17Outcome Based Engineering

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Outcome based Engineering Outcome based Engineering

EducationEducation



IT’S NOT WHAT YOU TEACH,

IT’S WHAT THEY LEARN



Success Parameters

1. Sensitiveness (Feeling)

2. Inferiority

3. Seriousness

Leads to Self Satisfaction



Outcomes-based education: Education

evaluated based on what students havelearned (learning outcomes) and not just onwhat has been taught.

Accreditation Board for Engineering and

Technology (ABET): Organization thataccredits all U.S. engineering & technologyprograms

ABET Engineering Criteria: The standardsthat programs must satisfy to be accredited

Washington Accord: Agreement thatestablishes equivalence of other countries’

programs with ABET-accredited programs



Program educational objectives: Desired career

and professional accomplishments of alumni

Example: To prepare graduates for careers inwhich they expertly apply scientific and

engineering principles to the solution of critical problems facing industry and society.



Program outcomes: Desired knowledge, skills

and behaviors of program graduates.

Example:

Students will be able to identify an

important contemporary regional,national, or global problem that involvesengineering and discuss a variety of waysengineers might make important

contributions to solving it.



ABET Engineering Criteria Outcomes a-k

a) Graduates will learn to apply knowledge of mathematics, science and

engineering technology principles to analysis and design.b) Graduates will learn to design and conduct experiments and to

analyze and interpret data with the use of computer applicationscurrent to industry.

c) Graduates will be able to function on a multi-disciplinary team

d) Graduates will learn to identify , formulate, and solve problems relatedto engineering systems.

e) Graduates will understand professional and ethical responsibility asthey apply to engineering analysis and design.

f) Graduates will be able to communicate effectively through oral

presentation, writing and graphic communication.g) Graduates, through group projects and presentations, will gain the

broad education necessary to understand the impact of engineeringsolutions in a global and societal context.



ABET Engineering Criteria Outcomes a-k,. cont

h)Graduates will recognize the need for

professional currency in their chosen professionand the need for lifelong learning.

ii) Graduates will have knowledge of

contemporary issues both local and global andthe impact of technology of society.

j) Graduates will learn to use the experimental,analytical, statistical and computational tools to

evaluate problems related to engineeringdesign.

k) Graduates will demonstrate a commitment toqualify, timeliness and conditions improvement.



Washington Accord Outcomes

• Apply mathematics, science, engineering fundamentals and anengineering specialization to the conceptualization of engineering

models• Identify, formulate, research literature and solve complex

engineering problems reaching substantiated conclusions usingfirst principles of mathematics and engineering sciences

• Design solutions for complex engineering problems and design

systems, components or processes that meet specified needswith appropriate consideration for public health and safety,cultural, societal, and environmental considerations

• Conduct investigations of complex problems including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions

• Create, select and apply appropriate techniques, resources, andmodern engineering tools, including prediction and modeling, tocomplex engineering activities, with an understanding of thelimitations

• Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings



Washington Accord Outcomes

• Communicate effectively on complex engineering activities withthe engineering community and with society at large, such as

being able to comprehend and write effective reports and designdocumentation, make effective presentations, and give andreceive clear instructions

• Demonstrate understanding of the societal, health, safety, legaland cultural issues and the consequent responsibilities relevant toengineering practice

• Understand and commit to professional ethics and responsibilitiesand norms of engineering practice

• Understand the impact of engineering solutions in a societalcontext and demonstrate knowledge of and need for sustainabledevelopment

• Demonstrate a knowledge and understanding of managementand business practices, such as risk and change management,and understand their limitations

• Recognize the need for, and have the ability to engage inindependent and life-long learning





Performance Targets: Target conditions for

outcome indicators Examples:

The [average score, score earned by at least 80%]of the program graduates on the [Exam,

standardized test item, portfolio evaluation] must be at least 75/100.

The outcome may be considered to have beenachieved in a course if the performance targets

for [all, 80%] the relevant course learningobjectives are achieved.



Course Learning Objectives:

• Observable actions that demonstratestudents’ attainment of skills and knowledgein the course

Examples: The students will be able to• design and carry out an experiment to

measure the tensile strength of anunknown metal and determine a 95%

confidence interval for the true value othe tensile strength• define the four stages of team functioning

and the responsibilities of a teamcoordinator, recorder, checker, and process

monitor



Core course learning objectives:

• Course learning objectives designed to

address program outcomes, in place

regardless of who teaches the course



Learning Objectives

• Learning objective (or instructional objective):statement of what students should be able todo after receiving instruction, plus (optional)

– conditions under which he/she would carryout the specified action – statement of what constitutes acceptable

performance

• Objectives should be specific and directly observable



Learning Objectives

• Example: Digital Electronics • 1) To introduce the students to the

fundamentals and principles of digital

electronics circuits and systems.• 2) To introduce them to the fundamentals of

microprocessors and microcomputers.• 3) To enable students to analyze and

troubleshoot digital circuits.• 4) To use hands on experiments and computer simulation to supplement their learning.



Course Objectives: Program Outcomes

Digital Electronics

23332222121

KJIHGFEDCBA

Relationship of Course Objectives to Program Outcomes



Learning Objectives

• Example: Electronic Circuits• 1)Strong understanding of biasing

semiconductors.

• 2) Ability to explain transistor operating regions.

• 3) Knowledge of diode rectifiers and transistor amplifiers.

• 4) Understanding of different circuit choicesfor biasing and amplifier applications.



Course Objectives: Program Outcomes:

Electronic Circuits

23332222121

KJIHGFEDCBA




Learning Objectives

• Example: Introduction to Management • 1) Provide students with an overall framework

of management

• 2) Improve critical thinking and analysis skills• 3) Establish a baseline for written and oral

presentation skills.• 4) Introduce students to the usage o

electronic databases.



Course Objectives: Program Outcomes:

Introduction to Management

2,3-332222121

KJIHGFEDCBA




Course Outcome Assessment• EGMU INDICATOR • The EGMU indicator based on rubric scores can

be described as follow:• “E=3” Demonstrates a complete and accurate

understanding of the important concepts –Excellent. E can be used for a grade of B+ and A.

• “G=2” Demonstrates strategy or concepts with nosignificant errors – Good. G can be used for agrade of C+ and B.

• “M=1” Demonstrates an incomplete understanding of the important concepts and has some notablemisconceptions – Minimal. M can be used for agrade of D and C.

• “U=0” Demonstrates unsatisfactory, U can be used for a grade of F.



Course Outcome Assessment, contd.

• The EGMU score of 1.5 is a C, average,therefore represents what a student would need in order to satisfy the requirement fograduations.

• A typical EGMU vector for a class with 8

students in which the task is the first exammight be (4,1,2,1). The score of such EGMU can be evaluated as follow.

• 4X3+1X2+2X1+1X0 = 2.0, which is good 8



Bloom’s Taxonomy of Educational Objectives:

Cognitive Domain

Analyzing (Analysis)Explain, interpret, predict the

behavior of a system

Applying (Application)Apply known procedures to novel

problems

Evaluating (Evaluation)Make criteria-based judgments

(choose, prioritize, rate, critique)

Creating (Synthesis) Design, plan, create, formulate

Understanding (Comprehension) Explain, interpret, classify, compare

terms, observations, & concepts

Remembering (Knowledge)Recall facts & definitions, replicate

known solution procedures



Example: By the end of this course, you (or

“the student”) will…

• Unacceptable:…learn how to design and

conduct experiments.• Weak:…be able to design an experiment

to measure a heat transfer coefficient and

analyze the results.



• Good: …be able to

– design an experiment to measure an overall

heat transfer coefficient and perform an

error analysis – evaluate the applicability of different

correlations for a film transfer coefficient



Why Write Objectives?

• Identify & classify course material

Plan syllabus

Plan lectures

Drop

extraneous

material

Minimize time

spent on low-

level material

Identify

Bloom

Levels



• Make course coherent

Lectures

Activities

Assignments

Exams



• Tell faculty colleagues what they can expect

students who pass this course to know

• teachers of follow-

on courses

• new faculty• adjunct faculty Curriculum

planning

committees

Accreditation

visitors



Assessing Learning Objectives• Use a subset of the following:

-Performance on test items clearly linked toobjectives

- Performance on standardized tests

- Project reports

- Videotapes of oral presentations- Research proposals and papers

- Resumes, letters, memos

- Written critiques of technical reports or papers

- Peer evaluations, self evaluations- Surveys- Learning logs, journals

• Use a grading checklist or rubric for all items that

must be evaluated subjectively



People learn only by doing

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17Outcome Based Engineering

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