Relevance of Graduate Learning Outcomes

ELOs Relationship with the Vision & Mission of the University, Faculty & Study Program

The ELO formulation of the Bachelor of Architecture Study Program (PS-ARS), Faculty of Engineering (FATEK), Sam Ratulangi University (UNSRAT), is concretely described in the PS-ARS Curriculum Book. Currently, the curriculum applied to this study program is the 2020 Curriculum (K-2020), which is a periodic update of the previous curriculum (K-2015). K-2020 was compiled in 2019 with reference to the PS-ARS Strategic Plan as part of the Architecture Department Strategic Plan (J-ARS) for the period 2019-2023 which is the department for this study program at FATEK UNSRAT. The strategic plan of the study program basically contains the formulation of the Vision and Mission of PS-ARS for that period which is formulated with reference to the Strategic Plan of FATEK and Strategic Plan of UNSRAT, each of which contains the formulation of the Vision and Mission of FATEK and Vision & Mission of UNSRAT as a tiered unit.

The table below shows the relevance of each ELO wiht the Visions & Missions of UNSRAT, FATEK and the Study Program.

Expected Learning Outcomes (ELOS)		Vision & Mission of Institution
		UNSRAT		FAT		PS-ARS
Num	--	Vision	Mission	Vision	Mission	Vision	Mission
1	A1	V		V		V
2	S1		V		V		V
3	S2				V		V
4	S3		V		V		V
5	S4				V		V
6	S5				V		V
7	S6		V		V		V
8	S7		V		V		V
9	K1		V		V		V
10	K2		V		V		V
11	K3		V		V		V
12	K4		V		V		V
13	K5		V		V		V
14	K6		V		V		V

ELOs Relationship with Competency Category

The formulation of ELO in this study program is also carried out by considering the aspect of the depth of competence that exists in each ELO item by referring to the categorization of pedagogic competencies in the 'four pillars of UNESCO', which is basically inspired by Bloom's Taxonomy for education. This consideration leads to the limitation of the depth of each learning outcome which in turn becomes the basis for determining the weight of learning activities in each course designed to achieve the existing learning outcomes.

The ELO formulation in this study program also includes specific and generic points. Learning achievement points in the 'Attitudes' and 'General Skills' categories are generic learning outcomes. Meanwhile, learning outcomes in the categories of “Special Skills / Work Ability” and “Mastery of Knowledge” are basically specific points.

The table below shows the relevance of PS_ARS ELOs with the Competency Category interpreted from 'the Four Pillars of UNESCO”, and the identification of generic and specific points of each ELO.

Expected Learning Outcomes (ELOS)		AUN Category of ELOs		Competency Category based on the interpretation of  "The Four Pillars of UNESCO"
				"to know"		"to do"	“To be”	"to live together"
Num	--	Generic	Specific	Awareness	Understanding	Ability	Our Team Behavior	Social Interactions
1	A1	V					V	V
2	S1	V				V
3	S2	V				V
4	S3		V			V
5	S4		V			V
6	S5	V				V
7	S6	V				V
8	S7	V				V
9	K1		V		V
10	K2		V		V
11	K3		V		V
12	K4		V		V
13	K5	V			V
14	K6	V			V

ELOs Relationship with Stakeholder Requirements & Expectations

The preparation of the ELO for this study program was also carried out by gathering input from stakeholders, both internal and external. Involvement of internal stakeholders is carried out through a hearing forum or focus group discussion (FGD) involving elements of study program managers, institutional representatives (leaders of departments and faculties), lecturer staff and students. On the other hand, external stakeholders who are asked to provide input include representatives from alumni, graduate users, architectural professionals represented by elements of professional associations (IAI) and cultural elements. Input was obtained through various means such as formal and informal interviews, distributing questionnaires, forums for hearings, FGDs, and tracing studies (particularly to alumni and graduate users).

In the formulation of ELO, input from stakeholders is accommodated in several ELO points. For example, to respond to stakeholder input regarding the various professional roles that graduates can play, the main and additional skill points in the ELO formulation are also formulated based on the defined graduate profile category, including primary skills as architect/designer and additional skills for the profession as process worker/supervisor. construction, entrepreneurs in the construction industry, academia and as bureaucrats. Another example is the emergence of learning outcomes related to professionalism, economics and business, as well as paying attention to aspects of local genius, especially the characteristics of coastal and hilly areas, which respond to demands from external parties.

The table below shows the relevance of each ELO with stakeholders requirement and expectation.

Expected Learning Outcomes (ELOS)		Stakeholder Requirements & Expectations :
Num	--	Staff	Student	Alumni	Employer	Others
1	A1					V
2	S1					V
3	S2	V	V	V	V	V
4	S3	V	V	V	V	V
5	S4			V	V	V
6	S5	V			V	V
7	S6	V				V
8	S7	V			V	V
9	K1	V				V
10	K2	V				V
11	K3	V				V
12	K4		V	V	V
13	K5	V			V
14	K6				V	V