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2 General Themes
Pages 10-12

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From page 10...
... RESTRUCTURING ENGINEERING CURRICULA TO FOCUS ON INDUCTIVE TEACHING AND LEARNING Techniques for teaching engineering and science are traditionally deductive. That is, they tend to introduce the general principles of a topic in a classroom lecture, develop mathematical models using those principles, demonstrate how these models may be applied, assign homework where these models must be applied, and finally, test the student's performance to do similar work on an exam.10 Deductive instruction begins with the proposal of a concept, and the explanation of the concept follows, often in a rigid pattern of exposing students to a general rule, offering specific examples and requesting students practice.11 An instructor practicing inductive teaching methods would first illustrate to students why a certain academic principle is important, require some sort of practice, often real world, and only then propose the general rule or lesson.
From page 11...
... Another attendee noted that the calls by Duderstadt and Bordogna for integrating technical and educational research findings into classroom instruction provides further opportunities for inductive instruction. APPLY INTEGRATED, JUST-IN-TIME LEARNING, OF RELEVANT TOPICS ACROSS STEM FIELDS Several attendees observed that Flower's presentation suggested an opportunity to make greater use of just-in-time learning.
From page 12...
... Discussions in the breakout section on "using engineering education research findings to inform curricular innovation" included general support for the view that in order for education and technical research findings to more effectively inform curricular innovation, engineering educators should create virtual communities that establish collaborative links17 among and between education researchers, classroom innovators, and traditional engineering faculty. This could be accomplished, for example, through wikis (i.e., websites that can be collaboratively edited by multiple users)

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