Document Type

Post-Print

Publication Date

2021

Abstract

Traditionally, the types of problems that students see in their introductory statics and dynamics courses are well-structured textbook problems with a single solution [1]. These types of questions are often seen by students as being somewhat at-odds with the more “realistic” challenges that they may face in their design or lab courses. Additionally, in the pandemic-necessitated paradigm of emergency online instruction, methods of assessment beyond traditional exams have become more emphasized, both as a way of keeping students engaged by giving the material relevance and of ensuring that the work that they present is their own when so many solutions are available online.

Identifier

Paper ID #33425

Publisher

American Society for Engineering Education

Included in

Engineering Commons

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