Flexible periods allow for combined analytical and laboratory experiences within an introductory mechanics course

Abstract

In 2009, the Department of Civil & Environmental Engineering at Villanova University reinvented its course sequence in undergraduate mechanics. Classic courses in Statics, Mechanics of Solids, and Civil Engineering Materials were restructured into a two-course sophomore-level sequence (Mechanics I and Mechanics II), and elements of Dynamics were integrated with Fluid Mechanics and the associated laboratory to form the junior-level course Mechanics III. These courses emphasize real-world applications and are taught using an integrated approach. For example, the first course intersperses topics traditionally covered in Statics (such as truss analysis) with topics typically addressed in Mechanics of Solids (such as stress-strain relationships and factor of safety) rather than covering all of the Statics content prior to Mechanics of Solids content. Using this approach, students are able to apply concepts to solve larger, complex, and more interesting problems much earlier in the curriculum. The new courses are each worth four credit hours and are scheduled to meet four times a week, including three 50-minute sessions and one 165-minute flexible or "flex" period. The flex period is the cornerstone of the revised course structure, as it allows for several different teaching and learning strategies that would not be possible in the shorter periods. These periods are specifically designed to be active learning sessions, which allow for better integration of individual concepts to attain a higher level of application. While the 50-minute sessions involve short lectures and the solution of multiple stand-alone problems, several of the flex periods are used for combined analytical and laboratory-type experiences that extend far beyond simple single-concept problems similar to those found in most textbooks. Other uses of the flex period include computation-based overarching problems that involve a series of independent but complementary calculation steps to solve a larger problem, and comprehensive examinations. This paper discusses how the flex periods are used in the Mechanics I course, and presents details on three of the combined analytical and laboratory-type experiences used during these periods. Specific learning outcomes for each exercise are identified. Student feedback from multiple years of student surveys is presented. Administrative considerations such as faculty time requirements, course section sizes, and laboratory costs are also discussed.