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
Desai, Sandeep R.
- Design and Execution of Strategies for Effective Implementation of Outcomes Based Education (OBE) in Engineering
Authors
1 Automobile Engineering Department, Rajarambapu Institute of Technology, Sakharale, Maharashtra-415414, IN
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
Outcomes based education is at the center of engineering education today. National board of accreditation (NBA) in accordance with Washington accord has laid down the requirements that must be satisfied by engineering graduates in order to make them compatible and acceptable by the world outside. It is learnt that, the effective implementation of Outcomes Based Education (OBE) framework definitely gives fruitful results in the form of attributes that are achieved by graduates passing out from the programme. At the same time, implementation of OBE is a tedious and time consuming exercise. This necessitates that the systematic plan is prepared and implemented to get the intended results after the implementation.
The present paper focuses on the systematic and stepwise plan designed and executed to understand and experience OBE framework. An awareness was created amongst the students and faculty about OBE framework that includes design of Programme Educational Objectives, Program Outcomes, Course Learning Outcomes, their mapping and assessment procedure. A systematic methodology was developed to ensure system in place for design of formats and for exhaustive collection of required data for attainment of course outcomes, program outcomes and program educational objectives. Attainment of all the courses contributing to POs, attainment of all POs and attainment of PEOs was calculated with appropriate selection and use of direct and indirect assessment tools. Finally, results on level of attainment of CLOs, POs and PEOs are presented to be useful in removing lacunae if any, in curriculum design, delivery of instructions and assessment methods.
Keywords
Outcomes Based Education, Graduate Attributes, Accreditation, Washington Accord.
- Design and Execution of Strategies for Effective Implementation of Outcomes Based Education (OBE) in Engineering
Authors
1 Automobile Engineering Department, Rajarambapu Institute of Technology, Sakharale, Maharashtra-415414, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 1 (2016), Pagination: 111-117Abstract
Outcomes based education is at the center of engineering education today. National board of accreditation (NBA) in accordance with Washington accord has laid down the requirements that must be satisfied by engineering graduates in order to make them compatible and acceptable by the world outside. It is learnt that, the effective implementation of Outcomes Based Education (OBE) framework definitely gives fruitful results in the form of attributes that are achieved by graduates passing out from the programme. At the same time, implementation of OBE is a tedious and time consuming exercise. This necessitates that the systematic plan is prepared and implemented to get the intended results after the implementation.
The present paper focuses on the systematic and step wise plan designed and executed to understand and experience OBE framework. An awareness was created amongst the students and faculty about OBE framework that includes design of Programme Educational Objectives, Program Outcomes, Course Learning Outcomes, their mapping and assessment procedure. A systematic methodology was developed to ensure system in place for design of formats and for exhaustive collection of required data for attainment of course outcomes, program outcomes and program educational objectives. Attainment of all the courses contributing to POs, attainment of all POs and attainment of PEOs was calculated with appropriate selection and use of direct and indirect assessment tools. Finally, results on level of attainment of CLOs, POs and PEOs are presented to be useful in removing lacunae if any, in curriculum design, delivery of instructions and assessment methods.
Keywords
Outcomes Based Education, Graduate Attributes, Accreditation, Washington Accord.References
- Accreditation manual for UG Engineering Programs (TIER-I), (2013), National Board of Accreditation (NBA), January
- Liezel D. Borsoto, Jerome D. Lescano, N.I. Maquimot, M.J.N. Santorce, A.F. Simbulan, A.M. Pagcaliwagan, (2014), “ Status of Implementation and Usefulness of Outcome Based Education in Engineering Department of an Asian University”, International Journal of Multidisciplinary Academic Research, 2 (4), 14 – 25
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- R. Vijaya Prakash, (2015), “An effective tool for attainment of Course Outcomes and Program Outcomes”, Journal of Engineering Education Transformations, 28 (4), 78-82.
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- Laboratory Development through Quality Circle Approach
Authors
1 Department of Automobile Engineering, Rajarambapu Institute of Technology, Rajaramnagar, Dist.: Sangli, Maharashtra-415414, IN
Source
Journal of Engineering Education Transformations, Vol 24, No 3 (2011), Pagination: 8-15Abstract
This paper presents the work carried out by Quality Circle at Automobile Engineering Department of Rajarambapu Institute of Technology, Sakharale, to develop a demonstration setup of Electronic Ignition System of two wheeler in Automobile Electrical and Electronics Laboratory of the same department, aimed at better understanding of practical concepts of automotive ignition systems. Due to lack of demonstration setup, the experiment on electronic ignition system was being conducted merely theoretically earlier; which resulted in poor understanding of concept and working of the system. During this period, 28 meetings were conducted and 12 step QC methodology was applied in order to find the solution. QC tools such as Pareto diagram, Cause - effect analysis, why-why analysis were used effectively. As a part of solution, the Quality Circle fabricated a demonstration setup of electronic ignition system which helped students in understanding the system practically. The solution was implemented for final year Automobile Engineering students over a period of two months after which follow-up and review was taken which showed increased response of students in terms of attendance, understanding and better performance in viva. Also, it resulted in effective utilization of practical hours.
The case study offered benefits to the Quality Circle members in terms of recognition at institution, regional, national and international level, attitudinal change and joy of creative fulfillment. Moreover, it emphasized the importance of team work. The case study was presented at International Convention on Quality Control Circles and won the Gold Medal for the same.
Keywords
Quality Circle, Demonstration Setup, Electronic Ignition, QC Tools.- Quality Control Circles-A Tool to Improve Quality of Technical Education
Authors
1 Department of Automobile Engineering K.E. Society's Rajarambapu Institute of Technology, Salkharale, Maharshtra, 415414, IN
Source
Journal of Engineering Education Transformations, Vol 23, No 3 (2010), Pagination: 51-57Abstract
The present paper is written with a view to emphasize importance of Quality Control Circles (QCC) to improve quality of technical education. The material presented is the result of extensive study carried out while working as Quality Circle group leader in the institute. The quality circle concept has been accepted in the institute to make the student a total quality personal. The Quality Control Circles are shown to have potential to transform today's staid education scenario by inculcating quality awareness amongst the students and teachers. Some of the issues focused during study are, attendance in the class, study habits of students, maximum failures in specific subjects, effective conduct of experiments, placement of students and communication and personality development of students. The J 2 step QC methodology if applied effectively gives feasible solution for such problems to implement them. The QC tools such as Pareto diagrams, Fishbone diagrams, brainstorming, Deming cycle etc. are equally good as they are in industries, only difference is that gain is not measured on monetary basis as it is applicable for industries.
The ultimate benefits which one is expected to get through introduction of QCC concepts are growth of institute, resolution of problems, and satisfaction of parents, along with team building, attitudinal change, training and leadership qualities ill students which are the basic objectives of Quality Circle activities. The Quality Circle as a tool for quality assurance and process improvement may also be able to improve faculty identification, help to develop teaching standards and thus decrease dissatisfaction, as the basic goal is to achieve academic excellence.
Keywords
Technical Education, Quality Awareness, QC Methodology, Academic Excellence, Teaching Standards.- Strategies to Improve Students’ Participation and Enrich Students’ Leaning of a Fluid Mechanics and Fluid Machinery Course
Authors
1 Automobile Engineering Department, K.E.Society’s Rajambapu Institute of Technology Shivaji University, Kolhapur, 415414, Maharashtra, IN
Source
Journal of Engineering Education Transformations, Vol 34, No SP ICTIEE (2021), Pagination: 141-147Abstract
In recent years, the process of teaching learning in the classrooms has changed from traditional mode to the use of collaborative learning techniques. Social media is playing an important role in the society to aware the people about the happenings in the surrounding, exchange information, and to develop interpersonal relations among the people. The present study is an attempt to explore the opportunity to use WhatsApp in order to enhance the students’ learning index. The participants in the study were 68 Second Year Engineering students studying the ‘Fluid Mechanics and Fluid Machinery’ course. The WhatsApp group created for the course was effectively used for interactions of the students with the teachers and peers. The guidelines were communicated to the students to use the group for technical discussions after the working hours. The students were expected to spend one hour in the evening to discuss the concepts taught in the classroom, on the same day. The students were enabled to discuss with the peers and the course teacher on a common platform, to help revise the concepts and get answers for their queries. Additionally, WhatsApp served as the best dynamic tool to share different documents necessary as a part of the teaching-learning process. The impact assessment shows that course results and attainment of course outcomes were considerably improved and initiative helped to establish a better personal connection with the students. The students’ feedback indicates that they appreciated the idea and expressed the benefits of forming the group.Keywords
Teaching-Learning, Active Learning, Collaborative Learning, Students’ Feedback, Course Results, Course Outcomes.Full Text
- Impact of Active Learning Methods on Students' Learning and Course Results
Authors
1 Department of Automobile Engineering, K.E.S.'s Rajarambapu Institute of Technology, Affiliated to Shivaji University, Kolhapur 415414, IN
Source
Journal of Engineering Education Transformations, Vol 35, No 3 (2022), Pagination: 133-142Abstract
Active involvement of the students during classroom sessions is becoming a tough task for those teaching to higher classes and upto some extent for those teaching in the schools. The reason is the change in learning styles of the students which ultimately call for the change in teaching styles too. In order, to satisfy the students in the world of competition today, the use of active and cooperative learning techniques is increased in the engineering institutes. This helps to increase the quality of technical education imparted by the institutes and help them to be distinguished due to the enhanced index of students' learning. The present study reports the application of some of the active learning techniques that include the Jigsaw technique, Muddiest point technique, Concept mapping, Case Study and Team-based learning. The different techniques are used for different segments of the 'Hydraulics and Pneumatics' course delivered to final year Automobile Engineering students studying in the final semester. The course contents, methodology of application of techniques, the students' responses and outcomes of application of the active learning techniques are discussed in the paper. It is concluded that proper planning, availability of resources and students' cooperation make it easier to apply modern-day teaching techniques. The positive change in students' learning level, their graduate attributes, passing percentage and average marks is noticed by doing the above-mentioned experiments during the classroom sessions.Keywords
Active Learning, Classroom Sessions, Graduate Attributes, Students' Learning Level, Students' Responses.References
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- Kristin Stowe (2010) A Quick Argument for Active Learning: The Effectiveness of One-Minute Papers, Journal for Economic Educators, 10(1), 33-39
- Anurag Jain and Pravesh Kumar Dwivedi (2014) The Evidence for the Effectiveness of Active Learning, OrientalJournal of Computer Science and Technology,7(3), 401-405
- Xiaoming Sheng and Xuewu Hu, (2014) Teaching method reform of the hydraulic and pneumatic course based on engineering application cases, IEEE Workshop on Advanced Research and Technology in Industry Applications (WARTIA), 528-531
- Vinod Kumar V Meti and Arun C Giriyapur (2015) A Structured Approach To Teaching And Learning Hydraulics & Pneumatics Journal of Engineering Education Transformations, 28, 56-61
- Renata Fortuna Ramos (2015) Addressing Muddy Points Early in the Semester Increases Student Learning in a Bioinstrumentation Laboratory Course 122nd ASEE Annual Conference and Exposition, June 14 -17, 2015, Seattle, WA
- Robin M. Gillies. (2016) Cooperative Learning: Review of Research and Practice, Australian Journal of Teacher Education, 41(3), 39-54
- Sneha Tharayil , Maura Borrego, Michael Prince , Kevin A. Nguyen , Prateek Shekhar , Cynthia J. Finelli and Cynthia Waters (2018) Strategies to mitigate student resistance to active learning, International Journal of STEM Education,1-16
- Kalyana Chakravarthy Chilukuri (2020) A Novel Framework for Active Learning in Engineering Education Mapped to Course Outcomes, Procedia Computer Science, 172, 28-33
- Sandeep R. Desai and Satyajit R.Patil (2016) Design and execution of strategies for effective implementation of Outcomes Based Education (OBE) in Engineering, Journal of Engineering Education Transformations, 30(1), 111-117