While a significant body of knowledge has evolved in the fieldof engineering education over the years, much of the publishedinformation has been restricted to scholarly journals and has notfound a broad audience. This publication rectifies that situationby reviewing the findings of nearly 2,000 scholarly articles tohelp engineers become better educators, devise more effectivecurricula, and be more effective leaders and advocates incurriculum and research development.
The author's first objective is to provide an illustrativereview of research and development in engineering education since1960. His second objective is, with the examples given, toencourage the practice of classroom assessment and research, andhis third objective is to promote the idea of curriculumleadership.
The publication is divided into four main parts:Part I demonstrates how the underpinnings ofeducation—history, philosophy, psychology,sociology—determine the aims and objectives of the curriculumand the curriculum's internal structure, which integratesassessment, content, teaching, and learningPart II focuses on the curriculum itself, considering such keyissues as content organization, trends, and change. A chapter oninterdisciplinary and integrated study and a chapter on project andproblem-based models of curriculum are includedPart III examines problem solving, creativity, and designPart IV delves into teaching, assessment, and evaluation,beginning with a chapter on the lecture, cooperative learning, andteamwork
The book ends with a brief, insightful forecast of the future ofengineering education. Because this is a practical tool andreference for engineers, each chapter is self-contained and may beread independently of the others.
Unlike other works in engineering education, which are generallyintended for educational researchers, this publication is writtennot only for researchers in the field of engineering education, butalso for all engineers who teach. All readers acquire a host ofpractical skills and knowledge in the fields of learning,philosophy, sociology, and history as they specifically apply tothe process of engineering curriculum improvement andevaluation.