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A 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. © 2005 by the Institute of Electrical and Electronics Engineers, Inc. All rights reserved.

This book offers an insightful view of the complex relations between home and school in the working-class immigrant Italian community of New Haven, Connecticut. Through the lenses of history, sociology, and education, learning to Forget presents a highly readable account of cross-generational experiences during the period from 1870 to 1940, chronicling one generation's suspicions toward public education and another's need to assimilate. Through careful research Lassonde finds that not all working class parents were enthusiastic supporters of education. Not only did the time and energy spent in school restrict children's potential financial contributions to the family, but attitudes that children encountered in school often ran counter to the family's traditional values. Legally mandated education and child labor laws eventually resolved these conflicts, but not without considerable reluctance and resistance. © 2005 by Yale University. All rights reserved.

Managing E-learning Strategies: Design, Delivery, Implementation and Evaluation provides readers with a broad understanding of the emerging field of e-learning and also advises readers on the issues that are critical to the success of a meaningful e-learning environment. It walks you through the various factors critical to developing, evaluating and implementing e-learning. Throughout the book critical e-learning factors are presented as questions that readers can ask themselves when planning, designing, evaluating and implementing e-learning modules, courses and programs. Managing E-learning Strategies: Design, Delivery, Implementation and Evaluation not only introduces the important issues in e-learning, but can be used as a workbook to design, develop and implement e-learning in academic, corporate, government and other settings. © 2005 by Idea Group Inc. All rights reserved.

Problem-based learning (PBL) has been the focus of many developments in teaching and learning facilitation in recent years. It has been claimed that PBL produces independent learners who are motivated, engaged in deep learning, work as a team, and develop effective strategies, skills and knowledge for life-long learning and professional work. Technology and Problem-Based learning is aimed at educators who may be considering introducing PBL and need to know what it involves, its benefits and the practical details of how to implement it. Technology and Problem-Based learning provides practical advice grounded in research and experience, to enable tutors to introduce PBL quickly and effectively. It also covers major issues including rationale for PBL, how to write effective problems, preparing students and tutors, being an effective facilitator, assessing students, dealing with problems, using IT. © 2006 by Idea Group Inc. All rights reserved.