LEADER 00773nam0-2200289---450- 001 990009434320403321 005 20110927120329.0 035 $a000943432 035 $aFED01000943432 035 $a(Aleph)000943432FED01 035 $a000943432 100 $a20110927d1957----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $ay-------001yy 200 1 $aStoria della veterinaria$fValentino Chiodi 210 $aMilano$cFarmitalia$dc1957 215 $aXIII, 535 p., 8 c. di tav.$cill.$d25 cm 676 $a636.089 09 700 1$aChiodi,$bValentino$074008 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990009434320403321 952 $a54 F 6$fDMVAP 959 $aDMVAP 996 $aStoria della veterinaria$9713500 997 $aUNINA LEADER 04995nam 2200697Ia 450 001 9911019477903321 005 20200520144314.0 010 $a9786610311347 010 $a9781280311345 010 $a1280311347 010 $a9780470325742 010 $a0470325747 010 $a9780471744696 010 $a0471744697 010 $a9780471744689 010 $a0471744689 024 7 $a10.1109/9780471744696 035 $a(CKB)1000000000355007 035 $a(EBL)244304 035 $a(SSID)ssj0000147494 035 $a(PQKBManifestationID)11163627 035 $a(PQKBTitleCode)TC0000147494 035 $a(PQKBWorkID)10011481 035 $a(PQKB)11660734 035 $a(MiAaPQ)EBC244304 035 $a(CaBNVSL)mat05271234 035 $a(IDAMS)0b000064810cc9bc 035 $a(IEEE)5271234 035 $a(OCoLC)85784230 035 $a(PPN)27153057X 035 $a(Perlego)2759410 035 $a(EXLCZ)991000000000355007 100 $a20060210d2005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEngineering education $eresearch and development in curriculum and instruction /$fJohn Heywood 210 $aPiscataway, N.J. $cIEEE Press ;$aHoboken, N.J. $cWiley-Interscience$dc2005 215 $a1 online resource (515 p.) 300 $aDescription based upon print version of record. 311 08$a9780471741114 311 08$a0471741116 320 $aIncludes bibliographical references and indexes. 327 $aCurriculum design, implementation and evaluation -- Aims and objectives (outcomes) -- Philosophy and sociology and the aims of the engineering curriculum -- Concepts and principles -- Learning strategies and styles -- Human development -- Curriculum change and changing the curriculum -- Interdisciplinary and integrated studies -- From projects to problem-based learning -- Problem solving-- Creativity -- Design -- Cooperative learning and teamwork -- Other instructional practices and the new technologies -- Assessment and evaluation -- The formal assessment of student learning : alternative assessment -- Attrition and retention. 330 $aA synthesis of nearly 2,000 articles to help make engineers better educators 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. 606 $aEngineering$xStudy and teaching (Higher) 606 $aTechnology$xStudy and teaching (Higher) 615 0$aEngineering$xStudy and teaching (Higher) 615 0$aTechnology$xStudy and teaching (Higher) 676 $a620.0071/1 676 $a620.00711 700 $aHeywood$b John$f1930-$0845551 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911019477903321 996 $aEngineering education$93928836 997 $aUNINA