Improving The Classroom Environment: With A Focus On The Arab Gulf States

Abstract

This paper focuses on "viable teaching-learning" protocols for potential adoption by educators in the Arab Gulf States, seeking to improve their classroom effectiveness. It was inspired by remarks and suggestions made by a number of engineering graduates, who have experienced "negative" aspects of the "classroom environment" as students in the Gulf Region. The paper dwells on those strategies, believed to be appropriate for the development of a "positive teaching-learning" environment; and in particular, those activities that are more relevant to the Arab Gulf States. Strategies pertaining to:(i) planning courses, (ii) conducting courses, and(iii) developing positive learning environment, in and outside the classroom, are discussed and supplemented with general advice and suggestions based on the experience of the author. It is also argued that "reformation" and "active learning" ought to start within the public school systems of the Region, where existing "traditional" teaching methods tend to suppress independent thinking, and have failed in equipping students with the desired traits and analytical skills deemed necessary for students who wish to get into engineering. The paper also examines the potential role that industry in the Region could play in "shaping" engineering education, and demanding that "reformation" ought to include a shift toward industrial relevance. The essay asserts that colleges of engineering in the Arab Gulf States should aspire for setting up and sustaining a principled, dynamic, and forward-looking educational framework that fosters constant renewal and is in tune with prevailing social and cultural realities. Alongside, a more liberal classroom setting that features active learning, care, and strives to accommodate students varied learning styles. Introduction:An increasingly global and technically interconnected workplace is pressuring engineering colleges in the Arab Gulf States

On the Competencies of Engineering Educators in the Arab Gulf Region: Relevant Thoughts, Current Practices, and Challenges

“…Initially, colleges of engineering were founded in Riyadh, Jeddah, and later in Dhahran, Saudi Arabia. In the other smaller states of the Region, engineering colleges were founded soon after these states have gained their independence (12,13,14) .The strong political and economic ties between the States of the Region and some western countries-the USA in particular-has helped enormously in setting up, manning, and providing needed guidance to these fledgling institutions during their early years. The dramatic increase in oil revenues during the 70s, and 80s, coupled with lack of skilled professionals in areas deemed necessary for growth and development of oil-related industries of the Region, has been pivotal in the start-up of higher education in general and engineering education in particular.…”

“…(13) The author has proposed to reform the "prep year" by making it two years, and widening the scope of the subject matter to include (in addition to building up English language skills to a pre-set level), the following components:(i) math and science courses in preparation for engineering "gateway" courses;(ii) a practical hands-on "pre-college" training period; and,(iii) fostering a "proper learning environment" to help students acquire desirable attributes such as: analytical skills, curiosity and desire to learn, creative thinking, leadership skills, and the importance of team work. (13,14) Page 25.993.5…”

On the Contribution of Adjunct Engineering Faculty to Learning Programs: Enhancing the Practice and Providing Guidance to Solving Real Problems

“…An additional bonus that helps those that may not do well on the mid-term is to be given the opportunity to "resurrect" those points on the final. The idea is as follows: points a student misses on the mid-term are logged on the record as "unearned points" in such a way that the corresponding section of the final is increased in value by the same number of points [6,7]. For students, this plan translates into the possibility that, however poorly they perform on the mid-term, they do have the opportunity to raise their grade in the course.…”

“…Experience is definitely a major factor. A proper start for instructors wanting to try active learning is to step into it gradually, seek continuous feedback from students who are directly involved, and consult with experienced colleagues who can offer constructive comments and advice [4,7].…”

Exploring Approaches to Professional Development of Engineering Educators in the Arab Gulf Region

“…In the other smaller states of the Region, engineering colleges were founded soon after these states have gained their independence. (12,13,14) The strong political and economic ties between the States of the Region and some western countries-the USA in particular-has helped enormously in setting up, manning, and providing needed guidance to these fledgling institutions during their early years. The dramatic increase in oil revenues during the 70s, and 80s, coupled with lack of skilled professionals in areas deemed necessary for growth and development of oil-related industries of the Region, has been pivotal in the start-up of higher education in general and engineering education in particular.…”