Blum, M. M. (2020, June), Work in Progress: Inquiry-Based Lessons for Introduction to Engineering Instruction  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35654

\bibitem{asee_peer_35654}
  Blum, M. M. (2020, June), \emph{Work in Progress: Inquiry-Based Lessons for Introduction to Engineering Instruction}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35654

Michelle M. Blum.  "Work in Progress: Inquiry-Based Lessons for Introduction to Engineering Instruction".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35654 Internet.  15 Dec, 2024

\bibitem{asee_peer_35654}
  Michelle M. Blum.
  "Work in Progress: Inquiry-Based Lessons for Introduction to Engineering Instruction".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35654 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_35654
author = "Michelle M. Blum"
title = "Work in Progress: Inquiry-Based Lessons for Introduction to Engineering Instruction"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35654}
number = {10.18260/1-2--35654}
}

TY  - CPAPER
AB  - This Work in Progress describes efforts to introduce Inquiry-Based Learning (IBL) instruction to an introduction to engineering course. Inquiry-based approaches uses inductive teaching strategies. The class is Introduction to Engineering and Computer Science for Mechanical Engineers. It is a required class for incoming freshman students that is held in the fall semester. The motivation behind this Work in Progress is to address the problem that even though education research has proven inductive learning promotes deeper and longer retention of information; most university engineering classes are still primarily lecture based. Therefore, students are oblivious to the benefits of the methods and thus are resistant to the learning approaches. The method employed to aid this problem was developing a series of worksheets that use IBL strategies to introduce introductory engineering material. Preliminary assessment of the effectiveness of this approach was conducted by comparing summative exams and real-time assessment of student thoughts using a daily in-class reflection. Preliminary analysis of the exam comparison and student reflections is promising. From student reflections, the majority of the students filled out the statement sections of the reflection sheet. Fewer students filled out the question portion, indicating that they comprehended the IBL lessons. Initial exam comparisons indicated that the IBL approaches support increased student learning of the conceptual aspects of technical concepts. 
AU  - Michelle M. Blum
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Work in Progress: Inquiry-Based Lessons for Introduction to Engineering Instruction
UR  - https://peer.asee.org/35654
DO  - 10.18260/1-2--35654
ER  -