Associating educational psychology theories in a curriculum to maximise student participation

Abstract

Psychology has existed for a long time in the academic field of engineering education although many teachers are unaware or unfamiliar with the psychological theories and associated terms. This paper discusses how psychology is related to engineering education, from the development of the curriculum to the delivery and assessment process and how each student and teacher affiliate with one another. It pays particular attention to the development of an electrical engineering first year degree program in Ireland and presents some humanistic approaches in targeting student motivation.