Learning Teaching Styles In Engineering Education
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Some Developments in Research in Science and Mathematics in Sub-Saharan Africa
Much attention in late-developing countries is given to providing access to studies which allow school leavers to enter science and technology-related careers. These programmes are driven by the belief that graduates will then substantially contribute to the developmental needs of their countries. But is providing access to institutions enough? Students in developing countries often come from school environments lacking in resources - human, physical and financial. This book, in a number of chapters, reviews research related to the crucial dimension of epistemological access to the disciplines of import, which students need as much as institutional access in order to improve their chances of success. A significant feature of this collection's research studies is that their empirical bases are highly localised, covering areas such as: research methods; access; curriculum, instruction and assessment; and the relevance of science and mathematics education in Zimbabwe, Uganda, Swaziland, South Africa, Namibia, Malawi, Ghana and Lesotho. This volume provides invaluable insights and will be of relevance to researchers, policy makers and lecturers interested in these research outcomes in Sub-Saharan Africa. It is the outcome of a doctoral research capacity-development project, the Graduate Studies in Science, Mathematics and Technology Education (GRASSMATE).
Teaching Engineering, Second Edition
Author: Phillip C. Wankat
language: en
Publisher: Purdue University Press
Release Date: 2015-01-15
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.
The Psychology of Effective Learning and Teaching
This book covers the psychology of teaching and learning and focuses on applying up-to-date as well as traditional theory in the classroom. It covers a range of issues that most concern the new teacher, written clearly and at an appropriate level.