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

Format:

Book

Author/Creator:

Wankat, Phillip C., 1944- author.

Oreovicz, Frank S., author.

Language:

English

Subjects (All):

Engineering--Study and teaching (Higher)--United States.

Engineering.

Physical Description:

1 online resource (495 pages) : illustrations

Edition:

Second edition.

Place of Publication:

Purdue University Press 2015

West Lafayette, Indiana : Purdue University Press, 2015.

Language Note:

English

Summary:

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.

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

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

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

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

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

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

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

Chapter 9: Design and Laboratory

9.1. Summary and Objectives

9.2. Design

9.3. Laboratory Courses

9.4. Chapter Comments

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

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

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

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

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

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

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

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

Appendix A. Obtaining an Academic Position

Appendix B. Teaching Engineering Course

B1. Sample Course Outline

B2. Sample Course Assignments

B3. Sample Course Syllabus

Name Index

Subject Index.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references at the end of each chapters and indexes.

Description based on print version record.

ISBN:

1-61249-361-0

9781612493626