Theory of Teaching Techniques Used in Civil Engineering Programs

Designing A Model For Managing Educational Programs In Universities

“…There are studies devoted to the study of the motivational profiles of the managers of educational programs, their material incentives, the effectiveness of the work of the leaders of educational programs (Prokhorova & Lebedeva, 2018;Stuken, 2017). The foreign scientific community also discusses issues of improving educational programs (Pérez-Foguet & Lazzarini, 2019;Forcael, Garcés, Bastías, & Friz, 2019) and the quality of training (Jung, Song, https://doi.org/10.15405/epsbs.2019.12.04.219 Corresponding Author: Elena Khokhlova Selection and peer-review under…”

Adapting engineering education to BIM and industry 4.0: A view from Kolb's experiential theory in the laboratory

“…Currently, the training of engineering professionals requires competencies for increasingly changing work and social environments, added to the scientific evidence that reveals that knowledge is not static but a dynamic process that constantly evolves [28,29]. That is why the concern on the part of the universities and their teachers emerges to carry out a permanent search that allows the developing and adapting new teaching-learning methodologies [30][31][32][33][34][35][36][37], which are defined as organized, formalized, and oriented procedures to obtain a learning objective established, that is, it is the planning of the teaching-learning process for which the teacher adopts techniques and activities that can be used in the classroom, to achieve the proposed goals and make critical and reflective decisions about the expected learning results [38][39][40]. That is why the need arises for the current engineer to develop skills and competencies in the face of new methodologies, tools, and technologies for the industrial sector.…”

Teaching Post-Tension Concrete Design: Leveraging Practical Industry Expertise

“…This is because PT is infrequently covered in many curriculums [1] yet it is a popular structural gravity system in many parts of the United States [14]. One possible way to balance theory and practice to achieve an engaging PT course is through industry involvement where multiple learning styles are utilized to reinforce concepts and expose students to practice [15,16]. Supporting this is Tempelman and Pilot's [10] work who demonstrated that by interweaving theory and practice, authenticity in assignments can be achieved.…”