Exploring the Constructive Alignment of Pedagogical Practices in Science and Engineering Education in Sub Saharan African Universities: A Nigerian Case Study

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dc.contributor.authorAdewumi, Olayinka Omowunmi
dc.contributor.authorYinka-Banjo, Chika
dc.contributor.authorBajeh, Amos
dc.contributor.authorAlli-Oke, Razak
dc.date.accessioned2023-08-22T13:15:31Z
dc.date.available2023-08-22T13:15:31Z
dc.date.issued2020-11-15
dc.description.abstractImproved pedagogical approaches in teaching science and engineering are crucial to solving the most pressing technological challenges faced in most developing countries especially in Sub-Saharan African Universities. Despite the avalanche of programs to train faculty members to fill this need, there is a need to conceptualize benchmarks for evaluating how teaching should be delivered to students in our institutions. The aim of this paper is to showcase how science and engineering courses can be taught in a more effective manner in our universities, with a pilot deep-dive into a few courses taught in the faculties of science and engineering in selected Nigerian Universities using the backward design approach. Five (5) case studies of undergraduate science and engineering courses were outlined and the backward design approach was used to put them into context. These case studies show how courses can be taught and assessed following three important steps. Distinct recommendations for science and engineering faculty members based on the outcome of this study are: defining clear learning objectives and outcomes, aligning assessment and evaluation methodologies, and constructively aligning all aspects of the curriculum and instructional materials. In addition, learning outcomes can be evaluated real-time in the classroom using the proposed pedagogies.en_US
dc.description.sponsorshipACE: New Pedagogy in Engineering Educationen_US
dc.identifier.issn1530-261X
dc.identifier.urihttp://hdl.handle.net/123456789/2067
dc.language.isoenen_US
dc.publisherInternational Journal of Engineering Pedagogyen_US
dc.relation.ispartofseriesInternational Journal of Engineering Pedagogy;Vol. 11, No. 2, 2021
dc.subjectPedagogyen_US
dc.subjectTechnologyen_US
dc.subjectSub-Saharan Africaen_US
dc.subjectEngineering Educationen_US
dc.subjectBlooms’ Taxonomyen_US
dc.subjectBackward Design Approachen_US
dc.subjectEngineering educationen_US
dc.subjectNigeriaen_US
dc.subjectAhmadu Bello Universityen_US
dc.subjectACENPEEen_US
dc.subjectACE: New Pedagogy in Engineering Educationen_US
dc.titleExploring the Constructive Alignment of Pedagogical Practices in Science and Engineering Education in Sub Saharan African Universities: A Nigerian Case Studyen_US
dc.typeArticleen_US
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