1. Outcome-based Education – From Curriculum to Classroom practices
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

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
Institutional Vision, Mission & Objectives
Learning Outcomes;
Curriculum Design & Delivery
Students: Selection and Support System
Student Evaluation System
Academic Staff and CPD
Teaching/Learning Resources
Program Evaluation
Leadership, Governance and Administration
Continuous Quality Improvement

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 effort Existing: conventional prescriptive-based system

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

7. (Stakeholders – industry, faculty, students, government, alumni, etc.)
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. ASSESSMENT OF CQI INSTITUTIONAL MISSION Educational Objectives
Measurable Performance Criteria
Program Outcomes
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: or