\chapter*{\bf BACKGROUND INFORMATION} \addcontentsline{toc}{chapter}{BACKGROUND INFORMATION} \markboth{BACKGROUND INFORMATION}{} \label{CHAP:BACKGROUND INFORMATION} \section{Contact Information} \label{SEC:Contact Information} \faizal \newline \deptte \newline Kampus \ftcity, Fakultas Teknik, \unhas \newline \addrft \newline Kab. \ftcity, Sulawesi Selatan, Indonesia\newline Fax. +62 411 585 188\newline Telp. +62 411 585 015 / +62 411 586 262\newline e-mail: faizalas@unhas.ac.id\newline Mobile: +62 823 4913 0451 \section{Program History} \label{SEC:Program History} The Electrical Engineering Study Program (EESP) at \unhas, \mycity, Indonesia was founded in 1963 as a part of the Faculty of Engineering established a few years earlier. The campus was originally located at Baraya, near the downtown of Ujung Pandang which was the old name of the city of \mycity. In early 1980s, the university campus was relocated to Tamalanrea, about 10 km north-east of downtown \mycity. More than 30 years later, the Faculty of Engineering was relocated again to its new campus at \ftcity, 20 km south of Tamalanrea, and the EESP - under the \deptte - officially settled at its new facilities in the new campus at \ftcity in 2017. During the first years after its establishment in mid 1960s, most EESP students of \unhas continued and completed their undergraduate degrees in 2 (two) major universities in Indonesia, namely Gadjah Mada University (UGM) in Yogyakarta and Bandung Institute of Technology (ITB) in Bandung. The majority of the graduates from this period made their careers as academicians, or as engineers at the state-owned power company (PLN) and telecommunication (TELKOM), or started their own private companies related to electricity and telephone businesses. A major change of curriculum was implemented in 1980. The EESP was split into 2 (two) sub-study programs or concentrations, namely: (1) The Electrical Power Engineering and (2) The Telecommunication and Electronic Engineering. It was an 8 (eight) semester undergraduate engineering study program provided in 4 (four) academic years. In the first three semesters, the students took common courses on the fundamentals of Electrical Engineering and the required mathematics, physics and chemistry. Beginning at the fourth semester, the students voluntarily selected their preferences of concentration, and took different required and elective courses accordingly. The next stage of curriculum development was started in 1995. A new concentration was established by divided the Telecommunication and Electronic Engineering sub-study program into 2 (two), i.e. (1) The Telecommunication Engineering and Information Systems, and (2) The Computer, Control and Electronic Engineering sub-study programs. Common courses for both new concentrations were listed until the fourth semester. The basis of the curriculum establishment was the nationally decreed higher education curriculum development in Indonesia: Competency-Based Curriculum (KBK). Most recently, a major change in the EESP curriculum was made related to the campus relocation to \ftcity in 2015. The new campus is designed to support the Laboratory-based Education (LBE) system adopted by the Faculty of Engineering. By this time the EESP has established its Masters and Doctoral Degree programs supported by no less than 20 research laboratories and working groups. The process of curriculum development was managed by a Focus Group Discussion (FGD) on Curriculum 2015 in a 5 (five) year working period from 2012 to 2017, with a tagline: ``From Competency To Contribution''. \begin{table} \caption{Summary of Major Changes in the History of \unhas.} \label{TABLE:Summary of Major Changes in the History of \unhas} \fontsize{10}{10}\selectfont \begin{tabular}{| p{2cm} | p{12cm} |} \hline Year & Events \\ \hline 1963 & The Electrical Engineering Study Program (EESP) founded\\ 1980 & Split into 2 (two) sub-study programs:\\ & (1) Electrical Power Engineering Sub-Study Program\\ & (2) Telecommunication and Electronic Engineering Sub-Study Program\\ 1984 & Relocated from Baraya Campus to Tamalanrea Campus\\ 1995 & Split into 3 (three) concentrations:\\ & (1) Electrical Power Engineering\\ & (2) Telecommunication Engineering\\ & (3) Computer, Control and Electronic Engineering\\ 2000 & Minor Revisions of Curriculum\\ 2005 & Minor Revisions of Curriculum, competency-based curriculum (KBK)\\ 2010 & Minor Revisions of Curriculum, competency-based curriculum (KBK)\\ 2012 & Focus Group Discussion (FGD) on Curriculum 2015 established\\ 2015 & Relocated to the Faculty of Engineering Campus at \ftcity\\ & Commencement of the Laboratory-based Education System (LBE)\\ 2016 & Implementation of the R\&D-based Curriculum 2015\\ 2017 & Focus Group Discussion (FGD) on Curriculum 2015 dismissed\\ \hline \end{tabular} \end{table} The main idea of the recent curriculum change is to extend the competency-based curriculum previously implemented to a brand new curriculum called the ``R\&D-(research and development)-based curriculum''. The existing (since 1995) three concentrations were discontinued and all merged back to only one EESP. The curriculum structure is now composed of 4 (four) semesters of fundamentals and 2 (two) semesters of (elective) course packages to develop the competency, and the final laboratory-based, or R\&D-based, 2 (two) semesters to make the contribution. The timeline of the EESP 55 year history is summarized in Table~\ref{TABLE:Summary of Major Changes in the History of \unhas}. After 1995, in fact the EESP curriculum has been revised every 5 (five) years, in 2000, 2005 and 2010 consecutively, but only with minor revisions. Most recently, a major change in the EESP curriculum was made related to the campus relocation to \ftcity in 2015. The new campus is designed to support the Laboratory-based Education (LBE) system adopted by the Faculty of Engineering. By this time the EESP has established its Masters and Doctoral Degree programs supported by no less than 20 research laboratories and working groups (see Table~\ref{TABLE:List of Available Research Lab} in the next section). The process of curriculum development was managed by a Focus Group Discussion (FGD) on Curriculum 2015 in a 5 (five) year working period from 2012 to 2017, with a tagline: ``From Competency To Contribution''. The main idea of the recent curriculum change is to extend the competency-based curriculum previously implemented to a brand new curriculum called the ``R\&D (research and development)-based curriculum''. The existing (since 1995) three concentrations were discontinued and all merged back to only one EESP. The curriculum structure is now composed of 4 (four) semesters of fundamentals and 2 (two) semesters of (elective) course packages to develop the competency, and the final laboratory-based, or R\&D-based, 2 (two) semesters to make the contribution (see Figure~\ref{FIG:Curriculum_Structure} in the next section). The timeline of the EESP 55 year history is summarized in Table~\ref{TABLE:Summary of Major Changes in the History of \unhas} After 1995, in fact, the EESP curriculum has been revised every 5 (five) years, in 2000, 2005 and 2010 consecutively, but only with minor revisions. \begin{figure} \centering \includegraphics[width=0.5\columnwidth]{ISI/BACKGROUND/FIG/Curriculum_Structure.pdf} \caption{The Curriculum Structure.} \label{FIG:Curriculum_Structure} \end{figure} \section{Options} \label{SEC:Options} The main structure of the curriculum is shown by Figure~\ref{FIG:Curriculum_Structure}. In the first 4 (four) semesters, freshmen and sophomores spend most of their time in classrooms and supporting teaching laboratories to develop their knowledge on required mathematics and basic sciences (physics and chemistry), and the Electrical Engineering fundamentals, especially the 4 (four) basics namely1: (1) Electric Circuits, (2) Electro-magnetics, (3) Solid-state Electronics and (4) Digital Logic Circuits. They also begin to develop their skills to conduct simple experiments, to analyse, interpret and present data, to enhance their knowledge on the required subjects. After completing all basic and fundamental courses, in the third year the students are supposed to take at least one elective-course package per semester consisting of 3 to 4 courses in a specific area of electrical engineering that will - but not necessarily - lead to one of the research laboratories or working groups in the fourth year that they are interested to apply. Roughly 6 to 8 elective-course packages are offered each semester to juniors, covering the total of more than 50 elective-courses. Beginning in the fifth semester, a junior should make a decision to choose \textbf{at least one} of the following 5 (five) options by solicitedly selecting the related package of elective courses:\newline Option 1: Electrical Power Engineering and Electricity\newline Option 2: Telecommunication Engineering and Information Systems\newline Option 3: Computer Engineering and Robotics\newline Option 4: Control Systems and Instrumentation\newline Option 5: Electronic Engineering The ultimate learning process is at the final fourth year. Seniors are required to apply to one of the research laboratories or working groups. When a senior is admitted to a research laboratory or working group then he or she becomes a member of the laboratory or group by signing an annual contract with the head of the laboratory or the chairman of the group. The seniors will work together with professors and their associates and assistants, their fellows graduate and undergraduate students, to develop their ability to apply their knowledge and to design experiments, systems, processes and/or components to meet desired needs. They also learn how to work effectively not only as individuals but also in teams, either as leaders or members. After completing all basic and fundamental courses, in the third year the students are supposed to take at least one elective-course package per semester consisting of 3 to 4 courses in a specific area of electrical engineering that will - but not necessarily – lead to one of the research laboratories or working groups in the fourth year that they are interested to apply. Roughly 6 to 8 elective-course packages are offered each semester to juniors, covering the total of more than 50 elective-courses. \begin{table} \caption{List of Available Research Laboratories and Working Groups in the Academic Year of 2018-2019.} \label{TABLE:List of Available Research Lab} \begin{tabular}{ | p{5.1cm} | p{9cm} | } \hline Area & Laboratory (Lab) and Research Group (RG)\\ \hline \multirow{10}{5.1cm}{Electrical Power Engineering and Electricity} & Electric Machines and Power Drives\\ & Power System Stability, Control and Protection\\ & Power Electronics\\ & High Voltage and Insulation\\ & Power System Distribution and Installation\\ & Renewable Energy and Intelligent Systems\\ & Energy and Power Systems\\ & Electricity Infrastructures\\ & Distributed Power Generation\\ & Electricity Market and Power Systems\\ \hline \multirow{7}{5.1cm}{Telecommunication Engineering} & Antenna and Wave Propagation\\ & Radio Telecommunications and Microwave\\ & Wireless Communication Technology\\ & Transmission and Telecommunication Network\\ & Radio Engineering\\ & Multimedia Telecommunication and Artificial Intelligence\\ & Telematics, Radar and Satellite\\ \hline {Computer Engineering} & Computer Engineering and Network (Lab) \\ \hline \multirow{2}{5.1cm}{Control Systems and Instrumentation} & Control Systems and Instrumentation (Lab)\\ & RG: Cognitive, Social and Intelligent Robotics\\ \hline \multirow{2}{5.1cm}{Electronic Engineering} & Electronics and Devices (Lab) \\ & RG: Industrial Electronics and Embedded Systems\\ \hline \end{tabular} \end{table} In the seventh semester, the students are expected to learn how to identify and formulate a problem, present it and propose a final project in a seminar to solve it. They should be able to define the scope of the problem so that they could complete the solution within months in the next eighth semester. The final examination at the end of eighth semester is a special occasion to give an opportunity for graduating students to show their in-depth technical competence in at least one area of Electrical Engineering and to prove their academic contributions by demonstrating and defending their final undergraduate projects. \section{Program Delivery Modes} \label{SEC:Program Delivery Modes} The Faculty of Engineering officially runs all academic activities in working hours 07:00 AM to 05:00 PM Monday to Friday, 2 (two) semesters per academic year, 16 weeks per semester. Traditional or regular lecture courses are delivered during these working hours, while other activities, including non-lecture activities, may be delivered in these working hours or in the other time. An EESP graduate must complete at least 145 credit hours of courses, a total of 28 credits hours equivalent of those are non-lecture courses, including: \begin{enumerate}[label=(\alph*)] \item The Undergraduate Final Project Report (called ``\emph{Skripsi}''), presented and defended in a Final Examination, 4 credit hours \item Seminar on the Undergraduate Final Project Results, 2 credit hours \item Seminar on the Undergraduate Final Project Proposal, 2 credit hours \item Community Services (called ``\emph{Kuliah Kerja Nyata}'' or KKN), an off-campus 1 month activity run by the university, usually in a remote area or a village, 4 credit hours \item Practical (Industrial or ``On Job'') Training, an off-campus 1 to 2 month activity, typically in an industrial site, 2 credit hours \item Laboratory 1, an intra-laboratory or working-group R\&D activity, semester 7, 8 credit hours, to develop an undergraduate final project proposal \item Laboratory 2, an intra-laboratory or working-group R\&D activity, semester 8, 8 credit hours, to produce a contribution from the undergraduate final project \end{enumerate} The remaining 117 credit hours are delivered as regular lecture courses in classrooms supported by prescribed syllabi and text books, and/or by conducting experiments in the teaching laboratories: \emph{Basic Physics Laboratory, Basic Electrical Engineering Laboratory and Computer Software Laboratory.} \section{Program Locations} \label{SEC:Program Locations} All academic teaching and learning processes are located in the new Faculty of Engineering campus at \ftcity, about 20 km to the south from the old campus at Tamalanrea, \mycity. The new campus is designed to accommodate the concept of Laboratory-based Education (LBE) adopted by the Faculty of Engineering. Common facilities such as classrooms, the central library and the Faculty of Engineering administrative offices, are located in the main area of campus. A three-story building as seen in Fig. \ref{FIG:Classroom_Building} is functioned as the Classroom Building to house classrooms with the capacity of 20 to 100 students. Lecture theatres for an audience of hundreds of students are also available for general lectures. For smaller classes, less than 20 students, the seminar and meeting rooms in laboratories at the Electrical Engineering Building can be used, as shown in Figure\ref{FIG:Electrical_Building}. \begin{figure}[htpb!] \centering \subfigure[Outdoor Front View] {\includegraphics[width=0.45\columnwidth] {ISI/BACKGROUND/FIG/Electrical_Building_1.JPG}\label{FIG:Electrical_Building_1}} \subfigure[Outdoor Back View] {\includegraphics[width=0.45\columnwidth] {ISI/BACKGROUND/FIG/Electrical_Building_2.JPG}\label{FIG:Electrical_Building_2}} \subfigure[Indoor Floor View] {\includegraphics[width=0.45\columnwidth] {ISI/BACKGROUND/FIG/Electrical_Building_3.JPG}\label{FIG:Electrical_Building_3}} \subfigure[Entrance] {\includegraphics[width=0.45\columnwidth] {ISI/BACKGROUND/FIG/Electrical_Building_4.JPG}\label{FIG:Electrical_Building_4}} \caption{The EE Department Building} \label{FIG:Electrical_Building} \end{figure} \begin{figure}[htpb!] \centering \subfigure[Front View] {\includegraphics[width=0.45\columnwidth] {ISI/BACKGROUND/FIG/Standing_Banner_1.JPG}\label{FIG:Standing_Banner_1}} \subfigure[Side View] {\includegraphics[width=0.45\columnwidth] {ISI/BACKGROUND/FIG/Standing_Banner_2.JPG}\label{FIG:Standing_Banner_2}} \caption{The Standing Banners Around the Department's Administrative Office} \label{FIG:Standing_Banner} \end{figure} \section{Public Disclosure} \label{SEC:Public Disclosure} The information regarding the PEOs, SOs, annual student enrolment and graduation data, etc. is posted both on the standing banners in front of the Department's administrative office (see Fig. \ref{FIG:Standing_Banner}) and in the official website of the EESP (Please see Fig. \ref{FIG:Website}): http://eng.unhas.ac.id/electrical/ . \begin{figure} \centering \includegraphics[width=0.8\columnwidth]{ISI/BACKGROUND/FIG/Website.pdf} \caption{The Screen-shot of the Front Page of the EESP Official Website} \label{FIG:Website} \end{figure} \section{Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and the Actions Taken to Address Them} \label{SEC:Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and the Actions Taken to Address Them} \textbf{\underline{Not yet applicable}} for Readiness Review.