Journal of Engineering Education Transformations

Shivanand P. Prabhuswamimath ¹, I. G. Siddalingeshwar ¹, Veeresh Angadi ¹, Krishnaraja G. Kodancha ², Sanjay Kotabagi

Affiliations
1 Department of Automobile Engineering, IN
2 Department of Mechanical Engineering, IN

Abstract

Communication is a purposeful activity of exchanging information and meaning across space and time using various technical or natural means. Communication requires a sender, a message, a medium and a recipient. Lifelong learning (LLL) is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. Lifelong learning is being recognized by traditional colleges and universities as valid in addition to degree attainment. Proficiency in communication behaviors can make any engineer more versatile and thus more competitive in today's job market. Communication skills of engineers play a very important role in the era of globalization and competitiveness. Lifelong learning offers engineers the opportunity to bring up to date their knowledge of and enjoyment in the work they do which is very crucial for an organizational growth. Research paper and Case study analysis is a good opportunity to enhance Communication skills. Quiz and open book exam helps students in Lifelong Learning. One of the pedagogical ways to overcome this obscurity is effective assignment. An attempt made to enhance communication skills and lifelong learning in the course titled management theory and practice. The course mainly emphasis on Planning, Organizing, Leading, Controlling functions of management and Social Responsibility, Ethical guidelines for an organization. The students in a group took a case study and research paper pertaining to management concepts and their branch of study. This led to better learning process in the form of self directed learning and development of professional skills.

Keywords

Communication Skills, Lifelong Learning, Pedagogy, Assignment.

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Nagaraj Ekabote ¹, Krishnaraja G. Kodancha ¹, Deepak A. Yaraguppi ¹

Affiliations
1 KLE Technological University, BVB Campus, Hubballi, IN

Abstract

Laboratory experiments are designed to develop the problem solving skills in students to bring research and practice culture. From the earlier reports, it has been found that running few but more open-ended experiments compared to exercises enhances the learning. Skills to execute open-ended experiments through mini lectures, additional reading material, tutorials or self-study are not greatly effective. To bridge this gap, an effort was made to practice hypothesis report testing before the conduction of open-ended experiment in Design Analysis (DA) lab. A hypothesis has been drawn from the journal paper and effort was directed to prove the hypothesis. The report format was designed with due emphasis on decision making in hypothesis report testing. Assessment was done through the rubrics set in accordance with ABET's 3b program outcome criteria. Authors witnessed improved proactiveness amongst students in executing the open-ended experiment, that lead to enhanced achievement of ABET's 3b program outcome.

Keywords

Open-Ended Experiments, Hypothesis Testing, Design Analysis Lab.

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Arun Y. Patil ¹, M. Shivaprasad ¹, Krishnaraja G. Kodancha ¹

Affiliations
1 Department of Mechanical Engineering, B. V. Bhoomaraddi College of Engineering & Technology, Hubballi, IN

Abstract

Today's product design industries focus on continuous need for new, high quality and cost effective products. Recent surveys also showed that majority of problems with new products are not working as intended, taking too long to bring to market, or costing too much are the result of a poor design process. To address the afore mentioned issues product design teams are looking towards developing Fool- Proof solutions using design tools like Six Sigma Techniques, TRIZ etc. Among these TRIZ has been the predominantly used tool with fewer yields of results. This has made the Six sigma techniques to gain popularity in product development.

This paper delineates content design of IPD course (for PG-Machine design) and effort in teaching and giving an experience of applying design tools/techniques to real world problems. An attempt was made to bridge the gap between Academia and Industry. In order to expose the students to real time problems, a course project as a selfstudy backed up by practical sessions on design tools was introduced. The sessions included explanation of each module/tool with aid of case study/team building activity. The course project was intended at students to unlearn the traditional design tools and learn tools viz. Industrial Design Sketching, Six sigma techniques with the aid of MINITAB software. Based on the industrial experience of the Instructors, the course/practical session content was framed in a way that offered students to learn, apply tools/techniques to real world problems to understand complications and minimize design errors, which also met the objective of industry ready students.

The outcome of this exercise yielded into several novel ideas. Out of which two ideas were processed for filing a patent. This study helped instructor to ascertain how effectively the integration of sketching and different six sigma tools can be made, to influence the students learning and demonstration capability.

Keywords

IPD, Integrated Product Design, Six Sigma Tools, Product Design, Self-Study, Fool-Proof Techniques.

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Nagaraj Ekabote ¹, Krishnaraja G. Kodancha ¹

Affiliations
1 Dept. of Automobile Engineering, BVB College of Engineering and Technology, Hubli, IN

Abstract

Engineering Design (ED) is one of the cornerstone courses in mechanical science engineering discipline. The objective of the course is to develop problem solving skills in students through design process. In order to enhance teaching learning process in ED course, new pedagogies are always practiced. The objective has been addressed through one of the most practiced pedagogy, project-based learning (PBL). By the earlier work the authors found that to address the objective of the ED course through PBL alone is diffi cult. Hence, an effort is made to bring tutorials along with PBL in ED course to improve teaching learning process. In ED course, a tutorial along with two theory classes in a week was introduced for second year students. Usage of decision making tools and methods in course projects was demonstrated in tutorials for a real practical problem. The assessment of the tutorial effectiveness was done on the basis of tools and methods used to take decisions at crucial stages of the course project design. Authors felt combining the pedagogies according to the subject requirement will defi nitely raise the competency of the students.

Keywords

Engineering Design Course, Project Based Learning (PBL), Tutorials, and Course Projects.

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Shivanand P. Prabhuswamimath ¹, I. G. Siddalingeshwar ¹, Veeresh Angadi ¹, Krishnaraja G. Kodancha ², Sanjay Kotabagi ²

Affiliations
1 Department of Automobile Engineering, IN
2 Department of Mechanical Engineering, IN

Abstract

Communication is a purposeful activity of exchanging information and meaning across space and time using various technical or natural means. Communication requires a sender, a message, a medium and a recipient. Lifelong learning (LLL) is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. Lifelong learning is being recognized by traditional colleges and universities as valid in addition to degree attainment. Proficiency in communication behaviors can make any engineer more versatile and thus more competitive in today's job market. Communication skills of engineers play a very important role in the era of globalization and competitiveness. Lifelong learning offers engineers the opportunity to bring up to date their knowledge of and enjoyment in the work they do which is very crucial for an organizational growth. Research paper and Case study analysis is a good opportunity to enhance Communication skills. Quiz and open book exam helps students in Lifelong Learning. One of the pedagogical ways to overcome this obscurity is effective assignment. An attempt made to enhance communication skills and lifelong learning in the course titled management theory and practice. The course mainly emphasis on Planning, Organizing, Leading, Controlling functions of management and Social Responsibility, Ethical guidelines for an organization. The students in a group took a case study and research paper pertaining to management concepts and their branch of study. This led to better learning process in the form of self directed learning and development of professional skills.

Keywords

Communication Skills, Lifelong Learning, Pedagogy, Assignment.

Full Text