Abstract
Improved pedagogical approaches in teaching science and engineering are crucial to solving the most pressing technological challenges faced in most developing countries. 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 understand how science and engineering courses can be taught in a more effective manner in our universities, especially in developing countries, using the backward design approach. Several case studies of undergraduate science and engineering courses were outlined and the backward design approach was used to put them in context. Questions generated by the conceptual framework guided the analyses and these components constructively aligned with each other.
Highlights
Notwithstanding the existence of higher science and engineering institutions in SubSaharan Africa, that are on an annual basis, graduating hundreds of students for about five decades, there has been very little moving forward in terms of the effective usage of the science and engineering concepts learnt during the various programmes for industrial development
Assessment methods of the fluid mechanics course: Frequent testing helps in reinforcing what the students are learning and for this intended learning outcome, weekly problem sets (p-sets) and in-class work are chosen as assessment methods
The intended learning outcomes (ILOs) for the course are listed in Figure 6: Course Title: Introduction to operating systems Intended Learning Outcomes: At the end of this course, students will be able to: 1. understand and explain the major operating system software, subsystem managers and their functions
Summary
Notwithstanding the existence of higher science and engineering institutions in SubSaharan Africa, that are on an annual basis, graduating hundreds of students for about five decades, there has been very little moving forward in terms of the effective usage of the science and engineering concepts learnt during the various programmes for industrial development. One of the reasons why this problem persists could be ascribed to the type of teaching methods adopted by some institutions in the Africa sub-region. In this direction, there is a growing need for effective teaching pedagogies with a view to enhancing the training of our graduates to suit the industrial needs of the developing nations. It would be useful to identify a system which works and provide a framework for the desired change This brings to the fore the concept of constructive alignment as a guidance concept. This course is structured to explain the function of fundamental software in computer systems. 2. analyze basic and virtual memory management system 3. demonstrate the influence of page allocation methods on virtual mem 4. implement the different process scheduling algorithm 5. identify deadlock, starvation, how to recover and prevent their occurrence 6. identify and differentiate between processes and processors 7. understand how several processors, executing a single job, cooper 8. interpret several different network topologies - including the star, ring, bus tree, and hybrid - and how they connect numerous hosts to the net 9. evaluate the role of the operating system with regards to system
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
