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There is a growing consensus that our students need to build a different set of skills during their college experience than was necessary in decades past. In addition to technical knowledge, graduates of engineering programs must enter the workforce inspired and able to engage in design activities, creatively solving problems, learning on their own, and comfortably navigating the information-rich environment we live and work in. There is also a growing body of knowledge concerning how to most effectively teach modern students -highlighting the value of student-centered learning, active learning experiences, and effective integration of technology.

It is well known that engineering judgment is critical to effective engineering practice, particularly when design thinking is required. As computer-aided design tools have made detailing far more automated, engineers are being asked to take on higher-level tasks earlier in their careers, necessitating the development of this judgment in undergraduates. This clearly has become a priority for many programs, as evidenced by the growth of project-based learning. Developing this type of judgment and creativity is challenging, but inquiry-based learning will play an important role and well-tested tools for inspiring new types of knowledge acquisition methods in our students are needed. This paper describes hands-on, inquiry-based learning activities that were recently designed and implemented in the first mechanics course taken by students in the Department of Civil and Mechanical Engineering at the US Military Academy in part to help accelerate the development of students' engineering judgment. These activities enabled and encouraged knowledge acquisition through personal effort which inspires deeper inquiry. This introductory course combines statics and mechanics of materials: the activities described in this paper address both foundational topics. Inspired by inquiry-based learning techniques, these activities are studentfocused rather than instructor-led activities and are somewhat open-ended.The first activity required students to assemble an engine hoist and use four basic scales and basic concepts in statics to determine the weight of an engine block. Students then predicted what would happen to the distribution of the weight as the location of the engine block moved along the engine hoist arm, reinforcing the concepts of reactions and moments of a force. Another activity used an aluminum load cell with longitudinal strain gages to weigh the engine block. This activity reinforced the concepts of stress, strain, and Hooke's law while exposing students to the world of instrumentation and data acquisition for the first time. In another activity, students were asked to predict strains occurring within a beam in bending -before the concepts and theories of bending had been introduced. Challenging their previous knowledge about axial strain, the linear strain distribution through the depth of a beam was discovered by the students measuring strains at various points through the beam's depth. Expanding this knowledge in a following lesson, students were required to predict strains on beams of equal cross-sectional area but different shapes (rectangle, square tube, and I-shape). These beams were loaded and strains were measured allowing students to observe the influence of moment of inertia on strain and, therefore, stress. Each of these activities was rich in what might be called "second order" learning, exploring topics (things like Wheatstone Bridges and analog-to-digital data conversion) well beyond the basic concepts and theory being taught.In addition to describing the activities in detail, this paper pro...

He has taught engineering mechanics and civil engineering design courses. His research interests include rapidly deployable structural systems and practical engineering education applications. Richard Hallon, United States Military Academy Captain Richard Hallon is an Instructor in the Civil Engineering Department at the United States Military Academy, West Point, NY. He received his BS from the Florida International University and his MS from Carnegie Mellon University. He has taught engineering mechanics, construction management, and transportation engineering courses. His research interests include analysis, design, and education in the field transportation engineering.

The success of the engineering profession requires students to be educated in the technical practices and inspired to develop the traits of lifelong learning. The authors' objective is to demonstrate the use of the cognitive and affective domains in assessing lifelong learning in a program's mission to inspire students and to achieve the American Society of Civil Engineers (ASCE) Body of Knowledge 2 (BOK2) Outcome. Recent published works will be integrated in the proposed process, which rely upon the well established Bloom's Taxonomy for the cognitive and affective domains. The authors believe that multiple domains used in the process will be repeated across similar assessments and beneficial in moving forward the ASCE BOK2.