OUTCOME BASED CURRICULUM DESIGN for GLOBAL CHALLENGES & A SUSTAINABLE FUTURE TİMUR DOĞU Vice Chair, Engineering Programs Accreditation Board MÜDEK/MAK

OUTCOME BASED CURRICULUM DESIGN for

GLOBAL CHALLENGES &

A SUSTAINABLE FUTURE

TİMUR DOĞUVice Chair, Engineering Programs Accreditation Board

MÜDEK/MAK - Turkey

WEEF 2012 – GEDC Global Engineering Deans CouncilOctober 16, 2012, Buenos Aires, Argentina

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OUTLINEOUTLINE

1. MÜDEK Briefly

2. Global Challenges and the Role of Engineers for Shaping a Sustainable Future

3. Outcome Based Curriculum Design and Accreditation


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MÜDEK BRIEFLYMÜDEK BRIEFLY

MÜDEK (Association for Evaluation and Accreditation of Engineering Programs)

A non-governmental organization operating for the purpose of contributing to the enhancement of quality of engineering education in Turkey by means of the accreditation and evaluation of engineering education programs.

MÜDEK is first established in 2002.


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International International Recognition of MÜDEKRecognition of MÜDEK

• 16 Nov 2006: Became a member of ENAEE (European Network for Accreditation of Engineering Education)

• 21 Jan 2009: Authorized by ENAEE to award EUR-ACE (First Cycle) Label. (MÜDEK is the 7th authorized accreditation agency in Europe)

• 15 June 2011: MÜDEK is accepted as a full Signatory Member to the Washington Accord of International Engineering Alliance.

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EUR-ACE EUR-ACE LabelLabel

This is to certify that the Bachelor programme

Bilgisayar Mühendisliği (Computer Engineering)

provided by

Anadolu Üniversitesi Mühendislik - Mimarlık Fakültesi

accredited by

MÜDEK

from 30 September 2009 until 30 September 2014

satisfies the outcomes of First Cycle programmes specified in the EUR-ACE Framework Standards for the Accreditation of Engineering Programmes, and therefore for the above period of accreditation is designated as a FIRST CYCLE EUROPEAN-ACCREDITED ENGINEERING PROGRAMME.

For the European Network for Accreditation of Engineering Education (ENAEE) The President Prof. Ing. Giuliano Augusti, Sc.D.

For the Association for Evaluation and Accreditation of Engineering Programs- Mühendislik Eğitim Programları Değerlendirme ve Akreditasyon Derneği (MÜDEK) Chair, Executive Board Refik Üreyen

Brussels, 30 June 2009 Istanbul, 30 June 2009



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MÜDEK Evaluation CriteriaMÜDEK Evaluation Criteria

Criterion 1

Students

Criterion 6

Faculty Members

Criterion 8

Financial Resources

Institutional Support

PROGRAM

Criterion 2

Program Educational Objectives

Criterion 3

Program Outcomes

Criterion 4

Continuous Improvement

Criterion 7

Facilities

Criterion 9

Organization Decision Making

Processes

Criterion 5

Curriculum

Criterion 10

Discipline Specific Criteria


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Outcome Based AccreditationOutcome Based Accreditation

• Program outcomes: Statements defining the knowledge, skills, and attitudes that students must have acquired by the time they graduate.

• Outcome based accreditation requires the programs to show evidence that their graduates have acquired the minimum program outcomes specified by the accreditation agency.

MÜDEK criteria for program outcomes meet the requirements of the following standards:

– National Qualifications Framework for Higher Education in Turkey (NQF-HETR): Bachelor’s Engineering Programs.

– EUR-ACE First Cycle Program Outcomes

– Washington Accord Graduate Attributes


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Most Pressing Issues Facing the Planet

1.Population growth2.Need for renewable energy resources (*)

3.Availability of material resources (*)4.Global climate change (*)5.Affordable food supply (*)

6.Clean Water (*)7.Toxic generation and dispersion (*)

8.Waste management (*)

GLOBAL CHALLENGESGLOBAL CHALLENGES

(*) Engineering solutions are needed


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Medium Term Medium Term (~50 years) (~50 years) Economic Trends Economic Trends

Which Will Escalate Global ChallengesWhich Will Escalate Global Challenges

• Accelerating growth in the developing world

• World population reaching to 9-10 billion

• 6-7 times world GDP growth over next 50 years

• 5-6 times existing production capacity for most commodities (steel, chemicals, etc.)

• 3-4 times increase in energy demand

• 6-7 times increase in electricity demand

• Carbon emissions growing from 7 GTC/yr to 26 GTC/yr

Source:Siirola


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Source: Andrzej StankiewiczSource: Andrzej Stankiewicz6th Int.Conf. Process Intensification, 20056th Int.Conf. Process Intensification, 2005

IS PRESENT TECHNOLOGY SUSTAINABLE ?

Only about 25 % of what goes into the pipe comes out as goods and services


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To face these challenges To face these challenges

INNOVATIONINNOVATION oriented creative engineers are neededoriented creative engineers are needed

Curriculum and Curriculum and teaching strategiesteaching strategies should be designed should be designed for for

moremore creativecreative and and innovativeinnovative engineers, having engineers, having leadership skills.leadership skills.

Evaluation and accreditation of programs aim Evaluation and accreditation of programs aim continuous improvementcontinuous improvement and encourageand encourage outcome based curriculum developmentoutcome based curriculum development

for the education of more innovative engineers, who for the education of more innovative engineers, who are aware of global challenges. are aware of global challenges.


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MÜDEK Programme OutcomesMÜDEK Programme Outcomes (Criterion 3) (Criterion 3)

Engineering programs should demonstrate that students have developed the following attributes listed in 11 program outcomes by the time they graduate:

FUNDAMENTALSA strong background in mathematics, science and engineering subjects is a must for all engineering

disciplines

3.1 MÜDEK Criterion“Adequate knowledge in mathematics, science and engineering subjects pertaining to the relevant discipline; ability to use theoretical and applied information in these areas to model and solve engineering problems.”


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COMPLEX ENGINEERING PROBLEMSCOMPLEX ENGINEERING PROBLEMS

Formulation and solution of complex engineering problems is essential for an innovative engineer trying to

find solutions to global challenges. This will require a strong background on engineering fundamentals,

as well as initiation and innovation.

Teaching strategies in most engineering courses should be designed to achieve this outcome.

3.2 MÜDEK Criterion

“Ability to identify, formulate and solve complex engineering problems; ability to select and apply proper analysis and modeling methods for this purpose.”


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DESIGNDESIGN

Major design experience, based on the knowledge and skills acquired in earlier course work and incorporating

engineering standards and realistic constraints/conditions (such as economic,

environmental, ethical, social issues, sustainability, manufacturability, health and safety etc.)

Design oriented open ended team work projects may also be incorporated into appropriate engineering courses.

PROFIT PEOPLE PLANET


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DESIGNDESIGN

3.3 MÜDEK Criterion for Design

“Ability to design a complex system, process, device or product under realistic constraints and conditions, in such a way so as to meet the desired result; ability to apply modern design methods for this purpose. (Realistic constraints and conditions may include factors such as economic and environmental issues, sustainability, ethics, health, safety issues, and social and political issues, according to the nature of the design.)”


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INFORMATION TECHNOLOGIESINFORMATION TECHNOLOGIES

Good knowledge in using modern techniques, tools and information technologies is quite essential for awareness of and to find solutions to global engineering challenges and

also for lifelong learning. This ability may be gained in number of courses through

projects, homework assignments etc.

3.4 MÜDEK Criterion “Ability to devise, select, and use modern techniques and tools needed for engineering practice; ability to employ information technologies effectively.”


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DESIGN AND CONDUCT EXPERIMENTSDESIGN AND CONDUCT EXPERIMENTS

Designing and conducting experiments, as well as analysis and interpretation of data should be incorporated into the curriculum. Open-ended

experimental projects conducted by teams may contribute this outcome.


“Ability to design and conduct experiments, gather data, analyze and interpret results for investigating engineering problems.”


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MULTI-DISCIPLINARY TEAM WORKMULTI-DISCIPLINARY TEAM WORK

In order to be able to find engineering solutions to global challenges, collaboration of different disciplines

and team work is required. Engineers should also be able to work in multicultural environment.

Effective team work ability and multi-disciplinary system perspective is a required attribute.

To respect the opinions of the others, contribute effectively to team work and to support team decisions are desired

attributes.3.6 MÜDEK Criterion

“Ability to work efficiently in intra-disciplinary and multi disciplinary teams; ability to work individually.”


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COMMUNICATION SKILLCOMMUNICATION SKILL

Oral presentations, project reports, undergraduate thesis work, homework reports, class discussions etc. may be encouraged in appropriate courses in the curriculum.

3.7 MÜDEK Criterion“Ability to communicate effectively in Turkish, both orally and in writing; knowledge of a minimum of one foreign language.”


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LIFELONG LEARNINGLIFELONG LEARNING

Engineers should demonstrate willingness to learn. The half life of scientific knowledge is considered to be less than 10 years in our age. The students should be aware of the fact that learning process should continue throughout their

life. This requires that the students should first learn how to learn and where to find new information related to the

developments in science and technology.

3.8 MÜDEK Criterion “Recognition of the need for lifelong learning; ability to access information, to follow developments in science and technology, and to continue to educate him/herself.”


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ETHICAL RESPONSIBILITYETHICAL RESPONSIBILITY

Engineers have the responsibility to their colleagues, to the people working under their management and to the public.

Importance of professional ethical rules and safety concerns should be assimilated during engineering

education.


“Awareness of professional and ethical responsibility.”


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PROJECT MANAGEMENT-INNOVATION-PROJECT MANAGEMENT-INNOVATION-SUSTAINABILITYSUSTAINABILITY

Project management, risk management are important business practices. Awareness of sustainable

development should be emphasized. Curriculum and teaching strategies should be designed to highlight

innovation.


“Information about business life practices such as project management, risk management, and change management; awareness of innovation, and sustainable development.”


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CONTEMPORARY/GLOBAL ISSUESCONTEMPORARY/GLOBAL ISSUES

In order to cope with the global challenges, the engineers should acquire innovative ideas about

contemporary issues and engineering practices on environment, health, safety, sustainablity etc.

3.11. MÜDEK Criterion

“Knowledge about contemporary issues and the global and societal effects of engineering practices on health, environment, and safety; awareness of the legal consequences of engineering solutions.”


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ACKNOWLEDGEMENTSACKNOWLEDGEMENTS

• GEDC (Global Engineering Deans Council)

• WEEF 2012 Organizers

• METU (Middle East Technical University)

• MÜDEK: http://www.mudek.org.tr/

Thank You All

http://www.mudek.org.tr/




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MÜDEK HighlightsMÜDEK Highlights

• A totally independent Non-Governmental Organization

• Initiated and operated by volunteers from academia and industry

• Primary activity is accreditation of engineering programs (currently 4 year first cycle programs)

• Other main activities:

– Selecting and training program evaluators

– Providing information and training to program administrators (deans and program chairs) and academic staff on program accreditation

– Reviewing and updating program accreditation criteria and procedures


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MÜDEK Evaluation CriteriaMÜDEK Evaluation Criteria1. Students2. Programme Educational Objectives3. Programme Outcomes4. Continuous Improvement 5. Curriculum6. Faculty Members7. Facilities8. Institutional Support and Financial Resources9. Organization and Decision-Making Processes 10. Discipline-Specific Criteria:

Outcome based criteria for 30 different engineering disciplines


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Authorized Accreditation Agencies Authorized Accreditation Agencies for for EUR-ACE EUR-ACE LabelLabel

1. ASIIN (DE) – Fachakkreditierungsagentur für Studiengänge der Ingenieurwissenschaften, der Informatik, der Naturwissenschaften und der Mathematik e.V.

2. CTI (FR) – Commission des Titres d'Ingénieur

3. ECUK (UK) – Engineering Council UK

4. Engineers Ireland (IE)

5. MÜDEK (TR) – Association for Evaluation and Accreditation of Engineering Programmes

6. Ordem dos Engenheiros (PT)

7. AEER (RU) – Association for Engineering Education of Russia

8. ARACIS (RO) – The Romanian Agency for Quality Assurance in Higher Education

9. QUACING (IT) – Agency for quality assurance and accreditation EUR-ACE courses of study in engineering


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Signatory Members of Washington Signatory Members of Washington AccordAccord

1. Australia - Engineers Australia (1989)2. Canada - Engineers Canada (1989)3. Chinese Taipei - Institute of Engineering Education Taiwan (2007) 4. Hong Kong China - The Hong Kong Institution of Engineers (1995) 5. Ireland - Engineers Ireland (1989) (*)6. Japan - Japan Accreditation Board for Engineering Education (2005) 7. Korea - Accreditation Board for Engineering Education of Korea (2007) 8. Malaysia - Board of Engineers Malaysia (2009) 9. New Zealand - Institution of Professional Engineers NZ (1989) 10. Russia - Association for Engineering Education of Russia (2012)11. Singapore - Institution of Engineers Singapore (2006) 12. South Africa - Engineering Council of South Africa (1999) 13. Turkey – MÜDEK (2011)14. United Kingdom - Engineering Council UK (1989)15. United States – (ABET) Accreditation Board for Engineering and

Technology (1989)


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MÜDEK MÜDEK Association for Evaluation and Accreditation of Association for Evaluation and Accreditation of

Engineering ProgramsEngineering Programs::A brief historyA brief history

May 2002: Engineering Deans Council in Turkey established an independent, non-governmental platform with the name Engineering Evaluation Board (MÜDEK) for evaluation of engineering degree programmes in Turkey.

Jan 2003:MÜDEK held its first workshop for program evaluator training.

Aug 2003: MÜDEK started its first program evaluation activities.

Jan 2007:MÜDEK became a legal entity in the form of an association: Changed its name to Association for Evaluation and Accreditation of Engineering Programs (Mühendislik Egitim Programlari Degerlendirme ve Akreditasyon Dernegi) while retaining the original acronym “MÜDEK” as its short name.


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MÜDEK Accreditation Process HighlightsMÜDEK Accreditation Process Highlights

• Application for accreditation is voluntary

• MÜDEK charges a fee for each program it evaluates

• Accreditation process, criteria and procedures are pre-defined and publicly available from http://www.mudek.org.tr/

• Starts with a self-assessment report from the HEI for each program to be accredited

• External assessment by ad-hoc evaluation teams

• Includes 3 day visit to the HEI

• MÜDEK takes accreditation action; sends the decision results and the evaluation report to the HEI

• Requires periodic re-evaluation (maximum 5 years)

• Shorter (2 year) interim evaluations as required

• HEI’s can appeal to MÜDEK and request re-evaluations and re-visits


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CHALLENGES FOR SUSTAINABLE CHALLENGES FOR SUSTAINABLE PROCESSES & PRODUCTSPROCESSES & PRODUCTS

PROCESSES

LESSEnergy

WasteRisk

Cost

Materials

MORE

EnvironmentallyFriendly

Knowledge Based

RecycleableTargeted &

Tailored

Cheap

PRODUCTS


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Major Responsibility of Engineers of Our AgeMajor Responsibility of Engineers of Our Age

Facing today’s global challenges

to find innovative solutions

&

to shape a sustainable futureWhile meeting the needs of present, we should not

compromise the ability of future generations.

What are the skills, competencies and experiences that todays engineering students should develop during their education, in order to work effectively and to create new opportunities from global challenges?


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[1] Olah, G.A., Goeppert A., Prakash G.K.S., Beyond Oil and Gas: The Methanol Economy, Wiley VCH (2006)[2] Song, C., Catalysis Today (2006), 115, 3-32.

■ World Energy Consumption (1015 Watt-Hours)

■ CO2 Emission 108 Tons of Carbon Equivalent/Year

WORLD ENERGY USE DURING LAST FOUR DECADES


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Material & Energy EfficiencyMaterial & Energy Efficiency• Incorporate all starting materials into a product

Wasted reagents are wasted money:

loss of money due to loss of feedstock

loss of money due to waste disposal

WASTE IN VARIOUS CHEMICAL INDUSTRY

Beach et al., Energy & Env. Sci., 2, 1038, 200937

Sector Productiontons/year

E-factor: kg waste/kg product

Oil refining 106-108 <0.1

Bulk chemicals 104-106 <1-5

Fine chemicals 102-104 5-50

Pharmaceuticals 10-103 25-100


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50-Year Global Energy Demand50-Year Global Energy Demand

• New electricity capacity – 5000 GW

– One new world-scale 1000 MW power plant every three days

– Or 1000 square miles new solar cells per year

• Clean water for 9 billion people

• Carbon emissions growing from 7 GTC/yr to 26 GTC/yr

– More, if methane exhausted– More, if synthetic fuels are derived from coal or biomass


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World Population GrowthWorld Population Growth

Natural Formation ofPetroleum

150 millions years

Depletion100 years

PETROLEUMA SOURCE OF ENERGY AND CHEMICALS


Documents

OUTCOME BASED CURRICULUM DESIGN for GLOBAL CHALLENGES & A SUSTAINABLE FUTURE TİMUR DOĞU Vice Chair, Engineering Programs Accreditation Board MÜDEK/MAK