THE PROCESS OF OUTCOME-BASED EDUCATION - Implementation, Assessment and Evaluations

Muhammad H Rashid

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Conference: 2013 ASEE International Forum
Location: Atlanta, Georgia
Publication Date: June 22, 2013
Start Date: June 22, 2013
End Date: June 22, 2013
Conference Session: Reception & Poster Session
Tagged Topic: ASEE International Forum
Page Count: 9
Page Numbers: 21.67.1 - 21.67.9
DOI: 10.18260/1-2--17272
Permanent URL: https://peer.asee.org/17272
Download Count: 1530

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Muhammad H Rashid University of West Florida

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Muhammad H. Rashid is employed by the University of West Florida as a Professor of Electrical and Computer Engineering. Previously, he was employed by the University of Florida as Professor and Director of UF/UWF Joint Program. Rashid received B.Sc. degree in Electrical Engineering from the Bangladesh University of Engineering and Technology, and M.Sc. and Ph.D. degrees from the University of Birmingham in UK. Previously, he worked as Professor of Electrical Engineering and the Chair of the Engineering Department at Indiana University- Purdue University at Fort Wayne. Also, he worked as Visiting Assistant Professor of Electrical Engineering at the University of Connecticut, Associate Professor of Electrical Engineering at Concordia University (Montreal, Canada), Professor of Electrical Engineering at Purdue University Calumet, and Visiting Professor of Electrical Engineering at King Fahd university of Petroleum and Minerals (Saudi Arabia), as a design and development engineer with Brush Electrical Machines Ltd. (England, UK), a Research Engineer with Lucas Group Research Centre (England, UK), a Lecturer and Head of Control Engineering Department at the Higher Institute of Electronics (in Libya & Malta).

Dr. Rashid is actively involved in teaching, researching, and lecturing in electronics, power electronics, and professional ethics. He has published 17 books listed in the US Library of Congress and more than 160 technical papers. His books are adopted as textbooks all over the world. His book, Power electronics has translations in Spanish, Portuguese, Indonesian, Korean, Italian, Chinese, Persian, and Indian edition. His book, Microelectronics has translations in Spanish in Mexico and in Spain, Italian, and Chinese.

He has received many invitations from foreign governments and agencies to give keynote lectures and consult, by foreign universities to serve as an external examiner for undergraduate, master's and Ph.D. examinations, by funding agencies to review research proposals, and by U.S. and foreign universities to evaluate promotion cases for professorship. Dr. Rashid has worked as a regular employee or consultant in Canada, Korea, United Kingdom, Singapore, Malta, Libya, Malaysia, Saudi Arabia, Pakistan, and Bangladesh. Dr. Rashid has traveled to almost all States in USA and many countries to lecture and present papers (Japan, China, Hong Kong, Indonesia, Taiwan, Malaysia, Thailand, Singapore, India, Pakistan, Turkey, Saudi Arabia, United Arab Emirates, Qatar, Libya, Jordan, Egypt, Morocco, Malta, Italy, Greece, United Kingdom, Brazil, and Mexico).

He is a Fellow of the Institution of Engineering & Technology (IET, UK) and a Life Fellow of the Institute of Electrical and Electronics Engineers (IEEE, USA). He was elected as an IEEE Fellow with the citation “Leadership in power electronics education and contributions to the analysis and design methodologies of solid-state power converters.” Dr. Rashid is the recipient of the 1991 Outstanding Engineer Award from The Institute of Electrical and Electronics Engineers (IEEE). He received the 2002 IEEE Educational Activity Award (EAB) Meritorious Achievement Award in Continuing Education with the following citation "for contributions to the design and delivery of continuing education in power electronics and computer-aided-simulation". He is the recipient of the 2008 IEEE Undergraduate Teaching Award with citation: For his distinguished leadership and dedication to quality undergraduate electrical engineering education, motivating students and publication of outstanding textbooks

Dr. Rashid is an ABET program evaluator for electrical and computer engineering (and also from 1995-2000) and was an engineering evaluator for the Southern Association of Colleges and Schools (SACS, USA). He is also an ABET program evaluator for (general) engineering program. He is the Series Editors of Power Electronics and Applications, and Nanotechnology and Applications with the CRC Press. He serves as the Editorial Advisor of Electric Power and Energy with Elsevier Publishing. He lectures and conducts workshops on Outcome-Based Education (OBE) and its implementations including assessments. He is a Distinguished Lecturer for the IEEE Education Society and a Regional Speaker (previously Distinguished Lecture) for the IEEE Industrial Applications Society. He also authored a book on “The Process of Outcome-Based Education - Implementation, Assessment and Evaluations”.

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Abstract

Abstract for ASEE 2013 International Forum THE PROCESS OF OUTCOME-BASED EDUCATION - Implementation, Assessment and EvaluationsWith the advancement of technology, the engineering functions and market are also continuouslychanging. It has become a global market place and engineers work and interact with people ofdifferent nationalities and cultural backgrounds. Engineers cross through country boundaries forbusiness ventures and work. The multinational companies are interested to know the quality ofgraduates of a country as compared to certain educational standards. In order to ensure qualityassurance worldwide, an International Engineering Alliance has been formed. There are threeagreements known as Washington, Dublin and Sidney Accords covering mutual recognition inrespect of tertiary-level qualifications in engineering. Engineers Mobility Forum was formed forthe implementation of the accords.This book with ten (10) chapters identifies steps, and the processes for implementation of aprogram based on the outcome-based educational (OBE) concept. This includes Chapter 1 -Introduction, Chapter 2 - Program Objectives, Chapter 3 - Program Outcomes, Chapter 4 -Program Curriculum, Chapter 5 - Course and Syllabus Development, Chapter 6 - Delivery andAssessments of Course Learning Outcomes, Chapter 7 - Assessments and Evaluations ofProgram Outcomes, Chapter 8 - Assessments and Evaluations of Program Objectives, Chapter 9- Evaluating the Outcome-Based Education Process, and Chapter 10 National and CulturalInfluences.There are numerous available references and resource on curriculum designs, and on assessmentand evaluations. The examples, which are used to illustrate the processes and steps forassessment and evaluations, are no ways the best methods and procedures. These just serve asthe guidelines to initiate an OBE process and they are not prescriptive. The imagination and thecreativity of the program faculty members would play a major role in formulating, achieving anddemonstrating the program goals, objectives and outcomes. Although the steps and processesare illustrated through an electrical engineering program, the process and steps are applicable toany engineering, engineering technology or any non-engineering program or discipline.This work is the compilation of author’s experiences in giving lectures on outcome-basededucation and in preparing for the ABET accreditation of engineering programs both as anABET Program Evaluator and a Program Chair. As the Department Chair of Engineering for 8years, he had prepared the complete self-study reports for the ABET accreditation of electricaland mechanical engineering programs. As the Director of Electrical and Computer Engineering,for 10 years, he had also prepared the complete self-study reports for the ABET accreditation ofelectrical and computer engineering programs.

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Rashid, M. H. (2013, June), THE PROCESS OF OUTCOME-BASED EDUCATION - Implementation, Assessment and Evaluations Paper presented at 2013 ASEE International Forum, Atlanta, Georgia. 10.18260/1-2--17272

TY  - CPAPER
AB  -                     Abstract for ASEE 2013 International Forum    THE PROCESS OF OUTCOME-BASED EDUCATION - Implementation,                     Assessment and EvaluationsWith the advancement of technology, the engineering functions and market are also continuouslychanging. It has become a global market place and engineers work and interact with people ofdifferent nationalities and cultural backgrounds. Engineers cross through country boundaries forbusiness ventures and work. The multinational companies are interested to know the quality ofgraduates of a country as compared to certain educational standards. In order to ensure qualityassurance worldwide, an International Engineering Alliance has been formed. There are threeagreements known as Washington, Dublin and Sidney Accords covering mutual recognition inrespect of tertiary-level qualifications in engineering. Engineers Mobility Forum was formed forthe implementation of the accords.This book with ten (10) chapters identifies steps, and the processes for implementation of aprogram based on the outcome-based educational (OBE) concept. This includes Chapter 1 -Introduction, Chapter 2 - Program Objectives, Chapter 3 - Program Outcomes, Chapter 4 -Program Curriculum, Chapter 5 - Course and Syllabus Development, Chapter 6 - Delivery andAssessments of Course Learning Outcomes, Chapter 7 - Assessments and Evaluations ofProgram Outcomes, Chapter 8 - Assessments and Evaluations of Program Objectives, Chapter 9- Evaluating the Outcome-Based Education Process, and Chapter 10 National and CulturalInfluences.There are numerous available references and resource on curriculum designs, and on assessmentand evaluations. The examples, which are used to illustrate the processes and steps forassessment and evaluations, are no ways the best methods and procedures. These just serve asthe guidelines to initiate an OBE process and they are not prescriptive. The imagination and thecreativity of the program faculty members would play a major role in formulating, achieving anddemonstrating the program goals, objectives and outcomes. Although the steps and processesare illustrated through an electrical engineering program, the process and steps are applicable toany engineering, engineering technology or any non-engineering program or discipline.This work is the compilation of author’s experiences in giving lectures on outcome-basededucation and in preparing for the ABET accreditation of engineering programs both as anABET Program Evaluator and a Program Chair. As the Department Chair of Engineering for 8years, he had prepared the complete self-study reports for the ABET accreditation of electricaland mechanical engineering programs. As the Director of Electrical and Computer Engineering,for 10 years, he had also prepared the complete self-study reports for the ABET accreditation ofelectrical and computer engineering programs.
AU  - Muhammad H Rashid
CY  - Atlanta, Georgia
DA  - 2013/06/22
PB  - ASEE Conferences
TI  - THE PROCESS OF OUTCOME-BASED EDUCATION - Implementation, Assessment and Evaluations
UR  - https://peer.asee.org/17272
DO  - 10.18260/1-2--17272
ER  -