Teaching engineering /

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

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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 educat...

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Bibliographic Details
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
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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.

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