1. Learning Outcomes, KPIs and Rubrics
Dr. Abdel-Rahman Al-Qawasmi
(Associate Professor – Electrical Engineering Department)
Date: 10\3\2015
Time: 13:00-14:00
Place: Seminar Room

2. Program Student Teaching (delivering Knowledge and skills) Advising
Curriculum
Study plan: Credit Hours, Courses, prerequisites, co-requisite
Course description: Program Specifications, syllabus, Course specifications,
Infrastructure
Class rooms, Labs
Faculty Staff
Instructors TA
Engineers
Technicians
Administration
HOD
Committees
Secretary
Learning Recourses
Library
Internet

3. Quality of the Program Mission Goals Objectives Learning Outcomes KPIs
Benchmark
Rubrics
Course Report
NCAAA Standards
ABET Standards
Institutional Standards
Teaching strategies
Assessment strategies
Evaluation process
Annual Report
SSR
Accreditation
Development
Self Evaluation Report

4. Program Specifications
Mission
Objectives and Goals
Learning Outcomes
KPIs
Recommendations
Annual program Report
Actions
Program Specifications

5. Course Specifications
Teaching strategies
Assessment methods
KPIs
Rubrics
Analysis
Recommendations
Course Report
Actions
Course Specifications
Learning Outcome

6. Students Needs Employer Needs Mission Statement Learning Outcomes
are statements of what the student will KNOW and be able to DO or demonstrate as a result of their learning and are part of a student-centered approach.

7. Learning Outcomes
Performance
Output Results
achievements
Knowledge
Skills

8. Why we need LOs?
LOs build evidence for accountability, accreditation, and for continuous improvement.
Know what Instructor is doing and why
Know what students are learning as a result
Make improvement changes based on results (research based improvements)

9. must be…. measurable and meaningful to be assessed accurately.
Criteria (KPI):
Quantifiable performance measures used to define success and measure progress toward the achievement of goals.
Assessment :
Student assessment processes must be appropriate for the intended learning outcomes and effectively and fairly administered with independent verification of standards achieved.
Teaching Strategy:
Teaching must be of high quality with appropriate strategies used for different categories of learning outcomes and student learning styles.
Learning Outcome:
must be…. measurable and meaningful to be assessed accurately.

10. Learning Outcomes learning outcomes Code Domain NCAAA ABET
The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context. a1
(h) A
Knowledge
Knowledge of contemporary issues. a2
(j)
An ability to design and conduct experiments, as well as to analyze and interpret data b1
(b) B
Cognitive Skills
An ability to design a system, component, or process to meet desired needs within realistic constraints b2
(c)
An ability to identify, formulate, and solve engineering problems b3
(e)
The ability to analyze, design, and implement systems. b4
(EE1)
The ability to apply project management techniques to electrical systems. b5
(EE2)
An ability to function on multidisciplinary teams c1
(d) C
Interpersonal Skills & Responsibility
An understanding of professional and ethical responsibility c2
(f)
Recognition of the need for and an ability to engage in life-long learning. c3
(i)
An ability to apply knowledge of mathematics, science, and engineering d1
(a)
D Communication, Information
Technology, Numerical
An ability to communicate effectively d2
(g)
An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. d3
(k)
The ability to utilize statistics/probability, transform methods, discrete mathematics, or applied differential equations in support of electrical systems. d4
(EE3) e1 E
Psychomotor e2

11. 4.Communication, Information 3.Interpersonal Skills & Responsibility
LOs and Courses
4.Communication, Information
Technology, Numerical
3.Interpersonal Skills & Responsibility
2.Cognitive Skills
1.Knowledge
NQF Learning Domains
4.4
4.3
4.2
4.1
3.3
3.2
3.1
2.5
2.4
2.3
2.2
2.1
1.2
1.1
Course Offerings X I
MATH 105
PHY 103
MATH 106 P
MATH 107 A
MATH 204
STAT 201
MATH 254
GE 407
GE 408
EE 101
EE 111
EE 205
EE 208
EE 207
EE 202
EE 206
I = Introduction P = Proficient A = Advanced

12. Time-based – set a specific time-scale
KPIs should be SMART
Specific – clear and well-defined
Measurable – show distance from attainment
Agreed – shared by stakeholders
Realistic – fit available time, money, etc
Time-based – set a specific time-scale

13. KPIs of the Program Objectives KPIs Major Strategies
The Electrical Engineering Program in Majmaah University prepares students to have strong foundation in mathematical, scientific and engineering sciences who are able to:
1. Demonstrate technical competence in identifying, formulating, analysing and solving engineering problems.
Identifying, formulating, analyzing and solving engineering problems.
Surveys
Consultation report
2. Demonstrate the professional skills necessary to lead their professional discipline and have the lifelong learning skills to adapt to rapidly changing technologies.
Demonstrate the professional skills.
Adapt to rapidly changing technologies.
3. Pursue higher learning in the field of engineering and multidisciplinary areas to emerge as successful researchers, entrepreneurs, experts and educators.
Number of publications in peer reviewed national and international journals
Number of organized scientific and Research activities: workshops seminars, symposiums & conferences)
Number of subscription in periodicals and Journals.
Faculty self-report
4. Practice and inspire high ethical and professional standards.
Percentage of graduates from undergraduate program leaving their works due to professional issues
Employee satisfaction (out of 5)
Number of students who came to senior management positions

14. Learning Skills Fundamentals Skills: Core skills:
Foundation Skills: University Requirements
Fundamentals Skills:
Scientific Section
(Preparatory Year)
Core skills:
College requirements
Program skills: EE Courses

15. Student Learning Outcomes (code)
Assessment Methods
Student Learning Outcomes (code)
Reports, discussions and presentations a1
Exams and presentations a2
Standardized exams, Oral exams, Micro projects b1
Reports and presentations b2 b3 b4
Behavior observation and reports b5
Behavior observation and presentations c1
Discussions c2 c3 d1 d2
Exams, quizzes and reports d3 d4

16. Course ID: EE 270 Number of Students: 25
Course Title: Fundamentals of Electrical Power Systems
Course ID: EE 270
Number of Students: 25
Learning Outcomes:
2.1: An ability to design and conduct experiments, as well as to analyze and interpret data [Introduction]
3.2: An understanding of professional and ethical responsibility [Introduction]
4.1: An ability to apply knowledge of mathematics, science, and engineering [Proficient]
4.4: The ability to utilize statistics/probability, transform methods, discrete mathematics, or applied differential equations in support of electrical systems [Advanced]

17. Method of Assessment: Standardized exams, Oral exams, Micro projects
Design and implement DC motor in …………:(10 marks) [10%]
LO: An ability to design and conduct experiments, as well as to analyze and interpret data
KPIs : There are 9 KPIs. Selected only three KPIs
laboratory safety procedures
experimental plan of data gathering
Data documentation
Development and implementation of logical experimental procedures
Selection of appropriate equipment and instruments to perform the experiment
Operation of instrumentation and process equipment
The analysis and interpretations of data using appropriate theory
Awareness of measurement errors
Seeking information for the experiment

18. LO:
An ability to design and conduct experiments, as well as to analyze and interpret data
Rubric
Satisfactory
Developing
Unsatisfactory
Formulates an experimental plan of data gathering to attain a stated objective (develop correlation, test a model, ascertain performance of equipment, etc.)
Develops a simplistic experimental plan of data gathering, does not recognize entire scope of study (e.g. not all parameters affecting the results are investigated)
No systematic plan of data gathering; experimental data collection is disorganized, even random, and incomplete
experimental plan of data gathering
(2)
KPIs
Develops and implements logical experimental procedures
Experimental procedures most often followed, but occasional oversight leads to loss of experimental efficiency and/or loss of data
Does not follow experimental procedure
Development and implementation of logical experimental procedures
(4)
Analyzes and interprets data carefully using appropriate theory; if required, translates theory into practice or applies to process model(s)
Applies appropriate theory to data when prompted to do so, but misinterprets physical significance of theory or variable involved; makes errors in unit conversions
Makes no attempt to relate data to theory
The analysis and interpretations of data using appropriate theory
(7)

19. Assessment method: 1- Evaluating the mini project Report contents
2- Presentation
3- Discussion
Student’s Name
KPI2
KPI4
KPI7 U D S 1 X 2 3 4 5 6 7 8 9
Total
Rubric( Result)
Satisfactory
Developing
Unsatisfactory 4 3 2
KPI2
KPIs 1
KPI4 6
KPI7

20. Results Analysis
Strength points: 1- The students average performance is good. 2- The plan of the experimental is well defined. Weaknesses points: 1- There is an average problem in applying the procedure. 2- There is a problem in Identifying and collecting data in organizing way Improvements methods: 1- Data collection methods and Statistical analysis should be give more attention 2- Including a statistical analysis and data collection method in the course description or in other low level course.

21. Course (Program) Improvement procedures
Reading the CR of EE270
Regarding the results of measuring LO 2.1 and proposed improvements methods, the UPC discussed this issue in the PUSC.
The decision is leave the contents of EE 270 without changes.
Asking the basic science department to concentrate on the collection data and statistical analysis method in math 107.