1 ENGINEERING STUDENTS' PERSPECTIVE ON THEIR LEARNING EXPERIENCE IN HIGHER EDUCATION: FINDINGS FROM A PILOT STUDY Eurico Seabra, Paulo Flores University of Minho, Mechanical Engineering Department Campus de Azurem, 4800-058 Guimaraes, Portugal eseabra@dem.uminho.pt, pflores@dem.uminho.pt Abstract Understanding the ways in which students at higher education live and assess their learning experiences is a key issue in improving the education and development opportunities provided to them, especially in times of change and challenge. This work draws upon data taken from broader and ongoing research project aimed to investigating engineering students’ perspectives on teaching and learning in higher education. Data were colleted through questionnaires administrated at the end of the semester in module ‘Biomechanics’ (45 hours per semester). The questionnaire included the following dimensions: motivation for entering an engineering degree, teaching methods, assessment procedures, teacher’s performance, classroom climate, content, timetable, resources and equipment. Preliminary findings suggest that, by and large, students enjoyed both the diversity of the learning activities and content of the module. They also highlighted the key importance of the teacher/student relationship. However, issues such as intrinsic motivation, student participation in defining assessment procedures and the available resources (including time) and equipment emerged in explaining both similarities and differences in students’ responses. These will be discussed further in the paper. Keywords: Mechanical Engineering, Education, Bologna Declaration. 1. Introduction The traditional approach of teaching based on ‘chalk and talk’ style attempts to transmit knowledge from teachers to a passive recipient. However, during the last years, there is a growing awareness among engineering educators that while this style of instruction is suitable for teaching engineering analysis, it has some limitations when it comes to nurturing creativity, synthesis and engineering design, where different possible solutions have to be tested (Akay, 2002, Lima et al. 2007, Teixeira et al., 2007). Thus, it is essential to combine teaching by lectures and active learning techniques in order to have high motivation and participation of the students and, consequently, to reach better understanding of the issues taught. It is well known that over the last few years a number of research works on the subject of teaching and learning at higher education have been developed and presented (De Graaff and Christensen, 2004). Issues like new modules, new curriculum structure, active learning, and student independent work, cooperative learning (as is the case of Project-led education) became key features in this process. Along with this is the discussion of what should be done in terms of teaching and learning, assessment, development of competencies/skills (technical and soft) within the view of lifelong learning in the context of higher education (Hedberg 2003, Heitmann 2005). High levels of education have been identified as prime factors necessary for sustained development. This desideratum is essential for the improvement of life conditions and safety of the Portuguese society, which should approach those of other European Union countries. The European Union has defined goals that intend to ensure that the European space becomes more competitive and improve the capability of economic and social development. Innovation and Knowledge were identified as the supporting pillars for this process and the driving force for its implementation (Akay, 2003, De Graaff and Christensen, 2004). The University, as a centre for knowledge creation and for promoting the knowledge chain, assumes a central role in the implementation of those objectives.