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The Effectiveness of Weekly Supervised Homework Sessions in an Aerospace Structural Mechanics Course

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016





Conference Session

Solid and Structural Mechanics in Aerospace Engineering

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Waterloo Tsutsui Purdue University - West Lafayette Orcid 16x16

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Waterloo Tsutsui is a Ph.D. candidate in the School of Aeronautics and Astronautics at Purdue University in West Lafayette, Indiana. Prior to attending Purdue University, he was an engineer in the automotive industry for 10 years. In the most recent industrial position, he was a senior mechanical engineer at Johnson Controls, Inc. in Milwaukee, Wisconsin. He is a licensed Professional Engineer in the states of Michigan, Wisconsin, and Indiana.

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Michael C. Loui Purdue University - West Lafayette

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Michael C. Loui is the Dale and Suzi Gallagher Professor of Engineering Education at Purdue University. He was previously Professor of Electrical and Computer Engineering and University Distinguished Teacher-Scholar at the University of Illinois at Urbana-Champaign. His interests include computational complexity theory, professional ethics, and engineering education research. He serves as Editor of Journal of Engineering Education and as a member of the editorial boards of College Teaching and Accountability in Research. He is a Carnegie Scholar and an IEEE Fellow. Professor Loui was Associate Dean of the Graduate College at Illinois from 1996 to 2000. He directed the theory of computing program at the National Science Foundation from 1990 to 1991. He earned the Ph.D. at M.I.T. in 1980.

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Student Paper

AAE 35200 is an aerospace structural mechanics course for third-year students majoring in Aeronautical and Astronautical Engineering at Purdue University. In AAE 35200, students were given the opportunity to attend weekly optional one-hour supervised homework sessions instructed by a graduate teaching assistant (TA) during the Fall 2015 semester. The contents of the supervised homework session included the theoretical background and technical details about the assigned homework problems, knowledge beyond the original context of the problems, and alternative approaches to solve the problems. In this study, we investigated the effect of the supervised homework sessions on students’ homework and exam scores. We found that the supervised homework sessions had the most influence on the homework scores of the students with low native ability. Also, as the byproduct of the study, we investigated the effect of the Scholastic Aptitude Test (SAT)-Math scores on students’ academic performance. We found that the SAT-Math score was not correlated with the exam score. In order for us to rigorously study the effect of student attributes (independent variables) on the academic performance (dependent variables), we performed an analysis of covariance (ANCOVA) on the experimental data, controlling for student attributes. We found that the attendance and interaction between SAT-Math and attendance were the two terms that influenced the homework scores the most.

Tsutsui, W., & Loui, M. C. (2016, June), The Effectiveness of Weekly Supervised Homework Sessions in an Aerospace Structural Mechanics Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26145

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