Outcome-Based Approach to Engineering Education B.Eng. (Hons) Electronics majoring in Computer Dr. Ian Chai, Program Coordinator Ling Huo Chong, Assistant Program Coordinator

OUTCOMES OF THIS PRESENTATION After this presentation, the participants shall: be more aware of what EAC is looking for during an accreditation exercise/visit be more aware of his/her roles and contributions in OBE

 EAC  Accreditation  OBE  Programme Educational Objectives  Programme Outcomes  Example Subject Objective & Outcomes OUTLINE OF THIS PRESENTATION

What Is EAC? Engineering Accreditation Council Formed in 2000 Previous accreditation for engineering programs : PSD (1957)  IEM (1959)  BEM (1967)  LAN(1996) / MQA(2007) IEM PSD BEM MQA EAC

What Is EAC? Engineering Accreditation Council Formulates and updates accreditation policies and criteriaFormulates and updates accreditation policies and criteria Approves guidelines and operating proceduresApproves guidelines and operating procedures Oversees operational arrangements and appoints evaluation panelOversees operational arrangements and appoints evaluation panel Receives evaluation reports and decides on accreditationReceives evaluation reports and decides on accreditation Responds to complaints, appeals or any proposals for changeResponds to complaints, appeals or any proposals for change Oversees development and operation of accreditation and mutual recognition agreement with other countriesOversees development and operation of accreditation and mutual recognition agreement with other countries Fosters the dissemination of developments and best practices in engineering educationFosters the dissemination of developments and best practices in engineering education

Why Need Accreditation? Governed by the REGISTRATION OF ENGINEERS ACT 1967 (Revised 2002) No person is allowed to practice unless he is a professional engineer Professional engineer may use “Ir” before his name OR “PEng” after his name Graduate engineers to register before taking up employment as an engineer

Why Need Accreditation? graduate engineers to register before taking up employment as an engineer Those who has successfully completed an accredited engineering programme Professional Engineer - a graduate engineer who has obtained the prescribed practical experience, passed the Professional Assessment Examination, and satisfied all other requirements of the Board of Engineers (BEM)

Why Need Accreditation? The Washington Accord (WA): Agreement that establishes equivalence of other countries’ accredited professional engineering programs. International Mobility (Washington Accord) Accredited Engineering Graduates are recognized by other signatory countries - Possible employment as engineers in those countries without further examinations.

Why Need Accreditation? International Mobility (Washington Accord) Established in 1989, as of 2007, the following countries are full members of WA: Australia, Canada, the Republic of Ireland, Hong Kong, Japan, New Zealand, Singapore, South Africa, South Korea, Taiwan, the UK and the USA. The following countries are provisional members of the WA and may become a full member in the future: Germany, India, Malaysia (since 2003), Russia, Sri Lanka.

Why Need Accreditation? Our last accreditation was in 2003 for 5-years Next accreditation visit will be in July for intakes of 2005 & onwards Programmes to be accredited in 2009 will have to be based on OBE! Our programme has been accredited before, so what’s the big deal? NO NO OBE = ACCREDITATION

 Academic Curriculum  Students  Academic and Supporting Staff  Facilities  Quality Management System EAC Accreditation Criteria

 Academic Staff  Academic qualifications  Professional qualification, experience & development  Research/publication/consultancy  Industrial involvement  Teaching load/contact hours  Motivation and enthusiasm  Use of lecturers from industry/public bodies  Aware and practice of OBE EAC Accreditation Criteria

 Provides students with a learning environment with little attention to whether or not students ever learn the material.  Students are given grades and rankings compared to each other – students become exam oriented or CGPA driven.  Graduates are not completely prepared for the workforce.  Lack of emphasis on soft skills needed in jobs e.g. communication skills, interpersonal skills, analytical skills, etc. Deficiencies of Traditional Education

What Is Outcome Based Engineering Education? IT’S NOT WHAT WE TEACH, IT’S WHAT YOU LEARN

Introducing OBE OBE is an educational process. Directed/focussed at achieving certain specified outcomes in terms of individual student learning. Outcomes - key things students should understand and be able to do or the qualities they should develop. Both structures and curricula are designed to achieve those capabilities or qualities. Educational structures and curriculum are regarded as means not ends. If they do not do the job they are rethought (Continuous Quality Improvement (CQI)).

 Communication (verbal & written)4.69  Honesty/Integrity4.59  Teamwork skills4.54  Interpersonal skills4.50  Strong work ethics4.46  Motivation & initiative4.42  Flexibility/adaptability4.41  Analytical skills4.36  Computer skills4.21  Organisational skills4.05  Detail oriented4.00  Leadership skills 3.97  Self confidence3.95  Friendly/outgoing personality3.85  Well mannered / polite3.82  Tactfulness3.75  GPA (3.0 or better)3.68  Creativity3.59  Sense of humour3.25  Entrepreneurial skills/risk taker3.23 Employers Rating of Skills/Qualities – 2002 Outcome-Based Education

Outcome Based Education  Shifting from measuring input and process to include measuring the output (outcome) InputProcessOutput From a Resource- or Input-Based or Process-Based Approach to an Outcome-Based Approach

Outcome Based Education (OBE) OBE is a process that involves the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than accumulation of course credits. Amongst Expected Changes: –Curriculum Restructuring/Revision –Innovative/Flexible Delivery Method –Variety of Assessment & Evaluation Methods –Collection of Evidences –Continuous Quality Improvement (Closing the Loop)

Outcome Based Education (OBE) OBE addresses the following key questions:  What do you want the students to have or able to do?  How can you best help students achieve it?  How will you know whether they have achieved it?  How do you close the loop?

The Relevancy of OBE Rating/Accreditation requirements: 1. Quality Assurance Audit by the Ministry of Higher Education: Malaysian Qualifications Framework (MQF) – emphasis on learning outcomes. 2. Accreditation Requirement for Engineering Programme by the Engineering Accreditation Council (EAC): The New Accreditation Manual emphasizes learning outcomes – Related to the Washington Accord - A Global Dimension.

Some Real Benefits of OBE Anticipation of real benefits – More directed & coherent curriculum – Graduates will be more “relevant” to industry & other stakeholders (more well rounded graduates) – Continuous Quality Improvement (CQI) is an inevitable consequence

Continuous Improvement Say what you do Do what you say Prove it Improve it

Programme Educational Objectives (PEO) Programme Objectives are specific goals describing expected achievements of graduates in their career and professional life after graduation, and shall be: consistent with the mission and vision of the IHL, and responsive to the expressed interest of various groups of programme stakeholders Long term outcomes (5 years or more from the time of graduation)

Programme Objectives (PEO) for Computer Engineering  To develop highly competent computer engineers who are able to spearhead related ICT industries  To produce computer engineers who are able to continually equip themselves with the latest technologies

Programme Outcomes (PO) Programme Outcomes are statements describing what students are expected to know and be able to perform or attain by the time of graduation, and shall. These relate to the skills, knowledge, and behaviours that student acquire through the programme, and are linked to the Programme Objectives Short term outcomes (at the point of graduation)

Programme Outcomes (PO) for Computer Engineering 1.Ability to acquire and apply fundamental principles of science and engineering. 2.Capability to communicate effectively. 3.Acquisition of technical competence in specialised areas of engineering discipline. 4.Ability to identify, formulate and model problems and find engineering solutions based on a system approach. 5.Ability to conduct investigation and research on engineering problems in a chosen field of study. 6.Understanding of the importance of sustainability and cost-effectiveness in design and development of engineering solutions.

Programme Outcomes (PO) for Computer Engineering 7.Understanding and commitment to professional and ethical responsibilities. 8.Ability to work effectively as an individual, and as a member/leader in a team. 9.Ability to be a multi-skilled engineer with good technical knowledge, management, leadership and entrepreneurial skills. 10.Awareness of the social, cultural, global and environmental responsibilities as an engineer. 11.Capability and enthusiasm for self-improvement through continuous professional development and life- long learning.

Example Subject Objective from ECP4236 Taken from the syllabus – see the syllabi of other subjects to find their respective ones.  The objective of the subject is to provide the knowledge and basic applications of parallel processing concepts, parallel environments and architectures, parallel algorithms and parallel programming.

Example Subject Learning Outcomes from ECP4236 Taken from the syllabus – see the syllabi of other subjects to find their respective ones.  At the completion of the subject, students should be able to: –describe different types of parallelism, their principles and structures –design, develop and analyse parallel algorithms for distributed and shared memory parallel systems

Example Programme Outcomes from ECP4236 Taken from the syllabus – see the syllabi of other subjects to find their respective ones.  Ability to acquire and apply fundamental principles of science and engineering.  Capability to communicate effectively.  Acquisition of technical competence in specialised areas of engineering discipline.  Ability to identify, formulate and model problems and find engineering solutions based on a system approach.  Ability to conduct investigation and research on engineering problems in a chosen field of study.  Understanding of the importance of sustainability and cost-effectiveness in design and development of engineering solutions.  Understanding and commitment to professional and ethical responsibilities.  Ability to work effectively as an individual, and as a member/leader in a team.  Capability and enthusiasm for self-improvement through continuous professional development and life-long learning.

The End Thank you for your kind attention

Acknowledgement The materials contained in this presentation are extracted from EAC Training Workshop 2006 & 2009 Modules: Prof. Dr. Wan Hamidon (UKM) Assoc. Prof. Ir. Megat Johari (UPM) Prof. Dr. Shahrin Mohamad (UTM) Prof. Dr. Jailani Mohd. Noor (UKM) Assoc. Prof. Dr. Mohd. Saleh Jaafar (UPM)