Is engineering education research global?: The answer may surprise you

Comunicação apresentada à 121st ASEE Conference & Exposition - "360º of Engineering Education", Indianapolis, IN - USA, June 15-18, 201

Teaching Engineering, Second Edition

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. Preface Chapter 1: Introduction: Teaching Engineering Chapter 2: Efficiency Chapter 3: Designing Your First Class Chapter 4: Courses: Objectives, Textbooks, and Accreditation Chapter 5: Problem Solving and Creativity Chapter 6: Lectures Chapter 7: Active Learning Chapter 8: Teaching with Technology Chapter 9: Design and Laboratory Chapter 10: One-to-One Teaching and Advising Chapter 11: Testing, Homework, and Grading Chapter 12: Student Cheating, Discipline, and Ethics Chapter 13: Psychological Type and Learning Chapter 14: Models of Cognitive Development: Piaget and Perry Chapter 15: Learning Theories Chapter 16: Evaluation of Teaching Chapter 17: Professional Concerns Appendix A: Obtaining an Academic Position Appendix B: Sample Teaching Engineering Course Outlinehttps://docs.lib.purdue.edu/purduepress_ebooks/1060/thumbnail.jp

Going the way of the slide rule : can remote laboratories fungibly replace the in-person experience?

The slide rule is an important part of the heritage of the engineering discipline, but it was ultimately replaced as the new technology of calculators overtook it. Since this scenario is potentially repeating itself now with the introduction of remote laboratory classes in engineering, it is useful to compare the current situation of hands-on versus remote laboratories with the case history of slide rule replacement by calculators. Hands-on laboratories form a core part of the education of the current generation of engineers; this paper explores whether it is possible for remote laboratories to replace them. Remote laboratories are laboratories where students conduct experiments on real, physical equipment, but the students are not physically co-located with the equipment. The key factor is the fungibility of the learning outcomes that laboratories provide – whether the remote experience can achieve all or the most important of the things that the in-person experience can. The slide rule became obsolete because new technology could achieve the most important of its outcomes quicker, easier and cheaper. An analysis of remote laboratories shows that many learning outcomes are able to be achieved more easily and more cheaply in the remote mode, and additional learning outcomes are also possible, with only a small number of non-fungible outcomes preventing remote laboratories replacing the face-to-face experience