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Using MyEngineeringLab for Learning Reinforcement in a Mechanics 1: Statics Course

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

CoED Mechanical Engineering Topics

Tagged Division

Computers in Education

Page Count

9

DOI

10.18260/1-2--29083

Permanent URL

https://peer.asee.org/29083

Download Count

262

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Paper Authors

biography

James E. Lewis University of Louisville

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James E. Lewis, Ph.D. is an Assistant Professor in the Department of Engineering Fundamentals in the J. B. Speed School of Engineering at the University of Louisville. His research interests include parallel and distributed computer systems, cryptography, engineering education, undergraduate retention and technology (Tablet PCs) used in the classroom.

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Thomas D. Rockaway University of Louisville

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Thomas D. Rockaway, Ph.D., P.E., is an Associate Professor in the Civil and Environmental Engineering Department, and Director for the Center for Infrastructure Research at the University of Louisville. His research work has focused on identifying methods to extend the life and improve the performance of urban infrastructure. Much of his worked has included water and wastewater initiatives and incorporating green concepts into existing systems.

Prior to his work at the University, he has served as a geotechnical engineer for a large power corporation, a regional consultant and the United States Army Corps of Engineers. He has provided foundation and subsurface recommendations for structures ranging from single story dwellings to multi-story buildings.

He has doctorate from the Georgia Institute of Technology, a Masters and Bachelors degree in Civil Engineering from Purdue University, and a Bachelor of Arts degree from DePauw University.

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Gerold Willing University of Louisville

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Gerold (Jerry) A. Willing is an Associate Professor in the Chemical Engineering Department at the University of Louisville. He received a Bachelor of Science Degree in Chemical Engineering from the University of Wisconsin-Madison and a Ph.D. degree in Chemical Engineering from Auburn University. Dr. Willing’s expertise lies in the development of complex fluid systems for practical applications and characterization of their properties and stability. He has additional interests in water utility infrastructure materials and their impact on water quality, electroactive hydrogels, soft-lithography techniques, Peer-Led-Team-Learning, and development of a student's engineering identity.

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Abstract

Since the amount of technology available in the engineering classroom is always increasing, instructors face challenges to find unique and positive ways to incorporate this technology into their classrooms. For the Department of Civil and Environmental Engineering at the J.B. Speed School of Engineering at the University of Louisville, the Mechanics 1: Statics course continues to be an area of focus for the adoption and incorporation of technology into the class. The department is willing to explore technology based approaches to improve student learning and success in the course.

As has been observed many times previously, in the Statics course students who attend class and conscientiously do their homework have a higher probability of succeeding. Class quizzes are given to encourage the students to come to class prepared. These quizzes were based along homework problems to help prevent the students from procrastinating on the homework. This allows the students time to attempt the homework and get clarification on topics that they do not understand, instead of waiting until the night before an exam to complete the homework.

Most recently, the department started adopting the use of Pearson’s MyLabsPlus ™, an online multimedia textbook with active content, including algorithmic problem generators and computer grading. The homework for this course has been targeted first for conversion from paper to the online system. The MyLabsPlus problems are immediately graded which provides students feedback on their understanding of the content. If the students get a problem wrong MyLabsPlus can provide them with guidance as to what they did incorrectly, and even let them attempt the problem again with different values. This feedback allows the students to know which topics that they need further study to master.

This paper will further describe the environment that the students are using MyLabsPlus as well as looking at the course outcomes from the semesters using the platform. By analyzing the statistical analytics contained within the platform, we can better assess when and how students complete their homework. In addition, by comparing the performance analytics to exam scores we can identify students that are using other technology sources to accumulate scores rather than master the content. With this information, we can target select groups or individuals for additional help or modify lecture, quiz or exam materials as appropriate.

Lewis, J. E., & Rockaway, T. D., & Willing, G. (2017, June), Using MyEngineeringLab for Learning Reinforcement in a Mechanics 1: Statics Course Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29083

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