Assessing and Evaluating the Course Outcomes of Control Systems Course Mapping Complex Engineering Problem Solving Issues and Associated Knowledge Profiles with the Program Outcomes
In the current context, the engineering program educators need to think about how to develop the concepts and complex engineering problem-solving skills through various complex engineering activities by the undergraduate engineering students in various engineering courses. But most of them are facing challenges to assess and evaluate these skills of their students. In this study, detailed assessment and evaluation methods for the undergraduate Electrical and Electronic Engineering (EEE) program are stated using the Outcome-Based Education (OBE) approach. For this purpose, a final year course titled control systems has been selected. The assessment and evaluation approach, course contents, course objectives, course outcomes (COs), and their mapping to the program outcomes (POs) with complex engineering problems and activities via the knowledge profiles, performance indicators, rubrics of assessment, CO and PO attainment data, and other statistics, are reported for a student-cohort of control systems course registered by the students of BSc in EEE program in Spring 2021 Semester at the EEE Department of Southeast University (SEU). It is found that the target benchmark was achieved by the students of that course. Several recommendations for the continuous quality improvement (CQI) process are also provided.
[1] M. H. Bhuyan and A. Tamir, “Evaluating COs of Computer Programming Course for OBE-based BSc in EEE Program,” International Journal of Learning and Teaching, 1986-4558, vol. 12, no. 2, pp. 86-99, 2020.
[2] BAETE: Board of Accreditation for Engineering and Technical Education. https://baetebangladesh.org/, access date 18 May 2021.
[3] IEB: The Institution of Engineers, Bangladesh. http://www.iebbd.org/, access date 18 May 2021.
[4] BAETE, (2020). List of Programs under Process of Accreditation, http://www.baetebangladesh.org/now.php and List of Accredited Programs, http://www.baetebangladesh.org/programs.php, access date 15 April 2020.
[5] BAETE, (2017). Board of Accreditation for Engineering and Technical Education. Accreditation Manual for Undergraduate Engineering Programs, 1st Edition, April 2017, http://www.baetebangladesh.org/ download.php, access date 15 April 2020.
[6] BAETE, (2019). Board of Accreditation for Engineering and Technical Education. the Institution of Engineers, Bangladesh. Accreditation Manual for Undergraduate Engineering Programs, 2nd Edition, March 2019. webpage link of BAETE Manual, version 2, http://www.baetebangladesh.org/2nd_edi_05.03.2019_F.pdf, access date 15 April 2020.
[7] T. Sikander, H. Aziz, A. Wasim, S. Hussain and M. Jahanzaib, “Continuous Quality Improvement (CQI) Framework: A Case of Industrial Engineering Department,” International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), vol. 5, no. 1, pp. 107-119, 2017.
[8] UGC, (2020). List of Public, Private and International Universities in Bangladesh. University Grants Commission, Agargaon, Dhaka 1207, Bangladesh. http://www.ugc-universities.gov.bd/public-universities, http://www.ugc-universities.gov.bd/private-universities, http://www.ugc-universities.gov.bd/international-universities, access date 15 April 2020.
[9] A. Rajak, A. K. Shrivastava and D. P. Shrivastava, “Course Outcome Attainments in OBE for Weak Students,” International Journal of Innovative Technology and Exploring Engineering (IJITEE), ISSN: 2278-3075, vol. 8, no. 11, pp. 506-509, 2019.
[10] M. H. Rashid, “The Process of Outcome-Based Education-Implementation, Assessment and Evaluations,” American Society for Engineering Education, ASEE International Forum, Paper ID #8242, http://www.asee.org/public/conferences/27/papers/, 2013, access date 15 April 2020.
[11] V. K. Chandna, “Innovative Methodology for the Assessment of Programme Outcomes,” 2014 IEEE International Conference on MOOCs Innovation and Technology in Education (MITE), pp. 264-267.
[12] P. Jayarekha and M. Dakshayini, “Programme Outcomes Assessment by Direct Method,” 2014 IEEE International Conference on MOOCs Innovation and Technology in Education (MITE), pp. 27-31.
[13] V. K. Chandna, “Course outcome assessment and improvement on weak student,” 2015 IEEE International Conference on MOOCs Innovation and Technology in Education (MITE), pp. 38-40.
[14] R. Mahadevan, N. C. Shivaprakash, N. T. Khobragade, K. Raju and V. V. N. Rao, “Implementing a sustainable methodology for assessment of course outcomes and program outcomes in an Indian Engineering Institute,” Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), Bali, Indonesia, pp. 51-54.
[15] ABET: Accreditation Board for Engineering and Technology. (2010). Computing Accreditation Commission. Criteria for accrediting computing programs. Retrieved from http://www.abet.org, accessed on 7 August 2019.
[16] H. A. M. Abdeljaber and S. Ahmad, “Program Outcomes Assessment Method for Multi-Academic Accreditation Bodies: Computer Science Program as a Case Study,” International Journal of Emerging Technologies in Learning (IJET), voL. 12, no. 5, pp. 23-35, 2017.
[17] R. Terry, W. V. Wilding, R. Lewis and D. Olsen, “The Use of Direct and Indirect Evidence to Assess University, Program and Course Level Objectives and Student Competencies,” Chemical Engineering Paper, Proceedings of the 2007 Annual Conference and Exposition, Honolulu, Hawaii. USA, https://peer.asee.org/2564.
[18] C. Asheim, A. Gowan and H. Reichgelt, “Establishing an assessment process for a computing program,” Information Systems Education Journal, vol. 5, no. 1, 2017.
[19] N. A. Mustaffa, M. Zulkifliand and R. I. Z. Murat, “Measuring Course Learning Outcome for Large Class of Introductory Statistics Course,” International Journal of Innovative Technology and Exploring Engineering (IJITEE), ISSN: 2278-3075, vol. 8, no. 7S2, pp. 382-388, 2019.
[20] J. Shaeiwitz and D. Briedis, “Direct Assessment Measures,” Proceedings of the 2007 ASEE Annual Conference and Exposition, ISSN: 2153-5965, ISBN: 12.548.1-11, Honolulu, Hawaii. USA, https://peer.asee.org/1537.
[21] H. A. Harvey, M. Krudysz and A. D. Walser, “Direct Assessment of Engineering Programs at the City College of New York,” Proceedings of the 2010 IEEE Frontiers in Education Conference (FIE), T1H-1-T1H-7.
[22] L. Alzubaidi, “Program Outcomes Assessment using Key Performance Indicators,” Proceeding of 62nd ISERD International Conference, Boston, USA, 2017.
[23] M. H. Bhuyan, “Teaching Control Systems Course for Electrical Engineering Students in Cognitive Domain,” Proceedings of the International Conference on Tertiary Education: Realities & Challenges, Daffodil International University, Dhaka, Bangladesh, 19-21 January 2013, pp. 64-70.
[24] M. Krudysz and A. Wittig, “Challenges in Assessing Multidisciplinary Programs between Engineering and Non-Engineering Schools,” American Society for Engineering Education, 2011.
[25] M. H. Bhuyan and S. S. A. Khan, “Motivating Students in Electrical Circuit Course,” International Journal of Learning and Teaching, vol. 10, no. 2, pp. 137–147, 2018.
[26] IEA: International Engineering Alliance. https://www.ieagreements.org/ accords/washington/signatories/, access date 22 May 2021.
[27] F. A. Phang, A. N. Anuar, A. A. Aziz, K. M. Yusof, S. A. H. S. Hassan, and Y. Ahmad, “Perception of Complex Engineering Problem Solving Among Engineerıng Educators,” Engineering Education for a Smart Society, International Conference on Advances in Intelligent Systems and Computing, January 2018, Springer International Publishing AG, article 627, pp. 215-224, doi: 10.1007/978-3-319-60937-9_17.
[28] X. Li and H. Li, “Study on How to Improve Engineering Student’s Ability to Solve Complex Engineering Problems,” 3rd International Conference on Electrical, Automation and Mechanical Engineering (EAME), Advances in Engineering Research, Atlantis Press, vol. 127, 2018, pp. 377-379.
[29] Z. Shen and Y. Zhu, “Complex Engineering System Learning through Study of Engineering Failure Cases using 3D Animations,” 118th Annual Conference and Exposition, American Society for Engineering Education (ASEE), Construction Management, Paper # 9, 26-29 June 2011, Vancouver, BC, Canada.
[30] J. C. Bruhl, J. P. Hanus, P. M. Moody, and J. L. Klosky, “Mosul Dam- A Study in Complex Engineering Problems,” 123rd Annual Conference and Exposition, American Society for Engineering Education (ASEE), Paper # 16252, 26-29 June 2016, New Orleans, LA, USA.
[31] BAETE (2019): “Workshop on the Implementation of Complex Engineering Problem Solving (WP) and Complex Engineering Activities (EA),” https://www.baetebangladesh.org/download/2019 BAETE WPEA WORKSHOP 18-19June.pdf, accessed on 9 July 2021.
[32] EEE-PO, (2020). Program Outcomes of the BSc in EEE Program, https://seu.edu.bd/dept/eee.php?id=poutcomes, accessed on 20 October 2020.
[33] UGC, (2018). Guidelines for Preparing Standard Curriculum of Four Year Degree in Engineering Program. University Grants Commission of Bangladesh. http://www.ugc.gov.bd/site/view/policies/-, access date 15 April 2020.
[34] M. H. Bhuyan, and S. S. A. Khan, “Assessing and Evaluating the Course Outcomes of Electrical Circuit Course for Bachelor of Science in Electrical and Electronic Engineering Program,” International Journal of Educational and Pedagogical Sciences, vol. 14, no. 12, 2020, World Academy of Science, Engineering and Technology, pp. 1163-1171.
[35] M. H. Bhuyan, “Teaching Electrical Circuits Course for Electrical Engineering Students in Cognitive Domain,” Journal of Bangladesh Electronics Society, vol. 14, no. 1-2, pp. 83-91, 2014.
[36] M. H. Bhuyan and S. S. A. Khan, “Teaching a Numerical Analysis Course for Electrical Engineering Students in the Cognitive Domain,” International Journal of Electrical Engineering Education, Manchester University Press, UK, ISSN e: 2050-4578, p: 0020-7209, vol. 51, no. 1, pp. 82-92, 2014.
[37] M. H. Bhuyan, S. S. A. Khan and M. Z. Rahman, “Teaching Analog Electronics Course for Electrical Engineering Students in Cognitive Domain,” Journal of Electrical Engineering (JEE), the Institution of Engineers Bangladesh (IEB), Dhaka, Bangladesh, vol. EE 40, no. I-II, pp. 52-58, 2014.
[38] M. H. Bhuyan, S. S. A. Khan and M. Z. Rahman, “Teaching Digital Electronics Course for Electrical Engineering Students in Cognitive Domain,” International Journal of Learning and Teaching (IJLT), ISSN: 1986-4558, vol. 10, issue 1, January 2018, pp. 1-12.
[39] M. H. Bhuyan, “Assessment and Evaluation of the Course Outcomes of Semiconductor Devices Course for the BSc in EEE Program,” Southeast University Journal of Science and Engineering (SEUJSE), ISSN: 1999-1630, vol. 14, no. 2, December 2020, pp. 9-20.
[1] M. H. Bhuyan and A. Tamir, “Evaluating COs of Computer Programming Course for OBE-based BSc in EEE Program,” International Journal of Learning and Teaching, 1986-4558, vol. 12, no. 2, pp. 86-99, 2020.
[2] BAETE: Board of Accreditation for Engineering and Technical Education. https://baetebangladesh.org/, access date 18 May 2021.
[3] IEB: The Institution of Engineers, Bangladesh. http://www.iebbd.org/, access date 18 May 2021.
[4] BAETE, (2020). List of Programs under Process of Accreditation, http://www.baetebangladesh.org/now.php and List of Accredited Programs, http://www.baetebangladesh.org/programs.php, access date 15 April 2020.
[5] BAETE, (2017). Board of Accreditation for Engineering and Technical Education. Accreditation Manual for Undergraduate Engineering Programs, 1st Edition, April 2017, http://www.baetebangladesh.org/ download.php, access date 15 April 2020.
[6] BAETE, (2019). Board of Accreditation for Engineering and Technical Education. the Institution of Engineers, Bangladesh. Accreditation Manual for Undergraduate Engineering Programs, 2nd Edition, March 2019. webpage link of BAETE Manual, version 2, http://www.baetebangladesh.org/2nd_edi_05.03.2019_F.pdf, access date 15 April 2020.
[7] T. Sikander, H. Aziz, A. Wasim, S. Hussain and M. Jahanzaib, “Continuous Quality Improvement (CQI) Framework: A Case of Industrial Engineering Department,” International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), vol. 5, no. 1, pp. 107-119, 2017.
[8] UGC, (2020). List of Public, Private and International Universities in Bangladesh. University Grants Commission, Agargaon, Dhaka 1207, Bangladesh. http://www.ugc-universities.gov.bd/public-universities, http://www.ugc-universities.gov.bd/private-universities, http://www.ugc-universities.gov.bd/international-universities, access date 15 April 2020.
[9] A. Rajak, A. K. Shrivastava and D. P. Shrivastava, “Course Outcome Attainments in OBE for Weak Students,” International Journal of Innovative Technology and Exploring Engineering (IJITEE), ISSN: 2278-3075, vol. 8, no. 11, pp. 506-509, 2019.
[10] M. H. Rashid, “The Process of Outcome-Based Education-Implementation, Assessment and Evaluations,” American Society for Engineering Education, ASEE International Forum, Paper ID #8242, http://www.asee.org/public/conferences/27/papers/, 2013, access date 15 April 2020.
[11] V. K. Chandna, “Innovative Methodology for the Assessment of Programme Outcomes,” 2014 IEEE International Conference on MOOCs Innovation and Technology in Education (MITE), pp. 264-267.
[12] P. Jayarekha and M. Dakshayini, “Programme Outcomes Assessment by Direct Method,” 2014 IEEE International Conference on MOOCs Innovation and Technology in Education (MITE), pp. 27-31.
[13] V. K. Chandna, “Course outcome assessment and improvement on weak student,” 2015 IEEE International Conference on MOOCs Innovation and Technology in Education (MITE), pp. 38-40.
[14] R. Mahadevan, N. C. Shivaprakash, N. T. Khobragade, K. Raju and V. V. N. Rao, “Implementing a sustainable methodology for assessment of course outcomes and program outcomes in an Indian Engineering Institute,” Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), Bali, Indonesia, pp. 51-54.
[15] ABET: Accreditation Board for Engineering and Technology. (2010). Computing Accreditation Commission. Criteria for accrediting computing programs. Retrieved from http://www.abet.org, accessed on 7 August 2019.
[16] H. A. M. Abdeljaber and S. Ahmad, “Program Outcomes Assessment Method for Multi-Academic Accreditation Bodies: Computer Science Program as a Case Study,” International Journal of Emerging Technologies in Learning (IJET), voL. 12, no. 5, pp. 23-35, 2017.
[17] R. Terry, W. V. Wilding, R. Lewis and D. Olsen, “The Use of Direct and Indirect Evidence to Assess University, Program and Course Level Objectives and Student Competencies,” Chemical Engineering Paper, Proceedings of the 2007 Annual Conference and Exposition, Honolulu, Hawaii. USA, https://peer.asee.org/2564.
[18] C. Asheim, A. Gowan and H. Reichgelt, “Establishing an assessment process for a computing program,” Information Systems Education Journal, vol. 5, no. 1, 2017.
[19] N. A. Mustaffa, M. Zulkifliand and R. I. Z. Murat, “Measuring Course Learning Outcome for Large Class of Introductory Statistics Course,” International Journal of Innovative Technology and Exploring Engineering (IJITEE), ISSN: 2278-3075, vol. 8, no. 7S2, pp. 382-388, 2019.
[20] J. Shaeiwitz and D. Briedis, “Direct Assessment Measures,” Proceedings of the 2007 ASEE Annual Conference and Exposition, ISSN: 2153-5965, ISBN: 12.548.1-11, Honolulu, Hawaii. USA, https://peer.asee.org/1537.
[21] H. A. Harvey, M. Krudysz and A. D. Walser, “Direct Assessment of Engineering Programs at the City College of New York,” Proceedings of the 2010 IEEE Frontiers in Education Conference (FIE), T1H-1-T1H-7.
[22] L. Alzubaidi, “Program Outcomes Assessment using Key Performance Indicators,” Proceeding of 62nd ISERD International Conference, Boston, USA, 2017.
[23] M. H. Bhuyan, “Teaching Control Systems Course for Electrical Engineering Students in Cognitive Domain,” Proceedings of the International Conference on Tertiary Education: Realities & Challenges, Daffodil International University, Dhaka, Bangladesh, 19-21 January 2013, pp. 64-70.
[24] M. Krudysz and A. Wittig, “Challenges in Assessing Multidisciplinary Programs between Engineering and Non-Engineering Schools,” American Society for Engineering Education, 2011.
[25] M. H. Bhuyan and S. S. A. Khan, “Motivating Students in Electrical Circuit Course,” International Journal of Learning and Teaching, vol. 10, no. 2, pp. 137–147, 2018.
[26] IEA: International Engineering Alliance. https://www.ieagreements.org/ accords/washington/signatories/, access date 22 May 2021.
[27] F. A. Phang, A. N. Anuar, A. A. Aziz, K. M. Yusof, S. A. H. S. Hassan, and Y. Ahmad, “Perception of Complex Engineering Problem Solving Among Engineerıng Educators,” Engineering Education for a Smart Society, International Conference on Advances in Intelligent Systems and Computing, January 2018, Springer International Publishing AG, article 627, pp. 215-224, doi: 10.1007/978-3-319-60937-9_17.
[28] X. Li and H. Li, “Study on How to Improve Engineering Student’s Ability to Solve Complex Engineering Problems,” 3rd International Conference on Electrical, Automation and Mechanical Engineering (EAME), Advances in Engineering Research, Atlantis Press, vol. 127, 2018, pp. 377-379.
[29] Z. Shen and Y. Zhu, “Complex Engineering System Learning through Study of Engineering Failure Cases using 3D Animations,” 118th Annual Conference and Exposition, American Society for Engineering Education (ASEE), Construction Management, Paper # 9, 26-29 June 2011, Vancouver, BC, Canada.
[30] J. C. Bruhl, J. P. Hanus, P. M. Moody, and J. L. Klosky, “Mosul Dam- A Study in Complex Engineering Problems,” 123rd Annual Conference and Exposition, American Society for Engineering Education (ASEE), Paper # 16252, 26-29 June 2016, New Orleans, LA, USA.
[31] BAETE (2019): “Workshop on the Implementation of Complex Engineering Problem Solving (WP) and Complex Engineering Activities (EA),” https://www.baetebangladesh.org/download/2019 BAETE WPEA WORKSHOP 18-19June.pdf, accessed on 9 July 2021.
[32] EEE-PO, (2020). Program Outcomes of the BSc in EEE Program, https://seu.edu.bd/dept/eee.php?id=poutcomes, accessed on 20 October 2020.
[33] UGC, (2018). Guidelines for Preparing Standard Curriculum of Four Year Degree in Engineering Program. University Grants Commission of Bangladesh. http://www.ugc.gov.bd/site/view/policies/-, access date 15 April 2020.
[34] M. H. Bhuyan, and S. S. A. Khan, “Assessing and Evaluating the Course Outcomes of Electrical Circuit Course for Bachelor of Science in Electrical and Electronic Engineering Program,” International Journal of Educational and Pedagogical Sciences, vol. 14, no. 12, 2020, World Academy of Science, Engineering and Technology, pp. 1163-1171.
[35] M. H. Bhuyan, “Teaching Electrical Circuits Course for Electrical Engineering Students in Cognitive Domain,” Journal of Bangladesh Electronics Society, vol. 14, no. 1-2, pp. 83-91, 2014.
[36] M. H. Bhuyan and S. S. A. Khan, “Teaching a Numerical Analysis Course for Electrical Engineering Students in the Cognitive Domain,” International Journal of Electrical Engineering Education, Manchester University Press, UK, ISSN e: 2050-4578, p: 0020-7209, vol. 51, no. 1, pp. 82-92, 2014.
[37] M. H. Bhuyan, S. S. A. Khan and M. Z. Rahman, “Teaching Analog Electronics Course for Electrical Engineering Students in Cognitive Domain,” Journal of Electrical Engineering (JEE), the Institution of Engineers Bangladesh (IEB), Dhaka, Bangladesh, vol. EE 40, no. I-II, pp. 52-58, 2014.
[38] M. H. Bhuyan, S. S. A. Khan and M. Z. Rahman, “Teaching Digital Electronics Course for Electrical Engineering Students in Cognitive Domain,” International Journal of Learning and Teaching (IJLT), ISSN: 1986-4558, vol. 10, issue 1, January 2018, pp. 1-12.
[39] M. H. Bhuyan, “Assessment and Evaluation of the Course Outcomes of Semiconductor Devices Course for the BSc in EEE Program,” Southeast University Journal of Science and Engineering (SEUJSE), ISSN: 1999-1630, vol. 14, no. 2, December 2020, pp. 9-20.
@article{"International Journal of Business, Human and Social Sciences:80476", author = "Muhibul Haque Bhuyan", title = "Assessing and Evaluating the Course Outcomes of Control Systems Course Mapping Complex Engineering Problem Solving Issues and Associated Knowledge Profiles with the Program Outcomes", abstract = "In the current context, the engineering program educators need to think about how to develop the concepts and complex engineering problem-solving skills through various complex engineering activities by the undergraduate engineering students in various engineering courses. But most of them are facing challenges to assess and evaluate these skills of their students. In this study, detailed assessment and evaluation methods for the undergraduate Electrical and Electronic Engineering (EEE) program are stated using the Outcome-Based Education (OBE) approach. For this purpose, a final year course titled control systems has been selected. The assessment and evaluation approach, course contents, course objectives, course outcomes (COs), and their mapping to the program outcomes (POs) with complex engineering problems and activities via the knowledge profiles, performance indicators, rubrics of assessment, CO and PO attainment data, and other statistics, are reported for a student-cohort of control systems course registered by the students of BSc in EEE program in Spring 2021 Semester at the EEE Department of Southeast University (SEU). It is found that the target benchmark was achieved by the students of that course. Several recommendations for the continuous quality improvement (CQI) process are also provided.", keywords = "Complex engineering problem, knowledge profiles, OBE, control systems course, COs, PIs, POs, assessment rubrics.", volume = "15", number = "9", pages = "649-10", }
