1. CURRICULUM DESIGN Part 2 of 2 PROGRAM EDUCATIONAL OBJECTIVES PROGRAM OUTCOMES COURSE OUTCOMES

3. The heart of OBE is a

5. EAC

6. Stakeholders

9. PROGRAMME EDUCATIONAL OBJECTIVES (PEO):
Definition of Terms
PROGRAMME EDUCATIONAL OBJECTIVES (PEO):
PEO are broad goals describing expected achievements of graduates in their career and professional life after graduation.
PEO must be responsive to the expressed interest of various groups of programme stakeholders and linked to PO.

10. PROGRAMME OUTCOMES (PO):
Definition of Terms
PROGRAMME OUTCOMES (PO):
PO are narrower programme level statements that describe what students are expected to know and be able to perform or attain by the time of graduation from the programme.
PO must be linked to PEO, i.e must directly address the PEO and must encompass certain specified outcomes (Outcomes (a) to (k) of EAC manual)

11. Definition of Terms COURSE OUTCOMES (CO):
CO are statements of student actions or what the student is able to do as the course progresses that serve as evidence of the achievement of PO. These statements are more course specific and relate to the course content.
COs are linked to POs.

12. Programme Educational Objectives
Programme Outcomes
Course Outcomes
of Course 1
Course Outcomes
of Course 2
Course Outcomes
of Course 3
Course Outcomes
of Course etc.

13. Modify existing curricular?
Planning
Curricular Revamping?
Starting from scratch? or
Modify existing curricular?
Delivery Methods/instructional Techniques
Assessment & Evaluation Methods

14. Steps towards implementing OBE in curriculum design
Formulate PEO
Formulate PO
Identify Programme Core
A set of courses in the programme curriculum designated to address the PO. Preferably, courses that all students will take. Elective courses may or may not be chosen.

15. Steps towards implementing OBE in curriculum design
Define for each core course a set of one or more COs
Prepare a matrix of COs against POs (CO-PO Matrix)
indicate the level of emphasis on PO by each CO
entries 1, 2, and 3 to be inserted in the matrix to indicate the level of emphasis whether slightly, moderately, or substantively addressed.
Should be based on a review of course materials conducted by a committee

16. Steps towards implementing OBE in curriculum design
Prepare a matrix of courses against PO (Course-PO Matrix)
indicate the level of emphasis on PO by each course
Average out the entries in the CO-PO matrix and insert in the Course-PO matrix
Make sure PO are covered and distributed throughout the program

17. Steps towards implementing OBE in curriculum design
Identify delivery/teaching method to ensure the student’s attainment of the PO – PBL, co-operative learning, capstone project, etc.

18. Remember, students available time in a week is 54 hours!!
Students Workload
The content as well as the delivery method contribute to students workload.
Remember, students available time in a week is 54 hours!!

19. Maximum Number of Subjects per Semester
~ Also, remember 1 credit = 40 hours student learning time per semester of 14 weeks
~ Therefore, 1 credit = 40/14 = 2.86 or about 3 hours per week
~ This means, humanly possible credit per week = 54/3 = 18 credit
~ How many subjects of 3 credits each?
18/3 = 6 subjects

20. Steps towards implementing OBE in curriculum design
Identify instruments and methods to be used in assessing the student’s attainment of the PO
Identify instruments and methods to be used in assessing the graduates attainment of the PEO

22. Steps towards implementing OBE in curriculum design
Identify the performance targets, i.e. the target criteria for the Outcome Indicators
eg. the (average score, score earned by at least 80% of) the programme graduates on the (capstone design report, portfolio evaluation) must be at least 75/100.
eg. the (median rating for, rating earned by at least 80% of) the programme graduates on the (self-rating sheet, peer rating sheet, senior survey, alumni survey, employer survey, final oral presentation) must be at least (75/100, 4.o 0n a Likert scale, “Very good”)

23. Continuous Quality Improvement (CQI)
To ensure CQI of programme (which is mandatory in OBE), if the performance target is not met, track which component/s in the course (content, delivery, assessment methods, etc.), and try to improve or change where necessary.

24. Continuous Quality Improvement (CQI)
What steps might be taken at the program course levels to raise the level of achievement of the outcomes (PO)?

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

26. Example of Illustrative Course Outcomes
Example PO: An ability to design and conduct experiments, as well as to analyse and interpret data in relation to research works
Example of Related CO:
The student will be able to:
design an experiment to (insert one or more goals or functions) and report the results (insert specifications regarding the required scope and structure of the report).
conduct (or simulate) an experiment to (insert specifications about the goals of the experiment) and report the results (insert specifications regarding the scope and structure of the report).

27. Example of Illustrative Course Outcomes
Example PO: an understanding of professional and ethical responsibility
Example of Related CO:
Given a job-related scenario that requires a decision with ethical implications, the student will be able to:
identify possible courses of action and discuss the pros and cons of each other
decide on the best course of action and justify the decision

28. Example of Illustrative Course Outcomes
Example PO: an ability to function on multi-disciplinary teams
Example of Related CO:
The student will be able to:
identify the stages of team development and give examples of team behaviours that are characteristic of each stage
summarise effective strategies for dealing with a variety of interpersonal and communication problems that commonly arise in teamwork, choose the best of several given strategies for a specified problem, and justify the choice
etc.

29. References
Felder R. M. and Brent R., 2003, Designing and Teachning Courses to Satisfy the ABET Engineering Criteria, J. Eng. Education.
Abet’s presentation in various workshops and seminars.

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