Impact of Full-Scale Experiential Learning Modules on Students’ Understanding of Concepts in Steel Design

Abstract The objective of this study was to determine the effect of full-scale experiential learning modules (ELMs) on student understanding of steel behavior in an undergraduate steel design course. Instructors at two universities taught an introductory steel design course with traditional teaching methods for 2 years. The following 2 years, the instructors taught the same course using the same methods with the addition of the full-scale ELMs to better visualize steel behavior and failure mechanisms. Three exam questions on the topics related to the ELMs were given at both universities. The responses to these problems were scored based on the number of correct statements made, awarding a point for each correct statement. On one question, students were also scored based on the inclusion of sketches of the correct steel behavior. Although the differences were not statistically significant, the mean scores for both universities were higher on the Tension Connections question and the Failure Mechanisms of Beams question and lower on the Buckling Modes of Columns question. The number of students including sketches in their responses was also not significant, but the mean number of students using sketches correctly was higher from the control to intervention group. End-of-course surveys were given to test student understanding of topics covered in the ELMs and gauge student satisfaction with the ELMs. Based on the survey responses, students were typically able to describe the steel behavior relating to concepts covered in the ELMs and felt the ELMs was a positive experience for the course. The test scores and end-of-course surveys appear to show the ELMs helped students gain a better understanding of steel behavior and failure mechanisms.