QUALITY IN HIGHER
EDUCATION: UPM’S
EXPERIENCE
Husaini Omar, Mohd Rasid Osman
Faculty of Engineering, UPM
Workshop, King Saud University, Riyadh, Saudi Arabia
25th-26th May 2009
FACULTY OF ENGINEERING
UNIVERSITI PUTRA MALAYSIA
http://www.eng.upm.edu.my
Acknowledgement
• The presenters would like to thank the
Dean of Faculty of Engineering and the
Quality Assurance Unit, UPM and the
Executive Director of EAC for providing
the information for this presentation and
Faculty of Engineering, King Saud
University for making this presentation
possible.
Old Faculty
New Complex
•
•
•
•
•
Contents
About US
Teaching
Research
Facilities
History of ISO9001
implementation
• Benefits & Trends
• Accreditation
• MOU
2005
About us- UPM
1971
1947
1931
About us – Faculty of Engineering
NEW ENGINEERING
COMPLEX
Phase 1- 2001
OLD FACULTY
<2001
1975 – Faculty of Agricultural Eng.
Academic & Admin –
2005
1996 – Faculty of Engineering.
Agriculture, Civil,
Mechanical, Electrical
Chemical, Comp&Com
Aerospace & Food
1984 – Faculty of Engineering.
Agriculture, Civil,
Mechanical & Electrical
VISION
THE FACULTY OF ENGINEERING
UPM AIMS TO BE A LEADING
INSTITUTION FOR THE
ADVANCEMENT OF
ENGINEERING IN THE WORLD.
MISSION
Develop the art and science of engineering for the
well-being of mankind.
Educate engineers to high standards of scientific,
managerial and professional competence in
harmony with the environment.
Share our knowledge and skills with communities
throughout the world.
MS ISO 9001:2000
Quality Management
System
Dean receiving ISO cert.
from the Prime Minister
1) PROVISION OF TERTIARY
EDUCATION AT
UNDERGRADUATE
AND POSTGRADUATE
LEVELS
2) MANAGEMENT OF
RESEARCH
BACKGROUND
•
•
•
•
•
•
•
Established in1975
8 Bachelor (4-year) programs
86 fields of study for MS/PhD programs with thesis
48 MS programs without thesis
433 staff
1,683 Undergraduate students
1,200 Post-Graduate students (56% local & 58.3 % foreign)
About us - ENGINEERING COMPLEX
SPACE REQUIREMENT
80000
Putra 3Q
70000
60000
50000
40000
Ruang sedia ada
Ruang diperlukan
Fasa 2A
30000
20000
Fasa 2B
10000
Fasa 1
Bangunan lama dikembalikan kpd. Unviersiti
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
1997
1996
1995
1994
1993
1992
1991
1990
1989
1988
1987
1986
1985
1984
1983
1982
1981
1980
1979
1978
1977
1976
1975
0
ORGANIZATIONAL STRUCTURE
DEAN
PROF. MADYA IR. MOHD. SALEH JA’AFAR
SENIOR REGISTRAR
MANAGEMENT REPRESENTATIVE
TN. HAJI RUSLAN MOHAMAD
EN RAHMAN WAGIRAN
DEPUTY DEAN (ACADEMIC)
DEPUTY DEAN (DEVELOPMENT)
DEPUTY DEAN (RESEARCH)
DR. NOR KAMARIAH NOORDIN
DR. SAMSUL BAHARI MOHD. NOOR
PROF. IR. DR. NORMAN MARIUN
Deputy Dean (Academic, Student Affairs &
Alumni)
Deputy Dean (Development & Finance)
Deputy Dean (Research & Post Graduate
Studies)
DEPT.
AEROSPACE
ENG.
DR. ABD.
RAHIM ABU
TALIB
(HEAD)
DEPT. CIVIL
ENG.
PROF. MADYA
DR. ABDUL
HALIM
GHAZALI
(HEAD)
DEPT.
BIOLOGICAL
AND
AGRICULTURA
L ENG
PROF. IR. DR.
DESA AHMAD
(HEAD)
DEPT.
ELECTRICAL
AND
ELECTRONICS
ENG
DR. HASHIM
HIZAM
(HEAD)
DEPT.
CHEMICAL
AND
ENVIRONMENT
AL ENG.
PROF. DR.
AZNI HJ. IDRIS
(HEAD)
DEPT.
COMPUTER
AND
COMMUNICATI
ON ENG.
DR. MOHD
FADLEE A.
RASID
(HEAD)
DEPT.
MECHANICAL
AND
MANUFACTURI
NG ENG
PROF IR DR
MOHD SAPUAN
SALIT
(HEAD)
DEPT. FOOD
AND
PROCESSING
ENG
DR. SITI
MAZLINA
MUSTAPA
KAMAL (HEAD)
STAFFING - 2008
Staff Strength
Post
Academic
Non
Academic
Total
Number
252
181
433
Status of academic
staff
Post
Number
Professors
20
Associate
Professors
Lecturers
Tutors
Total
41
112
79
252
Status of non
academic staff
Post
Number
Management
22
and
professional
Technical
72
staff
Support staff
87
Total
Active Lecturers
Academic Staff on study leave
181
= 125
= 80
Academic Staff
Percentage of Acad. Staff
VK
DS53/54
DS45/51/52
11%
24%
65%
VK
DS53/54
DS45/21/52
= Professor
= Associate Professor
= Lecturer
TEACHING
BACHELOR of ENGINEERING
PROGRAMS
•
•
•
•
•
•
•
•
Aerospace Engineering
Biological and Agricultural Engineering
Civil Engineering
Chemical and Environmental Engineering
Computer and Communication System Engineering
Electrical and Electronics Engineering
Mechanical and Manufacturing Engineering
Process and Food Engineering
External Examiners &
Assesors
“ Overall I believe that the Department has
excellent and dedicated staff and an
enthusiastic cohort of students. The Curricula
are wide ranging and demanding and in most
instances match the best that I have
experienced as an external examiner “
Prof. John B. Burland
Imperial College, London
MASTERS WITHOUT THESIS
PROGRAMS
•
•
•
•
•
•
•
•
•
•
Master in Emergency Response and Planning
Master in Water Engineering
Master in Water Management
Master in Manufacturing Systems Engineering
Master in Engineering Management
Master in Environmental Technology Management
Master in Highway and Transportation Engineering
Master in Remote Sensing and GIS
Master in Structural Engineering and Construction
Master in Innovation and Engineering Design
FIELD OF STUDIES FOR PHD AND
MASTER WITH THESIS
•
•
•
•
•
•
•
•
•
•
•
Aerospace Engineering
Computational Methods in Engineering
Geotechnical & Geological Engineering
GIS & Geomatic Engineering
Highway & Transportation Engineering
Project Management
Structural Engineering
Water Resource Engineering
Sanitary & Enviromental Engineering
Bio-Production Machinery
Bio-Systems
Cont..
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Bio-Informatic
Precision Farming
Soil & Water Engineering
Infrastructure Planning & Management
Agricultural Automation & Robotics
Safety, Health & Environment
Electrical Power Engineering
Control & Automation Engineering
Instrumentation Engineering
Electronic Engineering
Chemical Engineering
Biochemical Engineering
Environmental Engineering
Process Safety & Emergency Management
Cont..
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Computer Systems Engineering
Communication & Network Engineering
Information Technology & Multimedia Systems
Materials Engineering
Mechanical Engineering
Intelligent Systems & Robotics Engineering
Manufacturing Systems Engineering
Design Engineering
Energy Engineering
Industrial & Systems Engineering
Mechatronics Engineering
Medical & Bio-Mechanics Engineering
Food Engineering
Agricultural Process Engineering
Bioprocess Engineering
FACILITIES
ADMINISTRATION FACILITIES
2000
FACILITIES
2008
NO
FACILITIES
NO
•Dean’s Office
1
•Dean’s Office
1
•Deputy Dean’s (Development)
1
•Deputy Dean’s (Development)
1
•Academic Office
1
•Academic Office
1
•Deputy Dean (Research & PG)
1
•Deputy Dean (Research & PG)
1
•Departmental Office
8
•Departmental Office
8
•Academic Staff Room
136
•Lecturers’ Room
152
144
•Seminar Room
1
•Prof/Assoc. Prof Room
•Meeting Room
1
•Seminar Room
2
•Quality Assurance Unit
1
•Meeting Room
5
•Procurement Unit
1
•Quality Assurance Unit
1
•Briefing Room
1
•Procurement Unit
1
•Consulting Room
1
•IT Unit
1
•Staf Cafe
1
•Staf Cafe
1
ACADEMIC FACILITIES
2008
2000
FACILITIES
NO
FACILITIES
NO
•Lecture Room
7
•Lecture Theatre
8
•Tutorial Room
7
•Lecture Room
20
•Surau
1
•Tutorial Room
24
•Student Cafe
1
•Examination Hall
2
•Seminar Room
1
•Auditorium
1
•Maintenance Unit
1
•Student Center
1
•Surau
1
•Kafe Pelajar
1
• Stor
1
71 TEACHING AND RESEARCH
LABORATORIES
List of Laboratories KAA
•
•
•
•
•
•
•
•
Aerodynamics Laboratory
Aerospace and Structural
Laboratory
Vibration and Control
Labroratory
Avionics Laboratory
Satellite Laboratory
Design and Simulation
Laboratory
Propulsion Laboratory
Thermofluid Laboratory
71 TEACHING AND RESEARCH
LABORATORIES
List of Laboratories KAW
•
•
•
•
•
•
•
•
•
•
Highway Laboratory
Traffic Laboratory
Hydraulics Laboratory
Structural Engineering Laboratory
Geological Engineering Laboratory
Geomechanics Laboratory
Geomatics Laboratory
Materials Laboratory
Civil Engineering Design
Laboratory
Public Health Laboratory
71 TEACHING AND RESEARCH
LABORATORIES
• Machinery Design
• Robotic and Controlling Engineering
• Irrigation, Drainage Engineering &
Agricultural Infrastructure.
• Spatial and Information System
• Biosystem Environment
• Agricultural Machinery
• Workshop Technology
• Testing & Evaluation
• Biomaterials Processing
• Power and Energy System
• Soil and Water Conservation
71 TEACHING AND RESEARCH
LABORATORIES
List of Laboratories KEE
•
•
•
•
•
•
•
•
•
IC Design Laboratory
Instrumentation Laboratory
Testing & Analysis Laboratory
Design & Simulation Laboratory
Process Control Laboratory
Electric Power Laboratory
Electronic Power Laboratory
PCB & Sensor Design
Laboratory
High Voltage Laboratory &
Workshop
71 TEACHING AND RESEARCH
LABORATORIES
List of Laboratories KKA
•
•
•
•
•
•
•
Engineering and Material Sciences
Laboratory
Environmental Engineering Laboratory
Biochemical Engineering Laboratory
Chemical Process Engineering Lab 1
Chemical Process Engineering Lab 11
Computer Simulation Lab
Material Characterization Engineering
Laboratory
71 TEACHING AND RESEARCH
LABORATORIES
List of Laboratories KKK
•
•
•
•
•
•
•
•
Multimedia System Engineering
Laboratory
Computer Systems Engineering
Laboratory
Electronic Communications
Engineering Laboratory
Embedded and Artifical
Intelligence Systems
Engineering
Network and communications
system Engineering
Photonics and Fiber Optic
System Engineering Laboratory
Wireless Systems Engineering
Laboratory
Computer and Communication
System Engineering Workshop
71 TEACHING AND RESEARCH
LABORATORIES
List of Laboratories KMP
•
•
•
•
•
•
•
•
•
Mechanical and Instrumentation
Measurement Laboratory
Material Forming (workshop)
Manufacturing Technology and
Automation Laboratory
Thermodynamics Laboratory
Fluid Mechanics Laboratory
Mechanical Engineering Design
Laboratory
Mechanics of Machine & Dynamic
Mechanical Engineering Control
System Laboratory
Strength of Materials Laboratory
71 TEACHING AND RESEARCH
LABORATORIES
List of Laboratories KPM
•
•
•
•
•
•
•
•
•
Process Control and Instrumentation
Laboratory
Bioreactor Engineering Laboratory
Agricultural Process Engineering
Laboratory
Food Engineering Unit Operation
Food Processing Quality
Food Processing Machinery Design
Food Engineering Transport Process
Biomaterials Engineering Properties
Packaging and Preservation
• RESEARCH
CENTERS OF EXCELLENCE
•
•
•
•
HOUSING RESEARCH CENTER
(HRC)
ROAD SAFETY RESEARCH CENTER
(RSRC)
MOUNTAINOUS TERRAIN DEVELOPMENT
RESEARCH CENTER
(MTD-RC)
WIRELESS & PHOTONIC NETWORKS
RESEARCH CENTER
(WIPNET)
Very focused R&D programs, consultancies, and
professional training involving multi discipline
expertise
RESEARCH GRANT RM-K9
(2006-2008)
No
Program
Allocation
1
Fundamental Research Grant Sheme (FRGS)
RM
7,070,999
2
Science Fund
RM
15,520,529
3
Technofund
4
Research University Grant Scheme (RUGS)
RM 6,455,000
TOTAL
RM 3,866,000
RM 32,912,528
RECEPIENTS FOR THE MINISTRY OF SCIENCE,
TECHNOLOGY & THE ENVIRONMENT (MOSTE)
YOUNG SCIENTIST AWARD
1994
Dr. Ishkandar Baharin
2001
Prof. Madya Dr. Husaini Omar
2004
Prof. Madya Dr. Mohd Khazani Abdullah
RECEPIENTS FOR THE UNIVERSITI PUTRA
MALASIA
RESEARCH
FELLOWSHIP
AWARD
2002
2003
Prof. Madya Dr. Husaini Omar
Prof. Madya Dr. Ishak Aris
2008
Professor Ir
Dr Mohd Sapuan b. Salit
2005
Prof. Madya Dr. Mohd Khazani Abdullah
2004
Prof. Madya Ir.
Dr. Azmi Yahya
SELECTED RESEARCH PRODUCTS
Rysoil – High Performance Synthetic Lubricants
from Palm Oil (Robiah Yunus)
Palm oil-based synthetic ester is a new
class of bio-based synthetic esters that
exhibit oxidative stability and costtemperature properties, low volatility, high
viscosity and a high flash point. It provides
cost effective alternative base stocks for
biodegradalE lubricant applications.
H-ometer Strength Measuring Device for Weak Rock
and Hard Soil (Husaini Omar)
H-Ometer provides a useful method for testing
extremely weak rock materials and hard soils. It
is small and compact, easily to handle and cost
significantly less than the other indirect tensile
equipment.
Fiber Optic Duplexer Module (FDM)
(Mohamad Khazani Abdullah)
Fiber Duplex Module (FDM) is a totally passive
optical device capable of doubling fiber
utilization in telecommunications. It converts
fiber optics simplex transmission mode into full
duplex transmission (bi-directional) without
wavelength conversions, optical-electrical
conversion, and power supplies.
Putra Blok-Interlocking Mortarless Load Bearing
Building Block System (Mohd. Razali Abdul Kadir)
Putra Blok has protrusion and
grooves to eliminate the mortar
layer in the Industrialised Building
Systems. This provision could
speed up construction and reduce
the number of skilled and unskilled
workers in the construction of
identical mortar blocks.
QUALITY INITIATIVES
• WHY
ISO9001?
• WHY NOT
OTHER
INITIATIVES?
Engineering Education Quality
System (PUTRA 3Q)
INPUT
•Student Enrolment
•Source Management
CONTINUOUS
IMPROVEMENT
PROCESS
•Quality Procedure
Implementation
•Benchmarking
•Feedback
OUTPUT
•Quality Engineer
•Quality Research Product
QUALITY ASSURANCE
• Performance Indicators
• Accreditation/Affiliation/
Certification from
Professional Bodies
• Customer Satisfaction
Index
• Awards and
Recognitions
• Benchmarking and
continual improvements
QMS Process Model
Management
Responsibility
(A001, A003,
A004,
UPM/FK/SK,
UPM/FK/PS)
Customer
Requirements
(UG001,
UG002, UG003,
UG025,
PG030,
PG031,
PG032,
R001)
Customer
Satisfaction
Resources
Management
(A008, UG006, A015,
UG027, A016, A007,
A013, A018)
Input
Measurement, Analysis,
Improvement
(UP018, UP022, UG023,
UG024, UG026, A022,
A002, A005, A006, A017,
A020, R004)
Product Realisation
(UG004, UP005, UG007,
UG008, UG009, UG010,
UG011, UP012, UP013,
UP014, UG015, UG016,
UP017, UP020, UP021,
UG029, PG033, PG034,
PG035, PG036, A010,
A011, A012, A014, A019,
R002, R003)
Output
(A021)
Samples of Procedures
• UG01 – Programme Design
• UG02- New Course Design
• UG03 – Accreditation and External
Assessment
• UG10 – Teaching
• A003 – Document Control
QUALITY IMPROVEMENT PROJECTS
•
Quality Academic Staff (intake,HRD,CPD etc)
•
Better Qualified Students
•
Excellent Facilities
•
Quality Support/Technical Staff
•
Balanced and up to date Curriculum
•
Information Technology Utilization
•
Systematic Teaching Management
ISSUES AND CHALLENGES
A - PRE-ADEQUACY PHASE
 Dec 1999
- Workshop for IS9001 Implementation Planning
 Jan 2000
- Appointment of Steering Committee
 Feb 2000
- Awareness Training for Academic Staff
- Development of Draft Procedures
- Awareness Training for Support Staff
 Mar 2000
- Course for Intermediate level
 Apr 2000
- Internal Audit Course
December 1999 – Discussion for ISO9001
implementation and documentation development
B – PRE ADEQUACY PHASE
 Apr 2000
- Appointment of Advsiory and Implementaton
Committees.
- Awareness Training
 May 2000
- Launching of Trial Implementation
 Sept 2000
- Training on Teaching Procedures
 Oct 2000
- Distribution of official Quality Manual and
Procedures
 Oct 2000
- Adequacy Audit Training
C - ADEQUACY AUDIT
 1st November 2000, by the SIRIM Auditor
 Outcomes: No NCR, two OFIs
D - PRE- COMPLIANCE PHASE
•Feb 2001
- Internal Audit 1/2001
 Mar 2001
- Training for Ind Training and FYP cooredinators
and clerical staff (Maintenance of records)
 Apr 2001
- Training for Management, Lab and Financial
Office staff
- 1st MRM
 May 2001
- Briefing of Quality Policy by Dean
•July 2001
- 2nd Briefing of Quality Policy by Dean
•Aug 2001
- Internal Audit 2/2001
- Daily review for Compliance Audit preparation
E - COMPLIANCE AUDIT
 Conducted over two days (27th and 28th August 2001), by three
auditors
 Outcomes: No NCR, four OFIs
F - POST-COMPLIANCE PHASE
• Sept 2001
- Post Compliance Audit Workshop
• Okt 2001
- Establishment of Quality Assurance Unit and Council
of Quality Assurance
- Procedures Training for HoD, and Quality coordinators.
- Appreciation ceremony
•Nov 2001
- 1st Annual Document Review
•
- Training of Dept’s procedures
October 2001 – Establishment of Quality
Assurance Unit
G - POST-COMPLIANCE PHASE
• Dec 2001
- Training of Current Procedurs
- Training of version 2000 for Quality Coordinators
• Jan 2002
- Certificate presentation by the Prime Minister
•Feb 2002
- Training ISO 9001:2000 Internal Audit
• Mar 2002
- Internal Audit 1/2002
Januari 2002 – Certificate Presentation by the
Prime Minister
POST-COMPLIANCE PHASE
• April 2002
- 2nd MRM
• May 2002
- Document Review after IA 1/2002
- Procedure Training for Management
• Jun 2002
- Workshop for ISO 9001:2000 document
• July 2002
- Launching of QMS ISO 9001 Version 2000
• Aug 2002
- Awareness Training ISO 9001:2000
- Internal Audit 2/2002
- Document review after IA 2/2002
H – SURVEILLANCE AUDIT
• Conducted over 2 days (18th to 19th September 2002)
• Outcomes: 2 NCRs
I - POST-SURVEILLANCE PHASE
• Sept 2002
- Corrective Actions for the 2 NCRs
• Oct 2002
- Closing of the NCRs
- Expand the scope to include Research
Management and Postgraduate Studies
- Workshop for the preparation of Research and
Postgraduate Studies procedures
• Nov 2002
-Another workshop for research and postgraduate
studies
POST-SURVEILLANCE PHASE
• Nov 2002
- Runners up for State of Selangor Quality Awards
• Dec 2002
- Document Review Workshop
• Jan 2003
- Continuation of the Document Review Workshop
• Feb 2003
- Awareness Training for Version 2000
November 2002 – Runners up for the State of
Selangor Quality Awards
POST-SURVEILLANCE PHASE
• April 2003
- Internal Audit Training, Internal Audit (IA) 1/2003
- 3rd MRM
• May 2003
- continuation of 3rd MRM
• Jun 2003
- continuation of 3rd MRM
• July 2003
- MS ISO 9001 training for Quality Coordinators
- Internal Audit training
• Aug 2003
- Interna Audit 2/2003
- Awareness Training for Version 2000
- Review for Surveillance Audit
- Briefing of Quality Policy by the Dean
J – 2nd SURVEILLANCE PHASE
• Conducted over 1 day on 2 September 2003 by two SIRIM auditors
• Outcomes: No NCR, 4 OFIs
K – 2nd POST-SURVEILLANCE PHASE
• Sept 2003
- Workshop to prepare for 2003 Prime Minister
Quality Award(PMQA)
- Visit by the PMQA evaluation panel
- Preparation of the PMQA Supporting Document
• Dec 2003
- Runners up PMQA
September 2003 – PMQA Evaluation Panel Visit
December 2003 – Runners up PMQA 2003
L - PRE-REASSESSMENT PHASE
• Jan 2004
- Quality Manual Review and Workshop on
Customer Satisfaction Data Analysis
• April 2004
-
• July 2004
• Aug 2004
General Awareness Training
Internal Audit Training
Internal Audit 1/2004
MRM
- Document Preparation for PMQA 2004 Workshop
- General Awareness
- Internal Audit Training(New Auditors)
- Internal Audit 2/2004
M – REASSESSMENT AUDIT
• 2 days audit – 8th – 9th September 2004 with 2 auditors
• Outcomes: 1 NCR and 4 OFIs
N - POST-REASSESSMENT PHASE
• Sept 2004
- Closing of NCR Reasessment Audit
• Oct 2004
- Document Review Workshop after Reassessment
Audit
• Okt 2004
- Faculty’s Restructuring
• Dis 2004
- QAU’s Head briefing to the quality coordinators
(Akademic & Administration)
- Annual Document Review
- Preparation Workshop for the State Quality Award
2004
O - PRE-SURVEILLANCE 1 PHASE
• Jan 2005
- State Quality Award Evaluation Panel Visit
- General Awareness MS ISO 9001:2000 Training
• Mac 2005
- (MRM 5)
• Mei 2005
- internal Audit Training (New Auditors)
- Self Auditing Dept/section/Unit
- Internal Audit 1/2005
O – POST SURVEILLANCE AUDIT UNTIL
REASSESSMENT IN 2007
Same cycle of activities before the next surveillance audit and until
the next re assessment audit in 2007
In addition the OBE (Outcomes Based Education) has to be
incorporated into the teaching activities as the requirement for
programme accreditation
In addition there was an effort to put everything into an automated
system
Integration of ISO & OBE
Implementation
•
•
•
•
OBE in A Nutshell
Teaching Plan - Automation
Outcomes Assessment - Rubrics
End of Course Assessment Report
Program Outcomes for BE Programs at
the Faculty of Engineering. At the end
of the Program, students are able to:
1.
Apply knowledge of mathematics and engineering sciences.
2.
Design and conduct experiment
3.
Analyse and interpret data.
4.
Design a system, component or process to meet the design
requirement
5.
Use principles of sustainable design and development
6.
Function effectively as an individual in a group
7.
Demonstrate leadership or managerial characteristics
8.
Identify, formulate and provide creative/innovative/effective solution to
the problem.
9.
Explain of professional and ethical responsibility.
10.
Communicate effectively with engineers, other professionals and
community at large
11.
Explain the impact of engineering solutions in societal, cultural, global
and environmental context.
12.
Recognize the need for and able to engage in lifelong learning.
13.
Discuss relevant contemporary issues
14.
Use necessary skills, techniques and modern engineering tools for
engineering practice.
15.
Solve problems in advanced design and development
Example Teaching Plan
Week
1
Topic
Introduce:
 Course
Outlines
 Outcomes/
Objectives
 Content
 Activities
 Assessment
Learning Outcomes
 Able to look for info
about I&D in the net
 Recognize I&D
Organizations
Introduction
Topics
2
3
Aggregates
Cement
1) able to explain the
important properties
of aggregates for civil
engineering
construction
2) conduct experiments
for aggregate
properties
1. Able to describe raw
meterials and cement
production
2. Explain different
propeties of cement
and identify its us in
civil engineering
construction
Delivery
Methods
Contact
Hours*
 Lecture
 Show
Textbooks
 Show Trade
Magazines
 Audio-visual
aids
 Visit
 Project
Direct
contact
between
instructor &
students.
Normally
reflected by
credit
allocation
 Lectures
 Laboratory
session
 Assignments
 Lectures
 Laboratory
session
 Assignments
 2 (lect.)
 2 (lab)
 2 (lect.)
 2 (lab)
Learning Hours*
Total hours students are
expected to spend to
acquire the learning
outcomes including;
 attending direct contact
hour session,
 doing assignment,
assigned readings,
group interaction/ work
etc.
10
Assessment





Written Report
Oral report
Test
Exam
Observation


Tests
Written
Reports
Observation

10



Tests
Written
Reports
Observation
Remarks
 Weekly notes on
the implementation
of the plan
References to Prepare Teaching
Plan – in addition to relevant ISO
Procedures
No.
References Required/ remark
1
Course syllabus for course objectives (outcomes) and course
content
2
Latest appropriate textbooks
3
CO-PO matrices for the course
4
Course to taxonomy matrices
5
Teaching and Learning Styles
6
Assessment guides for cognitive, psychomotor and affective
domains
7
Course outcomes report template
Teaching Plan - Filling Up Each
Column In FK3/Q/RPP
COLUMN
NAME
ACTIVITY
TEACHING
WEEKS
Fill in the requisite 14 week. Note public holidays that may fall within the 14
weeks and which may require you to adjust accordingly. You may thus make
a remark regarding this in column REMARKS.
TOPIC
List the topics with reference to the syllabus attached to the letter of assignment
(LOA) from the HoD.
LEARNING
OUTCOMES
Expand and include from the Course Objectives the outcomes expected from
your class activity and aligned to the topics as listed in column TOPIC. You
need to also note the domains and hierarchy of taxonomy when stating your
outcomes. Thus, the action words you use in the outcomes need to reflect
the agreed taxonomy (Refer to the CO-PO Matrix attached with the LOA). As
this is a dynamic process, the CO-PO matrix may need to change and be
updated as your teaching plan is being discussed later at the departmental
level. You may wish to review aspects of learning outcomes with reference to
the course notes provided by CADe, UPM as detailed out in Section D:
IMPLEMENTATION OF TEACHING AND LEARNING of this guidebook.
Domain & Taxonomy Levels
Taxonomy Levels
Domain Levels
Level 1 = Basic
Level 2 = Intermediate
Level 3 = Advance
Level/ Domain
Basic
Intermediate
Advanced
Cognitive (K)
e.g. Cognitive:
a ….Lowest Level (Knowledge/ Awareness)
..
f … Highest Level (Synthesis/Evaluation)
Psychomotor/ Skills (S)
Affective/ Attitudes (A)
1. Knowledge
1. Perception
1. Receiving
2. Comprehension
2. Set
2. Responding
3. Application
3. Guided response
3. Valuing (appreciating)
4. Analysis
4. Mechanism
4. Organization
5. Synthesis
5. Complex response
6. Evaluation
6. Adaptation
5. Characterization
(embodied)
7. Origination
COLUMN NAME
DELIVERY METHODS
CONTACT HOURS
ACTIVITY
State suitable and appropriate methods for teaching and
learning to occur and for the outcomes to be achieved.
You may wish to review the various delivery methods in
the course notes provided by CADe and/or others as
elaborated in Section D: IMPLEMENTATION OF
TEACHING AND LEARNING.
Compute the contact hours as reflected by the course credits
allocated in the programme and as stated in the syllabus.
The hours are computed based on the duration of direct
contact between students and the instructor. At UPM, the
following is usually adopted:
 1 credit hour of lecture is equivalent to 1 contact hour.
 1 credit hour of laboratory is equivalent to 3 contact hourr.
COLUMN NAME
LEARNING HOURS
ASSESSMENTS
REMARKS
ACTIVITY
Compute the total hours students are expected to spend in acquiring the
learning outcomes. The total hours is the sum of the direct contact hours
and any other hours spent outside of the direct contact hours in doing
assignments, group discussion, assigned readings, etc. Note the footnote
at the end of the table in FK3/Q/RPP which states that the total hours
must NOT be more than 120 hour for a 3 credit course (i.e. 40
hour/credit). This total sum computation is referred to as the notional
hours as recommended by the Ministry of Higher Education, Malaysia.
State the methods that will be used to assess students in anticipation of
achieving the stated outcomes and topics. You should refer to the
domains and hierarchy of taxonomy in linked CO-PO matrix (updated, if
applicable) attached with your LOA, and the various rubrics that have
been developed. Further details and examples are elaborated in Section
E: ASSESSMENT AND EVALUATION of this guidebook.
You may wish to include notes on the implementation of your teaching plan.
These comments may help you in reviewing your efficacy in achieving
the CO-PO for your course. Note that at the end of the semester, you are
also required to fill in the ‘Course Assessment Summary’ as elucidated in
E: ASSESSMENT AND EVALUATION of this guidebook.
PO Assessment Plan
• Document on Guide to Teaching &
Learning – ISO Intranet (automated)
• Training to Construct Teaching Plan
Using Office Automation (automated
teaching support system)
Benefits and Trends
Benefits
• Academic Staff:
– Teaching according to the syllabus and from
relevant sources
– Proper teaching plan
– Promotion is transparent
RATIO OF STUDENTS TO LECTURER
Before ISO
24 22
21
After ISO
19.8
18
15
15
RATIO
TARGETED
ACHIEVED
14.2
14
12
12.8 13
13
11.6
13
12.2
11.8
12
11.3
11
9.8
9
6
3
0
2000
2002
2003
2004
2005
2006
2007
2008
YEAR
DISTRIBUTION OF ACADEMIC STAFF
ASSOCIATE
PROFESSOR
PROFESSOR
LECTURER
116
120
104
98
116
112
97
100
NUMBERS
80
60
42
41
43
40
34
22
20
16
23
18
15
41
35
20
0
2003
2004
2005
2006
2007
2008
YEAR
PHD QUALIFICATIONS AMONG
TARGETED
LECTURERS
ACHIEVED
PERCENTAGE
100
70.24
80
60
65.44
65
60
55
60.25
65 62.03
65 64.74
2004
2005
63.14
65
70
69.36
61.68
40
20
0
2002
2003
2006
2007
2008 YEAR
PROFESSIONAL ENGINEERING
QUALIFICATIONS
28
26
24
24
PERCENTAGE
20
24
23.5
24
24
25
TARGETED
ACHIEVED
24
22
20
19.9
19
17
15.6
16
12
8
4
0
2002
2003
2004
2005
2006
2007
2008
YEAR
AVRAGE
Student Entry Qualification
(Average)
4.00
3.75
3.50
3.74
3.73
3.58
AVRAGE-3.46
3.48
3.36
3.25
3.41
3.20
3.00
2.75
2.50
2.25
2.00
Aero
Civil
Biological
Electric
Chemical
PROGRAM
mechanical
computer
Food
Benefits
• Students
– Minimum CGPA has increased
– Attendance has improved >80%
– Overall results have improved
– Can provide feedback to improve the teaching
quality/services
– Class begins in week 1
Grade Distribution for Students Graduating in 2007/2008
( Low, Average and High)
4.500
4.000
3.500
AVERAGE
3.000
3.075
OVERALL
2.956
3.218
3.135
2.9325
3.031
3.142
2.500
2.000
1.500
1.000
0.500
0
Aero
Civil
Biological
Electric
Chemical
PROGRAM
mechanical
computer
Food
Teaching Assessment Overall (Excellent >4.0)
175
180
169
147
160
140
166
129
129
137
118
120
113
NUMBERS
100
80
60
40
20
0
Sem1 Sem2
04/05 04/05
Sem1
05/06
Sem2
05/06
Sem1
06/07
Sem2
06/07
Sem1
07/08
Sem2
07/08
Sem1
08/09
SEMESTER
Status of Graduating Students
First and Second Upper Class
Second Lower and Third Class
80
75.5
69.3
70
PERCENTAGE (%)
77.75
65.7
81.16
65.4
60
50.57
50
47.71
40
30
83.33
30.7
34.3
34.6
24.5
22.25
16.67
20
18.9
10
0
2001
2002
2003
2004
2005
2006
2007
2008
YEAR
TOTAL INTAKE OF BACHELOR STUDENT
700
606
600
483
500
447
395
400
386
300
200
100
0
Sesi 2004/2005 Sesi 2005/2006 Sesi 2006/2007 Sesi 2007/2008 Sesi 2008/2009
Enrollment For Master and PhD, Local and
Oversea Student
LOCAL
OVERSEA
700
628
NUMBERS OF STUDENT
600
531
518
497
492
495
465
500
460
400
288
273
300
209
229
200
100
0
2003
2004
2005
2006
2007
2008
YEAR
Benefits
• Research:
- Number of journal publications
- Number of patents
- Number of awards
- Grants
- Research university status
- Facilities
JOURNAL PUBLICATIONS
278
300
256
250
229
203
182
200
NUMBERS
240
143
150
110
100
50
0
2001
2002
2003
2004
2005
2006
2007
2008
YEAR
RATIO OF JOURNAL
PUBLICATIONS TO LECTURE
ACHIEVED
2.6
2.24
2.4
2.2
RATIO
2.0
1.19
1.13
1.64
1.8
1.4
1.45
1.6
1.4
1.2
1.2
1
0
2002
2003
2004
2005
2006
2007
2008
YEAR
TOTAL COMMULATIVE PATENT
REGISTERED AND PENDING
88
90
73
TOTAL COMMULATIVE
80
68
70
59
60
51
50
40
30
11
20
4
10
0
2001
0
9
2002
2003
2004
2005
2006
2007
2008
YEAR
INTERNATIONAL AND NATIONAL
AWARDS
INTERNATIONAL
NATIONAL
35
30
NUMBERS
30
22
23
20
20
19
16
16
15
15
12
15
8
10
15
8
5
5
0
2
2002
2003
2004
2005
2006
2007
2008 YEAR
Accreditation
• National Accreditation
• International Accreditation
National Accreditation
• All engineering degree programmes in
Malaysia are accredited by the
Engineering Accreditation Council (EAC)
• EAC comprises of Board of Engineers
Malaysia(BEM), The Institution of
Engineers Malaysia (BEM), Public
Services Department (PSD) and the
Malaysian Qualification Agency (MQA)
ACCREDITATION SYSTEM
HISTORICAL PERSPECTIVE
2008 EAC comprises BEM, IEM, MQA, PSD, Industry Representative
2007 establishment of MQA (replacing LAN) as the Malaysia Qualification Agency
2000 establishment of the Engineering Accreditation Council (EAC) comprising
of BEM, IEM, LAN and PSD
1996 LAN (National Accreditation Board) established to ensure quality of private
institution of higher learning
1967 BEM was established - joint accreditation with IEM
1959 initiated by IEM modeled after UK and Australia
1957 by Public Services Department (PSD) for
admission to the Public Service
Purpose of EAC Accreditation
• satisfy BEM’s requirements for
registration as Graduate Engineers
• satisfy MQA’s requirements under
the Malaysian Qualification
Framework
• satisfy JPA’s requirements for
employment in the government
sector
Working Relationship
BOARD OF
ENGINEERS
MALAYSIA
INSTITUTION OF
ENGINEERS
MALAYSIA
MALAYSIAN
QUALIFICATIONS
AGENCY
PUBLIC
SERVICES
DEPARTMENT
ENDORSE
DECIDE
ENGINEERING
ACCREDITATI
ON
COUNCIL
EAC
EVALUATION
PANEL
RECOMMEND
BOARD OF
ENGINEERS
MALAYSIA
ENGINEERING
ACCREDITATI
ON
DEPARTMENT
FACILITATE
ENGINEERING ACCREDITATION COUNCIL
17 MEMBERS







Chairman (BEM)
Deputy Chairman (IEM)
5 members (BEM)
5 members (IEM)
3 members from Industry
1 member (MQA)
1 member (PSD)
50:50 representation between academia & industry
Evaluation Panel ~ 100 trained
volunteers
 Chairperson (P.Eng)
 Two members (P.Eng)
 one member with extensive
academic experience and one
member with extensive industrial
experience
CRITERIA
Students
Curriculu
m
Facilities
Staff
PEO
&
PO
QMS
Focus
• Engineering education content and level
are maintained
• Outcome-based Engineering Education
(OBE) Programme
• Systematic (QMS)
• Programme Continual Quality
Improvement (CQI)
Some of the comments from Academics
That is not how we went through?
Professor
professes
We have been producing graduates
who are leaders of the industry !
We are already
excellent!
Why is life as an academic
so complex?
What are you talking
about? Let’s go out to play!
CULTURAL CHANGE
• Knowledge
• Behaviour
• Attitude
QUALITY EDUCATION
•Establish, Maintain
& Improve System
• Resources
•Management
Commitment
Characteristics of OBE curricula
• Have programme objectives,
programme outcomes, course
outcomes and performance
indicators.
• Stated objectives and outcomes can be
assessed and evaluated.
• Centered around the needs of the
students and the stakeholders.
Characteristics of OBE curricula
(cont)
• Learning outcomes are intentional and
assessed using suitable performance
indicators.
• Programme objectives address the
graduates attainment in their career within
3-5 years after their graduation.
• Programme outcomes (abilities attained
by students before they graduate) are
formulated based on the programme
objectives – TOP DOWN.
Characteristics of OBE curricula
(cont)
• Programme outcomes address Knowledge,
Skills and Attitudes to be attained by
students.
• Course outcomes must satisfy the stated
programme outcomes. There is no need for
ANY (individual) course to address all
program outcomes.
• Teaching/ Learning method may have to be
integrated to include different delivery
methods to complement the traditional
Lecturing method.
Depth of Knowledge Required
Complex
Problems
Requires in-depth
knowledge that
allows a
fundamentals-based
first principles
analytical approach
Broadly Defined
Problems
Well defined
Problems
Requires
knowledge of
principles and
applied procedures
or methodologies
Can be solved
using limited
theoretical
knowledge, but
normally requires
extensive practical
knowledge
International Accreditation
• Some of the engineering programmes
requested for external accreditation such
as ICEE, IMechE, IChemE, IEEE but not
ABET
• But the country is a provisional member of
Washington Accord
International Agreements / Networks
EDUCATION
PRACTICE
WASHINGTON
ACCORD
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
/ INTERNATIONAL
ENGINEERING MEETING
(IEM)
Washington Accord
• Signed in 1989
• Recognises substantial equivalence in
the accreditation of qualifications in
professional engineering, normally of
four years duration.
• 6 years peer review cycle
WASHINGTON ACCORD FULL SIGNATORY
Provisional Status
• Australia - Engineers Australia (1989)
• Canada - Engineers Canada (1989)
• Chinese Taipei - Institute of Engineering
Education Taiwan (2007)
• Hong Kong China - The Hong Kong Institution of
Engineers (1995)
• Ireland - Engineers Ireland (1989)
• Japan - Japan Accreditation Board for Engineering
Education (2005)
• Korea - Accreditation Board for Engineering
Education of Korea (2007)
• New Zealand - Institution of Professional
Engineers NZ (1989)
• Singapore - Institution of Engineers Singapore
(2006)
• South Africa - Engineering Council of South Africa
(1999)
• United Kingdom - Engineering Council UK (1989)
• United States - Accreditation Board for
Engineering and Technology (1989)
• Germany - German
Accreditation
Agency for Study
Programs in
Engineering and
Informatics
• India - National
Board of
Accreditation of All
India Council for
Technical
Education
•
Malaysia - Board of
Engineers Malaysia
• Russia - Russian
Association for
Engineering
Education
• Sri Lanka Institution of
Engineers Sri
Lanka
Washington Accord (WA)
Visits (2002 – 2008)
•
•
•
•
•
•
•
•
•
Public Universities: 7
Sponsor (UiTM, UIA)
Private Universities: 4
1st Mentor (MMU, UKM)
2nd Mentor (UTeM, UTM)
Alan Bradley /
Michael Brisk /
3rd Mentor (UNIMAP, UTP)
Skip Fletcher /
th
4 Mentor (KLIUC, UNITEN) & (ADM)
Alex Chan
5th Mentor (UiTM) & (ADM)
1st Reviewer (UPM, UKM)
Bob Hodgson /
Honjo
2nd Reviewer (ADM)
Evaluation Panel (UPM, UKM)
Future Planning
• Focus more on strategic planning towards
nation aspiration to become a developed
country by the year 2020.
• Effort towards producing more output and
from teaching and research such as good
quality graduates, quality research outputs
such as journal publications, patents and
commercialised products
Kuala Lumpur
UPM
Singapore