My Teaching Portfolio - IUCEE · PDF fileMy Teaching Portfolio ... My Teaching Philosophy: Motivation ... #If the any student answers wrong for more than 50 % questions,

My Teaching Portfolio

Md.Sikindar Baba Associate Professor,

Department of ME, Anurag Group of Institutions

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Contents:

¨  Introduction ¨  My teaching philosophy ¨  Experimental course ¨  Active learning ¨  Collaborative learning ¨  Technology in learning ¨  Course Assessment ¨  Communication paper

Introduction:

About me:

Name : Sikindar Baba.Md

Born on: 6th July 1979 Educational qualifications :

Bachelors Degree :1997- 2001 (Osmania University)

Masters Degree :2002-04(JNTU)

Ph.D. :Perusing (JNTU) Professional details :

Institution : Anurag Group of Instituions(Autonomous)

Date of joining :26.06.2006

Department : Mechanical Engineering

Designation : Associate Professor

Teaching experience: 14 years

contd..

Additional responsibilities:

Present :IUCEE coordinator ,Admissions coordinator

Earlier :Controller of examinations, Head of the department

LETTER OF APPRECIATION new.pdf

Publications :

International conferences :02 International Journals :03

Research :

Sanction of UGC minor research project(2 years) grants of 3.05 Lakhs.

Academic : Administration:

Workshops attended :03 Management capacity building :

FDP attended :03 One week at IIM-Indore

Courses handled:

S.No. Name of the Course Level Year &Semester

1. Fluid Mechanics and Hydraulic Machines

Undergraduate II Year –II semester

2. Automobile Engineering Undergraduate IV Year –I semester

3. Thermal Engineering-II Undergraduate III Year –I semester

4. Thermal Engineering-I Undergraduate II Year –II semester

5. Refrigeration &Air conditioning

Undergraduate III Year –II semester

6. Heat Transfer Undergraduate III Year –II semester

7. Engineering Graphics Undergraduate I Year

8. Thermal Engineering Lab

Undergraduate III Year –I semester

9. Fluid mechanics and Hydraulic machines lab

Undergraduate II Year –II semester

10. Heat Transfer Lab Undergraduate III Year –II semester

Courses taught in A.Y.2014-15 :

S.No. Name of the

Course Level Year &Semester

1. Thermal Engineering-II Undergraduate III Year –I semester

2. Heat Transfer Undergraduate III Year –II semester

3. Engineering Graphics Undergraduate I Year

My Teaching Philosophy:

Motivation • For selecting the teaching as a profession

Opportunity • To contribute for the development of society

Innovations

• Engineering profession has brought remarkable changes in many sectors

Contd..

Responsibility

• To provide the students with the skills, knowledge and professional experience for challenges of today’s world and as well for coming generations

Mission &Vision

• Tuning with the institution goals

My courses

•  I teach the courses like Heat transfer, Fluid Mechanics and Thermal sciences by incorporating the theoretical background and examples of real-time situations with active learning and group activities.

Experimental course:

Name of the course :Heat Transfer

Branch :Mechanical Engineering

Year &Semester :III year-II semester Level :Undergraduate

Detailed Plan:

Course Plan

Macrolevel (Sifting of the contents) Microlevel

Course objectives

Prerequisites Statement s of the learning objectives of the course

Course description document

Course title ,Number of credits, syllabus material,schedule,accession,office hours, grading ,ground rules etc.,

§ First day of class § Other classes

Lecture plan:

Wakeup activity

Introduction

Key concepts, Summary

Activities implemented for

Effective learning

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Active Learning:

S.No. Name of the activity Activity number

Remarks

1.

Concept tests

Activity -6

Worked well

2.

In class teams

Activity -3

Students needs lot of motivation

3.

Think-Pair-Share

Activity-1

Taken more time to

implement

Activity: Concept tests Topic Introduction to conduction and convection heat transfer

(Detailed explanation) Questions asked

The cases in which the different modes of heat transfer are present and in some cases both modes are present. For all questions ,options are : (A)Only conduction(B)Only convection (C) A &B (D)None

Details of implementation

ü After each question, students are asked to raise the hands for each option and the responses are recorded. ü Students who made wrong responses are grouped together. ü Any student is picked from the right responded group and asked to explain. ü Enquiry about the reasons for misconceptions. ü If the any student answers wrong for more than 50 % questions, called for counseling in office hours.

Time taken For 10 questions 45 min. – 60 min.

Activity: Think-Pair-Share

Topic Introduction to heat exchangers

Questions asked

List the examples for different types of heat exchangers

Details of implementation

ü Each students writes the list of examples . ü Students are paired to explain to one another ü Any pair is randomly picked and asked to explain about the one example of heat exchanger. ü Other pair is picked and asked to explain modes of heat transfer present in the given example ü Discussion

Time taken 40 min. – 60 min.

Student Feed back on activities: •  After completion of each activity data was collected from the

students to evaluate their learning based on the following : Q.1.Did the exercise help you understand the concept/content better? Q.2.Did the exercise help you to relate better with the content being

studied? Q.3.Did the exercise help you to gain confidence? Q.4. Did you enjoy the exercise?

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Q.1. Q.2. Q.3. Q.4.

Concept Test

In class time

Think pair share

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Collaborative Learning

Activity Implemented: JIGSAW

Outcomes of the activity : § Understand the fundamentals of convective heat transfer

process . §  Evaluate heat transfer coefficients for natural convection and

forced convection heat transfer for inside flows and external flows.

Topics covered: §  Introduction to convection heat transfers § Concepts of Natural convection and forced convection §  Influence of type flow on heat transfer § Concept of boundary layer

Formation of Groups : Arrangement of students as per their academic ranks Group

Rank:1 Rank:34 Rank:35 Rank:68 Rank:69 Students of Ranks:1,34,35,68,69 Rank:2 Rank:33 Rank:36 Rank:67 Students of Ranks:2,33,36,67

Rank:3 Rank:32 Rank:37 Rank:66 Students of Ranks:3,32,37,66 Rank:4 Rank:31 Rank:38 Rank:65 Students of Ranks:4,31,38,65







Rank:17 Rank:18 Rank:51 Rank:52 Students of Ranks:17,18,51,52 18

Student Feed back on activity: •  Q.1.Did the exercise help you understand the concept/content better?

Q.2.Did the exercise help you to relate better with the content being studied?

Q.3.Did the exercise help you to gain confidence? Q.4. Did you enjoy the exercise?

Comments: §  More class time is needed to implement the activity( 2 sessions/6 Hours) §  Activity improves team work and leadership qualities §  Improves interdependency of the students.

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80.00%

82.00%

84.00%

86.00%

88.00%

90.00%

92.00%

94.00%

96.00%

Q.1. Q.2. Q.3. Q.4.

JIGSAW

Using Technology in Teaching and Learning

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1.Flipped class room :

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Links provided : www.nptel.ac.in/courses/112103019/33 (NPTEL) https://www.youtube.com/results?search_query=intersections

+of+solids https://www.youtube.com/watch?v=L-cHCYK517c https://www.youtube.com/watch?v=p7fkfM_QhDI https://www.youtube.com/watch?v=BPe65VDyLxo https://www.youtube.com/watch?v=hRJ8IUictQg

Reflections: 22

¢  Better visualization of the content through online videos etc.,

¢  Group discussion

¢  Difficulty to present online material in class due to timeframe

¢  Every student try to learn the content before coming to the

class and also feels the depth and importance of the content.

¢  Student becomes active participants

¢  Time for discussion of miscellaneous problems.

2.Technology enabled Learning resources: 23

(a)Posting Assignment questions on Institution website

(b) Organizing Webinars:

https://global.gotomeeting.com/join/809739605

https://global.gotomeeting.com/meeting/join/689479085

https://attendee.gotowebinar.com/register/6770387240904382210

(c) Online Student Feedback form

(d) Course website(EDMODO) Comments : ü  Online feedback from students worked well. ü  Webinar with faculty group needs more effectively organized. ü  Webinar with student groups are to be well planned. ü  Resources must be well planned in advance.

Course Assessment

1.Question paper format

Question paper must be set based on the following criteria:

q  Duration of examination

q  Content to be given

q  Allotted time for each question

q  Grading points for each question

2.Rubrics for assessment

Assignment on Transient (unsteady state) heat conduction: The project is aimed to accomplish a number of parameters:

(i)The students are to learn to solve partial differentiation, integration and mathematical

Equations.

(ii)The students are to learn about transient conduction heat transfer.

(iii) The students are to learn chart solutions by referring the heat transfer data book.

(iv)The students are to learn the software platforms which can be used to solve these problems. This assignment allows the students to demonstrate the following: (I)Usage of Mathematical equations (Formulation of problem).

(II)Partial differentiation, Integration, Applying boundary conditions.

(III)Computer software skills.

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Category Very Poor (Rating :0) Poor (Rating :1) Good (Rating :3) Excellent(Rating :5)

Usage of mathematical

equations for modeling of

a problem.

Student was unable to use the required

governing equations to solve the unsteady state

conduction problem.

Student was able to use the required governing equations partially to

solve the unsteady state conduction problem.

Student was able to use the required

governing equations to solve a unsteady state conduction

problem but unable to simplify as per the 1D

problem

Student was able to use the required governing

equations to solve a unsteady state

conduction problem. Able to simplify as per the 1D problem and

obtain a correct simplified equation.

Usage of the skills necessary for engineering

practice – Applying boundary conditions,

Solutions of numerical integration and partial

differentiations.

Student was unable to apply the boundary

conditions and unable to obtain a solution to the

problem.

Student was able to apply the boundary

conditions and able to obtain an improper

solution to the problem.

Student was able to apply the boundary

conditions and able to obtain a correct solution to the

problem.

Student was able to develop extensions to the

technique to handle situations not covered in

the class.

Usage of formulated data Student was unable to

use the data book.

Student was able to use

the data book and

unable to get the proper

solution.

Student was able to

use the data book and

able to get the perfect

solution by using

interpolations.

Student was able to use

the data book and able to

get the solution and tried

solution for different

cases of the problem.

Usage of computer software

Student was unable to use software product to

obtain a solution

Student was able to use software product and unable to model the problem properly.

Student was able to use software product and able to obtain a

solution

Student was able to use what they learned in solving the assigned problem to obtain a

solution to a different problem

The assessment rubric is designed as follows to evaluate the student’s performance.

3.Quiz tests After completion of the one of the units, online test is

designed for the assessment of the students. Comments : §  It is difficult to conduct tests like quiz for every content. §  It is time consuming and have limitations with academic schedule. Feedback: § No. of Student Participants: 62 §  Profile of Students %age of boys :78% %age girls :22% §  Description of the strategy/activity: Online quiz on convective heat transfer §  How the activity was Implemented:

20 Questions of different types like match the following,MCQ types are prepared and conducted for 20 minutes in computer laboratory.

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The effect of JIGSAW method in learning of Heat Transfer Course for undergraduate students

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Abstract : ¨  Recent studies have shown the transformation of

undergraduate engineering education from lecture based learning methods to learner centered approaches like active learning and problem based learning methodologies.

¨  The present study is aimed for getting perception of the

effect of JIGSAW technique on analytical capability and learning motivation of undergraduate mechanical engineering students on a topic of heat transfer course.

¨  Heat transfer is a course which demands that the students should be to analyze and design the various equipment for real time applications.

Contd.. 31

¨  The class is divided into two groups namely “Active Learning Group” (ALG) and “Traditional Learning Group” (TLG).Each group consists of heterogeneous students and of equal in number.

¨  The topic was delivered to the both the groups separately for equal hours. A survey was designed to assess the impact of the activity in various aspects of student’s level of understanding. A test was conducted to both groups after the completion of topic.

¨  The results shows that ALG has developed team work, positive interdependence and knowledge compared to the TLG.

¨  The present practice report demonstrates that implementing JIGSAW approach in class room might be an effective tool for improving the quality of student.

Results &Discussion: 32

Q.No. After completion of the activity, 5 4 3 2 1

Q.1 This activity helped you to conduct research and gather information

Q.2 This activity helped you to be more active in learning process and helped to improve critical thinking

Q.3 This activity helped you to discuss and share information with other team members effectively

Q.4 The activity helped you to cooperate with other team members

Q.5 This activity helped you to develop leadership qualities

Sample survey form for JIGSAW activity Please indicate the level to which you agree with the following criterion: (5: strongly agree, 1: strongly disagree)

Contd.. 33

Group Total number of

students

Average marks

secured

ALG 36 18.47

TLG 35 15.82

0%10%20%30%40%50%60%70%80%90%

100%

Survey on JIGSAW activity

Q1 Q2 Q3 Q4 Q5

Conclusions&Recommendations: 34

¨  In the present practice, the students in the ALG group benefited from the JIGSAW task.

¨  It is observed that the activity improves positive interdependence and communication. Survey results indicate that the technique was helpful in terms of learning and motivation. The analytical ability of students has improved which is evident from the test results.

¨  The JIGSAW activity can be performed for different courses with the same groups to know the response of the groups and individual students for different course contents.

¨  The different types of active learning methods can be experimented for the delivery different course content to know the learning ability of students and to justify which active learning method is giving good results in terms of improvement in terms of student quality.

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Documents

My Teaching Portfolio - IUCEE · PDF fileMy Teaching Portfolio ... My Teaching Philosophy: Motivation ... #If the any student answers wrong for more than 50 % questions,