Module 2: Vision, Mission, PEOs, POs, PSOs, and COs

Here's a detailed training content for Module 2 of the Outcome-Based Education (OBE) training series: "Vision, Mission, PEOs, POs, PSOs, and COs". This module forms the conceptual foundation for OBE implementation and documentation.

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🎓 

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🎯 Session Objectives

By the end of this module, participants will be able to:

• Understand the hierarchical structure of educational objectives in OBE.

• Define and differentiate Vision, Mission, PEOs, POs, PSOs, and COs.

• Frame well-structured and measurable statements for each element.

• Understand how these elements align for curriculum and accreditation.

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🕘 Duration

1.5 Hours (Can be extended to 2 hours with hands-on exercises)

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📚 Content Outline

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1. Introduction to OBE Hierarchy

OBE structure flows top-down:
Vision → Mission → PEOs → POs → PSOs → COs

Each level translates institutional or program goals into actionable learning expectations.

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2. Vision and Mission Statements

🔹 Vision

• A futuristic, aspirational statement of what the institution/program aims to achieve.

• Broad, inspirational, and long-term.

Example (Institution Vision):
“To be a world-class institution in technical education and research, nurturing innovation and entrepreneurship.”

🔹 Mission

• Defines the purpose, core values, and primary objectives of the institution.

• Should guide program and course-level outcomes.

Example (Institution Mission):
“To impart quality education through innovation in teaching, research, and consultancy services to produce competent professionals and responsible citizens.”

✅ Tip: Vision is “where we want to go”, Mission is “how we plan to get there.”

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3. Program Educational Objectives (PEOs)

🔸 Definition:

Broad statements describing what graduates are expected to achieve 3–5 years after graduation.

🔸 Characteristics:

• Aligned with Vision & Mission

• Broad, general, and career-focused

• Typically 3–5 statements

Example PEOs (for Mechanical Engineering):

1. Graduates will excel in professional careers or higher education by acquiring knowledge in mathematics, science, and engineering.

2. Graduates will exhibit leadership, ethical behavior, and effective communication in multidisciplinary teams.

3. Graduates will engage in lifelong learning to adapt to emerging technologies.

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4. Program Outcomes (POs)

🔸 Definition:

Statements that describe what students are expected to know and be able to do at the time of graduation.

🔸 Based on Graduate Attributes (NBA/Washington Accord):

NBA prescribes 12 POs for engineering programs.

PO No.	Graduate Attribute	Description (Summarized)
PO1	Engineering knowledge	Apply knowledge of math, science, and engineering
PO2	Problem analysis	Identify and solve engineering problems
PO3	Design/development	Design solutions for complex problems
PO4	Investigations	Conduct experiments, analyze data
PO5	Modern tool usage	Use modern engineering tools
PO6	Engineer and society	Apply reasoning for societal, health, legal issues
PO7	Environment & sustainability	Understand impact on society and environment
PO8	Ethics	Apply ethical principles
PO9	Individual & teamwork	Function effectively as a team member/leader
PO10	Communication	Communicate effectively
PO11	Project management	Apply management principles
PO12	Lifelong learning	Recognize and engage in lifelong learning

✅ POs are common across institutions for a given program type.

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5. Program Specific Outcomes (PSOs)

🔸 Definition:

Outcomes that are specific to the particular program or department.

🔸 Characteristics:

• Typically 2–4 statements

• More technical or domain-focused than POs

• Derived from curriculum specialties

Example (PSOs for CSE):

1. Apply software development skills in system design and implementation.

2. Solve real-world problems using algorithms, data structures, and AI techniques.

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6. Course Outcomes (COs)

🔸 Definition:

Statements of what a student is expected to know or do after completing a specific course.

🔸 Characteristics:

• Specific, measurable, achievable

• Aligned with Bloom’s Taxonomy (covered in Module 3)

• Should map to at least 2–3 POs

Example (COs for Data Structures):

1. Implement various data structures such as stacks, queues, linked lists.

2. Analyze time and space complexity of algorithms.

3. Apply sorting and searching techniques to real-life problems.

✅ Each course typically has 5–6 COs.

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7. Alignment of Elements (Top-Down Approach)

Institution Vision/Mission
        ↓
Program Vision/Mission
        ↓
PEOs
        ↓
POs + PSOs
        ↓
COs (Course Outcomes)
        ↓
Teaching & Assessment

This alignment ensures curriculum coherence and goal-directed learning.

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🧩 Interactive Activities

🟢 Activity 1: Draft Vision and Mission

• Provide participants with a sample department profile.

• Ask them to write a Vision and 3-point Mission statement.

🔵 Activity 2: PEO & PO Mapping

• Participants frame 2 PEOs and identify 3 POs that support each.

• Trainer guides alignment between PEOs ↔ POs.

🟡 Activity 3: Spot the Error

• Give poorly written COs or PEOs.

• Ask groups to correct and justify.

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📝 Summary Points

• OBE is structured hierarchically, and clarity at each level is crucial.

• Vision and Mission guide the formulation of PEOs.

• POs are standardized and aligned to graduate attributes.

• PSOs are program-specific and demonstrate uniqueness.

• COs drive teaching, learning, and assessment.

• Strong alignment among all levels ensures accountability and continuous improvement.

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📤 Trainer Resources

• Slide deck for visual presentation

• Handout with definitions and examples

• Template for Vision–Mission–PEO–PO mapping

• Excel format for CO-PO-PEO matrix

• NBA SAR guidelines (extract for POs and PSOs)

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Would you like the PowerPoint slides, workbook/handout, or worksheet templates for these activities and concepts? I can create and share them next.