Towards Excellence in Engineering Education

• Main Author: Ouahada, Khmaies (auth)
• Format: Electronic Book Chapter
• Language: English
• Published: MDPI - Multidisciplinary Digital Publishing Institute 2019
• Subjects: History of engineering & technology; high school; education; active methodology; spatial visualization; improving classroom teaching; faculty; evaluation; feedback; curriculum development; active learning; outcomes; learning activity; critical pedagogy; module; engineering; sustainability; teaching/learning strategies; PDF-3D; self-reflection; GIS; crystal system; chemical education; systems engineering; survey; satellite data; engineering education research; viscometer; anti-deficit approach; ternary phase diagrams; engineering education; service-learning; design; CDIO; professionalization; re-thinking the teaching; didactic virtual resources; open source software; didactic virtual tools; reverse engineering; underrepresented minorities; critical theoretical frameworks; pass rate; hidden curriculum; role-play; simulations; STEM; Green Engineering; inductive methods; moderation; mixed-methods; project-based learning; learning tool; spatial abilities; engineering curriculum; Bravais lattices
• Online Access: DOAB: download the publication; DOAB: description of the publication

Acquiring knowledge is a life-long process; we constantly need to keep abreast of developments and progress in science and other disciplines. Embracing a scholarship of teaching and learning (SoTL) means practicing constant self-reflection, involving evaluation of the academic career and the ways in which strategies are designed to examine, interpret, and share learning about teaching. This practice not only yields benefits to the lecturer but also enriches the scholarly community in the discipline. In general, SoTL is regarded as a vibrant practice of ongoing self-criticism and sharing, which results in accumulated teaching experiences for teachers, students, and the teaching community at large. This book is a contribution from authors sharing their experiences, how their teaching portfolios reflect their personal development as teachers, and how their teaching experiences are embedded in the scholarship of teaching and learning.