OBE Briefing

Background

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Washington Accord

• The Washington Accord, established in 1989, is an international accreditation agreement for professional engineering academic degrees, between the bodies responsible for accreditation in its signatory countries

› Australia, Canada, Hong Kong, Ireland, Japan, Korea, Malaysia, New Zealand, Singapore, South Africa, Taiwan, UK and USA

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Washington Accord (cont.)

• The agreement recognizes that there is substantial equivalency of programmes accredited by those signatories

› Graduates of accredited programmes in any of the signatory countries are recognized by the other signatory countries as having met the academic requirements for entry to the practice of engineering

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Engineering Accreditation Council

• All engineering degrees in Malaysia are accredited by the Engineering Accreditation Council (EAC)

• EAC consists of five stakeholders

› Board of Engineers Malaysia (BEM)

› The Institution of Engineers, Malaysia (IEM)

› Industry employers

› Malaysian Qualification Agency (MQA)

› Public Service Department (JPA)

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Accreditation

• The objective of accreditation is to ensure that graduates of the accredited engineering programmes satisfy the minimum academic requirements for registration as a graduate engineer with BEM and for admission to graduate membership of IEM

› One of the requirements for accrediting an engineering programme is the implementation of the outcome-based education

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Outcome-based Education (OBE)

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Outcome-based Education

• Outcome-based Education (OBE) is a measurement of the effectiveness of a learning process by evaluating the outcome

• Focuses on student learning by: › Using statements to make explicit what the student is

expected to be able to know, understand or do; these statements should be do-able, observable and measurable

› Providing learning activities which will help the student to reach these outcomes

› Assessing the extent to which the student meets these outcomes through the use of assessment

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OBE Mechanisms

Programme Educational Objectives

(PEOs) • PEOs address the

graduates’ attainment 5 years after graduation

Programme Outcomes

(POs) • POs describe what students are expected to know and be able to perform or attain by the time of graduation

Learning Outcomes

(LOs)

• LOs address the abilities to be attained by students upon completion of a subject

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Programme Educational Objectives

• Programme Educational Objectives (PEOs) is a set of specific goals consistent with the faculty’s and university’s mission and vision, and describes the expected achievements of graduates in their career and professional life after graduation

• All the four undergraduate programmes have a common set of PEOs

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PEOs (cont.)

• The 3 PEOs

› PEO1: Graduates who hold managerial or senior positions within their organizations

› PEO2: Graduates who demonstrate professionalism and a commitment to continual professional development

› PEO3: Graduates who are employed in engineering or related professions, or are enrolled in (or have graduated from) engineering or professional graduate school

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Programme Outcomes

• Programme Outcomes (POs) are statements that describe what students are expected to know and be able to perform or attain by the time of graduation

• All the four undergraduate programmes have the same POs

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Programme Outcomes (cont.)

• The 13 POs

› PO1: Acquire and apply knowledge of mathematics, science and engineering fundamentals

› PO2: Acquire technical competence in specialised areas of engineering discipline to solve complex engineering problems

› PO3: Identify and analyse complex engineering problems, and formulate solutions based on fundamental principles of science and engineering

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Programme Outcomes (cont.)

• The 13 POs (cont.)

› PO4: Design solutions for complex engineering problems that meet specified needs with relevant considerations of their impacts in society

› PO5: Conduct investigation and research on complex engineering problems in the chosen field of study

› PO6: Create, select and apply appropriate techniques, resources, and modern engineering and IT tools to complex engineering activities

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Programme Outcomes (cont.)

• The 13 POs (cont.)

› PO7: Demonstrate awareness of societal, safety and health, legal, and cultural issues relevant to professional engineering practice

› PO8: Understand the importance of sustainability and cost-effectiveness in design and development of professional engineering solutions, and their impacts in societal and environmental contexts

› PO9: Apply and commit to professional ethics and responsibilities of engineering practice

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Programme Outcomes (cont.)

• The 13 POs (cont.)

› PO10: Communicate effectively in both oral and written contexts

› PO11: Function effectively as an individual, and as a member or leader in a team

› PO12: Recognise the need for, and acquire the ability to engage in self-improvement through continuous professional development and life-long learning

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Programme Outcomes (cont.)

• The 13 POs (cont.)

› PO13: Demonstrate management, leadership and entrepreneurial skills, and apply these to one’s own work, as a member and leader in a team, to manage projects in multidisciplinary environments

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Course Outcomes

• Learning Outcomes (LOs) or Course Outcomes (COs) address the abilities to be attained by students upon the completion of a subject

• A subject usually has several LOs and the LOs are different from one subject to another

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Course Outcomes (cont.)

• EME1166 Materials Science

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LO1-Describe the atomic structure and bonding of solids (cognitive-understanding, level 2)

LO2-Understand the crystal system structure, imperfections and diffusion mechanisms in solids (cognitive-

understanding, level 2)

LO3-Describe the various mechanisms on dislocations, strengthening and failure modes involved in the

properties of metals (cognitive-understanding, level 2)

LO4- Understand phase diagrams and phase transformations

(cognitive-understanding, level 2)

LO5- Understand the applications, fabrication and processing techniques of metal alloys

(cognitive-understanding, level 2)

Bloom’s Taxonomy

• Three domains of learning method

› Cognitive domain

Relates to the knowledge and the development of intellectual skills; includes the recall or recognition of specific facts, procedural patterns, and concepts

› Affective domain

Describes the way people react emotionally and their ability to feel another living thing’s pain or joy; typically targets the awareness and growth in attitudes, emotion, and feelings

› Psychomotor

Describes the ability to physically manipulate a tool or instrument; usually focuses on the development of skills

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Bloom’s Taxonomy (cont.)

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Bloom’s Taxonomy (cont.) • EME1166 Materials Science

• LO1-Describe the atomic structure and bonding of solids (cognitive-

understanding, level 2)

• LO2-Understand the crystal system structure, imperfections and diffusion mechanisms in solids (cognitive-understanding, level 2)

• LO3-Describe the various mechanisms on dislocations, strengthening and failure modes involved in the properties of metals (cognitive-understanding, level 2)

• LO4- Understand phase diagrams and phase transformations (cognitive-understanding, level 2) • LO5- Understand the applications, fabrication and processing techniques

of metal alloys (cognitive-understanding, level 2)

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Thank You

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