Addressing Challenges in Engineering Education: A Case Study of Materials Technology Course

Abstract Engineering education continually faces the dual challenge of maintaining high student engagement while ensuring academic integrity. This article presents a comprehensive case study of the MEC3203 Materials Technology course at the University of Southern Queensland (UniSQ), Australia. After assuming the role of Course Coordinator in 2018, several significant issues were identified, including low student engagement, frequent breaches of academic integrity and poor student evaluation scores. A series of strategic interventions was implemented in response to these challenges. First, the course materials were extensively updated to reflect the latest advancements in materials technology, aiming to enhance the relevance and applicability of the content. Second, real-world engineering practices were integrated into the curriculum through the incorporation of industry case studies, guest lectures from professionals in the field, and practical assignments designed to simulate real engineering challenges. These changes aimed to provide students with a deeper understanding of the subject matter and its practical application. Furthermore, efforts were made to foster a supportive and interactive learning environment. The outcomes of these interventions were significant. There was a marked increase in student engagement, demonstrated by higher attendance rates and more active participation in class activities. Incidents of academic integrity breaches decreased, indicating a stronger adherence to ethical standards. Moreover, overall course satisfaction improved substantially, as reflected in higher student evaluation scores and feedback.