Program Outcomes of BSEE – based on CMO No. 88 Series of 2017
By the time of graduation, student of the program shall have developed the ability to:
- Apply the knowledge of mathematics and sciences to solve complex engineering problems;
- Develop and conduct appropriate experimentation, analyze and interpret data;
- Design a system, component, or process to meet desired needs within realistic constraints such as economic, environment, social, political, ethical, health and safety;
- Function effectively on multi-disciplinary and multi-cultural terms that establish goals, plan tasks, and meet deadlines;
- Identify, formulate and solve complex problems in electrical engineering;
- Recognize ethical and professional responsibilities in engineering practice;
- Communicate effectively with a range of audiences;
- Understand the impact of engineering solutions in a global economic, environmental, and social context;
- Recognize the need for additional knowledge and engage in lifelong learning;
- Articulate and discuss the latest developments in the field of electrical engineering
- Apply techniques, skills, and modern engineering tools necessary for electrical engineering practice; and
- Demonstrate knowledge and understanding of engineering and management principles as member and/or leader in a team to manage projects in multidisciplinary environments.
Program Educational Objectives of BSEE
- Produce Electrical Engineers with thorough knowledge and technical skills for the continuing development of the industry
- Equip future Electrical Engineers with relevant research and development capabilities that promote the use of renewable energy and the wise utilization and conversion of environmental resources.
- Develop future Electrical Engineers with strong moral and social values to be able to involve in a multidisciplinary environmental communities
- Enhance the entrepreneurial skills of future Electrical Engineers to produce high quality goods and sufficient services through green technology for socio-economic development
GUIMARAS STATE COLLEGE GRADUATE ATTRIBUTES
Guimaras State College aims to produce competent and globally competitive professionals in their respective area of specialization. This is operationalized into expected graduate attributes which students should have attained by the time they will graduate from the College.
- SPIRITUALLY AND MORALLY UPRIGHT INDIVIDUALS
God – fearing servant leaders espousing high moral standards.
- GLOBALLY COMPETENT PROFESSIONALS
Exemplify the competencies and values required of their profession
- PRODUCTIVE AND ENVIRONMENT FRIENDLY
Contributes to community development and promotes Green Technology for sustainable development.
- ENTREPRENEURIAL AND TECHNOLOGICALLY INNOVATIVE
Engage in the development of new knowledge that will contribute to the improvement of the quality of life of the community.
- GOAL – ORIENTED AND SERVICE COMMITTED
Committed and service- efficient professionals with global standards and practices.
- SUSTAINABLE DEVELOPMENT ADVOCATE
Manage a sustainable environment promoting peace and harmony among stakeholders
OUTCOMES-BASED EDUCATION (OBE) FRAMEWORK FOR THE COLLEGE OF ENGINEERING AND INDUSTRIAL TECHNOLOGY (CEIT), GUIMARAS STATE COLLEGE
- Rationale in the Implementation of the OBE Framework
The Commission on Higher Education (CHED) Memorandum Order (CMO) No. 37, series of 2012, mandates that Higher Education Institutions (HEI) offering engineering programs should comply with the outcomes-based education (OBE) system in order to meet the demands of global equivalency of quality standards as well as, to continuously improve the quality of education of HEIs offering engineering programs. This requirement is in consonance with the requirements of international accreditation like the Washington Accord of 1989 which prescribes that undergraduate engineering programs must comply.
The OBE system hopes that engineering graduates of accredited programs must demonstrate an internationally acceptable level of knowledge, skills and attitudes demanded by their respective field of specialization. It also stipulates that program outcomes must be aligned with the HEIs mission and programs’ educational objectives. To ensure its implementation, it must be supported by a continuous quality improvement mechanism.
In compliance, Guimaras State College adopted the OBE framework in the implementation of its engineering programs namely: bachelor of Science in Mechanical Engineering and Bachelor of Science in Electrical Engineering.
Specifically, CMO 88, series of 2017 on “Policies, Standards and Guidelines for the Bachelor of Science in Electrical Engineering (BSEE) Program effective AY 2018-2019” was used as guide in the its implementation.
- GSC CEIT OBE FRAMEWORK
The Guimaras State College OBE framework was a product of consultation and dialogues with stakeholders. The framework highlights OBE as a continuous process of ensuring the delivery of quality education to our students. The framework serves as a guide to see to it that all activities in the college will redound to the development of effective graduates. It would ensure that everything is clearly organized and directed to provide our students with essential experiences that would equip them with the skills and competencies needed upon graduation.
The implementation of the OBE framework starts with identifying the desired OUTCOMES at different levels ( institutional, program, student, course) through consultation with different stakeholders such as the Program Advisory Panel, faculty members, students, industry partners, alumni and members of professional organizations.
Initially, the Expected Graduate Attributes (EGA) for the College was articulated and was found to be coherent with the GSC’s Vision and Mission. These EGA are cascaded to the different programs, where they will anchor their specific Program Educational Objectives (PEOs). These PEOs will be the basis for the crafting of the Program Outcomes (POs) which can also be termed as Students Outcomes (SOs). These are specific statements that describe outcomes (e.g. knowledge, skills, values, abilities) of what students are expected to know and be able to perform by the time of graduation. In defining the POs, stakeholders’ inputs and industrial needs must be considered including faculty expertise, CHED requirements, and other requirements of professional organizations.
Further, the curriculum and courses for each program are then planned, designed and mapped taking into account the desired Expected Graduate Attributes, Program Educational Objectives and program Outcomes. To assure that these are properly complied with, the learning Outcomes for each Course (CLOs) must be aligned with specific EGAs and Pos.
To achieve the CLOs, planning and delivery of courses are aligned with the principles of Outcomes-Based Teaching and Learning (OBTL). This must be reflected in the respective syllabus, teaching methods, learning activities and assessment tools. The course syllabus must reflect that the CLOs are aligned with the EGAs, PEOs and SOs.
In OBE, assessment of achievement of outcomes is necessary. This assessment is carried out from bottom to top because this will ensure that the top level outcomes are achieved. Program assessment will also be conducted to measure the achievement of EGAs and Pos and CLOs. This process will guarantee that there is the conduct of continuous quality improvement to ensure that necessary changes and adjustments at the program level must be implemented based on the results of the assessment. Finally, institutional assessment follows where revision and or improvements must be implemented to ensure that there is continuous quality improvement at the institutional level.
Shown in Table 1 is the GSC OBE Framework