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Outcome Based Learning-continues improvement. Motivation. PEC?? Continues Improvement. Engineering Criteria. 1 . Students 2. Program Educational Objectives 3. Program Outcomes 4. Assessment and continues improvemt 5. Curriculum 6. Faculty 7. Facilities
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Motivation • PEC?? • Continues Improvement
Engineering Criteria 1. Students 2. Program Educational Objectives 3. Program Outcomes 4. Assessment and continues improvemt 5. Curriculum 6. Faculty 7. Facilities 8. Institutional Support and Financial Resources
1. Students • Student performance must be monitored and evaluated. • Students must be advised regarding curriculum and career matters. • The program must have and enforce policies for accepting both new and transfer students • The program must ensure and document that students who graduate meet all graduation requirements.
2. Program Educational Objectives • are consistent with the mission of the institution, the needs of the program’s various constituencies, and these criteria. • There must be a documented, systematically utilized, and effective process, involving program constituencies, for the periodic review of these program educational objectives
3. Student Outcomes (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
Outcome Vs Objectives • Program Educational Objectives are defined by statements describing the actions the institutions will take to help students accomplish things expected of them during the period after graduation, in accordance with the mission of the institution and the needs of the constituents. • Program Outcomes are the abilities acquired by the students by the time of graduation, and the achievement of Program Outcomes indicates that the students are equipped for the Program Educational Objectives to be achieved.
4.Continues Improvement The program must regularly use appropriate, documented processes for assessing and evaluating the extent to which the student outcomes are being attained.
5.Curriculum The faculty must ensure that the program curriculum devotes adequate attention and time to each component, consistent with the outcomes and objectives of the program and institution.
Input From Constituencies • Industry • Alumni • Faculty • Peer Programs
Sample Program Educational Objectives-UUIC • 1. Depth. To provide students with understanding of the fundamental knowledge prerequisite for the practice of, or for advanced study in, electrical/computer engineering, including its scientific principles, rigorous analysis, and creative design. • 2. Breadth. To provide students with the broad education, including knowledge of important current issues in engineering with emphasis on electrical/computer engineering, necessary for productive careers in the public or private sectors, or for the pursuit of graduate education. • 3. Professionalism. To develop skills for clear communication and responsible teamwork, and to inculcate professional attitudes and ethics, so that students are prepared for the complex modern work environment and for lifelong learning. • 4. Learning Environment. To provide an environment that enables students to pursue their goals in an innovative program that is rigorous and challenging, open and supportive.
ECE Program Outcomes and Relationship to Educational Objectives a. Ability to apply knowledge of mathematics, science, and engineering (1, 4) b. Ability to design and conduct experiments as well as analyze and interpret data (1, 4) c. Ability to design a system to meet desired needs (1, 4) d. Ability to function on multidisciplinary teams (2, 3, 4) e. Ability to identify, formulate, and solve engineering problems (1, 2, 4) f. Understanding of professional and ethical responsibility (3) g. Ability to communicate effectively (3, 4) h. Broad education necessary to understand impact of engineering solutions in a global/societal context (2) i. Recognition of the need for and ability to engage in lifelong learning (2, 3, 4) j. Knowledge of contemporary issues (2, 4) k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice (1, 2, 4)
Determine how the outcomes will be achieved-curriculum • Define Course Objectives • Map Course Objective to program Outcomes • Put it down as a Matrix relating requiredcourses to the outcomes used to demonstrate that the curriculum prepares all students for all program outcomes
Course Objectives-ECE-1 Course Learning Objectives: At the completion of this course student will: 1. Be aware of the foundation concepts in circuit analysis 2. Understand the principles of Ohm’s Law and Kirchhoff’s Laws 3. Understand the definitions of basic circuits variables including current, voltage, power, and energy 4. Understand the voltage-current relationships for resistors, inductors and capacitors 5. Become familiar with operational amplifiers and be able to solve circuits that includes operational amplifiers 6. Be able to apply basic mathematical techniques to the analysis of circuits in order to generate the associated differential equations 7. Understand and calculate transient responses for basic circuit configurations 8. Understand sinusoids and Phasors as applied to electrical circuits 9. Calculate complex impedances given the frequency and circuit component values 10. Apply basic circuit theorems (nodal analysis, mesh analysis, maximum power transfer, Thévenin’s and Norton’s, source transformation, superposition) to AC circuit analysis 11. Understand the general concept of three phase circuit analysis
Determine How Outcome will be Assessed • Course directors complete an end-of-course self-assessment form prepared by the Curriculum Committee (Course-level assessment) • Outcomes assessment by using a variety of tools (Curriculum-level assessment)
Determine How Outcome will be Assessed • Direct assessment of PO • End-of-course self-assessment form by faculty • ECE Student surveys • ECE Alumni survey • Faculty survey • According to Criterion 3 (a)(k) or similar attributes • College alumni surveys • Campus senior exit surveys • Employer survey • Benchmarking senior exit survey
Quality Indictors and Rubrics • Usually defined as 2-4 QI per student outcome • Recognition of the need for and ability to engage in lifelong learning • Participation in different educational societies etc • Ability to collect information from different sources outside of the class room • Rubrics • For every student assessment QI are quantified as • Unsatisfactory 1 • Satisfactory 2 • Outstanding 3 And averaged over the entire class.
Closing the Loop • Regardless of the results of assessment and evaluation, to quantify the need for attention to each attribute and thereby “close the loop,”
