ENGINEERING INSTRUCTORS AND THEIR TEACHING GOALS, TEACHING PRACTICES AND CONCEPTIONS OF STUDENT LEARNING IN UNDERGRADUATE EDUCATION

Abstract

This paper shares the results of a multiinstitutional study examining the teaching goals andpractices of engineering instructors. Through both a survey and a set of interviews, engineering instructors at four institutions in Ontario were invited to share their key teaching and learning goals, teaching philosophy, and the use of teaching and learning activities in the teaching of undergraduate engineering students. Engineering instructors shared a surprising diversity of teaching goals and practices, and through a discussion of powerful teaching activities, a set of conceptualizations around student learning emerged, ordered in decreasingprominence: Students learn through: (1) making realworld connections; (2) application of concepts; (3) interaction with the instructor; (4) interaction between students; (5) independence and ownership and (6) listening to what the professor says and does. These views are all reflected in the diversity of learning theories available in the literature, and in particular situated learning theory, but an understanding of these specific conceptualizations, articulated by engineering instructors, can be used to better support engineering instructors in their teaching, and in the development of new curricular initiatives in undergraduate engineering education. This work expands on the existing literature on teaching in higher education and teaching practices in engineering.