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Effective Learning and Teaching in Engineering : Effective Learning and Teaching in Higher Education - Caroline Baillie

Effective Learning and Teaching in Engineering

Effective Learning and Teaching in Higher Education

By: Caroline Baillie (Editor), Ivan Moore (Editor)

Paperback Published: 19th August 2004
ISBN: 9780415334891
Number Of Pages: 240

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Written to meet the need of teachers, lecturers and tutors at all stages in their career, this is the authoritative handbook for anyone wanting to and understanding the key issues, best practices and new developments in the world of engineering education and training.
The book is divided into sections which analyse what students should be learning, how they learn, and how the teaching and learning process and your own practice can be improved.
With contributions from experts around the world and a wealth of innovative case study material, this book is an essential purchase for anyone teaching engineering today.
The 'Effective Learning and Teaching in Higher Education' series deals with improving practice in higher education. Each title is written to meet the needs of those seeking professional accreditation and wishing to keep themselves up to date professionally.

Industry Reviews

'This book would be a good purchase for those interested in expanding their teaching horizons.' - Chris Davies, Materials World, December 2005

List of illustrationsp. viii
Notes on contributorsp. ix
Introduction: reflecting on effective learning and teaching in engineering educationp. 1
Referencesp. 6
Why do students learn what they learn?p. 7
Engineering education and the pedagogy of awarenessp. 9
Introductionp. 9
Backgroundp. 10
A relational view of learning and teachingp. 11
Teaching threshold conceptsp. 13
Finding out what is learnedp. 16
Fostering meaningful approaches to learningp. 17
Constituting the wholep. 19
Conclusionp. 21
Notesp. 22
Referencesp. 22
What do we want students to learn?p. 25
What outcome is engineering education trying to achieve?p. 27
Introductionp. 27
A definition of engineeringp. 27
Input standards and qualityp. 28
Other factorsp. 28
The EPC output standards projectp. 29
The outcomesp. 29
The stakeholders' viewsp. 31
Conclusions: what has been achievedp. 32
Appendixp. 33
Recommended further readingp. 35
Capabilities-driven curriculum designp. 36
Introductionp. 36
Capabilities-focused versus content-focused curriculum designp. 38
The concept of 'knowledge capability'p. 40
Capability theoryp. 41
Levels of capability outcome in various situationsp. 42
Water quality engineer - an example of integrationp. 44
How do we implement capabilities-driven curricula?p. 45
Referencesp. 47
How can we help students learn?p. 49
Case studies in engineeringp. 51
What are case studies?p. 51
Why use case studies?p. 52
Typical case study formatsp. 53
Methods for developing case studiesp. 58
How to use case studies to develop skillsp. 62
Assessment methodsp. 66
Evaluationp. 67
Common pitfallsp. 68
Referencesp. 70
Effective engineering education at a distance - a guide for the curiousp. 72
Introductionp. 72
What do we mean by engineering?p. 72
What do we mean by open and distance education?p. 73
Can engineering be learned through open and distance education?p. 76
The style and structure of this chapterp. 77
Before you decide to develop the course...p. 77
A systematic course design processp. 79
Producing the course materialsp. 87
Planning the course operationp. 88
Conclusionsp. 87
Referencesp. 88
Recommended further readingp. 88
Widening access - flexible and work-based learningp. 89
Introductionp. 89
Understanding the student's backgroundp. 90
Work-based learningp. 93
Notep. 99
Referencesp. 99
A holistic approach to mathematics support for engineeringp. 100
Setting the scenep. 100
Teaching mathematics within an engineering contextp. 101
Supporting student learningp. 110
Mathematics and engineering - developmentsp. 117
Acknowledgementsp. 120
Referencesp. 120
Technology in support of learningp. 122
Introductionp. 122
Conversational model for teaching and learningp. 123
Other factors in teaching and learningp. 124
EASEIT-Eng: information on the use of technology in UK engineering coursesp. 125
Technology-based learning materialsp. 125
Use of technology in delivering learning materialsp. 134
Final commentsp. 137
Notep. 137
Referencesp. 137
A critical look at innovative practice from the student perspectivep. 139
Innovative practice in a chemical engineering coursep. 139
The importance of exploring student perceptions of the coursep. 144
Students' experiences of the coursep. 145
Lessons for would-be innovative engineering educatorsp. 152
Referencesp. 154
The emergence of studio courses - an example of interactive learningp. 156
Introductionp. 156
The studio conceptp. 157
Chemistry of Materialsp. 160
Summaryp. 167
Referencesp. 167
How can assessment help student learning?p. 169
Personal Development Planning and portfolio building - introducing undergraduates to the processes of professional developmentp. 171
Introductionp. 171
PDP - what is it?p. 173
PDP - why?p. 175
PDP - the experiencep. 176
PDP - the lessonsp. 179
PDP - outstanding issuesp. 181
PDP - the engineering perspectivep. 182
Referencesp. 183
Leading the changep. 185
Integrated Learning: one university's approach to changep. 187
Introductionp. 187
Integrated Learningp. 190
The Integrated Learning Centrep. 191
Staffingp. 193
Changing the curriculum: managing the transition from conventional delivery to Integrated Learningp. 194
Integration and analysisp. 196
Summing upp. 197
Acknowledgementp. 198
Referencesp. 198
Reflecting on reflectingp. 201
Beyond reflection - where next for curricula which concentrate on abilities?p. 203
Introductionp. 203
Outlinep. 204
Defining reflectionp. 205
Process analysisp. 205
Self-evaluationp. 207
Critical incident analysisp. 210
Open-ended reflectionp. 212
Serendipityp. 214
Facilitating reflectionsp. 214
The implications for our curricula - and teaching - in the futurep. 217
Referencesp. 218
Indexp. 220
Table of Contents provided by Ingram. All Rights Reserved.

ISBN: 9780415334891
ISBN-10: 0415334896
Series: Effective Learning and Teaching in Higher Education
Audience: Tertiary; University or College
Format: Paperback
Language: English
Number Of Pages: 240
Published: 19th August 2004
Country of Publication: GB
Dimensions (cm): 23.47 x 15.75  x 1.91
Weight (kg): 0.39
Edition Number: 1