Declaration of Submission

Transcription

Declaration of Submission This document is submitted to the
Engineering Accreditation Council (EAC), Malaysia
for the purpose of accreditation of the
4-Year Bachelor of Engineering (Civil) Degree Programme
conducted at Faculty of Civil Engineering,
Universiti Teknologi Malaysia. Prepared By :
Certified By :
PROFESSOR DR. SHAHRIN MOHAMMAD
Deputy Dean (Academic)
Faculty of Civil Engineering
Universiti Teknologi Malaysia
81310 UTM Skudai
Johor
PROFESSOR Ir. DR. ABDUL KARIM MIRASA
Dean
81310 UTM Skudai
Johor
Date :
Date :
EAC DOCUMENT : APPENDIX C
2008
ENGINEERING ACCREDITATION COUNCIL
Checklist of Documents for Accreditation / Approval of New
Programme** and Relevant Information
Please tick :
Accreditation
/
Approval of New Programme
* For programme applying for accreditation only, please fill in the table for qualifying
requirements below :
No.
Qualifying Requirements for Programme Applying for
Accreditation
Yes / No
1.
Minimum 120 credit hours of which 80 credit hours must be
engineering subjects
Yes
2.
Final year project
Yes
3.
Industrial training
Yes
4.
Minimum of 8 full-time academic staff
Yes
5.
Staff : Student Ratio of 1 : 25 or better (ideally it should be 1 : 15 or
better)
Yes
6.
External Examiner’s Report
Yes
7.
Programme Objectives
Yes
8.
Programme Outcomes
Yes
Failure to meet any one of the qualifying requirements will mean that the programme
shall not be assessed for accreditation, and the process shall stop here and no
submission to EAC can be made by the IHL. IHL are advised to ensure all requirements
are fulfilled by the programme before re-applying for accreditation.
**For Approval of New Programme, please fill in this Appendix where applicable.
Faculty of Civil Engineering | Universiti Teknologi Malaysia
1
2008
INTRODUCTION
A
GENERAL INFORMATION
To be filled in by the IHL where
applicable
Item
1
Name of IHL
2
Address of IHL
3
Name of Faculty / School /
Department
UNIVERSITI TEKNOLOGI MALAYSIA
81310 UTM
Skudai, Johor
Prof. Ir. Dr. Abdul Karim Mirasa
Dean
81310 UTM Skudai Johor
Tel. : 07-5531500
Fax : 07-5566157
Email : karim@fka.utm.my
4
Name and Phone No. of Staff to be
Contacted
5
Programme for Accreditation
6
EAC Reference Number
7
Degree to Awarded and Abbreviation
B.Eng (Civil)
8
IHL Awarding the Degree (if different
from A1)
-
9
Mode of Study [Full-Time / Twinning /
Part-Time / Others (please specify)]
Full – Time
Prof. Dr Shahrin bin Mohammad
81310 UTM Skudai Johor
Tel. : 07-5531503
Fax : 07-5566157
Email : shahrin@utm.my
Bachelor of Engineering (Civil)
-
10
Duration of Programme (in years)
11
Medium of Instruction of Programme
Evaluated
English and Bahasa Malaysia
12
Language Available for Reference
Materials
English and Bahasa Malaysia
13
IHL Academic Calendar
14
URL address IHL website
B
Checked by
EAU
4 years
utmonline@utm.my
www.fka.utm.my
PROGRAMME ACCREDITATION HISTORY
2
To be filled in by the IHL
1
Year Programme Introduced
1972
2
Year of Last Accreditation for this
Programme
2005
3
Conditions (if any) from Previous
Accreditation
4
Action Taken on the Conditions Above
5
Major Changes (Self Initiated),
Reasons and Year of Changes
C
2008
Checked by
EAU
None
-
Section 1.3, page 1-2
PROGRAMME OBJECTIVES
Evidence quoted should be made
available as per requirement in
Section J or K
Indicate the location of these
items
in
the
documents
submitted and / or in the
documents
to
be
made
available during the visit
1
State the vision and mission of the IHL
and/or Faculty
2
Describe the Programme Objectives and
state where they are published
3
Describe how the Programme Objectives
are consistent with the vision and mission
of
the
IHL
and/or
Faculty
and
stakeholders’ requirements
4
Describe
the
processes
used
to
established and review the Programme
Objectives, and the extent to which the
programme’s various stakeholders are
involved in these processes
5
Describe
how
the
IHL
ensures
achievement
of
the
Programme
Objectives
6
Describe the ongoing evaluation of the
level of achievement of these objectives,
and the extent to which the programme’s
various stakeholders are involved in these
processes
7
Describe how the results obtained from
evaluation are being used to improve the
effectiveness of the programme
Checked by
Evaluation
Panel
3
D
PROGRAMME OUTCOMES
Section J or K
items
in
the
documents
documents
to
be
made
1
List down the Programme Outcomes and
state where are they published
2
Describe how the Programme Outcomes
relate to the Programme Objectives
3
Describe how the Programme Outcomes
encompass the outcome requirements of
Section 4.0 of this Manual
4
Describe the processes used to establish
and review the Programme Outcomes,
and the extent to which the programme’s
various stakeholders are involved in these
processes
5
Describe the data gathered and explain
the result of the assessment
6
Explain how the assessment results are
applied to further develop and improve
the programme
Section 3.5 & 3.6, page 3-7
7
Describe the materials, including student
work and other tangible materials that
demonstrate
achievement
of
the
Programme Outcomes
E
2008
Checked by
Evaluation
Panel
CRITERION 1 : ACADEMIC CURRICULUM
Section J or K
items
in
the
documents
documents
to
be
made
1
Discuss the programme structure and
course contents to show how they are
appropriate to, consistent with, and
support the development of the range of
intellectual and practical skills and
attainment or achievement of the
Programme Outcomes
Section 4.2.1, page 4-1
2
Discuss the programme delivery and
assessment methods and how these are
appropriate to, consistent with, and
support the development of the range of
intellectual and practical skills and
attainment or achievement of the
Programme Outcomes
Checked by
Evaluation
Panel
4
F
CRITERION 2 : STUDENTS
Section J or K
items
in
the
documents
documents
to
be
made
1
Discuss students performance in relation
to Programme Outcomes
2
Discuss the requirement and process for
admission of students to the programme
3
Discuss the policies and processes for the
credit transfer / exemption
4
Discuss the student workload
5
Discuss
students
activities
and
involvement in student organizations that
provide experience in management and
governance, representation in education
and related matters and social activities
G
2008
Checked by
Evaluation
Panel
Section 5.5 – 5.7, page 5-8
CRITERION 3 : ACADEMIC AND SUPPORT STAFF
Section J or K
items
in
the
documents
documents
to
be
made
1
Discuss the strength and competencies of
the academic staff in covering all areas of
the programme, and in implementing the
outcome-based approach to education
2
Discuss how the overall staff workload
enables effective teaching, student-staff
interaction,
student
advising
and
counseling, IHL service and research
activities, professional development and
interaction with industries
Section 6.3.2, page 6-8
3
Discuss the sufficiency and competency of
technical and administrative staff in
providing adequate support to the
educational programme
Checked by
Evaluation
Panel
5
H
CRITERION 4 : FACILITIES
Section J or K
items
in
the
documents
documents
to
be
made
1
Discuss the adequacy of teaching and
learning facilities such as classrooms,
learning-support facilities, study areas,
information
resources
(library),
computing and information-technology
systems, laboratories and workshops, and
associated equipment to cater for multidelivery modes
2
For programmes offered wholly or partly
in distance mode, or at multiple or
remote locations, describe how the
facilities provided are equivalent to those
provided for on-campus students
Not Applicable
3
Describe the adequacy of support
facilities such as hostels, sport and
recreational centres, health centres,
studentcentres,
and
transport
in
facilitating students’ life on campus and
enhancing character building
I
2008
Checked by
Evaluation
Panel
CRITERION 5 : QUALITY MANAGEMENT SYSTEMS
1
Section J or K
items
in
the
documents
documents
to
be
made
Outline the organizational structure of the
IHL as well as the structure within the
Faculty / Department / Programme.
Discuss the level and adequacy of
institutional
support,
operating
environment,
financial
resources,
constructive leadership, policies and
mechanism for attracting, appointing,
retaining and rewarding well-qualified
staff and provision of professional
development;
and
provision
of
infrastructure and support services to
achieve
Programme
Objectives
and
assure continuity of the programme
Section 8.1, page 8-2.5
Checked by
Evaluation
Panel
6
Discuss the mechanism for programme
planning;
curriculum
development;
curriculum
and
content
review;
responding to feedback and inputs from
stakeholders including industry advisors,
students and alumni; tracking the
contributions of individual courses to the
Programme
Outcomes;
tracking
performance
through
assessment;
responding
to
External
Examiners
comments; reviewing of Programme
Objectives and Programme Outcomes;
and continual quality improvement.
Where these are discussed elsewhere in
the report, specify their locations. For a
new programme, IHL also need to discuss
the processes surrounding the decision to
introduce the programme.
3
Summarise responses to the external
examiner report.
4
Discuss
how
the
IHLs
management system provides
assurance and benchmarking.
2
quality
quality
2008
7
TABLE OF CONTENTS
Declaration of Submission
Table of Contents
List of Tables
List of Figures
List of Appendices
Abbreviation
Preface
Executive Summary
1.0
GENERAL INFORMATION
1.1
1.2
1.3
1.4
1.5
2.0
2.2
2.3
2.4
2.5
2.6
1
1
1
1
1
-
1
2
2
4
4
Programme Educational Objectives (PEO)
2.1.1 Policy Statement of Universiti Teknologi Malaysia (UTM)
2.1.2 Policy Statement of Fakulti Kejuruteraan Awam (FKA)
Description of Programme Objectives (PEOs)
Consistency of PEO With Visions and Missions of UTM/FKA and
Stakeholders’ Requirements
Process of Establishing and Reviewing of PEOs and Stakeholders
Involvement
Evaluation and Achievement of Programme Educational Objectives
(PEO)
How PEO Evaluation is Used to Improve the Effectiveness of the
Programme
2
2
2
2
2
-
1
1
1
1
2
2-3
2-4
2-5
PROGRAMME LEARNING OUTCOMES (LOs)
3.1
3.2
3.3
3.4
3.5
3.6
3.7
4.0
The University and The Faculty
Accreditation History
Changes Made to Programme
Responses from the 2005 Accreditation Visit
OBE Initiatives at FKA
PROGRAMME OBJECTIVES (PEO)
2.1
3.0
i
ii - iv
v - vi
vii - viii
ix – x
xi
xii - xiii
xiv - xv
Programme Learning Outcomes (LOs)
Mapping of Programme Outcomes (LOs) to Programme Objectives
(PEOs)
Process of Establishing and Reviewing of LOs and Stakeholders
Involvement
Assessment Plan for the Attainment of LOs
Results and Analyses for the Attainment of LOs
CQI Initiatives to Improve Effectiveness of Programme Outcomes (LOs)
Supporting Materials
3-1
3-1
3-3
3-4
3-7
3 - 10
3 - 11
ACADEMIC CURRICULUM
4.1
4.2
Academic Curriculum
4.1
Introduction
4.2
Curriculum of the Programme
4.2.1
Programme Structure, Breadth, Depth and Course
Content
4.2.2
Curriculum Design, Development and Review
4.2.3
Benchmarking With Other Overseas Universities
Faculty Of Civil Engineering | EAC Self-Assessment Report
4-1
4-1
4 -1
4 - 12
4 - 12
ii
4.0
ACADEMIC CURRICULUM (contd.)
4.3
4.4
4.5
4.6
5.0
4
4
4
4
4
4
4
4
4
4
4
4
-
12
14
14
14
14
14
15
15
15
16
17
17
4
4
4
4
4
4
-
17
17
17
18
18
18
STUDENT
5.0
5.1
5.2
5.3
5.4
5.5
5.6
5.7
6.0
Programme Delivery and Assessment Methods
4.3.1
Programme Delivery Methods
4.3.1.1
Formal Classroom Lectures
4.3.1.2
Tutorial Classes
4.3.1.3
Laboratory Works
4.3.1.4
Survey Camp
4.3.1.5
Professional Practices Project
4.3.1.6
Civil Engineering Seminar
4.3.1.7
Industrial Training
4.3.1.8
Final Year Project
4.3.2
Assessment Methods
4.3.2.1
Assessment methods for core, elective and university
courses
4.3.2.2
Assessment methods for laboratory work
4.3.2.3
Assessment methods for engineering survey practice
4.3.2.4
Assessment methods on student seminar
Grading System
Direct Assessment for Technical Attributes
Conclusion
Introduction
Student Performance in Relation to Programme Outcomes
5.1.1
Student Performance in Relation to Programme Outcomes LO1
to LO3
5.1.1.1 Overall Performance Based on Cummulative Point
Average (CPA)
5.1.1.2 Performance Based on Graduate on Time (GoT)
5.1.1.3 Performance Based on Good Pass (KB Clean)
5.1.1.4 Overall Performance at Graduation Point
5.1.2
Student Performance in Relation to Programme Outcomes LO4
to LO10
Student Admission Requirements
5.2.1
Student Intake
Policies and Processes for Credit Transfer / Exemption
Student’ Workload
Student Enthusiasm and Motivation
Student Activities
Students’ Advising and Counselling Services
5-1
5-2
5-2
5-2
5
5
5
5
-
2
3
4
5
5-6
5-7
5-8
5-8
5-9
5-9
5 - 14
ACADEMIC AND SUPPORT STAFF
6.0
6.1
6.2
6.3
6.4
6.5
Introduction
The Number, Experience and Qualification of Academic Staff
Staff Involvement and Competency in OBE Implementation
Academic and Professional Development of Academic Staff
6.3.1
Professional Development
6.3.2
Academic Staff Workload
6.3.3
Student and Staff Interaction
6.3.4
Research/ Publication and Consultancy Work
6.3.5
Advising and Counseling
Invited Speakers, Visiting Professor and MOU / MOA
Technical, Administrative and Support Staff
6.5.1
Analysis of Support Staff
6-1
6-1
6-6
6-6
6-8
6-8
6-9
6 - 14
6 - 14
6 - 15
6 - 16
6 - 16
iii
7.0
FACILITIES
7.0
7.1
7.2
7.3
8.0
Introduction
Teaching and Learning Facilities
7.1.1
Teaching Facilities
7.1.2
Learning Support Facilities
7.1.3
Information Resources
7.1.4
Internet and Communication Technology (ICT) Facilities
Student Support Facilities
Laboratory
7.3.1
Engineering Laboratory
7.3.1.1 Laboratory Under Various Department
7.3.1.2 Laboratory Staff and Equipment
7.3.2
Computing Laboratory
7.3.3
Quality and Safety
7-1
7-1
7-1
7-4
7-4
7-6
7-7
7-8
7-8
7-9
7-9
7 - 12
7 - 12
QUALITY MANAGEMENT SYSTEMS
8.0
8.1
8.2
8.3
8.4
8.5
Introduction
The University and Faculty Administration
Adequacy of Institutional Support, Operating Environment and Financial
Resources
8.2.1
Adequacy of Institutional Support and Operating Environment
8.2.2
Adequacy of Financial Resources
8.2.3
Adequacy of Constructive Leadership
8.2.4
Policies and Mechanism for Attracting, Appointing, Retaining
and Rewarding Well-qualified Staff
8.2.5
Provision of Professional Development
Mechanisms for Implementing QMS
8.3.1
Mechanism for Programme Planning, Curriculum and
Curriculum Content Review
8.3.2
Mechanism for Responding to Feedback and Inputs from
Stakeholders Including Industry Advisory Panel, Students and
Alumni
8.3.3
Mechanism for Tracking the Contribution to the Programme
Outcome
8.3.4
Mechanism for Tracking Performance through Assessment
8.3.5
Mechanism for Responding to External Examiners and Visiting
Professors Comment
8.3.6
Mechanism for Reviewing of Program Objectives and
Programme Outcome
8.3.7
Mechanism for Continual Quality Improvement
8.3.8
Mechanism for Process to Introduce New Programme
Responses to the External Examiner and Industrial Advisory Panel
8.4.1
External Examiners’ Reports
8.4.2
Industrial Advisory Panel (IAP)
Quality Assurance and Benchmarking
8.5.1
Ensuring Quality Assurance through QMS
8.5.2
Programme Benchmarking
8-1
8-1
8-1
8
8
8
8
-
1
3
3
3
8-4
8-6
8-6
8-7
8-7
8-7
8-7
8-7
8-7
8-8
8-8
8-8
8-9
8-9
8–9
8 - 10
iv
LIST OF TABLES
1.0
Table
2.0
Table
GENERAL INFORMATION
1.1
1.2
1.3
2.1
2.3
Table
3.1
3.3
3.4
Table
4.1
4.2
4.3
4.4a
4.4b
4.4c
4.5
4.6
Table
2-3
2-5
2-6
Mapping Programme Outcomes (LOs) and Programme Objectives
(PEOs)
Summary of LO’s Mapped to the Requirement of Various
Stakeholders
PO-PDCA cycle to Improve the Effectiveness of the Programme
3-2
3-3
3-5
3 - 12
ACADEMIC CURRICULUM
4.4d
5.0
Summary of PEO Mapping to Requirement of Various
Stakeholders
Level of Satisfaction Among Employers on FKA Graduates
Currently Employed
PEO-PDCA Cycle to Improve The Effectiveness of The
Programme
3.2
4.0
1-2
1-3
1-4
2.2
3.0
Summary of Accreditation Approved by BEM
Programme Review History
Responses From the 2005 Accreditation Visit
Courses Offered, by Semester (Programme Structure)
Elective Courses
The Classification of the Curriculum
Courses in Cluster Based on EAC Requirement
Courses in Cluster Based on EAC Requirement (contd.)
Courses in Cluster Based on EAC Requirement – General
Education (contd)
Courses in Cluster Based on EAC Requirement – General
Education (contd)
Relationship Between Courses and Program Outcomes (LO)
Aligning Programme Outcomes to Delivery and Assessment
Methods
4
4
4
4
4
4
-
3
4
5
6
7
8
4-9
4 - 10
4 - 13
STUDENT
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
Distribution of Students (2004 – 2008), by Year
Overall Performance Based on Cummulative Point Average (CPA)
Performance Based on Graduation on Time (GoT)
Performance Based on Good Pass (KB Clean)
Overall Performance at Graduation Point
GPA Results During First and Final Semester
Student Intake at Semester 1, by Entry Qualifications
CPA for 2005/06-01 Admission, by Entry Qualifications
Student’ Workload
List of Competitions and Activities Organized by FKA
5-1
5-2
5-3
5-3
5-4
5-5
5-7
5-7
5-9
5 - 10
v
6.0
Table
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
6.10
6.11
6.12
6.13
7.0
Table
8.0
Table
The Breakdown of Faculty Staffing, by Departments
Academic Staff (Fulltime, Part-Time and Servicing) for the Past
Four Years
Qualifications of Academic Staff
Training Needs Analysis of Academic Staff in ITUCE
Rating of Academic Staff Based on Membership in
Professional Society, Research, Consulting Work in Industry,
Publications and Administration
Professional Qualification and Membership of Academic Staff
Calculation of Teaching Load of Staff
Staff : Student Ratio
Summary of Publications (2002- 2007)
Number of Total Grants Secured
MOU/MOA Between UTM and Private/Public Agencies
Positions Held by Support Staff
Distribution of Laboratory Support Staff of Faculty
6-1
6-2
6-3
6-4
6-5
6-7
6-9
6-9
6 - 12
6 - 13
6 - 15
6 - 17
6 - 17
FACILITIES
7.1
7.2
7.3
List of lecture theatres, smart-class and lecture rooms
Laboratory Space at Faculty of Civil Engineering
Details of Laboratory Staff, Apparatus and Typical Tests
Conducted
7-2
7-9
7 - 11
8.1
8.2
Graduate Traceability Survey (2008)
Financial Allocation for the Faculty of Civil Engineering
8-3
8-5
vi
LIST OF FIGURES
1.0
GENERAL INFORMATION
Figure
1.1
1.2
1.3
1.4
1.5
1.6
1.7
2.0
2.1
2.2
1-9
1-9
1 - 10
1 - 10
Figure 2.1 : Attainment of PEOs based on graduates survey
(2008)
Figure 2.2 : Attainment of PEOs based on employers (2007 and
2008)
2-4
2-4
Figure
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
4.0
1-1
1-5
1-6
Figure
3.0
Location and Aerial View of UTM Campus in Skudai
Conceptual Framework of UTM’s OBE Implementation
Relationship Between Course Outcomes, Programme Outcomes,
Programme Objectives and Compliance to the Stakeholders’
Requirements
FKA CQI Model Framework 1
FKA CQI Model Framework 2
FKA CQI Model Framework – at course level
FKA CQI Model Framework at Programme Level
Process to Establish and Review LOs
Percentage of students achieving at least grade B in courses that
contribute towards the achievement of LO1 - Acquiring
knowledge in mathematics
contribute towards the achievement of LO1 - Acquiring
knowledge in science and engineering
contribute towards the achievement of LO2 - Use of tecniques,
skills and engineering tools
contribute towards the achievement of LO3 - Analysing and
interpreting systems, processes and components
contribute towards the achievement of LO3 - Designing
components or processes
contribute towards the achievement of LO3 - Conducting
experiment
Percentage of students achieving at least grade B in
Entrepreneurship course
Student achievement of Programme Outcomes based on exit
survey
Attainment of LOs based on employer perception survey 2008
3-4
3-7
3-7
3-7
3-8
3-8
3-8
3-9
3-9
3 - 10
ACADEMIC CURRICULUM
Figure
4.1
4.2
The depth of the curriculum content using Bloom Learning
Taxonomy
Outcomes of Graduate Survey on Appropriateness of Curiculum
Content
4-2
4-2
vii
5.0
STUDENT
Figure
5.1
5.2
5.3
5.4
6.0
Students Enrolment from 1998 to 2008
Observed student performance during the industrial training
by the supervisors
The Credit Transfer Process
Academic advisory online system (E-Portfolio)
5-8
5 - 14
Figure
6.1
6.2
6.3
7.0
5-1
5-5
Profile of Experience of Academic Staff
(a) - (d) OMR Ratings for the Faculty (FKA) Against Other
Faculties
(e) OMR Ratings for the Faculty (FKA) Against Other Faculties
Faculties For Semester II (05/06)
6-2
6 - 10
Typical lecture rooms and teaching aids provided at FKA
e-Lecture-Theatre to accommodate 200 students
PBL rooms provide space for interactive learning and group
discussion
Lecture theatres with bigger capacity
Residential Hostels and FKA Learning Support Facilities
Faculty Resource Centre provides easy access to collections
of references
Engineering Surveying Unit provides theoretical and practical
aspects of engineering survey
e-Learning http://elearning.utm.my to foster self-paced
learning
Virtual theses http://www.efka.utm.my/thesis and internet
access to PSZ Library at http://psz.utm.my
Student Computer Laboratories, Networking and Information
System at http://www.fka.utm.my
Mosque, Bank and Postal Facilities in UTM
Recreation facilities for students
Health Centre, Food Court, Gymnasium and Equestrian
Structures and Materials Laboratory
Hydraulics and Hydrology Laboratory
Geotechnics and Transportation Laboratory
Environmental Engineering laboratory
Use of Civil Engineering Softwares is Encouraged
7-1
7-3
7-3
6 - 11
FACILITIES
Figure
7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.8
7.9
7.10
7.11
7.12
7.13
7.14
7.15
7.16
7.17
7.18
7-3
7-4
7-5
7-5
7-6
7-6
7-7
7-7
7-8
7-8
7 - 10
7 - 10
7 - 10
7 - 11
7 - 12
viii
LIST OF APPENDICES
1.0
GENERAL INFORMATION
Appendix
1.1
1.2
1.3
1.4
2.0
Appendix
2.1
2.2
2.3
2.4
2.5
3.0
3.1
4.1
4.2
4.3
4.4
5.1
5.2
5.3
5.4
UTM Academic Regulations
Credit Transfer Matrix
Students Involvement
Environmental Awareness Programme
Appendix
7.0
Description on Procedures on Curriculum Design,
Development and Review
Curriculum Benchmark Exercise 2003
Benchmarking based on content
Grading Scale
STUDENT
Appendix
6.0
Overall Generic Skills Assessment
ACADEMIC CURRICULUM
Appendix
5.0
List of Knowledge, Skills and Attitudes Required by Various
Stakeholders
Minutes of Meeting of Industrial Advisory Panel (IAP) 2005
Minutes of Meeting of Industrial Advisory Panel (IAP) 2008
Series of Workshops and Meetings on OBE
Employers Perception Survey (2007 and 2008)
Appendix
4.0
References of Accredited Programmes
Working Paper Submitted to EAC and MoHE for Approval to
Run the Programme
Guidelines on Implementing Generic Skills at Course Level
List of Research Project (RMK9)
6.1
6.2
6.3
6.4
6.5
6.6
6.7
Academic Staff Profile
CV’s of all Academic Staff
List of Consultancy
Academic Staff Teaching Workload
Invited Speakers
Interaction Between Students and Industries
Analysis of Supporting Staff
FACILITIES
Appendix
7.1
7.2
7.3
Lecture Rooms
Collection of Materials and References for Civil Engineering
Education
Various Lab Equipment
ix
8.0
Appendix
8.1
8.2
8.3
8.4
8.5
8.6
8.7
8.8
8.9
UTM’s Organizational Chart
Faculty’s Organizational Chart
List of Committee
Management Survey
Response to External Examiner and Industrial Advisory
Panel (IAP)
The CQI Framework
List of External Examiner and Visiting Professors
External Examiners Report
List of Industrial Advisory Panel
x
ABBREVIATION
UTM
-
FKA
-
IP
-
National Intellectual Property
COEI
-
Coastal and Offshore Engineering Institute
STC
-
Steel Technology Centre
CTMC
-
Construction Technology and Management Centre
IPASA
-
Institute of Environmental and Water Resources Management
FEC
-
Forensic Engineering Centre
ITUCE
-
Information Technology Unit
KPP
-
Professional Consultancy Group
CETU
-
Civil Engineering Testing Unit
MoHE
-
Ministry of Higher Education Malaysia
BEM
-
Board of Engineers Malaysia
EAU
-
Engineering Accreditation Unit
MQA
-
Malaysian Qualification Agency
SLT
-
Student Learning Time
OFI
-
Opportunities for Improvements
AIMS
-
Academic Information Management System
RMK9
-
9th Malaysia Development Plan
OBE
-
Outcome-Based Education
CTL
-
Centre for Teaching and Learning
AQU
-
Academic Quality Unit
QAP
-
Quality Assurance Practices
SPPT
-
Teaching Certificate in Higher Education Programme
PTK
-
Competency Level Evaluation
CQI
-
Continuous Quality Improvement
xi
PREFACE
This self assessment report is submitted to the Engineering Accreditation Council (EAC) as a
requirement for the accreditation of the Bachelor of Engineering (Civil) programme offered by the
Faculty of Civil Engineering, Universiti Teknologi Malaysia. This is the first self assessment report
(SAR) written in accordance with the new EAC guidelines. It contains information on the
University, the Faculty and the Programme.
This report has been prepared by Professor Dr. Shahrin Mohammad, Deputy Dean (Academic) and
all Heads of Departments of FKA. It has been edited and proofread by Assoc. Prof. Ir. Fatimah
Mohd. Noor. A special acknowledgement is extended the taskforce committee members for their
outstanding effort towards the preparation of this document. They are;
Prof. Ir. Dr. Abdul Karim Mirasa
Dean
Prof. Dr. Shahrin Mohammad
Prof. Ir. Dr. Wahid Omar
Assoc. Prof. Ir. Fatimah Mohd. Noor
Prof. Dr. Khairul Anuar Kassim
Head of Department (Geotechnics & Transportation)
Prof. Dr. Mohd. Razman Salim
Head of Department (Environmental Engineering)
Assoc. Prof. Dr. Sobri Harun
Head of Department (Hydraulics & Hydrology)
Assoc. Prof. Dr. Jamaluddin Mohd. Yatim
Head of Department (Structures & Materials)
Assoc. Prof. Dr. Ahmad Baharuddin Abd. Rahman
Head of Department (External Program)
Assoc. Prof. Dr. Abd. Kadir Marsono
Information Technology Manager
Assoc. Prof. Dr. Ayob Katimon
Assoc. Prof. Dr. Supiah Shamsudin
Dr. Zulhilmi Ismail
Section 4.0 (Academic Curriculum)
Dr. Nazri Ali
Mohamed Zahry Othman
Fauziah Kasim
Norhidayah Abdul Hassan
Section 5.0 (Student)
Dr. Muhammad Ali Muhammad Yuzir
Dr. Mohd. Badruddin Mohd. Yusof
Shamila Azman
Ansar Sidek
Section 6.0 (Academic and Support Staff)
Assoc. Prof. Dr. A. Aziz Saim
Assoc. Prof. Mohd. For Mohd. Amin
Zainal Abidin Mohd. Hashim
Ngatanan Sarman
Section 7.0 (Facilities)
xii
Assoc. Prof. Dr. Abd. Latif Saleh
Ir. Dr. Rosli Mohamed Zin
Dr. Norhazilan Md. Noor
Mohd. Yunus Ishak
Section 8.0 (Quality Management Systems)
Azlyna Yunus
Secretariat
Last but not least to all the staff of the Faculty of Civil Engineering for their invaluable
contributions and help.
xiii
EXECUTIVE SUMMARY
Universiti Teknologi Malaysia (UTM) has a mission to be a leader in the development of creative
human resource and innovative technologies that will contribute to the wealth creation of the
Nation. The academic programmes offered by the 12 faculties in UTM are focused on Engineering,
Human
Resource
Management,
Information
Technology,
Education,
Sciences,
Biosciences,
Geomatics and Geoinformation, Built Environment and related disciplines. Hence, UTM not only
prepares its graduates to become knowledgeable and competent professionals, but also to develop
them into well-rounded individuals with wide spectra of generic or professional skills.
In order to realize the vision and mission of the University, the Faculty of Civil Engineering (FKA)
was established to offer Civil Engineering programmes, at various levels, to the Nation. Currently
FKA offers one undergraduate programme, 12 Masters programmes and 2 PhD programmes in the
main disciplines of Structures, Geotechnics, Hydraulics, Hydrology, Environmental
Engineering.
Over the past 10 years, the Faculty has grown very significantly. While maintaining the
undergraduate student figures at 1500 since year 2000 (although we currently have 42
international students), the Faculty manages to increase the number of postgraduate students
from 195 in 2000 to the current 459 (40 are international) and from 127 academic staff in 2000 to
150 (52% with PhD) now, and from 20 support staff to 82.
FKA strives hard to provide quality education to prepare students for professional position in
industry, commerce and academic.
The comprehensive curriculum content, with innovative and
state-of-the-art teaching and delivery techniques is designed and planned in the curriculum to
exploit the students’ minds and effectively develop their range of intellectual and practical skills.
Students are developed into multi-skilled professionals with high intellectual capability and strong
emotional endurance to succeed in the profession and life.
The Bachelor of Engineering (Civil) programme provides a strong base in civil engineering
education with an established balance between theory and experiments during the four years of
study.
The programme curriculum, as defined by its Programme Specification, comprises of
various subfields of Civil Engineering and consists of a good mix of general subjects as well as core
civil engineering courses. There is a variety of teaching-learning (delivery) modes of lectures,
project work, design tasks, research, experiments, seminars, fieldwork and practical training, that
encourages innovation and creativity among students, and concur with methods of assessment
accordingly. The curriculum structure requires a total of 134 credits to graduate, with an average
of 5 or 6 courses in a semester. The programme also requires an Industrial Training attachment of
10 weeks. The whole idea of this attachment is to enable students to gain first-hand experience in
the industry and to have an insight on how theories are put to practice in real situations.
FKA has embarked on Outcome-Based Approach with a conviction that these efforts will benefit
both the students and staff in continually improving the programmes. UTM’s serious efforts
towards Outcome-Based Approach started as early as 2002, but when a framework for an
Outcome-Based Approach was institutionalized in early 2005, efforts to improve undergraduate
education became more systemmatic and orchestrated. A comprehensive methodology of
combining technical competencies and generic skills sought by employers, alongside numerous
activities associated with it are put together. Some changes especially to the teaching delivery
need to be done to cater for OBE. Stakeholders, IAPs, External Examiners now play major roles in
curriculum review and development as their feedbacks (either through reports or questionnaires to
xiv
students, parents, alumni, employers and industries) reflect improvement required to meet
expectations of industries on our students.
The Faculty realizes the need to formalize, document and upgrade a continuous assessment
process for the programme in compliance with the University requirements and EAC criteria. In
1999 we obtained certification of ISO9001:2000 for academic management, and in 2003 we were
certified with ISO 17025 for laboratory testing. Hence, the need is addressed when in 2006 we
started to review all ISO9001:2000 documentation to align with the requirements of EAC. In that
way, Continual Quality Improvement (CQI) processes are always addressed and monitored, as
required by the system.
This Self-Assessment Report explains the programme management processes that have been in
place at the Faculty of Civil Engineering, UTM. The SAR consists of 8 sections, with 2 qualifying
requirements and 5 accreditation criteria as laid out by the EAC Accreditation Manual (2008).
Section 1.0 describes the University and Faculty visions, missions, History of programme, and
history of accreditation.
Sections 2.0 and 3.0 discuss Programme Objectives and Programme
Outcomes respectively. The flow processes as well as the assessment processes and results of
programme assessments are deliberated in this section. Academic Curriculum is highlighted in
Section 4.0, with issues related to curriculum design and relationships with the programme
outcomes, the delivery methods and assessments methods. Section 5.0 elaborates on issues
related to student monitoring and advising procedures, credit transfer policies and students’
workload. Section 6.0 addresses adequacy of academic and support staff, and their commitment to
teaching and learning, scholarly activities, and OBE. Section 7.0 focuses on the adequacy of
institutional facilities, such as laboratories, libraries, computers, classrooms and student support
support to ensure attainment of Programme Outcomes. Lastly, description of quality management
systems implemented at FKA is detailed out in Section 8.0. The report is also accompanied by the
Appendix C Checklist. Other appendices related to FKA’s SAR are provided in digital format, on a
CD-Rom attached with it.
xv
SECTION 1.0
1.1
GENERAL INFORMATION
The University and The Faculty
Universiti Teknologi Malaysia (UTM) is one of Malaysia’s premier and renowned universities in
engineering and technology. It is strategically located in two major growth areas, Kuala Lumpur
and the Iskandar Malaysia (within the Johor-Singapore-Riau development area) (refer Figure 1.1).
UTM has established a reputation for innovative education and research, with a commitment to
educate professionals and technologists towards the development of human capital and advanced
technological innovations.
This is in line with the aspirations of the country to be a fully
developed and knowledge-rich nation by the year 2020.
UTM is currently the top engineering and technology university, with the largest number of
engineering–based programmes, supported by non-engineering disciplines; the largest human
capital in engineering education, and the largest pool of research workers in engineering fields in
the country. UTM currently has the largest research funding in engineering related fields, and is
also able to attract high research contracts from the industry. UTM was the first university to have
won the Prime Minister Quality award (for IHL Category) in 1999, secured the National Intellectual
Property (IP) Award in 2006 and currently the top Malaysian university in terms of IP generation.
UTM has very strong linkages with industry and can easily be transformed into a major contributor
to the National Innovation System. UTM’s Recruiter’s Review is the highest among Malaysian
universities, and ranks 161 out of top 500 universities in the world. This is indicative of the
favourable quality of our graduates, as the products of our quality engineering education.
Figure 1.1 : Location and Aerial View of UTM Campus in Skudai
There are currently 12 faculties and more than 20 specialised research institutes and centres,
serving more than 29,000 full-time undergraduate students, 3,000 postgraduate students and
5,000 part-time students in various fields of specialisations. Having produced more than 200,000
engineering and technical graduates of various professional qualifications over the years, UTM has
earned its place as Malaysia's Premier University in Engineering and Technology.
The Faculty of Civil Engineering (FKA) started as a Department of the Faculty of Engineering in
1972, and became a Faculty in 1975. In 1989, the Faculty was moved to Skudai, Johor. During its
initial formation, FKA had 3 departments, namely the Structures and Materials Department, the
Hydraulics and Hydrology Department and the Geotechnics and Transport Department. The new
Environmental Engineering Department was set up in 1976. Apart from these departments, 5
Centres of Excellence were established. They are the Coastal and Offshore Engineering Institute
(COEI), Steel Technology Centre (STC), Construction Technology and Management Centre (CTMC),
Institute of Environmental and Water Resources Management (IPASA) and a newly establised
Forensic Engineering Centre (FEC).
Faculty of Civil Engineering | EAC Self-Assessment Report
1-1
In addition, 5 management units were then formed to provide services and support to the
aforementioned departments and centres. The units are the Information Technology Unit (ITUCE),
the Professional Consultancy Group (KPP), the Surveying Unit and the Civil Engineering Testing
Unit (CETU).
FKA has progressed rapidly in terms of facilities and infrastructure, both physical and staff
development. The facilities available in the Faculty are up-to-date and at par, if not better, with
other institutions of higher education. FKA has a clear vision, mission and strategic plan to move
forward. With 151 academic staff, supported by 40 technicians and administration staff, we serve
1,500 undergraduates, 500 postgraduates and 500 part-time undergraduate students, and still
stand tall and proud to be the largest contributer in quality civil engineering graduates to the
nation. This is evident from the finding of a Traceability Survey conducted by the Ministry of
Higher Education Malaysia (MoHE) in 2008. The outcome indicated that FKA graduates were highly
sought after by stakeholders, as 85% of them were employed within 6 months after their
graduation, and this was then the highest employability rate of any Civil Engineering graduates in
Malaysia.
1.2
Accreditation History
The Bachelor of Engineering (Civil) programme was introduced in 1972. Since then, the Faculty
had experienced and secured 3 successive full accreditations for all the programmes it conducted.
Along the way, 2 closely related programmes, namely Bachelor of Engineering (Civil - Construction
Management) and Bachelor of Engineering (Civil - Environmental Engineering) were introduced in
1995 and 1996 respectively. Both programmes were also granted full accreditation of 5 years. The
history of accreditation for programmes conducted at FKA is summarised in Table 1.1 with the
references given in Appendix 1.1.
Table 1.1 : Summary of Accreditation Approved by BEM
Accreditation
No.
Reference No.
Programme
approved for the
following students
Intake-Year
1
BEM/001/0100/M/1998/1994(0080)
1972 to 1995
2
BEM/001/0100/M/1999/1997(0098)
BEM/001/0100/M/1999/1997(0099)
BEM/001/0100/M/1999/1996(0100)
1996 to 1999
3
BEM/001/0100/M/2005/2000(0502)
BEM/001/0111/M/2005/2000(0503)
BEM/001/0100/M/2005/2000(0504)
2000 to 2004
This report is prepared for the fourth programme accreditation exercise. This accreditation is
meant for the 2005 student intake that corresponds to students graduating in the year 2009
onwards. This accreditation application is for the Bachelor of Engineering (Civil) programme only,
as intakes for the other two related civil enginering programmes had been stopped.
1.3
Changes Made to Programme
The SAM Curriculum (2000 – 2004) was based on a 5-year curriculum with SPM as the entry
qualification and students required 167 credits to graduate. After 2004, a revised curriculum
known as SAB curriculum was introduced, in view of a change made by the Ministry of Higher
Education (MoHE) on the base-line for new entry qualification at Matriculation/STPM or its
equivalence. In addition, requirements of other stakeholders were also considered.
1-2
For SAB, the minimum credits required for graduation is 134. This curriculum has been vetted by
the senate committee, MoHE and also the Engineering Accreditation Unit (EAU). The detailed
working paper on the programme review can be referred to Appendix 1.2. Since the introduction
of the SAB curriculum in 2004, the curriculum has been continuously reviewed. Table 1.2
summarises the key changes made to the programme.
Table 1.2 : Programme Review History
No
Date
Changes
Areas
Changes/Improvement
Removing mostly the basic sciences and
maths taught in the first year which had been
covered at Matriculation/ STPM level
Curiculum content:
From 167 to 134
credits
1
From SAM
to
SAB
curriculum
February
(from
5
2004
years to 4
years)
Duration:
From 5 years to 4
years
Entry Qualification:
From
SPM
to
Matriculation
or
STPM or equivalent
Strengthening the maths and co-curriculum
courses from 12 to 14 credits and from 1 to 2
credits, respectively
No exemption given to English Language
courses as the content is developed to cater
for the current needs of the programme
Introducing entrepreneurship course to
address the MoHE’s and MQA’s requirement
Maintaining all the core engineering courses
except for the civil engineering system
course, which is changed to an elective.
Entry requirements from SPM to Matriculation
/ STPM
2
3
4
June
2007
June
2007
Sept
2007
Revision in
the
SAB
curriclum
Programme
Educational
Objectives (PEO’s)
Reducing number of PEO’s from 9 to 7 to
reflect the stakeholder’s involvement
Programme
Learning Outcomes
(LO’s)
Incorporating entrpreneurship and leadership
skills to reflect the stakeholder’s requirement
Incorporating
generic skills in the
course
deliveries
and assessment of
LO’s
Academic Staff are required to incorporate
and assess LO’s assigned to a particular
course in accordance with a guideline to
implement the generic skill assessment at
course level. (see Appendix 1.3)
5
July
2007
Grading System
To distinguish between the outstanding
(Grade A+) and excellent (Grade A)
achievements. The lower grade (Grade Dand D) would provide opportunity for
students to obtain credit points. The grade
and grade point associated to the range of
marks is tabulated in Appendix 4.3
6
July
2003,
June
2007 &
June
2008
Course Outlines
Updating the course outline to incorporate
the depth, via the learning taxonomy levels
and student learning time SLT
7
Dec
2006
Performance criteria
for PO’s and PEO’s
Developing the performance criteria
improve asessment approach/process
1-3
to
1.4
Responses from the 2005 Accreditation Visit
In 2005, all our 3 programmes obtained full accreditation of 5 years. However, some comments
and opportunities for improvements (OFI) were made by the panel of assessors during the visit.
The following Table 1.3 outlines our responses;
Table 1.3 : Responses From the 2005 Accreditation Visit
No.
Comments and opportunities
for improvements
Responses/Status
1
It is recommended that the Faculty
reconsider
the
philosophy
of
offering electives in the final year.
It is suggested that the electives
are
streamlined
in
areas
of
specialization.
All
electives
are
offered
by
the
various
departments. Students are given the freedom to
choose any three out of more than 50 elective
courses offered to them in their final year. For the
purpose of streamlining in areas of specialization,
FKA offers 36 postgraduate courses.
2
It is recommended that records and
scheduled
meetings
between
advisors and students be improved.
Academic advisors have been reminded over this
matter. All staff are requested to meet students at
least once a semester. However, an hour slot is
allocated in the timetable. Staff are advised to give
their handphone number and e-mail address to
their students, and they are also advised to surf the
academic information management system (AIMS)
to obtain student records.
3
develop a plan to increase research
and publication outputs.
Research and publication output has been
addressed in the Faculty yearly plan. Its status is
reported in Section 6.0.
4
improve the activities related to the
appointment of external examiners.
Currently Prof. Dr. David Nethercot has been
appointed as an examiner for the Faculty for 3
years (1 July 2008 – 30 June 2010). However,
professors of international figures have also been
appointed to examine the programme. The list is
reported in Section 8.0.
5
regulate the industrial attachment
of academic staff in relation to
obtaining professional qualifications
and memberships of professional
bodies.
Currently there are 20 professional engineers at
FKA, 9 of who took up industrial training to obtain
professional qualification since the last visit. 17
staff are now attached to on-going projects in the
University campus, under the RMK9 (9th Malaysia
Development Plan) (see Appendix 1.4)
In summary, all the comments and opportunities for improvement from the 2005 accreditation
visit have been acted upon.
1.5
OBE Initiatives at FKA
FKA embarked on outcome-based approach with a conviction that the efforts will benefit both the
students and staff in continually improving the programmes. Attempts to improve the
competencies of students in many aspects are actually neither new nor rare. Many academic staff
had consciously or subconsciously applied various approaches to enhance students’ learning in
isolation from one another. UTM’s serious efforts towards outcome based approach started as
early as 2002 when awareness seminars and related activities were conducted.
1-4
When a framework for an outcome-based approach was institutionalized in early 2005, efforts for
improving undergraduate education became systematic and coherent.
A comprehensive
methodology of combining technical competencies and generic skills sought by employers,
alongside numerous activities associated with it are put together to give the ‘big’ picture known as
the UTM OBE framework, as shown in Figure 1.2. The framework connects the relationship
between all the activities, rationalizing why such activities are necessary and how monitoring and
assessment can be executed. Referring to Figure 2.1, the framework is divided into three main
stages of planning (parts 1 and 2), implementation (parts 3 and 4), assessment and closing the
loop, or overall evaluation to improve the setup (parts 5, 6 and 7). While initial training and
implementation starts with stage 1, followed by stage 2 and finally stage 3, the process is
continuous, and may be simultaneously performed, especially when the first cycle has been
completed. Detailed description of each stage and its parts are described in the following sections.
Stage 1 : Planning
The planning stage is very important in setting the target as well as the overall direction of the
programme. This stage comprises of Parts 1 and 2. All activities mentioned in Part 1 are
steered by the Deputy Vice Chancellor (Academic & International) through the Centre for Teaching
and Learning (CTL) and the Academic Quality Unit (AQU). CTL, led by a Dean, was re-structured
with a task to meet the current educational challenges and to play a proactive and important role
to equip the academic staff with adequate training and tools to improve teaching and learning
activities. AQU, set up in April 2005 is responsible for quality assurance of academic programme
offered by UTM.
Figure 1.2 : Conceptual Framework of UTM’s OBE Implementation
In view of outcome-based education, it is of prime importance that related information and
activities be communicated and understood by all academic, supporting staff, as well as students.
Hence, there is a need to come up with a policy or guidelines underlying the teaching and learning
activities in relation to outcome-based approach. Hence, the Teaching and Learning Policy and
Code of Practices were published and made available to academic staff. At the same time, the
needs and requirements of stakeholders must be taken into account. Initially, a taskforce was set
up in December 2003 and several discussions were held to address issues on students’
employability and professional skills. This led to the launching of the UTM Graduate Attributes
in April 2004. The blueprint outlines seven graduate attributes that every UTM graduate should
master upon graduation. These requirement, which were feedbacks analyzed from stakeholders
1-5
and employers of graduates, in turn, form the basis in the development of the Programme
Objectives and Programme Outcomes of the civil engineering programme.
These seven (7) attributes, as well as the required technical skills, are then transferred to form
part of the Programme Specification. This particular document comprises of the programme
objectives, programme outcomes, programme content, course menu and course to programme
outcomes mapping matrix, as well as the method of delivery and assessment used in the
programme. UTM started the distribution of these programme specifications together with the
offer letters to all its new students starting from the June 2005/2006 academic intake.
Programme Specification content depends on the programme designed by the owners at the
department or Faculty level. The programme objectives and outcomes were discussed and
determined together with the academic staff, taking into account the stakeholders’ input.
Academic staff representatives are also included in finalizing the course outcomes to ensure proper
knowledge and professional skills development for students in each semester. This is crucial to
ensure ownership of the programme amongst all members of the department or Faculty.
Part 2 consists of planning carried out by academic staff at the departmental level. All academic
staff responsible for the programme is required to review the curriculum and the course outlines so
that they are in alignment with course-programme outcomes matrix specified in the Programme
Specification. This is normally done at departmental retreats or workshops. Involvement of
academic staff is essential for ownership and proper implementation at the grassroots level to
ensure that efforts towards meeting the outcomes will be seriously executed.
The course outcomes must be aligned to the programme outcomes, which are in turn mapped to
the programme objectives, as illustrated in Figure 1.3. Referring to the upper part of the figure,
the programme outcomes and objectives are derived with the involvements and requirements of
the stakeholders, such as regulatory or professional bodies, the Ministry of Higher Education,
employers, the University’s mission and vision as well as the graduate attributes, parents, and
other parties with interest in the graduates of the programme. As seen in the lower part of Figure
1.3, management support from the Faculty as well as top university administrators is also
essential in ensuring the success of the whole approach.
Figure 1.3 : Relationship Between Course Outcomes, Programme Outcomes, Programme
Objectives and Compliance to the Stakeholders’ Requirements
The presentation of both the programme and course outcomes was revised so that it can be easily
understood by students. Course outlines and notes are uploaded to UTM e-learning portal so that
they can be easily accessible by both the students and staff. The course outcomes are regularly
1-6
reviewed to ensure appropriateness; improvements required are executed to facilitate easier
understanding among students, especially on their supporting role to the stated course outcomes.
The Implementation Stage
The second stage is the Implementation that covers Part 3 and Part 4. Once the programme and
course documentations are ready, they are deployed and put into action, mostly by the academic
staff. Referring to Figure 1.2, Part 3 specifies the training activities given to academic staff in the
areas of QAP and higher education teaching philosophy and instructional methods, while Part 4
specifies the various approaches for implementation to enhance learning as well as to achieve the
specified outcomes.
In Part 3, various forms of training related to higher education are available through the Centre
for Teaching and Learning, supported by the Human Resource Development division in UTM. To
ensure that most academic staff is trained in essential knowledge and practices, three approaches
are taken. In the first approach, new lecturers appointed since 2005 have to undergo the
Teaching Certificate in Higher Education Programme (SPPT). In the second approach, modules on
QAP became part of competency courses taken for Competency Level Evaluation (PTK), which are
required for academic staff for promotional purposes. In the third approach, regular training are
provided in the form of two to three-day workshops and courses on a multitude of topics ranging
from Academic Advising, English for Content Area Instructors, Web-based Design for Teaching, Elearning, various teaching methodologies (Active Learning, Cooperative Learning, Problem-based
Learning), and many others. Faculty administrators or academic staffs are encouraged to register
for the regular training, or specific training can be conducted at the request of the Faculty.
Part 4 consists of the implementation of teaching and learning approaches that need to be
implemented to meet the objectives and outcomes stated in the programme specification.
Problem-based learning, active learning, cooperative learning, project-based learning, laboratory
work, field work, industrial training, e-learning and research based training are examples that had
been implemented by the academic staff. It should be noted that the selection of the above
activities will depend on the outcomes to be achieved and enriched together with the nature of the
course. Some of the important factors that need to be considered in choosing the appropriate
programme activities include the number of students, the type of students, level of programme,
nature of course, the availability of the resources and the course workload. This is because the
course-based approach is taken where teaching and learning of courses occur in silos, rather than
a whole curriculum-based approach since this would require extensive involvement and
commitment from the top administrative level to the grassroots level.
At the initial stage of implementation, certain courses which are suitable in nature, for certain
activities are identified. This is to ensure that the courses are easy to manage and monitoring can
be carried out easily, when the time comes. Though all academic staff is exposed to the concept of
OBE, only the motivated and trained are willing to conduct the activities. However, it is worth
noting that, with some creativity, any traditional-approach courses can easily be adjusted or
modified so as to facilitate OBE. Task forces on certain teaching and learning techniques were
established, and champions representing each Faculty in UTM were chosen to assist in promoting
and training other lecturers.
Understandably, there are certain quarters that are resistant to
change, especially in the approach towards teaching and learning.
Fortunately, as more
awareness and training is provided, the digression became lower than when alternative teaching
and learning approaches were first introduced, especially among the young academic staff.
Therefore, it is of utmost importance to get the commitment from all the staff in understanding
and thereby contributing towards the OBE at the implementation stage.
The Assessment Stage
This is the final stage in the OBE process that comprises of Parts 5, 6 and 7, as shown in Figure
1.2. In this approach, the entire curriculum is driven by assessments that focus on two major
items, i.e. the well-defined learning outcomes and various teaching and learning approaches used
by staff to help students achieve the outcomes. Hence, developing an assessment plan is of prime
importance. It is then crucial to strategize the assessment activities so that it is manageable, and
at the same time reasonably not overburdening the staff, yet able to give reliable and valid results.
In designing the plan, the following points are to be considered :
1-7
1.
The actual purpose of the assessment on the students, which may take one or several of the
following formats;
a. Individual assessment on performance at course level, progressively (formative approach)
or to grade his/her final performance (summative approach),
b. Group assessment for course improvement (formative)
c. Group assessment for overall programme improvement (summative)
d. Individual assessment by the student himself/herself (self-assessment or self-reflection) or
by the student’s academic advisor (formative and/or summative)
e. Group assessment by stakeholders through surveys and interviews for programme
improvement and evaluation (formative and summative)
2.
Specific, clear, measurable and achievable learning outcomes
3.
Clear teaching and learning approaches and strategies to achieve the learning outcomes
4.
Assessment methods and processes adopted to determine the level of the students
achievement. It is important that the issues on who should do what and when to do them, and
how data should be gathered and processed be predetermined. For each outcome, an overall
timeline for the assessment plan including the person responsible must be specified.
5.
Analysis of data gathered, and based on the findings, further decisions, plan and
recommendations made for continuous improvement.
Having these in mind, two ways for assessing students’ learning are proposed :
1.
Direct assessments on students’ performance are based on the course outcomes either
through in-class or out-of-class activities such as examinations, assignments, design projects,
practicals, professional project, final year project and co-curricular activities. These are the
assessment tools highlighted in Part 6, as shown in Figure 1.2. Based on the results of the
direct assessment at the end of the semester, the ‘contributions’ of courses towards the
programme outcomes are mapped and gauged to indicate the extent to which students have
achieved the individual outcome.
2. Indirect assessment by the students themselves, lecturers and stakeholders on the overall
student performance. Some assessment tools to assess the student learning and to evaluate
the programme are suggested, as indicated in Part 5 and 7. Referring to Figure 1.2, Part 5
consists of indirect assessments of the achievement of program outcomes. The assessment in
this part is mainly the perception of stakeholders, such as students (course exit survey,
programme entry and exit survey, dialogue, etc), parents and employers, and external expert
evaluators such as industrial advisory panel, academic audit committee (university and
ministry levels) and external examiners (professors in the same field from other academic
institutions). Part 7, on the other hand, consists of indirect assessment on the achievement of
the programme educational objectives, which are the objectives of the programme after
students have graduated. The assessment in this part consists of graduate surveys, employer
surveys, as well as information gathered from professional bodies, such as the Institute of
Engineers Malaysia.
Closing the loop
The whole process in the outcome-based approach does not end with assessment. In fact, the
analysis of findings from assessment exercises is crucial in identifying any weakness that need
to be addressed. There are four (4) continuous quality improvement (CQI) cycles, which looks
at the achievement and the improvements that need to be executed to achieve the
programme objectives and outcomes. Cycle 1, which is the innermost cycle, is the CQI on the
assessment tools used. Cycle 2 addresses the CQI for the curriculum as well as the learning
environment designed to achieve the course levels. Cycle 3 mainly addresses the CQI at the
programme level as well as more than 5 years after graduation. Cycle 4 is the CQI on the out
of class activities, such as extra-curricular activities, campus life, etc.
In this way, further improvement in the area of teaching and learning, the delivery,
techniques, resources that need upgrading, management support, staff competence and other
deficiencies can be worked out. After these weaknesses have been rectified or corrected, the
1-8
outcome-based cycle is considered complete for that particular cycle. The whole process is
summarised diagramatically in Figure 1.4, Figure 1.5, Figure 1.5 and Figure 1.7.
Figure 1.4 : FKA CQI Model Framework 1
Figure 1.5 : FKA CQI Model Framework 2
1-9
Figure 1.6 : FKA CQI Model Framework – at course level
Figure 1.7 : FKA CQI Model Framework at Programme Level
1 - 10
SECTION 2.0
2.1
PROGRAMME EDUCATIONAL OBJECTIVES (PEO)
Programme Educational Objectives (PEO)
The Program Educational Objectives (PEO) are the foundation upon which the Programme Learning
Outcomes (LO) and Course Outcomes (CO) for the Bachelor of Engineering (Civil) programme is
developed. The formulation of Programme Educational Objectives (PEO) is consistent with the
Mission and Vision of UTM and FKA, and they are also intended to satisfy the needs of our
stakeholders.
2.1.1
Policy Statement of Universiti Teknologi Malaysia (UTM)
Philosophy
:
The divine law of Allah is the foundation for science and technology. Universiti
Teknologi Malaysia strives with total and unified effort to develop excellence in
science and technology for universal peace and prosperity, in accordance with
His Will
Vision
:
To be a world class center of academic and technological excellence.
Mission
:
To be a leader in the development of creative human resource and innovative
technologies that will contribute to the wealth creation.
Motto
:
In the Name of God for Mankind
2.1.2
Policy Statement of Fakulti Kejuruteraan Awam (FKA)
FKA aspires to become a world class centre for education and research in Civil Engineering. Thus,
FKA has come up with the following policy statement;
Vision
:
To be a world class centre of education and research in Civil Engineering
Mission
:
To spearhead excellence in academic and technology development through
creativity
Motto
:
ALWAYS AHEAD
Objectives
:
i)
ii)
iii)
iv)
v)
vi)
vii)
2.2
To produce quality graduates through implementation of integrated curriculum that meets
market demands
To enhance and provide professional expertise in civil engineering
To extend the strategic relationship between the University and industries
To increase the number of quality research and publications
To promote a systematic life-long education system
To improve the skill and expertise of human resource
To enhance the culture of effective team working in a conducive working environment
Description of Programme Objectives (PEOs)
The Programme Objectives (PEOs) have been formulated based on visions and missions of UTM
and FKA. PEOs outline the expected abilities of graduates of the Bachelor of Engineering (Civil)
programme four (4) to five (5) years after their graduation. Our PEOs are listed as follows;
i)
ii)
Graduates are able to apply their knowledge and skills in the planning, analysis, design
and supervision of works related to the civil engineering discipline.
Graduates are technically competent in solving problems logically, analytically and
creatively based on sound facts and ideas.
2-1
iii)
iv)
v)
vi)
vii)
Graduates possess leadership, ethical and professional qualities contributing towards the
development of the Nation and Worldwide.
Graduates are able to work collectively in societies of diverse backgrounds to achieve
common goals.
Graduates are able to communicate effectively across a range of contexts and audiences.
Graduates are able to manage civil engineering issues for the development and betterment
of the Nation and Mankind.
Graduates are willing to embark on business and not depend on establishment to provide
job.
The PEOs are published in most academic-related Faculty documents and distributed to all new
students during their enrolment in UTM, as part of their Programme Specification. The PEOs also
appear in other documents, such as Students Academic Handbook, ISO 9001:2000 Quality Manual,
FKA Homepage, posters, souveniers and other visuals displayed at strategic locations at the
Faculty.
2.3
Consistency of PEO with Visions and Missions of UTM/FKA and Stakeholders’
Requirements
The PEOs formulated by FKA are consistent with the visions and missions set by the University and
Faculty. The PEOs state that graduates are expected to possess the necessary technical
competencies and generic/professional skills such as leadership, problem-solving, creativity,
communication, management and entrepreneurships in order to be competent Civil Engineers.
These are in line with the vision and mission set by UTM/FKA that is to achieve world-class status
in academic and human capital development.
The PEOs have been developed with the involvement of academic staff. Feedbacks are obtained
from major stakeholders that comprise of industry players and employers. Surveys conducted in
2003 are also taken into consideration when developing PEOs. The requirements from stakeholders
such as the MoHE, EAC and UTM’s graduate attributes are adhered to. The PEOs also address the
requirements set by ABET, as international recognition of our graduates is of importance. The
summary of PEOs against various requirements of stakeholders is presented in Table 2.1. The
detailed requirements by stakeholders are elaborated in Appendix 2.1. The ability of graduates to
appreciate the importance of sustainability in all kinds of development is also stressed through
some design and management courses such as Environmental Management and Construction &
Project Management in the curriculum although the word ‘sustainable development’ may not be
explicitly mentioned in the PEOs.
2-2
Table 2.1 : Summary of PEO Mapping to Requirements of Various Stakeholders
PROGRAMME OBJECTIVES
EAC BEM's
LEARNING
OUTCOMES
as required
by MPTN
SOFTSKILLS
as required
by MoHE
UTM
GRADUATE
ATTRIBUTES
ABET's
REQUIREMENT
BODY OF
KNOWLEDGE
2 BY ASCE
PEO1
Graduates are able to apply their
knowledge and skills in the
planning, analysis, design and
supervision of works related to the
civil engineering discipline.
i, ii, iii,
iv,v
LO1, LO4
CTPS
CTPS
PEO2
Graduates are technically
competent in solving problems
logically, analytically and
creatively based on sound facts
and ideas
ii, iii, iv
LO4, LO7
CTPS
CTPS
c, f
outcomes
10,11, 15, 17
PEO3
Graduates possess leadership,
ethical and professional qualities
contributing towards the
development of the Nation and
Worldwide
vi, vii,,
viii
LO2
LS, EP
LS, ET
b, e, h
outcomes 14,
22, 28
PEO4
Graduates are able to work
collectively in societies of diverse
backgrounds to achieve common
goals
vii, viii
LO3, LO6,
LO8
TS
TW
e, b
outcomes 25,
26
PEO5
Graduates are able to
communicate effectively across a
range of contexts and audiences
vii, viii
LO6
CS
CS
b
outcomes 19,
26
PEO6
Graduates are able to manage civil
engineering issues for the
development and betterment of
the Nation and Mankind
v,ix, x,
vii
LO1, LO3,
LO5
LS, LL
LS,LL
k, j, h
outcomes 16,
21, 23, 26, 27
PEO7
Graduates are willing to embark
on business and not depend on
establishment to provide job
x
LO8
LL
LL
j
outcomes 24,
27
2.4
a, c, d, h, g
outcomes 1,
2, 3,
4,5,6,7,8,9,
12, 13, 17,
18, 21, 23
Process of Establishing and Reviewing of PEOs and Stakeholders Involvement
PEOs are established and reviewed regularly in view of current needs of the University and
stakeholders. This process of establishing and reviewing PEOs is discussed in ISO procedure no.
FKA/PK/RPSK/7.3/n and the Code of practice for Development, Design and curriculum review no.
KA-02. (see Appendix 2.2 and Apendix 2.3 respectively)
The PEOs were developed based on the comments and feedbacks from the stakeholders in 2004
together with the academic staff. It was then presented for comments to Industrial Advisory Panel
(IAP) in 2005 (refer to Appendix 2.4) and the panels had agreed to the PEOs formulated. A series
of workshops and meetings is conducted among academic staff to review and improve the PEOs
(refer to Appendix 2.5). In 2007 (KI WORKSHOP 25/6/07) the original 9 PEOs were reduced to the
7 currently published PEOs. The meeting of IAP conducted in August 2008 (Appendix 2.6) agreed
that the current PEOs should be maintained as they address the general aspirations of FKA and
UTM as reflected in our Visions and Missions. The panel also suggested some points for future
improvement of PEOs such as to include creativity, innovativeness, good attitude and timemanagement. However, these traits are actually embedded in the existing PEOs.
The employers are also indirectly involved in reviewing the PEOs. A survey (refer to Appendix 2.7 :
Employers Perception survey 2007 and 2008) reviewed and ranked the attributes related to PEOs
accordingly. The employers ranked and emphasised on the importance of technical knowledge,
critical thinking, problem solving and team-working skills, abilility to work independently and to
work under pressure.
2-3
2.5
Evaluation and Achievement of Programme Educational Objectives (PEO)
Attainment of PEOs among our graduates who have been working for more than 5 years after their
graduation will reflect quality of programme and graduates. The achievement of PEOs is measured
by direct and indirect methods. Direct measurements in the form of online surveys and written
questionaires have been conducted. This initiative is taken eventhough the target graduates were
just introduced to the OBE-based curriculum. However, the surveys can still demonstrate whether
the attributes that were set in the PEOs made sense. The results shown in Figure 2.1 clearly
indicate that the attainment of PEOs is well above 80% targeted, hence is satisfactory.
Alumni perception on the attainment level of PEOs
( 5 years after graduation)
102.0%
100.0%
1.2%
98.0%
96.0%
6.9%
4.9%
5.3%
6.6%
7.0%
94.0%
12.3%
92.0%
not competent
90.0%
88.0%
86.0%
competent
98.8%
93.1%
95.1%
94.7%
93.4%
93.0%
84.0%
87.7%
82.0%
ITEM 80.0%
A1
A2
A3
A4
A5
A6
A7
PEO1 PEO2 PEO3 PEO4 PEO5 PEO6 PEO7
Figure 2.1 : Attainment of PEOs based on graduates survey (2008)
An indirect measurement in terms of survey is conducted on employers of graduates to measure
the attainment of PEOs among our graduates. The findings shown in Figure 2.2 clearly indicate
that the attainment of PEOs is satisfactory, since all of them recorded more than 80%
achievement level.
Percentage of the attainment of the PEOs
Figure 2.2 : Attainment of PEOs based on employers (2007 and 2008)
2-4
A sample of 244 employers involved in the survey indicated that 85% have employed FKA
graduates, with 15% employed more than 25 FKA graduates in their institutions. This shows that
the FKA graduates are highly sought after.
Another indirect measurement carried out is through the level of employer satisfaction on
graduates. A very high percentage level 4 and 5 as shown in Table 2.2 has resulted, thus
confirming on excellent performance of our graduates at the workplace.
Table 2.2 : Level of Satisfaction Among Employers on FKA Graduates Currently Employed
No.
Criteria
Dissatisfied
Neither
Satisfied
Nor
Dissatisfied
Satisfied
Very
Satisfied
1
2
3
4
5
Very
Satisfied
1, 2 &
3
4&5
a.
Overall
preparation
0.0%
0.0%
7.5%
77.4%
15.1%
7.5%
92.5%
b.
Job-related
knowledge
0.0%
0.6%
9.4%
76.7%
13.2%
10.1%
89.9%
c.
Job-related
skills
0.0%
1.9%
10.1%
71.7%
16.4%
11.9%
88.1%
d.
General
professional or
generics skills
0.0%
3.8%
12.7%
65.8%
17.7%
16.5%
83.5%
Another direct measurement will also be carried out on our alumni in order to confirm the positive
feedbacks that have been obtained through both surveys. They will be contacted by phone and
interviewed semi-structuredly on their career development. The outcome of the study will be
reported during the visit. However it is anticipated that the result will confirm that the attainment
of PEOs is more than satisfactory.
FKA has set the Performance Indicators of PEOs as in Table 2.3. The indicators are in the process
of review along with the PEOs. However, data collection shall be continued and analysed to identify
any weakness and avenues for further improvement of programme.
Programme Learning Outcomes (LOs) which have been formulated and aligned to the targeted
PEOs are one of the instruments used to ensure the achievements of the PEOs. Monitoring of LOs
carried out every semester indirectly indicates whether the PEOs have been achieved or otherwise.
This will be discussed in details in Section 3.
2.6
How PEO Evaluation is Used to Improve the Effectiveness of the Programme
As mentioned earlier, surveys on the PEO were conducted on graduates who experienced OBE
based curriculum, though at its preliminary stage. However, FKA is regularly collecting data and
monitoring PEOs attainment by identifying the opportunities for improvements of the programme,
as required by FKA Quality Management System ISO 9001:2000 (refer to Appendix 2.2 : ISO
9001:2000 Procedure on Curriculum Design, Development and Review FKA/PK/RPSK/7.3/n).
Table 2.3 also summarises the steps, actions and opportunites for improvement taken by FKA in
order to improve the effectiveness of the programme. It is recommended that the PEOs and the
performance indicators be reviewed in the next review exercise, scheduled in mid 2009.
2-5
Table 2.3 : PEO-PDCA Cycle to Improve the Effectiveness of the Programme
Program Objective
Graduates are able to apply their knowledge and skills in the planning, analysis, design and supervision of works related to the civil engineering discipline.
PEO1
Graduates are technically competent in solving problems logically, analytically and creatively based on sound facts and ideas
PEO2
Graduates possess leadership, ethical and professional qualities contributing towards the development of the Nation and Worldwide
PEO3
Assessment tools or methods used
When will the data What will be the the indicator collection/analysis carried that the outcome is achieved out and presented
***
What are the outcomes of the analysis?
Who is responsible? (collection and analysis)
Alumni Survey (Online and off line facility)
Every three years starting 2008
> 80% indicating a satisfactory feedback
93.1% indicate competency
in applying knowledge and
skills in planning, analysis,
design and supervision
TP(A)
Phone Interview
> 50% has work as a consultant/design office/academic staff
in progress
Panels of Academic Staff
Employers perception survey
Every year starting 2007
> 80% giving a positive feedback by the employer
83% and 98% giving positive feedback in 2007 and 2008 respectively
TD(A)
93.0% indicate competency
> 80% indicating a satisfactory in solving problems logically,
feedback
analytically and creatively
TP(A)
Phone Interview
> 70% involvement in in problem solving situation
in progress
> 50% of the solutions are based on facts either carried out analytically or creatively
in progress
Feedback/comments for continuous improvement
‐
Three PhD research work to enhance student ability to apply fundamental knowledge and skills through learning strategies are carried out i.e
1. An Innova ti ve Des i gn Cours e for Undergra dua te Ci vi l Engi neri ng : Enha nci ng Students ’ Lea rni ng i n Engi neeri ng Des i gn
Survey committee
2. Fos teri ng Probl em Sol vi ng a bi l i ti es through Probl em Ba s ed Lea rni ng Techni ques
TD(A)
3. A Contextua l Ca s e‐Ba s ed Tea chi ng Stra tegi es For the Empowerment of Cri ti ca l And Crea ti ve Thi nki ng to Ci vi l Engi neeri ng Undergra dua tes
94.7% indicate that they possessed leadership skills and are ethical and professional towards development of the nation
TP(A)
The Faculty is currently reviewing the SAB Programme. Emphasise is on the content, deliver methods/approaches and also assessment strategies.
Phone Interview
> 60% has become a project leader
in progress
Survey committee
TD(A)
Faculty of Civil Engineering, UTM | Self-Assessment Report
2-6
Table 2.3 : PEO-PDCA Cycle to Improve the Effectiveness of the Programme (contd)
Program Objective
When will the data What will be the the indicator What are the outcomes of the Who is responsible? collection/analysis carried that the outcome is achieved analysis?
(collection and analysis)
out and presented
***
Alumni Survey (Online and Every three years starting off line facility)
2008
Graduates are able to work collectively in societies of PEO4
diverse backgrounds to achieve common goals
98.8% indicate that the are able > 80% indicating a satisfactory to work in societies of diverse feedback
backgrounds > 70% has involved in professional bodies, NGO's or community based societies
Phone Interview
Alumni Survey (Online and Every three years starting off line facility)
2008
Graduates are able to communicate effectively across PEO5
a range of contexts and audiences
Phone Interview
TP(A)
in progress
Survey committee
> 70% has involved inmulti‐
disciplinary team
in progress
95.1% indicate that they are > 80% indicating a satisfactory able to communicate effectively feedback
across a range of contents and audiences
> 70% has involved in professional bodies, NGO's or community based societies
Three PhD research work to enhance student ability to apply fundamental knowledge and skills through learning strategies are carried out i.e
1. An Innova ti ve Des i gn Cours e for Undergra dua te Ci vi l Engi neri ng : Enha nci ng Students ’ Lea rni ng i n Engi neeri ng Des i gn
TD(A)
TP(A)
2. Fos teri ng Probl em Sol vi ng a bi l i ti es through Probl em Ba s ed Lea rni ng Techni ques
3. A Contextua l Ca s e‐Ba s ed Tea chi ng Stra tegi es For the Empowerment of Cri ti ca l And Crea ti ve Thi nki ng to Ci vi l Engi neeri ng Undergra dua tes
The Faculty is currently reviewing the SAB Programme. Emphasise is on the content, deliver methods/approaches and also assessment strategies.
in progress
Survey committee
> 70% has involved inmulti‐
disciplinary team
in progress
TD(A)
2-7
Table 2.3 : PEO-PDCA Cycle to Improve the Effectiveness of the Programme (contd)
Program Objective
Graduates are able to manage civil engineering issues for the PEO6
development and betterment of the Nation and Mankind
PEO7
Graduates are willing to embark on business and not depend on establishment to provide job
When will the data What will be the the indicator collection/analysis carried that the outcome is achieved out and presented
***
What are the outcomes of the analysis?
Who is responsible? (collection and analysis)
93.4% indicate that the are able to manage civil engineering issues
TP(A)
Phone Interview
> 70% consider the issues of sustainability in project development
in progress
Survey committee
TD(A)
> 80% indicating a satisfactory 87.7% indicate willingness to feedback
embark on business
TP(A)
> 5% embark in business
Phone Interview
The Faculty is currently reviewing the SAB Programme. Emphasise is on the content, deliver methods/approaches or assessment strategies to include awareness on sustainability issues in the curriculum.
in progress
Survey committee
> 20% have intention to embark in business
in progress
The Faculty is currently reviewing the SAB Programme. Emphasise is on the content, deliver methods/approaches or assessment strategies to include awareness on entrepreneurship in the curriculum
TD(A)
2-8
SECTION 3.0
3.1
PROGRAMME LEARNING OUTCOMES (LOS)
Programme Learning Outcomes (LOs)
The Programme Learning Outcomes (LOs) are attributes that are expected to be attained by
students upon completion of their Bachelor of Civil Engineering programme. Our programme LOs
are listed as follows;
i)
ii)
Ability to acquire knowledge of science and civil engineering principles.
Ability to use the techniques, skills and modern civil engineering tools. iii)
Ability to analyse, interprete, develop and conduct experiments; and design components,
systems, or processes. iv)
Ability to think critically, identify, formulate and solve civil engineering related problems. v)
Ability to communicate effectively and with confidence. vi)
Ability to identify business opportunities and embark on entrepreneurship. vii)
Ability to function effectively as an individual in a team to achieve common goals viii)
Ability to perpetually seek and acquire contemporary knowledge. ix)
Ability to lead, communicate and manage effectively with confidence x)
Ability to apply high ethical standards in professional practice and social interactions for
sustainable development. These programme LOs are published in most academic-related Faculty documents and distributed
to all new students during their enrolment in UTM, as part of their Programme Specification. The
LOs also appear in other documents, such as Students Academic Handbook, ISO9001:2000 Quality
Manual, FKA Hompage, posters, souveniers and other visuals displayed at strategic locations at the
Faculty.
3.2
Mapping of Programme Outcomes (LOs) to Programme Objectives (PEOs)
The Programme Outcomes (LOs) formulated have been aligned to the stated Programme
Objectives (PEOs), as shown in Table 3.1. The LOs are also mapped to the attributes set by EAC,
MoHE and ABET, indicated in Table 3.2, thus evident of compliance to the outcome requirements
of Section 4.0 of the EAC Manual.
3-1
Table 3.1 : Mapping Programme Outcomes (LOs) to Programme Objectives (PEOs)
Ability to acquire knowledge of science and civil engineering
principles.
Ability to use the techniques, skills and modern civil engineering
tools.
Ability to analyse, interpret, develop and conduct experiments; and
design components, systems, or processes.
Ability to think critically, identify, formulate and solve civil
engineering related problems.
Ability to communicate effectively and with confidence.
Ability to identify business opportunities and embark on
entrepreneurship.
Ability to function effectively as an individual in a team to achieve
common goals
Ability to perpetually seek and acquire contemporary knowledge.
Ability to lead, communicate and manage effectively with confidence
Ability to apply high ethical standards in professional practice and
social interactions for sustainable development.
Programme Outcomes
Programme Objectives
LO1
LO2
LO3
LO4
LO5
LO6
LO7
LO8
LO9
LO10
PEO1
Graduates are able to apply their
knowledge and skills in the planning,
analysis, design and supervision of works
related to the civil engineering discipline.
x
x
x
x
PEO2
Graduates are technically competent in
solving problems logically, analytically
and creatively based on sound facts and
ideas
x
x
PEO3
Graduates possess leadership, ethical
and professional qualities contributing
towards the development of the Nation
and Worldwide
x
PEO4
Graduates are able to work collectively in
societies of diverse backgrounds to
achieve common goals
PEO5
Graduates are able to communicate
effectively across a range of contexts and
audiences
PEO6
Graduates are able to manage civil
engineering issues for the development
and betterment of the Nation and
Mankind
PEO7
Graduates are willing to embark
business
and
not
depend
establishment to provide job
on
on
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
3-2
Table 3.2 : Summary of LO’s mapped to the requirement of various stakeholders
PROGRAMME OUTCOMES (LOs)
EACBEM's
LEARNING
OUTCOMES
as
required
by MPTN
SOFTSKILLS
as required
by MoHE
UTM
GRADUATE
ATTRIBUTES
ABET's
REQUIREMENT
BODY OF
KNOWLEDGE
2 BY ASCE
i, ii, iii, iv,v
LO1, LO4
CTPS
CTPS
a, c,
outcomes 1,
2, 3,
4,5,6,7,8,9,
12, 13, 17,
18, 21, 23
LO1
Ability to acquire knowledge of
science and civil engineering
principles.
LO2
Ability to use the techniques, skills
and modern civil engineering tools.
ii, iii, iv
LO4
CTPS
CTPS
c, f, g
outcomes
10,11, 15, 17
LO3
Ability to analyse, interpret, develop
and conduct experiments; and
design components, systems, or
processes.
iv, ii,, iii
LO1, LO4
CTPS
CTPS
b, e, h
outcomes 13,
12
LO4
Ability to think critically, identify,
formulate and solve civil engineering
related problems.
iii, iv
LO7, LO1
CTPS
CTPS
d, f
outcomes
12,11
LO5
Ability to communicate effectively
and with confidence.
vii, viii
LO6
CS
CS
b
outcomes 19,
25, 26
LO6
Ability to identify business
opportunities and embark on
entrepreneurship.
xi
LO8
ES
ES
k, j
LO7
Ability to function effectively as an
individual in a team to achieve
common goals
viii
LO3, LO6
TS, CS
TW, CS
E
outcomes 25,
26
LO8
Ability to perpetually seek and
acquire contemporary knowledge.
x
LO5
LL
LL
J
Outcomes 27,
14
LO9
Ability to lead, communicate and
manage effectively with confidence
viii
LO6
LS, CS, TS
LS, CS, TW
b,e
Outcomes 19,
26, 25
vi, ix
LO2
EP
ET
H
Outcomes 16,
22, 28
LO10
3.3
Ability to apply high ethical
standards in professional practice
and social interactions for
sustainable development.
outcomes 24,
17, 27
Process of Establishing and Reviewing of LOs and Stakeholders Involvement
Similar to processes involved in PEOs, LOs are established and reviewed regularly in view of
current needs of the University and stakeholders. As already described in Section 2.4, the
formulation of LOs are together with the process of establishing the PEOs, in which various
stakeholders such as academic staff, MoHE, EAC, employers and industry at large are involved,
either directly or indirectly. Attributes set by MoHE, EAC, ABET have been referred and included in
the LOs. This process of establishing and reviewing LOs is generally depicted in Figure 3.1 and is
part of the ISO procedure no. FKA/PK/RPSK/7.3/n and the Code of practice for Development,
Design and curriculum review no. KA-02. (see Appendix 2.2 and Apendix 2.3 respectively)
3-3
JKKS to
formulate LOs
Meetings and
Workshops
Establish LOs
Review by
Stakeholders
Industry Advisory
Panel (IAP)
Surveys
Establish LOs
External
Examiner
Committee
consolidate LOs
Feedback from
IAB, Surveys,
External Examiner
Endorsement by
Faculty Academic
Committee
Review LOs
Implement
Figure 3.1 : Process to Establish and Review LOs
Regular internal workshops and meetings have been conducted among the academic staff to
review the LOs (Appendix 2.5). The meetings of IAP were conducted in 2005 and August 2008 in
view of establishing and reviewing the LOs (Appendix 2.6).
Indirectly, the employers were also involved in reviewing the LO’s. A survey (refer to Appendix 2.7
: Employers Perception survey 2007 and 2008) reviewed and ranked the attributes related to LOs
accordingly. From the surveys, the employers ranked and emphasised on the importance of
technical knowledge, critical thinking, problem solving, teamworking, abilility to work
independently and to work under pressure.
3.4
Based on the CQI model discussed in Section 1.5, the LOs assessment plan is developed. Various
assessment tools have been formulated to measure the attainment of LOs. The performance
criteria are then established for each LO. Data are collected and analysed by the respective
individual at a specific time frame. The results are compared with the targeted level of satisfaction
or performance indicator.
Achievement of LOs is partly manisfested by the attainment of course learning outcomes (COs)
through appropriate teaching and learning deliveries, as described in the course outlines of every
course.
3-4
All these processes involved are summarised in Table 3.3. In addition to the above assessment
tools, other indirect measurement such as the feedbacks from the industrial advisory panels and
external examiners are also adopted.
Table 3.3 : Assessment Plan for the Attainment of LOs
Program Outcomes
LO1
LO2
LO3
LO4
LO5
Ability to acquire knowledge of science and civil engineering principles.
Ability to use the techniques, skills and modern civil engineering tools.
When will the data collection/analysis carried out and presented
What will be the the indicator that the outcome is achieved ***
Student examination performance in science and engineering courses
70% getting B and above in each course
Student examination performance in mathematics courses
Once in two years
Student Perception based on Exit survey (D)
Every year
Student examination performance in selected/relevant courses that use techniques, skills Every semester commencing and tools (engineering drawing, computer 2007‐08 semester II
programming, surveying)
Every year
Student examination performance in selected lab based courses Every year starting 2006
Once in two years
Every year
Once in two years
Fedback on students performance from "industrial training supervisor"
Every year
Student examination performance in selected courses Every year starting 2006
Student examination performance in selected Ability to analyse, analysis based courses interpret, develop and conduct experiments; and design Student examination performance in selected design components, systems, based courses or processes.
Ability to think critically, identify, formulate and solve civil engineering related problems.
Ability to communicate effectively and with confidence.
Student "generic skill" performance in selected courses
Every semester commencing >75% of the student obtaining at least level 3 2007‐08 semester II
Every year
Once in two years
Every year
3-5
Table 3.3 : Assessment Plan for the Attainment of LOs (cont’d)
Program Outcomes
LO6
LO7
LO8
LO9
LO10
Ability to identify business opportunities and embark on entrepreneurship.
Ability to function effectively as an individual in a team to achieve common goals
Ability to perpetually seek and acquire contemporary knowledge.
Ability to lead, communicate and manage effectively with confidence
Ability to apply high ethical standards in professional practice and social interactions for sustainable development.
When will the data collection/analysis carried out and presented
What will be the the indicator that the outcome is achieved ***
Once in two years
Student examination performance in selected/relevant courses that identify business opportunities and embark on entrepreneurship
Every semester commencing 2006‐07 70% getting B and above in each course
Every year
Once in two years
Every year
Fedback on students performance from "industrial training supervisor"
Every year
Once in two years
Every year
Once in two years
Every year
Once in two years
Every year
3-6
3.5
Results and Analyses for the Attainment of LOs
The achievement of LOs is measured via direct and indirect methods. Three types of assessment
methods are utilised. The first assessment method is based on the direct measurement carried out
by the academic staff. This is divided into two parts.
The first part covers overall examination results of courses that contribute directly towards the
attainment of outcomes related to technical knowledge (cognitive domain). Data collected over a
period of three years since session 2005/06 are analysed. This particular method is chosen
because of the promising feedbacks from the stakeholders on the graduate achievements that
relates to technical knowledge (i.e. LO1-LO3). Hence, this simplified method is adequate to
represent the graduate attainment level of such LOs. Figure 3.2 to 3.7 show the percentage of
students achieving at least B in courses that contribute towards the attainment of LO1 to LO3.
The results clearly indicate that all the courses sampled except for courses that contribute towards
the achievement in acquiring knowledge in mathematics, have achieved the 70% mark. Hence the
performance of the graduate for LO1 to LO3 is satisfactory. Measures to deal with the mathematics
courses that do not make the mark are carried out and will be discussed in Section 3.6.
In the early 2008/09 session, an attempt to use a more rigorous method, i.e. by mapping the final
exam questions to the Programme Outcomes was made. The outcome of this effort will be
reported during the visit.
Figure 3.2 Percentage of students achieving at least grade B
in courses that contribute towards the achievement of LO1 Acquiring knowledge in mathematics
Figure 3.3 Percentage of students achieving at least grade B
in courses that contribute towards the achievement of LO1 Acquiring knowledge in science and engineering
Figure 3.4 Percentage of students achieving at least grade B in courses that contribute
towards the achievement of LO2 - Use of tecniques, skills and engineerig tools
3-7
Figure 3.5 Percentage of students achieving at least grade B in courses that contribute towards
the achievement of LO3 - Analysing and interpreting systems, processes and components
Figure 3.6 Percentage of students achieving at least grade
B in courses that contribute towards the achievement of
LO3 - Designing components or processes
Figure 3.7 Percentage of students achieving at least grade
B in courses that contribute towards the achievement of
LO3 - Conducting experiment
The second part also deals with direct measurement of generic or soft skills, denoted by LO4 to
LO10. Assessment of generic skills has been initiated during the session 2007/08, however, only
two sets of complete data are available. This is due to the time required by the staff to acquire
knowledge and skills in doing the assessment. A set of 4 by 5 rubrics (refer Appendix 1.3) has
been developed for each LO and all academic staff are required to utilize these rubrics when
assessing LOs contributed by their respective courses, as indicated in Table 4.5 of Section 4. LO
mapping is summarised in the Programme Specification and the Course Outline. The Faculty has
also come up with a guideline (see Appendix 1.3) for the purpose of assessing these LOs. At the
end of the semester, each staff reports to the head of department the class performance on the LO
attainment based on the given rubrics and performance indicator. Students are considered to have
attained a particular LO if 70% of them obtain Level 3 or better. The overall result of attainment is
summarised in Appendix 3.1. The results show that only 3 courses do not meet the target, while
the other courses indicate satisfactory level of achievement of LOs. However, in assessing the
attainment of LO6 (performance in selected/relevant courses that identify business opportunities
and embark on entrepreneurship), a similar assessment tool used to assess LO1-LO3 is adopted.
This is because the courses is considered to be a stand-alone course and can directly assess the
student performance on LO6. From Figure 3.8 below, the results clearly indicate that the
Entrpreneurship course is able to prepare the students to achieve LO6 since in semester, it surpass
the KPI ie more than 70% achieving at least grade B.
3-8
Figure 3.8 : Percentage of students achieving at least
grade B in Entrepreneurship course
The second assessment methods used is an exit survey, conducted amongst the graduating
students for the last 5 semesters. This is to assess their attainment of LOs upon graduation from
the students’ perspective. A series of questions related to the 10 POs were asked based on the
Likert-scale, i.e. 1 (strongly disagree) to 5 (strongly agree). The result is shown in Figure 3.9. It
can be clearly be seen that the graduating students are able to attain all the POs with an average
point of more than 4 or 80% achievement. The figure also shows a steady improvement in the
attainments of all LOs from one semester to another reflecting the consistent commitment by all
parties involved for CQI.
Figure 3.9 : Student achievement of Programme Outcomes based on exit survey
3-9
The third assessment tool is an indirect measurement by employers. The results of a survey
conducted to measure the attainment of LOs among our graduates who are employed by
institutions is shown in Figure 3.10. It is a measure to compare the competency level between
graduates of FKA and other IHLs. The findings indicate that based on the LO assessment, more
than 85% of FKA graduates are equally competent, while almost 40% of them are exceedingly
competent at the workplace. This surpasses the satisfactory level set earlier, indicating that the
attainment of LOs is satisfactory.
LO1 Aquire knowledge LO2 Use techniques, skills and tools. LO3 Analyse, conduct exp and design LO4 Critical thinking and problem solving LO5 Communicate effectively LO6 Entrepreneurship LO7 Teamworking LO8 Lifelong learning LO9 Leadership LO10 Ethics Figure 3.10 : Attainment of LOs based on employer perception survey 2008
3.6
CQI initiatives to improve effectiveness of Programme Outcomes (LOs)
Although the results obtained indicate that most POs meet the targeted performance, FKA is
committed to ensure CQI. Table 3.4 summarises the achievement, actions and opportunites for
improvement taken by FKA in order to improve the effectiveness of the programme. We have
made plans to enhance the implementation of OBE; generic skills assessment implemented
beginning semester 2, 2007/08 provides important information on areas that need improvement.
Beginning semester 1, 2008/09, FKA has introduced a system where examination questions must
address the appropriate level of learning in reference to the Bloom’s Taxonomy; to properly
address the Course Learning Outcomes (COs) and subsequently addressing the LOs and PEOs.
FKA has continuously taken necessary actions in addressing the issues of communications and
proficiency in the English language. Starting from the 2005, all core courses are conducted in
English. Academic staff are required to undergo a series of training on how to effectively conduct
lectures in English. Students are very much encouraged to speak and do presentations in the
earlier years of study. There is a steady improvement both in the written and oral communication
skills of students and FKA feel proud to see that the students are able to present very well during
the final year seminar presentation.
On the issue of mathematics, the students seem to find difficulty to perform well in most of the
mathematic courses. This issue of mathematics has also been raised during the IAP 2008 meeting.
On another occasion, during a meeting with the staff from the Mathematics Department, it was
recommended that engineering problem examples should be integrated into the mathematic
courses so that the student could appreciate and see where mathematics are applied.
Addressing issues regarding the experimental labwork that is too prescriptive and leaves little
room for creativity and innovation, a more open-ended labwork has been designed and will be
3 - 10
implemented during the semester 2, session 2008/09. However these labs sessions only cater for
the third year students, the first year students will still be guided.
Other CQI initiatives to improve the effectiveness of the Programme Outcomes have been
discussed in sections 1.3, 1.4, and 2.6. Section 8.0 will further elaborate the necessary initiatives
taken FKA for quality improvements.
3.7
Supporting Materials
Objective evidences made available during the visit to demonstrate the achievement of POs will
include the following;
1.
Course files which consist of the course outlines, assignments, tests, examination
questions and answer schemes
2.
Questionnaires used in surveys, such as exit surveys, employers perception survey, alumni
survey, OBE awareness, etc
3.
Files and minutes of meetings, such as Industrial advisory panel, student-staff committee
4.
Samples of student works such as FYP reports, laboratory reports, industrial training
reports, design work, assignments, tests, and examination answer scripts
5.
External examiners reports
6.
ISO 9001:2000 Documents
7.
On-line systems/services/materials, such as AIMS2000, e-Learning, student e-Portfolio, etc
3 - 11
Table 3.4 : PO-PDCA Cycle to Improve the Effectiveness of Programme
Program
Outcomes (LO)
LO
Ability to acquire
knowledge of
science and civil
engineering
principles.
LO1
Ability to use the
techniques, skills
and modern civil
engineering tools.
LO2
Ability to analyse,
interpret, develop
and conduct
experiments; and
design
components,
systems, or
processes.
LO3
What will be the the
indicator that the
outcome is achieved
***
What are the outcomes of
the analyses?
Continuous Quality
Improvement Initiatives
Who is
responsible?
(collection
and
analysis)
70% getting B and above
in each course
from the 24 samples taken
over 3 years, all courses
achieved the target ie more
than 70% of the student
achieving B in all the courses
being sampled
Introduced
system
where
examination questions must
address the appropriate level
of Bloom’s taxonomy and
properly address the Course
Learning Outcome (CO) and
subsequently addressing the
LOs
TD(A)
in each course
78% of the samples (14
samples) involving all the
maths courses offered do not
meet the target
To
integrate
engineering
problems into the maths
courses.
More
discussion
between FKA and Maths staff.
PhD research to address this
issue
TD(A)
> 80% giving a positive
feedback by the employer
97% giving positive feedback
>
80%
indicating
a
satisfactory feedback by
graduating students (exit
survey)
> 80% were able to attain the
LO1 for the last 5 semester
in each course
only 1 out of 15 samples
involving 5 courses taken our
3 years did not meet the
target
>
80%
indicating
satisfactory feedback
a
The Faculty is currently
reviewing
the
SAB
Programme. Emphasise is on
the
content,
delivery
methods/approaches
and
assessment
strategies/effectiveness
reviewing
the
SAB
the
content,
deliver
methods/approaches
or
assessment strategies
TP(A)
TD(A)
TP(A)
>
80%
indicating
a
survey)
in each course
All the students achieved
above 70% in 4 samples taken
over 2 years, therefore meet
the the targeted outcomes
in each course
8 courses are sample over 3
years. 6 courses meet the
target. The geotechnic course
shows an improvement on the
student
performance.
Structural Analysis courses did
not meet the target.
in each course
9 samples are analysed, taken
from 3 related courses over 3
years. All except one meet the
target. Structural steel and
timber
design
courses
consistently did not meet the
target.
TP(A)
>
80%
indicating
a
survey)
TP(A)
TP(A)
an open ended lab work has
been design and will be
implemented
during
the
semester 2, session 2008/09
TD(A)
TD(A)
reviewing
the
SAB
Programme. Emphasis is on
content, deliver methods/
approaches
/
assessment
strategies
TP(A)
TD(A)
3 - 12
Table 3.4 : PO-PDCA Cycle to Improve the Effectiveness of Programme (cont’d)
Program
Objective
Ability to think
critically, identify,
formulate and
solve civil
engineering
related problems.
LO4
Ability to
communicate
effectively and
with confidence.
LO5
Ability to identify
business
opportunities and
embark on
entrepreneurship.
LO6
Ability to function
effectively as an
individual in a
team to achieve
common goals
LO7
the analysis?
>75% of the students
obtaining at least level 3
15/17
courses
have more
96%
feedback
>
80%
indicating
a
survey)
TP(A)
6/8 courses have more than
75% of the student obtaining
at least level 3
TD(A)
93%
feedback
>
80%
indicating
a
survey)
TP(A)
obtaining at least B in the
entrepreneurship course
75 % obtaining at least B
TD(A)
92%
feedback
>
80%
indicating
a
graduating student (exit
survey)
giving
giving
giving
positive
positive
positive
Continuous Quality
TD(A)
reviewing
the
SAB
the
content,
deliver
methods/approaches
or
reviewing
the
SAB
the
content,
deliver
methods/approaches
or
reviewing
the
SAB
the
content,
deliver
methods/approaches
or
12/12
courses
have more
91%
feedback
>
80%
indicating
a
survey)
giving
positive
TP(A)
TP(A)
TP(A)
TP(A)
TD(A)
reviewing
the
SAB
the
content,
deliver
methods/approaches
or
Who is
responsible?
(collection
and
analysis)
indicator that the
outcome is achieved
***
TP(A)
TP(A)
3 - 13
Table 3.4 : PO-PDCA Cycle to Improve the Effectiveness of Programme (cont’d)
Program
Objective
Ability to
perpetually seek
and acquire
contemporary
knowledge.
LO8
Ability to lead,
communicate
and manage
effectively with
confidence
LO9
indicator that the
outcome is achieved
***
the analysis?
5/6 courses have more than
at least level 3
LO10
TD(A)
reviewing
the
SAB
the
content,
deliver
methods/approaches
or
>
80%
indicating
a
survey)
TP(A)
all courses have more than
at least level 3
TD(A)
reviewing
the
SAB
the
content,
deliver
methods/approaches
or
all courses have more than
at least level 3
>
80%
indicating
a
survey)
TP(A)
TP(A)
TD(A)
reviewing
the
SAB
the
content,
deliver
methods/approaches
or
Who is
responsible?
(collection
and
analysis)
>
80%
indicating
a
graduating student (exit
survey)
Ability to apply
high ethical
standards in
professional
practice and
social
interactions for
sustainable
development.
Continuous Quality
TP(A)
TP(A)
3 - 14
SECTION 4.0
4.0
ACADEMIC CURRICULUM
4.1
Introduction
ACADEMIC CURRICULUM
The Faculty of Civil Engineering offers a full-time 4-year undergraduate programme leading to the
award of Bachelor of Engineering (Civil) degree. The curriculum has been developed with the
following aspirations;
i)
ii)
iii)
iv)
To enhance the quality of learning and teaching in the academic environment;
To disseminate engineering sciences which focused on quantitative, problem solving,
design and engineering practice
To incorporate the generic skills which include communication skill, leadership, social and
environmental responsibilities awareness.
To embed research attributes in courses
The curriculum provides competence graduates that satisfy the needs of industry. The
effectiveness and quality of the curriculum is enhanced with proper assessment techniques on
every course. The curricular approach, the educational content and the teaching-learning
and assessment methods are appropriate, consistent with, and support the attainment to
achieve the Programme Learning Outcomes (LO), as described in the Section 3 and the
preceeding paragraphs.
4.2
Curriculum of the Programme
4.2.1
Programme Structure, Breadth, Depth and Course Content
The curriculum of Bachelor of Engineering (Civil) is made up of a total of 134 credits spread over 8
semesters, as indicated in Table 4.1. In the first 3 years of the Bachelor of Civil Engineering (Hons)
programme, the course contents emphasize strongly on the principles of Civil Engineering that will
equip students with adequate foundation in structural engineering, materials, environmental
engineering, hydrology and hydraulic engineering, highway and transportation engineering as well
as geotechnical engineering. In the final year, 3 electives courses are offered and are listed in
Table 4.2.
The balanced curriculum is reflected through the distribution of courses in the various
classifications and the percentage contribution is shown in Table 4.3. The curriculum also adheres
to the requirement of EAC, as per Appendix B of the EAC Manual. This is shown in Tables 4.4 (ad).
The coverage of all courses in the curriculum is shown in Table 4.5 through the mapping of
courses to the Programme Outcomes. The depth of the courses is reflected through or
embedded in the course outcomes taking into account the levels and domains of the learning
taxonomy. This is conducted by all course coordinators, as required by the Committee of
Curriculum & Syllabus and documented in every course outline. A sample of a course outline
in given in Appendix 4.1. (All the course outlines will be made available during the visit).
Improvement on the curriculum is part of the continuous effort to be competitive. Several CQIs
strategies have been introduced. Recently, FKA comes up with an effort to ensure the depth of the
content by incorporating the Bloom’s Taxonomy of learning domains for every course outcome. In
addition, moderation of the exam papers to satisfy the course outcome for each course is
warranted to ensure sufficient depth of the curriculum content. Analysis of cognitive level against
different Bloom learning domains for semester 2 session 2003/04 and semester 1 session 2004/05
is illustrated in Figure 4.1, to indicate that depth of curriculum has been a concern to us.
We believe that FKA graduates are equipped with sufficient preparation for their future
employment. The survey carried out in the last convocation also confirmed such claims since more
than 85% of our students were employed within 6 months after graduation and 92% were very
4-1
satisfied with the educational service provided by FKA. FKA scored the top rating on the curriculum
content amongst the faculties, as shown in Figure 4.2.
Figure 4.1 : The depth of the curriculum content using Bloom Learning Taxonomy
Figure 4.2 : Outcomes of Graduate Survey on Appropriateness of Curiculum Content
4-2
Table 4.1 : Courses Offered, by Semester (Programme Structure)
SEMESTER 1
CODE
SAB 1213
SAB 1423
SAB 1513
SSE 1792
UHB 1412
ULT 1112
SEMESTER 2
SUBJECT
Applied Mechanics
Civil Engineering Drawing
Fluid Mechanics
Calculus
English for Academic Communications
Islamic and South East Asian Civilisation I
CR
3
3
3
2
2
2
CODE
SAB 1011
SAB 1023
SAB 1042
SAB 1413
SAB 1713
SSE 1793
UKR 1##1
SUBJECT
Engineering Survey - Fieldwork
Engineering Survey
Civil Engineering Laboratory I
Computer Programming
Soil Mechanics
Differential Equations
Co-curriculum
CR
1
3
2
3
3
3
1
16
SUBJECT
Civil Engineering Laboratory II
Mechanical & Electrical Systems
Civil Engineering Materials
Geotechnics I
Highway Engineering
Waste-water Engineering
Numerical Methods
Co-curriculum
CR
2
2
2
2
2
2
3
1
16
SUBJECT
Evaluation and Contracts
Theory of Structures
Reinforced Concrete Design I
Traffic Engineering
Entrepreneurship
Elective (English)
Elective from Centre of Islamic Studies and S.D
CR
2
3
3
2
2
2
2
16
SUBJECT
Elective Subject I
Elective Subject II
Final Year Project
Construction and Project Management
Reinforced Concrete Design II
CR
3
3
1
4
3
3
17
15
SHORT SEMESTER
SAB 1031
Survey Camp
1
SEMESTER 3
SEMESTER 4
CODE
SAB 2223
SAB 2513
SAB 2712
SAB 2912
SSE 1893
UHB 2422
UHS 1142
SUBJECT
Mechanic of Materials and Structures
Hydraulics
Geology & Rock Mechanics
Water Treatment
Engineering Mathematics
Advanced English for Academic Communications
Islamic and South East Asian Civilisation II
CR
3
3
2
2
3
2
2
17
SEMESTER 5
CODE
SAB 3011
SAB 3122
SAB 3233
SAB 3613
SAB 3712
SSE 2193
UHS 2##2
CODE
SAB 2012
SAB 2032
SAB 2112
SAB 2722
SAB 2832
SAB 2922
SSE 2393
UKR 1##1
SEMESTER 6
SUBJECT
Civil Engineering Laboratory III
Construction Technology
Structural Steel Design and Timber
Hydrology
Geotechnics II
Engineering Statistic
Elective from Faculty of Mgmt and Human Res
CR
1
2
3
3
2
3
2
16
CODE
SAB 3112
SAB 3243
SAB 3353
SAB 3842
SHB 3##2
UHB 3##2
ULT 2##2
SHORT SEMESTER
SAB 3045
Practical Training (10 weeks)
5
SEMESTER 7
CODE
SAB 4##3
SAB 4012
SAB 4022
SAB 4223
SAB 4412
SAB 4913
SEMESTER 8
SUBJECT
Elective Subject III
Project on Professional Practices
Research Methodology & Final Year Project - Part 1
Structural Analysis
Civil Engineering Information Tech
Environmental Management
CR
3
2
2
3
2
3
15
CODE
SAB 4##3
SAB 4##3
SAB 4021
SAB 4034
SAB 4113
SAB 4333
4-3
Table 4.2 : Elective Courses
No.
Code
1
SAB 4013
No.
Code
1
SAB 4123
Surveying related courses
Advance Engineering Survey
Structures and Materials related courses
3
Credit
Advance Construction Technology
3
2
SAB 4123
Practices and Construction Law
3
3
SAB 4143
Construction plant management
3
4
SAB 4153
Estimation Building Construction
3
5
SAB 4163
Concrete Technology
3
6
SAB 4173
Disaster Management
3
7
SAB 4183
Strategic Management
3
8
SAB 4193
Ethical Management
3
9
SAB 4203
Structural Dynamics & Stability
3
10
SAB 4213
Advance Structural Engineering
3
11
SAB 4233
Offshore structures
3
12
SAB 4243
Finite Element Methods
3
13
SAB 4253
Plate and Shell Theory
3
14
SAB 4263
Wind and Earthquake Engineering
3
15
SAB 4273
Penyelengaraan Sesmik struktur & Bahan
3
16
SAB 4283
Mechanical Fractural Engineering
3
17
SAB 4293
Advance Solid mechanics
3
18
SAB 4303
Brick Design and Analysis
3
19
SAB 4313
Advance reinforced concrete design
3
20
SAB 4323
Pre-stressed concrete design
3
21
SAB 4343
Wood Engineering
3
22
SAB 4353
Advance Steel design
3
23
SAB 4363
Composite structure design
3
24
SAB 4373
Bridge Design and analysis
3
25
SAB 4383
Tall Building Design and Analysis
3
26
SAB 4393
Investigation, Repair and Maintenance
3
No.
Code
Geotechnics & Transportation related courses
Credit
1
SAB 4713
Geotechnics Engineering Design
3
2
SAB 4723
Advance Engineering Geotechnique
3
3
SAB 4733
Foundation engineering
3
4
SAB 4813
Advance road engineering
3
5
SAB 4823
Traffics and Transport Engineering
3
6
SAB 4833
Airport Design and Planning
3
No.
Code
1
SAB 4513
Advance engineering hydraulics
Hydraulics & Hydrology related courses
3
2
SAB 4523
Coastal hydraulics
3
3
SAB 4533
River engineering and hydraulic structures
3
4
SAB 4613
Integrated water resource management
3
Credit
5
SAB 4623
Hydrologic Design and analysis
3
6
SAB 4633
Groundwater hydrology
3
7
SAB 4643
Environmental hydraulics
3
8
SAB 4653
Hydrologic information system
3
9
SAB 4663
Statistical method in water resources
3
Credit
4-4
Table 4.2 : Elective Courses (contd)
No.
Code
1
SAB 4923
Water and waste water treatment
Environmental Engineering related courses
Credit
2
SAB 4933
Water chemistry and analysis
3
3
SAB 4943
Solid waste management
3
3
4
SAB 4953
Air pollution and control
3
5
SAB 4963
Environmental microbiology
3
6
SAB 4973
Industrial & hazardous waste treatment
3
7
SAB 4983
Water quality management
3
No.
Code
Information Technology related courses
Credit
1
SAB 4413
Decision making system
3
2
SAB 4423
CAD in Civil Engineering
3
3
SAB 4433
4
SAB 4443
5
SAB 4453
Advance computer programming
Modelling
project
managamanet
management
Environmental software application
3
6
SAB 4463
Integrated environmental espect in construction
3
7
SAB 4473
Geographical Information System
3
8
SAB 4483
Application computer in geotechnics and transport
3
and
construction
3
3
Table 4.3 : The Classification of the Curriculum
No.
i.
Classification
University
a. General
b. Language
c. Co-curriculum
ii.
Faculty / Programme Core
iii.
Programme Electives
Total
A
Percentage
10
6
2
13.4%
107
79.9%
9
6.7%
134
100%
Engineering Subjects
(a)
(b)
(c)
(d)
B
Credit Hours
Lecture/Project/Design studio
Laboratory/Workshop/Field
Industrial Training
Final Year Project
81
7
5
6
Total credit hours for Part A
99
Related Subjects
(a) Applied Science/Maths/Computer
(b) Management/Law/Humanities/Ethics
(c) Co-Curriculum
(d) English
(e) Others
17
10
2
6
-
Total credit hours for Part B
35
Total Credit Hours for Parts A and B
Total credit hours to graduate
134
73.9%
26.1%
100%
134 credit hours
4-5
Practical/St
udio
Course
Course
Type
Strength of Materials
SAB 2223
Mechanics of Materials and
Structures
Core
42
SAB 3243
Core
42
SAB 3353
Core
28
28
SAB 3233
Structural Steel & Timber Design
Core
28
28
SAB 4223
Structural Analysis
Core
42
SAB 1513
Fluid Mechanics
Core
42
14
3
SAB 2513
Hydraulics
Core
42
14
3
SAB 1713
Soil Mechanics
Core
42
14
3
SAB 2722
Geotechnics I
Core
28
14
2
SAB 3712
Geotechnics II
Core
28
SAB 2712
Core
28
Civil Engineering Material
SAB 2112
Core
28
Statics and Dynamic
SAB 1213
Applied Mechanics
Core
42
SAB 3122
Core
28
2
SAB 4113
Construction & Project Management
Core
42
3
Structural Analysis and
Design
Tutorial
Code
PBL
Areas
(EAC Requirement)
Lecture
Laboratory
Hours
EAC Equivalent
Total Credit
Table 4.4a : Courses in Cluster Based on EAC Requirement
14
3
3
3
PBL
3
14
3
Fluid Mechanics / Hydraulics
Soil Mechanics / Geotechnical
Engineering
2
14
2
2
14
3
Construction Engineering
4-6
Surveying
Water Resources and
Hydrology
Highways and Transportation
Environmental Studies
Engineering Application
Practical/S
tudio
Course
Type
SAB 1023
Engineering Survey
Core
42
SAB 1011
Engineering Survey – Fieldwork
Core
SAB 1031
Survey Camp
Core
SAB 3613
Hydrology
Core
42
3
SAB 4613
Integrated water resource
management
Elective
42
3
SAB 2832
Highway Engineering
Core
28
14
2
SAB 3842
Traffic Engineering
Core
28
14
2
SAB 2912
Water Treatment
Core
28
14
2
SAB 2922
Waste Water Engineering
Core
28
14
2
SAB 4913
Core
42
SAB 1423
Core
14
SAB 3045
Industrial Training
Core
SAB 3112
Contract & Estimating
Core
SAB 4012
Projects in Professional Practice
Core
SAB 4021
Core
14
SAB 4022
Research Methodology & Final Year
Pra-Project
Core
16
SAB 4034
Final Year Project
Core
SAB 1042
Core
56
2
SAB 2012
Core
56
2
SAB 3011
Core
28
Tutorial
Course
PBL
Code
Lecture
Areas
(EAC Requirement)
Laboratory
Hours
3
42
1
42
1
3
56
3
10 wks
5
28
2
56
PBL
2
1
64
2
160
4
4
EAC
Equivalent
Total
Credit
Table 4.4b : Course in Cluster Based on EAC Requirement (contd)
1
4-7
Practical/S
tudio
Course
Course
Type
Engineering Application
SAB 4653
Hydrologic Information System
Elective
42
3
UHS2##2
Management
Core
28
2
SAB 2712
Core
28
SAB 4913
Core
42
3
SAB 4613
Integrated Water Resource
Management
Elective
42
3
Data Bases and Information
System
SAB 4412
Civil Engineering Information
Technology
Core
28
3
Operational Research
SAB 4913
Core
42
3
Business and Management
Systems
SAB 4943
Solid waste management
Elective
42
3
Statistical and Numerical
techniques
SAB 4243
Finite Element Methods
Elective
42
3
Total
99
99
Total Equivalent Credit Hours
99
99
Economic Analysis for
Decision Making
Tutorial
Code
PBL
Areas
(EAC Requirement)
Lecture
Laboratory
Hours
14
EAC Equivalent
Total Credit
Table 4.4c : Courses in Cluster Based on EAC Requirement – General Education (contd)
2
4-8
Management / Law /
Accountancy
Communication Skills /
Humanisties / Ethics
28
14
3
SSE 1793
Differential equation
Core
42
14
3
SSE 1893
Engineering mathematics
Core
42
14
3
SSE 2193
Engineering statistics
Core
42
14
3
SSE 2393
Numerical methods
Core
42
14
3
UHS2##2
Management
Core
28
UHB 1412
English Communication
Core
28
UQ#1##1
Co-curriculum
Core
14
UHB 2422
Advanced English for Communication
Core
28
UHS 1152
Ethnic Relationship
Core
28
2
SHB2##2
Entrepreneurship
Core
28
2
UQ#1##1
Co-Curriculum
Elective
ULT3##3
Elective – Islamic Studies
Core
42
3
UHB3##3
Elective – Modern Language
Core
42
3
14
Tutorial
Core
PBL
Calculus
Practical/S
tudio
SSE 1792
Laboratory
Course
Lecture
Applied Science / Maths /
Computer
Code
Course Type
Areas
(EAC Requirement)
Hours
2
28
3
28
28
1
2
28
Total Equivalent Credit Hours
1
35
EAC Equivalent
Total Credits
Table 4.4d : Courses in Cluster Based on EAC Requirement – General Education (contd)
4-9
Table 4.5 : Relationship Between Courses and Program Outcomes (LO)
Mapping of Programme Learning Outcomes to Courses
Use Technique
Analyse &
Development
Problem Solving
Communication
Entrepreneurship
Team Work
Life Long
Learning
Leadership
Ethical
CORE COURSES OFFERED
Acquire
Knowledge
LEARNING OUTCOMES
LO1
LO2
LO3
LO4
LO5
LO6
LO7
LO8
LO9
LO10
CORE COURSES
SAB 1011
Engineering Survey – Fieldwork
b
a
a
2
1
-
2
-
2
2
SAB 1023
Engineering Survey
a
a
b
2
2
-
-
-
-
2
SAB 1031
Survey Camp
b
a
a
2
2
-
1
2
1
2
SAB 1042
a
a
a
2
1
-
1
2
2
2
SAB 1213
Applied Mechanics
a
b
b
1
2
2
2
2
2
2
SAB 1423
a
a
b
-
2
-
2
2
2
1
SAB 1513
Fluid Mechanics
a
a
a
1
2
-
2
2
2
2
SAB 1713
Soil Mechanics
a
b
b
2
1
-
1
2
2
2
SAB 2012
a
a
a
2
1
-
1
2
2
2
SAB 2032
Mechanical & Electrical Systems
a
b
b
2
2
2
-
2
2
1
SAB 2112
a
b
b
-
2
2
2
1
-
-
SAB 2223
Mechanics of Materials and Structures
a
b
b
1
2
2
2
2
-
2
SAB 2513
Hydraulics
a
a
a
1
2
2
2
2
-
2
SAB 2712
a
a
a
2
2
2
2
1
2
2
SAB 2722
Geotechnics I
a
a
b
1
2
-
2
-
-
2
SAB 2832
Highway Engineering
a
b
a
1
2
-
2
-
-
2
SAB 2912
Water Treatment
a
b
c
2
2
-
-
2
-
1
SAB 2922
Waste Water Engineering
a
b
c
2
2
-
-
2
-
1
SAB 3011
a
a
a
2
1
-
2
2
2
2
SAB 3045
Industrial Training
a
b
b
2
1
2
2
2
2
1
SAB 3112
Contract & Estimating
a
b
b
2
2
-
1
2
2
2
SAB 3122
a
b
c
2
1
2
2
2
-
2
SAB 3233
Structural Steel & Timber Design
a
a
a
2
2
-
1
2
2
2
SAB 3243
a
b
c
1
-
-
-
-
-
-
SAB 3353
a
a
a
2
2
-
2
2
2
1
SAB 3413
Computer Programming
a
a
a
1
2
-
2
2
-
-
SAB 3613
Hydrology
a
b
a
1
2
2
2
2
-
2
SAB 3712
Geotechnics II
a
a
b
1
2
-
2
-
-
2
SAB 3842
Traffic Engineering
a
b
a
1
2
-
-
-
-
2
SAB 4012
Projects in Professional Practice
b
a
a
1
1
2
1
2
2
2
SAB 4021
b
c
c
2
2
-
1
-
2
2
SAB 4022
Research Methodology & Final Year Project
b
b
b
2
-
-
-
1
-
-
SAB 4034
Final Year Project
b
b
b
2
1
-
-
2
-
-
SAB 4113
Construction & Project Management
b
b
b
2
2
2
1
2
-
2
SAB 4223
Structural Analysis
a
a
a
1
2
2
2
-
-
-
SAB 4333
Reinforced Concrete Design II
a
a
a
2
2
-
1
2
2
2
SAB 4412
Civil Engineering Information Technology
b
a
a
2
2
-
2
1
2
2
SAB 4913
a
b
b
2
2
-
1
2
1
2
4 - 10
Table 4.5 : Relationship Between Courses and Program Outcomes (LO) (contd)
Use Technique
Analyse &
Development
Problem Solving
Communication
Entrepreneurship
Team Work
Life Long
Learning
Leadership
Ethical
ELECTIVE COURSES OFFERED
Acquire
Knowledge
LEARNING OUTCOMES
LO1
LO2
LO3
LO4
LO5
LO6
LO7
LO8
LO9
LO10
ELECTIVE COURSES
SAM 5022
Civil Engineering System & Problem Solving
a
a
a
1
2
-
2
-
2
2
SAB 4133
Construction Law & Contract
a
b
a
2
1
-
1
2
2
2
SAB 4143
Construction Plants & Equipment
a
c
b
1
2
2
2
-
-
2
SAB 4163
Concrete Technology
a
b
b
-
2
2
2
1
-
-
SAB 4233
Offshore Structure
a
b
b
1
2
2
2
2
-
-
SAB 4243
Finite Element Method
a
a
a
1
2
-
2
-
-
-
SAB 4263
Earthquake & Wind Engineering
a
a
b
1
2
-
2
2
2
2
SAB 4273
Maintenance of Seismic Structures and Materials
a
a
b
1
2
-
2
2
2
2
SAB 4323
Design of Pre-Stressed Concrete
a
a
a
2
2
-
1
2
2
2
SAB 4383
Tall Building System : Analysis & Design
a
a
a
1
2
2
1
2
2
2
SAB 4433
Advance Programming
a
a
a
2
2
-
2
1
2
2
SAB 4463
Construction Integrated Environment
a
a
b
2
1
2
2
2
2
2
SAB 4473
Geographic Information System
a
a
b
2
2
-
1
2
-
-
SAB 4523
Coastal Engineering
a
a
a
1
2
-
2
2
-
-
SAB 4613
Integrated Water Resources Management
a
a
a
1
1
-
2
2
-
2
SAB 4623
Hydrology Analysis & Design
a
a
a
1
-
-
-
-
-
-
SAB 4643
Environmental Hydraulics & Hydrology
a
a
a
1
2
-
2
2
-
2
SAB 4713
Geotechnical Engineering Design
a
a
a
2
1
-
1
2
-
2
SAB 4733
Foundation Engineering
a
a
a
2
2
-
1
2
2
2
SAB 4813
Advanced Highway Engineering
a
a
a
2
1
-
2
2
-
2
SAB 4823
Transportation & Traffic Engineering
a
a
a
1
2
-
2
2
-
2
SAB 4833
Airport Planning & Design
a
a
a
1
2
-
2
2
-
2
SAB 4923
Advanced Water & Wastewater Treatment
a
b
b
2
1
-
2
-
2
-
SAB 4943
Municipal Solid Waste Management
a
b
c
-
-
1
2
-
-
-
SAB 4973
Industrial & Hazardous Waste Treatment
a
b
b
-
2
-
1
1
2
2
SAB 4983
Water Quality Management
a
b
b
2
1
-
2
2
-
2
TECHNICAL SKILLS
a
=
Major contribution to outcome
b
=
Moderate contribution to outcome
c
=
Minor contribution to outcome
GENERIC SKILLS
1
=
Substantial (with assessment)
2
=
Not Substantial (introduction/observation)
4 - 11
4.2.2
The curriculum is designed, updated and reviewed to ensure its appropriateness, consistency and
sufficiency to support the achievement of program outcomes. At the Faculty level, the Academic
Committee (JKA) and Curriculum and Syllabus Committee (JKKS) are involved in the design,
development and review of the academic curriculum. The process of development, design and
review of curriculum can be refered to FKA/PK/RPSK/7.3/n and the Code of practice for
Development, Design and Review of Curriculum no. KA-02. (see Appendix 2.2 and Apendix 2.3
respectively)
A curriculum design and review becomes an essential component in producing a good and effective
curriculum. Hence, this becomes part of our QMS ISO 9001:2000 that further ensures continual
quality improvement in the management of the programme. The curriculum quality is further
enhanced through appropriate assessment of all courses, as later seen in the preceding
paragraphs. This process is described in Appendix 2.2. Curriculum is also benchmarked to other
programmes of reknown universities of the world (refer to Section 8.5.2)
4.2.3
Benchmarking with Other Overseas Universities
To ensure the curriculum is consistent with other established universities in the world, the
curricular is compared against several top notch universities. The initial benchmark exercise was
carried out in 2003 where several similar programmes offered by universities across the continent
were studied. This effort is summarised in Appendix 4.2.
Generally, all universities consider structures, soils, hydraulics, transportation, construction and
environmental engineering as the essential ingredient in a civil engineering programme. These
disciplines are well covered in the existing programme. However, the courses offered may be
organised in different way and delivered considering the culture and the capability of the
institution. A lesson learnt from Imperial College London, is the use of Programme Specification to
communicate the important information on the curriculum such as the learning outcomes,
pedagogy and assesment methods to the students and the stakeholder.
Early this year, another major exercise to study the implementation of similar programme is done.
Several presentations by the committee members who studied how civil engineering programme is
done in USA, UK, Japan, and Australia has help to build up our understanding. (see Appendix 4.3,
only available in softcopy). This exercise is very useful for us in reviewing the existing programme.
4.3
Programme Delivery and Assessment Methods
The degree of emphasis of the LO of each course (COs) serves as the basis to examine the
program structure and the course content in attaining all LO’s. A matrix linking the courses to LO
is generated in order to track the contribution of each course to the curriculum and is shown in
Table 4.5 above. The LOs, deliveries and assessment methods should be inline and intergrated to
ensure the curriculum would be able to produce competent graduates with the desired LOs of both
technical and generic skills capabilities. This has been discussed in detail in Section 2.
Much emphasis has been given to ensure the suitability of delivery and assessment methods for a
particular learning outcome. It is then communicated through the Programme Specification (see
Table 4.6) and also in the course outline. A set of guidelines, rules, characteristics, or dimensions
are used to evaluate students on LO assessments (refer also to Section 3.5).
4 - 12
Table 4.6 : Aligning Programme Outcomes to Delivery and Assessment Methods
Code
Intended Learning
Outcomes
Teaching and
Learning Methods
Assessment
(a) Technical Knowledge and Competencies
LO1
LO2
LO3
Ability to acquire knowledge
of
science
and
civil
engineering principles.
Lectures, tutorials, seminars,
laboratory works, directed
reading, independent study,
active learning.
Examinations, laboratory reports,
presentations, assignments, problembased exercises, project reports.
Ability
to
use
the
techniques,
skills
and
modern civil engineering
tools.
Lectures, tutorials, computer
hands-on
sessions,
laboratory works, industrial
training, surveying camps.
Examinations, laboratory reports,
presentations, assignments, problembased exercises, project reports,
design tasks, simulation exercises,
industrial training reports.
Ability to analyse, interpret,
develop
and
conduct
experiments; and design
components, systems, or
processes.
Project supervision, lectures,
tutorials, laboratory works,
directed reading, simulation
exercises,
computer-based
exercises,
independent
study,
problem-based
learning.
Final Year Project reports, project
reports, design tasks, examinations,
laboratory reports, presentations,
assignments.
(b) Generic Skills
LO4
LO5
Ability to think critically,
identify,
formulate
and
solve
civil
engineering
related problems.
Project supervision, lectures,
tutorials, laboratory works,
group projects, independent
study.
Final Year Project reports, project
reports, design tasks, examinations,
laboratory reports, presentations,
assignments.
Ability
to
effectively
confidence.
Projects, independent study,
tutorials, surveying camps.
Oral presentations, written reports.
communicate
and
with
LO6
Ability to identify business
opportunities and embark
on entrepreneurship.
Independent study, group
project,
industrial
visit,
Seminar (SEMKA), dialogue
with invited speaker.
Seminar report,
proposal.
LO7
Ability to function effectively
as an individual in a team to
achieve common goals.
Independent projects, group
projects, industrial training,
final year project, surveying
camps.
Industrial
training
report
and
logbook, project report, final year
project report and logbook.
LO8
Ability to perpetually seek
and acquire contemporary
knowledge.
Independent study, final year
projects.
LO9
Ability to lead, communicate
and manage effectively with
confidence.
Lectures, laboratory works,
group
assignments,
Industrial training, final year
project.
Industrial
training
reports
and
logbooks, final year project reports
and logbooks.
LO10
Ability to apply high ethical
standards in professional
practice
and
social
interactions for sustainable
development.
Final
year
projects,
Laboratory works, Industrial
training, surveying camps.
Written
assignments,
laboratory
reports, essays, final year project
reports, Industrial training report.
Final
year
assignments.
written
project
business
reports,
4 - 13
4.3.1
Programme Delivery Methods
The Faculty of Civil Engineering has been implementing the course delivery method not only by the
formal classroom lectures, but also by various active learning activities such as tutorial classes,
laboratory works, design projects, survey camps, Professional Practices projects, civil engineering
seminars, technical visits, industrial training and final year project. Delivery of courses is
elaborated in details as follows;
4.3.1.1
Formal Classroom Lectures
Formal classroom lectures are conducted by with the aid of multimedia. The number of students
per lecture session is limited to a maximum of 60 in order to ensure effective teaching and
learning process. Through formal lectures incorporated with classroom discussions, the students
are equipped with the theory and in-depth technical analysis skills in sciences and civil engineering
fundamentals in order to specifically achieve LO1 and LO2. Students are also expected to be able
to analyse, interpret the knowledge given, think critically, identify, and solve civil engineering
related problems as well as ability to well lead and communicate effectively with confidence as
addressed in LO3, LO4 and LO9 respectively.
4.3.1.2
Tutorial Classes
Tutorial classes, particularly for fundamental courses aim at ensuring students able to fully acquire
the fundamental understanding of a course. Tutorial classes which are normally conducted in small
groups of students not exceeding 30 students. This is to ensure that all the students are given full
attention during tutorials. The theoretical foundations learned from the formal lectures are
enhanced through the practical work in laboratory exercises and problem solving in tutorial classes
or project works. This is to develop the ability to identify, analyse, interpret, develop and solve
engineering problems in attaining LO1, LO3 and LO4. An effective communication are given
emphasize during active-learning process in tutorial classes as addressed in LO5. The tutorials are
conducted to reinforce student understanding of civil engineering courses through thinking skill
and technique (LO2).
4.3.1.3
Laboratory Works
Several core courses are designed to include laboratory component. The laboratory work consists
of experimental and testing works are designed to expose students to the essential problem
solving through experimental techniques. Most of the generic attributes the students must develop
during the University life are partially acquired through the laboratory experiments work.
Laboratory class capacity is normally 30 students or less. In conducting laboratory experiment, the
student work in group of 5-6 persons. Each group is engaged to carry out different experiments
each week. The students work in a small group, thus giving opportunity to each member to
actively participate in the experiment, and allowing them to exercise as a team player or leader
(LO10). Laboratory sessions are able to strengthen and relate the fundamental theories with
laboratory experiments, in the field of concrete, geotechnic, fluid mechanics and structural
engineering. All the experiments are distributed in three subjects namely Civil Engineering
Laboratory I, II and III and conducted in year 1, 2 and 3 respectively.
4.3.1.4
Survey Camp
Survey camp provides the practical aspect of surveying course involved in a typical civil
engineering project. It illustrates the holistic view of surveying activities that needed prior to and
during the construction stage of civil engineering projects. The camp trains students in planning
and executing survey works on the real world. By the end of the camp, student will be able to
apply the theory into practice, thus to plan and execute survey works on a larger scale at
acceptable standards. Students are also expected to gain good communication and collaborative
skills through groupwork as addressed in LO2, LO7 and L10.
4 - 14
4.3.1.5
Professional Practices Project
Professional Practices Project is a course equivalent to Capstone Project. In this course, the
student will work in group 10 persons that consist of sub-group of 2 persons. Generally, openended problems are given for them to formulate the problems and come up with solution (LO1 and
LO2). By doing these, students are expected to be able to find and analyse the information before
producing the solution to the given problems (LO3). Lecturers as with different field in civil
engineering will facilitate, provide guidance and advice to the students. Usually the students are
expected to produce project report and interview session will be conducted after completion of the
project. This exercise is expected to further develop the communication skill, interpersonal skill,
team working and leadership skill among them (LO7). Numerous related projects work such as
Water Supply Reticulation, Sewerage Reticulation, Drainage, Earthworks and Highway would
provide platform to students mastering in design processes. At the end of the course, students will
be able to perform a comprehensive infrastructure design project as a team work which require
interaction between peer groups, lecturers/practitioners, through the development of project
report, and presentation, and interview session as addressed in LO4 and LO5.
4.3.1.6
Civil Engineering Seminar a compulsory attending course is designed as according a professional
seminar format. Speakers from among practicing civil engineering-based organizations are invited
to talk on specialized topics and various issues in civil engineering field including safety and health.
The two-day seminar consists of 1 hour lecture for 14 hours seminar. During two days seminar,
student must attend not less than 80% of the total training hours and student must behave
ethically during the seminar, covering the dressing codes, disciplines, and punctuality. In Civil
Engineering Seminar, the students are grouped of 5-6 persons each and are engaged to prepare a
brief report on each topic delivered by the speakers in reaching LO6. At the end of the seminar,
student should be able to understand the actual civil engineer practices in civil-engineering related
activities and adhere to professional ethics.
4.3.1.7
Industrial Training
The objectives of industrial training are to give exposure, experience and professional skills to
various aspects of civil engineering. The purpose is to familiarize student with efficient,
accountable and ethical conduct. In line with that, the industrial training will let the students to
explore the professional practice component such as basic professional skill, planning and design
process, construction supervision and project administration. Furthermore, it would enhance
professional attitude and high quality of working ethic. Industrial training is designed for students
who have attained most of the engineering fundamentals to have exposure to real working
environment in developing their ability to function effectively in the industrial environment which is
in tandem with L10. Student’s achievement in LO2 is assessed mainly by the industrial host
companies. From the logbook and report submitted at the end of training module, student is
assessed for the achievement in LO2, LO7, LO9 and LO10.
Students are required to complete a minimum of ten (10) weeks of industrial training during the
semester break preferably after completing their sixth semester. The organizations are as
requested to provide a training supervisor at the training place. The supervisor will help student
working plan and will be responsible to assess the student’s performance using the logbook and
industrial training assessment form.
Students undergoing practical training will be visited by the Faculty member during the training
period. The visits are normally conducted around the middle of training duration. Lecturers are
required to assess the progress of the training and discuss with the student accompanied by the
officer in-charge. The visiting lecturers are also required to interview the student and officer in
charge followed by assessment for both parties. Two weeks after completion of the training,
students are required to submit their technical industrial report together with logbook to the
Faculty. The respective lecture will assess the student’s report and submit the marks to the
academic office. Based on the training visit report, industrial training assessment form for the
officer in-charge the student, logbook and technical report, the students will be graded pass or fail.
4 - 15
During the initial implementation of this programme, several problems were identified such as
placement of students, assessments method, relevancy of host companies and others. There have
been several cases in which the student failed to get placement. There are also issues regarding
the assessment methods which sometimes emphasize too much on technical report ignoring
several other aspects. The early batch of industrial training students who randomly select their
host company found out that some of them do not have proper working scheduling or module.
Some students were required to do clerical work instead of going through an engineering based
module. There were also issues in term of work guidance at the training place, (i.e. frequent
change of supervisor).
The problems were later solved in stages. For the past few years, placement problem has been
eliminated. This is done by having a database comprise of all the companies which help students
during application process. This database includes companies which had previously accepted
students from UTM and companies listed in job advertisement. There are also companies which
directly send their particulars to UTM asking for industrial training students.
Method of assessment has also changed to suit the general standard or practice from other
universities. The assessments emphasize all important aspects of the industrial training. Most of
companies are now providing their industrial training students with proper training module. Based
on the discussion between visiting supervisors and host companies, modules are sometime
adapted to better suit the company’s need as well as expose student with the real life experience
of working environment.
4.3.1.8
Final Year Project
In order to inculcate an attitude towards research, lifelong learning, critical thinking as well as the
partial fulfillment for the award of the bachelor’s degree, each student will have to go through two
semesters to complete Final Year Project. This Final Year Project accomplish in 2 subjects namely
SAB 4022 and SAB 4034. SAB 4022 covers research methodology and pre-project and SAB 4034
represents a complete Final Year Project. As mentioned before, Final Year Project is conducted in
two consecutive semesters beginning with research methodology and pre-project followed by Final
Thesis. In research methodology and pre-project, the student will be exposed to various aspects of
research including types of research, methods of literature review, research designs, results
analysis and interpretation, project write-up, journal and also presentation skills. The students will
also be exposed to the problem solving methodology, decision-making and data collection process
which later on helps to prepare the students for the Final Year Project (LO3 and LO4). In Final Year
Project, with the least assistance and guide from lecturers who acts as supervisors, students are
expected to be able to conduct research activity independently and perform or complete a series of
experiments or computational based upon the project titles taken by the student. The Final Year
Project to be carried out by a student can be in any of the following nature, encompassing study,
research, design/development, software development or case study. Having successfully
completed the Final Year Project, students are expected to conduct research in a systematic way,
collect data relating to the project, solve and analyse data to obtain results, to write good project
reports and be able to present their project findings effectively which are delineated in LO7, LO8,
LO9 and LO10.
The Faculty members in Faculty of Civil Engineering are actively involve in research and
consultancy activities thus directly give the opportunities for final year students to get involved in
specific research grant and projects. Beside of that, Faculty of Civil Engineering also have four
centre of excellent i.e. Steel Technology Centre (STC), Construction Technology & Management
Centre (CTMC), Coastal and Offshore Engineering Institute (COEI) and Institutes of Environmental
& Water Resource Management (IPASA). In order to ensure the students are exposed with the real
world engineering practice, student are encouraged to choose the Final Year Project topics related
to the existing research and consultancy works in the Faculty. The involvement of the staff in
research and consultancy works has benefited the students in teaching and learning processes.
The knowledge gained by the lecturers will be used to update teaching material and experience as
well as develop new elective subjects in the Bachelor of Civil Engineering (Hons) curriculum.
4 - 16
4.3.2
Assessment Methods
The Program Outcomes require that the assessment and evaluation instruments be formulated,
planned and incorporated within curriculum to enable students to effectively develop the range of
intellectual and practical skills, as well as positive attitudes. The assessment methods are
described for the core courses, elective course, university course, laboratory work, engineering
survey practice, final year project, industrial training and student seminar.
4.3.2.1
Assessment methods for core, elective and university courses
The assessment methods adopt the integrated assessment that normally based on 40% from the
final examination and 60% from continuous assessment to assess the student achievement in each
PO in the core, elective and university courses. Final exams are conducted during the exam week
at the end of each semester. Usually two weeks are allocated for final exam to be conducted. The
exam schedule is prepared and coordinated by the university’s registrar office to ensure smooth
running and no clashes. The final exam question is prepared by the lecturer.
In the continuous assessment, students will be evaluated from tests, quizzes, assignments, and
projects. Test is conducted, usually given in mid-semester, for the student to gauge their
performance in that particular subject. The student will aware of their progress and performance in
the middle of the semester and able to improve accordingly. As for technical elective, some
flexibility in assessment are permitted (30% final exam +70% continous assessment), depending
on the scope to be covered in the course. Non-traditional assessment method such as PBL is
implemented through mini project in several courses. These projects are carried out by the
students in a group. Generally open-ended design problems are given to the student. The students
are expected to produce and submit group report. It some cases the group will be asked to give
oral presentation and produce the engineering design practical project.
Grading scale is used in determining the assigning letter grade to the students based on their
accumulated marks from the assessment methods mentioned above. The letter grade and grade
point associated to the range of marks is tabulated in Appendix 4.3. An interpretation of the letter
grade in the attainment of the PO emphasised in the corresponding course is also included in the
table. Detail of grading system being practiced is provided in the Academic Guidelines
undergraduate degree programme, Faculty of Civil Engineering, UTM.
4.3.2.2
Assessment methods for laboratory work
For the laboratory courses, students will be assessed mostly based on the practical test and
laboratory reports. The grading scale used for the laboratory work is referred to and are explained
in Academic Guidelines undergraduate degree programme, Faculty of Civil Engineering. The
assessment instruments are formulated within the curriculum and the students effectively can
develop practical skills and positive attitude in the laboratory works.
4.3.2.3
Assessment methods for engineering survey practice
The students are required to pass the engineering surveying course to be permitted to participate
in the engineering survey practice or survey camp. The engineering survey practical work is
carried out at selected site to expose students to the real civil engineering practice. The students
are graded as Pass or Fail. The evaluation on the survey practical training is based on the student
commitment at site and submitted written report. PASS or FAIL grade will be based on marks
acquired (accumulated) from the supervisors subjected to the minimum-passing percentage is
40%. Fail grade will also be given to those who fail to submit the engineering survey practical
report.
4.3.2.4
Assessment methods on student seminar
The grading scale used for the seminar is based on Pass or Fail. Students are required to
accomplish the seminar attendance of 80%. The seminar is conducted two days duration with the
total lecture hour is 14 hours. Students that fail to achieve 80% attendance are graded as Fail.
4 - 17
4.4
Grading System
Beginning academic year 2007, a new grading scale was introduced to improve the assessment
method of the student performance. This new grading system was introduced to improve the
previous one. This grading system would be able to distinguish between the outstanding (Grade
A+) and excellent (Grade A) achievement. The lower grade (Grade D- and D) would provide
opportunity for students to obtain credit points.
The grade and grade point associated to the range of marks is tabulated in Appendix 4.4. Detail of
grading system being practiced is provided in the Academic Guidelines undergraduate degree
programme, Faculty of Civil Engineering, UTM.
4.5
Direct Assessment for Technical Attributes
Learning occurs most effectively when a student receives feedback, i.e. when they receive
information on what they have (and have not) already learned. Faculty of Civil Enginnering
responded positively on the needs to be evaluated on their performance by their peers or by
external assessors. This has ensured that the teaching and learning activities at the Faculty are
undergoing a continuous improvement process.
As for the assessment of the students, it can be both formative (providing feedback to help the
student learn more) or summative (expressing a judgment on the student's achievement by
reference to stated criteria). The Faculty has clearly outlined the performance indicators of the
different level of understanding shown by the students. A sample of course outline as shown in
Appendix 4.1, where clearly state that the addressed POs are linked to the COs for both
assessments (coursework and examinations).
The academic staff are firm about being fair and just on the evaluation and assessment of students
through a systematic grading system as mention before.
The assessment measures the
knowledge level and used to grade the students’ scale e.g., from tacit knowledge to explicit
knowledge. They confrom to the objective and content of the course curriculum. While final exam
evaluates the overall student’s achievement, quizzes, tests, projects, presentations form 50% of
the total marks given.
4.6
Conclusion
The academic curriculum for Bachelor of Civil Engineering (Hons) is considered well balanced and
structured which includes mathematics and science, technical subjects, co-curriculum subjects and
technical communications subjects. The curriculum includes technical and non-technical attributes
listed in the Programme Outcomes (LOs) in order to a culminating major design experience that
prepares students for engineering practice by incorporating engineering standards and multiple
realistic constraint which is in line with Faculty aspires to become a world class centre for
education in civil engineering. Students by necessity take elective courses in a variety of areas
during the final year, as well, and there is general encouragement for students to remain broad in
their choice of courses at the undergraduate level. Overall, the curriculum integrates theory with
practice through adequate exposure to laboratory work and professional engineering practice such
as professionalism, code of ethics, safety and environmental aspects in order to achieve a world
class centre of education as well as to spearhead excellence in academic and technology
development through creativity.
4 - 18
SECTION 5.0
5.0
STUDENTS
INTRODUCTION
We are proud to be the Faculty of Civil Engineering with the largest number of students, thereby
making it a major contributor of Civil Engineering graduates in the local workforce. Our graduates
are highly sought after even before their convocation. Based on our survey in 2006, about 95% of
the employers prefer our students as their staff. The percentage of employability of our graduates
increases from 63% in 2006 to 85% in 2008.
Figure 5.1 shows our student enrolment over the years. There is a steady increse in the number of
students until the year 2000. The enrolment number decrease and then stabilise since 2004. This
is to balance the increasing number of postgraduate enrolled since 2002.
Figure 5.1 : Students Enrolment from 1998 to 2008
The distribution of students undertaking Faculty programmes between 2004 and 2008, by their
year of study is shown in Table 5.1.
Table 5.1 : Distribution of Students (2004 – 2008), by Year
Academic Year /Semester
Year
01
2004/2005
01
2005/2006
01
2006/2007
01
2007/2008
01
2008/2009
1st Year
254
146
219
256
267
2nd Year
9
353
303
317
493
3rd Year
374
16
322
236
272
4th Year
579
384
20
341
306
TOTAL
1216
899
864
1150
1338
5-1
Table 5.1 also shows the distribution of Civil Engineering student enrolment for the past five years.
There was a decrease in the number of students for year 2005/2006 and 2006/07. This is partly
due to the transition period of implementation of 4-year programme, which replaced the 5-year
programme, and the University policy to maintain good staff student ratio for undergraduates,
while enhancing the number of postgraduates.
5.1
Student Performance in Relation to Programme Outcomes
This section narrates students’ performance in meeting the outcome attainment. As already
mentioned in Section 3.0, the programme has 10 LOs. Separate methods of assessment are
carried out for programme outcomes (LO1 – LO3) and (LO4 – LO10) due to their technical and
generic characters, respectively (refer to Section 3.4). Hence, students’ performance is also
reported accordingly. 5.1.1 narrates students’ performance in attaining technical programme
outcomes (LO1 to LO3), while 5.1.2 captures students’ performance on generic programme
outcomes (LO4 to LO10).
5.1.1
Student Performance in Relation to Programme Outcomes LO1 to LO3
LO1 to LO3 cover technical abilities of students in gaining knowledge, applying technical skills, and
analyzing/interpreting/designing components. All these LOs are evaluated through formative or
continuous assessment. The assessments include projects, quizzes, tests and examination, as
required by the individual course outline. Technical LO attainment is seen from the students’
performance based on overall CPA, Graduation on Time (GoT), Good Pass (KB clean) and
performance at graduation point; which are explained in the preceding paragraphs. The
performance indicator for these LOs is 70% of students should achieve Cummulative Point Average
(CPA) of at least 3.00’ and this is stated in our ISO 9001:2000 quality manual.
5.1.1.1
Overall Performance Based on Cummulative Point Average (CPA)
The overall performance of students in our programme based on Cummulative Point Average
(CPA) is shown in Table 5.2. The statistics show that the academic achievement of our students
has an upward trend. The percentage of students obtaining CPA of > 3.00 for 2007/08 Semester 2
is 77.6% (more than KPI of 70%). This is due to our concerted effort in improving teaching and
learning based on students and stakeholders feedbacks (from OMR, surveys, customer, etc.) and
review of our course outlines in view of industry and other stakeholders’ requirements from time to
time.
Table 5.2 : Overall Performance Based on Cummulative Point Average (CPA)
Session/semester
CPA
> 3.0
2004/05
2005/0601
2005/0602
2006/0701
2006/0702
2007/0801
2007/0802
48.0
34.7
50.7
57.1
67.6
68.7
77.6
5.1.1.2 Performance Based on Graduate on Time (GoT)
Civil engineering students are encouraged to graduate within the time frame of 4 years. However,
there are students who do not graduate on time due to academic, health or disciplinary problems,
and they are given a maximum of 4 additional semesters to complete their studies. In order for
the students to graduate on time, the distribution of courses every semester should be regulated
through the amount of their work load, or SLT (refer to Section 5.4). The Faculty has given
thorough consideration to this factor before developing students’ academic timetable. Table 5.3
shows that based on students’ records for graduating years from 2004/2005 to 2007/2008-2, the
percentage of students who graduated on time (GoT) has an increasing trend from 54.43% to
88.92%. According to our Quality Manual, the performance indicator for GoT is 90%. This
performance indicator is set very high in anticipation of the aspiration of the Faculty to continually
improve. To ensure better performance of GoT in future, the following measures are implemented;
5-2
a)
Improve academic advising system, including monitoring students’ performance, as
highlighted in Section 5.7
b)
Review students’ timetable and reduce the average credit hours per semester to about 16
(Refer to curriculum menu in Academic Guidelines Undergraduate Degree Programme
2008/2009)
Table 5.3 : Performance Based on Graduation on Time (GoT)
Registered
35th
Convocation
2004/2005
th
37
Convocation
2005/2006
39th
Convocation
2006/2007
41st
Convocation
2007/2008
5.1.1.3
Graduated
GoT
Matric
SAW
SAP
SAS
Total
S1
2T
2R
S3
Total
AA00
459
55
43
557
48
183
125
0
356
BA01
5
0
0
5
0
1
1
0
2
63.88
CA02
0
0
0
0
0
0
1
0
1
Total
464
55
43
562
48
184
127
0
359
Matric
SAW
SAP
SAS
Total
S1
2T
2R
S3
Total
AA01
470
70
63
603
50
146
124
2
322
BA02
99
0
0
99
2
39
26
0
67
CA03
66
0
0
66
4
21
4
0
29
54.43
Total
635
70
63
768
56
206
154
2
418
Matric
SAW
SAP
SAS
Total
S1
2T
2R
S3
Total
AA02
202
0
0
202
46
69
31
0
146
BA03
123
0
0
123
2
54
28
0
84
82.46
CA04
0
0
0
0
5
29
4
0
38
Total
325
0
0
325
53
152
63
0
268
Matric
SAW
SAP
SAS
Total
S1
2T
2R
S3
Total
AA04
225
23
15
263
22
162
42
0
226
BA05
98
0
0
98
24
65
6
0
95
Total
323
23
15
361
46
227
48
0
321
88.92
Performance Based on Good Pass (KB clean)
Another way to ensure obtaining a good GoT is through monitoring of a KB Clean. A student with
KB Clean means s/he has a status of a good pass (Keputusan Baik) with a CPA greater or equal to
2.00, and pass all courses taken in that particular semester. Among the methods adopted to
monitor students’ achievement of KB Clean are through their academic advisors and academic
enhancement programmes of Program Pelajar Berpotensi (PPB). PPB helps to motivate those
students with CPA lower than 2.00. Table 5.4 shows that the percentage of KB Clean among FKA
students for the academic sessions from 2005/2006-02 to 2007/2008-02. The average percentage
of KB Clean over the years is about 94%. This is considered an extraordinary accomplishment.
Table 5.4 : Performance Based on Good Pass (KB clean)
Session/semester
Status
KB Clean
2004/05
2005/0601
2005/0602
2006/0701
2006/0702
2007/0801
2007/0802
88.4
91.9
93.2
93.4
99.5
92.2
93.4
5-3
5.1.1.4
Overall Performance at Graduation Point
The University holds convocation twice a year to cater for students who graduate semesterly, while
the academic session ends with Semester 2. Hence, most GoT students for a particular intake
complete their programme in Semester 2. Table 5.5 shows the percentage of students with CPA of
3.00 and above between 2003 and 2008. The percentage of students graduated with CPA of 3.00
and above for Semester 2 of 2004/05, 2005/06, 2006/07, and 2007/08 are 52.3%, 62.3%, 70.9%
and 84.8% respectively. Analyses of this data indicate that the percentage of graduates with CPA
of 3.00 and above for Semester 2 are higher than Semester 1. This is so since some of the
graduates for Semester 1 are not GoT students, while some are direct-entry students enrolled
during Semester 2. Hence the percentage of graduates with CPA of 3.00 and above for Semesters
1 2004/05 to 2007/08 is quite low, with a range of 5.1% to 26.6%.
Table 5.5 : Overall Performance at Graduation Point
Session
2002/03
2003/04
2004/05
2005/06
2006/07
2007/08
1st Class
(CPA
3.67 4.00)
2nd Class
Upper
(CPA 3.00
-3.66)
No
%
No
%
No
%
No
%
2
34
8.8
166
43.1
157
40.8
28
7.3
385
1
0
0.0
0
0.0
187
85.8
31
14.2
218
0
0.0
2
1
0.5
16
8.6
142
75.9
28
15.0
187
17
9.1
1
0
0.0
4
5.1
58
73.4
17
21.5
79
4
5.1
2
48
9.4
218
42.8
220
43.2
23
4.5
509
266
52.3
1
1
0.7
26
19.3
96
71.1
12
8.9
135
27
20.0
2
64
13.7
227
48.6
168
36.0
8
1.7
467
291
62.3
1
0
0.0
18
16.8
82
76.6
7
6.5
107
18
16.8
2
55
18.4
157
52.5
87
29.1
0
0.0
299
212
70.9
1
1
1.6
16
25.0
46
71.9
1
1.6
64
17
26.6
2
52
15.8
227
69.0
50
15.2
0
0.0
329
279
84.8
Sem
2nd Class
Lower
(CPA 2.30 2.99)
3rd Class
(CPA 2.00
-2.29)
CPA>3.00
Total
No
%
200
51.9
Analyses on the students’ academic performance show a marked improvement over the years with
their CPAs in their first semester and prior to graduation, as shown in Table 5.6. This shows that
their work load is reasonable and they have sufficient time for other academic and social
interactions.
The batch of students for 2004/2005 session from Matriculation and STPM has achieved an
improvement in CPA of > 3.00 from 59.8% in their first semester to 81.2% just before graduation.
The same phenomenon occurs to the Diploma batch where 72.5% with CPA > 3.00 during their
first semester at the Faculty increases to 93.7% before their graduation.
5-4
Table 5.6 : GPA Results During First and Final Semester
First Semester
GPA
5.1.2
Final Semester (2008)
Matric/STPM
2004/05 (1S)
Diploma
2005/06 (1S)
Matric/STPM
2004/05 (8S)
Diploma
2005/06 (6S)
3.50 – 4.00
42 (15.9%)
18 (18.4%)
27 (11.5%)
25 (26.3%)
3.00 – 3.49
116 (43.9%)
53 (54.1%)
163 (69.7%)
64 (67.4%)
2.30 – 2.99
104 (39.4%)
26 (26.5%)
44 (18.8%)
6 (6.3%)
< 2.30
2 (0.8%)
1 (1.0%)
0 (0%)
0 (0%)
TOTAL
264
98
234
95
Student Performance in Relation to Programme Outcomes LO4 to LO10
Programme outcomes LO4 to LO10 which are infused in our curriculum facilitate the students to be
more confident, self motivated and innovative. LO4 to LO10 are programme outcomes associated
with generic skills of students. Each course are allocated with particular LO or LOs that need to be
assessed. From the generic skill analysis based on semester 2, 2007/2008 all the generic skill from
LO4 to LO10 were addressed.
As elaborated in Section 3.0, we are glad to say that most of our students achieved the required
level of satisfaction where more than 75% achieving rubrics level three and above based on the
KPI in the ISO quality manual. The definition of rubrics levels, 1-5 for each LO are as in the
previous section. Another approach in assessing the student performance is by observing the
student performance during their industrial training. This is carried out by the supervisor and the
academic staff. Figure 5.2 summarises the result based on the mean value of scale between 1 to
5. It shows a satisfactory response by the assessor.
It is, therefore evident that based on the overall student performance in relation to generic skill
which has been discussed earlier in Section 2.0 and 3.0 together with this data, the students
performance in relation to the programme outcomes (LO4 to LO10) is satisfactory.
Figure 5.2 : Observed student performance during the industrial training by the
supervisors
5-5
The generic and technical skills gained by our students are also manifested through various
competitions at national and international levels. Our students have good reputation of giving
some excellent work by winning medals, awards and competitions, such as Best International
Project in PERI Construction Exercise, Germany for the years 2005 and 2007, 3rd in Le O’real
Business Plan in 2006, 1st and 3rd in MSSA Steel competition in 2006 and overall champions in
Bridge Competitions in 2007. Our students are also capable of organizing high profile events as in
Table 5.10 such as organizing engineering seminars, colloquiums and forums with participation
from industries as speakers and sponsors. These have inspired their self confidence,
communication, team-working, leadership, entrepreneurship and other professional skills.
In ensuring that students take responsibility towards achieving the desired outcomes, UTM has
introduced student e-Portfolio. The students are able to express and reflect their activities and
performance through their e-Portfolio. Starting from their first year, all students are required to
complete their e-portfolio materials until they graduate. During this period the Academic Advisors
will monitor each student’s academic performances and will give feedback on the results of
assessment to the Faculty for further action. Currently there are a sample of two badges (2007/08
and 2008/09) of students initiating their e-Portfolios.
5.2
Student Admission Requirements
The University allows only 3 qualifying requirements for entry, i.e. STPM or equivalent,
Matriculation or Diploma. In general the minimum requirement for student admission set by the
University is as follows;
a)
STPM (Malaysia Higher School Certificate)
General University requirements:
i)
Passed SPM with good grade or equivalent
ii)
Passed, with Credits in Bahasa Malaysia/Bahasa Melayu at SPM level
iii)
Passed STPM with at least:
•
Grade C (CPA = 2.00) for General paper, and
•
Grade C (CPA = 2.00) in two other subjects
iv)
Sat for the Malaysian University English Test, MUET
Additional requirements for programme:
i)
Passed with at least grade B (CPA = 3.00) in all 3 subjects:
•
Additional Mathematics / Advanced Mathematic
•
Physics
•
Chemistry
ii)
Passed, with credits in Mathematics at SPM level or equivalent
b)
Matriculation
i)
Passed SPM with good grade or equivalent
ii)
Passed, with Credits in Bahasa Malaysia/Bahasa Melayu at SPM level
iii)
Passed the Ministry of Education (KPM) Matriculation programme or UM science
foundation with at least CPA = 2.00 and pass all other specialised courses.
iv)
Additional requirement for the programme :
i)
Passed with at least grade B in following 3 subjects:
•
Mathematics
•
Physics
•
Chemistry
and obtained CPA of at least 2.75
ii)
Passed, with Credits in Mathematics at SPM level or equivalent
5-6
c)
Diploma
i)
Passed, with Credits in Mathematics at SPM level
ii)
Obtained Diploma in Civil Engineering from UTM or equivalent with CPA of at least
2.7
iii)
Note :
Entry year and duration of study are subject to the approved credit transfer.
Generally all students entering the program in FKA UTM have much higher level of
qualification with respect to the minimum requirements set by university and
Faculty.
d)
Provisional Offer
The University provides a bridging programme for foreign students. However, there is a
conditional requirement of proficiency in English. Students are provided with English courses
as recommended by the university before proceeding with their first year in the programme.
5.2.1
Student Intake
The total number of registered students from STPM / Matriculation and Diploma for Sem 1,
2005/06 and their academic statistics are shown in Tables 5.7 and 5.8 respectively.
Table 5.7 : Student Intake at Semester 1, by Entry Qualifications
Number of Students
Entry
Qualification
2004/05
2005/06
2006/07
2007/08
2008/09
STPM /
Matriculation and
International*
265
134
225
255
1*
221
41*
Diploma
63
99
101
120
108
TOTAL
328
233
326
378
370
Table 5.8 : CPA for 2005/06-01 Admission, by Entry Qualifications
STPM/Matriculation
Diploma
CPA Score
Number
Percentage (%)
Number
Percentage (%)
3.50 – 4.00
39
29.1
24
24.3
3.00 – 3.49
88
65.7
43
43.4
2.70 – 2.99
7
5.2
32
32.3
TOTAL
134
99
Although the cutoff entry qualification for the STPM/Matriculation and Diploma are 2.75 and 2.7
respectively, the students admitted at the Faculty are with good qualification where more than
94% from matriculation and 67% from diploma are with CPA = 3.00 and above.
5-7
5.3
Policies and Processes for Credit Transfer / Exemption
The credit transfer/exemption process in Faculty of Civil Engineering UTM was established when
UTM introduced its semester system in 1982. Based on entry qualifications (refer to Section 5.2),
only students with Diploma or equivalent are eligible for credit transfer/exemption. The University
has a policy on credit transfer/exemption (refer to Appendix 5.1 - in Part V and Appendix II in
UTM Academic Regulations. The Faculty has also developed a Credit Transfer Matrix (see Appendix 5.2) for this purpose. The general guidelines for credit transfer/exemption are as follows:
i)
ii)
iii)
iv)
Only courses with grade of C or better are eligible for exemption
The course applied must be equivalent to FKA course (at least 75% coverage)
Diploma holders from UTM KL are exempted for 1 credit for a co-curriculum course.
Students must apply for exemption.
The credit transfer process is managed by the academic office of the Faculty. Figure 5.3 shows
this credit transfer process. The number of credits that can be transferred for such students would
depend on the grades obtained previously. Number of credits transferrable from these direct entry
students is in the range of 15% to 20%, as shown in (Appendix 5.2). This is also in compliance
with the EAC’s allowable maximum credit transfer of 30%.
Students send credit transfer application, together with evidence, to FKA
Academic Office
Transfer credit is given based on established matrix
Approval of credit transfer by Deputy Dean (Academic)
Input into record system by Office of the Registrar
Students are informed via record system
Figure 5.3 : The Credit Transfer Process
5.4
Students’ Workload
The Civil Engineering curriculum structure has been designed while taking into consideration the
student learning time, SLT so that students’ workload is appropriate. The Faculty has developed
course outlines which indicate student learning time for that particular course. Student learning
time is the number of hours a student needs to spend in the classroom, laboratories, independent
study, projects, presentations, coursework and examination for a semester. In normal case,
students are required to take minimum of 12, except for graduating semester, and maximum of
18, beyond which approval from the Dean will be warranted. Hence, in our case, the average
student’s workload in a semester is 16 credits.
Also, based on Table 5.9 below, it is seen that work load is appropriate to student learning time.
For example the student learning time based on 18 hours per week is approximately 30% of the
total student time per week (7 days x 24 hours = 168 total hours). The student learning time and
5-8
detail of time allocation has been tailored to in accordance with our course outline material. This
improvement can be seen in our latest course outline. (only available in the CD provided).
Table 5.9 : Students’ Workload
Item
Calculations
Allocated Time
(hrs)/week
(18 x 40hrs/ credit)/14 = 51
51
8hrs x 7days
56
2 hrs x 7days
14
Activities
1
Student learning time
2
Rest (sleep)
3
Breakfast, lunch, dinner and
refreshment
4
Traveling
2hrs x 7days
14
5
Recreation and Relaxation
3hrs x 7 days
21
6
Spare time & others
12
TOTAL
168
* Based on an 18‐credit semester 5.5
Student Enthusiasm and Motivation
To create a conducive environment to students, the Faculty provides :
a.
b.
c.
d.
Excellent facilities such as comfortable classroom with good surrounding environment. (Refer
to Section 7.0)
Excellent laboratories equipped with high-tech equipment worth RM20 million, and more
than of 14,000 m2 of built-up area (Refer to Section 7.0)
Problem-Based Learning (PBL) classrooms which allow students to have more interactive
learning experience with academic staff and other students.
Encouragement and promoting student to participate in many activities, as explained in
Section 5.6.
New building is under construction to improve further the teaching and learning facilities in the
Faculty. When completed in 2010, it should be able to provide even better facilities and study
environment to students.
With increasing competition amongst graduates of local and overseas institutions for employment,
our students are encouraged to achieve CPA of 3.00 and above upon graduation. Several
motivation and academic enhancement programmes have been implemented such as Program
Pelajar Cemerlang (PPC), Program Pelajar Berpotensi (PPB) and recently we have introduced First
Year Experience Programme (FYE), especially for first year students. Students achieving GPA of
3.50 and above are rewarded the Dean’s List Award.
5.6
Student Activities
In order to balance between academic and learning excellences, the undergraduates are
encouraged to participate and actively involved in student co-curriculum activities and any
students organizations established by the Faculty of Civil Engineering. Over the years, the
undergraduates from this Faculty have shown their commitment and enthusiasm towards
excellence by participating and getting awards and commendations in extracurricular events such
as Bridge Competition (for every couple of years), Kayak Competition, FKA-SHELL Deep Water
Platform Model Competition 2008 and others. Table 5.10 shows some of the students’ activities
and competitions both at the regional and international level.
5-9
Table 5.10 : List of Competitions and Activities Organized by FKA
No
Activities / Competition
Date/Frequency
2005 and 2007
1
PERI Construction
2
2008
IDEERS 2008
November
Every year
3
Geology Camp
February 2008
4
Site Visit (Construction)
5 - 10
No
Date/Frequency
April 2007
Every 2 years
5
Bridge Competition
6
June 2008
FKA-RESA-SHELL Deepwater Platform Model Competition
May 2008
7
SMART CEP 2008
January 2008 yearly
8
Family Day 2008
5 - 11
No
Date/Frequency
2008
9
UTM – UM Visit
2008
10
Site Visit (Fabrication Yard)
June 2008
11
Pipeline and Subsea Engineering Course
March 2008
12
Visit to Offshore Asia 2008 Exhibition
5 - 12
No
Date/Frequency
August 2008
13
Technical Talk by Shell
October 2008/ every
semester
14
FKA Floating Tower Competition
February 2007 yearly
15
Community Service (FLOOD RELIEF activity)
Besides competitions, students are also exposed to actual practice of civil engineering by having
visits to construction sites, or discussing with practising engineers over related issues. Joint
activities such as PEKA Sport and Family Day were organized to improve relationship between staff
and students. One of our major activities involving students and staff was the Flood Relief Project
at Sri Medan, Batu Pahat in 2007. This project was sponsored and organized by the Faculty and
Student Affairs Section, UTM.
Students are encouraged and motivated to organize and participate in regional or international
activities and competitions. Recently our students have won several international awards such as
the best international project in the PERI Construction Exercise in Germany (for year 2005 and
year 2007), exclusive awards in Structure Built and Construct Competition Taiwan 2008. 3rd in Le
O’real Business Plan in 2006, 1st and 3rd in MSSA Steel competition in 2006, overall champions in
Bridge Competitions in 2007 and these interactions indirectly develop their enthusiasm and self
confidence. The list of student involvement in the international competitions is as shown in
Appendix 5.3. In addressing the awareness on the issues of sustainability and environment, field
trips are orgranised once in two years by IPASA. (refer Appendix 5.4)
5 - 13
5.7
Students’ Advising and Counselling Services
Our Academic Advisory System has been upgraded and further improved in order to provide an
effective tool for academic staff to advise and motivate students, on an individual basis. In a
typical PA system, every student is assigned to an academic staff as his/her advisor. This online
system known as AIMS 2000 allows the advisor to monitor the progress of his/her students. As an
improvement to the current system the university has introduced e-Portfolio where students need
to make self assessment on their achievement, and the advisor has to monitor and advise
accordingly for every semester. The example of e-Portfolio online system is shown in Figure 5.4.
Figure 5.4 : Academic advisory online system (E-Portfolio)
Every academic advisor is required to monitor the progress of their students’ academic
achievement which includes examination results and credit registered for every semester. The
academic advisor will have to ensure the students who obtain CPA less than 2.00 do not register
more than 12 credits for the following semester. In the event when a student is not performing
well in the course, the advisor would provide advice and guidance. The Faculty has allocated a
specific time every week for the students to meet their academic advisor for the purpose of
academic advising as shown in the staff academic timetable. Through this meeting, the advisor
could allocate ample time to discuss matters pertaining to the problems faced by the students and
council them accordingly. The current academic advisor to student ratio is about 1:14.
Most academic advisors are given a basic counseling course. In cases wherethere occurs serious
personal problem the advisor will refer the student to the Faculty Student Advisor or Counseling
and Career Centre, UTM for further counseling. The Faculty Student Advisor is to identify, monitor
and guide students who are facing serious academic problems. The advisor is responsible to
organize motivational workshops and counseling session with the aim of improving the student’s
academic performance and self esteem.
The Faculty organizes twice yearly Civil Engineering seminars (SEMKA) which cover career
prospect and recruitment, engineering practices and post graduates opportunities for the final year
students. The invited speakers are the top ranking officers from the industries.
5 - 14
SECTION 6.0
6.0
INTRODUCTION
FKA has always employed high quality staff both from Malaysia and abroad. Currently, the Faculty
of Civil Engineering has 150 full time academic staff and 82 support staff. All our staff are fairly
distributed among the various departments in the Faculty. With such a strong number and highly
qualified team of staff, the Faculty is considered the largest Civil Engineering Faculty in Malaysia.
6.1
The Number, Experience and Qualification of Academic Staff
The academic staff members are qualified and experienced with adequate competencies to cover all
of the curricular areas of the programme. Their capabilities are utilised to initiate and implement
curricular changes and to give regular feedbacks in the spirit of continual quality improvement. The
academic staff, attached to the various departments, specialize in various civil engineering
disciplines and major areas, including Structures, Materials, Construction Management, Highways,
Transportation, Hydraulics, Hydrology, Water and Wastewater, Waste Management, Geotechnics,
Geology, Geomatics and Information Technology. They are managing multitasking to the best of
their abilities, and they are always involved in activities related to staff-student interaction,
academic advising and counseling, service activities, professional development and interactions
with practitioners, employers, and stakeholders.
One of the distinct features of the academic staff in the Faculty as compared to other universities is
the size of each department in the Faculty. The Faculty has a clear and established staff policy on
recruitment and appointment. The positon and distribution of academic staff among the
depatments in the Faculty is shown in Table 6.1. The biggest is the Department of Structures and
Materials (JSB) with 62 members, followed by the Department of Geotechnics and Transportation
(JGP) with 29 members, the Department of Hydraulics and Hydrology (JHH) with 28 members, the
Department of Environmental Engineering (JAS) with 21 members, and Information Technology
Unit of Civil Engineering (ITUCE) with 10 staff.
Table 6.1 : The Breakdown of Faculty Staffing, by Departments
Number
Departments
Position
Full Time Part Time
JSB
JGP
JHH
JAS
ITUCE
Professor
23
-
12
3
4
4
0
Associate Professor
44
-
21
10
8
3
2
Senior Lecturer
24
-
12
4
3
4
1
Lecturer
55
-
17
12
10
9
7
Tutor
4
-
3
1
Others
-
-
150
-
28
21
Total
62
29
10
The experience of the staff can also be seen from their length of services in the University. The
average academic staff experience is 23 years, although many staff have more than 20 years
experience in teaching. Most of them are active in professional activities, research, consultancy,
publication and administration. The Faculty also encourages staff to pursue for their professional
development through participation in student organizations, interaction with professionals, and also
attachment to industries. Academic staff experience profile is indicated in Figure 6.1.
6-1
Number
of Staff Years of experience
Figure 6.1 : Profile of Experience of Academic Staff
The breakdown of staff for the past four years is shown in Table 6.2. It can be seen that the
Faculty is able to maintain a consistent number of full time academic staff from 2005/2006 to
2008/2009 in the range of 148 to 150. The Faculty is very pleased with the current staff student
ratio of 1:11. Partly this condusive ratio gives opportunity and time for the staff to be involved in
other activities, such as research and publications.
Table 6.2 : Academic Staff (Fulltime, Part-Time and Servicing) for the Past Four Years
YEAR
ACADEMIC STAFF
2005/06
2006/07
2007/08
2008/09
(a) Total number of full-time staff (including
those servicing other programme, staff
on study or sabbatical leave & tutors)
148
150
148
150
(b) Full-time equivalent of academic staff
servicing other programme
2
2
1
1
(c) Academic staff (on study or sabbatical
leave)
27
22
19
19
(d) Tutors
11
12
9
4
108
114
119
126
2
3
4
4
-
-
1
-
110
117
124
130
(e) Effective full-time academic staff = (a)(b)-(c)-(d)
(f)
Full-time equivalent of academic staff
from other programme servicing this
programme
(g) Full-time equivalent
academic staff
of
part
time
Full-Time Equivalent Academic Staff
(FTES) Contributing to Staff:Student
Ratio = (e)+(f)+(g)
6-2
The current number of academic staff on study leave is 25. Most of them are pursuing their
Doctorate degrees. The qualifications of academic staff can be seen in Table 6.3 and Figure 6.1.
Even with this statistics, various measures are taken by the Faculty to improve on the percentage
of PhD holders to our KPI of 55% by the end of 2009.
Table 6.3 Qualifications of Academic Staff
Qualifications
Number of Staff
Doctorate
79 (52%)
Masters
67 (45%)
Bachelor
4 (3%)
TOTAL
150
An example of the qualification and competencies among the academician can be reviewed in Table
6.4, while the complete list of academic staf is tabulated in Appendix 6.1. The different position is
based on the academic qualification and working experience and involvement in research activities,
community services, and book and journal publications. The rating for low, medium and high for
this analysis is based on Table 6.5. From Table 6.4, the academic staf profile could be clearly
observed. One important note gathered from this table is the need to increase the Faculty research
and publications. With the amount of staff and students, efforts to improve publication are
addressed seriously by the Faculty. The staff training scheme should be improved, giving more
emphasis on facilitating the recruitment of potential talented researchers. New KPIs to be
implemented requiring all academic staff to possess at least one research grant in the position of
principal researchers and to produce journal papers. The importance of R & D activities, which is
clearly stressed by the faculty not only extended the boundaries of knowledge amongst the staff,
but also create a new environment and experiences that is passed down to the students. These
research activities greatly improved the quality of projects carried out by the undergraduate
student. The project works undertaken assist the students to be more critical in solving problems
as well as helping them to be able to work as an individual or as a team. Some projects carried out
by the final year students are also related to research work by the academic staff or solving
industrial problems.
6-3
Post Held
Date of First Appointment at the
Fac/Sch/Dept.
Part or Full Time or from other
Programme
Academic Qualification / Field of
Specialisation / Institution and Year
of Award
Professional Qualification
Membership in Professional
Bodies
Govt./Industry
Practice
This Fac/Sch/Dept.
Professional Society
(Indicate Society)
Research
Comsulting Work in
Industry
Publications
Adminstration
Table 6.4 : Training Needs Analysis of Academic Staff in ITUCE
Aminaton binti Marto
(Dr.)
Professor
16.07.83
Full Time
Ph.D (Geotechnics)
(Birmingham)
None
MSEAGS
None
25
Med.
High
Med.
Med.
High
Hasanan bin Md. Nor (Ir.
Dr.)
Professor
07.04.86
Full Time
Ph.D. (Highway Eng.)
(UTM) 1994
P.Eng.
MIEM MIHT
3
22
High
Med.
Low
Low
High
Khairul Anuar bin Kassim
(Dr.)
Professor
15.12.87
Full Time
Ph.D (Geotech.
Eng.)(Newcastle) 1998
None
MSEAGS
GIEM PIARC
2
21
Med.
High
Med.
Med.
High
Abdul Aziz bin Chik (Dr.)
Assoc.
Prof.
20.11.89
Full Time
Ph.D (Transport
Eng.)(Wales) 1996
None
GIEM
2
19
Low
Med.
High
Med.
Low
Abd. Aziz Abd. Muti
Assoc.
Prof.
18.06.74
Full Time
M.Sc. (Transport
Eng.)(Newcastle) 1981
None
MCIT
None
34
Low
Med
Med
Low
Low
Johnnie Ben-Edigbe
Assoc.
Prof.
09.07.07
Full Time
Ph.D. (Civil Eng.) (Sstrat)
2005
None
MIHT
None
1
Med.
Med.
Med.
Med.
Low
Mohd. Rosli bin Hainin
(Dr.)
Lecturer
29.12.90
Full Time
Ph.D. (Highway Eng.)
(Auburn, USA) 2004
None
GIEM
1/2 yr
18
Med.
High
Med.
High
Med.
Nurly Gofar, Dr
Senior
Lecturer
04.09.03
Full Time
Ph.D. (Geotech. Eng.)
(Purdue) 1994
None
MSEAGS
20
6
Med.
High
Low
High
Med.
Assoc.
Prof.
14.12.87
Full Time
Ph.D. (Traffic/Trans.
Eng.) (Wales) 1999
None
None
5
21
Med.
Med.
Med.
Low
High
Name
Othman bin Che Puan
(Dr.)
Years of
Experience
Level of Activity
(High. Med, Low, none)
6-4
Table 6.5 : Rating of Academic Staff Based on Membership in
Professional Society, Research, Consulting Work in Industry, Publications and Administration
Rating
Low
Medium
Profesional
Society
1
2
Research
Consulting Work
in Industry
Publication
Administration
1– as Researcher
1-3
or
up to
RM50,000
2 National
or
1 International
2 comittees (Faculty level)
or
1 committee
(University level)
1 – as Project Head
or
2 – as Researchers
4-6
or
RM50,000 –
RM100,000
3-5 National
or
2 International
2-3 comittees (Faculty level)
or
2 committees (University level)
or
1 committee
(National level)
High
3
or
plus
2 – as Researchers
None
Nil
Nil
7
or
RM100,000
6 National
or
3 International
4 comittees (Faculty level)
or
3 committees (University level)
or
2 committees (National level)
or
1 committee
(International level)
Nil
Nil
Nil
6-5
6.2
Staff Involvement and Competency in OBE Implementation
The Faculty is committed to implement OBE approach for Teaching, Learning and Assessment
(refer to Section 1.5 and Section 4.2). In anticipation of OBE full implementation by 2007,
concerted efforts by everyone in the Faculty, spearheaded by an OBE committee was initiated in
2005. At this time, the OBE approach was introduced through several workshops and meetings to
create awareness among its staff (refer to Appendix 2.5 for list of OBE initiatives). Delivery modes
and assessment methods appropriate to OBE were presented and discussed. The OBE committee
together with all the academic staff deliberated on these issues in the anticipation of formulating
PEO and LOs for the Civil Engineering program
Now, all academic staff, with the exception of those very new to FKA, are well aware of the
implementation of OBE from formulation of Programme PEOs and LOs to assessment tools and
procedures and CQI. The commitment for OBE could also be seen at the University level, for
example, OBE has now been included in the Competency Level Assessment (PTK) program for all
academic staff.
In order to ensure the quality of teaching and learning, the academic staff is assessed by the
students. Previously, the assessment was carried out using the OMR, however, to improve the
assessment system, an on-line assessment form is introduced (http://aimsweb.utm.my/eppp).
A summary of evaluation by students in the last two semesters are given in Figure 6.2. The figure
indicates that the academic staff is competent and graded highly by the students.
6.3
Academic and Professional Development of Academic Staff
Among the academic staff, 20 are Professional Engineers. Contact with industries have been
illustrated by the involvement of quite a number of staff with DID, CIDB, DOE, LESTARI, MACRES,
SIRIM, JKR and in professional bodies such as IEM, MHS, MSSA, IACT, etc. The diversity,
experience and exposure in various industries and expertise are important for the process of
dissemination of knowledge and effective teaching and delivery. Most of the lecturers are engaged
in teaching both graduate and undergraduate students. The excellence in research is another
important agenda of the Faculty. The experiences through research and consultancy are exploited
during the process of teaching students.
The staff members are also actively participating in various committees at Faculty, Residential
College and University levels. Some of the activities that keep the staff dynamic include committees
in research, postgraduates, consultancy, OBE, academic, Quality Assurance, ISO committees,
Editorial and publication, R&D at Centres of Excellence, University Senate and others. Involvement
in these taskgroups and activities has directly improved management and administration skills of
the staff concerned. As a result, quite a number of Faculty staff are appointed for top positions by
the University, such as the Vice Chancellor, Deputy Vice Chancellor (Academic and International),
Dean for Corporate Affairs, Dean of SPACE, Dean of Centre for Teaching and Learning, etc.
The summary of membership of staff in various professional bodies is listed in Table 6.6. Detailed
CV’s of all academic staff is given in digital format of Appendix 6.2.
6-6
Table 6.6 : Professional Qualification and Membership of Academic Staff
Type of Qualifications / Field
Professional Engineer (P.Eng.)
Number
15
Certified Engineer (C.Eng.)
1
Certified Professional Engineer (CP.Eng.)
1
Fellow Institute of Engineers Malaysia (FIEM)
1
Member Institute of Engineers Malaysia (MIEM)
14
Graduate Member Institute of Engineers Malaysia (GIEM)
4
Member of Institute of Highway Transportation (M.I.H.T)
1
Malaysian Association of Asphalt Pavement (M.A.A.P)
1
Member of Industrial Association Bridge Structure (MIABSE)
1
Member of Institute of Management (M.I.M)
1
Member of Construction Safety Malaysia (M.C.S.M)
4
Malaysian Structural Steel Association (MMSAA)
1
Member of South East Asia Geotechnical Society (M.S.E.A.G.S)
4
Member of International Society of Soil Mechanics and Geotechnical
Engineering (M.I.S.S.M.G.E)
3
Fellow Institute of Quarry (FIQ)
1
Member of Institute of Geology Malaysia (MIGM)
1
Member of Geological Society Malaysia (MGSM)
1
International Association of Engineering Geology (IAEG)
1
International Society of Rock Mechanics (ISRM)
1
Member of Malaysian National Committee on Irrigation & Drainage
(MMANCID)
4
Malaysian Hydrological Society (MHS)
7
Malaysian Water Association (MWA)
5
International Water Association
3
DOE Consultant
4
DOE Subject Specialist
2
6-7
6.3.1
Professional Development
All academic staff are employed on a full time basis with a clear terms of responsibility at the
discretion of their respective head of department. The Faculty also maintains a good staff
development plan, where training, courses and conferences are encouraged. With the help of the
University’s Human Resources Unit, staff are obliged to go for professional and self-development
training programmes to enhance their teaching techniques. The staff development is thus
monitored formatively both at the Faculty and University levels
The staff members are also encouraged to be involved in research and regularly publish scholarly
papers; be in professional society activities; serve on editorial boards of respectable national and
international journals; attend and present national and international conferences and committee
meetings, etc. Quite a number of academic staff is involved in consultancy work (refer to Appendix
6.3). Some of our academic staff are also External Examiners and Industrial Advisory Panels of
other IHLs. In a way, this helps us benchmark ourselves to those IHLs. All activities of our
academic staff mentioned actually help to enhance course teaching and delivery to students. Those
experience, training and involvement with stakeholders are trickled down to the students through
Final Year Projects, T&L of courses, Industrial Training, Capstone (PAP) and Design classes,
Seminars and PBL classes.
As part of the general process of promotion and reward system, every Faculty member is reviewed
annually based on a balanced assessment of teaching, research, and service using both
quantitative (e.g., teaching evaluations, number of publications, number of citations) and
qualitative (e.g., self advocacy statements, peer/collegial remarks) measures. These review
materials are available to all faculties, so there is both the implicit impetus to continually improve
oneself and the opportunity to learn from strengths of others. Those all-rounded excellent staff
shall be rewarded with “Anugerah Perkhidmatan Cemerlang”.
Another approach of promoting effective teaching at the Faculty is through mentoring system,
whereby senior staff would pass down knowledge and expertise to the junior staff, on formal or
informal basis. Sharing of workloads and team-teaching has been maintained through shared
standard course outlines and lecture notes, as required by the course panel or coordinator.
Therefor, the academic staff have also contributed through their courses to the overall curriculum
design and review.
6.3.2
Academic Staff Workload
At the Faculty, the overall staff workload includes equivalent hours dedicated to teaching, research,
publication, management, self-development, student development, consultancy and social services.
An average total staff workload per semester for the year 2007/08 is between 26.4 hours for
Department of Geotechnics and Transportation staff and 47.5 hours for the Environmental
Engineering staff.
However, with respect to teaching workload, there is usually a fair distribution of workload among
staff across the department, with a maximum being 12 hours a week. A staff usually manages an
average of 2 classes (or less than 12 hours per week). This is in accordance with EAC guidelines.
The calculation of teaching load, including supervision of Final Year Projects, laboratory sessions,
design studio and postgraduate teaching is illustrated in Table 6.7 and the summary of academic
staff teaching workload for the latest available data of Semester 2, 2007/2008) is given in
Appendix 6.4.
6-8
Table 6.7 : Calculation of Teaching Load of Staff
Type
Session
Equivalent hours
1 hour (first time) = 3 hour load
Lecture and Preparation
Lecture
1 hour (repeat) = 2 hour load
2 minutes per student
Assessment
Tutorial
(exceeding std. = 60)
1 hour (compulsory)
= 1 hour load (same lecturer)
= 2 hours load (different lecturer)
Practical
1 hour = 1 hour load
Assessment
2 minutes per student
(exceed std. = 60)
Thesis Supervision
Practical Training/ Field
Work/ Surveying
6.3.3
Undergraduate
1 hr./student
Postgraduate
3 hr./student
Briefing and Assessment
Actual workload hour
Student and Staff Interaction
The staff to student ratio for the past four academic years is shown in Table 6.8. It is indicative
that the average ratio for the past four years has been maintained below or better than the EAC
requirement of 1:15. The Faculty places concern over maintaining an optimum staff to student ratio
for an effective teaching and interactions. The Faculty maintains a healthy and closeknit
relationship between academic staff and students through classroom activities, social events,
games, gotong royong and formal and informal meetings. We have a staff/student committee,
chaired by the Dean that regularly meets. Students would highlight any academic or non-academic
issue for discussion. The whole meeting would discuss on how to make FKA better.
Table 6.8 : Staff : Student Ratio
Year
Item
Average
2004/05
2005/06
2006/07
2007/08
1897
1675
1482
1400
1613
FTE Academic Staff
134
127
142
142
136
Staff-Student Ratio
1:13
1:10
1:9.9
1:12
1:14
Total Enrolment
Another strong indicator of effective teaching is reflected from the OMR staff evaluation surveys.
The staff have made the Faculty proud to be able to maintain the top 3 positions in OMR rating,
with a range of score between 4.37 to 4.53 and exceeds the University mean all the time (refer to
Figures 6.2(a) to 6.2(e)) and FKA secured the best position with a rating of 4.5 in 2007/08 Session.
This means that staff is well-respected and highly appreciated by students. These positive elements
are also important in order to obtain an effective teaching, advising and counseling (refer to
Section 6.3.4).
To instill a culture of innovation within the Faculty, staff and students collaborate to organize
competitions, such as the National Bridge Competition, held biannually. The Faculty also
encourages students to participate in external design and innovation competitions. This provides
platforms for interaction and sharing of knowledge between staff and students. In addition to the
above, there are other opportunities for students and staff to interact, including UTM Career fairs,
technical talks, sports activities and social functions.
6-9
International collaborative efforts had also been conducted since 2006, including the University
Mobility in Asia and The Pacific (UMAP) programme with the Griffith University, Australia, and HCAP
Conference Dialoque in Havard, USA. In the former, 6 students from Australia were allowed to
register for Industrial Training with us, whereas in the later, 10 UTM students were selected to
participate. Both programmes were successful. The Faculty currently has 42 registered
international students in our programmes. Most of them are under the sponsorship of their
government or private institutions. Interactions between staff and these students have posed no
difficulty as their PAs are selected from senior staff with good PA capability in monitoring students.
(a) 2005/06 Semester 1
(b) 2005/06 Semester 2
(
(c) 2006/07 Semester 1
(d) 2006/07 Semester 2
Figures 6.2 : (a) - (d) OMR Ratings for the Faculty (FKA) Against Other Faculties
6 - 10
(e) 2007/08 Semester 1
Figures 6.2 : (e) OMR Ratings for the Faculty (FKA) Against Other Faculties
6 - 11
Table 6.9 : Summary of Publications (2002- 2007)
2002
DEPT.
JSB
BOOKS
0
JOURNALS
2003
PAPERS
A
K
A
K
0
3
16
18
BOOKS
0
JOURNALS
2004
PAPERS
A
K
A
K
1
2
11
4
BOOKS
0
JOURNALS
A
K
A
K
0
3
10
17
JGP
0
0
0
1
9
1
2
1
5
1
0
0
5
6
10
JHH
0
5
4
5
15
1
1
9
4
8
2
8
7
12
14
JKAS
0
5
2
9
13
0
1
1
16
4
11
9
10
34
11
IT
0
0
0
0
1
0
0
1
1
0
0
0
0
0
4
TOTAL
0
10
9
31
56
2
5
14
37
17
13
17
25
62
56
2005
JOURNALS
2006
PAPERS
BOOKS
JOURNALS
2007
DEPT.
BOOKS
PAPERS
BOOKS
JOURNALS
A
K
A
K
A
K
A
K
A
K
A
K
JSB
JGP
JHH
1
0
1
2
1
4
12
3
5
11
4
12
41
11
18
1
1
1
0
0
6
8
2
2
40
1
17
17
22
16
1
0
0
5
0
2
1
1
3
16
2
8
30
6
4
JKAS
0
11
12
26
20
1
0
3
16
4
0
6
3
2
12
PAPERS
IT
0
0
0
1
4
0
0
0
2
2
0
0
0
0
0
TOTAL
2
18
32
54
94
4
6
15
76
61
1
13
8
28
52
PAPERS
6 - 12
Table 6.10 : Number of Total Grants Secured
NO.
1.
FACULTY
FKA
TOTAL
TOTAL
PROJECT
PERUNTUKAN
DILULUSKAN
(RM)
77
77
TOTAL PROJECTS BY CATEGORI
ScienceFund
TechnoFund
Fundamental
Institutional
Contract
Others
12,206,747.60
18
1
50
3
2
3
12,206,747.60
18
1
50
3
2
3
TOTAL AMOUNT OF GRANTS BY CATEGORY (RM)
ScienceFund
TechnoFund
Fundamental
Institutional
Contract
Others
3,860,370.00
3,585,000.00
2,280,377.60
214,000.00
166,400.00
2,100,600.00
3,860,370.00
3,585,000.00
2,280,377.60
214,000.00
166,400.00
2,100,600.00
6 - 13
6.3.4
Research/ Publication and Consultancy Work
The academic staff are also recognized for their efforts through research, publication and
consultancy work. With the support from research centres, research are conducted and quantified
in terms of publications in conferences, journals and patents. The primary measure of research and
scholarly activity has been set according to the number of grants successfully secured by staff as
well as articles published in archival journals or equivalent, i.e. refereed conference proceedings,
book chapters, or other refereed journals. Currently, there are more than 800 articles, papers, and
books published by Faculty staff (refer to Table 6.9). Staff also play active roles in professional
organizations at national level, for instance, in reviewing articles and proposals, serving on
technical or editorial committees, conference, and editing archival publications.
Between 2006 and 2008, our staff have obtained various research grants totaling RM 12.2 million
worth of funds from Fundamental Research Grant (FRGS), Sciencefund, Technofund, Contract and
Institutional Research and others (refer to Table 6.10). Some of the academic staff are also
involved with consultancy work. Usually, the academic staff will share this real life project in
classroom environment, hence giving the opportunity to the students to appreciate real life
engineering practice (refer to Appendix 6.3 for list of work carried out)
In order to increase doctoral qualifications, recruitment of new staff gives priority to candidates
with PhDs or equivalent qualification, with a consistent record of credible publications. For more
favorable research environments, senior staff are required to be mentors to guide junior lecturers
to publish articles in refereed journals, and they are also encouraged to obtain post-doctoral
experience. Attractive positions are also created by the University to increase foreign researchers
and visiting academics (professors and distinguished fellows) with extensive research experiences
and of renowned standing coming to the Faculty. The staff training scheme should be improved,
giving more emphasis on facilitating recruitment of potential talented researchers. New KPI to be
implemented requiring all academic staff to secure at least one research grant and in the position
of principal researchers.
6.3.5
Advising and Counseling
One of the strategies to strengthen the staff and student relationship is through the Academic
Advisory System (PA) established at University level. The appropriate staff to student ratio allows
the Faculty to monitor undergraduate students as required. PA system has the aim to help
students, mainly in academic areas, during their study years. Hence, students are assigned to a
particular member of staff as their academic advisor. The Faculty has made it compulsory that all
the Civil Engineering students discuss with their advisors at least once every semester throughout
their degree programme. This way, the students will be advised on matters related to their courses
and programme, as well as to provide a platform for students to share problems and opinions
about their studies. For the weaker students, a closer monitoring is advised.
Through the Student Affairs Unit, the Faculty has organized motivation programmes for students.
The idea of such activities is to help students to identify their weaknesses and to motivate them to
stay focus in improving their CPA in the coming semesters. To further assist weaker students, some
members of the Faculty provide extra classes or tutorials outside regular lecture hours so that
these students can cope with their studies. In addition, the Faculty has organised the Academic
Advisory Week every semester. The purpose of this advisory week is for students to meet their
academic advisors and discuss relevant academic issues.
At the Residential College and University levels, there are qualified Counselors who are readily
available to provide support and assistance to students who face personal, social or situational
difficulties. In this aspect, the Faculty provides facilities in student support and counseling, as all
PAs are exposed to basic counseling techniques. It has been the policy to keep a proper monitoring
on students' progress and students’ records made confidential, as well as meeting their personal
and social needs.
Faculty of Civil Engineering, UTM | EAC Self-Assessment Report
6 - 14
6.4
Invited Speakers, Visiting Professor and MOU/MOA
The Faculty has conducted various activities, such as conferences, workshops, professional and
industrial talk, professional events and series of seminars throughout 2005 – 2008. Speakers are
invited to give current scenarios and issues in civil engineering involving new technology, career
counselling, professionalism and continuing education opportunities. The speakers mainly comprise
of distinguished foreign and local academicians, renowned individuals from government, industry
players and private individuals. The main objective of organizing such activities is to promote team
spirit, student staff interaction and to bring together all staff to share and exchange knowledge.
On average, the Faculty conducts 12 talks annually. Most of the talks presented by staff were
based on their fields of expertise, and are also used as a platform to enhance teaching and
interpersonal skills. Seminars that include invited external speakers ensure that staff are kept
abreast with latest information and development in the profession. Visiting professors and lecturers
are also invited to present their research and to participate in organized workshops or seminars to
instill awareness amongst staff on the latest research and technologies. 37 external professors and
lecturers from various research backgrounds were invited to deliver series of lectures from 2004 to
2008, with an average of 8 visiting professors and lecturers annually. The knowledge obtained by
the Faculty staff is communicated to students during lectures in class. Hence, the students will be
able to apply theory to the real engineering practice. A list of talks and courses presented by
internal and external speakers is provided in Appendix 6.5.
Table 6.11 : MOU/MOA Between UTM and Private/Public Agencies
NO
PRIVATE/PUBLIC AGENCY
DURATION
MOU /
MOA
1.
IEWRM of UTM - SAJ Holdings Sdn. Bhd.
Aug 2006 – Aug 2011
MOU
2.
Project: The Study on Optimization of Coagulation
Conditions using Statistical Approach
May 2008 – Apr 2009
MOA
3.
Project: The Study on High-Quality Raw Water
Extraction from Polluted River using River Bank
Filtration Method (RBF)
19 Dec 2005 – Apr 2009
MOA
4.
IEWRM of UTM – Pertubuhan Peladang Negeri Johor
11 Sept 2006 – Sept 2011
MOA
5.
IEWRM of UTM – Sakti Suria (M) Sdn. Bhd.
6 March 2008 – March 2011
MOU
6.
IEWRM of UTM – WWE Holdings Sdn. Bhd.
7 Apr 2006 – 7 Apr 2007
MOA
7.
CTMC of UTM - Jabatan Kerja Raya (JKR)
31 Mei 2003
MOU
8.
CTMC of UTM - Loughborough University, UK
1 Nov 2004
MOU
9.
IKPLP of UTM - Goverment of Malaysia
The Hydraulic Study for The Feasibility of The
Proposed Marina at The River Mouth of Sg. Melaka,
Melaka Supplementary Agreement to Agreement No.
IPL 9/2003
2004
MOU
10.
IKPLP of UTM - Government of Malaysia.
Kajian National Coastal Vulnerability Index (NCVI)
Fasa 1
Agreement No. JPS(PP)/PT/15/2006
2004
MOU
11.
STC of UTM - Queensland University of Technology
2008
MOU
NOTE:
IEWRM
IKPLP
CTMC
-
Institute of Environmental and Water Resources Management
Coastal and Offshore Engineering Institute
Construction Technology and Management Centre
6 - 15
Expansion of knowledge, cooperation, programme implementation and sharing of current research
technologies and activities include the exchange of efficient, suitable, qualified and experienced
researchers into the Faculty. At this point, the Faculty becomes host organization for cooperation
and project agreements with private or public agencies (refer to Table 6.11) and interactions
between students and industries (refer to Appendix 6.6), in terms of MOU and MOA. These
MOU/MOA between the University and public sectors or private agencies have benefited the Faculty
in many ways, such as producing highly recognized research projects and increased engineering
skills among staff.
6.5
Technical, Administrative and Support staff
Currently there are 82 support staff at the Faculty. The average of their working experience is
about 17 years. The support staff are responsible in administration and laboratory work. The
administrative staff takes care of office management such as academic, research, financial, human
resources and other general administration tasks. The technical staff assist in equipment handling,
maintenance and T&L in the laboratory. The laboratories are used for Teaching and Learning of
undergraduate and postgraduate students. Their position and distribution in the Faculty are shown
in Tables 6.12 and 6.13 respectively. Analysis on all support staff, including qualifications is shown
in Appendix 6.7.
6.5.1
Analysis of Support Staff
This section provides the analysis of all support staff involved in the execution of the programme in
the Faculty. Their involvement in the Teaching and Learning of programme is limited to academic
and record management of students, and field- and laboratory-related courses, but most of them
have opportunities of interactions with students somehow or other. The administrative staff takes
care of the office administration such as academic, research, financial, human resources and other
general administration tasks. They also handle matters related to students’ scheduling of classes
and examinations, registration, managing records, preparation of course files, and other
administrative work.
The technical staff assist teaching and research; and equipment handling in the laboratory, such
as, commissioning, testing, servicing and simple maintenance. Table 6.13 shows the distribution of
technical staff at our laboratories. For continuous improvement, they are required to upgrade
themselves with current skills and knowledge by attending courses conducted by the university or
other institutions. Technical staff with less than two years of working experience are sent for
training and short courses in order to enhance their knowledge and skills related to their job
specifications. Technical staff are also evaluated every semester by students on the service they
provide
Currently, the number and competency of technical staff are adequate for the successful running of
our undergraduate programme. However, in view of UTM’s preparation to be a Research University,
the future will see an increasing number of postgraduate students and research activities. Hence,
we will need to recruit more technical staff.
6 - 16
Table 6.12 : Positions Held by Support Staff
Post
Number
Deputy Registrar
1
Assistant Registrar
1
Technical Assistant
1
Senior Technicians
8
Technicians
25
Assistant Officer (IT)
1
Senior Administration Assistant (Clerical)
1
Administration Assistants (Clerical)
12
Administration Assistant (Finance)
1
Senior Administration Assistant (Secretary)
1
Administration Assistants (Secretary)
5
Typists
4
General Office Assistants
19
Skill Worker (K1)
1
Skill Worker (K2)
1
TOTAL
82
Table 6.13 : Distribution of Laboratory Support Staff of Faculty
Laboratory/ Unit
Senior
Technicians
Technicians
General
Assistants
Structures Laboratory
1
2
2
Concrete/Materials Laboratory
1
4
2
Geotechnics Laboratory
1
4
1
Hydraulics & Hydrology Laboratory
1
3
2
Environmental Eng. Laboratory
1
2
3
Survey Unit
-
2
1
IT Laboratory
1
4
1
Resource Centre
1
2
-
6 - 17
SECTION 7.0
7.0
FACILITIES
INTRODUCTION
This criterion highlights all the relevant facilities provided by the Faculty and University to
students. Amenities highlighted include Teaching and Learning, laboratory, University library and
Faculty’s resource centre and other student support services and facilities
The Faculty places strong emphasis on providing excellent facilities for infrastructure for teaching
and learning. The facilities include classrooms; library; engineering laboratories; information
system and infrastructure; and administration and academics services; to facilitate teaching and
learning. Upon registration, students receive appropriate information regarding facilities available
to their programme.
7.1
Teaching and Learning Facilities
7.1.1
Teaching Facilities
In order to facilitate the delivery of programme, 31 lecture rooms are available for every semester.
These lecture rooms are mainly located in the Faculty management blocks of M46, M47, M48 and
M49. One of the rooms has been upgraded into e-lecture-theatre and equipped with the latest
ICT equipment. Two rooms have been renovated to facilitate ‘Problem Based Learning’ delivery.
There are 5 studios (each with capacity of 40) for tutorial classes, design project group and other
activities. All rooms are air-conditioned and majority are equipped with basic teaching aids, such
as LCDs, overhead projectors, screens and whiteboards to create conducive learning environment
with multi-delivery modes. These T&L facilities provided by the Faculty are adequate for all
students. In fact, this luxury enables the curriculum to be conducted in ‘mirror image’ - all core
courses in the curriculum are offered every semester (refer to Appendix 7.1). Apart from that,
students are allowed to wait in a classroom if it is not in use. Table 7.1 lists the various lecture
rooms and theatres provided by the Faculty. The Faculty also provides are 4 examination rooms
for 120 and 200 students. Other stand-alone facilities to assist teaching and learning activities
include 31 LCDs, 35 OHPs, 5 PCs and 15 notebooks.
Despite good lecture facilities, we are continuously improving its quantity and quality. The Faculty
is acquiring more equipment to support teaching, and recently all FKA academic staff are provided
with notebooks to aid academic activities.
Figure 7.1 : Typical lecture rooms and teaching aids provided at FKA
7-1
Table 7.1 : List of lecture theatres, smart-class and lecture rooms
Nos.
Block
Room No
Sitting Capacity
Type
Remarks
1
C07
408
18
Tutorial room
3 chairs/desk
2
C07
409
18
Tutorial room
3 chairs/desk
3
C07
410
18
Tutorial room
3 chairs/desk
4
C07
411
18
Tutorial room
3 chairs/desk
5
C07
412
56
Lecture Room
2 chairs/desk
6
C07
413
56
Lecture Room
3 chairs/desk
7
C07
414
60
Lecture Room
Flip table
8
C07
415
60
Lecture Room
Flip table
9
C07
416
60
Lecture Room
Flip table
10
C07
417
75
Lecture Room
Flip table
11
C07
418
75
Lecture Room
Flip table
12
M49
223
75
Lecture Room
Flip table
13
M49
224
75
Lecture Room
Flip table
14
M49
322
-
Store room
15
M49
323
120
Lecture Room
Flip table
16
M48
201
78
Lecture Room
Flip table
17
M48
202
81
Lecture Room
Flip table
18
M48
204
78
Lecture Room
Flip table
19
M48
301
81
Lecture Room
Flip table
20
M48
302
81
Lecture Room
Flip table
21
M48
304
81
Lecture Room
Flip table
22
M47
216
108
Lecture Room
Flip table
23
M47
217
78
Lecture Room
Flip table
24
M47
218
60
Lecture Room
Flip table
-
25
M46
247
160
Lecture Room
Individual
chair
26
M46
248
90
Lecture Room
Flip table
27
D01
107
120
Lecture Room
Flip table
28
D02
SEMINAR
A
120
e-lecture-theatre
Flip table
29
D03
204
126
Lecture Room
Flip table
234
Theatre
Flip table
120
Theatre
Flip table
2480
1688
30
D10
31
D10
SEMINAR
B
SEMINAR
C
7-2
Figure 7.2 : e-Lecture-Theatre to accommodate 200 students
Figure 7.3 : PBL rooms provide space for interactive learning and group discussion
Figure 7.4 : Lecture theatres with bigger capacity
7-3
From our Graduate Traceability Questionnaires in 2006, the Faculty’s teaching facilities in terms of
lecture rooms, teaching aids and ICT was rated satisfactory. This finding was partly used in our
continuous effort for quality improvement. In fact, the Faculty will be getting a new teaching
laboratory next year that also houses briefing rooms. This will further improve teaching & learning
facilities for our students (refer to Section 8.2).
7.1.2
Learning Support Facilities
The students and administration block are located on the green area equipped with sitting bench
for students to do group discussions. This ensures students still spend quality time in-between
lectures. Students are allowed to use any unoccupied lecture room for group discussion and other
learning activities during working days. Well-marked hotspot areas in Faculty buildings enable
students and staff to connect to e-Learning, one of our flexible learning support initiatives (refer to
http://elearning.utm.my) and other websites of interest. FKA is in the process of upgrading the
capacity and coverage of wireless access in all its academic area.
The student hostels are within few minutes’ walk to the academic area to avoid late arrival to
class. Sufficient residential accommodations are provided to students such that no student is
encouraged to stay outside campus. There are nearly 30,000 units of shared hostels provided and
15% are allocated to married students.
The Perpustakaan Sultanah Zahanariah, which is close-by, provides easy access to study carrels
and thousands of various reference materials related to the civil engineering curriculum (also refer
to Section 7.1.3)
The Faculty is planning to convert the open area in front of M47 to a common area for students
academic, recreation and social activities. Planned facilities include gazebos (wakaf), hotspot and
vending machines (also refer Section 7.2).
Figure 7.5 : Residential Hostels and FKA Learning Support Facilities
7.1.3
Information Resources
The university library, Perpustakaan Sultanah Zahanariah (PSZ), at the main campus is housed at
central university location, fully equipped with on-line integrated computerized library system,
InfoLAN. It contains probably the largest collection of technical and engineering materials and
references (books, periodical, on-line journals, CD Roms and theses) in Malaysia that are relevant
to various programmes in the University and is also actively linked to other international library
service providers. The university library housed 450 latest network connected PCs for student and
7-4
staff use. Collection of materials and references for civil engineering education is of course
adequate, and is listed in digital format of Appendix 7.2).
The Faculty also provides its own resource centre where collection of theses, periodicals and
journals dedicated to Civil Engineering are made readily available to students on working days. To
date, a total of 6000 thesis (PhD, Master and Undergraduate) are available in the form of hard and
soft copies. The centre also stored more than 800 reports on undergraduate practical training and
over 20 engineering magazine and journal title. The centre also compiles collection of past year
examination papers since 2003. Besides various relevant reading material collections, the center
also provides teaching aids and equipment for students and academic staff. We are in the process
of upgrading the resource centre into becoming a subsidiary of UTM main library.
Figure 7.6 : Faculty Resource Centre provides easy access to collections of references
Figure 7.7 : Engineering Surveying Unit provides theoretical and practical aspects of
engineering survey
7-5
Figure 7.8 : e-Learning http://elearning.utm.my to foster self-paced learning
Figure 7.9 : Virtual theses http://www.efka.utm.my/thesis and
internet access to PSZ Library at http://psz.utm.my
7.1.4
Internet and Communication Technology (ICT) Facilities
Computing laboratory of the Faculty include class rooms for teaching on computer-based learning
and various civil engineering softwares. There are 5 computer laboratories dedicated to teaching
ICT to undergraduates and these laboratories are maintained by 7 technicians during office hours.
All PCs are connected to the central computing network of the University. A postgraduate
computer laboratory has also been established in 2006 which provides 11 shared networked PCs.
The Faculty also provide 100% wireless coverage for the students with own mobile PC within
computing laboratory. In addition, we facilitate 50% wireless coverage within the academic
buildings. Part of the improvement plan is to install additional 16 wireless access points to achieve
100 % wireless coverage by the end of 2008.
Accessing e-Learning, online academics management as well as online banking has become a
norm to FKA students. The latest connectivity technology using Virtual Private Networking (VPN)
deployed by the University has enabled students to connect to university library even during off
semester from home. This is particularly useful for students undertaking final year projects or
industrial training outside campus.
7-6
Figure 7.10 : Student Computer Laboratories, Networking and Information
System at http://www.fka.utm.my
7.2
Student Support Facilities
The University provides sufficient campus accommodation for the students and their layout is
aimed at encouraging teamwork spirit among students of diverse racial and religious background.
The student residential areas are equipped with various types of multi-purpose halls for student
activities. Convenience stores, printing and photocopy shops, cafeteria, sport centre, gymnasium
and mousallah (surau) are made available at these residential colleges.
Sultan Iskandar Mosque, located in centre of the University campus, provides congregational
prayers and other religious activities. Health Centre is located within walking distance from these
accommodations. Varieties of fair-priced foods are sold to the students on at nearby food courts.
The quality of food sold and hygienic aspects of the food courts are rigorously monitored by the
university authority. A Bank, a book and souvenir shop and postal facilities are located at student
union building. Shuttle bus services (at one hour interval) provide transportation to Faculty and
other learning centres and nearby township and hypermarkets for social outings. Parking spaces
are also abundant in campus for registered students.
Figure 7.11 : Mosque, Bank and Postal Facilities in UTM
7-7
Student Health Centre provides free medical service and 24-hours emergency service to the
registered students. The centre is equipped with ambulance service to the health centre or to any
other distance hospitals if required.
Figure 7.12 : Recreation facilities for students
Figure 7.13 : Health Centre, Food Court, Gymnasium and Equestrian
Feedback from Graduate Traceability Questionnaires in 2006 indicated that University facilities
such as library, accommodation and health center are rated as ‘good’. However, with a plan for
expansion of faculties, programmes and number of students, these facilities are undergoing
improvement, as can be seen from the number of building construction in campus.
7.3
Laboratory
Laboratory facilities of the Faculty can be divided into 2 categories namely Engineering Laboratory
and Computing Laboratory
7.3.1
Engineering Laboratory
The Faculty provides sufficient laboratory facility in the form of an integrated laboratory tailored
for teaching and research purposes. The teaching of lab courses specifically provide for the
fundamental and basic skills in managing laboratory work. The laboratories are equipped with
7-8
state-of-the art testing facilities and equipment that are relevant to civil engineering. The running
and set-up of the facilities are tailored to address a number of learning outcomes particularly
communication skill (LO5) and Team-working (LO7). For instance, the types of equipment installed
are selected to enable students to observe and understand the fundamental aspects of test
conducted. As such, the equipment are simple in nature, with minimal automation. The research
laboratories are equipped with up-to-date and high-end equipment that enable the students to
undertake complex and long-term laboratory tests.
In a number of laboratories, the facilities also include physical models that help students to
comprehend some fundamental elements in civil engineering. These scaled-down models include
bridge structures, building foundations, road pavement and sub-grades, soil reinforcement
methods, rock samples and geological structures, spillways and channels and stream meanders,
etc. Full-scale models for demonstration purpose such as instrumentation system for soil and rock
and mini test track are among the recently acquired inventories for laboratory teaching.
7.3.1.1
Laboratory Under Various Department
The laboratory is managed by the respective departments with its share of technical staff. Their
built-up area and current assets are shown in Table 7.2. Each laboratory is also equipped with
briefing room, where students are briefed on the theoretical aspect of tests to be undertaken.
Based on the testing facilities and built-up area, majority of the lab is capable of handling between
30 and 40 students for a given time slot. Being placed under respective department, this enables
the content of the laboratory teaching to be appropriately and continuously evaluated to meet the
requirement of the programme and stakeholders.
Table 7.2 : Laboratory Space at Faculty of Civil Engineering
7.3.1.2
Department/Unit
Laboratory facility provided
Built-up
area
Assets
(equipment)
Structure and
Material
Concrete Laboratory.
Structure Laboratory.
3,678 m2
RM 5,123,300
Geotechnics and
Transportation
Geotechnical (Soil & Rock
Mechanics) Laboratory.
Highway and Transportation
Laboratory.
3,544 m2
RM 4,816,500
Hydraulics and
Hydrology
Hydraulics and Hydrology
Laboratory.
4,281 m2
RM 2,414,100
Environmental
Engineering
Environmental Engineering
Laboratory.
1,650 m2
RM 1,600,975
Unit under the
Faculty
Engineering Survey Laboratory.
1,300 m2
RM 1,567,100
Unit under the
Faculty
Computing Laboratory.
1,648 m2
RM 2,240,000
Laboratory Staff and Equipment
The number of technical staff is adequate to ensure the proper running of every lab. As shown in
Table 7.3, each lab is run by at least one senior technician and several technicians and junior
technicians (PAR). They are also trained and qualified, as described by their CVs and experience
they gathered through various practical exposure and training. The various lab equipment and
typical laboratory tests conducted are also shown in Table 7.3. (see Appendix 7.3)
7-9
Figure 7.14 : Structures and Materials Laboratory
Figure 7.15 : Hydraulics and Hydrology Laboratory
Figure 7.16 : Geotechnics and Transportation Laboratory
7 - 10
Figure 7.17 : Environmental engineering laboratory
Table 7.3 : Details of Laboratory Staff, Apparatus and Typical Tests Conducted
Laboratory
Concrete
Laboratory
Structure
Laboratory
Geotechnical
Laboratory
Highway &
Transportation
Laboratory
Hydraulic &
Hydrology
Laboratory
Academic &
Technical staff
1
1
4
2
1
1
3
2
1
1
4
1
1
1
2
1
1
1
3
1
Related apparatus
Types of test conducted
Head of Lab.
Senior Tech.
technicians
junior tech.
Sieve sets
Compression machine
Casting moulds
Vibration table
Sieve analysis
Cement consistency
Concrete mix design
Head of Lab.
Senior Tech.
technicians.
junior tech.
Shear and bending moment
testing machine.
Tensile machine.
Strut buckling apparatus
Portal Frame apparatus.
Influence Lines
Stiffness Factor Tester.
Two-hinged Arch Tester.
Shear force and bending moment
Tensile strength of Mild steel
Strut buckling
Portal Frame
Influence Lines
Stiffness Factor
Two-hinged Arch
Head of Lab.
Senior Tech.
technicians.
junior tech.
Compaction moulds
Compression machine
Consolidation apparatus
Vane shear apparatus
Falling and constant head
permeability apparatus
Direct shear apparatus
Sieve sets
Cone penetration apparatus
Laboratory oven
Soil compaction test
Unconfined compressive test
1 dimensional consolidation test
Vane shear test
Undrained Triaxial Shear Strength Test
Permeability Test
Direct Shear Test
Plastic & Liquid Limit test
Sieve analysis
Head of Lab.
Senior Tech.
technicians.
junior tech.
Compression machine
Cone penetrometer
Ring & ball equipment
Asphalt ignition furnace
Sieve sets
Field observation and related
instruments
California Bearing Ratio Test
Penetration Test
Softening Point Test
Extraction of Bitumen from Bituminous
Mixture
Sieve Analysis of aggregate
Capacity of unsignalised intersection
Head of Lab.
Senior Tech.
technicians.
junior tech.
Flow channels of various types
and sizes.
Various types of pump.
Impact of jet equipment.
Pipe friction apparatus
Hydraulic Jump apparatus.
Centrifugal pump.
Rainfall-runoff equipment.
Centre of hydrostatic pressure,
Flow through v-notch and ventury meter,
Impact of jet,
Pipe friction,
Velocity Distribution in pipe,
Hydraulic Jump,
Gradually Varied Flow,
Centrifugal pump characteristic,
Flow over a broad-crested weir,
Rainfall-runoff relationship.
7 - 11
Laboratory manuals prepared for all lab courses (refer to Lab Manuals – to be made available
during the visit) provide useful and relevant information on laboratory work (e.g. theoretical
background and test procedures) to the students. Lab schedule (time-table) provides particulars
on test to be conducted, groupings, time and lab facilitator. This assists student in planning for
their time scheduling.
7.3.2
Computing Laboratory
Computing laboratory accommodates 150 networked PCs and appropriate engineering software to
complement another 450 PCs at university computing center. The latest civil engineering
simulation softwares for students and staff have been acquired by the Faculty such as Structural
Engineering STAADPro (with 60 network licenses) for Structures, Plaxis Geotechnical Finite
Element software (with 50 Network licenses) for Geotechs, Visual Basic Programming (with 150
central licensing), various Auto Desk softwares (include 180 AutoCAD licenses, 20 Autodesk
Inventor licenses, 30 Autodesk MAP 3D licenses, and 160 Autodesk Civil 3D licenses) for IT, and
Groundwater Modeling System (10 GMS licenses), Surface Modeling System (10 SMS licenses)
and Watershed Modeling System (WMS 10 licenses) for Hydraulics and Hydrology. Softwares for
teaching and research purpose are also available. Recently, the Department of Structures and
Materials has upgraded its LUCAS modeling software to the latest version of 14.2. The software
inventory for Geotechnical Engineering includes GeoSlope, Slope/W, Sigma/W, Sig/W (all with 40
licenses) and Test Navigation Software for rock testing.
Other support softwares such as Primavera Project Planner (25 licenses), Microsoft Office 2007,
Microsoft Projects (university unlimited licenses) and ARENA simulation softwares have also been
purchased.
Figure 7.18 : Use of Civil Engineering Softwares is Encouraged
7.3.3
Quality and Safety
The quality of the laboratory facilities is ensured through regular servicing and calibration of
equipment by authorised parties (e.g. SIRIM and equipment suppliers). Health and safety aspects
of laboratories are also given due consideration and these are addressed by sending technical staff
to relevant courses on Safety and visits to industries. Regular visit by the relevant authority (e.g.
OSHA and Safety and Health Committee UTM and Faculty level) is a means to maintain high level
of safety and health. Our Civil Engineering Testing Unit (CETU), a unit responsible for handling
consultancy work related to laboratory testing, has been accredited with ISO 17025. This can have
indirect impacts on laboratory teaching as the expertise of our technical staff can be utilized to
assist students with laboratory work. However, with the existing laboratory staff, the Faculty is
certainly capable of handling laboratory teaching for undergraduates. This can also be attributed to
our experience of handling up to 500 undergraduates for a given semester. All technical staff are
7 - 12
required to attend at least 4 days skill training and sit for competency assessment (Peperiksaan
Tahap Kecekapan) to enhance their knowledge and skill in conducting the daily prescribed work.
They are also encouraged to be Green Card holders, issued by Construction Industry Development
Board (CIDB), to facilitate industry visits.
They are also encouraged to attend English
Communication classes to cater for the need of teaching and learning of the international students.
The Faculty provides excellent laboratory facilities and has been considered one of the best in the
region and comparable to top universities in the UK (refer to Appendix 7.3). This is also visible
when last year, representatives from the Ministry of Higher Education (MoHE) visited and used our
laboratories as a benchmark. The current policy is that any major purchasing for laboratory
equipment has to be planned a year ahead http://iso9001.fka.utm.my/perolehan to encourage
systematic and preplanned purchasing.
The University has established Safety, Health and Environment Committee chaired by the Deputy
Vice Chancellor to map the safety policy for the university to be practiced by the Faculty. It will
also organise the safety and health related courses, as well as an audit to the Faculty safety work
procedures. Currently, the Faculty staff responsible for OSHA is monitoring the required facility
maintenance directly to Pejabat Harta Bina (PHB) online and expecting remedial work carried out
in accordance to ISO9001:2000 procedures.
Our continuous effort of upgrading the laboratory facilities and infrastructures under the Malaysian
Plan RMK 9 and RMK 10 is ongoing. The Faculty is due to get a new building in 2010 that will
house an open laboratory and briefing rooms, and more space for Laboratory Teaching to
undergraduates. We will then be able to give more to our students.
7 - 13
SECTION 8.0
8.0
QUALITY MANAGEMENT SYSTEMS (QMS)
Introduction
Faculty of Civil Engineering (FKA) is always committed to the highest standards of quality in the
pursuit of its mission and delivery of its academic programmes. The quality culture in daily
management of the Faculty is reflected with the adoption of Quality Management Systems (QMS) of
ISO 9001:2000 for academic management system, established since 1999 and ISO 17025:2005
for laboratory accreditation. The Faculty is responsible to ensure that procedures and processes in
the management system implemented are in allignment with EAC requirements and the system
effectiveness is monitored for continual improvement. FKA has a few integrated mechanisms that
checks on continual quality improvement, such as the ISO management review, academic
programme review, external examiner review, and formative teaching evaluation. Quality review of
all departments within the Faculty by stakeholders has become an accepted norm and considered
very important to the Faculty. FKA recognises that in order to achieve a good Quality Management
System, it must start from the University’s top management right down to individuals in the
Faculty.
8.1
The University and Faculty Administration
The university is headed by a Vice Chancellor and three Deputy Vice Chancellors who are
responsible for the overall planning and management of the university. There are 12 faculties in the
University that have been set up to offer various quality academic programmes at various levels.
The University’s organisational chart is shown in Appendix 8.1.
The Faculty of Civil Engineering is headed by the Dean, assisted by two Deputy Deans, six Heads of
Departments, an IT manager, a Deputy Registrar (Academic) and an Assistant Registrar. Realizing
that education is our core business, research has become an essential support pillar for the
Faculty’s future. This has led to the creation of centres of excellence to coordinate and optimize
the vast expertise available in the Faculty (refer to Section 1.1). The Faculty’s organisational chart
is shown in Appendix 8.2.
In instilling quality culture among staff, several committees have been setup. Efforts to dessiminate
policies on quality to all staff are done through meetings, workshops, academic discussions,
circular, etc. These are part of the strategies to provide sustainable and quality teaching and
learning environment to staff and students of the Faculty. A list of committee setup is shown in
Appendix 8.3.
8.2
Adequacy of
Resources
Institutional
Support,
Operating
Environment
8.2.1
Adequacy of Institutional Support and Operating Environment
and
Financial
Institutional support and environment provided by the University towards maintaining quality and
continuity of our programme are adequate. This adequacy is judged from the following ways;
1.
Strategic direction of University and Faculty
The long term goal of the University is to become a World Class University by 2010 and an
Research Intensified University in the very near fiture, are important steps towards achieving a
world class standard in teaching, learning and research, indirectly ensuring continuity of the
academic programmes at UTM.
2.
Quality policies and procedures in teaching and learning
Various policies and procedures have been established in relation to providing a standardized
approach in developing and management of academic programmes such as Polisi dan Kod Amalan
Pengajaran dan Pembelajaran, Buku Panduan Akademik, and Buku Peraturan Akademik. These
8-1
policies and procedures help FKA to develop quality academic programmes. We have also
established ISO 9001:2000 for Academic Management System to assist the Faculty in rendering
services in Teaching & Learning to undergraduates. As a CQI, the ISO 9001:2000 manual
documentation are also available online and is now fully internet-based and ready for end user
testing at http://iso9001.fka.utm.my/teaching. This system, fully developed in-house should prove
very useful especially in the assessment of Programme Outcomes.
3.
Top-notched staff
Through the Office of International Affair, the Faculty has managed to recruit top-notched
international academic staff to join the Faculty (Refer to Section 6.0). The top-notched staff have
significantly strengthened the quality of teaching and learning, and contributed their roles as
leading researcher in several strategic research areas which indirectly has created more
opportunity to local lecturers to excel in research and development. At the same time their
presence attracts more foreign students to FKA.
4.
One staff one computer project
The University has embarked on ‘one computer per staff’ project in early 2008, that cost nearly
RM7 million. This exercise was carried out eight years ago with the objective to replace the desk
top computers distributed to all lecturers. Academic staff are now able to fully utilise latest
technology in their delivery.
5.
Academic and Career Counseling
The Faculty and UTM provide counseling services for academic and career development of students.
Career fairs have also been organised by the student’s society with the support of the Faculty
members. Studnets are also encouraged to participate in activities organized by the Faculty,
university or other recognized bodies such as IEM or BEM to enhance their knowledge towards their
career path (refer to Section 5.0).
6. Other Students’ Support Programmes
The university through the Centre for Teaching and Learning (CTL) has set up an English Language
Support Programme (ELSP) that offers various services including wrriting skill, communication skill,
helpdesk and others. These programmes can be easily accessed by students through the internet
or office-based services. As a concerned Faculty, the academic administration office provides
counseling services to students on how to secure financial support from various sources such as
PTPTN, MARA, University Financial Fund etc. These services have enabled students to solve their
financial difficulties, thus helping them to focus on studies.
A Graduate Traceability Survey conducted in March 2008 indicates a tremendous improvement over
the years in all aspects of institutional support, infrastructures and environment, as shown in Table
8.1. The physical infrastructures are also provided in Section 7.0.
8-2
Table 8.1 : Graduate Traceability Survey (2008)
No.
Items
% Level of
Satisfaction
(2008)
2007
(%)
2006
(%)
1.
Employability
85.5
72.2
63.1
2.
Perception towards UTM reputation
95.5
NA
NA
3.
Suitability of curriculum content
92.7
84
82
4.
English language competency
75.5
80
80
5.
Perception towards lecturer-student interaction
90.0
84
84
6.
Perception towards information and career
opportunity
84.5
79
78
8.2.2
Adequacy of Financial Resources
Financial resources provided by the University towards maintaining quality and continuity of our
programme are adequate. Generally, the Faculty is given the autonomy to utilise the resources
based on Faculty’s financial projections. The allocations provided by the University are spent for the
purpose of achieving effective and efficient administration of our academic programmes. Table 8.2
shows the financial allocation for the Faculty of Civil Engineering for the five year period beginning
2004. The financial allocation has been spent mostly on academic programme needs such as
overtime allowance dedicated for staff to assist students to carry out research outside the office
hours. Materials and supplies budgets have been used for purchasing research materials,
maintenance and repairs allocation have been used for maintaining facilities at the faculty. The
yearly allocations provided by the university are seen to be within the range of RM 2.1 – 3.8
million, which are sufficient to run the academic programme.
However, the Faculty is required to generate its own income through various activities by Centres
of Excellence, contract research and consultancy projects, and other fund generating activities,
such as seminars, short courses and training. The Faculty also receives several research grants
from various agencies such as MOSTI, CIDB and JKR, and other private entities such as INDAH
WATER KONSORTIUM (IWK), TWP, PERWAJA and etc. (refer to Table 6.10 and 6.11).
8.2.3
Adequacy of Constructive Leadership
In line with the government aspiration that every government department provides efficient and
excellent services to its customers, FKA has instilled Budaya Kerja Cemerlang concept to all its
staff. FKA also introduces its motto Always Ahead to reflect the vision of the Faculty. The previous
and current leadership has enabled full commitments of staff towards improving productivity and to
provide high quality services. At the Faculty level various committees are established to support
the Faculty administration for the smooth running of the academic programme. The establishment
of the committee allows staff to be involved in administrative activities and provides opportunity for
to enhance leadership skill. The list of committees in FKA is shown in Appendix 8.3.
A survey has been carried out to all staff to gauge their satisfaction level over the management
team of the Faculty. The outcome of the survey shows that staff are satisfied with management
(refer to Appendix 8.4). However, this finding will be used to improve further
8.2.4
Policies and Mechanism for Attracting, Appointing, Retaining and Rewarding Wellqualified Staff
The University has clear policies for staff appointment and recruitment. The procedures and criteria
for appointing staff are based on Panduan Proses Pengambilan Staf Akademik together with
Panduan Laluan Kerjaya Profesion Pensyarah. The basic requirement for the appointment for
8-3
contract staff is similar to the local staff. In addition the Faculty has its own strategies to attract,
retain and reward staff. Among the strategies are opportunities to further their studies locally or
abroad; availability of research grant and infrastructure for scholarly activities; excellent ICT
infrastructures for teaching and learning; and opportunity to carry out consultancy work.
The University also holds Quality Day yearly, in recognition of contributions of the staff. Several
awards are given to the staff, such as;
1.
2.
3.
4.
5.
6.
8.2.5
Anugerah
Anugerah
Anugerah
Anugerah
Anugerah
Anugerah
Khidmat Cemerlang
Penyelidikan
Penerbitan
Perundingan
Pengajar Terbaik
Kualiti Fakulti
Provision of Professional Development
All staff are given the opportunity to plan their self development with full support from the
management. Information regarding staff development training is distributed through letters as
well as internal circulars. The staff is also encouraged to submit application to the Faculty if there
are any other courses or training that suit their needs. Staff are aware that they are required to
complete 40 hours of compulsory self-development training programme. The HRD of the University
sees that all new staff are sent for Kursus Induksi, Orientasi Staf Baru, Kursus Bina Negara, etc.
Academic staff are also allowed to undertake Sabbatical Leave, Industrial Attachment for the
purpose of PE and other Professional development training courses.
The university has also allocated a significant amount of money to allow staff to participate in any
seminars, conferences, workshops or be involved in Research, Exhibition and Competition at
National and International levels. The Faculty always encourages the staff to involve themselves in
consultancy works not only to expose in the real world environment, but also to fulfill the long term
objective of achieving membership with various professional bodies. Career development courses
such as PTKs are conducted throughout the year to allow the staff to benefit from promotional
exercises. All opportunities and incentives given indirectly contribute to improving productivity and
self-development.
8-4
Table 8.2 : Financial Allocation for the Faculty of Civil Engineering
Items
2004
2005
2006
2007
2008
(As of August)
Overtime Allowance
RM55,000.00
RM60,000.00
RM60,000.00
RM50,000.00
RM52,000.00
Other Staff Financial Benefits
RM800,000.00
RM800,000.00
RM800.000.00
RM445,000.00
RM160,000.00
Staff Transportation
RM271,300.00
RM271,800.00
RM292,600.00
RM387,000.00
RM412,020.00
Rental
RM15,240.00
RM27,500.00
RM51,015.00
RM45,000.00
RM35,000.00
Raw Materials Supplies
RM23,920.00
RM3,500.00
RM9,880.00
RM7,000.00
RM30,000.00
Materials and Supplies
RM108,860.00
RM130,000.00
RM169,005.00
RM171,800.00
RM277,268.00
Maintenance and Repairs
RM499,000.00
RM218,070.00
RM214,970.00
RM210,680.00
RM206,335.00
Professional Services
RM361,972.00
RM306,750.00
RM318,200.00
RM370,695.00
RM422,425.00
Capital Asset
RM389,464.00
RM200,500.00
RM407,410.00
RM1,800,878.00
RM986,858.00
Fixed Asset
RM201,259.00
RM169,900.00
RM194,720.00
RM259,670.00
RM192,235.00
Total
RM2,726,015.00
RM2,188,520.00
RM2,517,000.00
RM3,748,623.00
RM2,777,141,00
8-5
8.3
Mechanisms for Implementing QMS
8.3.1
Mechanism for Programme Planning, Curriculum and Curriculum Content Review
The mechanism for developing the academic programme, curriculum and curriculum content review
is stated in our ISO9001:2000 procedures. Initially all activities of Teaching and Learning are
based on the Polisi dan Kod Amalan Pengajaran dan Pembelajaran, Program Diploma dan Sarjana
Muda, UTM. This policy covers among others QA standard, curriculum development, teaching and
Learning Method and teaching assessment. The Faculty has developed its Programme Educational
Objectives (PEO) and Programme Learning Outcomes (LO) as well as the methods to achieve the
objectives and outcomes as mentioned in Section 4.0 : Academic Curriculum.
Periodic self reviews are conducted to assess the extent to which the educational goals and learning
outcomes are met and whether the curriculum design, methods of teaching and learning, the
facilities, as well as the financial and human resources for delivery of the curriculum support the
attainment of educational goals and learning outcomes. This process enables the Faculty to reflect
and identify its strengths and weaknesses, and to decide on areas for change. The existing ISO
9001:2000 review process has significantly helped the Faculty to establish a structured review
process (please refer to Section 4.2.2).
FKA is responsible for designing and implementing programmes that are appropriate to the mission
and goals, which they have defined in consultation with relevant stakeholders that include
representatives of academic staff, students, the community, non-governmental organizations,
government agencies and the private sector. Generally, the development of academic curriculum
begins with the preparation of the initial draft by the Jawatankuasa Kuriklum dan Silibus Fakulti
(JKKS) by taking into consideration feedbacks from the external examiners, visiting professors,
survey to the industry and others. The draft together with the comments from the external
examiners is tabled to the Jawatankuasa Akademik (JKA) Faculty for review and improvement. The
improved curriculum is then tabled to the Jawatankuasa Tetap Senat (JKTS) for endorsement. Once
the senate has approved the curriculum, it is submitted to the Ministry of Higher Learning for
further approval.
The process to prepare and review the curriculum also involves academic staff of the Faculty
especially at the beginning of the curriculum development. The contributions of all academic staff
focus on actual curriculum development and implementation, research, social responsibility,
personal improvement and academic supervision of students. This process is normally channeled to
the staff through the department meetings, Faculty meetings or through Faculty strategic dialogues
organized from time to time.
The inputs from the students are also considered. This is done by having students-staff meeting
which is being held every semester. Since the curriculum is developed based on the program
outcome, the response from the industry on the performance of FKA graduates is seriously
considered so as to continuously improve the curriculum. One common comment from the industry
players on FKA graduates is the low level of communication skill. Majority of them agreed that
communication skill among FKA graduates need a lot of improvement. As such, the Faculty has
stressed the importance of students to acquire certain Generic Skills upon completing their study at
FKA. At the same time all subjects that are currently being taught at the Faculty are delivered in
English to accommodate the need of stakeholders. Since the beginning of semester two, session
2007/2008 the intake to FKA was also opened to the foreign students. Therefore, the requirement
to change the medium of instruction to English is inevitable.
FKA always takes proactive steps towards achieving continuous improvements in teaching and
learning. This requires the use of a variety of teaching-learning and assessment methods that will
enable students to acquire a range of competencies that are necessary for them to participate in
the education process, national and global development and the growth of their own disciplines
through a process of continuous improvement. Important teaching-learning methods include selfdirected learning, use of ICT that bring diversity to students’ learning experiences. Problem-based
learning (PBL) and cooperative learning (CL) are adequately combined with traditional methods
such as lectures, tutorials and practical classes to promote analytical thinking, problem solving,
effective communication, use of computer and digital technology as well as life-long learning. The
various teaching-learning methods for each course in the academic programme can be seen in the
Course Outline.
8-6
8.3.2
Mechanism for Responding to Feedback and Inputs from Stakeholders Including
Industry Advisory Panel, Students and Alumni
Industrial collaboration between the Faculty and industry is well established. The mechanism for
responding feedback and inputs from stakeholders is based on periodical evaluations by the
Faculty’s top managements. Appendix 8.5 highlights some of the actions that have been taken.
ISO9001:2000 also encourages students to give feedbacks to improve our QMS. Action taken on
this can be seen in ‘customer feedbacks’ in Management Review Meetings (refer to Appendix 8.4).
8.3.3
Mechanism for Tracking the Contribution to the Programme Outcome
The course matrix method is adopted to track the contribution of each course offered by the
Faculty towards the programme outcome as explained in Section 3.5. The programme outcomes
assessed are those listed in the Course Matrix Table in the programme specification. Again our
QMS ISO9001:2000 has clearly laid out procedure of monitoring Programme Outcomes
8.3.4
Mechanism for Tracking Performance through Assessment
Measurement of student performance include information on the average study duration,
assessment scores, pass and failure rates at examinations, success and dropout rates, students’
and graduates’ report about their course experience, as well as time spent by students on areas of
special interest. Performance of students is monitored through assessment, and this is elaborated
in Section 5.1. Beginning of semester 02, session 2006/2007, the University has introduced a new
grading system for all academic programme. The grading system can be found in the Buku
Panduan Akademik. With the new grading system, the Faculty has provided more opportunities for
the students to excel in their studies. This is proven by the increasing number of first class and
second class upper graduates.
8.3.5
Mechanism for
Comment
Responding to External
Examiners
and
Visiting
Professors
All the Academic programmes at FKA are reviewed by external examiners and visiting professors.
The external examiners and visiting professors not only vet through the final examination papers
but also give advice on the curriculum development. Detailed descriptions of the roles and
responsibilities of the examiners and professors can be found in Appendix 8.7. The process of
responding to the comments provided by the external examiners and visiting professors start with
the review of the report by the Deputy Dean (Academic) followed by presentation of the findings to
the ISO Management Review Meeting. All decisions made during the ISO Management Review
Meeting will be endorsed by the Jawatankuasa Akademik Fakulti. Detailed response and feedback
from external examiners can be found in Appendix 8.5.
8.3.6
Mechanism for Reviewing of Program Objectives and Programme Outcome
Programme objectives and programme outcome were reviewed through various surveys conducted
by the academic office before and after graduation such as entry survey, exit survey, graduation
survey, employment survey and others (refer to Section 1.5).
8.3.7
Mechanism for Continual Quality Improvement
FKA has also developed its own Continuous Quality Improvement (CQI) framework that set the
standardized approach for ensuring quality in the academic programmes offered by the Faculty.
The CQI framework is shown in Appendix 8.6.
FKA always strive to achieve excellence in its academic programme with the full commitment from
all the staff (academic and non-academic). In facing these challenges, FKA as dynamic learning
8-7
organizations need to continually and systematically review and monitor the various issues that
impact on education so that programmes can be smoothly planned in a constantly changing
environment. Feedback needs to be obtained from multiple sources to strengthen the evidencebased platform of educational quality in higher educational institutions. Evidence is gathered from
students’ and graduates’ feedback, performance in examinations, longitudinal study of graduate
performance and perception of significant stakeholders within and outside the university on the
strengths and weaknesses of graduates and programme relevance. The Faculty also revised its
curriculum and syllabus by taking the following measures:
i)
ii)
Bench marking with top universities of the world.
Taking into consideration industry input through implementation of curriculum that
integrate generic skills as part of the syllabus.
At FKA, there are several records management systems that have been developed and used in the
form of user friendly data based system, online systems and stand alone type depending of the
usage. Among the systems that have been developed are;
i)
ii)
iii)
iv)
v)
vi)
vii)
viii)
Online students registration systems
Online students information systems
Online staff information systems
Industrial Training Information system
R&D Information system
Examination Information System
Online Staff Attendance recording systems
E-finger attendance recording systems
8.3.8
Mechanism for Process to Introduce New Programme
Currently, FKA runs only one academic programme at the undergraduates level (Bachelor
Engineering in Civil Engineering). However, mechanism for process to introduce new programme is
found in our ISO9001:2000 as described in Appendix 2.2.
8.4
Responses to the External Examiner and Industrial Advisory Panel
8.4.1
External Examiners’ Reports
Civil Engineering programme in UTM is continuously assessed by external examiners appointed by
the Faculty. The external examiners not only vet through the final examinations papers but also
advice us on the curriculum development as well as programme quality. Based on the Accreditation
Manual guidelines prepared by the Board of Engineers Malaysia, the external examiner’s annual
report should contain assessment on staff quality, staff-student ration, the preparation of question
papers, marking scheme, marked answer script, coursework, assignment, laboratory work, final
year project, suggestion for continual quality improvement and review on the action taken by
management from previous report or recommendations.
Appendix 8.7 provides the list of external examiners and visiting professors/industrial panel
appointed by the Faculty between 1977 to 2008. The assessment and comments from the external
examiners and our respons in a tabulated form is found in Appendix 8.5. The actual External
Examiner’s Reports are available in Appendix 8.8. Based on the reviews, the Bachelor of Civil
Engineering Programme offered by the Faculty of Civil Engineering at UTM is very well structured
and of a high level. The course offered covers a broad spectrum of civil engineering subjects. The
information on the Programme Learning Outcomes and the relationship between these targeted
outcomes and the courses offered in the Civil Engineering Programme are clear and well defined.
The objectives of each course are well defined and are linked to the learning outcomes.
In terms of staff numbers and quality, the staff-student ratio is found more than adequate. There
was a reasonable balance between relatively new and experience staff. The level of qualification of
the staff was in line with other engineering faculties around the world. Reviews on exam papers
and assignment pointed out that the questions were adequate and addressed most of the topics
covered in the courses. The level of difficulty and the marking scheme were found appropriate and
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the mixtures of theoretical and practical questions were well balanced. The laboratory facilities
available at the UTM were excellent, well equipped and properly maintained to provide the students
with exposure to the wide range of engineering testing.
Generally most comments from external examiners were positive, however there were also some
recommendations on how to improve the current academic programme. The mechanism for
responding to these comments is described in section 8.3.5.
8.4.2
Industrial Advisory Panel (IAP)
Industrial collaboration between the Faculty and industry is well established. Collaborative work
comes in the form of curriculum review, technical visits, industrial training placement, final year
student projects and invited lectures from industries. An Industrial Advisory Panel has been formed
and its main role is to advise the Faculty on the following;
i)
ii)
iii)
Suitability of the curriculum contents and structure of a particular engineering programme
in order to ensure that they are relevant to the need of the industry and the country.
The latest developments in the industry related to a particular engineering programme.
Programme’s continual quality improvement towards achieving excellence
The Industrial Advisory Panel (IAP) for the Civil Engineering Faculty at UTM consists of eight
members, comprising of top personnel from diverse background such as corporate leader,
consultant, contractor, project manager, property developer, representative of Institution
Engineers and academician. Their comments and recommendations are responded to close some of
our Programme CQI loops. IAP membership is listed in Appendix 8.9. Their comments and actions
taken are also summarised in Appendix 8.5.
8.5
Quality Assurance and Benchmarking
In the quality assurance aspect, on top of the already existing academic rules and regulations
found in ‘Peraturan Akademik UTM’ and ‘Buku Panduan Akademik FKA’, the Faculty has its own
quality management system. We are confident that whatever activity related to the management
of the programme conducted is covered by our quality system. We are well organized and are
benchmarked by other faculties in UTM or other institutions. We live up to our slogan of ‘Always
Ahead’ in terms of human resource and database management.
8.5.1
Ensuring Quality Assurance through QMS
The Faculty obtained certification of a quality management system ISO9001:2000 since 1999, it is
still maintained until now. There have been reviews and modifications to our documentation and
management system, when the requirements of EAC accreditation is given due consideration. The
certification of this QMS requires documented procedures and processes, the implementation of
processes stated and monitoring of system effectiveness. Our QMS covers the following scopes and
processes;
i)
ii)
iii)
iv)
v)
vi)
vii)
viii)
ix)
x)
Managing students records and database
Teaching and Learning - Teaching, Delivery, Assessment of students on programme
outcomes, and Assessment of Lecturers
Timetabling Processes – Students’ Timetable and Academic Staff Timetable
Examination and Graduation – Preparation of Final Examination Question Papers, Preparation
of Final Examination Time-table, Invigilation of Final Examination, Graduation
Students’ Registration of Programme and Courses
Training of Staff
Purchasing
Appointment of Staff
Promotion of Staff
8-9
All
documentation
of
these
procedures
and
processes
can
be
viewed
at
http://iso9001.fka.utm.my/ and will also be made available during visit. To improve further,
some management system records are already prepared in the form of database for easy access,
either on-line or stand-alone, depending on the usage. The systems, as reported in Information
Technology Award 2002 are as follows ;
i)
ii)
iii)
iv)
v)
vi)
vii)
viii)
ix)
x)
8.5.2
Online Student Registration System
Online Student Records System
Online Staff Records System
Faculty Correspondence System
Industrial Training Records System
Faculty Research Records System
Post-Graduate Studies Records System
Student Examinations Records System
Staff Attendance Records System
E-Finger System
Programme Benchmarking
Benchmarking is necessary to ensure that UTM programmes are at par with other internationally
renowned institutions of higher learning. For this purpose, a programme benchmarking exercise
was conducted in 2003 and 2007 to ensure quality the programme that FKA offers is of good
quality and relevant to the needs of stakeholders and the Nation.
A few universities from various ranking polls such as the Times Higher Education Ranking and U.S.
News & World Report are selected. This exercise is reported in the Syllabus and Curriculum
Committee and is shown in Appendix 4.3. Generally, all universities consider Structures, Soils,
Hydraulics, Transportation, Construction and Environmental engineering as essential components in
a Civil Engineering programme. These disciplines are well covered in the existing programme.
However, the courses offered may be organised and delivered in different way, considering the
culture and the capability of the institution. A lesson learned from Imperial College London, is the
use of Programme Specification to communicate the important information on the curriculum such
as the learning outcomes, pedagogy and assesment methods to students and stakeholders.
In early 2008, another major exercise to study the implementation of similar programme is done.
Several presentations by the committee members on civil engineering programmes in USA, UK,
Japan, and Australia helped to improve our understanding. This exercise is very useful for us to
seriously review the existing programme to ensure that our programme is always relevant and
‘noteworthy’ to the Nation and Worldwide. Another benchmarking exercise will be carried out and
reported during the visit. In their respective, the Department of Civil Engineering, Imperial College
London which are ranked as the number one Civil Engineering Department in the UK has been
chosen. . The differences observed with Imperial College can be used as opportunities to improve
the current programmes offered at the FKA and will be reported during the visit.
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