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.

Choice Outstanding Academic Title! 4 Stars - Doody's! Praise for the Third Edition: "This work will be one that students and clinicians keep on their shelves as the gold-standard reference for health behavior change. Summing up: Essential" --Choice Substantially revised to reflect current trends in the field of health behavior change, this new edition of the highly acclaimed "gold standard" text continues to provide a comprehensive overview of behavior change as it relates to public health. It has been extensively reorganized to eliminate redundancies in the earlier edition, and takes a broader, more pragmatic approach in its coverage of health behavior change. New content includes chapters on lifestyle change and prevention and chronic disease management, with an intensive focus on specific behaviors (i.e. diet and nutrition, tobacco use) and chronic illness (i.e diabetes, heart disease). A new section on Community, System, and Provider Interventions to Support Health Behavior Change focuses on the efficacy of interventions implemented within various systems such as schools, workplaces, and health care systems. The fourth edition also provides learning objectives and discussion questions to facilitate use by course instructors in health psychology, behavioral medicine, and public health. This multidisciplinary text has been authored and edited by highly esteemed practitioners, educators, and researchers who are experts in their specific areas of study. The majority of the text continues to be organized around the specific behaviors and chronic illnesses with the most significant public health impacts in terms of morbidity and mortality. Each chapter explains the significance of a particular problem and reviews the empirical evidence for the various intervention approaches. New to the Fourth Edition: Extensively reorganized to eliminate redundancies Updated to encompass the most current research in health behavior change Includes new chapters on Alcohol, Stress and Mood Management, Diabetes, Obesity, The Workplace, Built Environment, and Behavior Data Focuses intensively on specific behaviors and chronic illnesses that significantly affect public health Includes a new section on Community, System, and Provider Interventions to Support Health Behavior Change Applicable to a wide variety of courses including public health, behavior change, preventive medicine, and health psychology Authored by leading researchers, educators, and practitioners with a multidisciplinary focus Includes learning objectives and discussion questions

This edited volume uses an African-centred approach to examine a renewed vision of development education in Africa. The purpose of the volume is to supplant prevailing Western ideologies, traditions, and rhetoric in the development education discourse in Africa and to advocate for alternative paradigms, knowledges, beliefs, and practices through the effort of dialogue between competing orientations, values and experiences. The book argues that Africa's development challenges are uniquely African requiring indigenous African solutions. Consequently, this book offers an insightful collection of case studies and conceptual papers that examine how indigenous African knowledge, philosophies, traditions, beliefs, and values shape the theory and practice of development education in Africa. Reimagining Development Education in Africa exemplifies an interdisciplinary and multifaceted scholarship, addressing topical issues and advances in development education in Africa. The book discusses among other topics, Ubuntu-inspired education for sustainable development, decolonising African development education, Afrocentricity, Globalisation, and gender equality. This book is a must read for scholars and students interested in understanding indigenous educational efforts aimed at promoting sustained improvements in the quality of life of African peoples.

Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning