Many educators utilize homework as an important component of the learning process. The problem is that often times their students may not recognize the importance as well. To rectify this problem, a number of strategies were tested while instructing undergraduate engineering technology students. These experiments met with limited success including outright failure. Recently, a method that appears to clearly demonstrate the importance of homework to students was used. This paper outlines this method and provides case study data supporting the assertion that the method can be effective.
An Ethics Case Study for Engineering Technology Students
