Engineering Education: Research and Development in Curriculum and Instruction

Description:

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 teamwork

The 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.

 

描述：
這本書綜合了近2000篇文章，旨在幫助工程師成為更好的教育者。

儘管工程教育領域已經積累了大量的知識，但大部分的發表信息都僅限於學術期刊，並未得到廣泛的讀者。這本書通過回顧近2000篇學術文章的研究結果，幫助工程師成為更好的教育者，制定更有效的課程，並在課程和研究發展中成為更有效的領導者和倡導者。

作者的第一個目標是提供一個具有示例性的回顧，介紹自1960年以來工程教育的研究和發展。他的第二個目標是通過給出的例子，鼓勵課堂評估和研究的實踐，他的第三個目標是推廣課程領導的理念。

這本書分為四個主要部分：
- 第一部分展示了教育的基礎知識——歷史、哲學、心理學、社會學——如何確定課程的目標和內部結構，並將評估、內容、教學和學習整合在一起。
- 第二部分聚焦於課程本身，考慮了內容組織、趨勢和變化等關鍵問題。書中還包括了一章關於跨學科和整合研究以及一章關於項目和問題導向的課程模型。
- 第三部分探討問題解決、創造力和設計。
- 第四部分深入探討教學、評估和評價，首先介紹了關於講座、合作學習和團隊合作的章節。

書的結尾對工程教育的未來進行了簡短而有洞察力的預測。由於這是一本實用的工具和參考書，每一章都是獨立的，可以獨立閱讀。

與其他工程教育著作不同，這本書不僅針對教育研究人員，還針對所有從事教學的工程師。所有讀者都將在學習、哲學、社會學和歷史等領域獲得一系列實用的技能和知識，特別適用於工程課程改進和評估的過程。

此外，這本書還提供了一個簡短而有洞察力的工程教育未來的預測。