A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Patil, Satyajit R.
- Design and Execution of Strategies for Effective Implementation of Outcomes Based Education (OBE) in Engineering
Authors
1 Automobile Engineering Department, Rajarambapu Institute of Technology, Sakharale, Maharashtra-415414, IN
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
Outcomes based education is at the center of engineering education today. National board of accreditation (NBA) in accordance with Washington accord has laid down the requirements that must be satisfied by engineering graduates in order to make them compatible and acceptable by the world outside. It is learnt that, the effective implementation of Outcomes Based Education (OBE) framework definitely gives fruitful results in the form of attributes that are achieved by graduates passing out from the programme. At the same time, implementation of OBE is a tedious and time consuming exercise. This necessitates that the systematic plan is prepared and implemented to get the intended results after the implementation.
The present paper focuses on the systematic and stepwise plan designed and executed to understand and experience OBE framework. An awareness was created amongst the students and faculty about OBE framework that includes design of Programme Educational Objectives, Program Outcomes, Course Learning Outcomes, their mapping and assessment procedure. A systematic methodology was developed to ensure system in place for design of formats and for exhaustive collection of required data for attainment of course outcomes, program outcomes and program educational objectives. Attainment of all the courses contributing to POs, attainment of all POs and attainment of PEOs was calculated with appropriate selection and use of direct and indirect assessment tools. Finally, results on level of attainment of CLOs, POs and PEOs are presented to be useful in removing lacunae if any, in curriculum design, delivery of instructions and assessment methods.
Keywords
Outcomes Based Education, Graduate Attributes, Accreditation, Washington Accord.
- Design and Execution of Strategies for Effective Implementation of Outcomes Based Education (OBE) in Engineering
Authors
1 Automobile Engineering Department, Rajarambapu Institute of Technology, Sakharale, Maharashtra-415414, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 1 (2016), Pagination: 111-117Abstract
Outcomes based education is at the center of engineering education today. National board of accreditation (NBA) in accordance with Washington accord has laid down the requirements that must be satisfied by engineering graduates in order to make them compatible and acceptable by the world outside. It is learnt that, the effective implementation of Outcomes Based Education (OBE) framework definitely gives fruitful results in the form of attributes that are achieved by graduates passing out from the programme. At the same time, implementation of OBE is a tedious and time consuming exercise. This necessitates that the systematic plan is prepared and implemented to get the intended results after the implementation.
The present paper focuses on the systematic and step wise plan designed and executed to understand and experience OBE framework. An awareness was created amongst the students and faculty about OBE framework that includes design of Programme Educational Objectives, Program Outcomes, Course Learning Outcomes, their mapping and assessment procedure. A systematic methodology was developed to ensure system in place for design of formats and for exhaustive collection of required data for attainment of course outcomes, program outcomes and program educational objectives. Attainment of all the courses contributing to POs, attainment of all POs and attainment of PEOs was calculated with appropriate selection and use of direct and indirect assessment tools. Finally, results on level of attainment of CLOs, POs and PEOs are presented to be useful in removing lacunae if any, in curriculum design, delivery of instructions and assessment methods.
Keywords
Outcomes Based Education, Graduate Attributes, Accreditation, Washington Accord.References
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- Laboratory Development through Quality Circle Approach
Authors
1 Department of Automobile Engineering, Rajarambapu Institute of Technology, Rajaramnagar, Dist.: Sangli, Maharashtra-415414, IN
Source
Journal of Engineering Education Transformations, Vol 24, No 3 (2011), Pagination: 8-15Abstract
This paper presents the work carried out by Quality Circle at Automobile Engineering Department of Rajarambapu Institute of Technology, Sakharale, to develop a demonstration setup of Electronic Ignition System of two wheeler in Automobile Electrical and Electronics Laboratory of the same department, aimed at better understanding of practical concepts of automotive ignition systems. Due to lack of demonstration setup, the experiment on electronic ignition system was being conducted merely theoretically earlier; which resulted in poor understanding of concept and working of the system. During this period, 28 meetings were conducted and 12 step QC methodology was applied in order to find the solution. QC tools such as Pareto diagram, Cause - effect analysis, why-why analysis were used effectively. As a part of solution, the Quality Circle fabricated a demonstration setup of electronic ignition system which helped students in understanding the system practically. The solution was implemented for final year Automobile Engineering students over a period of two months after which follow-up and review was taken which showed increased response of students in terms of attendance, understanding and better performance in viva. Also, it resulted in effective utilization of practical hours.
The case study offered benefits to the Quality Circle members in terms of recognition at institution, regional, national and international level, attitudinal change and joy of creative fulfillment. Moreover, it emphasized the importance of team work. The case study was presented at International Convention on Quality Control Circles and won the Gold Medal for the same.
Keywords
Quality Circle, Demonstration Setup, Electronic Ignition, QC Tools.- Curriculum Development of Automobile Engineering Undergraduate Program at an Autonomous Institute
Authors
1 Automobile Engg. Dept., Rajarambapu Institute of Technology, Rajaramnagar, Dist. Sangli (Maharashtra State) India – 415414, IN
Source
Journal of Engineering Education Transformations, Vol 31, No 3 (2018), Pagination: 271-280Abstract
Curriculum development for any educational program is one of the core academic processes. The success of the program largely depends on the design and effective implementation of the same. This work presents an effort made to develop curriculum of undergraduate program of Automobile Engineering at Rajarambapu Institute of Technology (RIT). It highlights the current status and challenges for curriculum development of a specialized program like Automobile Engineering which evolves under the umbrella of a basic branch like Mechanical Engineering. Outcomes based approach adopted for the task is described. Inputs derived from various relevant sources like curriculum bench marking exercise, panel discussions held during curriculum development workshop and Board of Studies (BoS), ten job profiles for automotive industry as perceived by Mary Barra,Chairperson and CEO of General Motors have been presented in the work. The transformations in the form of introduction of new courses or revision in course content, along with limitations of the effort are discussed. Similar approach, it is felt, could be adopted for curriculum development of other autonomous engineering programs.Keywords
Curriculum Development, Automobile Engineering, Courses, Outcomes Based Education.- Curriculum Development of an Engineering PG Program at an Autonomous Institute – A Case Study
Authors
1 Automobile Engg. Dept., Rajarambapu Institute of Technology, Rajaramnagar, Affiliated to Shivaji University, Kolhapur. Dist. Sangli (Maharashtra State) India – 415414, IN
Source
Journal of Engineering Education Transformations, Vol 32, No 4 (2019), Pagination: 31-38Abstract
The evolution of the knowledge economy and the need for exploiting advancements in engineering sciences for commercial benefits have shifted the focus from undergraduate to postgraduate level education in engineering and technology. The number of students aspiring for post-graduation in engineering has seen a rise in recent past. There are about four thousand colleges in India which are offering PG programs in engineering and technology. The success of any educational program largely depends on the design and effective implementation of the curriculum. This work makes an effort to present the case study on curriculum development of a postgraduate Automobile engineering program at RIT. The requirements of a PG engineering program have been highlighted. The recently introduced framework of AICTE model curriculum for PG programs is introduced. The findings of analysis based on curriculum benchmarking are shared. The other two important dimensions of the curriculum development viz. outcomes-based education (OBE) and student placement perspective are presented. Finally, the salient features of the curriculum and structure are presented.Keywords
Curriculum, Outcome-based Education, PG Automobile.References
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- IRSIEC Technique-Integral Revision, In Semester Examination and Evaluation of Content/Course
Authors
1 Rajarambapu Institute of Technology, Islampur, Shivaji University Kolhapur, M.S., IN
2 Ashokrao Mane Group of Institutions, Wathar, Shivaji University Kolhapur, M.S., IN
Source
Journal of Engineering Education Transformations, Vol 32, No 4 (2019), Pagination: 39-45Abstract
In this paper a new active learning method is discussed, IRSIEC - Integral Revision, In Semester Examination and Evaluation of Content/ Course. Method of revision, examination and assessment is done. This method can be implemented to any class of UG/PG programs. Group formation in class, instructions are given to the student, topic for each group is given with drawing sheets for presenting their topic on it. Monitor/Teacher observes and assesses students. Revision, examination and Assessment are done simultaneously. Implementation of this method requires less time and more student involvement is possible. Each student revises the content and is examined; he/she is given full chance to expose his/her learning skills. This technique has enhanced students learning compared to traditional way of teaching learning method.Keywords
IRSIEC, Active Learning, Innovative Best Practices, Teaching Learning Method.References
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- Online Teaching-Learning Experience During COVID-19 Pandemic – A Case Report
Authors
1 Rajarambapu Institute of Technology, Rajaramnagar, Dist. Sangli (Maharashtra State) – 415414, IN
Source
Journal of Engineering Education Transformations, Vol 35, No 2 (2021), Pagination: 114-119Abstract
On the backdrop of COVID-19 pandemic lockdown in India that was implemented suddenly since 24th March 2020, the educational institutes faced the challenge of course delivery and academic engagement of the students. Many institutes responded through online teaching-learning mode. However, the transition from physical classes to virtual mode course delivery was all of a sudden for both; student as well as faculty community. Hence, it is important to develop an understanding of perception of students and faculty members to this experience of online teaching. This work reports preliminary findings on an online course delivery initiative at an autonomous institute during the lockdown period and efficacy of the virtual model in order to validate the hypothesis that virtual course delivery is well received by the students and proves beneficial. Also, an effort is made to investigate whether the students' acceptance to online teaching is influenced by the stream they belong to and if there is any correlation between the academic achievements of students and their acceptance to online mode. In view of growing trend towards online learning post COVID-19 scenario, the findings offer valuable insights. From the view point of overall experience and benefits from online teaching-learning, a clear division is found among the students' opinions. Nearly half of the students (48.08%) have found to be benefitted through online classes while the remaining don't seem to have satisfied and thus benefitted from the initiative. The authors propose a hybrid approach combining physical and virtual experiences for future purposes, owing to inherent limitations of online teaching being reflected through the students' responses.Keywords
COVID-19 Pandemic, Online Teaching-Learning, Course Delivery, Student Engagement, Student Perception.Full Text
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