Scalable, inquiry-based, multimodal modules for Engineering Mechanics curriculum

Students struggle to conceptualize Engineering Mechanics fundamentals because they cannot successfully visualize or intuitively comprehend the effects of external loads on mechanisms. Traditionally, Engineering Mechanics courses have been primarily lecture-based with little experimentation. The authors contend that through the use of scalable, inquiry-based, mutimodal modules, lower-division engineering students can more effectively interpret Engineering Mechanics concepts. An emphasis should be placed on engendering properly conceived intuition and critical thinking, and contextualizing concepts and fundamentals before and in parallel to developing Calculus-based skills. The authors hypothesize that by utilizing simple, inquiry-based exercises, instructors can better diminish misconceptions and improve concept mastery. This paper presents plans for implementation and assessment of scalable, inquiry-based, multimodal modules for Statics and Dynamics.