The GIFT OBE framework consists of basic four steps to implement the system including Design, Assessment, Analysis, and Review. For each step, there is some defined process that helps to evolve the Program Educational Objectives (PEOs), Program Learning Outcomes (PLOs), and Course Learning Outcomes (CLOs).

The first phase in the OBE framework is the design phase. To define the PEOs, the vision and mission are kept in mind. Once the PEOs are formulated, program specifications are defined that define the structure of the program. The curriculum is designed by the BoS and the curriculum is reviewed by CRC to incorporate new technological advancements. 

GIFT EED is using PEC’s defined PLOs. The next step is to design the detailed course outline that contains PLOs, CLOs, Bloom’s taxonomy, and teaching and assessment methods. A complete checklist is attached to Annex-M. The teaching assessment methods are defined such that all the CLOs defined in the lesson plan must be evaluated.

The second step is to assess the design outcomes and objectives, using measurable methodologies. GIFT EED is utilizing multiple assessment types and techniques to assess the designed OBE system. Complete details are available in chapters three and four. 

PEO assessment is carried out using Employers’ Feedback and Alumni Feedback. The curriculum assessment and revision are also carried out in the light of received feedback. Feedback taken from the existing graduates, assessment of the learning level, and outcome reports determine the fulfillment of PLOs. However, CLOs assessment results of respective courses are used as a direct assessment for the achievement of PLOs throughout the program. CLO attainment report is generated through MS Excel sheets, manually, at the end of each semester.

The third step is to analyze the performance and feedback and take necessary measures to improve the standards of the system. The PEOs are analyzed from the alumni and employer feedback reports. To review the achievement of PLOs; CLOs outcome reports, graduate survey reports, and internship reports are studied and analyzed.

The fourth step is to review and incorporate new changes in the system for continuous quality improvement. Program specification revision and implementation of corrective actions are conducted to review the PEOs. At the PLO level, the PLO revision, PLOs vs CLOs mapping, and corrective action implementation are done. Moreover, course outlines may get some revision as well.

Electrical Engineering Department, at GIFT University, has defined the Program Educational Objectives (PEO) according to its mission, University’s mission, and industry demands. After the Electrical engineering program students should be: 

PEO 1: Able to understand and grasp industrial problems and devise effective solutions using the latest technology. 

PEO 2: Capable of working as a team lead/member with effective communication and interpersonal skills. 

PEO 3: Display ethical and mature character with high moral values, positive attitude, responsible behavior, and virtuous vision.

The Department of Electrical Engineering has adopted the graduate attributes, as defined in EAB Manual 2014, and these are supported by our defined PEOs. 

PLO-01: Engineering Knowledge: An ability to apply knowledge of mathematics, science, engineering fundamentals, and specialization to the solution of complex engineering problems.

PLO-02: Problem Analysis: An ability to identify, formulate, research literature, and analyze complex engineering problems, reaching substantiated conclusions by using the first principles of mathematics, natural sciences, and engineering sciences.

PLO-03: Design/Development of Solution: An ability to design solutions for complex engineering problems and design systems, components, or processes that meet specified needs with appropriate consideration to public health and safety, cultural, societal, and environmental factors.

PLO-04: Investigation: An ability to investigate complex engineering problems in a methodical way including literature survey, design and conduct of experiments, analysis, interpretation of experimental data, and synthesis of the information to derive valid conclusions.

PLO-05: Modern Tool Usage: An ability to create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modeling to complex engineering activities, with the understanding of limitations.

PLO-06: The Engineer and Society: An ability to apply the concept of reasoning informed by the contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice and solution to complex engineering problems.

PLO-07: Environment and Sustainability: An ability to understand the impact of professional engineering solutions in societal and environmental contexts and demonstrate knowledge of and need for sustainable development.

PLO-08: Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice.

PLO-09: Individual and Team Work: An ability to work effectively, as an individual or in a team, in multifaceted and /or multidisciplinary settings.

PLO-10: Communication: An ability to communicate effectively, orally as well as in writing, 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.

PLO-11: Project Management:  Ability to demonstrate management skills and apply engineering principles to one’s own work, as a member and/or leader in a team, to manage projects in a multidisciplinary environment.

PLO-12: Life-Long Learning: An ability to recognize the importance of, and pursue lifelong learning in the broader context of innovation and technological developments.

A tabular illustration of PLOs vs. PEOs mapping is given in Table.

Table 3-1: PEOs to PLOs Mapping