The perceptions of science and engineering graduate students to the educational theories relevant to skill development in curriculum leadership

Courter, S. and Heywood, J. (2002) The perceptions of science and engineering graduate students to the educational theories relevant to skill development in curriculum leadership. [Conference Proceedings]

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Abstract

Recent discussion within the Education, Research and Methods Division (ERM) of the American Society for Engineering Education (ASEE) suggests that curriculum leadership will only become possible when science and engineering educators have a thorough grounding in curriculum theory and practices. This paper describes the classroom research related to this view among graduate students enrolled in the spring, 2002 seminar titled, Teaching Science and Engineering at the University of Wisconsin-Madison. Results will have implications for the education and training of graduate students who are teaching assistants or who pursue academic careers.

Item Type: Conference Proceedings
Additional Information: Conference code: 63013; Export Date: 23 February 2015; CODEN: PFECD; Correspondence Address: Courter, S.; University of Wisconsin-Madison, Engineering Learning Center, Madison, WI 53706, United States; email: courter@engr.wise.edu; References: Heywood, J., Toward instructional leadership in engineering education (2000) Proceedings Frontiers in Engineering Education; Heywood, J., Toward leadership in curriculum design report for forum on engineering education leadership (FEEL) (2001) ERM Division of ASEE Workshop. Albuquerque, NM. June, p. 20; Angelo, T., Cross, K.P., (1993) Classroom Assessment Techniques, , Jossey-Bass, San Francisco; Cross, K.P., A proposal to take teaching seriously (1986) AAHE Bulletin, pp. 9-15. , September; Cross, K.P., Steadman, M., (1996) Classroom Research, , Jossey-Bass, San Francisco; Heywood, J., Student teachers as researchers of instruction in the classroom (1992) New Prospects for Teacher Education in Europe, , In J.H.C. Vonk and H.J. vanHelden (eds); Free University, Amsterdam: Association of Teacher Educators in Europe, Brussels; Courter, S.S., A grounded theory of the positive attributes of a TQM curriculum innovation: A multi-case study of cross disciplinary course in engineering Doctoral Thesis. University of Wisconsin-MadisonCourter, S.S., Millar, S.B., Lyons, L., From the students point of view: Experience in a freshman engineering design course (1998) Journal of Engineering Education, 87 (3), pp. 283-288; Wankat, P.C., Oreovicz, F.S., (1993) Teaching Engineering, , McGraw Hill, New York
Uncontrolled Keywords: Curricula; Professional aspects; Societies and institutions; Students; Teaching; Curriculum design; Educational theories; Engineering design; Engineering education
Depositing User: National Forum
Date Deposited: 08 Dec 2015 20:31
Last Modified: 08 Dec 2015 20:31
URI: http://eprints.teachingandlearning.ie/id/eprint/2074

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