Integrating generic skills in curriculum

MM Shahidul Hassan, PhD :

Academics in universities in Bangladesh may question why institutions will bear the responsibility of imparting generic (employable) skills into their engineering students.

The prevailing belief suggests that graduates can sufficiently acquire requisite skills through subsequent training provided by their employers, as has been the norm.

Academics argue that they have long focused on transmitting subject-specific engineering knowledge to students, and their students have excelled both domestically and internationally.

Yet, in the contemporary landscape, the acquisition of employable skills holds a paramount significance within the university tenure itself.

This is due to the unprecedented pace of technological advancement and the fluid, unpredictable nature of job markets. It is imperative to recognize that the skills demanded by employers are best cultivated during the formative years spent within the university environment.

The advancements in Artificial Intelligence (AI), machine learning, neurotechnology, and self-tracking technologies have led to a stage where AI has become competitive with the human brain, raising concerns within society about the potential displacement of humans by machines. In the face of these rapidly evolving AI, machine learning and technologies, effective human-machine interaction has become imperative.

This trend is driving the emergence of the auto economy, industrial automation, reliance on technology-driven services, and an uncertain landscape of future job roles, all emphasizing the urgent need for the changing workforce to acquire generic (employable) skills and enhance their technological expertise.

This shift necessitates a recalibration of our approach towards skill development within the academic sphere. Recognizing the importance of this shift is crucial to ensuring that graduates possess not only theoretical knowledge but also the competencies necessary for navigating the modern professional landscape. In response, universities worldwide are revamping their engineering curricula and teaching approaches to empower graduates to excel in employability.

It is imperative for universities in Bangladesh to seriously contemplate these changes and adapt their curricula and teaching approaches accordingly. Now academics need to know how the skills can be inculcated in the curriculum and what types of teaching methods and assessment techniques and recognition are suitable for evaluating generic skills.

The generic skills include communication, critical thinking and problem-solving, teamwork, lifelong learning, ethics, ICT proficiency, entrepreneurship, and leadership skills.

Research has shown that the skills are better learned when intertwined with disciplinary content rather than in single separate courses. Therefore, it is important to identify specific courses under a program where basic generic skills would be taught and assessed. The lack of prior experience among local faculty in integrating generic skills into courses, collaboration with foreign educationists becomes pivotal.

Drawing from their expertise and insights, universities can design curricula that effectively blend disciplinary knowledge with the development of generic skills. In my capacity, I can offer insights gleaned from relevant literature on strategies for integrating skills development within undergraduate electrical engineering program.

For instance, in courses like Communication Systems and Signal Processing, students practice Oral Communication through presentations and seminars. They develop Written Communication skills by preparing technical reports in classes like Circuit Design and Electromagnetic Theory.

Circuit Analysis, Digital Signal Processing, and Control Systems enhance Critical Thinking and Problem-Solving abilities. Capstone Projects encourage independent learning, critical thinking, and information synthesis.

There should be a new course on Entrepreneurship focusing on innovation and entrepreneurship within the field. What I aim to convey is that through integrating generic skills into engineering curricula and implementing effective teaching methods, universities can empower students with these crucial skills throughout their academic journey.

What teaching methods are effective for helping students acquire the mentioned skills? Learning generic skills demands active student involvement, a collaborative learning atmosphere, and the utilization of diverse teaching methods and pedagogical approaches.

Traditional teaching method, the teacher-centered “chalk and duster” approach proves ineffective in this context, primarily transmitting information to students. Today, various student-centered methods are utilized, including problem-based learning, project-based learning, flipped classrooms, inquiry-based learning, and experiential learning. Project-based learning involves students collaborating in teams to address real-world engineering challenges.

This method not only enhances technical proficiency but also cultivates teamwork, communication, and problem-solving capabilities. In Problem-Based Learning, the process begins with presenting a problem that students must comprehend and interpret. They then generate alternative solutions, identify the knowledge gaps, and devise strategies to acquire them in a self-directed manner.

This iterative process involves reflecting on the usefulness and applicability of acquired knowledge and skills, adjusting learning goals and strategies accordingly. Throughout this cycle, a faculty member serves as a facilitator, guiding students, fostering their awareness of reasoning and encouraging reflective thinking through questioning strategies.

The critical thinking potential of Problem-Based Learning can promote a global perspective and facilitate ethical judgment and awareness in decision-making. Industry-Relevant Capstone Projects allows students to apply their technical knowledge and skills to a practical problem while also developing teamwork and project management abilities. To ensure more pragmatic assessment, teachers can utilize rubrics.

The rubric employed for assessing Problem-Solving Competence consists of 7 indicators: problem identification, gathering relevant information, strategy for resolution, quality of selected solution, results, conclusions, and use of resources. It is not necessary to apply all seven indicators for every course.

For instance, in the Calculus course, indicators (2) and (7) are not covered, and the highest level for indicators (3) and (4) is 3, rather than the maximum of 4. Experiential learning opportunities in industry settings allow students to apply classroom knowledge to real-world projects, gain professional experience, and develop networking, problem-solving, and workplace skills.

The landscape of higher education is evolving, and we must adapt to it. Failure to do so may result in graduates facing difficulties in securing employment opportunities. It is imperative that universities, alongside regulatory bodies such as the University Grants Commission (UGC) and the Ministry of Education, take proactive measures to address this pressing issue.

(The writer is former Vice Chancellor, East West University, retired
professor, BUET).