Hjelmstad, K. D., & Baisley, A. (2020, June), The Mechanics Project: A Pedagogy of Engagement for Undergraduate Mechanics Courses  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35346

\bibitem{asee_peer_35346}
  Hjelmstad, K. D., \& Baisley, A. (2020, June), \emph{The Mechanics Project: A Pedagogy of Engagement for Undergraduate Mechanics Courses}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35346

Keith D. Hjelmstad and Amie Baisley.  "The Mechanics Project: A Pedagogy of Engagement for Undergraduate Mechanics Courses".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35346 Internet.  19 Apr, 2024

\bibitem{asee_peer_35346}
  Keith D. Hjelmstad and Amie Baisley.
  "The Mechanics Project: A Pedagogy of Engagement for Undergraduate Mechanics Courses".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35346 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_35346
author = "Keith D. Hjelmstad and Amie Baisley"
title = "The Mechanics Project: A Pedagogy of Engagement for Undergraduate Mechanics Courses"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35346}
number = {10.18260/1-2--35346}
}

TY  - CPAPER
AB  - The Mechanics Project was founded just over eight years ago at Arizona State University. The objective of the project was to improve the learning experience in the sophomore level mechanics courses (statics, dynamics, and deformable solids). We have designed and implemented an engaged learning environment that encourages students to discover and explore the foundational engineering concepts in these courses more deeply, emphasizing ‘why’ as much as ‘how’ in the learning process. The courses associated with The Mechanics Project are designed around two-week modules that comprise four active recitation periods, one lecture, and one assessment. Most of the class time is spent in a highly engaged student-centered recitation environment, staffed by an instructor and a team of undergraduate teaching assistants. This structure allows the students to have a more individualized learning experience in a supportive environment. The frequent assessments make examinations less stressful and mastery-based grading allows each student to monitor their progress on achieving the individual course learning objectives. A course survey, administered each semester, shows a high level of student satisfaction with the instructional elements that make up the course structure. This paper will describe the details of the course design and document some of the outcomes.
AU  - Keith D. Hjelmstad
AU  - Amie Baisley
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - The Mechanics Project: A Pedagogy of Engagement for Undergraduate Mechanics Courses
UR  - https://peer.asee.org/35346
DO  - 10.18260/1-2--35346
ER  -