Document Type : Research Paper
Authors
Al-Mustaqbal University College - Iraq
Abstract
Engineering education is often described as being constructivist, suggesting that learning involves constructing an understanding of several components. There is a commonly used series of levels of learning. It is most frequently presented in terms of six levels of understanding. Every learner has to follow these levels. However, the impact of these levels may vary from one learner to another. This paper study the impact of one different level of Engineering Education (EE) on the different background of learners. Furthermore, it investigates the problems that face EE in Iraq and offers several solutions. This work is the first step to a wider investigation of the EE problems and solutions in Iraq.
Keywords
(sic) for Engineering Accreditation,
http://www.abet.org/Linked%20Documents
PDATE/Criteria%20and%20PP/EAC%20
Readers%20Guide.pdf, 2009.
[2] A. Adams, M. Brewer, I. Marshall, G. Tolley, T.
Whelan, “Work-based learning for academic credit in
higher education,”
http://www.learningexperience.org.uk/
downloads/work-based-learning-for-ac.pdf, 2004.
[3] N. Alinier and G. Alinier, “Design of an objective
assessment tool to evaluate students,” basic electrical
engineering skills; HEA Engineering Subject Centre
Mini-project report, ISBN 879-1-904804-51-2, 2005.
[4] Barkley, Elizabeth, F. “Student Engagement
Techniques: A Handbook for College Faculty,”
Jossey-Bass ISBN978-0-470-28191-8, 2010.
[5] J. Biggs, “Teaching for Quality Learning at
University,” Society of Research into Higher
Education and OUP, ISBN 0-335-20171-7, 1999.
[6] P.J. Goodhew, “Teaching Engineering,” UK Centre
for Materials Education, ASIN: B007CHOYHO,
2010.
)
