Instructors frequently ask themselves "What are the best ways for an instructor to support student learning? How can we assist students in engaging in deep learning? How can we help them bridge the divide between theory and practice?This paper discusses efforts to address these issues in a course on Kinematics and Dynamics of Machinery. Kinematics and Dynamics of Machinery is a core course in the mechanical engineering curriculum. One of the challenges in this course is to make students fully appreciate mechanism design by integrating the principles of kinematics and dynamics in real world design practice. To assist with this goal, students were encouraged, early in the term, to discover real life examples of mechanisms with an aim to promote curiosity and foster interest in learning. Throughout the term, a design project was introduced which required students not only to apply fundamentals of kinematics and dynamics, but also to exercise skills in teamwork, collaborative learning and communication. A student survey was conducted at the end of the course and the efficacy of the approach was assessed.

Experimental results in the literature show that there are two flow areas of material during the friction stir welding (FSW) process [1]; namely the “pin-driven flow” and the “shoulder-driven flow”. These areas should completely join together to create a weld with no defect. First, in order to numerically predict the local distribution of flow stress around the pin as well as the temperature, strain, and strain rate fields during FSW, a two-dimensional steady-state Eulerian multiphysics finite element model has been employed in this work for aluminum alloy 6061using the COMSOL software. In this model, the non-Newtonian flow mode of computational fluid dynamics (CFD) module, general heat transfer mode of the heat transfer module, and the plain stress mode of the structural mechanics module of the software have been coupled. Slip/stick condition between the tool and workpiece, frictional and deformation heat sources, the convectional heat transfer in the workpiece, the solid mechanics-based viscosity definition, the temperature-dependent physical properties and the Zener-Hollomon- based thermo-visco-plastic mechanical properties with a cut-off temperature of 582oC were considered. Next, the thermal history during the process predicted by the model was used as input for an elasto-visco-plastic analysis to estimate the local residual stresses distribution due to the workpiece thermal expansion effect. Finally, the predicted longitudinal and transverse residual stresses were verified by comparing to experimental data.

is a senior instructor in the School of Engineering, University of British Columbia, Okanaga. She received her B.Sc. and M.Sc. degrees from Xi'an Jiaotong University, China and Ph.D. degree from University of Strathclyde, UK. Prior to joining UBC in 2008, she worked as a research scientist at Ryerson University on various projects in the area of CFD and heat and mass transfer. Dr. Yan has taught a variety of courses including fluid mechanics, fluid machines, mechanics of materials, calculus, and kinematics and dynamic. She has also developed undergraduate fluids laboratories and supervised many capstone projects. Her interest in SoTL is evidence-based teaching strategies, student engagement, faculty development, and teaching and learning communities. Dr. Yan is a registered P.Eng. with APEGBC and has served as reviewer for various international journals.

is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students' attitude, achievement, and persistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013. Dr. Ying-Chih Chen, Arizona State UniversityYing-Chih Chen is an assistant professor in the Division of Teacher Preparation at Mary Lou Fulton Teachers College at Arizona State University in Tempe, Arizona.His research takes two distinct but interrelated paths focused on elementary students' learning in science and engineering as well as in-service science teachers' professional development. The first focus involves how language as a learning tool improves students' conceptual understandings, literacy, and representation competencies in science. His second research focus is on how in-service teachers develop their knowledge for teaching science and engineering in argument-based inquiry classrooms. This research is aimed at developing measures of teachers' Pedagogical Content Knowledge (PCK) for adopting the argumentbased inquiry approach, as well as developing tools to capture the interactive nature of PCK.Prof. James A Middleton, Arizona State University Dr. Eugene Judson, Arizona State UniversityEugene Judson is an Associate Professor of for the Mary Lou Fulton Teachers College at Arizona State University. His past experiences include having been a middle school science teacher, Director of Academic and Instructional Support for the Arizona Department of Education, a research scientist for the Center for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a co-developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 1500 times and his publications have been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching. Prof. Robert J CulbertsonRobert J. Culbertson is an Associate Professor of Physics. Currently...

is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students' attitude, achievement, and persistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013. Dr. Ying-Chih Chen, Arizona State UniversityYing-Chih Chen is an assistant professor in the Division of Teacher Preparation at Mary Lou Fulton Teachers College at Arizona State University in Tempe, Arizona.His research takes two distinct but interrelated paths focused on elementary students' learning in science and engineering as well as in-service science teachers' professional development. The first focus involves how language as a learning tool improves students' conceptual understandings, literacy, and representation competencies in science. His second research focus is on how in-service teachers develop their knowledge for teaching science and engineering in argument-based inquiry classrooms. This research is aimed at developing measures of teachers' Pedagogical Content Knowledge (PCK) for adopting the argumentbased inquiry approach, as well as developing tools to capture the interactive nature of PCK.Prof. James A Middleton, Arizona State University Prof. Robert J. CulbertsonRobert J. Culbertson is an Associate Professor of Physics. Currently, he teaches introductory mechanics and electrodynamics for physics majors and a course in musical acoustics, which was specifically designed for elementary education majors. He is director of the ASU Physics Teacher Education Coalition (PhysTEC) Project, which strives to produce more and better high school physics teachers. He is also director of Master of Natural Science degree program, a graduate program designed for in-service science teachers. He works on improving persistence of students in STEM majors, especially under-prepared students and students from under-represented groups.Dr. Casey Jane Ankeny, Arizona State University Casey J. Ankeny, PhD is lecturer in the School of Biological and Health Systems Engineering at Arizona State University. Casey received her bachelor's degree in Biomedical Engineering from the University of Virginia in 2006 and her doctorate degree in Biomedical Engineering from Georgia Institute of Technology and Emory University in 2012 where s...