2025 ASEE Annual Conference & Exposition

Engineering education typically comprises of a combination of theory and design. One of the primary purposes of engineering education is to equip students with the ability to synthesize theory learnt and transform it into practical design solutions. In most universities, engineering education is typically split into eight semesters. The former semesters typically train students with basic mathematical concepts and fundamental domain principles, while the latter semesters are used to hone the expertise of students in specific areas. This may be done through the provision of advanced courses, specialized electives, and design projects. While designing curricula for a course containing both theoretical and design components, pedagogical methods are employed in determining the modality of instruction, delivery of content, grading scheme employed, learning outcomes, and student learning styles.
The concept of Learning Styles refers to the different methods through which individuals receive and synthesize information. There are varied views and opinions on this concept in scientific literature, and a few popular models include Kolb's model of experiential learning, Honey and Mumford's model of the learning cycle, and Barbe's proposed learning modalities. Neil Fleming's VARK model built upon Barbe's modalities and introduced the fourth formal learning modality. The VARK model defines four sensory modalities for learning: visual, aural, reading/writing, and kinesthetic. While the univariate classification of individuals of learning styles remains a debated topic in pedagogical communities, there is evidence to suggest that the VARK modalities may be used as an aid to deliver learning outcome specific content in multi-disciplinary contexts, such as an engineering design classroom.
This teaching-as-research project, part of the CIRTL certification process, aimed to understand the study habits employed and course materials used by students to learn and synthesize theory taught and apply it to their design project. The project was conducted in a 3-credit upper-level environmental engineering course offered to undergraduate students in their junior or senior year, and to graduate students. The course focused on the theory and practical design of wastewater systems. and used evidence-based teaching practices with 9 pre-defined learning outcomes and specifications grading, complement to mastery learning. There were 22 students, divided as 16 graduate students, and 6 undergraduates. Learners were full-time students, and class was conducted in-person, with lecture recordings available for subsequent viewings on the LMS.