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The overarching principles of effective educational practice in higher education define the characteristics of an effective learning environment. Institutions of all sizes have demonstrated that it is possible to increase student success and add value to the learners' experiences by applying these principles. This qualitative study explores the alignment between the ideal learning environment, the actual undergraduate engineering experience as defined by engineering educators, and the learners' perspective. Building on the benchmarks of effective learning environments, students were asked to complete an online survey based on the Stop, Start, Continue method for acquiring formative feedback. Thematic analysis identified five themes: focus on learning, supported instruction, quality of teaching, student engagement, and other related items including academic rigour and strong relationships between students, instructors, and staff. Students indicate that their primary learning environment is teacher-directed and lecture-based. This is aligned with the current practices identified by engineering educators, but only partially in line with those of an effective learning environment. Coded items indicate that many students have sub-optimal motivational outlooks, but feel their ability to survive and thrive is improved when they are more involved in their learning and are supported in a more student-centred learning environment. They value instructors who provide clear and accurate resources, and who are supportive through actions both in and out of the classroom. Engineering educators can use these insights to better align their teaching practices with the principles and practices of effective learning.

EFFECTIVE LEARNING ENVIRONMENTS: IS THERE ALIGNMENT BETWEEN THE IDEAL, THE ACTUAL, AND THE STUDENTS' PERSPECTIVE?