The document summarizes the student outcomes assessment report for the Environmental Engineering program from 2016-2020. It assessed 7 student outcomes based on new ABET criteria and curricula. The minimum threshold of achievement for student outcomes was set at 63 out of 100 based on faculty meetings. Student outcomes were measured through rubric assessments, course questionnaires, and graduate and employer surveys. Most outcomes exceeded the threshold according to the rubric and questionnaire assessments. Recommendations are provided for improving outcomes, such as incorporating more real-world problems, case studies, and guest lectures.
14Using Gagne’s Nine Events in improving Computer-Based Ma.docxhyacinthshackley2629
14
Using Gagne’s Nine Events in improving Computer-Based Math Instructional Strategies for College Students in Saudi Arabia
Abstract
This paper intends to introduce the way in applying Gagne’s nine events of instruction in developing computer-based Math Instruction for College Students in Saudi Arabia. It particularly provides directing in the process of improving the interface of users and the presentation of the content within the instruction. So, the instruction based on the nine events can be delivered. This guidance or direction is aimed to activate all of the necessary cognitive process of the students and support the students reach the instructional goal.
Using Gagne’s Nine Events in improving Computer-Based Math Instructional Strategies for College Students in Saudi Arabia
From kindergarten through high school, mathematics is a required course through all levels of public instruction. It is also one of the determining methods that college study used in many standardized tests, such as GRE and SAT. In real life, mathematics skills are also required. In everyday life, many activities are related to mathematical skills such as counting money, exchanging currencies, doing measurements, determining interest rate, etc.
In the last five years, the Graduate Record Examinations (GRE) became very popular in Saudi Arabia. Despite its main goal as one of the necessary to enroll in for most graduate schools in the United States, GRE® is also given a better chance to enroll King Abdullah Foreign Scholarship Program especially for graduate students(MHE, 2014). Moreover, GRE® becomes used by some Saudi universities to measure their learners’ skills proficiency in both English and Math. Plus, Some international business companies and institutions require a certain score to be eligible to get a job or enrollment in the training program. For example, the Kin Fahad University requires students to have 260 scored in the GRE test to be eligible to apply in some programs (Almawi, 2013). Recently, the Ministry of Higher Education in Saudi Arabia announced that the graduate students who have good score in GRE would get opportunities to pursue their studies at the North American Universities (MHE, 2014).
The GRE® uses the multiple choice question format in which each question has four or five options market. The GRE® test consists of three sections, Verbal Reasoning, Quantitative Reasoning, and Analytical Writing. Verbal Reasoning section consists of two parts, each containing 20 questions, Quantitative Reasoning section consists of two parts, each containing 20 questions, and Analytical Writing section consists of one section with 2 separately timed tasks: one "Analyze an Issue" task and one "Analyze an Argument" task (Educational Testing Service, 2014).
The Verbal Reasoning section measures students ability to understand what they have read and how they apply their reasoning skills .This section includes three parts, Text Complet.
Ppt on educational measurement and evaluationmangistudebele
teaching material for students in the Institute of education and behavioral science as a common course, Ambo University, by Dr. Mengistu Debele, Assistant Professor in Special Needs Education.
14Using Gagne’s Nine Events in improving Computer-Based Ma.docxhyacinthshackley2629
14
Using Gagne’s Nine Events in improving Computer-Based Math Instructional Strategies for College Students in Saudi Arabia
Abstract
This paper intends to introduce the way in applying Gagne’s nine events of instruction in developing computer-based Math Instruction for College Students in Saudi Arabia. It particularly provides directing in the process of improving the interface of users and the presentation of the content within the instruction. So, the instruction based on the nine events can be delivered. This guidance or direction is aimed to activate all of the necessary cognitive process of the students and support the students reach the instructional goal.
Using Gagne’s Nine Events in improving Computer-Based Math Instructional Strategies for College Students in Saudi Arabia
From kindergarten through high school, mathematics is a required course through all levels of public instruction. It is also one of the determining methods that college study used in many standardized tests, such as GRE and SAT. In real life, mathematics skills are also required. In everyday life, many activities are related to mathematical skills such as counting money, exchanging currencies, doing measurements, determining interest rate, etc.
In the last five years, the Graduate Record Examinations (GRE) became very popular in Saudi Arabia. Despite its main goal as one of the necessary to enroll in for most graduate schools in the United States, GRE® is also given a better chance to enroll King Abdullah Foreign Scholarship Program especially for graduate students(MHE, 2014). Moreover, GRE® becomes used by some Saudi universities to measure their learners’ skills proficiency in both English and Math. Plus, Some international business companies and institutions require a certain score to be eligible to get a job or enrollment in the training program. For example, the Kin Fahad University requires students to have 260 scored in the GRE test to be eligible to apply in some programs (Almawi, 2013). Recently, the Ministry of Higher Education in Saudi Arabia announced that the graduate students who have good score in GRE would get opportunities to pursue their studies at the North American Universities (MHE, 2014).
The GRE® uses the multiple choice question format in which each question has four or five options market. The GRE® test consists of three sections, Verbal Reasoning, Quantitative Reasoning, and Analytical Writing. Verbal Reasoning section consists of two parts, each containing 20 questions, Quantitative Reasoning section consists of two parts, each containing 20 questions, and Analytical Writing section consists of one section with 2 separately timed tasks: one "Analyze an Issue" task and one "Analyze an Argument" task (Educational Testing Service, 2014).
The Verbal Reasoning section measures students ability to understand what they have read and how they apply their reasoning skills .This section includes three parts, Text Complet.
Ppt on educational measurement and evaluationmangistudebele
teaching material for students in the Institute of education and behavioral science as a common course, Ambo University, by Dr. Mengistu Debele, Assistant Professor in Special Needs Education.
Determinants of Lecturers Assessment Practice in Higher Education in Somaliaijejournal
This research investigated the determinants of lecturers' assessment practices in higher education institutions in Mogadishu, Somalia. The factors that determined the lecturer’s assessment practice were design, interpretation, application, and administration mechanisms. A quantitative research design was conducted. The questionnaire was used, Cronbach's alpha value is.917. This shows that the scale's internal consistency and reliability for this sample are quite excellent. r =.636, P = 0.000,.05., the findings revealed a significant, favorable, and robust relationship between design and lecturers' assessment practices. Also, the correlation table shows a good connection between assessment, interpretation, application, and lecturers' assessment practice. (Explained) (r =.575, p = 0.000,.05) (R =.516, p =.000, 0.05) there is a strong positive relationship between assessment design, interpretation, and application to lecturers’ assessment practice. I recommend that the administration of public and private higher education institutions focus on in-service training on how to upgrade the skills of lecturers toward assessment practice.
Dr. Fred C. Lunenburg - measurement and assessment in schools schooling v1 n1...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum, NATIONAL FORUM JOURNALS, Houston, Texas, Dr. William Allan Kritsonis, Editor-in-Chief,
www.nationalforum.com
National Refereed Journals
This study was an assessment of the evaluation standards of “Practical
Education” module of the Elementary Education Undergraduate Program in
Arab Open University/Jordan. Its main focus was to investigate problems and
views raised by the students in order to develop more accurate standards to
evaluate their performance. The curriculum characteristics of the module as
well as the students’ portfolios and field reports had been reviewed. A
questionnaire and a detailed face-to-face interactive meeting had been
conducted with 55 male and female students in the academic year 2018/2019.
The results show that the students stress the need to adopt practical
applications standards to evaluate the skill goals sought by the curriculum
instead of focusing on their knowledge. The students express their need to
develop their skills in planning, implementation of teaching tasks and
evaluation, while the evaluation standards measure their ability to recall
theoretical information. They stress their need to extend their training period
in field in order to acquire enough practical experience to be more efficient to
carry out their tasks properly. The findings of the study can be applicable for
other countries, especially the developing countries, in the sense of
developing modern evaluation standards for practical field training of their
student teachers, as well as improving curricula that respond to the schools’
requirements in a changing world.
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
Competency-Based Approach: the Problematical of Assessment of Learning in Phy...inventionjournals
For year, the educational systems in many countries everywhere in the world have been urging teachers to coach their students to foster competences basing on complex problem solving. As lot of country, Benin has not kept away that move. Unfortunately the adequate implementation of the competency based approach in Bénin has been running their education policy smoothly. The evaluations have kept on being designed similarly to the ones in the objective based programs. In this context that this study aims to evaluate the problematical of assessment of learning in physical, chemistry and technology science in our secondary schools under the guidance of the competency-based-approach. This has brought us to raise the following question: haven’t the incoherencies noticed in the implementation of the Competency-based Approach impacted the evaluation process negatively? To answer that question we have: carried out investigations to get the opinion of two hundred teachers including inspectors, subject advisors, subject supervisors posted in Benin; analysed the content of some summative tests designed ; proposed two evaluation cases as models. Therefore, we can answer the previously raised question by stating that the incoherencies noticed in the implementation of the Competency-based Approach have impacted the evaluation process in SPCT negatively.
Comprehensive School-Level 3-Day Professional Development PlanDi.docxmccormicknadine86
Comprehensive School-Level 3-Day Professional Development Plan
Directions:The final signature assessment in this course is to write a comprehensive, school-level instructional leadership professional development plan. This plan includes multiple elements in which you have been working on throughout the weeks. This week you will focus on building your final 3-Day Professional Development Plan including your fourth element called Teacher: Improving Teachers’ Instructional Practices.
Each week throughout the course you prepared and submitted a draft of three out of the four elements of the plan. Use your readings, lectures, and exemplar examples of key components to build a strong more comprehensive plan. Use the feedback you received throughout Weeks 1, 2 & 3 to guide you in making improvements to your 3-Day Professional Development Plan. We should see growth from your previous draft submissions. You will submit this plan as your Signature Assessment for this course.
1. Four elements of the comprehensive professional development plan, include:
1. Initial Information: Professional Development
· Include topic, audience, date, time, resources, cost, and collaborative team that assisted in identifying the area(s) of need etc.,
2. Student Achievement: Evaluation of data sets that impact and identify the needs for content specific professional development and monitors professional improvement in the teaching and learning process.
· Goals: Statement of goals for school-sponsored and/or school-supported data to identify needs and drive instruction.
3. Content: Components of professional development plan that are content specific and address needs based on student needs information. Using curriculum alignment strategies, goals, curriculum mapping, research, and best practices. (e.g., using data to guide instructional content, curriculum alignment, facilitating implementation of rigorous content, content-based learning and assessment, evidence-based content to improve teaching and learning).
· Objectives: Statement of objectives for school-sponsored and/or school-supported content that provides an appropriate level of rigor to improve teaching and learning.
4. Teacher: Implementation of collaborative structures, professional learning communities, professional development processes, and use of tools and applications to facilitate and support teaching and learning. (e.g., using data to guide instructional practice, alignment of instruction to curriculum, facilitating implementation of rigorous instruction, instructional based learning and assessment, evidence-based strategies to improve teaching and learning).
· Focus of Topic: Description of focus that will be undertaken to achieve the professional development goals and objectives that address instructional improvement and promote student achievement.
Part 1, 2, 3, 4: 3-Day Professional Development Plan:
Directions:
A. Complete the table. Use 12 pt. black font: Times New Roman. The table cell ...
Final project report on grocery store management system..pdfKamal Acharya
In today’s fast-changing business environment, it’s extremely important to be able to respond to client needs in the most effective and timely manner. If your customers wish to see your business online and have instant access to your products or services.
Online Grocery Store is an e-commerce website, which retails various grocery products. This project allows viewing various products available enables registered users to purchase desired products instantly using Paytm, UPI payment processor (Instant Pay) and also can place order by using Cash on Delivery (Pay Later) option. This project provides an easy access to Administrators and Managers to view orders placed using Pay Later and Instant Pay options.
In order to develop an e-commerce website, a number of Technologies must be studied and understood. These include multi-tiered architecture, server and client-side scripting techniques, implementation technologies, programming language (such as PHP, HTML, CSS, JavaScript) and MySQL relational databases. This is a project with the objective to develop a basic website where a consumer is provided with a shopping cart website and also to know about the technologies used to develop such a website.
This document will discuss each of the underlying technologies to create and implement an e- commerce website.
Determinants of Lecturers Assessment Practice in Higher Education in Somaliaijejournal
This research investigated the determinants of lecturers' assessment practices in higher education institutions in Mogadishu, Somalia. The factors that determined the lecturer’s assessment practice were design, interpretation, application, and administration mechanisms. A quantitative research design was conducted. The questionnaire was used, Cronbach's alpha value is.917. This shows that the scale's internal consistency and reliability for this sample are quite excellent. r =.636, P = 0.000,.05., the findings revealed a significant, favorable, and robust relationship between design and lecturers' assessment practices. Also, the correlation table shows a good connection between assessment, interpretation, application, and lecturers' assessment practice. (Explained) (r =.575, p = 0.000,.05) (R =.516, p =.000, 0.05) there is a strong positive relationship between assessment design, interpretation, and application to lecturers’ assessment practice. I recommend that the administration of public and private higher education institutions focus on in-service training on how to upgrade the skills of lecturers toward assessment practice.
Dr. Fred C. Lunenburg - measurement and assessment in schools schooling v1 n1...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum, NATIONAL FORUM JOURNALS, Houston, Texas, Dr. William Allan Kritsonis, Editor-in-Chief,
www.nationalforum.com
National Refereed Journals
This study was an assessment of the evaluation standards of “Practical
Education” module of the Elementary Education Undergraduate Program in
Arab Open University/Jordan. Its main focus was to investigate problems and
views raised by the students in order to develop more accurate standards to
evaluate their performance. The curriculum characteristics of the module as
well as the students’ portfolios and field reports had been reviewed. A
questionnaire and a detailed face-to-face interactive meeting had been
conducted with 55 male and female students in the academic year 2018/2019.
The results show that the students stress the need to adopt practical
applications standards to evaluate the skill goals sought by the curriculum
instead of focusing on their knowledge. The students express their need to
develop their skills in planning, implementation of teaching tasks and
evaluation, while the evaluation standards measure their ability to recall
theoretical information. They stress their need to extend their training period
in field in order to acquire enough practical experience to be more efficient to
carry out their tasks properly. The findings of the study can be applicable for
other countries, especially the developing countries, in the sense of
developing modern evaluation standards for practical field training of their
student teachers, as well as improving curricula that respond to the schools’
requirements in a changing world.
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
Competency-Based Approach: the Problematical of Assessment of Learning in Phy...inventionjournals
For year, the educational systems in many countries everywhere in the world have been urging teachers to coach their students to foster competences basing on complex problem solving. As lot of country, Benin has not kept away that move. Unfortunately the adequate implementation of the competency based approach in Bénin has been running their education policy smoothly. The evaluations have kept on being designed similarly to the ones in the objective based programs. In this context that this study aims to evaluate the problematical of assessment of learning in physical, chemistry and technology science in our secondary schools under the guidance of the competency-based-approach. This has brought us to raise the following question: haven’t the incoherencies noticed in the implementation of the Competency-based Approach impacted the evaluation process negatively? To answer that question we have: carried out investigations to get the opinion of two hundred teachers including inspectors, subject advisors, subject supervisors posted in Benin; analysed the content of some summative tests designed ; proposed two evaluation cases as models. Therefore, we can answer the previously raised question by stating that the incoherencies noticed in the implementation of the Competency-based Approach have impacted the evaluation process in SPCT negatively.
Comprehensive School-Level 3-Day Professional Development PlanDi.docxmccormicknadine86
Comprehensive School-Level 3-Day Professional Development Plan
Directions:The final signature assessment in this course is to write a comprehensive, school-level instructional leadership professional development plan. This plan includes multiple elements in which you have been working on throughout the weeks. This week you will focus on building your final 3-Day Professional Development Plan including your fourth element called Teacher: Improving Teachers’ Instructional Practices.
Each week throughout the course you prepared and submitted a draft of three out of the four elements of the plan. Use your readings, lectures, and exemplar examples of key components to build a strong more comprehensive plan. Use the feedback you received throughout Weeks 1, 2 & 3 to guide you in making improvements to your 3-Day Professional Development Plan. We should see growth from your previous draft submissions. You will submit this plan as your Signature Assessment for this course.
1. Four elements of the comprehensive professional development plan, include:
1. Initial Information: Professional Development
· Include topic, audience, date, time, resources, cost, and collaborative team that assisted in identifying the area(s) of need etc.,
2. Student Achievement: Evaluation of data sets that impact and identify the needs for content specific professional development and monitors professional improvement in the teaching and learning process.
· Goals: Statement of goals for school-sponsored and/or school-supported data to identify needs and drive instruction.
3. Content: Components of professional development plan that are content specific and address needs based on student needs information. Using curriculum alignment strategies, goals, curriculum mapping, research, and best practices. (e.g., using data to guide instructional content, curriculum alignment, facilitating implementation of rigorous content, content-based learning and assessment, evidence-based content to improve teaching and learning).
· Objectives: Statement of objectives for school-sponsored and/or school-supported content that provides an appropriate level of rigor to improve teaching and learning.
4. Teacher: Implementation of collaborative structures, professional learning communities, professional development processes, and use of tools and applications to facilitate and support teaching and learning. (e.g., using data to guide instructional practice, alignment of instruction to curriculum, facilitating implementation of rigorous instruction, instructional based learning and assessment, evidence-based strategies to improve teaching and learning).
· Focus of Topic: Description of focus that will be undertaken to achieve the professional development goals and objectives that address instructional improvement and promote student achievement.
Part 1, 2, 3, 4: 3-Day Professional Development Plan:
Directions:
A. Complete the table. Use 12 pt. black font: Times New Roman. The table cell ...
Final project report on grocery store management system..pdfKamal Acharya
In today’s fast-changing business environment, it’s extremely important to be able to respond to client needs in the most effective and timely manner. If your customers wish to see your business online and have instant access to your products or services.
Online Grocery Store is an e-commerce website, which retails various grocery products. This project allows viewing various products available enables registered users to purchase desired products instantly using Paytm, UPI payment processor (Instant Pay) and also can place order by using Cash on Delivery (Pay Later) option. This project provides an easy access to Administrators and Managers to view orders placed using Pay Later and Instant Pay options.
In order to develop an e-commerce website, a number of Technologies must be studied and understood. These include multi-tiered architecture, server and client-side scripting techniques, implementation technologies, programming language (such as PHP, HTML, CSS, JavaScript) and MySQL relational databases. This is a project with the objective to develop a basic website where a consumer is provided with a shopping cart website and also to know about the technologies used to develop such a website.
This document will discuss each of the underlying technologies to create and implement an e- commerce website.
Hybrid optimization of pumped hydro system and solar- Engr. Abdul-Azeez.pdffxintegritypublishin
Advancements in technology unveil a myriad of electrical and electronic breakthroughs geared towards efficiently harnessing limited resources to meet human energy demands. The optimization of hybrid solar PV panels and pumped hydro energy supply systems plays a pivotal role in utilizing natural resources effectively. This initiative not only benefits humanity but also fosters environmental sustainability. The study investigated the design optimization of these hybrid systems, focusing on understanding solar radiation patterns, identifying geographical influences on solar radiation, formulating a mathematical model for system optimization, and determining the optimal configuration of PV panels and pumped hydro storage. Through a comparative analysis approach and eight weeks of data collection, the study addressed key research questions related to solar radiation patterns and optimal system design. The findings highlighted regions with heightened solar radiation levels, showcasing substantial potential for power generation and emphasizing the system's efficiency. Optimizing system design significantly boosted power generation, promoted renewable energy utilization, and enhanced energy storage capacity. The study underscored the benefits of optimizing hybrid solar PV panels and pumped hydro energy supply systems for sustainable energy usage. Optimizing the design of solar PV panels and pumped hydro energy supply systems as examined across diverse climatic conditions in a developing country, not only enhances power generation but also improves the integration of renewable energy sources and boosts energy storage capacities, particularly beneficial for less economically prosperous regions. Additionally, the study provides valuable insights for advancing energy research in economically viable areas. Recommendations included conducting site-specific assessments, utilizing advanced modeling tools, implementing regular maintenance protocols, and enhancing communication among system components.
Industrial Training at Shahjalal Fertilizer Company Limited (SFCL)MdTanvirMahtab2
This presentation is about the working procedure of Shahjalal Fertilizer Company Limited (SFCL). A Govt. owned Company of Bangladesh Chemical Industries Corporation under Ministry of Industries.
Saudi Arabia stands as a titan in the global energy landscape, renowned for its abundant oil and gas resources. It's the largest exporter of petroleum and holds some of the world's most significant reserves. Let's delve into the top 10 oil and gas projects shaping Saudi Arabia's energy future in 2024.
Sachpazis:Terzaghi Bearing Capacity Estimation in simple terms with Calculati...Dr.Costas Sachpazis
Terzaghi's soil bearing capacity theory, developed by Karl Terzaghi, is a fundamental principle in geotechnical engineering used to determine the bearing capacity of shallow foundations. This theory provides a method to calculate the ultimate bearing capacity of soil, which is the maximum load per unit area that the soil can support without undergoing shear failure. The Calculation HTML Code included.
Explore the innovative world of trenchless pipe repair with our comprehensive guide, "The Benefits and Techniques of Trenchless Pipe Repair." This document delves into the modern methods of repairing underground pipes without the need for extensive excavation, highlighting the numerous advantages and the latest techniques used in the industry.
Learn about the cost savings, reduced environmental impact, and minimal disruption associated with trenchless technology. Discover detailed explanations of popular techniques such as pipe bursting, cured-in-place pipe (CIPP) lining, and directional drilling. Understand how these methods can be applied to various types of infrastructure, from residential plumbing to large-scale municipal systems.
Ideal for homeowners, contractors, engineers, and anyone interested in modern plumbing solutions, this guide provides valuable insights into why trenchless pipe repair is becoming the preferred choice for pipe rehabilitation. Stay informed about the latest advancements and best practices in the field.
Overview of the fundamental roles in Hydropower generation and the components involved in wider Electrical Engineering.
This paper presents the design and construction of hydroelectric dams from the hydrologist’s survey of the valley before construction, all aspects and involved disciplines, fluid dynamics, structural engineering, generation and mains frequency regulation to the very transmission of power through the network in the United Kingdom.
Author: Robbie Edward Sayers
Collaborators and co editors: Charlie Sims and Connor Healey.
(C) 2024 Robbie E. Sayers
1. Program Student Outcomes Assessment Report
Academic Year 2016-2020
For the 2016-2020 academic year, Env Eng implemented 7 student outcomes based on
new cycle ABET criteria and new curricula for Env Eng. In general, to reach PEO, EnvE
program and staff must be committed to continually measure the progress of students
and the impact of resources and services provided. In the initial review, Env Eng expected
that the minimum level of student outcomes achievement is met in between apprentice to
proficient to match the regulation of ITB. The measurable student outcomes needed to
be aligned to PEO and benchmarks needed to be established. Then it was decided that
the quantitative student outcome is 63 (out of 100) as the minimum threshold of
achievement. fulfillment criteria/minimum threshold value is determined by faculty
meetings based on Academic Rules in ITB (Rector Decree ITB No: 609/It1.A/Per/2021.
Article 37 Point 4 (Appendix 24)). Since 2019, Env Eng ITB has 2 class namely regular
class and international class. Both classes were assessed using the same standard and
methods.
Student outcome attainment based on rubric assessment represents achievement of
students in each course using LOATL (http://167.205.57.186/loatl/login and see
Appendix: LOATL). The achievement of students comes from the results of lecturer’s
assessment that represents certain student outcome. Afterward, the attainment of each
student outcome is obtained from average number of entire courses with some weighting
in the calculation based on cognitive level of courses (Appendix: SOP Outcomes
Assessment). In addition to rubric assessment, student outcome attainment also was
measured based on course questionnaire is obtained from surveys conducted to
students. The objective of the survey is to collect student’s perception of himself or herself
towards attainment of each course. Students are given series of questions that related
to student outcome as well as courses. Two other surveys namely graduate and employer
survey were also conducted to measure the outcomes and would be input for continuous
improvement such as developing new and adaptive curriculum.
The new attainment of student outcome differs from previous cycle and use numerical
score from 0 (poor) to 100 (excellent) grading scale based on rubric assessment. If The
attainment of student outcomes is less than 63, the outcomes are considered to be not a
good performing one and still require improvements. Meanwhile, if the attainment of
student outcomes is greater than 63, they are considered to be adequate, need to be
maintained, but can also be improved. However, the improvement is discretionary based
on faculty load.
2. 1. Ability to identify, formulate, and solve environmental problems by applying the
principles of engineering, science, and mathematics.
The attainment of ability to identify, formulate, and solve environmental problems by
applying the principles of engineering, science, and mathematics outcome based on
rubric assessment has exceeded the threshold (above 63 out of 100) for 4-years
assessment as follow: 2016 – 85.4; 2017 – 88.86; 2018 -69.97 ; 2019 (reguler) – 70.95;
2019 (international) – 73.13. Based on course questionnaire, the attainment of this
outcome has a very high value as follows: 2016 - 82.95 ; 2017- 89.19; 2018 - 84.36;
2019 (reguler) - 87.78; 2019 (international) - 84.85. Based on graduate survey, the
attainment of within five years as follows: 2016 - 86.90 ; 2017 - 83.97, meanwhile 2018,
2019, and 2020 have not assessed yet because they have not graduated yet. Based on
employer survey, the value is slightly decreasing, but it is still higher than threshold value.
It suggests that graduates few shortcomings according to the users. It means graduates
have not matched with the user expectation or the user expectation higher than the
graduates. Figure 12 below shows the attainment of outcomes no 1.
Figure 12 Student Outcomes Attainment for 1. Ability to identify, formulate, and
solve environmental problems by applying the principles of engineering, science,
and mathematics.
There are needed several improvements. For some lectures of subject that related to
these outcomes, it needs to be conducted appropriately with schedule and need to
coordinate with lecturer. Generally, the lectures have implemented well. However, in
3. terms of student’s self-learning was perceived still deficient. The actual credit system for
self-learning has not been done by the students. The students have not used homework
assignment as structured learning methods. Moreover, there are only a few students who
want to read reference books presented during lectures. It causes the delivery of course
content relatively slow. students seem quite interested in the subject although they must
have a high endurance because during the lectures they are required to solve some
problems, which requires many calculations with the aid of a calculator.
The approach pattern of course content delivery was not sufficiently adaptive to the
student's needs. In addition, the students' basic knowledge is quite diverse. Nevertheless,
the form of course content was varied and good enough. Although the subjects have not
been done completely (100%) as expected, there has been begun two-way dialogue for
some of course content that was taught. Students seem to be quite enthusiastic to ask
about the complex calculations in some parts of the course. In general, because the
course contents much discuss technical problems, the students showed their interest and
curiosity so the discussion going well. In the workmanship exercise, students were asked
to come forward to see how far they understand the material being taught.
Recommendations which can support the improvement of this student outcome
attainment are as follows:
1. Improvement action
Generally, enrichment of course content with up-to-date real problems or cases. In
addition, students are expected to read more references. In addition, evaluation
needs to be done at the end of the class to find out how the students understand
the material of the class.
2. Methodology improvement
For several subjects, improved delivery method of the course content is needed.
Student centered learning, self-evaluation and schedule synchronization are also
need to be improved especially for the subject that implement assistance activity.
3. Need to include more case studies as part of learning in the classroom so that
students can better understand scientific expertise aspects from the practical side.
The inclusion of more given case study is expected to support the intensive
discussion process so that teaching and learning activities become more active.
4. The improvements of delivery method also very necessary to bridge the gap
between scientific-based materials (textbook oriented) with an understanding of
individual students. This improvement is expected to improve the application of
science and its application in the real world. Retrofitting the delivery methods,
primarily on the class materials and references to increase student participation
and interaction during class. The satisfactory benefits for students during study
indicates the discrepancy among motivation, effort and the method used by the
student to understand the lecture. It means that the student understanding seems
to be delayed resulting in less satisfying Final Exam’s marks.
4. 5. The development of teaching materials based on student centered learning and
collaborative learning. Other approaches beside teaching material also need to be
more varied with textbook comprehension as well as providing integrated tasks in
order to improve the practical skills in using equations, a particular method or
approach in a number of different problems sets.
2. Ability to apply analysis and synthesis in producing engineering designs
needed in environmental conservation by considering public health, security and
welfare as well as global, cultural, social, environmental and economic factors.
The attainment of Ability to apply analysis and synthesis in producing engineering designs
needed in environmental conservation by considering public health, security and welfare
as well as global, cultural, social, environmental and economic factors outcome based on
rubic assessment has exceeded the threshold (above 63 out of 100) for 4-years
assessment as follow: 2016 – 87.59; 2017 – 92.80; 2018 - 67.77 ; 2019 (reguler) –0; 2019
(international) – 0 ; 2020 (reguler) – 0; 2020 (international) - 0. Based on course
questionnaire, the attainment of design outcome has a very high value as follow: 2016 –
82.46 ; 2017- 90.97; 2018 – 87.36; 2019 (reguler) –0; 2019 (international) – 0 ; 2020
(reguler) – 0; 2020 (international) - 0.. Based on graduate survey, the attainment of within
five years as follow: 2016 – 86.90 ; 2017 – 83.97. The trend are varied although the value
is still higher than threshold because the students of 2018,2019, and 2020 have not
assessed whole yet due to not taken all the subject and not graduated yet. Figure 13
below shows the attainment of outcomes no 2.
5. Figure 13 Student Outcomes Attainment for 2. Ability to apply analysis and
synthesis in producing engineering designs needed in environmental conservation
by considering public health, security and welfare as well as global, cultural, social,
environmental and economic factors.
It is necessary to implement problem-based learning methods such as providing real
object or location for major assignment in design courses. In addition, the involvement of
practitioners is necessary, either as guest lecturers or in the assessment process, in order
to improve the student’s understanding of multiple economic, social, and ethic constraints
as well as operation & maintenance. The lectures have been implemented in accordance
to syllabus and SAP in curriculum 2019. Supervision can help students to solve the
problems discussion in a team during design process. To elaborate the knowledge,
students were asked to discuss with their team and defend their design at the end of
semester. Although it is still imperfect, the design process has already taken place as
expected, such as implementing the criteria design, selecting some design alternatives
and explaining the design well in a team. Furthermore, students start to discuss recent
issues, especially conditions to reach the SDGs and their constraints.
3. Ability to communicate effectively with various parties regarding water, air, and
land environmental problems and the technology needed to solve them.
The attainment of Ability to apply analysis and synthesis in producing engineering designs
needed in environmental conservation by considering public health, security and welfare
as well as global, cultural, social, environmental and economic factors outcome based on
6. rubic assessment has exceeded the threshold (above 63 out of 100) for 4-years
assessment as follow: 2016 – 95.40; 2017 – 96.40; 2018 - 0 ; 2019 (reguler) – 0; 2019
(international) – 0 ; 2020 (reguler) – 0; 2020 (international) - 0. Based on course
questionnaire, the attainment of communication outcome has exceed the treshold as
follow: 2016 – 81.11; 2017- 88.47; 2018 – 0; 2019 (reguler) –0; 2019 (international) – 0 ;
2020 (reguler) – 0; 2020 (international) - 0. Based on graduate survey, the attainment of
within five years as follow: 2016 – 71.43 ; 2017 – 76.28. Then based on employer survey,
the attainment of within five years as follow: 2016 – 79.17; 2017 – 83.33. Meanwhile
2018,2019, and 2020 have not assessed yet because they have not taken the subject
and graduated. The trend is increasing therefore it illustrates that the communication skill
of Env Eng Student is better than previous year . Figure 14 below shows the attainment
of outcomes no 3.
Figure 14 Student Outcomes Attainment for 3. Ability to communicate effectively
with various parties regarding water, air, and land environmental problems and the
technology needed to solve them.
Based on rubric assessment, the action plan consists of more textbooks to be provided,
academic writing and presentation technique should be delivered to students before 4th
grade. Based on course questionnaire, graduate survey, and employer survey, the action
plan needed, such as guest lecture involving practitioners, should be held more frequent
for the related courses. Faculties also have to give adequate opportunities for students to
actively discuss and make a good presentation. Other recommendations which can
support the improvement of this student outcome achievement is as follows:
7. Students should improve the communication skill, which can be enriched by
having more textbooks to be read as references.
Supporting facility including location/space for doing activities
Most class discussion is in two ways, but students tend to be passive for not
giving comments or opinions therefore group discussion needs round table or
making schedule for Planary and QnA Session in order to get maximum
presentation skill.
As the method of delivering the content of the lecture is project-based learning,
presentation skill is very important for defending their opinions.
4. Ability to apply ethical and professional responsibilities through consideration
of the issue of environmental degradation and the impact of a technology on the
environment locally, regionally, and globally, including social and economic
aspects.
The attainment of Ability to apply ethical and professional responsibilities through
consideration of the issue of environmental degradation and the impact of a technology
on the environment locally, regionally, and globally, including social and economic
aspects outcome based on rubric assessment has exceeded the threshold (above 63 out
of 100) for 4-years assessment as follow: 2016 – 89.48; 2017 – 92.88; 2018 – 75.88 ;
2019 (reguler) – 74.22; 2019 (international) – 78.07 ; 2020 (reguler) – 0; 2020
(international) - 0. Based on course questionnaire, the attainment of ethics and
professional responsibilities outcome has exceed the treshold as follow: 2016 – 86.57;
2017- 89.82; 2018 – 89.25; 2019 (reguler) – 92.63; 2019 (international) – 97.50 ; 2020
(reguler) – 0; 2020 (international) - 0. Based on graduate survey, the attainment of within
five years as follow: 2016 – 77.38 ; 2017 – 80.13. Then based on employer survey, the
attainment of within five years as follow: 2016 – 79.17; 2017 – 75.00. Meanwhile 2018,
2019, and 2020 have not whole assessed yet because they have not taken all the subject
and graduated. The trend is varied however it still exceeds the threshold therefore, it
needs some improvement to increase the student’s ability in ethics and professional
outcomes while they are considering the constraints in environment. Figure 15 below
shows the attainment of outcomes no 4.
8. Figure 15 Student Outcomes Attainment for 4. Ability to apply ethical and
professional responsibilities through consideration of the issue of environmental
degradation and the impact of a technology on the environment locally, regionally,
and globally, including social and economic aspects.
To give broaden both technical and practical implementation of professional responsibility
and ethics in engineering, also to improve the attainment, some actions are needed;
which are:
1. guest lecture series to broaden both technical and practical implementation of
responsibility and ethics in engineering;
2. Project-based learning as a method to deliver the content of the course should
be adopted and problem-based learning applies to the latest professional
responsibility and ethics problem (study case). For each semester, it is
necessary to create assignment related to project-based learning. The
assignment is conducted in-group to allow peer teaching among students. In
addition, the project must describe the condition in a real location while the data
could be made up differently for each group
3. course content enrichment regarding role and responsibility of environmental
engineering either in government and/or private institutions
9. 5. Ability to work effectively in a team by prioritizing leadership to create
collaborative and comprehensive conditions in setting goals, targets, and plans
needed to manage the environment for reducing degradation and increasing
conservation.
The attainment of Ability to work effectively in a team by prioritizing leadership to create
collaborative and comprehensive conditions in setting goals, targets, and plans needed
to manage the environment for reducing degradation and increasing conservation
outcome based on rubic assessment has exceeded the threshold (above 63 out of 100)
for 4-years assessment as follow: 2016 – 91.33; 2017 – 92.80; 2018 – 77.38 ; 2019
(reguler) – 78.49; 2019 (international) – 34.74 ; 2020 (reguler) – 0; 2020 (international) -
0. Based on course questionnaire, the attainment of teamwork outcome has exceed the
treshold as follow: 2016 – 83; 2017- 89.04; 2018 – 88.01; 2019 (reguler) – 91.17; 2019
(international) – 91.25 ; 2020 (reguler) – 0; 2020 (international) - 0. Based on graduate
survey, the attainment of within five years as follow: 2016 – 76.38 ; 2017 – 80.13. Then
based on employer survey, the attainment of within five years as follow: 2016 – 79.17;
2017 – 75.00. Meanwhile 2018, 2019, and 2020 have not whole assessed yet because
they have not taken all the subject and graduated. The trend is varied however it still
exceeds the treshold therefore it needs some improvement to increase the student’s
ability in working as team. Figure 16 below shows the attainment of outcomes no 5.
Figure 16 Student Outcomes Attainment for 5. Ability to work effectively in a team
by prioritizing leadership to create collaborative and comprehensive conditions in
10. setting goals, targets, and plans needed to manage the environment for reducing
degradation and increasing conservation.
The recommendations to change are providing more exercise more and more detailed
evaluations, recruiting assistant, limiting classes’ size (ideally one class is consist of 30
people) and last, forming an evaluation team of Field Work to be 3 classes for each year.
In addition, based on the indirect measurement, recommendation to increase the
outcome are having more teamwork task such as group assignment or report, group
discussion and presentation. For each semester, it is necessary to create assignment
related to project-based learning. The assignment is conducted in-group to allow peer
teaching among students
6. Ability to identify problems, develop and conduct experiments, analyze and
interpret data, and use judgment to draw conclusions in the field of environmental
conservation
The attainment of Ability to identify problems, develop and conduct experiments, analyze
and interpret data, and use judgment to draw conclusions in the field of environmental
conservation outcome based on rubric assessment has exceeded the threshold (above
63 out of 100) for 4-years assessment as follow: 2016 – 84.04; 2017 – 88.43; 2018 –
72.94 ; 2019 (reguler) – 74.94; 2019 (international) – 74.57 ; 2020 (reguler) – 0; 2020
(international) - 0. Based on course questionnaire, the attainment of experiment outcome
has exceed the treshold as follow: 2016 – 84.25; 2017- 89.36; 2018 – 83.74; 2019
(reguler) – 86.95; 2019 (international) – 84.32; 2020 (reguler) – 0; 2020 (international) -
0. Based on graduate survey, the attainment of within five years as follow: 2016 – 83.33
; 2017 – 85.90. Then based on employer survey, the attainment of within five years as
follow: 2016 – 83.33; 2017 – 75.00. Meanwhile 2018, 2019, and 2020 have not whole
assessed yet because they have not taken all the subject and graduated. The trend is
varied however it still exceeds the threshold therefore it needs some improvement to
increase the student’s ability in experiments. Figure 17 below shows the attainment of
outcomes no 6.
11. Figure 17 Student Outcomes Attainment for 6. Ability to identify problems, develop
and conduct experiments, analyze and interpret data, and use judgment to draw
conclusions in the field of environmental conservation.
There are some recommended actions comes from the faculties to improve the
achievement of student outcome such as
1. improving tools and laboratory facilities, upgrading of demo lab, periodic tutorial
activities, evaluation of experimental activities, change of courses and experiment
content, module refurbishing, upgrading of demo lab, as well as evaluation of
experimental activities.
2. The content modification and enrichment of course content; moving class;
collaborative learning; and continuous learning
3. Integrated task (problem set); quiz; remedial for low score test; student attendance;
and read reference books should be improved.
4. Organizing field trip to another professional laboratory or accredited laboratory;
improving tools and laboratory facilities as well as laboratory assistant
competency; and conducting periodic tutorial activities
5. Students are required to conduct experiment individually as well as collectively
within a group and discuss the problems that faced in the experiment. During
exercises, students were asked to move forward the class to see they understand
the material being taught
12. 7. Awareness of the need for continuous learning to enrich knowledge and apply
it, evaluate, integrate, and apply this knowledge appropriately in accordance with
the development
The attainment of Ability to identify problems, develop and conduct experiments, analyze
and interpret data, and use judgment to draw conclusions in the field of environmental
conservation outcome based on rubric assessment has exceeded the threshold (above
63 out of 100) for 4-years assessment as follow: 2016 – 98.04; 2017 – 100; 2018 – 72.11
; 2019 (reguler) – 75.20; 2019 (international) – 78.33 ; 2020 (reguler) – 0; 2020
(international) - 0. Based on course questionnaire, the attainment of continous learning
outcome has exceed the treshold as follow: 2016 – 83.86; 2017- 91.18; 2018 – 88.54;
2019 (reguler) – 91.38; 2019 (international) – 93.25; 2020 (reguler) – 0; 2020
(international) - 0. Based on graduate survey, the attainment of within five years as follow:
2016 – 83.33 ; 2017 – 87.18. Then based on employer survey, the attainment of within
five years as follow: 2016 – 79.17; 2017 – 83.33. Meanwhile 2018, 2019, and 2020 have
not whole assessed yet because they have not taken all the subject and graduated. The
trend is increasing, however it still exceeds the threshold therefore it needs some
improvement to increase the student’s ability in continuous learning. Figure 18 below
shows the attainment of outcomes no 7.
13. There are some recommended actions comes from the faculties to improve the
achievement of student outcome such as
1. Improving discussion on location of Field Work with the supervisor so that the
learning process can be carried out intensively.
2. The topic of Final Task can have more variety, include the recent issues related to
the topic of design and research in accordance with Environmental Engineering.
3. Increasing the frequency of discussions/tutorials between students with their
supervisors.
4. Necessary to have an initial meeting before Field Work have been started in order
to understand the learning aspects during the process of Field Work. This initial
meeting conducted by coordinator of Field Work and lecturer(s) who teach the
related subject to the topic of Field Work.
5. Students should improve the habit of reading textbooks and use these textbooks
as references in the report of the Final Task.
6. Improving time management for the students. Students’ progress of Final Task
report has not achieved the expected target due to uneven workload during its
working period. In most cases, intensity of student's activity was extremely
increased near the deadline.
7. Research quality and depth among students were still varied, depends on their
advisor. Distribution of advisory workload among lecturer has not spread evenly.
Seminar and final task need advisors who can encourage students to finish their
tasks on the time. It is expected that minimal frequency or more of advisors and
students meeting can be achieved.
Conclusion
Student outcomes attainment had been measured and evaluated based on treshold value
for three-year assessment (2016, 2017, 2018, 2019 and 2020). The action plans were
also explained and implemented to improve the student outcomes attainment. Table 2
described the conclusion of Student Outcomes Attainment in 2016-2020.
16. LOATL
The table shows the relationship mapping of performance indicators and learning
outcomes for each subject in Env Eng ITB. This mapping have been implemented
and applied in LOATL
Table 3 PEMETAAN HUBUNGAN IK DENGAN CPMK
IK 01 (S01): Self Governance
Planning a task under given constraints such as schedule, team members, specific topics
No Mata Kuliah CPMK Deskripsi
TL2204
Hidrologi dan
Hidrogeologi
1
Mahasiswa mempunyai pemahaman dan pengertian yang
baik tentang hidrologi dasar khususnya siklus hidrologi
dan iklim yang nantinya akan sangat bermanfaat dalam
mata kuliah tingkat lanjut yang terkait dengan bidang TL,
seperti sumber daya air, kaitannya dengan pengaliran dan
emisi limbah
TL3203
Pengelolaan Sumber
Daya Air
1
Mahasiswa mampu memahami teori dan aplikasi prinsip-
prinsip pengelolaan sumber air secara kuantitatif dan
kualitatif.
TL4201
Perencanaan dan
Pengelolaan Proyek
1
Student understand how to make planning and phasing
including scheduling and controlling in any environmental
infrastructure project.
TL4104
Pengendalian
Pencemaran Udara
1
Mahasiswa memahami pengertian pencemaran udara,
potensi pencemar udara, dampaknya terhadap manusia
serta teknologi pencegahan pencemaran udara
IK 02 (S02): Responsibility
Accomplish and evaluate a tasks under given constraints (schedule, team member, spesific topic)
No Mata Kuliah CPMK Deskripsi
TL3106 Pencemaran Tanah 1
Mahasiswa akan memiliki wawasan dan kemampuan
untuk melengkapi, memperkuat, dan memperkaya
kompetensi dasar bidang pencemaran termasuk
kemampuan prediksi
TL4201
Perencanaan dan
Pengelolaan Proyek
1
Student understand how to make planning and phasing
including scheduling and controlling in any environmental
infrastructure project.
TL4101
Analisis Mengenai
Dampak Lingkungan
1
Mahasiswa mampu bekerja di dalam tim penyusunan
Analisis Mengenai Dampak Lingkungan, mampu
membuat/menyusun laporan AMDAL, bisa membuat
evaluasi dokumen AMDAL khususnya bagian-bagian yang
berkaitan dengan bidang Teknik Lingkungan.
IK 03 (S03): Nationalism
Demonstrate a role as a proud citizen and love the homeland, have an attitude of nationalism and a sense
of responsibility towards society and the country
No Mata Kuliah CPMK Deskripsi
TL3205 Hukum Lingkungan
1 Mahasiswa memiliki kemampuan untuk membuat
perhitungan dan perencanaan penyalur air buangan dan
17. drainase perkotaan serta membuat gambar-gambar
designnya
TL4098 Kerja Praktek
1 Mahasiswa memahami instrumen –instrumen pengelolaan
lingkungan hidup yang diterapkan dalam pengendalian
pencemaran, Pemanfaatan Sumber daya Alam dan
Pengendalian Perusakan Lingkungan Hidup
TL3202
Sewerage & Drainase
Berkelanjutan
1 Mahasiswa mampu mendapatkan informasi teknologi
pengelolaan lingkungan terkini secara mandiri selama
melaksanakan kerja praktek di lapangan..
IK 04 (S04): Contribution
Contribute to improving the quality of life in society and the state based on Pancasila, and contribute to
advancing social welfare
No Mata Kuliah CPMK Deskripsi
TL4101
Analisis Mengenai
Dampak Lingkungan
4 Pemahaman dan mampu melakukan prediksi dampak,
menilai dan memilih opsi tindakan mitigasi dalam
lingkungan termasuk sosial ekonomi budaya dan
tataruang.
TL4096
Perancangan Teknik
Lingkungan
4
Mahasiswa mampu mengevaluasi aspek keberlanjutan
dan manfaat rekayasa perancangan untuk meningkatkan
kualitas lingkungan.
TL2205
Epidemiologi
Lingkungan
1 Mahasiswa akan memiliki wawasan dan kemampuan
untuk mengaplikasikan epidemiologi dalam peningkatan
kualitas pengelolaan lingkungan.
IK 05 (S05): Cooperation
Work together in cross-disciplinary and cross-cultural teams and have social sensitivity and concern for
society and the environment
No Mata Kuliah CPMK Deskripsi
TL4201
Perencanaan dan
Pengelolaan Proyek
3
Mahasiswa memahami perencanaan dan pengelolaan
proyek bidang infrastruktur lingkungan yang melibatkan
muli tim dan lintas disiplin.
TL4096
Perancangan Teknik
Lingkungan
1
Mahasiswa mampu menghasilkan design teknik
lingkungan pada permasalahan yang nyata dengan
menggunakan standar dan kriteria yang sesuai.
IK 06 (S06): Professional
Understand professional responsibility and ethics, as well as the principles and able to apply it relevantly
to program objectives/goal
No Mata Kuliah CPMK Deskripsi
TL2105 Kesehatan Lingkugan 1
Students can describe the impact of human activities on
public health and the environment, and analyze predicting
health and environmental risks that occur.
TL3107
Kesehatan Lingkungan
Kerja
2 Mahasiswa mampu mengindetifikasi, menganalisis aspek-
aspek dalam lingkungan kerja yang dapat memberikan
efek-efek bahaya terhadap kesehatan dan mampu untuk
melakukan pencegahan dan kontrol terhadap efek
tersebut.
TL3205
Kebijakan dan Hukum
Lingkungan
1 Mahasiswa memahami instrumen –instrumen pengelolaan
lingkungan hidup yang diterapkan dalam pengendalian
pencemaran, Pemanfaatan Sumber daya Alam dan
Pengendalian Perusakan Lingkungan Hidup
18. IK 07 (S07): Professional ethics
Understand role and code of conduct as an environmental engineer either in the society, government or
private institution
No Mata Kuliah CPMK Deskripsi
KU1202
Pengantar Rekayasa &
Desain
1 Mahasiswa dapat menjelaskan keterlibatan berbagai
profesi dalam penyelesaian masalah rekayasa dan desain
KU1166
Menggambar Teknik
2 Student able to do practical work in the drawing studio, as
well as using commercial CAD software
TL3105
Teknik Penyediaan Air
Minum
1 Mahasiswa mampu menghitung kebutuhan air bersih.
Mampu merancang suatu sistem penyediaan air minum,
dari transmisi sampai distribusi.
TL3202
Sewerage & Drainase
Berkelanjutan
1
Mahasiswa memiliki kemampuan untuk membuat
perhitungan dan perencanaan penyalur air buangan dan
drainase perkotaan serta membuat gambar-gambar
designnya
IK 08 (S08): Sosial ethics
Evaluate ethical problem in Environmental Engineering work and make decisions
No Mata Kuliah CPMK Deskripsi
TL3204
Manajemen Teknik
Lingkungan
1
Mahasiswa aapat membedakan dan menjelaskan peran
dan fungsi manajemen dan perencanaan dalam
pengambilan keputusan.
TL4201
Perencanaan dan
Pengelolaan Proyek
4
Mahasiswa memahami aspek ekonomis, legalitas, teknik,
etika lingkungan dan etika sosial dalam pengelolaan
proyek.
IK 09 (P01): Basic Science
Describe mathematical, physical, chemical and biological relations for given facts/occurences in
environmental engineering
No Mata Kuliah CPMK Deskripsi
TL3101
Pengolahan Fisik dan
Kimia
1 Mahasiswa memahami proses fisik dan kimia dalam
pengolahan cair, padat dan gas dalam bidang keteknik
lingkungan, misal aplikasi dalam pengolahan air bersih
dan pengolahan limbah cair, padat dan gas
TL3102
Rekayasa dan Proses
Biologi
1 Mahasiswa memahami aplikasi bioproses dalam bidang
Teknik Lingkungan menguasai prinsip-prinsip rekayasa
bioproses memahami faktor-faktor/parameter-parameter
yang mempengaruhi kinerja bioproses dalam berbagai
jenis bioreaktor.
TL4102
Perancangan Proses
Pengolahan Air
1 Mahasiswa dapat memahami, menerangkan secara detail
pengolahan air bersih serta alternatif proses pengolahan
yang sesuai dengan karakteristik air baku.
TL4103
Perancangan Proses
Pengolahan Limbah Cair
1 Mahasiswa dapat mendisain instalasi pengolahan air
limbah domestic dan menerapkan pengelolaan instalasi
air limbah secara berkelanjutan.
19. IK 10 (P02): Engineering Science
Recognize basic engineering problems, identify the data, and classify the related knowledge for solution
No Mata Kuliah CPMK Deskripsi
SI2112 Pengetahuan Struktur
1 Mahasiswa mampu memahami karakteristik struktur
bangunan sipil, jenis dan modelisasi beban, serta
kesetimbangan gaya statik.
SI2222
Pengantar Mekanika
Tanah
1 Mahasiswa memiliki pemahaman mekanika tanah dalam
bidang sipil dan kemampuan untuk menghitung daya
dukung pondasi dangkal.
GD2002
Pengantar Sistem
Informasi Geografis
1 Students understand the Basic Concept of Geographic
Information System and its basic applications for
environmental problems
TL2104 Kimia Lingkungan
1
Mahasiswa memahami fenomena prinsip kimia dasar,
kimia fisika, dan kesetimbangan kimia di lingkungan (air,
tanah, udara).
IK 11 (P03): Application of mathematics
Demonstrate application of differential equation, statistic, probability, calculus-based physics, general
chemistry and other relevant science to solve the problem
No Mata Kuliah CPMK Deskripsi
TL2102 Statistika Lingkungan
1
Mahasiwa memiliki pemahaman tentang konsep-konsep
dasar statistika parametris elementer dan teori
probabilitas.
TL2103 Matematika Rekayasa
1 Mahasiswa mampun menjelaskan hubungan matematis
dalam fakta yang diberikan di bidang teknik lingkungan.
TL2104 Kimia Lingkungan
2 Mahasiswa dapat mengaplikasikan dasar dasar kimia
organik dan biokimia dalam bidang pengelolaan
lingkungan.
TL2101 Mekanika Fluida I
1 Mahasiswa memahami aplikasi ilmu dasar-dasar
mekanika fluida (air dan udara) yang dibutuhkan dalam
menunjang mata kuliah keahlian, khususnya yang
berkaitan dengan perancangan yang melibatkan aliran
fluida terutama air pada saluran tertutup.
TL2201 Mekanika Fluida II
1 Students can demonstrate the application of statistical and
empirical equation solution of a given problem
TL2203 Mkrobiologi Lingkungan
1
Mahasiswa memahami peran mikrobiologi dalam
permasalahan lingkungan
TL2204
Hidrologi dan
Hidrogeologi
1
Mahasiswa menguasai beberapa kaidah statistika yang
terkait dengan hidrologi
TL2205
Epidemiologi
Lingkungan
1
Mahasiswa dapat menguraikan tiga model dasar
penelitian epidemiologi
TL2206 Pengelolaan Kualitas Air
1
Mahasiswa memahami prinsip-prinsip reaksi kimia dan
keseimbangan massa dalam lingkungan air
IK 12 (P04): Identification
20. Formulate the problem and identify key issues/variables
No Mata Kuliah CPMK Deskripsi
TL2102 Statistika Lingkungan
2
Mahasiswa mampu menjelaskan prosedur uji hipotesis,
memecahkan persoalan uji hipotesis untuk pengujian satu
sampel, analisis variansi dan regresi korelasi.
TL2206 Pengelolaan Kualitas Air
2
Mahasiswa dapat memahami prinsip dasar pemodelan
kualitas air permukaan dan air tanah
IK 13 (P05): Problem Recognition
Recognize the need for multiple solutions
No Mata Kuliah CPMK Deskripsi
TL3104 Pengelolaan B3 1
Mahasiswa mampu memahami teknologi yang dapat
diterapkan dalam mengelola bahan berbahaya dan limbah
bahan berbahaya dan beracun, sehingga tidak
menimbulkan dampak negatif terhadap kesehatan
manusia dan tidak mencemari lingkungan.
TL3106 Pencemaran Tanah 1
Mahasiswa mampu melengkapi, memperkuat, dan
memperkaya kompetensi dasar bidang pencemaran tanah
termasuk kemampuan prediksi.
TL3107
Kesehatan Lingkungan
Kerja
1
Mahasiswa mampu mengindetifikasi, menganalisis aspek-
aspek dalam lingkungan kerja yang dapat memberikan
efek-efek bahaya terhadap kesehatan dan mampu untuk
melakukan pencegahan dan kontrol terhadap efek
tersebut.
TL3201 Pencemaran Udara 1
Mahasiswa mampu menjelaskan prinsip-prinsip interaksi,
pengaruh alam serta akibat-akibat aktivitas yang dilakukan
oleh manusia terhadap kualitas udara.
TL3206
Pengolahan Limbah
Padat
1
Mahasiswa mampu menganalisa hasil laboratorium untuk
pemilihan teknologi pengolahan akhir.
IK 14 (P06): Analysis
Analyze alternative solutions to an engineering problem
No Mata Kuliah CPMK Deskripsi
TL3204
Manajemen Teknik
Lingkungan
2
Mahasiswa memahami dan dapat menganalisa berbagai
komponen yang terkait dengan ekonomi teknik.
TL4201
Perencanaan dan
Pengelolaan Proyek
5
Mahasiswa mampu mengidentifikasi dan memberikan
alternatif solusi atau troubleshooting masalah yang
mungkin terjadi selama proyek berlangsung.
TL4135
Analisis Sistem
Pengelolaan Lingkungan
1 Mahasiswa memahami dinamika suatu sistem dan
peramalan teknologi (technological forecasting) dari
keadaan lingkungan pada kurun waktu kedepan
TL4096
Perancangan Teknik
Lingkungan
3 Mahasiswa mampu memilih alternatif terbaik berdasarkan
kriteria desain keteknikan.
IK 15 (P07): Problem Solving
Justify a solution to an engineering problem
No Mata Kuliah CPMK Deskripsi
TL4096
Perancangan Teknik
Lingkungan
3
Mahasiswa mampu memilih alternatif terbaik berdasarkan
kriteria desain keteknikan.
TL4099
Seminar dan Tugas
Akhir 1
Mahasiswa mampu menerapkan hasil riset dan
merumuskan alternatif untuk menentukan kriteria
rekayasa dalam pengelolaan lingkungan.
21. IK 16 (KU01): Communication
Communicate effectively using written media to various parties regarding water, air, and land
environmental problems and the technology needed to solve those problem
No Mata Kuliah CPMK Deskripsi
TL4096 Perancangan Teknik
Lingkungan
5 Mahasiswa mampu memahami karakteristik
permasalahan dan mampu memilih kriteria desain.
TL4201 Perencanaan dan
Pengelolaan Proyek
2 Mahasiswa mampu menyusun deskripsi saintifik hasil
kajian dalam bentuk karya ilmiah.
TL4099
Seminar dan Tugas
Akhir 1
Mahasiswa mampu menyusun deskripsi saintifik hasil
kajian dalam bentuk karya ilmiah.
IK 17 (KU02): Presentation
Communicate effectively using oral and written using Indonesian and English language
No Mata Kuliah CPMK Deskripsi
TL4098 Kerja Praktik
1
Mahasiswa mampu mempresentasikan laporan kerja
praktek in an appropiate manner.
TL4101
Analisis Mengenai
Dampak Lingkungan
1
Mahasiswa memahami proses penilaian laporan AMDAL
yang telah disusun dan mempresentasikan laporan
dihadapan audience.
TL4099
Seminar dan Tugas
Akhir 3
Mahasiswa mampu mempresentasikan karya tugas akhir
sebagai publikasi ilmiah.
TL4096
Perancangan Teknik
Lingkungan 5
Mahasiswa mampu memahami karakteristik
permasalahan dan mampu memilih kriteria desain.
IK 18 (KU03): Skill development
Understand the benefit of skill development for the future career
No Mata Kuliah CPMK Deskripsi
TL4098
Kerja Praktik
2
Mahasiswa mengerti proses dalam pengembangan
ketrampilan diri selama melaksanakan kerja praktek di
lapangan.
TL4099
Seminar dan Tugas
Akhir
4
Mahasiswa mampu mengkaji pengembangan atau
implementasi ilmu pengetahuan dan teknologi sesuai
dengan keahliannya dalam rangka menghasilkan solusi,
gagasan, dan desain.
IK 19 (KU04): Lifelong Learning
Identify the need for lifelong learning, including having access to current issues, and being able to
disseminate ideas
No Mata Kuliah CPMK Deskripsi
TL4098
Kerja Praktik
3
Mahasiswa mampu mendapatkan informasi teknologi
pengelolaan lingkungan terkini secara mandiri selama
melaksanakan kerja praktek di lapangan.
TL4099
Seminar dan Tugas
Akhir
5
Mahasiswa mampu mendapatkan informasi terkini,
memahami kriteria, potensi sumber daya lokal/global dan
pemanfaatan teknologi tersebut.
22. IK 20 (KU05): Resource Utilization
Identify necessary techniques, skills and tools of modern engineering practice for a given situation
No Mata Kuliah CPMK Deskripsi
KU1202
Pengantar Rekayasa &
Desain
3
Mahasiswa dapat menjelaskan bahwa masalah rekayasa
dan desain harus ditinjau secara multi aspek dan multi
disiplin
GD2002
Pengantar Sistem
Informasi Geografis
2
Mahasiswa memiliki kemampuan dasar dalam
pengembangan sistem informasi geografis sederhana
menggunakan software GIS.
TL3204
Manajemen Teknik
Lingkungan
3
Mahasiswa memahami berbagai aspek baik teknis dan
non teknis dalam perencanaan pembangunan
infrastruktur.
TL4138
Rekayasa Lingkungan
Pemanfaatan Sumber
Daya Alam 1
Mahasiswa mampu menggunakan teknologi informasi
dalam pemanfaatan sumber daya alam dengan
mempertimbangkan prinsip-prinsip pengelolaan
lingkungan berkelanjutan.
IK 20 (KK01): Formulation
Formulate the problem (identify the need) and analyze constraints
No Mata Kuliah CPMK Deskripsi
TL4096
Perancangan Teknik
Lingkungan
5
Mahasiswa mampu memahami karakteristik
permasalahan dan mampu memilih kriteria desain.
IK 21 (KK02): Evaluation
Establish fitness criteria for evaluating potential solutions and tradeoffs
No Mata Kuliah CPMK Deskripsi
TL3101
Pengolahan Fisik dan
Kimia
1
Mahasiswa memahami proses fisik dan kimia dalam
pengolahan cair, padat dan gas dalam bidang keteknik
lingkungan, misal aplikasi dalam pengolahan air bersih
dan pengolahan limbah cair, padat dan gas
TL3102
Rekayasa dan Proses
Biologi
1
Mahasiswa memahami aplikasi bioproses dalam bidang
Teknik Lingkungan menguasai prinsip-prinsip rekayasa
bioproses memahami faktor-faktor/parameter-parameter
yang mempengaruhi kinerja bioproses dalam berbagai
jenis bioreaktor.
TL3105
Teknik Penyediaan Air
Minum
2
Mahasiswa mengetahui dasar-dasar perencanaan dan
aspek-aspek yang umum ditemui di dalam persoalan
penyediaan air minum.
TL3202
Sewerage & Drainase
Berkelanjutan
2
Mahasiswa mampu menggunakan data klimatologi dan
menggunakan persamaan standar sebagai input dalam
desain drainase.
IK22 (KK03): Determination
Generate alternative solutions
No Mata Kuliah CPMK Deskripsi
23. TL4102
Perancangan Proses
Pengolahan Air
1
Mahasiswa dapat memahami, menerangkan secara detail
pengolahan air bersih serta alternatif proses pengolahan
yang sesuai dengan karakteristik air baku.
TL4103
Perancangan Proses
Pengolahan Limbah Cair
1
Mahasiswa dapat mendisain instalasi pengolahan air
limbah domestic dan menerapkan pengelolaan instalasi
air limbah secara berkelanjutan.
TL4104
Pengendalian
Pencemaran Udara
2
Mahasiswa mampu memilih teknologi terbaik tersedia
dalam pengendalian pencemaran udara yang tepat
berdasarkan scientific judgment.
TL3206
Pengolahan Limbah
Padat
2
Mahasiswa mampu menganalisa secara lebih
komprehensif pemilihan alternatif pengolahan limbah
padat dipandang dari berbagai aspek.
TL4096
Perancangan Teknik
Lingkungan
2
Mahasiswa dapat menemukan alternatif solusi yang
optimal berdasarkan pemasalahan yang ada.
IK23 (KK04): Experiment
Conduct an experiment plan
No Mata Kuliah CPMK Deskripsi
TL2101 Mekanika Fluida I
(TL2101)
1 Mahasiswa memahami aplikasi ilmu dasar-dasar
mekanika fluida (air dan udara) yang dibutuhkan dalam
menunjang mata kuliah keahlian, khususnya yang
berkaitan dengan perancangan yang melibatkan aliran
fluida terutama air pada saluran tertutup.
TL2201 Mekanika Fluida II 1 Students can demonstrate the application of statistical and
empirical equation solution of a given problem
TL2203 Mikrobiologi Lingkungan 1 Mahasiswa memahami peran mikrobiologi dalam
permasalahan lingkungan
TL3103 Laboratorium
Lingkungan
1 Mahasiswa dapat memahami prinsip-prinsip analisa
laboratorium dalam masalah lingkungan, serta mampu
menerapkannya untuk kegunaan evaluasi, rancangan dan
eksperimen beserta interpretasinya untuk kebutuhan
engineering disain.
IK 24 (KK05): Interpretation
Acquire, analyze, and interprete data on appropriate variables
No Mata Kuliah CPMK Deskripsi
TL2101 Mekanika Fluida I
2
Mahasiswa mampu menggunakan dan interpretasikan
data hasil pengukuran alat ukur debit.
TL2103 Matematika Rekayasa
2
Mahasiswa mampu mengenali masalah dasar keteknikan,
mengidentifikasi variabel kunci serta mendemonstrasikan
penerapan Persamaan Differential.
TL2201 Mekanika Fluida II
2
Mahasiswa mampu menggunakan persamaan dalam
mekanika fluida dalam bidang water works seperti
perencanaan drainase dan sewerage dan riol.
TL2203 Mkrobiologi Lingkungan 2
Mahasiswa mengerti cara mengidentifikasi
mikroorganisme serta memahami peran mikroorganisme
dalam pengolahan limbah.
IK 25 (KK06): Comparison
Compare experimental data and results to appropriate theoretical models
No Mata Kuliah CPMK Deskripsi
24. TL3101
Pengolahan Fisik dan
Kimia
2
Mahasiswa mampu menghitung dimensi pada unit operasi
proses fisika dan kimia berdasarkan hasil data percobaan
dan kriteria desain.
TL3102
Rekayasa dan Proses
Biologi
2
Mahasiswa mampu menghitung dimensi pada unit operasi
proses biologi berdasarkan hasil data percobaan dan
kriteria desain.
IK 26 (KK07): Observation
Explain observed differences between model and experiment (incorrect model, incorrect measurements,
noise, etc.)
No Mata Kuliah CPMK Deskripsi
TL4136
Teknologi Konservasi
Lingkungan
1 Mahasiswa dapat memberikan usulan dan perencanaan
konservasi suberdaya alam berupa air permukaan, air
tanah, udara, dan pantai.
TL3103
Laboratorium
Lingkungan
1 Mahasiswa dapat memahami prinsip-prinsip analisa
laboratorium dalam masalah lingkungan, serta mampu
menerapkannya untuk kegunaan evaluasi, rancangan dan
eksperimen beserta interpretasinya untuk kebutuhan
engineering disain.
TL3105
Teknik Penyediaan Air
Minum
3
Mahasiswa memahami sistem aliran, kebutuhan pipa dan
peralatan-nya, dapat mengaplikasikan hidrolika aliran
dalam pipa transmisi; dapat menghitung kehilangan
tekanan dan memplotkannya dalam gam-bar hidrolis
sistem transmisi dihubungkan dengan kondisi lapangan
IK 27 (KU05):
Identify necessary techniques, skills and tools of modern engineering practice for a given situation
No Mata Kuliah CPMK Deskripsi
GD2002
Pengantar Sistem
Geografis
2
Mahasiswa memiliki kemampuan dasar dalam
pengembangan sistem informasi geografis sederhana
menggunakan software GIS
TL3204
Manajemen Teknik
Lingkungan
3
Mahasiswa memahami berbagai aspek baik teknis dan
non teknis dalam perencanaan pembangunan
infrastruktur.
IK 28 (KU06): Explanation
Explain the use of specific techniques, skills and tools of modern engineering practice
No Mata Kuliah CPMK Deskripsi
TL3201 Pencemaran Udara 2
Mahasiswa mampu menghubungkan dasar-dasar
pengetahuan dan teknik rekayasa yang dibutuhkan dalam
pengendalian, pemantauan, prediksi dan kebijakan yang
berkaitan dengan pengelolaan kualitas udara.
TL2202
Pengelolaan Limbah
Padat
2
Mahasiswa mampu menganalisa secara lebih
komprehensif pemilihan alternatif pengolahan limbah
padat dipandang dari berbagai aspek.
TL4104
Pengendalian
Pencemaran Udara
1
Mahasiswa memahami keseluruhan sistem pengendalian
pencemaran udara serta penggunaan teknologi
pengendalian pencemaran udara .
25. TL4122
Pemantauan
Pencemaran Udara
1
Mahasiswa mampu merencanakan sampling udara
ambient dan udara emisi cerobong dan melakukan
pengukuran zat polutan dari udara ambien dan emisi
dengan menggunakan peralatan yang konvensional
(standar) dan peralatan automatik (gas analyzer) dan
melakukan evaluasi data hasil pengukuran.
IK 29 (KU07): Technical Skills
Apply the chosen techniques, skills and tools of modern engineering practice to the given situation
No Mata Kuliah CPMK Deskripsi
TL4099
Seminar dan Tugas
Akhir
6
Mahasiswa mampu memilih alternatif solusi permasalahan
bidang lingkungan sesuai teknologi terbaik yang tersedia
saat ini.
TL4111 Plambing dan Pompa 1
Mahasiswa mampu menggunakan persamaan dan tabel-
tabel, serta mampu menghitung besaran sistem perpipaan
plambing dan mampu merancang sistem plambing untuk
gedung 4 lantai
TL4121
Aspek Teknis Daur
Ulang Limbah 1
Mahasiswa mampu menggunakan persamaan matematika
dalam memprediksi pergerakan air dan kontaminan dalam
air tanah.
TL4137 Pemodelan Air Tanah 1
Mahasiswa mampu menggunakan persamaan matematika
dalam memprediksi pergerakan air dan kontaminan dalam
air tanah.
TL4211
Pengelolaan Limbah
Industri
1 Mahasiswa dapat memahami, menganalisa kebutuhan
sistem, menginterpretasikan data untuk perhitungan dan
perancangan sistem pengelolaan limbah industri.
TL4212 Bangunan Air
1 Mahasiswa mampu mendesain bentuk, dimensi dan
memilih material bangunan perlengkapan air minum,
penyaluran air limbah dan drainase perkotaan.
TL4213 Pengolahan Lumpur
1 Mahasiswa mengetahui karakteristik lumpur dan mengerti
prinsip-prinsip pengelolaan dan pengolahannya termasuk
dapat mendisain unit pengental lumpur, unit pengeringan
lumpur serta mengetahui opsi pengolahan bagi lumpur
dari kegiatan industri.
TL4235 Teknik Remediasi
1 Mahasiswa mampu memilih dan menggunakan teknologi
terbaik tersedia dalam melakukan remediasi lahan
terkontaminasi polutan spesifik.
26. Student Outcomes Measurement of Env. Eng. Is conducted regularly using the LOA
(Learning Outcomes Assessment) platform which can be accessed on the
http://167.205.57.186/loatl/login page. In this platform, the planning and course outcomes
of each course are recorded as a whole. With this LOA, the measurement results of each
course (course assessment) can be viewed and calculated for processing to generate
Student Outcomes.
With this LOA, it also can be seen the learning process that have been achieved by
students and graduates from Env. Eng. The output of this LOA is in the form of evaluation
material for student outcome for each individual, semester, batch, and graduate as well
as the course assessment of each subjects. Through the output of the Learning
Outcomes Assessment, it can also be seen how the results compare to the standards
determined by the study program. Figures 18 below shows the evaluation of student
outcomes for individual, semester and batch.