First year engineering education: Developing a culture of teaching and learning.
Executive summary of final report to CUTSD:
In response to demands for improved engineering education Australia wide from the IEAust, and an internal report recommending change to the first year engineering degree program, Swinburne University has restructured the first year program and set in place an ongoing action research/development structure. Central to the new approach was the formation of Teaching Communities for each first year subject.
A process of curriculum re-evaluation linked with a review of student learning needs led to changes in teaching approach, curriculum content and assessment. Concurrently members of the Teaching Communities engaged in an unobtrusive, but profound educational process that challenged their knowledge of teaching and learning, and allowed them to gain important “on the job” professional development. Contributing educationally to the Teaching Communities were two Teaching Fellows (secondary school teachers seconded for one year to work as tutors in the first year program). Good Teaching Behaviours (GLBs) exhibited in small group teaching situations were observed to increase dramatically over the period of the project. In interviews staff also expressed a range of positive reactions to the Teaching Communities, both professional and personal. Strong negative reactions were also experienced as some staff felt exposed to new scrutiny, or were in conflict with the basic educational principles driving the project.
In turn students have shown significant change in their learning, and in their satisfaction in their first year of tertiary study. Students, in focus group interviews, credit greater use of group teaching activities for the formation of supportive Learning Communities in the student body, which are in turn attributed with assisting learning and adjustment to university. Students find the teaching environment challenging, but engaging, while extensive class observations show rich use of Good Learning Behaviours by the students, implying higher quality learning.
Constant reflection on practice is resulting in ongoing change, as staff continually evaluate their teaching effectiveness and make regular adjustments to the content and teaching methods to adapt to the students needs, and to maximise the understanding of important concepts. A culture of professional teaching practice is taking hold, though much work remains to be done.
The Teaching Community approach to educational change has led to a substantial shift in the culture of the staff teaching into first year engineering. Emphasis on core concepts, and a more student centred approach to teaching has led to considerable reform in the first year program, while staff are enjoying the opportunity to engage in genuine education debate as a means to improving their own expertise. As a consequence of changing curriculum, teaching methods, and assessment practices students in the first year are forming more Learning Communities that appear to be assisting in higher quality learning, and leading to a more positive experience in tertiary education. While implementation of the approach is demanding, and can take several years to show outcomes, the changes appear robust and are continuing to expand their scope and influence.
Relevant publications.
Working party report on first year engineering and science that led to the FYE project.
Progress and retention rates in first year engineering and science: Strategies for improvement.
AAEE conference papers:
AAEE97: First year engineering: a good learning environment
AAEE98: Building teaching communities in first year engineering
AAEE99: Redesigning first year engineering: A teaching community approach.
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