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Presentation on theme: "UNIVERSITI Outcome-based Education (OBE) UNIVERSITI TUNKU ABDUL RAHMAN"— Presentation transcript:

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


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

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