The Introduction to Engineering (ITE) course is designed to stimulate students’ passion, strengthen their motivation, as well as enhancing their technical knowledge and relevant professional skills. ITE course is integrated with an Industrial Seminar and Profession (ISP) course to support the inclusion of stakeholders by inviting them to give presentations and bringing students for related site visits. Although the ISP is a one-credit course, it is very important to plan and execute the activities hand-in-hand with the ITE course. Both ITE and ISP courses have multiple sections, in which 5 sections are running parallel. As such, lecturers work together from planning, implementation, and assessment. This study describes the design and implementation of integrated cooperative problem-based learning (CPBL) activities shared between the ITE and ISP courses. The design approach follows the formative assessment principal to improve student learning. The integrated CPBL implemented is aligned constructively to ensure achievement of both the course and program learning outcomes. Data collected through observation, written work and reflection journal showed the implementation has positive impact on students’ understanding of technical knowledge and in enhancing relevant professional skills. Furthermore, much time and effort were saved when lecturers work in collaboration towards achieving common goals. Based on the potential of the integrated CPBL approach in promoting effective learning, future work could be done in incorporating the approach across other courses in the program.
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26 October 2022
REGIONAL CONFERENCE IN ENGINEERING EDUCATION (RCEE) & RESEARCH IN HIGHER EDUCATION (RHEd) 2020: RCEE 2020
29–30 September 2020
Johor Bahru, Malaysia
Research Article|
October 26 2022
Constructive alignment in designing 1st year introduction to engineering-industrial seminar and profession integrated course using student centred learning approaches
Zaki Yamani Zakaria;
Zaki Yamani Zakaria
a)
1
Centre for Engineering Education, Universiti Teknologi Malaysia
, 81310 Johor Bahru, Malaysia
a)Corresponding author: zakiyamani@utm.my
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Khairiyah Mohd Yusof;
Khairiyah Mohd Yusof
b)
1
Centre for Engineering Education, Universiti Teknologi Malaysia
, 81310 Johor Bahru, Malaysia
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Mimi Haryani Hassim;
Mimi Haryani Hassim
c)
2
School of Chemical and Energy Engineering, Faculty of Engineering, Universiti Teknologi Malaysia
, 81310 Johor Bahru, Malaysia
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Siti Hajjar Che Man;
Siti Hajjar Che Man
d)
2
School of Chemical and Energy Engineering, Faculty of Engineering, Universiti Teknologi Malaysia
, 81310 Johor Bahru, Malaysia
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Aziatul Niza Sadikin;
Aziatul Niza Sadikin
e)
2
School of Chemical and Energy Engineering, Faculty of Engineering, Universiti Teknologi Malaysia
, 81310 Johor Bahru, Malaysia
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Azizul Azri Mustaffa;
Azizul Azri Mustaffa
f)
2
School of Chemical and Energy Engineering, Faculty of Engineering, Universiti Teknologi Malaysia
, 81310 Johor Bahru, Malaysia
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Mohd Kamaruddin Abd Hamid;
Mohd Kamaruddin Abd Hamid
g)
2
School of Chemical and Energy Engineering, Faculty of Engineering, Universiti Teknologi Malaysia
, 81310 Johor Bahru, Malaysia
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Muhammad Arif Ab Aziz;
Muhammad Arif Ab Aziz
h)
2
School of Chemical and Energy Engineering, Faculty of Engineering, Universiti Teknologi Malaysia
, 81310 Johor Bahru, Malaysia
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Hasrinah Hasbullah
Hasrinah Hasbullah
i)
3
Advanced Membrane Technology Research Centre, Universiti Teknologi Malaysia
, 81310 Johor Bahru, Malaysia
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AIP Conf. Proc. 2433, 020032 (2022)
Citation
Zaki Yamani Zakaria, Khairiyah Mohd Yusof, Mimi Haryani Hassim, Siti Hajjar Che Man, Aziatul Niza Sadikin, Azizul Azri Mustaffa, Mohd Kamaruddin Abd Hamid, Muhammad Arif Ab Aziz, Hasrinah Hasbullah; Constructive alignment in designing 1st year introduction to engineering-industrial seminar and profession integrated course using student centred learning approaches. AIP Conf. Proc. 26 October 2022; 2433 (1): 020032. https://doi.org/10.1063/5.0072811
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