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UNIVERSITI

UNIVERSITI. UNIVERSITI TUNKU ABDUL RAHMAN. Faculty of Engineering and Science. Outcome-based Education (OBE). Prof. Ir. Dr. Chung Boon Kuan PEng, MIEM. Agenda. What is OBE? What is EAC? How do we implement OBE? Roles of University and Lecturers Roles of Students

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  1. UNIVERSITI UNIVERSITI TUNKU ABDUL RAHMAN Faculty of Engineering and Science Outcome-based Education (OBE) Prof. Ir. Dr. Chung Boon Kuan PEng, MIEM

  2. Agenda • What is OBE? • What is EAC? • How do we implement OBE? • Roles of University and Lecturers • Roles of Students • Challenges in the 21st Century

  3. What is OBE? • Outcome-based Education • Popular education reform model • A student-centered learning philosophy that focuses on empirically measuring student performance, which are called outcomes.

  4. Traditional Education • Input-based Education primarily focuses on transferring resources to the students. • Use a series of examination to gauge the retention and comprehension of the course. However, the required outcomes of the graduates are not spelled out and measured.(Exam doesn’t measure soft-skills, attitude towards life-long learning etc.) • Students tend to learn only the content that lecturers teach them, and don’t improve their ability to solve engineering problems or design new devices. • Passing exam doesn’t prove that the students can meet the desired outcomes expected by industry. • Mismatch between the content provided to students and industry’s expectation.

  5. View on graduates from traditional education ….. View on graduates from OBE ….. “OK” What is the nutrition fact? High in Protein ...? Low in Calcium …? ….. “Not good enough”

  6. Sustainable Development • Climate change - global issue most concerned today • From scarcity of water to new supplies of fossil to meet energy demands • Minimum impact to the environment • Minimize energy consumption • Minimize use of material and waste

  7. OBE • Discourages traditional education approaches based on direct instruction of facts and standard methods. • Problem-based Learning (PBL) • It requires that the students demonstrate that they have learnt the required skills and content

  8. Programme Outcomes • Each independent education agency specifies its own outcomes and its own methods of measuring student achievement according to those outcomes. • The results can be used for different purposes. • Use the information to determine how well the overall education system is performing • Use the assessments to determine whether an individual student has learned required material.

  9. Programme Objectives • Programme Outcomes describe the attributes that the students are expected to attain at the point of graduation. • Programme Objectives describe the career and professional accomplishments that the programme would prepares the graduates to achieve in a few years after their graduation.

  10. Programme Objectives

  11. Stakeholders • Engineering Accreditation Council • Employers or industrial supervisors • Industrial Advisory Panel • Academic staff • External examiner • Public and Parents • Students

  12. What is EAC • LAN/IEM/BEM and JPA formed Engineering Accreditation Council (EAC) in Oct 2000 • Accreditation of engineering programmes in Malaysia • Accreditation visit after the first batch of students completed study • Ensure programme satisfy minimum academic requirements for registration as a graduate engineer with BEM and for admission to graduate membership of IEM • OBE must be implemented

  13. Why OBE? • Advocated by Washington Accord (current permanent signatories, US, UK, Canada, Japan,…) • Accredited Engineering Graduates are recognized by other signatory countries. • - Possible employment as engineers in those countries without further examinations.

  14. Required Skills • Engineers are expected to make a quick and useful contribution in work. • Not enough to rely on technical expertise; employers will expect you to demonstrate a range of practical skills and soft skills. • You will therefore need to think about the skills that you have to offer the employer.

  15. Professional Engineer (PE) • Engineers Act 1967 requires every engineer to be registered with the Board of Engineers, Malaysia (BEM). • Graduates from recognised degree programmes shall be registered as Graduate Engineer to work as an engineer. • Practical training of more than 3 years is required for application to sit for Professional Interview (PI). • A PI candidate will be required to show that he can apply theory in engineering projects, and has acquired the skills of investigation (field work), planning, and design. • Upon passing the PI, the candidate can then apply to BEM for registration as a Professional Engineer. • Achieving PE status can be regarded as a self-fulfillment to enhance the status of a person in the society.

  16. Board of Engineers, Malaysia (BEM) • The work of engineers can have significant impact on public interest. • BEM is the regulatory body to enforce the Engineers Act to protect public interest. • Engineers are bound by the Code of Professional Conduct. • Engineers shall be professional in discharging their duty and responsibility in order to uphold the dignity, standing, and reputation of the engineering profession

  17. Institution of Engineers, Malaysia (IEM) • A learned society where engineers of various disciplines in every sector of economic activities come together for mutual helpfulness and sharing of experiences and technologies. • IEM works closely with BEM to enhance the status of engineers in the society (accreditation of engineering degree, professional interview, international recognition of standards for the training of professional engineers, etc.) • Help young engineers to establish themselves in the ranks. • Establish social linkages between engineers.

  18. How do we implement OBE? • Guided by EAC Accreditation Manual • Documentation to satisfy EAC requirements (SOP, Unit files, PBL assignments, exam/test, lab manual, samples, thesis, industrial training reports, etc.) • Outcome assessment methods and survey • Continuous Quality Improvement (CQI) • Problem-based Learning (PBL)

  19. Learning Outcomes – IC Design On completion of this unit, a student shall be able to: • Explain and use the device equations for design and analysis • Describe the basic digital components and use tools to analyze them • Describe the basic processing steps used today to do both the layout and simulation of MOS ICs • Know how to make design trade-offs to achieve a good balance among speed, power consumption and reliability • Analyze existing integrated circuits and design new integrated circuits

  20. Course to Programme Outcome Matrix • Matrix of Learning Outcomes vs. PO • Matrix of assessment tools vs. Learning Outcomes • Direct assessment of PO through FYP, ITP, survey, etc.

  21. Review of PO Achievement

  22. Industrial Advisory Panel External Examiner Year 1 Y1 Students Year 2 Unit learning outcomes Analysis, Evaluation, Interpretation, Revision and Modification Year 3 Industrial training Programme outcomes Year 4 Programme objectives Parents & Public Alumni Lecturers Employer Continuous Quality Improvement (CQI)

  23. Criteria for International Recognition In term of Problem Analysis ….

  24. Criteria for International Recognition In term of Depth of Analysis required….

  25. Problem-based Learning

  26. Roles of University • Provide conducive environment for students to learn the required knowledge and skills, including social networking. • Engage staff with extensive industry and research experience so that they can bring their experience into their teaching • Provide students the opportunities to carry out engineering or research projects during their course of study

  27. Produce disciplined graduates with critical thinking, quest for continuous learning & pursuit of excellence Mission Advance knowledge through collaborations with international universities, research institutions and industries Inculcate UTAR communities with high moral values, appreciation of diversity in multiethnic society and concern for mankind Excellence in advancement & dissemination of knowledge & expertise UTAR to be premier university Vision Holistic development of knowledge & expertise of the individual

  28. Roles of Lecturers • Review PEO, PO, course structure, and syllabus • Guidance on required PEO, PO, learning outcomes • Teach the relevant engineering, maths, and other relevant subjects • Conduct relevant tutorials and laboratory practical sessions • Give appropriate guide on assignments and projects • Organise a series of engineering seminars by academic staff and invited speakers from practicing engineers in industries • Organise field trips and visits to industries

  29. Roles of Lecturers • Conduct empirical measurements of PO • Prepare the required documentation • Assure EAC and public on the standard of our graduates • Obtain and maintain accreditation from EAC

  30. Roles of Students • Know the required Programme Outcomes and Programme Objectives • Acquire the Learning Outcomes • Demonstrate that they have learnt the required skills and contents • Attain the Programme Outcomes and Programme Objectives • Constructive feedback for the programme to obtain accreditation

  31. Challenges in the 21st Century • Globalisation • China entering the World Trade Organisation (WTO) • Liberalisation under Asia Pacific Economic Cooperation (APEC) • Asean Free Trade Agreement (AFTA) • Borderless Business - free flow of goods and services • Fair Trade - no trade barrier to protect domestic industries • Products/Services Competition - investments go with the most competitive environment for manufacturing and servicing hubs

  32. Risks and Opportunities RISKS • Withdrawal of Foreign Investment • Outflow of Domestic Funds • Increase of Jobless Rate • Decreased Occupancy Rate, hence decreased property values • Excess Import of Goods and Services • Inflation and devalued currency OPPORTUNITIES • Opposite of the above; plus • Bigger Client Base

  33. Keywords for Survival • Competitive :- product/service quality, labour productivity • Human Resources :- knowledge based business • Value-Added Services • Innovative • Gear up to go global :- international affiliations and joint-ventures

  34. Engineering Career Planning • Never limit your choice of work/learning • Exercise your engineering mind • Work hard and smart • Look after your health • Take good care of your family • Appreciate what you have • Never lose your appetite to learn • Contribute to well-being of mankind

  35. UNIVERSITI Thank You

  36. AppendixBLOOM’S Taxonomy

  37. BLOOM’S Taxonomy of Educational Objectives (Cognitive Domain) 6. Evaluation Judge, select, critique, justify, optimize 4. Analysis 5. Synthesis Classify, predict, model, derive, interpret Propose, create, invent, design,improve 2. Comprehension 3. Application Calculate, solve, determine, apply Explain, paraphrase 1. Knowledge List, recite

  38. Bloom’s Taxonomy: Verbs Knowledge

  39. Bloom’s Taxonomy: Verbs Comprehension

  40. Bloom’s Taxonomy: Verbs Application

  41. Bloom’s Taxonomy: Verbs Analysis

  42. Bloom’s Taxonomy: Verbs Synthesis

  43. Bloom’s Taxonomy: Verbs Evaluation

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