2026 ASEE Annual Conference & Exposition

Engineering mechanics is widely recognized as a “gatekeeper” course across various engineering disciplines. Faculty at Florida Gulf Coast University previously explored multiple instructional strategies in teaching the “Engineering Mechanics: Statics and Dynamics” course, including traditional paper-pencil homework, Pearson Mastering Engineering software, adaptive follow-up modules, McGraw-Hill Connect online homework, ungraded assignments with full solution access, frequent quizzes, daily class assessments, metacognitive exam wrappers, and student attitude surveys addressing study habits, preparation, participation, and engagement. Despite these varied approaches, results indicated minimal impact on overall student academic performance.

In a prior study conducted in fall 2023, the authors introduced self-graded assignments (SGAs) using carefully selected traditional problems. Students graded their own work during review sessions prior to midterm and final exams. While exam scores did not show significant improvement, the SGAs process encouraged deeper reflection. Student feedback revealed that some assigned problems were perceived as overly difficult, with preferences expressed for group-based assignments, hints, partial solutions, or final answers. Additionally, students requested more in-class discussion of the problems. This feedback highlighted both strengths and areas for refinement in the self-graded homework approach.

Modifications to problem difficulty, format, and instructional support were initiated in fall 2024; however, after the first exam covering the 3-D statics equilibrium problems, the study was disrupted due to a temporary hurricane university closure. Adjustments in homework difficulty and format, and support for students have been implemented in the fall 2025 semester.

Preliminary results are presented, based on observation of students’ performance (n=233) on exam scores, and a survey of students’ perceptions. Across seven semesters taught by the same instructor, the two semesters using SGAs (fall 2024 and fall 2025) achieved higher averages on the 3-D statics exam problem than prior control semesters, with non-parametric tests indicating statistically significant differences in most comparisons. Student surveys show an upward trajectory in perceived learning benefits. However, it is premature to draw conclusions on the effectiveness of SGAs due to several methodological limitations.