Given the math-intensive and computational nature of introductory dynamics, many concepts are presented with simple examples where applications have been abstracted away for the sake of clarity. While this approach achieves clarity, it lacks connection to the real world and doesn’t communicate the true value of the content. In this work, we present the results of a study aimed at improving students’ impression of the value of the course content by highlighting real-world applications of introductory dynamics topics. This study was conducted in a large 2-section course, where each lecture section consists of approximately 200 students in various engineering majors, with 50-minute lectures on Mondays, Wednesdays, and Fridays. One section received traditional instruction, while the other section spent a portion of class time, 10-15 minutes, each Friday discussing real-world applications of the course content. The sections were surveyed at the beginning and end of the semester to assess their impressions of (1) their curiosity about the material, (2) the connections to real-world applications and (3) the value created by the course content. These three themes were selected around the “3C’s” of the KEEN entrepreneurial mindset (Curiosity, Connection, Creating Value). The survey included both quantitative responses on a Likert scale and qualitative, open-ended responses. The survey results showed that the intervention increased students’ perceptions of the value of the course material while showing little change in their curiosity or recognition of connections to their fields. Qualitatively, students responded positively to the focus on applications, dubbing these days “Fun Fridays”.
The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025