OUTCOME BASED LEARNINGCONTINUES IMPROVEMENT
Motivation
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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
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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
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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
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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.
PROCESS
Process
Input From Constituencies
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Industry
Alumni
Faculty
Peer Programs
Sample Program Educational
Objectives-UUIC
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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
c.
d.
e.
f.
g.
h.
i.
j.
k.
data (1, 4)
Ability to design a system to meet desired needs (1, 4)
Ability to function on multidisciplinary teams (2, 3, 4)
Ability to identify, formulate, and solve engineering problems (1, 2, 4)
Understanding of professional and ethical responsibility (3)
Ability to communicate effectively (3, 4)
Broad education necessary to understand impact of engineering solutions in
a global/societal context (2)
Recognition of the need for and ability to engage in lifelong learning (2, 3,
4)
Knowledge of contemporary issues (2, 4)
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
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Define Course Objectives
Map Course Objective to program Outcomes
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Put it down as a Matrix relating required courses
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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
Mapping Course Objectives to Student
Outcomes
Program at a glance
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)
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Determine How Outcome will be
Assessed
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Direct assessment of PO
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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
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College alumni surveys
Campus senior exit surveys
Employer survey
Benchmarking senior exit survey
Quality Indictors
Quality Indictors and Rubrics
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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
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Rubrics
 For
every student assessment QI are quantified as
 Unsatisfactory
1
 Satisfactory
2
 Outstanding
3
And averaged over the entire class.
Closing the Loop
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Regardless of the results of assessment and
evaluation, to quantify the need for attention
to each attribute and thereby “close the loop,”
Road Map
Program Educational
Objectives
Course Objective
Define Student
Outcomes
Finalize Processes
Implementation
• Form a panel from the industry for feedback
• Review data from our students alumni
• Face book Page
• List Course Objectives
• Map them to SoS
• List student objectives Vs Course Matrix
• Define QI for each SO
• Formulate Rubrics
• Finalize the Assessment and evaluation strategy for each subject
• Finalize forms for Direct Assessment of Courses
• Alumni /Senior Survey forms
• Industry feedback forms
• COMSIS
• Setup Policies and procedures for closing the loop
• Documentation/records/report through COMSIS
Discussions