A systematic approach for curriculum redesign of introductory courses in engineering: a programming course case study
ISSN: 0368-492X
Article publication date: 11 April 2022
Issue publication date: 1 November 2023
Abstract
Purpose
Numerous challenges in education emerge as our technology-driven society rapidly evolves and manifests more exigent requirements from engineering professionals. Higher education, nonetheless, seems to adapt to such requirements at an unequal speed, generating some tensions between industry and higher education institutions. The purpose of this paper is to share the experiences obtained through a process of assessment and redesign of a large enrollment course of programming from which the authors developed a systematic approach for course design/redesign.
Design/methodology/approach
A mixed method approach was deployed for data gathering and evaluation, consisting of close-ended surveys, open-ended questionnaires, information matrices and state of the art compilation. Triangulation of the information offered clear data about the necessity of curriculum redesign; therefore, a new programming course curriculum encompassed with relevant necessities in engineering and science was developed.
Findings
The authors produced a coherent and dynamic systematic path for assessment and design/redesign of course curriculum, which the authors find extremely helpful to improve negotiation processes inside higher education institutions, as it can be implemented to improve any large enrollment course curricula in engineering and science.
Research limitations/implications
By following the systematic path for assessment and design/redesign of curricula the authors developed, higher education systems could embark more efficiently in the ever-challenging process of adapt their courses and programs to tackle the upcoming demands of our society.
Originality/value
So far, a systematic path for assessment and design/redesign of course curriculum was not published, and it supports the improvement of pedagogical approaches in academic institutions.
Keywords
Acknowledgements
The authors would like to thank the professors Pablo Arbeláez, Andrés Gonzáles, David Álvarez, Fernando Ramírez, Luis Alejandro Camacho, Freddy Segura, Nicolás Ríos, Mauricio Junca, Fabio Iwashita, Alejandro Reyes, Jaime Forero and Camilo Gómez, who participated in the design of the actual programming course. Additionally, the authors would like to thank the School of Engineering for its financial support and to the educational support unit for its pedagogical assistance during the process. Finally, the authors thank all the assistants and students, especially to Carlos Felipe Agudelo, for its endeavor in the development of this initiative.
Citation
Buitrago-Florez, F., Sanchez, M., Pérez Romanello, V., Hernandez, C. and Hernández Hoyos, M. (2023), "A systematic approach for curriculum redesign of introductory courses in engineering: a programming course case study", Kybernetes, Vol. 52 No. 10, pp. 3904-3917. https://doi.org/10.1108/K-10-2021-0957
Publisher
:Emerald Publishing Limited
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