Outcome-based Civil Engineering Curriculum Development (original) (raw)
Related papers
2005
Malaysia is currently a provisional member of the Washington Accord and the Engineering Accreditation Council (EAC) in the country is shifting its paradigm to an outcome based approach instead of being prescriptive in the assessment. Although the EAC's 1999 published manual listed the generic attributes for graduates, little effort was made to ensure engineering schools appreciate and implement it. The prescriptive mode of evaluation continued until recently where engineering schools are expected to describe their programmes according to the outcome-based mode. The Malaysian Engineering Education Model (MEEM) paved the way for engineering schools in 2000 to adopt the outcome-based education as well but the spirit of MEEM was not fully understood and there was no compulsion to follow the recommendations. Since early 2004 the interest in Outcome -Based Education (OBE) began to emerge with several engineering education providers leading the way. This paper explores the MEEM and the processes leading to an outcome based engineering education and cites the case of curriculum development at the Department of Civil Engineering at Universiti Putra Malaysia.
2008
Being a developing nation, Malaysia strives to compete within the global frontiers in science and technology. Compared with developed nations, educating and training of engineers is viewed as social needs and obligations. Over the last fifty years of independence, there has been a mushrooming of industries, resulting in a high demand for engineers. The expectation to produce quality engineers is high, and this role is not an easy task. Universiti Teknologi Malaysia (UTM) has been responsible for producing the majority of engineers for the country for more than 30 years. With the impact of the Engineering Criteria 2000 (EC2000), crafted by ABET, the university has been continuously stepping up efforts to improve its programmes to meet the above aspirations. Therefore, as Malaysia's premier university for engineering, UTM first embarked on the development and implementation of a model of Outcome-Based Education (OBE) from as early as 2002 to programmes offered in the university. During that year, an awareness program regarding OBE was introduced to academic staff of the Faculty of Science. OBE was deemed essential to meet the requirement for Malaysia to become a full signatory member of The Washington Accord. The objectives of OBE are to incorporate professional skills into the programme curriculum, as well as knowledge and technical competencies of students. UTM's Outcome-Based Education has involved three stages of development: (i) the planning stage (ii) the implementation stage, and (iii) the assessment stage. Discussion in this paper focuses on the process of implementation, and the challenges faced by university administrators to make OBE successful.
A Model of Outcome-Based Education (OBE) for Engineering Education
2007
Outcome-Based Education (OBE) is an educational system which has been enforced on all engineering programmes. The driving force for this change is the current higher learning education development, which is an accreditation regulatory in the Malaysian Qualification Agency (MQA) Act. Shifting towards this new practice, the concept and delivery of OBE should first be recognised by any Institution of Higher Learning (IHL) provider for accreditation purposes. This paper focuses on the driving force and an implementation model of OBE practices in the Faculty of Civil Engineering (FCE) UiTM Pahang.
Outcome Based Education (OBE): Defining the Process and Practice for Engineering Education
IEEE Access
Outcome Based Education aka OBE is one of the de-facto standards for modern educational system. An outcome is a culminating demonstration of learning that the students should be able to do at the end of a course, and in process at end of the degree program. Therefore, OBE is an approach to education in which decisions about the curriculum are driven by the exit learning outcomes that the students should perform in their professional life. The curriculum thus defines all the learning outcomes clearly and unambiguously, along with the contents, teaching/learning methods, assessment strategies and academic quality control process to ensure all-round development of the students. An engineer is a unique combination of different skill sets that must be mastered to resolve nontrivial reallife engineering problems. Consequently, the adoption of OBE in engineering education is the compelling necessity. This study offers a comprehensive, ready to adopt OBE framework for tertiary level engineering programs complying with the benchmark mandates of the OBE and the guidelines of Washington Accord. Additionally, the framework is successfully deployed in the department of CSE, IUB for the design and implementation of the undergraduate CSE program, a transcript of which is also documented. This will assist the concerned institutions to design their program in OBE model to gain international academic equivalency and accreditation.
Procedia - Social and Behavioral Sciences, 2012
Programme Outcomes (PO) is the expected achievement of the level of knowledge, skills and abilities essential to each student after their graduation. The Department of Civil & Structural Engineering, Faculty of Engineering and Built Environment, UKM has established 10 POs, PO1 to PO10 for all undergraduate courses from Year 1 to Year 4. Measurements of the POs are made through several assessments such as tutorials, quizzes, laboratory works, projects, mid-semester examinations and final examinations. This study presents the results from calculations based on the POs of the final examinations for two semesters (semester 1 and semester 2) of session 2010/2011 Civil & Structural and Civil & Environmental Engineering undergraduate programmes. It was made using the average marks for the sample of five excellent students, five moderate students and five weak students for all courses which have final examinations. The results showed an average overall marks for the PO4 is the highest around 78% followed by PO3 and PO10 which are about 68% and 63% respectively, while PO1 and PO2 have the lowest values which are around 56%-59%.
Outcome-based Engineering Diploma Curriculum - 2012 Gujarat Experiment
2013
In India, unlike the Western world, the universities have several engineering institutes affiliated to them that are geographically spread across large provinces. Gujarat Technological University (GTU) is one such example, that caters to the technical education needs of the state of Gujarat (size of Arizona) with a population of 65 million. More than one hundred such institutes offering undergraduate and graduate programs and about same number of ‘Polytechnics’ offering engineering diploma programs are affiliated to GTU. Around 100 thousand students take admissions every year in the 55 different technology programs being offered. Since examination and certification is the main responsibility of the University, it becomes necessary to conduct centrally administered end-of-the-term examinations every semester. This necessitates the curriculum for each program to be same in all the institutes. Hence, curriculum design became a centralized task to address the needs of today’s globalized industry and also fulfill the aspirations and capabilities of the students, belonging to different strata of the society. Since curriculum designers and implementers are not the same in this experiment, a need-based curriculum model became imperative to be developed that could convey clearly and uniformly the intentions of the designers in letter and spirit to all curriculum implementers and stakeholders. In this backdrop, NITTTR Bhopal one of the four premium institutes established by the Government of India for quality improvement of the technical education, was assigned the task by GTU in 2012 to completely re-design the curriculum of twenty five engineering diploma programs to produce ‘work ready’ personnel. The authors were the core members of the core team who undertook this task. This paper highlights the challenges and opportunities faced by the engineering education system due to fast changes taking place in society, industry and education, for which an innovative outcome-based curriculum model was evolved to address these challenges and harness the opportunities. This paper discusses the various facets of the philosophy, approach and structure of this curriculum model evolved for this purpose. It also briefly describes the planning, designing, implementation and evaluation of the curriculum development process, as well as some of the strategies adapted in this innovative curriculum model.
COURSE OUTCOMES (COs) EVALUATION FOR CIVIL ENGINEERING DESIGN II COURSE
ABSTRACT Engineering Accreditation Council (EAC) has emphasized that Outcome Based Education (OBE) learning approach is to be adopted for all engineering programs at the Higher Learning Institutions (IPTA) in Malaysia. OBE calls for the evaluation of the Course Outcomes (CO) as specified in the program specification. This study aims to assess the students' achievement on the course outcomes (COs) that has been outlined in the Civil Engineering Design II Course.
Outcomes based education is at the center of engineering education today. National board of accreditation (NBA) in accordance with Washington accord has laid down the requirements that must be satisfied by engineering graduates in order to make them compatible and acceptable by the world outside. It is learnt that, the effective implementation of Outcomes Based Education (OBE) framework definitely gives fruitful results in the form of attributes that are achieved by graduates passing out from the programme. At the same time, implementation of OBE is a tedious and time consuming exercise. This necessitates that the systematic plan is prepared and implemented to get the intended results after the implementation. The present paper focuses on the systematic and stepwise plan designed and executed to understand and experience OBE framework. An awareness was created amongst the students and faculty about OBE framework that includes design of Programme Educational Objectives, Program Outcomes, Course Learning Outcomes, their mapping and assessment procedure. A systematic methodology was developed to ensure system in place for design of formats and for exhaustive collection of required data for attainment of course outcomes, program outcomes and program educational objectives. Attainment of all the courses contributing to POs, attainment of all POs and attainment of PEOs was calculated with appropriate selection and use of direct and indirect assessment tools. Finally, results on level of attainment of CLOs, POs and PEOs are presented to be useful in removing lacunae if any, in curriculum design, delivery of instructions and assessment methods.
Asean Journal of Engineering Education
The recent movement of Thai engineering education and accreditation is a shift from content- to outcome-based. With the aim to achieve an accreditation by the Thailand Accreditation Body of Engineering Education (TABEE) and an international recognition, the objective of this paper is to share how the industrial engineering (IE) program of Thailand’s Rajamangala University of Technology Thanyaburi (RMUTT) has applied the Conceive-Design-Implement-Operate (CDIO) framework to transitioning from the content- to outcome-based curriculum. For the methodology, the learning outcomes in the CDIO Syllabus were mapped to the Thailand Qualification Framework (TQF)’s engineering curriculum requirements and to TABEE Criterion 3 (learning outcomes and assessment). The mapping was to portray their complementary nature. To this end, the CDIO implementation in accordance with the 12 CDIO Standards was undertaken and the details elaborated. The rubric-based CDIO and TABEE self-evaluations were carried...
Procedia - Social and Behavioral Sciences, 2011
The Department of Civil & Structural Engineering at the Universiti Kebangsaan Malaysia (UKM) offers two Civil Engineering undergraduate programmes. This study is to evaluate the achievement of Programme Educational Objectives (PEOs) by indirect assessment consists of parents, alumni and employer surveys, while the Programme Outcomes (POs) is done by surveys on graduating students, industrial training employers, alumni and industry employers. The scores used for the surveys are on a scale of 1 to 5. Generally, the results for PEOs and POs from the surveys indicated most of the ratings are between 3 and 5. This is an indication that the PEOs specified for the programme are achieved.