School of Chemical Engineering, Purdue University, West Lafayette, IN 47907-2100, USA.
Annu Rev Chem Biomol Eng. 2013;4:23-43. doi: 10.1146/annurev-chembioeng-061312-103330. Epub 2013 Feb 4.
Three successful historical reforms of chemical engineering education were the triumph of chemical engineering over industrial chemistry, the engineering science revolution, and Engineering Criteria 2000. Current attempts to change teaching methods have relied heavily on dissemination of the results of engineering-education research that show superior student learning with active learning methods. Although slow dissemination of education research results is probably a contributing cause to the slowness of reform, two other causes are likely much more significant. First, teaching is the primary interest of only approximately one-half of engineering faculty. Second, the vast majority of engineering faculty have no training in teaching, but trained professors are on average better teachers. Significant progress in reform will occur if organizations with leverage-National Science Foundation, through CAREER grants, and the Engineering Accreditation Commission of ABET-use that leverage to require faculty to be trained in pedagogy.
三次成功的化学工程教育历史改革分别是化学工程对工业化学的胜利、工程科学革命以及《工程准则 2000》。当前改变教学方法的尝试严重依赖于传播工程教育研究成果，这些成果表明采用主动学习方法可以让学生取得更好的学习效果。尽管教育研究成果的传播缓慢可能是改革缓慢的一个原因，但另外两个原因可能更为重要。首先，教学只是大约一半工程教师的主要关注点。其次，绝大多数工程教师没有接受过教学培训，但受过培训的教授通常是更好的老师。如果具有影响力的组织——美国国家科学基金会（通过 CAREER 拨款）和工程认证委员会（ABET）——利用这种影响力要求教师接受教育学培训，那么改革就会取得重大进展。
