Changing books

[C Markt]

Hello Engineering Statics Professors,

I am teaching Statics in January after a few year gap for this class, and I am looking forward to using your open source textbook. Thank you!

Also, I recently experimented with dropping screen captures of statics problems into an AI chat. Wow! The results are amazing. My plan is to teach students how to use AI to help with learning and solving homework problems. Otherwise there will be a huge discrepancy between students who know how and students who do not.  I'm planning to then have more frequent in class quizzes and exams to provide the basis for their grades. 

Do you have stories or suggestions related to how AI has impacted your method(s) of teaching Statics?

Thank you,

Cheri Markt

Foothill College

Los Altos, CA

[Hossein N. Zadeh]

Hi Cheri, 

I'm keen to learn about your approaches to teaching students how to utilise AI for learning, particularly in engineering mechanics, and about your experiences with this. 

Kind regards,

Hossein Najaf Zadeh 

School of Product Design, 

University of Canterbury

[Megan Kramer Jaunich]

I have started giving at least one brief oral competency exam, and I added a requirement that the students must earn an exam average of at least 60% to pass the course.  I also am having students do projects where they have to be able to answer questions about and "defend" their work.   Additionally, we discuss study methods, and I explain my that I often see students shortcut their learning by removing the "productive struggle" and relying on AI. While it can be a helpful tool (like a personal trainer), you wouldn't expect to get stronger unless you are the one actually doing the work. The trainer might be able to help you target weak areas and strengthen them, but if the student doesn't do the active work of engaging with the material, then they won't have much to show for it after the class is over. 

[C Markt]

Hi Megan, Thank you for sharing your approach. I value the opportunity to compare notes in this forum.

I've taught the course twice (Winter and Spring terms) since I discovered the ability of AI to solve statics problems, and I'm circling back to share my discoveries so far.

My new teaching methods:

• I have implemented a flipped classroom learning model. They are assigned pre-class assignments where they have assigned reading and watch lecture videos. The assignment asks them to summarize what they have learned so far and to ask questions on areas that are unclear.
• In class, I go through the questions they asked and answer them as I solve a couple of example problems. 
• I give them 4-6 problems in class, and they show me their work to receive credit. I ask them questions to check their understanding.  I ask them to continue working if the solution is incorrect. This class is 3 hrs long with 40 students.
• We have traditional exams and a project where they ask a question they do not know the answer to, then solve using a method introduced in Statics. 

What is working:

• By asking them to show me their work and explain it, much of the possibility for cheating is mitigated. They know it is not a simple turn in, rather understanding is necessary. 
• They also feel more supported in their learning. I am available to answer questions, and they are encouraged to consult with their peers. One of my concerns with AI is that they are not interacting with each other socially in addition to not learning content.

Surprises:

• 5 students did not attend Exam 1, and they provided a variety of non-convincing reasons. This seemed highly unusual.  I did allow for make-up exams, and the results looked AI generated. The vectors in the free body diagrams were located randomly in space like abstract art, and the calculations were not coherent. (In the Winter quarter, the AI capabilities were not as mature as they are now).  I no longer allow for make-up exams, and this statement has been added to my syllabus. All students need to take the exam in the classroom at the same time.
• I experimented with creating an assignment where they were required to use AI and then solve the same problem by hand. The task was to be critical of the AI solution to see what was correct and what types of errors they observed. To my surprise, students strongly objected to this. Many students simply did not do this assignment, because they do not want to contribute to the development of AI. They do not like the impacts it is having on society. We've now seen the student responses at university graduations protesting AI being described as progress. I experienced something similar within my classroom. I still have a discussion on AI during the first class, but I have removed this assignment.

It sounds like Megan and I have both increased verbal engagement and student projects. I hope this reflection is helpful, and I would love to learn more about what others are doing.

Thank you,

Cheri Markt

Foothill College

Los Altos, CA

--
You received this message because you are subscribed to the Google Groups "Engineering Statics (OER) Group" group.
To unsubscribe from this group and stop receiving emails from it, send an email to engineering-statics-...@googlegroups.com.
To view this discussion visit https://groups.google.com/d/msgid/engineering-statics-oer-text/74a34a31-fa32-4f4f-819f-55ebbe63c292n%40googlegroups.com.

[Turner, Jamie L]

Hello all,

Good conversation!  Story time - this summer I added a "possible interview assessment" for suspicious work, did have to interview someone.  They did not pass their interview, I could not understand how they made it to statics - they could not answer basic SOH CAH TOA question, or even say F = 0.  Record the interviews - I had to get another instructor to back me up that the zero I gave them was not unfair, this student went to dean, did grade appeal, it is a whole situation that the recordedinterview deserved a zero grade.  Proofread your syllabus statements.   Next semester I am requiring everyone in class to schedule one "F2F Check-in", with more F2F meetings possible if they are unable to explain their work.  It will be a curriculum team discussion next month, faculty will have to stick together and support interview policy as some students will resist a F2F check-in.  Our PLO - program learning objectives include oral communication, so I think I can require it as part of class assessment.

  Diagrams seem to be difficult for AI but that may soon change.  Hand-written work can be just copied from AI.  F2F assessment really is needed.  I have flex format, with online students, so it is more difficult to work in-person unfortunately.  Considering the added time it will take me to have individual interviews for everyone, I will no longer be grading all of their written homework.  I am changing from grading all their HW, to having them create 1 quality solution per unit to post in class discussion forum, and having students grade one another's discussion forum posts as part of homework.  Quality post, quality reply - interesting applied situations - quality diagrams.  I give them examples of "AI" vs. what I expect to see in discussion forums at the start of class.  

If not for FERPA I would attach the interview recording - it was quite horrific.  I hope you do not have to fight admin over incorporating F2F elements into grades like I am having to do.  Students who are not using AI appreciate holding everyone accountable.  It really does devalue everyone's degree, decreases class morale - to just ignore problem students.  For admin who want to ignore/belittle/hand out grade changes - record, and document document document.  It can turn into a court case where student really fight, hard to show they are using AI, faculty need to stick together and stand up for needed policies and syllabus statements.  Interview assessments need to be recorded if grade is disputed. 

I actually now record all of my classes through webex (had to share one class webex recording with police with quite serious situation - student brought gun to class ... really sad, but this is our world - if it is not recorded, it will not be believed.  Even with webex, anod others also reporting student - revolving door - arrested, let go, arrested again - real mess)   I post class recordings to class - students really like having that class recording to review - "fresh" video seems to get more views than old videos?  Mistakes and all - students seem to like fresh current class recordings over older carefully created videos. 

The argument that "other schools are also requiring F2F element for grades" can be really helpful.  If anyone else has good syllabus statement to share going forward, I would appreciate seeing what everyone will be using.  Syllabus needs to - require diagrams, require F2F interview assessment.

My summer syllabus statement:

AI tools not allowed during exams.  Students may be required to explain their work in person or via webex.  Grade may depend on face-2-face interview.    (student finished exam in only 15 minutes, earned an interview, failed interview - but student felt accused, singled out, became defensive etc. went to dean - difficult situation - ongoing, we're working through it - semester not over yet, they are now spending time with me in tutoring, but really had to be confronted to pry them away from AI)

For fall syllabus statement, I think something like:

F2F Check-In Requirement:  All students are required to complete at least one recorded face-to-face check-in, either in person or through Webex, after the first exam. The goal is simply to get to know one another, answer questions, address concerns, and help everyone build a strong foundation in the course material. During the check-in, we'll review submitted work, draw diagrams (including vectors), and discuss problem-solving strategies. If unable to demonstrate mastery of the course material without the use of AI, check-in performance may be used as part of course grade (why it will be recorded). No worries though — if additional practice is needed, we'll schedule one or more follow-up check-ins  with additional chances to demonstrate improved mastery and improve course grade if needed.

↑ does that sound fair?  Requiring recorded F2F check-ins as part of course grade requirement will get concerned looks from our admin, but I think is needed.  It will take a group effort, multiple schools and people all saying the same thing to convince admin - but the faster this change starts, the better I think!

Jamie  (LSC - Houston)

---

From: engineering-st...@googlegroups.com <engineering-st...@googlegroups.com> on behalf of C Markt <cheri...@gmail.com>
Sent: Thursday, July 2, 2026 11:43 PM
To: engineering-st...@googlegroups.com <engineering-st...@googlegroups.com>
Subject: Re: Changing books

 

CAUTION: This email originated from an external sender. Do not click links or open attachments unless you recognize the sender and know the content is safe.

To view this discussion visit https://groups.google.com/d/msgid/engineering-statics-oer-text/CABmYMPc9xWOJOVjVtfpKjEVGV3zaYNmxwHFip4GbY097vGunqg%40mail.gmail.com.

[Turner, Jamie L]

Just a quick update - after spending a whole morning with student, they are now drawing diagrams and turning in work that is not AI generated - 

↑ look at those beautiful diagrams!!! Man, that was a fight, but I think I won.  1on1 F2F is required for a few students though.  Hope everyone had a good 4th.

---

From: engineering-st...@googlegroups.com <engineering-st...@googlegroups.com> on behalf of Turner, Jamie L <Jamie.L...@lonestar.edu>
Sent: Friday, July 3, 2026 7:39 PM

To view this discussion visit https://groups.google.com/d/msgid/engineering-statics-oer-text/DS4PR01MB994089BC87AF8CB102FD6E2F8AB0F42%40DS4PR01MB994089.prod.exchangelabs.com.

[Maher Younan]

Hello all,

 

I would like to offer a slightly different perspective on how we might frame this challenge.

Our Objective:

Our objective in this course is to have the students master the basic concepts of Mechanics. For brevity, master the concept of Equilibrium.

Facts:

-       AI is here to stay and develop. This is like the development of the calculator. Should we allow students to use it or not?  The problem was do we need to still keep the sense of numbers present in students or were we forced to let go.

-       We are all using AI in smartphones, smart cars, in almost all applications. Everybody, including students, and ourselves is using AI in one form or another. Our dependability on AI is increasing.

Concern:  

Our basic concern is the risk that students may lean on AI for answers without truly grasping the underlying concepts.

What CAN we DO:

I believe our approach is to make use of AI as a teaching companion.

-       Rather than attempting to ban AI outright, we might consider how to use it as a teaching companion.  

-  Certain AI tools can serve as self-tutors, offering guided practice while still requiring students to demonstrate mastery. 

-        We still need to make P2P meetings and ask for presentations …etc. to ensure authentic learning.

Closing Thought  

I believe our challenge is not whether AI should be present, but how we can harness it to reinforce—not replace—conceptual understanding. I would be very interested to hear how others are experimenting with integrating AI responsibly into this basic course.

Thank you and best regards

Maher Y.A. Younan

Professor of Mechanics and Design
Mechanical Engineering Department
American University in Cairo

AUC Avenue, P.O. Box 74
New Cairo 11835, Egypt

+(202) 2615 3062
myo...@aucegypt.edu

To view this discussion visit https://groups.google.com/d/msgid/engineering-statics-oer-text/DS4PR01MB994089BC87AF8CB102FD6E2F8AB0F42%40DS4PR01MB994089.prod.exchangelabs.com.