Implementing Continual Review of Programme Educational Objectives and Outcomes for OBE Curriculum Based on Stakeholders’ Input (original) (raw)
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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.
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.
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.
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.
2020
Outcome based education (OBE) has been gaining popularity as an objective in a modern curriculum design. The outcomes imposed reveal what students are expected to accomplish by the end of the program of study. This paper aims to present a transformation of Thai traditional curriculum, a manufacturing engineering program, to be an OBE curriculum. The CDIO framework and requirements of the ABET accreditation system were applied in the design process. Work Integrated Learning approach was employed to provide opportunities for students to gain practical experiences from workplace for at least 1 year. Program Learning Outcomes (PLOs) were formulated out of a survey conducted with the program stakeholders, resulting in 10 PLOs. Knowledge, attitude and skills essential in achieving the PLOs were identified and translated into courses totalled up to 138 credits. All courses will be planned and operated systematically from content design through assessment. Active learning techniques are pri...
2020
, where he directs the ICTD; Human Development; Systems; Big Data Analytics; Networks (IHSAN) Research Lab. His primary research interests are in the areas of computer systems and networking, applied machine learning, using ICT for development (ICT4D); and engineering education. He is the author of more than 100 peer-reviewed research papers that have been published at various top conferences and journals. He currently serves as the Chairperson of the Electrical Engineering department at ITU. He was awarded the HEC Best University Teacher Award, the highest national teaching award in Pakistan, in 2012. He is a senior member of IEEE. He is an ACM Distinguished Speaker for a three-year term starting 2020 and an ACM Senior Member.
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.
Outcome-based Civil Engineering Curriculum Development
Intl. Journal of Engng …, 2004
Malaysia seeking to be a full member of the Washington Accord has led to the Engineering Accreditation Council (EAC) of Malaysia to give emphasis on outcome based curriculum. Although the EAC manual published in 1999 listed the generic attributes for graduates, no effort was made to ensure engineering schools to embrace and implement it. The prescriptive mode of evaluation continued until recently where engineering schools are expected to describe their programmes according to outcomes. The Malaysian Engineering Education Model (MEEM) was paving the way for engineering schools in 2000 on outcome-based education as well but again the spirit of MEEM was not understood well or there was no compulsion to follow. Beginning 2004 the interest in Outcome-based Education (OBE) began to emerge with several engineering education providers leading the way to it. Universiti Putra Malaysia (UPM), which believes strongly in MEEM is no exception and began revising its programme curriculum to adopt OBE approach in 2004. This paper describes the iterative approach taken by the Department of Civil Engineering UPM in redefining its programme objectives and identifying the programme outcomes and expounding on the course learning objectives. The programme emphasizes on providing strong engineering sciences and mathematics competencies with transferable skills either embedded within the professional courses or as individual courses. On this competency block an in-depth and advanced niche competencies are built. All these are mapped against the 13 developed programme outcomes adapted from EAC and Accreditation Board of Engineering and Technology (ABET) attributes. The paper also provides some examples of the outputs from the curriculum review workshop that could be used to develop an engineering curriculum.
2008
In the 2005/2006 academic sessions, the Faculty of Engineering at the Universiti Kebangsaan Malaysia, started implementing the outcome based educations (OBE) approach beginning with the first year courses. As to observe the effectiveness of the OBE approach, this study is conducted. The aim of this study is to evaluate first year students' performance before and after the implementation of the OBE approach. In this study, the overall performance measured quantitatively using the grade point average (GPA) achieved by the first year engineering student of groups before and after the implementation of the OBE approach. Statistical analysis was done to identify the impact of the OBE approach on students' performance. Comparisons made with results obtained from previous studies revealed some interesting observations.
Curriculum Design, Development, and Benchmarking For Outcome-based Engineering Education
2024
The concept paper is the notes for OBE curriculum design and development. It introduces the types of curriculum and the steps for curriculum development with relevant timing. It also expresses the nature, objectives, design, development process, and mapping of the OBE curriculum. It also describes the assessment, reviewing, updating, and benchmarking procedures concerning with the OBE curriculum.