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Kulkarni, U. P.
- New Attributes for a Role Based Performance Measurement of a Teacher in Engineering College
Abstract Views :198 |
PDF Views:1
Authors
Affiliations
1 Institutional Accreditation Unit, SDM College of Engineering and Technology, Dharwad, IN
2 Department of Electrical & Electronic Engineering, Gogte Institute of Technology, Belgavi, IN
1 Institutional Accreditation Unit, SDM College of Engineering and Technology, Dharwad, IN
2 Department of Electrical & Electronic Engineering, Gogte Institute of Technology, Belgavi, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 3 (2017), Pagination: 35-38Abstract
A role of a teacher is very important in shaping the career of students and making them industry ready. It is quite obvious in every organization, as a part of their governance strategy, to measure the performance of a teacher to know how well he or she is performing and data collected may be used to fine tune the academic culture. Teacher is expected to play different role in the institution at different time on the time line. Recent introduction of outcome based education (OBE) has made the role of a teacher more important in teaching learning process. Current practice of collecting feedback or a self appraisal may fall short in terms of expected attributes of OBE. Author of this paper proposes a new strategy to measure a performance of a teacher looking in to the additional role given to a teacher in the institution rather than having a common yard stick for all, which is being practiced inmost of the cases.Keywords
Teacher, Performance, Autonomous Institution, OBE, Self-Appraisal.References
- Rangan Banerjee, Vinayak P. Muley, "Engineering Education in India" draft final report sponsored by Observer Research Foundation, Energy Systems Engineering, IIT Bombay.
- Prof. Yeshpal, "Report of the committee to advice on renovation and rejuvenation of higher education" published in AICTE website.
- William G. SPADY, "Outcome-Based Education: Critical Issues and Answer", Published by US Department of Education, American Association of School Administrators. ED380910, 1994
- U .P. Kulkarni et.al, "Innovative Workflow for Accreditation Process to Ensure Quality Engineering Education in India", IEEE International Conference on Teaching, Assessment and Learning for Engineering 2013.
- Dynamic Seek and Release Model for Self-Learning Based Assessment
Abstract Views :242 |
PDF Views:2
Authors
Affiliations
1 Institutional Accreditation Unit, SDM College of Engineering and Technology, Dharwad, IN
1 Institutional Accreditation Unit, SDM College of Engineering and Technology, Dharwad, IN
Source
Journal of Engineering Education Transformations, Vol 31, No 2 (2017), Pagination: 7-10Abstract
Engineering education has become amain attraction, contributing to the global industry revolution and in particular to Indian economy. The exponential growth in technical education has, however, not translated into any significant growth in the number of quality graduates acceptable to industry, due to insufficient availability of qualified faculty, teaching methodology, evaluation techniques and processes. Increasing autonomous institutions and an introduction of a buzz word 'Self learning (SL)', in its infancy stage in autonomous institution under Vishveshwaraya Technological University (VTU) and its impact on quality is amajormatter of concern. Author of this paper propose an induction of 'self - learning' approach for autonomous Institutions,which allows everyone who wish to practice self-learning subjecting them to controlled scrutiny by Department Under Graduate Cell ( DUGC), an academic body at the department level responsible for all academic affairs of an autonomous Institution. It also ensures to keep off those faculties from practicing 'self-learning', who have not fully understood this mechanism.Keywords
TEQIP, Self-Learning, DUGC.References
- Rangan Banerjee, Vinayak P. Mul ey, “Engineering Education in India” draft final report sponsored by Observer Research Foundation, Energy Systems Engineering, IIT Bombay.
- Prof.Yeshpal, “Report of the committee to advice on renovation and rejuvenation of higher education” published inAICTEweb site.
- AICTEapproval process hand book 2012-13.
- Notification from VTU, VTU/Aca/2011- 12/A11/13916 dated 8thMarch 2012.
- Validating Attainment of Outcomes through Exit Surveys - A Case Study
Abstract Views :293 |
PDF Views:2
Authors
Affiliations
1 Institutional Accreditation Unit, SDM College of Engineering and Technology, Dharwad, IN
1 Institutional Accreditation Unit, SDM College of Engineering and Technology, Dharwad, IN
Source
Journal of Engineering Education Transformations, Vol 31, No 2 (2017), Pagination: 11-15Abstract
Engineering education has a major share in today's career opportunities for the students, contributing to the global industry revolution and in particular to Indian economy. This drastic growth in technical education is not producing at the same rate the quality graduates acceptable to industry, due to insufficient availability of qualified faculty, teaching methodology, evaluation techniques and processes. Mushrooming autonomous institutions are yet another possibilities for quality vulnerability for lack standardization and local understanding of various governance strategies for quality and process followed. Feedback and exit surveys plays an important role in governance. Current practice of faculty feedback by students do not represent the students' learning rather it speaks about faculty attributes focusing more on teaching methodology. Hence there is a need to focus on students' learning levels as a major component in feedback and exit surveys. Author of this paper propose a strategy as a case study on the use of exit surveys and its importance in governing quality of engineering education focusing on students' learning levels in outcome based learning environment (OBE).Keywords
TEQIP, OBE, NBA, Exit Survey, Outcomes.References
- Rangan Banerjee,Vinayak P.Muley, “Engineering Education in India” draft final report sponsored by Observer Research Foundation, Energy Systems Engineering, IITBombay.
- Prof. Yeshpal, “Report of the committee to advice on renovation and rejuvenation of higher education” published in AICTE web site.
- William G. SPADY, “Outcome-Based Education: Critical Issues and Answer”, Published by US Department of Education, American Association of School Administrators. ED380910, 1994
- Writing and Assessing Course-Level Student Learning Outcomes published by Office of Planning and Assessment,Texas Tech University.
- A Case Study on Curiosity Point Based Teaching and Learning– A Step Towards Industry Readiness
Abstract Views :363 |
PDF Views:4
Authors
Affiliations
1 Institutional Accreditation Unit, SDMCollege of Engineering and Technology, Dharwad, IN
1 Institutional Accreditation Unit, SDMCollege of Engineering and Technology, Dharwad, IN
Source
Journal of Engineering Education Transformations, Vol 32, No 1 (2018), Pagination: 37-43Abstract
The Outcome Based Education (OBE) being the core academic quality drive of all Engineering Colleges in India, particularly for tier-1 Institutions, yet industry readiness continues as a major matter of concern. Though the competence and performance of learner is stated clearly in terms of observable and measurable outcomes that are essential to carry out the role effectively by learners, yet the style of teaching and assessment by teachers to help the students' learning has great impact on achieving the specified outcomes. This style of teaching or teaching methodology differs from teacher to teacher. This variation or lack of maturity in understanding sufficiency and completeness as a parameter for attainment of outcome influences students' Industry readiness. Authors of this paper present a case study on a concept called 'curiosity points', a measure of sufficiency and completeness of learning any topic. This case study focuses on computer programming at both first semester undergraduate level and at postgraduate level. The concept may be extended to any course of any branch.Keywords
OBE, NBA, AICTE, Quality, Autonomous.References
- Rangan Banerj ee, Vinayak P. Muley, “Engineering Education in India” draft final report sponsored by Observer Research Foundation, Energy Systems Engineering, IIT Bombay.
- Prof.Yeshpal, “Report of the committee to advice on renovation and rejuvenation of higher education” published inAICTEweb site.
- WilliamG. SPADY, “Outcome-BasedEducation: Critical Issues and Answer”, Published by US Department of Education, American Association of SchoolAdministrators.ED380910, 1994
- Writing and Assessing Course-Level Student Learning Outcomes published by Office of Planning andAssessment,TexasTechUniversity.
- U.P.Kulkarni et.al, “Innovative Workflow for Accreditation Process to Ensure Quality Engineering Education in India”, IEEE International Conference on Teaching, Assessment andLearning forEngineering 2013.
- U.P.Kulkarni et.al, “A Case Study on an UnrealizedTruth of anOutcomeBased Education and Corrective Strategies”, 4th IEEE International Conference onMOOCs, Innovation andTechnology inEducation -2016.