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| Factors affecting Chinese science and engineering major undergraduates′ satisfaction with specialized course teaching in the context of "New Engineering Education" |
| ZHUANG Tengteng1, YAO Jijun2 |
| (1. Faculty of Education, The Chinese University of Hong Kong, Hong Kong 999077; 2. School of Education Science, Nanjing Normal University, Nanjing 210097, China) |
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Abstract Undergraduates′ satisfaction with specialized course teaching plays a prominent role in enhancing teaching quality and learning effectiveness. In the context of "New Engineering Education" initiative in China, the study examines impacts of instructors′ classroom instruction methods, faculty academic support to students, course crossdisciplinary features, and multiple assessment methods on science and engineering major undergraduates′ satisfaction with specialized course teaching. The study finds that classroom instruction methods, faculty support to students and course crossdisciplinary features respectively significantly impact satisfaction with specialized course teaching. Multiple assessment methods play a partial mediating role between faculty support to students and satisfaction with specialized course teaching, while playing a fully mediating role between course crossdisciplinary features and satisfaction with specialized course teaching. Its impact on satisfaction with specialized course teaching is more salient for universities in Project 985 or 211 than universities not in Project 985 and 211. The study discusses measures to develop "New Engineering Education" initiative.
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