{'fraction_non_alphanumeric': 0.017167381974248927, 'fraction_numerical': 0.0, 'mean_word_length': 5.661904761904762, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Students' feedback in the continuous quality improvement cycle of engineering education

Outcome based engineering education (OBE) requires continual quality improvement (CQI) to ensure that the students achieved the intended learning outcomes. Students are the most important stakeholder in the OBE learning environment and their input in the CQI process is needed to ensure that improvement measures that were put in place as a result of CQI are relevant and suitable. This paper reports the process of obtaining students' feedback, how the information was processed and the improvement measures that were implemented at the department of Chemical and Process Engineering, Universiti Kebangsaan Malaysia (UKM). Students' feedback were obtained via an online course assessment system, students dialog session and exit survey among the graduating class. Based on the inputs, improvements were made on the teaching and learning activities such as the introduction of integrated projects in the second and third year curriculum, open-ended laboratory assignments, formalization of industrial visits and lectures as part of the learning activities, Chem-e-car project and poster presentation session. Improvements that were introduced based on the feedbacks from the students have help to the students to achieve the intended learning outcomes and have received positive feedback from the stakeholders