Effective Learning and Teaching in Engineering

by Baillie, Caroline; Moore, Ivan

• ISBN13: 9780203415986
• ISBN10: 0203415981
• Copyright: 2004-01-01
• Publisher: Taylor & Francis

Summary

An indispensable handbook for any teacher or lecturer looking for authoritative and practical guidance, this book is tailored to the key requirements of the field of engineering.

Table of Contents

List of illustrations	p. viii
Notes on contributors	p. ix
Introduction: reflecting on effective learning and teaching in engineering education	p. 1
References	p. 6
Why do students learn what they learn?	p. 7
Engineering education and the pedagogy of awareness	p. 9
Introduction	p. 9
Background	p. 10
A relational view of learning and teaching	p. 11
Teaching threshold concepts	p. 13
Finding out what is learned	p. 16
Fostering meaningful approaches to learning	p. 17
Constituting the whole	p. 19
Conclusion	p. 21
Notes	p. 22
References	p. 22
What do we want students to learn?	p. 25
What outcome is engineering education trying to achieve?	p. 27
Introduction	p. 27
A definition of engineering	p. 27
Input standards and quality	p. 28
Other factors	p. 28
The EPC output standards project	p. 29
The outcomes	p. 29
The stakeholders' views	p. 31
Conclusions: what has been achieved	p. 32
Appendix	p. 33
Recommended further reading	p. 35
Capabilities-driven curriculum design	p. 36
Introduction	p. 36
Capabilities-focused versus content-focused curriculum design	p. 38
The concept of 'knowledge capability'	p. 40
Capability theory	p. 41
Levels of capability outcome in various situations	p. 42
Water quality engineer - an example of integration	p. 44
How do we implement capabilities-driven curricula?	p. 45
References	p. 47
How can we help students learn?	p. 49
Case studies in engineering	p. 51
What are case studies?	p. 51
Why use case studies?	p. 52
Typical case study formats	p. 53
Methods for developing case studies	p. 58
How to use case studies to develop skills	p. 62
Assessment methods	p. 66
Evaluation	p. 67
Common pitfalls	p. 68
References	p. 70
Effective engineering education at a distance - a guide for the curious	p. 72
Introduction	p. 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 chapter	p. 77
Before you decide to develop the course...	p. 77
A systematic course design process	p. 79
Producing the course materials	p. 87
Planning the course operation	p. 88
Conclusions	p. 87
References	p. 88
Recommended further reading	p. 88
Widening access - flexible and work-based learning	p. 89
Introduction	p. 89
Understanding the student's background	p. 90
Work-based learning	p. 93
Note	p. 99
References	p. 99
A holistic approach to mathematics support for engineering	p. 100
Setting the scene	p. 100
Teaching mathematics within an engineering context	p. 101
Supporting student learning	p. 110
Mathematics and engineering - developments	p. 117
Acknowledgements	p. 120
References	p. 120
Technology in support of learning	p. 122
Introduction	p. 122
Conversational model for teaching and learning	p. 123
Other factors in teaching and learning	p. 124
EASEIT-Eng: information on the use of technology in UK engineering courses	p. 125
Technology-based learning materials	p. 125
Use of technology in delivering learning materials	p. 134
Final comments	p. 137
Note	p. 137
References	p. 137
A critical look at innovative practice from the student perspective	p. 139
Innovative practice in a chemical engineering course	p. 139
The importance of exploring student perceptions of the course	p. 144
Students' experiences of the course	p. 145
Lessons for would-be innovative engineering educators	p. 152
References	p. 154
The emergence of studio courses - an example of interactive learning	p. 156
Introduction	p. 156
The studio concept	p. 157
Chemistry of Materials	p. 160
Summary	p. 167
References	p. 167
How can assessment help student learning?	p. 169
Personal Development Planning and portfolio building - introducing undergraduates to the processes of professional development	p. 171
Introduction	p. 171
PDP - what is it?	p. 173
PDP - why?	p. 175
PDP - the experience	p. 176
PDP - the lessons	p. 179
PDP - outstanding issues	p. 181
PDP - the engineering perspective	p. 182
References	p. 183
Leading the change	p. 185
Integrated Learning: one university's approach to change	p. 187
Introduction	p. 187
Integrated Learning	p. 190
The Integrated Learning Centre	p. 191
Staffing	p. 193
Changing the curriculum: managing the transition from conventional delivery to Integrated Learning	p. 194
Integration and analysis	p. 196
Summing up	p. 197
Acknowledgement	p. 198
References	p. 198
Reflecting on reflecting	p. 201
Beyond reflection - where next for curricula which concentrate on abilities?	p. 203
Introduction	p. 203
Outline	p. 204
Defining reflection	p. 205
Process analysis	p. 205
Self-evaluation	p. 207
Critical incident analysis	p. 210
Open-ended reflection	p. 212
Serendipity	p. 214
Facilitating reflections	p. 214
The implications for our curricula - and teaching - in the future	p. 217
References	p. 218
Index	p. 220
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