Characterizing engineering faculty's teaching approaches

Teaching in Higher Education

Volumn 12, Issue 3, 2007, Pages 405-418

  McKenna, Ann F ^a   Yalvac, Bugrahan ^a  

^a NORTHWESTERN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34247210179     PISSN: 13562517     EISSN: 14701294     Source Type: Journal    
DOI: 10.1080/13562510701278765     Document Type: Article

References (23)

1. Berry, J. and Sharp, J. (1999) Developing student-centered learning in mathematics through co-operation, reflection and discussion. Teaching in Higher Education, 4, pp. 27-42.
2. (2000) How people learn: Brain, mind, experience, and school, National Academy Press
3. Glaser, B. G. and Strauss, A. L. (1967) The discovery of grounded theory: Strategies for qualitative research, Aldin Publishing, Chicago, IL
4. Grimmet, P. P. and MacKinnon, A. M. (1992) Craft knowledge and the education of teachers. Review of Research in Education, 18, pp. 385-456.
5. Huang, Y., Yellin, J. M. H. and Turns, J. (2005) Future engineering faculty: How do they think about teaching?. Proceedings of the IEEE/ASEE Frontiers in Education Conference
6. Linn, M. C. and Hsi, S. (2000) Computers, teachers, peers: Science learning partners, Lawrence Erlbaum, Mahwah, NJ
7. McKenna, A. and Agogino, A. (2004) Supporting mechanical reasoning with a representationally-rich learning environment. Journal of Engineering Education, 93, pp. 97-104.
8. Miles, M. B. and Huberman, A. M. (1994) An expanded sourcebook: qualitative data analysis, Sage, Thousand Oaks, CA
9. Neumann, R. (2001) Disciplinary differences and university teaching. Studies in Higher Education, 26, pp. 135-146.
10. Neumann, R., Parry, S. and Becher, T. (2002) Teaching and learning in their disciplinary contexts: A conceptual analysis. Studies in Higher Education, 27, pp. 405-417.
11. Nicol, D. J. and Boyle, J. T. (2003) Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom. Studies in Higher Education, 28, pp. 457-473.
12. Prosser, M. and Trigwell, K. (1999) Understanding learning and teaching: the experience in higher education, Open University Press, London
13. Reiser, B. J. (2004) Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning Sciences, 13, pp. 273-304.
14. Schwartz, D. L. and Bransford, J. D. (1998) A time for telling. Cognition and Instruction, 16, pp. 475-522.
15. Shulman, L. S. (1986) Those who understand: Knowledge growth in teaching. Educational Researcher, 15, pp. 4-14.
16. Shuman, L. J., Besterfield-Sacre, M. and McGourty, J. (2005) The ABET 'professional skills' - can they be taught? can they be assessed?. Journal of Engineering Education, 94, pp. 41-55.
17. Strauss, A. L. (1987) Qualitative analysis for social scientists, Cambridge University Press, New York
18. Turns, J., Atman, C. J., Adams, R. S. and Barker, T. (2005) Research on engineering student knowing: Trends and opportunities. Journal of Engineering Education, 94, pp. 27-35.
19. Van Driel, J. H., Verloop, N., Van Werven, H. I. and Dekkers, H. (1997) Teachers' craft knowledge and curriculum innovation in higher engineering education. Higher Education, 34, pp. 105-122.
20. Van Driel, J. H., Verloop, N. and de Vos, W. (1998) Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35, pp. 673-695.
21. Viiri, J. (2003) Engineering teachers' pedagogical content knowledge. European Journal of Engineering Education, 28, pp. 353-359.
22. Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes, Harvard University Press, Cambridge, MA
23. White, B. Y. (1993) Intermediate causal models: A missing link for successful science education?. Advances in instructional psychology, 4, Lawrence Erlbaum, Hillsdale, NJ