Incorporating student feedback into curriculum review according to outcome based education philosophy

The conduct of the Engineering Programme in Malaysia and Singapore is much depending on the idea of Outcome-Based Education (OBE), which is an education philosophy that focuses on the graduate attributes or outcomes upon the engineering programme is first determined in the curriculum, for which the LO of the courses in the programmes are designed based on the PO stated. In addition, the students’ achievements of such outcomes are measured upon completion of courses and programmes. As part of Continual Quality Improvement (CQI), these measurements are analysed and steps for improvements are taken. This paper presents a case study conducted for the teaching of the course of Thermofluids in the University of Newcastle, Singapore, where the LO measurement is used as an input for revising the course content. The measurement is taken across three years of study, based on the LO attainments of assessment components such as quizzes and assignments. The resulting LO attainments incorporating with student feedback (Start-Stop-Continue) will be used as an input to propose for the improvement of the course content. In addition, the paper also explores into the holistic side of the engineering education, where students feedback are also taken into consideration as part of the personal improvement in teaching so as to provide a well-rounded education to the students towards the attainment of LO and hence CQI process of the OBE.completion of an engineering programme. Under such philosophy, the programme design is underpinned by the Programme Outcomes (PO) and the courses are driven by the Learning Outcomes (LO). For the case in the University of Newcastle, Australia (Singapore Campus), The Programme Outcomes (PO) of the