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Abstract Teaching and learning processes for both programs (Chemical Engineering and Biochemical Engineering) offered at the Department of Chemical and Process Engineering (JKKP), Faculty of Engineering and Built Environment (FKAB), Universiti Kebangsaan Malaysia (UKM) are based on the outcome-based education (OBE) since Session 2005/2006. The first batch of JKKP graduates who had completely undergone OBE graduated in April 2009. The department has taken initiative to conduct Graduate Friendly Event to celebrate future graduates at the end of every second semester for the fourth year students. Through this event, the questionnaires are distributed to students to obtain their feedbacks on the program implementation throughout their four years at the department and suggestions on program improvements as well as to assess the achievement of program outcomes (POs), which have been set by the two programs. The findings obtained from questionnaires of Session 2010/2011 graduates shows the JKKP graduates felt they had reached 60-80% of all 12 designated POs.

Academic research paper on topic "Programme Outcome Achievements of Chemical and Biochemical Engineering Graduates Through Exit Survey"

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Procedia - Social and Behavioral Sciences 60 (2012) 294 - 299

UKM Teaching and Learning Congress 2011

Programme Outcome Achievements of Chemical and Biochemical Engineering Graduates Through Exit Survey

Siti Rozaimah Sheikh Abdullah^*, Mohd Sobri Takriff,b, Abu Bakar Mohamada, Noorhisham Tan Koflia,b, Nurina Anuara, Rahaiza Misnona, Sharifah Najiha Badara

aDepartmet of Chemical and Process Engineering, Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia bCentre for Engineering Education Research, Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia

Abstract

Teaching and learning processes for both programs (Chemical Engineering and Biochemical Engineering) offered at the Department of Chemical and Process Engineering (JKKP), Faculty of Engineering and Built Environment (FKAB), Universiti Kebangsaan Malaysia (UKM) are based on the outcome-based education (OBE) since Session 2005/2006. The first batch of JKKP graduates who had completely undergone OBE graduated in April 2009. The department has taken initiative to conduct Graduate Friendly Event to celebrate future graduates at the end of every second semester for the fourth year students. Through this event, the questionnaires are distributed to students to obtain their feedbacks on the program implementation throughout their four years at the department and suggestions on program improvements as well as to assess the achievement of program outcomes (POs), which have been set by the two programs. The findings obtained from questionnaires of Session 2010/2011 graduates shows the JKKP graduates felt they had reached 60-80% of all 12 designated POs.

© 2011PublishedbyElsevierLtd. Selection and/orpeer reviewedunderresponsibilityofthe UKMTeachingand LearningCongress 2011

Keywords: program outcomes; graduate students; chemical engineering; biochemical engineering; graduate questionnaire

1. Introduction

The Department of Chemical and Process Engineering (JKKP), Faculty of Engineering and Built Environment (FKAB), Universiti Kebangsaan Malaysia (UKM) was established in 1984 in line with the establishment of FKAB in the same year. JKKP offers two degrees of Bachelor of Engineering (Chemical) (CE) and Bachelor of Engineering (Biochemical) (BE). The field of chemical engineering is directly involved in processing raw materials into useful materials, especially it involves changes in the processes, composition and energy content of processed materials. Furthermore, biochemical engineering originating from fermentation industry uses chemical engineering principles in the processing of biological and biochemical materials. In general, these include microorganism propagation, the use of enzymes as catalysts, design, optimization and process control for biological and biochemical processes, and the large scale production of commercial goods such as food, pharmaceutical and

* Corresponding author. Tel.: +6-03-8921-6407; fax: +6-03-8921-6148. E-mail address: rozaimah@eng.ukm.my.

1877-0428 © 2011 Published by Elsevier Ltd. Selection and/or peer reviewed under responsibility of the UKM Teaching and Learning Congress 2011 doi:10.1016/j.sbspro.2012.09.382

industrial biochemical products. Both programs are structured so that students are given wide exposure and in-depth design experience, industry and research work. The curriculum structure has been carefully planned to produce competent engineers.

Starting from Session 2005/2006, FKAB has implemented teaching and learning process (PnP) based on the outcome-based education (OBE) (Mohd Nor et al. 2006) that demands students to take active roles in the learning process and encourage each course lecturers to adopt innovative ways of delivery courses such as Project Based Learning (PBL), Project Oriented Problem Based Learning (POPBL), Active Learning (AL), Cooperative Learning (CL) and others (Yusof et al 2005; Felder & Brent 2006). It also requires each program to outline its program outcomes (PO), which are competences or skill to be achieved by students upon completion of their studies in a program. JKKP has outlined 12 POs that should be achieved by students at the end of their four years study in the department (FKAB 2009). In addition, the program also outlines the program educational objectives (PEO), which are skills or attributes of graduates need to be achieved after 3-5 years of graduation.

It has become as a tradition since 2004 where the department has taken the initiative to conduct Graduate Friendly Event at the end of each second semester to celebrate the fourth year students who will be graduating in that session. Through this event, graduates are asked for their feedbacks on the implementation of the program during their four years at the department and improvement suggestions to the program. A study by Othman et al. (2011) shows that the graduates in April 2009 had obtained useful benefits after four years of study at the JKKP. Starting April 2010, the department took the opportunity to distribute a questionnaire which has been modified to evaluate the POs as outlined by the two programs. All the statements posed in the distributed questionnaire were modified to lead the student to give feedback on their achievement of the 12 POs.

2. Research Methodology

A Graduate Friendly Event was held on April 29 2011 by JKKP to celebrate the final year students for the Session 2010/2011 of both programs, KK and KB. The final year students who are registered with the department in Semester II Session 2010/2011 were 61 KK students and 28 KB students. During the event, the KK and KB students are required to respond in a Graduate Questionnaire. This study requires students or respondents to express their agreement or disagreement on the achievement of all 12 POs as outlined in the program during their four years study at JKKP. The questionnaire is divided into two main parts. The first part (Part A) in the questionnaire is about the demographics of the respondents such as gender, race, and programs. The second part (Part B) contains statements about teaching and learning process of students throughout the four years at JKKP and their achievement of the POs. The 12 statements of the PO (Table 1) consist of ability to apply basic knowledge (PO1), the ability to communicate effectively (PO2), the ability to apply technical expertise in chemical engineering or biochemistry (PO3), the ability to identify problems and solve them (PO4), the ability to apply a systematic approach in design and performance evaluation (PO5), the ability to work individually and in a group effectively (PO6), the ability to have responsibility and ethics as an engineer (PO7), the ability to have lifelong learning skills (PO8), the ability to design and conduct and interpret laboratory data (PO9 ), the ability to work in various areas (PO10), the ability to identify current issues (PO11), and the ability to use modern engineering techniques (PO12).

3. Results and Discussions

3.1. Demographic Information

Figure 1 shows the percentage of final year students for the Chemical Engineering Program (CE) and Biochemical Engineering Program (BE) involved in this questionnaire. Only 41 students of the total students responded in this study, which is 76% are CE students and the rest are BE students. Based on the registered final year students for each program in Session 2010/2011 session (Table 2), 51% and 36% respectively from CE and BE program are involved in this questionnaire.

Table 1. Program Outcomes (PO) of Chemical and Biochemical Engineering Programs in the Department of Chemical and Process

Engineering, UKM

Program Outcome (PO)

Statement of Program Outcomes

PO1 Ability to acquire and apply knowledge of basic science and engineering fundamentals.

PO2 Ability to communicate effectively, not only with engineers but also with the community at large.

PO3 Having in-depth technical competence in chemical/biochemical engineering.

PO4 Ability to undertake problem identification, formulation and solution.

PO5 Ability to utilise a systems approach to design and evaluate operational performance.

PO6 Ability to function effectively as an individual and in a group with the capacity to be a leader or manager as well as an effective team member.

PO7 Having the understanding of the social, cultural, global and environmental responsibilities and ethics of a professional engineer and the need for sustainable development.

PO8 Recognising the need to undertake lifelong learning, and possessing/acquiring the capacity to do so.

PO9 Ability to design and conduct experiments, as well as to analyze and interpret data.

PO10 Ability to function on multi-disciplinary teams.

PO11 Having the knowledge of contemporary issues.

PO12 Ability to use the techniques, skills, and engineering tools necessary for engineering practice.

Figure 1. Composition of the JKKP final year students of Chemical Engineering and Biochemical Engineering Programs in Session 2010/2011 involved in the questionnaire study

Table 2. Number and percentage of students registered and participate in the graduates' survey of both programs

No. of No. of

Program Graduates Respondents % Respondents

Chemical Engineering (KK) 61 31 51

Biochemical Engineering (KB) 28 10 36

Total 89 41 -

According to Figure 2, students from Chemical Engineering program who had responded are 16 females and five males Malay students. Chinese students consist of five females and five males students. For Biochemical Engineering program, only ten Malay female students who had given feedback. All the students involved in this study will receive their Bachelor degree at UKM in September 2011.

80 60 40 20

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Gender

Figure 2. Distribution of race and gender of the respondents from the Chemical Engineering and Biochemical Engineering Programs

3.2. Achievement of Program Outcomes

Program outcomes in this questionnaire cover all the 12 POs, including the application of knowledge, communication skills, technical skills, problem solving, able to design, working in groups and individuals, responsible and ethical manner, and awareness on the current issues (Table 1). This section requires the respondent to provide feedback on their performance in each PO laid down for each program either "Poor", "Fair", "Moderate", "Good" and "Excellent". Figure 3 and 4 respectively show the real commitment to the achievement of each PO for CE and BE programs.

For the CE (Figure 3), 60-80% of the respondents chose "Good" and "Excellent" to the achievement of all POs, except in the statement of PO2 (communicating effectively), PO3 (technical expertise in chemical engineering) and PO5 (systematic approach in the design and performance evaluation). If the achievement of "Moderate" is combined with "Good" and "Excellent" for each PO, 40-95% of the respondents claimed that they are able to obtain and apply knowledge of basic science and engineering, able to identify problems, formulate, and obtain the solution, able to function effectively as an individual and in groups and also able to be a leader or manager or an effective team member. Respondents also understood the responsibilities and ethics of a professional engineer in the social, global culture, environment, and the need for sustainable development.

In addition, respondents were aware of the need to undergo continuing education and have the capacity to do so. Respondents were also able to design and conduct experiments, as well as to analyze and interpret data. The learning process for the past four years make them to be able to function on multi-discipline, have the knowledge of contemporary issues (such as management, environmental, ethical, socio-economic), and they were also able to apply techniques, skills, and use equipments needed in the practice of engineering.

For PO2 statement, 5% of respondents claimed that they have moderate and fair of confidence to communicate effectively. In addition, the statement PO3 shows that 10% of respondents are not able to explain in detail the operating units within the chemical industry. PO5 statement emphasizes the ability to use a systematic approach to design and evaluate operational performance. 5% of respondents are less able to design the process plant in detail of the technical aspects and less able to evaluate the performance of the overall process plant.

For KB students (Figure 4), almost 100% of the respondents chose the statement "Moderate", "Good" and "Excellent" for all statements except PO5 and PO11. Respectively, 6% and 4% of respondents claimed that they are weak in a systematic approach of design and performance evaluation (PO5), as well as in identifying current issues.

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70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0

0 Excellent

□ Good

□ Moderate

□ Fair H Poor

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 P010 PO11 PO12

Program Outcomes (PO)

Figure 3. Respondents agreement towards statements in the achievement of program outcomes (PO) for Chemical Engineering Program

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90.0 80.0 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0

B Excellent

□ Good

□ Moderate H Fair

■ Poor

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12

Program Outcomes (PO)

Figure 4. Respondents agreement towards statements in the achievement of program outcomes (PO) for Biochemical Engineering Program

4. Conclusions

Overall, the final year students of Chemical Engineering and Biochemical Engineering Program are able to obtain and apply knowledge of basic science and engineering, able to identify problems, formulate and seek solutions, and able to function effectively as an individual and in groups. They also had the ability to be a leader or manager or an effective team member. Respondents can also understand the responsibilities and ethics of a professional engineer in the social, global culture, environment, and the need for sustainable development. In addition, respondents also felt that the technical content of materials used in teaching and learning has helped them to solve the problem of Chemical and Biochemical Engineering tasks.

Acknowledgment

We would like to thank UKM for providing the research grant (PTS-2011-006). References

Felder, R. M. & Brent, R. (2006). How to teach (almost) anybody (almost) anything, Chem. Engr. Education, 40(3), 173-174.

FKAB. (2009). Panduan Prasiswazah, Fakulti Kejuruteraan dan Alam Bina Sesi Akademik 2009-2010. Bangi: Fakulti Kejuruteraan dan Alam

Bina, Universiti Kebangsaan Malaysia. Mohd Nor, M.J., Hamzah, N., Basri, H., & Badaruzzaman, W.H.W. (2006). Pembelajaran Berasaskan Hasil: Prinsip dan Cabaran. Pascasidang

Seminar Pengajaran dan Pembelajaran 2005, (pp. 54-62). Othman, N.T.A. Misnon, R., Abdullah, S.R.S., Kofli, N.T., Kamarudin, S.K. & Mohamad, A.B. (2011). Assessment of Program Outcomes Through Exit Survey of Chemical/Biochemical Engineering Students. Procedia Social and Behavioral Sciences 18, 39-48 (ISSN: 18770428; doi: 10. 1016/j.sbspro.2011.05.07). Yusof, K.M, Tasir, Z., Harun, J. & Helmi, S.A. (2005). Promoting Problem-Based Learning (PBL) in Engineering Course at the Universiti Teknologi Malaysia, Global J. of Engng. Educ., 9 (2), 175 - 184.