CHALLENGES OF INCORPORATING GUIDED-INQUIRY LEARNING IN AN ENGINEERING OPTIMIZATION CLASS

摘要

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.