Refine your search
Collections
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Chiplunkar, Niranjan N.
- Undergraduate Students' Research: A Case Study of their Experiences and Perceptions in an Autonomous Institution
Abstract Views :178 |
PDF Views:2
Authors
Affiliations
1 Dept. of Mechanical Engg., NMAM Institute of Technology, Nitte - 574 110, Karnataka, IN
1 Dept. of Mechanical Engg., NMAM Institute of Technology, Nitte - 574 110, Karnataka, IN
Source
Journal of Engineering Education Transformations, Vol 28, No Spl Iss (2015), Pagination: 34-39Abstract
Undergraduate students are the important element of any University/Institution involved in higher education and research. They influence the education system and their involvement, experience and satisfaction determines the success or failure of any Institution. Research is an integral component of the teaching-learning process and it has been found that academic excellence depends on research excellence. In this context, there is a need to involve undergraduate students in the research activities in different disciplines, in order to train them to understand the nuances of research. In fact the involvement of undergraduate students in faculty research activities is very minimal and they are denied the benefits of a research-based learning experience. This paper tries to present the current status of involvement of undergraduate students in research activities in two departments in an autonomous Institution. It discusses the students' awareness, experiences and perceptions and suggests measures that can be taken to increase their involvement in research.
- Attainment of Programme Outcomes through Course Outcomes in Outcome Based Education:A Case Study
Abstract Views :273 |
PDF Views:6
Authors
Affiliations
1 Dept. of ISE, NMAM Institute of Technology, Nitte, IN
2 Dept. of CSE, NMAM Institute of Technology, Nitte, IN
1 Dept. of ISE, NMAM Institute of Technology, Nitte, IN
2 Dept. of CSE, NMAM Institute of Technology, Nitte, IN
Source
Journal of Engineering Education Transformations, Vol 31, No 2 (2017), Pagination: 26-30Abstract
In the new Outcome Based Education model as prescribed by National Board of Accreditation (NBA), one of the most important criteria is the Attainment of Programme Outcomes (POs). The Programme Outcomes are specific rather than narrower statements that describe what students are expected to know and be able to do upon the graduation. These relate to the skills, knowledge, and behavior that students acquire in their matriculation through the programme. The Programme Outcomes can be attained through the attainment of Course Outcomes of the courses pertaining to that programme. In this paper a sample course viz. Building Enterprise Applications has been selected to demonstrate the process involved in the attainment of Course Outcomes. The contribution of Course Outcomes to Programme Outcomes is also demonstrated.Keywords
Outcome Based Education, Course Outcomes, Programme Outcomes.References
- National Board of Accreditation Training Material for Evaluators / Stakeholders on Outcome Based Accreditation Process&Parameters.
- Engineering Staff College of India Reading Material on Quality Initiatives in Technical and Higher Educational Institutions.
- National Board of Accreditation website: www.nbaind.org
- ]http://bigthink.com/neurobonkers/learning-howtolearn
- Yousef Abosalem -Assessment Techniques and Students'Higher-Order Thinking Skills , International Journal of Secondary Education ISSN:2376-7464 (Print); ISSN: 2376-7472 (Online)
- Cowan, J. (2005) In:Designing assessment to enhance student learning.
- David Boud, Presentation to the Conference 'Effective Assessment at University', University of Queensland, 4-5 November 1998.
- Boud, D. (1995). Enhancing Learning Through Self Assessment. London. Routledge Falmer.
- What Does Research Say About Assessment? R.J. Dietel, J.L. Herman, and R.A. Knuth NCREL, Oak Brook, 1991
- Effective Assessment in a Digital Age: A guide to technology-enhanced assessment and feedback. http://www.jisc.ac.uk/media/documents/programmes /elearning/digiassass_eada.pdf [9thAugust 2011].
- Redecker, C., Leis, M., Leendertse,M. Gijsbers, G., Punie,Y.,Kirschner, P. Stoyanov, S. andHoogveld, B. (2010). The Future of Learning: New Ways to Learn New Skills for Future Jobs Results from an online expert consultation.
- Davis MH. (2003) Outcome-based education J Veterinarian Med Educ., 30:258–63
- L S Admuthe, D Y Loni (2016) Course Outcome Program Outcome Mapping Matrix & Attainment Issues and Model Based Solutions for Tier II Category, Journal of Engineering Education Transformations. doi:10.16920/jeet/2016/v0i0/85662.
- S.Y.W. Lam (2009) Outcome-based approach to teaching learning and assessment in geomatics higher education.The HongKong experience SurveyorsKey Role in Accelerated Development FIG Working Week
- SujataWadhwa, Dr.Audre Barlow, Dr. Siddharthsinh J adega (2016) Facilitating Assessments to Foster 21st Century Skills: Towards Technological Terrains, Journal of Engineering Education Transformations, pp. 647-652.
- Crespo, RM Najjar, JDemtl M, Leony D,Neumann S, Oberhuemer P, Totsching M, Simon B, Gutierrez , Delgado Kloos (2010) Aligning Assessment with Learning Outcomes in Outcome-based Education, IEEE Education Engineering, pp. 1239-1246.
- Project Based Learning (PBL): Issues Faced by Faculty for its Effective Implementation
Abstract Views :186 |
PDF Views:6
Authors
Affiliations
1 Department of Mechanical Engg., NMAM Institute of Technology, Nitte – 574 110, Udupi District, Karnataka State, IN
2 NMAM Institute of Technology, Nitte – 574 110, Udupi District, Karnataka State, IN
1 Department of Mechanical Engg., NMAM Institute of Technology, Nitte – 574 110, Udupi District, Karnataka State, IN
2 NMAM Institute of Technology, Nitte – 574 110, Udupi District, Karnataka State, IN
Source
Journal of Engineering Education Transformations, Vol 31, No 3 (2018), Pagination: 9-16Abstract
Project based learning (PBL) is increasingly being used in technical education as a learningmethodology to enhance student learning and make them useful to the society and employable. There is a need to integrate it into the existing curriculum to make it current and relevant to the society. Projects have been an integral part of technical education, ever since it started. But these have not been managed properly to make students realize the use of this for their learning. The needs of the industries keep changing and the developments in science and technology is so fast that existing technologies become outdated in no time. In this changing scenario, there is a need to implement PBL in the teaching-learning process to effectively attain the 'outcomes' of a course, as there is a transformation to 'Outcome-based Education' (OBE), and the accreditation is also OBE based. Among the various aspects, the role of faculty in effective implementation of PBL is very important. In this context, this paper will analyze the various issues faced by the faculty and then take one of the departments of the authors' institution for obtaining feedback based on a survey instrument. The preliminary findings are presenteda long with the general guidelines to be followed to overcome difficulties and to facilitate effective implementation of PBL.Keywords
Project Based Learning, Faculty, Implementation, Questionnaire, Feedback.- The Need for a Structured Approach to Teach Engineering–Some Preliminary Thoughts
Abstract Views :188 |
PDF Views:2
Authors
Affiliations
1 Dept. of Mechanical Engineering, NMAM Institute of Technology, Nitte – 574110. Karnataka, IN
1 Dept. of Mechanical Engineering, NMAM Institute of Technology, Nitte – 574110. Karnataka, IN
Source
Journal of Engineering Education Transformations, Vol 32, No 3 (2019), Pagination: 19-26Abstract
Engineering education has seen lot of changes in the last fifty years. There has been a drastic change in the way engineering education is delivered today than it was before. In today's world, the emphasis is on 'outcomes', and we are supposed to follow the 'outcomes based education' (OBE). The accreditation methodology adopted by the National Board of Accreditation (NBA) is outcomes based, where the focus in on the student (learner), rather than the teacher. In this scenario, the approach to teach engineering also should undergo a change and accordingly, this paper provides some thoughts on the need to follow a structured approach to teach engineering. The formal training of teachers is very much essential, as teachers lack awareness about the need to follow a proper methodology when they teach their students. A two day workshop carried out at the authors' institution has provided some valuable feedback regarding the need for such a structured approach to teach engineering. Such kind of programs / courses will go a long way in improving the quality of teaching and make the teachers more oriented towards OBE.Keywords
Teaching Engineering, Outcome Based Education.References
- Rao, O.R.S. (2013) Outcome based Engineering Education – Need of the Hour, The Journal of Engineering Education, 1-13.
- Felder, R.M., & Silverman, L.K. (1988) Learning and Teaching styles in Engineering Education, Engr. Education, 78(7), 674-681.
- Felder, R.M., & Henriques, E.R. (1995) Learning and Teaching Styles in Foreign and Second Language Education, Foreign Language Annals, 28 (1), 21–31.
- Courter, S., Balaraman, P., Lacey, J., & Hochgraf, C. (1996) Strategies for Effective Teaching – A Handbook for Teaching Assistants, prepared by Teaching Assistant Fellows, University of Wisconsin-Madison, College of Engineering.
- Nor ri s , P.M., & Pa lmer, S.C. (1 996) Effectiveness of the Woodruff School Doctoral Teaching Intern Program, ASEE Annual Conference Proceedings, Session 3630, 1.176.1 – 1.176.9.
- Felder, R. M., Woods, D.R., Stice, J.E., & Rugarcia, A. (2000) The Future of Engineering Education II. Teaching Methods, Chem. Engr. Education,34(1), 26-39.
- Ditcher, A.K. (2001) Effective teaching and learning in Higher Education, with particular reference to the Undergraduate Education of Professional Engineers, Int. J. Engng Ed., 17(1), 24-29.
- Welch, R., Hitt, J., Baldwin, J., Bentler, D., Clarke, D., & Gross, S. (2001) The ExCEED Teaching Workshop: Hints to Successful Teaching, Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition.
- Elshorbagy, A., & Schonwetter, D.J. (2002) Engineer Morphing: Bridging the Gap between classroom teaching and the Engineering Profession, Int. J. Engng. Ed., 18(3), 295-300.
- Wankat P.C., Felder, R. M., Smith, K.A., & Oreovicz, F.S. (2002) The Scholarship of Teaching and Learning in Engineering, Chapter 11 of M.T. Huber and S. Morreale, eds., Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground. AAHE/Carnegie Foundation for the Advancement of Teaching, Washington, 1-13.
- Houghton, W. (2004) Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics, The Higher Education Academy, Engineering Subject Centre, University of Exeter.
- Dee Fink, L., Amrose, S., & Wheeler D., (2005) Becoming a Professional Engineering Educator: A New Role for a New Era, Journal of Engineering Education, 185-194.
- Prince, M.J., & Felder, R.M. (2006) Inductive Teaching and Learning Methods: Definitions, Comparisons and Research Bases, Journal of Engineering Education, 123-138.
- Sellers, S.L., Roberts, J., Giovanetto, L., Friedrich, K., & Hammargren, C. (2007) Reaching All Students – A Resource for teaching in Science, Technology, Engineering and Mathematics, Second Edition, Center for the Integration of Research, Teaching, and Learning Madison, Wisconsin.
- Kapranos, P., & Tsakiropoulos, P. (2008) Teaching Engineering Students, International Symposium for Engineering Education, 2008, Dublin City University, Ireland.
- Goodhew, P.J. (2010) Teaching Engineering – All you need to know about engineering education but were afraid to ask, The Higher Education Academy – UK Centre for Materials Education, University of Liverpool, ISBN 978-1-907207-22-8.
- Conley, C.H., Ressler, S.J., Lenox, T.A., & Samples, J.W. (2000) Teaching Teachers to Teach Engineering- T4 E, Journal of Engineering Education, 89(1). 31-38