Faculty teaching Engineering Mechanics at Florida Gulf Coast University (FGCU) continuously seek means to improve student learning and respond to student feedback in this integrated lecture-lab course. Worksheets are available through the online Course Management System (CMS) for students to print, and each lesson has a worksheet with typically two or three problems to solve during class. The instructors encourage students to work at white boards that surround the perimeter of the room (which includes rolling white boards to accommodate all students). Board work not only allows the instructors to see the work as they walk around the room to assist each group, it also encourages students to discuss each step of the problem solving process with their peers encouraging some to become the "teachers" for the problem. A common student critique of this course is the lack of time to copy work from their board work into their notes. The challenge for the faculty is balancing between those students that finish quickly and have time to copy board work onto their worksheets and those that are still working at the board when the class comes back together at their tables. Though the worksheet solution is briefly discussed, it is often the students that need the solution in their notes that do not have time to completely record the material from their board work as the instructors continue with new course material. Additionally, student solutions for these problems, though correct, may take a more indirect path to solving the problem, as board work is often the first attempt at aproaching a new topic. The instructors used Camtasia Studio (with voice-over recordings) to provide stepby-step solutions to many of the dynamics worksheets that the students solved in groups at the whiteboard. These solutions were posted to the CMS for students to reference on their own. The authors assessed how students scored on exams 4 & 5 (dynamics exams) and compared their performance to exam 3 (statics final). Additionally, the authors noted who accessed or did not access the recordings and compared changes in grades. Assessment of students' perceived gains in topic comprehension was documented from the end of semester survey. These demonstration worksheets reinforced new material, providing students the opportunity to learn, to an extent, at their own pace and transform the course into an effective "hybrid" learning environment.
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