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

Abstract

Improved 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.