Conference Paper

Kongres Pengajaran dan Pembelajaran UKM 2010 THE OPEN ENDED LABORATORY FOR MEASUREMENT OF COMMUNICATION SKILL FOR CHEMICAL/BIOCHEMICAL ENGINEERING STUDENTS

Conference: Kongres Pengajaran dan Pembelajaran UKM 2010, Volume: 2012,11

ABSTRACT Nurturing communication skills amongst students without imparting it with a subject is a tricky task. But having a proper assignment and measurement methods, good communication skills can be practised and evaluated. One the subjects used for this purpose in JKKP is to introduce Open Ended Lab assignment whereby the students has to work in group to complete a task, writing the report and finally presenting it orally. The assignment was used to measure their communication performance based on the matrix evaluation given to the examiner as part of the marks (20%) for the whole assignment. It is found that student overall performances of their communication skill were more than 60% in all 8 elements we listed in the evaluation form (response to questions, expressing idea clearly orally and written, organisation, good presentation materials, standard language, able to make conclusion and appearances). As for the marks of open ended assignments, all groups achieved 60% marks and above. It is suggested that open ended laboratory can be used to measure achievement of communication and become a platform to polish their skills.

0 Bookmarks
 · 
167 Views
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: and be involved in the accreditation process on a continuing basis, not just in the months preceding each visit. Understanding the engineering criteria is no trivial goal, however; the jargon they contain (objectives, outcomes, outcome indicators, performance targets, etc. ) is dense and confusing, and universally agreed-upon operational definitions of the terms do not yet exist. Moreover, while much has been written in the past few years about the assessment of program outcomes (more specifically, of Outcomes 3a-3k), relatively little attention has been paid so far to the central role of the individual faculty member in attaining those outcomes. The primary purpose of this paper is to examine that role. Since the new ABET accreditation system was first introduced to American engineering education in the middle 1990s as Engineering Criteria 2000, most discussion in the literature has focused on how to assess Outcomes 3a-3k and relatively little has concerned how to equip students with the skills and attitudes specified in those outcomes. This paper seeks to fill this gap. Its goals are to (1) overview the accreditation process and clarify the confusing array of terms associated with it (objectives, outcomes, outcome indicators, etc. ); (2) provide guidance on the formulation of course learning objectives and assessment methods that address Outcomes 3a-3k; (3) identify and describe instructional techniques that should effectively prepare students to achieve those outcomes by the time they graduate; and (4) propose a strategy for integrating program-level and course-level activities when designing an instructional program to meet the requirements of the ABET engineering criteria.
    Journal of Engineering Education -Washington- 01/2003; 92(1). · 1.93 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: There is a shortfall between output from universities and demand by the pharmaceutical and health care industries for science and engineering graduates able to rapidly contribute to success in the business environment. Against a changing infrastructure of pharmaceutical research, the development of new chemical entities by major companies accounts for a high proportion of R&D expenditure. Allocation of staff is divided fairly evenly between discovery, non-clinical and clinical research activities and in all categories the new sciences are likely to be used extensively. In dealing with the shortfall the challenge comes from balancing education in basic science with training in the emerging areas of science and technology. There is a need for a 'partnership' that includes not only industry and academia but also government, since these three bodies have both synergistic and diverging interests in scientific education. On the education-training continuum, industry should recognise what it most values from academia and provide as much input and support as possible. At the same time universities must question their ability to fulfil their traditional educational role in the face of current rates of adoption of new sciences and technology. While disciplinary excellence remains vital for PhD students, multi-disciplinary programmes are becoming increasingly important to enable graduates to function effectively in the modern, globalised pharmaceutical industry.
    European Journal of Pharmaceutical Sciences 03/2001; 12(4):353-9. · 2.99 Impact Factor
  • Pengukuran Hasil Kursus: Satu Kajian Awal, Pembelajaran Berasaskan Hasil: Prinsip dan Cabaran. Abdul Wahab . 156-163.

Full-text

View
65 Downloads
Available from
May 31, 2014