Journal of Engineering Education Transformations

N. R. Banapurmath ¹, P. P. Revankar ¹, R. S. Hosmath ¹, M. B. Gorawar ¹

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

Abstract

Fluid mechanics and Heat transfer are important application oriented courses taught for Mechanical engineering arena and also allied courses like Automobile Engineering, Aero-space and Chemical Engineering. The pedagogy for thermal engineering courses have undergone paradigm shift over the years through novel ways of industry participation, discussion of applications-driven issues, facilitate problem-solving skills, perform analysis/design of thermal systems and use of computational tools. The thermal course material is upgraded pertinant with new technology issues as part of the proposed pedagogical initiatives.

In this direction two lab courses of Fluid mechanics and Heat transfer were identified and revamped for enhanced learning of thermal concepts in the backdrop of student aversion towards these courses. The implementation of course delivery based on the Blooms taxanomy has improved the modus-operandi of delivery of these Lab courses. The categorization of the experiements as Demonstration, Exercise, Structured enquiry and open-ended enquiry has given ample opportunity for faculty to address the ABET 3a, 3b, 3c, 3d, 3e, 3g and 3k criterion to a greater extent.

Keywords

ABET Criteria, Fluid Mechanics, Heat Transfer, Structured Enquiry and Open-Ended Problems.

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N. R. Banapurmath ¹, P. P. Revankar ¹, M. B. Gorawar ¹, R. S. Hosmath ¹

Affiliations
1 School of Mechanical Engineering, KLETU, Hubballi, IN

Abstract

The new genre learners need tech-savvy Teaching-Learning procedure to initiate dialogue between the instructor and pupils. The course at Graduate level was envisaged based on employment statistics that indicated sizable segment of graduates opting teaching profession. The need for this course was also strongly supported by potential employer expectations in new recruits to possess better professional skills of team work and communication. The reported pedagogical initiative streams a non-conventional approach in imparting concepts on essentials of engineering education at Graduate level. The ordeal aims at providing a hands-on experience on broad principles of engineering education to Graduate students from multiple disciplines in Engineering. The course delivery involved oral and written presentations using conventional modes blended with Moodle-platform. The Course delivery and Assessment strategies were meticulously executed to foster interactive learning that lead to attainment of higher levels in Graduate attributes PO3 and PO5. The pedagogical impact of the course presented in form of statistical data strongly portrayed affirmative catalysis towards improved team work culture and communication skills.

Keywords

Heat and Mass Transfer, Research Element, Engineering Graduate Attributes.

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