Teaching Engineering
Phillip C. Wankat & Frank S. Oreovicz, Purdue University
Section # |
Title |
Page # |
1.1 |
Why Teach Teaching Now? |
1 |
1.2 |
The Components of Good Teaching |
4 |
1.3 |
Philosophical Approach |
5 |
1.4 |
What Works: A Compendium of Learning Principles |
6 |
1.5 |
Chapter Comments |
7 |
1.6 |
Summary and Objectives |
8 |
Section # |
Title |
Page # |
2.1 |
Goal Setting |
11 |
2.2 |
Priorities and To-Do Lists |
12 |
2.3 |
Work Habits |
14 |
2.4 |
Travel |
19 |
2.5 |
Teaching Efficiency |
20 |
2.6 |
Research Efficiency |
22 |
2.7 |
Handling Stress |
23 |
2.8 |
Limitations |
25 |
2.9 |
Chapter Comments |
26 |
2.10 |
Summary and Objectives |
27 |
Appendix 2A The Rational-Emotive Therapy Approach |
29 |
Section # |
Title |
Page # |
3.1 |
Types of Courses |
32 |
3.2 |
Before the Course Starts |
33 |
3.3 |
The First Class |
36 |
3.4 |
The Second Class |
38 |
3.5 |
The Rest of the Semester |
39 |
3.6 |
The New Faculty Member Experience |
42 |
3.7 |
Chapter Comments |
43 |
3.8 |
Summary and Objectives |
44 |
Section # |
Title |
Page # |
4.1 |
Course Goals and Objectives |
46 |
4.2 |
Taxonomies or Domains of Knowledge |
49 |
4.3 |
The Interaction of Teaching Styles and Objectives |
53 |
4.4 |
Developing the Content of the Course |
55 |
4.5 |
Textbooks |
56 |
4.6 |
Accreditation Constraints on Undergraduate Programs |
60 |
4.7 |
Chapter Comments |
63 |
4.8 |
Summary and Objectives |
63 |
Section # |
Title |
Page # |
5.1 |
Problem Solving–An Overview |
66 |
5.2 |
Novice and Expert Problem Solvers |
68 |
5.3 |
Problem-Solving Strategies |
70 |
5.4 |
Getting Started or Getting Unstuck |
73 |
5.5 |
Teaching Problem Solving |
75 |
5.6 |
Creativity |
79 |
5.7 |
Chapter Comments |
84 |
5.8 |
Summary and Objectives |
85 |
Section # |
Title |
Page # |
6.1 |
Advantages and Disadvantages of Lectures |
89 |
6.2 |
Content Selection and Organization |
91 |
6.3 |
Performance |
93 |
6.4 |
Questions |
99 |
6.5 |
Building Interpersonal Rapport in Lectures |
103 |
6.6 |
Special Lecture Methods |
105 |
6.7 |
Handling Large Classes |
108 |
6.8 |
Lectures as Part of a Course |
110 |
6.9 |
Chapter Comments |
111 |
6.10 |
Summary and Objectives |
111 |
Section # |
Title |
Page # |
7.1 |
Discussion |
114 |
7.2 |
Cooperative Group Learning |
121 |
7.3 |
Other Group Methods for Involving Students |
128 |
7.4 |
Mastery and Self-Paced Instruction |
131 |
7.5 |
Independent Study Classes: Increasing Curriculum Flexibility |
137 |
7.6 |
Field Trips and Visits |
138 |
7.7 |
Chapter Comments |
139 |
7.8 |
Summary and Objectives |
140 |
Section # |
Title |
Page # |
8.1 |
Television and Video |
145 |
8.2 |
Computers in Engineering Education |
152 |
8.3 |
Audiotutorial Method |
161 |
8.4 |
Chapter Comments |
163 |
8.5 |
Summary and Objectives |
164 |
Section # |
Title |
Page # |
9.1 |
Design |
168 |
9.2 |
Laboratory Courses |
179 |
9.3 |
Chapter Comments |
184 |
9.4 |
Summary and Objectives |
185 |
Section # |
Title |
Page # |
10.1 |
Listening Skills |
189 |
10.2 |
Tutoring and Helping Students |
194 |
10.3 |
Advising and Counseling |
201 |
10.4 |
Research Advisers |
205 |
10.5 |
Chapter Comments |
210 |
10.6 |
Summary and Objectives |
210 |
Section # |
Title |
Page # |
11.1 |
Testing |
214 |
11.2 |
Scoring |
221 |
11.3 |
Homework |
226 |
11.4 |
Projects |
228 |
11.5 |
Grading |
229 |
11.6 |
Chapter Comments |
232 |
11.7 |
Summary and Objectives |
232 |
Section # |
Title |
Page # |
12.1 |
Cheating |
235 |
12.2 |
Other Discipline Problems |
238 |
12.3 |
Teaching Ethics |
240 |
12.4 |
Chapter Comments |
242 |
12.5 |
Summary and Objectives |
242 |
Section # |
Title |
Page # |
13.1 |
From Jung to the MBTI |
245 |
13.2 |
Psychological Type: Attitudes and Functions |
246 |
13.3 |
Applications of the MBTI in Engineering Education |
252 |
13.4 |
Difficulties with Psychological Testing |
258 |
13.5 |
Conclusions |
259 |
13.6 |
Chapter Comments |
259 |
13.7 |
Summary and Objectives |
260 |
Appendix 13A MBTI Model for Problem Solving |
263 |
Section # |
Title |
Page # |
14.1 |
Piaget’s Theory |
264 |
14.2 |
Perry’s Theory of Development of College Students |
269 |
14.3 |
Chapter Comments |
280 |
14.4 |
Summary and Objectives |
281 |
Section # |
Title |
Page # |
15.1 |
Constructivism and the Scientific Learning Cycle |
284 |
15.2 |
Learning and Teaching Styles |
288 |
15.3 |
Kolb’s Learning Cycle |
292 |
15.4 |
Motivation |
297 |
15.5 |
Chapter Comments |
302 |
15.6 |
Summary and Objectives |
303 |
Section # |
Title |
Page # |
16.1 |
Formative and Summative Evaluations |
306 |
16.2 |
Methods for Doing Student Evaluations |
309 |
16.3 |
Student Evaluations: Reliability, Validity, and Extraneous Variables |
312 |
16.4 |
Other Evaluation Procedures |
318 |
16.5 |
Chapter Comments |
321 |
16.6 |
Summary and Objectives |
321 |
Section # |
Title |
Page # |
17.1 |
Promotion and Tenure |
324 |
17.2 |
Faculty Environment |
331 |
17.3 |
Faculty Developments |
337 |
17.4 |
Professional Ethics |
340 |
17.5 |
Guideposts for Engineering Education (Hougen’s Principles) |
342 |
17.6 |
Chapter Comments |
344 |
17.7 |
Summary and Objectives |
344 |