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The Resource Advances in Engineering Education in the Middle East and North Africa : Current Status, and Future Insights

Advances in Engineering Education in the Middle East and North Africa : Current Status, and Future Insights

Label
Advances in Engineering Education in the Middle East and North Africa : Current Status, and Future Insights
Title
Advances in Engineering Education in the Middle East and North Africa
Title remainder
Current Status, and Future Insights
Creator
Contributor
Subject
Language
eng
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Advances in Engineering Education in the Middle East and North Africa : Current Status, and Future Insights
Label
Advances in Engineering Education in the Middle East and North Africa : Current Status, and Future Insights
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4097995
Publication
Copyright
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Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Foreword -- Acknowledgments -- List of International Reviewers -- Contents -- Contributors -- About the Editors -- Part I -- Background, Editorship, and Global Perspectives -- Chapter-1 -- Purpose of the Book and Editorial Perspectives -- 1.1 Purpose of the Book -- 1.2 Perspectives on Engineering Education in the Middle East -- 1.3 Perspectives on Engineering Education in North America -- References -- Chapter-2 -- Developments in Engineering Education and Engineering Education Research in Europe -- 2.1 Introduction -- 2.2 A Historical Perspective on Engineering in Europe -- 2.2.1 Introduction -- 2.2.2 Emergence of Higher Engineering Education -- 2.3 The Current Status and Impact of Engineering Education Research -- 2.3.1 Introduction -- 2.3.2 Research and Development Centres in the 1960s -- 2.3.3 Emerging of Consultancy and Training Centres -- 2.3.4 Revival of Educational Research -- 2.4 Methods of Engineering Education Research -- 2.4.1 Methodological Diversification -- 2.4.2 A Taxonomy Proposal for Engineering Education Research -- 2.4.3 Publication on Engineering Education Research -- 2.5 The Future of Engineering Education and Research in Europe -- 2.5.1 Introduction -- 2.5.2 Scenarios for Future Developments -- 2.6 Concluding Remarks -- References -- Chapter-3 -- Engineering Education in Southeast Asia: Practice and Research -- 3.1 Introduction -- 3.2 Creating Interest in Engineering Education -- 3.2.1 Engineering Education Societies and Organizations -- 3.2.2 Conferences, Seminars, and Symposiums in Engineering Education -- 3.3 Engineering Education Practice -- 3.3.1 Accreditation and Accrediting Bodies -- 3.3.2 Accreditation and Quality Assurance: The Malaysian Experience -- 3.3.3 Engineering Education Centers -- 3.4 Engineering Education Research -- 3.4.1 Virtuous Cycle of Research in Engineering Education
  • 3.4.2 Postgraduate Studies in Engineering Education -- 3.4.3 Publication and Dissemination of Research Findings -- 3.5 Bridging Research and Practice -- 3.6 Conclusion -- References -- Part II -- Innovations in Learning, Teaching, and Engineering Education -- Chapter-4 -- Leveraging Pedagogical Innovations for Science, Technology, Engineering, and Mathematics (STEM) Education in the Middle East Context -- 4.1 Introduction -- 4.1.1 Twenty-First-Century Engineering Skills: Skills Gaps Throughout the World -- 4.1.2 Is Problem-Driven Learning (PDL) Culturally Transferrable? -- 4.1.3 Cultural Transfer of Pedagogical Reform in STEM -- 4.2 KU's Three Course Reform Projects -- 4.2.1 Case Study 1: The Engineering Design-and-Build Course -- 4.2.1.1 Background -- 4.2.1.2 Course Objectives -- 4.2.1.3 Course Constraints -- 4.2.1.4 Course Structure -- 4.2.1.5 Assessment -- 4.2.1.6 Example -- 4.2.2 Case Study 2: Collaborative Workshop Physics -- 4.2.2.1 Background -- 4.2.2.2 Course Objectives -- 4.2.2.3 Course Constraints -- 4.2.2.4 Course Structure -- 4.2.2.5 Assessment -- 4.2.2.6 Example -- 4.2.3 Case Study 3: Biomedical Engineering Problem-Driven Course -- 4.2.3.1 Background -- 4.2.3.2 Course Objectives -- 4.2.3.3 Course Constraints -- 4.2.3.4 Course Structure -- 4.2.3.5 Assessment -- 4.2.3.6 Example -- 4.3 Discussion -- 4.4 Conclusions -- References -- Chapter-5 -- Model for Transforming Engineering Education Using Technology-Enhanced Learning -- 5.1 Introduction -- 5.2 Preparing Engineers for the Twenty-First Century -- 5.3 Upcoming Generation of Students -- 5.4 Problem-Based Learning for Outcome-Based Engineering Education -- 5.5 Formative Feedback on Program Effectiveness -- 5.6 Learning in Context -- 5.7 Technology-Enhanced Learning in Engineering Education -- 5.8 Use of Remote/Virtual Labs -- 5.9 Role of the Instructor in Technology-Enhanced Learning
  • 5.10 Barriers to Technology-Enhanced Learning and How to Overcome Them -- 5.11 Learning Theories to Guide the Development of Engineering Programs -- 5.12 Model for Developing Engineering Programs -- 5.12.1 Content Identification -- 5.12.2 Components of the Model -- 5.13 Design for Transfer of Learning -- 5.14 Conclusions -- References -- Chapter-6 -- Using Forums and Simulation Exercises to Enhance Active Learning in Lean Construction Education -- 6.1 Background and Purpose -- 6.1.1 Introduction -- 6.1.2 Discussion Forums -- 6.1.2.1 What are Discussions forums -- 6.1.2.2 Why Use Discussion Forums -- 6.1.2.3 Learning Outcomes -- 6.1.2.4 Challenges -- 6.1.3 Simulation Exercises -- 6.1.3.1 Simulation Exercises: A Pedagogical Tool -- 6.1.3.2 Why Use Simulation Exercises? -- 6.1.3.3 Simulation Exercises in Civil Engineering -- 6.1.3.4 Learning Outcomes from Simulation Exercises -- 6.1.3.5 Challenges -- 6.2 Purpose -- 6.3 Application -- 6.3.1 Discussion Forums -- 6.3.2 Simulation Exercises -- 6.4 Design/Method/Approach -- 6.4.1 Background Research and Preparation of Surveys -- 6.4.1.1 Background Research -- 6.4.1.2 Survey -- 6.4.2 Data Collection and Survey Analysis -- 6.4.3 Data Analysis and Reporting -- 6.5 Results and Discussion -- 6.5.1 Changes in Students' Assessment of Teaching Methods -- 6.5.2 Quantitative Assessment of Student Learning When Employing Simulation Exercises -- 6.5.3 Qualitative Assessment of Student Learning -- 6.6 Conclusions -- References -- Chapter-7 -- A Framework for Developing Innovative Problem-Solving and Creativity Skills for Engineering Undergraduates -- 7.1 Introduction -- 7.2 Design of Framework -- 7.2.1 Defining Problem Solving, Creativity, and Critical Thinking -- 7.2.1.1 Problem-Solving Skills -- 7.2.1.2 Creative Thinking Skills -- 7.2.1.3 Critical Thinking Skills
  • 7.2.2 Content for Teaching Problem-Solving and Creative Thinking Skills: TRIZ -- 7.2.2.1 Example -- 7.2.3 Problem-Based Learning As the Delivery Mode -- 7.2.4 Assessment of Problem Solving and Creativity -- 7.3 Anticipations -- 7.4 Conclusions -- Appendices -- References -- Chapter-8 -- Active Blended Learning to Improve Students' Motivation in Computer Programming Courses: A Case Study -- 8.1 Introduction -- 8.2 Reasons for Programming Learning Difficulties -- 8.3 Motivating Students to Overcome Difficulties -- 8.4 Blended Learning to Teach Programming -- 8.5 Teaching Programming in the Middle East -- 8.6 Challenges of Blended Learning in the Middle East -- 8.7 Case Study -- 8.8 Pedagogical Facets of our Active Blended Learning -- 8.9 Environment Implementation -- 8.10 Evaluation -- 8.11 Discussion -- 8.12 Conclusion and Future Work -- References -- Part III -- Curriculum Development -- Chapter-9 -- Women's Specific Needs and Urban Planning Practices in the Middle East: The Case of Palestine -- 9.1 Background -- 9.2 The Case of Palestine -- 9.3 Women's Needs in Urban Design and Planning -- 9.4 Women's Privacy in Middle Eastern Countries -- 9.5 Women's Role in Planning Practices and Fulfillment of Their Needs -- 9.6 Methodological Approach -- 9.7 Results and Discussion -- 9.7.1 First: Women's Participation in Public Life and the Influence of Privacy -- 9.7.2 Second: Attitudes of Decision Makers Toward Women's Privacy -- 9.7.3 Third: Women's Involvement in Design and Management of Public Space and Fulfillment of Privacy -- 9.8 Conclusion: Integration of Women's Needs in Architecture and Urban Planning Curriculum -- References -- Chapter-10 -- Improving and Expanding Engineering Education in the Middle East and Africa Using Mobile Learning Technology and Innovative Pedagogy -- 10.1 Introduction -- 10.2 New Educational Technologies and Paradigms
  • 10.2.1 Online Courses -- 10.2.2 Virtual, Remote, and Mobile Laboratories -- 10.3 Online Course Development -- 10.3.1 Pedagogy and Implementation of the Mobile Laboratory -- 10.3.2 Converting Face-To-Face Courses to Online Courses -- 10.3.3 Integrating Technology for Online Delivery -- 10.3.4 Content Delivery-Video Recording -- 10.3.5 Results of Online Pilot Courses -- 10.3.6 Lessons Learned/Best Practices -- 10.4 Assessment -- 10.4.1 Performance Assessment Framework -- 10.4.2 Outcome Assessment-Program Assessments -- 10.5 Mobile Laboratory for Ethiopian Engineering -- 10.6 Developing a MENA-US Collaboration Model: Online Education in Turkey -- 10.7 Summary and Conclusion -- References -- Chapter-11 -- Inclusion of Construction Health and Safety in Engineering Programs in the MENA Region: Assessment and Potential Enhancement -- 11.1 Introduction -- 11.2 Health and Safety in the Construction Industry -- 11.3 Review of Education Role in Construction Health and Safety -- 11.3.1 Construction Site Health and Safety Education -- 11.3.2 Design for Construction Safety -- 11.4 Construction Health and Safety Requirements by Accreditation Organizations -- 11.5 Study Methodology -- 11.5.1 Practitioners' Survey -- 11.5.2 Engineering Programs Survey -- 11.6 Results and Discussion -- 11.6.1 Practitioners' Feedback -- 11.6.1.1 Health and Safety Education Received -- 11.6.1.2 The Need for Construction Health and Safety Education (Practitioners' Viewpoints) -- 11.6.2 Engineering Academic Programs Feedback -- 11.6.2.1 Nature and Extent of Construction Health and Safety Coverage in the Curriculum -- 11.6.2.2 Construction Health and Safety Topics and Standards -- 11.6.2.3 Certification Received upon Completion of Construction Health and Safety Courses -- 11.6.3 Construction Health and Safety Courses from Program Websites -- 11.6.4 Proposed Curriculum Modifications
  • 11.6.4.1 Incorporating a Core Course in Construction Health and Safety
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{'f': 'http://opac.lib.rpi.edu/record=b4384194'}
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1 online resource (466 pages)
Form of item
online
Isbn
9783319153230
Media category
computer
Media MARC source
rdamedia
Media type code
c
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unknown sound
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remote

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