2025 ASEE Annual Conference & Exposition

Statics and Dynamics: A Case Study of Supplementing Traditional Lectures with High Impact Practices such as Multiple-Attempt-Testing and Project-Based-Homework

Presented at ME Division 10: Innovation in the Sophomore Year

Statics and Dynamics are two essential core fundamental gateway courses for Mechanical and Aerospace engineering majors, whose fail rates are one of the highest observed in engineering courses. By introducing different pedagogical high-impact practices, such as Multiple-Attempt Testing (MAT) and hands-on Project Based Homework (PBH), we have attempted to improve these success rates. MAT was introduced for Dynamics since Spring 2021 and has proven to be successful over the past few years. PBH has been part of the Statics curriculum since 2016. However, we have yet to study the combined implementation and impact of using both High-Impact Practices (HIP) in these courses.

This paper presents the results of incorporating MAT and PBH into the Statics and Dynamics courses. A baseline was created by using the Spring 2019 semester that did not implement any practice, then PBH and MAT were inserted during Spring 2023 and Summer 2024. Classes were delivered either face-to-face or in a blended mixed mode where students watched videos and/or did adaptive learning assignments to acquire some understanding before coming to class to solve problems with their instructor. After class, they could do other assignments, such as take-home quizzes, problem-solving assignments, and tests with multiple attempts. These MAT were conducted in the high-integrity testing center of the College of Engineering. The tests were automatically graded in Canvas, the institution’s Learning Management System (LMS), and students saw their scores instantly. With the help of the teaching assistants (TAs), students were permitted to see their tests and learn from mistakes before their subsequent attempt. Although based on the same concepts, the following attempts for the same test were different due to the large pool of question banks. In Statics, students completed PBH that had them create a physical model, measure results, solve it analytically, compare the results (analytical vs experimental), present a report, and create a small video of them explaining the case and discussing the results.

Students completed entry and exit survey questionnaires gauging their self-regulatory and motivational learning processes in these courses. In this paper, we present our experiences implementing, a detailed analysis of the learning outcome and student self-reported results, and discuss the lessons learned from this educational model. These surveys confirmed the students strong positive reactions to the methodology presented herein.

Authors

Dr. Marino Nader http://orcid.org/0000-0002-7677-1771 University of Central Florida [biography]

Dr. Marino Nader is an Associate lecturer in the Mechanical and Aerospace Engineering Department at the University of Central Florida and has been working on digitizing courses and exams, creating different course modalities. Dr. Nader obtained his B.Eng., M.Eng. and Ph.D. from McGill University. His Ph.D. was done in conjunction with the Canadian Space Agency where he spent two years doing research and experiments. Upon completion of his Ph.D. he began working in the Aerospace Industry where he spent over 10 years as a Stress Analyst/Consultant. At present he enjoys working on Distributed Electric Propulsion (DEP) with his students, designing, analyzing, constructing and flying Unmanned Aerial Vehicles. Dr. Nader won a few awards in the past few years, among these are the College of Engineering Award of Excellence in Undergraduate Teaching (2023), Excellence in Faculty Academic Advising for the Department of Mechanical Engineering (2020). In addition, he is also a Co-PI on the NSF-supported HSI Implementation and Evaluation Project: Enhancing Student Success in Engineering Curriculum through Active e-Learning and High Impact Teaching Practices (ESSEnCe).
Dr. Ricardo Zaurin University of Central Florida [biography]

Dr. Zaurin is a Senior Lecturer for the Department of Civil, Environmental, and Construction Engineering at the University of Central Florida. His research is dedicated to High Impact Teaching and Learning Practices, Active Learning, Experiential Learning, Project Based HW, and Research Intensive Projects
Michelle Taub University of Central Florida [biography]

Michelle Taub, Ph.D., is an Assistant Professor of Learning Sciences and Educational Research and Core Faculty of the Faculty Cluster Initiative's Learning Sciences Cluster at the University of Central Florida. Her research focuses on measuring self-regulated learning across research and learning contexts, such as STEM classrooms.
Sierra Outerbridge University of Central Florida [biography]

Sierra Outerbridge, M.Ed., is a graduate research assistant and Education - Learning Sciences Ph.D. student at the University of Central Florida. Sierra earned her Bachelor of Arts degree from Samford University where she studied Spanish Language/Literature and Business, as well as a Master of Education degree in Curriculum and Instruction from the University of Central Florida. Her current research focuses on fostering self-regulated learning, technological innovation for student-centered learning environments, and strategic approaches to develop equitable educational opportunities.
Harrison N Oonge University of Central Florida [biography]

Dr. Harrison N Oonge is an assistant dean for academic planning in the College of Undergraduate Studies at the University of Central Florida (UCF). Harrison leads articulation and the curriculum alignment effort of 53 gateway courses between UCF and DirectConnect partner institutions. Prior to joining UCF, Harrison worked for three years at West Virginia University (WVU) as a project specialist in Undergraduate Academic Affairs and an adjunct professor in WVU’s College of Education and Human Services where he taught undergraduate and graduate-level courses. Harrison holds a B.A. in Education (Kenyatta University, Kenya), a M.A. in Special Education (WVU), and Ed.D. in Curriculum and Instruction (WVU). His research focuses on the role of curriculum on student access, success, and persistent.
Prof. Hyoung Jin Cho http://orcid.org/0000-0002-6563-4317 University of Central Florida [biography]

Professor Hyoung Jin Cho is the Associate Chair of the Department of Mechanical and Aerospace Engineering at the University of Central Florida. He coordinates two undergraduate programs – B. S. Mechanical Engineering and B. S. Aerospace Engineering. He has published over 130 peer-reviewed journal and proceeding papers. He has 12 and 6 patents granted in the U.S. and Korea, respectively, in the areas of sensors, microfluidic devices, and micro/nanofabrication. His current research focus is on miniaturized environmental sensors and sample handling devices. He earned his Ph.D. in Electrical Engineering from the University of Cincinnati in 2002. He worked as Research Engineer at Korea Electronics Technology Institute (KETI) from 1993 to 1997. He received the NSF CAREER award in 2004 and was given the WCU (World Class University) Visiting Professorship under the Ministry of Education, Science and Technology, Korea in 2009. He is currently leading the NSF-supported HSI IUSE (Improving Undergraduate STEM Education) Project: Enhancing Student Success in Engineering Curriculum through Active e-Learning and High Impact Teaching Practices (ESSEnCe). In this project, a team of faculty members collaborate to implement active learning and high-impact teaching practices in engineering gateway courses to enhance Hispanic/Latino transfer student success.

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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