MILITARY INSTITUTE OF SCIENCE AND TECHNOLOGY

Presentation on Program Educational Objectives (PEOs), Program Outcomes (POs) and Course Outcomes (COs)

Col A K M Nazrul Islam, PhD Wg Cdr Abdul Halim, psc ADD PHOTOS Col A K M Nazrul Islam, PhD Wg Cdr Abdul Halim, psc

INTORDUCTION

AIM To apprise about the details of Program Educational Objectives (PEOs), Program Outcomes (POs) and Course Outcomes (COs) as a Components of Outcome Based Education (OBE) system

SEQUENCES Components of OBE System Details on PEO, PO & CO Bloom’s Taxonomy Example of writing CO Relation Between CO and PO Outcome Based Assessment Changes to be Made CQI Loop Conclusion

OUTCOME-BASED EDUCATION (OBE) A Shift in Focus from a Resource or Input-Based or Process-Based Approach to an Outcome-Based Approach OBE is an educational process where Program structures & curricula are means, not ends Directed/focused at achieving certain specified outcomes in terms of individual student learning Outcomes- key things students should understand and be able to do or the qualities they should develop

MAIN COMPONENTS OF OBE

A MODEL HIERARCHY OF OUTCOMES

PROGRAM EDUCATIONAL OBJECTIVES (PEO) Program Educational Objectives (PEO) are long term goals (e.g. 5 years or more after graduation) describing expected achievements of graduates in their career Example: The Department of Electrical, Electronic and Communication Engineering forms the foundation for professional and personal development of the graduates that are expected within few years after graduation. The graduates should:

PROGRAM EDUCATIONAL OBJECTIVES (PEO) PEO 1: Excel in their engineering career in the public and, private sectors or academia by applying the knowledge acquired in mathematical, computing and engineering principles and enhancing their skills. PEO-2: Engage themselves toward lifelong learning and the pursuit of post graduate or other professional education. PEO 3: Analyze and design engineering systems after considering safety, sustainability, economical and social impacts of engineering decisions. PEO 4: Demonstrate professionalism, ethics, and ability to work in inter and multi-disciplinary team and to adapt to the latest trends and technology.

PROGRAM OUTCOME (PO) Program Outcomes (PO) are short term outcomes at the point of graduation describing what students are expected to know and be able to perform Those POs are generic for any Engineering program POs relate to the knowledge, skills and attitudes that student acquire while progressing through the program. The program must demonstrate that by the time of graduation, student have attained a certain set of knowledge, skills and behavioral traits to some acceptable minimum level

PROGRAM OUTCOME (PO) These traits are otherwise comes under three domains of Bloom’s Taxonomy: Cognitive Domain (Knowledge) Psychomotor Domain (skills) Affective Domain (attitude) Washington Accord has specified 12 Graduate Attributes as POs of Engineering programs BAETE has adopted those POs

THE POs (1-6)

THE POs (7-12)

KNOWLEDGE PROFILE

COMPLEX ENGINEERING PROBLEMS Engineering problems that cannot be resolved without in-depth engineering knowledge and have some or all of the characteristics mentioned bellow: Involve wide-ranging conflicting technical, engineering and other issues Have no obvious solution and require abstract thinking Requires research-based knowledge Involve in frequently encountered issues Involves diverse groups of stakeholders with widely varying needs Are high-level problems that include many component parts or sub-problems

COURSE OUTCOME (CO) Course Outcomes (CO) address the abilities to be attained by students upon the completion of a subject CO should be clear, measurable, use verbs (e.g. identify, recall etc). COs are more detailed and specific than programmatic outcomes, because they identify the unique knowledge and skill expected to be gained from the course. A subject usually has several COs Ideally 3 to 5 COs is considered a good practice Bloom’s Taxonomy has great influence while writing COs

CO ASSESSMENT IN THEORY COURSES Finalize CO for theory and lab courses separately Prepare course syllabus that must have Course Outcome (COs) CO with Assessment Methods Mapping of COs and POs All the assessments (CT, assignments, Final Term Exam) that we want to consider must map to the COs Following POs may not be possible to assess through written exam: PO5: Modern Tool Usage PO9: Individual and Team Work PO10: Communication PO12: Life-long Learning

MAPPING OF QUESTIONS TO COs All questions need not to be mapped The question planned for CO mapping must be compulsory Options might be given if all question map to the same CO One question should not map multiple COs Too many breakdown/details of mapping should be avoided

CO ASSESSMENT IN LAB COURSES Not as simple as theory Variations in assessments Final Quiz Test, report, viva, presentation Individual/Group Project, Project Delivery Report Weekly Programming/Hardware assignments (if any) Following POs can be assessed through lab courses PO4: Investigation – through software/hardware open-ended project PO5: Modern Tool Usage- through tools taught in Lab classes PO9: Individual and Team Work- through Group Projects PO10: Communication- through Viva, Project presentation, Written Reports etc

PO ASSESSMENT Use excel files or software (if available) Prepare excel file with detailed formulas Here is an example

RELATIONSHIP BETWEEN THE POs AND PEOs No PO Statement PEO-1 PEO-2 PEO-3 PEO-4 1 Engineering Knowledge Yes 2 Problem Analysis 3 Design/Development of Solutions 4 Investigation 5 Modern Tool Usage 6 The Engineer and Society

RELATIONSHIP BETWEEN THE POs AND PEOs No PO Statement PEO-1 PEO-2 PEO-3 PEO-4 7 Environment Sustainability 8 Ethics Yes 9 Individual Work and Teamwork 10 Communication 11 Project Management and Finance 12 Life-long Learning

BLOOM’S TAXONOMY

THREE DOMAINS OF LEARNING Cognitive Domain: Mental skills (Knowledge) Psychomotor Domain: Manual or Physical skills (skills) Affective Domain: Growth in feelings or emotional areas (attitude or self)

USE OF BLOOM’S TAXONOMY IN PROCESS OF LEARNING

USE OF BLOOM’S TAXONOMY IN COURSE DESIGN

USE OF BLOOM’S TAXONOMY IN COURSE DESIGN

BLOOM’S TAXONOMY ACTION VERBS

EXAMPLE OF WRITING COURSE OUTCOME (CO) Course Name: EECE 101 : Electrical Circuits I CO101.1 Demonstrate an understanding of the basic circuit principles by solving simple circuit. CO101.2 Apply circuit analysis techniques like KCL, KVL node and mesh analysis to analyze large circuits with multiple sources. CO101.3 Analyze small AC circuits and relate different AC quantities in practical application.

EXAMPLE OF WRITING COURSE OUTCOME (CO) S/No COs Corresponding POs Bloom’s Taxonomy Domain/ Level Delivery Methods Assessment Tools CO-1 Demonstrate an understanding of the basic circuit principles by solving simple circuit. PO-2 Problem Analysis: Identify, formulate, research and analyze complex engineering problems and reach substantiated conclusions Application Lecture, White Board Writing, Power Point Presentation Class Performance /assignments, Class Attendance, class tests, final exam

EXAMPLE OF WRITING COURSE OUTCOME (CO) S/No COs Corresponding POs Bloom’s Taxonomy Domain/ Level Delivery Methods Assessment Tools CO-2 Apply circuit analysis techniques like KCL, KVL node and mesh analysis to analyze large circuits with multiple sources PO-1, Engineering Knowledge:Apply the knowledge of math, science, engineering fundamentals to the solution of complex engineering problems. Application Lecture, White Board Writing, Power Point Presentation Class Performance /assignments, Class Attendance, class tests, final exam

EXAMPLE OF WRITING COURSE OUTCOME (CO) S/No COs Corresponding POs Bloom’s Taxonomy Domain/ Level Delivery Methods Assessment Tools CO-3 Analyze small AC circuits and relate different AC quantities in practical application. PO-2, Problem Analysis: Identify, formulate, research and analyze complex engineering problems and reach substantiated conclusions Analysis Lecture, White Board Writing, Power Point Presentation Class Participation /Observation, Class Attendance, lab tests, project, quiz test

VIDEO

WHAT CHANGES TO BE MADE Course Content- Reviewing course content to suit specified Learning Outcomes, current development, industrial needs, job specifications, professional body requirement (accreditation) etc Teaching-Learning Methods- Introducing innovative/flexible teaching method/delivery tools to develop PEO and PO in students/graduates Assessment & Evaluation Tools- Introducing variety of assessment and evaluation tools to measure the achievement of PEO and PO Data & Evidence Collection- Collecting evidence of process involved and the achievement of the PEO and PO OBE Management System- Create an effective OBE management system

OPEN FORUM

COMMANDANT’s REMARKS

CONCLUSION

THANK YOU