Six Statics Activities in a Shoebox Kit

Christine F. Goble; Martha E. Grady

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Mechanics Division (MECHS) Technical Session 3
Tagged Division: Mechanics Division (MECHS)
Tagged Topic: Diversity
Page Count: 18
Permanent URL: https://peer.asee.org/57655

Paper Authors

biography

Christine F. Goble Centre College

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Christine Goble is an Associate Professor of Engineering at Centre College. She completed her bachelor's and master's degrees at the University of Kentucky and Ph.D. at Purdue University. She has 27 years of engineering education experience. Christine is actively engaged in developing an engineering degree program and educator training tools.

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biography

Martha E. Grady University of Kentucky orcid.org/0000-0002-1767-3653

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Dr. Martha E. Grady (Meg) is the Associate Chair of the Department of Mechanical and Aerospace Engineering and Associate Professor at the University of Kentucky in Lexington, KY, USA. She obtained a Bachelor’s degree in Mechanical Engineering from University of Central Florida, Masters and PhD degrees in Theoretical and Applied Mechanics from University of Illinois at Urbana-Champaign, and spent two years at the University of Pennsylvania as a Postdoctoral Fellow before beginning her faculty appointment. Beyond Dr. Grady's primary research in experimental mechanics, she enjoys developing hands-on activities for courses early in the engineering curriculum.

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Abstract

This purpose of this paper is to widely disseminate the resources required to implement a set of six hands-on statics activities. It is well established that active and hands-on learning can improve student outcomes. However, planning, resourcing, and implementation can be a barrier to their use. Our goal is to lower the implementation barrier for busy faculty that are hesitant to adopt active learning despite awareness of the research. We have created an easily accessible repository of everything required to assemble and implement Statics Shoebox Kits.

Five criteria were considered in the design of the kits and activities. 1) Very little prep time should be required from the instructor. 2)The materials should be readily available, portable, inexpensive, and reusable. 3) Activity worksheets and guidelines must be provided on a convenient platform that allows participants to share implementation experiences and make suggestions for improvement. 4) The kit design should be agile allowing for transition to an online learning format. 5) Activities should align with best practices in STEM pedagogy.

All resources for the Shoebox Kits are available in a Canvas LMS course. The kits include items such as K’nex pieces, PVC pipe, nails, bolts, rules, and sandpaper; all of which fit in a shoebox sized container. A spreadsheet is provided for sourcing of materials. In addition to resources, the LMS provides the opportunity to ask questions or share the implementation experience. Currently, 38 participants are distributed at institutions across 19 states and territories. Institutions include large research universities, small liberal arts colleges, and minority serving institutions including one institution designated a Historically Black College and University (HBCU). We also recognize there is a great need for these activities to be agile and adaptable. The kits are designed to facilitate distribution to distance learning students and implementation on a virtual platform. Activities were designed to follow inclusive pedagogical practices such as collaborative learning, peer-to-peer instruction, real-world connection, immediate feedback, reflection, and low stakes assessment.

It is anticipated that this paper will increase dissemination of the Statics Shoebox Kit materials and result in an increased use of hands-on learning in engineering mechanics classrooms. Another benefit, already observed since launch of the Canvas platform, is enhanced connections among statics instructors across the nation.

Citation
Format

Goble, C. F., & Grady, M. E. (2025, June), Six Statics Activities in a Shoebox Kit Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/57655

TY - CPAPER
AB - This purpose of this paper is to widely disseminate the resources required to implement a set of six hands-on statics activities. It is well established that active and hands-on learning can improve student outcomes. However, planning, resourcing, and implementation can be a barrier to their use. Our goal is to lower the implementation barrier for busy faculty that are hesitant to adopt active learning despite awareness of the research. We have created an easily accessible repository of everything required to assemble and implement Statics Shoebox Kits.

Five criteria were considered in the design of the kits and activities. 1) Very little prep time should be required from the instructor. 2)The materials should be readily available, portable, inexpensive, and reusable. 3) Activity worksheets and guidelines must be provided on a convenient platform that allows participants to share implementation experiences and make suggestions for improvement. 4) The kit design should be agile allowing for transition to an online learning format. 5) Activities should align with best practices in STEM pedagogy.

All resources for the Shoebox Kits are available in a Canvas LMS course. The kits include items such as K’nex pieces, PVC pipe, nails, bolts, rules, and sandpaper; all of which fit in a shoebox sized container. A spreadsheet is provided for sourcing of materials. In addition to resources, the LMS provides the opportunity to ask questions or share the implementation experience. Currently, 38 participants are distributed at institutions across 19 states and territories. Institutions include large research universities, small liberal arts colleges, and minority serving institutions including one institution designated a Historically Black College and University (HBCU). We also recognize there is a great need for these activities to be agile and adaptable. The kits are designed to facilitate distribution to distance learning students and implementation on a virtual platform. Activities were designed to follow inclusive pedagogical practices such as collaborative learning, peer-to-peer instruction, real-world connection, immediate feedback, reflection, and low stakes assessment.

It is anticipated that this paper will increase dissemination of the Statics Shoebox Kit materials and result in an increased use of hands-on learning in engineering mechanics classrooms. Another benefit, already observed since launch of the Canvas platform, is enhanced connections among statics instructors across the nation.

AU - Christine F. Goble
AU - Martha E. Grady
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - Six Statics Activities in a Shoebox Kit
UR - https://peer.asee.org/57655
ER -