Journal of Engineering Education Transformations

E. Sanjay ¹, A. Sachin ¹, M. Uma ¹, A. B. Raju ¹, N. Iyer ¹, S. Ajit ¹, S. Raghu ¹, S. Huddar ¹, G. Arun ¹, B. B. Kotturshettar ¹, B. L. Desai ¹, Ashok Shelter ¹

Affiliations
1 B V Bhoomaraddi College of Engineering and Technology, Hubli, IN

Abstract

In this era of technological advances many engineering solutions have improved the quality of living for mankind. The focus has been on innovative designs in engineering education. This process has to be strengthened by engineering the design across all domains of engineering. Engineering Design as a course has been offered by universities restricting the curriculum to Mechanical Sciences. particularly in the domain of Mechanical and Industrial Production Engineering. The need to evolve pedagogy for Electrical Sciences students is the challenge which has been addressed through this paper. Curriculum design and delivery, course outcomes and attainments of an undergraduate course for Electrical Sciences is presented here. Pedagogical practices include domain specific case studies, skill development in laboratory, activity based learning, course projects and continuous evaluation. The implementation of course is analyzed with respect to attainment of the outcomes (ABET a-k). Validation of some of the course outcomes is demonstrated through sample case studies as applied to the specific domain of Electronics & Communication, Electrical & Electronics, and Instrumentation Technology (ECE, EEE, IT).

Keywords

Engineering Design, Electrical Sciences, ABET Outcomes, Curriculum Design.

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B. B. Kotturshettar ¹

Affiliations
1 Industrial & Production Engineering Department, B V B College of Engineering & Technology, Hubli - 580031, Karnataka, IN

Abstract

The attainment of Program Outcomes (PO) at the time of graduation is a measure of the competence of engineering graduates. The program outcomes are generic and have wide scope for interpretation by the faculty member depending upon his/her experience and judgment. Therefore, the attainment process might end up with either measuring too many things making the entire exercise very hectic or measuring too little that may not be sufficient to capture the intent of the outcome. Nowadays the practice is to expand each of the program outcomes into a set of outcome elements. As a result, the faculty members can use these elements in adapting the outcomes to their courses. Even with the elements being known, many a times it is a difficult proposition especially for the novice and in-experienced faculty members to plan their delivery and assessment mechanism. The reason being each element may involve several attributes or stages before it is fully understood. An attempt has been made to identify those logical stages as performance indicators for each of the outcome elements. Performance indicators provide faculty members with enough resolution for planning effective delivery and assessment modes leading to meaningful attainment of program outcomes.

Keywords

Program Outcomes, Outcomes Elements, Performance Indicators, Course Outcomes.

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Gururaj Fattepur ¹, B. B. Kotturshettar ¹, S. B. Burli ¹, G. Jangali Satish ¹

Affiliations
1 Dept. of Industrial and Production Engineering, B. V. B. College of Engineering and Technology, Hubballi, Karnataka, IN

Abstract

The engineering design process is a methodical series of steps that engineers use in creating functional products and processes. The process is highly iterative process involving a cyclical process of idea generation, evaluation, and design improvement until the design requirement is met. It is a widely used design strategy due to its intuitive nature and effectiveness in facilitating design improvement, hence calls for the need of the hour to enhance students' cognitive levels. Engineering design courses can be best learnt through practical learning (often termed as Project Based Learning) by course projects, thus delivering this course in the early stages of mechanical science engineering students by offering projects as pedagogy is often a challenge on the part of the tutor. This paper collectively presents simple techniques adapted in conducting the projects for third semester undergraduate Industrial Production engineering students. A systematic approach was followed in the formation of the student teams, proposing the problem statements, students preparing for the reviews according to scheduled timelines, modeling the prototypes, conducting the reviews and preparing the PowerPoint presentations and project reports. By following this pedagogical method Program Outcome (c: Ability to design systems, components, or processes to meet customer needs) and (g: Ability to communicate effectively in both oral and written forms and to become proficient in working with diverse teams) were mapped for the assessment. It was also observed that there was an improvement in the PO attainment, a better team dynamics were observed, the quality of the projects was enhanced in terms of better idea generation, report writing and power point presentation also proved a better quality.

Keywords

Engineering Design, Course Projects.

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B. B. Kotturshettar ¹, B. S. Kakol ², S. V. Khandal ²

Affiliations
1 Mechanical Department, BVBCET, Hubli-580031, IN
2 IPE department, BVBCET, Hubli-580031, IN

Abstract

It has been experienced that an event based evaluation system always fails to evaluate the real learning of a student, as it emphasizes on memory based preparation and fails to provide the information on regularity in learning. Further, it is needed to engage students who are less oriented academically in learning and assessed in quick successions so that they are not burdened of preparing too much for the examination that are conducted after a long gap. Hence, it is always advisable to spread the evaluation evenly to entire span of the learning period. In the education system there were some efforts to reduce the period in between the evaluation events and it is successfully reduced to 6 weeks in a semester as of today. Still this period is not providing the continuity in the evaluation as this period also is considerably large. The paper proposes, weekly test as an effevtive tool to reduce the gap between Continuous Internal Evaluations (CIE) and this performance is considered as major component of overall CIE for theory courses. The paper provides the performance improvements in CIE of students in various courses and proves to be a better assessment process.

Keywords

Weekly Test, CIE, Standard Deviation, Assessment, Feedback.

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Shivashankar Huddar ¹, Prashant Achari ¹, Sanjay Eligar ¹, Uma Mudenagudi ¹, Nalini Iyer ¹, A. B. Raju ¹, Arun Giriyapur ¹, B. B. Kotturshettar ¹, Nitin Kulkarni ¹, Ashok Shettar ¹

Affiliations
1 B.V. B College Of Engineering And Technology, Hubli, Karnataka 580031, IN

Abstract

This paper discusses enhancement in development of project-based 'product design and realization (PDR)' course for undergraduate students. The course offered at an early stage of the curriculum is aimed at providing engineering design and product realization skills to the students. Creating an appropriate learning experience in product design is challenging owing to its multidisciplinary nature. An innovative multidisciplinary design-to-realization approach is adopted in this course and student teams are required to design and build working prototypes for predefi ned products. This course brings a new perspective to the multidisciplinary approach to teaching product design. Introduction of project based design experience at an early level provides students with an opportunity to develop capabilities to design complex systems in the future. PDR (a 3 credit course) introduced to electrical and mechanical sciences students (EC, EE, IT, IP, A&R, ME) at fourth semester (2nd year) level of engineering in BVBCET, Hubli. The implementation of course is analyzed with respect to attainment of the outcomes (ABET a-k). Also to illustrate the success of the course, the work of students in the form of Product at the end of course is included in results for validation.

Keywords

Design, Electrical and Mechanical Sciences, Outcomes (ABETa-k).

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Gururaj Fattepur ¹, B. B. Kotturshettar ¹, B. S. Kakol ¹

Affiliations
1 Dept. of Industrial and Production Engineering, BVBCET, Hubli, IN

Abstract

Contextual learning is one of the best ways to convey students the concepts that are being taught in a subject area to real industrial problems so that students are exposed to provide a real-world, product-based framework to integrate and expand the learning experiences from different courses and lab exercises and can enhance their engineering knowledge and skills. This innovative teaching learning process of Contextual Learning is being adopted in the Department of Industrial and Production Engineering for the students of third semester to eight semester and context of study is ASME #150 Gate Valve. This paper focuses on adopting this practice for third and fourth semester students in understanding the generalised design procedure and assembly of valve. Activities were carried out through an open ended experiment in Engineering Design Lab of third semester and a Self study component in Design of Machine Elements at fourth semester to convey the modelling and design concepts of gate valve. This paper concludes with the challenges encountered for the continual improvement for adopting this method of learning.g.

Keywords

Integrated Approach, Product-Based Learning.

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Shivaprasad Mukhandmath ¹, Shivashankar Huddar ², Rajashekhar Savadi ¹, Gopalkrishna Joshi ³, B. B. Kotturshettar ¹, Nalini Iyer ², Ashok Shettar ⁴

Affiliations
1 School of Mechanical Engineering, KLE Technological University, Hubballi - 580031, Karnataka, IN
2 School of Electronics and Communication Engineering, KLE Technological University, Hubballi - 580031, Karnataka, IN
3 Centre for Engineering Education & Research (CEER), KLE Technological University, Hubballi - 580031, Karnataka, IN
4 KLE Technological University, Hubballi, 580031, Karnataka, IN

Abstract

In recent years design thinking has taken center stage in the engineering curriculum. The driving force being the society and industries who need graduate engineers who can design, innovative, and creative products to help solve the real-world problems. The current paper discusses the experiences of a systematic approach in defining, teaching, and assessing the engineering design process to freshman engineering students at KLE Technological University (KLETU). The paper begins by defining 'design thinking' followed by briefly reviewing the role of engineering design and its importance in the engineering curriculum. Design is hard to learn but hardest to teach. Efforts have been made, in this work, to bring in the perspective of the pedagogy of activity-based teaching and its challenges and opportunities in teaching engineering design process at the freshman engineering level. This pedagogical approach, for freshman level, resulted in enhanced students learning.

Keywords

Design, Freshman Engineering, Activity, Learning.

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Vinayak N. Kulkarni ¹, V. N. Gaitonde ¹, B. B. Kotturshettar ¹, G. Jangali Satish ¹

Affiliations
1 School of Mechanical Engineering, KLE Technological University, Hubballi, Karnataka, IN

Abstract

In today's higher education system, the concept of specialization plays a vital role in the career development of engineering students across the world. Meanwhile, the requirement for automation engineers in manufacturing sector is increasing continuously due to upgradation of the technology in today's industrial scenario. The methodology of theme based curriculum design and its integration to the existing curriculum along with the assessment pattern have been explained throughout the paper. The results and attainment of performance indicators have been analyzed. It is found that the percentage attainment have improved from initial conventional laboratory experiments to final open-ended experiment of laboratory course leading to active learning among students.

Keywords

Postgraduate Program, Curriculum Design, Theme Based Curriculum, Program Outcome, Performance Indicators, Higher Engineering Education.

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Satish Chikkamath ¹, Raghavendra Shet ¹, P. Praveen ¹, C. I. Nalini ¹, B. B. Kotturshettar ¹

Affiliations
1 KLE Technological University, Vidyanagar Hubballi-580031, IN

Abstract

Realistic teaching, education learning curriculum and learning setup such as maker's space is very much essential to succeed the impact of Industry 4.0 on industrial engineering (IE). The Makers Space is a state of art facility created to promote product development and realization eco-system in KLE Technological University campus and is administered by the college as a resource for all engineering departments. Design and manufacturing are interdependent process. The curriculum of the verticals present in respective department should address the interdependency. The Makers space provides modern design, prototyping and manufacturing facilities like 3D printer, Laser cutting machine, PCB etching machine which helps to realize any electro mechanical product. The students were made to avail the maker space facility by undergoing a safety training session, the safety session emphasizes on the personal safety in the workshop, safe handling of the equipment. The aim of engineering design and product realization course is to align students to be conversant with the modern manufacturing facility like Makers space and indeed support the students and entrepreneurs to convert their product ideas into reality. The facilities encourage student teams, faculty members and entrepreneurs working towards creating products to realize our national dream - Make in India

Keywords

Prototyping, Make In India, Makers Space.

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Shreeshail M. L. ¹, Suresh H. K. ², Gurupadayya Hiremath ¹, Balachandra S. Halemani ¹, B. B. Kotturshettar ³

Affiliations
1 Assistant Professor, School of Mechanical Engineering, KLE Technological University, Hubli, Karnataka – 580031, IN
2 Assistant Professor, Department of Mechanical Engineering, B.V. Bhoomaraddi College of Engineering and Technology, Hubli, Karnataka – 580031, IN
3 Professor and Head, School of Mechanical Engineering, KLE Technological University, Hubli, Karnataka – 580031, IN

Abstract

Engineering drawing courses need to address the student’s expectations and maintain their interest. The first year engineering students at KLE Technological University undergo a 3 credit laboratory course on engineering drawing i.e. Computer Aided Engineering Drawing (CAED). This course involves manual drawing augmented with learning a drafting tool. Problem-based learning (PBL) approach, a promising new teaching approach which fuels the students learning capabilities is gaining attention of many leading technological universities. This PBL approach is introduced in teaching the CAED and the reactions are studied. Drawing standards and techniques were taught manually. After introducing PBL approach in our course and looking into the learners responses, we see improvement in the interest level of students and also in nurturing the skills required to address the problem. A real-world problem involving a route map was given to the students before teaching the drawing standards and students were asked to solve the problem. After teaching the basic of engineering drawings, the real-world problem was updated to a complex problem. Students provided solution with lot of curiosity and attentiveness. This facilitation of student friendly teaching-learning environment is most desired by any academician. The PBL approach to teach a technical drawing course is quite interesting not only for the learners but also for the instructors. The optimal PBL teaching approaches to these kinds of courses need more careful implementation steps. This small attempt to impart the drawing standards to learners using PBL route is successful looking into their responses to the problems.

Keywords

Engineering Drawing, PBL

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