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- 1. Program Student Outcomes Assessment Report Academic Year 2016-2020 For the 2016-2020 academic year, Env Eng implemented 7 student outcomes based on new cycle ABET criteria and new curricula for Env Eng. In general, to reach PEO, EnvE program and staff must be committed to continually measure the progress of students and the impact of resources and services provided. In the initial review, Env Eng expected that the minimum level of student outcomes achievement is met in between apprentice to proficient to match the regulation of ITB. The measurable student outcomes needed to be aligned to PEO and benchmarks needed to be established. Then it was decided that the quantitative student outcome is 63 (out of 100) as the minimum threshold of achievement. fulfillment criteria/minimum threshold value is determined by faculty meetings based on Academic Rules in ITB (Rector Decree ITB No: 609/It1.A/Per/2021. Article 37 Point 4 (Appendix 24)). Since 2019, Env Eng ITB has 2 class namely regular class and international class. Both classes were assessed using the same standard and methods. Student outcome attainment based on rubric assessment represents achievement of students in each course using LOATL (http://167.205.57.186/loatl/login and see Appendix: LOATL). The achievement of students comes from the results of lecturer’s assessment that represents certain student outcome. Afterward, the attainment of each student outcome is obtained from average number of entire courses with some weighting in the calculation based on cognitive level of courses (Appendix: SOP Outcomes Assessment). In addition to rubric assessment, student outcome attainment also was measured based on course questionnaire is obtained from surveys conducted to students. The objective of the survey is to collect student’s perception of himself or herself towards attainment of each course. Students are given series of questions that related to student outcome as well as courses. Two other surveys namely graduate and employer survey were also conducted to measure the outcomes and would be input for continuous improvement such as developing new and adaptive curriculum. The new attainment of student outcome differs from previous cycle and use numerical score from 0 (poor) to 100 (excellent) grading scale based on rubric assessment. If The attainment of student outcomes is less than 63, the outcomes are considered to be not a good performing one and still require improvements. Meanwhile, if the attainment of student outcomes is greater than 63, they are considered to be adequate, need to be maintained, but can also be improved. However, the improvement is discretionary based on faculty load.
- 2. 1. Ability to identify, formulate, and solve environmental problems by applying the principles of engineering, science, and mathematics. The attainment of ability to identify, formulate, and solve environmental problems by applying the principles of engineering, science, and mathematics outcome based on rubric assessment has exceeded the threshold (above 63 out of 100) for 4-years assessment as follow: 2016 – 85.4; 2017 – 88.86; 2018 -69.97 ; 2019 (reguler) – 70.95; 2019 (international) – 73.13. Based on course questionnaire, the attainment of this outcome has a very high value as follows: 2016 - 82.95 ; 2017- 89.19; 2018 - 84.36; 2019 (reguler) - 87.78; 2019 (international) - 84.85. Based on graduate survey, the attainment of within five years as follows: 2016 - 86.90 ; 2017 - 83.97, meanwhile 2018, 2019, and 2020 have not assessed yet because they have not graduated yet. Based on employer survey, the value is slightly decreasing, but it is still higher than threshold value. It suggests that graduates few shortcomings according to the users. It means graduates have not matched with the user expectation or the user expectation higher than the graduates. Figure 12 below shows the attainment of outcomes no 1. Figure 12 Student Outcomes Attainment for 1. Ability to identify, formulate, and solve environmental problems by applying the principles of engineering, science, and mathematics. There are needed several improvements. For some lectures of subject that related to these outcomes, it needs to be conducted appropriately with schedule and need to coordinate with lecturer. Generally, the lectures have implemented well. However, in
- 3. terms of student’s self-learning was perceived still deficient. The actual credit system for self-learning has not been done by the students. The students have not used homework assignment as structured learning methods. Moreover, there are only a few students who want to read reference books presented during lectures. It causes the delivery of course content relatively slow. students seem quite interested in the subject although they must have a high endurance because during the lectures they are required to solve some problems, which requires many calculations with the aid of a calculator. The approach pattern of course content delivery was not sufficiently adaptive to the student's needs. In addition, the students' basic knowledge is quite diverse. Nevertheless, the form of course content was varied and good enough. Although the subjects have not been done completely (100%) as expected, there has been begun two-way dialogue for some of course content that was taught. Students seem to be quite enthusiastic to ask about the complex calculations in some parts of the course. In general, because the course contents much discuss technical problems, the students showed their interest and curiosity so the discussion going well. In the workmanship exercise, students were asked to come forward to see how far they understand the material being taught. Recommendations which can support the improvement of this student outcome attainment are as follows: 1. Improvement action Generally, enrichment of course content with up-to-date real problems or cases. In addition, students are expected to read more references. In addition, evaluation needs to be done at the end of the class to find out how the students understand the material of the class. 2. Methodology improvement For several subjects, improved delivery method of the course content is needed. Student centered learning, self-evaluation and schedule synchronization are also need to be improved especially for the subject that implement assistance activity. 3. Need to include more case studies as part of learning in the classroom so that students can better understand scientific expertise aspects from the practical side. The inclusion of more given case study is expected to support the intensive discussion process so that teaching and learning activities become more active. 4. The improvements of delivery method also very necessary to bridge the gap between scientific-based materials (textbook oriented) with an understanding of individual students. This improvement is expected to improve the application of science and its application in the real world. Retrofitting the delivery methods, primarily on the class materials and references to increase student participation and interaction during class. The satisfactory benefits for students during study indicates the discrepancy among motivation, effort and the method used by the student to understand the lecture. It means that the student understanding seems to be delayed resulting in less satisfying Final Exam’s marks.
- 4. 5. The development of teaching materials based on student centered learning and collaborative learning. Other approaches beside teaching material also need to be more varied with textbook comprehension as well as providing integrated tasks in order to improve the practical skills in using equations, a particular method or approach in a number of different problems sets. 2. Ability to apply analysis and synthesis in producing engineering designs needed in environmental conservation by considering public health, security and welfare as well as global, cultural, social, environmental and economic factors. The attainment of Ability to apply analysis and synthesis in producing engineering designs needed in environmental conservation by considering public health, security and welfare as well as global, cultural, social, environmental and economic factors outcome based on rubic assessment has exceeded the threshold (above 63 out of 100) for 4-years assessment as follow: 2016 – 87.59; 2017 – 92.80; 2018 - 67.77 ; 2019 (reguler) –0; 2019 (international) – 0 ; 2020 (reguler) – 0; 2020 (international) - 0. Based on course questionnaire, the attainment of design outcome has a very high value as follow: 2016 – 82.46 ; 2017- 90.97; 2018 – 87.36; 2019 (reguler) –0; 2019 (international) – 0 ; 2020 (reguler) – 0; 2020 (international) - 0.. Based on graduate survey, the attainment of within five years as follow: 2016 – 86.90 ; 2017 – 83.97. The trend are varied although the value is still higher than threshold because the students of 2018,2019, and 2020 have not assessed whole yet due to not taken all the subject and not graduated yet. Figure 13 below shows the attainment of outcomes no 2.
- 5. Figure 13 Student Outcomes Attainment for 2. Ability to apply analysis and synthesis in producing engineering designs needed in environmental conservation by considering public health, security and welfare as well as global, cultural, social, environmental and economic factors. It is necessary to implement problem-based learning methods such as providing real object or location for major assignment in design courses. In addition, the involvement of practitioners is necessary, either as guest lecturers or in the assessment process, in order to improve the student’s understanding of multiple economic, social, and ethic constraints as well as operation & maintenance. The lectures have been implemented in accordance to syllabus and SAP in curriculum 2019. Supervision can help students to solve the problems discussion in a team during design process. To elaborate the knowledge, students were asked to discuss with their team and defend their design at the end of semester. Although it is still imperfect, the design process has already taken place as expected, such as implementing the criteria design, selecting some design alternatives and explaining the design well in a team. Furthermore, students start to discuss recent issues, especially conditions to reach the SDGs and their constraints. 3. Ability to communicate effectively with various parties regarding water, air, and land environmental problems and the technology needed to solve them. The attainment of Ability to apply analysis and synthesis in producing engineering designs needed in environmental conservation by considering public health, security and welfare as well as global, cultural, social, environmental and economic factors outcome based on
- 6. rubic assessment has exceeded the threshold (above 63 out of 100) for 4-years assessment as follow: 2016 – 95.40; 2017 – 96.40; 2018 - 0 ; 2019 (reguler) – 0; 2019 (international) – 0 ; 2020 (reguler) – 0; 2020 (international) - 0. Based on course questionnaire, the attainment of communication outcome has exceed the treshold as follow: 2016 – 81.11; 2017- 88.47; 2018 – 0; 2019 (reguler) –0; 2019 (international) – 0 ; 2020 (reguler) – 0; 2020 (international) - 0. Based on graduate survey, the attainment of within five years as follow: 2016 – 71.43 ; 2017 – 76.28. Then based on employer survey, the attainment of within five years as follow: 2016 – 79.17; 2017 – 83.33. Meanwhile 2018,2019, and 2020 have not assessed yet because they have not taken the subject and graduated. The trend is increasing therefore it illustrates that the communication skill of Env Eng Student is better than previous year . Figure 14 below shows the attainment of outcomes no 3. Figure 14 Student Outcomes Attainment for 3. Ability to communicate effectively with various parties regarding water, air, and land environmental problems and the technology needed to solve them. Based on rubric assessment, the action plan consists of more textbooks to be provided, academic writing and presentation technique should be delivered to students before 4th grade. Based on course questionnaire, graduate survey, and employer survey, the action plan needed, such as guest lecture involving practitioners, should be held more frequent for the related courses. Faculties also have to give adequate opportunities for students to actively discuss and make a good presentation. Other recommendations which can support the improvement of this student outcome achievement is as follows:
- 7. Students should improve the communication skill, which can be enriched by having more textbooks to be read as references. Supporting facility including location/space for doing activities Most class discussion is in two ways, but students tend to be passive for not giving comments or opinions therefore group discussion needs round table or making schedule for Planary and QnA Session in order to get maximum presentation skill. As the method of delivering the content of the lecture is project-based learning, presentation skill is very important for defending their opinions. 4. Ability to apply ethical and professional responsibilities through consideration of the issue of environmental degradation and the impact of a technology on the environment locally, regionally, and globally, including social and economic aspects. The attainment of Ability to apply ethical and professional responsibilities through consideration of the issue of environmental degradation and the impact of a technology on the environment locally, regionally, and globally, including social and economic aspects outcome based on rubric assessment has exceeded the threshold (above 63 out of 100) for 4-years assessment as follow: 2016 – 89.48; 2017 – 92.88; 2018 – 75.88 ; 2019 (reguler) – 74.22; 2019 (international) – 78.07 ; 2020 (reguler) – 0; 2020 (international) - 0. Based on course questionnaire, the attainment of ethics and professional responsibilities outcome has exceed the treshold as follow: 2016 – 86.57; 2017- 89.82; 2018 – 89.25; 2019 (reguler) – 92.63; 2019 (international) – 97.50 ; 2020 (reguler) – 0; 2020 (international) - 0. Based on graduate survey, the attainment of within five years as follow: 2016 – 77.38 ; 2017 – 80.13. Then based on employer survey, the attainment of within five years as follow: 2016 – 79.17; 2017 – 75.00. Meanwhile 2018, 2019, and 2020 have not whole assessed yet because they have not taken all the subject and graduated. The trend is varied however it still exceeds the threshold therefore, it needs some improvement to increase the student’s ability in ethics and professional outcomes while they are considering the constraints in environment. Figure 15 below shows the attainment of outcomes no 4.
- 8. Figure 15 Student Outcomes Attainment for 4. Ability to apply ethical and professional responsibilities through consideration of the issue of environmental degradation and the impact of a technology on the environment locally, regionally, and globally, including social and economic aspects. To give broaden both technical and practical implementation of professional responsibility and ethics in engineering, also to improve the attainment, some actions are needed; which are: 1. guest lecture series to broaden both technical and practical implementation of responsibility and ethics in engineering; 2. Project-based learning as a method to deliver the content of the course should be adopted and problem-based learning applies to the latest professional responsibility and ethics problem (study case). For each semester, it is necessary to create assignment related to project-based learning. The assignment is conducted in-group to allow peer teaching among students. In addition, the project must describe the condition in a real location while the data could be made up differently for each group 3. course content enrichment regarding role and responsibility of environmental engineering either in government and/or private institutions
- 9. 5. Ability to work effectively in a team by prioritizing leadership to create collaborative and comprehensive conditions in setting goals, targets, and plans needed to manage the environment for reducing degradation and increasing conservation. The attainment of Ability to work effectively in a team by prioritizing leadership to create collaborative and comprehensive conditions in setting goals, targets, and plans needed to manage the environment for reducing degradation and increasing conservation outcome based on rubic assessment has exceeded the threshold (above 63 out of 100) for 4-years assessment as follow: 2016 – 91.33; 2017 – 92.80; 2018 – 77.38 ; 2019 (reguler) – 78.49; 2019 (international) – 34.74 ; 2020 (reguler) – 0; 2020 (international) - 0. Based on course questionnaire, the attainment of teamwork outcome has exceed the treshold as follow: 2016 – 83; 2017- 89.04; 2018 – 88.01; 2019 (reguler) – 91.17; 2019 (international) – 91.25 ; 2020 (reguler) – 0; 2020 (international) - 0. Based on graduate survey, the attainment of within five years as follow: 2016 – 76.38 ; 2017 – 80.13. Then based on employer survey, the attainment of within five years as follow: 2016 – 79.17; 2017 – 75.00. Meanwhile 2018, 2019, and 2020 have not whole assessed yet because they have not taken all the subject and graduated. The trend is varied however it still exceeds the treshold therefore it needs some improvement to increase the student’s ability in working as team. Figure 16 below shows the attainment of outcomes no 5. Figure 16 Student Outcomes Attainment for 5. Ability to work effectively in a team by prioritizing leadership to create collaborative and comprehensive conditions in
- 10. setting goals, targets, and plans needed to manage the environment for reducing degradation and increasing conservation. The recommendations to change are providing more exercise more and more detailed evaluations, recruiting assistant, limiting classes’ size (ideally one class is consist of 30 people) and last, forming an evaluation team of Field Work to be 3 classes for each year. In addition, based on the indirect measurement, recommendation to increase the outcome are having more teamwork task such as group assignment or report, group discussion and presentation. For each semester, it is necessary to create assignment related to project-based learning. The assignment is conducted in-group to allow peer teaching among students 6. Ability to identify problems, develop and conduct experiments, analyze and interpret data, and use judgment to draw conclusions in the field of environmental conservation The attainment of Ability to identify problems, develop and conduct experiments, analyze and interpret data, and use judgment to draw conclusions in the field of environmental conservation outcome based on rubric assessment has exceeded the threshold (above 63 out of 100) for 4-years assessment as follow: 2016 – 84.04; 2017 – 88.43; 2018 – 72.94 ; 2019 (reguler) – 74.94; 2019 (international) – 74.57 ; 2020 (reguler) – 0; 2020 (international) - 0. Based on course questionnaire, the attainment of experiment outcome has exceed the treshold as follow: 2016 – 84.25; 2017- 89.36; 2018 – 83.74; 2019 (reguler) – 86.95; 2019 (international) – 84.32; 2020 (reguler) – 0; 2020 (international) - 0. Based on graduate survey, the attainment of within five years as follow: 2016 – 83.33 ; 2017 – 85.90. Then based on employer survey, the attainment of within five years as follow: 2016 – 83.33; 2017 – 75.00. Meanwhile 2018, 2019, and 2020 have not whole assessed yet because they have not taken all the subject and graduated. The trend is varied however it still exceeds the threshold therefore it needs some improvement to increase the student’s ability in experiments. Figure 17 below shows the attainment of outcomes no 6.
- 11. Figure 17 Student Outcomes Attainment for 6. Ability to identify problems, develop and conduct experiments, analyze and interpret data, and use judgment to draw conclusions in the field of environmental conservation. There are some recommended actions comes from the faculties to improve the achievement of student outcome such as 1. improving tools and laboratory facilities, upgrading of demo lab, periodic tutorial activities, evaluation of experimental activities, change of courses and experiment content, module refurbishing, upgrading of demo lab, as well as evaluation of experimental activities. 2. The content modification and enrichment of course content; moving class; collaborative learning; and continuous learning 3. Integrated task (problem set); quiz; remedial for low score test; student attendance; and read reference books should be improved. 4. Organizing field trip to another professional laboratory or accredited laboratory; improving tools and laboratory facilities as well as laboratory assistant competency; and conducting periodic tutorial activities 5. Students are required to conduct experiment individually as well as collectively within a group and discuss the problems that faced in the experiment. During exercises, students were asked to move forward the class to see they understand the material being taught
- 12. 7. Awareness of the need for continuous learning to enrich knowledge and apply it, evaluate, integrate, and apply this knowledge appropriately in accordance with the development The attainment of Ability to identify problems, develop and conduct experiments, analyze and interpret data, and use judgment to draw conclusions in the field of environmental conservation outcome based on rubric assessment has exceeded the threshold (above 63 out of 100) for 4-years assessment as follow: 2016 – 98.04; 2017 – 100; 2018 – 72.11 ; 2019 (reguler) – 75.20; 2019 (international) – 78.33 ; 2020 (reguler) – 0; 2020 (international) - 0. Based on course questionnaire, the attainment of continous learning outcome has exceed the treshold as follow: 2016 – 83.86; 2017- 91.18; 2018 – 88.54; 2019 (reguler) – 91.38; 2019 (international) – 93.25; 2020 (reguler) – 0; 2020 (international) - 0. Based on graduate survey, the attainment of within five years as follow: 2016 – 83.33 ; 2017 – 87.18. Then based on employer survey, the attainment of within five years as follow: 2016 – 79.17; 2017 – 83.33. Meanwhile 2018, 2019, and 2020 have not whole assessed yet because they have not taken all the subject and graduated. The trend is increasing, however it still exceeds the threshold therefore it needs some improvement to increase the student’s ability in continuous learning. Figure 18 below shows the attainment of outcomes no 7.
- 13. There are some recommended actions comes from the faculties to improve the achievement of student outcome such as 1. Improving discussion on location of Field Work with the supervisor so that the learning process can be carried out intensively. 2. The topic of Final Task can have more variety, include the recent issues related to the topic of design and research in accordance with Environmental Engineering. 3. Increasing the frequency of discussions/tutorials between students with their supervisors. 4. Necessary to have an initial meeting before Field Work have been started in order to understand the learning aspects during the process of Field Work. This initial meeting conducted by coordinator of Field Work and lecturer(s) who teach the related subject to the topic of Field Work. 5. Students should improve the habit of reading textbooks and use these textbooks as references in the report of the Final Task. 6. Improving time management for the students. Students’ progress of Final Task report has not achieved the expected target due to uneven workload during its working period. In most cases, intensity of student's activity was extremely increased near the deadline. 7. Research quality and depth among students were still varied, depends on their advisor. Distribution of advisory workload among lecturer has not spread evenly. Seminar and final task need advisors who can encourage students to finish their tasks on the time. It is expected that minimal frequency or more of advisors and students meeting can be achieved. Conclusion Student outcomes attainment had been measured and evaluated based on treshold value for three-year assessment (2016, 2017, 2018, 2019 and 2020). The action plans were also explained and implemented to improve the student outcomes attainment. Table 2 described the conclusion of Student Outcomes Attainment in 2016-2020.
- 16. LOATL The table shows the relationship mapping of performance indicators and learning outcomes for each subject in Env Eng ITB. This mapping have been implemented and applied in LOATL Table 3 PEMETAAN HUBUNGAN IK DENGAN CPMK IK 01 (S01): Self Governance Planning a task under given constraints such as schedule, team members, specific topics No Mata Kuliah CPMK Deskripsi TL2204 Hidrologi dan Hidrogeologi 1 Mahasiswa mempunyai pemahaman dan pengertian yang baik tentang hidrologi dasar khususnya siklus hidrologi dan iklim yang nantinya akan sangat bermanfaat dalam mata kuliah tingkat lanjut yang terkait dengan bidang TL, seperti sumber daya air, kaitannya dengan pengaliran dan emisi limbah TL3203 Pengelolaan Sumber Daya Air 1 Mahasiswa mampu memahami teori dan aplikasi prinsip- prinsip pengelolaan sumber air secara kuantitatif dan kualitatif. TL4201 Perencanaan dan Pengelolaan Proyek 1 Student understand how to make planning and phasing including scheduling and controlling in any environmental infrastructure project. TL4104 Pengendalian Pencemaran Udara 1 Mahasiswa memahami pengertian pencemaran udara, potensi pencemar udara, dampaknya terhadap manusia serta teknologi pencegahan pencemaran udara IK 02 (S02): Responsibility Accomplish and evaluate a tasks under given constraints (schedule, team member, spesific topic) No Mata Kuliah CPMK Deskripsi TL3106 Pencemaran Tanah 1 Mahasiswa akan memiliki wawasan dan kemampuan untuk melengkapi, memperkuat, dan memperkaya kompetensi dasar bidang pencemaran termasuk kemampuan prediksi TL4201 Perencanaan dan Pengelolaan Proyek 1 Student understand how to make planning and phasing including scheduling and controlling in any environmental infrastructure project. TL4101 Analisis Mengenai Dampak Lingkungan 1 Mahasiswa mampu bekerja di dalam tim penyusunan Analisis Mengenai Dampak Lingkungan, mampu membuat/menyusun laporan AMDAL, bisa membuat evaluasi dokumen AMDAL khususnya bagian-bagian yang berkaitan dengan bidang Teknik Lingkungan. IK 03 (S03): Nationalism Demonstrate a role as a proud citizen and love the homeland, have an attitude of nationalism and a sense of responsibility towards society and the country No Mata Kuliah CPMK Deskripsi TL3205 Hukum Lingkungan 1 Mahasiswa memiliki kemampuan untuk membuat perhitungan dan perencanaan penyalur air buangan dan
- 17. drainase perkotaan serta membuat gambar-gambar designnya TL4098 Kerja Praktek 1 Mahasiswa memahami instrumen –instrumen pengelolaan lingkungan hidup yang diterapkan dalam pengendalian pencemaran, Pemanfaatan Sumber daya Alam dan Pengendalian Perusakan Lingkungan Hidup TL3202 Sewerage & Drainase Berkelanjutan 1 Mahasiswa mampu mendapatkan informasi teknologi pengelolaan lingkungan terkini secara mandiri selama melaksanakan kerja praktek di lapangan.. IK 04 (S04): Contribution Contribute to improving the quality of life in society and the state based on Pancasila, and contribute to advancing social welfare No Mata Kuliah CPMK Deskripsi TL4101 Analisis Mengenai Dampak Lingkungan 4 Pemahaman dan mampu melakukan prediksi dampak, menilai dan memilih opsi tindakan mitigasi dalam lingkungan termasuk sosial ekonomi budaya dan tataruang. TL4096 Perancangan Teknik Lingkungan 4 Mahasiswa mampu mengevaluasi aspek keberlanjutan dan manfaat rekayasa perancangan untuk meningkatkan kualitas lingkungan. TL2205 Epidemiologi Lingkungan 1 Mahasiswa akan memiliki wawasan dan kemampuan untuk mengaplikasikan epidemiologi dalam peningkatan kualitas pengelolaan lingkungan. IK 05 (S05): Cooperation Work together in cross-disciplinary and cross-cultural teams and have social sensitivity and concern for society and the environment No Mata Kuliah CPMK Deskripsi TL4201 Perencanaan dan Pengelolaan Proyek 3 Mahasiswa memahami perencanaan dan pengelolaan proyek bidang infrastruktur lingkungan yang melibatkan muli tim dan lintas disiplin. TL4096 Perancangan Teknik Lingkungan 1 Mahasiswa mampu menghasilkan design teknik lingkungan pada permasalahan yang nyata dengan menggunakan standar dan kriteria yang sesuai. IK 06 (S06): Professional Understand professional responsibility and ethics, as well as the principles and able to apply it relevantly to program objectives/goal No Mata Kuliah CPMK Deskripsi TL2105 Kesehatan Lingkugan 1 Students can describe the impact of human activities on public health and the environment, and analyze predicting health and environmental risks that occur. TL3107 Kesehatan Lingkungan Kerja 2 Mahasiswa mampu mengindetifikasi, menganalisis aspek- aspek dalam lingkungan kerja yang dapat memberikan efek-efek bahaya terhadap kesehatan dan mampu untuk melakukan pencegahan dan kontrol terhadap efek tersebut. TL3205 Kebijakan dan Hukum Lingkungan 1 Mahasiswa memahami instrumen –instrumen pengelolaan lingkungan hidup yang diterapkan dalam pengendalian pencemaran, Pemanfaatan Sumber daya Alam dan Pengendalian Perusakan Lingkungan Hidup
- 18. IK 07 (S07): Professional ethics Understand role and code of conduct as an environmental engineer either in the society, government or private institution No Mata Kuliah CPMK Deskripsi KU1202 Pengantar Rekayasa & Desain 1 Mahasiswa dapat menjelaskan keterlibatan berbagai profesi dalam penyelesaian masalah rekayasa dan desain KU1166 Menggambar Teknik 2 Student able to do practical work in the drawing studio, as well as using commercial CAD software TL3105 Teknik Penyediaan Air Minum 1 Mahasiswa mampu menghitung kebutuhan air bersih. Mampu merancang suatu sistem penyediaan air minum, dari transmisi sampai distribusi. TL3202 Sewerage & Drainase Berkelanjutan 1 Mahasiswa memiliki kemampuan untuk membuat perhitungan dan perencanaan penyalur air buangan dan drainase perkotaan serta membuat gambar-gambar designnya IK 08 (S08): Sosial ethics Evaluate ethical problem in Environmental Engineering work and make decisions No Mata Kuliah CPMK Deskripsi TL3204 Manajemen Teknik Lingkungan 1 Mahasiswa aapat membedakan dan menjelaskan peran dan fungsi manajemen dan perencanaan dalam pengambilan keputusan. TL4201 Perencanaan dan Pengelolaan Proyek 4 Mahasiswa memahami aspek ekonomis, legalitas, teknik, etika lingkungan dan etika sosial dalam pengelolaan proyek. IK 09 (P01): Basic Science Describe mathematical, physical, chemical and biological relations for given facts/occurences in environmental engineering No Mata Kuliah CPMK Deskripsi TL3101 Pengolahan Fisik dan Kimia 1 Mahasiswa memahami proses fisik dan kimia dalam pengolahan cair, padat dan gas dalam bidang keteknik lingkungan, misal aplikasi dalam pengolahan air bersih dan pengolahan limbah cair, padat dan gas TL3102 Rekayasa dan Proses Biologi 1 Mahasiswa memahami aplikasi bioproses dalam bidang Teknik Lingkungan menguasai prinsip-prinsip rekayasa bioproses memahami faktor-faktor/parameter-parameter yang mempengaruhi kinerja bioproses dalam berbagai jenis bioreaktor. TL4102 Perancangan Proses Pengolahan Air 1 Mahasiswa dapat memahami, menerangkan secara detail pengolahan air bersih serta alternatif proses pengolahan yang sesuai dengan karakteristik air baku. TL4103 Perancangan Proses Pengolahan Limbah Cair 1 Mahasiswa dapat mendisain instalasi pengolahan air limbah domestic dan menerapkan pengelolaan instalasi air limbah secara berkelanjutan.
- 19. IK 10 (P02): Engineering Science Recognize basic engineering problems, identify the data, and classify the related knowledge for solution No Mata Kuliah CPMK Deskripsi SI2112 Pengetahuan Struktur 1 Mahasiswa mampu memahami karakteristik struktur bangunan sipil, jenis dan modelisasi beban, serta kesetimbangan gaya statik. SI2222 Pengantar Mekanika Tanah 1 Mahasiswa memiliki pemahaman mekanika tanah dalam bidang sipil dan kemampuan untuk menghitung daya dukung pondasi dangkal. GD2002 Pengantar Sistem Informasi Geografis 1 Students understand the Basic Concept of Geographic Information System and its basic applications for environmental problems TL2104 Kimia Lingkungan 1 Mahasiswa memahami fenomena prinsip kimia dasar, kimia fisika, dan kesetimbangan kimia di lingkungan (air, tanah, udara). IK 11 (P03): Application of mathematics Demonstrate application of differential equation, statistic, probability, calculus-based physics, general chemistry and other relevant science to solve the problem No Mata Kuliah CPMK Deskripsi TL2102 Statistika Lingkungan 1 Mahasiwa memiliki pemahaman tentang konsep-konsep dasar statistika parametris elementer dan teori probabilitas. TL2103 Matematika Rekayasa 1 Mahasiswa mampun menjelaskan hubungan matematis dalam fakta yang diberikan di bidang teknik lingkungan. TL2104 Kimia Lingkungan 2 Mahasiswa dapat mengaplikasikan dasar dasar kimia organik dan biokimia dalam bidang pengelolaan lingkungan. TL2101 Mekanika Fluida I 1 Mahasiswa memahami aplikasi ilmu dasar-dasar mekanika fluida (air dan udara) yang dibutuhkan dalam menunjang mata kuliah keahlian, khususnya yang berkaitan dengan perancangan yang melibatkan aliran fluida terutama air pada saluran tertutup. TL2201 Mekanika Fluida II 1 Students can demonstrate the application of statistical and empirical equation solution of a given problem TL2203 Mkrobiologi Lingkungan 1 Mahasiswa memahami peran mikrobiologi dalam permasalahan lingkungan TL2204 Hidrologi dan Hidrogeologi 1 Mahasiswa menguasai beberapa kaidah statistika yang terkait dengan hidrologi TL2205 Epidemiologi Lingkungan 1 Mahasiswa dapat menguraikan tiga model dasar penelitian epidemiologi TL2206 Pengelolaan Kualitas Air 1 Mahasiswa memahami prinsip-prinsip reaksi kimia dan keseimbangan massa dalam lingkungan air IK 12 (P04): Identification
- 20. Formulate the problem and identify key issues/variables No Mata Kuliah CPMK Deskripsi TL2102 Statistika Lingkungan 2 Mahasiswa mampu menjelaskan prosedur uji hipotesis, memecahkan persoalan uji hipotesis untuk pengujian satu sampel, analisis variansi dan regresi korelasi. TL2206 Pengelolaan Kualitas Air 2 Mahasiswa dapat memahami prinsip dasar pemodelan kualitas air permukaan dan air tanah IK 13 (P05): Problem Recognition Recognize the need for multiple solutions No Mata Kuliah CPMK Deskripsi TL3104 Pengelolaan B3 1 Mahasiswa mampu memahami teknologi yang dapat diterapkan dalam mengelola bahan berbahaya dan limbah bahan berbahaya dan beracun, sehingga tidak menimbulkan dampak negatif terhadap kesehatan manusia dan tidak mencemari lingkungan. TL3106 Pencemaran Tanah 1 Mahasiswa mampu melengkapi, memperkuat, dan memperkaya kompetensi dasar bidang pencemaran tanah termasuk kemampuan prediksi. TL3107 Kesehatan Lingkungan Kerja 1 Mahasiswa mampu mengindetifikasi, menganalisis aspek- aspek dalam lingkungan kerja yang dapat memberikan efek-efek bahaya terhadap kesehatan dan mampu untuk melakukan pencegahan dan kontrol terhadap efek tersebut. TL3201 Pencemaran Udara 1 Mahasiswa mampu menjelaskan prinsip-prinsip interaksi, pengaruh alam serta akibat-akibat aktivitas yang dilakukan oleh manusia terhadap kualitas udara. TL3206 Pengolahan Limbah Padat 1 Mahasiswa mampu menganalisa hasil laboratorium untuk pemilihan teknologi pengolahan akhir. IK 14 (P06): Analysis Analyze alternative solutions to an engineering problem No Mata Kuliah CPMK Deskripsi TL3204 Manajemen Teknik Lingkungan 2 Mahasiswa memahami dan dapat menganalisa berbagai komponen yang terkait dengan ekonomi teknik. TL4201 Perencanaan dan Pengelolaan Proyek 5 Mahasiswa mampu mengidentifikasi dan memberikan alternatif solusi atau troubleshooting masalah yang mungkin terjadi selama proyek berlangsung. TL4135 Analisis Sistem Pengelolaan Lingkungan 1 Mahasiswa memahami dinamika suatu sistem dan peramalan teknologi (technological forecasting) dari keadaan lingkungan pada kurun waktu kedepan TL4096 Perancangan Teknik Lingkungan 3 Mahasiswa mampu memilih alternatif terbaik berdasarkan kriteria desain keteknikan. IK 15 (P07): Problem Solving Justify a solution to an engineering problem No Mata Kuliah CPMK Deskripsi TL4096 Perancangan Teknik Lingkungan 3 Mahasiswa mampu memilih alternatif terbaik berdasarkan kriteria desain keteknikan. TL4099 Seminar dan Tugas Akhir 1 Mahasiswa mampu menerapkan hasil riset dan merumuskan alternatif untuk menentukan kriteria rekayasa dalam pengelolaan lingkungan.
- 21. IK 16 (KU01): Communication Communicate effectively using written media to various parties regarding water, air, and land environmental problems and the technology needed to solve those problem No Mata Kuliah CPMK Deskripsi TL4096 Perancangan Teknik Lingkungan 5 Mahasiswa mampu memahami karakteristik permasalahan dan mampu memilih kriteria desain. TL4201 Perencanaan dan Pengelolaan Proyek 2 Mahasiswa mampu menyusun deskripsi saintifik hasil kajian dalam bentuk karya ilmiah. TL4099 Seminar dan Tugas Akhir 1 Mahasiswa mampu menyusun deskripsi saintifik hasil kajian dalam bentuk karya ilmiah. IK 17 (KU02): Presentation Communicate effectively using oral and written using Indonesian and English language No Mata Kuliah CPMK Deskripsi TL4098 Kerja Praktik 1 Mahasiswa mampu mempresentasikan laporan kerja praktek in an appropiate manner. TL4101 Analisis Mengenai Dampak Lingkungan 1 Mahasiswa memahami proses penilaian laporan AMDAL yang telah disusun dan mempresentasikan laporan dihadapan audience. TL4099 Seminar dan Tugas Akhir 3 Mahasiswa mampu mempresentasikan karya tugas akhir sebagai publikasi ilmiah. TL4096 Perancangan Teknik Lingkungan 5 Mahasiswa mampu memahami karakteristik permasalahan dan mampu memilih kriteria desain. IK 18 (KU03): Skill development Understand the benefit of skill development for the future career No Mata Kuliah CPMK Deskripsi TL4098 Kerja Praktik 2 Mahasiswa mengerti proses dalam pengembangan ketrampilan diri selama melaksanakan kerja praktek di lapangan. TL4099 Seminar dan Tugas Akhir 4 Mahasiswa mampu mengkaji pengembangan atau implementasi ilmu pengetahuan dan teknologi sesuai dengan keahliannya dalam rangka menghasilkan solusi, gagasan, dan desain. IK 19 (KU04): Lifelong Learning Identify the need for lifelong learning, including having access to current issues, and being able to disseminate ideas No Mata Kuliah CPMK Deskripsi TL4098 Kerja Praktik 3 Mahasiswa mampu mendapatkan informasi teknologi pengelolaan lingkungan terkini secara mandiri selama melaksanakan kerja praktek di lapangan. TL4099 Seminar dan Tugas Akhir 5 Mahasiswa mampu mendapatkan informasi terkini, memahami kriteria, potensi sumber daya lokal/global dan pemanfaatan teknologi tersebut.
- 22. IK 20 (KU05): Resource Utilization Identify necessary techniques, skills and tools of modern engineering practice for a given situation No Mata Kuliah CPMK Deskripsi KU1202 Pengantar Rekayasa & Desain 3 Mahasiswa dapat menjelaskan bahwa masalah rekayasa dan desain harus ditinjau secara multi aspek dan multi disiplin GD2002 Pengantar Sistem Informasi Geografis 2 Mahasiswa memiliki kemampuan dasar dalam pengembangan sistem informasi geografis sederhana menggunakan software GIS. TL3204 Manajemen Teknik Lingkungan 3 Mahasiswa memahami berbagai aspek baik teknis dan non teknis dalam perencanaan pembangunan infrastruktur. TL4138 Rekayasa Lingkungan Pemanfaatan Sumber Daya Alam 1 Mahasiswa mampu menggunakan teknologi informasi dalam pemanfaatan sumber daya alam dengan mempertimbangkan prinsip-prinsip pengelolaan lingkungan berkelanjutan. IK 20 (KK01): Formulation Formulate the problem (identify the need) and analyze constraints No Mata Kuliah CPMK Deskripsi TL4096 Perancangan Teknik Lingkungan 5 Mahasiswa mampu memahami karakteristik permasalahan dan mampu memilih kriteria desain. IK 21 (KK02): Evaluation Establish fitness criteria for evaluating potential solutions and tradeoffs No Mata Kuliah CPMK Deskripsi TL3101 Pengolahan Fisik dan Kimia 1 Mahasiswa memahami proses fisik dan kimia dalam pengolahan cair, padat dan gas dalam bidang keteknik lingkungan, misal aplikasi dalam pengolahan air bersih dan pengolahan limbah cair, padat dan gas TL3102 Rekayasa dan Proses Biologi 1 Mahasiswa memahami aplikasi bioproses dalam bidang Teknik Lingkungan menguasai prinsip-prinsip rekayasa bioproses memahami faktor-faktor/parameter-parameter yang mempengaruhi kinerja bioproses dalam berbagai jenis bioreaktor. TL3105 Teknik Penyediaan Air Minum 2 Mahasiswa mengetahui dasar-dasar perencanaan dan aspek-aspek yang umum ditemui di dalam persoalan penyediaan air minum. TL3202 Sewerage & Drainase Berkelanjutan 2 Mahasiswa mampu menggunakan data klimatologi dan menggunakan persamaan standar sebagai input dalam desain drainase. IK22 (KK03): Determination Generate alternative solutions No Mata Kuliah CPMK Deskripsi
- 23. TL4102 Perancangan Proses Pengolahan Air 1 Mahasiswa dapat memahami, menerangkan secara detail pengolahan air bersih serta alternatif proses pengolahan yang sesuai dengan karakteristik air baku. TL4103 Perancangan Proses Pengolahan Limbah Cair 1 Mahasiswa dapat mendisain instalasi pengolahan air limbah domestic dan menerapkan pengelolaan instalasi air limbah secara berkelanjutan. TL4104 Pengendalian Pencemaran Udara 2 Mahasiswa mampu memilih teknologi terbaik tersedia dalam pengendalian pencemaran udara yang tepat berdasarkan scientific judgment. TL3206 Pengolahan Limbah Padat 2 Mahasiswa mampu menganalisa secara lebih komprehensif pemilihan alternatif pengolahan limbah padat dipandang dari berbagai aspek. TL4096 Perancangan Teknik Lingkungan 2 Mahasiswa dapat menemukan alternatif solusi yang optimal berdasarkan pemasalahan yang ada. IK23 (KK04): Experiment Conduct an experiment plan No Mata Kuliah CPMK Deskripsi TL2101 Mekanika Fluida I (TL2101) 1 Mahasiswa memahami aplikasi ilmu dasar-dasar mekanika fluida (air dan udara) yang dibutuhkan dalam menunjang mata kuliah keahlian, khususnya yang berkaitan dengan perancangan yang melibatkan aliran fluida terutama air pada saluran tertutup. TL2201 Mekanika Fluida II 1 Students can demonstrate the application of statistical and empirical equation solution of a given problem TL2203 Mikrobiologi Lingkungan 1 Mahasiswa memahami peran mikrobiologi dalam permasalahan lingkungan TL3103 Laboratorium Lingkungan 1 Mahasiswa dapat memahami prinsip-prinsip analisa laboratorium dalam masalah lingkungan, serta mampu menerapkannya untuk kegunaan evaluasi, rancangan dan eksperimen beserta interpretasinya untuk kebutuhan engineering disain. IK 24 (KK05): Interpretation Acquire, analyze, and interprete data on appropriate variables No Mata Kuliah CPMK Deskripsi TL2101 Mekanika Fluida I 2 Mahasiswa mampu menggunakan dan interpretasikan data hasil pengukuran alat ukur debit. TL2103 Matematika Rekayasa 2 Mahasiswa mampu mengenali masalah dasar keteknikan, mengidentifikasi variabel kunci serta mendemonstrasikan penerapan Persamaan Differential. TL2201 Mekanika Fluida II 2 Mahasiswa mampu menggunakan persamaan dalam mekanika fluida dalam bidang water works seperti perencanaan drainase dan sewerage dan riol. TL2203 Mkrobiologi Lingkungan 2 Mahasiswa mengerti cara mengidentifikasi mikroorganisme serta memahami peran mikroorganisme dalam pengolahan limbah. IK 25 (KK06): Comparison Compare experimental data and results to appropriate theoretical models No Mata Kuliah CPMK Deskripsi
- 24. TL3101 Pengolahan Fisik dan Kimia 2 Mahasiswa mampu menghitung dimensi pada unit operasi proses fisika dan kimia berdasarkan hasil data percobaan dan kriteria desain. TL3102 Rekayasa dan Proses Biologi 2 Mahasiswa mampu menghitung dimensi pada unit operasi proses biologi berdasarkan hasil data percobaan dan kriteria desain. IK 26 (KK07): Observation Explain observed differences between model and experiment (incorrect model, incorrect measurements, noise, etc.) No Mata Kuliah CPMK Deskripsi TL4136 Teknologi Konservasi Lingkungan 1 Mahasiswa dapat memberikan usulan dan perencanaan konservasi suberdaya alam berupa air permukaan, air tanah, udara, dan pantai. TL3103 Laboratorium Lingkungan 1 Mahasiswa dapat memahami prinsip-prinsip analisa laboratorium dalam masalah lingkungan, serta mampu menerapkannya untuk kegunaan evaluasi, rancangan dan eksperimen beserta interpretasinya untuk kebutuhan engineering disain. TL3105 Teknik Penyediaan Air Minum 3 Mahasiswa memahami sistem aliran, kebutuhan pipa dan peralatan-nya, dapat mengaplikasikan hidrolika aliran dalam pipa transmisi; dapat menghitung kehilangan tekanan dan memplotkannya dalam gam-bar hidrolis sistem transmisi dihubungkan dengan kondisi lapangan IK 27 (KU05): Identify necessary techniques, skills and tools of modern engineering practice for a given situation No Mata Kuliah CPMK Deskripsi GD2002 Pengantar Sistem Geografis 2 Mahasiswa memiliki kemampuan dasar dalam pengembangan sistem informasi geografis sederhana menggunakan software GIS TL3204 Manajemen Teknik Lingkungan 3 Mahasiswa memahami berbagai aspek baik teknis dan non teknis dalam perencanaan pembangunan infrastruktur. IK 28 (KU06): Explanation Explain the use of specific techniques, skills and tools of modern engineering practice No Mata Kuliah CPMK Deskripsi TL3201 Pencemaran Udara 2 Mahasiswa mampu menghubungkan dasar-dasar pengetahuan dan teknik rekayasa yang dibutuhkan dalam pengendalian, pemantauan, prediksi dan kebijakan yang berkaitan dengan pengelolaan kualitas udara. TL2202 Pengelolaan Limbah Padat 2 Mahasiswa mampu menganalisa secara lebih komprehensif pemilihan alternatif pengolahan limbah padat dipandang dari berbagai aspek. TL4104 Pengendalian Pencemaran Udara 1 Mahasiswa memahami keseluruhan sistem pengendalian pencemaran udara serta penggunaan teknologi pengendalian pencemaran udara .
- 25. TL4122 Pemantauan Pencemaran Udara 1 Mahasiswa mampu merencanakan sampling udara ambient dan udara emisi cerobong dan melakukan pengukuran zat polutan dari udara ambien dan emisi dengan menggunakan peralatan yang konvensional (standar) dan peralatan automatik (gas analyzer) dan melakukan evaluasi data hasil pengukuran. IK 29 (KU07): Technical Skills Apply the chosen techniques, skills and tools of modern engineering practice to the given situation No Mata Kuliah CPMK Deskripsi TL4099 Seminar dan Tugas Akhir 6 Mahasiswa mampu memilih alternatif solusi permasalahan bidang lingkungan sesuai teknologi terbaik yang tersedia saat ini. TL4111 Plambing dan Pompa 1 Mahasiswa mampu menggunakan persamaan dan tabel- tabel, serta mampu menghitung besaran sistem perpipaan plambing dan mampu merancang sistem plambing untuk gedung 4 lantai TL4121 Aspek Teknis Daur Ulang Limbah 1 Mahasiswa mampu menggunakan persamaan matematika dalam memprediksi pergerakan air dan kontaminan dalam air tanah. TL4137 Pemodelan Air Tanah 1 Mahasiswa mampu menggunakan persamaan matematika dalam memprediksi pergerakan air dan kontaminan dalam air tanah. TL4211 Pengelolaan Limbah Industri 1 Mahasiswa dapat memahami, menganalisa kebutuhan sistem, menginterpretasikan data untuk perhitungan dan perancangan sistem pengelolaan limbah industri. TL4212 Bangunan Air 1 Mahasiswa mampu mendesain bentuk, dimensi dan memilih material bangunan perlengkapan air minum, penyaluran air limbah dan drainase perkotaan. TL4213 Pengolahan Lumpur 1 Mahasiswa mengetahui karakteristik lumpur dan mengerti prinsip-prinsip pengelolaan dan pengolahannya termasuk dapat mendisain unit pengental lumpur, unit pengeringan lumpur serta mengetahui opsi pengolahan bagi lumpur dari kegiatan industri. TL4235 Teknik Remediasi 1 Mahasiswa mampu memilih dan menggunakan teknologi terbaik tersedia dalam melakukan remediasi lahan terkontaminasi polutan spesifik.
- 26. Student Outcomes Measurement of Env. Eng. Is conducted regularly using the LOA (Learning Outcomes Assessment) platform which can be accessed on the http://167.205.57.186/loatl/login page. In this platform, the planning and course outcomes of each course are recorded as a whole. With this LOA, the measurement results of each course (course assessment) can be viewed and calculated for processing to generate Student Outcomes. With this LOA, it also can be seen the learning process that have been achieved by students and graduates from Env. Eng. The output of this LOA is in the form of evaluation material for student outcome for each individual, semester, batch, and graduate as well as the course assessment of each subjects. Through the output of the Learning Outcomes Assessment, it can also be seen how the results compare to the standards determined by the study program. Figures 18 below shows the evaluation of student outcomes for individual, semester and batch.