Pub Date : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23127
R. Sumathi, Savithramma R M, Ashwini B P
Abstract - The teaching-learning methodology in the engineering education system is moving from a teacher-centric model to a student-centric model. The student-centered learning model is a method of learning or teaching that keeps the learner at the center. Outcome-Based Education (OBE) is an education model that focuses on the student-centric model which equips the students with the desired knowledge, skill, attitude, and behavior at the time of graduation. The National Board of Accreditation (NBA) is an accrediting body in India and its norms ensure that professional programs adopt OBE, and as an initiative, it has defined twelve Program Outcomes (POs). These POs are to be demonstrated by the graduates upon completion of the program. Professional programs curriculum will play a vital role in the attainment of POs. Therefore, the curriculum has to be designed in such a way that all the POs need to be addressed. The majority of the courses in the curriculum address the first five POs and are called disciplinary outcomes. The rest seven POs i.e PO6 to PO12 are generally named as professional outcomes and to address these POs, the department has to put in additional effort. In this paper, aCurriculum Compliance Improvement Model (CCIM) is proposed that performs the gap analysis of the existing curriculum and aid to enhance the curriculum compliance for PO attainment by suggesting suitable actions. These actions can be implemented by fine-tuning the curriculum design and teaching-learning process which will provide an environment for the students to attain all the graduate attributes (POs), the proposed model is illustrated through a case study. Overall, the model proposed is useful for the Tier-1 institutions that are keen on their students attaining all the graduating attributes, and also, ensures to meet the objectives of the accreditation procedure. Keywords— Accreditation, Course Outcomes, Disciplinary Outcomes, Engineering education, Outcomes-Based Education, Program Outcomes, Gap Analysis, Curriculum Design.
{"title":"Curriculum Compliance Improvement Model for Addressing Program Outcomes in Engineering Education","authors":"R. Sumathi, Savithramma R M, Ashwini B P","doi":"10.16920/jeet/2023/v37i1/23127","DOIUrl":"https://doi.org/10.16920/jeet/2023/v37i1/23127","url":null,"abstract":"Abstract - The teaching-learning methodology in the engineering education system is moving from a teacher-centric model to a student-centric model. The student-centered learning model is a method of learning or teaching that keeps the learner at the center. Outcome-Based Education (OBE) is an education model that focuses on the student-centric model which equips the students with the desired knowledge, skill, attitude, and behavior at the time of graduation. The National Board of Accreditation (NBA) is an accrediting body in India and its norms ensure that professional programs adopt OBE, and as an initiative, it has defined twelve Program Outcomes (POs). These POs are to be demonstrated by the graduates upon completion of the program. Professional programs curriculum will play a vital role in the attainment of POs. Therefore, the curriculum has to be designed in such a way that all the POs need to be addressed. The majority of the courses in the curriculum address the first five POs and are called disciplinary outcomes. The rest seven POs i.e PO6 to PO12 are generally named as professional outcomes and to address these POs, the department has to put in additional effort. In this paper, aCurriculum Compliance Improvement Model (CCIM) is proposed that performs the gap analysis of the existing curriculum and aid to enhance the curriculum compliance for PO attainment by suggesting suitable actions. These actions can be implemented by fine-tuning the curriculum design and teaching-learning process which will provide an environment for the students to attain all the graduate attributes (POs), the proposed model is illustrated through a case study. Overall, the model proposed is useful for the Tier-1 institutions that are keen on their students attaining all the graduating attributes, and also, ensures to meet the objectives of the accreditation procedure. Keywords— Accreditation, Course Outcomes, Disciplinary Outcomes, Engineering education, Outcomes-Based Education, Program Outcomes, Gap Analysis, Curriculum Design.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"79 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88163425","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 : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23128
Rajendra C. Pawar, Satyajit Patil, Sushma Kulkarni
Abstract : The paper aims to examine the effect of diversity on student performance and the skill sets in an Engineering exploration and design project ( E E D P ) c o u r s e . T h e c o u r s e c o n s i s t s o f multidisciplinary modules, and each module is designed and delivered with diversified group activities considering the skill requirement of the product development process. The course aims to develop multidisciplinary product development culture in the first year of engineering studies with a diversified approach. The diversified student project groups are formed with a maximum group size of four. Considering the need statements, week-wise activity sessions within a group are planned so that students can acquire technical and soft skills. The course is designed and taught by a group of four faculties from multiple engineering disciplines using Project-Based Learning (PBL) pedagogy. As a result of this activity, every year, more than 600 students have been trained, and more than 120 prototypes/products have been developed to fulfill the stakeholders' needs. During the student project exhibition, it is observed that students have acquired outstanding product development skills such as project management, teamwork, communication, interpersonal skills, and technical as well as research skills. Keywords : Diversity; Engineering Education; Project-based learning; Engineering exploration
摘要:本文旨在研究多样性对学生在工程探索与设计项目(E E D P)中的表现和技能组合的影响。该课程由多学科模块组成，每个模块都是根据产品开发过程的技能要求设计和交付多样化的小组活动。本课程旨在通过多元化的方法，在工程专业的第一年培养多学科的产品开发文化。多样化的学生项目小组以最多四人的小组规模形成。考虑到需求陈述，在小组内计划每周明智的活动会议，以便学生获得技术和软技能。该课程由来自多个工程学科的四个学院设计和教授，采用基于项目的学习(PBL)教学法。由于这项活动，每年有600多名学生接受培训，并开发了120多个原型/产品，以满足利益相关者的需求。在学生项目展示中，我们发现学生们已经获得了优秀的产品开发技能，如项目管理、团队合作、沟通、人际交往能力以及技术和研究技能。关键词:多样性;工程教育;基于项目的学习;工程勘探
{"title":"Enhancing Product Development Skills of Engineering Students through Diversified Group Activities","authors":"Rajendra C. Pawar, Satyajit Patil, Sushma Kulkarni","doi":"10.16920/jeet/2023/v37i1/23128","DOIUrl":"https://doi.org/10.16920/jeet/2023/v37i1/23128","url":null,"abstract":"Abstract : The paper aims to examine the effect of diversity on student performance and the skill sets in an Engineering exploration and design project ( E E D P ) c o u r s e . T h e c o u r s e c o n s i s t s o f multidisciplinary modules, and each module is designed and delivered with diversified group activities considering the skill requirement of the product development process. The course aims to develop multidisciplinary product development culture in the first year of engineering studies with a diversified approach. The diversified student project groups are formed with a maximum group size of four. Considering the need statements, week-wise activity sessions within a group are planned so that students can acquire technical and soft skills. The course is designed and taught by a group of four faculties from multiple engineering disciplines using Project-Based Learning (PBL) pedagogy. As a result of this activity, every year, more than 600 students have been trained, and more than 120 prototypes/products have been developed to fulfill the stakeholders' needs. During the student project exhibition, it is observed that students have acquired outstanding product development skills such as project management, teamwork, communication, interpersonal skills, and technical as well as research skills. Keywords : Diversity; Engineering Education; Project-based learning; Engineering exploration","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"127 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89683415","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 : 2023-04-01DOI: 10.16920/jeet/2023/v36i4/23115
Suji Prasad S J, Thangatamilan M, S. R., R. P
ABSTRACT (OBE) has become the focal point in the Indian Higher education system. The National accrediting agency, such as NBA and NAAC expresses the significance of assessing the program outcomes. This paper discusses assessing program outcomes through students' cocurricular activities such as paper and project presentations and internships/industrial projects. The proposed method gives an in-view of the rubricsbased measurement of program outcomes PO1-PO12, PSO1&2 mapped with students' co-curricular activities. The outcome-based assessment of program outcomes will be beneficial in advancing higher education in India. Keywords: co-curricular activities; internship; outcome based education; paper and project presentation; program outcomes; rubrics
{"title":"Assessment of Program Outcomes in Outcome Based Education through Students' Co-Curricular Activities","authors":"Suji Prasad S J, Thangatamilan M, S. R., R. P","doi":"10.16920/jeet/2023/v36i4/23115","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i4/23115","url":null,"abstract":"ABSTRACT (OBE) has become the focal point in the Indian Higher education system. The National accrediting agency, such as NBA and NAAC expresses the significance of assessing the program outcomes. This paper discusses assessing program outcomes through students' cocurricular activities such as paper and project presentations and internships/industrial projects. The proposed method gives an in-view of the rubricsbased measurement of program outcomes PO1-PO12, PSO1&2 mapped with students' co-curricular activities. The outcome-based assessment of program outcomes will be beneficial in advancing higher education in India. Keywords: co-curricular activities; internship; outcome based education; paper and project presentation; program outcomes; rubrics","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89490438","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 : 2023-04-01DOI: 10.16920/jeet/2023/v36i4/23120
Abstract: In the recent past, engineering education research (EER) is gaining increasing acceptance and recognition globally. Specifically, EER is growing in India over the last decade. As EER is nascent in India, there is a need to understand the different research methods in EER such that appropriate methods are chosen while conducting EER-related activities. EER involves three methods: quantitative, qualitative, and mixed research methods. The purpose of this paper is to document in detail all the steps followed by specific examples in quantitative research methods when conducting EER. Quantitative research is a systematic investigation of a research topic under consideration by collecting quantifiable data and performing mathematical and statistical manipulations on the collected data to produce findings that add to the existing body of literature. In quantitative research studies, data is collected by sending out online polls, questionnaires, surveys, etc. Quantitative research methods are used to fundamentally quantify different aspects in research-related activities such as attitudes, beliefs, behaviours, opinions, etc. of the samples under study to provide meaningful conclusions with noteworthy implications. The different steps used in a quantitative research study typically include (1) focusing on your interests and finalizing the research topic, (2) framing research questions to be investigated, (3) conducting a thorough literature review, (4) choosing/creating an appropriate framework to guide the study (5) designing the research, (6) selecting the research site and research participants, (7) collecting data by sending out surveys, (8) analysing the collected data, (9) documenting important findings, and (10) publishing results. Quantitative research offers various advantages including reaching a higher sample size, quick data collection, the generalizability of the findings, etc. This paper will be of help to novice engineering education researchers as they can use this paper as a process document to guide themselves when conducting quantitative research projects. Keywords: engineering education research, novice researchers, quantitative research, statistical analysis, survey design
{"title":"Conducting Quantitative Research Study: A Step-by-Step Process","authors":"","doi":"10.16920/jeet/2023/v36i4/23120","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i4/23120","url":null,"abstract":"Abstract: In the recent past, engineering education research (EER) is gaining increasing acceptance and recognition globally. Specifically, EER is growing in India over the last decade. As EER is nascent in India, there is a need to understand the different research methods in EER such that appropriate methods are chosen while conducting EER-related activities. EER involves three methods: quantitative, qualitative, and mixed research methods. The purpose of this paper is to document in detail all the steps followed by specific examples in quantitative research methods when conducting EER. Quantitative research is a systematic investigation of a research topic under consideration by collecting quantifiable data and performing mathematical and statistical manipulations on the collected data to produce findings that add to the existing body of literature. In quantitative research studies, data is collected by sending out online polls, questionnaires, surveys, etc. Quantitative research methods are used to fundamentally quantify different aspects in research-related activities such as attitudes, beliefs, behaviours, opinions, etc. of the samples under study to provide meaningful conclusions with noteworthy implications. The different steps used in a quantitative research study typically include (1) focusing on your interests and finalizing the research topic, (2) framing research questions to be investigated, (3) conducting a thorough literature review, (4) choosing/creating an appropriate framework to guide the study (5) designing the research, (6) selecting the research site and research participants, (7) collecting data by sending out surveys, (8) analysing the collected data, (9) documenting important findings, and (10) publishing results. Quantitative research offers various advantages including reaching a higher sample size, quick data collection, the generalizability of the findings, etc. This paper will be of help to novice engineering education researchers as they can use this paper as a process document to guide themselves when conducting quantitative research projects. Keywords: engineering education research, novice researchers, quantitative research, statistical analysis, survey design","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83364602","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 : 2023-04-01DOI: 10.16920/jeet/2023/v36i4/23124
Saraswathi Meena R, Saranya R, Neeraja U, Senthil Shanmugam K
Abstract :Peer learning is a process where one or more students teach other students and provides support throughout the learning process. Active learning is a process of learning concepts through thinking, discussing, investigating, and creating. In order to improve the learning of students in the concept of "problem solving using C programming," peer and active learning approaches are implemented by forming groups. The general four methods for peer active learning, such as think-pair-share, the zig-zag method, the coding test, and mini project, are chosen as activities for the students. An unsupervised machine learning algorithm is used to create clusters of students based on pretest and posttest scores. With the help of the K-Means clustering technique, the increased change in student performance after peer active learning approaches is clearly visible. Keywords : Peer Learning, Active learning, K-Means Clustering.
{"title":"Best peer active learning strategies for problem solving using C programming","authors":"Saraswathi Meena R, Saranya R, Neeraja U, Senthil Shanmugam K","doi":"10.16920/jeet/2023/v36i4/23124","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i4/23124","url":null,"abstract":"Abstract :Peer learning is a process where one or more students teach other students and provides support throughout the learning process. Active learning is a process of learning concepts through thinking, discussing, investigating, and creating. In order to improve the learning of students in the concept of \"problem solving using C programming,\" peer and active learning approaches are implemented by forming groups. The general four methods for peer active learning, such as think-pair-share, the zig-zag method, the coding test, and mini project, are chosen as activities for the students. An unsupervised machine learning algorithm is used to create clusters of students based on pretest and posttest scores. With the help of the K-Means clustering technique, the increased change in student performance after peer active learning approaches is clearly visible. Keywords : Peer Learning, Active learning, K-Means Clustering.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"334 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80596724","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 : 2023-04-01DOI: 10.16920/jeet/2023/v37i1/23137
Dr. M. Priyaadharshini, Monica Maiti
Abstract: The Flipped classroom is an innovative pedagogical model that has been adopted in various colleges across different disciplines. The Flipped classroom allows the students to actively participate and collaborate during in-class activities. The measure of learner's performance, cognitive skills, and behaviour is essential in any teaching-learning process to assess and improvise the curriculum, syllabus, learning methodology, and educational technology. In this research work, various innovative teaching models suitable for Gen Z learners have been experimented with. These models included a virtual classroom, laboratory sessions, and flipped classrooms that were compared with the traditional classroom approach. A new model “CAM-S” is proposed to measure the Cognitive, Affective, and Motivational traits and identify slow learners. Learning analytics using the K-Means clustering algorithm is performed to analyze the behaviour and learning patterns of the learners in these pedagogical models. From the clusters obtained, the students were categorized into 3 different groups based on their performances. The result obtained after the analysis shows that Flipped Classroom has better learner performances when compared with the otherpedagogical methodologies. Additionally, separate questionnaires are also created to obtain feedback from the students about their experiences with the 3 pedagogical techniques used. Even the behavioural models are analyzed using the gaming environment in the flipped classroom. Keywords: Blended Learning, Clustering algorithm, Flipped Classroom, Gamification, Learning Analytics.
{"title":"Learning Analytics: Gamification in Flipped Classroom for Higher Education","authors":"Dr. M. Priyaadharshini, Monica Maiti","doi":"10.16920/jeet/2023/v37i1/23137","DOIUrl":"https://doi.org/10.16920/jeet/2023/v37i1/23137","url":null,"abstract":"Abstract: The Flipped classroom is an innovative pedagogical model that has been adopted in various colleges across different disciplines. The Flipped classroom allows the students to actively participate and collaborate during in-class activities. The measure of learner's performance, cognitive skills, and behaviour is essential in any teaching-learning process to assess and improvise the curriculum, syllabus, learning methodology, and educational technology. In this research work, various innovative teaching models suitable for Gen Z learners have been experimented with. These models included a virtual classroom, laboratory sessions, and flipped classrooms that were compared with the traditional classroom approach. A new model “CAM-S” is proposed to measure the Cognitive, Affective, and Motivational traits and identify slow learners. Learning analytics using the K-Means clustering algorithm is performed to analyze the behaviour and learning patterns of the learners in these pedagogical models. From the clusters obtained, the students were categorized into 3 different groups based on their performances. The result obtained after the analysis shows that Flipped Classroom has better learner performances when compared with the otherpedagogical methodologies. Additionally, separate questionnaires are also created to obtain feedback from the students about their experiences with the 3 pedagogical techniques used. Even the behavioural models are analyzed using the gaming environment in the flipped classroom. Keywords: Blended Learning, Clustering algorithm, Flipped Classroom, Gamification, Learning Analytics.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"330 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135771343","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/v36i3/23097
O. Ata
Abstract: This article describes the application of a systematic approach to an electric power technology engineering (EPTE) program that ensured highquality (Accreditation Board for Engineering and Technology - ABET) preparation. It describes how the Electrical Engineering Department at Palestine Polytechnic University (PPU), in Palestine, prepared for the EPTE program by defining and reviewing objectives and outcomes through a well-designed quality improvement process, and then implementing these evaluation results to develop the program. By obtaining results from courses delivered in two consecutive semesters, which could be more widened to a cycle of two consecutive academic years, it was possible to identify all student outcomes (SOs) with performances that either improved or deteriorated against a set threshold level of 80%. The final scores showed a mixed performance. While some SOs fell shortly below the set 80% threshold to an average level of 70%, others either met or exceeded threshold expectations. A deterioration in student outcome SO1 score related to ability of students to formulate and solve complex engineering problems. The SO2 score would require the laboratory and theoretical instructors to provide more discussion lectures and homework, in regard to circuit, system or process design, implementation and verification. The SO5 score showed that students needed to function more effectively as a team, while SO6 score indicated that students needed to improve their skills in experimentation, interpretation and analysis of data. The good scores; SO3, SO4 and SO7 related to ability of students to communicate effectively, recognize professional ethics and acquire and apply new knowledge. Keywords: Academic accreditation; Program educational objectives; Student outcomes; Quality assurance; Electrical engineering.
{"title":"Application of the ABET Student Outcome Scores to the Advancement of a Power Engineering Program: An Accomplished Experience","authors":"O. Ata","doi":"10.16920/jeet/2023/v36i3/23097","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i3/23097","url":null,"abstract":"Abstract: This article describes the application of a systematic approach to an electric power technology engineering (EPTE) program that ensured highquality (Accreditation Board for Engineering and Technology - ABET) preparation. It describes how the Electrical Engineering Department at Palestine Polytechnic University (PPU), in Palestine, prepared for the EPTE program by defining and reviewing objectives and outcomes through a well-designed quality improvement process, and then implementing these evaluation results to develop the program. By obtaining results from courses delivered in two consecutive semesters, which could be more widened to a cycle of two consecutive academic years, it was possible to identify all student outcomes (SOs) with performances that either improved or deteriorated against a set threshold level of 80%. The final scores showed a mixed performance. While some SOs fell shortly below the set 80% threshold to an average level of 70%, others either met or exceeded threshold expectations. A deterioration in student outcome SO1 score related to ability of students to formulate and solve complex engineering problems. The SO2 score would require the laboratory and theoretical instructors to provide more discussion lectures and homework, in regard to circuit, system or process design, implementation and verification. The SO5 score showed that students needed to function more effectively as a team, while SO6 score indicated that students needed to improve their skills in experimentation, interpretation and analysis of data. The good scores; SO3, SO4 and SO7 related to ability of students to communicate effectively, recognize professional ethics and acquire and apply new knowledge. Keywords: Academic accreditation; Program educational objectives; Student outcomes; Quality assurance; Electrical engineering.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73672085","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/v36is2/23053
S. B. Khot, Sachin K. Patil, S. Kulkarni
Curriculums that are adaptable to the demands of the communities they serve are the most effective. Whether you intend to modify an existing curriculum or develop one from scratch, you must first undertake an evaluation. This article outlines the creative method utilised to develop the new curriculum in accordance with AICTE requirements. The first stage in formulating a plan is to determine the industries where graduates will find work and the skill sets they will require to be successful in those professions. The strategy emphasizes the need of including important stakeholders in curriculum development at an early stage. According to the findings of a survey given to a diverse group of stakeholders, there are issues with the current curriculum as it is assessed. This paper presents a case study of the development of the mechanical engineering curriculum at Tier-I institution from western Maharashtra for undergraduate (UG) students. Keywords— Curriculum Design; stakeholders’ involvement; active participation; Mechanical Engineering.
{"title":"A novel way to designing the undergraduate mechanical engineering curriculum using active stakeholder participation","authors":"S. B. Khot, Sachin K. Patil, S. Kulkarni","doi":"10.16920/jeet/2023/v36is2/23053","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36is2/23053","url":null,"abstract":"Curriculums that are adaptable to the demands of the communities they serve are the most effective. Whether you intend to modify an existing curriculum or develop one from scratch, you must first undertake an evaluation. This article outlines the creative method utilised to develop the new curriculum in accordance with AICTE requirements. The first stage in formulating a plan is to determine the industries where graduates will find work and the skill sets they will require to be successful in those professions. The strategy emphasizes the need of including important stakeholders in curriculum development at an early stage. According to the findings of a survey given to a diverse group of stakeholders, there are issues with the current curriculum as it is assessed. This paper presents a case study of the development of the mechanical engineering curriculum at Tier-I institution from western Maharashtra for undergraduate (UG) students. Keywords— Curriculum Design; stakeholders’ involvement; active participation; Mechanical Engineering.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"60 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72577142","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/v36is2/23059
Pratibha Dharmavarapu, C. Sravanthi, D. S. Keethi, Vaibhav Srivasthav
Social-emotional learning (SOEL) is the process of developing self-control on physical , mental, and societal and interpersonal skills which play a vital role in a student’s life during his high school, undergraduate and during career building and finally succeed in his life. When the pandemic has occurred, people struggled intensely for survival. There has been a huge gap in identifying the troubles faced by student community, both in schools and colleges. The paper deals with situation before Pandemic, how the learning environment was and how it is, after the pandemic. The authors conducted a survey amongst college going students who expressed their mental in-abilities and psychological struggles after pandemic. The students spent most of their critical time of their engineering study online and at home. A detailed study and discussions in this paper has been made. The paper explains the techniques to develop social and emotional skills, which eventually end up landing in positivity and wholesomeness. The paper concludes the methods to retain emotional ability and keep the mental strength high. Keywords—Pandemic, Social emotional learning, COVID-19, Mental Health, Higher education, Teaching
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Pub Date : 2023-01-01DOI: 10.16920/jeet/2023/v36i3/23107
R. Priyakanth, N. M. Sai Krishna
Abstract :Students in higher education, learn many courses in their curriculum, especially in various engineering streams. Not all the courses in the curriculum are accompanied by physical laboratories to have practical exposure. Some of the courses are restricted only to theory content. In this context, simulation-based teaching and learning make such courses more interesting and enhance student learning and interaction in classrooms even in online or offline teaching. For the courses that are supported by simulation software, the facilitator or instructor can apply the simulation-based training techniques, tools, and strategies in designing well-defined learning capabilities. As a part of the study, simulation-based teaching and learning was tested in delivering two courses online. One of them is a third-year course “Antennas and Propagation” wherein the “Antenna Designer” application in Matrix Laboratory (MATLAB) environment was used to ensure the students learn the performance of an antenna, based on various design parameters and the other one is a second-year course “Electronic Circuit Analysis” wherein “Multisim Live online simulator” was used for designing and analyzing the circuits. The participation and engagement of around 65 learners each year were examined by the way they performed the complete design and analysis in the respective courses. The student's performance was assessed based on the clear demonstration of design and analysis they performed. This experiment found that about 80% of students benefitted from the experiment in terms of what they learned and how well they could do analysis, in both courses. This method of simulation-based learning embedded with the instructional design helped the students enhance their exploration skills and hence supported learning new concepts. Keywords : Student Engagement, Simulation-Based Le arning, Shor t Demonst ra tions, Student Assessment, MATLAB, Multisim.
{"title":"Impact of Simulation-Based Teaching in the Development of Students' Exploration and Learning Skills","authors":"R. Priyakanth, N. M. Sai Krishna","doi":"10.16920/jeet/2023/v36i3/23107","DOIUrl":"https://doi.org/10.16920/jeet/2023/v36i3/23107","url":null,"abstract":"Abstract :Students in higher education, learn many courses in their curriculum, especially in various engineering streams. Not all the courses in the curriculum are accompanied by physical laboratories to have practical exposure. Some of the courses are restricted only to theory content. In this context, simulation-based teaching and learning make such courses more interesting and enhance student learning and interaction in classrooms even in online or offline teaching. For the courses that are supported by simulation software, the facilitator or instructor can apply the simulation-based training techniques, tools, and strategies in designing well-defined learning capabilities. As a part of the study, simulation-based teaching and learning was tested in delivering two courses online. One of them is a third-year course “Antennas and Propagation” wherein the “Antenna Designer” application in Matrix Laboratory (MATLAB) environment was used to ensure the students learn the performance of an antenna, based on various design parameters and the other one is a second-year course “Electronic Circuit Analysis” wherein “Multisim Live online simulator” was used for designing and analyzing the circuits. The participation and engagement of around 65 learners each year were examined by the way they performed the complete design and analysis in the respective courses. The student's performance was assessed based on the clear demonstration of design and analysis they performed. This experiment found that about 80% of students benefitted from the experiment in terms of what they learned and how well they could do analysis, in both courses. This method of simulation-based learning embedded with the instructional design helped the students enhance their exploration skills and hence supported learning new concepts. Keywords : Student Engagement, Simulation-Based Le arning, Shor t Demonst ra tions, Student Assessment, MATLAB, Multisim.","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84938240","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}
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