1. 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
My education philosophy
Education is a process
of transformation
I believe in
Wholesome education for the success of students

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

3. 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.

4. 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)

5. 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.

6. Outcomes Based Education
Success of Students

7. 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.

8. 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

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

10. 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

11. 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)

12. 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

13. 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)

14. 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

15. 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

16. 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

17. 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

18. to conclude..
culmination

19. 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

20. 14Grand Challenges for Engineering in the 21st Century
Restore & Improve Urban Infrastructure
Prevent Nuclear Terror
14Grand Challenges for Engineering in the 21st Century
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

21. 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

22. 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)

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