Design of Teaching and Learning Centers: a faculty survey

Paper aims This research investigates faculty perceptions of the contributions and ideal design of Teaching and Learning Centers (TLCs) to promote Competency-oriented Learning (CoL) in engineering education. Originality The study addresses a significant research gap: the limited understanding of TLCs in engineering education, particularly in the Brazilian context, where such centers are still emerging in public higher education. By exploring engineering faculty perspectives, it establishes a baseline framework for implementing TLCs in institutions without existing models. Research method A survey-based approach guided by two research questions on TLC contributions and design. A questionnaire was administered to 415 professors at a leading Brazilian engineering school, yielding 67 valid responses (16.1%). Main findings The findings highlight challenges in course planning, competency assessment, and teaching practices, including limited alignment with competency goals and weak dialogue between faculty and program coordination. Respondents view TLCs as key to improving teaching methodologies, supporting pedagogical development, and promoting systematic skill assessment. Their effectiveness depends on clear objectives, institutional support, and strategic alignment. Implications for theory and practice This study contributes to theoretical discussions on pedagogical support structures and offers practical insights into TLC implementation. It underscores the importance of engaging faculty and students for successful TLC adoption.