Announcing the 2002 Special Volume...
Win Aung, Arlington, VA, USA
Peter Hicks, Manchester, England
Vaclav Roubicek, Ostrava, Czech Republic
Luiz Scavarda, Rio de Janeiro, Brazil
Che-Ho Wei, Taipei, Taiwan, Republic of China
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Click here for links to the Preface, Table of Contents, Board of Editor bio-sketches, and a photo of the cover
Advances in communication technologies and interest by nations to upgrade their engineering education programs have helped to fuel the recent upturn in emphasis on international cooperation. Other factors include increasing trans-national parity for international cooperation created by heightened investments in science and engineering by many countries, and by the greater number of international students returning to their homelands to help build the national economies.
The purpose of this book is to chronicle the recent progress made by the global engineering education community.
The book contains nineteen chapters. The countries of origin of the first authors of the chapters are as follows: USA (6 chapters); United Kingdom (4); Norway (2); Canada (2); Germany (1); Denmark (1); Singapore (1); Slovenia (1); Spain (1).
Chapter-authors in this volume include Saul Fenster, who writes about engineering education from twenty-four years of experience as the head of a major research university. Though speaking from an American perspective, his views are clearly universal. Pointing to the importance of the U.S. engineering education system to America’s economic leadership, he argues that future progress will depend on a significant broadening of the “box,” for both students and faculty. Also included is Ernest Smerdon, who notes that engineering educators mostly attempt to make progress by finding solutions in a piecemeal fashion. He advocates falling back on the traditional strengths of the engineering method, using it to break down problems facing engineering education to its fundamental elements – and seeing how we might improve the process in each.
Other chapter topics deal with advances in multimedia teaching tools; distance learning; work-based professional development; active collaborative learning; assessment of teaching and learning; international accreditation and mutual recognition of engineering programs; and other areas.