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Student Engagement

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“The voluminous research on college student development shows that the time and energy students devote to educationally purposeful activities is the single best predictor of their learning and personal development (Astin, 1993; Pascarella & Terenzini, 1991; Pace, 1980). The implication for estimating collegiate quality is clear. Those institutions that more fully engage their students in the variety of activities that contribute to valued outcomes of college can claim to be of higher quality compared with other colleges and universities where students are less engaged.

Emphasizing good educational practice helps focus faculty, staff, students, and others on the tasks and activities that are associated with higher yields in terms of desired student outcomes. Toward these ends, faculty and administrators would do well to arrange the curriculum and other aspects of the college experience in accord with these good practices, thereby encouraging students to put forth more effort which will result in greater gains in such areas as critical thinking, problem solving, effective communication, and responsible citizenship.”
(Kuh 2003)

So stronger student engagement or improved student engagement are common instructional objectives expressed by educators. It is important to reduce the high drop out of STEM studies and to increase the involvement of students in their own learning process. The use of learning methodologies like CDIO, Service-Learning and the focus on competencies are oriented to increase student engagement, but also the use of some tools, such as portfolio or MOOC (a MOOC about the basic of engineering has been developed).