This study examined the extent to which undergraduate engineering courses taught using active and collaborative learning methods differ from traditional lecture and discussion courses in their ability to promote the development of students' engineering design, problem-solving, communication, and group participation skills. Evidence for the study comes from 480 students enrolled in 17 active or collaborative learning courses/sections and six traditional courses/sections at six engineering schools. Results indicate that active or collaborative methods produce both statistically significant and substantially greater gains in student learning than those associated with more traditional instructional methods. These learning advantages remained even when differences in a variety of student pre-course characteristics were controlled.

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Previous research has identified several variables that affect students' course satisfaction and gains in learning outcomes. The purpose of this article is to provide the reader with insights about the relationships between faculty-student interaction and students' perceptions of selected skills and attitudes. This study specifically examined the relationships between engineering faculty teaching practices, classroom climate, and students' perceptions of their gains in communication skills, problemsolving skills, occupational awareness, and engineering competence in a curriculum emphasizing engineering design activities. Data were gathered from more than 1,500 students taking the first-year design course offered at 19 campuses of the Penn State system over a period of two years. The results suggest that faculty interacting with and providing constructive feedback to students were significantly and positively related to students' self-reported gains in several design and professional skills. These relationships remained after controlling for student demographic characteristics and campus location. Recommendations regarding specific teaching practices are provided.

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Previous research has identified several variables that affect students' course satisfaction and gains in learning outcomes. The purpose of this article is to provide the reader with insights about the relationships between faculty‐student interaction and students' perceptions of selected skills and attitudes. This study specifically examined the relationships between engineering faculty teaching practices, classroom climate, and students' perceptions of their gains in communication skills, problem‐solving skills, occupational awareness, and engineering competence in a curriculum emphasizing engineering design activities. Data were gathered from more than 1,500 students taking the first‐year design course offered at 19 campuses of the Penn State system over a period of two years. The results suggest that faculty interacting with and providing constructive feedback to students were significantly and positively related to students' self‐reported gains in several design and professional skills. These relationships remained after controlling for student demographic characteristics and campus location. Recommendations regarding specific teaching practices are provided.