Lessons Learned: Exploring Effective Student-centered Instructional Practices in Middle and Upper-level Engineering

Abstract This lessons learned paper delves into the realm of effective student-centered teaching practices within middle and upper-level engineering classes, with the primary goal of enhancing students' acquisition of disciplinary knowledge. The research is anchored by a central inquiry: what student-centered teaching approaches do exemplary engineering faculty employ to promote knowledge-building in their courses, and how do these approaches align with their beliefs about teaching? To address the research question, the study employed the participatory action research (PAR) methodology, which prioritizes the invaluable input and expertise of participants. A diverse group of participants renowned for their teaching excellence was selected from five departments. A total of ten participants were chosen, and data was collected using a variety of methods, including classroom observations, analysis of course materials, surveys, and focus group discussions. Our observations across various courses have revealed common practices employed by instructors to foster effective learning environments. These practices encompass dynamic and diverse class introductions that utilize strategies like revisiting prior content, storytelling, and addressing student well-being to establish a strong foundation for the session. Throughout the class, instructors consistently maintained student engagement through techniques such as group activities, structured interactions, active problem-solving, and thought-provoking question-and-answer sessions. Visual aids and technology were integral in enhancing content delivery. Instructors also ensured the content was relatable by linking lessons to research findings, relatable examples, and familiar landmarks, grounding theoretical concepts in real-life relevance. Personalized support was a priority, with instructors offering targeted feedback to smaller groups and individual students, including one-on-one sessions for additional assistance. Some instructors introduced unique practices such as debate activities, involving students in decision-making processes, cross-course connections, and specialized problem-solving techniques. These diverse approaches collectively underscore the multifaceted strategies instructors employ to create engaging and effective learning experiences. Another significant initiative undertaken in our study involved organizing a summer workshop that provided a platform for instructors to convene and engage in collaborative discussions regarding their teaching practices and their top five teaching priorities. During this workshop, we also deliberated on the preliminary findings from our data collection. The instructors collectively emphasized the importance of getting students engaged in the learning process. We identified several overarching categories of priorities that held relevance for all instructors, including the establishment of personal relationships with students, the effective organization of course content and class activities, strategies for motivating students, and the integration of course content with real-world applications. During the lightning talk, we will share a comprehensive overview of the study's research findings as well as the importance of student-centered teaching practices in engineering education.