2025 ASEE Annual Conference & Exposition

This purpose of this paper is to widely disseminate the resources required to implement a set of six hands-on statics activities. It is well established that active and hands-on learning can improve student outcomes. However, planning, resourcing, and implementation can be a barrier to their use. Our goal is to lower the implementation barrier for busy faculty that are hesitant to adopt active learning despite awareness of the research. We have created an easily accessible repository of everything required to assemble and implement Statics Shoebox Kits.

Five criteria were considered in the design of the kits and activities. 1) Very little prep time should be required from the instructor. 2)The materials should be readily available, portable, inexpensive, and reusable. 3) Activity worksheets and guidelines must be provided on a convenient platform that allows participants to share implementation experiences and make suggestions for improvement. 4) The kit design should be agile allowing for transition to an online learning format. 5) Activities should align with best practices in STEM pedagogy.

All resources for the Shoebox Kits are available in a Canvas LMS course. The kits include items such as K’nex pieces, PVC pipe, nails, bolts, rules, and sandpaper; all of which fit in a shoebox sized container. A spreadsheet is provided for sourcing of materials. In addition to resources, the LMS provides the opportunity to ask questions or share the implementation experience. Currently, 38 participants are distributed at institutions across 19 states and territories. Institutions include large research universities, small liberal arts colleges, and minority serving institutions including one institution designated a Historically Black College and University (HBCU). We also recognize there is a great need for these activities to be agile and adaptable. The kits are designed to facilitate distribution to distance learning students and implementation on a virtual platform. Activities were designed to follow inclusive pedagogical practices such as collaborative learning, peer-to-peer instruction, real-world connection, immediate feedback, reflection, and low stakes assessment.

It is anticipated that this paper will increase dissemination of the Statics Shoebox Kit materials and result in an increased use of hands-on learning in engineering mechanics classrooms. Another benefit, already observed since launch of the Canvas platform, is enhanced connections among statics instructors across the nation.