Course Design in Context of NBA, instruction methods

1. Instruction methods
DR CHETAN B. BHATT
PRINCIPAL, GMCA

2. Program Outcomes and Instruction methods

3. PO1 - Engineering Knowledge
Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering
specialization to the solution of complex engineering problems.
Instruction Methods:
◦ All teaching methods customarily used in engineering education address this outcome

4. PO2-Problem analysis
Identify, formulate, research literature, and analyze complex engineering problems reaching
substantiated conclusions using first principles of mathematics, natural sciences, and
engineering sciences.
Instruction Methods:
◦ Give students in lecture courses real or simulated experimental data to analyze and interpret. Build
realistic experimental error into data and sometimes give experimental results that contradict
theoretical expectations.
◦ Include problems related to design of experiments in the classroom exercises.

5. PO3- Design/development of solutions
Design solutions for complex engineering problems and design system components or processes
that meet the specified needs with appropriate consideration for the public health and safety,
and the cultural, societal, and environmental considerations.
Instruction Methods:
◦ Include design methods in lectures and design problems n courses throughout the curriculum. Early in
the curriculum, provide constructive feedback and models of good responses to these problems. Use
progressively weighted grading.
◦ Provide study guides with learning objectives that deal with every aspect of process used to solve the
problems.
◦ Bring experienced design engineers into engineering classes to talk about and give examples of what
they do.
◦ Use structured cooperating learning if designs have to be done by teams.

6. PO4- Conduct investigations of complex
problems
Use research based knowledge and research methods including design of experiments, analysis
and interpretation of data, and synthesis of experiments, analysis and interpretation of data,
and synthesis of the information to provide valid conclusions.
Instruction Methods:
◦ Run several open-ended experiments in engineering laboratory courses that call on the students to
design and carryout the experiments to achieve specified goals. Provide related web-based self study
material.
◦ Ask students to use concepts of Design of Experiments and devise experiments to test hypothesis in
which they research literature from various sources, collect data, interpret and draw conclusion.

7. PO5- Modern tool usage
Create, select, and apply appropriate techniques, resources, and modern engineering and IT
tools including prediction and modeling to complex engineering activities with an understanding
of the limitations.
Instruction Methods:
◦ Have the students use state-of-the art technology for design (hardware, software), control, analysis,
Web-based research, writing and Communication.
◦ Use extensive computer simulations
◦ Include plant visits and dialogs with practicing engineers.

8. PO6- The engineer and society
Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal,
and cultural issues and the consequent responsibilities relevant to the professional engineering
practice.
Instruction Methods:
◦ Use case studies that involve current social, health, safety, legal, and cultural aspects related to
engineering problems, and solution in several courses. Ask students to generate potential solutions and
evaluate them

9. PO7- Environment and Sustainability
Understand the impact of the professional engineering solutions in societal and impact of the
professional engineering solutions in societal and environmental contexts, and demonstrate the
knowledge of, and need for sustainable development.
Instruction Methods:
◦ Use case studies that discuss or present impact of the professional engineering solutions in societal and
environmental context. Ask students to critically evaluate cases and/or generate potential solutions for
them.

10. PO8- Ethics
Apply ethical principles and commit to professional ethics and responsibilities and norms of the
engineering practice.
Instruction Methods:
◦ Include elements of ethical and professional responsibility in course learning objectives and on tests in
at least one core engineering course in each year of the curriculum.
◦ Include several course-related professional/ethical dilemmas in each course that has professional and
ethical issues in its learning objectives. Provide constructive feedback.
◦ Use various case studies in engineering where ethical and unethical practices lead to certain good and
bad results.

11. PO9- Individual and Team Work
Function effectively as an individual, and as a member or leader in diverse teams, and in
multidisciplinary settings.
Instruction Methods:
◦ Assign projects that involve material and methods from different disciplines
◦ Provide training in effective team functioning.
◦ Provide study guides with learning objectives that cover elements of effective multidisciplinary team
functioning.
◦ Use structure cooperative learning.

12. PO10- Communication
Communicate effectively on complex engineering activities with the engineering community and
with society at large, such as, being able to comprehend and write effective reports and design
documentation, make effective presentations, and give and receive clear instructions.
Instruction Methods:
◦ Incorporate “writing across the curriculum” or “writing to learn methods” into engineering courses.
◦ Include some qualitative descriptive problems and grade both technical correctness and clarity of
expression
◦ In courses that require technical report writing or oral presentation, provide preliminary instruction.
Offer bad and good examples for students to critique, to compare and contrast.
◦ Have students (or student teams) critique first drafts or presentations of other student’ (teams)

13. PO11- Project Management and Finance
Demonstrate knowledge and understanding of the engineering and management principles and
apply these to one’s own work, as a member and leader in a team, to manage projects and in
multidisciplinary environments.
Instruction Methods:
◦ Incorporate mini-projects integrating several courses and ask students to develop solution using project
management concepts and within given financial assistance.
◦ Ask students to design solution with cost optimization

14. PO12- Life-long learning
Recognize the need for, and have the preparation and ability to engage in independent and life-
long learning in the broadest context of technological change.
Instruction Methods:
◦ Teach students about learning styles, help them identify the strengths and weaknesses of their
style and give them strategies to improve their study and learning skills
◦ Require library and Web searches
◦ Occasionally introduce case studies of realistic industrial problems and have the students
identify what they would need to know to solve them and how they would go about obtaining
the needed information.
◦ Use active and cooperative learning
◦ Exercises that meet PO2, PO3, PO4, PO6, PO7, PO8 also address PO12

15. Problem Based Learning (PBL)

16. Cooperative Learning Methods

17. Elements of Cooperative Learning
Positive interdependence
Individual accountability
Face-to-face promotive interaction
Appropriate use of collaborative skills
Regular self-assessment of group functioning

18. Cooperative Learning:Methods and Processes
Instructor should have some or all course assignments (problem sets, laboratory
experiments, design projects) by teams of students that remain together for
one month to one full semester.
Roles should be defined for team members that rotate from one exercise to the
other.

19. Roles of the team members
All settings
Coordinator: schedules meetings, clarifies the roles of team members and
deadlines
Recorder: Coordinates the preparation of final solution set, lab report,
intermediate drafts, or project reports
Checker: Verifies the correctness of the final product
Group Process Monitor: Verifies that each team member understands each part
of the final product, not just the part for which he or she was primarily
responsible.

20. Roles of the team members
Laboratory exercises
Experimental designer: Coordinates determination of the data to be collected in
each run, the number of runs to be carried out, the conditions of each run, and
the required data analysis
Operations supervisor and safety monitor: Coordinates instrument calibration
and operation and data recording
Data analyst/statistician: Coordinates data analysis, including estimation of
error, and statistical quality control
Theorist: Coordinates interpretation of results

21. Roles of the team members
Design Course
Process or product designer: Coordinates conceptual design
Process analyst: Coordinates determination of process equipment and product
specification
Process engineer: Coordinates design of instrumentation, process control and
quality control systems and production planning and scheduling
Economic analyst: Coordinates cost and profitability analysis and process
optimization

22. Accountability
Individual examinations covering every aspect of the assignment or project
Arbitrarily designate which team member presents which part of the report a
short time before the reports are to be presented
Collect peer ratings of team citizenship, construct weighting factors from the
ratings, and apply them to team assignment grades to determine individual
grades for each assignment.

23. Active Learning Methods

24. Kolb Learning Cycle
Concrete
Experience
Reflective
Observation
Abstract
Conceptualization
Active
Experimentation

25. Case Study
A Case Study is a way to let students interact with material in an open-ended manner. The goal is
not to find solutions, but to explore possibilities and options of a real-life scenario.
Why use case study?
◦ Case study's allow students to evaluate real-world scenarios then compare and contrast possible
outcomes and solutions. It forces students to think through multiple sides of a situation, challenging
them to understand that there is not always a correct answer.

26. Concept Maps
Concept maps are graphic organizers that display relationships among concepts. In drawing a
concept map, students actively construct their understanding of a topic.
Concept Maps make connections between concepts within course material. Students can relate
newly learned material to material covered in the past (Association/Associative memory). This
tool is great to help visual learners organize concepts.

27. Debates
In a classroom debate, a proposition is stated and students make arguments for or against it.
Debates are a good way to have students conduct research to form an argument. Students must
practice quick critical thinking to respond to counterarguments. Further, debates help students
practice written and oral communication. Lastly, debates force students to acknowledge a range
of perspectives on an issue, even if it differs from their own personal viewpoint.

28. https://cei.umn.edu/aligned-course-design
http://ablconnect.harvard.edu
http://retrievalpractice.org
http://facultyfocus.com
https://ablconnect.harvard.edu/activity-types