Teaching introductory engineering: a problem based learning experience.

Abstract

A freshman introductory engineering course is being taught on an experimental basis to approximately 40 cadets per semester at the United States Air Force Academy. The purpose of the course is to better address seven educational outcomes desired in Academy graduates. Problem Based Learning is used to present engineering as a problem solving process that involves a variety of interdisciplinary issues. The setting is an Air Force System Program Office responsible for planning a manned mission to Mars. Students are guided by a mentor to identify the relevant engineering requirements. Traditional instruction is used only to present skills and tools that enhance students' learning. An integrated assessment program is being used to evaluate this instructional approach and how well the educational outcomes are being met. The quantitative assessment findings are inconclusive and indicate further work is needed to develop reliable assessment instruments. Qualitative findings, however, show that the students learned important engineering fundamentals, liked the course, and enjoyed the Mars scenario. They also developed an appreciation for the interdisciplinary nature of engineering, developed confidence in their ability to make decisions for problem-solving, and they acquired self esteem not usually obtained from traditional engineering courses. This paper presents highlights from the three years this course has been offered.