Sustainable reform of an introductory mechanics course sequence driven by a community of practice

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

As part of a broader effort to promote the sustainable adoption of evidence-based pedagogies at our institution, the threecourse sequence consisting of Introductory Statics, Introductory Dynamics, and Introductory Solid Mechanics has been redesigned to (1) improve students' low engagement and enthusiasm, (2) improve instructors' experience and reduce their high workload, and (3) maintain and elevate the current standards for content. These three courses are the core second-year mechanics classes in our engineering curriculum, serving approximately 2500 students per year from seven engineering departments. To promote sustainability of the reforms, the courses were redesigned through a Community of Practice (CoP), consisting of faculty who collaborated closely to design and implement changes and who developed communal knowledge of the reforms. Evaluation of reforms focused on student satisfaction as expressed through surveys and focus groups.

Original languageEnglish (US)
Title of host publicationAdvances in Multidisciplinary Engineering
PublisherAmerican Society of Mechanical Engineers (ASME)
ISBN (Electronic)9780791857588
DOIs
StatePublished - Jan 1 2015
EventASME 2015 International Mechanical Engineering Congress and Exposition, IMECE 2015 - Houston, United States
Duration: Nov 13 2015Nov 19 2015

Publication series

NameASME International Mechanical Engineering Congress and Exposition, Proceedings (IMECE)
Volume15-2015

Other

OtherASME 2015 International Mechanical Engineering Congress and Exposition, IMECE 2015
Country/TerritoryUnited States
CityHouston
Period11/13/1511/19/15

ASJC Scopus subject areas

  • Mechanical Engineering

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