1. UNIVERSITI Outcome-based Education (OBE) 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. Programme Outcomes of 3E Programme Outcomes of EC
i. Ability to apply acquired fundamental knowledge of science and engineering
i. Apply acquired fundamental knowledge of science and engineering;
ii. Possess the relevant technical skills in electrical and electronic engineering
iii. Possess the relevant technical skills in electronic and communications engineering;
iii. Ability to identify, formulate and solve problems of high- and low-power circuits and systems
iv. Identify, formulate and solve communication engineering problems;
iv. Ability to design and evaluate electrical and electronic systems based on system approach
ii. Design and evaluate electronic and communication systems based on system approach;
viii. Be aware of the current good practices of electrical & electronic engineering for sustainable development
vi. Be aware of the current good practices of electronic and communication engineering for sustainable development;
vii. Ability to understand and commit to prevailing professional and ethical responsibilities
vii. Demonstrate commitment to ethical and professional responsibilities;
v. Ability to communicate effectively
v. Communicate effectively with technical and non-technical people;
vi. Ability to function effectively as an individual and in a group
ix. Function effectively as an individual and in a team;
x. Be aware that a professional engineer’s work have social, cultural, global and environmental ramifications
x. Be aware of a professional engineer’s social, cultural, global and environmental responsibilities.
ix. Recognize the importance of and be able to engage in life-long learning
viii. Recognize that electronic communication is a fast evolving field and is committed to carry out life-long learning;

7. 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

8. 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

9. 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.

10. 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.

11. Programme Objectives of 3E Programme Objectives of EC
The graduates of Electrical and Electronic Engineering Programme will use the latest knowledge and techniques in developing, maintaining, servicing, sales and marketing, and research of electrical and electronics technologies
The graduates of Electronic and Communication Engineering Programme will use the latest knowledge and techniques in design, developing, maintaining, servicing, sales and marketing, and research of electronic telecommunication and technologies
The graduates will assume technical, managerial and ethical roles effectively in the organizations they work in.
The graduates will be involved in the affairs of professional institutions and keep abreast of the nation’s needs and developments, and provide services to the engineering communities and the nation

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

13. 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

14. 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.

15. 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.

16. 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.

17. 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

18. 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.

19. 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)

20. 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

21. Course to Programme Outcome Matrix
CODE
COURSE
EMPHASIS TO THE PO 1 2 3 4 5 6 7 8 9 10
UCCM1653
Mathematics for Engineering I ×
UEEA1243
Circuit Theory
UCCS2613
Programming Techniques
UEEA3273
Electromagnetic Fields and Waves
UEGE3114
Industrial Training
UEGE4113
Project
Matrix of Learning Outcomes vs. PO
Matrix of assessment tools vs. Learning Outcomes
Direct assessment of PO through FYP, ITP, survey, etc.

22. Review of PO Achievement

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

24. Criteria for International Recognition
In term of Problem Analysis ….
Washington Accord
Sydney Accord
Dublin Accord
Identify, formulate, research literature and solve complex engineering problems reaching substantiated conclusions using first principles of mathematics and engineering sciences
Identify, formulate, research literature and solve broadly-defined engineering problems reaching substantiated conclusions using analytical tools appropriate to their discipline or area of specialisation
Identify and solve well-defined engineering problems reaching substantiated conclusions using codified methods of analysis specific to their field of activity

25. Criteria for International Recognition
In term of Depth of Analysis required….
Complex Problems (engineer)
Broadly-defined Problems (technologist)
Well-defined Problems (technician)
Have no obvious solution and require abstract thinking, originality in analysis to formulate suitable models
Can be solved by well-proven analysis techniques
Can be solved in standardized ways

26. Problem-based Learning
Subject
Assignment Title
UEET2513 Analogue Communications
Design and Construction of an FM Transmitter
UEET4563 Mobile and Satellite Communication
Design and simulation of digital demodulation systems.
UEEA2333 Analogue Electronics
Design and Analysis of an Analogue Electronic System
UEEA4863 Renewable Energy
Design and construction of Solar Cell charging circuit.
UEEA4363 Optics & Opto-electronics
Design and construction of an optical transceiver.
UEEA4653 Computer Architecture
Evaluation of Computer Architecture Families (RISC and CISC)
UEEA4483 High Voltage Engineering
Design an Alternative Means of Providing Insulation in Power Transformers
UEEA3273 Electromagnetic Fields and Waves
Case study of a commercial TV antenna.
UEEA3453 Power System
Design of Energy Saving Scheme in Building Automation.
UEEA3633 Microprocessor & Microcontroller Systems
Home Security System Design
UEEA4373 Integrated Circuit Design
CMOS Implementation of Complex Logic Function
UEEL2323 / UEEA1323 Digital Electronics
Design a multiplexing system to implement a 4-digit 7-segment LED display.
UEEA3423 Control Systems
Design a Positional Feedback Control System for an antenna system
UEEL4123/UEEA4473 Power Electronics and drives
Design and Construction of a speed control unit for a hybrid stepper motor
UEEA3353 Digital System Design
Vending Machine Design Using Verilog

27. 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

28. UTAR to be premier university
Excellence in advancement & dissemination of knowledge & expertise
UTAR to be premier university
Vision
Holistic development of knowledge & expertise of the individual
Mission
Produce disciplined graduates with critical thinking, quest for continuous learning & pursuit of excellence
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

29. 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

30. 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

31. 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

32. 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

33. Risks and Opportunities
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

34. 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

35. 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

36. UNIVERSITI
Thank You

37. Appendix BLOOM’S Taxonomy

38. 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

39. Bloom’s Taxonomy: Verbs
Knowledge
Define
Recognize
Identify
Record
List
Relate
Name
Repeat
Recall
Underline

40. Bloom’s Taxonomy: Verbs
Comprehension
Choose
Discuss
Pick
Cite examples of
Explain
Report
Demonstrate use of
Express
Restate
Describe
Give in own words
Review
Determine
Identify
Recognize
Differentiate between
Interpret
Select
Discriminate
Locate

41. Bloom’s Taxonomy: Verbs
Application
Apply
Operationalize
Demonstrate
Practice
Dramatize
Relate
Employ
Schedule
Generalize
Shop
Illustrate
Use
Interpret
Utilize
Operate
Initiate

42. Bloom’s Taxonomy: Verbs
Analysis
Analyze
Criticize
Distinguish
Appraise
Deduce
Draw conclusions
Calculate
Debate
Estimate
Categorize
Detect
Evaluate
Compare
Determine
Examine
Conclude
Develop
Experiment
Contrast
Diagram
Correlate
Differentiate

43. Bloom’s Taxonomy: Verbs
Synthesis
Arrange
Formulate
Predict
Assemble
Manage
Reconstruct
Collect
Modify
Set up
Compose
Organize
Synthesize
Construct
Plan
Sytematimize
Create
Prepare
Devise
Design
Produce
Develop
Propose

44. Bloom’s Taxonomy: Verbs
Evaluation
Appraise
Measure
Assess
Rate
Choose
Revise
Compare
Score
Critique
Select
Estimate
Validate
Evaluate
Value
Judge
Test