Inquiry-Based Learning to Explore the Design of the Built Environment

Typically in introductory structural engineering courses with a lab component, the instructional approach is to present the underlying theory via pre-lab lecture/reading and subsequently have students conduct guided experiments that affirm that theory. The new Fall 2015 course offering described in this paper took the reverse approach where students’ hands-on exploration of a concept occurs prior to formal instruction. In the course, student exploration of fundamental structural engineering concepts was facilitated through the following activities: (i) full-class physical demonstrations led by the instructor during lecture, (ii) small-group experimentation in a laboratory setting, and (iii) case studies highlighting both failures and exemplary natural/engineered structures presented via instructor lectures and supplementary multi-media materials. The objective of this paper is demonstrate how the “exploration before theory” approach can be implemented and what is required to accomplish the hands-on, inquiry, discussion, and formal teaching aspects that comprise this teaching style. Associated with this objective, the authors will also share student feedback on the course that was collected through midand end-of-semester surveys for nearly twenty undergraduate students. The authors believe that a classroom environment that emphasizes discovery – where students act as researchers and play an active role in building their own knowledge – is a format that can be readily adapted to other engineering disciplines; furthermore, it can inspire higher-level thinking and lead to a more engaging learning experience.