Development and implementation of challenge-based instruction in Engineering Graphics

Abstract

The focus of this paper is to discuss the challenge-based instructional (CBI) materials currently being developed for the Engineering Graphics course at the University of Texas - Pan American. This endeavor concentrates on student retention of the materials being studied, as well as the students' ability to practically apply their new skills. Minority science, technology, engineering, and math (STEM) students have been found, in recent studies, to depart from STEM undergraduate fields to some extent because of the lack of real world connections to the subject matter being taught in the classroom. Also, the traditional way of teaching theory first and then assigning a task may actually stifle creative thought and innovation required in later STEM courses. Using a CBI approach, the target lessons will be, in effect, taught backwards. In other words, the students are presented with a challenge, and then, only when they have had the chance to think about the problem, the supporting theory is revealed. Our use of CBI is based on the How People Learn (HPL) framework for effective learning environments and is realized and anchored by the STAR Legacy Cycle, as developed by the VaNTH NSF ERC for Bioengineering Educational Technologies. The materials developed during the course of this study are collaboration between students and faculty members at the University of Texas-Pan American (UTPA) and South Texas College (STC), both Hispanic Serving Institutions (HSIs). © 2011 American Society for Engineering Education.