Program_Outcomes_to_be_addressed_by_a_course

Course File includes: 

Course File includes Course context and overview Selected subset of program outcomes Competencies Competency –PO matrix ( Competency-matrix.doc ) Concept map Syllabus References Web Resources Instruction material Learning material( Example.doc )

Program Outcomes: 

Program Outcomes The program outcomes are the skills and knowledge which the students have at the time of graduation. The outcomes are generic and can be common to all engineering programs The outcomes can also be program specific within the framework specified by generic outcomes

Program Outcomes (Washington Accord): 

Program Outcomes (Washington Accord) Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the conceptualization of engineering models. Identify, formulate, research literature and solve complex engineering problems reaching substantiated conclusions using first principles of mathematics and engineering sciences. Design solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations.

Program Outcomes (WA): 

Program Outcomes (WA) Conduct investigations of complex problems including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions. Create, select and apply appropriate techniques, resources, and modern engineering tools, including prediction and modeling, to complex engineering activities, with an understanding of the limitations. Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings. 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.

Program Outcomes (WA): 

Program Outcomes (WA) Demonstrate understanding of the societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to engineering practice. Understand and commit to professional ethics and responsibilities and norms of engineering practice. Understand the impact of engineering solutions in a societal context and demonstrate knowledge of and need for sustainable development. Demonstrate a knowledge and understanding of management and business practices, such as risk and change management, and understand their limitations. Recognize the need for, and have the ability to engage in independent and life-long learning.

Program Educational Objectives: 

Program Educational Objectives The educational objectives of a program are the statements that describe the expected achievements of graduates within first few years of their graduation from the program. They are guided by global and local needs, vision of the Institution, long term goals etc. Department faculty members must continuously work with local employers, industry and RD advisors, and the alumni to periodically update the PEOs

Program Educational Objectives: 

Program Educational Objectives These are program specific and should address all the program outcomes A PEO – PO matrix is prepared PEOs form the basis for identifying the Humanities and Social Sciences courses, Basic Science courses, Engineering Science courses and Professional Core courses

COGNITIVE LEVELS: 

COGNITIVE LEVELS The word cognitive means intellectual outcomes. At the end of the Unit the students should be able to Understand the levels of cognition and their relevance to learning in an engineering program Write samples of learning at different cognitive levels in a course Bloom has identified six cognitive levels.

Bloom’s Cognitive Levels: 

Bloom’s Cognitive Levels Remember Understand Apply Analyze Evaluate Create

Higher Orders of Learning: 

Higher Orders of Learning (Deep learning/meaningful learning) Apply (Implement) Analyze Evaluate Create

Delivery Technologies: 

Delivery Technologies Classroom with Blackboard/White Board Classroom with LCD Projector Electronic Classroom: LCD projector and Students with laptops/desktops connected to LAN/Internet Learning Management System Video-on-demand Synchronous distance teaching Others

INSTRUCTIONAL METHODS: 

INSTRUCTIONAL METHODS Lecture interspersed with discussions Lecture with a quiz Lecture with simulation in interactive mode Asynchronous Discussion Tutorial Laboratory Group Discussion Group Assignment Group Project Term Paper/Report Presentations

COURSE CONTEXT AND OVERVIEW: 

COURSE CONTEXT AND OVERVIEW CATEGORY THE COURSE BELONGS TO(HSS,BS,ES,PC,PE (OR) OE) THE SEMESTER IT IS OFFERED,PREREQUISITES,AND THE COURSES TO WHICH IT IS A PRERQUISITE BROAD AIM OF THE COURSE AND ITS RELEVANCE TO THE PROGRAM THE IMPORTANCE OF THE COURSE PROFESSIONALLY THE APPROACH TAKEN AND REASONS THERE OF

Competency: 

Competency

Most important relationship : 

Most important relationship

What is competency?: 

What is competency? An effective ability, including attributes, skills and knowledge, to successfully carry out some activity which is totally identified

Role of competencies: 

Role of competencies The placement is based on the competencies the students have An organization assigns tasks, and builds project teams on the basis of competency profiles of their employees. The training of employees is decided on the present competency profile of the individual.

Check List: 

Check List Is each competency in alignment with the instructional intent of the instructor? Do the competencies represent higher orders of learning adequately? Are the competencies attainable (do they take into account students’ background, prerequisite competences, facilities, time available and so on)? Are the competencies in harmony with the stated program educational objectives? Does the competency begin with an action verb (e.g., state, define, explain, calculate, determine, identify, select, plan, design etc.)?

Check List: 

Check List Is each competency stated in terms of student performance (rather than teacher performance)? Is each competency stated as a learning product (rather than in terms of the learning process)? Is each competency stated in terms of students’ terminal performance (rather than the subject matter to be covered)? Is each competency stated at the proper level of generality (i.e., is it clear, concise, and readily definable)? Is each competency stated so that it is relatively independent (i.e., free from overlap with other competencies)?

Slide 20: 

Competencies should be designed as follows: Worksheet 1a.doc

Concept Map: 

Concept Map This is how concept map looks like Concept Map Computer Networks-final.jpg

Concept Map: 

Concept Map It includes Concepts Relationships between concepts indicated by a connecting line linking two concepts Linking phrases specifying the relationship between the two concepts

Organization of a Concept Map: 

Organization of a Concept Map Concepts are represented in a hierarchical fashion with the most inclusive, most general concepts at the top of the map and the more specific, less general concepts arranged hierarchically below Construct concept maps with reference to some particular question we seek to answer, called as focus question.

Concept Maps can be used for: 

Concept Maps can be used for To generate ideas (brainstorming) To design complex structures (long texts, hypermedia, large web sites) To communicate complex ideas To aid learning by explicitly integrating new and old knowledge To assess understanding or diagnose misunderstanding

Propositions used in concept map: 

Propositions used in concept map Is, are, has, have, in, of, for, with, from, into, whose, where, that are, may be, may, may lead to, between, as in, e.g.,…..(  ), e.g. alters ….., e.g. produces …., becomes, did, comes in, goes to, forms an, include (ed), are modified, Represent (s), show (s), consist (s) of, include (s), varies, begins with, necessary for, is comprised of, contains, uses, combines with, produces, to those, submitted by, suggests, located in, collaboration between, some have Absorbs, requires, develops, results in, results from, created by, used from, connected using, used to make things, to effect, are visited by, Constructed in, needed to be, help to answer, needed to answer, are (is) determined by, is lower (higher) in, is longer (shorter) in, is made of, Is destroyed by, is part of, specially (  )

Slide 26: 

Graphical tool for organizing and representing knowledge ( http://cmap.ihmc.us/ )