Inquiry-Guided Learning (IGL) in Graphical Communications Course

Lulu Sun; Christopher D Grant

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Conference: 2013 ASEE Annual Conference & Exposition
Location: Atlanta, Georgia
Publication Date: June 23, 2013
Start Date: June 23, 2013
End Date: June 26, 2013
ISSN: 2153-5965
Conference Session: Learning styles affect on students in graphic and design courses
Tagged Division: Engineering Design Graphics
Page Count: 11
Page Numbers: 23.762.1 - 23.762.11
DOI: 10.18260/1-2--19776
Permanent URL: https://peer.asee.org/19776
Download Count: 458

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Paper Authors

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Lulu Sun Embry-Riddle Aeronautical Univ., Daytona Beach

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Dr. Lulu Sun is an associate professor in the Department of Freshmen Engineering at Embry-Riddle Aeronautical University, where she has taught since 2006. She received her B.S. in Mechanical Engineering from Harbin Engineering University at China in 1999, and her Ph.D. in Mechanical Engineering from University of California at Riverside in 2006. She is a professional member of the Society of Fire Protection Engineer, and a member of American Society of Engineering Education, and Society for the Advancement of Material and Process Engineering.

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Christopher D Grant Embry-Riddle Aeronautical Univ., Daytona Beach

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Abstract

Inquiry-Guided Learning (IGL) in Graphical Communications Course Lulu Sun and Christopher Grant Embry-Riddle Aeronautical University ABSTRACTInquiry-Guided Learning (IGL) is an active learning technique which promotes students criticalthinking through guided independent investigation of complex problems without a singlesolution. It is believed that IGL can provide an opportunity to the students to explore theirdesires and consequently enhance students’ learning experience in the classroom. GraphicalCommunications, as a common course taught at first-year undergraduate level at Embry-RiddleAeronautical University is designed to familiarize the student with the basic principles ofdrafting and engineering drawing, to improve three dimensional visualization skills, and to teachthe fundamentals of a computer aided design program (CATIA). Faculty members show studentsstep-by-step how to build a model and make sure they can follow and understand the procedure.However, students’ ability to use this knowledge and comprehension to explore real engineeringdesign is unknown.This paper includes the implementation of IGL in the Graphical Communications course andshows how students are engaged to learn at a higher level by implementing sustainable designfinal projects. Students work in teams to collaboratively collect information, define and analyzethe problems, and seek an effective solution. Instead of following faculty member’s instructionto passively complete the model design, students had the opportunity to apply the skills theylearned in the class to solve the real-world problem,- and to think as an engineer. IGL introduceda greater level of excitement and enthusiasm by allowing students to explore the topics ofpersonal interest to themselves, therefore it enhanced their understanding of the concepts learnedin the classroom. The grading rubrics for the written report and oral presentation were given tothe students to assess the team’s performance. The phase reports must be turned in on time toreport the team’s progress. Students need to follow the suggestions on the graded phase reportsto improve the subsequent updates. Besides the instructor’s grading rubric, peer evaluation andthe team evaluation sheets were used to determine each team’s final grades as well. The students’oral and written communications, ability to work in team, problem solving, informationcollection, and project management skills have been improved in IGL environment.

Citation
Format

Sun, L., & Grant, C. D. (2013, June), Inquiry-Guided Learning (IGL) in Graphical Communications Course Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19776

TY  - CPAPER
AB  -         Inquiry-Guided Learning (IGL) in Graphical                 Communications Course                            Lulu Sun and Christopher Grant                             Embry-Riddle Aeronautical University                                           ABSTRACTInquiry-Guided Learning (IGL) is an active learning technique which promotes students criticalthinking through guided independent investigation of complex problems without a singlesolution. It is believed that IGL can provide an opportunity to the students to explore theirdesires and consequently enhance students’ learning experience in the classroom. GraphicalCommunications, as a common course taught at first-year undergraduate level at Embry-RiddleAeronautical University is designed to familiarize the student with the basic principles ofdrafting and engineering drawing, to improve three dimensional visualization skills, and to teachthe fundamentals of a computer aided design program (CATIA). Faculty members show studentsstep-by-step how to build a model and make sure they can follow and understand the procedure.However, students’ ability to use this knowledge and comprehension to explore real engineeringdesign is unknown.This paper includes the implementation of IGL in the Graphical Communications course andshows how students are engaged to learn at a higher level by implementing sustainable designfinal projects. Students work in teams to collaboratively collect information, define and analyzethe problems, and seek an effective solution. Instead of following faculty member’s instructionto passively complete the model design, students had the opportunity to apply the skills theylearned in the class to solve the real-world problem,- and to think as an engineer. IGL introduceda greater level of excitement and enthusiasm by allowing students to explore the topics ofpersonal interest to themselves, therefore it enhanced their understanding of the concepts learnedin the classroom. The grading rubrics for the written report and oral presentation were given tothe students to assess the team’s performance. The phase reports must be turned in on time toreport the team’s progress. Students need to follow the suggestions on the graded phase reportsto improve the subsequent updates. Besides the instructor’s grading rubric, peer evaluation andthe team evaluation sheets were used to determine each team’s final grades as well. The students’oral and written communications, ability to work in team, problem solving, informationcollection, and project management skills have been improved in IGL environment.
AU  - Lulu Sun
AU  - Christopher D Grant
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Inquiry-Guided Learning (IGL) in Graphical Communications Course
UR  - https://peer.asee.org/19776
DO  - 10.18260/1-2--19776
ER  -