Azlan Abdul Aziz, Universiti Putra Malaysia & Megat Johari Megat Mohd Noor, Malaysia Japan Institute

of Technology, Universiti Teknologi Malaysia

PEC 1-Day Workshop, 23 February 2014 Pakistan Navy Engineering College (PNEC), Karachi

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SYDNEY ACCORD

DUBLIN ACCORD

FEANI / EUR-ACE / ENAEE(EUROPE)

NABEEA (ASIA)UPADI

(CENTRAL & SOUTH AMERICA)

EDUCATION PRACTICE

ENGINEERING TECHNOLOGISTS MOBILITY

FORUM

INTERNATIONAL ENGINEERING

ALLIANCE (IEA) /formerly

INTERNATIONAL ENGINEERING MEETING (IEM)

APEC ENGINEER

ENGINEERS MOBILITY FORUM

WASHINGTON ACCORD

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INTRODUCTORY REMARKSIn Malaysia,Purpose of accreditation – graduates of

accredited degree are able to register with the Board of Engineers Malaysia (BEM)

Engineering Accreditation Council (EAC), a body delegated by BEM to conduct accreditation of engineering programmes. EAC has representatives from BEM, IEM, Malaysian Quality Authority (MQA) and Public Services Dept. (PSD)

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INTRODUCTORY REMARKSFocus of EACEnsuring the expected engineering education

level is maintained (breadth and depth)Outcome-based engineering education (OBE)

programme is practisedContinual Quality improvement (CQI) on

Programmes appliedQuality Management System practised

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INTRODUCTORY REMARKSAccreditation HistoryWA license due for renewal 2015. Expected visit by WA

Reviewers as observers on accreditation exercise to Institutions of Higher Learning in late 2014/early 2015

Expectation1999-2005: Sufficient if IHL have OBE plans and infancy implementation2006-2012: Implement OBE in a systems approach. Full WA signatory 20092013-2019: Efficacy/ Efficiency/ Effectiveness of OBE systems

2020 OBE at IHL is de rigueur

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ACCREDITATION PROCEDURESchedule a visit after application from IHL. 6

months before final exams of first graduating cohort. Accreditation Cycle: 5 years

Provide Self Assessment Report (SAR) in accordance to criteria and as specified in manual.

Accreditation Visit (2 days incl. nightly meetings), not limiting to:

Meeting with prog. admin., staff, students, alumni and employers; visit facilities and check documents.

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ACCREDITATION PROCEDUREVISIT DAYVisit include (1) Opening Meeting: led by EAC evaluators &

followed by IHL ‘short’ presentation (2) Evaluation: Evidence-based through interviews,

checking documents and records, and observation (‘triangulation’)

(3) Closing/Exit Meeting for clarification or correction of factual inaccuracies. No arguments nor solutions are requested.

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ACCREDITATION PROCEDUREProfessionalism during Visit DayShort and concise briefing from both evaluators and

IHL (Note: SAR is self-explanatory and comprehensive). IHL should concentrate on what is NEW and focus on NICHE of programmes

OrganisedPunctual – keep to provided and prepared scheduleCourteousNot argumentativeWell dressedNot over friendly. Be formal

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ACCREDITATION PROCEDUREProfessionalism during Visit Day (Ctd…)Working lunch/teas in evaluation room among panel

evaluators onlyDo not provide tokens/gifts to evaluatorsProvide name tags, signage, computer and printing

facilitiesEnsure right persons/ guides available at the appointed

time

EAC Schedules Accreditation Decision Meeting in April, August and

December every year. Submission deadline of SAR and planned visit by January 31 every year.

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Programme Objectives (PEO) and Programme Outcomes (PO) PEOs are specific goals consistent with the

vision & mission of IHLPublished statements of PEOClear linkages between PEO and POInvolvement of constituents/ stakeholdersExpected to be achieved/analysed a few years after

graduation (usually for about 5 years of employment)

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

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Programme OutcomesOLD (2007) NEW based on IEA WA

(2012)

(i) ability to acquire and apply knowledge of science and engineeringfundamentals;

(i) Engineering Knowledge - Apply knowledge of mathematics, science,engineering fundamentals and an engineering specialisation to the solution of complex engineering problems;

(ii) acquire in‐depth technical competence in a specific engineeringdiscipline;

(iii) ability to undertake problem identification, formulation and solution;

(ii) Problem Analysis - Identify, formulate, research literature and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences;

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Programme OutcomesOLD (2007) NEW (2012)

(v) understanding of the principles of design for sustainable development;

(iii) Design/Development of Solutions - Design solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations;

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Programme OutcomesOLD (2007) NEW (2012)

(iv) ability to utilise systems approach to design and evaluate operational performance;

(iv) Investigation - Conduct investigation into complex problems using research based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of information to providevalid conclusions;

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Programme OutcomesOLD (2007) NEW (2012)

(v) Modern Tool Usage - Create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modelling, to complex engineering activities, with an understanding of thelimitations;

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OLD (2007) NEW (2012)(vi) understanding of professional and ethical responsibilities andcommitment to them;

(vi)The Engineer and Society - Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice;

(ix) understanding of the social, cultural, global and environmentalresponsibilities of a professional engineer; and

(vii) Environment and Sustainability - Understand the impact of professionalengineering solutions in societal and environmental contexts and demonstrateknowledge of and need for sustainable development;

Programme Outcomes

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Programme OutcomesOLD (2007) NEW (2012)

(vi) understanding of professional and ethical responsibilities andcommitment to them;

(viii) Ethics - Apply ethical principles and commit to professional ethics andresponsibilities and norms of engineering practice;

(vii) ability to communicate effectively, not only with engineers but also with the community at large;

(ix)Communication - Communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, makeeffective presentations, and give and receive clear instructions;

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Programme OutcomesOLD (2007) NEW (2012)

(viii) ability to function effectively as an individual and in a group with the capacity to be a leader or manager ;

(x)Individual and Team Work – Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings;

(x) recognising the need to undertake life‐long learning, andpossessing/acquiring the capacity to do so.

(xi) Life-long Learning - Recognise the need for, and have the preparation andability to engage in independent and life-long learning in the broadest contextof technological change.

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Programme OutcomesOLD (2007) NEW (2012)

(xii)Project Management and Finance - Demonstrate knowledge andunderstanding of engineering and management principles and apply these toone’s own work, as a member and leader in a team, to manage projects and inmultidisciplinary environments;

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Complex Problems (Engineer)

Broadly Defined Problems

(Technologist)

Well defined Problems

(Technician)

Can be solved using limited theoretical

knowledge, but normally requires extensive practical

knowledge

Requires knowledge of principles and

applied procedures or methodologies

Requires in-depth knowledge that

allows a fundamentals-based

first principles analytical approach

Depth of Knowledge Required

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Definition of Complex Problem Solving (IEA WA)

The range of complex problem solving as required by the Programme Outcomes in Section 4.0 is defined as follows:

Attributes Complex Problems

1. Preamble Engineering problems which cannot beresolved without in-depth engineeringknowledge, much of which is at, orinformed by, the forefront of theprofessional discipline, and have some or allof the following characteristics listed below:

2. Range of conflicting requirements

Involve wide-ranging or conflictingtechnical, engineering and other issues.

3. Depth of analysis required

Have no obvious solution and requireabstract thinking, originality in analysis toformulate suitable models.

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Definition of Complex Problem Solving

Attributes Complex Problems

4. Depth of knowledge required

Requires research-based knowledge muchof which is at, or informed by, the forefrontof the professional discipline and whichallows a fundamentals-based, firstprinciples analytical approach.

5. Familiarity of issues Involve infrequently encountered issues

6. Extent of applicable codes

Are outside problems encompassed bystandards and codes of practice forprofessional engineering.

7. Extent of stakeholderinvolvement and level ofconflicting requirements

Involve diverse groups of stakeholders withwidely varying needs.

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Definition of Complex Problem Solving

Attributes Complex Problems

8. Consequences Have significant consequences in a range ofcontexts.

9. Interdependence Are high level problems including manycomponent parts or sub-problems.

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Definition of Complex Engineering Activities

The range of complex engineering activities is defined as follows:

Attributes Complex Activities

1. Preamble Complex activities means (engineering)activities or projects that have some or allof the following characteristics listed below:

2. Range of resources Involve the use of diverse resources (andfor this purpose, resources include people,money, equipment, materials, informationand technologies).

3. Level of interaction Require resolution of significant problemsarising from interactions between wide ranging or conflicting technical, engineeringor other issues.

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Definition of Complex Engineering Activities

Attributes Complex Activities

4. Innovation Involve creative use of engineeringprinciples and research-based knowledge innovel ways

5. Consequences to society andthe environment

Have significant consequences in a range ofcontexts, characterised by difficulty ofprediction and mitigation.

6. Familiarity Can extend beyond previous experiences byapplying principles-based approaches.

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Knowledge Profile (Curriculum)The curriculum shall encompass the knowledge profile as summarised in the table below:

Knowledge Profile

A systematic, theory-based understanding of the natural sciences applicable tothe discipline (e.g. calculus-based physics)

Conceptually-based mathematics, numerical analysis, statistics and formalaspects of computer and information science to support analysis and modellingapplicable to the discipline

A systematic, theory-based formulation of engineering fundamentals required in the engineering discipline

Engineering specialist knowledge that provides theoretical frameworks andbodies of knowledge for the accepted practice areas in the engineeringdiscipline; much is at the forefront of the discipline

Knowledge that supports engineering design in a practice area

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Knowledge Profile (Curriculum)Knowledge Profile

Knowledge of engineering practice (technology) in the practice areas in theengineering discipline

Comprehension of the role of engineering in society and identified issues inengineering practice in the discipline: ethics and the professional responsibility of an engineer to public safety; the impacts of engineering activity: economic,social, cultural, environmental and sustainability

Engagement with selected knowledge in the research literature of the discipline

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Outcome Based EducationOBE is a process that involves assessment

and evaluation practices in education to reflect the attainment of expected learning outcomes and showing mastery in the programme area

OBE in a NutshellWhat do you want the students to have or able to do? How can you best help students achieve it? How will you know what they have achieved? How do you close the loop

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Strategy of OBE

Top down curricula designAppropriate Teaching & Learning Methods

Appropriate Assessment & Evaluation Methods

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Characteristics of OBE curriculaIt has programme objectives, programme

outcomes, course learning outcomes and performance indicators. It is centered around the needs of the students and the stakeholders.

It is objective and outcome driven, where stated objective and outcomes can be assessed and evaluated.

Suitable tools and methods are used to measure and evaluate attainment of the outcomes

Results from evaluation are used for CQI31

Programme Objectives

InstitutionalMission Statement Stakeholders Interest

Programme Outcomes(Knowledge, skills, attitudes of graduates)

Outcome-Related Course Learning Objectives(Ability to: explain, calculate, derive, design)

Continual Improvement

Assessment of Attainment Level

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Bloom’s TaxonomyKnowledge (list)Comprehension (explain)Application (calculate, solve, determine)Analysis (classify, predict, model,derived)Synthesis (design, improve) Evaluation (judge, select, critique)

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Higher orderlower order Intermediate34

Higher orderlower order Intermediate35

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Learning Style ModelLearning Style Model

Perception Sensing Intuitive

Input Modality Visual Verbal

Processing Active Reflective

Understanding Sequential Global

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Visual (Vs) Learners Verbal (Vb) Learners

“Show me” “Explain it to me”

- pictures - spoken words

- diagrams - written words, symbols (seen, but translated by brain into their Oral equivalents)

- sketches

- schematics

- flow charts

- plots

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Active (A) Learners Reflective (R) Learners

Tend to process actively (doing something physical with presented material, then reflecting on it)

Tend to process reflectively (thinking about presented material, then doing something with it)

Think out loud Work introspectively

“let’s try it out and see how it goes”

“Let’s think it through and then try it”

Tend to jump in prematurely Tend to delay starting

Like group work Like solo or pair work

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Sequential (Sq) LearnersSequential (Sq) Learners Global (G) LearnersGlobal (G) Learners

Built understanding in logical sequential steps

Absorb information randomly, then synthesize the big picture

Function with partial understanding of information

Need the big pictures (interrelations, connections to other subjects and personal experience) in order to function with information

Make steady progress Large leaps in understanding with little progress between them

Explain easily Can’t explain easily

Good at analytical thinking (the trees)

Synthesis, holistic thinking (the forest)

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Student-Centered LearningStudent-Centered Learning

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ASSESSMENT:

Processes that identify, collect, use and prepare data for evaluation of

achievement of programme outcomes or educational objectives.

EVALUATION:

Processes for interpretation of data and evidence from assessment practices that determine the

program outcomes are achieved or result in actions to improve

programme. 43

Skills

Attitude

Knowledge

Competencies

When assessing, an instructor must consciously assess and evaluate the applicable elements (Knowledge, Skills, Attitude). An activity may be

used to examine all the three elements

Skills

Attitude

Knowledge

Competencies

Model A Model B

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Course Outcomes (CO) Contribution to Course Outcomes (CO) Contribution to Programme Outcomes (PO)Programme Outcomes (PO)

Life Long LearningTeach students about learning styles and help

them identify the strength and weakness of their styles and give them strategies to improve

Use active learning methods to accustom them to relying on themselves

Give assignments that requires library and www searches

Anything done to fulfil criteria on: (a) understanding ethical and professional responsibility and (b) understanding societal and global context of engineering solutions, will automatically satisfy this criteria

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Assessment/Evaluation tools

Exit surveys, Exit interviews (P)Alumni surveys and interviews (P)Employer surveys and interviews (P)Job offers, starting salaries (relative to national

benchmark) (P)Admission to graduate schools (P)Performance in group and internship

assignments and in PBL situation (P,C)Assignments, report and tests in capstone

design course (P,C)Standardized tests (P,C)

P: Program C: Course

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Assessment tools (cont)

Student surveys, individual and focus group interviews (P,C)

Peer-evaluations, self evaluations (P,C)Student portfolios (P,C)Behavioral observation (P,C)Written tests linked to learning objectives

(C)Written project reports (C)Oral presentation, live or videotape (C)Research proposals, student-formulated

problems (C)Classrooms assessment Techniques (C)

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CONCLUDING REMARKSSince the introduction of OBE & OBA, many

initiatives have been undertaken by M’sian IHL and other institutions:

Training by EAC/ MySET/ IEM on OBETraining by Higher Education Leadership

Academy, AKEPT on active learning delivery methods: Problem Based Learning (PBL), Project Oriented PBL, Case Study Method, etc

Software development to ‘close the loop’

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