Designing student centered learning methodologies in applied sciences engineering education

Abstract

The literature generally acknowledges that, teaching and learning approaches (both empirical and theoretical) need to be more active, namely problem-based learning (PBL), project-based learning (PJBL), work-based learning (WBL), self-directed learning (SDL). These approaches help students to develop key cognitive skills such as knowledge transfer, critical thinking, and metacognitive strategies. On another hand, motivation studies conclude that students who undertake targeted intrinsic learning are more likely to find value in learning, to adopt cognitive strategies, rather than to focus on extrinsic rewards or achievement goals. A typical cross-cutting issue of High Educational Institutions of Applied Sciences (HEIAS) is that the traditional learning approaches used in engineering education do not prepare graduates to face and contribute to solving real problems in a demanding, complex work environment. A set of limiting factors can be identified at different levels. In order to solve or minimize the lack of skills development of future engineers, and to be prepared for new challenges, an open approach is needed, which includes the creation of project-based courses, the integration of engineering and humanities perspectives, the integration of different, active, learning appoaches, and networked learning experiences, in order to reflect the nature of the modern world. These experiences will allow students to personally relate to the social contexts of technology which can increase the student motivation and the development of lifelong learning skills. Inspired by the Olin College of Engineering (http://www.olin.edu) this paper aims at presenting a methodological approach to "designing study-centered learning experiences to be implemented at HEIAS, in Engineering Courses. Based on ongoing research, it is expected it will to contribute to reduce or minimize the mismatch between real life situations and student preparation, fostering knowledge and discovery, creating an integrative culture of belonging and global institutional engagement, creating effective and far-reaching partnerships.