Active learning in engineering education: Insights from a faculty development program in higher education

Source abstract

This study examines the enhancement of teaching practices within the school of engineering at a private Chilean university that emerged from a collective reflection of ideas/actions on the strengths, weaknesses, opportunities, and threats in the implementation of a professional development program in the school of engineering. It investigates factors influencing the efficacy of student-centered learning and teaching through the application of the World Café methodology among faculty participants in a structured training program aligned with institutional educational policies. Emphasizing long-term sustainability, the findings underscore the presence of motivated instructors committed to ongoing improvement, bolstered by comprehensive continuing education opportunities provided by the university. Despite notable progress, challenges such as limited financial resources and the imperative for strategic institutional commitment are acknowledged. Crucially, successful educational initiatives hinge on robust collaboration and dialogue between faculty and administration. The study advocates for tailored faculty training essential for adapting to evolving educational and technological landscapes. It concludes by highlighting the broader implications for engineering and STEM disciplines, advocating for a cohesive teaching community poised to meet future educational challenges.