H1S5 Strategi Asesmen Outcome - ASR

Strategi Asesmen Outcome

(Capstone Design Project as Major

Engineering Design Course)

Ir. Arief Syaichu Rohman, MEngSc, PhD, IPM

Comments, Complaints, etc

•

Is it electrical literature or electrical engineering?

•

Non standard quality of final project

•

Most graduates do not have engineering design

experience

•

(Long) delayed graduation due to (unfinished)

final project

•

Some final projects are more like postgraduate

research

Consequences

•

Culture change (the hardest)

•

Faculty resistance

•

Need solid ‘die hard’ team

•

Need facts, measured result, &solid arguments

•

Give enough room for gradual adaptation

•

Presentation oral exam based on 6 pages paper

(NOT a book)

History of EE Program for ABET

accreditation

•

1997: intention to be internationally accredited

•

2000: invites overseas scholars to review the

readiness

•

2005: start for ABET preparation (PHKI funded)

•

2007: feasibility study of ABET accreditation

•

2008: curriculum revision

PEO & SO

•

Program Educational Objectives

• Program educational objectives are broad statements that describe what graduates are expected to attain

within a few years after graduation. Program educational objectives are based on the needs of the program’s

constituencies.

•

Student Outcomes

• Student outcomes describe what students are expected to know and be able to do by the time of graduation.

Assesment & Evaluation

•

Assessment

• Assessment is one or more processes that identify, collect, and prepare data to evaluate the attainment of student outcomes.

• E_ffective assessment uses relevant direct, indirect,

quantitative and qualitative measures as appropriate to the outcome being measured. Appropriate sampling methods

may be used as part of an assessment process.

•

Evaluation

• Evaluation is one or more processes for interpreting the data and evidence accumulated through assessment processes.

• Evaluation determines the extent to which student outcomes are being attained. Evaluation results in decisions and actions

PEO Program Educational

Objectives

•

The objective of the EE Program is to produce

graduates who

• will have successful careers in their engineering professions.

• are capable to be admitted in and successfully complete their graduate studies.

• will have leadership and an active role in industry,

Student Outcomes (1):

EAC ABET

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 multi-_‐disciplinary teams

e. An ability to identify, formulate, and solve engineering problems

f. An understanding of professional and ethical responsibility g. An ability to communicate e_ffectively

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

Student Outcomes (2): EE

Program of SEEI ITB

l. breadth of knowledge over all areas within electrical

engineering (electromagnetics, power, electronics, signals and systems, and computer engineering)

m. depth of knowledge in at least one area

n. knowledge of probability and statistics, including applications to electrical and computer systems

o. knowledge of mathematics through di_fferential and integral calculus

p. knowledge of basic sciences, computer science, and engineering sciences necessary to analyze and design complex electrical and electronic devices, software, and systems containing hardware and software components

q. knowledge of advanced mathematics, linear algebra, complex variables, and discrete mathematics

MAJOR

ABET EAC Engineering Design

•

Engineering design is the

process of devising a system,

component, or process to meet desired needs

.

It is

a decision

‐

making process (often iterative), in

which the basic sciences, mathematics, and the

engineering sciences are applied

to convert

resources optimally to meet these stated needs.

•

Students must be

prepared for engineering practice

through a

curriculum culminating

in a major design

experience based on the knowledge and skills

acquired in earlier course work and incorporating

appropriate

engineering standards

and

multiple

Capstone Experience

• The Integration of Content (ABET)

• Baccalaureate degree programs must provide a capstone or integrating experience that develops student competencies in

applying both technical and non-_‐technical skills in solving problems.

• “ … the culminating or integrating experience, comprehensive project, capstone or major design experience.” (ABET)

• Capstone Project

• Also called a capstone experience, culminating project, or senior exhibition, among many other terms, a capstone project is a

multifaceted assignment that serves as a culminating academic and intellectual experience for students, typically during their final year of high school or middle school, or at the end of an academic

program or learning-_‐pathway experience

ABET EAC:

Criterion 5 Curriculum

•

Major Engineering Design Experience

• Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences, mathematics, and the engineering

sciences are applied to convert resources optimally to meet these stated needs.

• Multiple realistic constraint (e.g. economic,

environmental, social, political, ethical, health and safety, manufacturability, and sustainability) [SO.(c)]

• Engineering standard

• Multi-discipline & Team work [SO.(d)]

Engineering Design Roadmap

•

Freshmen year (ITB preparatory level):

• minor content KU1101 Introduction to Engineering and Design KU1102 Introduction to Engineering and Design III

•

Sophomore year:

• EL2102 Digital Systems Laboratory EL2205 Electronics Laboratory

•

Junior (third) year:

• EL3014 Microprocessor Systems EL3013 Instrumentation Systems

•

Senior (fourth) year:

• EL4090 Final Project (capstone design) I

• EL4091 Final Project (capstone design) II

Engineering Documents

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B100 Conceptual product to develop

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B200 Product specifications

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B300 Alternative designs

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B400 Implementation & realization

2009 Assesment Results

Outcome Courses Result Action

EL2095 EL2195 EL4091 EL4099 (max 4) Priority Improvement Maintain

A 3.165 2.62 x

B 2.74 2.92 x

C 3.43 3.63 3.09 x

D 1.7 1.10 2.14 x

E 3.24 2.5 2.81 2.89 x

F 2.152 2.5 3.23 2.86 x

G 2.496 2.3 3.42 2.91 x

H 2.3 1.42 2.02 x

I 2.4 3.90 3.15 x

J 1.65 1.88 x

K 2.62 2.336 3.94 3.08 x

L 3.71 2.75 x

M 2.42 2.46 x

N 1.23 2.00 x

O 2.67 x

P 2.84 x

Q 2.59 x

2009 Evaluation

•

Direct Assesment (Rubrics)

• Our team think that these shortcomings are due to most of students study only to pass the examinations. Most of them do not have su_fficient chances to use their knowledge to do project or/and solve engineering problems.

• If they do a project, the students will learn that it is not

su_fficient to learn only hard skills such as math, modeling, or engineering science. They need also knowledge about

contemporary issues, teamwork skill, and other soft skills.

•

Indirect Assesment (surveys)

• Some companies give feedbacks that some of our graduates have weakness in communication and teamwork

2009 Action

•

A need of curriculum that:

• put/use together all necessary knowledge and skills to solve problem/project

• give the student chance to exercise soft skills especially: teamwork, communication, and presentation.

•

The purpose of the capstone design course is to

provide students with a realistic design

experience that allows them to integrate and

Recommended Actions (1)

•

Final project should be

• Capstone design project

• Not a research work

• No more simulation only

• Problem based

• Product prototype based

Recommended Actions (2)

•

Final project should be

• With standardized complexity level

• Standarized process

• With Standardized engineering documents

• Team work of 2/3 students

• With oral presentation

EE Days 2012

• The first public event called EE Days (Electrical Engineering Days)

• Logbook of activity records

• A group of 3 students must present their work before a panel of 2 examiners in public (they cannot choose group’s members)

• The group must also demonstrate their work. [responsibility & professionalism]

• Best Engineering Design Award & Best Engineering Research Award

• Eligibility : 14 sks, passed 5 choosing breadth courses

• Evaluation

• The students were found di_fficult to do the capstone design due to lack of breadth knowledge (3rd yr courses).

• Most of EE students were indicated not to have necessary skills & knowledge to smoothly complete their process

EE Days 2013

• Second year experience

• Introduce video for public expose

• start to have industry involvement on project topics

• involve multi discipline supervisor outside EE (e.g. aeronautics)

• use social media (Facebook) for managing capstone design courses

• Invited speakers from alumni and professionals (industry)

• add new award for Best Video presentation

• add requirements for eligibility: 1 month co-op min AND pass all 2nd year courses AND to pass comprehensive examination

• Evaluation:

• lack of broad view in the EE field is also seen in the implementation of capstone design (final project course)

EE Days 2014

• Third year experience

• 2013 EE Curriculum take e_ffect on July 2014, i.e. Capstone Design credits were redistributed from (2+4) credits into (3+3) credits;

• involve professional from industry as examiners

• publish book of abstracts of all projects for the event

• one strong industry involvement including industry internship (1 semester)

• employ web based on_‐line grading (oral, demo, and peer evaluation) [SO.(f) profesionalism]

• involving 3rd _{yr students to help run the event & to introduce them}

of what to expect in a capstone design

• Evaluation

• Date of the event is on recess, not many 3rd yr students contribute significant help

EE Days 2015 (1)

• Start to use weblog as logbook [SO.(f) professionalism]

• use comprehensive test for eligibility on 9 (nine) breadth courses;

• use YouTube for project’s communication media;

• embed rubrics in on-_‐line grading (oral, demo, and peer evaluation) [SO.(g) communication]

• put attention to formulating design requirements [SO. (e) problem formulation]

• Start to involve student union (HME)

•

Evaluation

EE Days 2015 (2)

•

Web based on-

‐

line assesment

• Easy for examiners (faculty, alumni, industry)

• Easy for assesment

• Data may be presented in preferred format

Evaluation Form

EE Days 2016

• 1st graduate of 2013 EE Curriculum

• Involving Student Union (HME) to run the event

•

Evaluation:

• Student diversity lower when group’s member are up to students

• Not e_ffective use of weblog due to no server’s admin

EE Days 2017

•

Students can not choose members of the group

•

EE Program will choose for them from three

groups of students’ pool

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Closely assesment of B100-

‐

B300 engineering

documents

Succesful Factors

Changing the culture

is the hardest

•

Solid & consistency of EE Program teams (a must)

•

Dedicated team members (a must)

•

Supportive institution is highly preferable

•

Having solid study based on measured performance,

facts, and sound arguments

Succesful Factors

Changing the culture

is the hardest

• Identify supportive faculties and their level of paticipations (oppossing to committing)

• Gradual faculty participations and involvement

• Proving the e_ffectiveness of the new ways or culture

• Financial commitments from the institution

• Alumni supports later for lab instruments & facilities updates

Electrical Engineering Days

•

http://eedays.stei.itb.ac.id/

• Video Tugas Akhir EE Days 2013 s/d 2016

• Abstrak Tugas Akhir EE Days 2016

• Poster Tugas Akhir EE Dyas 2015

Ir. Yana S Rahardja, PT Quasar, Alumni EL’83, Advisory Board member of EE Program:

EE Days 2016

EE Days 2016

EE Days 2017

•

Aula Timur ITB Ganesa

• 22-_‐25 Mei 2017

•

Sidang & Pameran Tugas Akhir

•

Workshop

•

Seminar

•

Kompetisi

Concluding Remarks (1)

•

Capstone design project:

• Evolutive/continuous improvement

• Logbook: weblog vs paperbook

• Comprehensive test

• Kerja praktek min 1 bln

• Facebook use

• Web based assesment for outomes measurement

Concluding Remarks (2)

•

Deliverables of the Final Project (capstone

design) NOW

• Individual Final project report (max 40 pages)

• Engineering Documents (B100 to B500)

• Promotional poster (A1 size)

• Promotional Video (3 minutes)

• Individual paper in IEEE format (6 pages)

EE Days Event Activities (1)

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Open for public

•

Demonstration of working prototype

•

Oral presentation

•

Program reports to public (constituents)

•

Industry sponsorship

EE Days Event Activities (2)

•

Book of abstract

•

Awards & Prizes

•

Guest lecture from industry or alumni

(professionalism)

•

Walk in interview

•

Publication paper draft for students

Thank you