LEADER 03663nam 2200541 450 001 9910539201603321 005 20230215194718.0 010 $a1-61249-361-0 010 $a9781612493626 035 $a(CKB)3710000000476475 035 $a(SSID)ssj0001556276 035 $a(PQKBManifestationID)16179344 035 $a(PQKBTitleCode)TC0001556276 035 $a(PQKBWorkID)14818390 035 $a(PQKB)10883820 035 $a(MiAaPQ)EBC4000343 035 $a(MiAaPQ)EBC4000317 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/91665 035 $a(EXLCZ)993710000000476475 100 $a20161125h20152015 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeaching engineering /$fby Phillip C. Wankat, Frank S. Oreovicz 205 $aSecond edition. 210 $cPurdue University Press$d2015 210 1$aWest Lafayette, Indiana :$cPurdue University Press,$d2015. 210 4$dİ2015 215 $a1 online resource (495 pages) $cillustrations 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-55753-700-3 320 $aIncludes bibliographical references at the end of each chapters and indexes. 330 $aThe majority of professors have never had a formal course in education, and the most common method for learning how to teach is on-the-job training. This represents a challenge for disciplines with ever more complex subject matter, and a lost opportunity when new active learning approaches to education are yielding dramatic improvements in student learning and retention. This book aims to cover all aspects of teaching engineering and other technical subjects. It presents both practical matters and educational theories in a format useful for both new and experienced teachers. It is organized to start with specific, practical teaching applications and then leads to psychological and educational theories. The "practical orientation" section explains how to develop objectives and then use them to enhance student learning, and the "theoretical orientation" section discusses the theoretical basis for learning/teaching and its impact on students. Written mainly for PhD students and professors in all areas of engineering, the book may be used as a text for graduate-level classes and professional workshops or by professionals who wish to read it on their own. Although the focus is engineering education, most of this book will be useful to teachers in other disciplines. Teaching is a complex human activity, so it is impossible to develop a formula that guarantees it will be excellent. However, the methods in this book will help all professors become good teachers while spending less time preparing for the classroom. This is a new edition of the well-received volume published by McGraw-Hill in 1993. It includes an entirely revised section on the Accreditation Board for Engineering and Technology (ABET) and new sections on the characteristics of great teachers, different active learning methods, the application of technology in the classroom (from clickers to intelligent tutorial systems), and how people learn. 606 $aEngineering$xStudy and teaching (Higher)$zUnited States 610 $aTeaching skills & techniques 615 0$aEngineering$xStudy and teaching (Higher) 676 $a620.0071/173 700 $aWankat$b Phillip C.$f1944-$0558158 702 $aOreovicz$b Frank S. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910539201603321 996 $aTeaching engineering$92693062 997 $aUNINA