Engineering Instructional Development: Programs, Best Practices, and Recommendations
Engineering Instructional Development: Programs, Best Practices, and Recommendations
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工程教学发展：计划、最佳实践和建议
DOI：
10.1002/j.2168-9830.2011.tb00005.x
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发表时间：
2011
影响因子：
3.4
通讯作者：
M. Prince
中科院分区：
文献类型：
--
作者：
R. Felder;R. Brent;M. Prince
经济全球化，技术和认知科学的快速发展，以及全球范围内对基于结果的程序认证的运动越来越需要在工程教育设计和交付的传统模式的变化。到目前为止，还没有经过验证的框架存在设计教学发展计划，将装备工程教育工作者作出这些变化。因此，各国和各机构的现有方案在范围和效力方面存在很大差异。
Economic globalization, rapid advances in technology and cognitive science, and a worldwide movement toward outcomes‐based program accreditation increasingly require changes in the traditional model of engineering education design and delivery. As yet, no validated framework exists for designing instructional development programs that would equip engineering educators to make those changes. Existing programs consequently vary considerably in scope and effectiveness across countries and institutions.