Transcript EAC MANUAL 2012

Azlan Abdul Aziz, Universiti Putra Malaysia
& Megat Johari Megat Mohd Noor, Malaysia Japan Institute of
Technology, Universiti Teknologi Malaysia
PEC 1-Day Workshop, 23 February 2014
Pakistan Navy Engineering College (PNEC), Karachi
1
International Agreements /
Networks
EDUCATION
PRACTICE
WASHINGTON
ACCORD
2
ENGINEERS MOBILITY FORUM
SYDNEY
ACCORD
APEC ENGINEER
DUBLIN
ACCORD
ENGINEERING TECHNOLOGISTS
MOBILITY FORUM
FEANI / EUR-ACE / ENAEE
(EUROPE)
NABEEA
(ASIA)
UPADI
(CENTRAL & SOUTH AMERICA)
INTERNATIONAL
ENGINEERING ALLIANCE
(IEA) /
formerly INTERNATIONAL
ENGINEERING MEETING
(IEM)
INTRODUCTORY REMARKS
In Malaysia,
 Purpose of accreditation – graduates of accredited
degree are able to register with the Board of Engineers
Malaysia (BEM)
 Engineering Accreditation Council (EAC), a body
delegated by BEM to conduct accreditation of
engineering programmes. EAC has representatives
from BEM, IEM, Malaysian Quality Authority (MQA)
and Public Services Dept. (PSD)
3
INTRODUCTORY REMARKS
Focus of EAC
 Ensuring the expected engineering education level is
maintained (breadth and depth)
 Outcome-based engineering education (OBE) programme
is practised
 Continual Quality improvement (CQI) on Programmes
applied
 Quality Management System practised
4
INTRODUCTORY REMARKS
Accreditation History
 WA license due for renewal 2015. Expected visit by WA
Reviewers as observers on accreditation exercise to
Institutions of Higher Learning in late 2014/early 2015
 Expectation
1999-2005:
2006-2012:
2013-2019:
2020
Sufficient if IHL have OBE plans and
infancy implementation
Implement OBE in a systems
approach. Full WA signatory 2009
Efficacy/ Efficiency/ Effectiveness of
OBE systems
OBE at IHL is de rigueur
5
ACCREDITATION PROCEDURE
 Schedule a visit after application from IHL. 6 months
before final exams of first graduating cohort.
Accreditation Cycle: 5 years
 Provide Self Assessment Report (SAR) in accordance
to criteria and as specified in manual.
 Accreditation Visit (2 days incl. nightly meetings), not
limiting to:
Meeting with prog. admin., staff, students, alumni and
employers; visit facilities and check documents.
6
ACCREDITATION PROCEDURE
VISIT DAY
 Visit include
(1) Opening Meeting: led by EAC evaluators & followed by
IHL ‘short’ presentation
(2) Evaluation: Evidence-based through interviews, checking
documents and records, and observation (‘triangulation’)
(3) Closing/Exit Meeting for clarification or correction of
factual inaccuracies. No arguments nor solutions are
requested.
7
ACCREDITATION PROCEDURE
Professionalism during Visit Day
 Short and concise briefing from both evaluators and IHL (Note:






SAR is self-explanatory and comprehensive). IHL should
concentrate on what is NEW and focus on NICHE of
programmes
Organised
Punctual – keep to provided and prepared schedule
Courteous
Not argumentative
Well dressed
Not over friendly. Be formal
8
ACCREDITATION PROCEDURE
Professionalism during Visit Day (Ctd…)
 Working lunch/teas in evaluation room among panel evaluators
only
 Do not provide tokens/gifts to evaluators
 Provide name tags, signage, computer and printing facilities
 Ensure right persons/ guides available at the appointed time
EAC Schedules
Accreditation Decision Meeting in April, August and December
every year. Submission deadline of SAR and planned visit by
January 31 every year.
9
Accreditation Criteria
and Qualifying
Requirements
Students
Staff
Facilities
PEO
&
PO
Curriculum
QMS
10
11
Programme Objectives (PEO)
and Programme Outcomes (PO)
PEOs are specific goals consistent with the vision &
mission of IHL
 Published statements of PEO
 Clear linkages between PEO and PO
 Involvement of constituents/ stakeholders
 Expected to be achieved/analysed a few years after
graduation (usually for about 5 years of employment)
POs are statements that describe what students are
expected to know and be able to perform or attain by
the time of graduation
12
Programme Outcomes
OLD (2007)
(i) ability to acquire and apply
knowledge of science and
engineering
fundamentals;
NEW based on IEA WA (2012)
(i) Engineering Knowledge - Apply
knowledge of mathematics, science,
engineering fundamentals and an
engineering specialisation to the
solution of complex engineering
problems;
(ii) acquire in‐depth technical
(ii) Problem Analysis - Identify,
competence in a specific engineering formulate, research literature and
discipline;
analyse complex engineering
problems reaching substantiated
(iii) ability to undertake problem
conclusions using first principles of
identification, formulation and
mathematics, natural sciences and
solution;
engineering sciences;
13
Programme Outcomes
OLD (2007)
(v) understanding of the principles
of design for sustainable
development;
NEW (2012)
(iii) Design/Development of
Solutions - Design solutions for
complex engineering problems and
design systems, components or
processes that meet specified needs
with appropriate consideration for
public health and safety, cultural,
societal, and environmental
considerations;
14
Programme Outcomes
OLD (2007)
(iv) ability to utilise systems
approach to design and evaluate
operational performance;
NEW (2012)
(iv) Investigation - Conduct
investigation into complex problems
using research based knowledge and
research methods including design
of experiments, analysis and
interpretation of data, and synthesis
of information to provide
valid conclusions;
15
Programme Outcomes
OLD (2007)
NEW (2012)
(v) Modern Tool Usage - Create,
select and apply appropriate
techniques, resources, and modern
engineering and IT tools, including
prediction and modelling, to
complex engineering activities, with
an understanding of the
limitations;
16
Programme Outcomes
OLD (2007)
NEW (2012)
(vi) understanding of professional
and ethical responsibilities and
commitment to them;
(vi)The Engineer and Society - Apply
reasoning informed by contextual
knowledge to assess societal, health, safety,
legal and cultural issues and the
consequent responsibilities relevant to
professional engineering practice;
(ix) understanding of the social,
cultural, global and environmental
responsibilities of a professional
engineer; and
(vii) Environment and Sustainability Understand the impact of professional
engineering solutions in societal and
environmental contexts and demonstrate
knowledge of and need for sustainable
development;
17
Programme Outcomes
OLD (2007)
(vi) understanding of professional
and ethical responsibilities and
commitment to them;
NEW (2012)
(viii) Ethics - Apply ethical principles and
commit to professional ethics and
responsibilities and norms of engineering
practice;
(vii) ability to communicate
(ix)Communication - Communicate
effectively, not only with engineers
effectively on complex engineering
but also with the community at large; activities with the engineering community
and with society at large, such as being
able to comprehend and write effective
reports and design documentation, make
effective presentations, and give and
receive clear instructions;
18
Programme Outcomes
OLD (2007)
NEW (2012)
(viii) ability to function effectively
as an individual and in a group
with the capacity to be a leader or
manager ;
(x)Individual and Team Work –
Function effectively as an individual, and
as a member or leader in diverse teams and
in multi-disciplinary settings;
(x) recognising the need to
undertake life‐long learning, and
possessing/acquiring the capacity
to do so.
(xi) Life-long Learning - Recognise the
need for, and have the preparation and
ability to engage in independent and lifelong learning in the broadest context
of technological change.
19
Programme Outcomes
OLD (2007)
NEW (2012)
(xii)Project Management and Finance Demonstrate knowledge and
understanding of engineering and
management principles and apply these to
one’s own work, as a member and leader in
a team, to manage projects and in
multidisciplinary environments;
20
Depth of Knowledge Required
Complex
Problems
(Engineer)
Requires in-depth
knowledge that
allows a
fundamentals-based
first principles
analytical approach
Broadly Defined
Problems
(Technologist)
Well defined
Problems
(Technician)
Requires
knowledge of
principles and
applied procedures
or methodologies
Can be solved
using limited
theoretical
knowledge, but
normally requires
extensive practical
knowledge
21
Definition of Complex Problem
Solving (IEA WA)
The range of complex problem solving as required by the Programme
Outcomes in Section 4.0 is defined as follows:
Attributes
Complex Problems
1.
Preamble
Engineering problems which cannot be
resolved without in-depth engineering
knowledge, much of which is at, or
informed by, the forefront of the
professional discipline, and have some or all
of the following characteristics listed below:
2.
Range of conflicting
requirements
Involve wide-ranging or conflicting
technical, engineering and other issues.
3.
Depth of analysis required
Have no obvious solution and require
abstract thinking, originality in analysis to
formulate suitable models.
22
Definition of Complex Problem
Solving
Attributes
Complex Problems
4.
Depth of knowledge
required
Requires research-based knowledge much
of which is at, or informed by, the forefront
of the professional discipline and which
allows a fundamentals-based, first
principles analytical approach.
5.
Familiarity of issues
Involve infrequently encountered issues
6.
Extent of applicable codes
Are outside problems encompassed by
standards and codes of practice for
professional engineering.
7.
Extent of stakeholder
involvement and level of
conflicting requirements
Involve diverse groups of stakeholders with
widely varying needs.
23
Definition of Complex Problem
Solving
Attributes
Complex Problems
8.
Consequences
Have significant consequences in a range of
contexts.
9.
Interdependence
Are high level problems including many
component parts or sub-problems.
24
Definition of Complex Engineering
Activities
The range of complex engineering activities is defined as follows:
Attributes
Complex Activities
1.
Preamble
Complex activities means (engineering)
activities or projects that have some or all
of the following characteristics listed below:
2.
Range of resources
Involve the use of diverse resources (and
for this purpose, resources include people,
money, equipment, materials, information
and technologies).
3.
Level of interaction
Require resolution of significant problems
arising from interactions between wide
ranging or conflicting technical,
engineering
or other issues.
25
Definition of Complex Engineering
Activities
Attributes
Complex Activities
4.
Innovation
Involve creative use of engineering
principles and research-based knowledge in
novel ways
5.
Consequences to society
and
the environment
Have significant consequences in a range of
contexts, characterised by difficulty of
prediction and mitigation.
6.
Familiarity
Can extend beyond previous experiences by
applying principles-based approaches.
26
Knowledge Profile (Curriculum)
The curriculum shall encompass the knowledge profile as summarised in the
table below:
Knowledge Profile
A systematic, theory-based understanding of the natural sciences
applicable to
the discipline (e.g. calculus-based physics)
Conceptually-based mathematics, numerical analysis, statistics and formal
aspects of computer and information science to support analysis and
modelling
applicable to the discipline
A systematic, theory-based formulation of engineering fundamentals
required in the engineering discipline
Engineering specialist knowledge that provides theoretical frameworks and
bodies of knowledge for the accepted practice areas in the engineering
discipline; much is at the forefront of the discipline
Knowledge that supports engineering design in a practice area
27
Knowledge Profile (Curriculum)
Knowledge Profile
Knowledge of engineering practice (technology) in the practice areas in the
engineering discipline
Comprehension of the role of engineering in society and identified issues in
engineering practice in the discipline: ethics and the professional
responsibility of an engineer to public safety; the impacts of engineering
activity: economic,
social, cultural, environmental and sustainability
Engagement with selected knowledge in the research literature of the
discipline
28
Outcome Based Education
 OBE is a process that involves assessment and
evaluation practices in education to reflect the
attainment of expected learning outcomes and
showing mastery in the programme area
 OBE in a Nutshell
What do you want the students to have or able to do?
How can you best help students achieve it?
How will you know what they have achieved?
How do you close the loop
29
Strategy of OBE
Top down curricula design
Appropriate Teaching & Learning
Methods
Appropriate Assessment &
Evaluation Methods
30
Characteristics of OBE curricula
 It has programme objectives, programme
outcomes, course learning outcomes and
performance indicators. It is centered around the
needs of the students and the stakeholders.
 It is objective and outcome driven, where stated
objective and outcomes can be assessed and
evaluated.
 Suitable tools and methods are used to measure
and evaluate attainment of the outcomes
 Results from evaluation are used for CQI
31
Institutional
Mission Statement
Stakeholders Interest
Programme Objectives
Programme Outcomes
(Knowledge, skills, attitudes of graduates)
Outcome-Related Course Learning Objectives
(Ability to: explain, calculate, derive, design)
Assessment of Attainment Level
Continual Improvement
32
Bloom’s Taxonomy
 Knowledge (list)
 Comprehension (explain)
 Application (calculate, solve, determine)
 Analysis (classify, predict, model,derived)
 Synthesis (design, improve)
 Evaluation (judge, select, critique)
33
34
lower order
Intermediate
Higher order
35
36
Learning Style Model
 Perception
 Input Modality
Sensing
Visual
 Processing
Active
 Understanding
Sequential
Intuitive
Verbal
Reflective
Global
37
Visual (Vs) Learners

“Show me”
Verbal (Vb) Learners

“Explain it to me”
- pictures
- spoken words
- diagrams
- written words, symbols (seen,
but translated by brain into
their Oral equivalents)
- sketches
- schematics
- flow charts
- plots
38
Active (A) Learners
Reflective (R) Learners
 Tend to process actively (doing
something physical with presented
material, then reflecting on it)
 Tend to process reflectively
(thinking about presented material,
then doing something with it)
 Think out loud
 Work introspectively
 “let’s try it out and see how it
goes”
 “Let’s think it through and then
try it”
 Tend to jump in prematurely
 Tend to delay starting
 Like group work
 Like solo or pair work
39
Sequential (Sq) Learners
Global (G) Learners
 Built understanding in logical
 Absorb information randomly,
sequential steps
then synthesize the big picture
 Function with partial
 Need the big pictures
understanding of information
(interrelations, connections to other
subjects and personal experience)
in order to function with information
 Make steady progress
 Large leaps in understanding with
little progress between them
 Explain easily
 Can’t explain easily
 Good at analytical thinking (the
 Synthesis, holistic thinking (the
trees)
forest)
40
41
Student-Centered Learning
42
ASSESSMENT:
Processes that identify, collect, use and
prepare data for evaluation of achievement
of programme outcomes or educational
objectives.
EVALUATION:
Processes for interpretation of data and
evidence from assessment practices that
determine the program outcomes are
achieved or result in actions to improve
programme.
43
Course Coverage & Assessment
When assessing, an instructor must consciously assess and evaluate the
applicable elements (Knowledge, Skills, Attitude). An activity may be
used to examine all the three elements
Model A
Model B
Competencies
Competencies
Knowledge
Knowledge
Skills
Attitude
Skills
Attitude
44
Course Outcomes (CO) Contribution to
Programme Outcomes (PO)
Life Long Learning
 Teach students about learning styles and help them
identify the strength and weakness of their styles and
give them strategies to improve
 Use active learning methods to accustom them to
relying on themselves
 Give assignments that requires library and www
searches
 Anything done to fulfil criteria on: (a) understanding
ethical and professional responsibility and (b)
understanding societal and global context of
engineering solutions, will automatically satisfy this
45
Assessment/Evaluation tools
Exit surveys, Exit interviews (P)
Alumni surveys and interviews (P)
Employer surveys and interviews (P)
Job offers, starting salaries (relative to national
benchmark) (P)
 Admission to graduate schools (P)
 Performance in group and internship assignments and
in PBL situation (P,C)
 Assignments, report and tests in capstone design
course (P,C)
 Standardized tests (P,C)




P: Program C: Course
46
Assessment tools
(cont)
 Student surveys, individual and focus group
interviews (P,C)
 Peer-evaluations, self evaluations (P,C)
 Student portfolios (P,C)
 Behavioral observation (P,C)
 Written tests linked to learning objectives (C)
 Written project reports (C)
 Oral presentation, live or videotape (C)
 Research proposals, student-formulated
problems (C)
 Classrooms assessment Techniques (C)
47
CONCLUDING REMARKS
 Since the introduction of OBE & OBA, many initiatives
have been undertaken by M’sian IHL and other
institutions:
 Training by EAC/ MySET/ IEM on OBE
 Training by Higher Education Leadership Academy,
AKEPT on active learning delivery methods:
Problem Based Learning (PBL), Project Oriented
PBL, Case Study Method, etc
 Software development to ‘close the loop’
48
49