Journal of Engineering Education Transformations

Sandhya Tuti ¹, Rohit Kandakatla ¹, Syed Khamruddin ²

Affiliations
1 Department of Electronics and Communication Engineering, KG Reddy College of Engineering and Technology, Hyderabad, IN
2 Department of Electrical and Electronics Engineering, KG Reddy College of Engineering and Technology, Hyderabad, IN

Abstract

The evolution of Engineering Education (EE) in India has been drastic from the British era to the present day. EE in India started during the British era and focused mainly on civil engineering. In 1945 a Government Committee was appointed to suggest options for advanced technical education in India which recommended the establishment of higher technical institutes based on the Massachusetts Institute of Technology in the four regions of India which resulted in setting up five Indian Institutes of Technology and the 20 Regional Engineering colleges just after independence was one of the first milestone achieved by Independent India. Then, there are a large number of State Government Engineering Colleges, often affiliated to a University and having a limited or no autonomy about curriculum, examinations, degree granting, etc. The great demand for engineering and technical education has led to the mushrooming of a large number of private engineering colleges. Since the establishment of IIT Kharagpur in 1951, India has a total of 3,393 engineering colleges as on May, 2012.

In spite of the large number of engineering colleges in India, as per the third edition of the National Employability Report, Engineering Graduates - 2014, only 18.33% of the Indian engineers are employable and only about 18.09% actually get a job. This alarming survey indicates the need of a paradigm shift in today's school of engineering learning and training so that we may not only target increased employability but also set our eyes on ameliorating research and innovation into Engineering Education.

This paper presents the work conducted by the Centre of Engineering Education Development (CEED) at KG Reddy college of Engineering and Technology, which was established to continuously work towards improving the teaching learning process by implementation of new pedagogies. The focus will be on implementation of active learning into the lecture delivery, it's impact on the student's, subsequent results and the future scope of work.

Keywords

Engineering Education, CEED, Active Learning.

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Rohit Kandakatla ¹, Soujanya Reddy ¹

Affiliations
1 KG Reddy College of Engineering and Technology, Hyderabad, IN

Abstract

India produces a large number of engineers every year. But industry leaders constantly complain about the absence of quality engineers for their industries. The future success of Indian industry depends on the growth of quality engineering education (EE) in India, especially since Indian industry is competing globally in software, and in areas such as automobiles, chemicals and engineering equipment. In India, majority of students opt for engineering after their 12th standard. A very high percentage of this majority opt for engineering succumbing to peer pressure without any prior knowledge on the profession and discipline. This results in freshmen students unable to cope with the curriculum from the very fi rst year of study. This keeps piling up till their fi nal year which results in lack of quality engineers graduating from colleges. Making efforts to address this crisis at the beginning would be the right time and would stop the problem from escalating. This paper discusses an initiative which was designed to address this issue for freshmen students.

Keywords

Induction Program, Engineering Education.

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Syed Khamruddin ¹, Rohit Kandakatla ¹

Affiliations
1 Department of Electrical and Electronics Engineering, KG Reddy College of Engineering & Technology, Hyderabad, IN

Abstract

The use of technology in the classroom has been a regular practice in the 21^st century learning as compared to the traditional teaching and learning. However, the technology has been identified as a separate set of knowledge by most of the instructors in their pedagogical practice which is causing problems in effective teaching and learning. This article describes the process of using the conceptual framework of Technological Pedagogical and Content Knowledge (TPACK) which integrates the knowledge of educational with an instructor’s knowledge of pedagogy and course content, to technologically enhance a sophomore-level undergraduate electrical machines course. Concept map tool has been used to integrate and demonstrate the effective utilization of TPACK in the classroom teaching. The effective teaching learning process for the Electrical Machines course has been observed in this paper by designing a course website. The information in the paper will impact the effective integration of technology in teaching and learning process.

Keywords

TPACK, Enduring Outcome, Concept Maps, Course Website, Teaching and Learning.

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Radhika Amashi ¹, Gopalkrishna Joshi ², Rohit Kandakatla ²

Affiliations
1 Centre for Engineering Education Research, KLE Technological University, Hubballi, IN
2 Executive Director, Karnataka State Higher Education Council, Bangalore, IN

Abstract

Education for Sustainable Development (SD) has become vital in the field of engineering education because there is a need that engineers of the 21^st century should not only build technologies and solutions that meet human needs but are also expected to situate their professional practice in the context of society and the environment. Currently, most of the literature right now is focused on integrating the concept of SD in engineering education either at the first or higher semesters of the undergraduate program. To our knowledge, these studies discuss the process of integration, the impact of integration on student learning outcomes, desired competencies for SD, different teaching and learning strategies, and understanding student perception about SD. However, this study contributes to the literature by examining how this integration is influencing student`s knowledge, values, and behaviors in the first year of engineering as the outcome of integration. In this paper, we examine one such effort and try to investigate the impact of an SD module that was introduced to first-year engineering students as part of an engineering exploration course. Embedded mixed methods were used to understand the impact of introducing the SD module on student`s knowledge, beliefs, and values. From the results, we observe that there was no significant change in knowledge when analyzed quantitatively however qualitative analysis showed that the module had influenced students to transition from basic awareness about SD to accepting or committing to SD principles and finally reporting to take actions towards sustainable living and development.

Keywords

Education for Sustainable Development, First-Year Engineering Students, Values, Beliefs, and Knowledge.

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Madhu Asundi ¹, Rohit Kandakatla ¹, Gopalkrishna Joshi ²

Affiliations
1 Centre for Engineering Education Research, KLE Technological University, Hubballi, IN
2 Executive Director, Karnataka State Higher Education Council, Bangalore, IN

Abstract

Introduction of modelling and simulation experiences has been a widely accepted practice in the engineering education system. One of the key motivation to provide students with modelling and simulation opportunities is to equip them with the knowledge and skills to utilize modern tools, which are widely used in the industry for complex problem solving. There have been many studies conducted to understand the student’s ability to solve complex problems by adopting various practices and technology tools at 2nd or 3rd year of undergraduate engineering program.

In this study, one such experience for first year undergraduate students was conducted. Modelling and simulation was introduced in to a course named engineering exploration, to try and understand its effect in complex problem solving. This course is offered to all first-year students at KLE Technological University.

An experimental design for the study was used where 64 multidisciplinary projects were assigned to the control and experimental group. The experimental group was introduced with MATLAB-Simulink tool. At the end of the semester, each of the projects in both the groups were analysed to calculate the complexity of the projects. Descriptive statistics was used to compare the mean score of the complexity of the projects between these groups and to understand the effect of modelling and simulation experiences on students’ complex problem solving ability. The results from the study would be helpful for undergraduate engineering educators to develop the problem -solving skills among first-year engineering students

Keywords

Complex Problem Solving, Problem Solving, Modelling and Simulation.

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A. Deepika ¹, Rohit Kandakatla ¹, A. Saida ¹, Vijaya Bhasker Reddy ¹

Affiliations
1 Department of Electronics and Communication Engineering, KG Reddy College of Engineering, Center for Engineering Education Research, KLE Technological University, IN

Abstract

Higher education institutions around the world have encountered unprecedented times in the year 2020 due to the impact of the COVID19 pandemic. All academic institutions were forced to an online mode of learning due to the sudden lockdown imposed across different countries to curb the growth of the pandemic. Faculty who were teaching courses had to radically change their pedagogy and adopt technology tools that could support virtual synchronous learning. In this paper, we explore one such effort where faculty at a private undergraduate engineering institution reimagined how they could apply and teach innovative teaching methodologies through technology tools. Faculty teaching engineering courses have to often utilize active and collaborative pedagogical techniques to help students achieve higher level cognitive outcomes and we describe how the same techniques could be implemented through online mode of teaching.

All the faculty prior to the start of the semester has undergone a 3-week faculty development program on technology-enhanced learning. During the program, the faculties were encouraged to identify technology tools that can be used to implement pedagogic techniques that are aligned to the Interactive Constructive Active and Passive (ICAP) framework. We describe in the paper the process followed by the faculty to align technology tools with the various pedagogies identified for the courses. We provide a list of various pedagogies by mapping them to the ICAP framework and discuss how the technology tools were used to implement them. The discussion in this paper will provide engineering educators with much needed insights on how to implement innovative pedagogies through technology tools. The results can be used by faculty as they transition to a blended mode of learning post COVID19.

Keywords

Pedagogy, Interactive, Constructive, Active, Technology, Canvas LMS.

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Rayapudi Hima Sagarika ¹, Rohit Kandakatla ², Ashwini Gulhane ¹

Affiliations
1 Department of CSE - KG Reddy College of Engineering & Technology, Center for Engineering Education Research, KLE Technological University, IN
2 Department of ECE - KG Reddy College of Engineering & Technology, Center for Engineering Education Research, KLE Technological University, IN

Abstract

One of the most challenging tasks for faculty in their role as a teacher is to design, administrate, and evaluate formative assessments. This results in a lot of faculty not utilizing the formative assessments as a form of student feedback and make regular changes to the course. In this study, we explore the role of technology in helping faculty implement and analyze formative assessments. We believe the advancement of technology and its increasing applications in education may result in development of novel solutions to this impediment through learning analytics. This paper explores the use of such data analytics to address the challenges impeding the capacity of instructors to provide personalized feedback at scale.

The study was implementing in the Computer Science and Engineering Department where a group of faculties who teach undergraduate engineering students. The faculty designed and administered a set of formative assessments in multiple courses through the learning management system. The data collected from the formative assessments was analyzed using learning analytics and the results were used to provide actionable recommendations that could better support students to achieve the learning outcomes of the course. The data was analyzed to understand and optimize the learning process of the students in the course. The results of the paper will provide insights to engineering educators on how they could take a data driven approach and harness the power of technology to better support their students. This approach will also help direct students towards deeper and self-regulated learning.

Keywords

Learning Analytics, Formative Assessments, Canvas, Data Driven Approach.

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Khamruddin Syed ¹, Rohit Kandakatla ², Madhulita ³, Ragam Indraja Yadav ⁴, Rayapudi Himasagarika ⁵

Affiliations
1 Department of EEE, KG Reddy College of Engineering & Technology, IN
2 Department of ECE, KG Reddy College of Engineering & Technology, IN
3 Department of S&H, KG Reddy College of Engineering & Technology, IN
4 Department of ME, KG Reddy College of Engineering & Technology, IN
5 Department of CSE,KG Reddy College of Engineering & Technology, IN

Abstract

The usage of educational technology has steadily been increasing in engineering education in the last two decades. However, the impact of COVID-19 pandemic has truly led to a wider acceptance of educational technology due to the lockdowns imposed around the world. In India, the lockdown announced in the mid of the even semester forced all faculty to transition to an online mode of teaching. The sudden transition to online learning highlighted the unpreparedness of faculty and students towards their acceptance and usage of educational technology tools. To address this challenge and get faculty and students ready for the online mode of teaching and learning in the next semester, an extensive three-week faculty development program was conducted for all faculty at an undergraduate engineering college. The program included both synchronous and asynchronous sessions on the design of engineering courses through technology-enhanced learning. To get a student’s preparedness for the transition, a 3-week orientation program was conducted prior to the start of the semester. In this paper, the detailed process of the capacity building efforts and evaluate the impact of the programs on the faculty and students are presented. A pre-and post-survey was conducted to examine the challenges faced by faculty and students due to the sudden transition to online learning and also analyse the impact of the capacity building efforts on the teaching and learning process. The results from the study will highlight the process of an institution level preparedness efforts to respond to a pandemic and ensure the continuation of the academic activities. We discuss the implication of the results in the post COVID19 world where blended learning would become the default mode of education in higher education.

Keywords

COVID-19, Online Teaching, Online Learning, Technology Enhanced Learning, FDP.

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