Journal of Engineering Education Transformations

Rajesh Dontham ¹, Manoj A. Patil ¹, Sandeep A. Thorat ¹

Affiliations
1 Dept. of Information Technology, Rajarambapu Institute of Technology, Sakharale, Sangli-Dt., MH, IN

Abstract

A vital step for the student's pathway during their graduation is placement which is one of the imperative criteria for any institution from the accreditation point of view as well. Kasegaon Education Society's Rajarambapu Institute of Technology (RIT) was established in 1983 in an elfin village Sakharale and became autonomous in 2011-12. Most of the students admitted into the college for Undergraduate programs are from rural backgrounds which provided us an opportunity to work on improving the employability skills of the students and sharpen them in industry specific areas. We are exploring the wings of institute's autonomy in design of curriculum to introduce the industry practices into the academic curriculum through innovative practices viz; design of assessment & evaluation methods, improvement of Programming, Project making and Professional Skills. This paper discusses the assessment and evaluation methods and innovative practices being adapted in the department of IT. Initally, the current requirements of the industry were identified through "Faculty Industrial Visits" and in view of that, the courses were selected and assesment and evaluation methods were designed by incorporating the "Outcome-Based Education" (OBE) methods. The students are assessed and evaluated as per the designed assessment methods and schemes for all courses including the project work. Different methods are practiced to improve the programming skills. The professional skills are practiced by the students under the placement club, department of Information Technology.

Keywords

Autonomy, Faculty Industry Visits, Assessment Methods, Evaluation Schemes, Outcome-Based Education, Placement Club.

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Rajesh Dontham ¹, Savita. P. Patil ¹, Manoj. A. Patil ¹, Anupama. K. Ingale ¹

Affiliations
1 Dept. of Information Technology, Rajarambapu Institute of Technology, Sakharale, Sangli-DT, MH, IN

Abstract

This paper expounds a novel pedagogical approach used to teach engineering theory courses by using BLOOMS TAXONOMY(TC-BT) as a tool and practical courses using Magic of Making Mistakes (PC-MoMM) in Information Technology programme. The instructions and activities for the theory course being taught are planned in accordance with the cognitive levels of complexity. For each unit being taught, assessment methods are planned to check whether the cognitive levels of BLOOMS Taxonomy are attained or not. The practical course is planned using MoMM pedagogical approach which also integrates collaborative learning activities and peer-to-peer assistance during the laboratory slots. During the implementation of this approach Information and Communication Technology (ICT) tools are used to evaluate students' performance to obtain immediate feedback. Based on the results and feedback, appropriate measures are taken to enhance the learning of students. The results are analyzed and had shown great improvements in the learning of the students. The MoMM approach seemed to be very effective for the programming courses. Designing instructions and assessment as per cognitive levels also directed faculty in the course improvement.

Keywords

Blooms Taxonomy, Pedagogy, ICT.

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V. R. S. V. Bharath Pulavarthi ¹, Rajanikant A. Metri ¹, Rajesh Dontham ², I. Srikanth ¹, C. L. Bhattar ¹

Affiliations
1 Department of Electrical Engineering, Rajarambapu Institute of Technology, Sakharale, Sangli-DT, MH, IN
2 Dept. of Information Technology, Rajarambapu Institute of Technology, Sakharale, Sangli-DT, MH, IN

Abstract

In engineering education programs, students are expected to gain certain skill sets to address the global problems.Assessment of these skill sets by the instructor is one of the challenging task. This paper discusses the designed rubrics and the assessment tools used in order to attain graduate attributes to its best. The 'Automation and Control Laboratory' course of Final Year B. Tech Electrical under-graduate programme is selected for the attainment of Program Outcomes. The assessment of the course is done through Continuous Assessment (CA) and Course-Mini Projects (CMPs). Implementation of different methodologies to assess the student's skills are discussed in the paper. The correlation between assessment methods and CLOs and then POs is done. The attainment of POs is calculated after calculating Course Outcomes (COs) through direct and indirect methods.

Keywords

Outcome Based Education (OBE), Course-Mini Project (CMP), Continuous Assessment, Attainment.

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Rajesh Dontham ¹, Sushant Yelpale ¹, Varsha Lokare ¹, Pralhad Gavali ¹, Manoj Patil ¹, Savita Patil ¹

Affiliations
1 Department of Information Technology, Rajarambapu Institute of Technology, Sakharale-Village, Walwa-Taluk, Sangli-District, Maharashtra-State-415 414, IN

Abstract

This paper shares the best practices adapted in the department of Information Technology to enhance the employability of students. Student's placement is considered to be the most important factor for any program in the engineering education. The vision, mission, goals and curriculum of the Information Technology program are designed in-line to prepare the students to be industry ready. Also, the curriculum delivery and evaluation of students are designed and executed with a goal to prepare students to be industry ready. Though all the collaborative efforts of the work force of the IT department and its associates are taken to execute their tasks that should lead to placement of all eligible students, the placement statistics of the department is not satisfactory. The collaboration amongst the work force and its associates must be redefined to improve the placements of the students. To address the student's placements to its best, a team of volunteers from the faculty is formed under best practices activity of Quality Circle at RIT and proposed a solution by defining innovative practices that lead to the betterment of student's placement and titled as "Faculty's Portfolio Collaboration: To enhance Student's placement through faculty's coordination". The practices defined were practiced for one academic year and the results are analyzed. The analysis of the results showed that there is an improvement in the performance of students in most aspects and requires additional efforts for betterment of few other aspects. Necessary measures were also identified and suggested to faculties for the improvement in the portfolios that under performed. The practices defined will be continued in the department to achieve consistency in the results and analyze the same.

Keywords

Portfolios, Collaboration, Placements.

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