Sticking Points: Reasons Why Civil Engineering Students Make Errors Solving Engineering Mechanics Problems
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
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Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 4
- Tagged Division
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Civil Engineering Division (CIVIL)
- Permanent URL
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https://peer.asee.org/47997
Paper Authors
Brett Rocha
United States Military Academy
orcid.org/0009-0003-2673-3448
MAJ Brett Rocha is a third year instructor at the US Military Academy in the Department of Civil and Mechanical Engineering. She received her B.S. in Civil Engineering from USMA in 2012, her M.S. in Engineering Management from Missouri University of Science and Technology in 2016, and her M.S. in Civil Engineering from University of Central Florida in 2021. She teaches mechanics of materials, design of steel structures, and design of concrete structures.
Kevin Francis McMullen
United States Military Academy
orcid.org/0000-0002-2820-7682
Kevin McMullen is an Assistant Professor in the Department of Civil and Mechanical Engineering at the United States Military Academy, West Point, NY. He received his B.S. and Ph.D. in Civil Engineering from the University of Connecticut. His research interest areas include bridge engineering, protective structures, and engineering education.
Adrian Owen Biggerstaff
United States Military Academy
orcid.org/0000-0003-0717-9368
Lieutenant Colonel Adrian Biggerstaff is the Deputy Director of the Civil Engineering Division within the Department of Civil & Mechanical Engineering (C&ME). He was commissioned as an Engineer Officer from the U.S. Military Academy in 2005, where he majored in Civil Engineering. He has served in a variety of assignments around the world to include Iraq, Kuwait, Germany, and Eastern Europe. LTC Biggerstaff served in the department from 2014-2016 and again from 2022 to present. Along the way, he earned Master’s degrees in Environmental Engineering (Missouri S&T), Management Science (Stanford University), and Civil Engineering (Stanford University) and a Ph.D. in Civil Engineering (Stanford University). He has taught a number of courses in C&ME ranging from structural engineering and steel design to thermal fluid systems. His research interests include topics in sustainable construction materials and systems, decision analysis, and engineering education. He is a licensed Professional Engineer in the state of Missouri and a Project Management Professional.
Robert Hume
United States Military Academy
orcid.org/0000-0002-2097-4297
Robert A. Hume an Instructor of Civil Engineering at the United States Military Academy at West Point and an active duty Army Engineer Officer. He is a graduate of West Point (B.S. in Civil Engineering) and the University of Cambridge (MPhil in Engineering for Sustainable Development). His research interests include sustainable infrastructure design, energy efficiency, and engineering education. He is also a licensed professional engineer in Missouri.
Eric B. Williamson P.E. United States Military Academy
Eric Williamson, Ph.D., P.E., F.SEI -- Dr. Williamson currently serves as the Class of '53 Distinguished Chair in Civil Engineering at the U.S. Military Academy (USMA) in West Point, NY. He has 25 years of teaching experience at the University of Texas at Austin prior to joining USMA.
Abstract
A mechanics diagnostic exam has been administered to junior and senior civil engineering students at the U.S. Military Academy at West Point since 2018, to test the fundamental mechanics concepts critical to upper-level civil engineering courses. A previous study revealed a student’s ability to correctly identify and classify engineering problems as crucial to success on mechanics problems. If a student did not properly classify the mechanics problem asked on the diagnostic exam, the student would tend to make major conceptual errors. However, for students who correctly classified the mechanics problem, it was difficult to determine if incorrect solutions were attributable to math errors or conceptual misunderstandings. For this study, students were asked to solve a truss analysis problem similar to the one on the mechanics diagnostic exam, while an instructor observed the students’ problem-solving process at a chalkboard. After completion of the problem, each student participated in an interactive reflection session. Using a consistent assessment format, instructors were able to identify student hesitations and conflicts while solving the problem and determine whether they were a result of conceptual or non-conceptual errors. Following the assessment, the researchers asked each study participant questions to prompt reflection on why certain errors were made. This paper summarizes the assessment and reflection procedure used, a small sample of students’ performance on a traditional paper-based assessment compared to the interview assessment, and the reasons for errors. Recommendations for future research and improving course delivery to prevent misconceptions are provided.
Rocha, B., & McMullen, K. F., & Biggerstaff, A. O., & Hume, R., & Williamson, E. B. (2024, June), Sticking Points: Reasons Why Civil Engineering Students Make Errors Solving Engineering Mechanics Problems Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47997
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