This document discusses various aspects of mapping course delivery and outcomes at the university level. It begins by explaining the relationship between a university and its courses/programs, and outlines the key components of developing a curriculum including vision, mission, program educational objectives, and program outcomes. It then covers aspects of course delivery including lectures, tutorials, and practical sessions. The document also provides an overview of the evolution of engineering and accreditation standards. Finally, it discusses approaches for assessing attainment of course learning outcomes, program outcomes, and program educational objectives through direct and indirect assessment methods. The overall focus is on establishing clear outcome-based frameworks and using assessment data to continuously improve programs.
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
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
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
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
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
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
