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The article describes the structure of the stoichiometry course offered at the North Carolina State University. The methods used for classroom instruction and assessment are discussed. It outlines several features of the course implementation which promoted mutual reliance of team members on one another. It also explains an approach used to encourage face-to-face interaction among team members.

The article describes the structure of a course on a material and energy balances, historically designated the stoichiometry course, at North Carolina State University in Raleigh. It notes that instructional technology played a significant role in the curriculum. Also mentioned are prerequisites for the course, including two semesters of calculus. It outlines features of the course structure that distinguished it from traditional approach.

Provides information on teaching engineering in the 21st-century. Description of a model of teaching engineering at the University of Bologna in Italy; Difference of U.S. engineering education from the model.

The Index of Learning Styles© (ILS) is an instrument designed to assess preferences on the four dimensions of the Felder-Silverman learning style model. The Web-based version of the ILS is taken hundreds of thousands of times per year and has been used in a number of published studies, some of which include data reflecting on the reliability and validity of the instrument. This paper seeks to provide the first comprehensive examination of the ILS, including answers to several questions: (1) What are the dimensions and underlying assumptions of the model upon which the ILS is based? (2) How should the ILS be used and what misuses should be avoided? (3) What research studies have been conducted using the ILS and what conclusions regarding its reliability and validity may be inferred from the data? [ABSTRACT FROM AUTHOR]

This paper is a guide to the effective design and management of team assignments in a college classroom where little class time is available for instruction on teaming skills. Topics discussed include forming teams, helping them become effective, and using peer ratings to adjust team grades for individual performance. A ‘Frequently Asked Questions’ section offers suggestions for dealing with several problems that commonly arise with student teams, and forms and handouts are provided to assist in team formation and management. 6 [ABSTRACT FROM AUTHOR]

Presents an article on a mentoring partnership in educating college students in the U.S. Significance of establishing expectations from a mentoring partnership; Benefits of a mentoring relationship; Recommendations for mentors and mentees.

The function of gifted education is the same as that of any other branch of special education — to serve children whose needs are not adequately met by the regular curriculum. The author argues, on the basis of his own educational experiences and those of his children, that intelligence testing is an invaluable and irreplaceable tool for identifying gifted children and obtaining a measure of the urgency of their special educational needs. He also offers several ideas for how parents of exceptionally gifted children can create an environment in which their children's gifts can flourish. [ABSTRACT FROM PUBLISHER]

Presents advice for teachers who teach a course in a quantitative discipline. Tips on giving tests; Importance of giving a study guide one to two weeks before each test; Precautions to assure that the grading is consistent and fair.

The article focuses on ineffective teaching and suggests teaching strategies based on cognitive science

The authors suggest that students fail tests due to ineffective studying strategies such as rereading texts, notes and old test problem solutions and/or studying mainly the night before the exam, and recommend a varied retrieval practice to improve students' test performance.

The article offers the teaching method which uses handouts with gaps when catching up the class schedule that have fall behind for a week and the three things to remember such as the lecturing on the material, the using of active learning to fill in the gap, and giving it as an homework exercise.

The article discusses the flipping approach in a classroom in which students who encounter new material outside class applies them later in class, as compared to the opposite order in the traditional method. Topics covered include the good and bad ways of using flipping in a classroom, and insights for consideration before flipping one's class. Also noted is the importance of keeping students actively engaged in the applied learning approach.

The article discusses several powerful teaching strategies for chemical engineering educators. Topics covered include asking students to brainstorm, troubleshoot in courses, and training students to critically think about possibilities that expert scientists and engineers think about. Also mentioned is urging students to send links to videos and pictures that show course-related concepts.

The article discusses a number of academic myths. A total of five myths are discussed including myths about evaluation of teaching, about curriculum design and pedagogy, and evaluation of students, about research and teaching, and about faculty recruitment. The importance for engineering professors to make assumptions is mentioned.

The article presents predictions made by the author about engineering education in 2024. Predictions discussed include increased likelihood of students working on assignments or projects in cluster groups or viewing a video or simulation or multimedia tutorial on tablet or laptop computer, migration of math primarily to graduate and undergraduate honors courses and its replacement with critical and creative thinking training, and more massive open online courses (MOOCs).

The article presents random thoughts on chemical engineering education. They include a comparison of the quality of courses taught online and courses taught by live teachers who actively engage and motivate students. Another cites the lack of connection between varsity football and basketball and education. Also included is an opposition to the collection of parking fees from faculty members.

The article presents questions and answers related to active learning including the most persuasive arguments for instructors to try active learning, practice and feedback in assignments, and how to prove the effectivity of active learning to others.