Skip to main content
SpringerLink
Log in

Empowering Professional Teaching in Engineering

Sustaining the Scholarship of Teaching

  • Book
  • © 2018

Overview

Authors:
  1. John Heywood

    1. Trinity College Dublin-University of Dublin, Ireland

    View author publications

    You can also search for this author in PubMed   Google Scholar

Part of the book series: Synthesis Lectures on Engineering, Science, and Technology (SLEST)

Part of the book sub series: Synthesis Lectures on Engineering (SLE)

This is a preview of subscription content, log in via an institution to check access.

Access this book

Log in via an institution
eBook USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book USD 64.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (16 chapters)

  1. Front Matter

    Pages i-xxi
    Download chapter PDF

  2. Accountable to Whom? Learning from Beginning Schoolteachers 1

    • John Heywood
    Pages 1-9

  3. ”Oh that we the gift of God to see ourselves as others see us,” Learning from Beginning Teachers 2

    • John Heywood
    Pages 11-23

  4. Toward a Scholarship of Teaching. Teaching as Research

    • John Heywood
    Pages 25-38

  5. Objectives and Outcomes

    • John Heywood
    Pages 39-56

  6. Problem Solving, Its Teaching, and the Curriculum Process

    • John Heywood
    Pages 57-69

  7. Critical Thinking, Decision Making, and Problem Solving

    • John Heywood
    Pages 71-85

  8. The Scholar Academic Ideology of the Disciplines

    • John Heywood
    Pages 87-107

  9. Intellectual Development

    • John Heywood
    Pages 109-122

  10. Organization for Learning

    • John Heywood
    Pages 123-129

  11. Concept Learning

    • John Heywood
    Pages 131-142

  12. Complex Concepts

    • John Heywood
    Pages 143-151

  13. The Learning Centered Ideology–How Much Should We Know About Our Students?

    • John Heywood
    Pages 153-172

  14. Intelligence

    • John Heywood
    Pages 173-180

  15. Two Views of Competency

    • John Heywood
    Pages 181-184

  16. From IQ to Emotional IQ

    • John Heywood
    Pages 185-201

  17. Social Reconstruction

    • John Heywood
    Pages 203-208

  18. Back Matter

    Pages 209-223
    Download chapter PDF
Back to top

About this book

Each one of us has views about education, how discipline should function, how individuals learn, how they should be motivated, what intelligence is, and the structures (content and subjects) of the curriculum. Perhaps the most important beliefs that (beginning) teachers bring with them are their notions about what constitutes "good teaching". The scholarship of teaching requires that (beginning) teachers should examine (evaluate) these views in the light of knowledge currently available about the curriculum and instruction, and decide their future actions on the basis of that analysis. Such evaluations are best undertaken when classrooms are treated as laboratories of inquiry (research) where teachers establish what works best for them.

Two instructor centred and two learner centred philosophies of knowledge, curriculum and instruction are used to discern the fundamental (basic) questions that engineering educators should answer in respect of their own beliefs and practice. They point to a series of classroom activities that will enable them to challenge their own beliefs, and at the same time affirm, develop, or change their philosophies of knowledge, curriculum and instruction.

Authors and Affiliations

  • Trinity College Dublin-University of Dublin, Ireland

    John Heywood

About the author

John Heywood is a Professorial Fellow Emeritus of Trinity College Dublin–University of Dublin. He was given the best research publication award of the Division for the Professions of the American Educational Research Association for Engineering Education: Research and Development in the Curriculum and Instruction in 2006. Recently, he published The Assessment of Learning in Engineering Education: Practice and Policy. Previous studies among his 150 publications have included Learning, Adaptability and Change and The Challenge for Education and Industry, and co-authored Analysing Jobs, a study of engineers at work. He is a Fellow of the American Society for Engineering Education, a Fellow of the Institute of Electrical and Electronic Engineers, and an Honorary Fellow of the Institute of Engineers of Ireland. In 2016 he received the Pro Ecclesia et Pontifice award from the Pope for his services to education. In 2018 the TELPhE Division awarded him the best publication award and a meritorious award.

Bibliographic Information

Publish with us

Policies and ethics

Back to top

Search

Navigation