Postprint version. Published in Journal of Professional Issues in Engineering Education and Practice, Volume 131, Issue 3, July 1, 2005, pages 168-171.
NOTE: At the time of publication, the author Allen Estes was affiliated with the United States Military Academy - West Point, NY. Currently, August 2008, he is Head and Professor of Architectural Engineering at California Polytechnic State University - San Luis Obispo.
The definitive version is available at https://doi.org/10.1061/(ASCE)1052-3928(2005)131:3(167).
For the past five issues of the Journal of Professional Issues in Engineering Education and Practice, we have examined a variety of teaching tools and techniques: the chalkboard, questioning, drama, physical models, and demonstrations. All of these tools are focused on the delivery of classroom instruction. All are valuable, and mastering them will undoubtedly improve your teaching. However, effective teaching entails more than just the application of effective classroom techniques. Exemplary teachers must also master the broader endeavor of instructional design— the process of crafting coherent learning activities and experiences that ultimately result in students’ achievement of desired instructional objectives.
Curriculum and Instruction