Book review: Samuel, MA, Dhunpath, R & Amin, N. (eds.). 2016. Disrupting higher education curriculum: undoing cognitive damage.

Authors

  • Muaaz Bhamjee Department of Mechanical Engineering Science, Faculty of Engineering and the Built Environment, University of Johannesburg, South Africa

DOI:

https://doi.org/10.36615/sotls.v2i1.55

Keywords:

cognitive damage, engineering education, SOTL, education

Abstract

Dr Muaaz Bhamjee, a senior lecturer at the University of Johannesburg's Faculty of Engineering and the Built Environment, reviews Disrupting higher education curriculum: undoing cognitive damage (2016) edited by Michael Anthony Samuel, Rubby Dhunpath and Nyna Amin.

How to cite this book review:

BHAMJEE, Muaaz. Book review: Samuel, MA, Dhunpath, R & Amin, N. (eds.). 2016. Disrupting higher education curriculum: undoing cognitive damage. Rotterdam: Sense Publishers. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 145-147, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=55

 

This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Published

2018-04-24

How to Cite

Bhamjee, M. (2018). Book review: Samuel, MA, Dhunpath, R & Amin, N. (eds.). 2016. Disrupting higher education curriculum: undoing cognitive damage. Scholarship of Teaching and Learning in the South, 2(1), 145–147. https://doi.org/10.36615/sotls.v2i1.55

Issue

Vol. 2 No. 1 (2018): SOTL in the South (special issue)

Section

Book reviews

License

Copyright (c) 2018 Scholarship of Teaching and Learning in the South

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This work is licensed under the Creative Commons Attribution 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/