Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices

Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices

Khairiyah Mohd Yusof, Naziha Ahmad Azli, Azlina Mohd Kosnin, Sharifah Kamilah Syed Yusof, Yudariah Mohammad Yusof

Copyright: © 2012 |Pages: 441

ISBN13: 9781466618091|ISBN10: 1466618094|EISBN13: 9781466618107

DOI: 10.4018/978-1-4666-1809-1

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MLA

Yusof, Khairiyah Mohd, et al., editors. Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices. IGI Global, 2012. https://doi.org/10.4018/978-1-4666-1809-1

APA

Yusof, K. M., Azli, N. A., Kosnin, A. M., Yusof, S. K., & Yusof, Y. M. (Eds.). (2012). Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices. IGI Global. https://doi.org/10.4018/978-1-4666-1809-1

Chicago

Yusof, Khairiyah Mohd, et al., eds. Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-1809-1

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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.

Table of Contents

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Front Materials

Title Page

Copyright Page

Editorial Advisory Board

Preface

Chapters

Section 1

Chapter 1

Aligning Course Content, Assessment, and Delivery: Creating a Context for Outcome-Based Education (pages 1-26)

Ruth A. Streveler, Karl A. Smith, Mary Pilotte

The emphasis on Outcome-Based Education (OBE) and student-centered learning is an enormous advance in engineering education. The authors argue in this chapter that an essential element of OBE is aligning content, assessment, and...

Chapter 2

A Case Study of Curriculum Development in Engineering: Insights Gained over Two Decades (pages 27-49)

Duncan Fraser

This chapter draws on two decades of curriculum development to advance a series of insights into curriculum development, covering the scope of curriculum development, the processes involved in curriculum development, the people...

Chapter 3

Changing the Curriculum to Problem-Based and Project-Based Learning (pages 50-61)

Anette Kolmos

Problem based and project based learning (PBL) models are implemented all over the world in various versions at curriculum or course level. Due to this development, the conceptual understanding of PBL has become more diverse and...

Chapter 4

A Guide to the Art of Crafting Engineering Problems for Problem-Based Learning (PBL) (pages 62-83)

Mohammad Zamry Jamaludin, Khairiyah Mohd-Yusof, Nor Farida Harun, Syed Ahmad Helmi

An effective problem is the heart of problem-based learning (PBL). Problems play an important role in achieving learning outcomes, assessing learning process, providing a learning context, stimulating thinking skills, and catering...

Section 2

Chapter 5

Curriculum Initiatives to Help Engineering Students Learn and Develop (pages 85-106)

Duncan Fraser

This chapter discusses two sets of initiatives: the first set aims to improve student learning in engineering through the use of computer simulations and Problem-Based Learning, and the second set aims to help students grow through...

Chapter 6

A Problem-Based Laboratory (PBLab) Model for an Electrical Engineering Program (pages 107-123)

Naziha Ahmad Azli, Nur Ayuni Shamsul Bahri, Narina Abu Samah, Norhafizah Ramli

A problem-based laboratory (PBLab) has replaced the conventional instructional based laboratory in Universiti Teknologi Malaysia (UTM) since 2007. The 4th Year Electrical Engineering Laboratory is part of the curriculum of the...

Chapter 7

E-Portfolios as a Quantitative and Qualitative Means of Demonstrating Learning Outcomes and Competencies in Engineering (pages 124-154)

Juliana Kaya Prpic, Graham Moore

An outcomes-based approach to engineering education within the tertiary sector is now mandatory in Australia, with the government body responsible for the quality of tertiary education (TEQSA) and the professional body responsible...

Chapter 8

Applying Learning Theories and Animation in OSiMM: A Multimedia Computer Science Learning Courseware (pages 155-181)

Riaza Mohd Rias, Halimah Badioze Zaman

Learning and instruction in higher education may be primarily concerned in most cases with the content of their academic lessons, and not very much with their instructional delivery. However, effective instructional delivery with...

Chapter 9

Realizing Desired Learning Outcomes in Undergraduate Mathematics (pages 182-206)

Roselainy Abdul Rahman, Yudariah Mohammad Yusof, Sabariah Baharun

STEM education at UTM uses the OBE model in its effort to ensure its students are qualified and able to compete in a climate of global development and technological advancement. In line with this, the authors embarked in transforming...

Chapter 10

Use of Computer Algebra Systems in Teaching and Learning of Ordinary Differential Equations among Engineering Technology Students (pages 207-220)

Siti Mistima Maat, Effandi Zakaria

This chapter describes the computer algebraic system, Maple, used to enhance engineering technology students’ understanding in learning ordinary differential equations (ODE). Ten undergraduate students studying industrial automation...

Chapter 11

Designing a Blended Learning Model to Support Mathematical Thinking in Multivariable Calculus (pages 221-239)

Hamidreza Kashefi, Zaleha Ismail, Yudariah Mohammad Yusof

Multivariable Calculus is one of the most difficult courses for undergraduate students. Researchers at Universiti Teknologi Malaysia (UTM) endeavor to support students in the learning of Multivariable Calculus by promoting...

Chapter 12

Literature Review Skills for Undergraduate Engineering Students in Large Classes (pages 240-261)

Elizabeth Yong

Writing a literature review for a design project, which may be undergraduate engineering students’ first encounter with published research on the impact of engineering solutions in a broad context, requires effective skills of...

Section 3

Chapter 13

Using Multiple Methods in Assessing Oral Communication Skills in the Final Year Project Design Course of an Undergraduate Engineering Program (pages 263-287)

Rohani Othman, Zubaidah Awang

Engineering education researcher Rogers (2006) proposed that an assessment of engineering programs should use a multi-method approach to maximize validity and reduce the biasness of any one approach. Based on this reason, this study...

Chapter 14

Implementing Online Assessment for Summative Purpose in an Electronic Engineering Course (pages 288-301)

Rahmat Sanudin

A computer-based approach of academic online assessment has been implemented in electronic engineering course in Universiti Tun Hussein Onn Malaysia (UTHM). The implementation of online assessment method is seen as an alternative to...

Chapter 15

Enhancing Fuzzy Inference System-Based Criterion-Referenced Assessment with a Similarity Reasoning Technique (pages 302-327)

Tze Ling Jee, Kai Meng Tay, Chee Khoon Ng

A search in the literature reveals that the use of fuzzy inference system (FIS) in criterion-referenced assessment (CRA) is not new. However, literature describing how an FIS-based CRA can be implemented in practice is scarce....

Chapter 16

An Evaluation of Students’ Practical Intelligence and Ability to Diagnose Equipment Faults (pages 328-349)

Zol Bahri Razali, James Trevelyan

Empirical studies suggest that practical intelligence acquired in engineering laboratories is valuable in engineering practice and could also be a useful learning outcome that is a result from a laboratory experience. To prove this...

Chapter 17

Assessing Mechanical Engineering Undergraduates’ Conceptual Knowledge in Three Dimensional Computer Aided Design (3D CAD) (pages 350-363)

Mohd Fadzil Daud, Jamaluddin Mohd Taib, Rio Sumarni Shariffudin

Research on the relation between conceptual and procedural knowledge has shown that fusing them enhances understanding of domain knowledge. Various methods have been developed to assess undergraduates’ conceptual understanding of a...

Chapter 18

Relationship between Accuracy in Ability Perception, Academic Performance, and Metacognitive Skills among Engineering Undergraduates: Implications for Higher Education Practice (pages 364-377)

Azlina Mohd Kosnin, Mohd Fadzil Daud

A quantitative study using cross-sectional descriptive research design was conducted to investigate engineering undergraduates’ accuracy in perception of cognitive ability and its relationship with academic achievement and...

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Compilation of References

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