Asee peer logo

Standardizing the Statics Curriculum Across Multiple Instructors

Download Paper |

Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Enhancing the Statics Classroom

Tagged Division

Mechanics

Page Count

16

DOI

10.18260/1-2--30980

Permanent URL

https://peer.asee.org/30980

Download Count

85

Request a correction

Paper Authors

biography

Kimberly B. Demoret P.E. Florida Institute of Technology Orcid 16x16 orcid.org/0000-0003-1478-6334

visit author page

Kimberly B. Demoret, Ph.D., P.E., teaches Statics and Aerospace Engineering Capstone Design at the Florida Institute of Technology. Prior to joining Florida Tech in 2015, she worked for eight years at Kennedy Space Center on development of launch systems in support of NASA's space exploration goals. Before that she was a US Air Force officer for 20 years, supporting several aerospace programs as a developmental engineer and manager.

visit author page

biography

Jennifer Schlegel Florida Institute of Technology

visit author page

Jennifer Schlegel serves as a Research Professional with the Harris Institute for Assured Information within Florida Tech's College of Engineering and Computing. Dr. Schlegel has always explored broad, multi-disciplinary engineering solutions. Building on an engineering mechanics foundation from Virginia Tech's Engineering Science and Mechanics degree program and then continuing at The Johns Hopkins University to earn her Doctorate and Masters in Materials Science and Engineering studying nondestructive electromagnetic techniques for materials characterization. Delivering unique mission solutions to government customers as a federal contractor and serving as a FIRST mentor catalyzed a desire to shape our next generation of engineering talent. Returning to academia from industry in 2015, Dr. Schlegel enjoys leveraging her professional experiences to create innovative curricular and co-curricular experiences for engineering and computing students.

visit author page

biography

Matthew J Jensen Florida Institute of Technology Orcid 16x16 orcid.org/0000-0002-5229-7382

visit author page

Dr. Matthew J. Jensen received his bachelor's degree in Mechanical Engineering from Rose-Hulman Institute of Technology in 2006. Matthew received his doctorate from Clemson University in 2011 in Mechanical Engineering, focused primarily on automotive control systems and dynamics. During his graduate studies, Matthew was awarded the Department of Mechanical Engineering Endowed Teaching Fellowship. He is currently an Assistant Professor of Mechanical Engineering and the ProTrack Co-Op Coordinator at Florida Institute of Technology. His research interests include applications in automotive/transportation safety, electro-mechanical systems, data analysis strategies and techniques, dynamic modeling, and engineering education.

visit author page

Download Paper |

Abstract

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