Search Content

Phantom Forces Haunting Free Body Diagrams: Unveiling a Major Misconception in Statics and Dynamics

Description

A concept found that students struggle with in statics and dynamics is free body diagrams. To capture the difficulties students have with this concept, faculty interviews were conducted to determine common errors seen in a classroom setting. The feedback was used to pull questions from a statics concept inventory focused…

A concept found that students struggle with in statics and dynamics is free body diagrams. To capture the difficulties students have with this concept, faculty interviews were conducted to determine common errors seen in a classroom setting. The feedback was used to pull questions from a statics concept inventory focused on free body diagrams. Students who have passed statics and dynamics courses in their engineering degree were asked to participate in talk alouds to confirm the faculty input. The talk alouds provided first hand observations of the student thought process when they perform common errors in creating free body diagrams. The results highlighted that students commonly add forces that are not there or fail to only depict the external forces acting on the system in question. A professor describes the occurrence when students insist on adding forces that are not there as phantom forces. To remedy the idea of phantom forces, an intervention was proposed to be implemented into the classroom.

ContributorsTwet, Samantha Ann (Author) / Brunhaver, Samantha (Thesis director) / Lande, Micah (Committee member) / Barrett, The Honors College (Contributor)

Created2015-05

Women in

Description

The initial women pioneers in engineering faced many of the same barriers as women engineers today, including stereotypes, unfair treatment in the workplace, restrictions and lack of opportunities, and lack of recognition. Research shows that these barriers are the primary reason why women’s representation within engineering has been low and…

The initial women pioneers in engineering faced many of the same barriers as women engineers today, including stereotypes, unfair treatment in the workplace, restrictions and lack of opportunities, and lack of recognition. Research shows that these barriers are the primary reason why women’s representation within engineering has been low and slow to increase compared to their representation in other fields such as nursing and science. As of 2013, women still only account for 12 percent of all engineers. Yet, despite the barriers and low numbers, women engineers have demonstrated themselves as capable of succeeding just as much, if not more, than their male peers. Some of the ways they have broken the barriers in engineering have been through focusing on proving their merit, finding alternative paths, leveraging government jobs and programs, finding support among other women engineers, fighting for their right to be engineers, and through being satisfied and interested in their work. This thesis analyzes reasons why women have been underrepresented in the field, major achievements from women engineers, and strategies women engineers have adopted to mitigate barriers. The individual profiles of the women discussed in this thesis come from historical research on pioneer women engineers and interviews from modern day women engineers. Their stories help tell the history of how the experiences of women in engineering have changed and remained the same over the past 140 years. The goal of this thesis is to serve as a resource for young women who want to learn more about women in engineering. The history of women engineers is a story worth sharing to everyone because it could inspire young girls to consider engineering as a path for the future and help shift the mindset of members of society to accept and encourage women engineers.

ContributorsDye, Michaela Lynn (Author) / Nystrom, Eric (Thesis director) / Brunhaver, Samantha (Committee member) / Engineering Programs (Contributor, Contributor) / Barrett, The Honors College (Contributor)

Created2019-05

Toward an Ethic of Queerness for Engineering Education Research

Description

This dissertation features three pieces of scholarship which showcase and demonstrate an ethic of queerness for engineering education research (EER). The concept of an ethic of queerness is introduced and constructed in Chapter 1 using tenets from the philosophy of pragmatism, systems thinking, critical theory, and the personal and collective…

This dissertation features three pieces of scholarship which showcase and demonstrate an ethic of queerness for engineering education research (EER). The concept of an ethic of queerness is introduced and constructed in Chapter 1 using tenets from the philosophy of pragmatism, systems thinking, critical theory, and the personal and collective experiences of queered communities immersed in normative spaces, such as engineering and engineering education. Chapter 2 is a scoping literature review on the state of research on the LGBTQIA+ engineering student experience compared to other relevant fields, revealing that EER is still nascent on the topic. Chapter 3 leverages arts-based qualitative inquiry to explore the opportunities and limitations of mixed-initiative creative interfaces (MICIs) when used as a tool for self care by queer(ed) subjects. Chapter 4 connects Patricia Hill Collins’ insider/outsider paradox framework to recent engineering education research through collaborative autoethnographies, illuminating the ways in which normative, oppressive social discourses are embedded within the EER system. Although Chapters 2-4 feature their own unique methodology and topic of inquiry, they are united through a motivation to deconstruct and re-imagine sociotechnical systems throughout engineering and EER through the lens of radical queerness. Chapter 5 summarizes how each of the prior chapters aligns with queerness as an ethic and explores avenues of future work from this dissertation. More specifically, each chapter represents a way of queering engineering education research methodology through the embrace of ambiguity and ephemerality, particularly with regard to the ways in which the author’s subjectivity and relationality to the roles of researcher, student, engineer, and engineering education researcher emerged throughout their doctoral education.

ContributorsJennings, Madeleine (Author) / Kellam, Nadia (Thesis advisor) / Jayasuriya, Suren (Thesis advisor) / Roscoe, Rod (Committee member) / Brunhaver, Samantha (Committee member) / Arizona State University (Publisher)

Created2023

Making a Toy Hack Guide

Description

Toy hacks modify commercially available toys to be more easily used by people with motor disabilities, and donate them to schools, families, or toy libraries. Switch-adapting a toy adds an audio jack to allow an assistive technology (AT) switch to be plugged in. Switch-adapted toys help children develop essential skills…

Toy hacks modify commercially available toys to be more easily used by people with motor disabilities, and donate them to schools, families, or toy libraries. Switch-adapting a toy adds an audio jack to allow an assistive technology (AT) switch to be plugged in. Switch-adapted toys help children develop essential skills through play. Hacking toys is helpful because toys that come with AT switches are often significantly more expensive than their unadapted counterparts. Toy hacks are also an opportunity to teach and practice engineering skills such as soldering and technical problem solving. Many resources are available online to assist makers with hosting toy hacks, but most of them lack information on holding the event. To fill this gap, the authors created a toy hack guide website, drawing from experience hosting two toy hacks. It walks users through steps like choosing the size of the event, the materials that need to be purchased, and connects them to other existing resources. In the future, it will be used to help people host more successful toy hacks.

ContributorsBushroe, Isabella (Author) / Koehl, Bridget (Co-author) / Frank, Daniel (Thesis director) / Brunhaver, Samantha (Committee member) / Martin, Thomas (Committee member) / Barrett, The Honors College (Contributor) / School of Art (Contributor) / Engineering Programs (Contributor)

Created2022-05

Making a Toy Hack Guide

Description

Toy hacks modify commercially available toys to be more easily used by people with motor disabilities, and donate them to schools, families, or toy libraries. Switch-adapting a toy adds an audio jack to allow an assistive technology (AT) switch to be plugged in. Switch-adapted toys help children develop essential skills…

Toy hacks modify commercially available toys to be more easily used by people with motor disabilities, and donate them to schools, families, or toy libraries. Switch-adapting a toy adds an audio jack to allow an assistive technology (AT) switch to be plugged in. Switch-adapted toys help children develop essential skills through play. Hacking toys is helpful because toys that come with AT switches are often significantly more expensive than their unadapted counterparts. Toy hacks are also an opportunity to teach and practice engineering skills such as soldering and technical problem solving. Many resources are available online to assist makers with hosting toy hacks, but most of them lack information on holding the event. To fill this gap, the authors created a toy hack guide website, drawing from experience hosting two toy hacks. It walks users through steps like choosing the size of the event, the materials that need to be purchased, and connects them to other existing resources. In the future, it will be used to help people host more successful toy hacks.

ContributorsKoehl, Bridget (Author) / Bushroe, Isabella (Co-author) / Frank, Daniel (Thesis director) / Brunhaver, Samantha (Committee member) / Martin, Thomas (Committee member) / Barrett, The Honors College (Contributor) / Engineering Programs (Contributor)

Created2022-05