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

\bibitem{asee_peer_30980}
  Demoret, K. B., \& Schlegel, J., \& Jensen, M. J. (2018, June), \emph{Standardizing the Statics Curriculum Across Multiple Instructors}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30980

Kimberly B. Demoret P.E., Jennifer Schlegel, and Matthew J Jensen.  "Standardizing the Statics Curriculum Across Multiple Instructors".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30980 Internet.  10 May, 2025

\bibitem{asee_peer_30980}
  Kimberly B. Demoret P.E., Jennifer Schlegel, and Matthew J Jensen.
  "Standardizing the Statics Curriculum Across Multiple Instructors".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30980 Internet.  10 May, 2025

@INPROCEEDINGS{asee_peer_30980
author = "Kimberly B. Demoret P.E., Jennifer Schlegel, and Matthew J Jensen"
title = "Standardizing the Statics Curriculum Across Multiple Instructors"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30980}
number = {10.18260/1-2--30980}
}

TY  - CPAPER
AB  - 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.
AU  - Kimberly B. Demoret P.E.
AU  - Jennifer Schlegel
AU  - Matthew J Jensen
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Standardizing the Statics Curriculum Across Multiple Instructors
UR  - https://peer.asee.org/30980
DO  - 10.18260/1-2--30980
ER  -