Case Study:  A Learning-Centered Continuous Ph.D. Advance Course Redesign Process



In this case study, the results and recommendation following the redesign process of an advanced engineering course for Doctor of Philosophy (Ph.D.) students is presented. Three Ph.D. students from the college of electrical engineering in United Arab Emirates university enrolled in the course during one academic semester. The Ph.D. supervisor for the three students was the course instructor. The aim of the study was to examine the possibility of aligning the university Ph.D. course design guidelines, students diverse research and knowledge needs and instructor requirements, experience, and skills in one advanced course. Furthermore, proposed herein is a continuous course formation and redesign process to cope up with the ever-changing nature of research and knowledge advancement in this information age. Supporting the student's learning process, knowledge acquisition and assessment was a straightforward process in the newly designed course. The major challenge was in meeting the needs of students from relatively different academic backgrounds and having diverse research requirements. Furthermore, the validity of the recommended course redesign process was established by studentsí marks and grades, success in meeting requirements and student feedback gathered at the end of the academic semester. The results support the validity of the advocated course redesign process and proved its effectiveness at least for similar context.