Berg, D. R. (2014, June), Evaluation of Student Learning Outcomes Due to Self-Guided Engineering Analysis of Surroundings  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20441

\bibitem{asee_peer_20441}
  Berg, D. R. (2014, June), \emph{Evaluation of Student Learning Outcomes Due to Self-Guided Engineering Analysis of Surroundings}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20441

Devin R. Berg.  "Evaluation of Student Learning Outcomes Due to Self-Guided Engineering Analysis of Surroundings".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20441 Internet.  26 Apr, 2024

\bibitem{asee_peer_20441}
  Devin R. Berg.
  "Evaluation of Student Learning Outcomes Due to Self-Guided Engineering Analysis of Surroundings".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20441 Internet.  26 Apr, 2024

@INPROCEEDINGS{asee_peer_20441
author = "Devin R. Berg"
title = "Evaluation of Student Learning Outcomes Due to Self-Guided Engineering Analysis of Surroundings"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20441}
number = {10.18260/1-2--20441}
}

TY  - CPAPER
AB  -            Evaluation of Student Learning Outcomes Due to Self-Guided                      Engineering Analysis of SurroundingsAbstractInquiry-based learning is an educational approach that allows the student to take ownership overthe education process by self-identifying a problem and formulating their own solution. Theapplication of this method of teaching was explored in an introductory mechanics course takenby both engineering and engineering technology students.Students were tasked with applying the principles of fundamental engineering analysis to objectsfound in their normal surroundings over the course of the semester. By asking students tocomplete assignments where they had to apply engineering analysis to an everyday object, it wasintended for the student to look beyond their textbook and relate the course material to theirsurroundings. Similar work by others has demonstrated success in getting students to make theconnection between the classroom and the “real world”.A preliminary study was conducted using this concept for a single assignment involving staticequilibrium in the same course. Through this effort it was revealed that, in general, studentsenjoyed completing the assignment and the ensuing class discussion was more fruitful than withother course topics. As a result, the concept was adopted more fully into the course with multipleassignments throughout the semester.The deliverables for these assignments consisted of either a photograph or a sketch of an objectthat demonstrated the concepts relevant to the week’s course material accompanied by a briefdescription of what was depicted in the photograph or sketch. Examples of students’ work willbe presented along with discussion of lessons learned and recommendations for the use of thismethod in the future. Evaluation of student learning outcomes will be conducted through theissuance of pre- and post-assessments using the Concept Assessment Tool for Statics as well asperformance on course examinations. Comparisons will be made between a treatment group,which was subject to the analysis assignments, and a control group, which did not complete theanalysis assignments.
AU  - Devin R. Berg
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Evaluation of Student Learning Outcomes Due to Self-Guided Engineering Analysis of Surroundings
UR  - https://peer.asee.org/20441
DO  - 10.18260/1-2--20441
ER  -