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BMS COLLEGE OF ENGINEERING
BENGALURU-560019
Autonomous Institution affiliated to VTU
Accredited by NAAC with ‘A’
Two day State Level Workshop on
OUTCOMES BASED EDUACATION:
TEACHING, LEARNING & EVALUATION
Date(s)
15th – 16th FEBRUARY 2016
Organised by
Internal Quality Assurance Cell (IQAC), BMSCE
Sponsored by NAAC, Bengaluru
www.bmsce.ac.in
BMS COLLEGE OF ENGINEERING, BENGALURU
BMS College of Engineering (BMSCE) was founded in the
year 1946 by Late Sri. B. M. Sreenivasaiah a great visionary
and philanthropist and nurtured by his illustrious son Late
Sri. B. S. Narayan. BMSCE is the first private sector initiative
in engineering education in India. BMSCE has completed 69
years of dedicated service in the field of Engineering
Education. Started with only 03 undergraduate courses,
BMSCE today offers 13 Undergraduate & 16 Postgraduate
courses both in conventional and emerging areas. 15 of its
Departments are recognized as Research Centres offering
PhD/M.Sc (Engineering by Research) degrees in Science,
Engineering, Architecture and Management attracting
students from all over the country.
The Institution is approved by AICTE, New Delhi, and
affiliated to Visvesvaraya Technological University (VTU),
Belgaum, Karnataka. BMSCE is an AICTE recognized QIP
Centre in Engineering & Technology. It is the only
institution from India adopted by the Melton Foundation,
USA. BMSCE is in TEQIP Phase I and Phase II (a World Bank
project). BMSCE is accredited with A Grade by NAAC
(2013-2018) and 11 programmes have been accredited by
National Board of Accreditation (NBA), New Delhi under
Tier-I as per Washington accord. The College has one of the
largest student populations amongst engineering colleges
in Karnataka. Currently about 5000 students are pursuing
their higher education.
A strong alumni base of over 35,000 most of them occupying
coveted positions in various Educational, Industrial and
Research organizations. The college is being ranked
consistently among the top 20 engineering colleges in the
country by surveys conducted by various media sources.
PATRONS:
Justice S.R.Bannurmath, Hon. Chairman, BMSET
Dr. B.S. Ragini Narayan, Donor Trustee, BMSET
Dr. P. Dayanand Pai, Chairman, BMSCE
Mr. K. Jairaj, IAS (Retd), Trustee, BMSET
Mr. H.U. Talawar, DTE, GOK & Trustee, BMSET
ADVISORS:
Dr. K. Mallikharjuna Babu, Principal, BMSCE
Dr. G.N. Sekhar, Vice- Principal, BMSCE
INTERNAL QUALITY ASSURANCE CELL (IQAC)
The aim of IQAC at BMSCE is to
Develop a system for conscious, consistent and catalytic
action to improve the academic performance of the
institution.
Promote measures for institutional functioning towards
quality enhancement through internalization of quality
culture and institutionalization of best practices.
IMPORTANCE OF THE WORKSHOP
Engineering plays a pivotal role in the improvement of
quality of life. Engineering Education has to be relevant and
effective to responsibly cater to this mandate. The pace of
technological changes is posing challenges for the
academia in terms of making the curriculum relevant to the
needs of the profession and effective in deployment. The
conventional content based teaching – learning followed in
the academic systems have proved to be less effective in
terms of effective design and delivery. Outcome based
education (OBE) has emerged as the way forward for the
academic community in addressing the challenges.
Outcomes based education is a process of curriculum
design, teaching, learning and assessment that focusses on
what the students can actually do after they are taught. It
attempts to embrace course outcomes with the knowledge,
skills attitudes and values that match the immediate social,
economic and cultural environment of society.
The change agents in the academic system are the faculty
members and they are expected to have the clear
understanding of mapping the existing curriculum to the
expected graduate programme outcomes through the
courses they teach adopting outcomes based approach. In
addition, an exposure to pedagogical practices, best
practices in academics will further empower the faculty
member to be able to effectively discharge their duty.
Engineering Education in India is changing from traditional
teaching, learning method to OBE. Accreditation agencies
like NAAC and NBA are facilitating this shift in engineering
education to enhance the quality and make the students
globally competitive.
EXPECTED OUTCOMES:
At the end of two day workshop, the participants will be
able to:
Write course outcomes that are required to meet the
Programme Outcomes (POs).
Map COs with appropriate Programme Outcomes
(POs).
Choose appropriate assessments for evaluation of
Course Outcomes (COs).
Introduce active learning techniques.
RESOURCE PERSONS:
1. Dr.K.Rajanikanth, Educational Expert
2. Dr.N.J.Rao, Educational Expert
3. Dr.K.Mallikharjuna Babu, BMSCE
4. Dr.R.V.Ranganath, BMSCE
5. Dr.B.Kanmani, BMSCE
6. Dr.H.S.Guruprasad, BMSCE
7. Dr.P.Meena, BMSCE
8. Dr.Suresh Ramaswwamyreddy, BMSCE
WHO CAN ATTEND?
Principals/Directors/Deans
Heads of the Departments
Faculty Members
IQAC Coordinators
NUMBER OF PARTICIPANTS
Limited to 45 - Selection criteria - first come first serve
basis.
REGISTRATION FEE
Rs. 500/- per participant
Participants will not be given TA/DA. They have to make
their own arrangements for accommodation.
HOW TO REACH?
BMSCE is located in the heart of Bengaluru city. It is about
5 kms from the Central Railway Station/ Bus Terminus.
IMPORTANT DATES:
Last date for submission of registration form: 10th Feb
2015.
Intimation to selected candidates through email: 12th Feb
2015.
Please mail scanned registration form to
iqac@bmsce.ac.in.
Registration form can be submitted at the time of
registration. The payment is to be made in cash at the time
of registration.
For Further details contact:
Prof. Suresh Ramaswwamyreddy
Director, IQAC, BMSCE.
Mobile: 09483512589
email: suri.civ@bmsce.ac.in
suriiisc@yahoo.com
TOPICS
Overview of OBE Dr. K. M. Babu
PEO, PO & PSO-
Expectations
Dr. R.V. Ranganath
Bloom’s Taxonomy Dr. K. Rajanikanth
Achieving Good Outcomes
through Good Assessment
Dr. N. J. Rao
Course outcomes-
Expectations
Dr. B.Kanmani
Assessment - Rubrics Dr .H.S. Guru Prasad
Active learning
techniques- case study
Dr. P. Meena
Continuous Improvement-
Essence of OBE
Dr.Suresh
REGISTRATION FORM
Name
Designation
Educational
Qualification
Institution
Experience
Address for correspondence:
Mobile no.
Signature of the Candidate
Seal & signature of the Principal
BMS COLLEGE OF ENGINEERING BENGALURU-560019
Two day State Level Workshop on OUTCOMES BASED EDUACATION: TEACHING, LEARNING & EVALUATION
Sponsored by NAAC, Bengaluru PROGRAM SCHEDULE
Venue: BSN Hall, PG Block Day I: 15th February 2016
Session Time Speaker Topic(s) 08.45 - 09.30 Registration
09.30- 10.00 Inauguration 10.00- 10.15 Coffee Break 1 10.15 - 11.15 K. Mallikharjuna Babu Overview of OBE 2 11.15 - 12.45 R V Ranganath PEO, PO & PSO- Expectations 12.45 - 01.45 Lunch Break 3 01.45 - 03.15 K.Rajanikanth Bloom’s Taxonomy 03.15 - 03.30 Tea Break 4 03.30 - 05.00 N.J. Rao Achieving Good Outcomes through Good Assessment
Day II: 16th February 2016
Session Time Speaker Topic(s) 5 09.30 -11.00 B.Kanmani Course outcomes- Expectations 11.00 -11.15 Coffee Break 6 11.15 - 12.00 R V Ranganath Faculty Contribution in OBE 7 12.00 - 01.00 H.S. Guru Prasad Assessment - Rubrics 01.00 - 02.00 Lunch Break 8 02.00 - 02.45 P. Meena Active learning techniques- case study 9 02.45 - 03.30 Suresh Continuous Improvement- Essence of OBE 03.30 -03.45 Tea Break 03.45- 04.15 Wrap up
1
Workshop on
Outcome Based Education
Centre of Excellence in Engineering Education (CEEE)
BMS COLLEGE OF ENGINEERING(Autonomous College under VTU)
BANGALORE-560 019 22-02-2016 Dr. Suresh BMSCE
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Continuous Improvement- Essence
of OBE
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1. Pedagogical Improvements2. Human Infrastructure –Faculty Qualification EnhancementTechnical Staff Quality Improvement3. Physical Infrastructure – Enhancement of Lab facilities Improvement of labsCreation of new labs
Continuous Improvement
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Continuous Improvement- contd.4. Interaction with outside systems IndustriesPeer Group InstitutionsMentor Institutes Job Providers5. Systemic Improvements Policies of the InstitutionAligning the entire system to Vision and
Mission of the InstituteCurriculum Design6. Student Activities – Formal & Informal7. Facilities for Extra Curricular Growth 22-02-2016 Dr. Suresh BMSCE
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Continuous Improvement
Course level - Teaching Learning Process
Programme Level Institute Level
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Course Content Delivery Methods
M1: Lectures
M2: Lecture with quiz
M3: Tutorials
M4: Laboratory sessions
M5: Field work/visits
M6: Presentations
M7: Learning resources (NPTEL and VTU e-learning)
M8: Guest lectures/Extension lectures/Interaction with
field experts
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Delivery Methods and Linkages to POs
POMethods
1 2 3 4 5 6 7 8 9 10 11 12
M1: Lectures √ √ √ √M2: Lectures with Quiz √ √M3: Tutorials √ √M4: Laboratory sessions
√ √ √ √
M5: Field works/visits √ √ √M6: Presentations (PPTs)
√
M7: Learning Resources
√ √ √
M8: Guest lectures / Extension lectures / Interaction with field experts
√ √ √
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CURRICULAM COMPONENTS
COURSE COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
Discipline coreGeotechnical Engineering-II10CV5DCGTE
CO1 3 3 - - - - - - - - - -
CO2 3 3 - - - - - - - - - -CO3 3 3 - - - - - - - - - -CO4 3 3 2 - - 3 - - - - - -
Discipline coreDesign of RCC Structures10CV5DCRCC
CO1 3 3 - - - - - 1 - - - -CO2 3 3 3 - - - - 2 - - - -CO3 3 3 3 - - - - 3 - - - -
Discipline coreEnvironmental Engineering - I10CV5DCENV
CO1 3 2 1 3 - 3 3 3 - 2 - -CO2 3 3 1 3 - 3 3 2 - 3 - -CO3 3 3 3 - - - 3 3 - 3 - -
Discipline coreHighway Engineering10CV5DCHEN
CO1 3 3 2 - - - - - - - - -CO2 3 3 3 3 - 3 - 2 - 3 - -CO3 3 3 2 - - 3 - 2 - - - -CO4 3 3 - - - - - - - - - -
Projects/Industrial visits/training
Industrial Visit/Minor Project10CV5DCMIP
CO1 - - - - - - - - - - - 3CO2 - - - - - - - - - - - 3
CO3 - - - - - - - - - 3 - -
Discipline coreDesign of Steel Structures10CV6DCDSS
CO1 3 - - - - - - - - - - -CO2 3 3 - - - - - - - - - -CO3 3 3 3 - - - - 3 - - - -CO4 3 3 3 - - - - 3 - - - -
Discipline coreEnvironmental Engineering - II10CV6DCENV
CO1 3 3 2 - - 3 2 - - - - -CO2 3 3 3 - - 3 1 - - - - -CO3 3 3 3 - - 3 2 - - - - -22-02-2016 Dr. Suresh BMSCE
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Tools for Assessment & Evaluation to POs
AssessmentTypes
Assessment Tools
1 2 3 4 5 6 7 8 9 10 11 12
Direct Tools
Tests √ √ √ √ √ √ √ √ √
Quiz √ √ √ √ √
Lab/Seminars/Industrial Training/Projects (Rubrics)
√ √ √ √ √ √ √ √ √ √ √
Indirect Tools
Semester End Exams
√ √ √ √ √ √ √ √ √ √ √ √
Course End Survey
√ √ √ √ √ √ √ √ √ √ √ √
Exit Survey √ √ √ √ √ √ √ √ √ √ √ √
Faculty Survey √ √ √ √ √ √ √ √ √ √ √ √
Alumni Survey √ √ √
Programme Statistics √ √ √ √ √ √
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Performance Criteria for Direct Assessment
Performance Criteria
CIE (Test, Quiz & AAT)
Extensive Survey Project
Industrial visits
Industrial Training
Major Project
Mapping of COs to POs with Weightage to Correlation
Strongly Related, giving a weightage of 3,
Moderately Related, giving a weightage of 2 and
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Assessment of PO attainment throughDirect and Indirect methods
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>Target value<Target value
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Attainment of POs through CIE
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student
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Assessment of PO attainment through Indirect methods
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PO attainment is less than the target value - ?
Course Name : HYDROLOGY & WATER RESOUCES ENGINEERINGCourse Code : 10CV5DCHWRSession of Course Sep. 2010 to Dec. 2010L : T : P - 4 : 0 : 0Semester : VCredits :4Batch : 2008
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Reasons ?
1. Students found it difficult to find the area of a regular/irregular area.
2. Topic is analytical and needs to remember number of formulae.
3. Require more clarification between Hyetograph and mass curve.
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Reflections ?Think – Pair - Share
What can we do ?
How to improve the situation?
Any suggestions ?
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Possible Delivery Methods for enhancing Learning:1.Project mode learning.2.NPTEL Videos/ lectures http://freevideolectures.com/Course/3100/Advanced-Hydrology#http://nptel.ac.in/courses/105101002/3. Include visuals to enhance the understanding of the few topics of the course. 4. More analytical rehearsals through active learning methods.
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What is the effect ?
Course Name : HYDROLOGY & WATER RESOUCES ENGINEERINGCourse Code : 10CV5DCHWRSession of Course Sep. 2011 to Dec. 2011L : T : P - 4 : 0 : 0Semester : VCredits :4Batch : 2009
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Continuous Improvement
Course level - Teaching Learning Process
Programme Level Institute Level
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PO Attainmentof2009‐10Batch(Graduatedduring2013)
POs PO Description PO Attainment, %
PO1An ability to apply the knowledge of mathematics, science, and engineering fundamentals tothe solution of Civil Engineering problems.
76%
PO2An ability to identify and analyse Civil Engineering problems for meaningful solutions toform the basis for design of Civil Engineering system components.
75%
PO3An ability to design solutions for Civil Engineering problems and design systemcomponents.
68%
PO4 An ability to conduct experiments, analyse and interpret data to provide valid conclusions. 77%
PO5An ability to apply appropriate techniques and use modern engineering tools to CivilEngineering systems.
76%
PO6An ability to assess safety and legal issues and the consequent responsibilities relevant to the
professional Civil Engineering practice.71%
PO7An ability to understand the impact of the professional Civil Engineering solutions inrelations to societal needs, environmental concerns and sustainable development.
72%
PO8An ability to understand the importance of professional ethics and norms of the CivilEngineering practice.
71%
PO9 An ability to function effectively as a member and/or leader in diverse teams. 88%
PO10 An ability to comprehend, write reports and present it effectively. 79%
PO11An ability to demonstrate knowledge and understanding of the management principles toapply to Civil Engineering projects.
74%
PO12 An ability to engage in life-long learning in the context of technological change. 81%
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How to improve PO3, PO6 & PO8?
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POS – NOT ATTAINED/ NEEDS IMPROVEMENT
DAC ADVISORY BOARD
OPTIONS
CHANGE THE CURRICULUM
CHANGE TLP
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Feed Back System on Teaching Learning Process
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10CV5DCHWR- HYDROLOGY & WATER RESOURCES ENGINEERING
COS:
1. CO1: An ability to understand the components of hydrologiccycle.
2. CO2: An ability to understand the occurrence of rainfall andthus estimating the average rainfall over a watershed.
3. CO3: An ability to estimate the runoff from a watershedaccounting for the losses like evaporation, evapotranspiration, infiltration.
.
Precipitation: Weather systems, Forms and types of precipitation,Measurement of rain fall using Symon’s and Siphon type of raingauges, Optimum number of rain gauge stations, Consistency of rainfall data (double mass curve method),Computation of meanrainfall arithmetic average, Thiessen polygon and Isohyetalmethods, Estimation of missing rainfall data (Arithmeticaverage, normal ratio and regression methods).Presentation ofprecipitation data -moving average, mass curve, rainfall hyetographs, intensity – duration - frequency curves.
Losses from precipitation: Evaporation: process, factors affecting Evaporation, measurement using IS Class A Pan, Estimation using empirical formulae. Infiltration: factors affecting infiltrationcapacity, measurement (double ring infiltrometer). Horton’sinfiltration equation, infiltration indices.
Runoff: Concept of catchment/ watershed, Water budget equation,components, Factors affecting runoff. Rainfall - runoff relationship using simple regression analysis, SCS Curve Number Method,Unit Hydrograph method.
Assignment:
It is proposed to construct an obstruction across riverKumaradhara near Kukke subramanya. The dam site is marked on the toposheet. Estimate the runoff at the dam site. Also develop aphysical model of the catchment.
Following are the tasks:
Identify the toposheets numbers required for the project Delineate the catchment boundary on the toposheets with
respect to the dam site and transfer the same on to a tracingsheet
Trace the drainage network on to a tracing sheet & rank thestream orders.
Trace all the contours in the catchment from the deepest pointto the ridge of the catchment.
Visit the Indian Meteorological Department (IMD) or Disaster Management cell website & find the rainguage stations in and around the study area.
Collect the rainfall records for these stations. Mark the rainguage stations on the toposheet and transfer the
same on to a tracing sheet. Identify the best method among the three methods to find the
mean precipitation over the area. Thiessen polygon is the best method in this case. Develop a physical model depicting the actual terrain of the
catchment. Choose the best method of estimating the Runoff: SCS Curve number method id the best one. From National Bureau of Soil Survey and Land Use Planning,
collect the land use land cover and the type of soil in the studyarea.
Identify the curve numbers for the HSG & the type of land cover.
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Thiessen Polygon Method
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TLP in BMSCE: 3 Type of Courses Regular Course – No Lab Component Integrated Course – Theory+ Lab Comprehensive Course- Theory + lab+
self learning component
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EEE- Students demonstrating the Self – Learning Component
Based on the principle of Pascal’s law develop a working model
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Best Practices to Enhance the PO Attainment
Earlier : QUIZ MARKS – 10 2 QUIZZES ALTERNATE ASSESSMENT TOOLS (AAT)
Best Practices: INTRODUCTION OF INDEX CARDS THINK PAIR SHARE (TPS) THINK ALOUD PAIR PROBLEM SOLVING (TAPPS) –
Explainer & questioner
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Index cards
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Think – Pair- Share What is the use of Horton’s Infiltration curve?
What is infiltration capacity?
When will runoff occurs?
Suppose if the terrain is flat with depressions, then the initial storage will be …..
When will AET becomes PET?
Is it possible to keep the Evapotranspiration at PET all the time.
What is the name of the instrument used for measurement Evapotranspiration?
What is the relation between Evapotranspiration & Irrigation Scheduling?
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RECIPROCAL PEER QUESTIONING- Ask each group to prepare about 5 tough questions on each topic.
1 MINUTE QUESTION FLIPPED CLASS ROOM
TENT SCHOOL – Social Engineering Built Use Shift (BUS) Project
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Continuous Improvement
Course level - Teaching Learning Process
Programme Level Institute Level
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Internal Quality Assurance Cell (IQAC)Annual Quality Audit / Academic Audit.Pedagogy.Research and Development Cell.Non Teaching staff Training.Feed back.Departmental Interactions with IQAC and its
impact.Training and Research – Entrepreneurship. ICT as Teaching Learning Process.Tapping Innovative Ideas of Faculty-
Researchers’ Forum News Letter of IQAC: Quality Initiatives and
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Feedback System
Link Between Student Engagement and Teacher Excellence
• Educator as Facilitator• Educator as Motivator• Educator as Designer
Excellent Teacher
Establishing Rapport (Facilitator). Stimulating Student Interest (Motivator). Structuring Classroom Experiences
(Designer).
Assessment Review There will be 3 feed back sessions in a semester.
Immediately after the feed back, the concerned faculty willget a report of the Feed back.
In addition, the Dean (Academic) and the concerned Hodwill get the feed back of all the faculty.
The Institute fixed a feedback of 60%. If the feed back of anyteacher in any subject is less than 60%, he /she is called fora counselling.
A team of experts (most of the professors are from IISc) willcounsel the teacher.
If the feed back of any teacher is less than 60%consecutively for 12 times, he/she will be asked to quit theinstitution.
For those teachers whose feed back is less, IQAC willorganize Pedagogy or subject wise training.
Assessing the Teaching Capabilities of new faculty
There are 341 teaching faculty in BMSCE.
Out of this 165 are newly recruited faculty. Minimum qualification : M. Tech/ME These newly recruited faculty are grouped as
FG1, FG2.. Each FG consists of about 30-35 faculty.
Pedagogy Training: QEEE – Quality Enhancement in Engineering
Education, An Initiative by IIT- Chennai. International Engineering Educators
certification program.
Other Topics
Revised Bloom’s Taxonomy- Prof. Rajanikanth.
Curriculum Design & Development workshops.
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IUCEE- IGIP International Educators’ Training Programme
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To augment the CIE, a centralized system at the department level is in place.
HOD’s to identify 2/3 coordinators for each test/ semester.
All the teachers will hand over the question papers to the HOD, 2 days prior to the test date.
The HOD will in turn hand over the test papers to the coordinators. The test papers are in safe custody in the HOD’s room.
On the test day, the concerned teacher along with other teacher will collect the question papers and answer scripts from the HOD’s office and conduct the test.
Once the test is over, they will hand over the books to the coordinators along with the attendance sheet and the unanswered books.
The concerned teacher will evaluate the books in the seminar hall with in 48 hours and enter the marks in the register kept in the department and the same is displayed on the notice board.
Augment the existing CIE:
Department Colloquiums:
Every Department is conducting a Colloquium once in a month.
The speakers are the faculty from the same department. Sharing their research experience. Session will be of 45mins. Followed by 15 mins question hour.
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Communication Skills – Spoken EnglishComputer TrainingSubject Training
Non Teaching Staff Training:
Inter disciplinary ResearchPropel Labs – 3D Printing, Aero Lab, Robotics lab…..
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AWARENESS PROGRAM TO OFFICE ASSISTANTS
Organized by
IQAC of BMSCE
Academic support to AUTONOMOUS PROGRAMS
Role of Office Assistant
To assist the student regarding various processes involved.
To appraise the HoD about compliances to be submitted to Deans/COE from time to time.
To systematically file the academic documents& records.
To support faculty/staff and appraise them about various time lines for compliances.
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Inter Disciplinary Research
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WORKSHOP ON QUALITY OF ASSESSMENT OF TEACHING LEARNING PROCESS
DATE: 29-7-2015
Venue: BSN Hall
Teaching Involves
Admitting: Fair, open & Inclusive
Inducting: Initiating/Orienting Fresher
Pre-assessing: Checking entry Position of Learner
Helping Learning: Participatory Approaches
Remediating: Helping the ‘Turtles’ in the Group
Enriching: Accelerating the advanced Learners
Mentoring: Tutorials, personal solutions & Life guidance etc.,
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Cynical questions from a ‘teacher’ or questions from a ‘cynical teacher’:1. Why OBE? Haven’t there been successful engineers/professionals/graduates who become successful due to the earlier/conventional system of education?2. What is wrong with the prevailing system of education?3. Isn’t OBE system simply a waste of energy and efforts? Instead of ‘teaching’, we are doing so many unwanted things! OBE system is inflexible! We ‘teachers’ are becoming bound by so-called TLP blah, blah, blah, instead of ‘teaching’!4. All these activities of OBE is a waste of time! Nothing worthwhile will come out of it? What is the guarantee that it is working?5. It is taking/ it will take too much time to prepare, again waste of time! I think we will end up not ‘covering’ the syllabus!6. Well, I know that my students are being taught well, they have said so! Why should I change my method of ‘teaching’?7. I have so many years of ‘teaching’ experience, I know that I am doing well, ask my students and my colleagues. All this talk of OBE is nonsense.8. OBE is becoming a fashionable word! It is for ‘teachers’ who want to waste their time in the class, instead of ‘teaching’!9. When students are so heterogeneous, how can you expect that OBE will work?10. I am a product of the nice ‘time-tested’ education system, I know that it is the best. Why all these jargons of OBE and TLP??11. Look all this OBE will work if all ‘teachers’ follow that, otherwise it will become a BIG failure! On the other hand the conventional system accommodates all types of ‘teachers’.12. I believe that ‘teachers’ will lose respect if we start doing all this so called OBE/TLP. Once ‘teachers’ lose respect, the system of education collapses!!13. Well, OBE is for incompetent ‘teachers’ who do not know how to ‘teach’ the way we experienced ‘teachers’ are doing!14. What is all this nonsense of outcomes, objectives?? Instead of imparting knowledge we will end up doing crazy unnecessary things!15. Why should we be bound by the crazy suggestions/opinions of people who are trying to sell OBE? It is simply a business! 22-02-2016 Dr. Suresh BMSCE
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16. OBE does not work for/in Indian conditions! It is for Americans who want us to provide them with what they want!!17. Look, I studied in IIT/IISc/NIT…. and they weren’t practicing all this OBE blah, blah… Does that mean the premier institutes are useless?18. This OBE based accreditation is becoming a big business, it is sheer nonsense!19. Look, now you are telling OBE, later somebody sitting in USA tells something else and we all forget OBE and start another rubbish thing! Why should some ‘accord’ somewhere dictate the way I am ‘teaching’???20. All our research credential will become redundant if we start doing these crazy things as per OBE! Mark my words!21. Well, let us assume for the time being that what you are telling is OK, but have you asked the student if this OBE system is OK for them? They are so innocent; they will simply nod their head! So, don’t take them for granted, we should ‘teach’ them properly.22. Class room discipline will go for a toss! Already the present students have no respect for ‘teachers’ and if we start implementing all this, then we will become a laughing stock!23. And by the way, did you ask the parents of the students about their opinion on OBE? I’m sure they will not like this one bit! They will say ‘all the fee we paid will go as a waste’! I don’t want my child to be put in such a college!24. And also, did you ask the employers? They will stop coming to the campus recruitment! 25. OBE will bring down the marks scored by the students and they will lose opportunity in the job market!26. And, again, does our university want this? No. All this OBE is a business by people who are into all this accreditation! When they themselves are not following OBE, why should they come and give sermons on OBE to us!27. My dear Sir, OBE is not for engineering colleges, they may be OK for vocational training courses where they are doing business!28. Try OBE for polytechnic colleges and if it works come back! It will be a big failure. Don’t waste the resources of engineering colleges!
22-02-2016 Dr. Suresh BMSCE
THE SIGNIFICANCE AND RELEVANCE OF OBE
Prof R NatarajanFormer Chairman, AICTE
Former Director, IIT Madrasprof.rnatarajan@gmail.com
Presentation by : Prof. R. Natarajan, IIT-Madras 2 of 9
THE ANATOMY OF A RESEARCH UNIVERSITY
HUMAN RESOURCES• Faculty• Staff• Students
TANGIBLE OUTPUTS• Manpower• Research Papers• Products and Processes• Patents• Books• Short-term Courses• International / National
Conferences• QIP• MoUs• Participation in National
decision-making• Professional Society
activities• Editorial Boards
LEARNING-TEACHING-ASSESSMENTPROCESSES
R & D
IC & SR
CONTINUING EDUCATION
PHYSICALRESOURCES• Labs• Library• Infrastructure
INPUTSOUTPUTS ANDOUTCOMES
INTANGIBLE OUTCOMES• Brand Equity• Scholarship• Reputation• Credibility• National Image, Pride• Excellence, Quality• Role Model
FINANACIAL RESOURCES
OUTCOMES-BASEDTEACHING AND LEARNING
OUTCOMES-BASED TEACHING & LEARNING (OBTL)
According to Prof. Tony T.N. Hung of HKBU, the‘Essence’ of OBTL is captured by three statements:
1. “In education, what matters ultimately is not what is taught, but what is learned;
2. Therefore, teachers would do well to set their course/program objectives (as far as possible) in terms of learning outcomes.
3. What we teach and how we teach, and how we assessour students, ought to be properly aligned with our intended learning outcomes”.
THE WASHINGTON ACCORD
R. Unnikrishnan
Goal: Working Together to Advance Benchmarking and Mobility in the Engineering Profession
BRIEF BACKGROUND ON THE WASHINGTON ACCORD
ØOriginally signed in 1989 by 6 engineering education accrediting bodies from:
• Australia, Canada, Ireland, New Zealand, United Kingdom & United States – All English-speaking Countries.
ØNon-governmental agreement
Ø Emphasizes peer-review
BRIEF BACKGROUND (Cont’d)
q Monitoring & verification of signatories’ accreditation system every 6 years
q Developmental pathways for provisional admission
q Business Meeting of Signatories - every 2 years
q Full signatory status requires unanimous agreement
WASHINGTON ACCORD
… recognizes the “substantial equivalency” of accreditation systems to assess that the graduates of accredited programs are prepared to practice engineering at the entry level to the profession.
Ø Therefore, the focus is on 4-year (minimum)Undergraduate programs in engineering.
WASHINGTON ACCORDLATEST POSITION – POST JUNE 13 2014
New Permanent Signatories:1. The Institution of Engineers Sri Lanka2. National Board of Accreditation, India
In the case of the National Board of Accreditation (NBA), recognition of programmes by other signatories applies only to programmes accredited by NBA that are offered by education providers accepted by NBA as Tier 1 institutions
WASHINGTON ACCORDCURRENT SIGNATORIES
1. Australia - Represented by Engineers Australia (1989)2. Canada - Represented by Engineers Canada (1989)3. Chinese Taipei - Represented by Institute of Engineering
Education Taiwan (2007)4. Hong Kong China - Represented by The Hong Kong
Institution of Engineers (1995)5. India - Represented by National Board of Accreditation
(2014)(Applies only to programmes accredited by NBA offered by education providers accepted by NBA as Tier 1 institutions.)
6. Ireland - Represented by Engineers Ireland (1989)7. Japan - Represented by Japan Accreditation Board for
Engineering Education (2005)8. Korea - Represented by Accreditation Board for
Engineering Education of Korea (2007)
9. Malaysia - Represented by Board of Engineers Malaysia (2009)
10. New Zealand - Represented by Institution of Professional Engineers NZ (1989)
11. Russia - Represented by Association for Engineering Education of Russia (2012)
12. Singapore - Represented by Institution of Engineers Singapore (2006)
13. South Africa - Represented by Engineering Council of South Africa (1999)
14. Sri Lanka - Represented by Institution of Engineers Sri Lanka (2014)
15. Turkey - Represented by MUDEK (2011)16. United Kingdom - Represented by Engineering Council
UK (1989)17. United States - Represented by Accreditation Board for
Engineering and Technology (1989)
ORGANIZATIONS HOLDING PROVISIONAL STATUS
1. Bangladesh - Represented by Board of Accreditation for Engineering and Technical Education
2. China - Represented by China Association for Science and Technology
3. Pakistan - Represented by Pakistan Engineering Council
4. Peru - Represented by ICACIT5. Philippines - Represented by Philippine Technological
Council
TIER I AND TIER II INSTITUTIONS
ØApplies only in the context of NBA membership in Washington Accord
ØTier I institutions are Universities (of all types ) and Autonomous Colleges; Tier II institutions are the Affiliated Colleges.
Ø Rationale: Tier I institutions have the freedom to make and sustain changes in their Academic systems and processes.
14 16 February 2016
ABET 2000 a-k competencies
a. ability to apply knowledge of math, science & engineeringb. ability to design & conduct experiments, analyze datac. ability to design a system component or processd. ability to function on multi-disciplinary teamse. ability to identify, solve & formulate engineering problemsf. understanding of professional & ethical responsibilitiesg. ability to communicate effectivelyh. understand the impact of engineering solutions in a global & societal
contexti. life-long learningj. knowledge of contemporary issuesk. ability to use techniques, skills & engineering tools necessary for
engineering practiceKey Words : Competencies, Abilities
Source: www.abet.org
Ø Outcome assessment is a method for determining Øwhether students have learned, Øhave retained, and Øcan apply what they have been taught.
ØAssessment plans have three components: Øa statement of educational goals, Ømultiple measures of achievement of the goals,Ø and use of the resulting information to improve the educational process.
ØThe results of outcomes assessment are part of a feedback loop in which faculty members are provided information that they can use to improve their teaching and student learning
Part - B - I. Vision, Mission and Programme Educational Objectives
16-Feb-16
1.2.4. State the process for establishing the PEOs:
Information:
Vision, Mission & Objectives
Programme Educational Objectives(PEOs)
Programme Outcomes(POs)
Course Outcome
1
Course Outcome
2
Course Outcome
n
REVIEW OF BASIC DEFINITIONS – Oct 15 2015
Program Educational Objectives – Program educational objectives are broad statements that describe what graduates are expected to attain within a few years of graduation. Program educational objectives are based on the needs of the program’s constituencies.
Student Outcomes – Student outcomes describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire as they progress through the program.
Assessment – Assessment is one or more processes that identify, collect, and prepare data to evaluate the attainment of student outcomes. Effective assessment uses relevant direct, indirect, quantitative and qualitative measures as appropriate to the outcome being measured. Appropriate sampling methods may be used as part of an assessment process.
Evaluation – Evaluation is one or more processes for interpreting the data and evidence accumulated through assessment processes. Evaluation determines the extent to which student outcomes are being attained. Evaluation results in decisions and actions regarding program improvement.
SAMPLE PROGRAM OBJECTIVES FORB. TECH MECHANICAL ENGINEERING
Courtesy : Ashok Saxena
PEO 1. Educate students with an in-depth understanding ofmathematics, science and engineering and to build a strongfoundation of theory and practice in the areas of MechanicalEngineering.
PEO 2. To prepare students for successful careers inMechanical Engineering in small, medium and largeindustrial and government enterprises and to succeed in postgraduate studies in engineering, management or otherrelated fields.
PEO 3. To make students aware of (a) the societal context ofengineering profession (b) ethical professional practices, and(c) the need to function effectively in multi-disciplinaryteams to solve technical and societal problems
PROGRAM OUTCOMES
1. Apply the knowledge of Mathematics, Science, and Engineering……2. Identify, formulate, research literature, and analyze complex engineering
problems……..3. Design of solutions for complex engineering problems and design of systems……4. Use research based methods…..5. Create, select, and apply appropriate techniques, resources, and modern
engineering and IT tools……6. Apply reasoning within the contextual knowledge to access societal, health,
safety…….7. Understand the impact of the professional engineering solutions….8. Apply ethical principles and commit to professional ethics….9. Function effectively as an individual independently and as a member or leader in
diverse teams10. Effective Communication11. Knowledge of effective management principles12. Life-long learning
SOME (PROVOCATIVE) QUESTIONS
Ø Is it necessary to seek WA membership? What are the benefits? Are we enjoying these benefits without WA membership – overseas employment and higher education opportunities (through GRE, GMAT..) ?
Ø Same questions for ABET?
ØSince ABET is one of the signatories of WA , if India gets WA membership, is ABET still relevant for us?
ØWhat is the relevance of NAAC accreditation for engineering institutions? cf NBA accreditation has recently been made mandatory for receiving grants.
RATIONALE
Ø International Collaborations – Due Diligence:ØNational AccreditationØ International AccreditationØ RankingsØ Reputation
Specific and clearly defined outcomes must be described to the students so that the students will be able to set their own expectations and means to achieve the desired outcomes.
As such, the role of the lecturers is to guide and provide directions for the students to navigate their own learning.
The defined outcomes must be specific, measureable, achievable, realistic and time-based.
RELEVANCE OF OBE TO WASHINGTON ACCORD
In engineering education, the outcome based approach has been mandated as compulsory for accreditation of an engineering program for signatories of the Washington Accord.
The main problem with implementation of outcome based education is the broad definition of outcome based education itself. While it emphasizes the achievement of outcomes, this also refers to the achievement of learning outcomes (LO) for a particular course
The concept of OBE also does not provide for any specific procedure or follow a single idea in achieving the outcomes which led to confusion as to how best to implement OBE curricula
The original concept of OBE includes the cyclic continual improvement with meaningful revision of teaching and learning pedagogies, delivery and assessment methods.
DIFFERENCE BETWEEN TRADITIONAL LEARNING AND OBE
In traditional learning, the outcomes are mostly labelled as learning objectives which encourages the construction of LO being direct translation of course contents objectives .
In OBE, the outcomes should be significant achievements which stretches beyond the achievement of particular course contents and contributes to the behaviouralattributes of the students.
The ultimate aims of outcome based education in engineering education is to equip the undergraduates of an engineering program with the attributes necessary for them to transition themselves into professional career as a global engineer
The utilization of Bloom’s Taxonomy Cognitive Domain, Psychomotor Domain and Affective Domain is implemented across all courses in each assessment inclusive of final exam, tests, assignments and projects.
Soft skills such as lifelong learning, project management, awareness on sustainability issues and social responsibilities as an engineer as well as engineering ethics are embedded in the assignments, case studies and projects.
The attainment of soft skills is difficult to measure. The assessment of soft skills must be conducted in several courses across the discipline to be proof of acquired skill.
REVISIONS IN PROGRESS
REVISIONS OF ABET CRITERIA 3 AND 5 - PROPOSAL
In an effort to keep the criteria relevant, fresh and compelling.
Criterion 3 Student Outcomes Criterion 5 Curriculum
Criterion 3 : to ensure that the outcomes are richer and measurable, but above all realisticThe EAC was receiving requests from constituent groups for additional outcomes to be included in Criterion 3Criterion 3 Task Force: Members of the task force represented domestic undergraduate and graduate engineering programs, industry, and professional societies.
SHORTCOMINGS REVEALED BY REVIEWS AND FEEDBACK
Shortcomings were reported in all 11 of the (a)-(k) components of Criterion 3, mostly at the weakness or concern level. The data collected revealed that programs had the most difficulty in determining the extent of outcome attainment with components :
3(d) (ability to function on multidisciplinary teams),3(f) (understanding of professional and ethical responsibility),
3(h) (a broad education to understand engineering solutions in global, economic, environmental, and societal context), 3(i) (recognition of the need for and ability to engage in life-long learning), and3(j) (knowledge of contemporary issues).
The Criterion 3 task force concluded that some of the (a)-(k) components were interdependent, broad and vague in scope, or impossible to measure. As a consequence, program evaluators were inconsistent in their interpretation of how well programs were complying with Criterion 3.
Some constituent groups independently informed the EAC that important outcomes were missing from the (a)-(k) list and they proposed additional outcomes. Communications with constituent groups took the form of email, letters, presentations, and position papers.Suggested additions to the list of outcomes brought the total to 75.
The Task Force grouped the suggestions into six topic areas that would drive a possible major change to Criterion 3.
This possible change would also serve to align ABET criteria more closely with Washington Accord graduate attributes including project management and finance.
The Criteria Committee examined and catalogued all inputs received. Further discussions in 2014-15 resulted in addition of a seventh topic area, so that the following topic areas would be addressed:
THE SEVEN TOPIC AREAS
1. Engineering problem solving,2. Engineering design,3. Measurement, testing, and quality assurance,4. Communication skills,5. Professional responsibility,6. Professional growth, and7. Teamwork and project management
The Criteria Committee will be collecting and analyzing all input received before June 15, 2016.
Based on feedback received and realizing the importance to engage as many perspectives as possible, the EAC has agreed to extend the deadline to June 30, 2016 for public comment.
SOME BASIC DEFINITIONS
Basic Science – Basic sciences consist of chemistry and physics, and other biological, chemical, and physical sciences, including astronomy, biology, climatology, ecology, geology, meteorology, and oceanography.
College-level Mathematics – College-level mathematics consists of mathematics above pre-calculus level.
Engineering Science – Engineering sciences are based on mathematics and basic sciences but carry knowledge further toward creative application needed to solve engineering problems
Engineering Design – Engineering design is the process of devising a system, component, or process to meet desired needs, specifications, codes, and standards within constraints such as health and safety, cost, ethics, policy, sustainability, constructability, and manufacturability. It is an iterative, creative, decision-making process in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally into solutions.
Teams – A team consists of more than one person working toward a common goal and may include individuals of diverse backgrounds, skills, and perspectives.
One Academic Year – One academic year is the lesser of 32 semester credits (or equivalent) or one-fourth of the total credits required for graduation with a baccalaureate degree
CRITERION 5. CURRICULUM
The curriculum requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The curriculum must support attainment of the student outcomes and must include:
(a) one academic year of a combination of college-level mathematics and basic sciences (some with experimental experience) appropriate to the program.
(b) one and one-half academic years of engineering topics, consisting of engineering sciences and engineering design appropriate to the program and utilizing modern engineering tool
(c) a broad education component that includes humanities and social sciences, complements the technical content of the curriculum, and is consistent with the program educational objectives.
Students must be prepared to enter the professional practice of engineering through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple constraints.
NATIONAL BOARD OF ACCREDITATION
Pro-forma for Pre-Qualifiers TIER-II Institutions
PARTA- Profile of the Institute
A1. Name of the College:- Year of Establishment:-
Location of the College:-
A2. Address:- City:-
State:- Pin Code:-
Website:- E-mail:-
STD Code:- Phone No:-
Fax STD Code:- Fax:-
A3. Head of the Institution:-
Name:- Designation:-
Status of Appointment:-
A4. Contact details of Head of the Institution:-
STD Code:- Telephone No:-
Mobile:- E-mail:-
Fax STD Code:- Fax No:-
A5. Name of the Affiliating University:-
Address:- City:-
State:- Pin Code:-
Website:- E-mail:-
STD Code:- Phone No:-
Fax STD Code:- Fax:-
A6. Type of the Institution:
University Deemed University
Government Aided Autonomous
Affiliated
A7. Ownership Status:
Central Government State Government
Government Aided Self financing
Trust Society
Section 25 Company Any Other (Please specify)
Provide Details:
A8. Students Admissions (Institute level considering all programs):
CAY: Current Assessment Year CAYm1: Current Assessment Year minus 1 CAYm2: Current Assessment Year minus 2
Item CAY CAYm1 CAYm2
Sanctioned intake
Number of students admitted
Total Admitted/Sanctioned Intake= % Admitted
Average % Admitted
A9. Campus Information:-
Does the College have its own building:-
Sports Complex:-
Canteen and Hostel (If any):-
Medical Room:-
Computer Laboratories:-
Counselling and guidance:-
Placement:-
A10. Names of programs offered by the College:-
UG:-
PG:-
Note: - Please mention department wise.
A11. Programs to be considered for Accreditation vide this application.
S. No. Program Name
PART B- Program information as per point A11
B1. Provide separate Information for each program applied for:-
Name of
the Department
Name of the
programs running
Name of the
program to be
consider
-ed
Year
of Start
Intake
Increase
in intake, if any
Year of increase
AICTE Approval
Accreditation Status*
* Write applicable one:
Applying first time
Granted provisional accreditation for two years for the period(specify period)
Granted accreditation for 5 years for the period (specify period)
Not accredited (specify visit dates, year)
Withdrawn (specify visit dates, year)
Not eligible for accreditation
Eligible but not applied
B1.1.
B2. Student Admissions (Program specific):-
Name of the
Department
Name of the
program No. of Classrooms No. of Laboratories
No. of
Equipments per
Laboratory
CAY: Current Assessment Year
CAYm1: Current Assessment Year minus 1
CAYm2: Current Assessment Year minus 2
B3. Information of Faculty
Atleast one Professor or Associate professor should be available exclusively for the
program under consideration
B4.Student Faculty Ratio (No of Faculty as per the sanctioned intake):- CAY: No. of Students in 2nd/3rd/4th Year :
No. of Faculty for the program (considering the fractional load) :
Item CAY CAYm1 CAYm2
Sanctioned intake of the program
Number of students admitted in the Program
Total Admitted/Sanctioned Intake= % Admitted
Average % Admitted
S.No. Designation/Numbers
Number of Faculty
in the Department
for both UG and PG
Number of Faculty
for the program
applied*
1. Professor
2. Associate Professor
3. Assistant Professor
4. Number of Ph.D
Student Faculty Ratio :
CAYm1:No. of Students in 2nd/3rd/4th Year :
No. of Faculty for the program (considering the fractional load)
Student Faculty Ratio:
CAYm2: No. of Students in 2nd/3rd/4th Year:
No. of Faculty for the program (considering the fractional load)
Student Faculty Ratio:
Average: [Addition of SFRs of CAY + CAYm1 + CAYm2]/3
B5.Faculty Cadre Proportion:-
(The reference Faculty cadre proportion is 1:2:6 i.e; Professor: Associate professor: Assistant professor)
Year
Professors Associate Professors Assistant Professors
Required F1 Available Required F2 Available Required F3 Available
CAY
CAYm1
CAYm2
Average
Numbers RF1= AF1= RF2= AF2= RF3= AF3=
Compliance status to Pre-Visit Qualifiers
S.N. Pre Visit Qualifiers
(Average of Assessment years)
Existence Compliance Status
Complied/Not Complied
Essential qualifiers
1 Vision, Mission & PEOs i. Are the Vision & Mission
of the Department stated in the Prospectus /
Website? ii. Are the PEOs of the
Program listed in the Prospectus / Website?
2 Whether approval of AICTE for the programs under consideration has been obtained for all the years including current year
3 Whether the Institute has received Zero deficiency report from the regulatory authority, i.e., AICTE, UGC etc. for the current academic session.
4 Whether admissions in the
undergraduate programs at
the Institute level has been more than 50% *
(average of the last three assessment years)
5 Whether admissions in the undergraduate programs under consideration has been
more than 50% ** (average of the last three
assessment years)
% Admission
6 Whether student faculty ratio
in the programs under consideration is better than or equal to 1:20
(average of the last three
assessment years)
SFR
7 Whether at least one Professor or one Associate Professor available in the respective Program/ Department
8 Whether number of available Ph.Ds in the department exceeds 10% of the required number of faculty
9 Whether the placement
ratio(Placement + higher studies) is greater than 40% (average of the last three
assessment years)
11 Whether two batches have passed out in the programs under consideration
Desirable parameters 1 Whether department has
program assessment and quality improvement committee. If so, its constitution and mandate.
2 Whether the departments under consideration receives
separately earmarked funds for
i. Maintenance of Laboratory/computation
al facilities(recurring funds)
ii. Up-gradation of laboratory/computation facilities(non-recurring funds)
3 Whether HODs possess Ph.D degrees for the programs under consideration
4 Whether number of available
Ph.Ds in the department exceeds 15% of the required number of faculty
5 Whether admissions in the undergraduate programs
under consideration has been more than 60% (average of the last three assessment years)
*Total number of students admitted in first year minus number of students migrated to other
institutions, plus the number of students migrated to this institution divided by the sanctioned intake.
**Total number of students admitted in first year in the respective program minus number of students
migrated to other programs/ institutions plus the number of students migrated to this program divided by
the sanctioned intake in the respective program.
Decision: If compliance status in all the cases is yes, then the institute shall be treated
as eligible for furnishing the e-SAR of the programs which may be considered for accreditation
as per procedure.
As far as desirable parameters are concerned, the Institutions are expected to meet these
parameters also. Although institutions which are non-compliant on these parameters may be
invited to prepare their SAR, it is expected that they would have taken necessary steps in this
direction by the time of actual submission of the same.
NATIONAL BOARD OF ACCREDITATION
Pro-forma for Pre-Qualifiers TIER-II Institutions
PARTA- Profile of the Institute
A1. Name of the College:- Year of Establishment:-
Location of the College:-
A2. Address:- City:-
State:- Pin Code:-
Website:- E-mail:-
STD Code:- Phone No:-
Fax STD Code:- Fax:-
A3. Head of the Institution:-
Name:- Designation:-
Status of Appointment:-
A4. Contact details of Head of the Institution:-
STD Code:- Telephone No:-
Mobile:- E-mail:-
Fax STD Code:- Fax No:-
A5. Name of the Affiliating University:-
Address:- City:-
State:- Pin Code:-
Website:- E-mail:-
STD Code:- Phone No:-
Fax STD Code:- Fax:-
A6. Type of the Institution:
University Deemed University
Government Aided Autonomous
Affiliated
A7. Ownership Status:
Central Government State Government
Government Aided Self financing
Trust Society
Section 25 Company Any Other (Please specify)
Provide Details:
A8. Students Admissions (Institute level considering all programs):
CAY: Current Assessment Year CAYm1: Current Assessment Year minus 1 CAYm2: Current Assessment Year minus 2
Item CAY CAYm1 CAYm2
Sanctioned intake
Number of students admitted
Total Admitted/Sanctioned Intake= % Admitted
Average % Admitted
A9. Campus Information:-
Does the College have its own building:-
Sports Complex:-
Canteen and Hostel (If any):-
Medical Room:-
Computer Laboratories:-
Counselling and guidance:-
Placement:-
A10. Names of programs offered by the College:-
UG:-
PG:-
Note: - Please mention department wise.
A11. Programs to be considered for Accreditation vide this application.
S. No. Program Name
PART B- Program information as per point A11
B1. Provide separate Information for each program applied for:-
Name of
the Department
Name of the
programs running
Name of the
program to be
consider
-ed
Year
of Start
Intake
Increase
in intake, if any
Year of increase
AICTE Approval
Accreditation Status*
* Write applicable one:
Applying first time
Granted provisional accreditation for two years for the period(specify period)
Granted accreditation for 5 years for the period (specify period)
Not accredited (specify visit dates, year)
Withdrawn (specify visit dates, year)
Not eligible for accreditation
Eligible but not applied
B1.1.
B2. Student Admissions (Program specific):-
Name of the
Department
Name of the
program No. of Classrooms No. of Laboratories
No. of
Equipments per
Laboratory
CAY: Current Assessment Year
CAYm1: Current Assessment Year minus 1
CAYm2: Current Assessment Year minus 2
B3. Information of Faculty
Atleast one Professor or Associate professor should be available exclusively for the
program under consideration
B4.Student Faculty Ratio (No of Faculty as per the sanctioned intake):- CAY: No. of Students in 2nd/3rd/4th Year :
No. of Faculty for the program (considering the fractional load) :
Item CAY CAYm1 CAYm2
Sanctioned intake of the program
Number of students admitted in the Program
Total Admitted/Sanctioned Intake= % Admitted
Average % Admitted
S.No. Designation/Numbers
Number of Faculty
in the Department
for both UG and PG
Number of Faculty
for the program
applied*
1. Professor
2. Associate Professor
3. Assistant Professor
4. Number of Ph.D
Student Faculty Ratio :
CAYm1:No. of Students in 2nd/3rd/4th Year :
No. of Faculty for the program (considering the fractional load)
Student Faculty Ratio:
CAYm2: No. of Students in 2nd/3rd/4th Year:
No. of Faculty for the program (considering the fractional load)
Student Faculty Ratio:
Average: [Addition of SFRs of CAY + CAYm1 + CAYm2]/3
B5.Faculty Cadre Proportion:-
(The reference Faculty cadre proportion is 1:2:6 i.e; Professor: Associate professor: Assistant professor)
Year
Professors Associate Professors Assistant Professors
Required F1 Available Required F2 Available Required F3 Available
CAY
CAYm1
CAYm2
Average
Numbers RF1= AF1= RF2= AF2= RF3= AF3=
Compliance status to Pre-Visit Qualifiers
S.N. Pre Visit Qualifiers
(Average of Assessment years)
Existence Compliance Status
Complied/Not Complied
Essential qualifiers
1 Vision, Mission & PEOs i. Are the Vision & Mission
of the Department stated in the Prospectus /
Website? ii. Are the PEOs of the
Program listed in the Prospectus / Website?
2 Whether approval of AICTE for the programs under consideration has been obtained for all the years including current year
3 Whether the Institute has received Zero deficiency report from the regulatory authority, i.e., AICTE, UGC etc. for the current academic session.
4 Whether admissions in the
undergraduate programs at
the Institute level has been more than 50% *
(average of the last three assessment years)
5 Whether admissions in the undergraduate programs under consideration has been
more than 50% ** (average of the last three
assessment years)
% Admission
6 Whether student faculty ratio
in the programs under consideration is better than or equal to 1:20
(average of the last three
assessment years)
SFR
7 Whether at least one Professor or one Associate Professor available in the respective Program/ Department
8 Whether number of available Ph.Ds in the department exceeds 10% of the required number of faculty
9 Whether the placement
ratio(Placement + higher studies) is greater than 40% (average of the last three
assessment years)
11 Whether two batches have passed out in the programs under consideration
Desirable parameters 1 Whether department has
program assessment and quality improvement committee. If so, its constitution and mandate.
2 Whether the departments under consideration receives
separately earmarked funds for
i. Maintenance of Laboratory/computation
al facilities(recurring funds)
ii. Up-gradation of laboratory/computation facilities(non-recurring funds)
3 Whether HODs possess Ph.D degrees for the programs under consideration
4 Whether number of available
Ph.Ds in the department exceeds 15% of the required number of faculty
5 Whether admissions in the undergraduate programs
under consideration has been more than 60% (average of the last three assessment years)
*Total number of students admitted in first year minus number of students migrated to other
institutions, plus the number of students migrated to this institution divided by the sanctioned intake.
**Total number of students admitted in first year in the respective program minus number of students
migrated to other programs/ institutions plus the number of students migrated to this program divided by
the sanctioned intake in the respective program.
Decision: If compliance status in all the cases is yes, then the institute shall be treated
as eligible for furnishing the e-SAR of the programs which may be considered for accreditation
as per procedure.
As far as desirable parameters are concerned, the Institutions are expected to meet these
parameters also. Although institutions which are non-compliant on these parameters may be
invited to prepare their SAR, it is expected that they would have taken necessary steps in this
direction by the time of actual submission of the same.
Taxonomy of Teaching, Learning and Assessment
N J Rao and K Rajanikanth
njraoiisc@gmail.com; rajani341949@yahoo.com
Why a Taxonomy?
2
Dimensions of Learning
• Cognitive– Cognitive Processes– Knowledge Categories
• Affective (Emotion)• PsychomotorAll three dimensions are involved to varying degrees
in all experiences and activities• Spiritual
3
4
Integrated Experiences
4
5
Dominantly Cognitive
5
6
Dominantly Affective
6
7
Dominantly Psychomotor
7
8
Changing Domains
8
Cognitive Processes
Anderson/Bloom’s Taxonomy• Remember• Understand• Apply• Analyze• Evaluate• Create
9
Remember
• Remembering involves retrieving relevant knowledge from long-term memory
• The relevant knowledge may be factual, conceptual, procedural, or some combination of these
• Remembering knowledge is essential for meaningful learning and problem solving as that knowledge is used in more complex tasks
• Action verbs: Recognize, recall, list, mention, state, draw, label, define, name, describe, prove a theorem etc.
10
Understand
• We are said to understand when we are able to construct meaning from instructional messages
• Instructional messages can be verbal, pictorial/ graphic or symbolic
• Instructional messages are received during lectures, demonstrations, field trips, performances, or simulations, in books or on computer monitors
11
Action verbs for ‘Understand’
• Interpret: translate, paraphrase, represent and clarify
• Exemplify: Illustrate and instantiate • Classify: Categorize and subsume • Summarize: Generalize and abstract • Infer: Find a pattern • Compare: Contrast, match, and map • Explain: Construct a model
12
Apply
• Using procedures to perform exercises or solve problems
• Closely linked with procedural knowledge Action verbs: • Execute/Implement: determine, calculate,
compute, estimate, solve, draw, relate, modify, etc.
13
Analyze
Involves breaking material into its constituent parts and determining how the parts are related to one another and to an overall structure• Differentiate: Discriminate, differentiate, focus and
select (Distinguishing relevant parts or important parts from unimportant parts of presented material)
• Organize: Structure, integrate, find coherence, outline, and parse (Determine how elements fit or function within a structure)
• Attribute: Deconstruct (Determine a point of view, bias, values, or intent underlying presented material
14
Analyze activities• developing one’s perspective: creating or exploring
beliefs, arguments, or theories • clarifying issues, conclusions, or beliefs • evaluating the credibility of sources of information• questioning deeply: raising and pursuing root or
significant questions• reading critically: clarifying or critiquing texts• examining or evaluating assumptions • distinguishing relevant from irrelevant facts • recognizing contradictions • exploring implications and consequences
15
Analysis in Engineering
• Use of the verb ‘analyze’ in engineering is bit tricky• It is not easy to design any questions in this
category in limited time written examinations• Analyse activities can be included in assignments
related to case studies, projects, term papers and field studies
16
Evaluate
• Make judgments based on criteria and standards • Criteria used include quality, effectiveness,
efficiency and consistency • The standards may be either quantitative or
qualitative
17
Evaluate: Action Verbs
• Check: Test, detect, monitor, coordinate • Critique: Judge (Accuracy, adequacy,
appropriateness, clarity, cohesiveness, completeness, consistency, correctness, credibility, organization, reasonableness, reasoning, relationships, reliability, significance, standards, usefulness, validity, values, worth, criteria, standards, and procedures)
18
Create• Involves putting elements together to form a
coherent or functional whole • While it includes objectives that call for unique
production, also refers to objectives calling for production that students can and will do
Action verbs: • Generate: Classify systems, concepts, models,
explanations, generalizations, hypotheses, predictions, principles, problems, questions, stories, theories)
• Plan (design) • Produce
19
Critical Thinking
• Critical thinking refers to the deep, intentional and structured thinking process that is aimed at analyzing and conceptualizing information, experiences, observation, and existing knowledge for the purpose of creating original and creative solutions for the challenges encountered
• Critical thinking is systematic and holistic in the sense that while examining a proposed solution, it examines its impact and consequences on other parts of the system thus ensuring that a solution at one level of the system does not create challenges and difficulties somewhere else
20
Critical Thinking
• Thinking critically requires a positive open and fair mindset that is able to objectively examine the available information and is aware of the laid assumptions and limitations brought about by them.
• Critical thinking is the art of analyzing and evaluating; thinking with a view to improving it
Problem Solving
• Problem solving involves Apply, Analyze, Evaluate and Create processes
22
Nature of Engineering Courses
• The frameworks with in which majority of engineering and engineering science courses are dealt with are fairly well defined
• Solution of open ended problems is attempted in engineering programs mostly through projects and sometimes through assignments where time for solving is not a major limitation
• Assessment items in class tests and end-semester examinations dominantly belong to the Remember, Understand and Apply cognitive levels
23
Higher Orders of Learning/ Deep Learning/Meaningful Learning
• Apply (Implement) • Analyze • Evaluate • Create
24
25
CATEGORIES OF KNOWLEDGE
25
Knowledge
• The problem of characterizing knowledge is an enduring question of philosophy and psychology
• Knowledge is organized and structured by the learner in line with a cognitivist-constructivist tradition
• Knowledge is domain specific and contextualized
26
Knowledge
General Categories• Factual• Conceptual• Procedural• Metacognitive
Categories specific to Engineering• Fundamental Design Principles• Criteria and Specifications• Practical Constraints• Design Instrumentalities
27
Factual Knowledge
• basic elements students must know if they are to be acquainted with the discipline or solve any of the problems in it
• exists at a relatively low level of abstractionSubtypes of Factual Knowledge• Knowledge of terminology (e.g., words, numerals,
signs, pictures)• Knowledge of specific details (including descriptive
and prescriptive data) and elements
28
Samples of ‘Factual’ Knowledge
• Terminology: Signal-to-noise ratio, low-pass filter, VCVS, CCCS, power factor etc.
Specific details: • Power supply frequency in India is 50 Hz• Semiconductor devices fail above 120OC• Ball grid array packaging can provide for more that
200 input-output pins• TI and Analog Devices are two semiconductor
manufacturers making a wide variety of analog ICs
29
Conceptual Knowledge
• A concept denotes all of the entities, phenomena, and/or relations in a given category or class by using definitions.
• Concepts are abstract in that they omit the differences of the things in their extension
• Classical concepts are universal in that they apply equally to every thing in their extension.
• Concepts are also the basic elements of propositions, much the same way a word is the basic semantic element of a sentence.
30
Conceptual Knowledgeincludes • knowledge of categories and classifications, and the
relationships between and among them • schemas, mental models, or implicit or explicit
theories Schemas and models, and theories represent • how a particular subject matter is organized and
structured • how the different parts or bits of information are
interconnected and interrelated in a more systematic manner
• how these parts function together
31
Examples of Conceptual Knowledge
• Force, acceleration, velocity, mass, voltage, current, temperature, entropy, stress, strain
• Kirchoff’s laws• Laws of thermodynamics
32
Procedural Knowledge
• is the “knowledge of how” to do something• it often takes the form of a series or sequence of
steps to be followed. • includes knowledge of skills, algorithms,
techniques, and methods, collectively known as procedures
• also includes knowledge of the criteria used to determine when to use various procedures.
• is specific or germane to particular subject matters or academic disciplines
33
Examples of Procedural Knowledge
• Solving matrix differential equation• Preparing a truth-table from a logic expression• Drawing a Bode plot• Designing a filter as per specifications
34
Metacognitive Knowledge
• is knowledge about cognition in general as well as awareness of and knowledge about one’s own cognition.
Categories of Metacognitive knowledge• Assessing the task at hand• Evaluating one’s own strengths and weaknesses• Planning an appropriate approach• Applying strategies and monitoring performance• Reflecting and adjusting one’s own approach• Beliefs about intelligence and learning
35
Fundamental Design ConceptsOperational principles of devices, and components within
a device.Examples• A device can perform a variety of tasks by
incorporating memory into it.• A device that has two well defined states can be
used as a memory unit.• Stepping movement can be created through
interaction between two salient magnetic fields.• An airfoil, by virtue of it shape, in particular its sharp
trailing edge, generates lift when inclined at an angle to the air stream.
36
Criteria and Specifications• It is necessary to translate the qualitative goals for
the device into specific, quantitative goals. • Design criteria vary widely in perceptibility. Examples• Any power converter should have efficiency above
95%.• The speed control unit for the dc motor should not
create excessive harmonic distortion on the power line.
• The SMPS output should have an output regulation of 0.5%.
• The speed of the dc motor should be controlled over a speed range of 1 to 300 RPM with an accuracy of 0.05%.
37
Practical Constraints• an array of less sharply defined considerations
derived from experience in practice, considerations that frequently do not lend themselves to theorizing, tabulation, or programming into a computer.
Examples• The legend should be written above the switch on
the front panel• The indicator lamp should be above the switch• The clearances that must be allowed between
physical parts in equipment for tools and hands to reach different parts
• The design should be completed within two months
38
Design Instrumentalities
• Procedural knowledge including the procedures, way of thinking, and judgmental skills by which it is done.
Examples1. Top-down approach to the design of a product2. Phasing of development of a product3. Structuring of an electronic product4. Design walkthroughs.5. Identify all members of the team early on and
include every member in the group communications from the outset.
39
Taxonomy Table
• It is a table of six cognitive processes (columns) and eight categories of knowledge (rows).
• Each cell represents a specific combination of cognitive process and a category of knowledge.
40
4141
Knowledge CategoriesCognitive Processes
Remember Understand Apply Analyze Evaluate Create
Factual
Conceptual
Procedural
Fundamental Design
Principles
Criteria & Specifications
Practical Constraints
Design instrumentalities
Metacognitive
Taxonomy Table (Anderson-Bloom-Vincenti)
Alignment
• Alignment refers to the correspondence of learning objectives, assessment and instructional activities
42
Psychomotor domain
• It includes physical movement, coordination, and use of the motor-skill areas. (Simpson, 1972)
• Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.
43
Affective Domain
• Proposed in 1956 by Krothwohl, Bloom, and Masia• Difficult to structure• Catch all: self-concept, motivation, interests,
attitudes, beliefs, values, self-esteem, morality, ego development, feelings, need achievement, locus of control, curiosity, creativity, independence, mental health, personal growth, group dynamics, mental imagery and personality
44
4545
Relation between the three domains
• Cognitive, affective and psychomotor activities are not independent of one another
• Instruction needs to pay attention to these dependencies
46
Assessment Determines the Quality of Learning
N.J. Rao
Students learn better when� they are provided information about the goals
of the course (course outcomes they should acquire), their responsibilities, and the criteria used to evaluate their performance � assessment is in alignment with the course
outcomes� instruction is designed and done to facilitate
students to acquire the stated course outcomes� they are actively engaged and challenged at the
right level
June 2015 2N.J. Rao
njrao1
Slide 2
njrao1 njrao, 11/18/2013
Communicating Outcomes
� Program Educational Objectives� Program Outcomes (NBA)� Program Specific Outcomes� Course Outcomes
◦ Competencies
� Syllabus
June 2015 N.J. Rao 3
Syllabus� Aim of the course� Course Overview and Context� Course Outcomes: 6+2� Course Competencies: 15+5� Content of the Course as a list of topics� Learning Resources� Assessment Pattern� Attendance Policy� Instruction schedule� Assignments
June 2015 N.J. Rao 4
Syllabus (2)� Evaluation procedures for tests and assignments� Late assignment submission policy� Make-up examination/work policy� Citation style for papers� Behavior expectations� Academic dishonesty/cheating/plagiarism� Instructor and Teaching Assistant contact information� Accommodation of students who are challenged
June 2015 N.J. Rao 5
Assessment� Assessment should be in alignment with the
course outcomes� Alignment is defined in terms of cognitive levels of
course outcomes� Course Outcome and the items to test the course
outcome are in the same cell of taxonomy table
June 2015 N.J. Rao 6
Taxonomy Table and Alignment
June 2015 N.J. Rao 7
Knowledg Categories
Cognitive Processes
Remember Understand Apply Analyze Evaluate Create
Factual
Conceptual TI3 TI2 C1 TI1
Procedural
Metacognitive
Assessment� Assessment is a measure of performance � Evaluation is an interpretation of assessment � Assessment drives student learning � Our assessment tools tell students what we
consider to be important � Teachers guide students to learn through their
assessments � It is a glue that links the components of a course -
its content, instructional methods, and skills development
June 2015 N.J. Rao 8
Same course, different tests
June 2015 N.J. Rao 9
Test Items/Items and Questions� Questions + Additional related information =
Test Items/ItemsAdditional Information/Tags� Time expected to be taken to solve by an
average student� Sample answer� Hints� Tags including, competency code, cognitive level,
knowledge category, difficulty level etc.
June 2015 N.J. Rao 10
Assessment Items
� Questions to be answered� Assignment Problems� Laboratory experiments to be conducted� Projects to be done� Field work� Reports to be written� Presentations to be made
June 2015 N.J. Rao 11
Assessment Instruments
� Are a collection of assessment items� Have a purpose and context� Contain different types of itemsExamples� Midterm tests� Final examinations� Group Projects
June 2015 N.J. Rao 12
Types of Assessment
� Formative Assessment (Assessment for Learning or Educative Assessment)
� Summative Assessment (Assessment of Learning)
June 2015 N.J. Rao 13
Types of Test Items
� Written Test Items ◦ Selection type ◦ Supply type
� Performance Test Items
June 2015 N.J. Rao 14
Selection Type Items
� True/False � Multiple Choice (with single or multiple
answers) � Matching Blocks � Rearrangement � Checklists
� Rating Scales
June 2015 N.J. Rao 15
Supply Type Items
� Completion� Sketch � Labeling � Short Answers � Structured Response � Viva Voce � Numerical Questions � Detailed Answers
June 2015 N.J. Rao 16
Performance Type Test Items
� Experiments � Simulations � Projects � Prototypes to be built � Things/objects/equipment to be tested, � Discussions, � Presentations, � Field studies
� etc.
June 2015 N.J. Rao 17
Quality of Assessment
June 2015 N.J. Rao 18
Assessment to Scores (Written Instruments)
June 2015 N.J. Rao 19
Summative Assessment Instrument
June 2015 N.J. Rao 20
Valid and Reliable Assessment
June 2015 N.J. Rao 21
Higher cognitive levels and Difficulty
� Difficulty Level refers to increased cognitive load, time to solve, larger numbers of facts to recalled, number of concepts involved, more elaborate procedures to be used etc.
� Difficulty does not automatically increase with cognitive level
� While one can reduce the difficulty level, assessment at higher cognitive levels should not be sacrificed
June 2015 N.J. Rao 22
Sample Items of different Difficulty Levels1. Determine the time period of a simple pendulum of
length 1m on the surface of earth (DL1)2. Determine the time period of a simple pendulum of
length 1m when it is placed in a lift which is moving upwards with an acceleration 2ms-2 (DL2)
3. Determine the time period of a simple pendulum of length 1m with its bob dipped in a non-viscous medium of density one tenth of bob and is placed inalift which is moving upwards with an acceleration 2ms-2 (DL3)
June 2015 N.J. Rao 23
Assessment Pattern� Specification of weightages to different cognitive
processes under different assessment instruments� Assessment instruments include assignments, class tests,
quizzes, presentations, end-semester examinations, mini projects, term papers etc.
� Weightages should depend on the cognitive level of a course outcome and the sessions allocated to it.
� Issues include addressing COs adequately and at the right cognitive levels
June 2015 N.J. Rao 24
Weightages to COs
June 2015 N.J. Rao 25
Class Sessions (approx.)
Marks for COi in 100 marks test instrument
100 x (Class Sessions/Total Class
Sessions)
CL
CO1 3 7 U
CO2 9 23 U
CO3 4 10 U
CO4 10 25 Ap
CO5 8 20 Ap
CO6 6 15 Ap
Distribution of marks� Marks for COi-(CL) = 0.6 x COi Marks� Marks for COi- (CL-1) = 0.6 x Marks for COi-(CL)� Marks for COi- (CL-2) = 0.6 x Marks for COi-(CL-1)� Marks for COi- (CL-3) = 0.6 x Marks for COi-(CL-2)
June 2015 N.J. Rao 26
Assessment Pattern
June 2015 N.J. Rao 27
Cognitive Level
Term Exam 1
Term Exam 2
Assignment Lab Mini Project
Final Examination
Remember
Understand
Apply
Analyze
Evaluate
Create
Evaluation
� Scoring (1, 2, 5, 10 or more marks)� Rubrics
June 2015 N.J. Rao 28
Rubrics
� A rubric is a scoring tool for subjective assessments. � Rubric is a set of criteria and standards, linked
to competencies, used to assess a student's performance on performance test items. � Rubrics allow for standardized evaluation
according to specified criteria, making grading simpler and more transparent� http://rubistar.4teachers.org/
June 2015 N.J. Rao 29
Sample: Presentation� Nonverbal Skills
◦ Eye contact, Facial Expressions and Posture � Vocal Skills
◦ Enthusiasm, and Vocalized Pauses (uh, well uh, um) � Content
◦ Topics announced, Time Frame, Visual Aids, Content Compliance, and Professionalism of Content and Presentation
June 2015 N.J. Rao 30
BMS COLLEGE OF ENGINEERING
BENGALURU-560019
Autonomous Institution affiliated to VTU
Accredited by NAAC with ‘A’
Two day State Level Workshop on
OUTCOMES BASED EDUACATION:
TEACHING, LEARNING & EVALUATION
Date(s)
15th – 16th FEBRUARY 2016
Organised by
Internal Quality Assurance Cell (IQAC), BMSCE
Sponsored by NAAC, Bengaluru
www.bmsce.ac.in
BMS COLLEGE OF ENGINEERING, BENGALURU
BMS College of Engineering (BMSCE) was founded in the
year 1946 by Late Sri. B. M. Sreenivasaiah a great visionary
and philanthropist and nurtured by his illustrious son Late
Sri. B. S. Narayan. BMSCE is the first private sector initiative
in engineering education in India. BMSCE has completed 69
years of dedicated service in the field of Engineering
Education. Started with only 03 undergraduate courses,
BMSCE today offers 13 Undergraduate & 16 Postgraduate
courses both in conventional and emerging areas. 15 of its
Departments are recognized as Research Centres offering
PhD/M.Sc (Engineering by Research) degrees in Science,
Engineering, Architecture and Management attracting
students from all over the country.
The Institution is approved by AICTE, New Delhi, and
affiliated to Visvesvaraya Technological University (VTU),
Belgaum, Karnataka. BMSCE is an AICTE recognized QIP
Centre in Engineering & Technology. It is the only
institution from India adopted by the Melton Foundation,
USA. BMSCE is in TEQIP Phase I and Phase II (a World Bank
project). BMSCE is accredited with A Grade by NAAC
(2013-2018) and 11 programmes have been accredited by
National Board of Accreditation (NBA), New Delhi under
Tier-I as per Washington accord. The College has one of the
largest student populations amongst engineering colleges
in Karnataka. Currently about 5000 students are pursuing
their higher education.
A strong alumni base of over 35,000 most of them occupying
coveted positions in various Educational, Industrial and
Research organizations. The college is being ranked
consistently among the top 20 engineering colleges in the
country by surveys conducted by various media sources.
PATRONS:
Justice S.R.Bannurmath, Hon. Chairman, BMSET
Dr. B.S. Ragini Narayan, Donor Trustee, BMSET
Dr. P. Dayanand Pai, Chairman, BMSCE
Mr. K. Jairaj, IAS (Retd), Trustee, BMSET
Mr. H.U. Talawar, DTE, GOK & Trustee, BMSET
ADVISORS:
Dr. K. Mallikharjuna Babu, Principal, BMSCE
Dr. G.N. Sekhar, Vice- Principal, BMSCE
INTERNAL QUALITY ASSURANCE CELL (IQAC)
The aim of IQAC at BMSCE is to
Develop a system for conscious, consistent and catalytic
action to improve the academic performance of the
institution.
Promote measures for institutional functioning towards
quality enhancement through internalization of quality
culture and institutionalization of best practices.
IMPORTANCE OF THE WORKSHOP
Engineering plays a pivotal role in the improvement of
quality of life. Engineering Education has to be relevant and
effective to responsibly cater to this mandate. The pace of
technological changes is posing challenges for the
academia in terms of making the curriculum relevant to the
needs of the profession and effective in deployment. The
conventional content based teaching – learning followed in
the academic systems have proved to be less effective in
terms of effective design and delivery. Outcome based
education (OBE) has emerged as the way forward for the
academic community in addressing the challenges.
Outcomes based education is a process of curriculum
design, teaching, learning and assessment that focusses on
what the students can actually do after they are taught. It
attempts to embrace course outcomes with the knowledge,
skills attitudes and values that match the immediate social,
economic and cultural environment of society.
The change agents in the academic system are the faculty
members and they are expected to have the clear
understanding of mapping the existing curriculum to the
expected graduate programme outcomes through the
courses they teach adopting outcomes based approach. In
addition, an exposure to pedagogical practices, best
practices in academics will further empower the faculty
member to be able to effectively discharge their duty.
Engineering Education in India is changing from traditional
teaching, learning method to OBE. Accreditation agencies
like NAAC and NBA are facilitating this shift in engineering
education to enhance the quality and make the students
globally competitive.
EXPECTED OUTCOMES:
At the end of two day workshop, the participants will be
able to:
Write course outcomes that are required to meet the
Programme Outcomes (POs).
Map COs with appropriate Programme Outcomes
(POs).
Choose appropriate assessments for evaluation of
Course Outcomes (COs).
Introduce active learning techniques.
RESOURCE PERSONS:
1. Dr.K.Rajanikanth, Educational Expert
2. Dr.N.J.Rao, Educational Expert
3. Dr.K.Mallikharjuna Babu, BMSCE
4. Dr.R.V.Ranganath, BMSCE
5. Dr.B.Kanmani, BMSCE
6. Dr.H.S.Guruprasad, BMSCE
7. Dr.P.Meena, BMSCE
8. Dr.Suresh Ramaswwamyreddy, BMSCE
WHO CAN ATTEND?
Principals/Directors/Deans
Heads of the Departments
Faculty Members
IQAC Coordinators
NUMBER OF PARTICIPANTS
Limited to 45 - Selection criteria - first come first serve
basis.
REGISTRATION FEE
Rs. 500/- per participant
Participants will not be given TA/DA. They have to make
their own arrangements for accommodation.
HOW TO REACH?
BMSCE is located in the heart of Bengaluru city. It is about
5 kms from the Central Railway Station/ Bus Terminus.
IMPORTANT DATES:
Last date for submission of registration form: 10th Feb
2015.
Intimation to selected candidates through email: 12th Feb
2015.
Please mail scanned registration form to
iqac@bmsce.ac.in.
Registration form can be submitted at the time of
registration. The payment is to be made in cash at the time
of registration.
For Further details contact:
Prof. Suresh Ramaswwamyreddy
Director, IQAC, BMSCE.
Mobile: 09483512589
email: suri.civ@bmsce.ac.in
suriiisc@yahoo.com
TOPICS
Overview of OBE Dr. K. M. Babu
PEO, PO & PSO-
Expectations
Dr. R.V. Ranganath
Bloom’s Taxonomy Dr. K. Rajanikanth
Achieving Good Outcomes
through Good Assessment
Dr. N. J. Rao
Course outcomes-
Expectations
Dr. B.Kanmani
Assessment - Rubrics Dr .H.S. Guru Prasad
Active learning
techniques- case study
Dr. P. Meena
Continuous Improvement-
Essence of OBE
Dr.Suresh
REGISTRATION FORM
Name
Designation
Educational
Qualification
Institution
Experience
Address for correspondence:
Mobile no.
Signature of the Candidate
Seal & signature of the Principal
BMS COLLEGE OF ENGINEERING BENGALURU-560019
Two day State Level Workshop on OUTCOMES BASED EDUACATION: TEACHING, LEARNING & EVALUATION
Sponsored by NAAC, Bengaluru PROGRAM SCHEDULE
Venue: BSN Hall, PG Block Day I: 15th February 2016
Session Time Speaker Topic(s) 08.45 - 09.30 Registration
09.30- 10.00 Inauguration 10.00- 10.15 Coffee Break 1 10.15 - 11.15 K. Mallikharjuna Babu Overview of OBE 2 11.15 - 12.45 R V Ranganath PEO, PO & PSO- Expectations 12.45 - 01.45 Lunch Break 3 01.45 - 03.15 K.Rajanikanth Bloom’s Taxonomy 03.15 - 03.30 Tea Break 4 03.30 - 05.00 N.J. Rao Achieving Good Outcomes through Good Assessment
Day II: 16th February 2016
Session Time Speaker Topic(s) 5 09.30 -11.00 B.Kanmani Course outcomes- Expectations 11.00 -11.15 Coffee Break 6 11.15 - 12.00 R V Ranganath Faculty Contribution in OBE 7 12.00 - 01.00 H.S. Guru Prasad Assessment - Rubrics 01.00 - 02.00 Lunch Break 8 02.00 - 02.45 P. Meena Active learning techniques- case study 9 02.45 - 03.30 Suresh Continuous Improvement- Essence of OBE 03.30 -03.45 Tea Break 03.45- 04.15 Wrap up
THE SIGNIFICANCE AND RELEVANCE OF OBE
Prof R NatarajanFormer Chairman, AICTE
Former Director, IIT Madrasprof.rnatarajan@gmail.com
Presentation by : Prof. R. Natarajan, IIT-Madras 2 of 9
THE ANATOMY OF A RESEARCH UNIVERSITY
HUMAN RESOURCES• Faculty• Staff• Students
TANGIBLE OUTPUTS• Manpower• Research Papers• Products and Processes• Patents• Books• Short-term Courses• International / National
Conferences• QIP• MoUs• Participation in National
decision-making• Professional Society
activities• Editorial Boards
LEARNING-TEACHING-ASSESSMENTPROCESSES
R & D
IC & SR
CONTINUING EDUCATION
PHYSICALRESOURCES• Labs• Library• Infrastructure
INPUTSOUTPUTS ANDOUTCOMES
INTANGIBLE OUTCOMES• Brand Equity• Scholarship• Reputation• Credibility• National Image, Pride• Excellence, Quality• Role Model
FINANACIAL RESOURCES
OUTCOMES-BASEDTEACHING AND LEARNING
OUTCOMES-BASED TEACHING & LEARNING (OBTL)
According to Prof. Tony T.N. Hung of HKBU, the‘Essence’ of OBTL is captured by three statements:
1. “In education, what matters ultimately is not what is taught, but what is learned;
2. Therefore, teachers would do well to set their course/program objectives (as far as possible) in terms of learning outcomes.
3. What we teach and how we teach, and how we assessour students, ought to be properly aligned with our intended learning outcomes”.
THE WASHINGTON ACCORD
R. Unnikrishnan
Goal: Working Together to Advance Benchmarking and Mobility in the Engineering Profession
BRIEF BACKGROUND ON THE WASHINGTON ACCORD
ØOriginally signed in 1989 by 6 engineering education accrediting bodies from:
• Australia, Canada, Ireland, New Zealand, United Kingdom & United States – All English-speaking Countries.
ØNon-governmental agreement
Ø Emphasizes peer-review
BRIEF BACKGROUND (Cont’d)
q Monitoring & verification of signatories’ accreditation system every 6 years
q Developmental pathways for provisional admission
q Business Meeting of Signatories - every 2 years
q Full signatory status requires unanimous agreement
WASHINGTON ACCORD
… recognizes the “substantial equivalency” of accreditation systems to assess that the graduates of accredited programs are prepared to practice engineering at the entry level to the profession.
Ø Therefore, the focus is on 4-year (minimum)Undergraduate programs in engineering.
WASHINGTON ACCORDLATEST POSITION – POST JUNE 13 2014
New Permanent Signatories:1. The Institution of Engineers Sri Lanka2. National Board of Accreditation, India
In the case of the National Board of Accreditation (NBA), recognition of programmes by other signatories applies only to programmes accredited by NBA that are offered by education providers accepted by NBA as Tier 1 institutions
WASHINGTON ACCORDCURRENT SIGNATORIES
1. Australia - Represented by Engineers Australia (1989)2. Canada - Represented by Engineers Canada (1989)3. Chinese Taipei - Represented by Institute of Engineering
Education Taiwan (2007)4. Hong Kong China - Represented by The Hong Kong
Institution of Engineers (1995)5. India - Represented by National Board of Accreditation
(2014)(Applies only to programmes accredited by NBA offered by education providers accepted by NBA as Tier 1 institutions.)
6. Ireland - Represented by Engineers Ireland (1989)7. Japan - Represented by Japan Accreditation Board for
Engineering Education (2005)8. Korea - Represented by Accreditation Board for
Engineering Education of Korea (2007)
9. Malaysia - Represented by Board of Engineers Malaysia (2009)
10. New Zealand - Represented by Institution of Professional Engineers NZ (1989)
11. Russia - Represented by Association for Engineering Education of Russia (2012)
12. Singapore - Represented by Institution of Engineers Singapore (2006)
13. South Africa - Represented by Engineering Council of South Africa (1999)
14. Sri Lanka - Represented by Institution of Engineers Sri Lanka (2014)
15. Turkey - Represented by MUDEK (2011)16. United Kingdom - Represented by Engineering Council
UK (1989)17. United States - Represented by Accreditation Board for
Engineering and Technology (1989)
ORGANIZATIONS HOLDING PROVISIONAL STATUS
1. Bangladesh - Represented by Board of Accreditation for Engineering and Technical Education
2. China - Represented by China Association for Science and Technology
3. Pakistan - Represented by Pakistan Engineering Council
4. Peru - Represented by ICACIT5. Philippines - Represented by Philippine Technological
Council
TIER I AND TIER II INSTITUTIONS
ØApplies only in the context of NBA membership in Washington Accord
ØTier I institutions are Universities (of all types ) and Autonomous Colleges; Tier II institutions are the Affiliated Colleges.
Ø Rationale: Tier I institutions have the freedom to make and sustain changes in their Academic systems and processes.
14 16 February 2016
ABET 2000 a-k competencies
a. ability to apply knowledge of math, science & engineeringb. ability to design & conduct experiments, analyze datac. ability to design a system component or processd. ability to function on multi-disciplinary teamse. ability to identify, solve & formulate engineering problemsf. understanding of professional & ethical responsibilitiesg. ability to communicate effectivelyh. understand the impact of engineering solutions in a global & societal
contexti. life-long learningj. knowledge of contemporary issuesk. ability to use techniques, skills & engineering tools necessary for
engineering practiceKey Words : Competencies, Abilities
Source: www.abet.org
Ø Outcome assessment is a method for determining Øwhether students have learned, Øhave retained, and Øcan apply what they have been taught.
ØAssessment plans have three components: Øa statement of educational goals, Ømultiple measures of achievement of the goals,Ø and use of the resulting information to improve the educational process.
ØThe results of outcomes assessment are part of a feedback loop in which faculty members are provided information that they can use to improve their teaching and student learning
Part - B - I. Vision, Mission and Programme Educational Objectives
16-Feb-16
1.2.4. State the process for establishing the PEOs:
Information:
Vision, Mission & Objectives
Programme Educational Objectives(PEOs)
Programme Outcomes(POs)
Course Outcome
1
Course Outcome
2
Course Outcome
n
REVIEW OF BASIC DEFINITIONS – Oct 15 2015
Program Educational Objectives – Program educational objectives are broad statements that describe what graduates are expected to attain within a few years of graduation. Program educational objectives are based on the needs of the program’s constituencies.
Student Outcomes – Student outcomes describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire as they progress through the program.
Assessment – Assessment is one or more processes that identify, collect, and prepare data to evaluate the attainment of student outcomes. Effective assessment uses relevant direct, indirect, quantitative and qualitative measures as appropriate to the outcome being measured. Appropriate sampling methods may be used as part of an assessment process.
Evaluation – Evaluation is one or more processes for interpreting the data and evidence accumulated through assessment processes. Evaluation determines the extent to which student outcomes are being attained. Evaluation results in decisions and actions regarding program improvement.
SAMPLE PROGRAM OBJECTIVES FORB. TECH MECHANICAL ENGINEERING
Courtesy : Ashok Saxena
PEO 1. Educate students with an in-depth understanding ofmathematics, science and engineering and to build a strongfoundation of theory and practice in the areas of MechanicalEngineering.
PEO 2. To prepare students for successful careers inMechanical Engineering in small, medium and largeindustrial and government enterprises and to succeed in postgraduate studies in engineering, management or otherrelated fields.
PEO 3. To make students aware of (a) the societal context ofengineering profession (b) ethical professional practices, and(c) the need to function effectively in multi-disciplinaryteams to solve technical and societal problems
PROGRAM OUTCOMES
1. Apply the knowledge of Mathematics, Science, and Engineering……2. Identify, formulate, research literature, and analyze complex engineering
problems……..3. Design of solutions for complex engineering problems and design of systems……4. Use research based methods…..5. Create, select, and apply appropriate techniques, resources, and modern
engineering and IT tools……6. Apply reasoning within the contextual knowledge to access societal, health,
safety…….7. Understand the impact of the professional engineering solutions….8. Apply ethical principles and commit to professional ethics….9. Function effectively as an individual independently and as a member or leader in
diverse teams10. Effective Communication11. Knowledge of effective management principles12. Life-long learning
SOME (PROVOCATIVE) QUESTIONS
Ø Is it necessary to seek WA membership? What are the benefits? Are we enjoying these benefits without WA membership – overseas employment and higher education opportunities (through GRE, GMAT..) ?
Ø Same questions for ABET?
ØSince ABET is one of the signatories of WA , if India gets WA membership, is ABET still relevant for us?
ØWhat is the relevance of NAAC accreditation for engineering institutions? cf NBA accreditation has recently been made mandatory for receiving grants.
RATIONALE
Ø International Collaborations – Due Diligence:ØNational AccreditationØ International AccreditationØ RankingsØ Reputation
Specific and clearly defined outcomes must be described to the students so that the students will be able to set their own expectations and means to achieve the desired outcomes.
As such, the role of the lecturers is to guide and provide directions for the students to navigate their own learning.
The defined outcomes must be specific, measureable, achievable, realistic and time-based.
RELEVANCE OF OBE TO WASHINGTON ACCORD
In engineering education, the outcome based approach has been mandated as compulsory for accreditation of an engineering program for signatories of the Washington Accord.
The main problem with implementation of outcome based education is the broad definition of outcome based education itself. While it emphasizes the achievement of outcomes, this also refers to the achievement of learning outcomes (LO) for a particular course
The concept of OBE also does not provide for any specific procedure or follow a single idea in achieving the outcomes which led to confusion as to how best to implement OBE curricula
The original concept of OBE includes the cyclic continual improvement with meaningful revision of teaching and learning pedagogies, delivery and assessment methods.
DIFFERENCE BETWEEN TRADITIONAL LEARNING AND OBE
In traditional learning, the outcomes are mostly labelled as learning objectives which encourages the construction of LO being direct translation of course contents objectives .
In OBE, the outcomes should be significant achievements which stretches beyond the achievement of particular course contents and contributes to the behaviouralattributes of the students.
The ultimate aims of outcome based education in engineering education is to equip the undergraduates of an engineering program with the attributes necessary for them to transition themselves into professional career as a global engineer
The utilization of Bloom’s Taxonomy Cognitive Domain, Psychomotor Domain and Affective Domain is implemented across all courses in each assessment inclusive of final exam, tests, assignments and projects.
Soft skills such as lifelong learning, project management, awareness on sustainability issues and social responsibilities as an engineer as well as engineering ethics are embedded in the assignments, case studies and projects.
The attainment of soft skills is difficult to measure. The assessment of soft skills must be conducted in several courses across the discipline to be proof of acquired skill.
REVISIONS IN PROGRESS
REVISIONS OF ABET CRITERIA 3 AND 5 - PROPOSAL
In an effort to keep the criteria relevant, fresh and compelling.
Criterion 3 Student Outcomes Criterion 5 Curriculum
Criterion 3 : to ensure that the outcomes are richer and measurable, but above all realisticThe EAC was receiving requests from constituent groups for additional outcomes to be included in Criterion 3Criterion 3 Task Force: Members of the task force represented domestic undergraduate and graduate engineering programs, industry, and professional societies.
SHORTCOMINGS REVEALED BY REVIEWS AND FEEDBACK
Shortcomings were reported in all 11 of the (a)-(k) components of Criterion 3, mostly at the weakness or concern level. The data collected revealed that programs had the most difficulty in determining the extent of outcome attainment with components :
3(d) (ability to function on multidisciplinary teams),3(f) (understanding of professional and ethical responsibility),
3(h) (a broad education to understand engineering solutions in global, economic, environmental, and societal context), 3(i) (recognition of the need for and ability to engage in life-long learning), and3(j) (knowledge of contemporary issues).
The Criterion 3 task force concluded that some of the (a)-(k) components were interdependent, broad and vague in scope, or impossible to measure. As a consequence, program evaluators were inconsistent in their interpretation of how well programs were complying with Criterion 3.
Some constituent groups independently informed the EAC that important outcomes were missing from the (a)-(k) list and they proposed additional outcomes. Communications with constituent groups took the form of email, letters, presentations, and position papers.Suggested additions to the list of outcomes brought the total to 75.
The Task Force grouped the suggestions into six topic areas that would drive a possible major change to Criterion 3.
This possible change would also serve to align ABET criteria more closely with Washington Accord graduate attributes including project management and finance.
The Criteria Committee examined and catalogued all inputs received. Further discussions in 2014-15 resulted in addition of a seventh topic area, so that the following topic areas would be addressed:
THE SEVEN TOPIC AREAS
1. Engineering problem solving,2. Engineering design,3. Measurement, testing, and quality assurance,4. Communication skills,5. Professional responsibility,6. Professional growth, and7. Teamwork and project management
The Criteria Committee will be collecting and analyzing all input received before June 15, 2016.
Based on feedback received and realizing the importance to engage as many perspectives as possible, the EAC has agreed to extend the deadline to June 30, 2016 for public comment.
SOME BASIC DEFINITIONS
Basic Science – Basic sciences consist of chemistry and physics, and other biological, chemical, and physical sciences, including astronomy, biology, climatology, ecology, geology, meteorology, and oceanography.
College-level Mathematics – College-level mathematics consists of mathematics above pre-calculus level.
Engineering Science – Engineering sciences are based on mathematics and basic sciences but carry knowledge further toward creative application needed to solve engineering problems
Engineering Design – Engineering design is the process of devising a system, component, or process to meet desired needs, specifications, codes, and standards within constraints such as health and safety, cost, ethics, policy, sustainability, constructability, and manufacturability. It is an iterative, creative, decision-making process in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally into solutions.
Teams – A team consists of more than one person working toward a common goal and may include individuals of diverse backgrounds, skills, and perspectives.
One Academic Year – One academic year is the lesser of 32 semester credits (or equivalent) or one-fourth of the total credits required for graduation with a baccalaureate degree
CRITERION 5. CURRICULUM
The curriculum requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The curriculum must support attainment of the student outcomes and must include:
(a) one academic year of a combination of college-level mathematics and basic sciences (some with experimental experience) appropriate to the program.
(b) one and one-half academic years of engineering topics, consisting of engineering sciences and engineering design appropriate to the program and utilizing modern engineering tool
(c) a broad education component that includes humanities and social sciences, complements the technical content of the curriculum, and is consistent with the program educational objectives.
Students must be prepared to enter the professional practice of engineering through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple constraints.
Taxonomy of Teaching, Learning and Assessment
N J Rao and K Rajanikanth
njraoiisc@gmail.com; rajani341949@yahoo.com
Why a Taxonomy?
2
Dimensions of Learning
• Cognitive– Cognitive Processes– Knowledge Categories
• Affective (Emotion)• PsychomotorAll three dimensions are involved to varying degrees
in all experiences and activities• Spiritual
3
4
Integrated Experiences
4
5
Dominantly Cognitive
5
6
Dominantly Affective
6
7
Dominantly Psychomotor
7
8
Changing Domains
8
Cognitive Processes
Anderson/Bloom’s Taxonomy• Remember• Understand• Apply• Analyze• Evaluate• Create
9
Remember
• Remembering involves retrieving relevant knowledge from long-term memory
• The relevant knowledge may be factual, conceptual, procedural, or some combination of these
• Remembering knowledge is essential for meaningful learning and problem solving as that knowledge is used in more complex tasks
• Action verbs: Recognize, recall, list, mention, state, draw, label, define, name, describe, prove a theorem etc.
10
Understand
• We are said to understand when we are able to construct meaning from instructional messages
• Instructional messages can be verbal, pictorial/ graphic or symbolic
• Instructional messages are received during lectures, demonstrations, field trips, performances, or simulations, in books or on computer monitors
11
Action verbs for ‘Understand’
• Interpret: translate, paraphrase, represent and clarify
• Exemplify: Illustrate and instantiate • Classify: Categorize and subsume • Summarize: Generalize and abstract • Infer: Find a pattern • Compare: Contrast, match, and map • Explain: Construct a model
12
Apply
• Using procedures to perform exercises or solve problems
• Closely linked with procedural knowledge Action verbs: • Execute/Implement: determine, calculate,
compute, estimate, solve, draw, relate, modify, etc.
13
Analyze
Involves breaking material into its constituent parts and determining how the parts are related to one another and to an overall structure• Differentiate: Discriminate, differentiate, focus and
select (Distinguishing relevant parts or important parts from unimportant parts of presented material)
• Organize: Structure, integrate, find coherence, outline, and parse (Determine how elements fit or function within a structure)
• Attribute: Deconstruct (Determine a point of view, bias, values, or intent underlying presented material
14
Analyze activities• developing one’s perspective: creating or exploring
beliefs, arguments, or theories • clarifying issues, conclusions, or beliefs • evaluating the credibility of sources of information• questioning deeply: raising and pursuing root or
significant questions• reading critically: clarifying or critiquing texts• examining or evaluating assumptions • distinguishing relevant from irrelevant facts • recognizing contradictions • exploring implications and consequences
15
Analysis in Engineering
• Use of the verb ‘analyze’ in engineering is bit tricky• It is not easy to design any questions in this
category in limited time written examinations• Analyse activities can be included in assignments
related to case studies, projects, term papers and field studies
16
Evaluate
• Make judgments based on criteria and standards • Criteria used include quality, effectiveness,
efficiency and consistency • The standards may be either quantitative or
qualitative
17
Evaluate: Action Verbs
• Check: Test, detect, monitor, coordinate • Critique: Judge (Accuracy, adequacy,
appropriateness, clarity, cohesiveness, completeness, consistency, correctness, credibility, organization, reasonableness, reasoning, relationships, reliability, significance, standards, usefulness, validity, values, worth, criteria, standards, and procedures)
18
Create• Involves putting elements together to form a
coherent or functional whole • While it includes objectives that call for unique
production, also refers to objectives calling for production that students can and will do
Action verbs: • Generate: Classify systems, concepts, models,
explanations, generalizations, hypotheses, predictions, principles, problems, questions, stories, theories)
• Plan (design) • Produce
19
Critical Thinking
• Critical thinking refers to the deep, intentional and structured thinking process that is aimed at analyzing and conceptualizing information, experiences, observation, and existing knowledge for the purpose of creating original and creative solutions for the challenges encountered
• Critical thinking is systematic and holistic in the sense that while examining a proposed solution, it examines its impact and consequences on other parts of the system thus ensuring that a solution at one level of the system does not create challenges and difficulties somewhere else
20
Critical Thinking
• Thinking critically requires a positive open and fair mindset that is able to objectively examine the available information and is aware of the laid assumptions and limitations brought about by them.
• Critical thinking is the art of analyzing and evaluating; thinking with a view to improving it
Problem Solving
• Problem solving involves Apply, Analyze, Evaluate and Create processes
22
Nature of Engineering Courses
• The frameworks with in which majority of engineering and engineering science courses are dealt with are fairly well defined
• Solution of open ended problems is attempted in engineering programs mostly through projects and sometimes through assignments where time for solving is not a major limitation
• Assessment items in class tests and end-semester examinations dominantly belong to the Remember, Understand and Apply cognitive levels
23
Higher Orders of Learning/ Deep Learning/Meaningful Learning
• Apply (Implement) • Analyze • Evaluate • Create
24
25
CATEGORIES OF KNOWLEDGE
25
Knowledge
• The problem of characterizing knowledge is an enduring question of philosophy and psychology
• Knowledge is organized and structured by the learner in line with a cognitivist-constructivist tradition
• Knowledge is domain specific and contextualized
26
Knowledge
General Categories• Factual• Conceptual• Procedural• Metacognitive
Categories specific to Engineering• Fundamental Design Principles• Criteria and Specifications• Practical Constraints• Design Instrumentalities
27
Factual Knowledge
• basic elements students must know if they are to be acquainted with the discipline or solve any of the problems in it
• exists at a relatively low level of abstractionSubtypes of Factual Knowledge• Knowledge of terminology (e.g., words, numerals,
signs, pictures)• Knowledge of specific details (including descriptive
and prescriptive data) and elements
28
Samples of ‘Factual’ Knowledge
• Terminology: Signal-to-noise ratio, low-pass filter, VCVS, CCCS, power factor etc.
Specific details: • Power supply frequency in India is 50 Hz• Semiconductor devices fail above 120OC• Ball grid array packaging can provide for more that
200 input-output pins• TI and Analog Devices are two semiconductor
manufacturers making a wide variety of analog ICs
29
Conceptual Knowledge
• A concept denotes all of the entities, phenomena, and/or relations in a given category or class by using definitions.
• Concepts are abstract in that they omit the differences of the things in their extension
• Classical concepts are universal in that they apply equally to every thing in their extension.
• Concepts are also the basic elements of propositions, much the same way a word is the basic semantic element of a sentence.
30
Conceptual Knowledgeincludes • knowledge of categories and classifications, and the
relationships between and among them • schemas, mental models, or implicit or explicit
theories Schemas and models, and theories represent • how a particular subject matter is organized and
structured • how the different parts or bits of information are
interconnected and interrelated in a more systematic manner
• how these parts function together
31
Examples of Conceptual Knowledge
• Force, acceleration, velocity, mass, voltage, current, temperature, entropy, stress, strain
• Kirchoff’s laws• Laws of thermodynamics
32
Procedural Knowledge
• is the “knowledge of how” to do something• it often takes the form of a series or sequence of
steps to be followed. • includes knowledge of skills, algorithms,
techniques, and methods, collectively known as procedures
• also includes knowledge of the criteria used to determine when to use various procedures.
• is specific or germane to particular subject matters or academic disciplines
33
Examples of Procedural Knowledge
• Solving matrix differential equation• Preparing a truth-table from a logic expression• Drawing a Bode plot• Designing a filter as per specifications
34
Metacognitive Knowledge
• is knowledge about cognition in general as well as awareness of and knowledge about one’s own cognition.
Categories of Metacognitive knowledge• Assessing the task at hand• Evaluating one’s own strengths and weaknesses• Planning an appropriate approach• Applying strategies and monitoring performance• Reflecting and adjusting one’s own approach• Beliefs about intelligence and learning
35
Fundamental Design ConceptsOperational principles of devices, and components within
a device.Examples• A device can perform a variety of tasks by
incorporating memory into it.• A device that has two well defined states can be
used as a memory unit.• Stepping movement can be created through
interaction between two salient magnetic fields.• An airfoil, by virtue of it shape, in particular its sharp
trailing edge, generates lift when inclined at an angle to the air stream.
36
Criteria and Specifications• It is necessary to translate the qualitative goals for
the device into specific, quantitative goals. • Design criteria vary widely in perceptibility. Examples• Any power converter should have efficiency above
95%.• The speed control unit for the dc motor should not
create excessive harmonic distortion on the power line.
• The SMPS output should have an output regulation of 0.5%.
• The speed of the dc motor should be controlled over a speed range of 1 to 300 RPM with an accuracy of 0.05%.
37
Practical Constraints• an array of less sharply defined considerations
derived from experience in practice, considerations that frequently do not lend themselves to theorizing, tabulation, or programming into a computer.
Examples• The legend should be written above the switch on
the front panel• The indicator lamp should be above the switch• The clearances that must be allowed between
physical parts in equipment for tools and hands to reach different parts
• The design should be completed within two months
38
Design Instrumentalities
• Procedural knowledge including the procedures, way of thinking, and judgmental skills by which it is done.
Examples1. Top-down approach to the design of a product2. Phasing of development of a product3. Structuring of an electronic product4. Design walkthroughs.5. Identify all members of the team early on and
include every member in the group communications from the outset.
39
Taxonomy Table
• It is a table of six cognitive processes (columns) and eight categories of knowledge (rows).
• Each cell represents a specific combination of cognitive process and a category of knowledge.
40
4141
Knowledge CategoriesCognitive Processes
Remember Understand Apply Analyze Evaluate Create
Factual
Conceptual
Procedural
Fundamental Design
Principles
Criteria & Specifications
Practical Constraints
Design instrumentalities
Metacognitive
Taxonomy Table (Anderson-Bloom-Vincenti)
Alignment
• Alignment refers to the correspondence of learning objectives, assessment and instructional activities
42
Psychomotor domain
• It includes physical movement, coordination, and use of the motor-skill areas. (Simpson, 1972)
• Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.
43
Affective Domain
• Proposed in 1956 by Krothwohl, Bloom, and Masia• Difficult to structure• Catch all: self-concept, motivation, interests,
attitudes, beliefs, values, self-esteem, morality, ego development, feelings, need achievement, locus of control, curiosity, creativity, independence, mental health, personal growth, group dynamics, mental imagery and personality
44
4545
Relation between the three domains
• Cognitive, affective and psychomotor activities are not independent of one another
• Instruction needs to pay attention to these dependencies
46
Active learning Techniques
-Case studyBy
Dr.P.MeenaAssociate Prof.
Department of Electrical and Electronics,BMS College of Engineering,
Bangalore1WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE
The Strength & Inspiration
2
Prof. Krishna Vedula, Exec. Director IUCEE & Dr. Mallikharjuna BabuPrincipal, BMS College of Engineering
The Trend Setters of transformative movement at BMSCE
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE
Prof. Richard.M. Felder Professor Emeritus ofChemical Engineering at North Carolina State Univ.
Introduction
3
Engineering Education:
Focus:The development of astute and dexterous professionals responsive to societal needs.
Experiential learning provideslead to Life Long Learning
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 4
TEACHING V/S FACILITATING A LEARNING EXPERIENCE
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 5
Components of Learning imparted through a typical course
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 6
Learning styles
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 7
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 8
Ø Creating a background of relatedness and trust.• Establish your own credibility (Post pictures)• Get connected.
Ø Create what they have in store.INDUSTRIAL ENGINEERING - INTO EVERYTHING
YouTube (360p).mp4Ø Create a context for the importance of your own
course. ( Visual)
Active Introduction
E
L N
L E
N
Neon FUSE
SWITCH
Logical brain storming
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 10
Live Demos
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 11
Use of physical models
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 12
Demo of working concepts
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 13
Solving Puzzles
Analysis and demo .mov
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 14
Enabling analysis and Demo
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 15
Interaction with family members of the locals
Inspection of power supply to Irrigation Pump sets
Inspection of power supply at Flour Mills
Entry to the school premises by the team
Rural Visit
Quick Review of Papers Activity Learning Outcome
Quick reviews of IEEE papers connected to the topics in the course and present the same effectively briefly to the class.
1. Comprehend the contents of thetechnical paper.
2. Create brief summaries in a given time.
3. Develop effective quick presentations.
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 16
Flash review.MPG
Collaborative Learning
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 17
Work in Teams
Activity Learning Outcome
1. Investigations into occurrences of Power Quality problems amongst different consumer types such as, industry, domestic, Malls, Hospitals, Schools through surveys.
2. Capture of relevant electrical quantities using recording instruments.
3. Analyses of the data obtained.4. Presentation of the results to the
class.
1. Interact with different communities accept different responses.
2. Handle various equipment in the field environment.
3. Identify the anomalies4. Present the observations
effectively
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 18
Field Activities
Microwave oven29
11.1
5.12.89
0
5
10
15
20
25
30
35
3rd 5th 7th 9th
% o
f fun
dam
enta
l
Harmonic Order
THD= 31.8%
19
Typical Current waveforms
Mixer- grinder9.69
3.67
1.45 0.8040
2
4
6
8
10
12
3rd 5th 7th 9th
% o
f fun
dam
enta
l
Harmonic Order
Total Harmonic Distortion = 10.6%
20Dr.P.Meena,Associate Prof.,EEE,BMSCE
Typical Current waveforms
Electric chimney6.34
5.43
1.79
0.1440
1
2
3
4
5
6
7
3rd 5th 7th 9th
% o
f fun
dam
enta
l
Harmonic Order
THD = 8.66%
21Dr.P.Meena,Associate Prof.,EEE,BMSCE
Typical Current waveforms
Induction cook-top3.01
0.520.263 0.447
0
0.5
1
1.5
2
2.5
3
3.5
3rd 5th 7th 9th
% o
f fun
dam
enta
l
Harmonic Order
THD= 4.33%
Typical Current waveforms
Washing machine26.6
23
10.6 10.3
0
5
10
15
20
25
30
3rd 5th 7th 9th
% o
f fun
dam
enta
l
Harmonic Order
THD= 93.2%
23Dr.P.Meena,Associate Prof.,EEE,BMSCE
Typical Current waveforms
Water purifier51.9
24.1
4.058.18
0
10
20
30
40
50
60
3rd 5th 7th 9th
% o
f fun
dam
enta
l
Harmonic Order
THD= 58.3%
24Dr.P.Meena,Associate Prof.,EEE,BMSCE
Typical Current waveforms
LED bulb18.9
16.314.9
10.6
02468
101214161820
3rd 5th 7th 9th
% o
f fun
dam
enta
l
Harmonic Order
THD= 36.7%
25Dr.P.Meena,Associate Prof.,EEE,BMSCE
Typical Current waveforms
22.7
10.48.12
2.24
0
5
10
15
20
25
3rd 5th 7th 9th
% o
f fun
dam
enta
l
Harmonic Order
THD= 31.1%
26Dr.P.Meena,Associate Prof.,EEE,BMSCE
Typical Current waveforms
CFL Bulb
Fluorescent tube (Electronic Ballast)
34.7
9.17
1.666.23
05
10152025303540
3rd 5th 7th 9th
% o
f fun
dam
enta
l
Harmonic Order
THD= 92.9%
27Dr.P.Meena,Associate Prof.,EEE,BMSCE
Typical Current waveforms
LED TV74.7
44.6
17.312.3
0
10
20
30
40
50
60
70
80
3rd 5th 7th 9th
% o
f fun
dam
enta
l
Harmonic Order
THD= 95.4%
28Dr.P.Meena,Associate Prof.,EEE,BMSCE
Typical Current waveforms
Treadmill
80.3
49.8
27.9 27.3
0
20
40
60
80
100
3rd 5th 7th 9th
% o
f fun
dam
enta
l
Harmonic Order
THD= 111%
29Dr.P.Meena,Associate Prof.,EEE,BMSCE
Typical Current waveforms
Typical Current Waveforms
THD was determined to be 92.3% for R-phase, 170% for Y-phase, 192% for B-phase and 99.6% for neutral.
Elevator
Power Quality ProblemIn 5KVA UPS in Measurement Lab (THD
78.8%)
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 32
Games in TIM through models created
TIM Game activity .MPG
TIM Game activity 2 .MPG
Power distribution model
33
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 34
TIM Cross word Puzzles
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 35
SURVEY
36
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 37
“SMART SHRUTHI BOX USING MATLAB ”–DSP Project • The program enables the working of a shruthi box which
gives a particular combination of frequencies (pitch) according to the user’s desire.
• It asks the user to listen to the sound of the shruthi box carefully, decide a particular note in that pitch that he wants to sing, record it in .wav file format and upload it.
• If the note he intends to sing perfectly matches with the reference note pitch, the program appreciates him for his pitch perfection.
• If it doesn’t, he has to practice more with the reference and better his skills.
38
Life Long
Learning
Team
Adapt
Create
Connect
Learning imparted
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 39
Sample Question in Power Quality
Subject Electrical Power Quality CO1: Get sensitized to the power quality issues & concerns of the country.
Descriptors and ScalesPerformance Indicators
EXCELLENT (5)>85% ≤100
VERY GOOD(4)>70% ≤85 %
GOOD(3) >55% ≤70 %
FAIR(2)>40% ≤55 %
POOR(0)<40%
PO
Ability to highlight the major issues of power quality in rural India. and speculate on how the power market be made competitive with focus on power quality aspects
1 9 8 3 4 6
Attainment 1*5 9*4 8*3 3*2 0.568
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 40
Sample Evaluation of Outcome
WEBINAR https://www.youtube.com/watch?v=a2PvkuZq6
Lw
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 41
Sl.No.
Year Academic Abilities
Transferableskills
1. 2014 0.69 0.59
2. 2013 0.549 0.25
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 42
IMPACT
Comparison of Course outcome attainments in TIM
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 43
PSO-1
Apply various techniques related to electrical networks ,machines and power systems to study, model, and design solutions for protective operation and control of transmission and distribution systems.
PSO2
Design ,develop and analyze analog/digital circuits for control, automation and measurement in power electronics and other applications.
PSO3
Utilize the methods of signal acquisition, analysis and processing for the development of interfaces linking multi - disciplinary domains for various applications including that of power monitoring assessment and control
Program Specific Objectives
Conclusion • Provides opportunities to learn and apply the
concepts.• Brings forth creativity.• Inculcates a sense of inquiry into societal issues.• Create good presentations• Breaks barriers of communication and ability to
handle critical observations.• Experience the effectiveness of team work• Insights into their own capabilities which they have
never ever explored. • They look forward to the classes ( Attendance
registers may soon go out of existence.)
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 44
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 45
Course Outcomes: Expectations
16, February 2016
B Kanmani, BMSCE 1
Om Namah ShivayaB Kanmani
Telecommunication EngineeringAccredited for FIVE years by NBA (Tier-I)
BMS College of EngineeringP.O. Box No.: 1908, Bull Temple Road, Bangalore - 560 019
www.bmsce.ac.in
2B Kanmani, BMSCE
Session Outcome
At the end of this session, the participants will be able to (i) Define Course Outcomes(ii) Map to the Program Outcome(iii) Define corresponding Assessments(iv) Measure COs(v) Take suitable action
3B Kanmani, BMSCE
Effective implementation of OBE ensures
• Global Recognition of Graduates• Graduates posses Global Attributes• Global Attributes developed through
Quality Education • Eventually Leads to Accreditation
4B Kanmani, BMSCE
Expected Global Attributes
Embedded in the expectations of the Accreditation Bodies
5B Kanmani, BMSCE
ABET: a-k criteriaAccreditation Board for Engineering and Technology
a. an ability to apply knowledge of mathematics, science and engineeringb. an ability to design and conduct experiments, as well as to analyse and
interpret datac. an ability to design a system, component, or process to meet desired needs
within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
d. an ability to function on multidisciplinary teamse. an ability to identify, formulate, and solve engineering problemsf. an understanding of professional and ethical responsibilityg. an ability to communicate effectively (3g1 orally, 3g2 written)h. the broad education necessary to understand the impact of engineering
solutions in a global, economic, environmental, and societal contexti. a recognition of the need for, and an ability to engage in life-long learningj. a knowledge of contemporary issuesk. an ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice.B Kanmani, BMSCE 6
1. Engineering Knowledge :Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialisation to the solution of complex engineering problems.
2. Problem analysis :Identify, formulate, research literature, and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.
3. Design/development of solutions: Design solutions for complex engineering problems and design system components or processes that meet the specified needs with appropriate consideration for the public health and safety, and the cultural, societal, and environmental considerations.
4. Conduct investigations of complex problems: Use research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions.
5. Modern Tool Usage :Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modelling to complex engineering activities with an understanding of the limitations.
6. The Engineer and Society :Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal, and cultural issues and the consequent responsibilities relevant to the professional engineering practice.
7. Environment and Sustainability: Understand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of need for sustainable development.
8. Ethics :Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice.
9. Individual and Team Work :Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings.
10. Communication: Communicate effectively on complex engineering activities with the engineering community and with society at large, such as, being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions.
11. Project Management and Finance :Demonstrate knowledge and understanding of the engineering and management principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.
12. Life-long learning :Recognise the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change
B Kanmani, BMSCE 7
NBA: Graduate Attributes
The Graduate Attributes 1 Apply Knowledge 2 Problem Analysis 3 Design/Development of Solution4 Conduct Investigations 5 Use Modern Tool6 Engineer and Society7 Environment and Sustainability 8 Professional Ethics9 Individual and Team work10 Communicate Effectively 11 Project Management and Finance12 Life-Long Learning
B Kanmani, BMSCE 8
1. Engineering Knowledge :Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialisation to the solution of complex engineering problems.
2. Problem analysis :Identify, formulate, research literature, and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.
3. Design/development of solutions: Design solutions for complex engineering problems and design system components or processes that meet the specified needs with appropriate consideration for the public health and safety, and the cultural, societal, and environmental considerations.
4. Conduct investigations of complex problems: Use research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions.
5. Modern Tool Usage :Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modelling to complex engineering activities with an understanding of the limitations.
6. The Engineer and Society :Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal, and cultural issues and the consequent responsibilities relevant to the professional engineering practice.
7. Environment and Sustainability: Understand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of need for sustainable development.
8. Ethics :Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice.
9. Individual and Team Work :Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings.
10. Communication: Communicate effectively on complex engineering activities with the engineering community and with society at large, such as, being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions.
11. Project Management and Finance :Demonstrate knowledge and understanding of the engineering and management principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.
12. Life-long learning :Recognise the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change
B Kanmani, BMSCE 9
The Program Outcomes (POs)
Graduate Attributesare now known as
Program Outcomesare developed through
Course Outcomes
B Kanmani, BMSCE 10
In addition to Program Outcomes
We need to have 2-4 PSOsare developed through
Course Outcomes
B Kanmani, BMSCE 11
Program Specific Outcomes (PSOs)Telecommunication Engineering• PSO-1: Design, Implement and Analyze Electronic
circuits for a given application
• PSO-2: Design, Implement and AnalyzeCommunication systems/sub-systems to meet given specification
• PSO-3: Simulate algorithms for processing multimedia data streams using a given engineering tool
B Kanmani, BMSCE 12
The POs and PSOs
KnowledgeSkills
Attitude
13B Kanmani, BMSCE
The challenge: POs/PSOs
How to develop the Program Outcomes (12-POs)
and the Program Specific Outcomes (2 to 4 PSOs)
B Kanmani, BMSCE 14
Some Calculations
• 15 Outcomes (POs + PSOs) to be addressed• More than one course to address a PO• If we decide to have 2-3 courses addressing
each PO/PSO• Typical 6 courses /semester• 6 semesters (excluding the First year)• 36 Courses (including Project)
B Kanmani, BMSCE 15
• We cannot have 2-3 courses for each PO/PSO
• We need to develop the PO/PSO through the existing Courses
• Through the Course Outcomes (COs)
B Kanmani, BMSCE 16
Simple conclusion
• We cannot have 2-3 courses for each PO/PSO
• We need to develop the PO/PSO through the existing Courses
• Through the Course Outcomes (COs)
B Kanmani, BMSCE 17
Simple conclusion
• We cannot have 2-3 courses for each PO/PSO
• We need to develop the PO/PSO through the existing Courses
• Through the Course Outcomes (COs) of existing Courses
B Kanmani, BMSCE 18
Simple conclusion
The POs, PSOs need to addressed through the
Existing Courses of the Curriculum
B Kanmani, BMSCE 19
The Outcomes (POs, PSOs)
The POs, PSOs need to addressed through the
Course Outcomes of Existing Courses
of the Curriculum
B Kanmani, BMSCE 20
The Outcomes (POs, PSOs)
The Course Outcomes (COs)
‘Building Blocks’OBE system
21B Kanmani, BMSCE
The Course Outcomes (COs)
• Are measured at the end of the course
• Are aligned with one or more POs• Are closely related to the
assessments
B Kanmani, BMSCE 22
Course Outcomes (COs): Characteristics • Describe skills/competencies gained by
student at the end of the course• need to be assessable and measurable• Every course has a set of COs • A course may have about 6 COs• Every CO addresses one or more
outcomes (POs/PSOs)
B Kanmani, BMSCE 23
The Bloom’s Levels
B Kanmani, BMSCE 24
B Kanmani, BMSCE 25
Bloom’s Levels Program Outcomes
Remember
Understand
Apply Apply Knowledge
Analyze Problem Analysis
Evaluate Design/Development of Solutions
Create Conduct Investigations
A comparison
An Observation• When we address the Program
Outcomes (POs)• We also address the Bloom’s
Taxonomy Levels• The REMEMBER and UNDERSTAND
Bloom’s Levels are NOT addressed DIRECTLY by the GAs
• NBA does not emphasize the development of this attribute
B Kanmani, BMSCE 26
An Observation• When we address the Program
Outcomes (POs)• We also address the Bloom’s
Taxonomy Levels• The REMEMBER and UNDERSTAND
Bloom’s Levels are NOT addressed DIRECTLY by the POs
• NBA does not emphasize the development of this attribute
B Kanmani, BMSCE 27
Attributes of the Engineer
Course ContentThrough the
Outcomes of the Course
28B Kanmani, BMSCE
Defining Course Outcomes
29B Kanmani, BMSCE
B Kanmani, BMSCE 30
Developing theRemember Attribute
Key words for REMEMBER
define, list, name, label, give example, match, comprehend,
show, omit, who, what, when, where
B Kanmani, BMSCE 31
Course Outcome: Example -A1
At the end of the course the student will have the ability to understand and explain the importance of Fourier Transform
B Kanmani, BMSCE 32
Course Outcome: Example -A1Assessment
State and explain Fourier Transform
State and explain the applications of Fourier Transform
Write Short Notes on Fourier Transforms
B Kanmani, BMSCE 33
Course Outcome: Example -A2
At the end of the course the student will have the ability to understand and explain the working of Operational Amplifiers
B Kanmani, BMSCE 34
Course Outcome: Example -A2Assessment
Explain with a Block Diagram the working of an Operational Amplifier
List the applications of Operational Amplifiers
Write Short Notes on Operational Amplifiers
B Kanmani, BMSCE 35
Attribute Developed
REMEMBER
B Kanmani, BMSCE 36
QUIZ
• Is the REMEMBER attribute emphasized by NBA?
B Kanmani, BMSCE 37
QUIZ Time
• Is the REMEMBER attribute emphasized by NBA?
• Do our question papers (assessments) contain such type of questions?
B Kanmani, BMSCE 38
QUIZ Time
• Is the REMEMBER attribute emphasized by NBA?
• Do our question papers (assessments) contain such type of questions?
• Do we need to plan and develop this skill?
B Kanmani, BMSCE 39
The Program Outcomes 1 Apply Knowledge 2 Problem Analysis3 Design/Development of Solution4 Conduct Investigations 5 Use Modern Tool6 Engineer and Society7 Environment and Sustainability 8 Professional Ethics9 Individual and Team work10 Communicate Effectively 11 Project Management and Finance12 Life-Long Learning
B Kanmani, BMSCE 40
B Kanmani, BMSCE 41
PO-1 Apply Knowledge
APPLY Knowledge of
MathematicsScience
Engineering Concepts (other earlier Courses)
B Kanmani, BMSCE 42
Key words for APPLY
derive, solve, develop, build,
organize, explain
B Kanmani, BMSCE 43
Course Outcome: Example -B1
At the end of the course the student will have the ability to obtain the Fourier Transform of a given signal
B Kanmani, BMSCE 44
Course Outcome: Example -B1Assessment -1
Obtain the of Fourier Transform of the signal given below
B Kanmani, BMSCE 45
4( ) ( )tx t e u t−=
Course Outcome: Example -B1Assessment -2
Obtain the of Fourier Transform of the signal given below
B Kanmani, BMSCE 46
Course Outcome: Example –B2
At the end of the course the student will have the ability to apply knowledge of mathematics, physics and electronics to obtain the transfer function of the given Analog Electronic Circuit
B Kanmani, BMSCE 47
Course Outcome: Example –B2Assessment -1
Obtain the of Transfer Function of the First Order Active LPF realized using the Operational Amplifier
B Kanmani, BMSCE 48
Course Outcome: Example –B2Assessment -2 Obtain the of Transfer Function of the circuit given below
B Kanmani, BMSCE 49
QUIZ
• Is the APPLY attribute emphasized by NBA?
• Do our question papers (assessments) contain such type of questions?
• Do we need to plan and develop this skill?
B Kanmani, BMSCE 50
The Program Outcomes 1 Apply Knowledge
2 Problem Analysis3 Design/Development of Solution4 Conduct Investigations 5 Use Modern Tool6 Engineer and Society7 Environment and Sustainability 8 Professional Ethics9 Individual and Team work10 Communicate Effectively 11 Project Management and Finance12 Life-Long Learning
B Kanmani, BMSCE 51
B Kanmani, BMSCE 52
PO-2 Analyse
Key words for Analyse
analyse, conclude, classify, contrast, infer, distinguish, examine, inspect, categorize,
compare, divide, examine
B Kanmani, BMSCE 53
Course Outcome: Example -C1
At the end of the course the student will be able to analyze the Fourier Transform Pair of an LTI system and arrive at suitable conclusions
B Kanmani, BMSCE 54
Course Outcome: Example -C1Assessment -1 Analyze the following systems for linearity
B Kanmani, BMSCE 55
Course Outcome: Example -C1Assessment -2 Analyze the system given below for Stability and Realizability
B Kanmani, BMSCE 56
Course Outcome: Example –C2
At the end of the course the student will be able to analyze the digital communication system and arrive at suitable conclusions
B Kanmani, BMSCE 57
Course Outcome: Example –C2Assessment -1 Analyze the Block Diagram given below to obtain the modulation scheme and hence the input binary bit sequence
B Kanmani, BMSCE 58
Course Outcome: Example –C2Assessment -2 Analyze the information given below to obtain the modulation scheme, the binary sequence and the input sample value (Assume EO standard)
B Kanmani, BMSCE 59
QUIZ
• Is the ANALYZE attribute emphasized by NBA?
• Do our question papers (assessments) contain such type of questions?
• Do we need to plan and develop this skill?
B Kanmani, BMSCE 60
The Program Outcomes 1 Apply Knowledge 2 Problem Analysis3 Design/Development of Solution4 Conduct Investigations
5 Use Modern Tool6 Engineer and Society7 Environment and Sustainability 8 Professional Ethics9 Individual and Team work10 Communicate Effectively 11 Project Management and Finance12 Life-Long Learning
B Kanmani, BMSCE 61
Activity-1
B Kanmani, BMSCE 62
The ACTIVITY
• TTYN (Turn To Your Neighbour)
B Kanmani, BMSCE 63
The ACTIVITY
• TTYN (Turn To Your Neighbour) • Introduce yourself (Name, Program/
Department)
B Kanmani, BMSCE 64
The ACTIVITY
• TTYN (Turn To Your Neighbour) • Introduce yourself (Name, Program/
Department)• List the MODERN TOOLS of the program
B Kanmani, BMSCE 65
The ACTIVITY
• TTYN (Turn To Your Neighbour) • Introduce yourself (Name, Program/
Department)• List the MODERN TOOLS of the program• List the methods to introduce the
Modern Tool in the TLP (Teaching-Learning-Process)
B Kanmani, BMSCE 66
B Kanmani, BMSCE 67
Methods of Introducing Modern Tool
• One Course on the Tool • Through the Laboratory Component• Through a DEMO in the class• Through a On-line Course on the Tool• Through a workshop on the Tool• Through suggested self-study• Through the CO of a Course
B Kanmani, BMSCE 68
Methods of Introducing Modern Tool
• One Course on the Tool • Through the Laboratory Component• Through a DEMO in the class• Through a On-line Course on the Tool• Through a workshop on the Tool• Through suggested self-study• Through the CO of a Course
B Kanmani, BMSCE 69
B Kanmani, BMSCE 70
PO-5 Use Modern Tool
Course Outcome: Example -E1
At the end of the course the student will be able to use the modern tool MATLAB develop the code to design and analyze LTI digital systems
B Kanmani, BMSCE 71
Course Outcome: Example -E1Assessment -1
Develop the Matlab Code for performing convolution of two given sequence
B Kanmani, BMSCE 72
Course Outcome: Example -E1Assessment -2
Give the output for each following Matlabcommands
>> xn = [ 1, 2, 3, 4]>> sum(xn)>> sum(xn.*xn)>> plot(xn)>> stem(xn)>> [a, b] = max(xn)>> impz(xn,[1]);
B Kanmani, BMSCE 73
Course Outcome: Example -E1Assessment -3 The Matlab command: zplane ([hn], [1]); resulted in the following output
i) Obtain the system transfer function H(z)ii) Obtain hn, the impulse responseiii) Classify the filter as FIR/IIR from the pole-zero plot 74
Course Outcome: Example –E2
At the end of the course the student will be able to use the modern tool LabVIEW to develop the code for sub-systems in digital communication
B Kanmani, BMSCE 75
Course Outcome: Example -E1Assessment -1
B Kanmani, BMSCE 76
Given below is the Block Diagram of LabVIEWCode. Sketch the corresponding result on the ‘Oscilloscope’ and the ‘Magnitude Spectrum’. (Free hand sketch)
Course Outcome: Example –E2Assessment -2 List the different states of the given LabVIEWcode, and check if it generates the PRBS sequence
B Kanmani, BMSCE 77
Course Outcome: Example –E2Assessment -3
Name the modulation scheme being implemented by the LabVIEW Code
B Kanmani, BMSCE 78
Course Outcome: Example –E3
At the end of the course the student will be able to use the modern tool: C programming to develop the code for engineering applications
B Kanmani, BMSCE 79
Another Example
Write a Program (WAP) in C to obtain the largest element in an array
B Kanmani, BMSCE 80
Another Example
Give the output of the C code given below #include <stdio.h>main(){
printf(“ I am participating ”);printf(“ in the OBE workshop ”);
}B Kanmani, BMSCE 81
Another ExampleIt is desired to COUNT the number of LINES in the input running text, fill in the missing code#include <stdio.h>main(){
int c, nl;nl=_____;while ((c=getchar())!= EOF)if (c== _____)
++nl;printf(“%d\n”, nl);
} B Kanmani, BMSCE 82
Attributes Developed
Use of Modern Tool toRemember, Understand, Apply, Analyse, Design,
Group Activity (Tool Box)
B Kanmani, BMSCE 83
The Program Outcomes 1 Apply Knowledge 2 Problem Analysis3 Design/Development of Solution4 Conduct Investigations 5 Use Modern Tool6 Engineer and Society7 Environment and Sustainability
8 Professional Ethics9 Individual and Team work10 Communicate Effectively 11 Project Management and Finance12 Life-Long Learning
B Kanmani, BMSCE 84
B Kanmani, BMSCE 85
PO-8 Professional Ethics
Professional Ethics
• We can identify TWO distinct components associated with this attribute: (i) General professional behaviour
(common to students from all programs)(ii) specific professional norms related to the program
B Kanmani, BMSCE 86
Ethics of the ECE program• Hazards of E-waste management • Electro magnetic Radiation hazards• Bandwidth utilization• Bandwidth transmission• E-waste management• Cyber Security
Through Seminar/Quiz
B Kanmani, BMSCE 87
Course Course Outcome
Project Work Ability to abide by the norms of professional ethics (Plagiarism check)
Constitution of India and professional ethics
Ability to have an awarenes of the fundamental rights of an Indian citizenhttp://india.gov.in/my-government/constitution-india/constitution-india-full-text
Computer Communication Networks
Ability to have an awareness of the norms of E-mail communication as recommended by the Government http://www.nic.in/services/e-Governance%20Standards
Transmission Lines and Antennas
Ability to have an awareness of the established norms for transmission power levels from antennashttp://emfindia.com/HumanExposureStandards.aspxhttp://www.who.int/peh-emf/standards/en/http://www.ddindia.gov.in/Pages/Home.aspxhttp://allindiaradio.gov.in/Default.aspx
B Kanmani, BMSCE 88
E-mail norms GOI
B Kanmani, BMSCE 89
The Program Outcomes 1 Apply Knowledge 2 Problem Analysis3 Design/Development of Solution4 Conduct Investigations 5 Use Modern Tool6 Engineer and Society7 Environment and Sustainability 8 Professional Ethics9 Individual and Team work
10Communicate Effectively 11 Project Management and Finance12 Life-Long Learning
B Kanmani, BMSCE 90
B Kanmani, BMSCE 91
PO-10 Communication
Effectively
Possible methods of Introducing Communication Skills in the Engineering
Curriculum
92B Kanmani, BMSCE
Skill Course Course Outcome
Reading Skill Wireless Communication
Ability to read and comprehend research articles (IEEE publications) related to the course
Listening skillComputer Communication Networks
Ability to listen and comprehend webinars/video lectures offered through the QEEE/NPTEL initiative http://pilot.edureform.iitm.ac.in/http://www.nptel.ac.in/
Speaking skillOp-amps & Linear ICs
Ability to make an Oral presentation/submit a video on assigned topics related to course
Writing skill Project WorkAbility to engage in effective written communication through the one-page poster presentation of the work
Chat skill Digital Signal Processing
Ability to engage in social networking activities related to the course (essential to have a suitbale platform, for registered candidates of the course) http://wiksateweb.cloudapp.net/B Kanmani, BMSCE 93
.
http://deity.gov.in/
B Kanmani, BMSCE 94
Example I:Speaking
The website used for students to present a seminar in the III semester course on Analog Electronics
B Kanmani, BMSCE 95
Example II:Reading
The IEEE paper used to develop reading skill in the VII semester course on Wireless Communication
ResearchPapers
B Kanmani, BMSCE 96
B Kanmani, BMSCE 97
Example III:Writing
The IEEE paper used for Abstract writing in the V semester course on DSP Algorithms and Architecture
B Kanmani, BMSCE 98
Example IV:Listening
The NPTEL video clipping on Thevenin’s theorem in the III semester course on Network Analysis
B Kanmani, BMSCE 99
Example V:
CHATIntroducing Intelligence in Social Networking; as part of the Beta Testing; III Semester course on Analog Signal Processing
Courses with Seminar Component(Self-study, Communication Skills)
Electronic Instrumentation and MeasurementAnalog Electronic Circuits
DSP Algorithms and ArchitectureDigital Switching SystemsWireless Communication
Microwave and RadarLow Power Microcontroller
Optical Fiber Communication
B Kanmani, BMSCE 100
The Program Outcomes 1 Apply Knowledge 2 Problem Analysis3 Design/Development of Solution4 Conduct Investigations 5 Use Modern Tool6 Engineer and Society7 Environment and Sustainability 8 Professional Ethics9 Individual and Team work10 Communicate Effectively 11 Project Management and Finance
12Life-Long Learning
B Kanmani, BMSCE 101
Activity-2
B Kanmani, BMSCE 102
The ACTIVITY
• TTYN (Turn To Your Neighbour) • How do we introduce Life-Long Learning
in the curriculum or the TLP (Teaching-Learning-Process)
B Kanmani, BMSCE 103
B Kanmani, BMSCE 104
PO-12 Life-Long Learning
What is ‘Life-Long-Learning’?
ability to engage in independent learning
orself-study
105B Kanmani, BMSCE
How to introduce ‘Life-Long-Learning’?
through Course Outcomes
B Kanmani, BMSCE 106
107B Kanmani, BMSCE
108B Kanmani, BMSCE
Some Examplespast two years
109B Kanmani, BMSCE
Self-Study: Through a Course Outcome (Seminar and Report)
110
Course Title The Course Outcome addressing ‘self-study’
Analog Electronic Circuits
Ability to engage in independent learning, submit a report and use ICT for effective presentation of the study on assigned topics related to electronic components / E-waste management/ E-waste hazards
Electronic Instrumentation
and Measurement
Ability to engage in independent learning, submit a report and use ICT for effective presentation of the study on assigned topics related to electronic instruments
Op-amps & Linear ICs
Ability to engage in independent learning, submit a report and use ICT for effective presentation of the study on assigned topics related to electronic components / E-waste management/ E-waste hazards B Kanmani, BMSCE
Self-Study: Through a Course Outcome (Open-Ended Experiment)
111
Course Title The Course Outcome addressing ‘self-study’
Discrete Time Signal Processing
Ability to work as an individual to design, formulate, implement and demonstrate discrete time systems/sub-systems through conduction of an Open-Ended experiment using the Matlabengineering programming tool
Multimedia Communication
Ability to function effectively as an individual and as a team member to design, formulate, implement and demonstrate multimedia concepts through implementation of a mini-project
Analog Communication
Ability to work as an individual to design, formulate, implement and demonstrate analog communication systems/sub-systems through conduction of an Open-Ended experiment using the Matlab engineering programming tool /discrete componentsB Kanmani, BMSCE
Self-Study: other Assessments
112
Course TitleThe assessment tool used to measure ‘self-study’
component
Microcontrollers Submission of an abstract for a given Research article
Wireless Communication
Taking up a Quiz on the IEEE Free paper of The month (made available to the students two days earlier)
Network Analysis
Taking up a Quiz after listening to a video made available through NPTEL (National Program on Technology Enhanced Learning [http://www.nptel.ac.in/])
Digital Communication
Taking up a Quiz after listening to a live webinar as part of the National initiative QEEE (Quality Enhancement in Engineering Education [http://pilot.edureform.iitm.ac.in/])
B Kanmani, BMSCE
‘Life-Long Learning’: Benefits
• It prepares the graduates for their Professional Career
• Assessment Tools develop other attributes§ Communication Skills (reading/writing/speaking)§ Awareness of hazards to Environment/Society§ Abide by Professional Ethics§ Awareness of Contemporary Issues§ Awareness of norms by Professional Bodies/
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‘Life-Long Learning’
• Can be introduced in ALL COURSES• When introduced in most courses• Becomes a Habit, habit to engage in
independent study• Succeeded in developing the ‘Life-
Long-Learning’ attribute
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Observation
Course Outcomes are accompanied by suitable assessments
Assessments DRIVE Student Learning
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Defining Outcomes for a Course
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Defining Course Outcomes
Skill (not the topic)
Example 1: Signals and Systems
Unit I: Signal, System definitionUnit II: Time domain representationUnit III: Frequency domain representation for
non-periodic signalsUnit IV: Frequency domain representation for
periodic SignalsUnit V: Analog System design and analysis
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At the end of the course, the student will have the
CO1: Ability to define, understand, and explain continuous time signals and systems
REMEMBER
CO2: Ability to obtain the output for LTI systems using the time domain and the frequency domain representation
APPLY
CO3: Ability to analyze the given specifications of LTI continuous time systems
ANALYZE
CO4: Ability to design filters to meet given specifications
DESIGNB Kanmani, BMSCE 119
Example 2: Digital Electronics
Unit I: Combinational CircuitsUnit II: Flip FlopsUnit III: Sequential CircuitsUnit IV: Sequential SystemsUnit V: Logic Families
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At the end of the course, the student will have the
CO1: Ability to understand concepts of Digital circuits RememberCO2: Ability to apply the knowledge of digital circuit concepts to optimize a digital circuit for the given parameters Apply
CO3: Ability to analyze digital circuits to arrive at suitable conclusions Analyze
CO4: Ability to design a digital circuit for given specifications Design
CO5: Ability to conduct experiments using digital ICs for a given application/problem statement Modern Tool
CO6: Ability to engage in self-study to demonstrate an applicationof digital electronic circuits through an open ended experiment
PO3, PO4, PO10, PO12
CO7: Ability to engage in self-study to deliver a seminar on topicsrelated to the course accompanied by a seminar report PO10, PO12
Tier-I SAR
Tier-II SAR
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Summarize
Introduce Activities that
SimultaneouslyAddress many Attributes
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Possible Activities in Courses • Seminar• Read Research Articles• Implement a Research Paper• Enact a play• Submit a video• Implement a project• Project for a community• Social networking group• Group Activity• Multidisciplinary activity• Perform Open-Ended Experiment
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Measuring theCO attainment
Assessments Tools for COComputed at the end of every semesterDirect Tools:
Continuous Internal Evaluations (80%)Semester End Examination (10%)
Indirect Tools:Course End Survey (10%)
Set Targets for attainmentCompute the attainmentCompare the attainment with the target
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Assessments for COComputed at the end of every semesterDirect Tools:
Continuous Internal Evaluations (80%)Semester End Examination (10%)
Indirect Tools:Course End Survey (10%)
Set Targets for attainmentCompute the attainmentCompare the attainment with the target
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Assessments for COComputed at the end of every semesterDirect Tools:
Continuous Internal Evaluations (80%)Semester End Examination (10%)
Indirect Tools:Course End Survey (10%)
These weights are ONLY for CO-PO attainmentIs different from the weightage for awarding Grades/marks
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Assessments for COComputed at the end of every semesterDirect Tools:
Continuous Internal Evaluations (80%)Semester End Examination (10%)
Indirect Tools:Course End Survey (10%)
Set Targets for attainmentCompute the attainmentCompare the attainment with the target
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CO attainment for TWO years
• CO attainment for CAY• CO attainment for CAYm1• Compare with targets set• Compare the POs/PSOs addressed• Compare the above attainments• List the steps for improvement
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CO attainment
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Course Outcome PO/PSO CO Attainment
CAYm1 CAYCO1: Ability to apply and analyze basic electrical engineering knowledge of Kirchoff’s Current and Voltage Laws, Ohm’s Law to linear networksCO2: Ability to apply differential equation knowledge of mathematics to Loop and Node analysis of linear networks, and to the solution of passive linear networksCO3: Ability to apply mathematical knowledge of initial and finalvalue theorem, to perform time domain analysis of linear passivenetworksCO4: Ability to select and apply network theorems and test linear passive two port networks to obtain desired parameters of passive linear networksCO5: Ability to work as an individual to use the modernengineering simulation tool Multisim’, to conduct experiments to(i) verify network theorems (ii) analyze the super node and supermesh networks (iii) obtain RLC of a resonant circuit
Comments by Faculty (CAY/CAYm1) Observations on CO-PO attainment: _______________________________________________________________________________________________________________________________________________________________________________________________________Proposed changes in Delivery methods:________________________________________________________________________________________________________________________________________________________________________________________________________Proposed changes in Assessment Tools:_________________________________________________________________________________________________________________________________________________________________________________________________________Faculty who handled the course:___________ Signature with Date:_________
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Possible changes introduced(based on CO attainment)
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Introduce New COs
Introduce new delivery methods
Increase Targets for attainment
Introduce new assessment tools
Let us answer some questions1. Who defines the COs?2. How many COs per Course?3. Who sets the targets for CO attainment?4. Who defines the weightage for CO assessment Tools?5. How many courses need to address every PO/PSO?6. How many POs need to be mapped through a course?7. Is definition of CO based on the college being
Affiliated OR Autonomous?8. What infrastructure required for implementing OBE?9. How do we ensure Continuous Improvement in
Quality? B Kanmani, BMSCE 136
Course Outcomes are measured at the A: End of SemesterB: Time of GraduationC: End of every Test/Quiz conductedD: Cannot be measured
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Course Outcomes are mapped toA: Program Outcomes (POs/PSOs) B: Program Educational Objectives (PEOs)C: Vision-Mission of the DepartmentD: Vision-Mission of the Institute
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The number of outcomes a course may have is: A: ONE B: TWOC: FOUR to SIXD: FORTY (one per every lecture)
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Skills developed through the CO are:
‘At the end of the course, the student will have the ability to engage in independent study and make an oral presentation on hazards of e-waste’
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Skills developed through the CO are:
‘At the end of the course, the student will have the ability to develop Matlab code to design Filters’
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Skills developed through the question below are:
‘State and prove the sampling Theorem’
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Skills developed through the question below are:
In the C program given below, to count number of lines, fill the missing code #include <stdio.h>main(){
int c, nl;nl=_____;while ((c=getchar())!= EOF)if (c== _____)
++nl;printf(“%d\n”, nl);
} B Kanmani, BMSCE 143
At the end of the course, the student will have the
CO1: Ability to define, design and analyze continuous time signals
CO2: Ability to define, design and analyze frequency domain representation of continuous time signals CO3: Ability to define, design and analyze analog filters
CO4: Ability to define, design and analyze continuous time LTI systems CO5: Ability to define, design and analyze equalizers
CO6: Ability to define, design and analyze Linear systems with feedback B Kanmani, BMSCE 144
At the end of the course, the student will have the
CO1: Ability to define, design and analyze continuous time signals
CO2: Ability to define, design and analyze frequency domain representation of continuous time signals CO3: Ability to define, design and analyze analog filters
CO4: Ability to define, design and analyze continuous time LTI systems CO5: Ability to define, design and analyze equalizers
CO6: Ability to define, design and analyze Linear systems with feedback B Kanmani, BMSCE 145
Activity
A Quick Survey
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At the end of this Session
Am I successful in guiding participants to
Comprehend PO/PSO?
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At the end of this Session
Am I successful in guiding participants to
Define Course Outcomes?
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At the end of this Session
Am I successful in guiding participants to
Map the COs to the POs?
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At the end of this Session
Am I successful in guiding participants to
Define assessments for COs?
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At the end of this Session
Am I successful in guiding participants to
Compute CO attainment?
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Attainment of Session Outcomes
Target Set: 80%
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References • B Kanmani and Mallikharjuna Babu,’Defining Course Outcomes: An example’, 2nd World
Summit on Accreditation: International Recognition of Educational Qualifications, Conducted by NBA, 8th to 10th March 2014, at Hotel Ashok, New Delhi
• B. Kanmani , K. Mallikharjuna Babu, ‘ Continuous Improvements in Teaching-learning-process in Outcomes Based Education’, Journal of Engineering Education Transformations , Volume 28 , No.2 & 3 , Oct. 2014 & Jan. 2015 , ISSN 2349-2473, DOI: 10.16920/ijerit/2015/v28i2&3/56661
• http://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf• B Kanmani, Shreenivas B, Prasanna Kumar M K, ‘Introducing Modern Engineering Tool in
Engineering Education: An Example’, IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education (MITE), pp 388 – 391, Amritsar, 1-2 December, 2015
• Kanmani, B ; Babu, K Mallikharjuna, 'Introducing communication skills as an assessment tool in a course’, 2014 IEEE International Conference on MOOC, Innovation and Technology in Education (MITE), Patiala, December 19-20, 2014, DOI: 10.1109/MITE.2014.7020266
• http://wiksateweb.cloudapp.net/• B Kanmani and Mallikharjuna Babu, ‘Introducing Life-Long Learning in Engineering
Education’, IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education (MITE), Amritsar, 1-2 December, 2015
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Acknowledge• NBA for the series of training programs• NAAC for supporting this workshop• Management of BMSCE for the support and
encouragement• Faculty and staff of Telecommunication
Engineering department for introducing small changes in the TLP in the class room
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Thank you
bkanmani@rediffmail.com bkanmani.tce@bmsce.ac.in
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Workshop on
Outcome Based Education
Centre of Excellence in Engineering Education (CEEE)
BMS COLLEGE OF ENGINEERING(Autonomous College under VTU)
BANGALORE-560 019 22-02-2016 Dr. Suresh BMSCE
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Continuous Improvement- Essence
of OBE
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1. Pedagogical Improvements2. Human Infrastructure –Faculty Qualification EnhancementTechnical Staff Quality Improvement3. Physical Infrastructure – Enhancement of Lab facilities Improvement of labsCreation of new labs
Continuous Improvement
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Continuous Improvement- contd.4. Interaction with outside systems IndustriesPeer Group InstitutionsMentor Institutes Job Providers5. Systemic Improvements Policies of the InstitutionAligning the entire system to Vision and
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Continuous Improvement
Course level - Teaching Learning Process
Programme Level Institute Level
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Course Content Delivery Methods
M1: Lectures
M2: Lecture with quiz
M3: Tutorials
M4: Laboratory sessions
M5: Field work/visits
M6: Presentations
M7: Learning resources (NPTEL and VTU e-learning)
M8: Guest lectures/Extension lectures/Interaction with
field experts
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Delivery Methods and Linkages to POs
POMethods
1 2 3 4 5 6 7 8 9 10 11 12
M1: Lectures √ √ √ √M2: Lectures with Quiz √ √M3: Tutorials √ √M4: Laboratory sessions
√ √ √ √
M5: Field works/visits √ √ √M6: Presentations (PPTs)
√
M7: Learning Resources
√ √ √
M8: Guest lectures / Extension lectures / Interaction with field experts
√ √ √
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CURRICULAM COMPONENTS
COURSE COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
Discipline coreGeotechnical Engineering-II10CV5DCGTE
CO1 3 3 - - - - - - - - - -
CO2 3 3 - - - - - - - - - -CO3 3 3 - - - - - - - - - -CO4 3 3 2 - - 3 - - - - - -
Discipline coreDesign of RCC Structures10CV5DCRCC
CO1 3 3 - - - - - 1 - - - -CO2 3 3 3 - - - - 2 - - - -CO3 3 3 3 - - - - 3 - - - -
Discipline coreEnvironmental Engineering - I10CV5DCENV
CO1 3 2 1 3 - 3 3 3 - 2 - -CO2 3 3 1 3 - 3 3 2 - 3 - -CO3 3 3 3 - - - 3 3 - 3 - -
Discipline coreHighway Engineering10CV5DCHEN
CO1 3 3 2 - - - - - - - - -CO2 3 3 3 3 - 3 - 2 - 3 - -CO3 3 3 2 - - 3 - 2 - - - -CO4 3 3 - - - - - - - - - -
Projects/Industrial visits/training
Industrial Visit/Minor Project10CV5DCMIP
CO1 - - - - - - - - - - - 3CO2 - - - - - - - - - - - 3
CO3 - - - - - - - - - 3 - -
Discipline coreDesign of Steel Structures10CV6DCDSS
CO1 3 - - - - - - - - - - -CO2 3 3 - - - - - - - - - -CO3 3 3 3 - - - - 3 - - - -CO4 3 3 3 - - - - 3 - - - -
Discipline coreEnvironmental Engineering - II10CV6DCENV
CO1 3 3 2 - - 3 2 - - - - -CO2 3 3 3 - - 3 1 - - - - -CO3 3 3 3 - - 3 2 - - - - -22-02-2016 Dr. Suresh BMSCE
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Tools for Assessment & Evaluation to POs
AssessmentTypes
Assessment Tools
1 2 3 4 5 6 7 8 9 10 11 12
Direct Tools
Tests √ √ √ √ √ √ √ √ √
Quiz √ √ √ √ √
Lab/Seminars/Industrial Training/Projects (Rubrics)
√ √ √ √ √ √ √ √ √ √ √
Indirect Tools
Semester End Exams
√ √ √ √ √ √ √ √ √ √ √ √
Course End Survey
√ √ √ √ √ √ √ √ √ √ √ √
Exit Survey √ √ √ √ √ √ √ √ √ √ √ √
Faculty Survey √ √ √ √ √ √ √ √ √ √ √ √
Alumni Survey √ √ √
Programme Statistics √ √ √ √ √ √
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Performance Criteria for Direct Assessment
Performance Criteria
CIE (Test, Quiz & AAT)
Extensive Survey Project
Industrial visits
Industrial Training
Major Project
Mapping of COs to POs with Weightage to Correlation
Strongly Related, giving a weightage of 3,
Moderately Related, giving a weightage of 2 and
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Assessment of PO attainment throughDirect and Indirect methods
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>Target value<Target value
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Attainment of POs through CIE
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student
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Assessment of PO attainment through Indirect methods
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PO attainment is less than the target value - ?
Course Name : HYDROLOGY & WATER RESOUCES ENGINEERINGCourse Code : 10CV5DCHWRSession of Course Sep. 2010 to Dec. 2010L : T : P - 4 : 0 : 0Semester : VCredits :4Batch : 2008
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Reasons ?
1. Students found it difficult to find the area of a regular/irregular area.
2. Topic is analytical and needs to remember number of formulae.
3. Require more clarification between Hyetograph and mass curve.
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Reflections ?Think – Pair - Share
What can we do ?
How to improve the situation?
Any suggestions ?
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Possible Delivery Methods for enhancing Learning:1.Project mode learning.2.NPTEL Videos/ lectures http://freevideolectures.com/Course/3100/Advanced-Hydrology#http://nptel.ac.in/courses/105101002/3. Include visuals to enhance the understanding of the few topics of the course. 4. More analytical rehearsals through active learning methods.
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What is the effect ?
Course Name : HYDROLOGY & WATER RESOUCES ENGINEERINGCourse Code : 10CV5DCHWRSession of Course Sep. 2011 to Dec. 2011L : T : P - 4 : 0 : 0Semester : VCredits :4Batch : 2009
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Continuous Improvement
Course level - Teaching Learning Process
Programme Level Institute Level
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PO Attainmentof2009‐10Batch(Graduatedduring2013)
POs PO Description PO Attainment, %
PO1An ability to apply the knowledge of mathematics, science, and engineering fundamentals tothe solution of Civil Engineering problems.
76%
PO2An ability to identify and analyse Civil Engineering problems for meaningful solutions toform the basis for design of Civil Engineering system components.
75%
PO3An ability to design solutions for Civil Engineering problems and design systemcomponents.
68%
PO4 An ability to conduct experiments, analyse and interpret data to provide valid conclusions. 77%
PO5An ability to apply appropriate techniques and use modern engineering tools to CivilEngineering systems.
76%
PO6An ability to assess safety and legal issues and the consequent responsibilities relevant to the
professional Civil Engineering practice.71%
PO7An ability to understand the impact of the professional Civil Engineering solutions inrelations to societal needs, environmental concerns and sustainable development.
72%
PO8An ability to understand the importance of professional ethics and norms of the CivilEngineering practice.
71%
PO9 An ability to function effectively as a member and/or leader in diverse teams. 88%
PO10 An ability to comprehend, write reports and present it effectively. 79%
PO11An ability to demonstrate knowledge and understanding of the management principles toapply to Civil Engineering projects.
74%
PO12 An ability to engage in life-long learning in the context of technological change. 81%
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How to improve PO3, PO6 & PO8?
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POS – NOT ATTAINED/ NEEDS IMPROVEMENT
DAC ADVISORY BOARD
OPTIONS
CHANGE THE CURRICULUM
CHANGE TLP
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Feed Back System on Teaching Learning Process
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10CV5DCHWR- HYDROLOGY & WATER RESOURCES ENGINEERING
COS:
1. CO1: An ability to understand the components of hydrologiccycle.
2. CO2: An ability to understand the occurrence of rainfall andthus estimating the average rainfall over a watershed.
3. CO3: An ability to estimate the runoff from a watershedaccounting for the losses like evaporation, evapotranspiration, infiltration.
.
Precipitation: Weather systems, Forms and types of precipitation,Measurement of rain fall using Symon’s and Siphon type of raingauges, Optimum number of rain gauge stations, Consistency of rainfall data (double mass curve method),Computation of meanrainfall arithmetic average, Thiessen polygon and Isohyetalmethods, Estimation of missing rainfall data (Arithmeticaverage, normal ratio and regression methods).Presentation ofprecipitation data -moving average, mass curve, rainfall hyetographs, intensity – duration - frequency curves.
Losses from precipitation: Evaporation: process, factors affecting Evaporation, measurement using IS Class A Pan, Estimation using empirical formulae. Infiltration: factors affecting infiltrationcapacity, measurement (double ring infiltrometer). Horton’sinfiltration equation, infiltration indices.
Runoff: Concept of catchment/ watershed, Water budget equation,components, Factors affecting runoff. Rainfall - runoff relationship using simple regression analysis, SCS Curve Number Method,Unit Hydrograph method.
Assignment:
It is proposed to construct an obstruction across riverKumaradhara near Kukke subramanya. The dam site is marked on the toposheet. Estimate the runoff at the dam site. Also develop aphysical model of the catchment.
Following are the tasks:
Identify the toposheets numbers required for the project Delineate the catchment boundary on the toposheets with
respect to the dam site and transfer the same on to a tracingsheet
Trace the drainage network on to a tracing sheet & rank thestream orders.
Trace all the contours in the catchment from the deepest pointto the ridge of the catchment.
Visit the Indian Meteorological Department (IMD) or Disaster Management cell website & find the rainguage stations in and around the study area.
Collect the rainfall records for these stations. Mark the rainguage stations on the toposheet and transfer the
same on to a tracing sheet. Identify the best method among the three methods to find the
mean precipitation over the area. Thiessen polygon is the best method in this case. Develop a physical model depicting the actual terrain of the
catchment. Choose the best method of estimating the Runoff: SCS Curve number method id the best one. From National Bureau of Soil Survey and Land Use Planning,
collect the land use land cover and the type of soil in the studyarea.
Identify the curve numbers for the HSG & the type of land cover.
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Thiessen Polygon Method
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TLP in BMSCE: 3 Type of Courses Regular Course – No Lab Component Integrated Course – Theory+ Lab Comprehensive Course- Theory + lab+
self learning component
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EEE- Students demonstrating the Self – Learning Component
Based on the principle of Pascal’s law develop a working model
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Best Practices to Enhance the PO Attainment
Earlier : QUIZ MARKS – 10 2 QUIZZES ALTERNATE ASSESSMENT TOOLS (AAT)
Best Practices: INTRODUCTION OF INDEX CARDS THINK PAIR SHARE (TPS) THINK ALOUD PAIR PROBLEM SOLVING (TAPPS) –
Explainer & questioner
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Index cards
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Think – Pair- Share What is the use of Horton’s Infiltration curve?
What is infiltration capacity?
When will runoff occurs?
Suppose if the terrain is flat with depressions, then the initial storage will be …..
When will AET becomes PET?
Is it possible to keep the Evapotranspiration at PET all the time.
What is the name of the instrument used for measurement Evapotranspiration?
What is the relation between Evapotranspiration & Irrigation Scheduling?
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RECIPROCAL PEER QUESTIONING- Ask each group to prepare about 5 tough questions on each topic.
1 MINUTE QUESTION FLIPPED CLASS ROOM
TENT SCHOOL – Social Engineering Built Use Shift (BUS) Project
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Continuous Improvement
Course level - Teaching Learning Process
Programme Level Institute Level
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Internal Quality Assurance Cell (IQAC)Annual Quality Audit / Academic Audit.Pedagogy.Research and Development Cell.Non Teaching staff Training.Feed back.Departmental Interactions with IQAC and its
impact.Training and Research – Entrepreneurship. ICT as Teaching Learning Process.Tapping Innovative Ideas of Faculty-
Researchers’ Forum News Letter of IQAC: Quality Initiatives and
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Feedback System
Link Between Student Engagement and Teacher Excellence
• Educator as Facilitator• Educator as Motivator• Educator as Designer
Excellent Teacher
Establishing Rapport (Facilitator). Stimulating Student Interest (Motivator). Structuring Classroom Experiences
(Designer).
Assessment Review There will be 3 feed back sessions in a semester.
Immediately after the feed back, the concerned faculty willget a report of the Feed back.
In addition, the Dean (Academic) and the concerned Hodwill get the feed back of all the faculty.
The Institute fixed a feedback of 60%. If the feed back of anyteacher in any subject is less than 60%, he /she is called fora counselling.
A team of experts (most of the professors are from IISc) willcounsel the teacher.
If the feed back of any teacher is less than 60%consecutively for 12 times, he/she will be asked to quit theinstitution.
For those teachers whose feed back is less, IQAC willorganize Pedagogy or subject wise training.
Assessing the Teaching Capabilities of new faculty
There are 341 teaching faculty in BMSCE.
Out of this 165 are newly recruited faculty. Minimum qualification : M. Tech/ME These newly recruited faculty are grouped as
FG1, FG2.. Each FG consists of about 30-35 faculty.
Pedagogy Training: QEEE – Quality Enhancement in Engineering
Education, An Initiative by IIT- Chennai. International Engineering Educators
certification program.
Other Topics
Revised Bloom’s Taxonomy- Prof. Rajanikanth.
Curriculum Design & Development workshops.
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IUCEE- IGIP International Educators’ Training Programme
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To augment the CIE, a centralized system at the department level is in place.
HOD’s to identify 2/3 coordinators for each test/ semester.
All the teachers will hand over the question papers to the HOD, 2 days prior to the test date.
The HOD will in turn hand over the test papers to the coordinators. The test papers are in safe custody in the HOD’s room.
On the test day, the concerned teacher along with other teacher will collect the question papers and answer scripts from the HOD’s office and conduct the test.
Once the test is over, they will hand over the books to the coordinators along with the attendance sheet and the unanswered books.
The concerned teacher will evaluate the books in the seminar hall with in 48 hours and enter the marks in the register kept in the department and the same is displayed on the notice board.
Augment the existing CIE:
Department Colloquiums:
Every Department is conducting a Colloquium once in a month.
The speakers are the faculty from the same department. Sharing their research experience. Session will be of 45mins. Followed by 15 mins question hour.
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Communication Skills – Spoken EnglishComputer TrainingSubject Training
Non Teaching Staff Training:
Inter disciplinary ResearchPropel Labs – 3D Printing, Aero Lab, Robotics lab…..
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AWARENESS PROGRAM TO OFFICE ASSISTANTS
Organized by
IQAC of BMSCE
Academic support to AUTONOMOUS PROGRAMS
Role of Office Assistant
To assist the student regarding various processes involved.
To appraise the HoD about compliances to be submitted to Deans/COE from time to time.
To systematically file the academic documents& records.
To support faculty/staff and appraise them about various time lines for compliances.
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Inter Disciplinary Research
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WORKSHOP ON QUALITY OF ASSESSMENT OF TEACHING LEARNING PROCESS
DATE: 29-7-2015
Venue: BSN Hall
Teaching Involves
Admitting: Fair, open & Inclusive
Inducting: Initiating/Orienting Fresher
Pre-assessing: Checking entry Position of Learner
Helping Learning: Participatory Approaches
Remediating: Helping the ‘Turtles’ in the Group
Enriching: Accelerating the advanced Learners
Mentoring: Tutorials, personal solutions & Life guidance etc.,
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Cynical questions from a ‘teacher’ or questions from a ‘cynical teacher’:1. Why OBE? Haven’t there been successful engineers/professionals/graduates who become successful due to the earlier/conventional system of education?2. What is wrong with the prevailing system of education?3. Isn’t OBE system simply a waste of energy and efforts? Instead of ‘teaching’, we are doing so many unwanted things! OBE system is inflexible! We ‘teachers’ are becoming bound by so-called TLP blah, blah, blah, instead of ‘teaching’!4. All these activities of OBE is a waste of time! Nothing worthwhile will come out of it? What is the guarantee that it is working?5. It is taking/ it will take too much time to prepare, again waste of time! I think we will end up not ‘covering’ the syllabus!6. Well, I know that my students are being taught well, they have said so! Why should I change my method of ‘teaching’?7. I have so many years of ‘teaching’ experience, I know that I am doing well, ask my students and my colleagues. All this talk of OBE is nonsense.8. OBE is becoming a fashionable word! It is for ‘teachers’ who want to waste their time in the class, instead of ‘teaching’!9. When students are so heterogeneous, how can you expect that OBE will work?10. I am a product of the nice ‘time-tested’ education system, I know that it is the best. Why all these jargons of OBE and TLP??11. Look all this OBE will work if all ‘teachers’ follow that, otherwise it will become a BIG failure! On the other hand the conventional system accommodates all types of ‘teachers’.12. I believe that ‘teachers’ will lose respect if we start doing all this so called OBE/TLP. Once ‘teachers’ lose respect, the system of education collapses!!13. Well, OBE is for incompetent ‘teachers’ who do not know how to ‘teach’ the way we experienced ‘teachers’ are doing!14. What is all this nonsense of outcomes, objectives?? Instead of imparting knowledge we will end up doing crazy unnecessary things!15. Why should we be bound by the crazy suggestions/opinions of people who are trying to sell OBE? It is simply a business! 22-02-2016 Dr. Suresh BMSCE
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16. OBE does not work for/in Indian conditions! It is for Americans who want us to provide them with what they want!!17. Look, I studied in IIT/IISc/NIT…. and they weren’t practicing all this OBE blah, blah… Does that mean the premier institutes are useless?18. This OBE based accreditation is becoming a big business, it is sheer nonsense!19. Look, now you are telling OBE, later somebody sitting in USA tells something else and we all forget OBE and start another rubbish thing! Why should some ‘accord’ somewhere dictate the way I am ‘teaching’???20. All our research credential will become redundant if we start doing these crazy things as per OBE! Mark my words!21. Well, let us assume for the time being that what you are telling is OK, but have you asked the student if this OBE system is OK for them? They are so innocent; they will simply nod their head! So, don’t take them for granted, we should ‘teach’ them properly.22. Class room discipline will go for a toss! Already the present students have no respect for ‘teachers’ and if we start implementing all this, then we will become a laughing stock!23. And by the way, did you ask the parents of the students about their opinion on OBE? I’m sure they will not like this one bit! They will say ‘all the fee we paid will go as a waste’! I don’t want my child to be put in such a college!24. And also, did you ask the employers? They will stop coming to the campus recruitment! 25. OBE will bring down the marks scored by the students and they will lose opportunity in the job market!26. And, again, does our university want this? No. All this OBE is a business by people who are into all this accreditation! When they themselves are not following OBE, why should they come and give sermons on OBE to us!27. My dear Sir, OBE is not for engineering colleges, they may be OK for vocational training courses where they are doing business!28. Try OBE for polytechnic colleges and if it works come back! It will be a big failure. Don’t waste the resources of engineering colleges!
22-02-2016 Dr. Suresh BMSCE
WELCOME TO ALL THE PARTICIPANTS
Dr. H S GuruprasadProfessor and Head
Dept. of CSE, BMSCEBangalore
WEB PROGRAMMING
XHTML: Basic syntax; Standard XHTML document structure; Basic text markup; Images; Hypertext Links; Lists; Tables; Forms;The Audio Element; The Video Element; Organization Elements; The Time Element; Syntactic differences between HTML andXHTML.
Cascading Style Sheets: Introduction; Levels of style sheets; Style specification formats; Selector forms; Property value forms;Font properties; List properties; Alignment of text; Color; The Box model; Background images; The <span> and <div> tags;Conflict resolution.
JAVASCRIPT: Overview of JavaScript; Object orientation and JavaScript; General syntactic characteristics; Primitives,operations, and expressions; Screen output and keyboard input; Control statements; Object creation and modification;Arrays; Functions; Constructor; Pattern matching using regular expressions.JavaScript and HTML Documents: The Java script execution environment; The Document Object Model; Element access inJava script; Events and event handling; Handling events from the Body elements, Button elements, Text box and Passwordelements.Dynamic documents with JavaScript: Introduction, Positioning elements; Moving elements; Element visibility; Changingcolors and fonts; Dynamic content; Stacking elements; Locating the mouse cursor; Reacting to a mouse click; Slowmovement of elements.
PHP ProgrammingCreating PHP Pages Using PHP6: Overview of PHP Structure and Syntax; Creating Your First Program; Using HTML to Spice UpYour Pages; Using Constants and Variables to Add Functionality; Passing Variables between Pages; Using if/else Arguments;Using Includes for Efficient Code; Using Functions for Efficient Code; All about Arrays; OOP Dreams.
Using PHP with MySQL: Overview of MySQL Structure and Syntax; How PHP Fits with MySQL; Connecting to the MySQLServer; Looking at a Ready-Made Database; Querying the Database;Form Elements - Letting the User Work with Data: Your First Form; Driving the User Input; Linking Forms Together.XML: Introduction to XML; Uses of XML Syntax; The Syntax of XML; Document structure; Namespaces; XML schemas;Displaying raw XML documents; Displaying XML documents with CSS; XSLT style sheets
¡ CIE Scheme:Best 2 out of 3 Tests and 1 Quiz will be considered for CIE marks
¡ SEE Scheme:§ Semester End Examination (SEE) is a written examination of three hours
duration of 100 marks. Students have to answer 5 questions from five units, three units to carry one question each(mandatory) two units to carry two questions each ( internal choice).
¡ Self-Study Scheme:§ Students will be carrying out a project work covering the concepts for learning
practical applications.
EVALUATION SCHEME
WEBSITE PROJECT EVALUATION RUBRICS
PROJECT EVALUATION
PROBLEM FORMULATION: RUBRIC1 (5MARKS)
PLANNING: RUBRIC 2 (8 MARKS)
TECHNICAL : RUBRIC 3A (10MARKS)TECHNICAL : LITERATURE SURVEY
TECHNICAL : RUBRIC 3B (10MARKS)TECHNICAL : HIGH LEVEL DESIGN
COMMUNICATION : RUBRIC 4A (7MARKS)
COMMUNICATION : RUBRIC 4B (4MARKS)
TEAM WORK : RUBRIC 5A (2MARKS)TEAM WORK :GROUP PARTICIPATION
Criteria 4a : Group Participation
Level of Participation
Distinguished (2) Basic (1) Unacceptable(0)
Workload Did a full share of the work or more and volunteers to help others.
Did almost as much work as others and seldom asks for help.
Did less work than others and doesn’t ask for help.
Getting Organized Took the initiative for proposing meeting times and getting group organized.
Worked agreeably with partner(s) concerning the time and place to meet.
Did not meet partner(s) as organized.
Participation in Discussions
Provided many good ideas; inspired others; clearly communicated ideas, needs, and feelings.
Participated in discussions; on some occasions, made suggestions.
Listened mainly; Rarely spoke up, and ideas were off the mark.
Meeting Deadlines Completed assigned work ahead of time.
Completed assigned work on time.
Needed much reminding; submission was late.
Showing up for Meetings
Showed up for meetings punctually, sometimes ahead of time.
Showed up for meetings on time.
Showed up extremely late; no excuse offered.
TEAM WORK : RUBRIC 5b(2Marks)TEAM WORK : PEER REVIEW
Please rate YOUR TEAM MEMBERS using the provided table. Please fill in the table below honestly, and as accurately as possible. Please use the following rating scale: 0 - NEVER; 1 – SELDOM; 2 - SOMETIMES: 3 - USUALLY: 4 - ALWAYS
ETHICS : RUBRIC 6 (2MARKS)
¡The project is split into two phases across twosemesters:• Phase 1 in 7th Semester is of 4 credits and it includes Problem
Identification, Formulation, Literature Survey and Design.• Phase 2 in 8th Semester is of 13 credits and it includes
Implementation, Testing and Validation.
PROJECT EVALUATION
GRADUATE SURVEY
High (10) Medium (8) Low (6) Nil (4)
Usage of mathematics / science principles to solve
engineering problems
Clear understanding on usage of mathematics /
science principles to solve engineering problems
Basic understanding on usage of mathematics /
science principles to solve engineering problems
Some understanding on usage of mathematics /
science principles to solve engineering problems
No understanding on usage of mathematics /
science principles to solve engineering problems
Q1: How well do you use the principles of Mathematics / Science to solve engineering problems
a. High b. Medium c. Low d. Nil
GRADUATE SURVEY
Strongly (10) Moderately (8) Slightly (6) Nil (4)
Analysis of the problems using the knowledge of
mathematics and science
Good analysis of problems is performed
using knowledge of mathematics and science
Fair analysis of problems is performed using
knowledge of mathematics and science
Some analysis of problems is performed
using knowledge of mathematics and science
Not able to analyze the problems using knowledge of
mathematics and science
Q2: Using the knowledge of mathematics and science how well can you analyze the engineeringproblems
a. Strongly b. Moderately c. Slightly d. Nil
GRADUATE SURVEY
Highly Competent (10) Competent (8) Less Competent (6) Nil (4)
Ability to design software based system within the
realistic constraints
Completely able to implement software
based systems within the realistic constraints
Completely able to implement software
based systems
Partially able to implement software
based systems
Unable to implement software based systems
Q3. How effectively are you able to develop the software based solution considering the realisticconstraints
a. Highly Competent b. Competent c. Less Competent d. Nil
GRADUATE SURVEY
Excellent (10) Good (8) Fair (6) Poor (4)
Make valid conclusions based on interpretation
and analysis of data
Interpretation and analysis of data is
performed to infer valid conclusions
Interpretation and analysis of data is
performed and inferred some valid conclusions
Interpretation and analysis of data is
performed
Interpretation and analysis of data is not
performed
Q4. How good are you in making valid conclusions based on interpretation and analysis of data forengineering problems
a. Excellent b. Good c. Fair d. Poor
THANK YOU
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