Pub Date : 2004-10-23DOI: 10.1109/FIE.2004.1408594
H. Ellis
Adult students share a unique set of learning characteristics, one of which is a strong desire to control their learning experience. Ideally, software engineering education for adults should support students' desire for self-direction by allowing students to absorb material in the manner in which each individual learns best, while at the same time allowing students the freedom to explore topics of interest. This paper describes an investigation into self-directed learning in a Web application design and development course which uses a student-defined project approach. Results of an ongoing survey-based study performed by the instructor to determine student attitude toward the student-defined project are discussed. Students were surveyed on their opinions at the beginning and end of the semester. Results indicate that students enjoy the self-deterministic approach used in the project, and approval of the student-directed approach showed an increase from the beginning of the semester to the end.
{"title":"Student-directed learning in a graduate software engineering course","authors":"H. Ellis","doi":"10.1109/FIE.2004.1408594","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408594","url":null,"abstract":"Adult students share a unique set of learning characteristics, one of which is a strong desire to control their learning experience. Ideally, software engineering education for adults should support students' desire for self-direction by allowing students to absorb material in the manner in which each individual learns best, while at the same time allowing students the freedom to explore topics of interest. This paper describes an investigation into self-directed learning in a Web application design and development course which uses a student-defined project approach. Results of an ongoing survey-based study performed by the instructor to determine student attitude toward the student-defined project are discussed. Students were surveyed on their opinions at the beginning and end of the semester. Results indicate that students enjoy the self-deterministic approach used in the project, and approval of the student-directed approach showed an increase from the beginning of the semester to the end.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129438982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-10-23DOI: 10.1109/FIE.2004.1408556
H. Diefes‐Dux, T. Moore, J. Zawojewski, P. Imbrie, D. Follman
Integrating more engineering contexts, introducing advanced engineering topics, addressing multiple ABET criteria, and serving under-represented student populations in foundation engineering courses are some of the opportunities realized by the use of a new framework for developing real-world client-driven problems. These problems are called model-eliciting activities (MEAs), and they are based on the models and modeling perspective developed in mathematics education. Through a NSF-HRD gender equity project that has funded the development, use, and study of MEAs in undergraduate engineering courses for increasing women's interest in engineering, we have found that the MEA framework fosters significant change in the way engineering faculty think about their teaching and their students. In this paper, we will present the six principles that guide the development of an MEA, detail our motivation for using the MEA framework to construct open-ended problems, and discuss the opportunities and challenges to creating, implementing, and assessing MEAs.
{"title":"A framework for posing open-ended engineering problems: model-eliciting activities","authors":"H. Diefes‐Dux, T. Moore, J. Zawojewski, P. Imbrie, D. Follman","doi":"10.1109/FIE.2004.1408556","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408556","url":null,"abstract":"Integrating more engineering contexts, introducing advanced engineering topics, addressing multiple ABET criteria, and serving under-represented student populations in foundation engineering courses are some of the opportunities realized by the use of a new framework for developing real-world client-driven problems. These problems are called model-eliciting activities (MEAs), and they are based on the models and modeling perspective developed in mathematics education. Through a NSF-HRD gender equity project that has funded the development, use, and study of MEAs in undergraduate engineering courses for increasing women's interest in engineering, we have found that the MEA framework fosters significant change in the way engineering faculty think about their teaching and their students. In this paper, we will present the six principles that guide the development of an MEA, detail our motivation for using the MEA framework to construct open-ended problems, and discuss the opportunities and challenges to creating, implementing, and assessing MEAs.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126391306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-10-23DOI: 10.1109/FIE.2004.1408519
J. Watson, G. Bibel, K. Ebeling, J. Erjavec, H. Salehfar, M. Zahui
Undergraduate students enrolled in the accredited distance engineering degree program at the University of North Dakota (UND) are required to spend up to three weeks each summer on the UND campus taking condensed engineering laboratories. This imposes a significant financial and social burden on the students, who are typically married with families and full-time jobs. To reduce this time on campus, a three-year project funded by the Department of Educations' FIPSE program was initiated in 2002 to design several 50% on-line laboratory courses. The on-line assignments that have been developed include simulations (packaged and developed programs), and real time operation of equipment located in UND and North Dakota State University (NDSU) engineering laboratories. Simulations include process analysis, electrical circuit analysis, materials selection, and programmable logic control. Real time assignments detailed in the paper include process dynamics and control, electrical circuit analysis, steam turbine electricity generation, vibration analysis and programmable logic control.
{"title":"On-line laboratories for undergraduate distance engineering students","authors":"J. Watson, G. Bibel, K. Ebeling, J. Erjavec, H. Salehfar, M. Zahui","doi":"10.1109/FIE.2004.1408519","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408519","url":null,"abstract":"Undergraduate students enrolled in the accredited distance engineering degree program at the University of North Dakota (UND) are required to spend up to three weeks each summer on the UND campus taking condensed engineering laboratories. This imposes a significant financial and social burden on the students, who are typically married with families and full-time jobs. To reduce this time on campus, a three-year project funded by the Department of Educations' FIPSE program was initiated in 2002 to design several 50% on-line laboratory courses. The on-line assignments that have been developed include simulations (packaged and developed programs), and real time operation of equipment located in UND and North Dakota State University (NDSU) engineering laboratories. Simulations include process analysis, electrical circuit analysis, materials selection, and programmable logic control. Real time assignments detailed in the paper include process dynamics and control, electrical circuit analysis, steam turbine electricity generation, vibration analysis and programmable logic control.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126041944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-10-23DOI: 10.1109/FIE.2004.1408523
T. Eppes, P. Schuyler
The authors have developed an Internet accessible distance laboratory system that employs agilent test and measurement equipment. The system is called ALTE (automated laboratory test environment) and pilot-tested in Fall 2004. Instructors and students within the Electronic and Computer Technology (ECT) Department begin using ALTE to remotely conduct experiments over the Internet. Access is 24x7, and the system supports multiple users on the same lab station. ALTE's architecture consists of a management server that provides access control as well as managing the course/experiment database. The management server interfaces to any number of lab stations. Each lab station consists of a dedicated PC that uses LabView's virtual instrument interface to send commands and retrieve data from active Agilent test equipment. A typical lab station consists of a networked-PC that is GPIB interfaced to an agilent programmable DC power supply, arbitrary waveform generator, digital multimeter and mixed-signal oscilloscope.
{"title":"Work in progress - a distance laboratory system using agilent test equipment","authors":"T. Eppes, P. Schuyler","doi":"10.1109/FIE.2004.1408523","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408523","url":null,"abstract":"The authors have developed an Internet accessible distance laboratory system that employs agilent test and measurement equipment. The system is called ALTE (automated laboratory test environment) and pilot-tested in Fall 2004. Instructors and students within the Electronic and Computer Technology (ECT) Department begin using ALTE to remotely conduct experiments over the Internet. Access is 24x7, and the system supports multiple users on the same lab station. ALTE's architecture consists of a management server that provides access control as well as managing the course/experiment database. The management server interfaces to any number of lab stations. Each lab station consists of a dedicated PC that uses LabView's virtual instrument interface to send commands and retrieve data from active Agilent test equipment. A typical lab station consists of a networked-PC that is GPIB interfaced to an agilent programmable DC power supply, arbitrary waveform generator, digital multimeter and mixed-signal oscilloscope.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128953387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-10-23DOI: 10.1109/FIE.2004.1408596
P. Cantrell, N. Velasquez-Bryant, G. Pekcan, A. Itani
The triangulated learning model is a framework for implementing the engineering analysis and design process with middle school students in their science classrooms. The model is inquiry-based and integrates the components of simulation, construction, and connection. The model was piloted in eight middle school science classrooms using three teacher-developed modules that included Web-based simulations, a construction phase, and specific activities designed to promote connections to underlying scientific and mathematical concepts. This paper describes early indicators of the effectiveness of the model from data collected through classroom observations of the eight teachers.
{"title":"Work in progress-the triangulated learning model for engineering education","authors":"P. Cantrell, N. Velasquez-Bryant, G. Pekcan, A. Itani","doi":"10.1109/FIE.2004.1408596","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408596","url":null,"abstract":"The triangulated learning model is a framework for implementing the engineering analysis and design process with middle school students in their science classrooms. The model is inquiry-based and integrates the components of simulation, construction, and connection. The model was piloted in eight middle school science classrooms using three teacher-developed modules that included Web-based simulations, a construction phase, and specific activities designed to promote connections to underlying scientific and mathematical concepts. This paper describes early indicators of the effectiveness of the model from data collected through classroom observations of the eight teachers.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115263306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-10-23DOI: 10.1109/FIE.2004.1408614
Jason Vroustouris, Mitchell D. Theys
MythSim is a cross-platform control-code simulator being used at the University of Illinois at Chicago. This mythical 8-bit processor gives students experience with concepts in computer architecture. MythSim has been redesigned from the ground up based on the changing needs of instructors and students. An improved multiwindowed interface, color-coding system and reference card allows students to learn the architecture quickly so they can focus on developing and debugging their programs. To facilitate future development, the source code is hosted online in a distributed development environment. Feedback from instructors and students has been positive. This paper presents improvements made in the new version, feedback from students and the support we provide for instructors.
{"title":"Work in progress - MythSim: the mythical simulator for real students","authors":"Jason Vroustouris, Mitchell D. Theys","doi":"10.1109/FIE.2004.1408614","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408614","url":null,"abstract":"MythSim is a cross-platform control-code simulator being used at the University of Illinois at Chicago. This mythical 8-bit processor gives students experience with concepts in computer architecture. MythSim has been redesigned from the ground up based on the changing needs of instructors and students. An improved multiwindowed interface, color-coding system and reference card allows students to learn the architecture quickly so they can focus on developing and debugging their programs. To facilitate future development, the source code is hosted online in a distributed development environment. Feedback from instructors and students has been positive. This paper presents improvements made in the new version, feedback from students and the support we provide for instructors.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127960937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-10-23DOI: 10.1109/FIE.2004.1408475
M. Ohland, Guili Zhang, B. Thorndyke, T. J. Anderson
Graduation success, grade-point average, and destination major of ten cohorts of students matriculating and subsequently leaving undergraduate engineering programs at nine southeastern universities are studied from 1987-2002. Grade point averages are frozen at the time students leave engineering to investigate the role of grades in their decision to leave engineering and their choice of a destination major. This study adds to evidence indicating that poor performance is not the primary reason students leave engineering. Students leaving with low grades most likely select business, students with high grades more likely choose natural science majors and, interestingly, 10 to 20% at all performance levels choose education or a social science. The study also found that 10 to 15% of the students leaving engineering at all performance levels changed majors at least a second time before graduating, suggesting that changing majors is, for some, a journey of exploration rather than a matter of settling for one's second choice.
{"title":"Grade-point average, changes of major, and majors selected by students leaving engineering","authors":"M. Ohland, Guili Zhang, B. Thorndyke, T. J. Anderson","doi":"10.1109/FIE.2004.1408475","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408475","url":null,"abstract":"Graduation success, grade-point average, and destination major of ten cohorts of students matriculating and subsequently leaving undergraduate engineering programs at nine southeastern universities are studied from 1987-2002. Grade point averages are frozen at the time students leave engineering to investigate the role of grades in their decision to leave engineering and their choice of a destination major. This study adds to evidence indicating that poor performance is not the primary reason students leave engineering. Students leaving with low grades most likely select business, students with high grades more likely choose natural science majors and, interestingly, 10 to 20% at all performance levels choose education or a social science. The study also found that 10 to 15% of the students leaving engineering at all performance levels changed majors at least a second time before graduating, suggesting that changing majors is, for some, a journey of exploration rather than a matter of settling for one's second choice.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"1982 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126925185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-10-23DOI: 10.1109/FIE.2004.1408597
S. Fletcher, M. Ohm
ArtVentures in engineering (AVIE) is a series of community workshops and educational K-12 outreach projects designed to examine and explore the interdependence of science and the arts. This project was conceived from a unique partnership formed between the Katherine K. Herberger College of Fine Arts and the Women in Applied Science and Engineering (WISE) program at Arizona State University. The primary goal of this collaboration is to educate and bring community awareness to a diverse population through the exploration of interdisciplinary principles and to value the contributions of artists to science and scientists to the arts. To date, four workshops have been completed and a fifth workshop is scheduled for Spring, 2005. Preliminary workshops described will serve as a basis for statewide and national models to train teachers and educators in bringing multidisciplinary learning and integrated teaching into the classroom. Results of each workshop were examined on an immediate basis however, future research will include both short-term and long-term assessment components to examine program effectiveness. An overview of workshops will be presented as well as future program expansion including preliminary discussions of teacher education and teacher training.
工程艺术冒险(AVIE)是一系列社区研讨会和教育K-12外展项目，旨在检查和探索科学与艺术的相互依存关系。该项目是由Katherine K. Herberger美术学院和亚利桑那州立大学应用科学与工程(WISE)项目的女性之间形成的独特合作伙伴关系构想出来的。此次合作的主要目标是通过探索跨学科原则来教育和提高不同人群的社区意识，并重视艺术家对科学和科学家对艺术的贡献。迄今为止，已经完成了四个讲习班，第五个讲习班定于2005年春季举行。所描述的初步讲习班将作为全州和全国模式的基础，培训教师和教育工作者将多学科学习和综合教学带入课堂。每个讲习班的结果都是立即审查的，但是，未来的研究将包括短期和长期评估部分，以审查方案的有效性。研讨会的概述以及未来的项目扩展，包括教师教育和教师培训的初步讨论。
{"title":"ArtVentures in engineering at Arizona State University","authors":"S. Fletcher, M. Ohm","doi":"10.1109/FIE.2004.1408597","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408597","url":null,"abstract":"ArtVentures in engineering (AVIE) is a series of community workshops and educational K-12 outreach projects designed to examine and explore the interdependence of science and the arts. This project was conceived from a unique partnership formed between the Katherine K. Herberger College of Fine Arts and the Women in Applied Science and Engineering (WISE) program at Arizona State University. The primary goal of this collaboration is to educate and bring community awareness to a diverse population through the exploration of interdisciplinary principles and to value the contributions of artists to science and scientists to the arts. To date, four workshops have been completed and a fifth workshop is scheduled for Spring, 2005. Preliminary workshops described will serve as a basis for statewide and national models to train teachers and educators in bringing multidisciplinary learning and integrated teaching into the classroom. Results of each workshop were examined on an immediate basis however, future research will include both short-term and long-term assessment components to examine program effectiveness. An overview of workshops will be presented as well as future program expansion including preliminary discussions of teacher education and teacher training.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129874363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-10-23DOI: 10.1109/FIE.2004.1408531
T. Thompson, D. Heer, Shane Brown, R. Traylor, Terri S. Fiez
Systemic reform in undergraduate engineering education is critical to improving student ability and understanding. Electrical engineering and computer science at Oregon State University has worked in collaboration with university science and math education researchers to implement large-scale curriculum reform based on a platform for learning/spl trade/. To successfully approach such a large systemic problem and introduce major education reform, an approach called design research has been used. Design research involves a team of education designers that manage a series of iterative cycles of design, implementation, and evaluation. Each cycle provides the empirical evidence needed to improve instruction, and refine the education theory related to platforms for learning. The design research process has brought a much richer and expansive understanding of the platforms for learning concept and engineering education in general. In part concepts like cross-cutting competencies (which include enhancing community building, student innovation and design skills, depth, breadth and professionalism), educational hardware design, and horizontal and vertical inter-class connections have been better understood through the research. This paper summarizes the design research process as it is used at OSU to reform engineering education. Findings specific to a platform for learning and generally applicable to engineering education are discussed. Finally, implementation changes that resulted from the design research process are presented.
{"title":"Educational design, evaluation, & development of platforms for learning","authors":"T. Thompson, D. Heer, Shane Brown, R. Traylor, Terri S. Fiez","doi":"10.1109/FIE.2004.1408531","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408531","url":null,"abstract":"Systemic reform in undergraduate engineering education is critical to improving student ability and understanding. Electrical engineering and computer science at Oregon State University has worked in collaboration with university science and math education researchers to implement large-scale curriculum reform based on a platform for learning/spl trade/. To successfully approach such a large systemic problem and introduce major education reform, an approach called design research has been used. Design research involves a team of education designers that manage a series of iterative cycles of design, implementation, and evaluation. Each cycle provides the empirical evidence needed to improve instruction, and refine the education theory related to platforms for learning. The design research process has brought a much richer and expansive understanding of the platforms for learning concept and engineering education in general. In part concepts like cross-cutting competencies (which include enhancing community building, student innovation and design skills, depth, breadth and professionalism), educational hardware design, and horizontal and vertical inter-class connections have been better understood through the research. This paper summarizes the design research process as it is used at OSU to reform engineering education. Findings specific to a platform for learning and generally applicable to engineering education are discussed. Finally, implementation changes that resulted from the design research process are presented.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130120026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2004-10-23DOI: 10.1109/FIE.2004.1408577
D. Oppliger, J. Hertel
In an effort to measure desired outcomes of our "statics and mechanics of materials" course, a trial is being conducted where students are given a relatively complex problem on the first day of class and then given the same problem on the final exam. The problem in this research involves the structure of a cantilever boat dock. To determine the change in understanding during the course, both problems are graded using a rubric to gage the levels of understanding relative to five tasks: 1) identify the likely failure location, 2) identify the different load types, 3) combine the effects of multiple loadings, 4) calculate the stresses within the structure, 5) calculate the safety factor. Results will also be compared to the previous semester (Fall 2003) where the same problem was given on the final exam but not discussed earlier in the course. A further objective of this work is to stimulate curiosity by challenging students to solve a combined statics and mechanics problem.
{"title":"Work in progress-blown away on the very first day-measuring outcomes for statics & mechanics of materials","authors":"D. Oppliger, J. Hertel","doi":"10.1109/FIE.2004.1408577","DOIUrl":"https://doi.org/10.1109/FIE.2004.1408577","url":null,"abstract":"In an effort to measure desired outcomes of our \"statics and mechanics of materials\" course, a trial is being conducted where students are given a relatively complex problem on the first day of class and then given the same problem on the final exam. The problem in this research involves the structure of a cantilever boat dock. To determine the change in understanding during the course, both problems are graded using a rubric to gage the levels of understanding relative to five tasks: 1) identify the likely failure location, 2) identify the different load types, 3) combine the effects of multiple loadings, 4) calculate the stresses within the structure, 5) calculate the safety factor. Results will also be compared to the previous semester (Fall 2003) where the same problem was given on the final exam but not discussed earlier in the course. A further objective of this work is to stimulate curiosity by challenging students to solve a combined statics and mechanics problem.","PeriodicalId":339926,"journal":{"name":"34th Annual Frontiers in Education, 2004. FIE 2004.","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134197317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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