Session on Outcome Based Education

1. Session onOutcome Based Education Curriculum Frame Work and Revision Workshop (by NITTR – Bangalaru on 20/01/2015) By: Dr. K. Kalidasa Murugavel, Professor and Head, Department of Mechanical Engineering, National Engineering College, K. R. Nagar, Kovilpatti, T.N.

2. Educational Models • Input-Output Model • Often involving direct prescriptions of curriculum and faculty composition • Makes the educational process uniform and potentially fair • Relatively easy to maintain • Stifle innovation and creativity in the curriculum • Outcome Model • Focuses on the objectives and outcomes of the program • Requires evidence of measurement and attainment of objectives and outcomes • Too much data may be collected and analyzed periodically

3. Input-Output Based Education financial resources Programme/Institution lab equipment Number of students graduating Infrastructure facilities quantitative grades of students success rate of students faculties Number of quality of students Measurable Outputs Measureable Input

4. Outcome Based Education Starting with a clear picture of what is important for students to be able to do… Then organizing the curriculum, delivary and assessment to make sure learning happens…

5. Outcome Based Education OBE (Education) OBC (Curriculum) What the student should be able to do? OBLT (Learning & Teaching) How to make the student achieve the outcome? Attributes OBA (Assessment) How to measure what the student has achieved?

6. Key constituents of Outcome based Education design Mission Vision Graduate Attributes 6

7. Vision and Mission • Vision is a futuristic statementthat the institution / department would like to achieve over a long period of time • Mission statements are essentially the means to achieve the vision • For example, • Vision: Create high-quality engineering professionals • Mission: offer a well-balanced programme of instruction, practical experience, and opportunities for overall personality development.

8. Program Educational Objectives (PEOs) • Program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing the graduates to achieve. • Guidelines for the PEOs • PEOs should be consistent with the mission of the Institution • The number of PEOs should be manageable • PEOs should be achievable by the program • PEOs should be specific to the program and not too broad • PEOs should be based on the needs of the constituencies

9. Graduate Attributes of the NBA for diploma programmes • Graduates Attributes (GAs) form a set of individually assessable outcomes • that are the components indicative of the diploma holders’ potential to acquire competence to practice at the appropriate level.

10. Summary of Graduate Attributes Engineering knowledge Problem analysis Design & Development of Solutions Investigation of Problem Modern tool usage Engineer and society Environment& sustainability Ethics Individual & team work Communication Lifelong learning + Project management & finance

11. The Graduate Attributes of NBA for diploma holders Engineering Knowledge: Apply knowledge of mathematics, science, engineering fundamentals and core engineering specialisation to the defined and applied engineering procedures, processes, systems or methodologies. Problem Analysis: Identify, formulate, study literature, and analyse broadly-defined engineering problems in reaching substantiated conclusions using analytical tools appropriate to respective discipline or area of specialisation.

12. . . . Graduate Attributes Design/ Development of Solutions: Design solutions for broadly- defined engineering/technology problems and contribute to the design of systems, components or processes to meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations. Investigations: Conduct investigations of broadly-definedproblems; locate, search and select relevant data from codes, databases and literature, design and conduct experiments to provide valid conclusions. Modern Tool Usage: Select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modelling, to broadly-definedengineering activities, with an understanding of the limitations.

13. . . . Graduate Attributes The Engineer and Society: Demonstrate understanding of the societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to engineering technology practice. Environment and Sustainability: Understand the impact of engineering/technology solutions in societal and environmental context and demonstrate knowledge of and need for sustainable development.. Ethics: Understand and commit to professional ethics and responsibilities and norms of engineering technology practice. Individual and Team Work: Function effectively as an individual, and as a member or leader in diverse technical teams.

14. . . . Graduate Attributes • Communication: Communicate effectively on broadly-defined engineering activities with the engineering community and with society at large, by being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions. • Life-long Learning: Recognise the need for, and have the ability to engage in independent and life-long learning in specialised technologies. • Project Management and Finance: Demonstrate knowledge and understanding of engineering management principles and apply the same to one’s own work as a member and leader in a team, and to manage projects in multidisciplinary environments.

16. Broadly-defined engineering problems

17. Broadly-defined engineering activities • A class of activities with characteristics defined in section 4.2 of the International Engineering Alliance (IEA ) Graduate Attributes and Professional Competencies v2.

18. PEOs and Vision and Mission Example of how PEOs are linked to the Vision and Mission

19. Course, Degree, Programme, ?? • Course • Course (Subject) is a unit of teaching, which encompasses various topics, that typically lasts one semester, is led by one or more faculty and has a fixed registered students. • Programme (Electrical/Mechanical Engineering programme) • Cohesive arrangement of courses, co-cuuricular and extra-curricular activities to accomplish predetermined objectives leading to the awarding of a degree. • Degree • Academic award (Diploma) conferred upon a student on successful completion of a program designed to achieve the defined attributes

20. How to Evolve Program Educational Objectives II-B (2) A) Consultation - Professional Bodies - Industry - Faculty - Alumni - Parents - Students - Data on future - Management - Data on trends in development in the profession B) - Summary of views during consultation C) - Accepted views - objectives D) - Identification and designing of courses with defined objectives. Elective and core courses. E) - Courses to achieve objectives

21. Program Outcomes (POs) • Program outcomes are narrower statements that describe what students are expected to know and be able to do by the time of graduation. • Guidelines for the POs • Program outcomes basically describe knowledge, skills and behavior of students as they progress through the program as well as by the time of graduation. • POs should not be too broad • They must align with the Graduate Attributes • They must reflect all the Graduate Attributes

22. Course Outcomes (COs) • 1. Student-focused, not professor-focused • That means: learning not coverage-oriented • 2. Alignment between course, program, and institutional levels • Course outcomes need to reflect both the objectives and coutcomes that the academic program represents as well as the broader mission of the institution as a whole • 3. Focus on abilities central to the discipline • Course outcomes should help prepare students for what is important to the discipline of • which the course is a part • 4. Focus on aspects of learning that will endure • Teaching students new modes of thinking is likely to have an impact on their future; • having them memorize facts tends to be much more short-lived • 5. Are limited to manageable number • Learning outcomes should focus a course on a few (say, 4-6) key purposes that have a • realistic chance of being accomplished within a semester • 6. Specific enough to be measurable • 7. Blooms Taxonomy

23. Program Specific Criteria • Program Criteria provide the specificity needed for interpretation of the bachelor level criteria as applicable to a given discipline. • Requirements stipulated in the Program Criteria are limited to the areas of curricular topics and faculty qualifications/expertise. • Example: • CSE must include probability and statistics, discrete mathematics, mathematics through differential and integral calculus; sciences (defined as biological, social, or physical science); and engineering topics (including computing science) necessary to analyze software, and systems containing hardware and software components. • ME must include Principles of engineering, basic science, and mathematics (including multivariate calculus and differential equations); to model, analyze, design, and realize physical systems, components or processes; and prepare students to work professionally in both thermal and mechanical systems areas.

24. Publishing and disseminating Vision and Mission, PEOs, POs, COs • Awareness to all the stakeholders on the defined Vision and mission, PEOs, POs, COs • Publishing in websites, curricula books, display boards etc., • Awareness workshops to students and faculty periodically • Prepare stakeholders to reinforce with the activities vis-à-vis achievement of Vision and mission, PEOs, POs, COs

25. How do PEOs, POs and COs relate COs GAs ♦ ♦ ♦ ♦ POs * * + * . + Mission * + . . . * * + * + + PEOs * + * *

26. Consistency between PEOs and Mission • EX: to impart quality education for the holistic development of undergraduate and graduate students with social responsibility and technically competent

27. Alignment of defined POs with Graduate Attributes

28. PEO alignment with POs

29. Mapping COs with POs Strong Contribution Week Contribution No Contribution

30. Program Curriculum – Components

31. Program Curriculum – Balance between theory and practical Balance between theory ad practice Laboratory work and Project work should contribute towards outcomes Delivery method and assessment of the course is very key 31

32. Program Curriculum – Contributions of professional core Design experience and engineering problem solving skills are very important • How the core courses are contributing to PEOS and POs • Any courses specific to meet any of the PEOS and POs • Course content contribution to meet the POs • Draft the content/syllabus in tune

33. Assessment methods and tools • Direct Assessment Method: using measurable performance indicators of students • Exams • Assignments • Projects • Tutorials • Labs • Presentations • Indirect Assessment Method: Ascertaining opinion or self-reports • Rubrics • Alumini survey • Employer survey • Course-end survey, etc.,.

34. Rubric • Rubrics is set of performance indicators which define and describe the important component of the work being completed • Information to/about individual student competence (Analytic) • Communicate expectations • Diagnosis for purpose of improvement and feedback • Overall examination of the status of the performance of a group of students? (Holistic)

35. Sample Program Outcome: Student can Work Effectively in Teams

36. When to Assess Program Educational Objectives(PEOs) Few years after Graduation – 4 to 5 years Upon graduation Program Outcomes (POs) Course Outcomes (COs) Upon course completion

37. PEO Assessment tools • The data may be collected progressively • Survey questions should elicit the required information • Not to confirm the objective • Ex. PEO: producing the graduates with leadership qualities • Employer survey • Q1: At which level/position our graduates (year) are working in your organization

38. CO Assessment tools for each course

39. PO Assessment tools for all courses

40. Summary of assessment methods/tools

41. Assessment of the attainment of PEOs

42. Assessment of the attainment of COs

43. Assessment of the attainment of POs • POs attainment through each Course • Direct • Indirect

44. Administrative support for OBE • Quality Assurance cell • OBE assessment and evaluation at institutional level • Program wise assessment semester/year • Continuous improvement initiatives • Industrial/alumni advisory body • Review of the attainment of PEO,PO and suggest improvements • Program coordinator • Interacting with course coordinators towards attainment of POs and review/update the changes required for curriculum contents • Course coordinator • Assess the attainment of COs and review/update the course delivery and assessment methods

45. Thank YOU

46. Discussions

47. Assignments • Establishment of vision, mission, PEO and POs for a program of the institution. • Flexibility in curriculum to meet the objectives of the program of the institution • Establishing COs for a course and correlating with POs • Delivery and Evaluation for the attainment of the CO • Project work – attainment of POs and PEOs • Soft skill development