OBE Implementation Guidebook

First Draft

FACULTY OF ELECTRICAL & ELECTRONIC ENGINEERING

2010 Prepared by: OBE Committee, FKEE

OBE Implementation Guidebook

First Draft

FOREWORD
It is indeed a great pleasure to be given this opportunity to write a foreword for this Guidebook entitled OBE Implementation Guidebook. My heartiest congratulations to all OBE Committee members of FKEE for their commitment and effort to come up with this guidebook. OBE Implementation Guidebook is an important reference material for all FKEE staffs in implementing OBE in their daily tasks. Outcome-Based Education (OBE) is currently preferred globally to promote educational revitalisation and has been implemented in many countries such as Canada, the United States, Australia, Hong Kong, and New Zealand. It is thus my heartfelt hope that the existence of this guidebook will benefits all FKEE staffs. I wish to thanks our readers for their helpful comments, which have contributed their corrections and clarifications in the first edition of this guidebook. My compliments and best wishes to the authors.

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PROF. HJ. AYOB BIN HJ. JOHARI Dean, Faculty of Electrical and Electronic Engineering, Universiti Tun Hussein Onn Malaysia.

GLOSSARY
Programme The meant programme offered by the Faculty of Electrical and Electronic Engineering (FKEE) is Bachelor of Electrical Engineering with Honours or its abbreviation is known as BEE. Course Previously was recognised as subject. A course is a subject offered by University and Faculty for a specified Programme. Programme Educational Objectives (PEOs) Program educational objectives are broad statements that describe the career and professional accomplishments that the programme is preparing graduates to achieve. The assessment will begin after at least 5 years of graduation. Programme Learning Outcomes (PLOs) Statement that describe what students are expected to know and able to perform or attain by the time of graduation in terms of skills, knowledge and behaviour/ attitude that the student acquire after following the program. Course Learning Outcomes (CLOs) CLOs describe the specification of what a student should learn as the result of a period of specified and supported course. Key Performance Indicator (KPI) KPI is a minimum target/ goal set for a specific assessment. It is represented either in a normalised value (0.0 to 1.0) or in percentage (%).
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Assessment Assessment is the formative and/ or summative determination for a specific purpose of the students competence in demonstrating a specific outcome. It is also the processes that identify, collect, use and prepare data that can be used to evaluate achievement of CLOs, PLOs, and PEOs. Continuous Quality Improvement (CQI) It focuses on closing the loop of an assessment process. CQI will provide suitable actions in improving the quality of CLOs, PLOs, and PEOs according to targeted KPI.

WHAT is OBE?
Outcome-Based Education (OBE) means clearly focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences. This means starting with a clear picture of what is important for students to be able to do, then organizing the curriculum, instruction, and assessment to make sure this learning ultimately happens (Spady, 1994). Hence, OBE is a process that involves the restructuring of curriculum, assessment and reporting practices in education (example: electrical engineering education) to reflect the achievement of high order learning and mastery rather than accumulation of course credits

WHY OBE?
Promotes high expectations and greater learning for all students. Prepares students for life and work in the 21st Century. Fosters more authentic forms of assessment (i.e., students write to show they know how to use English well, or complete math problems to demonstrate their ability to solve problems. Encourages decision making regarding curriculum, teaching methods, school structure and management at each school or district level. Advocated by Washington Accord (current permanent signatories, US, UK, Canada, Japan) Accredited Engineering Graduates are recognized by other signatory countries. Possible employment as engineers in those countries without further examinations.

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HOW we implement OBE?

Guided by EAC Accreditation Manual Documentation to satisfy EAC requirements (SOP, Unit files, PBL assignments, exam/test, lab manual, samples, thesis, industrial training reports, etc.) Outcome assessment methods and survey Continuous Quality Improvement (CQI) Problem-based Learning (PBL)

Figure 1: Flowchart of Outcome-Based Education (OBE)

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WHAT is our VI ISION and MISSIO M ON?

VISION - Aspires t pioneer th application N to he n

UT M UTHM FK E KEE

of science and technology for unive e ersal prosperity y. MISSIO - To pro and tra ON oduce ain competitive profession and techn nals nologists of high ethical values in th global are through he ena holistic ac cademic prog grammes, knp pwledge and research c culture, based on the conc of d cept Tauhid.

VISION - To be a leading centre of N e

excellence in the generation and ap e pplication of electrical and electron engineerin nic ng knowledg ge. MISSIO - To pro dynam creative ON oduce mic, and ethica graduates w will lead in the al who d application of electrica and electro n al onic engineerin for the prosperity of h ng humankind.

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PRO OGRAMME Educat M tional Outcom (PE O me EO)

PE 1 EO PE 2 EO PE 3 EO

Enginee who can build a er b career i electrical and in a electron engineeri at nic ing national and interna ational level. Enginee who is er compet tent, sustaina able and cap pable of pursu uing life-long learning in electric and electronic cal enginee ering. Enginee who contr er ributes his/ her expertise to the r o industry professiona y, al body an society. nd

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PROGRAMME Learning Outcome (PLO)

1.

Acquire and apply knowledge of mathematics, sciences and engineering fundamentals in electrical and electronic engineering field. Acquire comprehensive technical expertise in electrical and electronic engineering. Communicate both in written and spoken forms with engineers, other professional and community at large effectively. Identify, formulate and provide creative, innovative and effective solution to electrical and electronic. Function effectively individually or in teams with the capacity to be a leader. Recognize the need for, and to engage in, life-long learning and professional development. Develop and display entrepreneurship skills for career development. Committed to professional, social, ethical and humanity responsibility. Appreciate and demonstrate effective leadership responsibility.

2. 3.

4. 5. 6. 7. 8. 9.
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10. Use necessary skills, techniques and modern engineering tools to design and evaluate electrical and electronic engineering practice. 11. Appreciate the principle of design in electrical and electronic engineering for sustainable development.

HOW the PLO are Related to PEO?

Objectives Matrix of PEO and PLO
PLO PEO PEO 1 PEO 2 PEO 3 PLO 1 X PLO 2 X X PLO 3 PLO 4 X X X X X X X X PLO 5 PLO 6 PLO 7 PLO 8 PLO 9 PLO 10 PLO 11

PEO

PEO1: PEO2: PEO3:

Engineer who can build a career in electrical and electronic engineering at national and international level. Engineer who is competent, sustainable and capable of pursuing life-long learning in electrical and electronic engineering. Engineer who contributes his/ her expertise to the industry, professional body and society.

PLO

PLO1: PLO2: PLO3: PLO4: PLO5: PLO6: PLO7: PLO8: PLO9: PLO10: PLO11:

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Acquire and apply knowledge of mathematics, sciences and engineering fundamentals in electrical and electronic engineering field. Acquire comprehensive technical expertise in electrical and electronic engineering. Communicate both in written and spoken forms with engineers, other professional and community at large effectively. Identify, formulate and provide creative, innovative and effective solution to electrical and electronic. Function effectively individually or in teams with the capacity to be a leader. Recognize the need for, and to engage in, life-long learning and professional development. Develop and display entrepreneurship skills for career development. Committed to professional, social, ethical and humanity responsibility Appreciate and demonstrate effective leadership responsibility. Use necessary skills, techniques and modern engineering tools to design and evaluate electrical and electronic engineering practice. Appreciate the principle of design in electrical and electronic engineering for sustainable development.

COU URSE Learning Ou utcome (CLO e O)

Course learning outcom e mes are statemen nts that d describe significan and nt essent tial learning tha learne at ers have achiev e ved, and can re d eliably demon nstrate a the en of a course. This means learning outcomes at nd identif what t fy the learner will know and be able to do by the end of a y d course e. Course learnin outcom e ng mes shou uld be measureab m ble and observab ble via cognit tive, psyc chomotor and affe r ective lea arning do omains. In other words, w course learning outcom e g mes shoul reflect essentia knowledge, skills and ld al attitud des and f finally, re epresent t the minim mum perf formances that must be achiev ved to suc ccessfully complet a cours y te se.

HOW to D W Develop CLO?

Course learnin outcom is de e ng me eveloped using B Blooms T Taxonomy that y involves three learning domains: cognitiv affective, and p : ve, psychomo otor as shown in Figure 2. n e

ognitiv ve
Involving inte ellectual ctivities ac What the learner knows s

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Expressing e E emotion or o feeling Beliefs, valu and B ues attitudes a

LE EARNING G DOMAINS D S

ffective e

sychom motor

Resp ponse involving motor and r psyc chological c components s Wha learner able to perfo at orm

Figu 2: Lea ure arning Do omains in OBE Imp n plementation

FAC CTORS to be considered in dev S e velopin CLO ng O

measureab and observable behavio m ble e oural outc comes brief and c concise chievable realistic and with time scaled e, c hin s ac al ligned wit the ass th sessment and Pro ts ogramme Learning Outcom e g mes clear and u understan ndable ke to a m ept manageab number ble A cou urse learn ning outcome should use one ac e ction verb per learning b outcom and ta me arget one specific aspect of expected perform e f mance. Each c course w have 3 learning outcom will mes (Refe to App er pendix A) that A demon nstrate all three le earning domains (C, A, and P) and it can be found d in the course syllabus. CLO s statement must c t consist of three main components as depic f m cted in Figure 3. e

Action V A Verb
A d description of the behavior or e act tions that will t dem monstrate e learning has s occ curred.

Conditio C on
A de escription of n the condition ns under which the behavior is dem monstrated.

St tandard d
A crit teria of accep ptable lev of vel perfo ormance.

Figure 3: Three M Main Components in Creatin CLO St i ng tatement

EXA AMPLE of C ES CLO stateme ent

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Action V Verb Applie es Produc ces Analyz zes

Condition C n principles of as sepsis document d ts global and g d environmental factors f

Sta andard when executing psychomotor skills using word proces ssing equ uipment in term of the ms eir effects on peop s ple

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LEVEL Attributes, Keywords and Example of CLO according to Cognitive Level...

Cognitive Level
C1 Knowledge

Level Attributes
Rote memorisation, recognition, or recall of facts. Understanding what the facts mean.

Keywords
Find, define, label, describe, memorize, locate, recognize, identify, record, name, tell, list, recite, select, relate Convert, transform, examples, match, restate, paraphrase, change, rewrite, give, express, illustrate, extend, generalize, summarize, interpret, compare, explain, predict Use, apply, change, solve, choose, sketch, modify, make, dramatize, discover, classify, prepare, show, produce, construct, paint, demonstrate, illustrate Analyze, classify, survey, separate, distinguish, infer, categorize, subdivide, inquire, differentiate, probe, attributes, investigate, select, experiment, point out, compare, contrast Plan, role-play, compose, invert, hypothesis, design, revise, construct, develop, collect, predict, formulate, create, organize, originate, combine, arrange Appraise, deduce, critique, defend, recommend, conclude, decide, criticize, evaluate, consider, weight, judge, support, rate

Example of CLO
Define the basic of electrical quantities and laws in dc and ac system. Explain and summarise the working culture of a professional engineers in society and organization Apply the appropriate assembly language for microprocessor (8086) and microcontroller (PIC). Investigate power factor problems that arise during the utilisation of electrical energy. Compose systematically engineering problems and their solutions using appropriate hardware or software. Evaluate the power factor problems that arise during the utilisation of electrical energy

C2 Comprehension

C3 Application

Correct use of the facts, rules, or ideas.

C4 Analysis

Breaking down information into component parts. Combining parts to make a new whole.

C5 Synthesis

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C6 Evaluation

Judging the value or worth of information or ideas.

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LEVEL Attributes, Keywords and Example of CLO according to Affective Level...

Affective Level
A1 Receiving phenomena

Level Attributes

Keywords
Ask, choose, identify, point out, reply, select, name, give, follow, hold, use, describe Read, answer, select, recite, discuss, write, greet, present, form, help, practice, perform, conform, comply, aid, assist, read Work, justify, differentiate, invite, initiate, study, join, share, propose, report, select, explain, demonstrate Integrate, relate, complete, organize, defend, identify, synthesize, modify, generalize, formulate, prepare, compare, combine, adhere, arrange Display, discriminate, verify, modify, revises, serve, listen, practice, influence

Example of CLO
Give respect to the colleagues idea in meeting

Willingness to receive information.

A2 Responding phenomena

Individual actively participating in his or her own learning.

Discuss importance of ac and dc circuits in current technology trend.

A3 Valuing

The ranges from simple acceptance of a value to one of commitment.

Study the current technology applied in control system engineering.

A4 Organizing values

Individuals go through as they bring together different values, resolve conflicts among them and start to internalize the values. Individual has a value system in terms of their beliefs, ideas and attitudes that control their behavior in a consistent and predictable manner

Generalize the role of engineer to solve engineering problems as professional commitment to the nation.

A5 Internalizing value

Displays a professional commitment to ethical practice.

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LEVEL Attributes, Keywords and Example of CLO according to Psychomotor Level...

Psychomotor Level
P1 Perception

Level Attributes
The ability to use observed cues to guide physical activity.

Keywords
Detect, describe, differentiate, isolate, distinguish, choose, select, relate, identify Begin, explain, show, volunteering, proceed, move, state, display Copy, trace, react, response, reproduce, follow

Example of CLO
Identify the passive and active components in electronic circuit. Show the functioning of passive and active components in electronic circuit. Trace the path of electrical signal in digital system.

P2 Set

The readiness to take a particular course of action

P3 Guided Response

The trial-an-error attempts at acquiring a physical skill. With practice, this leads to better performance. Learned responses become more habitual and movements can be performed with some confidence and level of proficiency.

P4 Mechanism

P5 Complex Overt Response OBE Implementation Guidebook | 7/20/2010

Responses are automatic and proficiency is indicated by accurate and highly coordinated performance with a minimum of wasted effort. skills are well developed and the individual can modify movements to deal with problem situations or to fit special requirements. The skills are so highly developed that creativity for special situations is possible.

Mix, assemble, measure, dismantle, construct, calibrate, grind, fix, fasten, mend, sketch, manipulate, heat, display Build, organize, mend, sketch, manipulate, heat, display

Construct a block of computer architecture systems using simulation tools.

P6 Adaptation

Adapt, change, reorganize, alter, vary, rearrange, reorganize, revise Arrange, originate, create, design, initiate, compose, combine

Organise effectively good quality final year project in a form of system, hardware, software that have commercial potential. Rearrange a circuit model to represent the behavior of a system Design a system based on mathematical model.

P7 Origination

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EXAMPLES of CLO according to PLO Domain...

PLO
PLO 1 Knowledge PLO 2 Knowledge and Practical PLO 3 Communication Skills PLO 4 Critical Thinking &Problem Solving PLO 5 Team Working Skills PLO 6 Life-Long Learning PLO 7 Entrepreneurship Skills PLO 8 Professionalism, Social, Ethics and Humanity PLO 9 Leadership Skills PLO 10 Design PLO 11 Sustainable Development

Learning Domain
Cognitive

Example of CLO
Describe the basic structure of the utility and industrial electrical power systems. Analyze specific multimedia development method to solve related problems constructively. Reproduce important components of project management during oral presentation. Apply the vector analysis concept in terms of electric and magnetic fields to solve problems in electromagnetic fields and waves. Display the practical skills through group work in laboratory experiments. Discuss the alternative technology to generate electricity in power system. Construct a business proposal involving multimedia technology. Explain the role of engineer to practice engineering ethics as professional commitment to the nation. Demonstrate the ability to lead a division in a management project Construct a simple digital system using simulation tools. Demonstrate the ability to discuss importance of electronic system engineering in current technology trend.

Cognitive

Psychomotor

Cognitive

Psychomotor Affective Psychomotor

Affective

Affective

Psychomotor

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Affective

ASSESSMENT Plan for PEO, PLO, and CLO

Assessment is the formative and/ or summative determination for a specific purpose of the students competence in demonstrating a specific outcome. It is also the processes that identify, collect, use and prepare data that can be used to evaluate achievement. The purpose of this plan is to guide the continuous improvement of undergraduate engineering programmes at Faculty of Electrical and Electronic Engineering (FKEE), University Tun Hussein Onn Malaysia (UTHM). The focus of the plan is on the following criterion: Criterion 1. Programme Educational Objectives (PEOs) Criterion 2. Programme Learning Outcomes (PLOs) Criterion 3. Course Learning Outcomes (CLOs) On-going FKEEs programme and curriculum assessment can be implemented with a balance of both direct and indirect assessment techniques. The tools of direct assessment techniques are as follows: i. ii. iii. iv. v. vi. Quiz, Test, Final Examination Assignments, Projects Final Year Project PBL/ POPBL Laboratory Experiments Exit Interview

On the other hand, the tools of indirect assessment techniques are as follows: i. ii. iii. iv. v. vi. vii. viii. ix. Industrial Training Industrial Advisors External Examiner Student Exit Survey Mid-Course Survey Alumni Survey Employer Survey Parents Survey Academic Staff Perception Survey

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In summary, the basic FKEEs model of educational objective and programme assessment can be viewed as requiring four different major feedback systems, as shown in Figure 4.

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Figure 4: Model of Educational Objectives and Learning Outcomes Assessment

ASSESSMENT for PEOs

PEOs are identified and refined by the program in consultation with outside constituencies and current students. This is a cyclical process. The goal is to keep the PEOs current by having a process which identifies the needs of the programs various constituencies, critically assess the attainment of graduates and periodically reassesses and updates of the objectives. Although elements of this process are continuous in nature and will vary among programmes, each programme has responsibility to assure a documented cycle of activity such that PEOs, as well as their linkage to PLOs, are re-evaluated at least every three years. Recognizing that different constituents may have competing needs and expectations, each program will have a process in place to resolve potential conflicts while fulfilling as many of the needs as practically as possible. The PEOs of FKEE programme can be assessed by using the following assessment tools: i. ii. iii. iv. v. vi. Report and minute of meeting with Industrial Advisors Panel (IAP) Report and minute of meeting with External Examiner Alumni survey Employer survey Parents survey Academic Staff Perception Survey

The alumni, employer, and parents survey contained five areas which defining the PEOs. The five areas are: (1) Career, (2) Competency, (3) Sustainable, (4) Life-long Learning, and (5) Contribution. Data gathered through these surveys will be accumulated and used as one key input to the PEOs as well as the PLOs. In summary, the PEOs assessment process and methods can be viewed as shown in Figure 5.

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Figure 5: Programme Educational Objectives (PEOs) Assessment Methods

ASSESSMENT for PLOs

Establishing and monitoring progress towards PLOs is an iterative process taking place at two primary levels: Curriculum and Course. Although success of students in accomplishing the PEOs is an indicator of success in achieving the PLOs, progress towards PLOs can be most directly evaluated during and at or near the time of completion of the formal instructional/ learning process. The PLOs of FKEE programme can be assessed by using the following assessment tools: a. Direct assessment i. Quizzes ii. Tests iii. Final Examination iv. Assignments v. Projects vi. Final Year Project vii. Lab Experiments viii. PBL/ POPBL Indirect assessment i. Report and minute of meeting with Industrial Advisors ii. Report and minute of meeting with External Examiner iii. Alumni survey iv. Employer survey v. Parents survey vi. Academic Staff Perception Survey

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b.

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Results may imply needed change in contents, the curriculum or the PLOs. Figure 6 shows the suggestions for the appropriate inputs.

Figure 6: Programme Learning Outcomes (PLOs) Assessment Methods

ASSESSMENT for CLOs

On-going course learning outcomes assessment, with a balance of direct and indirect assessment techniques will be the responsibility of the departments and programmes. It is the responsibility of the lecturer for each course to maintain a detailed course syllabus which carefully delineates both the content and PLOs addressed by the course. The syllabus should also contain course objectives, taxonomy levels, instructional techniques and evaluation methods.
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The CLO assessment is continuous starting from the first week until the last week of lecture. The course learning outcome assessment is divided into 2 parts: after test 1 (week 7) and after final examination (week 14). At the end of the course learning process and assessment, all the lecturers must do the course evaluation in order to analyse the student achievement in terms of PLO and Taxonomy Level. The CLOs of FKEE course can be assessed by using the following assessment tools: a. Direct assessment i. Quizzes ii. Tests iii. Final Examination iv. Assignments

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v. vi. vii. viii. b.

Projects Final Year Project Lab Experiments PBL/ POPBL

Indirect assessment i. Mid-Course Survey ii. Lecturer Evaluation iii. Rubric Matrix (Psychomotor and Affective) iv. Peer-assessment

Results may imply needed change in contents, CLO, curriculum or the PLOs. Figure 7 shows some suggestions for the appropriate inputs.

Figure 7: Course Learning Outcomes (CLOs) Assessment Methods Before a lecturer implements the direct assessment tools of CLO for cognitive level such as test and final examination, the table of specification (TOS) must be prepared first. The important information that should be included in the TOS are the questions numbers, marks and their relationship with CLO, PLO and Taxonomy Level. Figure 8 shows the TOS template and its example.

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Questions number: Q1, Marks: 1, PLO 1, CLO 1and Taxonomy Cognitive Level 1 (C1)

Total marks for each Cognitive level

Figure 8: Table of Specification Template and Example After the test and final examination are implemented, the student achievement evaluation must be conducted in order to assess and to analyse the achievement of CLO for CQI purposes. Figure 9 shows the template of student achievement evaluation.
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Students mark for each question

Percentage of Student Achievement for each question

Figure 9: Student Achievement Evaluation Template and Example Based on this percentage, the lecturer can do the analysis for determining the achievement of related CLO, PLO and Cognitive Level. The analysis results will then determine the appropriate actions for CQI process. For the direct assessment of psychomotor and affective such as Assignment, Lab Experiment, PBL/POPBL, Industrial Training, and Final Year Project, the suitable tool for the evaluation is based on the Rubrics Matrix. Figure 10 and Figure 11 show the example of Rubrics Matrix for Psychomotor Domain and Affective Domain, respectively. The full Rubrics Matrix for Psychomotor Domain and Affective Domain is given in Appendix B.

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Figure 10: Rubrics Matrix of Communication Skills (Psychomotor Domain)

Figure 11: Rubrics Matrix of Professional, Ethical and Social Responsibilities (Affective Domain)

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MID-COURSE Survey (Potential CQI for CLO)

What A survey that provides a platform for students to evaluate their understanding, personal growth and satisfaction towards the teaching methods and assessments employ by the lecturers. It is a tool used in implementing CQI while the course is conducted. It is beneficial for both students and lecturer as the improvement could be done while the course is still ongoing. This survey form and the analysis template are available at the facultys website. When During Week 6 on every semester, right after Test 1 results have been disclosed to students.
Mark Week 6 and Midreturn course Test 1 the survey answer script to students

Key-in the responses using the template provided

Analyse the survey and send the result to OBE committee

Analysis The contents of survey are divided into 6 categories, namely: course content teaching and learning assessment feedback learning resources personal development course learning outcome (CLO) For each category, there are several elements (or items) are being evaluated.

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Example: Course Content...

Overall analysis for course content shows that:

Responding Criteria Definitely disagree Mostly disagree Neither agrees nor disagrees Mostly agree Definitely agree Element 1 =0% =3% = 8% = 64 % = 26 % Element 2 =0% =3% = 5% = 71 % = 22 % Element 3 =0% =3% = 5% = 67 % = 26 % Element 4 =0% =3% = 5% = 67 % = 26 % Element 5 =0% =3% OBE Implementation Guidebook | 7/20/2010 = 8% = 64 % = 26 %

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APPENDIX A COURSE versus PLOs (University and Faculty Core Courses)

Learning Outcomes
Professionalism, Social, Ethics and Humanity Critical Thinking & Problem Solving Entrepreneurshi p Skills Communication Skills Team Working Skills Knowledge & Practical Sustainable Development Knowledge Leadership Skills

Life-long Learning

No.

Course Code (Old)

Course Code Course (New) Learning Domains Generic Skills

Credit

PLO-1 C

PLO-2 C

PLO-3 P CS x x x

PLO-4 C

PLO-5 P TS

PLO-6 A LL

PLO-7 P ES

PLO-8 A EM x

PLO-9 A LS

PLO-10 PLO-11 P D A SD

UNIVERSITY COURSES UMA1162 1 2 UMB1011 3 UMB1042 UMS1122 4 5 UMB1052 UQ*1xx1 6 UMA1182/ 7 UMA1142 UMC1022 8 UQ*1xx1 9 UMS1113 10 11 UM*1312

UWA10302 UWB10101 UWB20302 UWS10202 UWB10202 UQ* 1**01 UWA10102 UWA10202 BEE 31202 UQ* 1**01 UWS10103 UWB10*02

Islamic and Asian Civilisation English For Academic Purposes ** Technical Writing Ethnic Relations Effective Communication Co-Curriculum I Islamic Studies/ Moral Studiesl Creativity and Innovation Co-Curriculum II Nationhood and Current Development of Malaysia Foreign Language Total Engineering Mathematics I Engineering Mathematics II Engineering Mathematics III Engineering Mathematics IV Engineering Statistics Total Computer Programming Entrepreneurship Engineering Economy Engineering Management Engineers and Society Total

2 1 2 2 2 1 2 2 1 3 2 20 3 3 3 3 2 14 2 2 2 3 2 11

x x x x x x x x x x x 9 x x x x x 5 x

x x x x x x x x x x x x x x 6 x x x x x 5 x x 5 x 2 0 0

0 x x x x x 5

MATHEMATICS COURSES 1 BSM 1913 BWM10103 BSM 1933 BWM10303 2 BSM 2913 BWM20403 3 4 BSM 3913 BWM30603 BSM 2922 BWM20502 5 FACULTY SUPPORT COURSES BEE 1212 BEX 10502 1 BPK 3013 BPK 20802 2 3 BPK 3013 BPK 30902 BPK 4023 BEX 42603 4 5 BPK 4032 BEX 42702

0 x

Design

Course Matrix and Learning Outcomes

0 x

x x x x 3 x x 2

x x x x 3

x x

CORE COURSES BEE 1113 1 2 BEE 1122 BDA 1602 3 BDA 1612 4 5 BEE 1223 6 7 8 9 10 11 12 13 14 15 16 17 18 19 BEE 1231 BEE 2113 BEE 2123 BEE 2191 BEE 2263 BEE 2273 BEE 2233 BEE 2291 BEE 3113 BEE 3123 BEE 3133 BEE 3143 BEE 3191 BEE 3213 BEE 3223 BEE 3233 BEE 3243 BEE 3291 BEE 4113 BEE 4123 BEE 4191 BEE 4192 BEE 4213 BEE 4294 BEE 4394

BEX 10103 BEX 10202 BDA 16002 BDA 16102 BEX 10303 BEX 10401 BEX 20603 BEX 20703 BEX 20801 BEX 20903 BEX 21003 BEX 21103 BEX 21201 BEX 31303 BEX 31403 BEX 31503 BEX 31603 BEX 31701 BEX 31803 BEX 31903 BEX 32003 BEX 32103 BEX 32201 BEX 42303 BEX 42403 BEX 42501 BEX 42902 BEX 42803 BEX 43004 BEX 43104

Electrical Circuit Theory Computer Network and Software Material Science Thermodynamic Electrical Technology Electrical Engineering Practice Electronic Principles Electrical Measurements And Instrumentation Electrical Engineering Laboratary I Electromagnetic Wave and Field Electronic Devices and Application Digital Electronics Electrical Engineering Laboratory II Electrical Network Analysis & Synthesis Communication Engineering Digital System Design Control System Electrical Engineering Laboratory III Digital Signal Processing Applied Electromagnetic Microprocessor and Microcontroller Electrical Power System Electrical Engineering Laboratory IV Power Electronics Electrical Machine and Drives Electrical Engineering Laboratory V Undergraduate Project I Electrical Energy Utilization Undergraduate Project II Industrial Training Total

3 2 2 2 3 1 3 3 1 3 3 3 1 3 3 3 3 1 3 3 3 3 1 3 3 1 2 3 4 4 76

x x x x x x x x x x x x

x x x x x x x x x x x x x x x x x x x x x x x

x x x x x x x x x x x x x x x x x

x x x x x x

x x x x x x x x

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20 21 22 23 24 25 26 27 28 29 30

x x x x x x x x x 6 x 15 12 9 7 8 x x x 2 10 x x x x x x x x x

x x 8 9 4

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COURSE versus PLOs (Elective Courses)

Learning Outcomes
Professionalism, Social, Ethics and Humanity Entrepreneurshi p Skills Critical Thinking & Problem Solving Communication Skills Team Working Skills Knowledge & Practical Sustainable Development Knowledge Leadership Skills

Life-long Learning

No.

Course Code (Old)

Course Code Course (New) Learning Domains Generic Skills

Credit

PLO-1 C

PLO-2 C

PLO-3 P CS

PLO-4 C

PLO-5 P TS

PLO-6 A LL

PLO-7 P ES

PLO-8 A EM

PLO-9 A LS

PLO-10 PLO-11 P D A SD

ELECTIVE COURSES* COMMUNICATION ELECTIVES 1 2 3 4 5 6 7 1 2 3 4 5 6 BEP 4113 BEP4213 BEP4223 BEP4273 BEP4243 BEP4253 BEP 4263 BER4113 BER4213 BER 4223 BER 4233 BER 4243 BER 4253 BEX 43203 BEX 43303 BEX 43403 BEX 43503 BEX 43603 Digital Communication Switching and Traffic Engineering Data Communication Mobile Radio Communication Satellite Communication System 3 3 3 3 3 3 3 3 3 3 3 3 3 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x

BEX 43703 Optical Communication System RF Engineering & Microwave BEX 43803 AUTOMATION SYSTEM AND ROBOTIC ELECTIVES BEX 43903 BEX 44003 BEX 44103 BEX 44203 BEX 44303 Digital Control Flexible Automation System Microcontroller Application Fuzzy Contol System Industrial Robotics

BEX 44403 Industrial Control System ELECTRICAL POWER SYSTEM ELECTIVES BEX 44503 BEX 44603 BEX 44703 BEX 44803 BEX 44903 High Voltage Engineering Electrical Power Transmission and Distribution System Power System Protection Electrical System Design Electrical Power Generation

1 2 3 4 5

BEK 4113 BEK 4213 BEK 4223 BEK 4233 BEK 4243

3 3 3 3 3

x x x x x

x x x x x

Design

Course Matrix and Learning Outcomes

x x x x x

MEDICAL ELECTRONIC ELECTIVES 1 2 3 4 5 BEU 4113 BEU 4213 BEU 4223 BEU 4233 BEU 4243 BEX 45003 BEX 45103 BEX 45203 BEX 45303 Human Physiology Medical Instrumentation I Medical Imaging Telemedicine 3 3 3 3 3 x x x x x x x x x x x x x x x

Medical Instrumentation II BEX 45403 COMPUTER ENGINEERING ELECTIVES BEX 45503 BEX 45603 BEX 45703 BEX 45803 BEX 45903 BEX 46003 Computer Architecture Microelectronic Computer Networks Computer System Engineering Operating System Embedded Design MECHATRONIC ELECTIVES

1 2 3 4 5 6

BEC 4113 BEC 4213 BEC 4223 BEC 4233 BEC 4243 BEC 4253

3 3 3 3 3 3

x x x x x x

x x x x x x

x x x x x x

1 2 3 4 5 6

BEM 4113 BEM 4213 BEM 4223 BEM 4233 BEM 4843 BEM 4853

BEX 46103 BEX 46203 BEX 46303 BEX 46403 BEX 46503 BEX 46603

Digital Control Mechanism and Machines Intelligent Robot Neural Network and Fuzzy Logic Control Electronics Industrial Automation System Total Grand Total * Three (3) elective courses only

3 3 3 3 3 3 9 130 0 23 0 17 0 18

x x x x x x 35 19

x x x x x x 35 15 0 19 0 4 0 18 0 12 0 10

x x x x x x 35 7

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OBE Implementation Guidebook | 7/20/2010

APPENDIX B RUBRICS Matrix for Psychomotor Domain and Affective Domain

LEVEL Criteria 1. Confidence in Presentation 2. Student Understanding PLO 3 Communication Skills 3. Information of the Report 4. Grammar and Content in the Report 1 Very Poor Display no confidence Unable to respond with understanding 2 Poor Display lack of confidence Able to give slow response with minimum understanding 3 Good Display shaky confidence level 4 Very Good Sometimes display shaky confidence level 5 Excellent Display full of confidence

5. Presentation Tools

Able to give immediate response with full understanding Able to provide Able to provide Unable to provide Able to provide Able to provide adequate amount of mastery level information simple information specific information information information Able to construct Unable to construct Able to construct Unable to construct Able to construct correct grammar correct grammar correct grammar but correct grammar excellent written and provide and lack of lack of meaningful and content in the meaningful content report meaningful content content in the report report in the report in the report Use Microsoft Use multimedia Use only marker Use slide over head Use only Microsoft Power Point but with software that pen and white board projecter (OHP) Power Point enhanced limited use of multimedia presentation Able to give Able to give response with partial response with full understanding understanding

LEVEL Criteria 1 Very Poor 4 Very Good Able to organize Able to organize Able to organize fair good planning and planning but poor planning and time fair time time management to management to management to complete the task complete the task complete the task Sometimes Rarely participate participate and and cooperates with cooperates with others others 2 Poor 3 Good 5 Excellent Able to organize strategic planning and excellent time management to complete the task

Unable to organize 1. Planning and planning and time Time Management management at all

Unable to 2. Cooperation between teamates participate at all PLO 5 Teamworking 3. Information Finding Unable to find information at all

Participate actively Usually participate with full commitment and cooperates with and cooperates with others others Able to find information independently and assists those when needed help Able to organize frequent and focused group meeting Usually contributes ideas Able to find information Independently, efficiently and assists those when needed help Able to organize frequent, focused and useful group meeting Consistently contributes ideas

Able to find Information with assistance

Able to find Information independently Able to organize group meeting but sometimes infrequent and unfocused Sometimes contributes ideas

4. Meeting and discussion

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Unable to organize meeting and discussion at all

Able to organize group meeting but infrequent and unfocused

5. Idea Contribution

Unable to contribute Rarely contributes ideas at all ideas

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LEVEL Criteria 1 Very Poor 1. Very poor ambition to ensure the successfulness of the prospective business. 2. Very poor motivation and entrepreneurship spirit 3. Very poor performances in producing quality products/ services 2 Poor 1. Poor ambition to ensure the successfulness of the prospective business. 2. Poor motivation and entrepreneurship spirit 3. Poor performances in producing average quality products/ services Poor in analising the cost/risk/prospect/ opportunity Poor in using/ manipulate technology in business. eg. Software/ tools/ technique in managing, use of high technology/ correct equipment in assisting the production/ produce high quality product/ services 3 Good 1. Acceptance level of ambition to ensure the successfulness of the prospective business. 2. Acceptance level of motivation and entrepreneurship spirit 3. Acceptance level of performances in producing good quality of products/ services Good in analising the cost/ risk/ prospect/ opportunity Acceptance level in using/manipulate technology in business. eg. Software/ tools/ technique in managing, use of high technology/ correct equipment in assisting the production/ produce high quality product/ services Has a plan but may not show basing all decisions on sound marketing practices, or show evidence of considering marketing practices important 4 Very Good 1. Very good ambition to ensure the successfulness of the prospective business. 2. Very good motivation and have a high entrepreneurship spirit 3. Very good performances in producing good quality of products/ services Very good in analising the cost/ risk/ prospect/ opportunity Very good in using/ manipulate technology in business. eg. Able to use/ apply most of the software/ tools/ technique in managing/ producing product/ services 5 Excellent 1. High ambition to ensure the successfulness of the prospective business. 2. Excellent motivation and have a high entrepreneurship spirit 3. Excellent performances in producing good quality of products/ services Excellent in analising the cost/ risk/ prospect/ opportunity Excellent in using/ manipulate technology in business. eg. Comprehensive use of software/ tools/ technique in managing, use of high technology/ correct equipment in assisting the production/ produce high quality product/ services Able to identify a Able to identify a complete plan for complete plan for marketing product marketing product showing showing consideration of consideration of supply and demand, supply and demand, market availability market availability and advertising and advertising worldwide - product product locally well known Excellent management skills clever cost spent/ low risk/ high quality product/ appropriate use of resources

1. Motivation to implement the business

Very poor in 2. Organize analising the cost/ Business analysis risk/ prospect/ effectively opportunity Refuse in using/ manipulate technology in business at all 3. Manipulate PLO 7 appropriate Entrepreneurship technology to conduct the business

No plan or efforts at Has little efforts all towards marketing. Marketing of product is left to chance 4. Perform the marketing skills in business field

Very Poor management skills very high cost/ risk/ poor product/ 5. Perform the management skills failure/ waste resources in business field

Weak management skills - high cost/ risk/ poor product/ failure/ waste resources

Average management skills use appropriately cost/ medium risk/acceptable product/ low failureless quality/ appropriate use of resources

Very good management skills clever cost spent/ low risk/ good product/ appropriate use of resources

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LEVEL Criteria 1 Very Poor unable to state, explain or demonstrate 2 Poor able to state the impacts of being unethically to professional practice 3 Good able to give simple explanation on the impacts of being unethically to professional practice 4 Very Good able to elaborate the impacts of being unethically to professional practice able to propose specific explanation to the unethical behaviour in the organization able to propose a concrete reasons on why socio-culture is important to the professional practice 5 Excellent able to demonstrate the impacts of being unethically to professional practice able to demonstrate and act social responsibility to the unethical behaviour in the organization able to demonstrate the high responsibility and awareness on why socio-culture is important to the professional practice

1. Professional Practice

2. Ethical Behaviour

unable to state, explain or demonstrate

able to give simple able to state an explanation to the unethical behaviour unethical behavior in the organization in the organization

PLO 8 3. Socio-Culture Profesional, Ethical and Social Responsibilities

unable to state, explain or demonstrate

able to give simple able to state a explanation on why reason on why sociosocio-culture is culture is important important to the to the professional professional practice practice

4. Determining Decision

unable to propose

select who should be involved in the decision making select what must be process for the case decided. does not propose propose what must and accurately Determines who what must be be decided. Find out identifies and should be involved decided or does not who should be evidencing the in the decision find out who should involved in the people thoroughly making process for be involved in the decision making reflected on the that case and decision making process viewpoints of these accurately identifies key players as well all of the interest as their value systems to decide as a plan of action has difficulty selecting decisions able to select major able to select minor able to select major decisions with decisions decisions rationale

5. Decision Making unable to select

LEVEL Criteria 1 Very Poor Unable to demonstrate activities coordination 2 Poor 3 Good 4 Very Good Able to demonstrate activities coordination with confidence. 5 Excellent Able to demonstrate activities coordination with high confidence. Able to demonstrate full accountability to self and team members and helps the group stay on track/ make progress

1. Activity Coordination

Able to demonstrate Able to demonstrate activities activities coordination but coordination but with little without confidence. confidence.

2. Group Responsibility

Unable to demonstrate responsibility or contributing to the group work

Able to demonstrate Able to demonstrate minimal responsibility to the responsibility to the group work group work

Able to demonstrate accountability to self and team members and helps the group stay on track/ make progress

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PLO 9 Leadership Skills

Unable to make 3. Decison Making decision.

Select to listen to alternatives before making decisions

Select to listen to suggestions and plan before making decisions

Select to listen and Select to listen and evaluate analyze suggestions suggestions and and plan before plan before making making decisions decisions Voluntarily propose positive and useful ideas which contribute to group Propose useful ideas and show the value of acceptance by encouranging diversity of idea in a group Leads the planning, designing and completing of a project or task with well-defined objectives and outcomes

4. Contribution to Group

Needs Unable to contribute encouragement to ideas propose ideas

Usually propose ideas

5. Group Project

Unable to plan, design and complete a project or task from start to finish

Need assistance in planning, designing and completing a project or task with defined objectives

Independently plans, designs and complete a project or task with defined objectives and outcomes

Independently plan, designs and complete a project or task with welldefined objectives and outcomes

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LEVEL Criteria 1. Abilities to relate theory into practice 1 Very Poor unable to relate theory into practice 2 Poor apply inappropriate theory into practice 3 Good apply general theory into practice 4 Very Good apply adequate theory into practice 5 Excellent apply specific theory into practice

2. Abilities to manipulate unable to technique to solve manipulate technique engineering problem PLO 10 - Design 3. Abilities to construct system unable to construct completely using modern engineering tools 4. Abilities to measure the system performance

manipulate inappropriate technique

manipulate suitable improvise current technique technique

propose new technique

construct partially

completely construct completely construct construct exactly as but do not follow the but partially meet specification the specification specification

system does not function

only a few parts function

function according function according to the specification, to the specification but not stable

function accurately and highly reliable

5. Abilities to no commercial present the commercial values value of final product

less commercial value

have potential commercial value

have commercial value

high commercial value

LEVEL Criteria 1. Abilities to justify design principle towards sustainability PLO 11 Sustainabe Development 2. Abilities to demonstrate engineering practice for sustainable development 3. Abilities to initiate self development for sustainability 1 Very Poor 2 Poor 3 Good 4 Very Good 5 Excellent

unable to justify the poorly justify the design principle design principle

completely justify appropriately justify completely justify the design principle the design principle the design principle with relevant information partially demonstrate engineering practice in routine work frequently demonstrate engineering practice in routine work completely demonstrate engineering practice in routine work

unable to rarely demonstrate demonstrate engineering practice engineering practice in routine work in routine work

work in self directed require minimal require frequent work in self directed require full guidance manner and able to guidance to perform guidance to perform manner to perform task guide others task task

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OBE Implementation Guidebook | 7/20/2010