Invited Paper - New Academia in Student Learning Experience

Dr. Zaini Ujang

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Conference: 2013 ASEE International Forum
Location: Atlanta, Georgia
Publication Date: June 22, 2013
Start Date: June 22, 2013
End Date: June 22, 2013
Conference Session: Track 3 - Session I - Faculty Development
Tagged Topic: Invited - Faculty Development
Page Count: 2
Page Numbers: 21.45.1 - 21.45.2
DOI: 10.18260/1-2--17250
Permanent URL: https://strategy.asee.org/17250
Download Count: 350

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Dr. Zaini Ujang Universiti Teknologi Malaysia

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Prof. Zaini Ujang is a professional environmental engineer cum scientist who integrates studies on water ecology with engineering systems towards pollution control and sustainability, especially with reference to river rehabilitation in developing countries. His interest in the field leads him to collaborate with leading scholars worldwide, particularly in membrane bioreactor, granulation process and biofouling control. At present he is leading the oldest technical university in Malaysia and South East Asia, Universiti Teknologi Malaysia. He also sits on various boards, such as the Chemical Companies of Malaysia (CCM), Institute of Sultan Iskandar for Urban Habitat and High Rise Buildings, private universities Multimedia Technology Enhancement Operations Sdn Bhd (METEOR) and Chair of Proton Technology Advisory Council, a leading car manufacturer in South East Asia. For his remarkable contribution to the nation, he became the first recipient of the prestigious Malaysia Merdeka Award 2009 for the category of Outstanding Scholastic Achievement. He has been conferred the Darjah Seri Setia Tuanku Muhriz Yang Amat Terbilang(SSTM) award by His Royal Highness Yang Di-Pertuan Besar Negeri Sembilan Darul Khusus in conjunction with the Birthday of the Yang Di-Pertuan Besar Negeri Sembilan on 14 January, 2013. He also has conferred the Panglima Jasa Negara (PJN) award by His Majesty Yang Di-Pertuan Agong in conjunction with the Birthday of the Yang Di-Pertuan Agong on 2 June, 2012. He is the “Tokoh Maal Hijrah 1433H” of Negeri Sembilan 2011. Zaini obtained his B.Eng. (Chem. Eng.) from UTM, and MSc and PhD in environmental engineering from University of Newcastle, UK. He is also an alumni of the Harvard Business School (AMP
177), a Fellow of the Academy of Science Malaysia, Senior Advisor to the Prince Khalid bin Sultan Chair on Water Research, King Saud University, Chairman of the Environmental Quality Council, Malaysia and Fellow of the Institute of Chemical Engineers, UK. He has been registered more than 20 intellectual property rights, published more than 250 technical papers and 27 books.

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Abstract

ASEE 2013 International Forum Abstract A New Academia Pedagogic Model for Student Learning Experience Zaini Ujang, Universiti Teknologi MalaysiaEducational systems in many countries in the Asia Pacific region have undergone significantchanges in terms of programmes of reform and restructuring of higher education. Universitiesof all institutional types are increasingly being challenged by the learning needs, preferences,requirements, styles, and methods of new generations of students, and by the pace and extent ofchange in the demographics, expectations and patterns of those students. There have been callsfrom key stakeholders for university educators to pursue reforms that are not only moresocially and economically efficient but are also cognizant of the new demands and realities ofthe knowledge economy in producing graduates or future employees in an increasinglyglobalized world. For instance, the resolutions based on discussions among key industryplayers and academicians during ICTLHE 2012 in conjunction with RCEE & RHEd 2012suggested, among other things, that graduates must acquire generic skills, must be able tocreate new jobs and create companies with new innovations. Students should be able to relateand apply what they learn in classroom into real world application. Initiatives shouldtherefore be focused on reducing the gap between classroom and real working environment.This has prompted us to re-examine and rethink our pedagogical procedures because itinvolves more than just transmitting knowledge to our students but also about transformingand extending knowledge. Our understanding of the educational process, and of learningitself, has also changed. We no longer believe that learning is the passive corollary ofteaching, or that students should simply absorb material presented in lectures and textbooks.We believe student learning experience should produce both educational and developmentaloutcomes.This paper discusses the attempts by Universiti Teknologi Malaysia (UTM) to create UTM’sown identity of teaching and learning models, activities, materials, systems and environmentsbased on the New Academia concept. Pedagogical Knowledge (PK) and TechnologicalKnowledge (TK) which is under the Technological Pedagogical Content Knowledge(TPACK) framework as well as Student Centred Learning (SCL) underpin UTM NewPedagogy Model. UTM’s initiatives to enrich Teaching and Learning (T&L) are based onwell-known and best teaching and learning practices which have been proven to be effective.These best practices include Harvard Business School Case Studies (HBSCS), PeerInstruction (PI), MIT OpenCourseWare Consortium (OCC) and MIT BLOSSOMS (BlendedLearning Open Source Science or Mathematics Studies). Entrepreneurial Academia is theoutcome to be achieved by UTM New Academia Pedagogy Model which comprises twomodes, namely the Learning Mode (Pedagogy/Andragogy) and the Learning Materials(Digital Resources). We believe that through this New Academia Pedagogy Model, we wouldable to provide a memorable, meaningful and interactive learning experience for our students.

Citation
Format

Ujang, D. Z. (2013, June), Invited Paper - New Academia in Student Learning Experience Paper presented at 2013 ASEE International Forum, Atlanta, Georgia. 10.18260/1-2--17250

TY  - CPAPER
AB  -                                 ASEE 2013 International Forum                                            Abstract    A New Academia Pedagogic Model for Student Learning Experience                         Zaini Ujang, Universiti Teknologi MalaysiaEducational systems in many countries in the Asia Pacific region have undergone significantchanges in terms of programmes of reform and restructuring of higher education. Universitiesof all institutional types are increasingly being challenged by the learning needs, preferences,requirements, styles, and methods of new generations of students, and by the pace and extent ofchange in the demographics, expectations and patterns of those students. There have been callsfrom key stakeholders for university educators to pursue reforms that are not only moresocially and economically efficient but are also cognizant of the new demands and realities ofthe knowledge economy in producing graduates or future employees in an increasinglyglobalized world. For instance, the resolutions based on discussions among key industryplayers and academicians during ICTLHE 2012 in conjunction with RCEE &amp; RHEd 2012suggested, among other things, that graduates must acquire generic skills, must be able tocreate new jobs and create companies with new innovations. Students should be able to relateand apply what they learn in classroom into real world application. Initiatives shouldtherefore be focused on reducing the gap between classroom and real working environment.This has prompted us to re-examine and rethink our pedagogical procedures because itinvolves more than just transmitting knowledge to our students but also about transformingand extending knowledge. Our understanding of the educational process, and of learningitself, has also changed. We no longer believe that learning is the passive corollary ofteaching, or that students should simply absorb material presented in lectures and textbooks.We believe student learning experience should produce both educational and developmentaloutcomes.This paper discusses the attempts by Universiti Teknologi Malaysia (UTM) to create UTM’sown identity of teaching and learning models, activities, materials, systems and environmentsbased on the New Academia concept. Pedagogical Knowledge (PK) and TechnologicalKnowledge (TK) which is under the Technological Pedagogical Content Knowledge(TPACK) framework as well as Student Centred Learning (SCL) underpin UTM NewPedagogy Model. UTM’s initiatives to enrich Teaching and Learning (T&amp;L) are based onwell-known and best teaching and learning practices which have been proven to be effective.These best practices include Harvard Business School Case Studies (HBSCS), PeerInstruction (PI), MIT OpenCourseWare Consortium (OCC) and MIT BLOSSOMS (BlendedLearning Open Source Science or Mathematics Studies). Entrepreneurial Academia is theoutcome to be achieved by UTM New Academia Pedagogy Model which comprises twomodes, namely the Learning Mode (Pedagogy/Andragogy) and the Learning Materials(Digital Resources). We believe that through this New Academia Pedagogy Model, we wouldable to provide a memorable, meaningful and interactive learning experience for our students.
AU  - Dr. Zaini Ujang
CY  - Atlanta, Georgia
DA  - 2013/06/22
PB  - ASEE Conferences
TI  - Invited Paper - New Academia in Student Learning Experience
UR  - https://strategy.asee.org/17250
DO  - 10.18260/1-2--17250
ER  -