TY - BOOK ID - 61121911 TI - Towards Excellence in Engineering Education PY - 2019 SN - 3039212524 3039212516 PB - MDPI - Multidisciplinary Digital Publishing Institute DB - UniCat KW - high school KW - education KW - active methodology KW - spatial visualization KW - improving classroom teaching KW - faculty KW - evaluation KW - feedback KW - curriculum development KW - active learning KW - outcomes KW - learning activity KW - critical pedagogy KW - module KW - engineering KW - sustainability KW - teaching/learning strategies KW - PDF-3D KW - self-reflection KW - GIS KW - crystal system KW - chemical education KW - systems engineering KW - survey KW - satellite data KW - engineering education research KW - viscometer KW - anti-deficit approach KW - ternary phase diagrams KW - engineering education KW - service-learning KW - design KW - CDIO KW - professionalization KW - re-thinking the teaching KW - didactic virtual resources KW - open source software KW - didactic virtual tools KW - reverse engineering KW - underrepresented minorities KW - critical theoretical frameworks KW - pass rate KW - hidden curriculum KW - role-play KW - simulations KW - STEM KW - Green Engineering KW - inductive methods KW - moderation KW - mixed-methods KW - project-based learning KW - learning tool KW - spatial abilities KW - engineering curriculum KW - Bravais lattices UR - https://www.unicat.be/uniCat?func=search&query=sysid:61121911 AB - Acquiring knowledge is a life-long process; we constantly need to keep abreast of developments and progress in science and other disciplines. Embracing a scholarship of teaching and learning (SoTL) means practicing constant self-reflection, involving evaluation of the academic career and the ways in which strategies are designed to examine, interpret, and share learning about teaching. This practice not only yields benefits to the lecturer but also enriches the scholarly community in the discipline. In general, SoTL is regarded as a vibrant practice of ongoing self-criticism and sharing, which results in accumulated teaching experiences for teachers, students, and the teaching community at large. This book is a contribution from authors sharing their experiences, how their teaching portfolios reflect their personal development as teachers, and how their teaching experiences are embedded in the scholarship of teaching and learning. ER -