Internationalizing EE Programs in the Philippines

Transcription

1 39 th IIEE Annual National Conference Internationalizing EE Programs in the Jose B. Cruz, Jr., PhD, PE Academician National Academy of Science and Technology of the

2 Background The fields of engineering have no national boundaries and professionals have much greater mobility in recent years. Each national or political jurisdiction protects its economic security by imposing quality standards on entry level engineering professionals. 2

3 Background - 2 Various countries and jurisdictions have established mutual recognition agreements to accept each other s accreditation system for the education of entry-level professionals. In some situations there are Mutual Recognition Agreements (MRAs) for senior level engineering professionals, but these are predicated on the assumption that they have recognized each other s accreditation system for engineering education 3

4 Background -3 These agreements facilitate the movement of professionals across jurisdictional boundaries. One mutual agreement group for engineering is the Washington Accord with 18 signatories, and for computing and information technology, there is the Seoul Accord with 8 signatories. Both accords have accreditation systems that require outcomes-based education. 4

5 Background -4 In the, the Commission on Higher Education (CHED) regulates the offering of degree programs at the tertiary level. 5

6 Background -5 On September 11, 2012, the Commission on Higher Education (CHED) issued CHED Memorandum Order (CMO) # 37, Series 2012, Policies, Standard, and Guidelines in the Establishment of an Outcomes-Based Education (OBE) System in Higher Educational Institutions Offering Engineering Programs. 6

7 Background -6 CMO #37 is keyed to criteria, policies, and procedures of the Philippine Technological Council (PTC), an umbrella organization of professional engineering societies accredited by the Professional Regulation Commission (PRC). IIEE is a member organization of PTC. 7

8 Background -7 On December 11, 2012, CHED issued CMO#46, series 2012, that prescribes policy standards for quality assurance systems of HEIs to be outcomes based. This includes engineering and information technology education. 8

9 Elements of Outcomes-Based Education 1 Program Educational Objectives (PEOs) what graduates are expected to attain a few years after graduation - that are consistent with the HEI mission and needs of the program s constituents. 9

10 Elements of Outcomes-Based Education -2 2 Student Outcomes (SOs) skills, knowledge, and behaviors that students acquire by the end of the degree program. 10

11 Elements of Outcomes-Based Education -3 3 Curriculum set of courses leading to a degree program that enables students to learn subject matter pertaining to the name of the program degree and enables the learning of the student outcomes. 11

12 Elements of Outcomes-Based Education -4 4 Assessment and evaluation of student outcomes and of program educational objectives. 12

13 Elements of Outcomes-Based Education -5 5 Continuous improvement of the program - such as revision of courses, curriculum, laboratories, library acquisitions, based on SO and PEO evaluations. (c) 2013 Jose B. Cruz Jr. Outcomes Based Education and Accreditation in Engineering and Computing 13

14 Outcomes-Based Education Objectives and Outcomes Curriculum Program Improvement Assessment & Evaluation 14

15 Outcomes-Based Education Establish and periodically revise program educational objectives (PEOs) Establish and periodically revise student outcomes (SOs) that support PEOs Establish curriculum to achieve SOs Assess and evaluate PEOs and SOs Revise courses/curriculum/system, based on evaluations of PEOs and SOs to improve program Revise courses/curriculum/ system 15

16 Philippine accreditation system for outcomesbased engineering programs PTC is a provisional member of the Washington Accord (signatories or full members, recognize each other s accreditation system as equivalent to theirs; among the full members are, Japan, Korea, Malaysia, Hong Kong, Taiwan, Singapore, Australia, New Zealand, all in Asia and the Pacific). 16

17 Has PTC started accrediting programs? PTC has accredited two programs at Mapua in 2013 (EE and ECE). PTC has accredited two programs at Batangas State University in 2013 (EE and ECE). PTC has evaluated several programs in 2014, and many more are scheduled in

18 PTC Engineering Program Accreditation All PTC Program Evaluators are engineers in the same specific programs, representing their professional societies. All EE program evaluators are members of IIEE. PTC Accreditation Site Visit Teams include practicing engineers from industry. Most of the PTC Engineering Criteria are common across all engineering disciplines. 18

19 International Accreditation US-based ABET accredits engineering and computing programs worldwide. ABET has accredited 22 engineering programs and 8 computing programs in the (10 at Mapua Institute of Technology and 20 at the Technological Institute of the ), including the EE programs at Mapua, TIP Manila and TIP Quezon City 19

20 ABET Engineering Program Accreditation All ABET Engineering Program Evaluators are engineers in the same specific programs, representing their professional societies. All EE program evaluators are members of IEEE. ABET Engineering Accreditation Site Visit Teams include practicing engineers from industry. Most of the ABET Engineering Criteria are common across all engineering disciplines. 20

21 Challenges to HEIs Establishment of PEOs and SOs Revision of curricula to meet PTC or ABET criteria Assessment and evaluation of PEOs and SOs Development of performance indicators and rubrics 21

22 Challenges to HEIs - 2 Upgrading of Laboratories, as needed Upgrading of Libraries, as needed Strengthening faculty qualifications Strengthening student advising Increasing resources to support programs 22

23 Curricula Revision Need 32 units of math and science, excluding algebra, advanced algebra, trigonometry, solid mensuration, and analytic geometry. Physics courses need to be calculus-based. Culminating major design. Design should incorporate appropriate standards (Philippine Electrical Code, etc.) and multiple realistic constraints (cost, safety, environmental impact, legal, etc.), or design trade-off. 23

24 Student Outcomes are Mandated by CHED and PTC There are 12 PTC student outcomes common for all engineering programs. What are these student outcomes like? 24

25 Student Outcomes The program must have student outcomes that foster the attainment of the program educational objectives by the graduates. The program must demonstrate that graduates possess the attributes of the student outcomes by the time of graduation. 25

26 Criterion 2: SO s continued Student outcomes are outcomes enumerated as (a) through (l). (a) ability to apply knowledge of mathematics and science to solve engineering problems. (b) ability to design and conduct experiments, as well as to analyze and interpret data. (c) ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability, in accordance with standards. 26

27 Criterion 2: SO s continued 2 (d) ability to function on multidisciplinary teams. (e) ability to identify, formulate, and solve engineering problems. (f) understanding of professional and ethical responsibility. (g) ability to communicate effectively. (h) broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context. 27

28 Criterion 2: SO s continued 3 (i) recognition of the need for, and an ability to engage in life-long learning. (j) knowledge of contemporary issues. (k) ability to use techniques, skills, and modern engineering tools necessary for engineering practice. (l) knowledge and understanding of engineering and management principles as a member and leader in a team, to manage projects and in multidisciplinary environments. 28

29 Summary and Recap For Engineering and ITE programs in HEIs in the CHED has mandated that these programs should be outcomesbased. This includes electrical engineering. 29

30 Outcomes-Based Education Establish and periodically revise program educational objectives (PEOs) Establish and periodically revise student outcomes (SOs) that support PEOs Establish curriculum to achieve SOs Assess and evaluate PEOs and SOs Revise courses/curriculum/system, based on evaluations of PEOs and SOs to improve program Revise courses/curriculum/ system 30

31 Summary and Recap - 2 PTC has accredited 4 engineering programs in accordance with Washington Accord criteria, including two in electrical engineering. ABET Engineering Accreditation Commission has accredited 22 engineering programs in the, including three in electrical engineering. 31

32 Summary and Recap - 3 A number of programs have been evaluated by PTC-ACBET-EAC in Several programs are awaiting PTC-ACBET-EAC evaluation in There could be a couple of programs awaiting ABET evaluation in

33 Summary and Recap - 4 Large scale conversion of many electrical engineering and other engineering programs to be substantially equivalent with those of signatories to the Washington Accord would be a major contribution to national development. PTC accreditation leading to Washington Accord recognition would be a major step for positioning engineering graduates to be globally competitive. 33