Why do Engineering Students Whine So Much ?

If there is a singular commonality in every technology course taught through out the Engineering College system it's this un-deviated classroom style from the following pattern:

1) Greet class.

2) Ask if there were any questions about the previous day's problem set.

3) If so, work out the problem in question on the chalkboard, without further explanation.

4) Repeat step 3) as needed.

5) Announce the pages in the textbook from which the next problem set would be derived.

6) Perform a sample problem from the new problem set.

7) Ask if anyone has any questions.

8) Give the problem set assignment.

9) Dismiss the class.

Going through the above described scenario for the past couple of semesters I have begun to feel like I am on a Star Trek episode. "Captain, I think I understand… these creatures communicate through multivariable calculus problems!"

Through the course of all the harried teaching I saw and experienced that took place there would be the rare occasion where actually the occasional concept would be explained. But for most of the time it's a Whine and Cheese affair. These complaints that I speak of, well are they really serious or are they more of a routine need to vent, that's for you to decide...

"If you get a 60% below on ANY quiz," You would get the "YOU ARE NOT STUDYING HARD ENOUGH." remarks. I have wondered what would happen if you got a 30% on a quiz. Were you branded forever? Expelled? Excommunicated?

The social-life-killing workload is the stuff geeky nerd humor among the 3rd year technology students is comprised of. Often heard slogans include, “Sleep is for the weak!" & "Your underwear has two sides."

First-Year students rarely pose questions that challenge teachers enough. They bail out before they get a chance to learn to think. I don’t blame them; instructors need to re-evaluate how they are teaching students because the stress is showing in students today. Somebody's got to have a look at their blended families, their IM hot wired SNAFU life styles. Students today are consumers and technology education must change to meet that reality.

Health Sciences & Business have changed the way they work with students, using problem based approaches, putting students into small groups where they have to decide what they need to know and how they should solve a problem. That’s the way technology works in the real world, but the college system has been slow to embrace these strategies probably because they require a lot of skill on the part of faculty.

Compose in your mind a montage of quizzes covered in red ink, classes wasted in the stupor of incomprehension, and frowning instructors muttering strange spells in their eerie scientific jargon. And as time passes there grows a void between you and the instructor that seems increasingly unbridgeable as the days go by.

The Technology streams regularly get good students and if they are not successful, it can’t be entirely their fault. It might just be that faculty have to move out of “we’ve covered it; it’s done” operating model to a “knowing how it is that students actually learn their technology courses approach.” I guess it’s time for the college to tell faculty members that they need training in speech.

I honestly believe there are a finite number of smart people who enroll into Mohawk College's Technology Programs who chose this as a viable career option. But if we are to live up to the provincial need for technically qualified people of a certain stature it's high time we find a way to retain students smart enough to do the math and motivated enough to at least take a bite at the technology apple, but who are turned off by the overwhelming coursework, low grades, and abysmal teaching.

Find a way to teach engineering technology to verbally oriented students who can't learn math by sense of smell. Demand from (and give to) students an actual mastery of the material, rather than relying on bogus on-the-curve pseudo-grades that hinge upon the amount of credit a fatigued instructor wants to dole out. Use textbooks that are more than just glorified problem set manuals. Give grades that will make engineering technology graduates get to be competitive in a grade-inflated environment.

None of these things will happen, of course. Our professors are perfectly happy weeding out undesirables with absurd boot-camp courses that conceal the inability of said professors to communicate with words. Fewer students will pursue engineering technology majors, and Canada will grow ever more reliant upon foreign brainpower to design our scientific and manufacturing endeavors.