The document discusses the development of Program Educational Objectives (PEOs) and Course Outcomes (COs) for academic programs, emphasizing their importance for guiding teaching and assessment. PEOs outline broad career accomplishments for graduates, while COs specify what students should achieve by program completion. The text also highlights the distinction between PEOs and COs, the relevance of aligning educational goals with employer needs, and the importance of measurable outcomes for effective learning evaluation.

1. DEVELOPING PROGRAM
EDUCATIONAL
OBJECTIVES (PEOs) &
COURSE OUTCOMES
Dr. V. Thanikachalam

2. According to ABET
• Program Educational Objectives
are the broad statements that
describe the career and
professional accomplishments that
the program is preparing graduates
to achieve.

3. PEOs
• Statements that describe the expected
accomplishments of graduates during
their first few years after graduation.
• The audience for objective statements are
external constituents such as prospective
students, employers, transfer institutions,
and employers.

4. PEOs
• Engage in analyses, design, prototype
development, testing, improving, assist in
manufacturing, manage productivity,
quality, value, and economics.
• Communicate effectively.
• Function effectively as an individual as
well as team member in industrial
environment.

5. PEOs…
• Pursue lifelong learning, acquire needed
advanced knowledge and competencies
with the highest professional and ethical
standards.
• Analyze the local, regional and global
issues related to the developments of
products and solutions.

6. Student / Course Outcomes
• Are statements that describe
what students are expected to
know or be able to do by the
time they complete an academic
program.

7. PEOs Vs COs
• Program Educational Objectives
differ from Course Outcomes as
follows:
• 1. Degree of Specificity
• 2. Role of Constituents
• 3. Purpose of Assessment
• 4. Cycle of Data Collection

8. UTILITY OF PROGRAM
EDUCATIONAL OBJECTIVES:
• Play a key role in the instructional process.
• Serve as guides for both teaching, learning, and
evaluation.
• Aid in selecting/ developing a relevant
instructional materials and aids.
• Aid in selecting appropriate method of industry-
based instruction, training, and research.
• Assist in monitoring and testing student learning
progress.
• Help in constructing appropriate evaluation
procedure.

9. Development of PEOs
• Based on the employers needs
• Based on the students career needs
• Incorporate the key performance abilities
• Useful in accreditation of the programs
• Enable the placement of the graduates
• Provide a direction for acquiring needed
abilities.

10. Sample PEOs
• Excellent professional competencies for a
professional career in engineering,
analytical skills, problem solving abilities,
design skills, product development
abilities, estimating skills, tendering and
choosing the contractors, construction
abilities, measurement and bills
preparation.

11. Sample PEOs…
• Excellent engineering or managerial
decisions based on high ethical and
professional standards
• Capacity to be entrepreneurial , work in
transnational companies, complex
business, societal, vulnerable sites, and
uncertain environment.
• Lead and collaborate with diverse teams.

12. Sample Student Learning
Outcomes
• Apply knowledge of mathematics,
science, management principles,
economic methods, human relations to
complex engineering projects,
• Survey literature, analyze the
engineering problems, research
analytical methods, design, estimate,
draw, prepare bid documents, award,
supervize construction

13. Sample Student Learning
Outcomes…
• Undertake complex projects, investigate,
analyze, design to meet the specified
needs with appropriate considerations
for safety, environmental standards, and
quality construction.
• Engage in lifelong learning in the cutting
edge technologies to meet the challenges
of Industry-4.0

14. Sample Student Learning
Outcomes…
• Apply ethical principles and commit to
professional standards, responsibilities
and ethics, and norms of engineering
practice.
• Perform effectively as an engineer, and as
a project manager or leader in diverse
teams, and in multidisciplinary teams.
• Undertake multidisciplinary projects as a
member and leader in a team.

15. INTENDED LEARNING
OUTCOMES:
• Teaching and evaluating procedures
are concerned with the retention of
textbooks/ manuals content.
• They link the students’ abilities to
the desired performance in the real
life.

16. Checks on SLOs/COs
• Check for desired engineering
knowledge: Mathematics, Material
Science, Core and Advanced Engineering
Competencies
• Check for skills in complex problem
analysis: Identification, formulation,
literature, problem analysis, economics,
managerial skills, pollution control,
software applications, etc.

17. Checks on SLO/COs…
• Design/ development solutions for
complex engineering problems: Design
thinking, safety, public health, cultural,
social, environmental issues, etc.
• Investigation of complex problems:
Multidisciplinary research methods
• Resource usage: Concepts, Models,
Numerical Analysis, Simulation
Techniques, etc.

18. Checks on SLO/COs
• Create, select and apply appropriate
research/design techniques, resources, IT
Tools for predicting and modeling to
solve vulnerable, uncertain, complex,
ambiguous problems.
• Assess the possible impact on the society,
safety, environment, economy, ethics, etc.

19. Ultimate Learning Outcomes
• An appropriate competency, skill,
attitude, managerial skills, value analysis,
knowledge of related software, hardware,
ability to conduct analysis, design,
prototype development, test,
improvement, cooperation and
collaboration with the team members,
ethics, etc.

20. GOALS:
• Goals are so general and so
idealistic that they are very
difficult either to achieve or to
evaluate.
• They are prepared for a course

21. PROGRAM EDUCATIONAL
OBJECTIVES (PEOs)
and LEARNING OUTCOMES:
• Program Educational Objectives are
viewed in terms of learning outcomes.
• Concerned with the products of learning
rather than with the process of learning.

22. STUDENT LEARNING
EXPERIENCE
(Process)
PROCESS LEARNING
OUTCOMES
(Product)

23. SPECIFIC INSTRUCTIONAL
OBJECTIVES:
• Establish direction
• Performance
• Conditions (Internal and External)
• Criteria
• Cannot violate established norms and
rules

24. EDUCATIONAL GOAL:
• General aim or purpose of education
for a course of study that is stated as
a broad, long-range outcome to work
after completion
• Goals are used primarily in policy
making and general program planning.

25. GENERAL INSTRUCTIONAL
OBJECTIVE FOR A
CHAPTER/ UNIT
• An intended outcome of instruction
that has been stated in general enough
terms to encompass a set of specific
learning outcomes.

26. Generate Goals and Objectives
• Generate one goal for an unit of
instruction
• Split the goal into a set of representative
specific instructional objectives.

27. SPECIFIC LEARNING
OUTCOME:
• An intended outcome of
instruction that has been stated
in terms of specific and
observable student’s
performance

28. A SET OF SPECIFIC LEARNING
OUTCOMES DESCRIBES A SAMPLE
TYPE OF PERFORMANCE THAT
LEARNERS WILL BE ABLE TO
EXHIBIT WHEN THEY HAVE
ACHIEVED A SPECIFIC
INSTRUCTIONAL OBJECTIVE.

29. SPECIFIC LEARNING
OUTCOMES :
Also called
• Specific objectives.
• Performance objectives.
• Behavioral objectives.
• Measurable objectives.

30. STUDENT PERFORMANCE IN
THE FIELD:
• Any measurable, or observable, student
response in the cognitive, affective, or
psychomotor domain that is a result of
learning.

31. ULTIMATE VERSUS IMMEDIATE
OBJECTIVES
Ultimate objectives are those
concerned with typical performance
of individuals in the actual
situations they will face in the
future.

32. IMMEDIATE OBJECTIVES:
Performance of the Learners soon after
the completion of the instruction.

33. STATING INSTRUCTIONAL
OBJECTIVES:
• The final list of objectives for a course
or unit should include all important
learning outcomes.
• Should be stated in a manner that
clearly conveys what students are like
at the end of the learning experiences.

34. STATING THE SPECIFIC
INSTRUCTIONAL OBJECTIVES:
• State each specific instructional
objective as an intended learning
outcome. (Students terminal
performance)
• State each objective with a verb.
• Begin each objective to include only
one learning outcome.
• State each objective at the proper
level of acceptance

35. State a set of Program
Educational Objectives,
Students Learning Outcomes,
Specific Instructional
Objectives for a course in
engineering

36. YOUR QUESTIONS PLEASE
Thank you