Effective Learning and Teaching in Engineering

by Baillie,Caroline

• ISBN13: 9780415334891
• ISBN10: 0415334896
• Format: Nonspecific Binding
• Copyright: 2004-10-28
• Publisher: RoutledgeFalmer

Summary

An indispensable handbook for any HE teacher or lecturer looking for authoritative and practical guidance, this book is tailored to the key requirements of the field of engineering. Subjects covered include the drivers for effective learning development, participation issues, leadership, assessment, problem-based learning, distance learning, and small group teaching. The book is rooted in experience; written by members of the LTSN subject center, it employs a wide range of case studies throughout, reflects on lessons learned from innovative practitioners, and advises on implementing best practice in teaching and learning.

Table of Contents

List of illustrations	viii
Notes on contributors	ix
Introduction: reflecting on effective learning and teaching in engineering education	1	(5)
Caroline Baillie
References	6	(1)
Part 1 Why do students learn what they learn?	7	(18)
Engineering education and the pedagogy of awareness	9	(16)
Shirley Booth
Introduction	9	(1)
Background	10	(1)
A relational view of learning and teaching	11	(2)
Teaching threshold concepts	13	(3)
Finding out what is learned	16	(1)
Fostering meaningful approaches to learning	17	(2)
Constituting the whole	19	(2)
Conclusion	21	(1)
Notes	22	(1)
References	22	(3)
Part 2 What do we want students to learn?	25	(24)
What outcome is engineering education trying to achieve?	27	(9)
Fred Maillardet
Introduction	27	(1)
A definition of engineering	27	(1)
Input standards and quality	28	(1)
Other factors	28	(1)
The EPC output standards project	29	(1)
The outcomes	29	(2)
The stakeholders' views	31	(1)
Conclusions: what has been achieved	32	(1)
Appendix	33	(2)
Recommended further reading	35	(1)
Capabilities-driven curriculum design	36	(13)
John A. Bowden
Introduction	36	(2)
Capabilities-focused versus content-focused curriculum design	38	(2)
The concept of `knowledge capability'	40	(1)
Capability theory	41	(1)
Levels of capability outcome in various situations	42	(2)
Water quality engineer -- an example of integration	44	(1)
How do we implement capabilities-driven curricula?	45	(2)
References	47	(2)
Part 3 How can we help students learn?	49	(120)
Case studies in engineering	51	(21)
Claire Davis
Elizabeth Wilcock
What are case studies?	51	(1)
Why use case studies?	52	(1)
Typical case study formats	53	(5)
Methods for developing case studies	58	(4)
How to use case studies to develop skills	62	(4)
Assessment methods	66	(1)
Evaluation	67	(1)
Common pitfalls	68	(2)
References	70	(2)
Effective engineering education at a distance -- a guide for the curious	72	(17)
Mark Endean
David Baume
Introduction	72	(1)
What do we mean by engineering?	72	(1)
What do we mean by open and distance education?	73	(3)
Can engineering be learned through open and distance education?	76	(1)
The style and structure of this chapter	77	(1)
Before you decide to develop the course . . .	77	(2)
A systematic course design process	79	(8)
Producing the course materials	87	(1)
Planning the course operation	88
Conclusions	87	(1)
References	88	(1)
Recommended further reading	88	(1)
Widening access -- flexible and work-based learning	89	(11)
John Wilcox
Introduction	89	(1)
Understanding the student's background	90	(3)
Work-based learning	93	(6)
Note	99	(1)
References	99	(1)
A holistic approach to mathematics support for engineering	100	(22)
Christine Hirst
Sarah Williamson
Pam Bishop
Setting the scene	100	(1)
Teaching mathematics within an engineering context	101	(9)
Supporting student learning	110	(7)
Mathematics and engineering -- developments	117	(3)
Acknowledgements	120	(1)
References	120	(2)
Technology in support of learning	122	(17)
Phil Barker
Introduction	122	(1)
Conversational model for teaching and learning	123	(1)
Other factors in teaching and learning	124	(1)
EASEIT-Eng: information on the use of technology in UK engineering courses	125	(1)
Technology-based learning materials	125	(9)
Use of technology in delivering learning materials	134	(3)
Final comments	137	(1)
Note	137	(1)
References	137	(2)
A critical look at innovative practice from the student perspective	139	(17)
Jennifer Case
Innovative practice in a chemical engineering course	139	(5)
The importance of exploring student perceptions of the course	144	(1)
Students' experiences of the course	145	(7)
Lessons for would-be innovative engineering educators	152	(2)
References	154	(2)
The emergence of studio courses -- an example of interactive learning	156	(13)
Linda S. Schadler
John B. Hudson
Introduction	156	(1)
The studio concept	157	(3)
Chemistry of Materials	160	(7)
Summary	167	(1)
References	167	(2)
Part 4 How can assessment help student learning?	169	(16)
Personal Development Planning and portfolio building -- introducing undergraduates to the processes of professional development	171	(14)
Alan Maddocks
Introduction	171	(2)
PDP -- what is it?	173	(2)
PDP -- why?	175	(1)
PDP -- the experience	176	(3)
PDP -- the lessons	179	(2)
PDP -- outstanding issues	181	(1)
PDP -- the engineering perspective	182	(1)
References	183	(2)
Part 5 Leading the change	185	(16)
Integrated Learning: one university's approach to change	187	(14)
James McCowan
Introduction	187	(3)
Integrated Learning	190	(1)
The Integrated Learning Centre	191	(2)
Staffing	193	(1)
Changing the curriculum: managing the transition from conventional delivery to Integrated Learning	194	(2)
Integration and analysis	196	(1)
Summing up	197	(1)
Acknowledgement	198	(1)
References	198	(3)
Part 6 Reflecting on reflecting	201	(19)
Beyond reflection -- where next for curricula which concentrate on abilities?	203	(17)
John Cowan
Introduction	203	(1)
Outline	204	(1)
Defining reflection	205	(1)
Process analysis	205	(2)
Self-evaluation	207	(3)
Critical incident analysis	210	(2)
Open-ended reflection	212	(2)
Serendipity	214	(1)
Facilitating reflections	214	(3)
The implications for our curricula -- and teaching -- in the future	217	(1)
References	218	(2)
Index	220