2026 ASEE Annual Conference & Exposition

Statics is a foundational course that introduces students to core engineering mechanics principles through problem-solving. Often regarded as a gatekeeper within the engineering curriculum, it plays a crucial role in shaping student persistence. Traditionally, Statics depends heavily on textbook-based lectures, standardized homework, and summative exams. However, research shows that reliance on traditional textbooks can negatively affect both affordability and student engagement—especially in engineering education—where high material costs can limit equitable access and hinder academic success.
To improve learning outcomes and reduce DFW rates in Statics, the instructors have implemented several initiatives over the past five years, including the addition of a one-hour problem-solving lab, experiential learning modules, and mastery-based assessments.
While these initiatives improved learning outcomes, they did not address accessibility to course materials, especially the textbook for a subject largely unchanged for 250 years. Although the textbook was referenced in class, students mainly relied on course notes, with homework sometimes using textbook problems or images that could be replaced. In response to these issues, the course was updated in Fall 2025 to a fully Open Educational Resource (OER) format. This change aims to reduce financial barriers, increase accessibility, and encourage more active and inclusive learning.
In selecting an OER textbook, the instructional team applied a set of criteria, including alignment with course learning objectives, integration of interactive components, compatibility with mastery-based assessment, and online accessibility. The adoption is expected to enhance affordability and to offer pedagogical adaptability. Course materials, including lecture notes and homework assignments, are being revised to integrate seamlessly with the selected OER, ensuring that students can benefit from a coherent and engaging learning experience.
This transformation represents a pivotal step in aligning pedagogical practices with the principles of equity, affordability, and evidence-based instruction in engineering education. While preliminary implementation of the OER textbook and mastery-based structure has been well received, this initiative is still in progress. Importantly, the primary reductions in DFW rates occurred following mastery-based assessment and experiential learning reforms. The adoption of OER is therefore positioned as an access-focused intervention intended to remove financial barriers while maintaining those learning gains, rather than as the primary driver of performance improvement.
The full paper presents an evaluation of the OER adaptation using available course performance data, including DFW rates and grade distributions, along with student course evaluation results from early post-adoption semesters. Particular attention is given to whether student outcomes were maintained following the transition to OER within the existing mastery-based structure. Additionally, the paper discusses practical challenges encountered during implementation, including aligning legacy assessments with the new instructional framework and coordinating multiple instructors during adoption. These insights offer guidance for engineering programs seeking to integrate OER within broader pedagogical reform efforts.