6.5 A category for Problem Solving?
6.6 Looking Back Over Journeys 4, 5, and 6
Notes and References
7 The Scholar Academic Ideology of the Disciplines
7.1 Introduction
7.2 The Received Curriculum or the Scholar Academic Ideology
7.3 The Post Sputnik Reform Projects
7.4 Discovery (inquiry) Based Learning
7.5 Is Engineering a Discipline?
Notes and References
8.1 The Spiral Curriculum
8.2 Engineering and the School Curriculum
8.3 Curriculum Questions Raised by Piaget’s Theory of Cognitive Development
8.4 Intellectual Development: Perry and King and Kitchener
Notes and References
9.1 Introduction
9.2 The “Advanced Organizer”
9.3 Using “Advanced Organizers”
9.4 Prior Knowledge; Memory
9.5 Cognitive Organization
9.6 Mediating Responses
9.7 Impact of K-12 and Career Pathways
Notes and References
10.1 Robert Gagné
10.2 Misperceptions
10.3 Using Examples
Notes and References
11.1 Complex and Fuzzy Concepts
11.2 Staged Development
11.3 Concept Mapping and Key Concepts
Notes and References
12 The Learning Centered Ideology–How Much Should We Know About Our Students?
12.1 Introduction
12.2 Communities of Practice, Communities that Care
12.3 Learning Styles
12.4 Convergent and Divergent Thinking
12.5 Kolb’s Theory of Experiential Learning
12.6 Felder-Solomon Index of Learning Styles
12.7 Temperament and Learning Styles
Notes and References
13.1 IQ and its Impact
13.2 Psychometric Testing
13.3 Controversies
Notes and References
14.1 Nature vs. Nurture: Nature and Nurture
14.2 Inside and Outside Competencies
Notes and References
15.1 Introduction
15.2 Implicit Theories of Intelligence, Formal, and Unintended but Supportive
15.3 Emotional Intelligence
15.4 Practical Intelligence
Notes and References
16.1 The Fourth Ideology
16.2 Constructive Controversy
16.3 Debates
16.4 Mock Trials
16.5 Turning the World Upside Down
16.6 A case Study for Conclusion
Notes and References
Foreword
Tertiary education has experienced both rapid evolution and several significant changes in mission since the Second World War. Much of the technologically advanced world has become increasingly reliant on tertiary education as a supplier of engineers and creative thinkers of all types. At the same time, this utilitarian view of education has transformed the public view of education, which more often than not these days is seen as a process through which graduates are “produced”, or as a “service” provided to an intellectual elite, which equips them for a successful and highly paid career. The view that education is about developing the individual and enhancing their intellectual capacity in the context of an academic environment which stimulated debate and enquiry has largely fallen by the wayside.
In this new landscape academic teachers are expected to perform research and teaching of the highest quality. High expectations in regard to teaching excellence has ben increasingly emphasised in the Nordic Countries, where in many places ten full time weeks of formal training in the theory and practice of tertiary education is a prerequisite for appointment to a tenure track position. Even in the United States of America the expectations in regard to teaching have changed significantly, not least in response to Boyer’s 1991 book “Scholarship Reconsidered: Priorities of the Professoriate”.
Quality in higher education is also an increasingly prominent component of the political discourse surrounding tertiary education. This book makes a significant contribution to both academic staff development and teaching quality by drawing together over fifty years of work in the area of evidence based teaching practice. The reader gains both new perspectives on teaching and assessment practices and a model for sustainable