This presentation lists the best practices recommended by the students for more effective teaching and learning. The list is based on Crawley et al. table 6.1 in book "Rethinking Engineering Education: The CDIO Approach".

1. Student perspectives on teaching and learning
Sakari Lukkarinen
May 2015
Helsinki University ofApplied Sciences

2. Introduction
Edström et al. (2003) interviewed their fellow students asking
their perspectives on teaching and learning. ”All interview
transcripts were interpreted by the student representantives
together with experts on teaching and learning”.The following
lists the student’s recommendations for more effective teaching
and learning as given by Crawley et al. (2007, p. 132).

3. 1. Set clear intended learning outcomes relevant to
engineering practice.
”Clear indended learning outcomes increase motivation and guide studies.
Seeing how the course contributes to professional competence is
motivating.”

4. 2. Develop teaching activities and assessment
tasks that help students reach the intended
learning outcomes.
”Motivation is increased when students know why they are
asked to engage in learning and assessment activities.”

5. 3. Focus on deep working knowledge of
basic concepts,
and provide connections to engineering
practice.
”This focus promotes a deep approach to learning, increases motivation, and
fosters long-term retention.”

6. 4. Prioritize among
course content.
”Remember that coverage is the enemy of understanding. Reorganizing
and reducing content coverage promotes a deep approach to learning
and makes for clearer connections among related concepts.”

7. 5. Set an assessment task early in
the course.
”This helps students get
started and gives them an
opportunity for an early
success.”
”Timely and effective
feedback promotes learning
and knowing what is expected
motivates students.”

8. 6. Set assessment tasks
regularly during the course.
”Regular feedback is necessary for student learning. Regular monitoring
of progress helps students allocate time and keep up with the pace of the
course.”

9. 7. Establish explicit criteria for
assessment.
”Explicit criteria help students focus on the critical aspects of a
learning activity or assessment task.”

10. 8. Design learning activities with
built-in interaction —
Both peer interaction and faculty-student
interaction.
”Interaction is a form of active learning, which in turn is a factor
that encourages a deep approach to learning.”

11. 9. Make a realistic plan for the time
requirements in the course,
get regular feedback
from students on
actual time spend,
and
coordinate
deadlines and
workload with
parallel courses.
”Management of time
requirements helps reduce
stress levels students
experience related to time
management issues.”

12. 10. Show enthusiasm for the
course and its associated
learning tasks.
”Faculty enthusiasm enhances the value of the course, and encourages
students to appreciate its relevance and worth”

13. Summary
1. Set clear outcomes.
2. Help students to reach
them.
3. Focus on deep working of
basic concepts (& connect
to practice).
4. Prioritize content.
5. Set first assessment task
early.
6. Assess regularly.
7. Establish explicit
assessment criteria.
8. Design interactive
learning activities.
9. Make a realistic time plan
(and coordinate with
parallel courses & get
regular feedback).
10. Show enthusiasm.

14. Source
Crawley, E. & Malmqvist, J. & Östlund, S. & Brodeur, D. (2007).
Rethinking Engineering Education.The CDIO Approach. Springer.
NewYork.
Referring to:
Edström, K. &Törnevik, J. & Engström, M & Wiklund, Å. (2003).
Student involvement in principled change: Understanding the
student experience. Proceedings of the 11th international
symposium improving student learning. Oxford. England.