OBE

Luke, D. P. (2012). Psychoactive substances and paranormal phenomena: A comprehensive review. International Journal of Transpersonal Studies, 31, 97-156.


This paper investigates the relationship between psychoactive substances and so-called paranormal phenomena falling within the study of parapsychology. It is primarily concerned with extrasensory perception (ESP)—telepathy, precognition, and clairvoyance—as well as out-of-body experiences (OBEs) and near-death experiences (NDEs). Psychokinesis (PK), aura vision, encounter experiences, and sleep paralysis only make a very limited contribution to this review as they are seldom related to psychoactive drugs within the parapsychological literature. The paper borrows widely, but by no means exhaustively, from parapsychology as well as transpersonal studies, anthropology, ethnobotany, phytochemistry, psychiatry, psychotherapy, psychopharmacology, and neurobiology, particularly neurochemistry. It is organized into neurochemical models of paranormal experience (section 1), field reports of intentional and spontaneous phenomena incorporating anthropological, historical and clinical cases, and personal accounts (section 2), surveys of paranormal belief and experience (section 3), experimental research (section 4), and a methodological critique of the experimental research with recommendations for further work (section 5).

Physically, reality is all, known and unknown, that exists within a system. It ‘is the totality of all things, structures (actual and conceptual), events (past and present) and phenomena, whether observable or not. The author has explored this subject and mysticism in general from the scientific and the Quranic perspectives. Whatever reality we observe, it is through our brain.  The author has explored the realties we experience or will experience through our brain.

The study suggests that there are five dimensions to the reality we experience. The baseline reality, the reality of the external world, is the reality we deal with in the waking hours. It is the representation in the mind developed by fully integrating perceptions from tertiary association areas of our brain based on the signals received from our senses. In addition to this, dream is a reality which most of the human experience during sleep. Instead of sensory signals, it is triggered by the internal stimuli originating from the memory. Its content, however, is unique to the individuals experiencing it.

Though the baseline reality and dreams are common to all, individuals practicing meditation experience another kind of reality which is called the mystical reality. Meditation causes deafferentation in certain portions of mind resulting in the person experiencing a sense of attaining absolute reality, union with God or the Absolute, a sense of either bliss or utter tranquility.

At times of severe physical trauma such as near-drownings or major surgery people experience a reality which is called Near-death experiences (NDE). Typically the experience includes: a sense of being dead; a feeling of peace and painlessness; hearing of various non-physical sounds, an out-of-body experience; a tunnel experience; encountering "beings of light" and a God-like figure or similar entities; being given a "life review", and a reluctance to return to life. Along with many other factors, the NDE is activated by the stimulation of the lower part of temporal lobe (including amygdala and hippocampus). These regions are involved in eliciting vivid memories, complex hallucinations, dream like states, and other sensations in states of markedly decreased input into these regions. A subset of the NDE is the out of body experiences (OBE) which results in a sense of being detached from the body. It can also happen independently. It is due to illusory reduplications of one’s own body due to interference with the temporo-parietal junction in the brain.

The fifth reality is the Ultimate reality, which the whole humanity will experience on the Day of Judgement. The Quran calls it ‘Al-Haqqah’ (the Sure Reality) and Al-Waqiah (the Event or the Inevitability). It will be experienced on the day when people will be raised again and will be judged. Some will be experiencing a permanent blissfulness and some a permanent misery.

The brain is thus a multifaceted instrument. It is normally used to observe the baseline reality, but can also be used to have other experiences.

The recent innovative technologies have dramatically changed the future of humanity. There are many pros & cons of this excessive impact of technology on our lives. The main goal behind the advancement of these technologies was to increase our day to day efficiency. At a larger scale, it aimed on more productivity from the industrial zones, alleviation of poverty and improve life index of people. This era of smart society, which is a result of investing huge amount of resources on IT Infrastructure of Smart Cities to automate life of its citizens with a quest for perfection has raised the bars for competence level required in all walks of life. The students of Smart Societies of the future will be seeking state of the art knowledge platforms and teaching aids that would be interactive and effective for attaining knowledge. On the other hand, the teachers of this smart era would have to enhance their knowledge, teaching skills and expertise as per the demands and needs of these stude...

The study aimed to determine the status of implementation in terms of practices and environment as well as its usefulness in terms of academics, attitudes and instructions of OBE for Customs Administration Students of Lyceum of the Philippines University – Batangas (LPU-B). This study made use of the descriptive method of research. Based on the results, Outcomes-Based Education is implemented in both aspects of practices and environment as perceived by customs administration students. Respondents assessed that Outcomes-based Education as very useful in terms of academics, attitudes and instructions and the level of usefulness of outcomes-based education is related to its level of implementation to customs administration students.

The study aimed to determine the status of implementation in terms of practices and environment as well as its usefulness in terms of academics, attitudes and instructions of OBE for Customs Administration Students of Lyceum of the Philippines University-Batangas (LPU-B). This study made use of the descriptive method of research. Based on the results, Outcomes-Based Education is implemented in both aspects of practices and environment as perceived by customs administration students. Respondents assessed that Outcomes-based Education as very useful in terms of academics, attitudes and instructions and the level of usefulness of outcomes-based education is related to its level of implementation to customs administration students.

This study aimed to provide a clear direction for successful implementation of the K to 12 in the Philippines using the Quadrant Model of Teaching (QMT). The following objectives were raised in order to answer the main problem: (1) identify the learning strategies in each of the QMTlevels; and (2) determine the mandated guidelines for its successful utilization based on the provisions of RA 10533.This exploratory study employed a qualitative analysis on the important provisions of RA 10533 in relation to UNESCO's Four Pillars of Learning.The salient provisions were coded numerically for easy presentation. With grounded theory as framework for critical analysis, KPUP elements were based on Hermann's Brain Quadrants and McCarthy's 4MAT method. A documentation of instructional strategies was realigned according to the expected QMT levels. The salient provisions of RA 10533 ascended the Quadrant Model of Teaching for proper K to 12 program implementation in Philippine basic education. Anchored on the four pillars of learning in the 21 st century and other humanistic learning theories, the QMT levels adopted the brain-based, differentiated, integrative and collaborative theories, which are globally and locally contextualized, within the OBCIA prospects for global recognition that ensures quality instruction.

The occurrence of transpersonal experiences with psychedelic substances is well attested, and several surveys have consistently found a small relationship between paranormal experiences and the use of such drugs in general. Isolated investigations of experiences with specific drugs exist, but no surveys have systematically examined whether particular experiences relate to particular drugs. In an online survey, 139 respondents were recruited through parapsychology or psychedelic interest groups and completed a questionnaire detailing psychoactive drug-use behaviour and the frequency of occurrence of a number of paranormal, shamanic, and mystical type experiences. Patterns of drug-induced transpersonal experiences reported elsewhere were mostly corroborated, particularly the proclivity for telepathic experiences with cannabis, out-of-body experiences with ketamine, entity encounter experiences with N,N-dimethyltryptamine (DMT), and plant-spirit encounters with a host of psychedelic plants. Several small correlations were found between drug-use frequency and experience frequency with certain drug and experience types, particularly those termed mystical. As expected, alcohol and opiate/opioid-use did not correlate with any transpersonal experiences although, surprisingly, no sizable correlations were found for psi experiences and the use of any one type of drug, possibly due to the high rate of occurrence of psi experiences among both drug users and non-drug users with this particular sample.

Konsep pengajaran Pendidikan Berasaskan Hasil (OBE) mula diamalkan di Fakulti Kejuruteraan UKM bermula tahun 2005. Melalui pendekatan ini, setiap program perlu menggubal objektif pendidikan program dan hasil program setelah mengambil kira input daripada pihak berkepentingan seperti kerajaan, majikan, dan alumni. Justeru, kertas kerja ini membentangkan kaedah yang digunakan untuk mengukur persepsi kepentingan serta pencapaian penyataan-penyataan objektif pendidikan program (PEO) dan hasil program (PO) bagi program-program kejuruteraan yang ditawarkan. Dalam kaedah ini, setiap penyataan dikenal pasti ciri-ciri yang membentuknya dan dinilai mengikut skala Likert 1-5. Kaji selidik ini dihantar kepada industri dan alumni yang ada dalam pangkalan data Latihan Industri dan Alumni Fakulti Kejuruteraan. Soalan yang ditanya berkisar kepada aras signifikan penyataan tersebut atau pencapaian para graduan dan alumni. Keputusan kaji selidik ini mendapati ada beberapa komponen dalam penyataan-penyataan PEO dan PO sedia ada tidak dipersetujui oleh kebanyakan pihak berkepentingan manakala ada komponen lain dalam penyataan yang sama masih boleh diterima. Ini membolehkan penyataan berkenaan boleh diperbaiki supaya dipersetujui oleh pihak berkepentingan.

The teaching concept based on Outcome Based Education (OBE) has been implemented at the Faculty of Engineering, UKM beginning in 2005. Through this approach, each programme is required todevelop programme educational objectives and programme outcomes upon consultation with stakeholders such as government, employers and alumni.

In the new South Africa, the major challenge has been to dismantle apartheid education. For the purposes of this article, from the initial process of introducing the first OBE in South Africa up to the recent strengthening of the NCS by the Minister of Basic Education (Department of Education 2010 (a) & Department of Education 2010 (b), the department hoped that there would be a positive impact made by the curriculum changes from Nated 550 to the current NCS. The Department of Education also had to address the educational challenges such as racial divisions at schools and inferior education where it continues to exist. Ironically, today's challenge for the department of education is to get teachers in the poor rural and township schools to teach.

Abstract The Department of Civil & Structural Engineering (JKAS), Faculty of Engineering & Built Environment, has prescribed program outcomes (POs) that include environmental and sustainable development components (ASPL) to meet the requirements put forth by the Engineering Accreditation Council (EAC). Two programs are offered to students: the Civil & Structural Engineering Program and the Civil & Environmental Engineering Program.

The past decade has seen many exciting new developments in neurobiology.  Three particularly paradigm-rattling revelations reviewed in this report include; first, the elucidations of 'functional receptivity,' which expand multi-fold the elegant complexity of receptor function by showing that, not one, but rather, myriad unique cascades of intracellular signals leading to discrete profiles of gene activation can result from multiple receptor conformations, as opposed to merely an active or inactive state.  Second: epigenetic and state-dependent neuroplasticity which suggests monumental therapeutic potential and challenges the status quos of biological reductionism and pharmaceutical industry.  And last: receptor heteromerization wherein metabotropic receptors belonging to separate families form complexes engaging in functional, allosteric co-modulation and neurotransmitter signal integration, humbling the current level of neurological comprehension while presenting the potential for vastly improved pharmacological interventions.  The author makes use of psychedelics as a vector connecting these exciting areas noting how they have played, and will continue to play, an indispensable role in their exploration.

ABSTRACT Engineering Accreditation Council (EAC) has introduced eleven outcomes for engineering programs in Malaysia. Some of these outcomes are easily achievable and some are difficult to achieve through the traditional curriculum based education. This paper proposed a capstone project to provide learning experiences which may develop students ability in many of the EAC criteria. The students are grouped into 5-member teams.

The teaching concept based on Outcome Based Education (OBE) has been implemented at the Faculty of Engineering, UKM beginning in 2005. Through this approach, each programme is required todevelop programme educational objectives and programme outcomes upon consultation with stakeholders such as government, employers and alumni. Hence, this paper presents a method which can be used to measure stakeholders' perception on importance and achievement of statements of the programme educational ...

Student Outcomes are assertions that inarguably state that depicts skills, abilities as well as knowledge the learners gained by complying with the course accordingly. This study aimed to assess the Student Outcomes as Perceived by BS International Hospitality Management Specialized in Cruise Line Operations in Hotel Services (BS IHM-CLOHS). This study used a descriptive method. Based on the result, the respondents agreed on the assessment on student outcomes that they have acquired in studying their degree the ability to establish hospitality-related business upon graduating. It was also found out that faculty members and the Laboratories, although useful at current point, may continuously upgrade their abilities and facilities respectively for continuous improvement. Also, the gender variation among female and male's point views and perceptions are significant and not similar across the graduating students of the degree program under study.

Student Outcomes are assertions that inarguably state that depicts skills, abilities as well as knowledge the learners gained by complying with the course accordingly. This study aimed to assess the Student Outcomes as Perceived by BS International Hospitality Management Specialized in Cruise Line Operations in Hotel Services (BS IHM – CLOHS). This study used a descriptive method. Based on the result, the respondents agreed on the assessment on student outcomes that they have acquired in studying their degree the ability to establish hospitality – related business upon graduating. It was also found out that faculty members and the Laboratories, although useful at current point, may continuously upgrade their abilities and facilities respectively for continuous improvement. Also, the gender variation among female and male's point views and perceptions are significant and not similar across the graduating students of the degree program under study.

The teaching concept based on Outcome Based Education (OBE) has been implemented at the Faculty of Engineering, UKM beginning in 2005. Through this approach, each programme is required todevelop programme educational objectives and programme outcomes upon consultation with stakeholders such as government, employers and alumni. Hence, this paper presents a method which can be used to measure stakeholders' perception on importance and achievement of statements of the programme educational ...

Spontaneous combustion occurs when an object self-ignites. The cause may be chemical, as when lithium oxidises explosively in water, or biological, as when a haystack catches fire due to heat generated from bacterial fermentation. There is no scientific evidence that the human body can self-ignite. However, spontaneous human combustion (SHC) as an alleged cause of death has a long and controversial history. If true, the mechanism of ignition is mysterious and challenges what we know about the human body.....

The rapid and intricate changes in the labour industry in the global community in the last decades such as technological adavancements have brought about significant challenges and novel responsibilities especially to the field of curriculum development and education. The past education traditionally thinking of acquiring as much knowledge as possible has hence been overtaken by the new task of modern society which is exposed to an immense amount of knowledge and information. The new challenge in education is therefore to select the highest quality of knowledge and make effective use of it. Thus, a curriculum being a means through which education systems help its citizens acquire desirable knowledge, skills, values and attitudes, must seek to overcome the narrow-minded past of traditional syllabi or written plans and to focus on providing learners with the ability to acquire, develop and apply knowledge, values and attitudes which should lead to the utilization of skills. In order to meet these concerns, a number of countries in Africa, such as South Africa, Tanzania, Rwanda, Kenya, Mozambique Zimbabwe and Zambia have since the year 2000 moved away from a content based curriculum to competency or outcomes-based curriculum in their education systems. However, the majority of ideas and arguments regarding a competency-based curriculum still remain as mere discourse and have yet to demonstrate how key competencies can be developed by learners through a school curriculum. Such a situation has partly been propelled by the lack of understanding of what a competency-based curriculum is all about. Using some examples, from the Zambian experience of curriculum review which commenced in 2013 and concluded in 2017, scholars in this paper explain the key principles that constitute a competencybased curriculum, using examples from the 2013 Zambian Curriculum Framework Policy (ZCFP) and the Teacher’s Curriculum Implementation Guide (TCIG). After making a distinction between competence and competency, the authors provide a historical and fundamental premise of a competency-based education. The measurements of intent in a competency-based curriculum have been explained too while a detailed description of the components of a competency curriculum has been given to shade more light on the concept and how the curricular in question can be assessed.
Keywords: Competency, Competence, Curriculum, Competency/Outcome-based Education and Authentic Assessment.

The study aimed to determine the status of implementation in terms of practices and environment as well as its usefulness in terms of academics, attitudes and instructions of OBE for Customs Administration Students of Lyceum of the Philippines University – Batangas (LPU-B). This study made use of the descriptive method of research. Based on the results, Outcomes-Based Education is implemented in both aspects of practices and environment as perceived by customs administration students. Respondents assessed that Outcomes-based Education as very useful in terms of academics, attitudes and instructions and the level of usefulness of outcomes-based education is related to its level of implementation to customs administration students.

A Prehistoric Mural in Spain Depicting Neurotropic Psilocybe Mushrooms? The Selva Pascuala mural, a work of post-Paleolithic rock art in Spain, contains fungoid figures herein hypothesized to depict neurotropic fungi, especially Psilocybe hispanica, a species that occurs in a neighboring region. This hypothesis is based on features of these figures related to fungal morphology, along with ethnographic analogy, and shamanistic explanations of rock art. If correct, this interpretation would support inference of prehistoric utilization of this fungus in the region. The mural represents the first direct evidence for possible ritual use of Psilocybe in prehistoric Europe. ¿Se Representan Setas Neurotrópicas Psilocybe en un Mural Prehistórico de España?. El panel de Selva Pascuala (Villar del Humo, Cuenca, España) conserva pinturas rupestres de cronología postpaleolítica entre las que se incluyen figuras con apariencia de seta, para las que aquí planteamos la hipótesis de que representan setas de efectos neurotrópicos, en concreto Psilocybe hispanica, una especie que crece en regiones próximas. Esta hipótesis se basa en las características de estas figuras en comparación con la morfología de dichas setas, a lo que se añade la analogía etnográfica y la teoría del chamanismo aplicada al arte rupestre. Si estamos en lo cierto, esta interpretación apoyaría la posible utilización regional de estas setas durante la Prehistoria. El panel supone la primera evidencia directa del posible uso ritual de Psilocybe en la Prehistoria europea.

The teaching concept based on Outcome Based Education (OBE) has been implemented at the Faculty of Engineering, UKM beginning in 2005. Through this approach, each programme is required todevelop programme educational objectives and programme outcomes upon consultation with stakeholders such as government, employers and alumni. Hence, this paper presents a method which can be used to measure stakeholders' perception on importance and achievement of statements of the programme educational ...

The core of OBE educational concept is to design and implement teaching based on learning results. This paper will analyze from the following questions: what are the learning outcomes to be achieved by students, why should students achieve such learning outcomes, how to effectively help students achieve these learning outcomes, and how to know that students have achieved these learning outcomes.

The Central aspect of outcome based education (OBE) is basically the assessment of the outcomes of the courses. When the question arises about the implementation of OBE at its initial stage the course outcomes for every course are based on the program outcomes (POs) and its requirements. At the completion of every course the course outcomes (Cos) requires to be evaluated and assessment is required using any tool such as examination, quiz, presentation, MCQ etc. to verify and check that it is being attained or GAP analysis is identified. This research paper definitely opens new ways and describe the methods and background which must be used to evaluate or accessed the attainment of Course outcomes and results assessed for overall management/administrative courses in business administration. In this paper the assessment was done for management programs for post-graduation with the strength of 240 students. This paper uses data that has been procured from students attained marks in practical, theory, presentation, quiz, assignments and MCQ for transforming them into professional persons which can be acumen in the societies. To expedite this analytical process the method of computerized system using excel sheets has been introduced. The findings of this research are then used for the minimizing the GAPs and improve the continuous quality of the students.

ABSTRACT Engineering Accreditation Council (EAC) has introduced eleven outcomes for engineering programs in Malaysia. Some of these outcomes are easily achievable and some are difficult to achieve through the traditional curriculum based education. This paper proposed a capstone project to provide learning experiences which may develop students ability in many of the EAC criteria. The students are grouped into 5-member teams. These groups are given a relatively sophisticated design project where the students would have ...

The teaching concept based on Outcome Based Education (OBE) has been implemented at the Faculty of Engineering, UKM beginning in 2005. Through this approach, each programme is required todevelop programme educational objectives and programme outcomes upon consultation with stakeholders such as government, employers and alumni. Hence, this paper presents a method which can be used to measure stakeholders' perception on importance and achievement of statements of the programme educational ...

This study aimed to provide a clear direction for successful implementation of the K to 12 in the Philippines using the Quadrant Model of Teaching (QMT). The following objectives were raised in order to answer the main problem: (1) identify the learning strategies in each of the QMTlevels; and (2) determine the mandated guidelines for its successful utilization based on the provisions of RA 10533.This exploratory study employed a qualitative analysis on the important provisions of RA 10533 in relation to UNESCO's Four Pillars of Learning.The salient provisions were coded numerically for easy presentation. With grounded theory as framework for critical analysis, KPUP elements were based on Hermann's Brain Quadrants and McCarthy's 4MAT method. A documentation of instructional strategies was realigned according to the expected QMT levels. The salient provisions of RA 10533 ascended the Quadrant Model of Teaching for proper K to 12 program implementation in Philippine basic education. Anchored on the four pillars of learning in the 21 st century and other humanistic learning theories, the QMT levels adopted the brain-based, differentiated, integrative and collaborative theories, which are globally and locally contextualized, within the OBCIA prospects for global recognition that ensures quality instruction.

The study determined the essential elements of an Outcomes-based Teaching and Learning (OBTL) component of an Outcomes-based Education (OBE) cycle. It sought to answer these objectives: (1) extrapolate notable teaching attributes based on the actual teaching demonstration of the 7 subjects; (2) describe each of the OBTL's quadrant elements (3) design a prototype for an integrated arts-based OBTL.This study utilized a case analysis of the actual observation of recurring subtleties exhibited by the seven subject demonstrators during the In-service Training (INSET) held last October 27, 2015 in one of the city divisions in Cebu, Philippines. Each of them was rated based on the specific skills used according to Hermann's Learning Quadrants, after a short lecture on pedagogical content knowledge (PCK).A documentation of a sample Lesson Plan (LP) for Quadrant Modelling for Teaching (QMT) was juxtaposed as a noble exemplar.The quest for outcomes-based teaching for brain-based learning vis-à-vis pedagogical content knowledge or PCK cascaded with more brain-based inspired learning activities among teacher-demonstrators, with less emphasis on creativity, thus a teaching exemplar was created as part of its modelling. Though, an INSET in the public schools enhanced opportunities to exhibit teaching attributes such as: vivacity, sense of humor, creativity, inquisitiveness, concentration, cautiousness, and dynamism in the achievement of the 21 st century skills, however these attributes remained uniquely apparent in every individual teacher. Dreaming to acquire many of these attributes among individual teachers propelled their authentic experience and sincerity to integrate appropriate OBTL activities, which emphasized its four spiral elements, by which the learners would:own knowledge in discovering experiences (sarili), master skills in critical evaluation (husay), engage understating and reflection in dialogical abstraction (saysay), and achieve wonderment in active experimentation (ambag).

A Prehistoric Mural in Spain Depicting Neurotropic Psilocybe Mushrooms? The Selva Pascuala mural, a work of post-Paleolithic rock art in Spain, contains fungoid figures herein hypothesized to depict neurotropic fungi, especially Psilocybe hispanica, a species that occurs in a neighboring region. This hypothesis is based on features of these figures related to fungal morphology, along with ethnographic analogy, and shamanistic explanations of rock art. If correct, this interpretation would support inference of prehistoric utilization of this fungus in the region. The mural represents the first direct evidence for possible ritual use of Psilocybe in prehistoric Europe. ¿Se Representan Setas Neurotrópicas Psilocybe en un Mural Prehistórico de España?. El panel de Selva Pascuala (Villar del Humo, Cuenca, España) conserva pinturas rupestres de cronología postpaleolítica entre las que se incluyen figuras con apariencia de seta, para las que aquí planteamos la hipótesis de que representan setas de efectos neurotrópicos, en concreto Psilocybe hispanica, una especie que crece en regiones próximas. Esta hipótesis se basa en las características de estas figuras en comparación con la morfología de dichas setas, a lo que se añade la analogía etnográfica y la teoría del chamanismo aplicada al arte rupestre. Si estamos en lo cierto, esta interpretación apoyaría la posible utilización regional de estas setas durante la Prehistoria. El panel supone la primera evidencia directa del posible uso ritual de Psilocybe en la Prehistoria europea.

After having demonstrated that it is possible to control an OBE (Out of Body Experience) by means of hypnotic suggestions, we furthered our knowledge of this type of experience by carrying out many OBEs with different subjects, all of whom had particular talents; some of them repeated the experiment many times, such that a total of over 20 hours of OBEs were completed for each of these individual subjects. This allowed us to formulate a clear description of the means of induction as well as standard reactions and ways to circumvent fears and obstacles. The purpose of this work is to publicize these experiences to date, and enable the reproduction of the hypnotic OBE experience by providing descriptions of induction, first level OBE training, and then more advanced training, including all expedients to facilitate mastery of this state of consciousness.

After having demonstrated that it is possible to control an OBE (Out of Body Experience) by means of hypnotic suggestions, we furthered our knowledge of this type of experience by carrying out many OBEs with different subjects, all of whom had particular talents; some of them repeated the experiment many times, such that a total of over 20 hours of OBEs were completed for each of these individual subjects. This allowed us to formulate a clear description of the means of induction as well as standard reactions and ways to circumvent fears and obstacles. The purpose of this work is to publicize these experiences to date, and enable the reproduction of the hypnotic OBE experience by providing descriptions of induction, first level OBE training, and then more advanced training, including all expedients to facilitate mastery of this state of consciousness.

The Department of Civil & Structural Engineering (JKAS), Faculty of Engineering & Built Environment, has prescribed program outcomes (POs) that include environmental and sustainable development components (ASPL) to meet the requirements put forth by the Engineering Accreditation Council (EAC). Two programs are offered to students: the Civil & Structural Engineering Program and the Civil & Environmental Engineering Program. Therefore, the relevant courses are compulsory to prepare the Course Outcomes (COs) in ...

During the beginning of the course, an articulation matrix specifying the number of hours for each course outcome and the evaluation scheme for all outcomes were specified. Based on the marks obtained by students in first and second sessional tests, assignments and end semester examination, normalized value of course outcome attainment score were evaluated. Knowledge accomplishment of an undergraduate course has been analysed based on individual CO attainment through normalized marks for each CO – direct method / predefined rubric and conclusions were drawn on attainment of course outcomes.

The Department of Civil & Structural Engineering (JKAS), Faculty of Engineering & Built Environment, has prescribed program outcomes (POs) that include environmental and sustainable development components (ASPL) to meet the requirements put forth by the Engineering Accreditation Council (EAC). Two programs are offered to students: the Civil & Structural Engineering Program and the Civil & Environmental Engineering Program. Therefore, the relevant courses are compulsory to prepare the Course Outcomes (COs) in accordance with teaching plans and to measure to what extent students have achieved the specified POs. This paper discusses the assessment and relationship between COs and POs for the ASPL component made within three specific courses at JKAS, which aims to determine the suitability of the ASPL component by correlating measurements of COs and POs of related courses. It is important to develop the best possible ASPL component measurement model for both study programs offered in JKAS.