Abstract
The approach to science and engineering education in engineering colleges is slowly shifting its focus towards problem solving, innovation and creativity. Curricular and assessment methods are adapted that encourage critical thinking, open ended problem solving and creativity, which were previously built around teacher-centered lecture rooms that focused on information acquisition, memorization and regurgitation at closed book examination. This study examines the paradigm shift in teaching methodologies and analyses, the strengths and weaknesses in their implementation and also empowering the faculty with pedagogical methods.Further, it strives to capture teachers' readiness to improve their professional skills and responsive practices as a form of accountability for their teaching and students' learning; the two aspects that are increasingly being judged by various stakeholders.The overarching aim of introducing certain changes in teaching methodologies was to facilitate the development of faculty leadership in science and engineering education to introduce innovation and creativity into science and engineering education.
References
- ABET Criteria for Evaluating Engineering Programs, (2007).
- Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report, Washington DC
- Chu, K.C. & Lai, P., 2002. How engineering students' problem solving skills can be improved? World Transactions on Engineering Technology Education.
- Fazarro, D. , & Stevens, A. (2004). Topography of Learning Style Preferences of Undergraduate Students in Industrial Technology and Engineering Programs at Historically Black and Predominantly White Institutions. Journal of Industrial Teacher Education, 41(3).
- Felder, R.,2006. Teaching Engineering in the 21st Centu ry witha 12th Century Teaching Model: How Bright is t hat? Chemical Engineering Education, 40 (2), 110113.
- Lewis, T. [Ted] (2007). Engineering education in schools. International Journal of Engineering Education, 23(5), 843-852.
- Marx, J. D., and K. Cummings. 2007. Normalized change. American Journal of Physics75:87�91.
- Milke, M W, C Upton, G F Koorey, and A D O�Sullivan. �Improving the writing of engineering students through portfolios.� ASEE Annual Conference and Exposition. Atlanta: ASEE, 2013. 13 Six C�s for effective teaching - Journal of Engineering Education Transformations, Special Issue, eISSN 23941707.
- Stauffacher, M., A. Walter, et al. (2006). "Learning to research environmental problems from a functional socio-cultural constructivism perspective: the transdisciplinary case study approach." International Journal of Sustainability in Higher Education 7(3): 252-275.
- Wankat and Oreovicz, 1992,Wankat, P.C., & F. S. Oreovicz, (1992). Teaching Engineering, available at: http://dequim.ist.utl.pt/wankat/. Accessed 2011/03/9.
