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Engineering Curriculum Development Based on Education Theories


Affiliations
1 Indian Institute of Technology Ropar, Nangal Road, Rupnagar 140 001, India
2 Department of Computer Science and Engineering, Indian Institute of Technology Bombay, Powai, Mumbai 400 076, India
3 Department of Electrical Engineering, Indian Institute of Technology Madras, Chennai 600 036, India
4 Department of Mechanical Engineering, MCKV Institute of Engineering, Liluah, Howrah 711 204, India
5 Department of Aerospace Engineering, Indian Institute of Technology Kanpur, Kanpur 208 016, India
6 Department of Mechanical Engineering, Indian Institute of Technology Kharagpur, Kharagpur 721 302, India
 

Education theories stress not only societal context of education, but also educational philosophy, anthropology and psychology of learning. A formal curriculum theory, viz. Taba–Tyler rationale, has been proposed to incorporate philosophical, sociological, anthropological and psychological contexts of engineering education in the curriculum. The newly developed undergraduate curriculum at the Indian Institute of Technology Ropar is based on such education theories and has been presented as a case study. It has been demonstrated that the resulting curriculum can lead to unique courses that collectively bring out unique features such as core competency, strong connection to society, hands-on learning, creativity and innovation.

Keywords

Curriculum Development, Engineering Education, Entrepreneurship, Innovation, Societal Needs.
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  • Engineering Curriculum Development Based on Education Theories

Abstract Views: 288  |  PDF Views: 84

Authors

Jitendra Prasad
Indian Institute of Technology Ropar, Nangal Road, Rupnagar 140 001, India
Avijit Goswami
Indian Institute of Technology Ropar, Nangal Road, Rupnagar 140 001, India
Brijesh Kumbhani
Indian Institute of Technology Ropar, Nangal Road, Rupnagar 140 001, India
Chittaranjan Mishra
Indian Institute of Technology Ropar, Nangal Road, Rupnagar 140 001, India
Himanshu Tyagi
Indian Institute of Technology Ropar, Nangal Road, Rupnagar 140 001, India
Jung Hyun Jun
Indian Institute of Technology Ropar, Nangal Road, Rupnagar 140 001, India
Kamal Kumar Choudhary
Indian Institute of Technology Ropar, Nangal Road, Rupnagar 140 001, India
Mukesh Kumar
Indian Institute of Technology Ropar, Nangal Road, Rupnagar 140 001, India
Naveen James
Indian Institute of Technology Ropar, Nangal Road, Rupnagar 140 001, India
V. Ravi Shankar Reddy
Indian Institute of Technology Ropar, Nangal Road, Rupnagar 140 001, India
Satwinder Jit Singh
Indian Institute of Technology Ropar, Nangal Road, Rupnagar 140 001, India
Deepak Kashyap
Indian Institute of Technology Ropar, Nangal Road, Rupnagar 140 001, India
Milind Sohoni
Department of Computer Science and Engineering, Indian Institute of Technology Bombay, Powai, Mumbai 400 076, India
Nandita Das Gupta
Department of Electrical Engineering, Indian Institute of Technology Madras, Chennai 600 036, India
Prabhu Krishna Raina
Indian Institute of Technology Ropar, Nangal Road, Rupnagar 140 001, India
Samir Kumar Saha
Department of Mechanical Engineering, MCKV Institute of Engineering, Liluah, Howrah 711 204, India
Sanjay Mittal
Department of Aerospace Engineering, Indian Institute of Technology Kanpur, Kanpur 208 016, India
Suman Chakraborty
Department of Mechanical Engineering, Indian Institute of Technology Kharagpur, Kharagpur 721 302, India
Sarit Kumar Das
Indian Institute of Technology Ropar, Nangal Road, Rupnagar 140 001, India

Abstract


Education theories stress not only societal context of education, but also educational philosophy, anthropology and psychology of learning. A formal curriculum theory, viz. Taba–Tyler rationale, has been proposed to incorporate philosophical, sociological, anthropological and psychological contexts of engineering education in the curriculum. The newly developed undergraduate curriculum at the Indian Institute of Technology Ropar is based on such education theories and has been presented as a case study. It has been demonstrated that the resulting curriculum can lead to unique courses that collectively bring out unique features such as core competency, strong connection to society, hands-on learning, creativity and innovation.

Keywords


Curriculum Development, Engineering Education, Entrepreneurship, Innovation, Societal Needs.

References





DOI: https://doi.org/10.18520/cs%2Fv114%2Fi09%2F1829-1834