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

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

Khairiyah Mohd Yusof (Universiti Teknologi Malaysia, Malaysia), Naziha Ahmad Azli (Universiti Teknologi Malaysia, Malaysia), Azlina Mohd Kosnin (Universiti Teknologi Malaysia, Malaysia), Sharifah Kamilah Syed Yusof (Universiti Teknologi Malaysia, Malaysia) and Yudariah Mohammad Yusof (Universiti Teknologi Malaysia, Malaysia)
Indexed In: SCOPUS View 1 More Indices
Release Date: June, 2012|Copyright: © 2012 |Pages: 441
ISBN13: 9781466618091|ISBN10: 1466618094|EISBN13: 9781466618107|DOI: 10.4018/978-1-4666-1809-1


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.

Topics Covered

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 and Testimonials

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.

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Table of Contents and List of Contributors

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