My education philosophy 4th World Summit on Accreditation (WOSA-2018) New Delhi, India Sharing Experiences on Outcomes-Based education by Dr. K M BabU, educator PRINCIPAL, bmsce, bENGALURU 08.09.2018@17.30 My education philosophy Education is a process of transformation I believe in Wholesome education for the success of students

Learning outcomes THE PRACTICES AND ACTIVITIES WHICH STUDENTS ENGAGE WHILE LEARNING SHAPE WHAT IS LEARNED !

Outcomes-based education (OBE) Outcomes-based education is based on what student learn and demonstrate after the programme rather then what inputs were given to become graduate. This new approach to engineering education has significantly contribute the skills of our graduating students and make them industry ready. Outcomes-based education is a recurring education reform model and said to be student centric. It ensures that the graduates coming out of the institutions will more competent, skilful and ready to face the challenges in real life.

Bloom’s Taxonomy Bloom’s Taxonomy promote higher forms of thinking in education, such as analysing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning)

Domains of learning The domains may be thought of as three categories, which often refer to them as K-S-A (Knowledge, Skills, and Attitudes): Cognitive (knowledge): mental skills Affective (attitude or self): growth in feelings or emotional areas Psychomotor (skills): manual or physical skills This taxonomy of learning behaviours may be thought of as “the goals of the learning process.” That is, after a learning experience, the learner should have acquired a new skill, knowledge, and/or attitude.

Outcomes Based Education Success of Students

ACTIVE LEARNING Ideal classroom practices Student centred (Engagement of students’) Innovative learning (activity based learning) Meaningful & applicable (relevance) Continuous assessment (more focus on learning) Solving problems (control on what one should teach) Using creativity of the learner (self learning) QUALITY ASSURANCE Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.

OUTCOMES OF OBE STUDNETS FACULTY Relevance INSTITTUION Infrastructure Apply Knowledge Practice Internship Project-Based Learning Self Learning Life long Learning FACULTY Relevance Exposure Teaching Tools Research/Innovation Assessment Out of box thinking INSTITTUION Infrastructure Accreditation Autonomy Industry Partners Continuous Improvement Social Responsibility

challenges POLICIES & PROCEDURES DECISION MAKING IMPLEMENTATION SUSTAINING/EXPOSURE SYSTEMS MONITORING

important factors/criteria VISION, MISSION, PEOs CURRICULUM (TLP) COS & POS (LOs) STUDENTS’ PERFORMANCE FACULTY CONTRIBUTIONS FACILITIES & TECHNICAL SUPPORT CONTINUOUS IMPROVEMENT FIRST YEAR ACADEMICS STUDENT SUPPORT SYSTEMS GOVERNANCE & FRs

curriculum CURRICULUM DESIGN & DEVELOPMENT, PEDAGOGY AND ASSESSMENT WERE GIVEN PRIORITY PREPARING A BALANCE CURRICULUM WITH PRACTICE TO MEET THE JOB MAKE REQUIREMENTS CURRICULUM DESIGN- ADDRESS THE STRUCTURE AS RECOMMENDED BY APEX BODIES DESIGNING OF COURSES, CONTENT (SYLLABI) AND ALSO PRESCRIBE THE CREDITS INTRODUCED TO MODERN ENGINEERING TOOLS TWEAKING THE CONTENT (THEORY& PRACTICE) ENHANCED INDUSTRY SUPPORT IN CURRICULUM DESIGN AND DELIVERY ENHANCED LABORATORY COMPONENT LEADING TO HAND-ON EXPERIENCE (SKILLING)

innovative pedagogy (TLP) INTRODUCED INNOVATION IN DELIVERY METHODS AND ASSESSMENT TOOLS Extension Lectures, site/industry visits Offering Elective Courses along with the industry/alumni Laboratories with industry support Open Ended Experiments in laboratories BLENDED LEARNING: MOOCS, SWAYAM/SWAYAM PRABHA WITH IITB, PILOT ON-GOING Internships during the semester breaks

innovative pedagogy (TLP) AUTONOMY TO FACULTY CHOICE BASED CREDIT SYSTEM (number of credits per semester, three tier electives) CLASSIFICATION OF COURSES: REGULAR, INTEGRATED AND COMPREHENSIVE COURSE BASED LABORATORIES COURSE COMPONENTS: LECTURE-TUTORIALS-PRACTICAL-SELF-STUDY ASSESSMENT METHODS (formative/summative)

student support systems PROPEL LABS FOR PROMOTING RESEARCH FROM FIRST YEAR & ONWARDS PROCTORING SYSTEM-PROGRESSION OF A STUDENT IS CONTINUOUSLY MONITORED HANDS-ON WORKSHOP BY INDUSTRY PERSONNEL INDUSTRIAL/SITE VISITS AWARDS FOR BEST STUDENT PROJECTS FINANCIAL SUPPORT TO STUDENT FOR PARTICIPATING IN COMPETITIONS FUNDING FOR MULTI-DISCIPLINARY PROJECTS

governance Duly constituted BOG as per aicte norms and functions policies & procedures, openness & Transparency (all information is on website) Departmental Advisory Board (DAB) for academic mentoring Inviting student representatives for BOG/AC Meetings Industry participation on various Boards BOG, AC, BOS, BOE Academic Audits (Internal/External) for continuous improvement

continuous improvement Industry participation on various Boards BOG, AC, BOS, BOE Alumni support in curriculum design, tlp and current trends Augmentation of equipment/resources from time to time Internal Quality Assurance Cell Academic Audits (internal/external) Course FILE

OUTCOMES ACHIEVED… HIGH STUDENT SUCCESS – QUANTITY (NUMBER PASSED) & QUALITY (GRADES) IMPROVED SKILL LEVELS – PROJECTS, PAPERS, AWARDS INTERNSHIPS – INCRESED IN NUMBERS OF PAID INTERNSHIPS EXCELLENT PLACEMENTS – CORE & NON-CORE, HIGHER PAY PACKAGES HIGER STUDIES – ENHANCED % OF STUDNETS (INTEGRATED PROGRAMMES): MOBILTY Entrepreneurship – on the rise Research – COEs, collaborative in nature, patents Reflection – Ratings/rankings, public perception, eco-system

to conclude.. culmination

GRADUATE ATTRIBUTES Program outcomes 1. ENGINEERING KNOWLEDGE 2. PROBLEM ANALYSIS 3. DESIGN & DEVELOPMENT OF SOLUTION 4. CONDUCT INVESTIGATIONS OF COMPLEX PROBLEMS 5. MODERN TOOL USAGE 6. THE ENGINEER AND SOCIETY 7. ENVIRONMENT AND SUSTAINABILITY 8. ETHICS 9. INDIVIDUAL & TEAM WORK 10. COMMUNICATION 11. PROJECT MANAGEMENT AND FINANCE 12. LIFE-LONG LEARNING Program outcomes

14Grand Challenges for Engineering in the 21st Century Restore & Improve Urban Infrastructure Prevent Nuclear Terror 14Grand Challenges for Engineering in the 21st Century http://www.engineeringchallenges.org/challenges/virtualreality.aspx Advance Personalized Learning Reverse-Engineer the Brain Secure Cyberspace Manage the Nitrogen Cycle Make Solar Energy Economical Engineer Better Medicines Provide Access to Clean Water Develop Carbon Sequestration Methods Enhance Virtual Reality Advance Health Informatics Provide Energy from Fusion Engineer the Tools of Scientific Discovery

Graduate attributes & Grand Challenges 1. Engineering Knowledge 2. Problem Analysis 3. Design & Development of Solution 4. Conduct Investigations of Complex problems 5. Modern Tool Usage 6. The Engineer and Society 7. Environment & Sustainability 8. Ethics 9. Individual & Team Work 10. Communication 11. Project Management & Finance 12. Life-long learning

Positioning Institute for OBE STRATEGIC INTENT FOR OBE AND MANAGEMENT BUY-IN FACULTY BUY-IN, PROMOTING NEW CULTURE OF OBE TYPE OF ROLES AND RESPONSIBILITIES REQUIRED (SYSTEMS) IDEAL ATTRIBUTES OF PEOPLE WHO CAN MAKE THIS HAPPEN IN AN INSTITUTE CHALLENGES INVOLVED IN CHANGING TYRES OF A MOVING CAR BUILD AND STRENGTHEN STAKEHOLDER RELATIONSHIPS PROJECT MANAGEMENT OF THIS PROCESS, REALISTIC ROLL OUT PLANS RIGHT LEVEL OF MONITORING AND REPORTING (TO MAKE SURE OBE INITIATIVE IS ACTIVELY MANAGED AT AN INSTITUTE LEVEL)

PRINCIPAL, Bms COLLEGE OF ENGINEERING Thank you aLL K. Mallikharjuna Babu PRINCIPAL, Bms COLLEGE OF ENGINEERING Jai hind