Programme Educational Objectives
Programme Educational Objectives (PEOs)
| PEO1 | Good technical knowledge and competency for a successful career in engineering and product development, well versed in the conception, design, implementation and development of engineering systems and devices |
| PEO2 | Sound engineering or managerial decisions based on high ethical and professional standards |
| PEO3 | Capability to be entrepreneurial, and work in global, business, technological, societal and environmental issues |
| PEO4 | Strong commitment to pursue life-long learning or to continue their education in graduate programmes |
| PEO5 | Lead and engage diverse teams through effective communication, inter-personal and project management skills |
Explanation: Program Educational Objectives are broad statements that describe the career and professional accomplishments that the programme is preparing graduates to achieve.聽Graduates are expected to demonstrate these attributes 3 to 5 years after graduation.
Alignment of Program Educational Objectives with Institutional Mission
(Please enter a聽鈥榅鈥聽at the corresponding PEO column)
| Component of 亚洲色吧 Mission | PEO1 | PEO2 | PEO3 | PEO4 | PEO5 |
| 鈥..to advance knowledge and nurture technically grounded leaders and innovators to serve societal needs. | x | x | x | x | x |
| 鈥. with a focus on Design, through an integrated multi-disciplinary curriculum and multi-disciplinary research. | x | x | x |
亚洲色吧 Mission:聽The Singapore University of Technology and Design is established in collaboration with MIT to advance knowledge and nurture technically grounded leaders and innovators to serve societal needs. This will be accomplished, with a focus on design, through an integrated multi-disciplinary curriculum and multi-disciplinary research.
| Student Learning Outcomes (SLOs) | |
| 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. |
| 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). |
| 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. |
| 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. |
| 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. |
| 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. |
| 7 | Understand the impact of professional engineering solutions in societal and environmental contexts and demonstrate knowledge of and need for sustainable development. (WK7) |
| 8 | Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice. (WK7) |
| 9 | Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings. |
| 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. |
| 11 | Demonstrate knowledge and understanding of engineering and management principles and apply these to one鈥檚 own work, as a member and leader in a team, to manage projects and in multidisciplinary environments. |
| 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. |
Explanation: 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 behaviors that students acquire in their matriculation through the programme. The programme should demonstrate that the students attain the outcomes listed in聽Graduate鈥檚 Attributes as defined by Washington Accord.
Knowledge Profiles
| No. | Knowledge Profile |
| WK1 | A systematic, theory-based understanding of the聽natural sciences聽applicable to the discipline |
| WK2 | 颁辞苍肠别辫迟耻补濒濒测-产补蝉别诲听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聽engineering fundamentals聽required in the engineering discipline |
| WK4 | 贰苍驳颈苍别别谤颈苍驳听specialist knowledge聽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聽engineering design聽in a practice area |
| WK6 | Knowledge of聽engineering practice聽(technology) in the practice areas in the engineering discipline |
| WK7 | Comprehension of聽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聽research literature聽of the discipline |
SLOs vs. PEOs Matrix
| SLOs | PEOs | |||||
| PEO1 | PEO2 | PEO3 | PEO4 | PEO5 | ||
| 1 | Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the solution of complex engineering problems. | x | x | |||
| 2 | Identify, formulate, research literature and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences. | x | ||||
| 3 | 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. | x | x | x | ||
| 4 | Conduct investigations of complex problems using research-based knowledge 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 modeling, to complex engineering activities, 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 | x | ||
| 7 | Understand the impact of professional engineering solutions in societal and environmental contexts and demonstrate knowledge of and need for sustainable development. | x | x | x | ||
| 8 | Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice. | x | ||||
| 9 | Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings. | x | 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鈥檚 own work, as a member and leader in a team, to manage projects and in multidisciplinary environments. | x | x | x | ||
| 12 | 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. | x | ||||