Pub Date : 2023-01-01DOI: 10.16920/jeet/2023/v36is2/23054
S. Dustker, Surendra Bandi, W. Oakes
National Education Policy (NEP) 2020 is the latest evolution of the Indian Education System built on the foundational pillars of Access, Equity, Quality, Affordability and Accountability. The NEP focuses on providing quality education to all students, irrespective of their socio-economic background or place of residence, thus cultivating the youths of tomorrow into moral and civil citizens leading to the development of the nation. The NEP also encourages education to be Holistic, Integrated, Enjoyable and Engaging, which can be achieved by introducing and integrating new pedagogies. Service-learning is one such pedagogy that aims at being experiential, inquiry-driven, and meaningful. Service-learning is popular at enabling students to apply classroom learnings into the real-world and gain hands-on experience, because of which, it is widely integrated into Higher Education Institutions (HEIs), especially at the undergraduate level, around the world. Given the outcome of implementing NEP by 2030, it is reasonable to envision HEIs of India, primarily engineering, to adopt and integrate service-learning experiences into their curriculum as well. This paper is an attempt to showcase the learning outcomes and scope of service-learning as a pedagogy to accomplish the objectives of NEP 2020. Keywords—Indian Engineering Education; National Education Policy 2020; Service Learning
{"title":"Scope of Service-Learning in Accomplishing Objectives of National Education Policy 2020, India - A Conceptual Analysis","authors":"S. Dustker, Surendra Bandi, W. Oakes","doi":"10.16920/jeet/2023/v36is2/23054","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36is2/23054","url":null,"abstract":"National Education Policy (NEP) 2020 is the latest evolution of the Indian Education System built on the foundational pillars of Access, Equity, Quality, Affordability and Accountability. The NEP focuses on providing quality education to all students, irrespective of their socio-economic background or place of residence, thus cultivating the youths of tomorrow into moral and civil citizens leading to the development of the nation. The NEP also encourages education to be Holistic, Integrated, Enjoyable and Engaging, which can be achieved by introducing and integrating new pedagogies. Service-learning is one such pedagogy that aims at being experiential, inquiry-driven, and meaningful. Service-learning is popular at enabling students to apply classroom learnings into the real-world and gain hands-on experience, because of which, it is widely integrated into Higher Education Institutions (HEIs), especially at the undergraduate level, around the world. Given the outcome of implementing NEP by 2030, it is reasonable to envision HEIs of India, primarily engineering, to adopt and integrate service-learning experiences into their curriculum as well. This paper is an attempt to showcase the learning outcomes and scope of service-learning as a pedagogy to accomplish the objectives of NEP 2020. Keywords—Indian Engineering Education; National Education Policy 2020; Service Learning","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"135 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87038207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.16920/jeet/2023/v36i3/23109
D. R. Babu, Gurunadham Goli, K. V. N. Rao, N. Rao
Abstract: Student learning through online tools during the pandemic covid-19 situation has been studied and reported in this paper. Students pursuing engineering under graduation and business management post graduation were given a Google form to respond to questions related to type and kind of online platform used, difficulties in teaching-learning, expectations of students etc. Suggestions were invited for better learning online. This paper presents the results of the feedback of students on technical and non-technical issues during online learning. The online environment is sub-divided into four broad categories viz., technological, personal, teaching aids and learning management system. Influence of these parameters on effectiveness of online teaching and feedback from students are discussed. Students had difficulties in internet network, bandwidth, clarity of audio-visual, interruptions in power supply, wifi-networks, poor infrastructure and affordability. 57 percent of respondents are dependent on mobile phone instruments for online class work. Majority of students felt that online certification courses can reduce burden to some extent. The results can be used for designing better online tools for effective online learning for students. Key words: Online learning platform, teachinglearning, difficulties in learning,
{"title":"Effectiveness n Online Professional i Education: Influences of Technology, Lms, Personal Factors and Teaching Aids","authors":"D. R. Babu, Gurunadham Goli, K. V. N. Rao, N. Rao","doi":"10.16920/jeet/2023/v36i3/23109","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i3/23109","url":null,"abstract":"Abstract: Student learning through online tools during the pandemic covid-19 situation has been studied and reported in this paper. Students pursuing engineering under graduation and business management post graduation were given a Google form to respond to questions related to type and kind of online platform used, difficulties in teaching-learning, expectations of students etc. Suggestions were invited for better learning online. This paper presents the results of the feedback of students on technical and non-technical issues during online learning. The online environment is sub-divided into four broad categories viz., technological, personal, teaching aids and learning management system. Influence of these parameters on effectiveness of online teaching and feedback from students are discussed. Students had difficulties in internet network, bandwidth, clarity of audio-visual, interruptions in power supply, wifi-networks, poor infrastructure and affordability. 57 percent of respondents are dependent on mobile phone instruments for online class work. Majority of students felt that online certification courses can reduce burden to some extent. The results can be used for designing better online tools for effective online learning for students. Key words: Online learning platform, teachinglearning, difficulties in learning,","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85965801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.16920/jeet/2023/v36i3/23105
B. Shukla, K. Soni, R. Sujatha, Nitasha Hasteer
Abstract : One of the key aspects to measure the prosperity of any nation in this global economy can be its leadership in technology & innovation. Engineering is applied everywhere; from the design and development of novel products and processes to providing solutions to complex challenges. Engineering education is therefore of key significance to a growing economy. With a prime focus on improving qual i ty and providing hol i sti c development of learners, developments are taking place worldwide in Engineering education & research. The term 'learners' indicate students and has been used interchangeably in the entire script. Purpose: National Education Policy 2020 of the Government of India proposed reforms to the existing education framework of the country and emphasized on introducing multidisciplinary undergraduate programmes with multiple exit options. This study proposes an inclusive curriculum with different course types from multiple disciplines for anundergraduate engineering programme and articulates the relevance of the framework to foster holistic development. Research Methodology: The study incorporates a structured design approach where inputs from senior leaders of 60 Universities offering undergraduate programmes formed the basis of the preliminary work. The academic framework was designed under the regulations and guidelines of the statutory body for t echni ca l programmes. On succ essful implementation, a research instrument was administered to a cohort of learners of an undergraduate engineering programme, and the data collected was then analysed. Findings: From the findings, we infer that a multidisciplinary engineering programme would enhance research skills and enable the learners to selfmanage to a great extent along with developing their critical thinking skills. The results are statistically significant with p<0.05. Implications of the Study: This study would help Universities and Higher Education Institutions to explore the possibilities of provisioning courses from diversified disciplines in an Engineering curriculum to promote multi-disciplinarity. The findings from the study would be beneficial to the learners to realize the potential of multidisciplinary education and accordingly pursue their career aspirations. The studyprovides an insight into competencies to be developed through the framework of a four-year undergraduate engineering programme thereby enabling Industry practitioners to reorient the job roles that thrive in the future. Keywords: Multidisciplinary Education; academic curriculum; holistic education; Engineering Framework; Learners.
{"title":"Roadmap to inclusive curriculum: a step towards Multidisciplinary Engineering Education for holistic development","authors":"B. Shukla, K. Soni, R. Sujatha, Nitasha Hasteer","doi":"10.16920/jeet/2023/v36i3/23105","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i3/23105","url":null,"abstract":"Abstract : One of the key aspects to measure the prosperity of any nation in this global economy can be its leadership in technology & innovation. Engineering is applied everywhere; from the design and development of novel products and processes to providing solutions to complex challenges. Engineering education is therefore of key significance to a growing economy. With a prime focus on improving qual i ty and providing hol i sti c development of learners, developments are taking place worldwide in Engineering education & research. The term 'learners' indicate students and has been used interchangeably in the entire script. Purpose: National Education Policy 2020 of the Government of India proposed reforms to the existing education framework of the country and emphasized on introducing multidisciplinary undergraduate programmes with multiple exit options. This study proposes an inclusive curriculum with different course types from multiple disciplines for anundergraduate engineering programme and articulates the relevance of the framework to foster holistic development. Research Methodology: The study incorporates a structured design approach where inputs from senior leaders of 60 Universities offering undergraduate programmes formed the basis of the preliminary work. The academic framework was designed under the regulations and guidelines of the statutory body for t echni ca l programmes. On succ essful implementation, a research instrument was administered to a cohort of learners of an undergraduate engineering programme, and the data collected was then analysed. Findings: From the findings, we infer that a multidisciplinary engineering programme would enhance research skills and enable the learners to selfmanage to a great extent along with developing their critical thinking skills. The results are statistically significant with p<0.05. Implications of the Study: This study would help Universities and Higher Education Institutions to explore the possibilities of provisioning courses from diversified disciplines in an Engineering curriculum to promote multi-disciplinarity. The findings from the study would be beneficial to the learners to realize the potential of multidisciplinary education and accordingly pursue their career aspirations. The studyprovides an insight into competencies to be developed through the framework of a four-year undergraduate engineering programme thereby enabling Industry practitioners to reorient the job roles that thrive in the future. Keywords: Multidisciplinary Education; academic curriculum; holistic education; Engineering Framework; Learners.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81833263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.16920/jeet/2023/v36i3/23094
A. Mardiah, I. Irwanto, A. Afrizal
Abstract : Design thinking (DT) is not only well known in the business field as a user-oriented product design approach. Still, it has also penetrated the field of engineering education as an innovative tool to promote various skills. This paper aims to provide a systematic literature review on the implementation of DT in educat ion that outl ines tr ends and comprehensive content analysis to give more study direction for researchers and educators. A total of 23 papers addressing DT in education published between 2010 and 2021 from Springer were analyzed. The researchers reviewed the distribution of publications in DT by year, journals in which DT studies were published, educational areas of selected papers, the typology of chosen articles, the DT mindsets, and content analysis of DT implication to skills development. The results show that DT publications have fluctuated in number in the last decade and peaked in 2020 with 11 articles. International Journal of Technology and Design Education, Journal of Formative Design in Learning, and TechTrends are the three journals that publish the most studies on DT in education. Teacher education is where DT is most often implemented among the reviewed papers, and educational experiments are identified as the dominant typology. Nine mindsets serve as the basis for implementing DT in education, with humancenteredness being the primary mindset. DT asinnovative learning supported the development of various essential skills such as creativity, collaboration, problem-solving, teacher professional d e v e l o pme n t , s e l f - d i r e c t i o n , emp a t h y, communication, decision-making, digital skills, and global and intercultural awareness. Keywords : Systematic literature review; design thinking; education; research trends
摘要:设计思维(DT)作为一种面向用户的产品设计方法，不仅在商业领域广为人知。然而，它也作为一种创新的工具渗透到工程教育领域，以提高各种技能。本文旨在通过系统的文献综述，勾勒出发展趋势，进行全面的内容分析，为研究者和教育工作者提供更多的研究方向。我们分析了Springer在2010年至2021年间发表的23篇关于教育DT的论文。研究人员回顾了DT出版物的年度分布、发表DT研究的期刊、所选论文的教育领域、所选文章的类型学、DT思维方式以及DT对技能发展的影响的内容分析。结果表明，在过去十年中，DT发表的文章数量波动较大，在2020年达到峰值，为11篇。《International Journal of Technology and Design Education》、《Journal of Formative Design in Learning》和《TechTrends》是发表关于DT在教育中的研究最多的三种期刊。在被审查的论文中，教师教育是DT最常实施的地方，教育实验被认为是主要的类型。九种心态是在教育中实施DT的基础，以人为本是首要心态。创新学习支持各种基本技能的发展，如创造力、协作能力、解决问题能力、教师专业技能、学习能力、学习能力、学习能力、学习能力、学习能力、学习能力、学习能力、沟通能力、决策能力、数字技能以及全球和跨文化意识。关键词:系统文献综述;设计思维;教育;研究趋势
{"title":"Taking Design Thinking to Classroom: A Systematic Literature Review Over a Past Decade","authors":"A. Mardiah, I. Irwanto, A. Afrizal","doi":"10.16920/jeet/2023/v36i3/23094","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i3/23094","url":null,"abstract":"Abstract : Design thinking (DT) is not only well known in the business field as a user-oriented product design approach. Still, it has also penetrated the field of engineering education as an innovative tool to promote various skills. This paper aims to provide a systematic literature review on the implementation of DT in educat ion that outl ines tr ends and comprehensive content analysis to give more study direction for researchers and educators. A total of 23 papers addressing DT in education published between 2010 and 2021 from Springer were analyzed. The researchers reviewed the distribution of publications in DT by year, journals in which DT studies were published, educational areas of selected papers, the typology of chosen articles, the DT mindsets, and content analysis of DT implication to skills development. The results show that DT publications have fluctuated in number in the last decade and peaked in 2020 with 11 articles. International Journal of Technology and Design Education, Journal of Formative Design in Learning, and TechTrends are the three journals that publish the most studies on DT in education. Teacher education is where DT is most often implemented among the reviewed papers, and educational experiments are identified as the dominant typology. Nine mindsets serve as the basis for implementing DT in education, with humancenteredness being the primary mindset. DT asinnovative learning supported the development of various essential skills such as creativity, collaboration, problem-solving, teacher professional d e v e l o pme n t , s e l f - d i r e c t i o n , emp a t h y, communication, decision-making, digital skills, and global and intercultural awareness. Keywords : Systematic literature review; design thinking; education; research trends","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87271270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.16920/jeet/2023/v36is2/23002
Y. M. Patil, P. Kumbhar
Abstract—Outcome Based Education (OBE) system is playing a vital role in engineering education as per New Education Policy 2020. In OBE, different types of active learning tools, varying from a simple, class room assessment tools like one-minute paper, thinkpair- share, flipped classroom, to a more complex technique like problem based learning, cooperative learning, peer supported independent study are used so that the engineering graduates get equipped with required skill sets to make them industry ready. In India, nowadays the quality of education provided by the institutions and the programs run by these institutions is evaluated by two major bodies namely NBA and NAAC. Accreditation of the programs and institutions by NBA and NAAC is based on some criteria and it has become an essential requirement to ensure the quality technical education. In NBA and NAAC, students’ placements, higher education, entrepreneurship, industry internship and connect with industry are considered to be the key indicators for ensuring quality technical education and a higher weightage has been provided in the evaluation process. In this paper, an attempt has been done to improve students’ placement index (i.e. placements, higher studies and entrepreneurships) by implementing the concept of Quality Circle (QC) activity for the students of civil engineering department of Rajarambapu Institute of Technology, Rajaramnagar. The results indicate that implementation of QC concept could improve placement index by 10% for last two batches and could maintain progress even during COVID pandemic. Thus, study concludes that implementation of QC concept helps in enhancing placement index of department. Keywords— NAAC; NBA; Outcome Base Education; Placement Index; Quality Circle;
{"title":"Improving of Placements, Higher Studies and Entrepreneurships of Civil Engineering Students through Quality Circle Activity","authors":"Y. M. Patil, P. Kumbhar","doi":"10.16920/jeet/2023/v36is2/23002","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36is2/23002","url":null,"abstract":"Abstract—Outcome Based Education (OBE) system is playing a vital role in engineering education as per New Education Policy 2020. In OBE, different types of active learning tools, varying from a simple, class room assessment tools like one-minute paper, thinkpair- share, flipped classroom, to a more complex technique like problem based learning, cooperative learning, peer supported independent study are used so that the engineering graduates get equipped with required skill sets to make them industry ready. In India, nowadays the quality of education provided by the institutions and the programs run by these institutions is evaluated by two major bodies namely NBA and NAAC. Accreditation of the programs and institutions by NBA and NAAC is based on some criteria and it has become an essential requirement to ensure the quality technical education. In NBA and NAAC, students’ placements, higher education, entrepreneurship, industry internship and connect with industry are considered to be the key indicators for ensuring quality technical education and a higher weightage has been provided in the evaluation process. In this paper, an attempt has been done to improve students’ placement index (i.e. placements, higher studies and entrepreneurships) by implementing the concept of Quality Circle (QC) activity for the students of civil engineering department of Rajarambapu Institute of Technology, Rajaramnagar. The results indicate that implementation of QC concept could improve placement index by 10% for last two batches and could maintain progress even during COVID pandemic. Thus, study concludes that implementation of QC concept helps in enhancing placement index of department. Keywords— NAAC; NBA; Outcome Base Education; Placement Index; Quality Circle;","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88091829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.16920/jeet/2023/v36is2/23004
Thanikachalam Vedhathiri
Equity is defined as “fairness and impartiality based on even-handed treatment” (Nace, 2021, Unitedwaynce, 2021). Current engineering education problems are the improper selection of faculty members, educational leaders, and administrators. Equity approaches will alone sustain the fast growth of attributes of graduates, and service to society through creating human and knowledge capital. The National Education Policy 2020 focuses on the vibrant growth of engineering education. This research paper assesses the prevailing equity culture, getting feedback from the senior faculty members, and suggests ways and means of implementing equity, norms, and standards in recruiting outstanding and wellaccomplished faculty members, and training and developing them. Best practices in ethics, areas that require major change and development, the impact of ethical practice, and the responsibilities of maintaining ethics in an institute are presented. Keywords: Ethics, the desired scenario of engineering institutes as per NEP 2020, Best practices in ethics, the impact of ethical practice, maintaining ethics, soft solutions, and implementation strategy.
{"title":"Faculty Equity Issues and Challenges: Analysis of Problems and Obstacles that Outstanding Engineering Faculty Face","authors":"Thanikachalam Vedhathiri","doi":"10.16920/jeet/2023/v36is2/23004","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36is2/23004","url":null,"abstract":"Equity is defined as “fairness and impartiality based on even-handed treatment” (Nace, 2021, Unitedwaynce, 2021). Current engineering education problems are the improper selection of faculty members, educational leaders, and administrators. Equity approaches will alone sustain the fast growth of attributes of graduates, and service to society through creating human and knowledge capital. The National Education Policy 2020 focuses on the vibrant growth of engineering education. This research paper assesses the prevailing equity culture, getting feedback from the senior faculty members, and suggests ways and means of implementing equity, norms, and standards in recruiting outstanding and wellaccomplished faculty members, and training and developing them. Best practices in ethics, areas that require major change and development, the impact of ethical practice, and the responsibilities of maintaining ethics in an institute are presented. Keywords: Ethics, the desired scenario of engineering institutes as per NEP 2020, Best practices in ethics, the impact of ethical practice, maintaining ethics, soft solutions, and implementation strategy.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88277538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.16920/jeet/2023/v36is2/23034
S. N., D. M, R. P., S. G.
In order to keep up with the booming technological explosion and the revolution of Industry 4.0, the students of Gen Z are expected to be up to date in the digital era. This necessitates the teachers to employ multivariate pedagogical strategies to uphold the attention of students and provide them with a longterm knowledge base. One such strategy involving visualization and supporting active learning is the mind mapping tool. Mind maps can be employed as a teaching aid along with other active learning strategies in order to unleash the in-depth associations between related concepts. Through its innate visual structure, it helps the students to organize and assimilate concepts by looking into the broader picture. Mind mapping not only aids as a longterm memory technique but also promotes design thinking and lateral thinking skills. In this paper, exploiting mind maps throughout the teaching and learning process of Computer Architecture and Organization course for the undergraduate students of the third-year engineering programme is elaborately discussed. Through the case study presented, the mind map is showcased to take various facets like ‘Storm a brain-map’, ‘Break the ice-map’, ‘Fill the neurons’ and ‘Unit wise summary map’ in different sessions of the teaching learning process. It was not only used as a teaching aid, but also served as an effective formative assessment tool for evaluating the students’ understanding of the subject matter. The schema for scoring the mind maps and its relevance to the anticipated summative performance of the students is discussed. Thus, mind maps help in transforming the delivery mechanism and thereby promotes a radical learning environment. Keywords— Interconnections; mind maps; neurons; formative assessment; learning aid; STEM education; Radical learning environment;
{"title":"Coalescing Mind Maps as a Learning Aid cum Formative Assessment Tool for Effective Teaching and Learning of Computer Architecture and Organization Course","authors":"S. N., D. M, R. P., S. G.","doi":"10.16920/jeet/2023/v36is2/23034","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36is2/23034","url":null,"abstract":"In order to keep up with the booming technological explosion and the revolution of Industry 4.0, the students of Gen Z are expected to be up to date in the digital era. This necessitates the teachers to employ multivariate pedagogical strategies to uphold the attention of students and provide them with a longterm knowledge base. One such strategy involving visualization and supporting active learning is the mind mapping tool. Mind maps can be employed as a teaching aid along with other active learning strategies in order to unleash the in-depth associations between related concepts. Through its innate visual structure, it helps the students to organize and assimilate concepts by looking into the broader picture. Mind mapping not only aids as a longterm memory technique but also promotes design thinking and lateral thinking skills. In this paper, exploiting mind maps throughout the teaching and learning process of Computer Architecture and Organization course for the undergraduate students of the third-year engineering programme is elaborately discussed. Through the case study presented, the mind map is showcased to take various facets like ‘Storm a brain-map’, ‘Break the ice-map’, ‘Fill the neurons’ and ‘Unit wise summary map’ in different sessions of the teaching learning process. It was not only used as a teaching aid, but also served as an effective formative assessment tool for evaluating the students’ understanding of the subject matter. The schema for scoring the mind maps and its relevance to the anticipated summative performance of the students is discussed. Thus, mind maps help in transforming the delivery mechanism and thereby promotes a radical learning environment. Keywords— Interconnections; mind maps; neurons; formative assessment; learning aid; STEM education; Radical learning environment;","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82539949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.16920/jeet/2023/v36is2/23086
M. Raja, A. Abirami
The quality of education that one gets is directly related to his quality of life. Equity plays the vital role in offering quality education to all by addressing their issues, barriers and challenges. A fair and inclusive learning environment are the most important factors to provide equitable education. It aims to provide equal opportunities to all students for developing the successful and socially responsible engineering graduates. The education system has to be modernized with Diversity, Equity and Inclusion (DEI) principles and policies that ensure valuable and quality education for all students. This article demonstrates the strategic implementation of different DEI strategies adopted in the Engineering Institute and discussed the results obtained out of them. Keywords—Diversity, Equity, Inclusion, Engineering Educatio JEET Category—Practice
{"title":"Strategic approaches for DEI Implementation in Engineering Education","authors":"M. Raja, A. Abirami","doi":"10.16920/jeet/2023/v36is2/23086","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36is2/23086","url":null,"abstract":"The quality of education that one gets is directly related to his quality of life. Equity plays the vital role in offering quality education to all by addressing their issues, barriers and challenges. A fair and inclusive learning environment are the most important factors to provide equitable education. It aims to provide equal opportunities to all students for developing the successful and socially responsible engineering graduates. The education system has to be modernized with Diversity, Equity and Inclusion (DEI) principles and policies that ensure valuable and quality education for all students. This article demonstrates the strategic implementation of different DEI strategies adopted in the Engineering Institute and discussed the results obtained out of them. Keywords—Diversity, Equity, Inclusion, Engineering Educatio JEET Category—Practice","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84220877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.16920/jeet/2023/v36is2/23036
Jeyamala Chandrasekaran, Thiruchadai Pandeeswari S, Pudumalar S
Owing to the exploding growth of Internet technologies and IT infrastructure, education from primary to university level has taken a new dimension in online platforms. In Engineering Education perspective, Online educational platforms provide anytime, anywhere access to quality technical content to everyone in the world. Renowned universities and academies have joined hands with MOOC service providers and offer universally recognized certification courses. These online certification courses can be considered as a powerful tool for empowering learners with new-age technical skills and knowledge. This article explores the possibilities of including online certifications in regular academic courses, thereby leveraging them to evolve an effective Instructional Design. A systematic method to include online courses and their corresponding certifications as a part of the assessment in institute-level courses has been developed. The experimental study has been investigated on a sample of three undergraduate engineering courses namely Cloud Computing, Blockchain Technologies and Data Analytics offered for the B.Tech Information Technology undergraduate course. Around 180 learners and three instructors participated in the research study. The proposed instructional design has resulted in a significant enhancement in the learning outcomes and student satisfaction index. Various plans to address the implementation challenges in integrating online certifications are also discussed. The authors believe that the manuscript will guide the faculty interested in utilizing online resources for classroom teaching. Keywords—Blended Learning; Instructional Design; MOOC; Online Certifications; Online Courses
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Pub Date : 2023-01-01DOI: 10.16920/jeet/2023/v36i3/23108
Ajitkumar N Shukla
Abstract : National educational policy (NEP) 2020 framework impacting Tier-II institutions in India is a case of study for this communication. This article presents the status of Tier-II institutions in India and the way out as a result of the educational policy rollout. It systematically looks at NEP and states how well it can be implemented considering some basic criteria of sustainability? Reading this paper the scholar and teacher can identify what needs to be done as a major stakeholder. The simple idea of checklist, introspection, the best path, do's & don't, global perspective and strategy are used to conclude. Finally, some parallel is drawn as how other author sees this document from an implementation point of view? The author stresses the need for transformation of Tier-II as they are a major stakeholder. Keywords : National educational policy; Tier-II; Implementation; Framework; Stakeholder
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