2023 ASEE Annual Conference & Exposition

Exploration with ellipses helps students learn transferrable isometric drawing skills

Presented at First-Year Programs Division (FYP) - Technical Session 8: Skill Building

This Complete Research Paper describes student learning outcomes following a lesson on isometric drawings in a first-year engineering course. We compared learning outcomes between students in an exploratory learning condition, who participated in an activity prior to content instruction, and those who received the instruction first, followed by the same activity. Students in the explore-first condition scored higher on an assessment that required them to repeat the instructed procedure as well as transfer the knowledge onto more complex drawing tasks. These results indicate that exploratory learning can benefit student learning in first-year engineering courses.

Authors

Dr. Campbell R. Bego http://orcid.org/0000-0002-8125-3178 University of Louisville [biography]

Campbell R. Bego, PhD, PE is an assistant professor in the Department of Engineering Fundamentals at the University of Louisville's Speed School of Engineering.
Dr. Angela Thompson University of Louisville [biography]

Dr. Angela Thompson is an Associate Professor in the Department of Engineering Fundamentals at the University of Louisville. Dr. Thompson received her PhD in Mechanical Engineering from the University of Louisville. Her research interests are in biomechanics and first-year engineering education.
Ryan J. Patrick
Dr. Raymond Chastain
Dr. Jeffrey Lloyd Hieb University of Louisville [biography]

Jeffrey L. Hieb is an Associate Professor in the Department of Engineering Fundamentals at the University of Louisville. He graduated from Furman University in 1992 with degrees in Computer Science and Philosophy. After 10 years working in industry, he r
Linda Fuselier
Dr. Marci S. Decaro http://orcid.org/0000-0001-6753-0725 University of Louisville [biography]

Marci DeCaro is an Associate Professor in the Department of Psychological and Brain Sciences at the University of Louisville. DeCaro's research applies principles of cognitive psychology to study learning and performance in educational contexts.

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