From Tootsie Rolls To Composites: Assessing A Spectrum Of Active Learning Activities In Engineering Mechanics

Abstract

National Lab and MacNeal-Schwendler Corp. His research includes development of innovative design methodologies and enhancement of engineering education.

Fifteen-Plus Years of Strength of Materials with Pool Noodles and More!

“…Klosky and Vander Schaaf [11] and Lanning and Roberts [14] both reported significant improvements in student ratings of the course and instructor in semesters where demonstrations were used compared to previous semesters when they were not. In several studies [7], [9], [10], [13], [17] student ratings of the effectiveness of demonstrations or activities were generally on the positive side (as opposed to the negative side) of neutral, with ratings of generally 3.5 to 4 (4.5 to 5 in one study) on a 5-point Likert scale where 3 is neutral, 4 is agree and 5 is strongly agree that they were effective. Two studies [7], [8] also looked at changes in student performance on quizzes and exams when demonstrations were used in class compared to when they were not.…”

“…In several studies [7], [9], [10], [13], [17] student ratings of the effectiveness of demonstrations or activities were generally on the positive side (as opposed to the negative side) of neutral, with ratings of generally 3.5 to 4 (4.5 to 5 in one study) on a 5-point Likert scale where 3 is neutral, 4 is agree and 5 is strongly agree that they were effective. Two studies [7], [8] also looked at changes in student performance on quizzes and exams when demonstrations were used in class compared to when they were not. Linsey et al [7] found a greater improvement between student performance on pre-and post-topic quizzes for an experimental group that used active learning demonstrations compared to a control group that did not.…”

“…Two studies [7], [8] also looked at changes in student performance on quizzes and exams when demonstrations were used in class compared to when they were not. Linsey et al [7] found a greater improvement between student performance on pre-and post-topic quizzes for an experimental group that used active learning demonstrations compared to a control group that did not. On the other hand, Petersen and Davis [8] did not see an improvement in student learning between an experimental group that used them and a control group that did not.…”

“…Axial deformation and stresses • Rubber bands [4] or bungee cords [5] • Rectangular foam beam with grid markings [6] • Pipe insulation (foam) with square marking [7] • Surgical glove material with square and diamond markings [8] • Foam pool noodle [9] • Licorice [5], [10] Shear loading (single or double shear)…”

“…• Rectangular foam beam with grid markings [5], [6], [13], [14] • Pipe insulation (foam) with square marking [7] • Polycarbonate plastic beam and polarized lenses [7] • Coffee stir sticks [14] • Thin, rectangular strips of wood, dense cardboard, plastic or metal [12] • Block of cheese [15] Deflection of beam (simplysupported and cantilevered)…”