Journal of Engineering Education Transformations

Amol C. Adamuthe ¹, Sandeep U. Mane ¹

Affiliations
1 Computer Science and Engineering Department, Rajarambapu Institute of Technology, Rajaramnagar, Sangli, MS, IN

Abstract

Outcome based education focus on outcomes and not the quality of inputs and process within institutions. This new trend strengthens the student learning and teaching quality. The major hurdle in implementation of OBE is lack of uniform and universally accepted methodology.

This paper is an attempt to provide effective outcome-based assessment process which is more objective and minimizes ambiguity in implementation. The proposed methodology is applicable to laboratory courses in engineering education. Project based learning, direct attainment of course outcomes and up to 60 % reduction in assessment time are the strengths of proposed approach.

Proposed methodology is applied to Database management systems laboratory course which is a third year computer science and engineering course. Evaluation plan with knowledge/skills addressed and mapping with Bloom's taxonomy, experiment plan with deliverables, mapping with course outcomes and detailed assessment sheets with rubrics are presented.

Keywords

Outcome Based Assessment, Laboratory Course Assessment, Project Based Learning.

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Amol C. Adamuthe ¹, Sandeep U. Mane ²

Affiliations
1 Dept. of CS&IT, Rajarambapu Institute of Technology, Rajaramnagar, MS, IN
2 Dept. of CSE, Rajarambapu Institute of Technology, Rajaramnagar, MS, IN

Abstract

Outcome-based professional education processes are a new standard for all stakeholders and knowledge economy. Majority of the time the IT services/consulting industry demands graduates who shall be billable from day one of joining the enterprise. According to the National Employability Report Engineers 2019, only 3% of engineers possess new-age skills in areas such as AI, data analytics and mobile technologies. Academic project works shall be seen in the light of aforesaid observations and therefore suggests treating this as an opportunity to initiate undergraduates to more hands-on experiential learning considering the advancements in technology and market need. The objective of this paper is to identify the gap between the needs of the market/job trends and undergraduate CS/IT student projects areas. The second objective is to identify the factors affecting the project selection process. Our empirical study in general spanning over seven Engineering Institutes in western Maharashtra. The statistical data is collected from a controlled group of 4000 students. The data consists of project topics completed by students in the last nine years (from the year 2011 to the year 2019). Two indicators are used to understand the IT market. First, Gartner strategic technologies present the worldwide trend of technologies. Second, student project areas are compared with job trends in India. The student’s feedback on technology adoption theory presents the challenges in adoption of recent IT technologies in academic projects. 62% of students have reported unavailability of resources at the institute to encourage the adoption of the recent technologies. The student’s perception about the adoption of recent technologies needs to change.

Keywords

CS/IT Academic Project Selection, Gartner Strategic Technologies, CS/IT Job/Market Trend.

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Satyajit R. Patil ¹, Sandeep U. Mane ¹, Sushma S. Kulkarni ¹

Affiliations
1 Rajarambapu Institute of Technology, Rajaramnagar, Dist. Sangli (Maharashtra State) – 415414, IN

Abstract

On the backdrop of COVID-19 pandemic lockdown in India that was implemented suddenly since 24th March 2020, the educational institutes faced the challenge of course delivery and academic engagement of the students. Many institutes responded through online teaching-learning mode. However, the transition from physical classes to virtual mode course delivery was all of a sudden for both; student as well as faculty community. Hence, it is important to develop an understanding of perception of students and faculty members to this experience of online teaching. This work reports preliminary findings on an online course delivery initiative at an autonomous institute during the lockdown period and efficacy of the virtual model in order to validate the hypothesis that virtual course delivery is well received by the students and proves beneficial. Also, an effort is made to investigate whether the students' acceptance to online teaching is influenced by the stream they belong to and if there is any correlation between the academic achievements of students and their acceptance to online mode. In view of growing trend towards online learning post COVID-19 scenario, the findings offer valuable insights. From the view point of overall experience and benefits from online teaching-learning, a clear division is found among the students' opinions. Nearly half of the students (48.08%) have found to be benefitted through online classes while the remaining don't seem to have satisfied and thus benefitted from the initiative. The authors propose a hybrid approach combining physical and virtual experiences for future purposes, owing to inherent limitations of online teaching being reflected through the students' responses.

Keywords

COVID-19 Pandemic, Online Teaching-Learning, Course Delivery, Student Engagement, Student Perception.

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