Incorporation of Sustainability Concepts into the Engineering Core Program by Adopting a Micro Curriculum Approach: A Case Study in Saudi Arabia

Ashraf, Waqar; Alanezi, Faisal

doi:10.3390/su12072901

Cited by 22 publications

(19 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In recognition of the relevance of sustainable development, knowledge of this conceptual domain has been added to the existing learning outcomes of core courses and courses of specific majors. Most importantly, an interdisciplinary elective course in sustainability has been developed and consistently offered every semester to both women and men [49]. The course attempts to connect different STEM fields while offering students the opportunity to engage in personally enriching and socially valued interdisciplinary work.…”

Section: Discussionmentioning

confidence: 99%

What Lies beneath Sustainable Education? Predicting and Tackling Gender Differences in STEM Academic Success

Pilotti

2021

Sustainability

View full text Add to dashboard Cite

In many societies across the globe, females are still underrepresented in science, technology, engineering, and math (STEM fields), although they are reported to have higher grades in high school and college than males. The present study was guided by the assumption that the sustainability of higher education critically rests on the academic success of both male and female students under conditions of equitable educational options, practices, and contents. It first assessed the persistence of familiar patterns of gender bias (e.g., do competencies at enrollment, serving as academic precursors, and academic performance favor females?) in college students of a society in transition from a gender-segregated workforce with marked gender inequalities to one whose aims at integrating into the global economy demand that women pursue once forbidden careers thought to be the exclusive domain of men. It then examined how simple indices of academic readiness, as well as preferences for fields fitting traditional gender roles, could predict attainment of key competencies and motivation to graduate (as measured by the average number of credits completed per year) in college. As expected, females had a higher high school GPA. Once in college, they were underrepresented in a major that fitted traditional gender roles (interior design) and over-represented in one that did not fit (business). Female students’ performance and motivation to graduate did not differ between the male-suited major of business and the female-suited major of interior design. Male students’ performance and motivation to graduate were higher in engineering than in business, albeit both majors were gender-role consistent. Although high school GPA and English proficiency scores predicted performance and motivation for all, preference for engineering over business also predicted males’ performance and motivation. These findings offered a more complex picture of patterns of gender bias, thereby inspiring the implementation of targeted educational interventions to improve females’ motivation for and enrollment in STEM fields, nowadays increasingly available to them, as well as to enhance males’ academic success in non-STEM fields such as business.

show abstract

Section: Discussionmentioning

confidence: 99%

What Lies beneath Sustainable Education? Predicting and Tackling Gender Differences in STEM Academic Success

Pilotti

2021

Sustainability

View full text Add to dashboard Cite

show abstract

“…The latter prioritizes active learning and conceptualizes knowledge acquisition as a process of active and largely independent construction and manipulation of information. Thus, students are faced with instructors serving as facilitators and with activities that require their active contribution [42]. Not surprisingly, the selected university has implemented a data-driven approach to determine the effectiveness of instruction and to ascertain the need for alterations of current practices and related implementations, e.g., [43].…”

Section: Discussionmentioning

confidence: 99%

The Sustainability of Institutional Policies Starts with “Know Thyself”

Alghazo

Pilotti

2021

Sustainability

View full text Add to dashboard Cite

In the present research, faculty at a university in the Middle East were asked to report their attitudes towards learning and grades through the LOGO: F scale. At the selected university, faculty are required to apply a student-centered approach to instruction, which is expected to be driven by active learning of key academic and professional competencies. Although the institutional policies explicitly emphasize active learning, the broader educational system in which the university is embedded puts a premium on grades to assess students’ academic success. The present research examined how faculty might respond to these institutional inconsistencies, which are typical of universities across the globe. Participants were the faculty of a university located in Saudi Arabia, which conforms to a US curriculum and a student-centered instructional model. The evidence collected underscored the faculty’s struggle between emphasizing learning and recognizing the undeniable relevance of grades in the educational marketplace. The usefulness of the evidence collected is discussed from the perspectives of the institution and individual faculty with an eye on sustainable objectives and outcomes.

show abstract

“…A partir del estudio de pertinencia, se definían los objetivos educaciones de las carreras y los resultados de aprendizaje [8]. Así mismo, se identificaron materias y se seleccionaban su contenido como parte de una planificación micro-curricular, rutas de formación y evaluación e itinerarios con la finalidad de aportar al logro de los objetivos y resultados de aprendizaje declarados en cada carrera [9]. A continuación, en la Fig.…”

Section: Metodologíaunclassified

Integral Education: sports training before and during the COVID-19 pandemic

Bustamante¹,

Herrera²,

Rodríguez³

2022

Proceedings of the 20th LACCEI International Multi-Conference for Engineering, Education and Technology: “Education, Research A

View full text Add to dashboard Cite

This work presents a methodological structure to incorporate sports subjects in the curricular design in undergraduate courses at ESPOL, to offer integral education for the academic and professional development of the student. In this sense, the most relevant components that were applied in the implementation of sports subjects are described, ranging from the curricular reform process of 2016, the pedagogical technical training of teachers, the micro-curricular design, the carrying out of activities sports during the COVID-19 pandemic and opportunities for sports subjects to be considered in the training and measurement of learning outcomes. Finally, results related to the number of sports subjects offered, the number of teachers trained in technical pedagogical skills, the number of registered students, and the number of activities carried out during the COVID-19 pandemic are shown. Keywords Sports subjects, Curricular Reform, Micro curricular Design, Learning outcomes, Higher education Resumen-Este trabajo presenta una estructura metodológica para incorporar materias de deportes en el diseño curricular en las carreras de grado de la ESPOL, con la finalid a d de ofrecer una formación integral para el desarrollo académico y profesional del estudiante. En este sentido, se describen los componentes más relevantes que se aplicaron en la implementación de las materias de deportes que van desd e el proceso de reforma curricular del 2016, la formación técnica pedagógica de los profesores, el diseño micro-curricular, la realización de actividades deportivas durante la pandemia COVID-19 y oportunidades para que las materias de deportes sean consideras en la formación y medición de los resultados de aprendizaje. Finalmente, se muestran resultados relacionados a la cantidad de materias de deportes que se ofertan, número de profesores capacitados en competencias técnicas pedagógica s, número de estudiantes registrados y número de actividades realizadas durante la pandemia COVID-19.

show abstract

Incorporation of Sustainability Concepts into the Engineering Core Program by Adopting a Micro Curriculum Approach: A Case Study in Saudi Arabia

Cited by 22 publications

References 18 publications

What Lies beneath Sustainable Education? Predicting and Tackling Gender Differences in STEM Academic Success

What Lies beneath Sustainable Education? Predicting and Tackling Gender Differences in STEM Academic Success

The Sustainability of Institutional Policies Starts with “Know Thyself”

Integral Education: sports training before and during the COVID-19 pandemic

Contact Info

Product

Resources

About