Ronald E. Barr
Mechanical
Engineering Department
University of Texas at Austin
Marcus G. Pandy
Department of Mechanical
and Manufacturing Engineering
University of Melbourne
Anthony
J. Petrosino
Department of Curriculum
and Instruction
University of Texas at Austin
Robert
J. Roselli
Department
of Biomedical Engineering
Vanderbilt University
Sean
Brophy
Department
of Engineering Education
Purdue University
Robert A.
Freeman
Mechanical
Engineering Department
University of Texas at Pan American ABSTRACT
This paper presents the methodology and results of teaching
an entire engineering course using challenge-based instruction.
The challenges consisted of eight biomechanics multimedia
learning modules developed by the authors as part of a broader
NSF educational coalition. The biomechanics modules were presented
in an undergraduate mechanical engineering course titled “Biomechanics
of Human Movement.” The class (N=18) was divided into
three-member teams. Each team performed the eight computer-based
assignments in intervals of one-two weeks per challenge during
the semester. Pre-tests, post-tests, affect surveys, a biomechanics
topics matrix, and student outcomes surveys were conducted
during the course to determine the success of this approach.
This paper outlines the challenge-based approaches used and
presents assessment methods for a full, semester-long course.
Thus, it is directed at faculty who may wish to use this interesting
approach in their own engineering courses.
Keywords: bioengineering education, biomechanics,
challenge-based instruction
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