Teaching science to engineering students : application of student-centered and blended learning approaches

The study of engineering is highly dependent on mathematical ability and the understanding of scientific principles, since engineers apply mathematics and science to solve physical problems. In Australia, science, technology, engineering and mathematics (STEM) education has been reported to be declining for several years. This chapter shows that all the engineering courses at the University of New South Wales (UNSW) (having one of the largest engineering programs in Australia) have a significant science component, which means that high school leavers intending to undertake engineering studies at UNSW must have a sound background in science. The teaching experiences of two academics in engineering physics and fluid mechanics at Western Sydney University are also presented in this chapter. They note that poor mathematics and science backgrounds are a major obstacle in completing engineering physics and fluid mechanics successfully by many undergraduate engineering students in Western Sydney University. A few possible solutions to this problem are presented, viz. the use of student-centered and blended learning approaches, which include peer learning, development of interactive online tools, short courses, recorded and face-to-face lectures, online practice quizzes, face-to-face and recorded tutorials, case studies and remote labs.