Incorporating Inquiry-Based Laboratory Experiment in Undergraduate Environmental Engineering Laboratory
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 131, Issue 1
Abstract
From fall 1999 to spring 2003, an introductory environmental engineering course was revised to include an inquiry-based “open” experiment for enhanced student learning. The students designed and conducted experiments to address a problem of their choice. The students’ experimental topics covered air, water, and soil quality and remediation. At the completion of the experiment each student completed a questionnaire that assessed the efficacy of the open experiments in enhancing student learning; 109 student responses were subjected to statistical analysis. Examination of the survey revealed the students’ belief that the open experiment aided in their understanding of basic and applied environmental concepts. Females in particular indicated that the open experiment enhanced their learning of basic concepts. Neither group size nor selection criteria impacted how well students worked within their groups. By utilizing open-ended questions in the survey, a significant portion of student responses indicated that they enjoyed the experience.
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Acknowledgments
This effort was supported in part by individual CAREER awards to the writers from the National Science Foundation (grant numbers 97-33377 and 00-92921). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the writers and do not necessarily reflect the views of the funding agency. Mention of any specific trade name does not constitute endorsement of the product by the sponsors.
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Information & Authors
Information
Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 131 • Issue 1 • January 2005
Pages: 19 - 25
Copyright
© 2005 ASCE.
History
Received: Jul 22, 2003
Accepted: Jan 21, 2004
Published online: Jan 1, 2005
Published in print: Jan 2005
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