Teaching Engineering, Second Edition , livre ebook

TEACHING ENGINEERING
SECOND EDITION
Phillip C. Wankat Frank S. Oreovicz
Purdue University Press West Lafayette, Indiana
Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within text. Unless otherwise stated, all figures and tables belong to the authors.
 
Copyright © 2015 by Phillip C. Wankat and Frank S. Oreovicz. All rights reserved. Manufactured in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise.
This book was previously published by McGraw-Hill, Inc.
Library of Congress Cataloging-in-Publication Data
Wankat, Phillip C., 1944–
Teaching engineering / by Phillip C. Wankat, Frank S. Oreovicz.—Second edition.
   pages cm
Includes bibliographical references and index.
ISBN 978-1-55753-700-3 (pbk.: alk. paper)
ISBN 978-1-61249-361-9 (epdf)
ISBN 978-1-61249-362-6 (epub)
1. Engineering—Study and teaching (Higher)—United States. I. Oreovicz, Frank S. II. Title.
T73.W18 2015
620.0071’173—dc23
2014019527
Table of Contents
PREFACE TO THE SECOND EDITION, 2015
PREFACE TO THE FIRST EDITION, 1993
CHAPTER 1 INTRODUCTION: TEACHING ENGINEERING
1.1 Summary and Objectives
1.2 Why Teach Teaching Now?
1.3 The Components of Good Teaching
1.4 Philosophical Approach
1.5 What Works: A Compendium of Learning Principles
1.6 Effectiveness of Teaching Courses and Workshops
1.7 Characteristics of Great Teachers
1.8 Chapter Comments
CHAPTER 2 EFFICIENCY
2.1 Summary and Objectives
2.2 Goals and Activities
2.3 Priorities and To-Do Lists
2.4 Work Habits
2.5. Travel
2.6 Teaching Efficiency
2.7 Research Efficiency
2.8 Handling Stress
2.9 Limitations
2.10 Chapter Comments
Appendix. The Rational-Emotive Behavioral Therapy Approach
CHAPTER 3 DESIGNING YOUR FIRST CLASS
3.1 Summary and Objectives
3.2 Types of Courses
3.3 Before the Course Starts
3.4 The First Class
3.5 The Second Class
3.6 The Rest of the Semester
3.7 The New Faculty Member Experience
3.8 Chapter Comments
CHAPTER 4 OBJECTIVES, TEXTBOOKS, AND ACCREDITATION
4.1 Summary and Objectives
4.2 Course Goals and Objectives
4.3 Taxonomies or Domains of Knowledge
4.4 The Interaction of Teaching Styles and Objectives
4.5 Developing the Content of the Course
4.6 Textbooks
4.7 Accreditation of Undergraduate Programs
4.8 Curriculum Development Case Study
4.9 Chapter Comments
Appendix. Sample Rubrics for ABET Professional Outcomes
CHAPTER 5 PROBLEM SOLVING AND CREATIVITY
5.1 Summary and Objectives
5.2 Problem Solving: An Overview
5.3 Novice and Expert Problem Solvers
5.4 Problem-Solving Strategies
5.5 Getting Started or Getting Unstuck
5.6 Teaching Problem Solving
5.7 Creativity
5.8 Chapter Comments
CHAPTER 6 LECTURES
6.1 Summary and Objectives
6.2 Advantages and Disadvantages of Lectures
6.3 Content Selection and Organization
6.4 Performance
6.5 Questions
6.6 Building Interpersonal Rapport in Lectures
6.7 Special Lecture Methods
6.8 Handling Large Classes
6.9 Lectures as Part of a Course
6.10 Chapter Comments
CHAPTER 7 ACTIVE LEARNING
7.1 Summary and Objectives
7.2. The Flipped Classroom
7.3 Discussion
7.4 Cooperative Group Learning
7.5. Problem-Based Learning (PBL)
7.6 Other Group Methods for Involving Students
7.7 Mastery and Self-Paced Instruction
7.8 Independent Study Classes: Increasing Curriculum Flexibility
7.9 Field Trips and Visits
7.10 Service Learning
7.11 Tiny Classes
7.12 Making the Change to Active Learning Work
7.13 Chapter Comments
CHAPTER 8 TEACHING WITH TECHNOLOGY
8.1 Summary and Objectives
8.2 Television and Video
8.3 Computers in Engineering Education
8.4 Computer Calculation Tools
8.5 Simulations and Games
8.6 YouTube and Wikis
8.7 Computer-aided Instruction and Intelligent Tutorial Systems
8.8 Chapter Comments
CHAPTER 9 DESIGN AND LABORATORY
9.1 Summary and Objectives
9.2 Design
9.3 Laboratory Courses
9.4 Chapter Comments
CHAPTER 10 ONE-TO-ONE TEACHING AND ADVISING
10.1 Summary and Objectives
10.2 Listening Skills
10.3 Tutoring and Helping Students
10.4 Advising and Counseling
10.5 Research Advisers
10.6 Chapter Comments
CHAPTER 11 TESTING, HOMEWORK, AND GRADING
11.1 Summary and Objectives
11.2 Testing
11.3 Scoring
11.4 Homework
11.5 Projects
11.6 Grading
11.7 Grade Scales
11.8 Chapter Comments
Appendix. Computation of Grades for Different Systems
CHAPTER 12 STUDENT CHEATING, DISCIPLINE, AND ETHICS
12.1 Summary and Objectives
12.2 Cheating
12.3 Classroom Incivility and Other Discipline Problems
12.4 Teaching Ethics
12.5 Chapter Comments
CHAPTER 13 PSYCHOLOGICAL TYPE AND LEARNING
13.1 Summary and Objectives
13.2 From Jung to the MBTI
13.3 Psychological Type
13.4 Applications of the MBTI in Engineering Education
13.5 Difficulties with Psychological Testing
13.6 MBTI Model for Problem Solving
13.7 Conclusions
13.8 Chapter Comments
CHAPTER 14 MODELS OF COGNITIVE DEVELOPMENT: PIAGET AND PERRY
14.1 Summary and Objectives
14.2 Piaget’s Theory
14.3 Perry’s Theory of Development of College Students
14.4 Chapter Comments
CHAPTER 15 LEARNING THEORIES
15.1 Summary and Objectives
15.2 Constructivism and the Scientific Learning Cycle
15.3 Learning and Teaching Styles
15.4 Kolb’s Learning Cycle and Learning Styles
15.5. How People Learn
15.6 Motivation
15.7 Chapter Comments
CHAPTER 16 EVALUATION OF TEACHING
16.1 Summary and Objectives
16.2 Formative and Summative Evaluations
16.3 Student Evaluation Methods
16.4 Student Evaluations: Reliability, Validity, and Extraneous Variables
16.5 Other Evaluation Procedures
16.6 Teaching Improvement
16.7 Chapter Comments
CHAPTER 17 PROFESSIONAL CONCERNS
17.1 Summary and Objectives
17.2 Faculty Time
17.3 Promotion and Tenure
17.4 Faculty Environment
17.5 Faculty Development
17.6 Professional Ethics
17.7 Guideposts for Engineering Education (Hougen’s Principles)
17.8 Chapter Comments
APPENDIX A.    OBTAINING AN ACADEMIC POSITION
APPENDIX B.    TEACHING ENGINEERING COURSE
B1. Sample Course Outline
B2. Sample Course Assignments
B3. Sample Course Syllabus
NAME INDEX
SUBJECT INDEX
Preface to the Second Edition, 2015
Fundamental science and engineering concepts change slowly while technology changes rapidly. Methods for teaching engineering students follow the same rule—the fundamental concepts are just as true today as twenty-two years ago when Teaching Engineering was first published. In many cases, such as cooperative learning and active learning, there are stronger research bases, proving that students learn more with these methods than when they are passive observers in a lecture class, but the basic how-to-teach procedures have not changed. The applications of technology to teaching have changed rapidly, as Chapter 8 , “Teaching with Technology,” became out-of date within a few years. The only other part of Teaching Engineering that has not withstood the test of twenty-two years is the section on ABET accreditation. ABET’s development of EC 2000 in the late 1990s changed accreditation significantly.
In this second edition we have brought all of the chapters up to date and added significant amounts of material in the following chapters and appendices:
• Chapter 1 : new section 1.6 on the effectiveness of teaching courses and workshops and 1.7 on the characteristics of great teachers.
• Chapter 4 : Section 4.7 on ABET is entirely revised, new Section 4.8 , Case study of curriculum development, and new appendix A4: Sample rubrics for ABET professional outcomes.
• Chapter 5 : New section 5.4.2 on solving novel problems
• Chapter 6 : New section 6.7.4 on clickers.
• Chapter 7 : New sections 7.2 on flipped classes, 7.5 on problem based learning, 7.10 on service learning, 7.11 on teaching tiny classes, and 7.12 on making the change to active learning work. Research results that support the use of active learning have been added.
• Chapter 8 : New sections 8.5 on simulations and games and 8.6 on YouTube and wikis. All material is updated.
• Chapter 9 : New sections on design competitions ( 9.2.8 ) and remote laboratories ( 9.3.5 ).
• Chapter 10 : New sections 10.4.3 on FERPA and 10.4.4 on learning communities.
• Chapter 11 : New section 11.7 on grade scales and new appendix showing grade calculations for different grading schemes.
• Chapter 15 : New sections 15.3.3 and 15.3.4 on learning styles and 15.5 on How People Learn .