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Chemical Engineering

Department


OBE Awareness & EAC Accreditation

(Student)
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Course
Learning
Outcomes
(CLOs)
Program
Outcomes
(POs)
Program
Educational
Objectives
(PEOs)
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Department Organisation Chart
At the end of this talk, student should be:
Aware of the Vision, Mission, PEO and PO of the
department
Aware of the upcoming EAC visit
Aware of the implementation of OBE in UTP and in classes
Better prepared if selected for interview by the EAC panel

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Outcome of this talk
Vision
A Leader in Technology Education and Centre for Creativity
and Innovation.

Mission
UTP is an institute of higher learning. We provide
opportunities for the pursuit of knowledge and expertise
for the advancement of engineering, science and technology
to enhance the nations competitiveness.
Our objective is to produce well-rounded graduates who
are creative and innovative with the potential to become
leaders of industry and the nation.
Our aim is to nurture creativity and innovativeness and
expand the frontiers of technology and education for the
betterment of society.
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Vision and Mission
To produce technically qualified Chemical
Engineers with the potential to become leaders of
chemical process and allied industries.

To produce Chemical Engineers who are committed
to sustainable development of chemical process
and allied industries for the betterment of society
and nation.

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Program Educational Objectives
1. Apply knowledge of mathematics, science, engineering fundamentals and an
engineering specialisation to the solution of complex chemical engineering problems.
2. Identify, formulate, research literature and analyse complex chemical engineering
problems reaching substantiated conclusions using first principles of mathematics,
natural sciences and engineering sciences.
3. Design solutions for complex chemical 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.
4. Investigate complex chemical engineering problems using research based
knowledge and research methods including design of experiments, analysis and
interpretation of data, and synthesis of information to provide valid conclusions.
5. Select and apply modern engineering and IT tools to evaluate complex chemical
engineering activities.
6. Apply reasoning informed by contextual knowledge to assess societal, health, safety,
legal and cultural issues and the consequent responsibilities relevant to
professional engineering practice.
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PROGRAM OUTCOMES (PO)
7. Understand the relationship of professional engineering solutions in societal and
environmental contexts and demonstrate knowledge of and need for sustainable
development.
8. Apply ethical principles and commit to professional ethics and responsibilities and
norms of chemical engineering practice.
9. Communicate clearly on complex chemical engineering activities with the
engineering community and society.
10. Function effectively as an individual, and as a member or leader in diverse teams
and in multi-disciplinary settings .
11. Recognise the need for, and have the preparation and ability to engage in
independent and life-long learning in the broadest context of technological change.
12. Demonstrate knowledge and understanding of engineering management, business
acumen and entrepreneurship in multidisciplinary environment.
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PROGRAM OUTCOMES (PO)
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UTP 7 attributes


Stakeholders View:
Technical
Competence
Lifetime Learning
Capacity
Solution
Synthesis Ability
Practical
Aptitude
Communications
&Behavioral Skills
Business
Acumen
Critical
Thinking
Desired Graduates
Existing Graduates
Possessing fundamental understanding
of S&T
Capable of applying knowledge in real-
life situation
Capable of
managing
own professional
development.
Skilled at
developing new
competencies in
response
to changes in
careers&
environment.
Inquisitive &
Capable of thinking
critically about own and
others proposal.
Possessing analytical
capabilities.
Able to articulate own thoughts confidently.
Able to draw out the thought of others.
Demonstrate teamwork, leadership &
knowledge sharing.
Fundamental understanding and of belief in
business values, principles and ethics.
Possessing an entrepreneurial spirit.
Ability to assess and manage risk.
Ability to operate
effectively in real-
life solutions
Recognition of the
value of practical
experience in their
careers.
Committed.
Able to
understand
the issue
requiring
solution
Able to draw
together
knowledge from
multiple areas to
create a
practical
solution
The Washington Accord
Who, What and Why of EAC
What is OBE
How is OBE implemented in your class
FAQs
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WASHINGTON ACCORD, EAC AND OBE
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WASHINGTON ACCORD, EAC AND OBE
Washington
Accord

EAC
IHL
International accreditation agreement for professional engineering
academic degree between the bodies recognised for accreditation in
the signatory country
Engineering Accreditation Council is the only
recognised accrediting body for engineering degree
program in Malaysia
Delegated by BEM
To get accredited, the IHL must show
that they have implement ALL the
requirement imposed by EAC, including
the implementation of OUTCOME
BASED EDUCATION
Towards INTERNATIONAL RECOGNITION of
graduates
In short:


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Why the need for accreditation?
IF THE PROGRAM IS ACCREDITED i.e.
INTERNATIONALLY RECOGNISE, YOU CAN
SECURE JOBS ANYWHERE IN THE WORLD
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NEXT ACCREDITATION VISIT
PLEASE BE READY TO BE INTERVIEWED.
YOU MIGHT BE ONE OF THEM
a comprehensive approach to organizing and operating an education system
that is focused on and defined by the successful demonstrations of learning
sought from each student.
(Spady, 1994)
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WHAT IS OBE
an education approach that focuses on the graduate attributes or outcomes
after completing an academic programme
(Barr et al., 2006; Mansor et al., 2008)
Outcomes based education (OBE) is a process that involves the restructuring of
curriculum, assessment and reporting practices in education to reflect the
achievement of high order learning and mastery rather than the accumulation
of course credits
(Tucker, 2004).
In short
It is a method of curriculum design and teaching that
focuses on what YOU CAN DO AFTER YOU ARE
TAUGHT
It is a method to monitor your performance TODAY to
project your competency as Chemical Engineers
TOMORROW, with improvements done through CQI
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WHAT IS OBE
OBE IMPLEMENTATION at UTP
Level OBE Components
Institutional Level
Vision
Mission
UTPs Graduate Model
Programme Level
Programme Educational Objectives
Programme Outcomes
Course Level -
Multi-mode
Academic Delivery
Course Learning Outcomes
Lesson Outcomes
Assessment Methods
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THE CONCEPT OF OBE
COURSE LEARNING
OUTCOMES & OBJECTIVES
INSTRUCTION ASSESSMENT
PROGRAMME OUTCOMES
STUDENTS
COURSE-SPECIFIC
LO & OBJECTIVES
COGNITIVE TAX
AFFECTIVE TAX
PSYCHOMOTOR TAX
CLASSROOM
ASSESSMENT
TECHNIQUES (CATs)
TESTS
OTHER
MEASURES
LECTURES LABS
OTHER
EXPERIENCES
TECHNOLOGY
STUDENT-CENTERED
LEARNING
Planning stage
Assessment stage
Implementation stage
THE CONCEPT OF OBE
Creating (synthesis)
Evaluating (evaluation)
Analyzing
(analysis)
Applying (application)
Understanding
(comprehension)
Remembering
(knowledge)
Design, plan, create, formulate
Explain, interpret, predict the
behavior of a system
Apply known procedures to novel
problems
Explain, interpret, classify, compare
terms, observations & concepts
Recall facts & definitions, replicate
known solution procedures
Higher
Order Skills
Lower Order
Skills
It must have specified course outcome which is
designed to address the PO and PEO
It is objective and outcome driven, where every
outcome can be assessed and evaluated
It is centred around the needs of the students and
the stakeholders
PO is measured at the point of exit (graduation)
PEO is measured after 3-5 years of graduation
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Characteristics of OBE curricula
Universiti Teknologi PETRONAS
Project /
Discovery /
Team-Based
Learning
Peer / Online
Learning
Networks
Mentors
Experiential
Learning
Co & Extra-
Curriculum
Industrial
Internship
Field Trip
External
Data
Sources
Internationa
l Exposure
Student
Exchange
Program &
Student
Abroad
Program
Lecture/
Adjunct Lecturers
/
Technical
Seminars
IMPLEMENTATION OF OBE
Among the characteristics of COMPLEX PROBLEM
No single specific answer
No prescribed process for arriving at the
solution
Not directly related to materials taught in
lectures
Requires some judgment/ assumptions, and
students need to make qualitative decisions with
justifications for their decisions
Possibly involved more than one area / discipline

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WHAT IS COMPLEX PROBLEM?
What do you understand about OBE?
How did your lecturers carry out the assessment?
Are you comfortable with the Final Year Project?
Have you made a preliminary study before you conduct your
research project?
Do you refer to any books, journals, proceeding etc in your study?
What are the software that you use for your project?
What do you think about the internet service? Is it sufficient or
not?
How frequent you go to the library?
How do you improve the learning process?
What is the maximum credit allowed to be taken by a student?
What is the challenging work in your project?
What are the courses which addresses complex problems?
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FAQs
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