1. Introduction
This document serves as the main reference to list the main OBE outcomes and profiles at the School of Aerospace Engineering, USM. These lists are the:
- Program Educational Objectives (PEO)
- Program Outcomes (PO)
- Knowledge Profiles (KP)
- Range of Complex Engineering Problem (CP)
- Range of Complex Engineering Activities (CA)
- Learning Domains (LD)
The School’s PEO and PO have been established through a rigorous process involving key stakeholders (which include academic staffs, aerospace engineering industries, students, and parents). The process was initiated in 2005 and later reviewed and updated continually through a series of workshops and assessments over the years. Details of this process can be referred to in the School’s SAR Reporti.
The lists of KP, CP, and CA are obtained from the recent document in 2013 published by the International Engineering Allianceii (IEA) to update the criteria for engineering graduates as established in the Washington Accord. The list of LDs is based on the six categories of cognitive domain based on the revised Bloom’s Taxanomyiii, the five categories of the affective domain, and the six categories of the psychomotor domain. The affective and psychomotor domains are as described in the document by Wilsoniv.
2. Lists
2.1. Program Educational Objectives (PEO)
Our graduates are expected to achieve one or more of the following PEO within five years of graduation from our program:
- Excel in engineering practices in various industries.
- Establish themselves as leaders in their professional careers.
- Earn an advanced degree or professional certification.
2.2. Program Outcomes (PO)
The School’s PO is based on the effort and documentation for the previous EAC accreditation exercise in March 2015. These PO characterize the attributes of the School’s graduates, in accordance with the Graduate Attributes defined in the 2013 IEA document. The POs were reviewed and approved by the school board on 13 November 2013.
Table 1: Program Outcomes
|
PO |
Category |
Description |
|
PO1 |
Engineering knowledge |
Apply knowledge of mathematics, science and engineering fundamentals to solve complex engineering problems particularly in aerospace engineering. |
|
PO2 |
Problem Analysis |
Identify, formulate and analyze complex engineering problems to the extent of obtaining meaningful conclusions using principles of mathematics, science and engineering. |
|
PO3 |
Designing Solutions |
Design solutions for complex engineering problems and design systems, components or processes to within the prescribed specifications relevant to aerospace engineering with appropriate considerations for public health and safety, society and environmental impact. |
|
PO4 |
Investigation |
Investigate complex aerospace engineering problems using research-based knowledge and research methods to provide justified conclusions. |
|
PO5 |
Modern Tool Usage |
Create, select and apply appropriate techniques, resources, and modern engineering and computational tools to complex engineering activities with an understanding of the limitations. |
|
PO6 |
The Engineer and Society |
Apply appropriate reasoning to assess contemporary societal, health, safety and legal issues to establish responsibilities relevant to professional engineering practice. |
|
PO7 |
Environment and Sustainability |
Demonstrate the knowledge of and need for sustainable development in providing professional engineering solutions. |
|
PO8 |
Ethics |
Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice. |
|
PO9 |
Communication |
Communicate effectively both orally and in writing on complex engineering activities with the engineering community and society. |
|
PO10 |
Individual and Team Work |
Function successfully and efficiently as an individual, and as a member or leader in multi-disciplinary teams. |
|
PO11 |
Lifelong Learning |
Recognize the need for, and is capable to undertake life-long learning in the broadest context of knowledge and technological change. |
|
PO12 |
Project Management and Finance |
Apply knowledge and understanding of project management and finance to engineering projects. |
2.3. Knowledge Profiles (KP)
The list of KP defines indicated volume of learning and attributes against which graduates must be able to perform. The list is used to extend and clarify the definition of the Graduate Attributes (see the PO list above). This list of KP extracted verbatim from the 2013 IEA document is:
Table 2: Knowledge Profiles
|
KP |
Category |
Description |
|
KP1 |
Natural Sciences |
A systematic, theory-based understanding of the natural sciences applicable to the discipline. |
|
KP2 |
Mathematics |
Conceptually-based mathematics, numerical analysis, statistics and formal aspects of computer and information science to support analysis and modelling applicable to the discipline. |
|
KP3 |
Engineering Fundamentals |
A systematic, theory-based formulation of engineering fundamentals required in the engineering discipline. |
|
KP4 |
Specialist Knowledge |
Engineering specialist knowledge that provides theoretical frameworks and bodies of knowledge for the accepted practice areas in the engineering discipline; much is at the forefront of the discipline. |
|
KP5 |
Engineering Design |
Knowledge that supports engineering design in a practice area. |
|
KP6 |
Engineering Practice |
Knowledge of engineering practice (technology) in the practice areas in the engineering discipline. |
|
KP7 |
Societal Roles |
Comprehension of the role of engineering in society and identified issues in engineering practice in the discipline: ethics and the professional responsibility of an engineer to public safety; the impacts of engineering activity: economic, social, cultural, environmental and sustainability. |
|
KP8 |
Research Literature |
Engagement with selected knowledge in the research literature of the discipline. |
2.4. Range of Complex Engineering Problem (CP)
The list of CP (see Table 3) clarifies the definition of Complex Engineering Problem by establishing seven range, or characteristics, of problem-solving. Based on this list of CP, the attributes of a Complex Engineering Problem is that it must have CP1 and some or all of CP2 to CP7.
Table 3: Complex Engineering Problem Profiles
|
|
Description |
|
|
CP1 |
Depth of knowledge required |
Cannot be resolved without in-depth engineering knowledge at the level of one or more of KP3, KP4, KP5, KP6 or KP8 which allows a fundamentals-based, first principles analytical approach. |
|
CP2 |
Range of conflicting requirements |
Involve wide-ranging or conflicting technical, engineering and other issues. |
|
CP3 |
Depth of analysis required |
Have no obvious solution and require abstract thinking, originality in analysis to formulate suitable models. |
|
CP4 |
Familiarity of issues |
Involve infrequently encountered issues. |
|
CP5 |
The extent of applicable codes |
Are outside problems encompassed by standards and codes of practice for professional engineering. |
|
CP6 |
The extent of stakeholder involvement and conflicting requirements |
Involve diverse groups of stakeholders with widely varying needs. |
|
CP7 |
Interdependence |
Are high-level problems including many component parts or subproblems. |
2.5. Range of Complex Engineering Activities (CA)
There are five attributes of activities students can be involved in when solving Complex Engineering Problem, as defined in the 2013 IEA document for the Washington Accord graduates. A Complex Engineering Activity or Project is that which has some or all of the following attributes:
Table 4: Range of Complex Engineering Activities
|
CA |
Attributes |
Description |
|
CA1 |
Range of resources |
Involve the use of diverse resources (and for this purpose resource includes people, money, equipment, materials, information and technologies). |
|
CA2 |
Level of interactions |
Require resolution of significant problems arising from interactions between wide-ranging or conflicting technical, engineering or other issues. |
|
CA3 |
Innovation |
Involve creative use of engineering principles and research-based knowledge in novel ways. |
|
CA4 |
Consequences to society and the environment |
Have significant consequences in a range of contexts, characterized by difficulty of prediction and mitigation. |
|
CA5 |
Familiarity |
Can extend beyond previous experiences by applying principles-based approaches. |
2.6. Learning Domains (LD)
The LD is based on the three learning domains (cognitive, affective, psychomotor) and their categories. For the purpose of student assessment, these categories will be reclassified into twelve levels of LD. These levels are listed below:
Table 5: Six levels of the Cognitive Domain
|
LD |
Category |
Description |
|
LD1 |
Remembering |
Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce definitions, facts, or lists, or recite or retrieve material. |
|
LD2 |
Understanding |
Constructing meaning from different types of functions be they have written or graphic messages activities like interpreting, exemplifying classifying, summarizing, inferring, comparing, and explaining. |
|
LD3 |
Applying |
Carrying out or using a procedure through executing, or implementing. Applying related and refers to situations where learned material is used through products like models, presentations, interviews or simulations. |
|
LD4 |
Analyzing |
Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and attributing, as well as being able to distinguish between the components or parts. When one is analyzing he/she can illustrate this mental function by creating spreadsheets, surveys, charts, or diagrams, or graphic representations. |
|
LD5 |
Evaluating |
Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation. In the newer taxonomy evaluation comes before creating as it is often a necessary part of the precursory behaviour before creating something. |
|
LD6 |
Creating |
Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way or synthesize parts into something new and different a new form or product. This process is the most difficult mental function in the new taxonomy. |
Table 6: Three levels (based on the original five categories) of the Affective Domain
|
LD |
Category |
Description |
|
LD7 |
Receiving |
This refers to the learner’s sensitivity to the existence of stimuli – awareness, willingness to receive, or selected attention. |
|
LD7 |
Responding |
This refers to the learners’ active attention to stimuli and his/her motivation to learn – acquiescence, willing responses, or feelings of satisfaction. |
|
LD8 |
Valuing |
This refers to the learner’s beliefs and attitudes of worth – acceptance, preference, or commitment. An acceptance, preference, or commitment to value. |
|
LD8 |
Organization |
This refers to the learner’s internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization of a value system. As values or beliefs become internalized, the leaner organizes them according to priority. |
|
LD9 |
Characterization |
This refers to the learner’s highest of internalization and relates to behaviour that reflects (1) a generalized set of values; and (2) a characterization or a philosophy about life. At this level, the learner is capable of practising and acting on their values or beliefs. |
Table 7: Three levels (based on the five original categories) of the Simpson’s Psychomotor Domain
|
LD |
Category |
Description |
|
LD10 |
Perception |
The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. |
|
LD10 |
Set |
Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets). |
|
LD11 |
Guided Response |
The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. |
|
LD11 |
Mechanism |
This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. |
|
LD12 |
Complex / Overt Response |
The skilful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation and automatic performance. For example, players often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football because they can tell by the feel of the act what the result will produce. |
|
LD12 |
Adaptation |
Skills are well developed and the individual can modify movement patterns to fit special requirements. |
|
LD12 |
Origination |
Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based on highly developed skills. |
References
i.Self Assessment Report (SAR) of Aerospace Engineering Programme, Universiti Sains Malaysia (2012)
ii.Graduate Attributes and Professional Competencies (Version 3), International Engineering Alliance (2013)
iii.David R. Krathwohl, A revision of Bloom’s Taxonomy, Theory into Practice, 2002.
iv.Leslie Owen Wilson, Three Domains of Learning – Cognitive, Affective, Psychomotor, http://thesecondprinciple.com/instructional-design/threedomainsoflearning/