High-stakes teaching: Lessons from two decades of problem-based engineering education

Matthew Kuperus Heun, Jeremy Van Antwerp

Keywords: High-stakes teaching, Problem-based learning, Challenge-based learning

TL;DR: High-stakes teaching is a risky but worthwhile endeavor for both students and professor.

Abstract: Author MKH has taught a senior-level engineering course in a problem-based learning environment for more than two decades. This paper (a) defines a new term “high-stakes teaching” in an engineering context, (b) shares lessons learned from those decades of experience, and (c) argues that high-stakes teaching methods are beneficial for shaping Christian engineers of the future. Evidence from student focus groups supports the arguments. Readers are invited to consider other courses or learning environments in which these techniques could be employed.

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Submission Number: 6