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

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.