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EEE Indicators V20

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Graduate Attributes and Indicators

Faculty of Engineering

Program: B.Sc. in Electrical and Electronic Engineering (EEE)

Spring 22 - 23
Graduate Attributes and Indicators: EEE January 19, 2023

Table 1: Knowledge Profile


Indicator Title Attribute
K1 Natural sciences A systematic, theory-based understanding of the natural sciences applicable to the discipline
K2 Mathematics Conceptually based mathematics, numerical analysis, statistics and the formal aspects of computer and information science to support analysis and
modeling applicable to the discipline
K3 Engineering A systematic, theory-based formulation of engineering fundamentals required in the engineering discipline
fundamentals
K4 Specialist engineering Engineering specialist knowledge that provides theoretical frameworks and bodies of knowledge for the accepted practice areas in the engineering
knowledge discipline; much is at the forefront of the discipline
K5 Engineering design Knowledge that supports engineering design in a practice area
K6 Engineering practice Knowledge of engineering practice (technology) in the practice areas in the engineering discipline
K7 Comprehension Comprehension of the role of engineering in society and identified issues in engineering practice in the discipline: ethics and the engineer’s
professional responsibility to public safety; the impacts of engineering activity; economic, social, cultural, environmental and sustainability
K8 Research literature Engagement with selected knowledge in the research literature of the discipline

Table 2: Range of Complex Engineering Problem Solving


Complex Engineering Problems have characteristic P1 and some or all of P2 to P7

Indicator Title Description


P1 Depth of knowledge required Cannot be resolved without in-depth engineering knowledge at the level of one or more of K3, K4, K5, K6 or K8 which allows
a fundamentals-based, first principles analytical approach
P2 Range of conflicting requirements Involve wide-ranging or conflicting technical, engineering and other issues
P3 Depth of analysis required Have no obvious solution and require abstract thinking, originality in analysis to formulate suitable models
P4 Familiarity of issues Involve infrequently encountered issues
P5 Extent of applicable codes Are outside problems encompassed by standards and codes of practice for professional engineering
P6 Extent of stakeholder involvement and Involve diverse groups of stakeholders with widely varying needs
conflicting requirements
P7 Interdependence Are high level problems including many component parts or sub-problems

Table 3: Range of Complex Engineering Activities


Complex activities means (engineering) activities or projects that have some or all of the following characteristics

Indicator Title Description


A1 Range of resources Involve the use of diverse resources (and for this purpose resources include people, money, equipment, materials, information
and technologies)
A2 Level of interaction Require resolution of significant problems arising from interactions between wide-ranging or conflicting technical, engineering or
other issues
A3 Innovation Involve creative use of engineering principles and research-based knowledge in novel ways
A4 Consequences for society and the Have significant consequences in a range of contexts, characterized by difficulty of prediction and mitigation
environment
A5 Familiarity Can extend beyond previous experiences by applying principles-based approaches

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Graduate Attributes and Indicators: EEE January 19, 2023

Table 4: Three domains of teaching learning of Bloom’s Taxonomy (cognitive, affective, and psychomotor)
Level Cognitive (C) Affective (A) Psychomotor (P)

1 Remember Receiving Imitation


2 Understand Responding Manipulation
3 Apply Valuing Precision
4 Analyze Organization Articulation
5 Evaluate Characterization Naturalization
6 Create - -

Table 4.1: Cognitive domain’s levels of teaching learning of Bloom’s Taxonomy


Cognitive Domain’s Level Key Verbs (keywords) Example Learning Objective
Remember: Recall or retrieve previous learned list, recite, outline, define, name, The students will be able to recite Newton’s three laws of motion.
information. match, quote, recall, identify, label, Examples: Recite a policy. Quote prices from memory to a customer. Recite the safety rules.
recognize.
Understand: Comprehend the meaning, translation, describe, explain, paraphrase, restate, The students will be able to describe Newton’s three laws of motion to in her/his own words
interpolation, and interpretation of instructions and give original examples of, summarize, Examples: Rewrite the principles of test writing. Explain in one's own words the steps for
problems. State a problem in one's own words. contrast, interpret, discuss. performing a complex task. Translate an equation into a computer spreadsheet.
Apply: Use a concept in a new situation or calculate, predict, apply, solve, The students will be able to calculate the kinetic energy of a projectile.
unprompted use of an abstraction. Applies what was illustrate, use, demonstrate, determine, Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical
learned in the classroom into novel situations in the model, perform, present. fallacies in reasoning. Gathers information from a department and selects the required tasks for
work place. training.
Analyze: Separates material or concepts into classify, break down, categorize, The students will be able to differentiate between potential and kinetic energy.
component parts so that its organizational structure analyze, diagram, illustrate, criticize, Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical
may be understood. Distinguishes between facts and simplify, associate. fallacies in reasoning. Gathers information from a department and selects the required tasks for
inferences. training.
Evaluate: Make judgments about the value of ideas or choose, support, relate, determine, The students will be able to determine whether using conservation of energy or conservation of
materials. defend, judge, grade, compare, momentum would be more appropriate for solving a dynamics problem.
contrast, argue, justify, support, Examples: Select the most effective solution. Hire the most qualified candidate. Explain and
convince, select, evaluate. justify a new budget.
Create: Builds a structure or pattern from diverse design, formulate, build, invent, create, The students will be able to design an original homework problem dealing with the principle of
elements. Put parts together to form a whole, with compose, generate, derive, modify, conservation of energy.
emphasis on creating a new meaning or structure. develop. Examples: Write a company operations or process manual. Design a machine to perform a
specific task. Integrates training from several sources to solve a problem. Revises and process to
improve the outcome.

Table 4.2: Psychomotor domain’s levels of teaching learning of Bloom’s Taxonomy


Psychomotor Domain’s Level Key Verbs (keywords) Examples
Imitation: Observing and patterning behavior after someone copy, follow, mimic, repeat, Examples: Copying a work of art. Performing a skill while observing a demonstrator
else. Performance may be of low quality. replicate, reproduce, trace
Manipulation: Being able to perform certain actions by memory act, build, execute, perform Examples: Being able to perform a skill on one's own after taking lessons or reading about
or following instructions. it. Follows instructions to build a model
Precision: Refining, becoming more exact. Performing a skill calibrate, demonstrate, master, Examples: Working and reworking something, so it will be “just right.” Perform a skill or task
within a high degree of precision perfectionism without assistance. Demonstrate a task to a beginner

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Graduate Attributes and Indicators: EEE January 19, 2023
Articulation: Coordinating and adapting a series of actions to adapt, constructs, combine, Examples: Combining a series of skills to produce a video that involves music, drama,
achieve harmony and internal consistency. creates, customize, modifies, color, sound, etc. Combining a series of skills or activities to meet a novel requirement
formulate
Naturalization: Mastering a high-level performance until it create, design, develop, invent, Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer
become second nature or natural, without needing to think manage, naturally quickly and accurately. Displays competence while playing the piano. Michael Jordan
much about it. playing basketball or Nancy Lopez hitting a golf ball

Table 4.3: Affective domain’s levels of teaching learning of Bloom’s Taxonomy


Affective Domain’s Level Key Verbs (keywords) Examples
Receiving Phenomena: Awareness, willingness acknowledge, asks, attentive, courteous, dutiful, Examples: Listen to others with respect. Listen for and remember the name of newly
to hear, selected attention. follows, gives, listens, understands introduced people.
Responds to Phenomena: Active participation answers, assists, aids, tells, complies, conforms, Examples: Participates in class discussions. Gives a presentation. Questions new ideals,
on the part of the learners. Attend and react to discusses, greets, helps, labels, performs, presents concepts, models, etc. to understand them fully. Know the safety rules and practice them.
a particular phenomenon. Learning outcomes
may emphasize compliance in responding,
willingness to respond, or satisfaction in
responding (motivation).
Valuing: The worth or value a person attaches appreciates, cherish, treasure, demonstrates, Examples: Demonstrates belief in the democratic process. Is sensitive towards individual
to a particular object, phenomenon, or initiates, invites, joins, justifies, proposes, respect, and cultural differences (value diversity). Shows the ability to solve problems. Proposes a
behavior, this ranges from simple acceptance shares plan to social improvement and follows through with commitment. Informs management
to the more complex state of commitment. It is on matters that one feels strongly about.
based on the internalization of a set of specified
values, while clues of it are expressed in the
learner's overt behavior and are often
identifiable.
Organization: Organizes values into priorities by compares, relates, synthesizes Examples: Recognizes the need for balance between freedom and responsible behavior.
contrasting different values, resolving conflicts Explains the role of systematic planning in solving problems. Accepts professional ethical
between them, and creating an unique value standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time
system. The emphasis is on comparing, relating, effectively to meet the needs of the organization, family, and self.
and synthesizing values.
Internalizes Values (characterization): Has a acts, discriminates, verifies displays, solves, Examples: Shows self-reliance when working independently. Cooperates in group activities
value system that controls their behavior. The influences, modifies, performs, qualifies, questions, (displays teamwork). Uses an objective approach in problem solving. Displays a
behavior is pervasive, consistent, predictable, revises, serves, professional commitment to ethical practice. Revises judgments and changes behavior in
and most important characteristic of the light of new evidence. Values people for what they are, not how they look.
learner. Instructional objectives are concerned
with the student's general patterns of
adjustment (personal, social, emotional).

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Graduate Attributes and Indicators: EEE January 19, 2023

Table 5: Learning Outcome Domains and Level Descriptors (as per BNQF)
Learning Outcome Domains
Fundamental Skills (FS):
FS.1: demonstrate knowledge and critical understanding of the well-established principles of his/her field of study, and of the way in which those principles have developed;
FS.2: apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context;
FS.3: apply knowledge and skills in addressing issues/solving problems with minimal supervision;
FS.4: evaluate critically the appropriateness of different approaches to solving problems in his/her field of study;
FS.5: support supervision of junior staff via a mentor or a leader/manager; and
FS6: display advanced digital literacy which is adequate to perform complex tasks and bring about solutions.

Social Skills (SS):


SS.1: communicate and interact effectively and clearly, ideas, information, problems and solutions as a team to peers, experts and non-experts in Bangla and English;
SS.2: express her/himself fluently and spontaneously in English and Bangla;
SS.3: use language flexibly and effectively for social, academic and professional purposes;
SS.4: produce clear, well structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices in advanced proficiency level of
Bangla and English;
SS.5: demonstrate the ability to incorporate entrepreneurial skills in planning daily activities; and
SS.6: display advanced civic literacy and knowledge, exercising civic rights and obligations at all levels as well as participating in changes for the improvement of Bangladesh society.
Thinking Skills (TS):
TS.1: exercise very substantial degree of autonomy and often significant responsibility in making judgments/ decisions towards the management of self, others and for the allocation of substantial
resources; and
TS.2: demonstrate professional knowledge and practical skills in both technical and management to lead a team in inexperienced environment.

Personal Skills (PS):


PS.1: engage in self-direction and self-enterprise skills;
PS.2: demonstrate social, professional, environmental and ethical practice/ values;
PS.3: show-case global knowledge and competencies to fulfil employment, entrepreneurial and lifelong learning skills; and
PS.4: contribute significantly to the society.

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Graduate Attributes and Indicators: EEE January 19, 2023

Table 6: Program Learning Outcomes and Level Descriptors


PO/PLO Differentiating Description Taxonomy
Characteristic Domain
PO-a/PLO 1 Engineering Knowledge Apply knowledge of mathematics, natural science, engineering fundamentals and an engineering specialization as specified in Cognitive
WK1-WK4 respectively to the solution of complex engineering problems
PO-ab/PLO 2 Problem Analysis Identify, formulate, research literature and analyze complex engineering problems reaching substantiated conclusions using first Cognitive
principles of mathematics, natural sciences and engineering sciences (from WK1 to WK4)
PO-c/PLO 3 Design/Development of Design solutions for complex engineering problems and design systems, components or processes that meet specified needs with Cognitive
Solutions appropriate consideration for public health and safety, cultural, societal, and environmental considerations (WK5)
PO-d/PLO 4 Investigation Conduct investigations of complex engineering problems using research-based knowledge (WK8) and research methods including Cognitive
design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions Psychomotor
PO-e/PLO 5 Modern Tool Usage Create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and Cognitive
modelling, to complex engineering problems, with an understanding of the limitations (WK6) Psychomotor
PO-f/PLO 6 The Engineer and Society Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent Cognitive
responsibilities relevant to professional engineering practice and solutions to complex engineering problems (WK7) Affective
PO-g/PLO 7 Environment and Understand and evaluate the sustainability and impact of professional engineering work in the solution of complex engineering Cognitive
Sustainability problems in societal and environmental contexts (WK7) Affective

PO-h/PLO 8 Ethics Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice (WK7) Cognitive
Affective
PO-i/PLO 9 Individual and Teamwork Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings Affective

PO-j/PLO 10 Communication Communicate effectively on complex engineering activities with the engineering community and with society at large, such as Affective
being able to comprehend and write effective reports and design documentation, make effective presentations, and give and
receive clear instructions
PO-k/PLO 11 Project Management and Demonstrate knowledge and understanding of engineering management principles and economic decision-making and apply Cognitive
Finance these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments Affective

PO-l/PLO 12 Lifelong Learning Recognize the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest Affective
context of technological change

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Graduate Attributes and Indicators: EEE January 19, 2023

PO-a/PLO 1: Engineering Knowledge


Apply knowledge of mathematics, natural science, engineering fundamentals and an engineering specialization as specified in K1 to K4 respectively to the solution of complex
engineering problems.
Indicators ID BNQF Indicators Definition Domain W Course 1 Course 2 K P A Assessment
Indicator Technique(s)
P.a.1.C3 N/A Apply information and concepts in natural science Cognitive Level 0.1 EEE1203: Electrical EEE3213: Electrical K1 Assignment
with the familiarity of issues. 3 (Applying) Circuits – 1 (DC) Properties of
Material

EEE1203: Electrical Circuits – 1 (DC): CO1: Apply information and concepts in basic electrical properties and atomic structure of materials, flow of charge, effects of temperature on resistance of a material, etc. with the familiarity of
issues to calculate different electrical parameters in circuits containing DC source
EEE3213: Electrical Properties of Material: CO2: Apply information and concepts in electrical properties of materials with the familiarity of issues.
Justification: This part of POI Cognitive domain level 3 (applying) needed to be assessed with natural science (K1) with the familiarity of issues. Two courses Electrical Circuits – 1 (DC) and Electrical Properties of Material both takes
assessments based on natural science with the familiarity of issues at the Cognitive domain level 3 (applying).
P.a.2.C3 N/A Apply information and concepts of mathematics Cognitive Level 0.1 EEE2209: Analog EEE2213: Signals K2 Assignment
with the familiarity of issues. 3 (Applying) Electronics and Linear Systems

EEE2209: Analog Electronics: CO2: Apply information and concepts of mathematics with the familiarity of issues to support both numerical and computer aided analysis of op-amp circuits.
EEE2213: Signals and Linear Systems CO3: Apply information and concepts of mathematics to recognize, understand and analyses basic signals and system’s
Justification: This part of POI Cognitive domain level 3 (applying) needed to be assessed with mathematics (K2) with the familiarity of issues. Two courses Analog Electronics: CO2 and Signals and Linear Systems both takes assessments
based on mathematics with the familiarity of issues at the Cognitive domain level 3 (applying).
P.a.3.C3 FS.1 Apply information and concepts in engineering Cognitive Level 0.4 EEE2105: Electrical EEE3101: Digital K3 P1, Assignment
fundamentals to solve complex engineering 3 (Applying) Machines 1 Logic and Circuits P2,
problems with a range of conflicting requirements. P6
EEE2105: Electrical Machines 1: Apply the information and concepts in basic electrical machines with the familiarity of issues to solve complex engineering problems.
EEE3101: Digital Logic and Circuits CO3: Show solutions of a complex engineering problem with conflicting requirements by applying information, concepts and procedures in engineering fundamentals of digital logic and circuits at
gate and transistor level.
Justification: This part of POI Cognitive domain level 3 (applying) needed to be assessed with engineering fundamentals (K3) to solve complex engineering problems (P1,P2,P6). Two courses Electrical Machines 1 and Digital Logic and
Circuits both takes assessments based on engineering fundamentals (K3) to solve complex engineering problems with Depth of knowledge required (P1), a range of conflicting requirements (P2) and Extent of stakeholder
involvement (P6) at the Cognitive domain level 3 (applying).
P.a.4.C3 N/A Apply information and concepts in specialized Cognitive Level 0.4 EEE3105: Industrial EEE4101: Modern K4 P1, Assignment
engineering sciences with the in-depth of analysis of 3 (Applying) Electronics and Control Systems P3,
a complex engineering problem. Drives P7

EEE3105: Industrial Electronics and Drives: CO4: Apply information and concepts in power electronics with the in-depth of analysis of a complex engineering problem set in practical situations involving electrical converters and
machines.
EEE4101: Modern Control Systems: CO3: Apply the information and knowledge of Transfer Function and Root Locus to analyze a complex engineering problem.
Justification: This part of POI Cognitive domain level 3 (applying) needed to be assessed with specialized engineering sciences (K4) with the in-depth of analysis of a complex engineering problem (P1,P3,P7). Two courses Industrial
Electronics and Drives and Modern Control Systems both takes assessments based on specialized engineering sciences (K4) with the Depth of knowledge (P1), Depth of analysis (P3) and Interdependence (P7) of a complex
engineering problem at the Cognitive domain level 3 (applying).

iCGPA: PO-a/PLO 1 = [ 0.10 x P.a.1.C3 + 0.10 x P.a.2.C3 + 0.4 x P.a.3.C3 + 0.4 x P.a.4.C3] x 4

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Graduate Attributes and Indicators: EEE January 19, 2023

PO-b/PLO 2: Problem Analysis


Identify, formulate, research literature and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and
engineering sciences. (K1 to K4).
Indicators ID BNQF Indicator Indicators Definition Domain W Course 1 Course 2 K P A Assessment
Technique(s)
P.b.1.C4 N/A Identify first principles of natural sciences and Cognitive Level 4 0.1 EEE2101: Electrical EEE2103: Electronic Devices K1 Assignment
engineering sciences in practical applications. (Analyze) Circuits 2 (AC) CO1: Apply the semiconductor
diode
principles in the practical
application having different
electronic arrangements
EEE2103: Electronic Devices: CO1: Apply the semiconductor diode principles in the practical application having different electronic arrangements
EEE2101: Electrical Circuits 2 (AC): Identify suitable network theorem with comparison to each other for practical application using AC circuits.
Justification: This part of POI Cognitive domain level 4 (Analyze) needed to be assessed with natural science (K1) in practical applications. Two courses Electronic Devices) and Electrical Circuits 2 (AC) both takes assessments based on natural science
(K1) in practical applications at the Cognitive domain level 4 (Analyze).
P.b.2.C4 N/A Formulate solutions, procedures, and methods Cognitive Level 4 0.1 EEE3101: Digital EEE3107: Electromagnetics K2 Assignment
using first principles of mathematics for (Analyzing) Signal Processing Fields and Waves
engineering sciences.
EEE3101: Digital Signal Processing: CO3: Solve digital signal processing problems by utilizing principles of mathematics such as algebra and trigonometry, equations, graphs, polynomials, logarithms, complex numbers, infinite series, radian measures,
convolution, correlation, Fourier transform, Z-transform.
EEE3107: Electromagnetic Fields and Waves: CO5: Identify and relate basic principles of electromagnetic wave propagation to solve complex engineering problems.
Justification: This part of POI Cognitive domain level 4 (Analyze) needed to be assessed with first principles of mathematics for engineering sciences (K2). Two courses Digital Signal Processing and Electromagnetic Fields and Waves both takes
assessments to Formulate solutions, procedures, and methods using first principles of mathematics for engineering sciences (K2) at the Cognitive domain level 4 (Analyze).
P.b.3.C4 FS.3 Analyze solutions for complex engineering Cognitive Level 4 0.4 EEE3211: Power EEE2207: Electrical Machines 2 K3 P1, Assignment
problem reaching substantiated conclusion. (Analyze) Systems Analysis P3,
P7
EEE3211: Power Systems Analysis: CO2: Analyse and solve problems related to load flow studies to reach substantiated conclusion such as determining different bus parameters like voltage and power, through hypothetical solution.
EEE2207: Electrical Machines 2: Analyze an ac electrical machine to solve complex engineering problems utilizing knowledge acquired on various synchronous and asynchronous electrical machines to come up with valid outcomes
Justification: This part of POI Cognitive domain level 4 (Analyze) needed to be assessed with engineering fundamentals (K3) with complex engineering problem (P1,P3,P7). Two courses Power Systems Analysis and Electrical Machines 2 both takes
assessments based on engineering fundamentals (K3) with the Depth of knowledge (P1), Depth of analysis (P3) and Interdependence (P7) of a complex engineering problem at the Cognitive domain level 4 (Analyze).
P.b.4.C4 N/A Research literature and analyze the validity and Cognitive Level 4 0.4 EEE2208: Electrical EEE4209: Telecommunications K4 P1, Case Study
accuracy of existing solution for complex (Analyze) Machines 2 Lab Engineering P2,
engineering problems. P6
EEE2208: Electrical Machines 2 Lab: CO2: Research literature and analyze the validity and accuracy of existing solution for complex engineering problems.
EEE4209: Telecommunications Engineering: CO3: Identify and analyze the impacts and challenges of artificial intelligence in wireless communication network with extensive literature review.
Justification: This part of POI Cognitive domain level 4 (Analyze) needed to be assessed with Specialist engineering knowledge (K4) to solve complex engineering problems (P1,P2,P6). Two courses Electrical Machines 2 Lab and Telecommunications
Engineering both takes assessments based on Specialist engineering knowledge (K4) to solve complex engineering problems with Depth of knowledge required (P1), a range of conflicting requirements (P2) and Extent of stakeholder involvement (P6)
at the Cognitive domain level 4 (Analyze).

PO-b/PLO 2 = [ 0.1x P.b.1.C4+ 0.1x P.b.2.C4+ 0.4 x P.b.3.C5+ 0.4 x P.b.4.C4] x 4

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Graduate Attributes and Indicators: EEE January 19, 2023

PO-c/PLO 3: Design/ development of solutions


Design solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and
safety, cultural, societal, and environmental considerations. (K5).
Indicators ID BNQF Indicator Indicators Definition Domain W Course 1 Course 2 K P A Assessment
Technique(s)
P.c.1.C4 N/A Design solutions for Cognitive Level 0.2 BAE1201: Basic EEE2211: Electrical K5 Assignment
components of an 4 (Analyzing) Mechanical Engineering Power Transmission
engineering problem & Distribution
considering public health
and safety.
BAE1201: Basic Mechanical Engineering: CO4: Evaluate the efficiency of heat engine, heat pump, refrigerator, I.C engines, and other mechanical systems.
EEE2211: Electrical Power Transmission & Distribution: CO3: Analysing different parameters, components, or process of calculating Electrical Sag to solve Engineering Problems and finding a suitable solution to that considering public
health and safety.
Justification: This part of POI Cognitive domain level 4 (Analyze) needed to be assessed Design solutions for components with Knowledge that supports engineering design in a practice area (K5). Two courses Basic Mechanical Engineering and
Electrical Power Transmission & Distribution both takes assessments based on Knowledge that supports engineering design in a practice area (K5) at the Cognitive domain level 4 (Analyze).
P.c.2.C6 N/A Develop process for Cognitive Level 0.4 EEE4000: Capstone EEE2102: Electrical K5 P1, Report
complex engineering 6 (Create) Project Circuits 2 (AC) Lab P3, P7
problems considering
cultural and societal
factors.
EEE4000: Capstone Project: CO1: Develop and describe the process of the proposed practical solution (K5) of a complex engineering problem (P1, P3, P7) considering cultural & societal factors.
EEE2102: Electrical Circuits 2 (AC) Lab: Develop a process for designing AC electrical circuits to provide solutions for complex AC circuit issues through experimentations and simulations considering cultural and societal factors.
Justification: This part of POI Cognitive domain level 4 (Analyze) needed to be assessed on Develop process for complex engineering problems (P1, P3, P7) considering cultural and societal factors with Knowledge that supports engineering
design in a practice area (K5). Two courses Capstone Project and Electrical Circuits 2 (AC) Lab both takes assessments based on Knowledge that supports engineering design in a practice area (K5) with the Depth of knowledge (P1), Depth of analysis
(P3) and Interdependence (P7) at the Cognitive domain level 4 (Analyze).
P.c.3.C5 N/A Evaluate solutions that Cognitive Level 0.4 EEE4211: Measurement EEE4213: Power K5 P1, Assignment
meet specified needs 5 (Evaluate) and Instrumentation Stations and P2, P6
with appropriate Substations
environmental
considerations.
EEE4211: Measurement and Instrumentation: CO4: Evaluate solutions of measurement and instrumentation system for appropriate environmental considerations with widely varying/conflicting technical, engineering or other
requirements.
EEE4213: Power Stations and Substations: CO4: Evaluate the probable/proposed design solutions that meet specified needs of sustainable power plan design criteria by comparing the operating principles of Nuclear, Thermal, Hydro,
Gas fired and Renewable energy based power plants with appropriate consideration for public health, safety, societal and environmental considerations.
Justification: This part of POI Cognitive domain Level 5 (Evaluate) needed to be assessed on solutions that meet specified needs with appropriate environmental considerations with Knowledge that supports engineering design in a practice
area (K5). Two courses Measurement and Instrumentation and Power Stations and Substations both takes assessments based on Knowledge that supports engineering design in a practice area (K5) with the ith Depth of knowledge required (P1),
a range of conflicting requirements (P2) and Extent of stakeholder involvement (P6) at the Cognitive domain Level 5 (Evaluate).

PO-c/PLO 3 = [0.2 x P.c.1.C4+ 0.4 x P.c.2.C6+ 0.4 x P.c.3.C5] x 4

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Graduate Attributes and Indicators: EEE January 19, 2023

PO-d/PLO 4: Investigation
Conduct investigations of complex problems using research-based knowledge (K8) and research methods including design of experiments, analysis and interpretation of
data, and synthesis of information to provide valid conclusions.
Indicators ID BNQF Indicators Definition Domain W Course 1 Course 2 K P A Assessment
Indicator Technique(s)
P.d.1.P3 N/A Demonstrate experiments for complex engineering Psychomotor 0.4 EEE4103: EEE3215: K8 P1, OEL Report/Course
problem through appropriate research. Level 3 (Precision) Microprocessor and Principles of P3, Project
Embedded System Communication P7 Proposal/Assignment
Lab

EEE4103: Microprocessor and Embedded System: CO1: Investigate the design of experiments for complex engineering problem through appropriate research
EEE3215: Principles of Communication Lab: CO3: Investigate the design of a Pulse Code Modulation (PCM) system for an audio signal to verify sampling and quantization process through appropriate research.
Justification: This part of POI Psychomotor Level 3 (Precision) needed to be assessed on Demonstrate experiments for complex engineering problem (P1, P3, P7) through appropriate research with selected knowledge in the research literature
of the discipline (K8). Two courses Microprocessor and Embedded System and Principles of Communication Lab both takes assessments based on selected knowledge in the research literature of the discipline (K8) with the Depth of knowledge
(P1), Depth of analysis (P3) and Interdependence (P7) at the Cognitive domain level 4 (Analyze).
P.d.2.C4 N/A Analysis and Interpretation of collected data to Cognitive Level 4 0.2 EEE2104: Electronic EEE3102: Digital K8 OEL Report
provide valid conclusion acknowledging the (Analyzing) Devices Lab Logic and Circuits
limitations. Lab

EEE2104: Electronic Devices Lab: CO1: Analyze and justify the experimental and simulated outcome using modern engineering tool (MULTISIM/PSIM) to reach substantiated conclusion such as performance of amplifier circuit,
recognizing the constrains.
EEE3102: Digital Logic and Circuits Lab CO2: Analysis and interpretation of combinational logic circuit data, i.e., different logic circuits, such as logic gates, arithmetic circuits, MUX, DEMUX, encoder, decoder, etc. through appropriate
research literature to provide valid conclusion acknowledging the limitations.
Justification: This part of POI Cognitive domain level 4 (Analyze) needed to be assessed the Analysis and Interpretation of collected data to provide valid conclusion acknowledging the limitations with knowledge in the research literature of
the discipline (K8). Two courses Electronic Devices Lab and: Digital Logic and Circuits Lab both takes assessments based on Analysis and Interpretation of collected data to provide valid conclusion acknowledging the limitations with
knowledge in the research literature of the discipline (K8) at the Cognitive domain level 4 (Analyze).
P.d.3.C5 FS.2 Investigate solution of complex engineering Cognitive Level 5 0.4 EEE2106: Electrical EEE4102: Modern K8 P1, Course Project/OEL
problem by synthesis of information to provide (Evaluating) Machines 1 Lab Control Systems P4, Report
valid conclusions. Lab P5

EEE2106: Electrical Machines 1 Lab: CO2: Analyze DC motors to check whether the characteristics can be varied to solve the complex issues raised through mentioned problem statements by synthesizing the achieved data
EEE4102: Modern Control Systems Lab: CO1: Formulate valid conclusion based upon synthesis of information to investigate solution of complex engineering problem related to open loop and close loop system
Justification: This part of POI Cognitive Level 5 (Evaluating) needed to be assessed on the Investigate solution of complex engineering problem (P1, P4, P5) with knowledge in the research literature of the discipline (K8). Two courses Electrical
Machines 1 Lab and: Modern Control Systems Lab both takes assessments based on the Investigate solution of complex engineering problem with knowledge in the research literature of the discipline (K8), Depth of knowledge (P1), Familiarity
of issues (P4) and Extent of applicable codes (P5) at the Cognitive Level 5 (Evaluating).

PO-d/PLO 4 = [0.4* P.d.1.C5+ 0.2* P.d.2.C4+ 0.4* P.d.3.C5] * 4

Page 10 of 19
Graduate Attributes and Indicators: EEE January 19, 2023

PO-e/PLO 5: Modern Tool Usage


Create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modelling, to complex engineering problems, with an
understanding of the limitations. (K6).
Indicators ID BNQF Indicator Indicators Definition Domain W Course 1 Course 2 K P A Assessment
Technique(s)
P.e.1.C6 N/A Select engineering tools and apply appropriate Cognitive Level 6 0.4 BAE2101: Computer EEE2210: Analog K6 P1, OEL Report/Course
techniques to solve complex engineering (Create) Aided Design and Electronics Lab P4, Project Report
problems considering the limitations. Drafting P5

BAE2101: Computer Aided Design and Drafting CO3: Design and draw a civil plan and electrical fittings layout by using AUTOCAD software and appropriate BNBC.
EEE2210: Analog Electronics Lab: CO2: Select engineering tools and apply appropriate techniques to solve complex engineering problems considering the limitations.
Justification: This part of POI Cognitive Level 6 (Create) needed to be assessed on engineering tools and techniques to solve complex engineering problems (P1, P4, P5) with Knowledge that supports engineering design in a practice area (K6). Two
courses Computer Aided Design and Drafting and Analog Electronics Lab both takes assessments based on engineering tools and techniques to solve complex engineering problems with Knowledge that supports engineering design in a practice
area (K6), Depth of knowledge (P1), Familiarity of issues (P4) and Extent of applicable codes (P5) at the Cognitive Level 6 (Create).
P.e.2.P4 N/A Use tools for prediction and modeling of Psychomotor 0.3 EEE4217: VLSI Circuit EEE4208: Electrical P1, OEL Performance/
complex engineering problems considering the Level 4 Design Lab Services Design P4, Course Project Report
practice in electrical and electronic engineering (Articulation) Lab P5
discipline.
EEE4217: VLSI Circuit Design Lab: CO1: Integrate different tools such as LVS, DRS, and synthesized tools for prediction and modeling of complex VLSI circuits
EEE4208: Electrical Services Design Lab: CO1: Integrate & modify the electrical layout plans for buildings with proper IT tools
Justification: This part of POI Psychomotor Level 4 (Articulation) needed to be assessed on engineering tools for prediction and modeling of complex engineering problems (P1, P4, P5). Two courses Computer Aided Design and Drafting and
Analog Electronics Lab both takes assessments based on engineering tools for prediction and modeling of complex engineering problems considering the practice in electrical and electronic engineering discipline with Depth of knowledge (P1),
Familiarity of issues (P4) and Extent of applicable codes (P5) at the Psychomotor Level 4 (Articulation).
P.e.3.P5 FS.6 Create relevant resources for complex Psychomotor 0.3 EEE3101: Digital EEE4217: VLSI P1, OEL Performance/
engineering problems using modern engineering Level 5 Signal Processing Circuit Design Lab P3, Course Project Report
tools. (Naturalization) P7

EEE3101: Digital Signal Processing: CO5: Develop resources to analyze complex engineering problems related to digital signal processing using modern engineering tools such as MATLAB software.
EEE4217: VLSI Circuit Design Lab: CO2: Create different modules for a complex digital VLSI circuit.
Justification: This part of POI Psychomotor Level 5 (Naturalization) needed to be assessed on Create relevant resources for complex engineering problems(P1, P3, P7) using modern engineering tools through appropriate research. Two
courses Digital Signal Processing and VLSI Circuit Design Lab both takes assessments based on Creating relevant resources for complex engineering problems using modern engineering tools the Depth of knowledge (P1), Depth of analysis (P3)
and Interdependence (P7) at the Psychomotor Level 5 (Naturalization).

PO-e/PLO 5 = [0.4 x P.e.1.C6+ 0.3 x P.e.2.P4+ 0.3 x P.e.3.P5] x 4

Page 11 of 19
Graduate Attributes and Indicators: EEE January 19, 2023

PO-f/PLO 6: The Engineer and Society


Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional
engineering practice and solutions to complex engineering problems. (K7)
Indicators ID BNQF Indicator Indicators Definition Domain W Course 1 Course 2 K P A Assessment
Technique(s)
P.f.1.A3 PS.4 Accepts and Affective Level 0.3 EEE4208: Electrical BAE1201: Basic Course Project
Recognize the role of 3 Services Design Lab Mechanical Report/Assignment
engineering in (Valuing) Engineering
society, health,
safety, legal and
culture.
EEE4208: Electrical Services Design Lab: CO2: Acknowledge and justify the BNBC's (Bangladesh National Building Code) role through service design in accordance with society, health, safety, legal, and cultural considerations
BAE1201: Basic Mechanical Engineering: CO5: Accepts and recognize the role of engineering in society, health, safety, legal & culture.
Justification: This part of POI Affective Level 3 (Valuing) needed to be assessed on the role of engineering in society, health, safety, legal and culture. Two courses Electrical Services Design Lab and Basic Mechanical Engineering both takes
assessments based on the role of engineering in society, health, safety, legal and culture at the Affective Level 3 (Valuing).
P.f.2.C6 FS.4 Design solution for Cognitive 0.7 EEE2215: Engineering EEE4000: K7 P1, Assignment/ Course
complex engineering Level 6 Ethics and Capstone Project P3, P7 Project Report
problem in (Create) Environmental
accordance with Protection
professional practices
EEE2215: Engineering Ethics and Environmental Protection: CO1: Design solution for complex ethical dilemma in accordance with professional engineering practices
EEE4000: Capstone Project CO2: Design a proposed solution for a complex engineering problem (P1, P3, P7) in accordance with professional practices (K7)
Justification: This part of POI Cognitive Level 6 (Create) needed to be assessed on Design solution for complex engineering problem (P1, P3, P7) in accordance with professional practices. Two courses Engineering Ethics and Environmental
Protection and Capstone Project both takes assessments based on Design solution for complex engineering problem in accordance with professional practices with Knowledge of engineering practice (technology) in the practice areas in the
engineering discipline (K7), Depth of knowledge (P1), Depth of analysis (P3) and Interdependence (P7) at the Cognitive Level 6 (Create).

PO-f/PLO 6 = [0.3 x P.f.1.A3+ 0.7 x P.f.2.C6] x 4

Page 12 of 19
Graduate Attributes and Indicators: EEE January 19, 2023

PO-g/PLO 7: Environment and Sustainability


Understand and evaluate the sustainability and impact of professional engineering work in the solution of complex engineering problems in societal and environmental contexts.
(K7)
Indicators ID BNQF Indicators Definition Domain W Course 1 Course 2 K P A Assessment Technique(s)
Indicator
P.g.1.C5 N/A Evaluate the impact of professional Cognitive Level 5 0.7 EEE4213: Power Stations EEE4000: K7 P1, Report
engineering work in the solution of complex (Evaluating) and Substations Capstone P2,
engineering problems in societal and Project P6
environmental contexts.
EEE4213: Power Stations and Substations: CO5: Evaluate sustainability and impacts of complex engineering problem solving approaches by considering the role of stakeholders, economy, society and environmental safety like power
plant design and operation. Evaluate sustainability and social impact of appropriate Tarif model selection for different classes of stakeholders and electric power consumers.
EEE4000: Capstone Project CO3: Evaluate the impact of the proposed professional solution (K7) of complex engineering problems (P1, P2, P6) in societal and environmental contexts.
Justification: This part of POI Cognitive domain Level 5 (Evaluate) needed to be assessed on the impact of professional engineering work in the solution of complex engineering problems (P1, P2, P6) in societal and environmental contexts
(K7). Two courses Power Stations and Substations and Capstone Project both takes assessments based the impact of professional engineering work in the solution of complex engineering problems (P1, P2, P6) in societal and environmental
contexts (K7) with the Depth of knowledge required (P1), a range of conflicting requirements (P2) and Extent of stakeholder involvement (P6) at the Cognitive domain Level 5 (Evaluate).
P.g.2.A4 Evaluate sustainability issues in professional Affective Level 4 0.3 EEE2215: Engineering EEE4000: K7 Course Project Report/
engineering work. (Organization) Ethics and Capstone Assignment/Feasibility Study
Environmental Project 1 Report
Protection

EEE2215: Engineering Ethics and Environmental Protection:


EEE4000: Capstone Project 1 CO7: Evaluate sustainability of complex engineering problems in professional engineering work.
Justification: This part of POI Affective Level 4 (Organization) needed to be assessed on sustainability of complex engineering problems in professional engineering work (K7). Two courses Engineering Ethics and Environmental Protection
and Capstone Project both takes assessments based on sustainability of complex engineering problems in professional engineering work (K7) at the Affective Level 4 (Organization).

PO-g/PLO 7 = [0.7 x P.g.1.C5 + 0.3 x P.g.2.A4] x 4

Page 13 of 19
Graduate Attributes and Indicators: EEE January 19, 2023

PO-h/PLO 8: Ethics
Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice. (K7)
Indicators ID BNQF Indicator Indicators Definition Domain W Course 1 Course 2 K P A Assessment Technique(s)
P.h.1.C3 PS.2 Apply professional codes of Cognitive Level 3 0.7 EEE2215: EEE4000: K7 Presentation/Case Study/
ethics and standards considering (Applying) Engineering Ethics Capstone Capstone Project Report
public safety; the impacts of and Environmental Project
engineering activity; economic, Protection
social, cultural, environmental
and sustainability.
EEE2215: Engineering Ethics and Environmental Protection: CO5: Apply professional codes of ethics and standards considering public safety; the impacts of engineering activity; economic, social, cultural, environmental and
sustainability.
EEE4000: Capstone Project CO4: Apply professional codes of ethics and standards considering public safety and demonstrate the economic, social, cultural, environmental and sustainability impacts of the proposed solution.
Justification: This part of POI Cognitive Level 3 (Applying) needed to be assessed on professional codes of ethics and standards considering public safety; the impacts of engineering activity; economic, social, cultural, environmental and
sustainability (K7). Two courses Engineering Ethics and Environmental Protection and Capstone Project both takes assessments based on professional codes of ethics and standards considering public safety; the impacts of engineering
activity; economic, social, cultural, environmental and sustainability (K7) at the Cognitive Level 3 (Applying).
P.h.2.A4 SS.6 Demonstrates individual Affective Level 4 0.3 EEE4001: EEE4000: Capstone Project/
responsibilities based on norms (Organization) Internship/ Capstone Internship Report/Book
of engineering practice. Seminar/ Workshop Project

EEE4001: Internship/ Seminar/ Workshop: CO5: Demonstrates individual responsibilities based on norms of engineering problems practically
EEE4000: Capstone Project CO12: Demonstrates individual responsibilities based on norms of engineering practice.
Justification: This part of POI Affective Level 4 (Organization) needed to be assessed on individual responsibilities based on norms of engineering practice. Two courses Internship/ Seminar/ Workshop and Capstone Project both takes
assessments based on individual responsibilities based on norms of engineering practice at the Affective Level 4 (Organization).

PO-h/PLO 8 = [0.7 x P.h.1.C3+ 0.3 x P.h.2.A4] x 4

Page 14 of 19
Graduate Attributes and Indicators: EEE January 19, 2023

PO-i/PLO 9: Individual Work and Teamwork


Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings.
Indicators ID BNQF Indicator Indicators Definition Domain W Course 1 Course 2 K P A Assessment
Technique(s)
P.i.1.A3 N/A Function as effective Affective Level 3 0.5 EEE4000: Capstone EEE4001: Internship/ Peer Review Survey
team member in (Valuing) Project Seminar/ Workshop and Supervisor
multi-disciplinary Report with rubrics
problems.
EEE4000: Capstone Project CO13: Function as effective team member in multi-disciplinary problems.
EEE4001: Internship/ Seminar/ Workshop: CO6: Exhibits individual responsibilities based on norms of engineering practice while doing team works
Justification: This part of POI Affective Level 3 (Valuing) needed to be assessed on Function as effective team member in multi-disciplinary problems. Two courses Internship/ Seminar/ Workshop and Capstone Project both takes assessments
based on Function as effective team member in multi-disciplinary problems at the Affective Level 3 (Valuing).
P.i.2.A5 FS.5 Demonstrate Affective Level 5 0.5 EEE4102: Modern EEE3110: Engineering OEL Report/Course
individual skills as a (Characterization) Control Systems Lab Shop Project Report
leader in solving
multi-disciplinary
problems.
EEE4102: Modern Control Systems Lab: CO2: Display leadership skills in solving projects related to controller design for multi-disciplinary problems.
EEE3110: Engineering Shop: CO3: Display leadership skills in implementing of PCB layout design group project.
Justification: This part of POI Affective Level 5 (Characterization) needed to be assessed on individual skills as a leader in solving multi-disciplinary problems. Two courses Modern Control Systems Lab and Engineering Shop both takes
assessments based on individual skills as a leader in solving multi-disciplinary problems at the Affective Level 5 (Characterization)
PO-i/PLO 9 = [0.5 x P.i.1.A3+ 0.5 x P.i.2.A5] x 4

Page 15 of 19
Graduate Attributes and Indicators: EEE January 19, 2023

PO-j/PLO 10: Communication


Communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports
and design documentation, make effective presentations, and give and receive clear instructions.
Indicators ID BNQF Indicators Definition Domain W Course 1 Course 2 K P A Assessment
Indicator Technique(s)
P.j.1.A2 SS.1 Optimize engineering solution by giving Affective Level 2 0.4 EEE4000: Capstone EEE4211: Measurement A1, Viva/Presentation
and responding to clear instructions. (Responding) Project and Instrumentation Lab A3,
(Communicate effectively by giving and A5
responding to clear instructions to
produce engineering solutions.)
EEE4000: Capstone Project CO8: Optimize engineering solution by giving and responding to clear instructions. (Communicate effectively by giving and responding to clear instructions to produce engineering solutions.)
EEE4211: Measurement and Instrumentation Lab: CO6: Communicate effectively by giving and responding to clear instructions between peers in performing different laboratory experiments for optimizing measurement solution.
Justification: This part of POI Affective Level 2 (Responding) needed to be assessed on giving and responding to clear instructions. Two courses Modern Control Systems Lab and Engineering Shop both takes assessments based on giving and
responding to clear instructions with Range of resources (A1), Innovation (A3) and Familiarity (A5) at the Affective Level 2 (Responding).
P.j.2.P3 SS.4 Produce written engineering reports by Psychomotor 0.25 EEE4000: Capstone EEE4209: A1, Capstone
applying principle-based approaches and Level 3 Project Telecommunications A4 Project/Course Project
design documentation on complex (Precision) Engineering Lab Report
engineering activities for different
stakeholders.
EEE4000: Capstone Project CO6: Produce written engineering reports on the proposed solution by applying principle-based approaches and design documentation on complex engineering activities for different stakeholders.
EEE4209: Telecommunications Engineering Lab: CO2: Perform an optical system design to conduct a comparative analysis between PIN and APD by applying fundamental models and state of the art CAD tools and produce a repor
taking into consideration of technological parameters, different stakeholders, and sustainability issues of the systems
Justification: This part of POI Affective Level 3 (Precision) needed to be assessed on written engineering reports by applying principle-based approaches and design documentation on complex engineering activities (A1, A4) for different
stakeholders. Two courses Capstone Project and Telecommunications Engineering Lab both takes assessments based on written engineering reports by applying principle-based approaches and design documentation on complex
engineering activities with Range of resources (A1) and Consequences for society and the environment (A2) at the Affective Level 3 (Precision).
P.j.3.A4 SS.2 Make and deliver effective presentation Affective Level 4 0.25 EEE4103: EEE3110: Engineering A1, Presentation
based on complex engineering activities. (Organizing) Microprocessor and Shop A2
Embedded System
EEE4103: Microprocessor and Embedded System: Explain the complex engineering activities of a course project solving a complex engineering problem of the electrical and electronic engineering discipline through an effective
presentation.
EEE3110: Engineering Shop: CO4: Prepare and deliver effective presentation based on PCB layout design and hardware implementation group project.
Justification: This part of POI Affective Level 4 (Organization) needed to be assessed on effective presentation based on complex engineering activities (A1, A2). Two courses Microprocessor and Embedded System and Engineering Shop
both takes assessments based on effective presentation based on complex engineering activities Range of resources (A1) and Level of interaction (A2) with at the Affective Level 4 (Organization).
P.j.4.P5 SS.3 Use language flexibly and effectively for Psychomotor Level 0.1 EEE2215: Engineering EEE4000: Capstone Presentation/ Capstone
social, academic and professional 5 (Naturalization) Ethics and Project Project/Course Project
purposes. Environmental Report
Protection

EEE2215: Engineering Ethics and Environmental Protection: CO3: Demonstrates flexibly and effectively the knowledge of ethical standards (i.e. Code of Ethics)
EEE4000: Capstone Project: CO9: Use language flexibly and effectively for social, academic and professional purposes.
Justification: This part of POI Psychomotor Level 5 (Naturalization) needed to be assessed on Use language flexibly and effectively for social, academic and professional purposes. Two courses Engineering Ethics and Environmental
Protection and Capstone Project both takes assessments based on Use language flexibly and effectively for social, academic and professional purposes at the Psychomotor Level 5 (Naturalization).

PO-j/PLO 10 = [0.4 x P.j.1.A2+ 0.25 x P.j.2.P3+ 0.25 x P.j.3.A4+ 0.1 x P.j.4.P5] x 4

Page 16 of 19
Graduate Attributes and Indicators: EEE January 19, 2023

PO-k/PLO 11: Project Management and Finance


Demonstrate knowledge and understanding of engineering management principles and economic decision-making and apply these to one’s own work, as a member and leader in a
team, to manage projects and in multidisciplinary environments

Indicators ID BNQF Indicator Indicators Definition Domain W Course 1 Course 2 K P A Assessment


Technique(s)
P.k.1.C3 TS.1 Apply engineering Cognitive Level 4 0.3 EEE3106: EEE4000: Capstone/ Course
management principles and (Applying) Industrial Capstone Project Report
economic decision making Electronics and Project
to solve engineering Drives Lab
projects as a team.
EEE3106: Industrial Electronics and Drives Lab: CO1: Apply engineering management principles and economic decision making to solve a Power Electronics project as a team.
EEE4000: Capstone Project CO5: Apply engineering management principles and economic decision making to solve engineering projects as a team.
Justification: This part of POI Cognitive Level 4 (Applying) needed to be assessed on engineering management principles and economic decision making to solve engineering projects as a team. Two courses Industrial Electronics
and Drives Lab and Capstone Project both takes assessments based on engineering management principles and economic decision making at the Cognitive Level 4 (Applying).
P.k.2.P4 TS.2 Manage multi-disciplinary Psychomotor Level 4 0.3 EEE3110: EEE4000: Capstone/ Course
components of a project as (Articulation) Engineering Shop Capstone Project Report
a member/leader. Project

EEE3110: Engineering Shop: CO5: Effectively manage multi-disciplinary modules of the group project as a member/leader.
EEE4000: Capstone Project CO11: Manage multi-disciplinary components of a project as a member/leader.
Justification: This part of POI Psychomotor Level 4 (Articulation) needed to be assessed on multi-disciplinary components of a project as a member/leader. Two courses Engineering Ethics and Environmental Protection and Capstone
Project both takes assessments based on multi-disciplinary components of a project as a member/leader at the Psychomotor Level 4 (Articulation).
P.k.3.A5 SS.5 Demonstrate competency Affective Level 5 0.4 EEE4213: Power EEE4000: Capstone/ Course
in completing individual (Characterization) Stations and Capstone Project Report
engineering project based Substations Project
on relevant management
principles and economic
models.
EEE4213: Power Stations and Substations: CO6: Demonstrate competency in completing individual/Team project in the selection of different components of a particular type of power plant/ generation or distribution substation
based on relevant management principles and sustainable economic models (i.e., students must be able to choose efficient components for the design in terms of economy and management)
EEE4000: Capstone Project CO10: Demonstrate competency in completing individual engineering project based on relevant management principles and economic models.
Justification: This part of POI Affective Level 5 (Characterization) needed to be assessed on competency in completing individual engineering project based on relevant management principles and economic models. Two courses
Power Stations and Substations and Capstone Project both takes assessments based on competency in completing individual engineering project based on relevant management principles and economic models at the Affective Level
5 (Characterization).

PO-k/PLO 11 = [0.3 x P.k.1.P4+ 0.3 x P.k.2.P4+ 0.4 x P.k.3.A5] x 4

Page 17 of 19
PO-l/PLO 12: Lifelong learning
Recognize the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change

Indicators ID BNQF Indicator Indicators Definition Domain W Course 1 Course 2 K P A Assessment Technique(s)
P.l.1.A1 N/A Investigate and Affective Level 1 0.3 EEE4209: EEE4000: Assignment/Capstone/
gather information (Receiving) Telecommunications Capstone Course Project Report
on a given Engineering Project
engineering issue
beyond classroom
learning.
EEE4209: Telecommunications Engineering: CO1: Investigate and provide sufficient knowledge on optical communication systems.
EEE4000: Capstone Project CO13: Function as effective team member in multi-disciplinary problems.
Justification: This part of POI Affective Level 1 (Receiving) needed to be assessed on Investigate and gather information on a given engineering issue beyond classroom learning . Two courses Engineering Ethics and Environmental
Protection and Capstone Project both takes assessments based on Investigate and gather information on a given engineering issue beyond classroom learning at the Affective Level 1 (Receiving).
P.l.2.P5 PS.1 Seek and use Psychomotor Level 5 0.4 EEE4211: Measurement and EEE4000: Capstone Course Project
resources in solving (Naturalization) Instrumentation Lab Capstone Report
engineering Project
problems.
EEE4211: Measurement and Instrumentation Lab: CO7: Seek and use resources in solving engineering problems related to measurement and instrumentation.
EEE4000: Capstone Project CO15: Seek and use resources in solving engineering problems.
Justification: This part of POI Psychomotor Level 5 (Naturalization) needed to be assessed on Seek and use resources in solving engineering problems. Two courses Measurement and Instrumentation Lab and Capstone Project both
takes assessments based on Seek and use resources in solving engineering problems at the Psychomotor Level 5 (Naturalization).
P.l.3.A5 PS.3 Recognizing the Affective Level 5 0.3 EEE4000: EEE4001: Capstone
need for continuing (Characterization) Capstone Project Internship/ Project/Internship Report
education and Seminar/
participation in Workshop
professional
societies and
meetings.
EEE4000: Capstone Project CO16: Recognizing the need for continuing education and participation in professional societies and meetings.
EEE4001: Internship/ Seminar/ Workshop: CO3: Participates in professional meetings for continuous development
Justification: This part of POI Affective Level 5 (Characterization) needed to be assessed on Recognizing the need for continuing education and participation in professional societies and meetings. Two courses Internship/ Seminar/
Workshop and Capstone Project both takes assessments based on Recognizing the need for continuing education and participation in professional societies and meetings at the Affective Level 5 (Characterization).

PO-l/PLO 12 = [0.3 x P.l.1.A1+ 0.4 x P.l.2.A4+ 0.5 x P.l.3.A5] x 4

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