As the engineering education shifts away from traditional methods and towards the outcomes-based mastery of science, technology, engineering and math topics, curriculum design must also shift to reflect this new priority.

Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices provides insights into initiatives that enhance student learning and contribute to improving the quality of undergraduate STEM education. These findings and experiences will promote excellence in undergraduate STEM education and inspire new thinking about STEM curriculum design.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Academic/institutional Standards
Accreditation Issues
Effective Assessment Design
Engineering Education
Instructional Design
Issues on academic training and retraining
Online Assessment Tools
Outcomes-Based Education
STEM (Science, Technology, Engineering and Mathematics) Education
Virtual Learning Environments

Reviews & Statements

Yusof (chemical engineering, U. Technology Malaysia) et al. assemble 18 articles by engineering, educational psychology, math, literacy education, science and math education, and multimedia technology researchers from Malaysia, the US, South Africa, Europe, and Australia, who describe ideas and practices aligned with the outcome-based approach to the design and implementation of science, technology, engineering, and math (STEM) education curricula and ways to enhance the quality of undergraduate STEM education around the world. They address curriculum design and development at the program and course level, with discussion of chemical engineering programs and problem-based and project-based learning; practices for program-wide and course implementation, including a problem-based laboratory, a framework of processes to foster the development of personal roles through the development of an e-portfolio, three-dimensional animation multimedia computer science courseware, utilizing a computer algebraic system, and blended learning; and assessment of student learning of knowledge and professional skills, with discussion of assessing oral communication skills, an online assessment tool, tools to measure practical intelligence, and accuracy in perception of cognitive ability and its relationship to academic achievement and metacognitive skills. Many examples are from engineering programs, but they can be applied to other fields.

Table of Contents

Search this Book:

Reset

Editor/Author Biographies

Khairiyah Mohd Yusof is an Associate Professor in the Department of Chemical Engineering, University Teknologi Malaysia (UTM). She is the Director of the UTM Regional Centre for Engineering Education (RCEE), which promotes meaningful research and scholarly practice in engineering education, and manages the PhD in Engineering Education program. Since 2011, she is the Secretary of the Society for Engineering Education Malaysia (SEEM). Prior to becoming the Director of RCEE, Dr. Khairiyah was the Deputy Director at the Centre for Teaching & Learning (2008 – 2011), and the Head of the Chemical Engineering Department (2006-2008). Her engineering education research focuses on innovative teaching and learning practices, especially Cooperative Learning (CL) and Problem-based Learning (PBL), first year experience, and sustainable development in engineering education. A practitioner of Cooperative Problem-based Learning (CPBL), she regularly conducts training for academic staff from institutions of higher learning, especially in student-centered teaching and learning methods.

Naziha Ahmad Azli is an Associate Professor in the Faculty of Electrical Engineering at Universiti Teknologi Malaysia (UTM). She is currently the Laboratory Manager of the Faculty and a member of the IEEE Education Society and the Society of Engineering Education Malaysia (SEEM). She was the 4th Year Laboratory Coordinator at the Faculty who initiated the Problem-based Laboratory in 2007. She was also a member of the Academic Quality Committee that is responsible for preparing the documentations and data for the purpose of its engineering programs’ accreditation. Dr. Naziha has written many papers that are published in local as well international conference proceedings and academic journals. The publication includes those related to her technical field of research as well as innovative T&L methods and experiences. She has recently been involved in giving a series of talks on outcome-based education to all non-academic staff at UTM.

Azlina Mohd Kosnin is a Lecturer at the Faculty of Education, Universiti Teknologi Malaysia. She is currently in charge of the postgraduate programme for Educational Psychology, postgraduate diploma of teaching as well as teacher development programmes at her faculty. She has more than 15 years of experience teaching education foundation subjects to undergraduates and various subjects related to the field of Educational Psychology at Master’s and PhD levels. Her research interests among others include student motivation, student self-regulation in learning, student development and intellectual maturity. She supervises Master’s and PhD students’ research on various topics including research related to engineering education.

Sharifah Kamilah Syed Yusof is a Senior Lecturer at Universiti Teknologi Malaysia. She earned her PhD in Electrical Engineering and M.EE in Communication from the same university in 2006 and 1994, respectively. She earned a BSc (cum laude) in Electrical Engineering in 1988 from George Washington University. She has taught post-graduate courses in Advanced Digital Communication and undergraduate courses in digital communication systems, signal and network, and digital logic. Her fields of specialization include wireless communication systems, broadband, OFDM-based systems, cognitive radio, and others.

Yudariah Mohammad Yusof is an Associate Professor at the Department of Mathematical Sciences, Faculty of Science, Universiti Teknologi Malaysia. Her particular specialization is on advanced mathematical thinking and problem solving. Her research interests are investigating opportunities for meaningful mathematics learning and innovative mathematics teaching at the tertiary level. This includes enhancing and supporting students’ use of their own mathematical powers, mathematical knowledge construction, higher order thinking and creative problem solving. She is greatly involved in engineering education specifically on the mathematical needs of prospective engineers. Currently, her research work focus on crafting relevant mathematical experiences and creating thinking space in engineering mathematics.

Abstracting & Indexing

Archiving

All of IGI Global's content is archived via the CLOCKSS and LOCKSS initiative. Additionally, all IGI Global published content is available in IGI Global's InfoSci^® platform.