Journal of Engineering Education Transformations

Poornesh M. ¹, Shreeranga Bhat ¹, Rio D'Souza ², E. S. M. Suresh ³, Vinayambika S. Bhat ⁴

Affiliations
1 Department of Mechanical Engineering, St Joseph Engineering College, Mangaluru, Karnataka, IN
2 Department of Computer Science and Engineering, St Joseph Engineering College, Mangaluru, Karnataka, IN
3 Department of Civil and Environmental Engineering, National Institute of Technical Teachers Training and Research, Chennai, Tamilnadu, IN
4 Department of Electronics and Communication Engineering, Mangalore Institute of Technology and Engineering, Moodabidri, Karnataka, IN

Abstract

Inculcating teamwork, communication skills, and lifelong learning are essential metrics of Outcome Based Engineering (OBE). Ensuring these in early professional courses will enhance the ability of the students to adopt the OBE effectively in the forthcoming semesters. Effective planning and deployment of pedagogy of engagement will aid the students and faculty members to attain the desired outcomes with effective utilization of resources. This article unearths the challenges and documents the lessons learned in deploying collaborative learning in the First Year (FY) engineering education. It establishes a comprehensive assessment methodology from OBE perspective. Further, it addresses professional skills such as teamwork, communication skills, and lifelong learning in a structured manner. The Action Research methodology is adopted by taking into account the OBE approach enshrined in the Programme Outcomes (POs) as suggested by the Indian statutory bodies. The collaborative learning approach of 'Student, Teams, Achievement, Division' (STAD) is utilized by establishing a heterogeneous group. The Define-Measure-Analyze- Improve-Control (DMAIC) approach is used for project deployment and sustainment. Statistical analysis is used to interpret the results effectively. The study shows that the desired outcomes are achieved with a minimum duration of the teaching-learning process. Moreover, statistical analysis shows that even weaker students can reach the set attainment target due to heterogeneous group formation and collaborative learning. Eventually, the structured approach assists in developing a framework for the effective Shreeranga Bhat Department of Mechanical Engineering, St Joseph Engineering College, Mangaluru, Karnataka, India shreerangab@sjec.ac.in deployment of collaborative learning by establishing robust assessment tools to address the POs related to professional skills. The study shows that collaborative learning can be effectively deployed in FY engineering education with specific reference to POs related to professional skills within the optimal duration, provided a structured approach is embraced. It is also observed that heterogeneous group formation assists slow learners to elevate themselves to progressive learners due to teamwork and the influence of wiser students.

Keywords

Professional Skills, Collaborative Learning, Outcome Based Education, First Year Engineering Education.

Full Text

   

Shreeranga Bhat ¹, Rio D’Souza ², E. S. M. Suresh ³, Sathyendra Bhat ⁴, Ragesh Raju ⁴, Vinayambika S. Bhat ⁵

Affiliations
1 Department of Mechanical Engineering, St Joseph Engineering College, Mangaluru, Karnataka, IN
2 Department of Computer Science and Engineering, St Joseph Engineering College, Mangaluru, Karnataka, IN
3 Department of Civil and Environmental Engineering, National Institute of Technical Teachers Training and Research, Chennai, Tamilnadu, IN
4 Department of Computer Applications, St Joseph Engineering College, Mangaluru, Karnataka, IN
5 Department of Electronics and Communication Engineering, Mangalore Institute of Technology and Engineering, Moodabidri, Karnataka, IN

Abstract

Diversity is inevitable in every walk-of-life, and rightly in the learning process. Lack of strategies to address the need for diversified learning style is one of the stumbling-blocks for achieving the desired outcome among the students. The purpose of the research is to dwell deeper into the pedagogies of engagement to establish the strategies to accommodate diversity in learning style withing each session. The objective is to create a framework for resolving the issues of learning diversity through dynamic classroom strategies. Action Research Methodology is adopted to deploy and unearth the feasibility of strategies to resolve issues of learning styles. Silverman-Felder’s learning style approach is used to create a dynamic classroom. Also, statistical techniques are used to draw the inference and to determine the effectiveness of the established strategies to resolve the learning issues. The study indicated that learning styles could be effectively addressed in every session through meticulous planning and deployment of active learning methodology. The dynamic classroom approach has resulted in the achievement of the determined that the scientific planning of the session brings socio-technical changes among the students and in the system. desired outcome, which was validated through the assessment at the end of the session. Besides, the strategies adopted are validated by comparing the outcome of the other section through the internal test. Also, feedback of the students substantiated the methodology adopted to resolve the issues of diversity in learning styles. The study culminates that learning diversity can be addressed effectively only when the tutor is aware of learning styles and active learning strategies. Also, it is ascertained that the meticulous planning assists the faculty in ensuring value-added activities in the session. In addition, well-established

Keywords

Learning Diversity, Dynamic Classroom, Outcome Based Education, Active Learning.

Full Text

   

Beena B. R. ¹, E. S. M. Suresh ²

Affiliations
1 Department of Civil Engineering, Federal Institute of Science and Technology, Kerala, IN
2 Department of Civil and Environmental Engineering, National Institute of Technical Teachers Training and Research, Chennai, IN

Abstract

In the dynamic world knowledge without skills is worthless. In earlier times the education program focused on imparting knowledge alone. But presently along with knowledge transfer, skills should be developed in graduates to meet the demands of technical profession and emerging job markets across the world. As a result the engineering education system was transformed from input - output model to outcome based education model. ABET, NBA, ENQA, and AAAC etc were some of the accreditation agencies established to monitor and implement quality in professional education. This paper outlined the procedure for the assessment and attainment of outcomes defined by National Board of Accreditation (NBA), the accreditation body of India. A case study of attainment of program outcome (PO) and program specific outcome (PSO) process was discussed for tier II under graduate engineering program in the country. A comparison of PO & PSO attainments among different programs in an institute was also presented in the paper. From the study it had seen that only few courses in an engineering program contributed in accomplishing professional competencies defined by NBA. Also, various engineering programs exhibited medium level of correlation with program outcomes and program specific outcomes.

Keywords

Competence, Course Outcome, Program Articulation Matrix, Program Outcome, Program Specific Outcome.

Full Text

   

Arul Kumaravelu ¹, E. S. M. Suresh ²

Affiliations
1 Associate Professor, Department of Knitwear Design, National Institute of Fashion Technology, Chennai, IN
2 Professor & Head, Department of Civil Engineering, National Institute of Technical Teachers Training and Research (NITTTR), Chennai, IN

Abstract

The globalization of higher education has become one of the most significant factors for the academic, social, and political promotion of a country. Quality human resources and knowledge workforce plays a vital role in the emerging environment and digital economy. Assessment and Accreditation (AA) of education ensures the quality of education and make the system more responsive to demand and accountability. This paper explores international quality assurance models and compares the significant quality parameters of higher education with the Indian accreditation system. India's accreditation bodies, National Assessment and Accreditation Council (NAAC) and National Board of Accreditation (NBA) maintain the quality of higher education in India which evaluates the institutional and programme standards respectively. The research mainly adopted generic quality parameters identified by the global accreditation agencies for the survey and feedback from the educational experts in higher education. The paper aims to propose a quality assurance framework model that matches with global standards.

Keywords

Quality Assurance, Higher Education, Accreditation, Quality Framework.

Full Text