Outcome-based Education – From Curriculum to Classroom practices COURSE ON BASIC TEACHING METHODOLOGY, UiTM, Shah Alam 16th - 21st November 2009 Presented by: Prof. Sr. Ir. Dr. Suhaimi Abdul Talib Faculty of Civil Engineering, Universiti Teknologi MARA

OUTLINE OF PRESENTATION MQA 9 aspects of QAS. Understanding the OBE curriculum Understanding the OBE syllabus Writing specific and measureable course outcomes Selecting delivery method Performance criteria Example on the application of OBE

The 9 aspects of quality assurance for Higher Education in Malaysia Institutional Vision, Mission & Objectives Learning Outcomes; Curriculum Design & Delivery Students: Selection and Support System Student Evaluation System Academic Staff and CPD Teaching/Learning Resources Program Evaluation Leadership, Governance and Administration Continuous Quality Improvement

What are the Implications of MQA’s position on OBE ?

Implications….. MQA essentially demands 2 major efforts :- Improvement of procedures, documentation, criteria, etc - easily attainable “a genuine shift towards OBE” in the Malaysian Education System - requires bigger effort Existing: conventional prescriptive-based system

Outcome-Based Education - A Shift in Focus from curricula, resources and processes towards outcomes and objectives.

(Stakeholders – industry, faculty, students, government, alumni, etc.) Outcome-Based Education - A Shift in Focus The greater focus on outcomes and objectives means that all stakeholders must have a say in establishing them, and measuring them. (Stakeholders – industry, faculty, students, government, alumni, etc.)

Program Objectives What kind of graduates do stakeholders want? Definition of Program Objectives: “…broad statements that describe the career & professional accomplishments that the program is preparing the graduates to achieve.” (ABET Criteria 2004) “Broad goals that addresses institutional and program mission statements and are responsive to the expressed interests of various groups of program stakeholders” (Felder & Brent, 2003) Broad outcomes at career & professional level

Program Objectives (Full statements) A competent engineer with strong understanding of fundamental engineering knowledge An engineer with professional attitudes and ethics necessary in fulfilling his/her responsibilities towards the employer, client and the society An engineer who is able to adapt him/herself to the international/global work environment An engineer who is able to lead an organization based on experience and knowledge of important current issues in engineering. An engineer who is able to conduct research in his/her own organization.

Programme Outcomes Definition: “Statements that describe what students are expected to know or be able to do by the time of graduation” (ABET Criteria 2004)

Malaysian Qualification Framework (MQF) Learning Outcomes Domains 1. Knowledge of discipline areas 2. Practical skills 3. Social skills and responsibilities 4. Value, attitude and professionalism 5. Communication, leadership and team skills 6. Problem solving and scientific skills 7. Information mgmt. & life-long learning skills 8. Managerial and entrepreneurial skills

11 Program Outcomes (Full statements from EAC Manual) Ability to acquire and apply basic knowledge of science, mathematics and engineering.. Ability to communicate effectively, not only with engineer but also with the public. Ability to identify, formulate and solve engineering problems. Ability to use a system approach to design and evaluate operational performance. Ability to act effectively as an individual and in a group, with leadership, entrepreneurial and managerial capabilities Understanding of the social, cultural, global and environmental responsibilities and ethics of a professional engineer and the need for sustainable development Recognizing the need to undertake lifelong learning and possessing/acquiring the capacity to do so Ability to design and conduct experiments, as well as to analyze and interpret data Ability to function on multi-disciplinary teams Having technical competency and ability to apply to specific Civil Engineering discipline Having the knowledge of contemporary issues.

Programme Outcomes 3 levels of competence (ASCE 2004) : Recognition: Reasonable level of familiarity, but lacks the knowledge to specify and procure solutions without additional expertise. Understanding: Thorough mental grasp and comprehension, requiring more than abstract knowledge Ability: Capability to perform with competence and full responsibility

Talking about OBE, there are 3 levels: Philosophy / Theory / ”Broad Perspective” Curricula / structures / procedures Classroom practice (PBL, CL, AL, etc) Make sure we’re talking at the same level

OBE CURRICULUM Courses-PO mapping

Delivery and Assessment Based on Outcomes – A Course on Research Methodology

ECW501 – RESEARCH METHODOLOGY

Mapping of Course Outcome to Programme Outcome

WRITING LEARNING OUTCOMES

LECTURE MATERIAL Sample Lecture 1 Sample Lecture 2

Developing Performance Criteria (Rubric) for various CO-PO combinations

Outcome-Based Education Some Immediate Advantages:- Always alert on quality of graduates .More effective & innovative teaching - PBL, CL, etc More industry input

ASSESSMENT OF CQI INSTITUTIONAL MISSION Educational Objectives Measurable Performance Criteria Program Outcomes Assess & Evaluate Program Learning Practices/Strategies Feedback for Continuous Improvement Constituents Evaluation: Interpretation of Evidence & Data Assessment: Collection & Analysis of Evidence & Data

Thank You… esuhaimi@hotmail.com ecsuhaimi@salam.uitm.edu.my Tel: 55435240 or 013 340 6408