Program outcome maping
- 1. Exploring a Course Delivery to Outcome Vijay Kumar Jadon Dean, MCE and CE Chitkara University, Punjab June 1st, 2019
- 2. Views sharing on …. University to Course Understanding course components Course Delivery Evolution of engineering and accreditation Course outcome and mapping
- 4. Course Curriculum Programme University to Course A university offers undergraduate and postgraduate education, and undertake research for the award of academic degrees. University
- 5. Institutions Departments Schools Centres Affiliated Constituent Offers one or more programmes Support department for academic delivery Supports university/department/schools for related activities Course Curriculum Programme University to Course University Vision Vision is a futuristic statement that the institution/department would like to achieve over a long period of time. Mission Mission statements are essentially the means to achieve the vision Vision
- 6. Course Curriculum Programme University to Course University Programme Educational Objectives Program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing the graduates to achieve. • Knowledge of the core subject • Application of the knowledge • Information Literacy • Analytical & Creative thinking • Multi-disciplinary exposure • Acquaintance with Computers & IT • Familiarity with Industry Standards • Passion for learning • More…. Programme Outcomes
- 7. Course Curriculum Programme University to Course University Our program will produce graduates who: • Are competent, creative, and highly valued professionals in industry, academia, or government. • Are flexible and adaptable in the workplace, possess the capacity to embrace new opportunities of emerging technologies, and embrace leadership and teamwork opportunities. • Continue professional development by going for advanced degrees in Engineering or other fields. • Are ethical, societal, ecological, and commercial practicing engineering professionals. Programme Educational Objectives Program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing the graduates to achieve.
- 8. Course Curriculum Programme University to Course University Feedback Employer Alumni Students Faculty Draft Curriculum Policies Draft FrameworkPractices in Benchmark Institution Society Requirements Governing Council Academic Council Board of StudiesCurriculum PEOs
- 9. Course Curriculum Programme University to Course University Lecture Tutorial Practical Project Training Internship Seminar Case-Study Elective Open Elective Core Courses
- 10. Course Curriculum Programme University to Course University Tutorial Practical Project Open Elective Instrumentation Model Experiment Data Analysis Design Learn from Failure Creativity Safety Communication Teamwork Ethics in the Laboratory Aim of the Experiment Practical application of the Experiment Expected Outcome Apparatus and Machine Required Standard Operating Conditions Specifications of Machines and Apparatus
- 11. Course Curriculum Programme University to Course University Tutorial Practical Project Open Elective
- 12. Course Delivery
- 13. First Lecture Course Relevance to the Programme Basic Course at Education Root Basic Course at Programme Root Progression in Programme Overview of the Course Topics Evaluation Scheme and Schedule Good Reference Books Other Reference Materials Framework of each topic Begin the topic with a situation that upcoming discussion can answer. Define the aim of the topic clearly
- 14. Concept and Application 𝑭 𝟏 𝒎 Newton’s Second Law 𝑭 𝟐 𝑭 𝟑 𝑭 𝟒
- 15. Learning New tools are difficult Who is the gainer Learning Resources
- 17. Engineering is a profession which applies theoretical and practical knowledge of science and mathematics attained by experimentation, experience and practice to innovate and sometime to modify a system to make it economically and socially acceptable by using the available resources effectively. Engineering Evolution
- 18. Engineering Evolution U.S. Military Academy, West Point, N.Y. in 1802.1802 Industrial Revolution – emphasis on laboratory1862 American Institute of Chemical Engineers (AIChE)1925 Concepts missing, ECPD introduced PCM. Grinter Report (WW-II)1933 Rensselaer Polytechnic1824 “for the purpose of instructing persons, who choose to apply, in the application of science to the common purposes of life.” Engg. Council for Professional Development (ECPD)1932 All physical facilities were all targets for measurement, the word “laboratories” curiously did not appear. Moon goal - Enrolment gone up1960 Industry demand practically skilled engineers programs in engineering technology developed Space mission cancelled1970 funding decline - Institution closed Accreditation Board for Engg. and Tech. (ABET) Maintained separate accreditation tracks for programs in engineering and those in technology. 1980 ABET’s perceived as “bean counting”1990 Goals, objectives and outcomes of each program Engineering programs often focus on theory and conceptual design, while technology programs usually focus on application and implementation.
- 19. IT’S NOT WHAT WE TEACH, IT’S WHAT STUDENTS LEARN OBA Model What knowledge, skill and behaviour a graduate is expected to attain upon just completion of a program and after 4-5 years? Observable and Measurable outcomes based on Graduate Attributes (GA) This necessitates mapping of outcomes with GA, Objectives, Mission and Vision Focusses on objectives and outcome of the program Require evidence of measurement and attainment of objective and outcomes
- 20. Say what you want Do what you say Prove it Improve it CQI Continuous Quality Improvement
- 22. Identify Competencies • different abilities students to achieve implied by PO • it serves as an intermediate step to create measurable indicators Define Performance Indicators • are explicit statements of expectations of the student learning • acts as measuring tools in assessment to understand the extent of attainment of outcomes • determines the appropriate achievement level that instructors can target and students can achieve CA and PI
- 24. Creating Evaluating Analyzing Applying Understanding Remembering Bloom Taxonomy Major Project Minor Project Capstone Project Case Studies Industrial Training Examinations Assignments
- 25. # Programme Outcome PO-1 an ability to apply knowledge of mathematics, science, and engineering. PO-2 an ability to design and conduct experiments, as well as to analyse and interpret data. PO-3 an ability to design a system, component, or process to meet desired needs. PO-4 an ability to function on multidisciplinary teams. PO-5 an ability to identify, formulate, and solve engineering problems. PO-6 an understanding of professional and ethical responsibility. PO-7 an ability to communicate effectively. PO-8 an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Programme Outcome of Attainment
- 26. Outcome-Related Course Learning Objectives 1 2 3 4 5 6 7 8 Compute stress, strain and deformation in an axial member x x x Compute direct shear stresses x x x Compute bending stresses x x x Compute torsional shear stresses x x x Compute the state of stress at a point in a loaded beam x x x Determine stress concentration factors x x x Determine the stress on a plane given the state of stress x x x Compute column critical load and stress x x x Compute the deflection of beams and shafts x x x Prepare well documented problem solutions x Utilize modern computational tools in analysis and solutions x Course Learning Outcome
- 27. Course PO-1 PO-2 PO-3 PO-4 PO-5 PO-6 PO-7 PO-8 PO-9 Course-1 M H H M H Course-2 H H H M M Course-3 L M H M H M H Course-4 H H M H H H Course CLO-1 CLO-2 CLO-3 CLO-4 CLO-5 CLO-6 CLO-7 Course-1 Course-2 Assessment of Attainment
- 28. PEOs PO-1 PO-2 PO-3 PO-4 PO-5 PO-6 PO-7 PO-8 PO-9 % PEO-1 M H H M H 76.6 PEO-2 H H H M M 80 PEO-3 L M H M H M H 80 PEO-4 H H M H H H 100 Assessment of Attainment
- 29. Program Educational Objectives (PEOs) M1 M2 M3 % To prepare graduates with a solid foundation in engineering, Science and Technology for a successful career in Mechanical Engineering. H (1.0) H (1.0) L (0.3) 76.6 To prepare graduates to become effective collaborators/innovators in efforts to address social, technical and engineering challenges. H (1.0) M(0.7) H (1.0) 80 To prepare graduates to engage in professional development through self-study, graduate and professional studies in engineering & business. H (1.0) H(1.0) M (0.7) 80 To equip graduates with integrity and ethical values so that they become responsible Engineers. H(1.0) H (1.0) H(1.0) 100 Assessment of Attainment
- 30. Tools Frequency Assesse Reviewer PO Assignment Every Month Faculty CC Examination End of Semester Faculty Head Course FB End of Course Faculty In-charge (ACAD) Employer Yearly Head Institute Head Faculty Half Yearly In-charge (ACAD) Tools Frequency Assesse Reviewer PEO Employer FB Yearly Department Head/Rep In-charge (ACAD) Alumni FB Any Time Department Head/Rep In-charge (ACAD) Tools Frequency Assesse Reviewer CO Assignment Every Month Faculty CC/Head Examination End of Semester Faculty CC/Head Project etc. End of Course Faculty CC/Head Assessment Tools
- 31. DirectMethod • Examination • Assignments • Presentations • Projects • Quiz IndirectMethod • Course Outcome Feedback • Exit Student Feedback • Alumni Feedback • Industrial Feedback • Other Examination Annually Assessment Methods
- 32. Criterion-1 Criterion-2 Criterion-3 5 4 3 2 1 RUBRIC DESIGN PERFORMANCE DESCRIPTION (associated characteristics) Assessment Methods: Rubric Rubrics should be communicated to the students Rubrics are scoring, or grading tool used to measure a students’ performance and learning across a set of criteria and objectives. It represents the instructor’s expectations in the assessment, and what he considers important. PI
- 33. Needs Improvements Acceptable Proficient Purpose of the Project Does not clearly explain the intended outcome of the project or provides little information about the problem that was being solved, the need being met, or why the project was selected Provides a description of intended outcome of the project which includes information about the problem that was being solved or the need being met, and why the project was selected Provides a detailed intended outcome of the project which includes information about the problem that was being solved or the need being met, and clearly articulates the reasons and decision-making process used to select the project Research DESIGN PROJECTS Assessment Methods: Rubric
- 34. Assessment Data
- 35. Calculation based on: = 0.9x(Direct) + 0.1x(Indirect) Assessment Data
- 36. POs PEOs PEO-I PEO-II PEO-III PEO-IV PO1 0.8 - 0.5 0.2 PO2 0.8 - 0.5 0.2 PO3 - 0.8 0.2 - PO4 - - 0.8 - PO5 - 0.2 0.5 0.2 PO6 - 0.8 - - PO7 0.5 0.2 0.5 - PO8 0.5 - - 0.8 Correlation Level Slight (Low) Moderate (Medium) Substantial (High) 0.2 0.5 0.8 Assessment Data
- 37. PEOs - MISSION Articulation Matrix PEOs Excellence in Education and Research Technical Knowledge Base Indian values and Ethics PEO-I 0.8 0.5 - PEO-II 0.2 - 0.8 PEO-III 0.5 0.8 - PEO-IV - 0.8 - Assessment Data
- 38. Thanks
- 39. It is a multi-faceted project that serves as a culminating academic and intellectual experience for students."
- 40. Evaluation When scores are normally distributed 2.1 percent of the tested students will receive an A 13.6 percent will get a B 68 percent get C 13.6 percent get D 2.1 percent of the class gets an F.
- 41. Dream and Goals • Dreams are easy. They are free, too. • Dreams can inspire you. • Goals are all about action and turn dreams into reality. • Goals can change you and can change your life
- 42. If you want to shine like a SUN, first burn like a SUN A.P.J Abdul Kalam Thanks….
- 43. To be recognized among top ten institutions of country for research and innovation in the areas of Mechanical Engineering and to remain sensitive and responsive to changing needs of the society. Vision Our mission is to offer an education through instruction, laboratory and project work for overall personality development. Mission
- 44. Review Paper Views References Approximate 100-150 quality papers 70% of the papers to be of last 10 years 3-4 review papers to cover old research 1-2 books – bible of the domain Grouping of the content Content Consistency, continuity and flow Bit by bit development and growth Your opinion on the work Reproduce salient graphs and tables and discuss your viewpoint Compare the research outcome of different authors. Title Reader’s perspective Author’s perspective