Academic Staff Guidelines PDF

ACADEMIC STAFF GUIDELINES
FACULTY OF ENGINEERING
UNIVERSITI INDUSTRI SELANGOR
PREFACE
This is the first edition of Academic Staff Guidelines to all the academic staff of the
faculty of engineering. This is a revised version of the Academic Staff Handbook which
has been produced in year 2006 and Faculty of Engineering Lecturers Guide which is
distributed in year 2008. In this guideline, we have added the Outcome Based Education
(OBE) implementation system as references to all staff.
This guideline is prepared to facilitate the academic staff especially the new lecturers to
have a clear description of duties and the process involved. This document describes the
basic responsibilities and how the academic responsibilities should be discharged.
I hope that this effort will be beneficial to all and can contribute to achieve our vision and
mission and thus finally can achieve our expected outcomes of our graduates.
PROF. IR DR JAMALUDIN BIN MAT

DEAN
UNIVERSITI INDUSTRI SELANGOR
TABLE OF CONTENT
PREFACE
1.0 UNIVERSITY DIRECTION
2.0 FACULTY OF ENGINEERING INFORMATION
2.1.
FACULTY DIRECTION
2.2.
ADMINISTRATION
2.3.
PROGRAMMES OFFERED
2.4.
FACULTY RULES AND REGULATION
3.0 ACADEMIC STAFF RESPONSIBILITIES
3.1.
TEACHING AND CLASS MANAGMENT
3.2.
STUDENT COURSE ASSESSMENT
3.3.
COURSE AND CURRICULUM DEVELOPMENT
3.4.
PROJECT AND THESIS SUPERVISION
3.5.
STUDENT ACADEMIC ADVISOR
3.6.
INDUSTRIAL TRAINING SUPERVISION
3.7.
RESEARCH & CONSULTANCY
3.8.
ADMINISTRATIVE DUTIES
4.0 OUTCOME BASED EDUCATION (OBE)
4.1.
INTRODUCTION
4.2.
PROGRAMME EDUCATIONAL OBJECTIVES (PEO)&
PROGRAMME LEARNING OUTCOMES (PLO)
4.3.
COURSE LEARNING OUTCOMES (CLO)
4.4.
GUIDELINES FOR EFFECTIVE TEACHING
4.5.
COURSE ASSESMENT OF LEARNING OUTCOMES
4.6.
GUIDELINES FOR PREPARING AND MARKING ASSIGNMENT
5.0 ACADEMIC QUALITY MANAGEMENT SYSTEM
5.1. COURSE LECTURE ASSESMENT
5.2. COURSEFILE
5.3. ASSESSMENT CONTRIBUTION PLO PERFORMANCE (ACPP)
5.4. ANNUAL PROGRAM MONITORING REPORT (APMR)
6.0 CONTINIOUS QUALITY IMPROVEMENT

6.1. REVIEWING TEACHING EFFECTIVENESS
6.2. REVIEWING CURRICULUM
6.3. REVIEWING PEO & PLO
6.4. REVIEWING EXAM QUESTIONS
7.0 APPENDICES
7.1. BLOOMS TAXONOMY
1.0 UNIVERSITY DIRECTION

UNISEL IN BRIEF
UNIVERSITI INDUSTRI SELANGOR (UNISEL) is named after the State of
Selangor and is moving progressively with in line of the Selangor States vision
for being the First State University in Malaysia. UNISEL was founded in 1999
with the aims to provide more qualified professionals for the needs of various
industries.
UNISEL has two campuses, namely the Bestari Jaya Campus and Shah Alam
Campus. Bestari Jaya Campus is the main campus and located at the District of
Kuala Selangor, 65 kilometers from Kuala Lumpur City center which houses
four(4) faculties including Faculty of Engineering. Shah Alam Campus is the
Stellite Campus which is located at Section 7, Shah Alam, 20 kilometers from
Kuala Lumpur City center. Both campuses can accommodate 13,000 students.
Graduates from UNISEL are equipped with the competitive edge to enter into the
jobs market. UNISEL believes that by producing quality graduates do not
necessarily be born but they are derived through well-conceived and welldirected activities. In consonance with this belief, UNISEL is empowered with
expertise to provide the inherent strength to resolute this effort to develop a pool
of dynamic and progressive graduates.
Hence, producing the next generation of professionals that uphold the vision,
UNISEL also ensure on the total development which encompasses social,
politics, culture and arts. In realizing this, the importance of comfort lifestyle
through the evolution of technology and innovation, UNISEL takes pride in the
wellness of both campuses by preparing the best facilities and services. These
efforts are not compromised in order to unfold students potentials in their lifelong
learning.
UNIVERSITY VISION & MISSION

VISION
Being the Regional Industrial Learning University
MISSION
Meeting Industrial Needs
2.0 FACULTY OF ENGINEERING INFORMATION

2.1 FACULTY DIRECTION
FACULTY VISION
To be the Forefront Industry-Oriented Engineering Faculty.
FACULTY MISSION
Faculty of Engineering is committed in providing comprehensive and
industry related expertise and stimulating knowledge-culture atmosphere.
PHILOSOPHY
Honest and Professional in the Quest for Continuous Improvement and
Knowledge Advancement with Responsibilities to the Creator and
Stakeholders.
2.2 FACULTY ADMINISTRATION

DEAN
03-32805102
PERSONAL ASSISTANT
03-32805112
DEPUTY DEAN (RESOURCES)

03-32606053
DEPUTY DEAN (ACADEMIC)

03-32806050
LAB MANAGER
ASSISTANT REGISTRAR
03-32806084
HEAD OF LAB
SUPERVISOR
(Academic)
03-32805125
CLERK
CLERK
(Academic)
(Academic)
SUPERVISOR
(Academic)
03-32805122
HEAD OF
PROGRAMS
PROJECT
MANAGERS
ACADEMIC
STAFF
LAB STAFF
CLERK
(Admin)
CLERK
(Finance)
Figure 1 : Organizational Chart of Faculty of Engineering

2.3 PROGRAMMES OFFERED IN FACULTY OF ENGINEERING
Faculty of Engineering offers programmes as follows:
1.
2.
3.
4.
5.
6.
7.
8.
Bachelor of Engineering (Hons.) (Mechanical)

Bachelor of Engineering (Hons.) (Mechatronics)
Bachelor of Engineering (Hons.) (Electronics)
Bachelor of Engineering (Hons.) (Electrical)
Bachelor of Engineering (Hons.) (Civil)
Diploma in Mechanical Engineering
Diploma in Mechatronic Engineering
Diploma in Electrical & Electronic Engineering
Programme Structure
: Programme structure for B.Eng.(Mechanical)(Hons.)
Year
Sem
Code
Credit
Hours
Courses
Contact
Hours/week
/ weeks
Pre-requisite
Core Subject
1
(14 weeks)
2
(14 weeks)
ZKU 1112 Kokurikulum

KFS 1173 Engineering Mathematics I
KMS 1243 Statics
KMS 1113 Thermodynamics I
KMS 1171 Engineering Drawing
KMS 1133 Materials Science
KMS 2191 Mechanical Workshop I
Total Credit
2
3
3
3
1
3
1
16
MPW 2133
KFS 1373
ZES 1133
KMS 1333
KMS 1273
KMS 2391
3
3
3
3
3
1
Pengajian Malaysia
Engineering Mathematics II
Technical English I
Fluid Mechanics I
Electrical Technology
Lab II-Thermofluids Laboratory
KMS 2291 Mechanical Workshop II

Total Credit
3
(7 weeks)
1
(14 weeks)
2
(14 weeks)
MPW
2113/MPW
MPW
2123
2143/MPW
2153
1
17
1
(14 weeks)
1
1
1
1
-
3
3
4
4
4
3
4
3
3
3
3
3
-
1
1
1
-
4
3
4
4
3
KFS 1173
KMS 1113
KMS 1333
KMS 2191
Bahasa Kebangsaan A / B
Pengajian Islam / Pendidikan Moral
ZES 1243 Technical English II

Total Credit
ZES 1133
KMS 2372
KMS 2123
KMS 2253
KFS 2332
KMS 2243
KMS 2333
KMS 2201
2
3
3
2
3
3
1
1
3
3
2
3
3
-
1
1
1
1
1
-
2
3
3
4
4
3
4
4
3
KMS 1171
KMS 1273
KMS 1243
KMS 1133
KMS 1333
KMS 2123
KMS 1273
Computer Aided Design (CAD)

Electronics
Dynamics
Computer Programming
Manufacturing Process
Fluid Mechanics II
Lab III - Electrical and Electronics
Laboratory
Total Credit
17
KFS 2312
KMS 2343
Engineering Statistics
Industrial Instrumentation & Measurement
2
3
2
3
1
1
3
4
KFS 1373
KMS 3173
KRS 2163
KMS 2213
KMS 2283
KMS 1191
Numerical Analysis
Control Systems
Thermodynamics II
Strength of Materials I
Lab I - Material Laboratory
3
3
3
3
1
3
3
3
3
-
1
1
1
1
-
4
4
4
4
3
KFS 1373
KMS 2123
KMS 1113
KMS 1243
KMS 1133
KMS 2283
KMS 1113
KMS 2283, KMS
2253
KMS 2313
KMS 2283
completed all Year 2
KMS 2213
Total Credit
3
3
3
3
-
18
KMS 3123
KMS 2313
Heat & Mass Transfer

Mechanics of Machines
3
3
3
3
1
1
4
4
KMS 3243
KMS 3183
KFS 3182
KMS 3293
Machines Design
Strength of Materials II
R&D Methodology
Mechanical Engineering Project
3
3
2
3
1
3
3
2
1
1
1
4
4
3
KMS 3291 Lab IV- Thermal Laboratory

Total Credit
18
KMS 4273
Computer Aided Engineering (CAE )
KMS 3173
KMS 2372
Total Credit
1
(14 weeks)
2
(14 weeks)
KMS 3123
KMS 3173
KMS 3253
KMS 2283
KFS 3182
KMS 3293
19
3
3
3
3
2
3
1
Heat & Mass Transfer

Numerical Analysis
Machine Design
Strength of Material II
R&D Methodology
Mechanical Engineering Project
KMS 3291
Lab IV- Thermal Laboratory
Total Credit
18
KFS 3236
Industrial Training
Total Credit
1
(14 weeks)
2
(14 weeks)
3
3
3
3
1
1
1
1
1
2
4
4
4
4
3
KMS 1123
KFS 1373
KMS 2153
KMS 2143
KMS 2291
KMS 2213
completed min 90
credit hours including
KMS 3293
KMS 4273
Computer Aided Engineering (CAE )
KMS 4**3
KMS 4103
KFS 4192
Elective I
Project Design
Pre-thesis
3
3
2
3
3
1
1
4
4
KMS 4363
Operation Management
PFS 3233
Entrepreneurship
Total Credit
3
3
17
KMS 4323
Engineering Management
KMS 4**3
Elective II
KMS 4**3
Elective III
KMS 4143
Mechanical Vibration
KFS 4293
Thesis
KFS 4180
Industrial Seminar
KFS 4382
Engineer & Society
Total Credit
3
3
3
3
3
0
2
17
KMS 3173
KMS 2372
KMS 3243
completed all Year 3
courses
-
KMS 2253
KFS 4192
-
Total Credit Hours ( 135 )

Elective Subject
KMS 4183
Machining and Machines Tool Operation
KRS 2153
KMS 2233
KMS 4333
KMS 3213
KMS 4163
Robot Technology
Fluid Power
Refrigeration & Air conditioning
Engineering Materials
Tribology
3
3
3
3
3
3
3
3
3
3
1
1
1
1
1
4
4
4
4
4
KMS 2283
KMS 2243
KMS 2333
KMS 3123
KMS 1133
-
Programme structure for B.Eng.(Mechatronics)(Hons.)

Credit
Hours
Year
Sem
Code
Contact
Hours/week
Prerequisite
Subjects
Grade
/ weeks
Core Subject
KMS 1171
Engineering Drawing
(14
weeks)
KES 1144
Circuit Theory I
KES 1114
Analog Electronics
KFS 1173
Engineering Mathematics I
ZES 1133
Technical English I
KES 1181
Laboratory I
16
Total Credit
2
(14
weeks)
KES 1153
Digital Electronics
KKS 1363
KES 1144
KFS 1373
Engineering MathematicsII
KFS 1173
KMS 1253
Statics
ZES 1243
Technical English II
ZES 1133
KMS 2291
Mechanical Workshop I
KES 2101
Electronic Workshop
KES 1281
Laboratory II
KES 1181
18
Total Credit
3
(7 weeks)
MPW
2113/
MPW 2123
Bahasa Kebangsaan A /
Bahasa Kebangsaan B
Total Credit
1
(14
weeks)
KMS 1333
Fluid Mechanics
KMS 2253
Dynamics
KMS 1243
KES 2113
Microprocessor
KES 1153
KRS 3153
Sensor & Actuator
ZKU 1112
Cocurriculum
KMS 2143
Strength of Material
KMS 1243
KFS 2332
19
Total Credit
2
(14
weeks)
MPW 2133
/
SSS 1313
Pengajian Malaysia /
Introduction to Psychology
KES 2133
Signal & Systems
KES 1144
KRS 2163
Control Systems
KMS 2253
KMS 2372
Computer Aided Design (CAD)
KMS 1171
KRS 2363
Industrial Automation
KFS 2312
KRS 2391
Automation Laboratory
KRS 2181
Lab III
18
Total Credit
MPW 2143
Pengajian Islam /Pendidikan
(14
weeks)
/
MPW 2153
SSS 3133
KRS 2153
Moral
Management Skills
Robot Technology
KRS 2363
KRS 4153
Mechatronics System Design
KRS 2153
KFS 3182
R & D Methodology
KES 3133
Digital Signal Processing
KES 2133
KRS 3191
CIM Lab
KRS 2363
KRS 3293
Mechatronics Engineering Project
128
4/days
KRS 4153
8 / Days
KRS 3293
18
Total Credit
2
(14
weeks)
KFS 3236
Industrial Training
6
6
Total Credit
KRS 3163
Computer Control Instrumentation
KRS 4253
Robot Dynamics
KRS 2153
KFS 4382
Engineers and Society
Elective I
Elective II
KRS 3263
Modern Control Systems
KRS 2163
KFS 4192
Pre-Thesis
1
(14
weeks)
280
19
Total Credit
560
8/days
KRS 3293
KMS 3153
Machine Kinematics
KFS 4293
Thesis
KRS 4163
Digital Control Systems
Elective III
Elective IV
KFS 4180
Dept / Faculty Seminar
PFS 3223
Entrepreneurships
2
(14
weeks)
KMS 2253
KFS 4192
KRS 3263
18
Total Credit

Elective Subject
KRS 4143
Fuzzy Logic
KMS 4152
Machine Design I
KMS 2253
KRS 4353
Sensor Engineering
KMS 2243
Manufacturing Process
KRS 4173
Special Topics I(Microcontroller)
KMS 2113
KRS 4373
Manufacturing System Design
KRS 4263
Advance Control System
KRS 3263
KRS 4323
Neural Network
KRS 4273
Special Topics II
Programme structure for B.Eng. (Electronics)(Hons.)

Year
Sem
1
(14
weeks)
Code
Courses
3
(7
weeks)
1
(14
weeks)
Contact
Hours/week
Prerequisite
/ weeks
KFS 1173
KES 1114
Analog Electronics
KES 1153
Digital Electronics
KES 1181
Laboratory I
ZKU 1112
Co-Curriculum
MPW
2113/
2123
Bahasa Kebangsaan A/B
ZES 1243
KFS 1373
KES 1144
Circuit Theory I
KES 2113
Microprocessor
KFS 2332
MPW
2143 /
2153
SSS 3133
Pengajian Islam /Pendidikan Moral

Management Skills
KES 1153
& 1114*
ZES 1133
16
3
3
Total Credit
Technical English I
Total Credit
2
(14
weeks)
ZES 1133
Total Credit
Credit
Hours
KFS 1173
KES 1153
18
KFS 2312
KES 1213
Measurement & Instrumentation
KKS 1363
KES 1144
KES 2233
Circuit Theory II
KES 1144
KES 2133
Signal & System
KFS 1373
KES 1281
Laboratory II
KES1213&
KKS1363*
MPW
2133 /
SSS 1313
Psychology
KES 2133
Introduction to
Total Credit
18
Total Credit
(7
weeks)
KES 3133
Grade
(14
weeks)
KES 2164
Communication System
KES 2123
Microelectronics
KES 1114
KES 3123
Electromagnetic Theory (EMT)
KFS 1373
Control System
KES 2133
KES 2181
Laboratory III
KES 2113
& 2164*
KES 2101
Electronics Workshop
KES 1153
KRS
2163
Total Credit
1
(14
weeks)
18
KES 2243
Digital System
KES 2223
Communication Electronic
KES 4343
Digital Communication
KES 2164
KES 2173
Computer Engineering
KES 1153
KFS 3182
R&D Methodology
KES 2281
Advance Electronic Lab
KES 2243*
KES 3293
Electronics Engineering Project
KES 3293
Total Credit
18
Total Credit
Industrial Training
(7
weeks)
2
(15
weeks)
KFS 3236
Total Credit
2
(14
weeks)
KES 4243
Microwave Theory
KES 3123
KES 3113
Data Communication
KES 2164
KES 3153
Operating System
KES 2173
KFS 4382
Engineer & Society
Elective I
Elective II
KFS 3236
KES 2123
KFS 4192
Pre-thesis
Total Credit
19
Total Credit
(7
weeks)
1
(14
weeks)
KES 4153
Design and Fabrication of Microelectronics Components
KES 4353
Very Large Scale Integration Design
KES 2123
PFS 3223
Entrepreneurship
KFS 4180
Industrial Seminar
Elective III
Elective IV
KFS 4293
Thesis
Total Credit
KFS 4192
18

Elective Courses
KES 4223
Electronic Instrumentation
KES 1114
KES 4233
Software Engineering
KFS 2332
KES 4273
Optical Communication
KES 2164
KES 4253
Medical Electronic
KES 1114
Micro Controller
KES 2113
Solid State Electronic
KES 1114
KRS
4173
4
KES 4123
KES 4133
Image Processing
KES 3133
KES 4143
Antenna Theory
KES 3123
Programme structure for B.Eng. (Electrical)(Hons.)

Year
Sem
1
(14
weeks)
Code
Courses
(7
weeks)
2
(14
weeks)
1
(14
weeks)
/ weeks
Contact
Hours/week
Pre-requisite
KFS 1173
KES 1114
Analog Electronics
KES 1153
Digital Electronics
KES 1181
Laboratory I
KES 1153 &

1114*
ZKU 1112
Co-Curriculum
MPW 2113/
2123
16
3
3
ZES 1243
ZES 1133
KFS 1373
KFS 1173
KES 1144
Circuit Theory I
KES 2113
Microprocessor
KES 1153
KKS 1353
Electrical Material
KKS 2282
Electrical Workshop
Total Credit
Technical English I
Total Credit
ZES 1133
Total Credit
Credit
Hours
18
KFS 2312
KES 1213
Measurement &
Instrumentation
KKS 1363
KES 1144
10
Grade
KES 2133
Signal & System
KFS 1373
KES 2233
Circuit Theory II
KES 1144
KES 1281
Laboratory II
KES1213&
KKS1363*
Pengajian Islam /Pendidikan

Moral
Management Skills
KES 2133
MPW 2143 /
2153
SSS 3133
Total Credit
18
Total Credit
(7
weeks)
2
(14
weeks)
KES 3133
KES 2163
Communication System
KES 3123
Electromagnetic Theory (EMT)
KFS 1373
KKS 3153
Electrical Machine
KKS 1363
KKS 3344
Power System
KES 1144
KFS 2332
KKS 2181
Laboratory III
KES 2113*
KES 1114
Total Credit
KKS 2323
1
(14
weeks)
Industrial Electronics
KRS 2163
Control System
KES 2133
KES 2173
Computer Engineering
KES 1153
KKS 2281
Laboratory IV
KKS 2323*
KKS 3181
Power System & Electrical

Machine Lab
KKS3344&
KKS3153*
KFS 3182
R&D Methodology
KKS 3293
Electrical Engineering Project
KKS 3293
MPW 2133 /
SSS 1313
19
Total Credit
19
Total Credit
(7
weeks)
2
(15
weeks)
KFS 3236
Industrial Training
6
6
Total Credit
1
(14
weeks)
KKS 4154
Power System Design
KKS 3344
KKS 4343
High Voltage Engineering
KKS 3344
PFS 3223
Entrepreneurship
Elective III
Elective IV
11
KFS 4192
3
19
Total Credit
KFS 3236
(7
weeks)
KKS 4113
Pre-thesis
Total Credit
2
(14
weeks)
Power Electronics I
KES 1114
KKS 4104
Protection System
KKS 3344
KFS 4382
Engineer & Society
KFS 4180
Industrial Seminar
KFS 4293
Elective III
Elective IV
KFS 4192
Thesis
Total Credit
18

Elective Courses
KKS 4313
Operational Research
KKS 4113
KKS 4143
Electrical Energy Utilization
KKS 3344
KRS 4163
Digital Control System
KRS 2163
KKS 4163
Optimal Control
KRS 2163
KKS 4243
Load Dispatch
KKS 3344
KKS 4363
Power System Stability and

Control
KKS 3344
KKS 4353
Electrical Machine Theory
KKS 3153
KKS 4122
Power Electronics II
KKS 4113*
KRS 4173
Micro Controller
KES 2113
Programme structure for B.Eng. (Civil)(Hons.)

Credit
Hours
Year
Sem
Code
Subjects
/weeks
Core Subject
12
Contact
Hours/week
Prerequisite
Point
Grade
KAS 1113
Applied Mechanics
Pendidikan Islam/Pendidikan
Moral / Management Skills
KAS 1173
Engineering Surveying
ZKU 1112
Kokurikulum
KFS 1173
ZES 1133
Technical English I
1.5
KAS 1131
Survey Field Works
MPW 2143/
MPW 2153/
SSS 3133
1
(14
weeks)
18
Total Credit
2
(14
weeks)
KAS 1343
Strength of Materials
KAS 1113
KAS 1353
Fluid Mechanics
KAS 1113
KFS 1373
KFS 1173
1.5
ZES 1243
1.5
ZES 1133
KAS 1312
Civil Engineering Drafting
1.5
MPW 2133/
SSS 1313
17
Total Credit
3
(7 weeks)
MPW 2113/
SSS 2123
Bahasa Kebangsaan
Total Credit
1
(14
weeks)
KAS 2163
Soil Mechanics & Geology
KMS 3173
Numerical Analysis
KAS 1343
KAS 1353
KFS 1373
KAS 2143
Civil Engineering Materials
KAS 1323
Theory of Structures
KAS 1343
KFS 2332
KAS 2193
Environmental Engineering.
KAS 1331
Laboratory I
KAS 1343
KAS 1353
18
Total Credit
2
(14
weeks)
KAS 2323
Reinforced Concrete Design I
KAS 1323
KAS 3223
Structural Analysis
KAS 1323
KAS 2343
Concrete Technology
KAS 2143
KAS 4172
Transportation Engineering
KFS 4382
Engineer & Society
KFS 2312
KAS 2152
Hydraulics
KAS 1353
KAS 2131
Laboratory II
KAS 1323
KAS 2163
13
18
Total Credit
1
(14weeks)
KAS 3123
Steel & Wood Design
KAS 1323
PFS 3233
Enterprenuership
KAS 2112
KAS 2372
Construction Engineering and

Technology
Highway Engineering
KAS 4172
KFS 3182
R&D Methodology
KAS 2363
Geotechnical Engineering I
KAS 2163
KAS 2352
Hydrology
KAS 1353
KAS 2331
Laboratory III
KAS 2152
KAS 2352
KAS 2343
KAS 2363
18
Total Credit
2
(14
weeks)
KFS 3236
Industrial Training
560
8/days
6
Total Credit
1
(14
weeks)
KAS 4123
Reinforced Concrete Design II
KAS 2323
KAS 3163
Geotechnical Engineering II
KAS 2363
KAS 3193
Environmental Management
KAS 2313
Construction Management and

Planning
Design Project I
KAS 3123
KAS 4131
KAS 2323
KAS 3233
Civil Works Project
14
128
4/days
KAS 1173
KAS 1312
KAS 1353
KAS 2112
KAS 3193
KAS 3163
KAS 2152
KAS 2352
KAS 2313
KAS 4172
KAS 2372
KFS 4192
Pre-Thesis
KAS 3131
Laboratory IV
4/days
19
Total Credit
2
(14
weeks)
280
KMS
3173 KFS
2332 KFS
3182 KAS
2193 KAS
2363 KAS
3123 KAS
2343 KFS
2312 KAS
2352 KAS
2152 KAS
3223
KAS 2372
KAS 2193
Elective I
Elective II
Elective III
KAS 2372
Elective IV
KAS 2323
KFS 4180
Industrial Seminar
KAS 3123
KAS 3112
KAS 4331
Mechanical & Electrical

Systems
Design Project II
KAS 1323
KFS 4293
Thesis
4/days
KFS 4192
280
18
Total Credit
Total Credit Hours ( 132 ) / (135 - with Bahasa Kebangsaan)
Elective Subject
KAS 4373
KAS4443
Bridge Design
KAS 4363
Steel Design II
Introduction to Finite Element
Method
KAS 4283
Composite Materials
KAS 4123
Highway Construction
KAS 4293
Solid Waste Management
KAS 2123
KAS 2123
KAS 2123
KAS 2143
KAS 2372
KAS 2193
KAS 3193
KAS 4343
KAS 4193
Ground Water Engineering
Wastewater Treatment
KAS 2352
KAS 2193
Programme structure for Diploma in Mechanical Engineering

Credit
Hours
Year
Sem
Code
1
(14
weeks)
MPW 1143/MPW 1153
Courses
P. Islam / P. Moral
ZEU 1113
Proficiency English I
KFD 1113
Matematik I
Fizik
/ weeks
Contact
Hours/week
KFD 1123
15
Prerequisite
Grade
KFD 1133
KMD 1191
KFD 1141
Kimia
Woksyop Mekanikal I
Makmal Sains
2
(14
weeks)
MPW 1133
Pengajian Malaysia
ZEU 1223
Proficiency English II
ZKU 1112
Kokurikulum
KFD 1213
KMD 1343
Matematik II
Sains Bahan
KMD 1232
Statik
KMD 1391
Lukisan Kejuruteraan
KMD 1291
Woksyop Mekanikal II
Total Credit Hours For Semester 2
3
(7
weeks)
MPW 1113/MPW 1123
1
(14
weeks)
2
(14
weeks)
KMD 2213
Teknologi Elektrik
KFD 2112
Matematik III
KMD 2363
Ukuran & Instrumentasi
KMD 2172
KMD 2223
Rekabentuk Terbantu
Komputer (CAD)
Dinamik
KMD 2343
Kekuatan Bahan
KMD 2291
Makmal I
Termodinamik
KMD 2133
Mekanik Bendalir
KMD 2272
KMD 2243
Pembuatan Terbantu
Komputer (CAM)
Proses Pembuatan
KMD 2391
Makmal II
3
1
Pengurusan Projek
3
(7
weeks)
ZEU 1113
KFD 1113
KMD 1191
KMD 1391
KMD 1232
KMD 2343
& KMD
2213
KMD 2172
KMD 1232
KMD
2323,
KMD 2133
-
15
1
(14
weeks)
17
KMD 2323
KFD 2213
5
4
2
3
18
17
KMD 3133
Hidrolik & Pneumatik
KMD 3153
Mekanik Mesin
KMD 3123
Penghawa Dingin
KMD 3223
Injin Pembakaran Dalam
KMD 3191
Makmal III
1
16
KMD 2133
KMD 2323
KMD 2323
KMD
3123,
KMD 3223
KMD 2223
2
(14
weeks)
3
KPD 3293
Projek
POD 3123
Keusahawanan
KMD 3252
Rekabentuk Mekanikal
3
(7
weeks)
KFD 3233
13
Latihan Industri
KMD 2343
-
Total Credit Hours
94
Programme structure for Diploma in Electrical and Electronics Engineering

Year
Sem
Courses
Credit
Hours
Code
MPW 1143/
MPW 1153
Pengajian Islam /Pendidikan Moral
Proficiency English 1
Matematik I
KFD 1123
Fizik
KFD 1133
Kimia
KFD 1141
Makmal Sains
ZEU 1113
/ weeks
Contact
Hours/week
Prerequisite
1
(14
weeks)
ZEU 1113
KFD 1113
1
16
2
(14
weeks)
ZEU 1223
KFD 1213
Matematik II
3
(7 weeks)
KFD 1113
KFD 1123
-
KED 1333
Teori Litar I
ZKU 1112
Kurikulum
MPW 1133
Pengajian Malaysia
3
17
MPW 1113/
MPW 1123
KFD 2112
1
(14
weeks)
KFD 1323
Technical Drawing
KED 2143
KED 2123
Matematik III
Teknologi Elektrik
Elektronik Analog
KED 2333
Teori Litar II
KED 1391
Worksyop Elektronik
KFD 1213
-
KED
1333
-
KED 2363
Pemprosesmikro
KED 2291
Makmal I
17
Grade
2
(14
weeks)
16
KED 2323
Elektronik Digital
KED 1291
Woksyop Elektrik
KED 2363
Pengaturcaraan Komputer
KED 2152
Sistem Perhubungan
KED 2133
Signal & Sistem
KED 2343
Mesin Elektrik
KED 2391
Makmal II
3
(7 weeks)
1
(14
weeks)
2
(14
weeks)
4
4
Keusahawanan
KFD 2213
Pengurusan Projek
KRD 2363
Sistem Kawalan
KED 3122
Rekabentuk Digital
KED 3352
Data & Rangkaian Komputer
KED 3191
Makmal III
KED 3172
Kejuruteraan Komputer
KED 3222
Elektronik Industri
KED 3343
Sistem Kuasa
KFD 3323
KED
2133
KED
2323
KED
2323
KED
2391
KED
2343
KED
2152
14
Projek

3
(7 weeks)
POD 3123
KED 3293
1
1
3
3
16
KFD 2112
KED
2333
KED
2143
KED
2291
KED
2143
KED
2223
KED
2323
KED
2123
KED
2143
-
10
Latihan Industri
Total Credit Hours
95
Programme structure for Diploma in Mechatronics Engineering

Year
Sem
Code
MPW 1143/ MPW 1153
Courses
Pengajian Islam / Pendidkan
18
Credit
Hours
T
/ weeks
Contact
Hours/week
3
Prerequisite
-
Grade
Moral
(14
weeks)
ZEU 1113
Proficiency English I
KFD 1113
Matematik I
KFD 1123
Fizik
KFD 1133
Kimia
KFD 1141
KMD 1191
Makmal Sains
Worksyop Mekanikal I

ZEU 1223
2
(14
weeks)
Matematik II
KFD 1213
KMD 1232
Statik
KED 1333
Teori Litar
KMD 1343
Sains Bahan
KMD 1291
Worksyop Mekanikal II
3
(7
weeks)
MPW 1113/ MPW 1123

MPW 1133
1
(14
weeks)
KMD
1191
4
4
Pengajian Malaysia
Sensor & Aktuator
KED 2143
Teknologi Elektrik
KFD 2112
Matematik III
KMD 1391
Lukisan Kejuruteraan
KED 2123
Analog Elektronik
KED 2291
Makmal I
1
1
16
Sistem Kawalan
Woksyop Elektronik
KED 2323
Digital Elektronik
KMD 2172
Rekabentuk Terbantu Komputer

(CAD)
Kokurikulum
Pengaturcaraan Komputer
Makmal II
KED 2363
KED 2391
3
(7
weeks)
KED
1333 &
KMD
2223
-
1
(14
weeks)
KMD
1391
-
15
KED
2291
-

3
KMD
1232
KED 1391
ZKU 1112
ZEU
1113
KFD
1113
2
(14
weeks)
Dinamik
KRD 2153
KRD 2363

KMD 2223
1
15
1
17
KMD 3133
Hidrolik & Pneumatik
KRD 3162
Instrumentasi Kawalan Komputer
19
3
2
1
1
KED 2223
Pemprosesmikro
KRD2353
Teknologi Robot
KRD 3191
Makmal III
KRD 3122
Pengawal Logik Berprogram

(PLC)
3
-
4
4
3
3
14
3
2
(14
weeks)
3
KMD 3153
Mekanik Mesin
KRD 3152
Rekabentuk Sistem Mekatronik
POD 3123
Keusahawanan
Projek
KPD 3293
3
3
3
(7
weeks)
KFD 3293
11
Latihan Industri
KED
2323
KRD
2153
KED
2323
-
KMD
2223
KRD
3162
-
Total Credit Hours
97
2.4 FACULTY RULES AND REGULATION

The faculty has imposed rules and regulation to be respected and followed by all the staff.
These following rules are among the mandatory regulations that have to be observed by
all the academic staff in the faculty of engineering
Dress appropriately
As with any organization, there are staff regulations and

requirements that one is expected to meet. A lecturer is
expected to be appropriately dressed for classes, at
other faculty/university functions and when he/she
represents the university outside (either in conferences
or meetings).
T-shirt (whether collared or uncollared),
sleeveless shirts, casual blouse, tight pants jean, casual
20
attires, slippers and sandals are not appropriate attire for

classes.
Clock in & out daily
Every lecturer under the current terms is required to

maintain a total of 41 contractual hours weekly.
Teaching elsewhere
Please apply to the Dean/Director of the Faculty/Centre to

consider your requests to lecture in other institutions.
Lecturers are not encouraged to lecture elsewhere without
the knowledge of the Dean/Director.
Maintain professional
distance
Lecturers should try to maintain a cordial but professional

relationship with colleagues and students.
The
maintenance of a professional distance is necessary for
effective discharge of the academic responsibilities.
Lecturers must maintain an impartial stance and image
among the students to avoid allegations of bias.
Consorting with students or engaging in any
relationship inconsistent with the professional duties is
prohibited.
No smoking
The entire campus is designated as a non-smoking area

and therefore, lecturers should refrain from smoking when
on campus.
Check for mail & notices All lecturers are required to check their e-mail everyday
to facilitate communication between the faculty and the
staff.
Lecturers are also expected to scan the notice
boards for relevant and important information.
Lecturers are to abide

HODs or
representatives of
HODs
directions/instructions
From time to time, HODs or representatives of HODs may

request lecturers to submit information (as an example
lecturers information as required by EAC, LAN or other
professional bodies). It is the lecturers duty to submit the
required information in the stipulated times. Please refer to
UNISEL PROSEDUR TATATERIB (or Discipline
Procedures) under Act 605, Akta Badan Berkanun
(Tatatertib dan Surcaj 2000) which is provided by the HR
department when a lecturer reports for duty.
Annual & medical leave
Lecturers are discouraged from taking leave during the
21
teaching semester.
All leave applications must be
tendered to the Dean at least a week before the date and
approval is not automatic.
All medical leave must be
submitted within 48 hours to the faculty/centre office.
Lecturers on medical leave must remain resting at their
home and not seen engaged in other outside activities.
Please be advised that the acceptance of the medical leave
is the Deans/Directors discretion as provided for under the
UNISELs regulation.
Be part of a team
Good esprit de corp is essential to harmonious working

environment.
Therefore, lecturers are enjoined to
participate in faculty activities. Involvement of lecturers is
important and sets a good example for students.
Communicate problems
to the dean
Lecturers are encouraged to keep in touch with the

Dean/Director, Deputy Dean, HODs. Constant contact can
avoid misunderstandings. Should you have any problem
or grievance please communicates it to the relevant office
holder for attention. Lecturers are discouraged from taking
matters up to higher authorities without communicating the
matters to the HOD or the Dean/Director.
Coordinator/
membership of a
committee
Lecturers may be assigned by their HODs to be

coordinators, heads of units, laboratory managers,
committee members etc. Experienced lecturers may be
assigned to be leaders or a project manager, whereas new
lecturers are expected to be members of at least one
committee.
3.0 ACADEMIC STAFF RESPONSILITIES

This part guides the academic staff to perform their responsibilities as a lecturer.
It is a hope that all academic staff can utilized this information as a guideline and
find it useful. It is again to remind all of us to implement the Outcome Based
Education (OBE) concept in conducting the class. We have to make sure that we
reach the outcomes of every lesson in every class session.
3.1 TEACHING AND CLASS MANAGEMENT
The whole art of teaching is only the art of awakening the natural
curiosity of young minds.
22
- Anatole France (1844 1924)

Teaching is about the development of the thinking and knowledge
of the student: more specifically the development of a way of
thinking that is applicable to some class of phenomena.
-
Svensson and Hogfors (1984)
The main tasks of an academic staff is conducting classes and giving lectures
or teaching. All academic staff have to fulfil the following obligations.
Obtain relevant &

current syllabus
The Head of department (HOD) will assign to a lecturer

the subjects to be taught each semester.
It is the
responsibility of the lecturer to make the necessary
preparations for the instructions.
If a lecturer is
assigned a new subject, he/she should obtain a copy of
the latest syllabus from the HOD. It is important to
ensure that the syllabus is the applicable one. It is
advisable to talk to the lecturers who had previously
taught the subject. Valuable information and advice
can be obtained about the subject, its delivery and
source references this way. One should also obtain as
many copies of the previous semesters questions so as
to be familiar with the testing method and format.
Coordination essential
between lecturer and
tutor
If a tutor is required to tutor a subject which is to be

lectured by a lecturer, he/she should coordinate with the
said lecturer on the pace and purpose of the tutorial.
The role of the tutor must be discussed with the lecturer
concerned. Constant communication is essential to the
conduct of effective tutorials. Of particular importance
is the course work assessment that the tutor is expected
to conduct.
To avoid misunderstanding, these
expectations should be discussed and documented.
Where there are many lecturers/tutors for a subject,
coordinating amongst them is critical to effective
instruction, as comparative experiences of groups
must be similar. The subject coordinator/lecturer
involved must initiate the coordination among the
lecturers/tutors, including part-time lecturers/tutors.
23
Prepare scheme of work
The lecturer should prepare a scheme of work, which

will lay out the instructional plan for the semester (about
14 to 15 weeks) subject to the syllabus.
It should
include the topics, estimated duration, readings and
references and exercises and other pertinent
information.
A standard template for this should be
made available from the department. The scheme of
work should be lodged with the HOD within two weeks
of the start of the semester. A copy should be made
available to the students or displayed conspicuously for
their attention.
It is the responsibility of the subject coordinators to
ensure that all lecturers/tutors (including parttimers) to adhere to the scheme of work.
Provide lecture outline
You should provide the students, at the beginning of the

semester, an outline of the lecturers. It should also
include learning objectives, learning outcomes,
information on how students learning outcomes are to
be assessed and further readings which are required.
Ascertain and follow

the colleges
requirements
Where a lecturer is assigned to instruct in another

faculty, it is the duty of the lecturer to inquire about the
requirements of the said faculty and comply as best
possible. These requirements may relate to attendance,
coursework,
examination,
student
discipline,
consultation etc.
Duty to provide
instruction on all topics
in the syllabus
All lecturers are expected to keep the students informed

of their instructional plans for the semester. To this end,
they should provide the students with a copy of the
syllabus if it has not already been supplied to them.
This amounts to a performance contract that must
be viewed seriously and, therefore, honoured. The
abridgement of the syllabus for whatever reason is
unacceptable.
Syllabus is the
performance contract
Enforce student dress

code
Lecturers are required to ensure that students follow the

UNISEL dress code and are properly attired. Warnings
should be given to students found flouting the rules and
24
if persistent, the matter should be reported to The HOD

for further action.
Actions may be taken against
lecturers who do not enforce this code.
Maintain attendance
records
Monitor students
progress
Lecturers must keep record of student attendance and

produce it to the office when necessary. Students who
are absent from class without good reason more
than three times, should be reported to the
departments office for further action.
Lecturers should monitor the progress of students.
Weak students should be highlighted at the
departmental meetings or to the HOD concerned.
Required to teach the

syllabus
Lecturers are required to provide the best instruction in

a subject/subjects assigned.
The instruction for the
areas/topics covered in a syllabus must be provided
adequately and professionally. Lecturers are advised
to understand the objectives and the learning
outcomes of the subject assigned to them and to
follow strictly the syllabi as they had been approved
by relevant authorities. However if a lecturer believes
that new topics need to be added based on current
development and industrial needs he should propose
the changes to his HOD.
The relevant HOD is
expected to bring this proposal to be approved by the
departments Academic Board, then the faculty and then
the Senate. Changes can be made only AFTER it
had been approved by the relevant authorities. Any
abridgement of the syllabus is a serious failure on
the part of the lecturer to discharge her/his academic
responsibilities.
Scheduling office hours

for students
Lecturers are expected to schedule and keep a

reasonable number of office hours for student
conference. Office hours should be scheduled at
times mutually convenient to both students and
lecturers with the additional option of prearranged
appointments for students when there are schedule
conflicts.
Cannot disclose
examination questions
A lecturer in the course of her/his instructional

activities should not disclose the examination
questions for the semester except when the
25
examination is in the nature of a take home

examination. Such an act will call into disrepute the
assessment and the certification systems. This is a
serious breach of security and will be dealt with strongly
as provided for under the disciplinary rules.
Keep office informed of

class postponement
Lecturers are required to meet classes regularly and at

scheduled times. Lecturers are not allowed to cancel
classes, as this will disrupt the smooth flow of planned
instruction.
However, in the event that something
unforeseen requires postponement of a class, inform
the departmental office of the postponement. If one is
servicing another faculty, please inform that faculty
office staff well in advance so that the class can be
informed.
May be required to assume

additional responsibilities
Due to unforeseen and truly unavoidable circumstances,

subjects lectures and other associated work (i.e.
marking) may have to be reassigned to other lecturers.
Although this may be upsetting, it is unavoidable as the
interest of the student is paramount. The HOD can
instruct lecturers to carry out the additional
responsibilities.
3.2 STUDENT COURSE ASSESSMENT
26
Maintain coursework
records
The lecturer is required to prepare and conduct

continuous formative assessment for a subject based
on the allocation specified in the syllabus.
The
allocation, if in doubt, should be confirmed with the
HOD. The records of tests, assignments and project
papers must be kept together with sample questions
and solutions for later perusal especially by the Internal
or External Examiners. Students must be informed
of the total coursework marks before the final
examination begins.
Assignments and formative assessments which
have been marked and graded must be returned
with sufficient promptness to the students to
enhance their learning experience. Lecturers who
desire to retain a copy of the marked
assignments/formative assessments for their own
files should state their intention to do so to the
students and make a copy for themselves.
Prepare exam questions

& marking scheme
The lecturer instructing in a particular subject is required

to prepare the final examination questions, the solutions
and marking schemes. The lecturer is responsible for
the quality of the questions, the accuracy of the
solutions and marking scheme.
Please see the
document Quality Assurance Process in The
Assessment of Students Learning Outcome in The
Public Folder under Academic Quality Assurance (AQA)
regarding method of assessment.
However, where
more than one lecturer is involved, the examination
questions, the solutions and the marking schemes are
to be prepared collectively.
The questions must be
carefully prepared considering the objectives, the
llearning outcomes of the syllabus, the format, and the
level of testing that is appropriate for the subject and
any other requirements of the faculty or university.
Please refer to Quality Assurance Process in the
Setting of Examination Questions and the Marking
of the Answer Scripts to ensure the questions meet
the required standard.
27
Lecturers are required to have their questions,

solutions and marking schemes peer-reviewed
(either by a second examiner or chief examiner
for the subject area, assigned by the HOD) to
ensure appropriate standards are met before
the formal vetting. The deadlines set for this
must be complied with. The security of the
examination questions is of utmost importance
and, therefore, lecturers must ensure there is
no breach of security. Please see the
Procedure for Printing and Storing of
Examination Questions.
Examine and grade your
answer cripts. Maintain
secrecy of grades
Every lecturer is required to examine and

grade the answer scripts for which he/she is
responsible carefully and consistently based
on the solution and marking scheme
prepared. Please follow the flow-chart given
in the document Quality Assurance Process
in the Setting of Examination Questions and
in the Marking Of the Answer Scripts.
Communication with the students relating to
the scripts, examination and grading is
prohibited.
Responsible for accuracy

of scores and grades
The lecturer is responsible for the accuracy

of the scores and the grades. It is strongly
urged that the scores be rechecked for
computational errors before submission to
the second examiner. It is the duty of all
lecturers to enter the grade into the
computer. If computational errors are
subsequently detected, lecturers involved
may be reprimanded.
Retention of final exam

answer scripts
Lecturers are required to retain the students

final exam answer scripts for at least two
28
years so that they may be reviewed by

students who desire to do so, the external
examiners as well as the accreditation
agencies.
Re-examine
appeal
papers on
In the event of an appeal by a student,

lecturers may be required to re-examine the
answer scripts of other lecturers and tender
their grading to the office.
Occasionally, lecturers may be required to
examine the answer scripts of other lecturers
who are indisposed. Such cooperation and
helpfulness will certainly reflect well on the
lecturers concerned.
Examination
invigilation
Lecturers are also required to invigilate a

certain number of sittings during the final
examination. Lecturers so assigned must
meet the examination requirements for
invigilators. Please refer to Guidelines for
Invigilators given by the faculty/university.
Any failure to observe the regulations is
viewed seriously.
3.3 COURSE AND CURRICULUM DEVELOPMENT

Update syllabus and
Every lecturer is expected to contribute to the
contribute to curriculum development of the curriculum. This can be done by
keeping abreast with changes outside and informing the
development
HOD or subject coordinators on the developments.
Lecturers participation in the periodic revision of the
syllabi and curriculum is vitally important for the facultys
academic progress and enhancement.
Update references/other
documents
All lecturers are required to regularly update their

references, and other documents in order to stay
current. However, these changes must be carried out
in a systematic and organized manner. The suggested
changes should be brought to the attention of program
committees for consideration and upon agreement,
29
make the necessary amendments to the syllabus.

Lecturers are not allowed to change the syllabus
unilaterally without proper authorization.
3.4 PROJECT AND THESIS SUPERVISION

One of the main responsibilities of a lecturer is to supervise final year students
projects, as well as graduate students. This is one of the ways to enhance the
lecturers research capabilities, if properly organized. The lecturer is expected to
be ahead of the students he/she supervises. Please refer to the facultys
Guidelines on Final Year Projects/terms Paper. As a supervisor, the lecturer
must perform the following activities:
i.
Understand the subject matter- the art of conducting and managing
R & D activities
ii.
Lay out the research setting/element
iii.
Guide and give research direction
iv.
Check on validity and benchmarking of research outcomes
v.
Proof read of reports
vi.
Coach in preparing the report and oral presentation
vii.
Examine and assess project/thesis students
3.5 STUDENT ACADEMIC ADVISOR

Each student is put under a lecturer to be his or her academic advisor. As an
academic advisor, the lecturers have to advise students mainly in academic
matters, especially to assist them in charting their plans of studies, advising them
on ways to improve their grades and study methods. There are times when you
are also required to counsel them.
Lecturers are expected to be in their offices at appropriate hours during
registration period.
To be an effective advisor, lectures are required to understand properly The
Academic Regulations which can either be down loaded from the web-site or
obtained from the office. There are separate regulations for the foundation,
diploma and degrees programs.
30
3.6 INDUSTRIAL TRAINING SUPERVISION

For all engineering courses, a one-semester industrial training is compulsory.
Lecturers (from faculties where industrial training is compulsory) may be
assigned to supervise students during their training period. HOD may use email to give the assignment. Please see the e-mail for this assignment as
well as attending the briefing BEFORE the visit. It is the responsibility of the
lecturers to see the Industrial Training Manual and supervise the students.
3.7 RESEARCH AND CONSULTANCY

As a faculty member in an institute of higher learning, a lecturer is expected to
engage in relevant research and consultancy. The assessment of lecturers by
the university includes the research and consultancy component. Therefore,
lecturers are urged to do research and consultancy individually or in
groups. Funding for research can be obtained from University Grant, or any
other resources for qualified and large scale projects.
Beginners are advised to join an established research/ consultancy group as a
member of the team.
31
4.0 OUTCOME BASED EDUCATION

4.1 INTRODUCTION
Outcome-based Education (OBE) is an educational philosophy that states that
education ought to be aimed at producing particular educational outcomes, which
give students a particular minimum level and abilities. OBE also involves the
restructuring of curriculum, assessment and reporting practices in education to
reflect the achievement of high order learning and mastery rather than
accumulation of course credits. The content of OBE includes:
a. What students learn must be clearly identified
b. The students progress is based on demonstrated achievement.
c. Multiple instruction and assessment strategies need to be available to
meet the needs of each student.
d. Adequate time and assistance need to be provided do that each
student can reach the maximum potential.
Philosophy of OBE
Institutions and Programmes define mission and objectives to meet the needs of
their stakeholders thus enabling programme differentiation. Programmes may
more readily to:
Adapt to emerging technologies, changing disciplines, and blurring among
boundaries.
Adapt to evolving educational paradigms (method of delivery, type of
institution).
Emphasis is now on outcomes preparation for professional practice
Programmes responsible to demonstrate how criteria and educational
objectives are being met
32
Implementing OBE System in Faculty of Engineering
Delivery &
PEOs Yes POs/CLO Yes Curriculum Yes Performance
Yes Assessment Yes Feedback?
s
aligned
Established?
criteria
methods
Establish
with POs?
defined?
Chosen?
No
No
No
No
No
No
Reach
consensus
on PEOs
Develop
POs/CLOs
Develop
curriculum
map
Define
Measurable
performance
criteria
Determine
suitable
Delivery &
Assessment
Method
Develop a
process for
evaluation
and
feedback
Copyright Aug 2007 by Faculty of Engineering
DEFINITIONS
TERMS
Objectives
Outcomes
Performance
Criteria
Assessment
Evaluation
DEFINITION
Statements that describe the
expected accomplishments of
graduates during the first few years
after graduation.
Statements that describe what
students are expected to know and
able to do by the time of graduation
Specific, measurable statements
identifying the performance(s)
required to meet the outcome;
confirmable through evidence.
Processes that identify, collect, use
and prepare data that can be used to
evaluate achievement.
Process of reviewing the results of
data collection and analysis and
making a determination of the value
of findings and action to be taken.
33
COMMON TERM
Goals, Outcomes
Objectives, Standard
Standard, indicators rubrics,
specifications metrics,
outcomes
Evaluation
Assessment
4.2 PROGRAM EDUCATIONAL OBJECTIVES (PEO) AND PROGRAM LEARNING

OUTCOMES (PLO)
PROGRAMME: BACHELOR OF ENGINEERING (HONS.) CIVIL
Programme Educational Objectives (PEO)
The faculty is committed :
PEO
STATEMENT
PEO 1
to produce engineers with solid engineering fundamental and in-depth technical
knowledge in civil engineering disciplines
PEO 2
to produce engineers who are able to adopt working culture in view of economic and
legal aspects which comply with current industry standards
PEO 3
to produce engineers who are equipped with professional attitudes, technical and
leadership skills
PEO 4
to produce engineers who are instilled with ethics, social responsibilities and
environmental conscious as a whole
PEO 5
to produce engineers with an educational experience that motivates them to pursue
life-long learning
ATTIT
UDE
SKILLS
KNOWLEDGE
Programme Learning Outcomes (PLO)

At the end of the programme students should be able to:
PLO
STATEMENT
PLO 1
apply knowledge of science and mathematics in demonstrating engineering
fundamentals knowledge
PLO 2
apply or synthesize technical knowledge in solving problems and designing
civil engineering system
PLO 3
apply industrial standards by considering the economic and legal aspects in
consultation and construction works
PLO 4
demonstrate the problem solving skills and system thinking skills
PLO 5
articulate ideas; prepare effective written materials and presentations
PLO 6
design and conduct experiment, handling engineering tools as well as
analyzing and interpreting data necessary for civil engineering practices
PLO 7
function effectively as team leader and team member in completing
engineering tasks
PLO 8
be professional and ethical in their profession
PLO 9
relate environmental and societal impacts of engineering projects
PLO 10
enhance knowledge align with the current industrial requirements
34
PLO 11
pursue life-long learning to meet global challenges
PROGRAMME: BACHELOR OF ENGINEERING (HONS.) ELECTRICAL
The faculty is committed:
PEO
STATEMENT
PEO 1
to produce engineers with a solid foundation in basic mathematics and sciences, and
core and advanced electrical engineering fundamental knowledge
PEO 2
to produce engineers with professional skills in engineering reasoning, problem
solving, experimentation and knowledge discovery, system thinking, multidisciplinary
teamwork, and communications
PEO 3
to produce knowledgeable and skilful engineers who are able to conceive, design,
construct and operate electrical power system that work safely, reliably and efficiently
PEO 4
life-long learning
PEO 5
to produce engineers who are equipped with professional attitudes, good ethics and
leadership qualities
SKILLS
KNOWLEDGE

At the end of the programme students should be able:
PLO
STATEMENT
PLO 1 to apply knowledge of basic mathematics and science, and engineering
fundamentals
PLO 2 to apply in-depth knowledge of one or more specializations within electrical
engineering of the following areas: power system, high voltage, power electronics
and electrical machine
PLO 3 to identify, formulate and solve electrical engineering problems by applying the
basic principles and practices from the fundamentals
PLO 4 to improve electrical system performance by applying creativity in the design of
systems,
PLO 5 to conduct experiments, analyze and interpret the results
PLO 6 to synthesize engineering principles, and apply techniques, skills and modern
engineering tools that are necessary for engineering practice in industry
PLO 7 to communicate persuasively in written and oral form
PLO 8 to function effectively in multidisciplinary teams that contribute to achievement of
goals both as a leader and effective team player
35
ATTITUDE
PLO 9 to pursue life-long learning to meet global challenges

PLO 10 to be professional and ethical in their profession
36
PROGRAMME: BACHELOR OF ENGINEERING (HONS.) ELECTRONICS
PEO
STATEMENT
PEO 1
to produce engineers with a solid foundation in basic mathematics and sciences, and
core and advanced electronic engineering fundamental knowledge
PEO 2
to produce engineers with professional skills in engineering reasoning, problem
solving, experimentation and knowledge discovery, system thinking, multidisciplinary
teamwork, and communications
PEO 3
to produce knowledgeable and skilful engineers who are able to conceive, design,
manufacture electronics devices and operate electronics system that are human
friendly
PEO 4
life-long learning
PEO 5
A SKILLS
T
KNOWLEDGE

PLO
STATEMENT
PLO 1 to apply knowledge of basic mathematics and science, and engineering
fundamentals
PLO 2 to apply in-depth knowledge of one or more specializations within electronics
engineering of the following areas: microelectronics, computer system and
communication system
PLO 3 to identify, formulate and solve electrical engineering problems by applying the
basic principles and practices from the fundamentals
PLO 4 to improve electronics system performance by applying creativity in the design of
systems,
PLO 5 conduct experiments, analyze and interpret the results
PLO 6 to synthesize engineering principles, and apply techniques, skills and modern
engineering tools that are necessary for engineering practice in industry
PLO 7 to communicate persuasively in written and oral form
PLO 8 to function effectively in multidisciplinary teams that contribute to achievement of
goals both as a leader and effective team player
37
PROGRAMME: BACHELOR OF ENGINEERING (HONS.) MECHANICAL
PEO
STATEMENT
PEO 1
to produce engineers with a solid foundation in basic mathematics and science, and
in-depth fundamental knowledge of mechanical engineering
PEO 2
to send forth engineers to be expert, creative, innovative and competent in mechanical
engineering specialization
PEO 3
to produce engineers with effective communication skills, sensitive to societal and
industrial environmental issues
PEO 4
life-long learning
PEO 5
A SKILLS
T
KNOWLEDGE

PLO
STATEMENT
PLO 1 to demonstrate a comprehensive and in-depth knowledge of fundamental
engineering including mathematics and sciences
PLO 2 to demonstrate proficiency in core mechanical engineering discipline which
includes applied mechanics, mechanical design, manufacturing, thermo fluids and
materials
PLO 3 to apply the knowledge of fundamental mechanical engineering and specialized
area in undertaking problems identification, formulation, solution and evaluation
PLO 4 to demonstrate the skills of critical thinking to undertake mechanical design and
optimization
PLO 5 to fulfil the industrial requirements based on established standards and
technological trend
PLO 6 to demonstrate a proficiency of technical writing and drawing as well as oral
communication skills
PLO 7 to function effectively as an individual, leader and team member
38
PLO 8
PLO 9
to pursue life-long learning to meet global challenges

to be professional and ethical in their profession
39
PROGRAMME: BACHELOR OF ENGINEERING (HONS.) MECHATRONICS
PEO
STATEMENT
PEO 1
to produce engineers with a solid foundation in basic mathematics and science, and
core and advanced mechatronics engineering fundamental knowledge
PEO 2
to produce engineers with professional skills in knowledge seeking, system thinking,
multidisciplinary teamwork and communication
PEO 3
to produce engineers with the knowledge, skills, and understanding of societal
context required to conceive, design, construct and operate mechatronics engineering
systems that work safely and effectively in the industry
PEO 4
life-long learning
PEO 5
ATTITUDE
SKILLS
KNOWLEDGE

PLO
STATEMENT
PLO 1 to apply knowledge of the basic mathematics and science that underlie
engineering including calculus, physics, chemistry and computer
PLO 2 to demonstrate proficiency in the core disciplines that comprised of
instrumentation, automation, control system, robotics and intelligent system
PLO 3 to apply the knowledge of specific mechatronic engineering sub discipline
PLO 4 to apply basic principles and practices from the fundamental disciplines to identify,
formulate and solve mechatronic engineering problems
PLO 5 to apply design optimization concepts in the design of mechatronic engineering
systems based on industrial needs
PLO 6 to adopt computer packages and modern engineering design tools for simulation
of mechatronic engineering systems
PLO 7 to communicate effectively in a team as well as in the community at large
PLO 8 to work in multi-disciplinary teams
40
4.3 COURSE LEARNING OUTCOMES

Course learning outcomes should:
i.
Embody the skills, knowledge and attitudes that are necessary and
significant for the students to succeed in the vocation.
ii.
Represent the minimum level of performance required for passing the
course.
iii.
Be both realistic and achievable by postsecondary students.
iv.
Reflect present and anticipated future requirements of the workplace.
v.
Be verifiable and measurable.
vi.
Be transferable to a variety of contexts.
vii.
Be communicated to learners, educators, employers and the public.
viii.
Reflect the principles of equity and fairness to accommodate the needs
of diverse learners.
Every lecturers should understand and able to achieve the course learning
outcomes for their taught courses. Good delivery methods and proper
assessment are mandatory in order to facilitate the students in achieved the
course learning outcomes. Thus this will make the program learning
outcomes successful. The following figure describes the relationship of the
OBE components in teaching and assessment.
What OBE can provide?

OBE
OBJECTIVES
ASSESSMENT
How to assess?
OUTCOME
- Knowledge
- Skills
- Attitude
DELIVERY METHODS
How to deliver?
Conclusion and
How to improve?
EVALUATION METHODS
Feb 2009; Dzulkarnain Bin Ahmad, Fakulti Kejuruteraan.
41
4.4 GUIDELINES FOR EFFECTIVE TEACHING (DELIVERY METHODS)

These guidelines are very important and should be implemented in order to
achieve the course learning outcomes.
1. TEACHING PLAN
The process of preparing the teaching plan:
1. Build from your statement of objectives.
2. Define major areas to be including consult textbooks, curriculum
guides, journals, colleagues.
3. Decide on a logical sequence of topics (pay particular attention
to beginning and end)
4. Choose reading: to compliment, repeat, conflict, add detail;
textbook.
5. Clearly state requirements and grading policy.
6. Are there connections to other courses that you can or want to
build on? That you want to prepare students for?
7. Have you allowed for differences in preparation and background
of students?
8. Timing: do you fit the academic calendar, holidays, student
tempo?
9. If possible ask colleagues to look it over and comment
The teaching plan characteristics:
10. Is it clear? Could you reconstruct the course from the syllabus
11. Is it meaty?
12. Is it flexible? Can student input be incorporated?
13. Are reading, lectures and other work coordinated?
14. Is there a separation of major and minor point?
15. Is there theme? A sense of intellectual movement?
42
2. CONDUCTING THE CLASS.

First day hints
1. Find your room ahead of time and make sure it is appropriate for
the kind of course you have designed.
2. Learn student names (use 3 X 5 cards or seating chart) and
something about their background.
3. Identify yourself and the course and distribute syllabus.
a. Explain your concept of class; invite reactions, question.
b. Explain the ground rules of your class, i.e asking question, a
break, etc.
c. Introduce readings.
d. Say something about yourself and the genesis of your interest in
the field.
4. Plan sufficient materialmake a running start
5. Give a diagnostic test to check the students level of understanding
on the subject/its prerequisite at the
beginning of the course.
Planning individual classes

1. Decide a major point or concept you want to introduce.
a. Consider student difficulty grasping ideas at abstract level.
b. Select representative detail or helpful analogies.
2. Plan for transitions between major points shows their relationship.
3. Devise questions which will test whether the student the student
have grasped the concept
4. Practice beforehand: out loud or a mental walk-through
5. time management:
a. Have you been realistic?
b. Leave room for student questions.
c. the first-thing-first and well-prepared approach
43
Opening a class
1. be early:
a. get settle: put your material on the board
b. Ask student opinion of the course, recent lectures, their needs.
2. pick up from somewhere:
a. last class, recent event, student preparation
b. fit this hour into context of the course as a whole
3. Lay out the plan for this hour: give them a framework.
During Class, keep them with you (the human attention span)
1. Vary voice, body language, density of material.
2. Summarize and repeat: do repetition with variation whenever
possible.
3. Make clear connection between ideas: transition.
4. Give evidence of your own enthusiasm and involvement with the
material: reveal thought processes, share research and personal
experiences.
5. Give them opportunities to test whether they are following you.
Closing class
1. leaving time to summarize
a. fit a day class into the context of the courage
2. set yourself up for the next meeting
a. Recommend an idea to think about.
b. Request written assignment?
3. Be available afterward for question and discussion.
3. CLASS DISCUSSION
Aspect when asking questions
1. Mix information with more abstract question; avoid a whole series
of questions with brief or factual answers
2. Allow sufficient time after asking a question for student to answer
(at least 30 second)
44
3. If a question is still followed by silence, do not panic; simply refine

or make more specific
4. Dont ask a question that seems open-ended when in fact you have
a particular answer in mind.
Discussion aspect to encourage student participation
1. Give positive feedback when student take part:
a. Paraphrase and use their ideas
b. Body language
c. Encourage answers, even wrong ones; never humiliate a
student for an incorrect response.
2. Use their question; turn the question to the class; encourage
students to talk to each other
3. Say I dont know when you dont know.
4. LECTURING
a. Be clear why you chose to cover certain material through a lecture rather
than through some other mean.
b. Prepare beforehand: write it out; prepare notes or outline.
1. First define your topic and up to 3-5 key concepts; structure
additional material around these major points.
2. Build in an introduction to the whole lecture, followed by the body of
your remarks and then a summary restating the key concept again.
3. Think of examples, analogies, jokes, audiovisual aids that will make
the material vivid to students.
c. Lecture delivery
1. Establish some rapport with the class, by allusion to the last lecture,
an administrative detail.
2. In your introductions, make it clear what you are going to do and
why it is important; indicate whether you will take questions during
or only after the lecture.
45
3. Periodically summarize and repeat major point, in a slightly different

way, if possible.
4. Keep eye contact, vary voice, and avoid strange mannerisms and
such verbal crutches as uh.
5. Watch student body language and note-taking for clues on their
reaction.
6. End with short summary and a reference to how the material fits in
with what follows in the course.
5. Small Group and Cooperative Learning
1. Established heterogeneous groups.
2. Establish group size.
3. Designate group work area.
4. Designate specific responsibilities to group members.
5. Provide clear direction, time constrain, rules, procedures.
6. Provide necessary materials.
7. Establish leader selection process.
8. Minimize exchanges of information between groups.
9. Watch for conflict.
10. Encourage and praise group support
6. Problem Based Learning (PBL)
Problem Based Learning (PBL) is a concept used to enhance multidisciplinary
skills using planned problem scenarios. It is an active way of learning that
teaches students problem solving skills, while at the same time allowing them to
acquire basic knowledge. In PBL, students collaborate to study the issues of a
problem as they strive to create viable solution.
The instructors role becomes one of subject matter expert, resource guide, and
task group consultant. Instructor has to encourage student participation, provide
appropriate information to keep student on track, avoid negative feedback and
assume the role of fellow learner.(Aspy et al.,1009)
46
The principal aims of implementing PBL are:

1. To integrate knowledge and skills from a range of multidisciplinary
modules
2. To acquire knowledge through self-study
3. To teach students how to work in groups and manage group projects
4. To improve and develop transferable skills of students
5. To develop problem solving skills of students
6. To encourage self-motivation, curiosity and thinking
7. And finally, to make learning fun!
All PBL problems should be created with the following components:

1. Introduction
2. Content
3. Learning Objective
4. Resource
5. Expected Outcomes
6. Guiding Questions
7. Assessment Exercise
8. Time Frame
In creating PBL problem, process objective and content objective must be
incorporated. PBL effectiveness is dependent upon students developing learning
issues that correspond to proposed objective. Criteria of a good PBL problem as
the following:
1. Common situation to serve as a prototype for other situation
2. Significant
3. Interdisciplinary
4. Cover objectives
5. Task oriented
6. Complex enough to incorporate prior knowledge
7. Case Study
Case studies encourage learning of both course content and key skills, and
careful consideration needs to be made as to how to assess these different
aspects. The two main modes of assessment are formative (assessment for the
purpose of improving learning and student performance) and summative
(evaluation of student performance against a set of predetermined standards).
We use summative assessment to assess the students' understanding of course
content, yet realise that a more formative approach is necessary for evaluating
key skills development and giving feedback to encourage students to reflect upon
their learning experience.
47
Group assessment is another area we have had to consider, as many of our

case studies are group-based. Learning to collaborate is a useful skill and the
ability to produce a group output is an important part of this. In terms of
summative assessment, these case studies require students to produce one or
more outputs between them (generally a report and/or presentation/poster) and
we have used group meetings with supervisors and feedback sessions to provide
the formative assessment. In order to produce an individual student mark, we
use confidential peer assessment forms and/or an individual executive summary
to go with the group output.
8. Tutorial
1. Tutors need to appreciate where the student is 'at':
o They need to adjust to the diverse intellectual levels and styles of
learning of their students
o Often, they are not thinking of what the student is receiving
2. Students need to have the fundamentals of Materials in place very early
on, and the cross disciplinary aspects of Materials need emphasizing:
o Stress the importance of concepts rather than details
o Encourage linking of concepts across modules, so curriculum
design is extremely important
3. Tutors must continually emphasize the relevance of studying Materials to
students:
o Justify the importance of Materials to society
o Continually impress on students, what is the point of doing this?
o Materials selection, manufacture and design challenge is
intrinsically rewarding
o Stress the wide range of career opportunities that the study of
Materials affords
o Use graduate profiles to remind students that the course is
worthwhile
4. Giving realistic feedback to students is crucial to motivating students:

o A good personal tutor system can make a significant contribution
here
o Use assessment to check for understanding not rote learning
5. Interactive teaching helps increase motivation:
o Introduce fun things to do and real examples of Materials to
students
o Group work can help motivate students, as can hands-on lab
experiences
48
Tutors need to carefully consider assessment to make sure that Materials is not
assessed by memory-only exam-style questions, which can be the case for
relatively less mathematical subjects.Even in the first year concept-based
questions are necessary
9. Teaching in the Lab - Delivery of the Lab Classes
The following issues specifically relate to the person actually teaching in the lab
session. The following issues specifically relate to the person actually teaching in
the lab session
1. Showing expertise. Being on top of the subject matter, being well prepared
for the lab, being familiar with the ideas of the subject, the design of
experiments, the use of equipment. Making it clear what has to be done
and understood and why; making clear explanations about the ideas,
material, and activities; using assessment methods which are valid and
reliable; and giving students prompt and high quality feedback on their
work.
2. Meeting students where they are in their learning. Find out where the
students should be and where they are in their learning of this topic.
Supervising students closely enough to recognize those having difficulties
with the concepts on which the laboratory exercises are based. Checkout
understanding. Showing encouragement and empathy. Giving students
positive feedback and encouraging them to note their own achievements.
Providing adequate opportunities for students to practice their skills and to
receive precise feedback.
3. Respecting students. Demonstrating respect for each student as a person;
valuing diversity; demonstrating a positive attitude and teaching free of
discrimination or stereotyping of students because of gender or ethnicity;
and monitoring student groupings in the lab and the nature of classroom
interactions to bring out the best in each student
4. Sharing enthusiasm and making laboratory work an enjoyable experience
for students. Finding ways for love of the subject to come across to
students, helping make the students' work relevant, interesting,
stimulating, and challenging. Being friendly, helpful, and available to the
students. Using humour and other techniques for fostering an enjoyable,
relaxed, and non-stressful atmosphere in the laboratory. Being a good role
model for students
49
4.5 QUALITY ASSURANCE PROCESS IN THE ASSESMENT OF STUDENT

LEARNING OUTCOMES
Assessment of Student Learning Outcomes is a process of measuring
(gauging/monitoring) effectiveness of the teaching-learning system. It can be
classified as the following:
a.
Diagnostic Assessment
b.
Formative Assessment
c.
Summative Assessment
Diagnostic Assessment
It indicates students level of understanding on the subject/its prerequisite

at the beginning of the course.
Normally given on the first class meeting.

Formative Assessment
Major purpose is to improve teaching & learning while course is in

progress.
A mean to improve learning process
Frequent or /and spontaneous
Progressive Assignments, Quizzes, Tests
Necessary Feedback from instructor - written/oral.
Summative Assessment
Provides statement on students achievements on the subjects learning

objectives, at the end of the course.
Serves to evaluate / grade students performance levels.
Serves to judge effectiveness of instructor.
The summative test/exam paper must cover whole content/syllabus/CLO
of the courses.
QUALITIES OF ASSESSMENT
VALIDITY
Extent to which it serves its purpose to meet the learning objective
RELIABILITY
Ability to yield similar results when taken by different students of similar
ability under similar conditions
UTILITY
Measurement of convenience, flexibility & cost effectiveness - especially
when conducting the assessment at different centers.
50
DESIGNING ASSESSMENTS
To design a good assessment, the following criteria questions must be
considered.
a. What are the outcomes to be assessed?
b. What are the capabilities/skills (implicit or explicit) in the outcomes?
c. Is the method of assessment chosen consonant with the outcomes
and skills?
d. Is the method relatively efficient in terms of student time and staff
time?
e. What alternatives are there? What are their advantages and
disadvantages?
f. Does the specific assessment task match the outcomes and skills?
g. Are the marking schemes or criteria appropriate?
Course Assessment
must be an open process (transparent)
should be valid
needs to be reliable
needs to be fair
should be an integral component of course design
should promote change
The fundamentals of effective assessment
a. Assessment should help students to learn.
b. Assessment must be consistent with the objectives of the course and what
is taught and learnt.
c. Variety in types of assessment allows a range of different learning
outcomes to be assessed. It also keeps students interested.
d. Students need to understand clearly what is expected of them in assessed
tasks.
e. The fundamentals of effective assessment
Criteria for assessment should be detailed, transparent and justifiable.
f. Students need specific and timely feedback on their work - not just a
grade.
g. Too much assessment is unnecessary and may be counter-productive.
h. Assessment should be undertaken with an awareness that an assessor
may be called upon to justify a student's result.
i. The best starting point for countering plagiarism is in the design of the
assessment tasks.
j. Group assessment needs to be carefully planned and structured.
51
k. When planning and wording assignments or questions, it is vital to

mentally check their appropriateness to all students in the class, whatever
their cultural differences.
l. Systematic analysis of students' performance on assessed tasks can help
identify areas of the curriculum which need improvement.
ASSESSMENT FORMATS
1. WRITTEN
OBJECTIVE
Completion
Matching
True/False
Multiple Choice
2. ORAL
OBJECTIVE
Quiz
SUBJECTIVE
Presentations
Interview
3. PRACTICAL
SUBJECTIVE
Laboratory
Studio
Kitchen
Recitals
Sports
SUBJECTIVE
Essay/ Design
Type
WRITTEN ASSESMENT-OBJECTIVE
*
Used to test
factual materials
understanding of concepts
*
Only one answer correct , which is
predetermined
independent of the judgment

*
Assessment format
supply type completion
select type T/F, Matching, Multiple Choice.

ADVANTAGE OF WRITTEN ASSESMENT-OBJECTIVE
Completely Structured & Larger number of items.
Information obtained economically.
Higher reliability & better content validity.
Items easily scored & more

accurate.
Maybe used to measure higher mental process of understanding,

analysis & interpretation.
WRITTEN ASSESMENT-SUBJECTIVE
1.
Restricted response type
answer form & scope is limited
52
2.
well structured question, useful for solution that requires

interpretation application of data.
less valuable when required for integration, organization &

originality
Extended response type
allows student to organize solution, integrate & evaluate

ideas.
*ESSAY
1.
Answer written in students own words.
2.
Measures student ability to:
organize, integrate & synthesize his knowledge
use learnt knowledge to solve problems
be innovative when solving problems
3.
Has no equal as a measuring instrument when intelligently
constructed & rigorously scored.
EXTENDED RESPONSE-VARIATION
Closed book
Open book
- can refer to notes /text etc.
Take home
53
4.6 GUIDELINES FOR PREPARING AND MARKING ASSIGNMENT

Designing GOOD Assessment Tasks:
Select tasks that SUIT the content, objectives and CLO
Make the WORDING of questions CLEAR and UNAMBIGUOUS
Begin each instruction on a new line
IDENTIFY the scope of the task
SPECIFY in writing the GROUND RULES to students
Always have a colleague CHECK your questions for
AMBIGUITIES/FLAWS
Preparing a Marking Ground
Identify qualities students should demonstrate in their answer (Knowledge,
skills, etc)
Ascertain qualities you are testing are derivable from the goal
Identify criteria that will be used to judge student
Draw up an assessment marking guide
Informing Students of How They Will be Assessed - Give out the guide to
students before they begin their work.
STUDENTS HAVE A RIGHT TO BE WELL INFORMED
Marking Student Work
Minimize/eliminate factors that can affect the reliability of your marking
Re-assess a few answers from the start
Iron out differences in interpretation between different markers before they
begin their marking through a workshop
Cross-mark a sample of scripts from each marker to check for variation in
marking standards
Reconsider the performance of students near critical grade
Eliminating or Reducing Cheating: Some Tips
If you tell students that remarking is to be done, you re likely to deter
serious students from lending out their answers
Dont reuse questions given in previous years
Look for inconsistencies in quality and style
Giving Feedback to Students

Give feedback as soon as possible

Make sure your comments to students are constructive

Reconsider a students answer if asked
54
Evaluating the Assignment and Student Learning

Should consider evaluating an assignment to assess the effectiveness. If

you have any suspicions that students are finding the work difficult, you
should undertake an evaluation
Give students a short questionnaire to obtain their reactions to the

assignment
Another useful piece of feedback from students is to get them to selfassess their work and hand in this self-assessment with their assignment
Encourage students to use learning logs/reflective diaries
Take brief notes while you are marking. Identify the things that students
seem to do well and things that are giving them bother
A more mathematical approach could be used to aid your analysis
Encouraging Students to Self-Assess Their Work

Encourage students to self-assess their performance using the guide before they
hand in their work. Research shows that the ability to self-assess the quality of
ones own work is a characteristic of top performing professionals. Consider
making the self-assessment a requirement: That is, have students hand in the
guide containing their own self-evaluation. The spaces for comments can be
used by students to justify or explain their assessment
If you want to change student learning then change the methods of

assessment (Brown et al 1997, p 9- EAC training modules)
55
5.0 ACADEMIC QUALITY MANAGEMENT SYSTEM

5.1 COURSE LECTURE ASSESMENT
It is all very well to promote student centered as a good form of teaching, but how
do we evaluate
the outcomes in terms of increasing student
enjoyment/motivation, content coverage and depth of learning? Evaluating
students' learning outcome can be problematic but essential to ensure good
teaching. The following evaluation process would be used:
a. Questionnaire: At the end of the semester, Course-Lecture Assesment
form will be distributed to the students for each courses. These ask for a
specific answer - a circle round an option, items on knowledge, skills and
attitude of the lecturer. Rubric method is used for this assesment. Sample
of the questionaire as given in the Appendix2. Another questionaire will be
filled by the students upon their graduation. The sample of the graduate
questionaire is in the Appendix3.
b. Class observation: At time to time the management can decide to have
the class observation for certain courses based on appropriate reason.
For further impreovement, we may also can conduct peer to peer class
observation.
c. Interviews and discussion: Tutorials and staff/student liaison
committees offer a good opportunity to discuss the learning experience
with students. If assessing a specific courses, it is often better to use a
member of staff who is not directly involved in the program so that
students do not worry that negative feedback may affect their assessment.
d. Course File: The Course File is important in order to have a proper
teaching documentation for each course. Lecturers are required to
complete the Course File for each course and handover to the Faculty at
the end of each semester. Course File Auditor (C.F.A) is a unit formed by
Faculty of Engineering as part of a Quality Management System on
academic file matters at Faculty level in accord to EAC standards &
requirements. There is a need to properly audit academic files to ensure
the files are updated & completed in a specific time frame.
The primary task of C.F.A is to audit academics files in the Faculty of
This is to ensure all academic files related to teaching of academic staffs
are properly documented at Facultys level; hence procedures and policies
regarding C.F.A are presented in the appendix 4.
e. ASSESSMENT CONTRIBUTION TO PLO PERFORMANCE (ACPP)
Report and Analysis
56
57
BLOOM TAXONOMY
There are six major categories, which are listed in order below, starting from the
simplest behavior to the most complex. The categories can be thought of as degrees
of difficulties. That is, the first one must be mastered before the next one can take
place.
Category
1. Knowledge-Recall data or
information. The remembering of
previously learned material. The
problem be solved simply by defining
terms and by recalling specific facts,
equations, trends, criteria, sequences,
or procedures.
2. Comprehension: Understand the
meaning, translation, interpolation, and
interpretation of instructions and
problems. State a problem in one's own
words. This is the first level of
understanding.
Keywords
defines, describes, identifies, knows,
labels, lists, matches, names, outlines,
recalls, recognizes, reproduces,
selects, states
3. Application: Use a concept in a new

situation or unprompted use of an
abstraction. Applies what was learned
in the classroom into novel situations in
the work place.
4. Analysis: Separates material or
concepts into component parts so that
applies, changes, computes,

constructs, demonstrates, discovers,
manipulates, modifies, operates,
predicts, prepares, produces, relates,
shows, solves, uses.
analyzes, breaks down, compares,
contrasts, diagrams, deconstructs,
differentiates, discriminates,
distinguishes, identifies, illustrates,
infers, outlines, relates, selects,
separates.
its organizational structure may be

understood. Distinguishes between
facts and inferences
5. Synthesis: Builds a structure or
pattern from diverse elements. Put
parts together to form a whole, with
emphasis on creating a new meaning
or structure.
6. Evaluation: Make judgments about
the value of ideas or materials.
comprehends, converts, defends,

distinguishes, estimates, explains,
extends, generalizes, gives examples,
infers, interprets, paraphrases,
predicts, rewrites, summarizes,
translates.
categorizes, combines, compiles,

composes, creates, devises, designs,
explains, generates, modifies,
organizes, plans, rearranges,
reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells,
writes.
appraises, compares, concludes,
contrasts, criticizes, critiques, defends,
describes, discriminates, evaluates,
explains, interprets, justifies, relates,
summarizes, supports.
i
Course Code:
COURSE-LECTURE ASSESSMENT FORM RUBRIC

Sem/ Session:
Group No:
Lecturer:
Topic
(Weightage)
Unacceptable
(0)
Acceptable
(1)
Exceptional
(2)
1.0 Points
DELIVERY SKILLS
~ Not possible to understand
lecture due to lack of
preparation.
~ Most lectures are

presented in logical order
which is easy to follow.
~ All lectures are presented

in a logical, interesting and
novel sequence, which is
easily followed.
Visual Aids
&
Neatness
(1)
~ No visual aids or the usage

are not effective in
supporting the subject
matters.
~Occasional use of visual

aids, however they barely
effective in supporting the
subject matters.
~Lectures are reinforced by

the use of visual aids and the
usage is effective.
D3
Speaking Skills
(1)
~ Significant mumbling and

incorrect pronunciation of
terms. Voice level too low or
too high.
~ Voice is clear and at a

proper level. Most words
pronounced correctly.
~ Clear voice and correct,

precise pronunciation of
terms.
D4
Delivery Skills
(1)
~ Monotonous, no eye
contact, rate of speech too
fast or too slow
~ Some eye contact, steady

rate, excessively rehearsed
~ Good eye contact, steady

rate, enthusiasm, confidence
~Did not provide teaching

plan at the beginning of
semester.
~ Provide comprehensive
teaching plan at the
beginning of semester but
did not follows according to
the plan.
~ Provide comprehensive
teaching plan at the
beginning of semester and
follows plan accordingly.
D1
D2
D5
Organization &
Structure
(1)
Teaching Plan
(2)
D: TOTAL PERFORMANCE ON DELIVERY SKILLS
/ 12
SUBJECT KNOWLEDGE
S1
Content &
Knowledge
(2)
Imposed Question
S2
(1)
S3
Real Application
Problem
(1)
S4
Resources
(1)
~ No grasp of information.
~ At ease with content and
~ Demonstration of full
Unable to elaborate and
able to elaborate and explain knowledge of the subject with
explain about subject matter. to some degree.
explanations and elaboration.
~ Unable to accurately
answer questions posed by
classmates about the topic.
~Able to accurately answer a ~Able to accurately answer

few questions posed by
almost all questions posed
classmates about the topic.
by classmates about the
topic.
~ Uses no real application

~ Uses several real
problem/issues in the course. application problems/issues
in lecture that show creativity
and which make the course
better.
~ Uses several real

application problems/issues
in lecture, tutorial and
assessment that show
creativity and which make
the course better.
~ Little or no awareness
and/or use of external
sources of information.
~ Fully aware of external

sources of material. Effective
use of supplementary
resources.
~ Reasonable awareness
and use of external
resources.
ii
Topic
(Weightage)
S5
Course Learning
Outcomes (CLOs)
(2)
Unacceptable
(0)
Acceptable
(1)
Exceptional
(2)
~No CLOs were explained

during the lectures or none of
the course activities were
based on the outcomes.
~CLOs have been explained

and/or most of the course
activities were based on the
outcomes.
~Clear understanding on the

CLOs and all the course
activities were based on the
outcomes.
S: TOTAL PERFORMANCE ON SUBJECT KNOWLEDGE
2.0 Points
/ 14
ATTITUDE AND RESPONSIBILITY
A1
~ Did not use classroom time

to work on the subject
matters and/or was highly
disruptive.
Time Use
(1)
(2)
A4
~ Classroom time was used

matters. Conversations were
not disruptive and focused on
the subject.
~ Class always started late

~ Several classes started late ~ Always punctual to the
and disrupted learning mood. but do not disrupt learning
class.
mood.
Punctuality
A2
A3
~ Classroom time was used

matters the majority of the
time, but conversations often
were disruptive or did not
focus on the subject.
~Rarely listens to, shares

~Usually listens to, shares
~Almost always listens to,
Working with Students
with, and supports the efforts with, and supports the efforts shares with, and supports the
(2)
of students.
of students.
efforts of students
Consultation Hour
(2)
~No allocation for

consultation hour
~Allocate consultation hour

but rarely in the room or not
much cooperation given
during the hour.
~Make fully used the

consultation hour in helping
student understand the
subject matters.
A : TOTAL PERFORMANCE ON ATTITUDE AND RESPONSIBILITY

TOTAL OVERALL
PERFORMANCE
(D + S + A)
Unacceptable
0 10
Acceptable
11-29
iii
/ 14
Exceptional
30-40
/ 40
Course File Work Schedule/Datelines and System

Work schedule/datelines as in Table 17 & 18 show the Semester 1&2 (long
semester) and Semester 3 (short semester) of Universitys academic year
respectively.
Table 17: Work schedule/datelines for semester 1&2
Task/Week
1 2 3
4 5
9 10 11 12 13 14 15 16 17 18 19 20
Notice/dateline to prepare for

Academic Filing - list C1/C2/E
Expiry dateline for Academic
File according to list C1/C2/E
C.F.A audits Academic File-list
C1/C2/E (all files)
Reminder to defaulter of
Academic File-list C1/C2/E
C.F. A audits Academic File-list
C1/C2/E (defaulter files)
Warning&Summon to defaulter
of Academic File-list C1/C2/E
Week 1
Week 8
Week 14
Week 15-17
Week 18-20
: Start of Lectures/Classes (semester begins)

: Mid-Semester Break
: End of Lectures/Classes (semester ends)
: Students Study Week/Final Exam/Paper Marking
: Long Semester Break
Table 18: Work schedule/datelines for semester 3
TASK/WEEK
Notice/dateline to prepare for

Academic Filing - list C1/C2/E
Expiry dateline for Academic File
according to list C1/C2/E
C.F.A audits Academic File-list
C1/C2/E (all files)
Reminder to defaulter of
C.F. A audits Academic File-list
C1/C2/E (defaulter files)
Warning&Summon to defaulter of
Week 1
Week 7
: Start of Lectures/Classes (semester begins)

: End of Lectures/Classes (semester ends)
iv
9 10 11 12
Week 8-9
: Final Exam/Paper Marking
Week 10-12 : Short Semester Break
Process
Auditing Process
Facultys Academic Files auditing process as shown in Figure 8.
Notification of Dateline for

Academic Files (List C1/C2/E)
to Facultys Staff Member
C.F.A audits All Academic Files

According to List C1/C2/E
No
Academic Files
Updated
According to List
C1/C2/C3?
Yes
Reminder letter is sent to

defaulter with expiry of 7
days from the date of issuing.
Subjects Recorded
O.K in C.F.A Record
C.F.A audits Defaulters
Academic Files According to
List C1/C2/E
No
Academic Files
Updated
According to List
C1/C2/C3?
Yes
Warning letter is sent to

defaulter. Defaulter fills in
show cause form.
C.F.A audits Defaulters

Academic Files According to
List C1/C2/E
Subjects Recorded O.K in
C.F.A Record. Penalty (RM
0.50 per day) if defaulter
didnt meet the new comply
Figure 8 : Auditing Process for Facultys Academic Files.
vi
Course File
List C1
i.
ii.
iii.
iv.
v.
vi.
vii.
1.0 Syllabus
2.0 Teaching Plan
3.0 Teaching Timetable
4.0 Student Attendance Sheet
4.1 S.A.S (week 1 week 7)
5.0 Coursework Materials
5.1 Questions & Marking Scheme (week 1 week 7)
5.2 Samples (week 1 week 7)
6.0 Student Assessment
6.1 S.A (week 1 week 7)
8.0 Lecture Materials
8.1 Lecture Notes (week 1 week 7)
8.2 Tutorials (week 1 week 7)
List C2 (add to existing course file)

i.
4.0 Student Attendance Sheet
4.2 S.A.S (week 8 week 14)
ii.
5.0 Coursework Materials
5.3 Questions & Marking Scheme (week 8 week 14)
5.4 Samples (week 8 week 14)
iii.
6.0 Student Assessment
6.2 S.A (week 8 week 14)
6.3 S.A (Final/Total)
iv.
7.0 Student Grade Analysis
v.
8.0 Lecture Materials
8.3 Lecture Notes (week 8 week 14)
8.4 Tutorials (week 8 week 14)
vi.
9.0 Course Evaluation Analysis
List E
i.
1.0 Final Exam Script

1.1 Questions & Marking Scheme
1.2 Sample Scripts
Filing Phase
Filing phase for Facultys Academic Files is shown in Figure 9 below. There
are three filing phase in an academic year. First phase is LATEST, second phase is
PREVIOUS and third phase is Collection. Academic files that are updated at
current semester are designated as Latest. When a new semester comes in, the
Latest academic files will be re-designated as Previous. When another new
vii
semester comes in, the Previous academic files will be filed in collection. Semester
1 is known as semester A and semester 2&3 as semester B. Timeframe to change
phases is shown in Figure 9.
LATEST
End of
semester A/B
PREVIOUS
End of
semester A/B
COLLECTION
Figure 9: Filing Process for Facultys Academic Files

The labeling for the Latest Section and Previous Section can be
interchangeable to avoid taking the contents out from the Academic Files. This is to
avoid redoing filing when phase of Latest Section to Previous Section executed.
However, when phase Previous Section to Filed Collection executed, the
contents of files in Previous Section are to be taken out by owner and replaced by
the latest content.
File
1.
Academic Files
Each Course/subject has 2 Course Files (latest & previous) and 2 Exam
Script Files (latest & previous).
Collection Files should consist of ONLY final exam Q&A and coursework
Q&A for a Division, organized to year of subject.
Final Script in Exam Script Files in Previous section should be taken out
and stored at storage area for final script when transit to Collection phase.
Storage area is supervised by Admin Supervisor.
Each File (latest & previous) will ONLY be labeled with subject code &
name and also reference number. (optimize for reuse)
The Dividers in each file (latest & previous) will ONLY be labeled with title.
They shall not be labeled with semester/academic year. (optimize for reuse)
The Academic Files (latest & previous) shall be referenced, labeled &
organized according to year of subject, degree/diploma, and reference
number.
The Course & Exam Script File reference number must be same with the
designated subject reference number.
Each File should have endorsement & checklist as first page.

viii
2.
Colour
Academic Files labeling & dividers for both Degree & Diploma programme:
o Electrical Division
= Yellow
o Electronic Division
= Green
o Civil Division
= Pink
o Mechanical Division
= Blue
o Mechatronic Division = Orange
o Faculty
= Purple
o Collection
= White
Latest & Previous Sections: Two different colour dot stickers on each file
for each section
(Green & Red).
PROCEDURES, POLICIES & RULES

Several procedures, policies & rules regarding operation, enforcement and penalty for
C.F.A purposes are listed below.
1.
Operation
i.
To have a Course File Room to hold all Facultys Course Files. The
key, movement of the key and all files & contents for the room are the
responsible of Facultys Administration (to be appointed by Dean).
ii.
The storage area for final script is supervise/responsible by Admin
Supervisor. The final script shall be kept/stored for 4 academic years.
iii.
Only staff members of Faculty and University are permitted to enter the
Course File Room.
iv.
Academic Files cant be taken out from Course File Room by anyone.
However, staff member with authorization from Dean can take out the
files for facultys agenda & purposes. The files taken out must be
recorded and monitored by Facultys Administration.
2.
Enforcement
i.
C.F.A shall be given authority to publish/issue (with Deans consent)
reminder, warning, summon or any notices/letters to Academic File
defaulter (full time/part time) who didnt follow the C.F.A regulations &
procedures.
ii.
Reminder letter to be issue once (1) only to defaulter who fail to comply
with the C.F.A datelines in completing Academic Files and it shall be
expired in 7 days from date of issuing before warning letter is issued.
iii.
In the case warning letter is issued to defaulter, he/she must fill in a
show cause form and submit to Dean stating the reasons he/she fail to
comply with the timeframe and also state a new date to comply
ix
iv.
v.
vi.
(maximum 7 days from warning date). Once the defaulter completed

own files, he/she must inform C.F.A to conduct audit and get verification.
Appointment of Facultys part time Academic/laboratory Staff must be
scrutinised by Faculty (Dean, Deputy Dean or Head of Proggramme) to
ensure not only expertise to be the criteria but also professional in
meeting Facultys requirements (includes C.F.A regulations).
In the case defaulter (full time/ part time) ignores the warning letter and
not cooperative in completing own academic file, Faculty (Dean, Deputy
Dean or Head of Programme) shall advise the defaulter to complete own
academic file or face actions (blacklist, interview with Dean, etc).
Course, Exam Script and Collection Files shall be responsible of the
subject lecturer/lab instructor. (include taking out redundant contents)
ASSESSMENT CONTRIBUTION TO PLO PERFORMANCE

Name of Lecturer
Division
Course Name
Semester/session
Course Code
Student Number
PROGRAMME LEARNING OUTCOMES

Assessment
CLO
PLO1
Knowledge
PLO2 PLO3
PLO4
Skill
PLO5 PLO6
PLO7
Attitude
PLO8
Remarks
PLO9
Final Exam
Total
Average
Percentage is referring to the number of students obtaining marks of 50% and above for each assessment
Prepared by :
___________________
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ACADEMIC STAFF GUIDELINES

PROF. IR DR JAMALUDIN BIN MAT

6.0 CONTINIOUS QUALITY IMPROVEMENT

1.0 UNIVERSITY DIRECTION

UNIVERSITY VISION & MISSION

2.0 FACULTY OF ENGINEERING INFORMATION

2.2 FACULTY ADMINISTRATION

DEPUTY DEAN (RESOURCES)

DEPUTY DEAN (ACADEMIC)

Figure 1 : Organizational Chart of Faculty of Engineering

Bachelor of Engineering (Hons.) (Mechanical)

ZKU 1112 Kokurikulum

KMS 2291 Mechanical Workshop II

Pengajian Islam / Pendidikan Moral

ZES 1243 Technical English II

Computer Aided Design (CAD)

Heat & Mass Transfer

KMS 3291 Lab IV- Thermal Laboratory

Computer Aided Engineering (CAE )

Heat & Mass Transfer

Computer Aided Engineering (CAE )

Total Credit Hours ( 135 )

Machining and Machines Tool Operation

Programme structure for B.Eng.(Mechatronics)(Hons.)

Sensor & Actuator

Signal & Systems

Computer Aided Design (CAD)

Pengajian Islam /Pendidikan

Mechatronics System Design

Digital Signal Processing

Mechatronics Engineering Project

Computer Control Instrumentation

Engineers and Society

Modern Control Systems

Digital Control Systems

Dept / Faculty Seminar

Total Credit Hours ( 135 )

Special Topics I(Microcontroller)

Manufacturing System Design

Advance Control System

Programme structure for B.Eng. (Electronics)(Hons.)

Bahasa Kebangsaan A/B

Pengajian Islam /Pendidikan Moral

Measurement & Instrumentation

Signal & System

Digital Signal Processing

Electromagnetic Theory (EMT)

Advance Electronic Lab

Electronics Engineering Project

Engineer & Society

Design and Fabrication of Microelectronics Components

Very Large Scale Integration Design

Total Credit Hours ( 134 )

Solid State Electronic

Programme structure for B.Eng. (Electrical)(Hons.)

KES 1153 &

Bahasa Kebangsaan A/B

Signal & System

Pengajian Islam /Pendidikan

Digital Signal Processing

Electromagnetic Theory (EMT)

Power System & Electrical