Journal of Engineering Education Transformations

L. S. Admuthe ¹, Deepali Yoginath Loni ²

Affiliations
1 Department of Electronics, D.K.T. E’s Textile & Engineering Institute, Ichalkaranji, IN
2 D.K.T. E’s Textile & Engineering Institute, Ichalkaranji, IN

Abstract

One of the important element of Outcome Based Education(OBE) is establishment and attainment of Course Outcomes(COs) and Program Outcome(POs). POs are designed at program level considering knowledge and skills of the students and should demonstrate its attainment at the completion of course and program. COs are knowledge and skills that are formulated for each course. These COs are mapped to POs and attainment of each PO is calculated by various tools considering set target levels. Depending on target level achieved, action plan is decided at course level as well as program level for improvement if attainment level is weak. There are many difficulties in calculating attainment of COs and POs particularly in programs affiliated to university. In this paper two different models are developed for mapping and attainment of COs and POs. The results are tested for Electronics Engineering program affiliated to university. Major difficulty is in the attainment of course outcome due to university examination. The various issues in mapping and attainment are addressed in this paper with reference to June 2015 Self-Assessment Report.

Keywords

Outcome Based Education, Course Outcome, Program Outcome, Attainment.

Full Text

     

Deepali Yoginath Loni ¹, L. S. Admuthe ²

Affiliations
1 D.K.T. E's Textile & Engineering Institute, Ichalkaranji, IN
2 Department of Electronics, D.K.T. E's Textile & Engineering Institute, Ichalkaranji, IN

Abstract

Considering the transformation that is happening in the education system, the changing global focus and their demands to have ready employable students, has made the education system to adopt new tools and techniques to enhance student learning and develop professional attitude in them. Incorporating Outcome Based Education (OBE) is a way to achieve this. The paper focuses on various practical issues in implementation of OBE concerned with the structure of engineering curriculum. The paper has revealed the considerable gap in the curriculum structure for the attainment of the attitude and skill based outcomes.An implemented solution to these issues is presented and its execution is discussed in detail. Rubric is the most suitable assessment tool for the measuring these outcomes. The various concerns in the design of rubrics are also identified and clarified with sample rubrics.

Keywords

Engineering Curriculum, Program Outcomes, Rubrics, Attitude, Skill.

Full Text

     

L. S. Admuthe ¹, A. V. Shah ¹, S. J. Patil ¹

Affiliations
1 Department of Electronics Engineering, DKTE'S Textile and Engineering Institute, Ichalkaranji. Maharashtra, IN

Abstract

Design, development and analysis are the integral part of electronics Industry. Majority of Electronics Engineering graduates are working in embedded, VLSI, Automation, and Software Industries. To design industry ready curriculum is a major focus of this paper. To cope with industry requirements theoretical approach of Electronics subjects will not provide required skills and unable to build confidence while working in industry. In this paper we discussed autonomous curriculum which is based on project-based learning implemented from year 2016-17. First year curriculum focuses on to development of social awareness to observe social, environmental and industry needs. Second year has been focused on analog and digital components, sensors, market survey and to develop the small circuitry with PCB design. Main focus on third year is given on controlling parameters, Integrated circuits, controllers design and programming like Python, Raspberry Pi etc. Final year has been planned to make students expertise in domains of Embedded, VLSI and Automation to build social and environmentally sustainable projects. Overall 40 percent credit evaluation is based on project-based learning. In this paper comparison of non-autonomous curriculum and present curriculum of autonomous which is project-based learning with soft and technical outcomes measured through rubrics are presented. During last three years it has been observed that project-based learning approach is developing the technical skills like problem analysis, design and development, problem investigations etc. It also improves soft skills like team working ability, leadership quality, marketing skills etc.

Keywords

Autonomous Curriculum, Industry Ready Curriculum, Skill Development.

Full Text