The Institution of Engineers, Singapore, through its Engineering Accreditation Board, has granted the ESD undergraduate programme full accreditation for the students graduating in and after year 2015.
The Washington Accord identifies twelve core Student Learning Objectives which are used to evaluate the engineering qualification and professional competence of an engineering programme. ESD identifies three overarching Programme Educational Objectives and maps these to both the mission of the university as well as the twelve core Student Learning Objectives.
Programme Educational Objectives
Programme Educational Objectives (PEOs) are broad statements that describe the career and professional accomplishments that the programme is preparing graduates to achieve. Graduates are expected to demonstrate these attributes 3 to 5 years after graduation.
|PEO1||Graduates apply skills in analysis, diagnosis, modeling, and design of systems and organizations with expertise in multidisciplinary teams.|
|PEO2||Graduates attain positions of leadership, responsibility, and trust. Typically, within three to five years of graduation they have individuals reporting to them within an organization or they report directly to senior levels of management.|
|PEO3||Graduates progressively increase their engineering, business, or organizational acumen. They renew and expand their expertise through continued study or innovative experience.|
Alignment with Institutional Mission
SUTD Mission: The Singapore University of Technology and Design is established to advance knowledge and nurture technically-grounded leaders and innovators to serve societal needs, with a focus on Design, through an integrated multi-disciplinary curriculum and multi-disciplinary research.
|Component of SUTD Mission||PEO1||PEO2||PEO3|
|……to advance knowledge and nurture technically grounded leaders and innovators to serve societal needs.||x||x||x|
|……with a focus on Design, through an integrated multi-disciplinary curriculum and multi-disciplinary research.||x||x|
Alignment with Student Learning Outcomes
Student Learning Outcomes are narrower statements that describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviours that students acquire in their matriculation through the programme. The programme should demonstrate that the students attain the outcomes listed in Graduate’s Attributes as defined by Washington Accord.
|Student Learning Outcomes||PEO1||PEO2||PEO3|
|1||Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialisation as specified in WK1 to WK4 to the solution of complex engineering problems.||x|
|2||Identify, formulate, research literature (WK8) and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics (WK2), natural sciences (WK1) and engineering sciences (WK3 and WK4).||x|
|3||Design solutions (WK5) 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.||x||x|
|4||Conduct investigations of complex problems using research-based knowledge (WK8) and research methods including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions.||x||x|
|5||Create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modelling as described in WK6, to complex engineering problems, with an understanding of the limitations.||x|
|6||Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice.||x||x|
|7||Understand the impact of professional engineering solutions in societal and environmental contexts and demonstrate knowledge of and need for sustainable development. (WK7)||x||x|
|8||Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice. (WK7)||x|
|9||Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings.||x|
|10||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.||x|
|11||Demonstrate knowledge and understanding of engineering and management principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.||x||x|
|12||Recognise the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change.||x|
|WK1||A systematic, theory-based understanding of the natural sciences applicable to the discipline|
|WK2||Conceptually-based mathematics, numerical analysis, statistics and formal aspects of computer and information science to support analysis and modelling applicable to the discipline|
|WK3||A systematic, theory-based formulation of engineering fundamentals required in the engineering discipline|
|WK4||Engineering specialist knowledge that provides theoretical frameworks and bodies of knowledge for the accepted practice areas in the engineering discipline; much is at the forefront of the discipline.|
|WK5||Knowledge that supports engineering design in a practice area|
|WK6||Knowledge of engineering practice (technology) in the practice areas in the engineering discipline|
|WK7||Comprehension of the role of engineering in society and identified issues in engineering practice in the discipline: ethics and the professional responsibility of an engineer to public safety; the impacts of engineering activity: economic, social, cultural, environmental and sustainability|
|WK8||Engagement with selected knowledge in the research literature of the discipline|