Condoor, S., & Jayaram, S., & Kianfar, J. (2022, August), Work in Progress - Strategies for Stimulating Engineering Relevance in Statics Education  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40689

\bibitem{asee_peer_40689}
  Condoor, S., \& Jayaram, S., \& Kianfar, J. (2022, August), \emph{Work in Progress - Strategies for Stimulating Engineering Relevance in Statics Education}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40689

Sridhar Condoor, Sanjay Jayaram, and Jalil Kianfar.  "Work in Progress - Strategies for Stimulating Engineering Relevance in Statics Education".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40689 Internet.  22 Dec, 2024

\bibitem{asee_peer_40689}
  Sridhar Condoor, Sanjay Jayaram, and Jalil Kianfar.
  "Work in Progress - Strategies for Stimulating Engineering Relevance in Statics Education".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40689 Internet.  22 Dec, 2024

@INPROCEEDINGS{asee_peer_40689
author = "Sridhar Condoor, Sanjay Jayaram, and Jalil Kianfar"
title = "Work in Progress - Strategies for Stimulating Engineering Relevance in Statics Education"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40689}
number = {10.18260/1-2--40689}
}

TY  - CPAPER
AB  - Most engineering students take statics as their first engineering science course. A weak understanding of this subject can cause significant learning impediments in subsequent classes. Students see statics as an extension of physics rather than an introductory engineering course. For instructors and researchers, the answer to "how to make statics relevant to engineers?" appears elusive. 

This paper recommends specific strategies, with several examples, to increase engineering relevance. These strategies are simple to incorporate and designed to improve student learning. They form a five-step approach that aims to help students develop skills beyond basic algorithmic problem-solving. These steps are:
1.	Start with the purpose.
2.	Foster qualitative reasoning.
3.	Nurture quantitative problem-solving skills.
4.	Create design and research experiences.
5.	Integrate digital tools. 

These steps build on each other to help students develop and retain skills and solve ill-defined engineering problems. This paper provides a rationale for each learning strategy with examples. It also presents a preliminary assessment. In short, the strategies presented can ignite students’ interest and engagement by providing purpose and autonomy to their learning.

AU  - Sridhar Condoor
AU  - Sanjay Jayaram
AU  - Jalil Kianfar
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Work in Progress - Strategies for Stimulating Engineering Relevance in Statics Education
UR  - https://peer.asee.org/40689
DO  - 10.18260/1-2--40689
ER  -