2025 ASEE Annual Conference & Exposition

Evaluating the Effectiveness of an Open-Source Textbook in a Large, Middle-Year Engineering Mechanics Course

Presented at Mechanics Division (MECHS) Technical Session 7B

This full paper examines how students interact with a new open-source mechanics textbook to assess its effectiveness. Foundational middle-year engineering courses, like Mechanics of Materials, usually occur in undergraduate engineering students' second and third years after completing the required general coursework (e.g., math, physics, and chemistry). These courses are often characterized by large enrollments, primarily lecture-based formats, and a significant amount of required content. In these types of classes, it is a common practice to require students to buy a homework access code and a textbook to complete the assigned online homework. This requirement places a financial burden on students because of the high cost associated with online access codes and textbooks. Furthermore, engineering students do not spend much time interacting with the textbook and tend to interact with content that helps them complete their homework assignments. Therefore, improving the quality and access to textbooks may be crucial to enhancing student engagement and learning in these foundational courses. This study examines how students utilize and perceive a free, open-access online textbook during its initial implementation in a middle-year engineering course. It also compares this usage with course materials from similar courses that use traditional, cost-based materials. To understand student opinions, we administered pre- and post-surveys, as well as focus groups, in classes that piloted the textbook. We found that students valued the open-access textbook utilized in the course due to its affordability, conciseness, and helpful visual representations. In addition, they appreciated that the book was free. This work can help improve large middle-year engineering classes with respect to the financial strain on students and effective course materials. Findings from this study contribute to ongoing discussions about the role of open educational resources (OER) in alleviating financial strain, improving student engagement, and enhancing learning experiences in engineering education.

Authors

Olivia Ryan Virginia Polytechnic Institute and State University [biography]

Olivia Ryan is a Ph.D. student in Engineering Education at Virginia Tech. She holds a B.S. in engineering with a specialization in electrical engineering from Roger Williams University. Her research interests include developing professional skills for engineering students and understanding mathematics barriers that exist within engineering.
Dr. Jacob R Grohs Virginia Polytechnic Institute and State University [biography]

Jacob Grohs, PhD is Director of the Center for Educational Networks and Impacts at Virginia Tech and Associate Professor of Engineering Education. His primary research interests focus on systems thinking, multi-stakeholder partnerships, and collaborative change. Grohs is an NSF CAREER Awardee and has served as PI/co-PI for several interdisciplinary and multi-party educational research grants.
Dr. David A. Dillard P.E. http://orcid.org/0000-0002-2903-9318 Virginia Polytechnic Institute and State University [biography]

David Dillard is the Adhesive and Sealant Science Professor in the Biomedical Engineering and Mechanics Department at Virginia Tech. He has worked extensively in the field of adhesive bonding, having experience in structural adhesives for aerospace, autom
Dr. James Lord Virginia Polytechnic Institute and State University
Cassie Wallwey http://orcid.org/0000-0003-1318-1843 Virginia Polytechnic Institute and State University [biography]

Dr. Cassie Wallwey is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research interests center on student-centered and inclusive learning practices and principles including student engagement in learning, feedback and assessment, self-regulation of learning, and student motivation. Cassie got her PhD in Engineering Education from Ohio State University and her MS and BS in Biomedical Engineering from Wright State University.
Benjamin Edward Chaback http://orcid.org/0000-0003-3791-743X Virginia Polytechnic Institute and State University [biography]

Benjamin (Ben) Chaback is a Ph.D. student in engineering education at Virginia Tech. He uses modeling and systems architecture to investigate undergraduate engineering education and is working towards creating sustainable systems for student success. Ben is a member of the American Society for Engineering Education, the Council on Undergraduate Research and is a facilitator for the Safe Zone Project and the Center for the Improvement of Mentored Experiences in Research. He is passionate about student success and finding ways to use research experiences to promote student growth, learning, and support.
Anita Walz http://orcid.org/0000-0002-1971-0139 Virginia Polytechnic Institute and State University

Note

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

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