Collection

2005 GSW

Authors

Vanessa Svihla; Ronald Barr; Marcus Pandy; Anthony Petrosino

Session T4A3 Challenge-Based Instruction in an Engineering Technical Elective Course Ronald Barr1, Marcus Pandy2, Anthony Petrosino3, and Vanessa Svihla3 Department of Mechanical Engineering1, Department of Biomedical Engineering2, and Department of Curriculum and Instruction3 The University of Texas at Austin AbstractThis paper presents the methodology and results of teaching an engineering technical electivecourse using a challenge-based approach. The challenges consisted of eight

Collection

2005 GSW

Authors

Thomas J. Krueger; Ted Aanstoos; Ronald E. Barr

. The contentof this introductory course varies from program to program, and there is no well-acceptedcurricular model for it. Programs typically use this course for student orientation to theengineering field, to teach problem solving, for design projects and contests, for developingcommunication and professional skills, for developing computing and software skills, and forpotentially a host of other local interests. Some programs have also aligned this introductorycourse with an existing traditional engineering topic, such as engineering graphics, as is the casewith the UT-ME program. There is also an opportunity to introduce the program outcomes inthis course and to even establish some assignments that can be used for assessment purposes.The

Collection

2005 GSW

Authors

J. M. Duff

their attitudes on ethical issues.From students’ own discussions and from Goulet’s experience, it appears that studentattitudes and perceptions can be favorably impacted by clearly and forcefully settingstandards of appropriate behavior and by integrating ethical and legal decision-makinginto the curriculum. In that manner, ethical behavior is something that is done, rather thanstudied. Wankat and Oreovicz have proposed strategies for instilling honest behavior inengineering students by stressing (as did Goulet) the Engineering Code of Ethics; byreducing anxiety that might foster unethical behavior; by faculty always being a presencein the classroom and laboratory; and by structuring engineering education in such waysthat unethical behavior is