CAS2E STUDY – FROM STUDENT ENGAGED EDUCATIONAL DESIGN TO LEARNER LED EDUCATIONAL DESIGN

Abstract

Engineering education has many gaps between expectations and reality. Students’ mental health and wellbeing is insufficiently considered when designing courses and programs. Current course design is not inclusive of different learning styles. Companies commonly require 3-5 years of experience for entry level jobs because their new hires are not learning enough with their post-secondary education. Graduate schools are noting similar concerns with their incoming students. We argue that today’s engineering students need: a better educational experience; more accommodating and inclusive course and program design; and a smaller gap between their education and the outcomes they need for success beyond their studies. We propose addressing this with four methods: involving student voices in decisions on design; gamification of educational spaces and the student’s educational experience; introducing more inclusive design into programs and courses; and using work-integrated and project-based learning in more fields of study in Higher Education Institutions (HEIs).