dimensional space. " For many engineering disciplines —such as Aerospace, Biological, Chemical, Civil and Mechanical— Statics servers as a prerequisite for more advanced mechanics courses including Dynamics, Fluid Mechanics, and Mechanics of Materials" (Rais-Rohani, Walters, & Vizzini, 2010, p. 1). Learning Statics requires a considerable attention as the course concepts serve as "the building blocks for future courses in engineering, mechanics of solids and design in particular. There is a common disappointment among many educators in the students' abilities to apply the concepts to design/analyze real systems in the subsequent courses" (Condoor, Jayaram, & Boyer, 2008, p. 1).

This paper describes re-design of the Engineering Mechanics I (Statics) course based on the Outcome Based Learning and also student-centered learning theories by integrating the content, assessment and pedagogy together in a single model abbreviated as CAP, and utilizing the Backward Design Process. In contrast to the common course design approach, learning outcomes are considered crucial and therefore identified at the beginning of the course design process (Streveler, Pilotte, Smith, & Smith, 2012). In order to make sure the contents are properly aligned with the assessment, the Assessment worksheet and the Assessment Triangle method explained by Pellegrino et al (2001) is used where cognition, observation and interpretation are closely aligned to each other . Lastly the pedagogy part of the course design process is essentially aligned in accordance with the Perkins (2009) Making learning whole- seven principles with special emphasize on the Working on the hard parts, Play out of town, Learning from the team principles.

Keywords: Backward Design Process, Course Design, Outcome Based Learning, Statics.

Citation
Format

Mayar, K. (2016, June), Re-design of Engineering Mechanics I (Statics) Using CAP Model Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26038

TY  - CPAPER
AB  - Re-design of Engineering Mechanics I (Statics) using CAP Model
(A Sophomore Level Course for Engineering Students)

Engineering Mechanics I (Statics) is a three credit hour, sophomore level course which mainly deals with the study of objects that are either in the state of rest or uniform motion under the interaction of various forces acting in two and three dimensional space. &quot; For many engineering disciplines —such as Aerospace, Biological, Chemical, Civil and Mechanical— Statics servers as a prerequisite for more advanced mechanics courses including Dynamics, Fluid Mechanics, and Mechanics of Materials&quot; (Rais-Rohani, Walters, &amp; Vizzini, 2010, p. 1).   Learning Statics requires a considerable attention as the course concepts serve as &quot;the building blocks for future courses in engineering, mechanics of solids and design in particular. There is a common disappointment among many educators in the students&#39; abilities to apply the concepts to design/analyze real systems in the subsequent courses&quot; (Condoor, Jayaram, &amp; Boyer, 2008, p. 1).

This paper describes re-design of the Engineering Mechanics I (Statics) course based on  the Outcome Based Learning and also student-centered learning  theories by integrating the content, assessment and pedagogy together in a single model abbreviated as CAP, and utilizing the Backward Design Process. In contrast to the common course design approach, learning outcomes are considered crucial and therefore identified at the beginning of the course design process (Streveler, Pilotte, Smith, &amp; Smith, 2012).  In order to make sure the contents are properly aligned with the assessment, the Assessment worksheet and the Assessment Triangle method explained by  Pellegrino  et al (2001) is used where cognition, observation and interpretation are closely aligned to each other  . Lastly the pedagogy part of the course design process is essentially aligned in accordance with the Perkins  (2009) Making learning whole- seven principles with special emphasize on the Working on the hard parts, Play out of town, Learning from the team principles. 

Keywords: Backward Design Process, Course Design, Outcome Based Learning, Statics. 

AU  - Khalilullah Mayar
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Re-design of Engineering Mechanics I (Statics) Using CAP Model
UR  - https://peer.asee.org/26038
DO  - 10.18260/p.26038
ER  -