Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
At the Florida Institute of Technology, multiple sections of Statics are offered each fall semester, each taught by a different instructor. Though all sections cover the same topics within the same textbook, students often perceive the course sections differently. Different combinations of online and paper homework formats were used, and the problems assigned varied in volume, implementation, and complexity. In each section, different pedagogies were used, and the depth to which some topics were covered varied with the instructor. Because each section took different exams graded by different instructors, there was no uniform measure of students’ preparedness levels for later engineering mechanics courses. This paper describes efforts to improve consistency across sections by implementing a common course framework developed by the instructors teaching the different sections. This framework includes common online and on-paper homework assignments, and a common final exam with a communal grading strategy where all students, regardless of section, had their problems graded by the same instructor. Though each faculty member was free to employ different pedagogies within the common framework, all made a commitment to increase active learning strategies in the classroom. Student perceptions of the common framework were obtained using an end-of-course survey, and student performance on the common final exam and a basic skills test were compared across sections. Instructor perceptions about the challenges and benefits of moving towards commonality are also discussed.
Demoret, K. B., & Schlegel, J., & Jensen, M. J. (2018, June), Standardizing the Statics Curriculum Across Multiple Instructors Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30980
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015