academic+staff+guidelines.pdf

ACADEMIC STAFF GUIDELINES

FACULTY OF ENGINEERING

UNIVERSITI INDUSTRI SELANGOR

1

PREFACE

This is the first edition of Academic Staff Guidelines to all the academic staff of the faculty of engineering. This is a revised version of the Academic Staff Handbook which has been produced in year 2006 and Faculty of Engineering Lecturers Guide which is distributed in year 2008. In this guideline, we have added the Outcome Based Education (OBE) implementation system as references to all staff.

This guideline is prepared to facilitate the academic staff especially the new lecturers to have a clear description of duties and the process involved. This document describes the basic responsibilities and how the academic responsibilities should be discharged.

I hope that this effort will be beneficial to all and can contribute to achieve our vision and mission and thus finally can achieve our expected outcomes of our graduates.

PROF. IR DR JAMALUDIN BIN MAT DEAN FACULTY OF ENGINEERING UNIVERSITI INDUSTRI SELANGOR

2

TABLE OF CONTENT PREFACE

1.0 UNIVERSITY DIRECTION

2.0 FACULTY OF ENGINEERING INFORMATION 2.1. FACULTY DIRECTION 2.2. ADMINISTRATION 2.3. PROGRAMMES OFFERED 2.4. FACULTY RULES AND REGULATION

3.0 ACADEMIC STAFF RESPONSIBILITIES 3.1. TEACHING AND CLASS MANAGMENT 3.2. STUDENT COURSE ASSESSMENT 3.3. COURSE AND CURRICULUM DEVELOPMENT 3.4. PROJECT AND THESIS SUPERVISION 3.5. STUDENT ACADEMIC ADVISOR 3.6. INDUSTRIAL TRAINING SUPERVISION 3.7. RESEARCH & CONSULTANCY 3.8. ADMINISTRATIVE DUTIES

4.0 OUTCOME BASED EDUCATION (OBE) 4.1. INTRODUCTION 4.2. PROGRAMME EDUCATIONAL OBJECTIVES (PEO)&

PROGRAMME LEARNING OUTCOMES (PLO) 4.3. COURSE LEARNING OUTCOMES (CLO) 4.4. GUIDELINES FOR EFFECTIVE TEACHING 4.5. COURSE ASSESMENT OF LEARNING OUTCOMES 4.6. GUIDELINES FOR PREPARING AND MARKING ASSIGNMENT

5.0 ACADEMIC QUALITY MANAGEMENT SYSTEM 5.1. COURSE LECTURE ASSESMENT 5.2. COURSEFILE 5.3. ASSESSMENT CONTRIBUTION PLO PERFORMANCE (ACPP) 5.4. ANNUAL PROGRAM MONITORING REPORT (APMR)

6.0 CONTINIOUS QUALITY IMPROVEMENT 6.1. REVIEWING TEACHING EFFECTIVENESS 6.2. REVIEWING CURRICULUM 6.3. REVIEWING PEO & PLO 6.4. REVIEWING EXAM QUESTIONS

7.0 APPENDICES 7.1. BLOOMS TAXONOMY

1

1.0 UNIVERSITY DIRECTION

UNISEL IN BRIEF

UNIVERSITI INDUSTRI SELANGOR (UNISEL) is named after the State of Selangor and is moving progressively with in line of the Selangor States vision for being the First State University in Malaysia. UNISEL was founded in 1999 with the aims to provide more qualified professionals for the needs of various industries.

UNISEL has two campuses, namely the Bestari Jaya Campus and Shah Alam Campus. Bestari Jaya Campus is the main campus and located at the District of Kuala Selangor, 65 kilometers from Kuala Lumpur City center which houses four(4) faculties including Faculty of Engineering. Shah Alam Campus is the Stellite Campus which is located at Section 7, Shah Alam, 20 kilometers from Kuala Lumpur City center. Both campuses can accommodate 13,000 students.

Graduates from UNISEL are equipped with the competitive edge to enter into the jobs market. UNISEL believes that by producing quality graduates do not necessarily be born but they are derived through well-conceived and well-directed activities. In consonance with this belief, UNISEL is empowered with expertise to provide the inherent strength to resolute this effort to develop a pool of dynamic and progressive graduates.

Hence, producing the next generation of professionals that uphold the vision, UNISEL also ensure on the total development which encompasses social, politics, culture and arts. In realizing this, the importance of comfort lifestyle through the evolution of technology and innovation, UNISEL takes pride in the wellness of both campuses by preparing the best facilities and services. These efforts are not compromised in order to unfold students potentials in their lifelong learning.

UNIVERSITY VISION & MISSION

VISION Being the Regional Industrial Learning University

MISSION Meeting Industrial Needs

2

2.0 FACULTY OF ENGINEERING INFORMATION

2.1 FACULTY DIRECTION

FACULTY VISION To be the Forefront Industry-Oriented Engineering Faculty.

FACULTY MISSION Faculty of Engineering is committed in providing comprehensive and industry related expertise and stimulating knowledge-culture atmosphere.

PHILOSOPHY Honest and Professional in the Quest for Continuous Improvement and Knowledge Advancement with Responsibilities to the Creator and Stakeholders.

2.2 FACULTY ADMINISTRATION

DEAN

03-32805102

PERSONAL ASSISTANT

03-32805112

DEPUTY DEAN (ACADEMIC)

03-32806050

HEAD OF

PROGRAMS LAB MANAGER

ASSISTANT REGISTRAR

03-32806084

SUPERVISOR

(Academic)

03-32805125

CLERK (Academic)

CLERK (Academic)

CLERK

(Finance)

CLERK

(Admin)

ACADEMIC

STAFF

HEAD OF LAB

LAB STAFF

PROJECT

MANAGERS

DEPUTY DEAN (RESOURCES)

03-32606053

SUPERVISOR

(Academic)

03-32805122

3

Figure 1 : Organizational Chart of Faculty of Engineering

2.3 PROGRAMMES OFFERED IN FACULTY OF ENGINEERING

Faculty of Engineering offers programmes as follows:

1. Bachelor of Engineering (Hons.) (Mechanical) 2. Bachelor of Engineering (Hons.) (Mechatronics) 3. Bachelor of Engineering (Hons.) (Electronics) 4. Bachelor of Engineering (Hons.) (Electrical) 5. Bachelor of Engineering (Hons.) (Civil) 6. Diploma in Mechanical Engineering 7. Diploma in Mechatronic Engineering 8. Diploma in Electrical & Electronic Engineering

4

Programme Structure

: Programme structure for B.Eng.(Mechanical)(Hons.) L T P

ZKU 1112 Kokurikulum 2 -KFS 1173 Engineering Mathematics I 3 3 1 - 4 -KMS 1243 Statics 3 3 1 - 4 -KMS 1113 Thermodynamics I 3 3 1 - 4 -KMS 1171 Engineering Drawing 1 - - 3 3 -KMS 1133 Materials Science 3 3 1 - 4 -KMS 2191 Mechanical Workshop I 1 - - 3 3 -

16

MPW 2133 Pengajian Malaysia 3 -KFS 1373 Engineering Mathematics II 3 3 1 - 4 KFS 1173ZES 1133 Technical English I 3 3 - - 3 -KMS 1333 Fluid Mechanics I 3 3 1 - 4 -KMS 1273 Electrical Technology 3 3 1 - 4 -KMS 2391 Lab II-Thermofluids Laboratory 1 - - 3 3 KMS 1113

KMS 1333KMS 2291 Mechanical Workshop II 1 - - 3 3 KMS 2191

17

MPW 2113/MPW

2123Bahasa Kebangsaan A / B 3

MPW 2143/MPW

2153Pengajian Islam / Pendidikan Moral 3 3 - - 3 -

ZES 1243 Technical English II 3 3 - - 3 ZES 11339

KMS 2372 Computer Aided Design (CAD) 2 1 - 2 3 KMS 1171KMS 2123 Electronics 3 3 1 - 4 KMS 1273KMS 2253 Dynamics 3 3 1 - 4 KMS 1243KFS 2332 Computer Programming 2 2 1 - 3 -KMS 2243 Manufacturing Process 3 3 1 - 4 KMS 1133KMS 2333 Fluid Mechanics II 3 3 1 - 4 KMS 1333KMS 2201 Lab III - Electrical and Electronics

Laboratory1 - - 3 3 KMS 2123

KMS 127317

KFS 2312 Engineering Statistics 2 2 1 - 3 KFS 1373KMS 2343 Industrial Instrumentation & Measurement 3 3 1 - 4

KMS 3173 Numerical Analysis 3 3 1 - 4 KFS 1373KRS 2163 Control Systems 3 3 1 - 4 KMS 2123KMS 2213 Thermodynamics II 3 3 1 - 4 KMS 1113KMS 2283 Strength of Materials I 3 3 1 - 4 KMS 1243KMS 1191 Lab I - Material Laboratory 1 - - 3 3 KMS 1133

KMS 228318

KMS 3123 Heat & Mass Transfer 3 3 1 - 4 KMS 1113KMS 2313 Mechanics of Machines 3 3 1 - 4 KMS 2283, KMS

2253KMS 3243 Machines Design 3 3 1 - 4 KMS 2313KMS 3183 Strength of Materials II 3 3 1 - 4 KMS 2283KFS 3182 R&D Methodology 2 2 1 - 3 -KMS 3293 Mechanical Engineering Project 3 completed all Year 2

KMS 3291 Lab IV- Thermal Laboratory1 - - 3 3 KMS 2213

18

KMS 4273 Computer Aided Engineering (CAE ) 3 2 - 2 4 KMS 3173 KMS 2372

3

Total Credit

1 (14 weeks)

Total Credit

Total Credit

2 2 (14 weeks)

Total Credit

Total Credit

2 1 (14 weeks)

3 (7 weeks)1

1 1 (14 weeks)

Total Credit

1 2 (14 weeks)

Core Subject

Credit Hours

Contact Hours/week

Pre-requisite

/ weeksYear Sem Code Courses

5

19

KMS 3123 Heat & Mass Transfer 3 3 1 - 4 KMS 1123KMS 3173 Numerical Analysis 3 3 1 - 4 KFS 1373KMS 3253 Machine Design 3 3 1 - 4 KMS 2153KMS 2283 Strength of Material II 3 3 1 - 4 KMS 2143KFS 3182 R&D Methodology 2 1 2 - 3 -KMS 3293 Mechanical Engineering Project 3 KMS 2291

KMS 3291 Lab IV- Thermal Laboratory1 - - 3 3 KMS 2213

18

3 2 (14 weeks) KFS 3236 Industrial Training 6completed min 90

credit hours including KMS 3293

6

KMS 4273 Computer Aided Engineering (CAE ) 3 2 - 2 4 KMS 3173 KMS 2372

KMS 4**3 Elective I 3 3 1 - 4 -KMS 4103 Project Design 3 3 1 - 4 KMS 3243KFS 4192 Pre-thesis 2 completed all Year 3

coursesKMS 4363 Operation Management 3 3 1 - 4 -PFS 3233 Entrepreneurship 3 -

17

KMS 4323 Engineering Management 3 -KMS 4**3 Elective II 3 -KMS 4**3 Elective III 3 -KMS 4143 Mechanical Vibration 3 3 1 - 4 KMS 2253KFS 4293 Thesis 3 KFS 4192KFS 4180 Industrial Seminar 0 -KFS 4382 Engineer & Society 2 -

17

KMS 4183 Machining and Machines Tool Operation 3 3 1 - 4 KMS 2283 KMS 2243

KRS 2153 Robot Technology 3 3 1 - 4 -KMS 2233 Fluid Power 3 3 1 - 4 KMS 2333KMS 4333 Refrigeration & Air conditioning 3 3 1 - 4 KMS 3123KMS 3213 Engineering Materials 3 3 1 - 4 KMS 1133KMS 4163 Tribology 3 3 1 - 4 -

Elective SubjectTotal Credit Hours ( 135 )

3

4 1

Total Credit

Total Credit

4 2 (14 weeks)

Total Credit

Total Credit

1 (14 weeks)4

1 (14 weeks)

Total Credit

Programme structure for B.Eng.(Mechatronics)(Hons.)

L T P

Year Sem Code Subjects Credit Hours

/ weeks

Contact Hours/week

Pre-requisite

Grade

Core Subject 1 1 KMS 1171 Engineering Drawing

1 - - - 3 -

6

KES 1144 Circuit Theory I 4 3 - 2 5 -

KES 1114 Analog Electronics 4 3 - 2 5 -

KFS 1173 Engineering Mathematics I 3 3 1 - 4 -

ZES 1133 Technical English I 3 3 - - 3 -

(14 weeks)

KES 1181 Laboratory I 1 - - 3 3 -

Total Credit 16

KES 1153 Digital Electronics 3 3 1 - 4 -

KKS 1363 Electrical Technology 3 3 1 - 4 KES 1144

KFS 1373 Engineering MathematicsII 3 3 1 - 4 KFS 1173

KMS 1253 Statics 3 3 1 - 4 -


KMS 2291 Mechanical Workshop I 1 - - 3 3 -

KES 2101 Electronic Workshop 1 - - 3 3

1 2

(14 weeks)

KES 1281 Laboratory II 1 - - 3 3 KES 1181

Total Credit 18

MPW 2113/

Bahasa Kebangsaan A / 3 3 - 1 3 (7 weeks) MPW 2123 Bahasa Kebangsaan B

Total Credit 3

KMS 1333 Fluid Mechanics 3 3 1 - 4 -

KMS 2253 Dynamics 3 3 1 - 4 KMS 1243

KES 2113 Microprocessor 3 3 1 - 4 KES 1153

KRS 3153 Sensor & Actuator 3 3 1 - 4 -

ZKU 1112 Cocurriculum 2 1 - 2 3 -

KMS 2143 Strength of Material 3 3 1 - 4 KMS 1243

2 1

(14 weeks)

KFS 2332 Computer Programming 2 2 1 - 3 -

Total Credit 19

MPW 2133 /

SSS 1313

Pengajian Malaysia / Introduction to Psychology

3 3 - - 3 -

KES 2133 Signal & Systems 3 3 1 - 4 KES 1144

KRS 2163 Control Systems 3 3 1 - 4 KMS 2253

KMS 2372 Computer Aided Design (CAD) 2 1 - 2 3 KMS 1171

KRS 2363 Industrial Automation 3 3 1 - 4 -

KFS 2312 Engineering Statistics 2 2 1 - 3 -

KRS 2391 Automation Laboratory 1 - - 3 3 -

2 2

(14 weeks)

KRS 2181 Lab III 1 - - 3 3

Total Credit 18

3 1 MPW 2143 Pengajian Islam /Pendidikan 3 3 - - 3 -

7

/ MPW 2153 SSS 3133

Moral Management Skills

KRS 2153 Robot Technology 3 3 1 - 4 KRS 2363

KRS 4153 Mechatronics System Design 3 3 1 - 4 KRS 2153

KFS 3182 R & D Methodology 2 2 - - 2 -

KES 3133 Digital Signal Processing 3 3 1 - 4 KES 2133

KRS 3191 CIM Lab 1 - - 3 3 KRS 2363

(14 weeks)

KRS 3293 Mechatronics Engineering Project 3 - - 128 4/days KRS 4153 Total Credit 18

3 2

(14 weeks)

KFS 3236 Industrial Training 6 560 8 / Days KRS 3293

Total Credit 6

KRS 3163 Computer Control Instrumentation 3 3 1 - 4 -

KRS 4253 Robot Dynamics 3 3 1 - 4 KRS 2153

KFS 4382 Engineers and Society 2 2 1 - 3 -

Elective I 3

Elective II 3

KRS 3263 Modern Control Systems 3 3 1 - 4 KRS 2163

4 1

(14 weeks)

KFS 4192 Pre-Thesis 2 280 8/days KRS 3293 Total Credit 19 -

KMS 3153 Machine Kinematics 3 3 1 - 4 KMS 2253

KFS 4293 Thesis 3 KFS 4192

KRS 4163 Digital Control Systems 3 3 1 - 4 KRS 3263

Elective III 3 -

Elective IV 3 -

KFS 4180 Dept / Faculty Seminar 0 - - - - -

4 2

(14 weeks)

PFS 3223 Entrepreneurships 3 3 -

Total Credit 18

Total Credit Hours ( 135 )

Elective Subject KRS 4143 Fuzzy Logic 3 3 1 - 4 -

KMS 4152 Machine Design I 3 3 1 - 4 KMS 2253

KRS 4353 Sensor Engineering 3 3 1 - 4 -

KMS 2243 Manufacturing Process 3 3 1 - 4 -

3 2

KRS 4173 Special Topics I(Microcontroller) 3 3 1 - 4 KMS 2113

4 1 KRS 4373 Manufacturing System Design 3 3 1 - 4 -

8

KRS 4263 Advance Control System 3 3 1 - 4 KRS 3263

KRS 4323 Neural Network 3 3 1 - 4 -

KRS 4273 Special Topics II 3 3 1 - 4 -

Programme structure for B.Eng. (Electronics)(Hons.)

L T P Year Sem Code Courses Credit Hours / weeks

Contact Hours/week

Pre-requisite Grade





KES 1181 Laboratory I 1 - - 3 3 KES 1153 & 1114*

1 1

(14 weeks)

ZKU 1112 Co-Curriculum 2 - - 2 2 -

Total Credit 16

1 3 (7

weeks) MPW 2113/ 2123

Bahasa Kebangsaan A/B 3 3 -

Total Credit 3


KFS 1373 Engineering Mathematics II 3 3 1 - 4 KFS 1173



KFS 2332 Computer Programming 2 2 1 - 3 - 1

2 (14

weeks)

MPW 2143 / 2153

SSS 3133

Pengajian Islam /Pendidikan Moral Management Skills 3 3 - - 3 -

Total Credit 18


KES 1213 Measurement & Instrumentation 3 3 1 - 4 -


KES 2233 Circuit Theory II 3 3 1 - 4 KES 1144

KES 2133 Signal & System 3 3 1 - 4 KFS 1373

KES 1281 Laboratory II 1 - - 3 3 KES1213& KKS1363*

2 1

(14 weeks)

MPW 2133 /

SSS 1313

Pengajian Malaysia / Introduction to Psychology 3 3 - - 3 -

Total Credit 18

2 (7 weeks)

Total Credit -

2 2 KES 3133 Digital Signal Processing 3 3 1 - 4 KES 2133

9

KES 2164 Communication System 4 3 1 1 4 -

KES 2123 Microelectronics 3 3 1 - 4 KES 1114

KES 3123 Electromagnetic Theory (EMT) 3 3 1 - 4 KFS 1373 KRS 2163 Control System 3 2 1 - 3 KES 2133

KES 2181 Laboratory III 1 - - 3 3 KES 2113 & 2164*

(14 weeks)

KES 2101 Electronics Workshop 1 - - 3 3 -

Total Credit 18

KES 2243 Digital System 3 3 1 - 4 KES 1153

KES 2223 Communication Electronic 3 3 1 - 4 -

KES 4343 Digital Communication 3 3 1 - 4 KES 2164

KES 2173 Computer Engineering 3 3 1 - 4 KES 1153

KFS 3182 R&D Methodology 2 2 - - 2 -

KES 2281 Advance Electronic Lab 1 - - 3 3 KES 2243*

3 1

(14 weeks)

KES 3293 Electronics Engineering Project 3 3 - Total Credit 18

3 (7 weeks)

Total Credit -

3 2

(15 weeks)

KFS 3236 Industrial Training 6 6 KES 3293

Total Credit 6

KES 4243 Microwave Theory 3 3 1 - 4 KES 3123

KES 3113 Data Communication 3 3 1 - 4 KES 2164

KES 3153 Operating System 3 3 1 - 4 KES 2173

KFS 4382 Engineer & Society 2 2 - - 2 -

Elective I 3 3 1 - 4 -

Elective II 3 3 1 - 4 -

3 2

(14 weeks)

KFS 4192 Pre-thesis 2 - - - 2 KFS 3236

Total Credit 19

4 (7 weeks)

Total Credit -

KES 4153 Design and Fabrication of Microelectronics Components 3 3 1 - 4 KES 2123

KES 4353 Very Large Scale Integration Design 3 3 1 - 4 KES 2123

PFS 3223 Entrepreneurship 3 2 1 - 3 -

KFS 4180 Industrial Seminar 0 - - - - -

Elective III 3 3 1 - 4 -

4 1 (14 weeks)

Elective IV 3 3 1 - 4 -

10

KFS 4293 Thesis 3 3 KFS 4192

Total Credit 18


Elective Courses

KES 4223 Electronic Instrumentation 3 3 1 - 4 KES 1114

KES 4233 Software Engineering 3 3 1 - 4 KFS 2332

KES 4273 Optical Communication 3 3 1 - 4 KES 2164 4 2

KES 4253 Medical Electronic 3 3 1 - 4 KES 1114

KRS 4173 Micro Controller 3 3 1 - 4 KES 2113

KES 4123 Solid State Electronic 3 3 1 - 4 KES 1114

KES 4133 Image Processing 3 3 1 - 4 KES 3133 4 1

KES 4143 Antenna Theory 3 3 1 - 4 KES 3123

Programme structure for B.Eng. (Electrical)(Hons.)

L T P Year Sem Code Courses Credit Hours

/ weeks

Contact Hours/week Pre-requisite Grade





KES 1181 Laboratory I 1 - - 3 3 KES 1153 & 1114*

1 1

(14 weeks)

ZKU 1112 Co-Curriculum 2 - - 2 2 -

Total Credit 16

1 (7 weeks)

MPW 2113/ 2123 Bahasa Kebangsaan A/B 3 3 -

Total Credit 3





KKS 1353 Electrical Material 3 3 1 - 4 -

1 2

(14 weeks)

KKS 2282 Electrical Workshop 2 - - 4 4 -

Total Credit 18


KES 1213 Measurement & Instrumentation 3 3 1 - 4 -

2 1 (14 weeks)


11

KES 2133 Signal & System 3 3 1 - 4 KFS 1373

KES 2233 Circuit Theory II 3 3 1 - 4 KES 1144

KES 1281 Laboratory II 1 - - 3 3 KES1213& KKS1363*

MPW 2143 / 2153

SSS 3133

Pengajian Islam /Pendidikan Moral Management Skills

3 3 - - 3 -

Total Credit 18

2 (7 weeks)

Total Credit -

KES 3133 Digital Signal Processing 3 3 1 - 4 KES 2133

KES 2163 Communication System 3 3 1 - 4 -

KES 3123 Electromagnetic Theory (EMT) 3 3 1 - 4 KFS 1373 KKS 3153 Electrical Machine 3 3 1 - 4 KKS 1363

KKS 3344 Power System 4 3 1 2 6 KES 1144

KFS 2332 Computer Programming 2 3 - - 3 -

2 2

(14 weeks)

KKS 2181 Laboratory III 1 - - 3 3 KES 2113*

Total Credit 19

KKS 2323 Industrial Electronics 3 3 1 - 4 KES 1114

KRS 2163 Control System 3 2 1 - 3 KES 2133

KES 2173 Computer Engineering 3 3 1 - 4 KES 1153

KKS 2281 Laboratory IV 1 - - 3 3 KKS 2323*

KKS 3181 Power System & Electrical Machine Lab 1 - - 3 3 KKS3344& KKS3153*

KFS 3182 R&D Methodology 2 2 - - 2 -

KKS 3293 Electrical Engineering Project 3 3 -

3 1

(14 weeks)

MPW 2133 / SSS 1313

Pengajian Malaysia / Introduction to Psychology 3 3 - - 3 -

Total Credit 19

3 (7 weeks)

Total Credit -

3 2

(15 weeks)

KFS 3236 Industrial Training 6 6 KKS 3293

Total Credit 6

KKS 4154 Power System Design 4 3 1 2 6 KKS 3344

KKS 4343 High Voltage Engineering 3 3 1 - 4 KKS 3344

PFS 3223 Entrepreneurship 3 2 1 - 3 -


4 1 (14 weeks)


12

KFS 4192 Pre-thesis 3 3 KFS 3236

Total Credit 19

4 (7 weeks)

Total Credit -

KKS 4113 Power Electronics I 3 3 1 - 4 KES 1114

KKS 4104 Protection System 4 3 1 2 6 KKS 3344


KFS 4180 Industrial Seminar 0 - - - - -



4 2

(14 weeks)

KFS 4293 Thesis 3 3 KFS 4192

Total Credit 18


Elective Courses

KKS 4313 Operational Research 3 3 1 - 3 KKS 4113

KKS 4143 Electrical Energy Utilization 3 3 1 - 3 KKS 3344

KRS 4163 Digital Control System 3 3 1 - 3 KRS 2163 4 2

KKS 4163 Optimal Control 3 3 1 - 3 KRS 2163

KKS 4243 Load Dispatch 3 3 1 - 3 KKS 3344

KKS 4363 Power System Stability and Control 3 3 1 - 3 KKS 3344

KKS 4353 Electrical Machine Theory 3 3 1 - 3 KKS 3153

KKS 4122 Power Electronics II 3 3 1 - 3 KKS 4113*

4 1

KRS 4173 Micro Controller 3 3 1 - 3 KES 2113

Programme structure for B.Eng. (Civil)(Hons.)

L T P

Year Sem Code Subjects Credit Hours

/weeks

Contact Hours/week

Pre-requisite Point

Grade

Core Subject

13

KAS 1113 Applied Mechanics 3 3 1 - 4 -

MPW 2143/ MPW 2153/ SSS 3133

Pendidikan Islam/Pendidikan Moral / Management Skills

3 3 - - 3 -

KAS 1173 Engineering Surveying 3 3 1 - 4 -

ZKU 1112 Kokurikulum 2 2 1 - 3 -


ZES 1133 Technical English I 3 2 1.5 - 3 -

1 1

(14 weeks)

KAS 1131 Survey Field Works 1 - - 2 2 -

Total Credit 18

KAS 1343 Strength of Materials 3 3 1 - 4 KAS 1113

KAS 1353 Fluid Mechanics 3 3 1 - 4 KAS 1113


MPW 2133/ SSS 1313

Pengajian Malaysia / Introduction to Psychology

3 2 1.5 - 3 -

ZES 1243 Technical English II 3 2 1.5 - 3 ZES 1133

1 2

(14 weeks)

KAS 1312 Civil Engineering Drafting 2 2 1 - 3 -

Total Credit 17

1 3 (7 weeks) MPW 2113/ SSS 2123 Bahasa Kebangsaan 3 2 1.5 - 3 -

Total Credit 3

KAS 2163 Soil Mechanics & Geology 3 3 1 - 4 KAS 1343 KAS 1353

KMS 3173 Numerical Analysis 3 3 1 - 4 KFS 1373

KAS 2143 Civil Engineering Materials 3 3 1 - 4 -

KAS 1323 Theory of Structures 3 3 1 - 4 KAS 1343

KFS 2332 Computer Programming 2 2 1 - 3 -

KAS 2193 Environmental Engineering. 3 3 1 - 4 -

2 1

(14 weeks)

KAS 1331 Laboratory I 1 - 1 2 2 KAS 1343 KAS 1353

Total Credit 18

KAS 2323 Reinforced Concrete Design I 3 3 1 - 4 KAS 1323

KAS 3223 Structural Analysis 3 3 1 - 4 KAS 1323

KAS 2343 Concrete Technology 3 3 1 - 4 KAS 2143

KAS 4172 Transportation Engineering 2 2 1 - 3 -



KAS 2152 Hydraulics 2 2 1 - 3 KAS 1353

2 2

(14 weeks)

KAS 2131 Laboratory II 1 - - 2 2 KAS 1323 KAS 2163

14

Total Credit 18

KAS 3123 Steel & Wood Design 3 3 1 - 4 KAS 1323

PFS 3233 Enterprenuership 3 3 - - 3 -

KAS 2112 Construction Engineering and Technology

2 2 1 - 3 -

KAS 2372 Highway Engineering 2 2 1 - 3 KAS 4172

KFS 3182 R&D Methodology 2 1 2 - 3 -

KAS 2363 Geotechnical Engineering I 3 3 1 - 4 KAS 2163

KAS 2352 Hydrology 2 2 1 - 3 KAS 1353

3 1 (14weeks)

KAS 2331 Laboratory III 1 - - 2 2 KAS 2152 KAS 2352 KAS 2343 KAS 2363

Total Credit 18

3 2

(14 weeks)

KFS 3236 Industrial Training 6 560 8/days

Total Credit 6

KAS 4123 Reinforced Concrete Design II 3 3 1 - 4 KAS 2323

KAS 3163 Geotechnical Engineering II 3 3 1 - 4 KAS 2363

KAS 3193 Environmental Management 3 3 1 - 4 -

KAS 2313 Construction Management and Planning

3 3 1 - 4 -

KAS 3123 KAS 4131 Design Project I 1 - - 2 2 KAS 2323

4 1 (14 weeks)

KAS 3233 Civil Works Project 3 - - 128 4/days KAS 1173 KAS 1312 KAS 1353 KAS 2112 KAS 3193 KAS 3163 KAS 2152 KAS 2352 KAS 2313 KAS 4172 KAS 2372

15

KFS 4192 Pre-Thesis 2 280 4/days

KMS 3173 KFS 2332 KFS 3182 KAS 2193 KAS 2363 KAS 3123 KAS 2343 KFS 2312 KAS 2352 KAS 2152 KAS

3223

KAS 3131 Laboratory IV 1 - - 2 2 KAS 2372 KAS 2193

Total Credit 19

Elective I 3 - - - - -

Elective II 3 - - - - -

Elective III 3 - - - - KAS 2372

Elective IV 3 - - - - KAS 2323

KFS 4180 Industrial Seminar 0 - - - - KAS 3123

KAS 3112 Mechanical & Electrical Systems

2 2 1 - 3 -

4 2

(14 weeks)

KAS 4331 Design Project II 1 - - 2 2 KAS 1323

KFS 4293 Thesis 3 280 4/days KFS 4192

Total Credit 18

Total Credit Hours ( 132 ) / (135 - with Bahasa Kebangsaan)

Elective Subject

KAS 4373 Bridge Design 3 3 1 - 4 KAS 2123

KAS4443 Steel Design II 3 3 1 - 4 KAS 2123

KAS 4363 Introduction to Finite Element Method 3

3 1 - 4 KAS 2123

KAS 4283 Composite Materials 3 3 1 - 4

KAS 2143

KAS 4123 Highway Construction 3 3 1 - 4

KAS 2372

KAS 4293 Solid Waste Management 3 3 1 - 4 KAS 2193

KAS 3193

KAS 4343 Ground Water Engineering 3 3 1 - 4

KAS 2352

4 1

KAS 4193 Wastewater Treatment 3 3 1 - 4

KAS 2193

Programme structure for Diploma in Mechanical Engineering

L T P

Year Sem Code Courses

Credit Hours

/ weeks

Contact Hours/week Pre-

requisite Grade

MPW 1143/MPW 1153 P. Islam / P. Moral 3 3 - - 3 -

ZEU 1113 Proficiency English I 3 3 1 - 4

KFD 1113 Matematik I 3 3 1 - 4 -

1 1 (14 weeks)

KFD 1123 Fizik 3 3 - 2 5 -

16

KFD 1133 Kimia 3 3 - 2 5 -

KMD 1191 Woksyop Mekanikal I 1 3 4 -

KFD 1141 Makmal Sains 1 - - 3 3 -

Total Credit Hours For Semester 1 17

MPW 1133 Pengajian Malaysia 3 3 - - 3 - ZEU 1223 Proficiency English II 3 3 1 - 4 ZEU 1113 ZKU 1112 Kokurikulum 2

- - 2 2 -

KFD 1213 Matematik II 3 3 1 - 4 KFD 1113 KMD 1343 Sains Bahan 3 3 1 - 4 - KMD 1232 Statik 2 2 1 - 3 - KMD 1391 Lukisan Kejuruteraan 1

- - 3 3 -

1 2

(14 weeks)

KMD 1291 Woksyop Mekanikal II 1 - - 3 3 KMD 1191


1 3 (7

weeks) MPW 1113/MPW 1123 Bahasa Kebangsaan A/B 3 3 - - 3 Total Credit Hours For Semester 3 3

-

KMD 2213 Teknologi Elektrik 3 3 1 - 4 - KFD 2112 Matematik III 2 2 1 - 3 - KMD 2363 Ukuran & Instrumentasi 3 3 1 - 4 - KMD 2172 Rekabentuk Terbantu

Komputer (CAD) 2

1 - 2 3 KMD 1391

KMD 2223 Dinamik 3 3 1 4 KMD 1232 KMD 2343 Kekuatan Bahan 3 3 1 - 4 KMD 1232

2 1

(14 weeks)

KMD 2291 Makmal I 1 - - 3 3

KMD 2343 & KMD 2213


KMD 2323 Termodinamik 3 3 1 - 4 - KMD 2133 Mekanik Bendalir 3 3 1 - 4 - KMD 2272 Pembuatan Terbantu

Komputer (CAM) 2

1 - 2 3 KMD 2172

KMD 2243 Proses Pembuatan 3 3 1 - 4 - KMD 2391 Makmal II

1 - - 3 3 KMD 2323,

KMD 2133

2 2

(14 weeks)

KFD 2213 Pengurusan Projek 3 3 - - 3 - Total Credit Hours For Semester 5 15

2

3 (7

weeks) - - - Total Credit Hours For Semester 6 - -

KMD 3133 Hidrolik & Pneumatik 3 3 1 - 4 KMD 2133 KMD 3153 Mekanik Mesin 3 3 1 - 4 KMD 2223 KMD 3123 Penghawa Dingin 3 3 1 - 4 KMD 2323 KMD 3223 Injin Pembakaran Dalam 3 3 1 - 4 KMD 2323

3 1

(14 weeks)

KMD 3191 Makmal III 1 - - 3 3

KMD 3123,

KMD 3223

17


-

KPD 3293 Projek 3 - - 3 3 -

POD 3123 Keusahawanan 3 3 1 - 4 - 3

2 (14

weeks) KMD 3252 Rekabentuk Mekanikal 2 2 1 - 3 KMD 2343 Total Credit Hours For Semester 8 8

-

3

3 (7

weeks) KFD 3233 Latihan Industri 3

- - - -

Total Credit Hours For Semester 9 3 -

Total Credit Hours 94

Programme structure for Diploma in Electrical and Electronics Engineering L T P

Year Sem Code Courses Credit Hours

/ weeks


requisite Grade

MPW 1143/ MPW 1153

Pengajian Islam /Pendidikan Moral 3 3 - - 3

-

ZEU 1113 Proficiency English 1 3 3 1 - 4

KFD 1113 Matematik I 3 3 1 - 4

-

KFD 1123 Fizik 3 3 - 2 5 -

KFD 1133 Kimia 3 3 - 2 5 -

1 1

(14 weeks)

KFD 1141 Makmal Sains 1 3 3 - Total Credit Hours For Semester 1 16

ZEU 1223 Proficiency English II 3 3 1 - 4 ZEU 1113

KFD 1213 Matematik II 3 3 1 - 4 KFD 1113

KED 1333 Teori Litar I 3 3 1 - 4 KFD 1123

ZKU 1112 Kurikulum 2 - - 2 2 -

MPW 1133 Pengajian Malaysia 3 3 - - 3

1 2

(14 weeks)

KFD 1323 Technical Drawing 3 - - 3 3 - Total Credit Hours For Semester 2 17

1 3 (7 weeks) MPW 1113/ MPW 1123

Bahasa Kebangsaan A / B 3 -

Total Credit Hours For Semester 3 3 -

KFD 2112 Matematik III 2 2 1 - 3 KFD 1213 KED 2143 Teknologi Elektrik 3 3 1 - 4 -

KED 2123 Elektronik Analog 3 3 1 - 4 -

KED 2333 Teori Litar II 3 3 1 - 4 KED 1333

KED 1391 Worksyop Elektronik 1 - - 3 3 -

KED 2363 Pemprosesmikro 3 3 1 - 4 -

2 1

(14 weeks)

KED 2291 Makmal I 1 - - 3 3 -

18


KED 2323 Elektronik Digital 3 3 1 - 4 -

KED 1291 Woksyop Elektrik 1 - - 3 4 -

KED 2363 Pengaturcaraan Komputer 3 3 1 - 4 -

KED 2152 Sistem Perhubungan 2 2 1 - 3 -

KED 2133 Signal & Sistem 3 3 1 - 4

KFD 2112 KED 2333

2 2

(14 weeks)

KED 2343 Mesin Elektrik 3 3 1 - 4 KED 2143

KED 2391 Makmal II 1 - - 3 3

KED 2291 KED 2143 KED 2223


2 3 (7 weeks) - - -


POD 3123 Keusahawanan 3 3 1 - 4 -

KFD 2213 Pengurusan Projek 3 3 1 - 4 -

KRD 2363 Sistem Kawalan 3 3 1 - 4 KED 2133

KED 3122 Rekabentuk Digital 2 2 1 - 3 KED 2323

KED 3352 Data & Rangkaian Komputer 2 2 1 - 3 KED 2323

3 1

(14 weeks)

KED 3191 Makmal III 1 - - 3 3

KED 2391 KED 2343 KED 2152


KED 3172 Kejuruteraan Komputer 2 2 1 - 3 KED 2323

KED 3222 Elektronik Industri 2 2 1 - 3 KED 2123

KED 3343 Sistem Kuasa 3 3 1 - 4 KED 2143

3 2

(14 weeks)

KED 3293 Projek 3 3 1 - 4 - Total Credit Hours For Semester 8 10 -

3 3 (7 weeks) KFD 3323 Latihan Industri 3



Programme structure for Diploma in Mechatronics Engineering

L T P Year Sem Code Courses

Credit Hours

/ weeks


requisite Grade

1 1 MPW 1143/ MPW 1153 Pengajian Islam / Pendidkan 3 3 3 -

19

Moral

ZEU 1113 Proficiency English I 3 3 1 -

4

KFD 1113 Matematik I 3 3 1 - 4 -

KFD 1123 Fizik 3 3 1 2 6 -

KFD 1133 Kimia 3 3 1 2 6 -

KFD 1141 Makmal Sains 1 3 3

(14 weeks)

KMD 1191 Worksyop Mekanikal I 1 - -

3 3 -


ZEU 1223 Proficiency English II 3 3 1 -

4 ZEU 1113

KFD 1213 Matematik II 3 3 1 - 4 KFD 1113

KMD 1232 Statik 2 2 1 - 3 KED 1333 Teori Litar 3 3 1 - 4 - KMD 1343 Sains Bahan 3 3 1 - 4 -

1 2

(14 weeks)

KMD 1291 Worksyop Mekanikal II 1 - - 3 3

KMD 1191


MPW 1113/ MPW 1123 Bahasa Kebangsaan A / B 3 3 - - 3 - 1 3 (7

weeks) MPW 1133 Pengajian Malaysia 3 3 - - 3 Total Credit Hours For Semester 3 6

-

KMD 2223 Dinamik 3 3 1 -

4 KMD 1232 KRD 2153 Sensor & Aktuator 3 3 1 - 4 KED 2143 Teknologi Elektrik 3 3 1 - 4 - KFD 2112 Matematik III 2 3 1 - 4 - KMD 1391 Lukisan Kejuruteraan 1 - - 3 3 - KED 2123 Analog Elektronik 3 3 1 - 4 -

2 1

(14 weeks)

KED 2291 Makmal I 1 - - 3 3 -


KRD 2363 Sistem Kawalan 3 3 1

-

4 KED

1333 & KMD 2223

KED 1391 Woksyop Elektronik 1 3 1 -

4 -

KED 2323 Digital Elektronik 3 1 2 3 -

KMD 2172 Rekabentuk Terbantu Komputer (CAD)

2 3 1 -

4 KMD 1391 ZKU 1112 Kokurikulum 2 3 1

-

4 -

KED 2363 Pengaturcaraan Komputer 3 - - 3 3 -

2 2

(14 weeks)

KED 2391 Makmal II 1 1 -

2 3 KED 2291


-

2

3 (7

weeks) - -

Total Credit Hours For Semester 6 - -

KMD 3133 Hidrolik & Pneumatik 3 3 1 4 -

3 1 (14 weeks) KRD 3162 Instrumentasi Kawalan Komputer 2 2 1 - 3 -

20

KED 2223 Pemprosesmikro 3 3 1 -

4 KED 2323 KRD2353 Teknologi Robot 3 3 1

-

4 KRD 2153 KRD 3191 Makmal III 1

- - 3 3 -

KRD 3122 Pengawal Logik Berprogram (PLC)

2 2 1 -

3 KED 2323


-

KMD 3153 Mekanik Mesin 3

3 1 - 4 KMD 2223

KRD 3152 Rekabentuk Sistem Mekatronik 2

2 1 - 3 KRD 3162

POD 3123 Keusahawanan 3 3 1 - 4 - 3

2 (14

weeks)

KPD 3293 Projek 3 3 1 - 4 - Total Credit Hours For Semester 8 11

-

3

3 (7

weeks) KFD 3293 Latihan Industri 3 Total Credit Hours For Semester 9 3

-


2.4 FACULTY RULES AND REGULATION

The faculty has imposed rules and regulation to be respected and followed by all the staff. These following rules are among the mandatory regulations that have to be observed by all the academic staff in the faculty of engineering

Dress appropriately

As with any organization, there are staff regulations and requirements that one is expected to meet. A lecturer is expected to be appropriately dressed for classes, at other faculty/university functions and when he/she represents the university outside (either in conferences or meetings). T-shirt (whether collared or uncollared), sleeveless shirts, casual blouse, tight pants jean, casual

21

attires, slippers and sandals are not appropriate attire for classes.

Clock in & out daily

Teaching elsewhere

Every lecturer under the current terms is required to maintain a total of 41 contractual hours weekly.

Please apply to the Dean/Director of the Faculty/Centre to consider your requests to lecture in other institutions. Lecturers are not encouraged to lecture elsewhere without the knowledge of the Dean/Director.

Maintain professional distance

Lecturers should try to maintain a cordial but professional relationship with colleagues and students. The maintenance of a professional distance is necessary for effective discharge of the academic responsibilities. Lecturers must maintain an impartial stance and image among the students to avoid allegations of bias. Consorting with students or engaging in any relationship inconsistent with the professional duties is prohibited.

No smoking

The entire campus is designated as a non-smoking area and therefore, lecturers should refrain from smoking when on campus.

Check for mail & notices All lecturers are required to check their e-mail everyday to facilitate communication between the faculty and the staff. Lecturers are also expected to scan the notice boards for relevant and important information.

Lecturers are to abide HODs or representatives of HODs directions/instructions

From time to time, HODs or representatives of HODs may request lecturers to submit information (as an example lecturers information as required by EAC, LAN or other professional bodies). It is the lecturers duty to submit the required information in the stipulated times. Please refer to UNISEL PROSEDUR TATATERIB (or Discipline Procedures) under Act 605, Akta Badan Berkanun (Tatatertib dan Surcaj 2000) which is provided by the HR department when a lecturer reports for duty.

Annual & medical leave

Lecturers are discouraged from taking leave during the

22

teaching semester. All leave applications must be tendered to the Dean at least a week before the date and approval is not automatic. All medical leave must be submitted within 48 hours to the faculty/centre office. Lecturers on medical leave must remain resting at their home and not seen engaged in other outside activities. Please be advised that the acceptance of the medical leave is the Deans/Directors discretion as provided for under the UNISELs regulation.

Be part of a team

Good esprit de corp is essential to harmonious working environment. Therefore, lecturers are enjoined to participate in faculty activities. Involvement of lecturers is important and sets a good example for students.

Communicate problems to the dean

Lecturers are encouraged to keep in touch with the Dean/Director, Deputy Dean, HODs. Constant contact can avoid misunderstandings. Should you have any problem or grievance please communicates it to the relevant office holder for attention. Lecturers are discouraged from taking matters up to higher authorities without communicating the matters to the HOD or the Dean/Director.

Coordinator/ membership of a committee

Lecturers may be assigned by their HODs to be coordinators, heads of units, laboratory managers, committee members etc. Experienced lecturers may be assigned to be leaders or a project manager, whereas new lecturers are expected to be members of at least one committee.

3.0 ACADEMIC STAFF RESPONSILITIES

This part guides the academic staff to perform their responsibilities as a lecturer. It is a hope that all academic staff can utilized this information as a guideline and find it useful. It is again to remind all of us to implement the Outcome Based Education (OBE) concept in conducting the class. We have to make sure that we reach the outcomes of every lesson in every class session.

3.1 TEACHING AND CLASS MANAGEMENT

The whole art of teaching is only the art of awakening the natural curiosity of young minds.

23

- Anatole France (1844 1924)

Teaching is about the development of the thinking and knowledge of the student: more specifically the development of a way of thinking that is applicable to some class of phenomena.

- Svensson and Hogfors (1984)

The main tasks of an academic staff is conducting classes and giving lectures or teaching. All academic staff have to fulfil the following obligations.

Obtain relevant & current syllabus

The Head of department (HOD) will assign to a lecturer the subjects to be taught each semester. It is the responsibility of the lecturer to make the necessary preparations for the instructions. If a lecturer is assigned a new subject, he/she should obtain a copy of the latest syllabus from the HOD. It is important to ensure that the syllabus is the applicable one. It is advisable to talk to the lecturers who had previously taught the subject. Valuable information and advice can be obtained about the subject, its delivery and source references this way. One should also obtain as many copies of the previous semesters questions so as to be familiar with the testing method and format.

Coordination essential between lecturer and tutor

If a tutor is required to tutor a subject which is to be lectured by a lecturer, he/she should coordinate with the said lecturer on the pace and purpose of the tutorial. The role of the tutor must be discussed with the lecturer concerned. Constant communication is essential to the conduct of effective tutorials. Of particular importance is the course work assessment that the tutor is expected to conduct. To avoid misunderstanding, these expectations should be discussed and documented.

Where there are many lecturers/tutors for a subject, coordinating amongst them is critical to effective instruction, as comparative experiences of groups must be similar. The subject coordinator/lecturer involved must initiate the coordination among the lecturers/tutors, including part-time lecturers/tutors.

24

Prepare scheme of work The lecturer should prepare a scheme of work, which will lay out the instructional plan for the semester (about 14 to 15 weeks) subject to the syllabus. It should include the topics, estimated duration, readings and references and exercises and other pertinent information. A standard template for this should be made available from the department. The scheme of work should be lodged with the HOD within two weeks of the start of the semester. A copy should be made available to the students or displayed conspicuously for their attention.

It is the responsibility of the subject coordinators to ensure that all lecturers/tutors (including part-timers) to adhere to the scheme of work.

Provide lecture outline

You should provide the students, at the beginning of the semester, an outline of the lecturers. It should also include learning objectives, learning outcomes, information on how students learning outcomes are to be assessed and further readings which are required.

Ascertain and follow the colleges requirements

Where a lecturer is assigned to instruct in another faculty, it is the duty of the lecturer to inquire about the requirements of the said faculty and comply as best possible. These requirements may relate to attendance, coursework, examination, student discipline, consultation etc.

Duty to provide instruction on all topics in the syllabus

Syllabus is the performance contract

All lecturers are expected to keep the students informed of their instructional plans for the semester. To this end, they should provide the students with a copy of the syllabus if it has not already been supplied to them. This amounts to a performance contract that must be viewed seriously and, therefore, honoured. The abridgement of the syllabus for whatever reason is unacceptable.

Enforce student dress code

Lecturers are required to ensure that students follow the UNISEL dress code and are properly attired. Warnings should be given to students found flouting the rules and

25

if persistent, the matter should be reported to The HOD for further action. Actions may be taken against lecturers who do not enforce this code.

Maintain attendance records

Monitor students progress

Lecturers must keep record of student attendance and produce it to the office when necessary. Students who are absent from class without good reason more than three times, should be reported to the departments office for further action.

Lecturers should monitor the progress of students. Weak students should be highlighted at the departmental meetings or to the HOD concerned.

Required to teach the syllabus

Lecturers are required to provide the best instruction in a subject/subjects assigned. The instruction for the areas/topics covered in a syllabus must be provided adequately and professionally. Lecturers are advised to understand the objectives and the learning outcomes of the subject assigned to them and to follow strictly the syllabi as they had been approved by relevant authorities. However if a lecturer believes that new topics need to be added based on current development and industrial needs he should propose the changes to his HOD. The relevant HOD is expected to bring this proposal to be approved by the departments Academic Board, then the faculty and then the Senate. Changes can be made only AFTER it had been approved by the relevant authorities. Any abridgement of the syllabus is a serious failure on the part of the lecturer to discharge her/his academic responsibilities.

Scheduling office hours for students Cannot disclose examination questions

Lecturers are expected to schedule and keep a reasonable number of office hours for student conference. Office hours should be scheduled at times mutually convenient to both students and lecturers with the additional option of prearranged appointments for students when there are schedule conflicts.

A lecturer in the course of her/his instructional activities should not disclose the examination questions for the semester except when the

26

examination is in the nature of a take home examination. Such an act will call into disrepute the assessment and the certification systems. This is a serious breach of security and will be dealt with strongly as provided for under the disciplinary rules.

Keep office informed of class postponement

Lecturers are required to meet classes regularly and at scheduled times. Lecturers are not allowed to cancel classes, as this will disrupt the smooth flow of planned instruction. However, in the event that something unforeseen requires postponement of a class, inform the departmental office of the postponement. If one is servicing another faculty, please inform that faculty office staff well in advance so that the class can be informed.

May be required to assume additional responsibilities

Due to unforeseen and truly unavoidable circumstances, subjects lectures and other associated work (i.e. marking) may have to be reassigned to other lecturers. Although this may be upsetting, it is unavoidable as the interest of the student is paramount. The HOD can instruct lecturers to carry out the additional responsibilities.

3.2 STUDENT COURSE ASSESSMENT

27

Maintain coursework records

The lecturer is required to prepare and conduct continuous formative assessment for a subject based on the allocation specified in the syllabus. The allocation, if in doubt, should be confirmed with the HOD. The records of tests, assignments and project papers must be kept together with sample questions and solutions for later perusal especially by the Internal or External Examiners. Students must be informed of the total coursework marks before the final examination begins.

Assignments and formative assessments which have been marked and graded must be returned with sufficient promptness to the students to enhance their learning experience. Lecturers who desire to retain a copy of the marked assignments/formative assessments for their own files should state their intention to do so to the students and make a copy for themselves.

Prepare exam questions & marking scheme

The lecturer instructing in a particular subject is required to prepare the final examination questions, the solutions and marking schemes. The lecturer is responsible for the quality of the questions, the accuracy of the solutions and marking scheme. Please see the document Quality Assurance Process in The Assessment of Students Learning Outcome in The Public Folder under Academic Quality Assurance (AQA) regarding method of assessment. However, where more than one lecturer is involved, the examination questions, the solutions and the marking schemes are to be prepared collectively. The questions must be carefully prepared considering the objectives, the llearning outcomes of the syllabus, the format, and the level of testing that is appropriate for the subject and any other requirements of the faculty or university. Please refer to Quality Assurance Process in the Setting of Examination Questions and the Marking of the Answer Scripts to ensure the questions meet the required standard.

28

Lecturers are required to have their questions, solutions and marking schemes peer-reviewed (either by a second examiner or chief examiner for the subject area, assigned by the HOD) to ensure appropriate standards are met before the formal vetting. The deadlines set for this must be complied with. The security of the examination questions is of utmost importance and, therefore, lecturers must ensure there is no breach of security. Please see the Procedure for Printing and Storing of Examination Questions.

Examine and grade your answer cripts. Maintain secrecy of grades

Responsible for accuracy of scores and grades

Retention of final exam answer scripts

Every lecturer is required to examine and grade the answer scripts for which he/she is responsible carefully and consistently based on the solution and marking scheme prepared. Please follow the flow-chart given in the document Quality Assurance Process in the Setting of Examination Questions and in the Marking Of the Answer Scripts. Communication with the students relating to the scripts, examination and grading is prohibited.

The lecturer is responsible for the accuracy of the scores and the grades. It is strongly urged that the scores be rechecked for computational errors before submission to the second examiner. It is the duty of all lecturers to enter the grade into the computer. If computational errors are subsequently detected, lecturers involved may be reprimanded.

Lecturers are required to retain the students final exam answer scripts for at least two

29

Re-examine papers on appeal

years so that they may be reviewed by students who desire to do so, the external examiners as well as the accreditation agencies.

In the event of an appeal by a student, lecturers may be required to re-examine the answer scripts of other lecturers and tender their grading to the office.

Occasionally, lecturers may be required to examine the answer scripts of other lecturers who are indisposed. Such cooperation and helpfulness will certainly reflect well on the lecturers concerned.

Examination invigilation

Lecturers are also required to invigilate a certain number of sittings during the final examination. Lecturers so assigned must meet the examination requirements for invigilators. Please refer to Guidelines for Invigilators given by the faculty/university. Any failure to observe the regulations is viewed seriously.

3.3 COURSE AND CURRICULUM DEVELOPMENT

Update syllabus and contribute to curriculum development Update references/other documents

Every lecturer is expected to contribute to the development of the curriculum. This can be done by keeping abreast with changes outside and informing the HOD or subject coordinators on the developments. Lecturers participation in the periodic revision of the syllabi and curriculum is vitally important for the facultys academic progress and enhancement.

All lecturers are required to regularly update their references, and other documents in order to stay current. However, these changes must be carried out in a systematic and organized manner. The suggested changes should be brought to the attention of program committees for consideration and upon agreement,

30

make the necessary amendments to the syllabus. Lecturers are not allowed to change the syllabus unilaterally without proper authorization.

3.4 PROJECT AND THESIS SUPERVISION

One of the main responsibilities of a lecturer is to supervise final year students projects, as well as graduate students. This is one of the ways to enhance the lecturers research capabilities, if properly organized. The lecturer is expected to be ahead of the students he/she supervises. Please refer to the facultys Guidelines on Final Year Projects/terms Paper. As a supervisor, the lecturer must perform the following activities:

i. Understand the subject matter- the art of conducting and managing R & D activities

ii. Lay out the research setting/element iii. Guide and give research direction iv. Check on validity and benchmarking of research outcomes v. Proof read of reports vi. Coach in preparing the report and oral presentation vii. Examine and assess project/thesis students

3.5 STUDENT ACADEMIC ADVISOR

Each student is put under a lecturer to be his or her academic advisor. As an academic advisor, the lecturers have to advise students mainly in academic matters, especially to assist them in charting their plans of studies, advising them on ways to improve their grades and study methods. There are times when you are also required to counsel them.

Lecturers are expected to be in their offices at appropriate hours during registration period.

To be an effective advisor, lectures are required to understand properly The Academic Regulations which can either be down loaded from the web-site or obtained from the office. There are separate regulations for the foundation, diploma and degrees programs.

31

3.6 INDUSTRIAL TRAINING SUPERVISION

For all engineering courses, a one-semester industrial training is compulsory. Lecturers (from faculties where industrial training is compulsory) may be assigned to supervise students during their training period. HOD may use e-mail to give the assignment. Please see the e-mail for this assignment as well as attending the briefing BEFORE the visit. It is the responsibility of the lecturers to see the Industrial Training Manual and supervise the students.

3.7 RESEARCH AND CONSULTANCY

As a faculty member in an institute of higher learning, a lecturer is expected to engage in relevant research and consultancy. The assessment of lecturers by the university includes the research and consultancy component. Therefore, lecturers are urged to do research and consultancy individually or in groups. Funding for research can be obtained from University Grant, or any other resources for qualified and large scale projects.

Beginners are advised to join an established research/ consultancy group as a member of the team.

32

4.0 OUTCOME BASED EDUCATION

4.1 INTRODUCTION

Outcome-based Education (OBE) is an educational philosophy that states that education ought to be aimed at producing particular educational outcomes, which give students a particular minimum level and abilities. OBE also involves the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than accumulation of course credits. The content of OBE includes:

a. What students learn must be clearly identified b. The students progress is based on demonstrated achievement. c. Multiple instruction and assessment strategies need to be available to

meet the needs of each student. d. Adequate time and assistance need to be provided do that each

student can reach the maximum potential.

Philosophy of OBE

Institutions and Programmes define mission and objectives to meet the needs of their stakeholders thus enabling programme differentiation. Programmes may more readily to:

Adapt to emerging technologies, changing disciplines, and blurring among boundaries.

Adapt to evolving educational paradigms (method of delivery, type of institution).

Emphasis is now on outcomes preparation for professional practice Programmes responsible to demonstrate how criteria and educational

objectives are being met

33

DEFINITIONS

TERMS DEFINITION COMMON TERM Objectives Statements that describe the

expected accomplishments of graduates during the first few years after graduation.

Goals, Outcomes

Outcomes Statements that describe what students are expected to know and able to do by the time of graduation

Objectives, Standard

Performance Criteria

Specific, measurable statements identifying the performance(s) required to meet the outcome; confirmable through evidence.

Standard, indicators rubrics, specifications metrics,

outcomes

Assessment Processes that identify, collect, use and prepare data that can be used to evaluate achievement.

Evaluation

Evaluation Process of reviewing the results of data collection and analysis and making a determination of the value of findings and action to be taken.

Assessment

Implementing OBE System in Faculty of Engineering

PEOs Established?

Performance criteria defined?

Delivery & Assessment methods Chosen?

Feedback?

Reach consensus on PEOs

Define Measurable

performance criteria

Determine suitable

Delivery & Assessment

Method

Develop a process for evaluation

and feedback

No No No No

Yes Yes Yes POs/CLO

s Establish

Develop POs/CLOs

No

Yes Curriculum aligned

with POs?

Develop curriculum

map

No

Yes

Copyright Aug 2007 by Faculty of EngineeringCopyright Aug 2007 by Faculty of EngineeringCopyright Aug 2007 by Faculty of EngineeringCopyright Aug 2007 by Faculty of Engineering

34

4.2 PROGRAM EDUCATIONAL OBJECTIVES (PEO) AND PROGRAM LEARNING

OUTCOMES (PLO)


PROGRAMME: BACHELOR OF ENGINEERING (HONS.) CIVIL

Programme Educational Objectives (PEO)

The faculty is committed :

PEO STATEMENT

PEO 1 to produce engineers with solid engineering fundamental and in-depth technical knowledge in civil engineering disciplines

PEO 2 to produce engineers who are able to adopt working culture in view of economic and legal aspects which comply with current industry standards

PEO 3 to produce engineers who are equipped with professional attitudes, technical and leadership skills

PEO 4 to produce engineers who are instilled with ethics, social responsibilities and environmental conscious as a whole

PEO 5 to produce engineers with an educational experience that motivates them to pursue life-long learning

Programme Learning Outcomes (PLO)

At the end of the programme students should be able to:

PLO STATEMENT

PLO 1 apply knowledge of science and mathematics in demonstrating engineering fundamentals knowledge

PLO 2 apply or synthesize technical knowledge in solving problems and designing civil engineering system

KN

OW

LE

DG

E

PLO 3 apply industrial standards by considering the economic and legal aspects in consultation and construction works

PLO 4 demonstrate the problem solving skills and system thinking skills

PLO 5 articulate ideas; prepare effective written materials and presentations

PLO 6 design and conduct experiment, handling engineering tools as well as analyzing and interpreting data necessary for civil engineering practices

SK

ILL

S

PLO 7 function effectively as team leader and team member in completing engineering tasks

PLO 8 be professional and ethical in their profession

PLO 9 relate environmental and societal impacts of engineering projects

AT

TIT

UD

E

PLO 10 enhance knowledge align with the current industrial requirements

35

PLO 11 pursue life-long learning to meet global challenges


PROGRAMME: BACHELOR OF ENGINEERING (HONS.) ELECTRICAL


The faculty is committed:

PEO STATEMENT

PEO 1 to produce engineers with a solid foundation in basic mathematics and sciences, and core and advanced electrical engineering fundamental knowledge

PEO 2 to produce engineers with professional skills in engineering reasoning, problem solving, experimentation and knowledge discovery, system thinking, multidisciplinary teamwork, and communications

PEO 3 to produce knowledgeable and skilful engineers who are able to conceive, design, construct and operate electrical power system that work safely, reliably and efficiently


PEO 5 to produce engineers who are equipped with professional attitudes, good ethics and leadership qualities


At the end of the programme students should be able:

PLO STATEMENT

PLO 1 to apply knowledge of basic mathematics and science, and engineering fundamentals

PLO 2 to apply in-depth knowledge of one or more specializations within electrical engineering of the following areas: power system, high voltage, power electronics and electrical machine

PLO 3 to identify, formulate and solve electrical engineering problems by applying the basic principles and practices from the fundamentals K

NO

WL

ED

GE

PLO 4 to improve electrical system performance by applying creativity in the design of systems,

PLO 5 to conduct experiments, analyze and interpret the results

PLO 6 to synthesize engineering principles, and apply techniques, skills and modern engineering tools that are necessary for engineering practice in industry

PLO 7 to communicate persuasively in written and oral form

SK

ILL

S

PLO 8 to function effectively in multidisciplinary teams that contribute to achievement of goals both as a leader and effective team player

36

PLO 9 to pursue life-long learning to meet global challenges

AT

TIT

UD

E

PLO 10 to be professional and ethical in their profession

37


PROGRAMME: BACHELOR OF ENGINEERING (HONS.) ELECTRONICS



PEO STATEMENT

PEO 1 to produce engineers with a solid foundation in basic mathematics and sciences, and core and advanced electronic engineering fundamental knowledge

PEO 2 to produce engineers with professional skills in engineering reasoning, problem solving, experimentation and knowledge discovery, system thinking, multidisciplinary teamwork, and communications

PEO 3 to produce knowledgeable and skilful engineers who are able to conceive, design, manufacture electronics devices and operate electronics system that are human friendly





PLO STATEMENT

PLO 1 to apply knowledge of basic mathematics and science, and engineering fundamentals

PLO 2 to apply in-depth knowledge of one or more specializations within electronics engineering of the following areas: microelectronics, computer system and communication system

PLO 3 to identify, formulate and solve electrical engineering problems by applying the basic principles and practices from the fundamentals

KN

OW

LE

DG

E

PLO 4 to improve electronics system performance by applying creativity in the design of systems,

PLO 5 conduct experiments, analyze and interpret the results

PLO 6 to synthesize engineering principles, and apply techniques, skills and modern engineering tools that are necessary for engineering practice in industry

PLO 7 to communicate persuasively in written and oral form

SK

ILL

S

PLO 8 to function effectively in multidisciplinary teams that contribute to achievement of goals both as a leader and effective team player

A T PLO 9 to pursue life-long learning to meet global challenges

38



PROGRAMME: BACHELOR OF ENGINEERING (HONS.) MECHANICAL



PEO STATEMENT

PEO 1 to produce engineers with a solid foundation in basic mathematics and science, and in-depth fundamental knowledge of mechanical engineering

PEO 2 to send forth engineers to be expert, creative, innovative and competent in mechanical engineering specialization

PEO 3 to produce engineers with effective communication skills, sensitive to societal and industrial environmental issues





PLO STATEMENT

PLO 1 to demonstrate a comprehensive and in-depth knowledge of fundamental engineering including mathematics and sciences

PLO 2 to demonstrate proficiency in core mechanical engineering discipline which includes applied mechanics, mechanical design, manufacturing, thermo fluids and materials

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PLO 3 to apply the knowledge of fundamental mechanical engineering and specialized area in undertaking problems identification, formulation, solution and evaluation

PLO 4 to demonstrate the skills of critical thinking to undertake mechanical design and optimization

PLO 5 to fulfil the industrial requirements based on established standards and technological trend

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PLO 6 to demonstrate a proficiency of technical writing and drawing as well as oral communication skills

A T PLO 7 to function effectively as an individual, leader and team member

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PROGRAMME: BACHELOR OF ENGINEERING (HONS.) MECHATRONICS



PEO STATEMENT

PEO 1 to produce engineers with a solid foundation in basic mathematics and science, and core and advanced mechatronics engineering fundamental knowledge

PEO 2 to produce engineers with professional skills in knowledge seeking, system thinking, multidisciplinary teamwork and communication

PEO 3 to produce engineers with the knowledge, skills, and understanding of societal context required to conceive, design, construct and operate mechatronics engineering systems that work safely and effectively in the industry





PLO STATEMENT

PLO 1 to apply knowledge of the basic mathematics and science that underlie engineering including calculus, physics, chemistry and computer

PLO 2 to demonstrate proficiency in the core disciplines that comprised of instrumentation, automation, control system, robotics and intelligent system

PLO 3 to apply the knowledge of specific mechatronic engineering sub discipline

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PLO 4 to apply basic principles and practices from the fundamental disciplines to identify, formulate and solve mechatronic engineering problems

PLO 5 to apply design optimization concepts in the design of mechatronic engineering systems based on industrial needs

PLO 6 to adopt computer packages and modern engineering design tools for simulation of mechatronic engineering systems

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PLO 7 to communicate effectively in a team as well as in the community at large

PLO 8 to work in multi-disciplinary teams


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4.3 COURSE LEARNING OUTCOMES

Course learning outcomes should: i. Embody the skills, knowledge and attitudes that are necessary and

significant for the students to succeed in the vocation. ii. Represent the minimum level of performance required for passing the

course. iii. Be both realistic and achievable by postsecondary students. iv. Reflect present and anticipated future requirements of the workplace. v. Be verifiable and measurable. vi. Be transferable to a variety of contexts. vii. Be communicated to learners, educators, employers and the public. viii. Reflect the principles of equity and fairness to accommodate the needs

of diverse learners.

Every lecturers should understand and able to achieve the course learning outcomes for their taught courses. Good delivery methods and proper assessment are mandatory in order to facilitate the students in achieved the course learning outcomes. Thus this will make the program learning outcomes successful. The following figure describes the relationship of the OBE components in teaching and assessment.

What OBE can provide?

OBE OBJECTIVES

OUTCOME ASSESSMENT

DELIVERY METHODS

How to assess?

How to deliver?

EVALUATION METHODS Conclusion and How to improve?

- Knowledge - Skills - Attitude

Feb 2009; Dzulkarnain Bin Ahmad, Fakulti Kejuruteraan.Feb 2009; Dzulkarnain Bin Ahmad, Fakulti Kejuruteraan.Feb 2009; Dzulkarnain Bin Ahmad, Fakulti Kejuruteraan.Feb 2009; Dzulkarnain Bin Ahmad, Fakulti Kejuruteraan.

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4.4 GUIDELINES FOR EFFECTIVE TEACHING (DELIVERY METHODS)

These guidelines are very important and should be implemented in order to achieve the course learning outcomes.

1. TEACHING PLAN

The process of preparing the teaching plan: 1. Build from your statement of objectives. 2. Define major areas to be including consult textbooks, curriculum

guides, journals, colleagues. 3. Decide on a logical sequence of topics (pay particular attention

to beginning and end) 4. Choose reading: to compliment, repeat, conflict, add detail;

textbook. 5. Clearly state requirements and grading policy. 6. Are there connections to other courses that you can or want to

build on? That you want to prepare students for? 7. Have you allowed for differences in preparation and background

of students? 8. Timing: do you fit the academic calendar, holidays, student

tempo? 9. If possible ask colleagues to look it over and comment

The teaching plan characteristics: 10. Is it clear? Could you reconstruct the course from the syllabus 11. Is it meaty? 12. Is it flexible? Can student input be incorporated? 13. Are reading, lectures and other work coordinated? 14. Is there a separation of major and minor point? 15. Is there theme? A sense of intellectual movement?

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2. CONDUCTING THE CLASS. First day hints

1. Find your room ahead of time and make sure it is appropriate for the kind of course you have designed.

2. Learn student names (use 3 X 5 cards or seating chart) and something about their background.

3. Identify yourself and the course and distribute syllabus. a. Explain your concept of class; invite reactions, question. b. Explain the ground rules of your class, i.e asking question, a

break, etc. c. Introduce readings. d. Say something about yourself and the genesis of your interest in

the field. 4. Plan sufficient materialmake a running start 5. Give a diagnostic test to check the students level of understanding

on the subject/its prerequisite at the beginning of the course.

Planning individual classes 1. Decide a major point or concept you want to introduce.

a. Consider student difficulty grasping ideas at abstract level. b. Select representative detail or helpful analogies.

2. Plan for transitions between major points shows their relationship. 3. Devise questions which will test whether the student the student

have grasped the concept 4. Practice beforehand: out loud or a mental walk-through 5. time management:

a. Have you been realistic? b. Leave room for student questions. c. the first-thing-first and well-prepared approach

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Opening a class 1. be early:

a. get settle: put your material on the board b. Ask student opinion of the course, recent lectures, their needs.

2. pick up from somewhere: a. last class, recent event, student preparation b. fit this hour into context of the course as a whole

3. Lay out the plan for this hour: give them a framework. During Class, keep them with you (the human attention span)

1. Vary voice, body language, density of material. 2. Summarize and repeat: do repetition with variation whenever

possible. 3. Make clear connection between ideas: transition. 4. Give evidence of your own enthusiasm and involvement with the

material: reveal thought processes, share research and personal experiences.

5. Give them opportunities to test whether they are following you. Closing class

1. leaving time to summarize a. fit a day class into the context of the courage

2. set yourself up for the next meeting a. Recommend an idea to think about. b. Request written assignment?

3. Be available afterward for question and discussion.

3. CLASS DISCUSSION Aspect when asking questions

1. Mix information with more abstract question; avoid a whole series of questions with brief or factual answers

2. Allow sufficient time after asking a question for student to answer (at least 30 second)

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3. If a question is still followed by silence, do not panic; simply refine or make more specific

4. Dont ask a question that seems open-ended when in fact you have a particular answer in mind.

Discussion aspect to encourage student participation 1. Give positive feedback when student take part:

a. Paraphrase and use their ideas b. Body language c. Encourage answers, even wrong ones; never humiliate a

student for an incorrect response. 2. Use their question; turn the question to the class; encourage

students to talk to each other 3. Say I dont know when you dont know.

4. LECTURING a. Be clear why you chose to cover certain material through a lecture rather

than through some other mean. b. Prepare beforehand: write it out; prepare notes or outline.

1. First define your topic and up to 3-5 key concepts; structure additional material around these major points.

2. Build in an introduction to the whole lecture, followed by the body of your remarks and then a summary restating the key concept again.

3. Think of examples, analogies, jokes, audiovisual aids that will make the material vivid to students.

c. Lecture delivery 1. Establish some rapport with the class, by allusion to the last lecture,

an administrative detail. 2. In your introductions, make it clear what you are going to do and

why it is important; indicate whether you will take questions during or only after the lecture.

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3. Periodically summarize and repeat major point, in a slightly different way, if possible.

4. Keep eye contact, vary voice, and avoid strange mannerisms and such verbal crutches as uh.

5. Watch student body language and note-taking for clues on their reaction.

6. End with short summary and a reference to how the material fits in with what follows in the course.

5. Small Group and Cooperative Learning 1. Established heterogeneous groups. 2. Establish group size. 3. Designate group work area. 4. Designate specific responsibilities to group members. 5. Provide clear direction, time constrain, rules, procedures. 6. Provide necessary materials. 7. Establish leader selection process. 8. Minimize exchanges of information between groups. 9. Watch for conflict. 10. Encourage and praise group support

6. Problem Based Learning (PBL)

Problem Based Learning (PBL) is a concept used to enhance multidisciplinary skills using planned problem scenarios. It is an active way of learning that teaches students problem solving skills, while at the same time allowing them to acquire basic knowledge. In PBL, students collaborate to study the issues of a problem as they strive to create viable solution. The instructors role becomes one of subject matter expert, resource guide, and task group consultant. Instructor has to encourage student participation, provide appropriate information to keep student on track, avoid negative feedback and assume the role of fellow learner.(Aspy et al.,1009)

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The principal aims of implementing PBL are:

1. To integrate knowledge and skills from a range of multidisciplinary modules

2. To acquire knowledge through self-study 3. To teach students how to work in groups and manage group projects 4. To improve and develop transferable skills of students 5. To develop problem solving skills of students 6. To encourage self-motivation, curiosity and thinking 7. And finally, to make learning fun!

All PBL problems should be created with the following components: 1. Introduction 2. Content 3. Learning Objective 4. Resource 5. Expected Outcomes 6. Guiding Questions 7. Assessment Exercise 8. Time Frame

In creating PBL problem, process objective and content objective must be incorporated. PBL effectiveness is dependent upon students developing learning issues that correspond to proposed objective. Criteria of a good PBL problem as the following:

1. Common situation to serve as a prototype for other situation 2. Significant 3. Interdisciplinary 4. Cover objectives 5. Task oriented 6. Complex enough to incorporate prior knowledge

7. Case Study

Case studies encourage learning of both course content and key skills, and careful consideration needs to be made as to how to assess these different aspects. The two main modes of assessment are formative (assessment for the purpose of improving learning and student performance) and summative (evaluation of student performance against a set of predetermined standards). We use summative assessment to assess the students' understanding of course content, yet realise that a more formative approach is necessary for evaluating key skills development and giving feedback to encourage students to reflect upon their learning experience.

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Group assessment is another area we have had to consider, as many of our case studies are group-based. Learning to collaborate is a useful skill and the ability to produce a group output is an important part of this. In terms of summative assessment, these case studies require students to produce one or more outputs between them (generally a report and/or presentation/poster) and we have used group meetings with supervisors and feedback sessions to provide the formative assessment. In order to produce an individual student mark, we use confidential peer assessment forms and/or an individual executive summary to go with the group output.

8. Tutorial

1. Tutors need to appreciate where the student is 'at': o They need to adjust to the diverse intellectual levels and styles of

learning of their students o Often, they are not thinking of what the student is receiving

2. Students need to have the fundamentals of Materials in place very early on, and the cross disciplinary aspects of Materials need emphasizing:

o Stress the importance of concepts rather than details o Encourage linking of concepts across modules, so curriculum

design is extremely important 3. Tutors must continually emphasize the relevance of studying Materials to

students: o Justify the importance of Materials to society o Continually impress on students, what is the point of doing this? o Materials selection, manufacture and design challenge is

intrinsically rewarding o Stress the wide range of career opportunities that the study of

Materials affords o Use graduate profiles to remind students that the course is

worthwhile

4. Giving realistic feedback to students is crucial to motivating students: o A good personal tutor system can make a significant contribution

here o Use assessment to check for understanding not rote learning

5. Interactive teaching helps increase motivation: o Introduce fun things to do and real examples of Materials to

students o Group work can help motivate students, as can hands-on lab

experiences

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Tutors need to carefully consider assessment to make sure that Materials is not assessed by memory-only exam-style questions, which can be the case for relatively less mathematical subjects.Even in the first year concept-based questions are necessary

9. Teaching in the Lab - Delivery of the Lab Classes The following issues specifically relate to the person actually teaching in the lab session. The following issues specifically relate to the person actually teaching in the lab session

1. Showing expertise. Being on top of the subject matter, being well prepared for the lab, being familiar with the ideas of the subject, the design of experiments, the use of equipment. Making it clear what has to be done and understood and why; making clear explanations about the ideas, material, and activities; using assessment methods which are valid and reliable; and giving students prompt and high quality feedback on their work.

2. Meeting students where they are in their learning. Find out where the students should be and where they are in their learning of this topic. Supervising students closely enough to recognize those having difficulties with the concepts on which the laboratory exercises are based. Checkout understanding. Showing encouragement and empathy. Giving students positive feedback and encouraging them to note their own achievements. Providing adequate opportunities for students to practice their skills and to receive precise feedback.

3. Respecting students. Demonstrating respect for each student as a person; valuing diversity; demonstrating a positive attitude and teaching free of discrimination or stereotyping of students because of gender or ethnicity; and monitoring student groupings in the lab and the nature of classroom interactions to bring out the best in each student

4. Sharing enthusiasm and making laboratory work an enjoyable experience for students. Finding ways for love of the subject to come across to students, helping make the students' work relevant, interesting, stimulating, and challenging. Being friendly, helpful, and available to the students. Using humour and other techniques for fostering an enjoyable, relaxed, and non-stressful atmosphere in the laboratory. Being a good role model for students

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4.5 QUALITY ASSURANCE PROCESS IN THE ASSESMENT OF STUDENT LEARNING OUTCOMES

Assessment of Student Learning Outcomes is a process of measuring (gauging/monitoring) effectiveness of the teaching-learning system. It can be classified as the following: a. Diagnostic Assessment b. Formative Assessment c. Summative Assessment

Diagnostic Assessment It indicates students level of understanding on the subject/its prerequisite at the beginning of the course. Normally given on the first class meeting.

Formative Assessment

Major purpose is to improve teaching & learning while course is in progress. A mean to improve learning process Frequent or /and spontaneous Progressive Assignments, Quizzes, Tests Necessary Feedback from instructor - written/oral.

Summative Assessment

Provides statement on students achievements on the subjects learning objectives, at the end of the course. Serves to evaluate / grade students performance levels. Serves to judge effectiveness of instructor. The summative test/exam paper mus

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