Accreditation
The Institution of Engineers, Singapore, through its Engineering Accreditation Board, has granted the ESD undergraduate programme full accreditation for the students graduating in and after year 2015.
The Washington Accord identifies eleven core Student Learning Objectives which are used to evaluate the engineering qualification and professional competence of an engineering programme. ESD identifies four Programme Educational Objectives and maps these to both the mission of the university as well as the eleven Student Learning Objectives.
Programme Educational Objectives
Programme Educational Objectives (PEOs) are broad statements that describe the career and professional accomplishments that the programme is preparing graduates to achieve. Graduates are expected to demonstrate these attributes 3 to 5 years after graduation.
| PEO1 | Graduates apply skills in analysis, diagnosis, modelling, and design of systems and organisations while considering sustainability issues. |
|---|---|
| PEO2 | Graduates are enabled to attain positions of leadership, responsibility, and trust. They make sound engineering or managerial decisions and have the capability to be entrepreneurial. They are able to engage in diverse and multidisciplinary teams through effective communication, inter-personal and project management skills. |
| PEO3 | Graduates demonstrate a high-level of professionalism, as well as ethical and social responsibility. They have the capability to work through business, technological, societal, and environmental issues. |
| PEO4 | Graduates renew and expand their expertise through continuous and life-long learning or innovative experience. |
Alignment with Institutional Mission
| Component of SUTD Mission | PEO1 | PEO2 | PEO3 | PEO4 |
|---|---|---|---|---|
| ……redefine design, education and research, and draw on multiple disciplines to make a positive impact on society. | x | x | x | |
| ……to nurture technically-grounded leaders who embrace risks to continuously innovate for a better tomorrow. | x | x | x | x |
Alignment with Student Learning Outcomes
Student Learning Outcomes are narrower statements that describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviours that students acquire in their matriculation through the programme. The programme should demonstrate that the students attain the outcomes listed in Graduate’s Attributes as defined by Washington Accord.
| Student Learning Outcomes | PEO1 | PEO2 | PEO3 | PEO4 | |
|---|---|---|---|---|---|
| 1 | Engineering Knowledge: Apply the knowledge of mathematics, natural science, computing and engineering fundamentals, and an engineering specialisation as specified in WK1 to WK4 respectively to the solution of complex engineering problems. | x | |||
| 2 | Problem Analysis: Identify, formulate, research literature, and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences with holistic considerations for sustainable development. (WK1 to WK4) | x | |||
| 3 | Design/Development of Solutions: Design creative solutions for complex engineering problems and design systems, components or processes that meet identified needs with appropriate consideration for public health and safety, whole-life cost, net zero carbon as well as resource, cultural, societal, and environmental considerations as required. (WK5) | x | x | x | |
| 4 | Investigation: Conduct investigations of complex problems using research-based knowledge (WK8) and research methods including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions. | x | x | ||
| 5 | Modern Tool Usage: Create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modelling to complex engineering problems with an understanding of the limitations. (WK2 and WK6) | x | |||
| 6 | The Engineer and the World: When solving complex engineering problems, analyse and evaluate sustainable development impacts to: society, the economy, sustainability, health and safety, legal frameworks and the environment (WK1, WK5, and WK7). | x | x | x | |
| 7 | Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice and adhere to relevant national and international laws. Demonstrate an understanding of the need for diversity and inclusion (WK9). | x | x | x | |
| 8 | Individual and Collaborative Team Work: Function effectively as an individual, and as a member or leader in diverse and inclusive teams and in multidisciplinary, face-to-face, remote and distributed settings (WK9). | x | x | ||
| 9 | Communication: Communicate effectively and inclusively 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, taking into account cultural, language, and learning differences. | x | |||
| 10 | Project Management & Finance: Demonstrate knowledge and understanding of engineering and management principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments. | x | x | ||
| 11 | Life-long Learning: Recognise the need for, and have the preparation and ability to (i) engage in independent and life-long learning, and (ii) adapt to new and emerging technologies, and (iii) think critically, in the broadest context of technological change (WK8). | x | |||
Knowledge Profiles
| No. | Knowledge Profile |
|---|---|
| WK1 | A systematic, theory-based understanding of the natural sciences applicable to the discipline and awareness of social sciences. |
| WK2 | Conceptually-based mathematics, numerical analysis, statistics and formal aspects of computer and information science to support analysis and modelling applicable to the discipline. |
| WK3 | A systematic, theory-based formulation of engineering fundamentals required in the engineering discipline. |
| WK4 | Engineering specialist knowledge that provides theoretical frameworks and bodies of knowledge for the accepted practice areas in the engineering discipline; much is at the forefront of the discipline. |
| WK5 | Knowledge including efficient resource use, environmental impacts, whole-life cost, re-use of resources, net zero carbon, and similar concepts that supports engineering design and operations in a practice area. |
| WK6 | Knowledge of engineering practice (technology) in the practice areas in the engineering discipline. |
| WK7 | Knowledge of the role of engineering in society and identified issues in engineering practice in the discipline such as the professional responsibility of an engineer to public safety and sustainable development. |
| WK8 | Engagement with selected knowledge in the current research literature of the discipline, awareness of the power of critical thinking and creative approaches to evaluate emerging issues. |
| WK9 | Knowledge of professional ethics, responsibilities, and norms of engineering practice. Awareness of the need for diversity by reason of ethnicity, gender, age, physical ability etc with mutual understanding and respect, and of inclusive attitudes. |
Design accreditation for SUTD programmes
Starting from 2024, all SUTD Bachelor degree programmes are also recognised by the Design Accreditation Board, led by the Design Business Chamber Singapore (DBCS).