Various approaches that actively engage the students in models of challenge-based learning in bioengineering are discussed. Data were collected using an observation systems to quantify each student's level of engagement during class in the experimental and control groups. A one-year, three-instructor, two-institution assessment design was studied. Analysis indicates that a higher level of students engagement during challenge-based instructions and statistically significant improvement in understanding between pre- and post assessment.
|Original language||English (US)|
|Number of pages||8|
|Journal||ASEE Annual Conference Proceedings|
|State||Published - Dec 1 2003|
|Event||2003 ASEE Annual Conference and Exposition: Staying in Tune with Engineering Education - Nashville, TN, United States|
Duration: Jun 22 2003 → Jun 25 2003
ASJC Scopus subject areas