Student Attitudes to Engagement –
a case study of engineering programmes
Margaret Morgan and Pearse O’Gorman
School of Engineering
School of Engineering
Main programmes:
Clean Technology
Biomedical Engineering
Electronic Engineering
Mechatronic Engineering
Engineering Management
Mechanical Engineering
Sports Technology
Technology with Design
MEng\BEng Hons
BSc Hons
834 FTEs
•HESA: mechanical/production /
manufacturing engineering
~ 33% of student numbers
Rationale
How we might engage our students more effectively?
retention
Engagement
NSS results
Approach
Questionnaire – closed and free response
Heller1 and CASEE2
All years were surveyed – response rate 51%
Student Focus groups
Investigate what could be done improve ‘engagement’
(1) Heller, R et al, Student and Faculty Perceptions of Engagement in Engineering, Journal of Engineering Education, 2010
(2) Bjorkland, S.,and Fortenberry, N., Measuring Faculty and Student Engagement in Engineering Education, CASEE Report
5902001-20050705
Survey Results
Students’ familiarity with the term ‘engagement’
80.0%
70.0%
60.0%
50.0%
Yes
40.0%
No
30.0%
20.0%
10.0%
.0%
First
Second
Final
All years
Lecturer views on a fully engaged student
• attend all timetabled classes, prepared, on time and
contribute enthusiastically in class discussion.
• occupy themselves with purposeful activities when they
are not in class.
• devote at least 35 hrs per week to their studies inclusive
of class contact time.
Students’ perception of their participation
levels
85% considered that they
participated fully in their studies
65% believed that attending all
timetabled classes is important
How many hours do students spend on their studies
outside timetabled classes?
Typical class contact (hours): 18 – First Year
18 – Second Year
15 – Final Year
Perceived benefit and enjoyment
Enjoyable (fun) activities tend to improve participation
4.00
Laboratory/Workshop
Enjoyment
Small lecture
3.00
Team projects
Engineering Assignments
Tutorial
Large lecture
Management assignments
2.00
Oral Presentations
1.00
1.00
2.00
3.00
Benefit
4.00
Easy to learn situations/activities
Three things that SEng should do to
enhance student participation?
Free responses were categorised into five main areas:
•
•
•
•
•
Relating theory to professional practice
Lecturer attributes
Programme organisation
Team working
e-Learning opportunities
Free
response
%
Category
Student suggestions
Relating theory to professional
practice
Real-life assignments
Practical laboratory work
Industrial visits
56
Lecturer attributes
Interested in students
Enthusiasm for subject
Clear communicator
Approachable
44
Programme organisation
Timetabling
Balanced assignment workload
Fewer large lectures
38
Team-working
Design-type assignments
Small-group tutorials
29
e-Learning opportunities
Podcasts, BlackBoard, CAE,
software
Lectures and assignments on-line
17
Focus Groups
• Validate free responses
• Explore what students believe would enhance their
engagement
• Two groups with 8 students per group – balanced
representation across the two programmes and across
all years
• Groups asked to address those main categories identified
for improvement
Material is more interesting
when we see its relevance.
Lecturers should relate lecture
material using real-life
examples/anecdotes.
Assignments and
exercises should be
related to ‘real’
engineering.
1. Real-life assignments,
engineering activities
Company visits
- to see what engineering is about
- what jobs engineers do.
Science and maths is easier
to understand when we see
where it is used in everyday
situations.
Like to feel that our lecturers
care about us and make an
effort to be helpful.
Good if he/she can
relate classroom
material to real-life
engineering problems.
Humorous
2. Lecturer attributes
Approachable,
available outside
class and provides
good feedback on
our assignments.
We like a lecturer that
encourages interaction
and allows us to ask
questions.
Classes are more interesting
if the lecturer uses a variety
of media, e.g. videos,
software, demonstrations.
Our timetables sometimes don’t
seem to take account of the
expense of travelling to Uni or
accommodating a part-time job.
We would prefer 3
reasonably busy
days per week.
10 am starts are better
than 9 am as rushhour is avoided.
3. Programme Organisation
Fewer large lectures.
Not good for asking
questions and
whenever questions
are asked they tend
to break the flow.
Class duration: 2 hours
max. Ideally an hour
long and no more than
an hour gap between
classes.
Easier to learn
where there is a
clear link
between the
lecture and
tutorial class.
Enjoyable – provided we
have clear outline of what’s
expected.
We like ‘shared
experience’ of working
together in small group
tutorial. Makes you
feel part of a team.
Good if all team
members contribute
equally.
4. Team-working
We see the benefit of
‘team-work’ for
industry.
Put good students
together in groups.
We don’t like group work in
final year.
Make notes available
on a week-by week
basis.
Notes available beforehand
to ease notetaking.
5. e-Learning
Specialist engineering software
should be available somewhere
we can socialise together
informally.
Podcasts would let us access
information and revise when
it suits us.
Thank you