OUTCOME BASED LEARNING-CONTINUES IMPROVEMENT

Motivation

PEC?? Continues Improvement

Engineering Criteria

1. Students2. Program Educational Objectives3. Program Outcomes 4. Assessment and continues improvemt5. Curriculum6. Faculty7. Facilities8. Institutional Support and Financial Resources

1. Students

Student performance must be monitored and evaluated.

Students must be advised regarding curriculum and career matters.

The program must have and enforce policies for accepting both new and transfer students

The program must ensure and document that students who graduate meet all graduation requirements.

2. Program Educational Objectives are consistent with the mission of the

institution, the needs of the program’s various constituencies, and these criteria.

There must be a documented, systematically utilized, and effective process, involving program constituencies, for the periodic review of these program educational objectives

3. Student Outcomes

(a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and

interpret data (c) an ability to design a system, component, or process to meet desired

needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability

(d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering

solutions in a global, economic, environmental, and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools

necessary for engineering practice.

Outcome Vs Objectives

Program Educational Objectives are defined by statements describing the actions the institutions will take to help students accomplish things expected of them during the period after graduation, in accordance with the mission of the institution and the needs of the constituents.

Program Outcomes are the abilities acquired by the students by the time of graduation, and the achievement of Program Outcomes indicates that the students are equipped for the Program Educational Objectives to be achieved.

4.Continues Improvement

The program must regularly use appropriate, documented processes for assessing and evaluating the extent to which the student outcomes are being

attained.

5.Curriculum

The faculty must ensure that the

program curriculum devotes adequate attention and time to each component,

consistent with the outcomes and objectives of the program and

institution.

PROCESS

Process

Input From Constituencies

Industry Alumni Faculty Peer Programs

Sample Program Educational Objectives-UUIC

1. Depth. To provide students with understanding of the fundamental knowledge prerequisite for the practice of, or for advanced study in, electrical/computer engineering, including its scientific principles, rigorous analysis, and creative design.

2. Breadth. To provide students with the broad education, including knowledge of important current issues in engineering with emphasis on electrical/computer engineering, necessary for productive careers in the public or private sectors, or for the pursuit of graduate education.

3. Professionalism. To develop skills for clear communication and responsible teamwork, and to inculcate professional attitudes and ethics, so that students are prepared for the complex modern work environment and for lifelong learning.

4. Learning Environment. To provide an environment that enables students to pursue their goals in an innovative program that is rigorous and challenging, open and supportive.

ECE Program Outcomes and Relationship to Educational Objectives

a. Ability to apply knowledge of mathematics, science, and engineering (1, 4)

b. Ability to design and conduct experiments as well as analyze and interpret data (1, 4)

c. Ability to design a system to meet desired needs (1, 4)

d. Ability to function on multidisciplinary teams (2, 3, 4)

e. Ability to identify, formulate, and solve engineering problems (1, 2, 4)

f. Understanding of professional and ethical responsibility (3)g. Ability to communicate effectively (3, 4)h. Broad education necessary to understand impact of engineering

solutions in a global/societal context (2)i. Recognition of the need for and ability to engage in lifelong

learning (2, 3, 4)j. Knowledge of contemporary issues (2, 4)

k.Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice (1, 2, 4)

Determine how the outcomes will be achieved-curriculum

Define Course Objectives Map Course Objective to program

Outcomes Put it down as a Matrix relating

required courses to the outcomes used to demonstrate that the curriculum prepares all students for all program outcomes

Course Objectives-ECE-1

Course Learning Objectives: At the completion of this course student will:1. Be aware of the foundation concepts in circuit analysis2. Understand the principles of Ohm’s Law and Kirchhoff’s Laws3. Understand the definitions of basic circuits variables including current, voltage,power, and energy4. Understand the voltage-current relationships for resistors, inductors and capacitors5. Become familiar with operational amplifiers and be able to solve circuits that

includesoperational amplifiers6. Be able to apply basic mathematical techniques to the analysis of circuits in order togenerate the associated differential equations7. Understand and calculate transient responses for basic circuit configurations8. Understand sinusoids and Phasors as applied to electrical circuits9. Calculate complex impedances given the frequency and circuit component values10. Apply basic circuit theorems (nodal analysis, mesh analysis, maximum powertransfer, Thévenin’s and Norton’s, source transformation, superposition) to ACcircuit analysis11. Understand the general concept of three phase circuit analysis

Mapping Course Objectives to Student Outcomes

Program at a glance

Determine How Outcome will be Assessed

Course directors complete an end-of-course self-assessment form prepared by the Curriculum Committee (Course-level assessment)

Outcomes assessment by using a variety of tools (Curriculum-level assessment)

Determine How Outcome will be Assessed

Direct assessment of PO End-of-course self-assessment form by faculty ECE Student surveys ECE Alumni survey Faculty survey

According to Criterion 3 (a)(k) or similar attributes College alumni surveys Campus senior exit surveys Employer survey Benchmarking senior exit survey

Quality Indictors

Quality Indictors and Rubrics Usually defined as 2-4 QI per student outcome Recognition of the need for and ability to

engage in lifelong learning Participation in different educational societies etc Ability to collect information from different

sources outside of the class room Rubrics

For every student assessment QI are quantified as Unsatisfactory 1 Satisfactory 2 Outstanding 3And averaged over the entire class.

Closing the Loop

Regardless of the results of assessment and evaluation, to quantify the need for attention to each attribute and thereby “close the loop,”

Road Map

•Form a panel from the industry for feedback •Review data from our students alumni •Face book Page

Program Educational Objectives

•List Course Objectives •Map them to SoS •List student objectives Vs Course Matrix

Course Objective

•Define QI for each SO •Formulate Rubrics •Finalize the Assessment and evaluation strategy for each subject

Define Student Outcomes

•Finalize forms for Direct Assessment of Courses•Alumni /Senior Survey forms •Industry feedback forms

Finalize Processes

•COMSIS•Setup Policies and procedures for closing the loop•Documentation/records/report through COMSIS

Implementation

Discussions