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EXPERIENCES IN OUTCOME BASED ENGINEERING EDUCATION & ACCREDITATION IN MALAYSIA. 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

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  1. EXPERIENCES IN OUTCOME BASED ENGINEERING EDUCATION & ACCREDITATION IN MALAYSIA 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


  3. INTRODUCTORY REMARKS In 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)

  4. INTRODUCTORY REMARKS Focus of EAC • Ensuring the expected engineering education level is maintained (breadth and depth) • Outcome-based engineering education (OBE) programme is practised • Continual Quality improvement (CQI) on Programmes applied • Quality Management System practised

  5. INTRODUCTORY REMARKS Accreditation History • WA 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 • Expectation 1999-2005: Sufficient if IHL have OBE plans and infancy implementation 2006-2012: Implement OBE in a systems approach. Full WA signatory 2009 2013-2019: Efficacy/ Efficiency/ Effectiveness of OBE systems 2020 OBE at IHL is de rigueur

  6. ACCREDITATION PROCEDURE • Schedule 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.

  7. ACCREDITATION PROCEDURE VISIT DAY • Visit 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.

  8. ACCREDITATION PROCEDURE Professionalism during Visit Day • Short 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 • Organised • Punctual – keep to provided and prepared schedule • Courteous • Not argumentative • Well dressed • Not over friendly. Be formal

  9. ACCREDITATION PROCEDURE Professionalism during Visit Day (Ctd…) • Working lunch/teas in evaluation room among panel evaluators only • Do not provide tokens/gifts to evaluators • Provide name tags, signage, computer and printing facilities • Ensure 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.

  10. 3Ps (Players, Process, Paper) PDCA Accreditation Criteria and Qualifying Requirements

  11. Programme Objectives (PEO) and Programme Outcomes (PO) PEOs are specific goals consistent with the vision & mission of IHL • Published statements of PEO • Clear linkages between PEO and PO • Involvement of constituents/ stakeholders • Expected 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

  12. Programme Outcomes

  13. Programme Outcomes

  14. Programme Outcomes

  15. Programme Outcomes

  16. Programme Outcomes

  17. Programme Outcomes

  18. Programme Outcomes

  19. Programme Outcomes

  20. Depth of Knowledge Required Requires in-depth knowledge that allows a fundamentals-based first principles analytical approach Requires knowledge of principles and applied procedures or methodologies Can be solved using limited theoretical knowledge, but normally requires extensive practical knowledge

  21. 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:

  22. Definition of Complex Problem Solving

  23. Definition of Complex Problem Solving

  24. Definition of Complex Engineering Activities The range of complex engineering activities is defined as follows:

  25. Definition of Complex Engineering Activities

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

  27. Knowledge Profile (Curriculum)

  28. Outcome Based Education • OBE 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 Nutshell What 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

  29. Strategy of OBE • Top down curricula design • Appropriate Teaching & Learning Methods • Appropriate Assessment & Evaluation Methods

  30. Characteristics of OBE curricula • It 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 CQI

  31. Institutional Mission Statement Stakeholders Interest Programme Objectives Programme Outcomes (Knowledge, skills, attitudes of graduates) Outcome-Related Course Learning Objectives (Ability to: explain, calculate, derive, design) Assessment of Attainment Level Continual Improvement

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

  33. lower order Intermediate Higher order

  34. lower order Intermediate Higher order

  35. Learning Style Model • Perception SensingIntuitive • Input Modality Visual Verbal • Processing Active Reflective • Understanding Sequential Global

  36. Student-Centered Learning

  37. 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.

  38. Course Coverage & Assessment 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 Model A Model B Competencies Competencies Knowledge Knowledge Skills Skills Attitude Attitude

  39. CourseOutcomes (CO) Contributionto Programme Outcomes (PO) Life Long Learning • Teach students about learning stylesand help them identify the strength and weakness of their styles and give them strategies to improve • Use active learningmethods 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

  40. 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

  41. 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)

  42. CONCLUDING REMARKS • Since the introduction of OBE & OBA, many initiatives have been undertaken by M’sian IHL and other institutions: • Training by EAC/ MySET/ IEM on OBE • Training 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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