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Outcome-Based%20Approach%20to%20Engineering%20Education

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Title: Outcome-Based%20Approach%20to%20Engineering%20Education


1
Outcome-Based Approach to Engineering Education
B.Eng. (Hons) Electronics majoring in
Computer Dr. Ian Chai, Program Coordinator Ling
Huo Chong, Assistant Program Coordinator
2
OUTCOMES OF THIS PRESENTATION
  • After this presentation, the participants shall
  • be more aware of what EAC is looking for during
    an accreditation exercise/visit
  • be more aware of his/her roles and contributions
    in OBE

3
OUTLINE OF THIS PRESENTATION
  • EAC
  • Accreditation
  • OBE
  • Programme Educational Objectives
  • Programme Outcomes
  • Example Subject Objective Outcomes

4
What Is EAC?
Engineering Accreditation Council
  • Formed in 2000

Previous accreditation for engineering programs
PSD (1957) ? IEM (1959) ? BEM (1967) ? LAN(1996)
/ MQA(2007)
5
What Is EAC?
Engineering Accreditation Council
  • Formulates and updates accreditation policies and
    criteria
  • Approves guidelines and operating procedures
  • Oversees operational arrangements and appoints
    evaluation panel
  • Receives evaluation reports and decides on
    accreditation
  • Responds to complaints, appeals or any proposals
    for change
  • Oversees development and operation of
    accreditation and mutual recognition agreement
    with other countries
  • Fosters the dissemination of developments and
    best practices in engineering education

6
Why Need Accreditation?
Governed by the REGISTRATION OF ENGINEERS ACT
1967 (Revised 2002)
  • No person is allowed to practice unless he is a
    professional engineer
  • Professional engineer may use Ir before his
    name OR PEng after his name
  • Graduate engineers to register before taking up
    employment as an engineer

7
Why Need Accreditation?
Those who has successfully completed an
accredited engineering programme
Professional Engineer - a graduate engineer who
has obtained the prescribed practical experience,
passed the Professional Assessment Examination,
and satisfied all other requirements of the Board
of Engineers (BEM)
8
Why Need Accreditation?
International Mobility (Washington Accord)
  • The Washington Accord (WA) Agreement that
    establishes equivalence of other countries
    accredited professional engineering programs.
  • Accredited Engineering Graduates are recognized
    by other signatory countries - Possible
    employment as engineers in those countries
    without further examinations.

9
Why Need Accreditation?
International Mobility (Washington Accord)
  • Established in 1989, as of 2007, the following
    countries are full members of WA Australia,
    Canada, the Republic of Ireland, Hong Kong,
    Japan, New Zealand, Singapore, South Africa,
    South Korea, Taiwan, the UK and the USA.
  • The following countries are provisional members
    of the WA and may become a full member in the
    future Germany, India, Malaysia (since 2003),
    Russia, Sri Lanka.

10
Why Need Accreditation?
Our last accreditation was in 2003 for 5-years
Next accreditation visit will be in July 2009
- for intakes of 2005 onwards
Our programme has been accredited before, so
whats the big deal?
Programmes to be accredited in 2009 will have to
be based on OBE!
NO OBE NO ACCREDITATION
11
EAC Accreditation Criteria
  • Academic Curriculum
  • Students
  • Academic and Supporting Staff
  • Facilities
  • Quality Management System

12
EAC Accreditation Criteria
  • Academic Staff
  • Academic qualifications
  • Professional qualification, experience
    development
  • Research/publication/consultancy
  • Industrial involvement
  • Teaching load/contact hours
  • Motivation and enthusiasm
  • Use of lecturers from industry/public bodies
  • Aware and practice of OBE

13
Deficiencies of Traditional Education
  • Provides students with a learning environment
    with little attention to whether or not students
    ever learn the material.
  • Students are given grades and rankings compared
    to each other students become exam oriented or
    CGPA driven.
  • Graduates are not completely prepared for the
    workforce.
  • Lack of emphasis on soft skills needed in jobs
    e.g. communication skills, interpersonal skills,
    analytical skills, etc.

14
What Is Outcome Based Engineering Education?
ITS NOT WHAT WE TEACH, ITS WHAT YOU LEARN
15
Introducing OBE
  • OBE is an educational process.
  • Directed/focussed at achieving certain specified
    outcomes in terms of individual student learning.
  • Outcomes - key things students should understand
    and be able to do or the qualities they should
    develop.
  • Both structures and curricula are designed to
    achieve those capabilities or qualities.
  • Educational structures and curriculum are
    regarded as means not ends. If they do not do the
    job they are rethought (Continuous Quality
    Improvement (CQI)).

16
Outcome-Based Education
Employers Rating of Skills/Qualities 2002
  • Communication (verbal written) 4.69
  • Honesty/Integrity 4.59
  • Teamwork skills 4.54
  • Interpersonal skills 4.50
  • Strong work ethics 4.46
  • Motivation initiative 4.42
  • Flexibility/adaptability 4.41
  • Analytical skills 4.36
  • Computer skills 4.21
  • Organisational skills 4.05
  • Detail oriented 4.00
  • Leadership skills 3.97
  • Self confidence 3.95
  • Friendly/outgoing personality 3.85
  • Well mannered / polite 3.82
  • Tactfulness 3.75
  • GPA (3.0 or better) 3.68
  • Creativity 3.59
  • Sense of humour 3.25

17
Outcome Based Education
  • Shifting from measuring input and process to
    include measuring the output (outcome)

Input
Process
Output
From a Resource- or Input-Based or Process-Based
Approach to an Outcome-Based Approach
18
Outcome Based Education (OBE)
  • OBE is a process that involves the restructuring
    of curriculum, assessment and reporting practices
    in education to reflect the achievement of high
    order learning and mastery rather than
    accumulation of course credits.
  • Amongst Expected Changes
  • Curriculum Restructuring/Revision
  • Innovative/Flexible Delivery Method
  • Variety of Assessment Evaluation Methods
  • Collection of Evidences
  • Continuous Quality Improvement (Closing the Loop)

19
Outcome Based Education (OBE)
  • OBE addresses the following key questions
  • What do you want the students to have or able to
    do?
  • How can you best help students achieve it?
  • How will you know whether they have achieved it?
  • How do you close the loop?

20
The Relevancy of OBE
  • Rating/Accreditation requirements
  • Quality Assurance Audit by the Ministry of Higher
    Education Malaysian Qualifications Framework
    (MQF) emphasis on learning outcomes.
  • Accreditation Requirement for Engineering
    Programme by the Engineering Accreditation
    Council (EAC) The New Accreditation Manual
    emphasizes learning outcomes Related to the
    Washington Accord - A Global Dimension.

21
Some Real Benefits of OBE
  • Anticipation of real benefits
  • More directed coherent curriculum
  • Graduates will be more relevant to industry
    other stakeholders (more well rounded graduates)
  • Continuous Quality Improvement (CQI) is an
    inevitable consequence

22
Continuous Improvement
Say what you do
Do what you say
Improve it
Prove it
23
Programme Educational Objectives (PEO)
  • Programme Objectives are specific goals
    describing expected achievements of graduates in
    their career and professional life after
    graduation, and shall be
  • consistent with the mission and vision of the
    IHL, and
  • responsive to the expressed interest of various
    groups of programme stakeholders

Long term outcomes (5 years or more from the time
of graduation)
24
Programme Objectives (PEO) for Computer
Engineeringhttp//foe.mmu.edu.my/main/undergrad/b
eng_comp.html
  • To develop highly competent computer engineers
    who are able to spearhead related ICT industries
  • To produce computer engineers who are able to
    continually equip themselves with the latest
    technologies

25
Programme Outcomes (PO) http//foe.mmu.edu.my/main
/undergrad/beng_comp.html
Programme Outcomes are statements describing what
students are expected to know and be able to
perform or attain by the time of graduation, and
shall. These relate to the skills, knowledge, and
behaviours that student acquire through the
programme, and are linked to the Programme
Objectives
Short term outcomes (at the point of graduation)
26
Programme Outcomes (PO) for Computer
Engineeringhttp//foe.mmu.edu.my/main/undergrad/b
eng_comp.html
  1. Ability to acquire and apply fundamental
    principles of science and engineering.
  2. Capability to communicate effectively.
  3. Acquisition of technical competence in
    specialised areas of engineering discipline.
  4. Ability to identify, formulate and model problems
    and find engineering solutions based on a system
    approach.
  5. Ability to conduct investigation and research on
    engineering problems in a chosen field of study.
  6. Understanding of the importance of sustainability
    and cost-effectiveness in design and development
    of engineering solutions.

27
Programme Outcomes (PO) for Computer
Engineeringhttp//foe.mmu.edu.my/main/undergrad/b
eng_comp.html
  1. Understanding and commitment to professional and
    ethical responsibilities.
  2. Ability to work effectively as an individual, and
    as a member/leader in a team.
  3. Ability to be a multi-skilled engineer with good
    technical knowledge, management, leadership and
    entrepreneurial skills.
  4. Awareness of the social, cultural, global and
    environmental responsibilities as an engineer.
  5. Capability and enthusiasm for self-improvement
    through continuous professional development and
    life-long learning.

28
Example Subject Objective from ECP4236Taken from
the syllabus see the syllabi of other
subjectsto find their respective ones.
  • The objective of the subject is to provide the
    knowledge and basic applications of parallel
    processing concepts, parallel environments and
    architectures, parallel algorithms and parallel
    programming.

29
Example Subject Learning Outcomes from
ECP4236Taken from the syllabus see the syllabi
of other subjectsto find their respective ones.
  • At the completion of the subject, students should
    be able to
  • describe different types of parallelism, their
    principles and structures
  • design, develop and analyse parallel algorithms
    for distributed and shared memory parallel systems

30
Example Programme Outcomes from ECP4236Taken
from the syllabus see the syllabi of other
subjectsto find their respective ones.
  • Ability to acquire and apply fundamental
    principles of science and engineering.
  • Capability to communicate effectively.
  • Acquisition of technical competence in
    specialised areas of engineering discipline.
  • Ability to identify, formulate and model problems
    and find engineering solutions based on a system
    approach.
  • Ability to conduct investigation and research on
    engineering problems in a chosen field of study.
  • Understanding of the importance of sustainability
    and cost-effectiveness in design and development
    of engineering solutions.
  • Understanding and commitment to professional and
    ethical responsibilities.
  • Ability to work effectively as an individual, and
    as a member/leader in a team.
  • Capability and enthusiasm for self-improvement
    through continuous professional development and
    life-long learning.

31
The End Thank you for your kind attention ?
32
Acknowledgement
The materials contained in this presentation are
extracted from EAC Training Workshop 2006 2009
Modules Prof. Dr. Wan Hamidon (UKM) Assoc.
Prof. Ir. Megat Johari (UPM) Prof. Dr. Shahrin
Mohamad (UTM) Prof. Dr. Jailani Mohd. Noor
(UKM) Assoc. Prof. Dr. Mohd. Saleh Jaafar (UPM)
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