Document Type



Master of Science (MS)


Mechanical Engineering

First Advisor's Name

Dr. Alexandra Strong

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Dr. Benjamin Boesl

Second Advisor's Committee Title

Committee Member

Third Advisor's Name

Dr. Darryl Dickerson

Third Advisor's Committee Title

Committee Member


Statics, Mechanical Engineering, Engineering Education, Faculty-Student Interactions, Learning Assistants

Date of Defense



Statics is one of the first fundamental engineering classes within the ME undergraduate curriculum, in which a student’s performance in the course can impact their overall academic success. Recent efforts to enhance students learning in fundamental engineering courses have included integrating Learning Assistants (LAs), undergraduate peers who have previously excelled in the course, into the instructional team of the course. The purpose of this Master's thesis is to explore the enactment of a Statics classroom with LAs, the interactions that characterize it, and the impact it has on the students and instructional teams. A qualitative case study of a Statics course with LAs was conducted leveraging Kranzfelder’s Teaching Discourse Moves Framework to deductively and inductively analyze the data collected. The value of having LAs within Statics was prevalent throughout the interactions and from the perspective of the LAs, instructors, and students. However, Statics remains a challenging course for the students and the LAs remained untapped resources for many in the course. The results of this study have implications for engineering departments and instructors.





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