Promoting Pedagogical Change in Engineering Faculty: A Pilot Study of a Modular Program Supporting Student-Centered Learning

Scholarship in undergraduate engineering education has shown support (including gains in content acquisition, student satisfaction, and promotion of desirable graduate attributes) for a shift from lecture-based pedagogies towards more student-centered approaches. As part of a unique cross-faculty initiative to promote this type of pedagogical change, an established science, mathematics and technology education Centre associated with a Faculty of Education, in cooperation with a Faculty of Engineering from the same Canadian university, have developed a modular learning program. Each of the 12 modules in the program include self-paced readings, activities, videos, and reflections; an opportunity to apply the learning to courses in progress (workplace learning); and a group discussion of the learning experiences (Community of Practice or CoP). Using a qualitative case study approach to assess the feasibility and appropriateness of the module content and delivery, two modules were piloted with seven Engineering faculty members (both experienced and new to teaching). Thematic analysis of the CoP meetings, a focus group, and individual interviews with participants, were conducted and analyzed. Results indicated that engineering educators value practical suggestions and examples, especially with respect to the CoP, but were concerned about constraints due to class sizes and time needed for making pedagogical change.