A synthesis of nearly 2,000 articles to help make engineers better educators While a significant body of knowledge has evolved in the field of engineering education over the years, much of the published information has been restricted to scholarly journals and has not found a broad audience. This publication rectifies that situation by reviewing the findings of nearly 2,000 scholarly articles to help engineers become better educators, devise more effective curricula, and be more effective leaders and advocates in curriculum and research development.The author's first objective is to provide an illustrative review of research and development in engineering education since 1960. His second objective is, with the examples given, to encourage the practice of classroom assessment and research, and his third objective is to promote the idea of curriculum leadership.The publication is divided into four main parts:* Part I demonstrates how the underpinnings of education----history, philosophy, psychology, sociology----determine the aims and objectives of the curriculum and the curriculum's internal structure, which integrates assessment, content, teaching, and learning* Part II focuses on the curriculum itself, considering such key issues as content organization, trends, and change. A chapter on interdisciplinary and integrated study and a chapter on project and problem-based models of curriculum are included* Part III examines problem solving, creativity, and design* Part IV delves into teaching, assessment, and evaluation, beginning with a chapter on the lecture, cooperative learning, and teamworkThe book ends with a brief, insightful forecast of the future of engineering education. Because this is a practical tool and reference for engineers, each chapter is self-contained and may be read independently of the others.Unlike other works in engineering education, which are generally intended for educational researchers, this publication is written not only for researchers in the field of engineering education, but also for all engineers who teach. All readers acquire a host of practical skills and knowledge in the fields of learning, philosophy, sociology, and history as they specifically apply to the process of engineering curriculum improvement and evaluation.
Author(s): John Heywood
Edition: 1
Year: 2005
Language: English
Pages: 520
Engineering Education: Research and Development
in Curriculum and Instruction......Page 5
CONTENTS......Page 9
PART I: AIMS AND OBJECTIVES (OUTCOMES) AND THEIR SCREENING......Page 23
1.1. The Curriculum, the Institution, and Accountability......Page 25
1.2.1. The Importance of Mission Statements......Page 26
1.3. The Mission of Engineering Education......Page 27
1.4. The Curriculum Process in Theory......Page 28
1.6. The Curriculum Process in Action . An Illustration......Page 32
1.7. Assessment and Evaluation......Page 33
1.9. Establishing Aims and Objectives (outcomes) . The Process of Screening......Page 34
References......Page 38
Summary and introduction......Page 41
2.1. Introducing the Idea of the Taxonomy of Educational Objectives......Page 42
2.2. Expressive Outcomes......Page 46
2.3. The Taxonomy and Its Influence in Engineering Education......Page 47
2.4. What do Engineers Actually Do?......Page 50
2.5. Alumni and Other Similar Studies......Page 57
Part 3: Summary......Page 62
2.8. The Affective Domain......Page 63
2.9. Concluding Remarks......Page 68
References......Page 71
3 . The Engineering Curriculum and Philosophy......Page 75
3.1. Operational or Working Philosophy......Page 77
3.2. Constructivism Versus Realism......Page 79
3.3.1. Arguing the Case for Ethics in Engineering Education......Page 85
3.3.2. Codes of Conduct and Professional Responsibility......Page 86
3.3.3. Codes of Conduct and Moral Development......Page 87
3.3.4. Moral Purpose and Engineering Education......Page 89
3.3.5. Teaching Ethics Through Case Studies and Role Plays......Page 90
3.3.6. Engineering Education and the Humanities......Page 92
3.3.7. An American White Paper on Liberal Education in Engineering......Page 93
3.4. Other Aspects of Teaching in the Philosophical Areas......Page 94
3.6. Supply and Demand Entering Characteristics......Page 96
3.7. Minority Students (See also Section 17.1)......Page 98
3.8. Women in Engineering (See also chapter 17)......Page 99
3.10. Organization......Page 103
References......Page 104
CHAPTERS 4, 5 AND 6: PSYCHOLOGY AND THE SCREENING OF AIMS......Page 111
4. Concepts and Principles (Rules)......Page 113
4.1. Misperceptions in Learning Engineering Concepts . Strategies for Their Detection......Page 114
4.2. Strategies for Teaching Concepts......Page 118
4.2.2. Teaching with Animation......Page 121
4.4. Key Concepts......Page 122
4.5. Concept Mapping......Page 125
4.5.2. Concept Maps at Specific Levels......Page 126
4.6. Learning About Learning from Mapping in Engineering......Page 128
4.7. Quantitative and Qualitative Understanding......Page 130
References......Page 137
5. Learning Strategies......Page 141
5.1. Learning Styles......Page 144
5.2. Convergent and Divergent Styles......Page 145
5.3. Field Dependence and Field Independence......Page 146
5.4. Visualization and Spatial Ability......Page 147
5.5. Kolb’s Learning Theory and the Learning Styles Inventory......Page 152
5.6. Learning Styles and Gender......Page 153
5.7. Variety at Work and Variety in Teaching......Page 154
5.8. The Honey and Mumford Inventory......Page 156
5.9. Industry and Behavioral and Learning Style......Page 157
5.10. Temperament and Learning Styles......Page 158
5.11. The Felder-Soloman Learning Styles Inventory......Page 162
5.13. Course Structure, Learning Strategies and Learning Styles......Page 165
5.14. Learning Styles and Individualised Environments......Page 166
5.16. Concluding Remarks......Page 168
References......Page 169
6. Post-Formal Reasoning: Perry......Page 175
6.1. King and Kitchener’s Reflective Judgment Model......Page 180
6.2. The Crux Developmental Model......Page 183
6.3. Reflection in Practice......Page 184
6.4. Lifelong Learning and Adult Learning......Page 185
6.5. Emotional, Practical, and Social Intelligence......Page 187
6.6. A Note on Testing for Emotional Intelligence......Page 189
6.8. Motivation......Page 190
References......Page 193
PART II: THE CURRICULUM AND ITS PARADIGMS IN PRACTICE......Page 197
7.1. National Cultures and Change......Page 199
7.2. The Curriculum: Formal, Informal and Hidden......Page 200
7.3. The Nature of the Curriculum: The Received Paradigm......Page 201
7.4. Changes in Traditional Approaches to the Engineering Curriculum......Page 202
7.5. The Effect of Changes Within Programs to Subject Areas......Page 203
7.6. Changes in Response to the Student Market......Page 205
7.7. Changes in Response to the Employment Market......Page 206
7.8. The Received Curriculum as a Spiral......Page 208
7.9. Specialist Versus Generalist Approaches Within Programs......Page 209
7.10. The Control and Value of Knowledge: a Reflexive Paradigm......Page 210
7.11. Starting a New Degree......Page 211
7.12. Bringing About Change: Curriculum Leadership......Page 212
References......Page 217
8 . Introduction......Page 221
8.1. The Origins and Scope of Integrated Studies......Page 223
8.2. The Overloaded Curriculum and the Explosion of Knowledge......Page 225
8.4. Writing Across the Curriculum, and Communication......Page 226
8.5. Humanities Across the Curriculum......Page 228
8.6. Thematic Integration and Transdisciplinarity......Page 231
8.7. Integrating Skills Across the Curriculum . Ability Led Curricula......Page 233
8.8. Project Work as a Mechanism for Integration......Page 235
References......Page 239
9. Introduction......Page 243
9.1. Motivation......Page 245
9.2. Types of Project . Classification by Scope and Technique......Page 246
9.2.1. Classification by “Who Chooses the Project”......Page 247
9.2.3. Classification by Assessment and Structure......Page 249
9.3. Planning, Specifying, and Evaluation: Learning contracts......Page 250
9.4. Problem (Project)-Based Learning......Page 251
9.5. The Aalborg Experiment......Page 253
9.6. Student Adaptation and Motivation......Page 254
9.7. Student Learning in Problem Based Approaches......Page 255
9.8. The Assessment of Projects and Problem-Based Learning......Page 256
9.9. The Role of Faculty......Page 259
References......Page 260
PART III: PROBLEM SOLVING, CREATIVITY, AND DESIGN......Page 263
10. Introduction......Page 265
10.1. Problem Solving in Engineering Education......Page 266
10.2. Problem Solving and the Design of Assessment......Page 267
10.3. Learning Problem Solving with the Aid of Heuristics......Page 269
10.4. Guided Design......Page 270
10.5. Heuristics and the Engineering Method......Page 272
10.6. Quantitative, Qualitative and Other Strategies in Problem Solving......Page 273
10.7. The McMaster University Course in Problem Solving......Page 275
10.8. A Note on Critical Thinking......Page 278
References......Page 280
11 Creativity and Problem Solving......Page 283
11.1. Creativity, Innovation and Originality......Page 284
11.2. Creativity in the Engineering Context......Page 286
11.3. The Creative Process......Page 288
11.4. Dacey and Lennon’s General Theory of Creativity......Page 290
11.5. Creativity Education and Training......Page 291
11.6. Generating Ideas......Page 295
11.6.1. Brainstorming and Its Variants......Page 296
11.6.2. Lateral Thinking......Page 297
11.6.4. Analogical Thinking......Page 298
11.7. Assessment, Evaluation, and Teaching......Page 299
References......Page 301
Summary and Introduction......Page 305
12. To Teach or Not to Teach Design......Page 306
12.1.1. Introduction......Page 309
12.1.2. Sequential and Other Approaches to Teaching Design......Page 311
12.1.3. Fostering Motivation through Design and Project Work......Page 313
12.1.4. Self-Confidence and Learning on One’s Own......Page 315
12.1.5. The Quest for Industrial Realism......Page 316
12.2. The Role of the Teacher......Page 318
12.4.1. Defining Design......Page 320
12.4.2. Perkins Theory of Knowledge as Design......Page 321
12.5. Koen’s Behavioral Approach to the Teaching of Design......Page 324
12.6. Models of the Engineering Design Process......Page 326
12.7. The Complexity of Design and Extra Rational Behavior......Page 327
12.8. Toward an Understanding of Design Problem Behavior......Page 329
12.9. In Conclusion......Page 332
References......Page 333
Part IV......Page 337
INTRODUCTION. TO CHAPTERS 13 AND 14. THE LECTURE......Page 339
13. Introduction: The Case for Cooperative Learning......Page 343
13.1. Group Work, Syndicates, Base Groups and Formal Cooperative Learning......Page 344
13.2. The Selection and Structuring of Groups......Page 348
13.3. Personality, Performanance, and the Dynamics of Groups......Page 351
13.4. Group Working Across Universities......Page 358
13.5. The Working Environment......Page 359
13.6. Preparation (Training) for Group Work......Page 360
13.7. Training for Leadership......Page 362
13.8. Peer Evaluation (see also Chapter 16)......Page 364
13.10. The Assessment and Evaluation of Team Functioning......Page 365
13.11. Grading (see also Chapter 16)......Page 366
13.13. Conclusions .......Page 368
References......Page 370
14. Case Studies Debates and Mock Trials......Page 375
14.1. Purposes of Case Studies......Page 376
14.1.1. Approaches to Teaching with Engineering Cases......Page 378
14.2. Debates and Mock Trials......Page 380
14.3. Personalized Instruction (PSI)......Page 381
14.3.2. Variations in the Keller Plan......Page 386
14.3.3. Semi-Paced Teaching......Page 387
14.3.6. A General Comment on Peer Tutoring, and the Selection and Training of Proctors......Page 388
14.3.8. Some Concluding Remarks on PSI......Page 389
14.4. Laboratory Work......Page 390
14.4.1. From Teacher Focused to Student-Centered Laboratory Work......Page 393
14.4.2. Inquiry-Based Learning......Page 395
14.5.1. Hands on Versus Simulation......Page 398
14.5.2. Simulation......Page 399
14.5.3. Hands-On Plus Simulation......Page 400
14.5.4. Laboratory Work in Distance Learning......Page 401
14.6. Technology and Learning......Page 402
14.6.1. Compared with Conventional Learning......Page 404
References......Page 408
15. Uses of the Term Assessment......Page 413
15.1.1. The Role of the Evaluator......Page 415
15.1.2. Evaluation in Higher Education......Page 416
15.1.3. Reaction to the Scientific Approach in Evaluation, and the Practitioner......Page 417
15.2. Developments in Evaluation in Engineering......Page 419
15.3. Developments in Program Assessment (evaluation) in Engineering Education in the United Kingdom and United States......Page 424
15.4.1. General......Page 425
15.4.2. Methodologies for Program Assessment......Page 426
15.4.3.1. Student Ratings and Surveys......Page 427
15.4.4. Learning About Learning Difficulties Using Verbal Protocols......Page 429
15.4.7. Critical Incidents......Page 430
15.4.9. The Delphi Technique......Page 431
15.5. Longitudinal Surveys......Page 432
References......Page 433
16.1. Journals and Diaries......Page 439
16.1.2. Portfolios......Page 441
16.2 Peer Assessment and Self-Assessment......Page 444
16.2.1. Peer Assessment......Page 445
16.2.2. Self Assessment Versus Self Evaluation......Page 449
16.2.4. Grading, and Training for Peer Assessment and Self Assessment......Page 450
16.3. Collaborative or Negotiated Assessment......Page 452
16.4.1. Objective, Short Answer and Essay Tests......Page 453
16.5. Oral Examinations and Presentations......Page 456
16.6. Oral Grading......Page 457
16.6.1 . Holistic Grading......Page 458
16.7. Profiles......Page 459
References......Page 460
17. The Supply of Engineers and Technology Interventions in the School Curriculum......Page 465
17.1. Other Interventions, Women and Minorities......Page 468
17.3. Prospects......Page 469
17.4. Mathematics. Whose Responsibility?......Page 470
17.5. The Significance of the First Semester/Year......Page 471
17.6. The transition from School to University......Page 472
17.7. Toward Learning Communities......Page 474
17.8. Beyond First Year......Page 477
References......Page 478
EPILOGUE......Page 481
AUTHOR INDEX......Page 487
SUBJECT INDEX......Page 505
