Outcome-based Education – From Curriculum to Classroom practices

1. COURSE ON BASIC TEACHING METHODOLOGY, UiTM, Shah Alam 16th - 21st November 2009 Presented by: Prof. Sr. Ir. Dr. Suhaimi Abdul Talib Faculty of Civil Engineering, Universiti Teknologi MARA Outcome-based Education – From Curriculum to Classroom practices

2. OUTLINE OF PRESENTATION • MQA 9 aspects of QAS. • Understanding the OBE curriculum • Understanding the OBE syllabus • Writing specific and measureable course outcomes • Selecting delivery method • Performance criteria • Example on the application of OBE

3. The 9 aspects of quality assurance for Higher Education in Malaysia

4. What are the Implications of MQA’s position on OBE ?

5. Implications….. • MQA essentially demands 2 major efforts :- • Improvement of procedures, documentation, criteria, etc - easily attainable • “a genuine shift towards OBE” in the Malaysian Education System- requires bigger effortExisting: conventional prescriptive-based system

6. Outcome-Based Education - A Shift in Focus from curricula, resources and processes towardsoutcomes and objectives.

7. Outcome-Based Education - A Shift in Focus The greater focus on outcomes and objectives means that all stakeholders must have a say in establishing them, and measuring them. (Stakeholders – industry, faculty, students, government, alumni, etc.)

8. Program Objectives • What kind of graduates do stakeholders want? • Definition of Program Objectives: • “…broad statements that describe the career & professional accomplishments that the program is preparing the graduates to achieve.” (ABET Criteria 2004) • “Broad goals that addresses institutional and program mission statements and are responsive to the expressed interests of various groups of program stakeholders” (Felder & Brent, 2003) • Broad outcomes at career & professional level

9. Program Objectives (Full statements) • A competent engineer with strong understanding of fundamental engineering knowledge • An engineer with professional attitudes and ethics necessary in fulfilling his/her responsibilities towards the employer, client and the society • An engineer who is able to adapt him/herself to the international/global work environment • An engineer who is able to lead an organization based on experience and knowledge of important current issues in engineering. • An engineer who is able to conduct research in his/her own organization.

10. Programme Outcomes Definition: • “Statements that describe what students are expected to know or be able to do by the time of graduation”(ABET Criteria 2004)

11. Malaysian Qualification Framework (MQF) Learning Outcomes Domains • 1. Knowledge of discipline areas • 2. Practical skills • 3. Social skills and responsibilities • 4. Value, attitude and professionalism • 5. Communication, leadership and team skills • 6. Problem solving and scientific skills • 7. Information mgmt. & life-long learning skills • 8. Managerial and entrepreneurial skills

12. 11 Program Outcomes (Full statements from EAC Manual) • Ability to acquire and apply basic knowledge of science, mathematics and engineering.. • Ability to communicate effectively, not only with engineer but also with the public. • Ability to identify, formulate and solve engineering problems. • Ability to use a system approach to design and evaluate operational performance. • Ability to act effectively as an individual and in a group, with leadership, entrepreneurial and managerial capabilities • Understanding of the social, cultural, global and environmental responsibilities and ethics of a professional engineer and the need for sustainable development • Recognizing the need to undertake lifelong learning and possessing/acquiring the capacity to do so • Ability to design and conduct experiments, as well as to analyze and interpret data • Ability to function on multi-disciplinary teams • Having technical competency and ability to apply to specific Civil Engineering discipline • Having the knowledge of contemporary issues.

13. Programme Outcomes 3 levels of competence (ASCE 2004): • Recognition:Reasonable level of familiarity, but lacks the knowledge to specify and procure solutions without additional expertise. • Understanding:Thorough mental grasp and comprehension, requiring more than abstract knowledge • Ability:Capability to perform with competence and full responsibility

14. Talking about OBE, there are 3 levels: • Philosophy / Theory / ”Broad Perspective” • Curricula / structures / procedures • Classroom practice (PBL, CL, AL, etc) Make sure we’re talking at the same level

15. OBE CURRICULUM • Courses-PO mapping

16. Delivery and Assessment Based on Outcomes – A Course on Research Methodology

17. ECW501 – RESEARCH METHODOLOGY

18. Mapping of Course Outcome to Programme Outcome

19. WRITING LEARNING OUTCOMES

20. LECTURE MATERIAL • Sample Lecture 1 • Sample Lecture 2

21. Developing Performance Criteria (Rubric) for various CO-PO combinations

22. Outcome-Based Education Some Immediate Advantages:- • Always alert on quality of graduates • .More effective & innovative teaching • - PBL, CL, etc • More industry input

23. INSTITUTIONAL MISSION ASSESSMENT OF CQI EducationalObjectives Measurable Performance Criteria ProgramOutcomes Assess & Evaluate Program Learning Practices/Strategies Feedback for Continuous Improvement Constituents Evaluation: Interpretation of Evidence & Data Assessment: Collection & Analysis of Evidence & Data

24. Thank You… esuhaimi@hotmail.com ecsuhaimi@salam.uitm.edu.my Tel: 55435240 or 013 340 6408