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Outcome-Based Science, Technology, Engineering, and Mathematics Education

Book Description

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

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Editorial Advisory Board and List of Reviewers
    1. List of Reviewers
  5. Preface
    1. SECTION 1
    2. SECTION 2
    3. SECTION 3
  6. Section 1:
    1. Chapter 1: Aligning Course Content, Assessment, and Delivery
      1. ABSTRACT
      2. AN ARGUMENT FOR THE ALIGNMENT OF CONTENT, ASSESSMENT, AND DELIVERY: OVERVIEW AND OBJECTIVE
      3. MODELS OF INTEGRATED COURSE DESIGN
      4. TOOLS FOR ALIGNING CONTENT, ASSESSMENT, AND DELIVERY
      5. CONCLUSION AND NEXT STEPS
    2. Chapter 2: A Case Study of Curriculum Development in Engineering
      1. ABSTRACT
      2. INTRODUCTION
      3. THE DEVELOPMENT OF THE CHEMICAL ENGINEERING CURRICULUM
      4. MOTIVATION FOR CURRICULUM DEVELOPMENT
      5. INSIGHTS GAINED ABOUT CURRICULUM DEVELOPMENT
      6. CONCLUSION
    3. Chapter 3: Changing the Curriculum to Problem-Based and Project-Based Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. PBL LEARNING PRINCIPLES
      4. RESEARCH ON PBL
      5. PERSPECTIVES
    4. Chapter 4: A Guide to the Art of Crafting Engineering Problems for Problem-Based Learning (PBL)
      1. ABSTRACT
      2. INTRODUCTION
      3. HOW TO CRAFT ENGINEERING PROBLEMS
      4. HOW TO ORGANIZE PROBLEMS FOR PBL IN A COURSE
      5. PBL IN CHEMICAL ENGINEERING: PROCESS CONTROL AND DYNAMICS
      6. FEEDBACK FROM STUDENTS
      7. CONCLUSION
      8. APPENDIX: CASE STUDY 1
  7. Section 2:
    1. Chapter 5: Curriculum Initiatives to Help Engineering Students Learn and Develop
      1. ABSTRACT
      2. INTRODUCTION
      3. CONCEPTUAL FRAMEWORKS
      4. OTHER FRAMEWORKS
      5. HELPING STUDENTS LEARN THROUGH COMPUTER SIMULATIONS AND PROBLEM-BASED LEARNING
      6. HELPING STUDENT GROW THROUGH BUILDING COMMUNITY AND DEVELOPING IDENTITY
      7. CONCLUSION
    2. Chapter 6: A Problem-Based Laboratory (PBLab) Model for an Electrical Engineering Program
      1. ABSTRACT
      2. INTRODUCTION
      3. PBLAB CHRONOLOGY
      4. PBLAB DESCRIPTION
      5. EVALUATION CRITERIA
      6. PERFORMANCE OF THE STUDENTS
      7. STUDENT FEEDBACK
      8. CONCLUSION
      9. APPENDIX A
      10. APPENDIX B
    3. Chapter 7: E-Portfolios as a Quantitative and Qualitative Means of Demonstrating Learning Outcomes and Competencies in Engineering
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. A SHIFT FROM INPUTS TO OUTCOMES
      5. E-PORTFOLIOS
      6. CONCLUSION
      7. APPENDIX
    4. Chapter 8: Applying Learning Theories and Animation in OSiMM
      1. ABSTRACT
      2. APPLYING LEARNING THEORIES AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION
      3. LEARNING THEORIES
      4. MAYER’S COGNITIVE THEORY OF MULTIMEDIA LEARNING
      5. USE OF ANIMATION IN COMPUTER-BASED INSTRUCTION
      6. THE INSTRUCTIONAL DESIGN MODEL (ID MODEL)
      7. SCREEN DESIGN: PROTOTYPES
      8. STUDENT ASSESSMENT
      9. CONCLUSION AND FUTURE RESEARCH
    5. Chapter 9: Realizing Desired Learning Outcomes in Undergraduate Mathematics
      1. ABSTRACT
      2. INTRODUCTION
      3. OVERVIEW OF THE RESEARCH PROCESS
      4. TRANSFORMING TEACHING PRACTICE
      5. CONCLUSION
    6. Chapter 10: Use of Computer Algebra Systems in Teaching and Learning of Ordinary Differential Equations among Engineering Technology Students
      1. ABSTRACT
      2. INTRODUCTION
      3. ISSUES AND CHALLENGES IN TEACHING MATHEMATICS USING ICT
      4. MAPLE: A BRIEF REVIEW
      5. RESEARCH METHODOLOGY
      6. RESULTS AND DISCUSSION
      7. CONCLUSION
    7. Chapter 11: Designing a Blended Learning Model to Support Mathematical Thinking in Multivariable Calculus
      1. ABSTRACT
      2. INTRODUCTION
      3. CALCULUS THROUGH MATHEMATICAL THINKING APPROACH
      4. RESULTS
      5. MATHEMATICAL THINKING AND BLENDED LEARNING
      6. THE PROPOSED BLENDED LEARNING MODEL
      7. CONCLUSION
    8. Chapter 12: Literature Review Skills for Undergraduate Engineering Students in Large Classes
      1. ABSTRACT
      2. INTRODUCTION
      3. ENGINEERING SYSTEMS DESIGN AND COMMUNICATION COURSE (ESDC)
      4. LITERATURE REVIEW SKILLS
      5. ENHANCEMENT OF SKILLS
      6. SCAFFOLDED LEARNING APPROACH IN THE ENGINEERING COMMUNICATION CURRICULUM
      7. PROCESS OF SKILL DEVELOPMENT FACILITATED IN LARGE CLASSES THROUGH ONLINE LEARNING RESOURCES
      8. CONCLUSION
      9. NOTE
      10. APPENDIX A: DRAFT PAPER BY STUDENT E
      11. APPENDIX B: FINAL PAPER BY STUDENT E
  8. Section 3:
    1. Chapter 13: Using Multiple Methods in Assessing Oral Communication Skills in the Final Year Project Design Course of an Undergraduate Engineering Program
      1. ABSTRACT
      2. INTRODUCTION
      3. ORAL COMMUNICATION SKILLS ASSESSMENT
      4. PURPOSE OF THE STUDY AND RESEARCH QUESTIONS
      5. RESEARCH METHOD
      6. RESULTS
      7. DISCUSSION AND RECOMMENDATION
      8. CONCLUSION
      9. NOTE
      10. APPENDIX A
      11. APPENDIX B
      12. APPENDIX C
      13. APPENDIX D
      14. APPENDIX E
    2. Chapter 14: Implementing Online Assessment for Summative Purpose in an Electronic Engineering Course
      1. ABSTRACT
      2. INTRODUCTION
      3. STATEMENT OF THE PROBLEM
      4. GENERAL REVIEW OF E-LEARNING SYSTEM
      5. ONLINE ASSESSMENT WITH BLACKBOARD LEARNING SYSTEM
      6. OBSERVATION AND DISCUSSION
      7. CONCLUSION
    3. Chapter 15: Enhancing Fuzzy Inference System-Based Criterion-Referenced Assessment with a Similarity Reasoning Technique
      1. ABSTRACT
      2. INTRODUCTION
      3. A REVIEW ON EDUCATION ASSESSMENT
      4. IMPROVEMENTS OF EDUCATION ASSESSMENT WITH TECHNOLOGY
      5. A REVIEW ON FUZZY MODELLING
      6. PRACTICAL IMPLEMENTATION FOR AN FIS-BASED CRA
      7. CASE STUDY AND EXPERIMENTAL RESULTS
      8. CONCLUSION
    4. Chapter 16: An Evaluation of Students’ Practical Intelligence and Ability to Diagnose Equipment Faults
      1. ABSTRACT
      2. INTRODUCTION
      3. ISSUES CONCERNING LABORATORY CLASSES
      4. PRACTICAL INTELLIGENCE IN HANDS-ON LABORATORY CLASSES
      5. ABILITY IN DIAGNOSING EQUIPMENT FAULTS
      6. METHODOLOGY OF MEASURING PRACTICAL INTELLIGENCE AND DIAGNOSIS TASKS
      7. TESTING ON DIAGNOSING EQUIPMENT FAULTS
      8. RESULTS AND DISCUSSIONS
      9. CONCLUSION
      10. NOTE
    5. Chapter 17: Assessing Mechanical Engineering Undergraduates’ Conceptual Knowledge in Three Dimensional Computer Aided Design (3D CAD)
      1. ABSTRACT
      2. INTRODUCTION
      3. CATEGORIES OF 3D CAD CONCEPTUAL KNOWLEDGE
      4. RESULTS OF STUDY
      5. DISCUSSION
      6. CONCLUSION
    6. Chapter 18: Relationship between Accuracy in Ability Perception, Academic Performance, and Metacognitive Skills among Engineering Undergraduates
      1. ABSTRACT
      2. INTRODUCTION
      3. METHODOLOGY
      4. RESULTS AND DISCUSSIONS
      5. IMPLICATIONS FOR HIGHER EDUCATION PRACTICE
  9. Compilation of References
  10. About the Contributors