Scholarly dimensions of academics' beliefs about engineering education

Quinlan, Kathleen M. (2002) Scholarly dimensions of academics' beliefs about engineering education. Teachers and Teaching: Theory and Practice, 8 (1). pp. 41-64. ISSN 1354-0602. E-ISSN 1470-1278. (doi:https://doi.org/10.1080/13540600120110565) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

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Official URL
http://dx.doi.org/10.1080/13540600120110565

Abstract

The educational beliefs of seven mechanical engineering academics are examined in the context of their department and the history of the engineering education. Despite commonalities at one level, key differences were found among the academics' educational beliefs about the nature of the profession, learning goals for students, teaching approaches, and their analysis of student difficulties. Illustrative case examples are included. It is concluded that the faculty beliefs found in this department of mechanical engineering recapitulate major developments in and professional differences about the field. Implications for research on teaching and educational development are discussed.

Item Type: Article
Subjects: L Education
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Kathleen M Quinlan
Date Deposited: 09 Feb 2017 14:38 UTC
Last Modified: 10 Feb 2017 12:16 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/60297 (The current URI for this page, for reference purposes)
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