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Abstract
Based on the largest multi-institutional observational study of undergraduate courses in the United States, this article describes exemplar teaching practices in engineering courses as an interdisciplinary science field. The College Educational Quality (CEQ) research project studied 587 courses in nine different U.S. colleges and universities. This article reports on findings from engineering courses in the study. The article describes in-depth subject-matter teaching, using students ’prior knowledge and cognitive complexity, and also discusses the course contexts (e.g., size, faculty, mode) in which there is a greater likelihood of using exemplary practices in U.S. engineering courses.
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Notes on contributors
Corbin M. Campbell
Corbin M. Campbell ([email protected]) is associate dean of academic affairs and associate professor in the School of Education at American University in Washington, DC.