Outcome Based Education - Comsats Abbottabad - Civil Engineering.pptxAwais Marwat
This presentation introduces outcome-based education (OBE) and its implementation in the Department of Civil Engineering at COMSATS University Islamabad - Abbottabad Campus. It discusses key aspects of OBE including program educational objectives, program learning outcomes, Bloom's taxonomy, assessment and evaluation practices, and the importance of defining course learning outcomes. Examples of PEOs and PLOs are provided for the civil engineering program.
Chennai-PPT-3-Key Components of OBE-RVR-08-06-2018.pptxAbhishek pradeep
This document discusses key aspects of outcomes-based education (OBE) and accreditation. It begins by outlining the main components of OBE, including vision, mission, program educational objectives, graduate attributes, and program outcomes. It then explains why accreditation has shifted to an outcome-based model due to globalization and the need to assess learner competencies. The document outlines the accreditation criteria, which evaluates elements like curriculum, faculty, facilities, and continuous improvement. It also provides examples of how to write vision and mission statements, program educational objectives, and program and course outcomes. Overall, the document provides an overview of OBE and accreditation with a focus on defining outcomes at the program and course
Key Components of OBE for NBA and preparing Course fileRajsekhar33797
This document discusses key aspects of outcomes-based education (OBE) and accreditation, including defining program educational objectives (PEOs), program outcomes (POs), course outcomes (COs), and establishing relationships between them. OBE focuses on demonstrating achievement of high-level learning rather than course credits. POs defined by accreditation agencies guide curriculum and assessment. COs specify observable student actions demonstrating knowledge, skills, and attitudes. Relationships between COs and POs are mapped to show how courses address outcomes. Assessment tools both direct and indirect are used to evaluate achievement of outcomes.
The document discusses key aspects of outcome-based education (OBE) and accreditation. It explains that OBE focuses on achieving high-order learning and mastery rather than just accumulating course credits. Globalization requires education to build learner competencies for a changing workplace. Accreditation criteria under OBE include vision, mission, program outcomes, student performance, curriculum, faculty contributions, facilities, academic support, governance and continuous improvement. Proper implementation of OBE requires defining program outcomes, course outcomes, assessment tools, and mapping the relationship between courses and outcomes.
The document discusses the implementation of Outcome-Based Education (OBE) in the Department of Civil Engineering. It outlines key aspects of OBE including vision and mission statements, program educational objectives, program outcomes, course outcomes, and levels of outcomes. It also describes the department's practices for defining outcomes, curriculum mapping, assessment, and using assessment results for continuous improvement. The department has implemented OBE principles through various processes like defining outcomes at different levels, developing assessment tools, conducting faculty training, and reviewing results to identify gaps and enhance teaching-learning.
This document discusses implementing outcome-based education for engineering programs. It outlines the need to shift focus from traditional teaching to clearly measuring student learning outcomes in order to develop global engineers. Key aspects of outcome-based education include defining the program's vision, mission, objectives and outcomes related to knowledge, skills, attitudes and competencies. Bloom's taxonomy is referenced for categorizing cognitive and affective learning domains. The goal is to prepare students who can solve unknown future problems by strongly understanding fundamentals, acquiring new skills, and developing abilities to adapt to workplace changes.
This document provides information about outcome-based education (OBE), including its key principles and framework. OBE is an approach where the desired outcomes of a program or course define the curriculum, instruction, and assessment. The OBE framework includes program educational objectives, program outcomes, program specific outcomes, and course outcomes. The document also provides examples of vision and mission statements, program educational objectives, program outcomes, program specific outcomes, and course outcomes. It discusses best practices for defining, mapping, and assessing outcomes to ensure they are observable, measurable, and aligned across levels from vision to course levels.
This document discusses outcome-based education. It defines education and its methods. It explains that the quality of education can be judged based on inputs, processes, and outputs. It also discusses accreditation of academic programs to ensure standards are met. The key principles of outcome-based education are clarity of focus, designing down, high expectations, and expanded opportunities for students. Components of outcome-based education include vision, mission, program educational objectives, program outcomes, and course outcomes. Bloom's taxonomy is also referenced in relation to writing course outcomes.
Outcome Based Education - Comsats Abbottabad - Civil Engineering.pptxAwais Marwat
This presentation introduces outcome-based education (OBE) and its implementation in the Department of Civil Engineering at COMSATS University Islamabad - Abbottabad Campus. It discusses key aspects of OBE including program educational objectives, program learning outcomes, Bloom's taxonomy, assessment and evaluation practices, and the importance of defining course learning outcomes. Examples of PEOs and PLOs are provided for the civil engineering program.
Chennai-PPT-3-Key Components of OBE-RVR-08-06-2018.pptxAbhishek pradeep
This document discusses key aspects of outcomes-based education (OBE) and accreditation. It begins by outlining the main components of OBE, including vision, mission, program educational objectives, graduate attributes, and program outcomes. It then explains why accreditation has shifted to an outcome-based model due to globalization and the need to assess learner competencies. The document outlines the accreditation criteria, which evaluates elements like curriculum, faculty, facilities, and continuous improvement. It also provides examples of how to write vision and mission statements, program educational objectives, and program and course outcomes. Overall, the document provides an overview of OBE and accreditation with a focus on defining outcomes at the program and course
Key Components of OBE for NBA and preparing Course fileRajsekhar33797
This document discusses key aspects of outcomes-based education (OBE) and accreditation, including defining program educational objectives (PEOs), program outcomes (POs), course outcomes (COs), and establishing relationships between them. OBE focuses on demonstrating achievement of high-level learning rather than course credits. POs defined by accreditation agencies guide curriculum and assessment. COs specify observable student actions demonstrating knowledge, skills, and attitudes. Relationships between COs and POs are mapped to show how courses address outcomes. Assessment tools both direct and indirect are used to evaluate achievement of outcomes.
The document discusses key aspects of outcome-based education (OBE) and accreditation. It explains that OBE focuses on achieving high-order learning and mastery rather than just accumulating course credits. Globalization requires education to build learner competencies for a changing workplace. Accreditation criteria under OBE include vision, mission, program outcomes, student performance, curriculum, faculty contributions, facilities, academic support, governance and continuous improvement. Proper implementation of OBE requires defining program outcomes, course outcomes, assessment tools, and mapping the relationship between courses and outcomes.
The document discusses the implementation of Outcome-Based Education (OBE) in the Department of Civil Engineering. It outlines key aspects of OBE including vision and mission statements, program educational objectives, program outcomes, course outcomes, and levels of outcomes. It also describes the department's practices for defining outcomes, curriculum mapping, assessment, and using assessment results for continuous improvement. The department has implemented OBE principles through various processes like defining outcomes at different levels, developing assessment tools, conducting faculty training, and reviewing results to identify gaps and enhance teaching-learning.
This document discusses implementing outcome-based education for engineering programs. It outlines the need to shift focus from traditional teaching to clearly measuring student learning outcomes in order to develop global engineers. Key aspects of outcome-based education include defining the program's vision, mission, objectives and outcomes related to knowledge, skills, attitudes and competencies. Bloom's taxonomy is referenced for categorizing cognitive and affective learning domains. The goal is to prepare students who can solve unknown future problems by strongly understanding fundamentals, acquiring new skills, and developing abilities to adapt to workplace changes.
This document provides information about outcome-based education (OBE), including its key principles and framework. OBE is an approach where the desired outcomes of a program or course define the curriculum, instruction, and assessment. The OBE framework includes program educational objectives, program outcomes, program specific outcomes, and course outcomes. The document also provides examples of vision and mission statements, program educational objectives, program outcomes, program specific outcomes, and course outcomes. It discusses best practices for defining, mapping, and assessing outcomes to ensure they are observable, measurable, and aligned across levels from vision to course levels.
This document discusses outcome-based education. It defines education and its methods. It explains that the quality of education can be judged based on inputs, processes, and outputs. It also discusses accreditation of academic programs to ensure standards are met. The key principles of outcome-based education are clarity of focus, designing down, high expectations, and expanded opportunities for students. Components of outcome-based education include vision, mission, program educational objectives, program outcomes, and course outcomes. Bloom's taxonomy is also referenced in relation to writing course outcomes.
OBE Presentation at NED University Karachisheerazbhutto2
This document outlines an outcome-based education program for a textile engineering program. It discusses the vision and mission of the university and department. It defines program educational objectives (PEOs), program learning outcomes (PLOs), and course learning outcomes (CLOs). PLOs are mapped to PEOs and assessed through courses, projects, internships and surveys. CLOs are defined for each course and assessed using exams, assignments, and labs. Continuous quality improvement ensures the program meets its objectives.
This document provides an overview of Outcome Based Education (OBE) and its key concepts and terminology. OBE is a process that assesses student learning based on expected outcomes. It defines Program Educational Objectives (PEOs), Program Learning Outcomes (PLOs), and Course Learning Outcomes (CLOs). PEOs describe career goals, PLOs describe skills/knowledge upon graduation, and CLOs describe expected learning in specific courses. CLOs must satisfy PLOs. Bloom's Taxonomy is used to classify learning outcomes into cognitive, affective, and psychomotor domains. The document outlines Air University's vision/mission and an engineering program's PEOs and PLOs. It provides
This document outlines the criteria and process for defining the vision, mission, program educational objectives, and program outcomes of a Mechanical Engineering department. It discusses gathering input from students, industries, alumni, faculty/staff, management, and the governing body to determine the department's vision and missions. The program outcomes are defined by the National Board of Accreditation and include applying engineering knowledge, designing solutions, using modern tools, understanding professional and ethical responsibility, working in teams, communicating effectively, managing projects, and engaging in lifelong learning.
The document discusses the engineering profession and its role in society. It covers several key points:
1. Engineering is defined as a profession that applies scientific and mathematical principles to practical applications such as devices, structures, and processes to benefit society.
2. There are many branches of engineering, including civil, mechanical, electrical, and chemical engineering.
3. Good engineers have skills in problem solving, communication, attention to detail, teamwork, and lifelong learning as well as strong technical knowledge.
4. Engineering institutions like the Institution of Engineers Malaysia (IEM) promote the engineering profession and facilitate information exchange between engineers. The IEM also works with the Board of Engineers Malaysia on registration and standards.
The document outlines key aspects of outcome-based education including defining program educational objectives, program outcomes, course outcomes, and assessment methods. It discusses developing measurable outcomes aligned with graduate attributes, curriculum mapping, documenting the attainment of outcomes, and using assessment results for continuous improvement. Key steps in the outcome-based education process are identifying outcomes, designing teaching and assessment to achieve outcomes, measuring attainment, reviewing results to identify gaps and drive improvements.
The document discusses key terminology related to defining the vision, mission, program outcomes, and program education objectives of engineering institutions and departments. It provides examples of vision and mission statements for a sample institute and civil engineering department. It also lists the 12 program outcomes that engineering graduates should demonstrate, covering areas like engineering knowledge, problem solving, design, investigations, tool usage, professional and ethical responsibilities, communication, project management, and lifelong learning. Finally, it notes that program education objectives describe what graduates are expected to achieve in their careers after graduation.
The document provides information on key concepts related to outcome-based education including graduate attributes, program outcomes, course outcomes, curriculum design, assessment, and rubrics. It discusses establishing vision and mission statements, developing program criteria and educational objectives aligned with outcomes. Guidelines are provided for writing outcomes at the program and course level and mapping them to ensure all outcomes are covered. The importance of continuous assessment and closing the assessment loop is highlighted.
The document outlines the process of curriculum design for an engineering degree program. It defines curriculum and lists its key stages as planning, preparing, designing, developing, implementing, evaluating, and revising. Objectives are translated into specific learning outcomes and grouped into subjects. An example objective of training engineering technologists is broken down into sub-objectives covering technical skills, interpreting technologies, problem-solving, advancement, and standards. Subjects are designed to cover knowledge and skills, engineering applications, and professional attributes aligned with engineering standards. The learning outcomes form the basis for curriculum assessment and alignment with international standards.
This document provides an overview of Outcome Based Education (OBE), including key components and benefits. OBE focuses on what students will be able to do upon graduation rather than a traditional teacher-centric approach. The key components of OBE include program educational objectives (PEOs), program outcomes (POs), and course outcomes (COs). PEOs describe career accomplishments 3-5 years after graduation while POs describe what students will be able to do at the end of their program. OBE aims to better prepare graduates and improve the learning process overall.
This document provides an assessment report of course outcomes and program outcomes for the Faculty of Applied Science at Inverities University. It begins with an introduction to outcome-based education and its importance. It then outlines the university's and applied science department's visions and missions. It describes the different levels of outcomes, including course outcomes, program outcomes, program specific outcomes, and program educational objectives. Finally, it discusses course outcome attainment and assessment methods.
The document outlines key concepts related to outcome-based education including:
- The key components of OBE including vision, mission, program educational objectives, program outcomes, course outcomes, assessment, and documentation.
- The roles of teachers and learners in OBE and how it focuses on performance and outcomes rather than inputs.
- Documentation requirements for OBE including defining measurable outcomes, assessing attainment, identifying gaps, and implementing improvements.
- Other concepts discussed include accreditation, NBA criteria, Bloom's taxonomy, and graduate attributes.
Lecture1_CPE as a Discipline Orientation.pdfMonetteLoya1
This document provides an orientation for a Computer Engineering course at JRU University. It discusses the university's vision, mission and core values which focus on using technology for innovation, developing responsible citizens, and having integrity. It also outlines the outcomes-based education approach used, including institutional outcomes, program educational objectives, student outcomes and course learning outcomes. Finally, it details the course requirements, grading system and learning outcomes for the Computer Engineering as a Discipline course.
This document provides guidelines for implementing outcome-based education at an engineering institute in India. It outlines the institute's vision, mission, and quality policy. It then discusses key aspects of OBE including the revised Bloom's taxonomy, guidelines for writing course outcomes, mapping course outcomes to program outcomes, assessing student competency through rubrics, and using activity-based learning. The document provides examples and templates for developing course outcomes, mapping them to assessments and program outcomes, calculating attainment levels, and facilitating continuous improvement.
The document discusses outcome-based learning and accreditation in engineering education. It provides an overview of outcome-based learning frameworks, highlighting that the focus is on what students can do rather than what is taught. It also discusses key engineering accreditation bodies and standards, including the Washington Accord and NBA guidelines in India. The document proposes designing curricula and pedagogy around clearly defined learning outcomes assessed using multiple methods to ensure the reinforcement of teaching and learning.
The document outlines the vision, mission, and objectives of the Institute of Engineering and Technology at Dr Rammanohar Lohia Awadh University in Ayodhya, India. The vision is to produce engineers who are sensitive, creative, and responsible citizens for national and global needs. The mission is to offer state-of-the-art engineering education and promote integration of education and research. The objectives of the Mechanical Engineering program are to apply engineering knowledge to complex problems, design solutions, use modern tools, work ethically and sustainably, and engage in lifelong learning.
The document provides an overview of Outcome Based Education (OBE), including:
- OBE focuses on what students should be able to do after completing their education rather than focusing on teaching. It is learner-centered rather than teacher-centered.
- Key components of OBE include program outcomes that describe what students will be able to do after graduation, course outcomes for individual courses, and assessment methods to measure student achievement of outcomes.
- Benefits of OBE include better preparing students for the workforce, improving the learning process, and producing more innovative graduates with important professional skills. OBE also leads to better recognition of education programs internationally.
Outcome Based Education and Continuous Quality Improvement in HEIsMd. Nazrul Islam
After completion of the presentation the participants will be able to know :
- Issues in Higher Education, Teaching & Learning
- Why Outcome-based Education?
- What is the Washington Accord?
- Outcome-based Education
- Implementation of OBE
- Characteristics of OBE Curriculum
- Operation Models of OBE
- Program Objectives
- Program Outcomes
- Learning Outcomes
- Assessment Issues and Tools
- Continual Quality Improvement
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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This document outlines an outcome-based education program for a textile engineering program. It discusses the vision and mission of the university and department. It defines program educational objectives (PEOs), program learning outcomes (PLOs), and course learning outcomes (CLOs). PLOs are mapped to PEOs and assessed through courses, projects, internships and surveys. CLOs are defined for each course and assessed using exams, assignments, and labs. Continuous quality improvement ensures the program meets its objectives.
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The document discusses the engineering profession and its role in society. It covers several key points:
1. Engineering is defined as a profession that applies scientific and mathematical principles to practical applications such as devices, structures, and processes to benefit society.
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3. Good engineers have skills in problem solving, communication, attention to detail, teamwork, and lifelong learning as well as strong technical knowledge.
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The document outlines key aspects of outcome-based education including defining program educational objectives, program outcomes, course outcomes, and assessment methods. It discusses developing measurable outcomes aligned with graduate attributes, curriculum mapping, documenting the attainment of outcomes, and using assessment results for continuous improvement. Key steps in the outcome-based education process are identifying outcomes, designing teaching and assessment to achieve outcomes, measuring attainment, reviewing results to identify gaps and drive improvements.
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The document provides information on key concepts related to outcome-based education including graduate attributes, program outcomes, course outcomes, curriculum design, assessment, and rubrics. It discusses establishing vision and mission statements, developing program criteria and educational objectives aligned with outcomes. Guidelines are provided for writing outcomes at the program and course level and mapping them to ensure all outcomes are covered. The importance of continuous assessment and closing the assessment loop is highlighted.
The document outlines the process of curriculum design for an engineering degree program. It defines curriculum and lists its key stages as planning, preparing, designing, developing, implementing, evaluating, and revising. Objectives are translated into specific learning outcomes and grouped into subjects. An example objective of training engineering technologists is broken down into sub-objectives covering technical skills, interpreting technologies, problem-solving, advancement, and standards. Subjects are designed to cover knowledge and skills, engineering applications, and professional attributes aligned with engineering standards. The learning outcomes form the basis for curriculum assessment and alignment with international standards.
This document provides an overview of Outcome Based Education (OBE), including key components and benefits. OBE focuses on what students will be able to do upon graduation rather than a traditional teacher-centric approach. The key components of OBE include program educational objectives (PEOs), program outcomes (POs), and course outcomes (COs). PEOs describe career accomplishments 3-5 years after graduation while POs describe what students will be able to do at the end of their program. OBE aims to better prepare graduates and improve the learning process overall.
This document provides an assessment report of course outcomes and program outcomes for the Faculty of Applied Science at Inverities University. It begins with an introduction to outcome-based education and its importance. It then outlines the university's and applied science department's visions and missions. It describes the different levels of outcomes, including course outcomes, program outcomes, program specific outcomes, and program educational objectives. Finally, it discusses course outcome attainment and assessment methods.
The document outlines key concepts related to outcome-based education including:
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- Documentation requirements for OBE including defining measurable outcomes, assessing attainment, identifying gaps, and implementing improvements.
- Other concepts discussed include accreditation, NBA criteria, Bloom's taxonomy, and graduate attributes.
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This document provides guidelines for implementing outcome-based education at an engineering institute in India. It outlines the institute's vision, mission, and quality policy. It then discusses key aspects of OBE including the revised Bloom's taxonomy, guidelines for writing course outcomes, mapping course outcomes to program outcomes, assessing student competency through rubrics, and using activity-based learning. The document provides examples and templates for developing course outcomes, mapping them to assessments and program outcomes, calculating attainment levels, and facilitating continuous improvement.
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4. Bloom’s Taxonomy
• Taxonomy means 'a set of classification principles', or 'structure',
• Bloom's Taxonomy was created in 1956 under the leadership of Dr. Benjamin
Bloom
• It refers to a classification of the different learning objectives that teachers set for
students.
4
5. Goals of Bloom’s Taxonomy
• This taxonomy of learning behaviors may be thought of as “the goals of the
learning process.”
• After a learning episode, the learner should have acquired a new skill, knowledge
and attitude.
Bloom's taxonomy is a set of three hierarchical
models used to classify educational learning
objectives into levels of complexity and
specificity. The three lists cover the learning
objectives in cognitive, affective and sensory
domains.
5
6. Benjamin Samuel Bloom
• Benjamin Samuel Bloom (February 21, 1913 – September 13, 1999) was an
American educational psychologist who made contributions to the classification of
educational objectives and to the theory of mastery learning.
6
7. Bloom’s Taxonomy and Engineering Programme
Engineering
Programme
Cognitive
(Knowledge –K)
Psychomotor
(Skill-S)
Affective
(Attitude-A)
Education
(Knowledge and Understanding)
Training (Skill)
7
14. International Engineering Alliance (IEA)
• The International Engineering Alliance (IEA) is a global not-
for-profit organisation, which comprises members from 36
jurisdictions within 27 countries, across seven international
agreements.
• These international agreements govern the recognition of
engineering educational qualifications and professional
competence.
14
15. International Engineering Alliance (IEA)
Washington Accord
THE WASHINGTON ACCORD
IS AN INTERNATIONAL
AGREEMENT BETWEEN
BODIES RESPONSIBLE FOR
ACCREDITING ENGINEERING
DEGREE PROGRAMMES.
Sydney Accord
THE SYDNEY ACCORD IS AN
INTERNATIONAL
AGREEMENT BETWEEN
BODIES RESPONSIBLE FOR
ACCREDITING ENGINEERING
TECHNOLOGY ACADEMIC
PROGRAMMES.
Dublin
THE DUBLIN ACCORD IS AN
INTERNATIONAL
AGREEMENT ESTABLISHING
THE REQUIRED
EDUCATIONAL BASE FOR
ENGINEERING TECHNICIANS.
15
17. Washington Accord Full Signatory Countries
• Signatories have full rights of participation in the accord
• Qualifications accredited or recognized by other signatories are recognised by
each signatory as being substantially equivalent to accredited or recognised
qualifications within its own jurisdiction.
17
18. Washington Accord Full Signatory Countries
Australia
Canada
China
Chinese Taipei
Hong Kong China
Ireland
Japan
Korea
Malaysia
New Zealand
Russia
Singapore
South Africa
Sri Lanka
Turkey
India - Represented by
National Board of
Accreditation (NBA)
(2014)
United States -
Represented by
Accreditation Board for
Engineering and
Technology (ABET)
(1989)
United Kingdom -
Represented by
Engineering Council
United Kingdom
(ECUK) (1989)
Pakistan - Represented
by Pakistan Engineering
Council (PEC) (2017)
Peru (2018)
18
21. Graduate Attributes
The program must demonstrate that by the time of graduation the
students have attained a certain set of knowledge, skills and behavioral
traits, at-least to some acceptable minimum level.
21
22. Graduate Attributes
Specifically, it is to be demonstrated
that the students have acquired the
following graduate attributes:
1. Engineering Knowledge
2. Problem Analysis
3. Design/Development of Solutions
4. Investigation
5. Modern Tool Usage
6. The Engineer and Society
7. Environment and Sustainability
8. Ethics
9. Individual and Team Work
10. Communication
11. Project Management
12. Lifelong Learning
22
24. Role of PEC
• The main statutory functions of PEC include registration of engineers, consulting engineers,
constructors/operators and accreditation of engineering programmes offered by
universities/institutions, ensuring and managing of continuing professional development,
assisting the Federal Government as Think Tank.
• The council shall encourage, facilitate and regulate working of professional engineering bodies
for creativity and as custodians of engineering under the umbrella of the Council.
24
26. Outcome Based Education (OBE)
• OBE is a process that involves assessment and evaluation
practices in education to reflect the attainment of expected
learning and showing mastery in the programme area.
26
27. Advantage of OBE system
• HEC, PEC and many educational institutions of Pakistan are now moving towards
OBE because of its relative advantages over the traditional education system.
• OBE emphasizes the achievement of student outcomes and thus improves the
quality of education and will bring it at par with international standards.
• Outcome-based educational method has been adopted in education systems around
the world, from primary to higher education levels.
• Accreditation bodies like ‘Accreditation Board for Engineering and Technology
(ABET)’ and Washington Accord both accept OBE as the only teaching
methodology.
• As most Pakistani engineering programs are aiming to get the OBE accreditation
from Washington Accord, it is the need of the day to develop a thorough
understanding of this new paradigm in Pakistan and be on the frontlines of this
change process.
Ref: ww3.comsats.edu.pk/obe/
27
29. OBE System
NED Vision and Mission
Program Mission
Department Mission
Program Educational Objectives (PEOs)
Program Learning Outcomes (PLOs)
Course Learning Outcomes (CLOs)
29
30. University Vision
Be a leader in enabling Pakistan's social and
economic transformation
30
31. University Mission
Acquire education and research excellence in
engineering and allied disciplines to produce
leadership and enabling application of knowledge
and skills for the benefit of the society with integrity
and wisdom.
31
32. Department Mission
To provide a quality education and contemporary
research environment that is both sustainable and
conducive to acquiring knowledge, relevant skills
and professional attitude culminating in informed
individuals ready to embrace lifelong learning
process with recognition of their role in the society.
32
33. Department Mission
The mission of the program is ‘to equip students
with technical and analytical skills and provide them
a basis for learning of the engineering and scientific
knowledge required for analysis, design,
improvement and evaluation of integrated systems of
people, material and equipment to increase the
efficiency and productivity in the public and private
sectors of the country along with meeting social
responsibility in the face of national and global
challenges’ 33
35. • Program outcomes are the narrower statements that describe
what students are expected to know and be able to do by the
time of graduation. These relate to the knowledge, skills and
attitude that the students acquire while progressing through
the program.
• The program must demonstrate that by the time of graduation
the students have attained a certain set of knowledge, skills
and behavioral traits, at-least to some acceptable minimum
level.
Program Educational Objectives (PEOs)
35
36. Program Educational Objectives (PEOs)
The Bachelor of Engineering (B.E.) program offered by Electrical
Engineering Department NED University is designed to enable
undergraduate students to
PEO 1: Demonstrate clear understanding and a vision of the core
domains of electrical engineering as well as contemporary
interdisciplinary research areas.
PEO 2: Identify prevalent engineering problems in work/social
environments, propose and initiate their solutions by applying relevant
knowledge and skill set innovatively while adhering to work ethics
and social values.
PEO 3: Pursue lifelong learning goals, continual professional
development and sustainable growth of the society.
36
38. Engineering Attributes
• PLO1 Engineering Knowledge: An ability to apply knowledge of mathematics,
science, engineering fundamentals and an engineering specialization to the
solution of complex engineering problems.
• PLO2 Problem Analysis: An ability to identify, formulate, research literature, and
analyze complex engineering problems reaching substantiated conclusions using
first principles of mathematics, natural sciences and engineering sciences.
• PLO3 Design/Development of Solutions: An ability to design solutions for
complex engineering problems and design systems, components or processes that
meet specified needs with appropriate consideration for public health and safety,
cultural, societal, and environmental considerations.
• PLO4 Investigation: An ability to investigate complex engineering problems in a
methodical way including literature survey, design and conduct of experiments,
analysis and interpretation of experimental data, and synthesis of information to
derive valid conclusions.
38
39. Engineering Attributes
• PLO5 Modern Tool Usage: An ability to create, select and apply appropriate
techniques, resources, and modern engineering and IT tools, including prediction
and modeling, to complex engineering activities, with an understanding of the
limitations.
• PLO6 The Engineer and Society: An ability to apply reasoning informed by
contextual knowledge to assess societal, health, safety, legal and cultural issues
and the consequent responsibilities relevant to professional engineering practice
and solution to complex engineering problems.
• PLO7 Environment and Sustainability: An ability to understand the impact of
professional engineering solutions in societal and environmental contexts and
demonstrate knowledge of and need for sustainable development.
• PLO8 Ethics: Apply ethical principles and commit to professional ethics and
responsibilities and norms of engineering practice.
39
40. Engineering Attributes
• PLO9 Individual and Team Work: An ability to work effectively, as an
individual or in a team, on multifaceted and /or multidisciplinary settings.
• PLO10 Communication: An ability to communicate effectively, orally as well as
in writing, on complex engineering activities with the engineering community and
with society at large, such as being able to comprehend and write effective reports
and design documentation, make effective presentations, and give and receive
clear instructions.
• PLO11 Project Management: An ability to demonstrate management skills and
apply engineering principles to one’s own work, as a member and/or leader in a
team, to manage projects in a multidisciplinary environment.
• PLO12 Lifelong Learning: An ability to recognize importance of, and pursue
lifelong learning in the broader context of innovation and technological
developments.
40
44. Depth of Knowledge
Complex
Problems
Broadly Defined
Problems
Well defined
Problems
Can be solved
using limited
theoretical
knowledge, but
normally requires
extensive practical
knowledge
Requires
knowledge of
principles and
applied procedures
or methodologies
Requires in-depth
knowledge that
allows a
fundamentals-based
first principles
analytical approach
44
45. Attributes Complex Problems
Preamble Engineering problems which cannot be resolved without in-depth engineering
knowledge and having some or all of the following characteristics:
Range of conflicting requirements Involve wide-ranging or conflicting technical, engineering and other issues
Depth of analysis required Have no obvious solution and require abstract thinking, originality in analysis to
formulate suitable models
Depth of knowledge required Requires in-depth knowledge that allows a fundamentals-based first principles
analytical approach
Familiarity of issues Involve infrequently encountered issues
Level of problem Are outside problems encompassed by standards and codes of practice for professional
engineering
Extent of stakeholder involvement and
level of conflicting requirements
Involve diverse groups of stakeholders with widely varying needs
Consequences Have significant consequences in a range of contexts
Interdependence Are high level problems possibly including many component parts or sub-problems
45
46. Attributes Broadly-defined Problems
Preamble Engineering problems having some or all of the following characteristics:
Range of conflicting requirements Involve a variety of factors which may impose conflicting constraints
Depth of analysis required Can be solved by application of well-proven analysis techniques
Depth of knowledge required Requires knowledge of principles and applied procedures or methodologies
Familiarity of issues Belong to families of familiar problems which are solved in well-accepted ways;
Level of problem May be partially outside those encompassed by standards or codes of practice
Extent of stakeholder involvement
and level of conflicting
requirements
Involve several groups of stakeholders with differing and occasionally conflicting needs
Consequences Have consequences which are important locally, but may extend more widely
Interdependence Are parts of, or systems within complex engineering problems
46
47. • Complex Engineering Problems and Open Ended Problems are part of
evaluation OBE system to develop and evaluate critical thinking in a
student.
• Complex engineering problems are provided to students on individual
or group basis in some subjects of the curriculum. These problems are
intended to develop analytical, logical and research skills of the
students. These tasks provide opportunity to student to achieve the
desirable tasks with their learned skills.
• The scenarios of the problem do not bound the students to stick strictly
to that subject rather they have to blend the acquired knowledge, on
hands skills and research tools to achieve the desired task.
Depth of Knowledge
47
49. • a set of instructions or rules.
• Rubrics based assignment & complex problems will be given to each
student.
• Laboratory work will be assessed through rubrics
Rubrics
49
50. Excellent
100%
Good
75%
Average
50%
Poor
25%
Clarity of design The drawing fully describes the intent
of the designer.
Drawing is clear and reflects what the
product is.
Drawing is clear and reflects what
product is.
Drawing is clear but not reflective
of what the product is.
Drawing is not clear and is not
obvious about what the product
is.
Proper size and scale Drawing has an excellent
appearance.
Space is used to display the final
drawing in a professional manner.
Drawn to scale.
80% Space is used to display the
final drawing in a professional
manner.
Drawn to scale.
The title block is only 80%
completed.
50% Space is used properly to
display drawing.
Not drawn to scale.
Not drawn correctly.
Dimensions All important dimensions are shown
on the drawing. Dimensions are
correct.
80% of dimensions are done
correctly.
50% of dimensions are done
correctly.
Improper and/or unnecessary
dimensioning.
Orthographic/ Isometric/ section view All views are projected correctly. 1 view is projected incorrectly. 2 view is projected incorrectly. All views are projected, but are
incorrect.
Graphically accurate Drawing views provided are
sufficient, correct and appropriate.
Drawing is to the appropriate scale.
80% of Drawing views provided are
sufficient, correct appropriate.
50% of drawing views provided
are sufficient, correct or
appropriate.
Drawing is drawn to the
appropriate scale.
The drawing views provided are
not sufficient, correct or
appropriate. Drawing is not
drawn to the appropriate scale.
Rubrics for conducting ED Lab
50
52. • The program should facilitate and promote cooperative learning
through supervised internship program of continuous 4-6 weeks
duration in an engineering practice environment / organization.
• The training program should have been planned and agreed to between
the institution and the host organization.
• The institution should receive report about each trainee indicating the
training details, interest shown by the student; his/her work habits and
punctuality.
Internship Program
Reference: PEC documents (MANUAL OF ACCREDITATION)
52
54. • Students councilors have been assigned to each section to guide the
students about their academic problems, career counselling and
aspects pertaining to wellness.
• Each councilor associate with students from the day of admission till
the degree completion.
Student Councilors
54
55. • The details of student councilors are given in Table
Student Councilors
55
S. No. Name Sections
1 Mr. Muhammad Javed FE (A)
2 Mr. Fezan Rafique FE (B)
3 Mr. Shariq Shaikh FE (C)
4 Mr. Adnan FE (D)
5 Ms. Ayesha Saeed FE (E)
6 Mr. Iqbal Azeem FE (F)
7 Dr. Beenish Sultana SE (A)
8 Ms. Anila Abbas SE (B)
9 Mr. Muhammad Omar SE (C)
10 Dr. Mirza M. Ali Baig SE (D)
11 Dr. Umbrin Sultana SE (E)
12 Mr. Nabeel Fayyaz SE (F)
13 Ms. Samiya Zafar TE (A)
14 Miss Nimra Riaz Malik TE (B)
15 Mr. Muhammad Uzair Khan TE (C)
16 Ms. Shahnaz Tabassum TE (D)
17 Mr. M. Waseem Sangi TE (E)
18 Mr. Muhammad Arshad TE (F)
19 Ms. Arjumand Samad BE (A)
20 Mr. Muhammad Hammad Saleem BE (B)
21 Ms. Najia Naveed BE (C)
22 Dr. Krishan Lal BE (D)
23 Ms. Hiba Kamal Zuberi BE (E)
24 Mr. Abdurrahman Javaid Shaikh BE (F)
58. • The program must ensure that each student has achieved all PLOs to
acceptable level through assessment of CLOs.
• The appropriateness of the assessment methods along with the level of
achievement against the targeted outcomes must be evaluated.
• Mapping of program outcomes to individual courses, nature of
assessment tools (direct/ indirect/rubrics) and the process of evaluation
to determine the attainment of PLOs should be demonstrated through
reasonably convincing evidences.
Learning Outcome Assessment
Reference: PEC documents (MANUAL OF ACCREDITATION)
58
59. • Every student of the department needs to fulfil the achievement
criteria defined to qualify for the next semester. The passing criteria
for successful CLO and PLO completion is 50% and on cohort level,
KPI is 50%.
• If any student fails to attain any CLOs or PLOs as per KPI (50%) then
he/she is required to follow the measures and steps as per university
policy.
Key Performance Indicator
for CLOs and PLOs Attainment
59
60. • Each student must attain 50% of each PLO’s through direct measures.
• However, in case of indirect assessment, assessment is carried out
through exit survey form and internship feedback form.
• These forms will be accessed on cohort level.
• The KPI of these forms are 6 out of 10.
• If the KPI of indirect measurement does not meet the set criteria,
recommendations will be prepared by the OBE committee for
improving the weak graduate attributes.
Key Performance Indicator
for CLOs and PLOs Attainment
60