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.
- Offers new ways forward to deal with curriculum, faculty issues, enrollment, retention, graduation rates, campus facility usage, and a host of other urgent issues in higher education
- Discusses a strategic model to ensure economic vitality at the traditional university
- Contains novel insights into the kind of change that is necessary to move institutions of higher education forward in innovative ways
This book uncovers how the traditional university survives by breaking with tradition, but thrives by building on what it's done best.
One Hundred Semesters: My Adventures as Student, Professor, and University President, and What I Learned along the Way
In One Hundred Semesters, William Chace mixes incisive analysis with memoir to create an illuminating picture of the evolution of American higher education over the past half century. Chace follows his own journey from undergraduate education at Haverford College to teaching at Stillman, a traditionally African-American college in Alabama, in the 1960s, to his days as a professor at Stanford and his appointment as president of two very different institutions--Wesleyan University and Emory University.
Chace takes us with him through his decades in education--his expulsion from college, his boredom and confusion as a graduate student during the Free Speech movement at Berkeley, and his involvement in three contentious cases at Stanford: on tenure, curriculum, and academic freedom. When readers follow Chace on his trip to jail after he joins Stillman students in a civil rights protest, it is clear that the ideas he presents are born of experience, not preached from an ivory tower.
The book brings the reader into both the classroom and the administrative office, portraying the unique importance of the former and the peculiar rituals, rewards, and difficulties of the latter.
Although Chace sees much to lament about American higher education--spiraling costs, increased consumerism, overly aggressive institutional self-promotion and marketing, the corruption of intercollegiate sports, and the melancholy state of the humanities--he finds more to praise. He points in particular to its strength and vitality, suggesting that this can be sustained if higher education remains true to its purpose: providing a humane and necessary education, inside the classroom and out, for America's future generations.
--Jacqueline E. King, director, federal policy analysis, American Council on Education
Defining and measuring faculty productivity are among the most central issues for quality and accountability in higher education. Known for assembling some of the most authoritative research on faculty productivity--and for analyzing its impact on academic and institutional accountability--Michael F. Middaugh presents this comprehensive volume to help campus professionals build greater accountability for students, parents, foundations, governmental organizations, and other concerned constituents. Middaugh first draws from a research study funded by TIAA-CREF's Cooperative Research Grant Program and the Fund for Postsecondary Education within the U.S. Department of Education. He then provides a new framework for analyzing faculty efficiency and emphasizes how the results of faculty work can become the best indicators of productivity. He also applies the joint study findings to the task of developing benchmarks for faculty productivity. Practitioners from any type of campus will find a rich array of data, valuable recommendations, and relevant examples.
Based on Howard and Matthew Greenes' years of counseling experience, as well as exclusive surveys and interviews with students, college presidents, deans of faculty, and other administrators, The Hidden Ivies presents an inside perspective of these 50 renowned academic institutions. In this fully revised and updated edition, premier educational consultants Howard and Matthew Greene go school-by-school to show you:
- Why these are unique institutions of exceptional merit
- What criteria to use in evaluating different programs
- The admissions requirements for each selective school
- Student perspectives on their college experiences
- The value of pursuing a liberal arts education