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.

Full Text

     

E. Sanjay ¹, M. Uma ¹

Affiliations
1 ECE Department, KLE Technological University, BVB Campus, Hubli, IN

Abstract

This paper proposes a method to: (i) identify the prerequisite concepts in a Junior course CMOS VLSI Circuits (ii) assess the competency of students in the identified concepts (iii) identify the weak concepts, and (iv) provide remedial measures for addressing the weak concepts. The study pertains to undergraduate students of Electronics and Communication Engineering. Prerequisites for a course are the required prior knowledge of concepts learnt in previous semesters. The student attainment in the course will be adversely affected, if the attainment in prerequisite courses is not satisfactory. The pedagogical practices of providing awareness of the extent of linkage to prerequisites for the course, and retention of concepts for future courses are also presented here. Engineering education is a phase wise advancement of the student from Freshman to Sophomore, Junior and Senior. At each level of education the student is faced with a daunting task of retaining the concepts learnt in previous semesters and applying these concepts to understand new concepts or solve engineering problems. An attainment of 66% in the relevant course outcomes in previous semester provides the basis for identification of weak concept, which is further tested for retention by conducting a quiz in the identified concept.

Keywords

Prerequisites, Prerequisite Courses, Course Outcomes, Curriculum Structure, Attainment.

Full Text