PRO-EAST Workshop, Rome, May 9-11, 2007 1 Curriculum and Programme Objectives: Mapping of Learning...

PRO-EAST Workshop, Rome, May 9-11, 2007

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Curriculum and Programme Objectives:Mapping of Learning Outcomes

Oleg V. Boev,

Accreditation Centre,

Russian Association for Engineering Education


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General Definitions

Accreditation

Accreditation of an engineering educational programme is the primary result of a process used to ensure the suitability of that programme as the entry route to the engineering profession.

Accreditation involves a periodic assessment against accepted standards of engineering education. It is essentially based on a peer review process, undertaken by appropriately trained and independent teams comprising peers from both academia and engineering practice. The process normally involves both scrutiny of data and a structured visit to the university/department running the programme.


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Generally, the team task is to verify, if

the learning outcomes of the programme are consistent with the indicated programme outcomes and if the programme has:◦ a curriculum and related processes which ensure achievement of the programme outcomes;◦ academic and support staff, facilities, financial resources and cooperation agreements with industry, research institutions etc. adequate to accomplish the programme outcomes;◦ appropriate forms of assessment which attest the achievement of the programme outcomes;◦ a management system able to ensure the systematic achievement of the programme outcomes.

General Definitions


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First and Second Cycle Degree

In accordance with the EHEA framework, the accreditation process must distinguish between programmes of the First and Second Study Cycles, defined in accord with the “Dublin Descriptors” developed by the Joint Quality Initiative and the Report “A Framework for Qualification of the European Higher Education Area”, both documents endorsed by the Bergen Ministerial meeting of May 2005.

The degree while the term “Degree” describes a qualification awarded to an individual term “Cycle” is used to describe a study programme leading to an academic by a recognised HEI after successful completion of a study programme.

General Definitions


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Consecutive FCD and SCD and Integrated Programmes

The programme outcomes and accreditation criteria outlined in the EUR-ACE Framework Standards have been designed to be applied to the accreditation of the two main cycles defined in the Bologna Declaration and subsequent documents i.e. to First Cycle and Second Cycle engineering programmes in series.

The use of programme outcomes makes the Standards applicable also to the accreditation of programmes leading directly to a degree equivalent to a Second Cycle Degree (‘Integrated Programmes’), that are still a very significant part of the European engineering education system.

General Definitions


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Objectives of the educational programme – a complex of knowledge, abilities, skills and methods that should be acquired by the graduates of the programme in some time after graduation from the programme. Some objectives can be achieved by all graduates while others only by some graduates.

Learning Outcomes – a complex of knowledge, abilities, skills and methods that should be acquired by the graduates upon completing the programme or the discipline.

Programme Objectives and Learning Outcomes


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The evaluation of the programme should be started from its objectives.

The programme objectives are to be compliant with the HEI’s mission and needs of programme’s constituents.

The programme has to identify its constituents, study their requirements, and periodically review the programme objectives.

The programme objectives have to be published and available to all constituents.



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Programme Objectives

The evaluation of the programme should be started from its objectives.

The programme objectives are to be compliant with the HEI’s mission and needs of programme’s constituents.

The programme has to identify its constituents, study their requirements, and periodically review the programme objectives.

The programme objectives have to be published and available to all

constituents.



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Learning Outcomes

The Learning Outcomes must ensure the fulfilment of the programme objectives.

The Learning Outcomes of each module/discipline (as well as curriculum and teaching process) must ensure the achievement of programme learning outcomes.

The programme must ensure the achievement of the learning outcomes by all the graduates.



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The EUR-ACE requirements to Learning Outcomes of accredited engineering programmes are given in:

1. Knowledge and Understanding;

2. Engineering Analysis;

3. Engineering Design;

4. Investigations;

5. Engineering Practice;

6. Transferable Skills.



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All six groups of the programme outcomes apply to both FCD and SCD programmes, there are important differences in the requirements at the two levels.

These differences in the levels of FCD and SCD accredited engineering programmes should inform the interpretation of the programme outcomes by HEIs and by accrediting panels. The differences are particularly relevant to those learning activities that contribute directly to Engineering Analysis, Engineering Design, and Investigations.



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Knowledge and Understanding

The underpinning knowledge and understanding of science, mathematics and engineering fundamentals are essential to satisfying the other programme outcomes.

Graduates should demonstrate their knowledge and understanding of their engineering specialisation, and also of the wider context of engineering.

EUR-ACE Standards


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Engineering Analysis

Graduates should be able to solve engineering problems consistent with their level of knowledge and understanding, and which may involve considerations from outside their field of specialisation.Analysis can include the identification of the problem, clarification of the specification, consideration of possible methods of solution, selection of the most appropriate method, and correct implementation.Graduates should be able to use a variety of methods, including mathematical analysis, computational modelling, or practical experiments, and should be able to recognise the importance of societal, health and safety, environmental and commercial constraints.

EUR-ACE Standards


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Engineering Design

Graduates should be able to realise engineering designs consistent with their level of knowledge and understanding, working in cooperation with engineers and non-engineers.

The designs may be of devices, processes, methods or artefacts, and the specifications could be wider than technical, including an awareness of societal, health and safety, environmental and commercial considerations.

EUR-ACE Standards


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Investigations

Graduates should be able to use appropriate methods to pursue research or other detailed investigations of technical issues consistent with their level of knowledge and understanding.

Investigations may involve literature searches, the design and execution of experiments, the interpretation of data, and computer simulation. They may require that data bases, codes of practice and safety regulations are consulted.

EUR-ACE Standards


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Engineering Practice

Graduates should be able to apply their knowledge and understanding to developing practical skills for solving problems, conducting investigations, and designing engineering devices and processes.

These skills may include the knowledge, use and limitations of materials, computer modelling, engineering processes, equipment, workshop practice, and technical literature and information sources. They should also recognise the wider, non-technical implications of engineering practice, ethical, environmental, commercial and industrial.

EUR-ACE Standards


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Transferable Skills

The skills necessary for the practice of engineering, and which are applicable more widely, should be developed within the programme.

EUR-ACE Standards


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Programme objectives:

Each objective must correspond to one or more needs of constituents

Each objective must be shared and understood by those constitutuents

An objective must be clearly (and shortly) identified

An objective must be much broadly defined than learning outcomes

At least one learning outcome has to be assigned to each programme objective

Programme evaluation


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Learning outcomes:

Each Learning outcome

Defines knowledge/skill to be achieved by a graduate

Has to be defined properly to be assessed at the graduation

Corresponds to one or more programme objectives

All Learning outcomes

Specify the graduates’ knowledge and skills to be taught within programme



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Programme objectives:

Needs of interested parties:

Have the needs of the interested parties been identified? Modes and periods of relationships with the constituencies

Needs identified for each of the identified interested parties

Are the objectives consistent with needs of the interested

parties?

Transparency and publicity of the programme objectives

Mission of HEI:

Are the objectives consistent with HEI’s mission?



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Programme Learning Outcomes:

Correspondence with: Programme objectivesAccreditation Criteria

Curriculum:Does the curriculum ensure the achievement of the learning outcomes?

Syllabi (modulus outcomes)TransparencyPublicityCreditsetc.



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Correspondence of Programme Objectives and Learning Outcomes

Р1 Р2 Р3 Р4 .. Р11 .. Р13 .. Р16

O1 √ √ √ √ √ √

O2 √ √ √ √ √ √

O3 √ √ √

O4 √ √

O5 √ √ √



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Correspondence of Programme Learning Outcomes and Learning Outcomes for Accreditation

Р1 Р2 Р3 Р4 .. Р11 .. Р13 .. Р16

L1 √

L2 √

…

L11 √ √

L12 √ √



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Thank you for attention

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