Teaching engineering / / by Phillip C. Wankat, Frank S. Oreovicz.

• VerfasserIn: Wankat, Phillip C., 1944-; Oreovicz, Frank S.,
• TeilnehmendeR: Oreovicz, Frank S.,
• Place / Publishing House: West Lafayette, Indiana : : Purdue University Press,, 2015.; ©2015
• Year of Publication: 2015
• Edition: Second edition.
• Language: English
• Physical Description: 1 online resource (495 pages) :; illustrations
• Notes: Bibliographic Level Mode of Issuance: Monograph

The majority of professors have never had a formal course in education, and the most common method for learning how to teach is on-the-job training. This represents a challenge for disciplines with ever more complex subject matter, and a lost opportunity when new active learning approaches to education are yielding dramatic improvements in student learning and retention. This book aims to cover all aspects of teaching engineering and other technical subjects. It presents both practical matters and educational theories in a format useful for both new and experienced teachers. It is organized to start with specific, practical teaching applications and then leads to psychological and educational theories. The "practical orientation" section explains how to develop objectives and then use them to enhance student learning, and the "theoretical orientation" section discusses the theoretical basis for learning/teaching and its impact on students. Written mainly for PhD students and professors in all areas of engineering, the book may be used as a text for graduate-level classes and professional workshops or by professionals who wish to read it on their own. Although the focus is engineering education, most of this book will be useful to teachers in other disciplines. Teaching is a complex human activity, so it is impossible to develop a formula that guarantees it will be excellent. However, the methods in this book will help all professors become good teachers while spending less time preparing for the classroom. This is a new edition of the well-received volume published by McGraw-Hill in 1993. It includes an entirely revised section on the Accreditation Board for Engineering and Technology (ABET) and new sections on the characteristics of great teachers, different active learning methods, the application of technology in the classroom (from clickers to intelligent tutorial systems), and how people learn.

Table of Contents

Cover -- Copyright -- Table of Contents -- Preface to the Second Edition, 2015 -- Preface to the First Edition, 1993 -- Chapter 1: Introduction: Teaching Engineering -- 1.1. Summary and Objectives -- 1.2. Why Teach Teaching Now? -- 1.3. The Components of Good Teaching -- 1.4. Philosophical Approach -- 1.5. What Works: A Compendium of Learning Principles -- 1.6. Effectiveness of Teaching Courses and Workshops -- 1.7. Characteristics of Great Teachers -- 1.8. Chapter Comments -- Homework -- References -- Chapter 2: Efficiency -- 2.1. Summary and Objectives -- 2.2. Goals and Activities -- 2.3. Priorities and To-Do Lists -- 2.4. Work Habits -- 2.5. Travel -- 2.6. Teaching Efficiency -- 2.7. Research Efficiency -- 2.8. Handling Stress -- 2.9. Limitations -- 2.10. Chapter Comments -- Homework -- References -- Appendix. The Rational-Emotive Behavioral Therapy (REBT) Approach -- Chapter 3: Designing Your First Class -- 3.1. Summary and Objectives -- 3.2. Types of Courses -- 3.3. Before the Course Starts -- 3.4. The First Class -- 3.5. The Second Class -- 3.6. The Rest of the Semester -- 3.7. The New Faculty Member Experience -- 3.8. Chapter Comments -- Homework -- References -- Chapter 4: Objectives, Textbooks, and Accreditation -- 4.1. Summary and Objectives -- 4.2. Course Goals and Objectives -- 4.3. Taxonomies or Domains of Knowledge -- 4.4. The Interaction of Teaching Styles and Objectives -- 4.5. Developing the Content of the Course -- 4.6. Textbooks -- 4.7. Accreditation of Undergraduate Programs -- 4.8. Curriculum Development Case Study -- 4.9. Chapter Comments -- Homework -- References -- Appendix. Sample Rubrics for ABET Professional Outcomes -- Chapter 5: Problem Solving and Creativity -- 5.1. Summary and Objectives -- 5.2. Problem Solving: An Overview -- 5.3. Novice and Expert Problem Solvers -- 5.4. Problem-Solving Strategies.

5.5. Getting Started or Getting Unstuck -- 5.6. Teaching Problem Solving -- 5.7. Creativity -- 5.8. Chapter Comments -- Homework -- References -- Chapter 6: Lectures -- 6.1. Summary and Objectives -- 6.2. Advantages and Disadvantages of Lectures -- 6.3. Content Selection and Organization -- 6.4. Performance -- 6.5. Questions -- 6.6. Building Interpersonal Rapport in Lectures -- 6.7. Special Lecture Methods -- 6.8. Handling Large Classes -- 6.9. Lectures as Part of a Course -- 6.10. Chapter Comments -- Homework -- References -- Chapter 7: Active Learning -- 7.1. Summary and Objectives -- 7.2. The Flipped Classroom -- 7.3. Discussion -- 7.4. Cooperative Group Learning -- 7.5. Problem-Based Learning (PBL) -- 7.6. Other Group Methods for Involving Students -- 7.7. Mastery and Self-Paced Instruction -- 7.8. Independent Study Classes: Increasing Curriculum Flexibility -- 7.9. Field Trips and Visits -- 7.10. Service Learning -- 7.11. Tiny Classes -- 7.12. Making the Change to Active Learning Work -- 7.13. Chapter Comments -- Homework -- References -- Chapter 8: Teaching with Technology -- 8.1. Summary and Objectives -- 8.2. Television and Video -- 8.3. Computers in Engineering Education -- 8.4. Computer Calculation Tools -- 8.5. Simulations and Games -- 8.6. YouTube and Wikis -- 8.7. Computer-aided Instruction and Intelligent Tutorial Systems -- 8.8. Chapter Comments -- Homework -- References -- Chapter 9: Design and Laboratory -- 9.1. Summary and Objectives -- 9.2. Design -- 9.3. Laboratory Courses -- 9.4. Chapter Comments -- Homework -- References -- Chapter 10: One-to-One Teaching and Advising -- 10.1. Summary and Objectives -- 10.2. Listening Skills -- 10.3. Tutoring and Helping Students -- 10.4. Advising and Counseling -- 10.5. Research Advisers -- 10.6. Chapter Comments -- Homework -- References -- Chapter 11: Testing, Homework, and Grading.

11.1. Summary and Objectives -- 11.2. Testing -- 11.3. Scoring -- 11.4. Homework -- 11.5. Projects -- 11.6. Grading -- 11.7. Grade Scales -- 11.8. Chapter Comments -- Homework -- References -- Appendix. Computation of Grades for Different Systems -- Chapter 12: Student Cheating, Discipline, and Ethics -- 12.1. Summary and Objectives -- 12.2. Cheating -- 12.3. Classroom Incivility and Other Discipline Problems -- 12.4. Teaching Ethics -- 12.5. Chapter Comments -- Homework -- References -- Chapter 13: Psychological Type and Learning -- 13.1. Summary and Objectives -- 13.2. From Jung to the MBTI -- 13.3. Psychological Type -- 13.4. Applications of the MBTI in Engineering Education -- 13.5. Difficulties with Psychological Testing -- 13.6. MBTI Model for Problem Solving -- 13.7. Conclusions -- 13.8. Chapter Comments -- Homework -- References -- Chapter 14: Models of Cognitive Development: Piaget and Perry -- 14.1. Summary and Objectives -- 14.2. Piaget's Theory -- 14.3. Perry's Theory of Development of College Students -- 14.4. Chapter Comments -- Homework -- References -- Chapter 15: Learning Theories -- 15.1. Summary and Objectives -- 15.2. Constructivism and the Scientific Learning Cycle -- 15.3. Learning and Teaching Styles -- 15.4. Kolb's Learning Cycle and Learning Styles -- 15.5. How People Learn -- 15.6. Motivation -- 15.7. Chapter Comments -- Homework -- References -- Chapter 16: Evaluation of Teaching -- 16.1. Summary and Objectives -- 16.2. Formative and Summative Evaluations -- 16.3. Student Evaluation Methods -- 16.4. Student Evaluations: Reliability, Validity, and Extraneous Variables -- 16.5. Other Evaluation Procedures -- 16.6. Teaching Improvement -- 16.7. Chapter Comments -- Homework -- References -- Chapter 17: Professional Concerns -- 17.1. Summary and Objectives -- 17.2. Faculty Time -- 17.3. Promotion and Tenure.

17.4. Faculty Environment -- 17.5. Faculty Development -- 17.6. Professional Ethics -- 17.7. Guideposts for Engineering Education (Hougen's Principles) -- 17.8. Chapter Comments -- Homework -- References -- Appendix A. Obtaining an Academic Position -- Homework -- References -- Appendix B. Teaching Engineering Course -- B1. Sample Course Outline -- B2. Sample Course Assignments -- B3. Sample Course Syllabus -- Name Index -- Subject Index.