Creasy, M. A. (2017, June), Notes and Textbook Usage in Mechanics Courses  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28711

\bibitem{asee_peer_28711}
  Creasy, M. A. (2017, June), \emph{Notes and Textbook Usage in Mechanics Courses}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28711

M. Austin Creasy.  "Notes and Textbook Usage in Mechanics Courses".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://strategy.asee.org/28711 Internet.  28 May, 2024

\bibitem{asee_peer_28711}
  M. Austin Creasy.
  "Notes and Textbook Usage in Mechanics Courses".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://strategy.asee.org/28711 Internet.  28 May, 2024

@INPROCEEDINGS{asee_peer_28711
author = "M. Austin Creasy"
title = "Notes and Textbook Usage in Mechanics Courses"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/28711}
number = {10.18260/1-2--28711}
}

TY  - CPAPER
AB  - The majority of academic instructors provide a syllabus at the beginning of every semester with details about class structure, reading assignments, homework assignments, exam schedule, etc.  Instructors assume that students will use the resources to prepare for class and as a guide for learning the course content.  In reality, students sometimes read the textbook and typically only use the notes to complete assignments without reviewing them before class.  These actions leave the instructor introducing the topics during normal class contact hours instead of discussing the topics because the students are not prepared to engage in the material and have in depth discussions.  Several mechanics courses (statics, strength of materials, and dynamics) were taught as flipped courses over two years in a mechanical engineering technology program.  The expectation of these courses was that students would come to class prepared and ready to ask questions.  A survey was given to these students in order to determine when students used the notes and textbook for these types of courses compared to the same questions about traditional courses that were not taught in this flipped manner.  The results show that students are more involved in preparation when the expectation is stated for these flipped courses.  This paper will review these results and discuss areas for future work.
AU  - M. Austin Creasy
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Notes and Textbook Usage in Mechanics Courses
UR  - https://strategy.asee.org/28711
DO  - 10.18260/1-2--28711
ER  -