Enhancing the engineering curriculum: Defining discovery learning at Marquette University

Abstract

This paper summarizes the results of our investigation into the feasibility of increasing the level of discovery learning in the College of Engineering (COE) at Marquette University. We review the education literature, document examples of discovery learning currently practiced in the COE and other schools, and propose a Marquette COE-specific definition of discovery learning. Based on our assessment of the benefits, costs, and tradeoffs associated with increasing the level of discovery learning, we present several recommendations and identify resources required for implementation. These recommendations may be helpful in enhancing engineering education at other schools.