2023 ASEE Annual Conference & Exposition

While all individuals can learn using different modes of receiving and processing information, most learners exhibit preferences in the way they receive and process information. Research suggests that students who are presented information in a way that does not align with their learning preferences may experience difficulties learning and reduced engagement in the course. It is critical that instructors become aware of the various learning preferences of their students in order to ensure their teaching style appeals to and accommodates varied learning preferences and to provide an optimal learning environment for all students in the class.

The objective of this study was to survey NC State BAE department faculty and undergraduate engineering students' learning preferences using the Index of Learning Styles questionnaire developed by Felder and Soloman. This questionnaire was developed primarily for use by college instructors and students in engineering and science. The questionnaire defines four learning scales: visual/verbal, active/reflective, intuitive/sensitive, sequential/global. It provides learners’ degree of preference along each dimension, with categories ranging from no preferences to moderate and strong preferences. In addition to the learning style questionnaire, survey participants were also asked demographic questions related to their degree program, academic level, gender, native language, and preferred mode of course delivery. After taking the survey, respondents were provided with their degree of preference for each dimension as well with learning strategies written by Felder and Soloman according to their profile.
Responses were received from 23 faculty members and 38 undergraduate engineering students. For each learning scale, the distributions of learning preferences were determined and compared between students and faculty.
Undergraduate engineering students are on average more active learners and sensing learners than faculty. The distribution of the faculty and engineering students preferences were statistically different in the active/reflective domain.
For the first time, this study provided an overview of the distribution of students and faculty learning preferences in a biological and agricultural engineering department. The results of this study will help faculty member determine how their teaching style may be biased and devise strategies to appeal to the wide range of learners in the classroom.