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Empowering Professional Teaching in Engineering. John HeywoodЧитать онлайн книгу.

Empowering Professional Teaching in Engineering - John Heywood


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6.4 Critical Thinking

       6.5 A category for Problem Solving?

       6.6 Looking Back Over Journeys 4, 5, and 6

       Notes and References

       7 The Scholar Academic Ideology of the Disciplines

       7.1 Introduction

       7.2 The Received Curriculum or the Scholar Academic Ideology

       7.3 The Post Sputnik Reform Projects

       7.4 Discovery (inquiry) Based Learning

       7.5 Is Engineering a Discipline?

       Notes and References

       8 Intellectual Development

       8.1 The Spiral Curriculum

       8.2 Engineering and the School Curriculum

       8.3 Curriculum Questions Raised by Piaget’s Theory of Cognitive Development

       8.4 Intellectual Development: Perry and King and Kitchener

       Notes and References

       9 Organization for Learning

       9.1 Introduction

       9.2 The “Advanced Organizer”

       9.3 Using “Advanced Organizers”

       9.4 Prior Knowledge; Memory

       9.5 Cognitive Organization

       9.6 Mediating Responses

       9.7 Impact of K-12 and Career Pathways

       Notes and References

       10 Concept Learning

       10.1 Robert Gagné

       10.2 Misperceptions

       10.3 Using Examples

       Notes and References

       11 Complex Concepts

       11.1 Complex and Fuzzy Concepts

       11.2 Staged Development

       11.3 Concept Mapping and Key Concepts

       Notes and References

       12 The Learning Centered Ideology–How Much Should We Know About Our Students?

       12.1 Introduction

       12.2 Communities of Practice, Communities that Care

       12.3 Learning Styles

       12.4 Convergent and Divergent Thinking

       12.5 Kolb’s Theory of Experiential Learning

       12.6 Felder-Solomon Index of Learning Styles

       12.7 Temperament and Learning Styles

       Notes and References

       13 Intelligence

       13.1 IQ and its Impact

       13.2 Psychometric Testing

       13.3 Controversies

       Notes and References

       14 Two Views of Competency

       14.1 Nature vs. Nurture: Nature and Nurture

       14.2 Inside and Outside Competencies

       Notes and References

       15 From IQ to Emotional IQ

       15.1 Introduction

       15.2 Implicit Theories of Intelligence, Formal, and Unintended but Supportive

       15.3 Emotional Intelligence

       15.4 Practical Intelligence

       Notes and References

       16 Social Reconstruction

       16.1 The Fourth Ideology

       16.2 Constructive Controversy

       16.3 Debates

       16.4 Mock Trials

       16.5 Turning the World Upside Down

       16.6 A case Study for Conclusion

       Notes and References

       Author’s Biography

       Author Index

       Subject Index

       Foreword

      Tertiary education has experienced both rapid evolution and several significant changes in mission since the Second World War. Much of the technologically advanced world has become increasingly reliant on tertiary education as a supplier of engineers and creative thinkers of all types. At the same time, this utilitarian view of education has transformed the public view of education, which more often than not these days is seen as a process through which graduates are “produced”, or as a “service” provided to an intellectual elite, which equips them for a successful and highly paid career. The view that education is about developing the individual and enhancing their intellectual capacity in the context of an academic environment which stimulated debate and enquiry has largely fallen by the wayside.

      In this new landscape academic teachers are expected to perform research and teaching of the highest quality. High expectations in regard to teaching excellence has ben increasingly emphasised in the Nordic Countries, where in many places ten full time weeks of formal training in the theory and practice of tertiary education is a prerequisite for appointment to a tenure track position. Even in the United States of America the expectations in regard to teaching have changed significantly, not least in response to Boyer’s 1991 book “Scholarship Reconsidered: Priorities of the Professoriate”.

      Quality in higher education is also an increasingly prominent component of the political discourse surrounding tertiary education. This book makes a significant contribution to both academic staff development and teaching quality by drawing together over fifty years of work in the area of evidence based teaching practice. The reader gains both new perspectives on teaching and assessment practices and a model for sustainable


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