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Challenges of Incorporating Guided-Inquiry Learning in an Engineering Optimization Class

[+] Author Affiliations
Kenneth W. English

University at Buffalo – SUNY, Buffalo, NY

Paper No. DETC2014-35277, pp. V003T04A020; 4 pages
  • ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference
  • Volume 3: 16th International Conference on Advanced Vehicle Technologies; 11th International Conference on Design Education; 7th Frontiers in Biomedical Devices
  • Buffalo, New York, USA, August 17–20, 2014
  • Conference Sponsors: Design Engineering Division, Computers and Information in Engineering Division
  • ISBN: 978-0-7918-4634-6
  • Copyright © 2014 by ASME


This paper describes the introduction and impact of using process oriented guided inquiry learning (POGIL) to increase student engagement in a graduate level engineering optimization class. POGIL exercises were introduced into the class as an effort to enhance student engagement and improve retention of knowledge. The effort revealed that although POGIL has been adopted in many contexts (e.g, materials science, chemical engineering, and computer science), characteristics of the student population and the course may play a significant role in the success of a POGIL implementation. The paper describes the POGIL method, how it was adapted for inclusion in an optimization class, and observations on classroom impacts, engagement, and effectiveness.

Copyright © 2014 by ASME
Topics: Optimization



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