Iqacppt

BMS COLLEGE OF ENGINEERING BMS COLLEGE OF ENGINEERING, BENGALURU INTERNAL QUALITY ASSURANCE CELL (IQAC)
BENGALURU-560019 BMS College of Engineering (BMSCE) was founded in the The aim of IQAC at BMSCE is to
year 1946 by Late Sri. B. M. Sreenivasaiah a great visionary
Autonomous Institution affiliated to VTU and philanthropist and nurtured by his illustrious son Late Develop a system for conscious, consistent and catalytic
Sri. B. S. Narayan. BMSCE is the first private sector initiative action to improve the academic performance of the
Accredited by NAAC with A institution.
in engineering education in India. BMSCE has completed 69
years of dedicated service in the field of Engineering Promote measures for institutional functioning towards
Education. Started with only 03 undergraduate courses, quality enhancement through internalization of quality
Two day State Level Workshop on culture and institutionalization of best practices.
BMSCE today offers 13 Undergraduate & 16 Postgraduate
OUTCOMES BASED EDUACATION: courses both in conventional and emerging areas. 15 of its IMPORTANCE OF THE WORKSHOP
TEACHING, LEARNING & EVALUATION Departments are recognized as Research Centres offering
PhD/M.Sc (Engineering by Research) degrees in Science, Engineering plays a pivotal role in the improvement of
Engineering, Architecture and Management attracting quality of life. Engineering Education has to be relevant and
students from all over the country. effective to responsibly cater to this mandate. The pace of
technological changes is posing challenges for the
The Institution is approved by AICTE, New Delhi, and
academia in terms of making the curriculum relevant to the
affiliated to Visvesvaraya Technological University (VTU),
needs of the profession and effective in deployment. The
Belgaum, Karnataka. BMSCE is an AICTE recognized QIP
conventional content based teaching learning followed in
Centre in Engineering & Technology. It is the only
the academic systems have proved to be less effective in
institution from India adopted by the Melton Foundation,
terms of effective design and delivery. Outcome based
USA. BMSCE is in TEQIP Phase I and Phase II (a World Bank
education (OBE) has emerged as the way forward for the
project). BMSCE is accredited with A Grade by NAAC
academic community in addressing the challenges.
(2013-2018) and 11 programmes have been accredited by
National Board of Accreditation (NBA), New Delhi under Outcomes based education is a process of curriculum
Tier-I as per Washington accord. The College has one of the design, teaching, learning and assessment that focusses on
largest student populations amongst engineering colleges what the students can actually do after they are taught. It
in Karnataka. Currently about 5000 students are pursuing attempts to embrace course outcomes with the knowledge,
their higher education. skills attitudes and values that match the immediate social,
economic and cultural environment of society.
A strong alumni base of over 35,000 most of them occupying
coveted positions in various Educational, Industrial and The change agents in the academic system are the faculty
Research organizations. The college is being ranked members and they are expected to have the clear
Date(s) consistently among the top 20 engineering colleges in the understanding of mapping the existing curriculum to the
15th 16th FEBRUARY 2016 country by surveys conducted by various media sources. expected graduate programme outcomes through the
courses they teach adopting outcomes based approach. In
PATRONS:
addition, an exposure to pedagogical practices, best
Organised by Justice S.R.Bannurmath, Hon. Chairman, BMSET practices in academics will further empower the faculty
Internal Quality Assurance Cell (IQAC), BMSCE Dr. B.S. Ragini Narayan, Donor Trustee, BMSET member to be able to effectively discharge their duty.
Dr. P. Dayanand Pai, Chairman, BMSCE
Mr. K. Jairaj, IAS (Retd), Trustee, BMSET Engineering Education in India is changing from traditional
Sponsored by
Mr. H.U. Talawar, DTE, GOK & Trustee, BMSET teaching, learning method to OBE. Accreditation agencies
NAAC, Bengaluru like NAAC and NBA are facilitating this shift in engineering
ADVISORS: education to enhance the quality and make the students
globally competitive.
Dr. K. Mallikharjuna Babu, Principal, BMSCE
Dr. G.N. Sekhar, Vice- Principal, BMSCE
www.bmsce.ac.in
REGISTRATION FORM
EXPECTED OUTCOMES: IMPORTANT DATES: Name
At the end of two day workshop, the participants will be Last date for submission of registration form: 10th
Feb
able to: 2015.
Write course outcomes that are required to meet the Designation
Intimation to selected candidates through email: 12th Feb
Programme Outcomes (POs). 2015.
Map COs with appropriate Programme Outcomes
Educational
(POs). Please mail scanned registration form to Qualification
Choose appropriate assessments for evaluation of [email protected].
Course Outcomes (COs).
Introduce active learning techniques. Registration form can be submitted at the time of Institution
registration. The payment is to be made in cash at the time
RESOURCE PERSONS:
of registration.
1. Dr.K.Rajanikanth, Educational Expert Experience
2. Dr.N.J.Rao, Educational Expert
For Further details contact:
3. Dr.K.Mallikharjuna Babu, BMSCE Address for correspondence:
4. Dr.R.V.Ranganath, BMSCE Prof. Suresh Ramaswwamyreddy
5. Dr.B.Kanmani, BMSCE Director, IQAC, BMSCE.
6. Dr.H.S.Guruprasad, BMSCE Mobile: 09483512589
7. Dr.P.Meena, BMSCE email: [email protected]
8. Dr.Suresh Ramaswwamyreddy, BMSCE [email protected]
WHO CAN ATTEND?

TOPICS
Principals/Directors/Deans
Overview of OBE Dr. K. M. Babu
Heads of the Departments
PEO, PO & PSO- Dr. R.V. Ranganath
Faculty Members Expectations
IQAC Coordinators Blooms Taxonomy Dr. K. Rajanikanth
Achieving Good Outcomes Dr. N. J. Rao
through Good Assessment
NUMBER OF PARTICIPANTS Course outcomes- Dr. B.Kanmani e-mail
Limited to 45 - Selection criteria - first come first serve Expectations

basis. Assessment - Rubrics Dr .H.S. Guru Prasad Mobile no.
Active learning Dr. P. Meena
techniques- case study
REGISTRATION FEE Continuous Improvement- Dr.Suresh
Essence of OBE
Rs. 500/- per participant
Signature of the Candidate
Participants will not be given TA/DA. They have to make
their own arrangements for accommodation.
HOW TO REACH?
BMSCE is located in the heart of Bengaluru city. It is about Seal & signature of the Principal
5 kms from the Central Railway Station/ Bus Terminus.
BMS COLLEGE OF ENGINEERING
BENGALURU-560019
Two day State Level Workshop on
OUTCOMES BASED EDUACATION: TEACHING, LEARNING & EVALUATION
Sponsored by NAAC,
Bengaluru
PROGRAM SCHEDULE
Venue: BSN Hall, PG Block
Day I: 15th February 2016
Session Time Speaker Topic(s)
08.45 - 09.30 Registration
09.30- 10.00 Inauguration
10.00- 10.15 Coffee Break
1 10.15 - 11.15 K. Mallikharjuna Babu Overview of OBE
2 11.15 - 12.45 R V Ranganath PEO, PO & PSO- Expectations
12.45 - 01.45 Lunch Break
3 01.45 - 03.15 K.Rajanikanth Blooms Taxonomy
03.15 - 03.30 Tea Break
4 03.30 - 05.00 N.J. Rao Achieving Good Outcomes through Good Assessment
Day II: 16 February 2016
th

5 09.30 -11.00 B.Kanmani Course outcomes- Expectations
11.00 -11.15 Coffee Break
6 11.15 - 12.00 R V Ranganath Faculty Contribution in OBE
7 12.00 - 01.00 H.S. Guru Prasad Assessment - Rubrics
8 02.00 - 02.45 P. Meena Active learning techniques- case study
9 02.45 - 03.30 Suresh Continuous Improvement- Essence of OBE
03.30 -03.45 Tea Break
03.45- 04.15 Wrap up
Workshop
on
Outcome Based Education
Centre of Excellence in
Engineering Education (CEEE)

(Autonomous College under VTU)
22-02-2016 Dr. Suresh BMSCE 1
BANGALORE-560 019
Continuous
Improvement- Essence
of OBE

Continuous Improvement
1. Pedagogical Improvements
2. Human Infrastructure
Faculty Qualification Enhancement
Technical Staff Quality Improvement
3. Physical Infrastructure Enhancement of
Lab facilities
Improvement of labs
Creation of new labs

Continuous Improvement- contd.
4. Interaction with outside systems
Industries
Peer Group Institutions
Mentor Institutes
Job Providers
5. Systemic Improvements
Policies of the Institution
Aligning the entire system to Vision and
Mission of the Institute
Curriculum Design
6. Student Activities Formal & Informal
7. Facilities for Extra Curricular Growth
Course level - Teaching Learning
Process
Programme Level
Institute Level

Course Content Delivery Methods
M1: Lectures
M2: Lecture with quiz
M3: Tutorials
M4: Laboratory sessions
M5: Field work/visits
M6: Presentations
M7: Learning resources (NPTEL and VTU e-learning)
M8: Guest lectures/Extension lectures/Interaction with
field experts
Delivery Methods and Linkages to POs
PO
1 2 3 4 5 6 7 8 9 10 11 12
Methods
M1: Lectures
M2: Lectures with Quiz
M3: Tutorials
M4: Laboratory

sessions
M5: Field works/visits
M6: Presentations

(PPTs)
M7: Learning

Resources
M8: Guest lectures /
Extension lectures /

Interaction with field
experts

CURRICULAM
COURSE COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
COMPONENTS
CO1 3 3 - - - - - - - - - -
Geotechnical
Discipline core Engineering-II CO2 3 3 - - - - - - - - - -
10CV5DCGTE CO3 3 3 - - - - - - - - - -
CO4 3 3 2 - - 3 - - - - - -
Design of RCC CO1 3 3 - - - - - 1 - - - -
Discipline core Structures CO2 3 3 3 - - - - 2 - - - -
10CV5DCRCC CO3 3 3 3 - - - - 3 - - - -
Environmental CO1 3 2 1 3 - 3 3 3 - 2 - -
Discipline core Engineering - I CO2 3 3 1 3 - 3 3 2 - 3 - -
10CV5DCENV CO3 3 3 3 - - - 3 3 - 3 - -
CO1 3 3 2 - - - - - - - - -
Highway
CO2 3 3 3 3 - 3 - 2 - 3 - -
Discipline core Engineering
10CV5DCHEN
CO3 3 3 2 - - 3 - 2 - - - -
CO4 3 3 - - - - - - - - - -
Industrial CO1 - - - - - - - - - - - 3
Projects/Industrial Visit/Minor CO2 - - - - - - - - - - - 3
visits/training Project
10CV5DCMIP CO3 - - - - - - - - - 3 - -
CO1 3 - - - - - - - - - - -
Design of Steel
CO2 3 3 - - - - - - - - - -
Discipline core Structures
10CV6DCDSS
CO3 3 3 3 - - - - 3 - - - -
CO4 3 3 3 - - - - 3 - - - -
Environmental CO1 3 3 2 - - 3 2 - - - - -
Discipline core Engineering - II CO2 3 3 3 - - 3 1 - - - - -
10CV6DCENV CO3 3 3 3 - 22-02-2016
- 3Dr. Suresh
2 BMSCE
- - - - 13
-
Tools for Assessment & Evaluation to POs
Assessment Assessment
1 2 3 4 5 6 7 8 9 10 11 12
Types Tools
Tests
Quiz
Lab/Seminars/In
Direct Tools
dustrial

Training/Projects
(Rubrics)
Semester End

Exams
Course End

Survey
Indirect Tools Exit Survey
Faculty Survey
Alumni Survey
Programme

Statistics

Performance Criteria for Direct Assessment
Performance Criteria
CIE (Test, Quiz & AAT)
Extensive Survey Project
Industrial visits
Industrial Training
Major Project
Mapping of COs to POs with Weightage to Correlation

Strongly Related, giving a weightage of 3,
Moderately Related, giving a weightage of 2 and
Related, being giving a weightage of 1.
Assessment of PO attainment through
Direct and Indirect methods
<Target value >Target value

Attainment of POs
through CIE
student

Assessment of PO attainment through Indirect methods

PO attainment is less than the target value - ?
Course Name : HYDROLOGY & WATER RESOUCES ENGINEERING

Course Code : 10CV5DCHWR
Session of Course Sep. 2010 to Dec. 2010
L :T : P - 4 : 0 : 0
Semester : V
Credits :4
Batch : 2008

Reasons ?
1. Students found it difficult to find the area of

a regular/irregular area.
2. Topic is analytical and needs to remember

number of formulae.
3. Require more clarification between

Hyetograph and mass curve.
Reflections ?
Think Pair - Share
What can we do ?
How to improve the situation?
Any suggestions ?

Possible Delivery Methods for enhancing
Learning:
1.Project mode learning.
2.NPTEL Videos/ lectures
http://freevideolectures.com/Course/31
00/Advanced-Hydrology#
http://nptel.ac.in/courses/105101002/
3. Include visuals to enhance the
understanding of the few topics of the
course.
4. More analytical rehearsals through
active learning methods.
What is the effect ?

L :T : P - 4 : 0 : 0
Semester : V
Credits :4
Batch : 2009

Process
Programme Level
Institute Level

PO Attainment of 200910 Batch (Graduated during 2013)
POs PO Description PO Attainment, %

An ability to apply the knowledge of mathematics, science, and engineering fundamentals to
PO1 76%
the solution of Civil Engineering problems.
An ability to identify and analyse Civil Engineering problems for meaningful solutions to
PO2 75%
form the basis for design of Civil Engineering system components.
An ability to design solutions for Civil Engineering problems and design system
PO3 68%
components.
PO4 An ability to conduct experiments, analyse and interpret data to provide valid conclusions. 77%
An ability to apply appropriate techniques and use modern engineering tools to Civil
PO5 76%
Engineering systems.
An ability to assess safety and legal issues and the consequent responsibilities relevant to the
PO6 71%
professional Civil Engineering practice.
An ability to understand the impact of the professional Civil Engineering solutions in
PO7 72%
relations to societal needs, environmental concerns and sustainable development.
An ability to understand the importance of professional ethics and norms of the Civil
PO8 71%
Engineering practice.
PO9 An ability to function effectively as a member and/or leader in diverse teams. 88%
PO10 An ability to comprehend, write reports and present it effectively. 79%

An ability to demonstrate knowledge and understanding of the management principles to
PO11 74%
apply to Civil Engineering projects.
PO12 An ability to engage in life-long learning in the context of technological change. 81%
Dr. Suresh BMSCE 22-02-2016 28

How to improve PO3, PO6 & PO8?
POS NOT ATTAINED/
NEEDS IMPROVEMENT
DAC ADVISORY BOARD
OPTIONS
CHANGE THE CHANGE TLP

CURRICULUM

Feed Back System on Teaching
Learning Process

10CV5DCHWR- HYDROLOGY & WATER RESOURCES Assignment:
ENGINEERING It is proposed to construct an obstruction across river
COS: Kumaradhara near Kukke subramanya. The dam site is marked on
the toposheet. Estimate the runoff at the dam site. Also develop a
1. CO1: An ability to understand the components of hydrologic physical model of the catchment.
cycle.
2. CO2: An ability to understand the occurrence of rainfall and Following are the tasks:
thus estimating the average rainfall over a watershed. Identify the toposheets numbers required for the project
3. CO3: An ability to estimate the runoff from a watershed Delineate the catchment boundary on the toposheets with
accounting for the losses like evaporation, respect to the dam site and transfer the same on to a tracing
evapotranspiration, infiltration. sheet
. Trace the drainage network on to a tracing sheet & rank the
Precipitation: Weather systems, Forms and types of precipitation, stream orders.
Measurement of rain fall using Symons and Siphon type of rain Trace all the contours in the catchment from the deepest point
gauges, Optimum number of rain gauge stations, Consistency of to the ridge of the catchment.
rainfall data (double mass curve method),Computation of mean Visit the Indian Meteorological Department (IMD) or Disaster
rainfall arithmetic average, Thiessen polygon and Isohyetal Management cell website & find the rainguage stations in and
around the study area.
methods, Estimation of missing rainfall data (Arithmetic
Collect the rainfall records for these stations.
average, normal ratio and regression methods).Presentation of
Mark the rainguage stations on the toposheet and transfer the
precipitation data -moving average, mass curve, rainfall
same on to a tracing sheet.
hyetographs, intensity duration - frequency curves. Identify the best method among the three methods to find the
mean precipitation over the area.
Thiessen polygon is the best method in this case.
Losses from precipitation: Evaporation: process, factors affecting
Develop a physical model depicting the actual terrain of the
Evaporation, measurement using IS Class A Pan, Estimation using
catchment.
empirical formulae. Infiltration: factors affecting infiltration Choose the best method of estimating the Runoff:
capacity, measurement (double ring infiltrometer). Hortons SCS Curve number method id the best one.
infiltration equation, infiltration indices. From National Bureau of Soil Survey and Land Use Planning,
collect the land use land cover and the type of soil in the study
area.
Runoff: Concept of catchment/ watershed, Water budget equation, Identify the curve numbers for the HSG & the type of land
components, Factors affecting runoff. Rainfall - runoff relationship cover.
using simple regression analysis, SCS Curve Number Method, Find the runoff based on the mean precipitation.
Unit Hydrograph method.
22-02-2016
Best Dr. Suresh
correlated: BMSCE
CO2, CO3 PO2. 32
Thiessen Polygon Method

TLP in BMSCE:
3 Type of Courses
Regular Course No Lab Component
Integrated Course Theory+ Lab
Comprehensive Course- Theory + lab+
self learning component

Based on the principle of Pascals
law develop a working model
EEE- Students demonstrating the

Self Learning Component

Best Practices to Enhance the PO
Attainment
Earlier : QUIZ MARKS 10
2 QUIZZES ALTERNATE ASSESSMENT TOOLS
(AAT)
Best Practices:
INTRODUCTION OF INDEX CARDS
THINK PAIR SHARE (TPS)
THINK ALOUD PAIR PROBLEM SOLVING (TAPPS)
Explainer & questioner
Index cards

Think Pair- Share
What is the use of Hortons Infiltration curve?
What is infiltration capacity?
When will runoff occurs?
Suppose if the terrain is flat with depressions, then the
initial storage will be ..
When will AET becomes PET?
Is it possible to keep the Evapotranspiration at PET all
the time.
What is the name of the instrument used for
measurement Evapotranspiration?
What is the relation between Evapotranspiration &
Irrigation Scheduling?
RECIPROCAL PEER QUESTIONING- Ask
each group to prepare about 5 tough
questions on each topic.
1 MINUTE QUESTION
FLIPPED CLASS ROOM
TENT SCHOOL Social Engineering

Built Use Shift (BUS) Project

Process
Programme Level
Institute Level

Internal Quality Assurance Cell (IQAC)
Annual Quality Audit / Academic Audit.
Pedagogy.
Research and Development Cell.
Non Teaching staff Training.
Feed back.
Departmental Interactions with IQAC and its
impact.
Training and Research Entrepreneurship.
ICT as Teaching Learning Process.
Tapping Innovative Ideas of Faculty-
Researchers Forum
News Letter of IQAC: Quality Initiatives and
Endeavors
Feedback System
Link Between Student Engagement and Teacher Excellence
Educator as Facilitator
Educator as Motivator
Educator as Designer
Excellent Teacher
Establishing Rapport (Facilitator).
Stimulating Student Interest (Motivator).
Structuring Classroom Experiences
(Designer).
Assessment Review
There will be 3 feed back sessions in a semester.
Immediately after the feed back, the concerned faculty will
get a report of the Feed back.
In addition, the Dean (Academic) and the concerned Hod
will get the feed back of all the faculty.
The Institute fixed a feedback of 60%. If the feed back of any
teacher in any subject is less than 60%, he /she is called for
a counselling.
A team of experts (most of the professors are from IISc) will
counsel the teacher.
If the feed back of any teacher is less than 60%
consecutively for 12 times, he/she will be asked to quit the
institution.
For those teachers whose feed back is less, IQAC will
organize Pedagogy or subject wise training.
Assessing the Teaching Capabilities of
new faculty
There are 341 teaching faculty in BMSCE.
Out of this 165 are newly recruited faculty.
Minimum qualification : M. Tech/ME
These newly recruited faculty are grouped as
FG1, FG2..
Each FG consists of about 30-35 faculty.
Pedagogy Training:
QEEE Quality Enhancement in Engineering
Education, An Initiative by IIT- Chennai.
International Engineering Educators
certification program.
Other Topics
Revised Blooms Taxonomy- Prof.
Rajanikanth.
Curriculum Design & Development
workshops.
CIE- Assessment workshops
IUCEE- IGIP International Educators Training Programme

Augment the existing CIE:
To augment the CIE, a centralized system at the department
level is in place.
HODs to identify 2/3 coordinators for each test/ semester.
All the teachers will hand over the question papers to the HOD,
2 days prior to the test date.
The HOD will in turn hand over the test papers to the
coordinators. The test papers are in safe custody in the HODs
room.
On the test day, the concerned teacher along with other teacher
will collect the question papers and answer scripts from the
HODs office and conduct the test.
Once the test is over, they will hand over the books to the
coordinators along with the attendance sheet and the
unanswered books.
The concerned teacher will evaluate the books in the seminar
hall with in 48 hours and enter the marks in the register kept in
the department and the same is displayed on the notice board.
Department Colloquiums:
Every Department is conducting a
Colloquium once in a month.
The speakers are the faculty from the same
department. Sharing their research
experience. Session will be of 45mins.
Followed by 15 mins question hour.

Non Teaching Staff Training:
Communication Skills Spoken English
Computer Training
Subject Training
Inter disciplinary Research

Propel Labs 3D Printing, Aero Lab, Robotics
lab..

AWARENESS PROGRAM TO
OFFICE ASSISTANTS
Academic support to
AUTONOMOUS PROGRAMS
Organized by
IQAC of BMSCE
Role of Office Assistant
To assist the student regarding various

processes involved.
To appraise the HoD about compliances
to be submitted to Deans/COE from time
to time.
To systematically file the academic
documents& records.
To support faculty/staff and appraise
them about various time lines for
compliances.
Inter Disciplinary Research

WORKSHOP ON QUALITY OF ASSESSMENT OF TEACHING LEARNING PROCESS
DATE: 29-7-2015
Venue: BSN Hall

Teaching Involves
Admitting: Fair, open & Inclusive
Inducting: Initiating/Orienting Fresher
Pre-assessing: Checking entry Position of Learner
Helping Learning: Participatory Approaches
Remediating: Helping the Turtles in the Group
Enriching: Accelerating the advanced Learners
Mentoring: Tutorials, personal solutions & Life guidance
etc.,
Cynical questions from a teacher or questions from a cynical teacher:
1. Why OBE? Havent there been successful engineers/professionals/graduates who become
successful due to the earlier/conventional system of education?
2. What is wrong with the prevailing system of education?
3. Isnt OBE system simply a waste of energy and efforts? Instead of teaching, we are doing so
many unwanted things! OBE system is inflexible! We teachers are becoming bound by so-called
TLP blah, blah, blah, instead of teaching!
4. All these activities of OBE is a waste of time! Nothing worthwhile will come out of it? What is
the guarantee that it is working?
5. It is taking/ it will take too much time to prepare, again waste of time! I think we will end up not
covering the syllabus!
6. Well, I know that my students are being taught well, they have said so! Why should I change
my method of teaching?
7. I have so many years of teaching experience, I know that I am doing well, ask my students
and my colleagues. All this talk of OBE is nonsense.
8. OBE is becoming a fashionable word! It is for teachers who want to waste their time in the
class, instead of teaching!
9. When students are so heterogeneous, how can you expect that OBE will work?
10. I am a product of the nice time-tested education system, I know that it is the best. Why all
these jargons of OBE and TLP??
11. Look all this OBE will work if all teachers follow that, otherwise it will become a BIG failure! On
the other hand the conventional system accommodates all types of teachers.
12. I believe that teachers will lose respect if we start doing all this so called OBE/TLP. Once
teachers lose respect, the system of education collapses!!
13. Well, OBE is for incompetent teachers who do not know how to teach the way we
experienced teachers are doing!
14. What is all this nonsense of outcomes, objectives?? Instead of imparting knowledge we will
end up doing crazy unnecessary things!
15. Why should we be bound by the crazy suggestions/opinions of people who are trying to sell
OBE? It is simply a business!
16. OBE does not work for/in Indian conditions! It is for Americans who want us to provide them
with what they want!!
17. Look, I studied in IIT/IISc/NIT. and they werent practicing all this OBE blah, blah Does that
mean the premier institutes are useless?
18. This OBE based accreditation is becoming a big business, it is sheer nonsense!
19. Look, now you are telling OBE, later somebody sitting in USA tells something else and we all
forget OBE and start another rubbish thing! Why should some accord somewhere dictate the way I
am teaching???
20. All our research credential will become redundant if we start doing these crazy things as per
OBE! Mark my words!
21. Well, let us assume for the time being that what you are telling is OK, but have you asked the
student if this OBE system is OK for them? They are so innocent; they will simply nod their head! So,
dont take them for granted, we should teach them properly.
22. Class room discipline will go for a toss! Already the present students have no respect for
teachers and if we start implementing all this, then we will become a laughing stock!
23. And by the way, did you ask the parents of the students about their opinion on OBE? Im sure
they will not like this one bit! They will say all the fee we paid will go as a waste! I dont want my
child to be put in such a college!
24. And also, did you ask the employers? They will stop coming to the campus recruitment!
25. OBE will bring down the marks scored by the students and they will lose opportunity in the job
market!
26. And, again, does our university want this? No. All this OBE is a business by people who are into
all this accreditation! When they themselves are not following OBE, why should they come and give
sermons on OBE to us!
27. My dear Sir, OBE is not for engineering colleges, they may be OK for vocational training
courses where they are doing business!
28. Try OBE for polytechnic colleges and if it works come back! It will be a big failure. Dont waste
the resources of engineering colleges!
THE SIGNIFICANCE AND RELEVANCE OF OBE
Prof R Natarajan
Former Chairman, AICTE
Former Director, IIT Madras
[email protected]
THE ANATOMY OF A RESEARCH UNIVERSITY
HUMAN TANGIBLE OUTPUTS

RESOURCES Manpower
Faculty Research Papers
Staff Products and Processes
Students Patents
Books
Short-term Courses
LEARNING- International / National
TEACHING- Conferences
ASSESSMENT QIP
PHYSICAL PROCESSES MoUs
RESOURCES OUTPUTS
Participation in National
Labs INPUTS R&D AND
decision-making
Library OUTCOMES
Professional Society
Infrastructure IC & SR activities
Editorial Boards
CONTINUING
EDUCATION
INTANGIBLE OUTCOMES
Brand Equity
FINANACIAL Scholarship
RESOURCES Reputation
Credibility
National Image, Pride
Excellence, Quality
Presentation by : Prof. R.
Natarajan, IIT-Madras
Role Model
2 of 9
OUTCOMES-BASED
TEACHING AND LEARNING
OUTCOMES-BASED TEACHING & LEARNING (OBTL)
According to Prof. Tony T.N. Hung of HKBU, the

Essence of OBTL is captured by three statements:
1. In education, what matters ultimately is not what is

taught, but what is learned;
2. Therefore, teachers would do well to set their
course/program objectives (as far as possible) in
terms of learning outcomes.
3. What we teach and how we teach, and how we assess
our students, ought to be properly aligned with our
intended learning outcomes.
THE WASHINGTON ACCORD
Goal: Working Together to Advance

Benchmarking and Mobility in the
Engineering Profession
R. Unnikrishnan
BRIEF BACKGROUND ON THE
WASHINGTON ACCORD
Originally signed in 1989 by 6 engineering education

accrediting bodies from:
Australia, Canada, Ireland, New Zealand, United
Kingdom & United States All English-speaking
Countries.
Non-governmental agreement
Emphasizes peer-review
BRIEF BACKGROUND (Contd)
q Monitoring & verification of signatories accreditation

system every 6 years
q Developmental pathways for provisional admission
q Business Meeting of Signatories - every 2 years
q Full signatory status requires unanimous agreement

WASHINGTON ACCORD
recognizes the substantial equivalency of accreditation

systems to assess that the graduates of accredited programs
are prepared to practice engineering at the entry level to the
profession.
Therefore, the focus is on 4-year (minimum)

Undergraduate programs in engineering.
WASHINGTON ACCORD
LATEST POSITION POST JUNE 13 2014
New Permanent Signatories:

1. The Institution of Engineers Sri Lanka
2. National Board of Accreditation, India
In the case of the National Board of Accreditation (NBA),

recognition of programmes by other signatories
applies only to programmes accredited by NBA that
are offered by education providers accepted by NBA as
Tier 1 institutions
WASHINGTON ACCORD
CURRENT SIGNATORIES
1. Australia - Represented by Engineers Australia (1989)
2. Canada - Represented by Engineers Canada (1989)
3. Chinese Taipei - Represented by Institute of Engineering
Education Taiwan (2007)
4. Hong Kong China - Represented by The Hong Kong
Institution of Engineers (1995)
5. India - Represented by National Board of Accreditation
(2014)
(Applies only to programmes accredited by NBA offered
by education providers accepted by NBA as Tier 1
institutions.)
6. Ireland - Represented by Engineers Ireland (1989)
7. Japan - Represented by Japan Accreditation Board for
Engineering Education (2005)
8. Korea - Represented by Accreditation Board for
Engineering Education of Korea (2007)
9. Malaysia - Represented by Board of Engineers
Malaysia (2009)
10. New Zealand - Represented by Institution of
Professional Engineers NZ (1989)
11. Russia - Represented by Association for Engineering
Education of Russia (2012)
12. Singapore - Represented by Institution of Engineers
Singapore (2006)
13. South Africa - Represented by Engineering Council of
South Africa (1999)
14. Sri Lanka - Represented by Institution of Engineers Sri
Lanka (2014)
15. Turkey - Represented by MUDEK (2011)
16. United Kingdom - Represented by Engineering Council
UK (1989)
17. United States - Represented by Accreditation Board for
Engineering and Technology (1989)
ORGANIZATIONS HOLDING PROVISIONAL STATUS
1. Bangladesh - Represented by Board of Accreditation

for Engineering and Technical Education
2. China - Represented by China Association for Science
and Technology
3. Pakistan - Represented by Pakistan Engineering
Council
4. Peru - Represented by ICACIT
5. Philippines - Represented by Philippine Technological
Council
TIER I AND TIER II INSTITUTIONS
Applies only in the context of NBA membership in

Washington Accord
Tier I institutions are Universities (of all types ) and

Autonomous Colleges; Tier II institutions are the
Affiliated Colleges.
Rationale: Tier I institutions have the freedom to make

and sustain changes in their Academic systems and
processes.
ABET 2000 a-k competencies
a. ability to apply knowledge of math, science & engineering

b. ability to design & conduct experiments, analyze data
c. ability to design a system component or process
d. ability to function on multi-disciplinary teams
e. ability to identify, solve & formulate engineering problems
f. understanding of professional & ethical responsibilities
g. ability to communicate effectively
h. understand the impact of engineering solutions in a global & societal
context
i. life-long learning
j. knowledge of contemporary issues
k. ability to use techniques, skills & engineering tools necessary for
engineering practice
Key Words : Competencies, Abilities
Source: www.abet.org
14 16 February 2016
Outcome assessment is a method for determining
whether students have learned,
have retained, and
can apply what they have been taught.
Assessment plans have three components:

a statement of educational goals,
multiple measures of achievement of the goals,
and use of the resulting information to improve the
educational process.
The results of outcomes assessment are part of a

feedback loop in which faculty members are provided
information that they can use to improve their teaching
and student learning
Part - B - I. Vision, Mission and Programme Educational
Objectives
1.2.4. State the process for establishing the PEOs:
Information:
Vision, Mission & Objectives
Programme Educational Objectives

(PEOs)
Programme Outcomes
(POs)
Course Course Course

Outcome Outcome Outcome
1 2 n
16-Feb-16
REVIEW OF BASIC DEFINITIONS Oct 15 2015
Program Educational Objectives Program educational

objectives are broad statements that describe what
graduates are expected to attain within a few years of
graduation. Program educational objectives are based on
the needs of the programs constituencies.
Student Outcomes Student outcomes describe what

students are expected to know and be able to do by the
time of graduation. These relate to the skills, knowledge,
and behaviors that students acquire as they progress
through the program.
Assessment Assessment is one or more processes that
identify, collect, and prepare data to evaluate the
attainment of student outcomes. Effective assessment uses
relevant direct, indirect, quantitative and qualitative
measures as appropriate to the outcome being measured.
Appropriate sampling methods may be used as part of an
assessment process.
Evaluation Evaluation is one or more processes for

interpreting the data and evidence accumulated through
assessment processes. Evaluation determines the extent to
which student outcomes are being attained. Evaluation
results in decisions and actions regarding program
improvement.
SAMPLE PROGRAM OBJECTIVES FOR
B. TECH MECHANICAL ENGINEERING
Courtesy : Ashok Saxena
PEO 1. Educate students with an in-depth understanding of

mathematics, science and engineering and to build a strong
foundation of theory and practice in the areas of Mechanical
Engineering.
PEO 2. To prepare students for successful careers in

Mechanical Engineering in small, medium and large
industrial and government enterprises and to succeed in post
graduate studies in engineering, management or other
related fields.
PEO 3. To make students aware of (a) the societal context of

engineering profession (b) ethical professional practices, and
(c) the need to function effectively in multi-disciplinary
teams to solve technical and societal problems
PROGRAM OUTCOMES
1. Apply the knowledge of Mathematics, Science, and Engineering

2. Identify, formulate, research literature, and analyze complex engineering
problems..
3. Design of solutions for complex engineering problems and design of systems
4. Use research based methods..
5. Create, select, and apply appropriate techniques, resources, and modern
engineering and IT tools
6. Apply reasoning within the contextual knowledge to access societal, health,
safety.
7. Understand the impact of the professional engineering solutions.
8. Apply ethical principles and commit to professional ethics.
9. Function effectively as an individual independently and as a member or leader in
diverse teams
10. Effective Communication
11. Knowledge of effective management principles
12. Life-long learning
SOME (PROVOCATIVE) QUESTIONS
Is it necessary to seek WA membership? What are the

benefits? Are we enjoying these benefits without WA
membership overseas employment and higher education
opportunities (through GRE, GMAT..) ?
Same questions for ABET?
Since ABET is one of the signatories of WA , if India gets

WA membership, is ABET still relevant for us?
What is the relevance of NAAC accreditation for

engineering institutions? cf NBA accreditation has recently
been made mandatory for receiving grants.
RATIONALE
International Collaborations Due Diligence:

National Accreditation
International Accreditation
Rankings
Reputation
Specific and clearly defined outcomes must be described
to the students so that the students will be able to set
their own expectations and means to achieve the desired
outcomes.
As such, the role of the lecturers is to guide and provide

directions for the students to navigate their own learning.
The defined outcomes must be specific, measureable,

achievable, realistic and time-based.
RELEVANCE OF OBE TO WASHINGTON ACCORD
In engineering education, the outcome based approach has

been mandated as compulsory for accreditation of an
engineering program for signatories of the Washington
Accord.
The main problem with implementation of outcome based

education is the broad definition of outcome based
education itself. While it emphasizes the achievement of
outcomes, this also refers to the achievement of learning
outcomes (LO) for a particular course
The concept of OBE also does not provide for any specific
procedure or follow a single idea in achieving the outcomes
which led to confusion as to how best to implement OBE
curricula
The original concept of OBE includes the cyclic continual

improvement with meaningful revision of teaching and
learning pedagogies, delivery and assessment methods.
DIFFERENCE BETWEEN TRADITIONAL LEARNING AND OBE
In traditional learning, the outcomes are mostly labelled as
learning objectives which encourages the construction of
LO being direct translation of course contents objectives .
In OBE, the outcomes should be significant achievements

which stretches beyond the achievement of particular
course contents and contributes to the behavioural
attributes of the students.
The ultimate aims of outcome based education in

engineering education is to equip the undergraduates of an
engineering program with the attributes necessary for them
to transition themselves into professional career as a global
engineer
The utilization of Blooms Taxonomy Cognitive Domain,
Psychomotor Domain and Affective Domain is implemented
across all courses in each assessment inclusive of final exam,
tests, assignments and projects.
Soft skills such as lifelong learning, project management,

awareness on sustainability issues and social responsibilities
as an engineer as well as engineering ethics are embedded
in the assignments, case studies and projects.
The attainment of soft skills is difficult to measure. The

assessment of soft skills must be conducted in several
courses across the discipline to be proof of acquired skill.
REVISIONS IN PROGRESS
REVISIONS OF ABET CRITERIA 3 AND 5 - PROPOSAL
In an effort to keep the criteria relevant, fresh and

compelling.
Criterion 3 Student Outcomes

Criterion 5 Curriculum
Criterion 3 : to ensure that the outcomes are richer and

measurable, but above all realistic
The EAC was receiving requests from constituent groups for
additional outcomes to be included in Criterion 3
Criterion 3 Task Force: Members of the task force
represented domestic undergraduate and graduate
engineering programs, industry, and professional societies.
SHORTCOMINGS REVEALED BY REVIEWS AND FEEDBACK
Shortcomings were reported in all 11 of the (a)-(k)
components of Criterion 3, mostly at the weakness or
concern level. The data collected revealed that programs
had the most difficulty in determining the extent of
outcome attainment with components :
3(d) (ability to function on multidisciplinary teams),

3(f) (understanding of professional and ethical responsibility),
3(h) (a broad education to understand engineering solutions in
global, economic, environmental, and societal context),
3(i) (recognition of the need for and ability to engage in life-
long learning), and
3(j) (knowledge of contemporary issues).
The Criterion 3 task force concluded that some of the (a)-(k)
components were interdependent, broad and vague in scope,
or impossible to measure.
As a consequence, program evaluators were inconsistent in
their interpretation of how well programs were complying
with Criterion 3.
Some constituent groups independently informed the EAC

that important outcomes were missing from the (a)-(k) list
and they proposed additional outcomes. Communications
with constituent groups took the form of email, letters,
presentations, and position papers.
Suggested additions to the list of outcomes brought the total
to 75.
The Task Force grouped the suggestions into six topic areas
that would drive a possible major change to Criterion 3.
This possible change would also serve to align ABET criteria

more closely with Washington Accord graduate attributes
including project management and finance.
The Criteria Committee examined and catalogued all inputs

received. Further discussions in 2014-15 resulted in addition
of a seventh topic area, so that the following topic areas
would be addressed:
THE SEVEN TOPIC AREAS
1. Engineering problem solving,

2. Engineering design,
3. Measurement, testing, and quality assurance,
4. Communication skills,
5. Professional responsibility,
6. Professional growth, and
7. Teamwork and project management
The Criteria Committee will be collecting and analyzing all
input received before June 15, 2016.
Based on feedback received and realizing the importance

to engage as many perspectives as possible, the EAC has
agreed to extend the deadline to June 30, 2016 for public
comment.
SOME BASIC DEFINITIONS
Basic Science Basic sciences consist of chemistry and

physics, and other biological, chemical, and physical
sciences, including astronomy, biology, climatology, ecology,
geology, meteorology, and oceanography.
College-level Mathematics College-level mathematics

consists of mathematics above pre-calculus level.
Engineering Science Engineering sciences are based on

mathematics and basic sciences but carry knowledge
further toward creative application needed to solve
engineering problems
Engineering Design Engineering design is the process of
devising a system, component, or process to meet desired
needs, specifications, codes, and standards within
constraints such as health and safety, cost, ethics, policy,
sustainability, constructability, and manufacturability. It is
an iterative, creative, decision-making process in which the
basic sciences, mathematics, and the engineering sciences
are applied to convert resources optimally into solutions.
Teams A team consists of more than one person working

toward a common goal and may include individuals of
diverse backgrounds, skills, and perspectives.
One Academic Year One academic year is the lesser of 32

semester credits (or equivalent) or one-fourth of the total
credits required for graduation with a baccalaureate degree
CRITERION 5. CURRICULUM
The curriculum requirements specify subject areas appropriate

to engineering but do not prescribe specific courses. The
curriculum must support attainment of the student outcomes
and must include:
(a) one academic year of a combination of college-level

mathematics and basic sciences (some with experimental
experience) appropriate to the program.
(b) one and one-half academic years of engineering topics,

consisting of engineering sciences and engineering design
appropriate to the program and utilizing modern engineering
tool
(c) a broad education component that includes humanities
and social sciences, complements the technical content of
the curriculum, and is consistent with the program
educational objectives.
Students must be prepared to enter the professional

practice of engineering through a curriculum culminating in
a major design experience based on the knowledge and
skills acquired in earlier course work and incorporating
appropriate engineering standards and multiple
constraints.
NATIONAL BOARD OF ACCREDITATION
Pro-forma for Pre-Qualifiers TIER-II Institutions
PARTA- Profile of the Institute
A1. Name of the College:- Year of Establishment:-
Location of the College:-
A2. Address:- City:-
State:- Pin Code:-
Website:- E-mail:-
STD Code:- Phone No:-
Fax STD Code:- Fax:-
A3. Head of the Institution:-
Name:- Designation:-
Status of Appointment:-
A4. Contact details of Head of the Institution:-
STD Code:- Telephone No:-
Mobile:- E-mail:-
Fax STD Code:- Fax No:-
A5. Name of the Affiliating University:-
Address:- City:-
State:- Pin Code:-

Website:- E-mail:-
A6. Type of the Institution:
University Deemed University

Government Aided Autonomous
Affiliated
A7. Ownership Status:
Central Government State Government
Government Aided Self financing
Trust Society
Section 25 Company Any Other (Please specify)
Provide Details:
A8. Students Admissions (Institute level considering all programs):
Item CAY CAYm1 CAYm2
Sanctioned intake
Number of students admitted
Total Admitted/Sanctioned Intake= % Admitted
Average % Admitted
CAY: Current Assessment Year

CAYm1: Current Assessment Year minus 1
A9. Campus Information:-
Does the College have its own building:-
Sports Complex:-
Canteen and Hostel (If any):-
Medical Room:-
Computer Laboratories:-
Counselling and guidance:-
Placement:-
A10. Names of programs offered by the College:-
UG:-
PG:-
Note: - Please mention department wise.
A11. Programs to be considered for Accreditation vide this application.
S. No. Program Name

PART B- Program information as per point A11
B1. Provide separate Information for each program applied for:-
Name of
Name of the
Name of Year Increase
the program Year of AICTE Accreditation
the of in intake,
programs to be Intake increase Approval Status*
Department Start if any
running consider
-ed
* Write applicable one:
Applying first time

Granted provisional accreditation for two years for the period(specify period)
Granted accreditation for 5 years for the period (specify period)
Not accredited (specify visit dates, year)
Withdrawn (specify visit dates, year)
Not eligible for accreditation
Eligible but not applied
B1.1.
No. of
Name of the Name of the
No. of Classrooms No. of Laboratories Equipments per
Department program
Laboratory
B2. Student Admissions (Program specific):-

Sanctioned intake of the program
Number of students admitted in the Program
Average % Admitted
B3. Information of Faculty
Number of Faculty Number of Faculty

S.No. Designation/Numbers in the Department for the program
for both UG and PG applied*
1. Professor
2. Associate Professor
3. Assistant Professor
4. Number of Ph.D
Atleast one Professor or Associate professor should be available exclusively for the
program under consideration
B4.Student Faculty Ratio (No of Faculty as per the sanctioned intake):-
CAY: No. of Students in 2nd/3rd/4th Year :
No. of Faculty for the program (considering the fractional load) :

Student Faculty Ratio :
CAYm1:No. of Students in 2nd/3rd/4th Year :
No. of Faculty for the program (considering the fractional load)
Student Faculty Ratio:
CAYm2: No. of Students in 2nd/3rd/4th Year:
Average: [Addition of SFRs of CAY + CAYm1 + CAYm2]/3
B5.Faculty Cadre Proportion:-
(The reference Faculty cadre proportion is 1:2:6 i.e; Professor: Associate professor:
Assistant professor)
Professors Associate Professors Assistant Professors
Year
Required F1 Available Required F2 Available Required F3 Available
CAY
CAYm1
CAYm2
Average
RF1= AF1= RF2= AF2= RF3= AF3=
Numbers
Compliance status to Pre-Visit Qualifiers
S.N. Pre Visit Qualifiers Existence Compliance

(Average of Assessment Status
years) Complied/Not
Complied
Essential qualifiers
1 Vision, Mission & PEOs
i. Are the Vision & Mission
of the Department stated
in the Prospectus /
Website?
ii. Are the PEOs of the
Program listed in the
Prospectus / Website?
2 Whether approval of AICTE

for the programs under
consideration has been
obtained for all the years
including current year
3 Whether the Institute has

received Zero deficiency
report from the regulatory
authority, i.e., AICTE, UGC
etc. for the current academic
session.
4 Whether admissions in the

undergraduate programs at
the Institute level has been
more than 50% *
(average of the last three
assessment years)
5 Whether admissions in the % Admission
undergraduate programs
under consideration has been
more than 50% **
assessment years)
6 Whether student faculty ratio SFR
in the programs under
consideration is better than
or equal to 1:20
assessment years)
7 Whether at least one
Professor or one Associate
Professor available in the
respective Program/
Department
8 Whether number of available

Ph.Ds in the department
exceeds 10% of the required
number of faculty
9 Whether the placement
ratio(Placement + higher
studies) is greater than 40%
assessment years)
11 Whether two batches have
passed out in the programs
under consideration
Desirable parameters
1 Whether department has
program assessment and
quality improvement
committee. If so, its
constitution and mandate.
2 Whether the departments

under consideration receives
separately earmarked funds
for
i. Maintenance of
Laboratory/computation
al facilities(recurring
funds)
ii. Up-gradation of
laboratory/computation
facilities(non-recurring
funds)
3 Whether HODs possess Ph.D
degrees for the programs
under consideration

number of faculty
more than 60%
assessment years)
*Total number of students admitted in first year minus number of students migrated to other
institutions, plus the number of students migrated to this institution divided by the sanctioned intake.
**Total number of students admitted in first year in the respective program minus number of students
migrated to other programs/ institutions plus the number of students migrated to this program divided by
the sanctioned intake in the respective program.
Decision: If compliance status in all the cases is yes, then the institute shall be treated
as eligible for furnishing the e-SAR of the programs which may be considered for accreditation
as per procedure.
As far as desirable parameters are concerned, the Institutions are expected to meet these
parameters also. Although institutions which are non-compliant on these parameters may be
invited to prepare their SAR, it is expected that they would have taken necessary steps in this
direction by the time of actual submission of the same.
NATIONAL BOARD OF ACCREDITATION
Pro-forma for Pre-Qualifiers TIER-II Institutions
PARTA- Profile of the Institute
A1. Name of the College:- Year of Establishment:-
Location of the College:-
A2. Address:- City:-
State:- Pin Code:-
Website:- E-mail:-
A3. Head of the Institution:-
Name:- Designation:-
Status of Appointment:-
A4. Contact details of Head of the Institution:-
STD Code:- Telephone No:-
Mobile:- E-mail:-
Fax STD Code:- Fax No:-
A5. Name of the Affiliating University:-
Address:- City:-
State:- Pin Code:-

Website:- E-mail:-
A6. Type of the Institution:
University Deemed University

Government Aided Autonomous
Affiliated
A7. Ownership Status:
Central Government State Government
Government Aided Self financing
Trust Society
Section 25 Company Any Other (Please specify)
Provide Details:
A8. Students Admissions (Institute level considering all programs):
Sanctioned intake
Number of students admitted
Average % Admitted

A9. Campus Information:-
Does the College have its own building:-
Sports Complex:-
Canteen and Hostel (If any):-
Medical Room:-
Computer Laboratories:-
Counselling and guidance:-
Placement:-
A10. Names of programs offered by the College:-
UG:-
PG:-
Note: - Please mention department wise.
A11. Programs to be considered for Accreditation vide this application.
S. No. Program Name

PART B- Program information as per point A11
B1. Provide separate Information for each program applied for:-
Name of
Name of the
Name of Year Increase
the program Year of AICTE Accreditation
the of in intake,
programs to be Intake increase Approval Status*
Department Start if any
running consider
-ed
* Write applicable one:
Applying first time

Granted provisional accreditation for two years for the period(specify period)
Granted accreditation for 5 years for the period (specify period)
Not accredited (specify visit dates, year)
Withdrawn (specify visit dates, year)
Not eligible for accreditation
Eligible but not applied
B1.1.
No. of
Name of the Name of the
No. of Classrooms No. of Laboratories Equipments per
Department program
Laboratory
B2. Student Admissions (Program specific):-

Sanctioned intake of the program
Number of students admitted in the Program
Average % Admitted
B3. Information of Faculty
Number of Faculty Number of Faculty

S.No. Designation/Numbers in the Department for the program
for both UG and PG applied*
1. Professor
2. Associate Professor
3. Assistant Professor
4. Number of Ph.D
Atleast one Professor or Associate professor should be available exclusively for the
program under consideration
B4.Student Faculty Ratio (No of Faculty as per the sanctioned intake):-
CAY: No. of Students in 2nd/3rd/4th Year :
No. of Faculty for the program (considering the fractional load) :

Student Faculty Ratio :
CAYm1:No. of Students in 2nd/3rd/4th Year :
CAYm2: No. of Students in 2nd/3rd/4th Year:
Average: [Addition of SFRs of CAY + CAYm1 + CAYm2]/3
B5.Faculty Cadre Proportion:-
(The reference Faculty cadre proportion is 1:2:6 i.e; Professor: Associate professor:
Assistant professor)
Professors Associate Professors Assistant Professors
Year
Required F1 Available Required F2 Available Required F3 Available
CAY
CAYm1
CAYm2
Average
RF1= AF1= RF2= AF2= RF3= AF3=
Numbers
Compliance status to Pre-Visit Qualifiers
S.N. Pre Visit Qualifiers Existence Compliance

(Average of Assessment Status
years) Complied/Not
Complied
Essential qualifiers
1 Vision, Mission & PEOs
i. Are the Vision & Mission
of the Department stated
in the Prospectus /
Website?
ii. Are the PEOs of the
Program listed in the
Prospectus / Website?
2 Whether approval of AICTE

for the programs under
consideration has been
obtained for all the years
including current year
3 Whether the Institute has

received Zero deficiency
report from the regulatory
authority, i.e., AICTE, UGC
etc. for the current academic
session.

undergraduate programs at
the Institute level has been
more than 50% *
assessment years)
5 Whether admissions in the % Admission
more than 50% **
assessment years)
6 Whether student faculty ratio SFR
in the programs under
consideration is better than
or equal to 1:20
assessment years)
7 Whether at least one
Professor or one Associate
Professor available in the
respective Program/
Department

number of faculty
9 Whether the placement
ratio(Placement + higher
studies) is greater than 40%
assessment years)
11 Whether two batches have
passed out in the programs
under consideration
Desirable parameters
1 Whether department has
program assessment and
quality improvement
committee. If so, its
constitution and mandate.
2 Whether the departments

under consideration receives
separately earmarked funds
for
i. Maintenance of
Laboratory/computation
al facilities(recurring
funds)
ii. Up-gradation of
laboratory/computation
facilities(non-recurring
funds)
3 Whether HODs possess Ph.D
degrees for the programs
under consideration

number of faculty
more than 60%
assessment years)
*Total number of students admitted in first year minus number of students migrated to other
institutions, plus the number of students migrated to this institution divided by the sanctioned intake.
**Total number of students admitted in first year in the respective program minus number of students
migrated to other programs/ institutions plus the number of students migrated to this program divided by
the sanctioned intake in the respective program.
Decision: If compliance status in all the cases is yes, then the institute shall be treated
as eligible for furnishing the e-SAR of the programs which may be considered for accreditation
as per procedure.
As far as desirable parameters are concerned, the Institutions are expected to meet these
parameters also. Although institutions which are non-compliant on these parameters may be
invited to prepare their SAR, it is expected that they would have taken necessary steps in this
direction by the time of actual submission of the same.
Taxonomy of Teaching,
Learning and Assessment
N J Rao and K Rajanikanth
[email protected]; [email protected]
Why a Taxonomy?
2
Dimensions of Learning
Cognitive
Cognitive Processes
Knowledge Categories
Affective (Emotion)
Psychomotor
All three dimensions are involved to varying degrees
in all experiences and activities
Spiritual
3
Integrated
Experiences
4
Dominantly
Cognitive
5
Dominantly
Affective
6
Dominantly
Psychomotor
7
Changing Domains
8
Cognitive Processes
Anderson/Blooms Taxonomy
Remember
Understand
Apply
Analyze
Evaluate
Create
9
Remember
Remembering involves retrieving relevant
knowledge from long-term memory
The relevant knowledge may be factual,
conceptual, procedural, or some combination of
these
Remembering knowledge is essential for
meaningful learning and problem solving as that
knowledge is used in more complex tasks
Action verbs: Recognize, recall, list, mention, state,
draw, label, define, name, describe, prove a
theorem etc.
10
Understand
We are said to understand when we are able to
construct meaning from instructional messages
Instructional messages can be verbal, pictorial/
graphic or symbolic
Instructional messages are received during
lectures, demonstrations, field trips, performances,
or simulations, in books or on computer monitors
11
Action verbs for Understand
Interpret: translate, paraphrase, represent and
clarify
Exemplify: Illustrate and instantiate
Classify: Categorize and subsume
Summarize: Generalize and abstract
Infer: Find a pattern
Compare: Contrast, match, and map
Explain: Construct a model
12
Apply
Using procedures to perform exercises or solve
problems
Closely linked with procedural knowledge
Action verbs:
Execute/Implement: determine, calculate,
compute, estimate, solve, draw, relate, modify, etc.
13
Analyze
Involves breaking material into its constituent parts
and determining how the parts are related to one
another and to an overall structure
Differentiate: Discriminate, differentiate, focus and
select (Distinguishing relevant parts or important
parts from unimportant parts of
presented material)
Organize: Structure, integrate, find coherence,
outline, and parse (Determine how elements fit or
function within a structure)
Attribute: Deconstruct (Determine a point of view,
bias, values, or intent underlying presented
material
14
Analyze activities
developing ones perspective: creating or exploring
beliefs, arguments, or theories
clarifying issues, conclusions, or beliefs
evaluating the credibility of sources of information
questioning deeply: raising and pursuing root or
significant questions
reading critically: clarifying or critiquing texts
examining or evaluating assumptions
distinguishing relevant from irrelevant facts
recognizing contradictions
exploring implications and consequences
15
Analysis in Engineering
Use of the verb analyze in engineering is bit tricky
It is not easy to design any questions in this
category in limited time written examinations
Analyse activities can be included in assignments
related to case studies, projects, term papers and
field studies
16
Evaluate
Make judgments based on criteria and standards
Criteria used include quality, effectiveness,
efficiency and consistency
The standards may be either quantitative or
qualitative
17
Evaluate: Action Verbs
Check: Test, detect, monitor, coordinate
Critique: Judge (Accuracy, adequacy,
appropriateness, clarity, cohesiveness,
completeness, consistency, correctness, credibility,
organization, reasonableness, reasoning,
relationships, reliability, significance, standards,
usefulness, validity, values, worth, criteria,
standards, and procedures)
18
Create
Involves putting elements together to form a
coherent or functional whole
While it includes objectives that call for unique
production, also refers to objectives calling for
production that students can and will do
Action verbs:
Generate: Classify systems, concepts, models,
explanations, generalizations, hypotheses,
predictions, principles, problems, questions,
stories, theories)
Plan (design)
Produce
19
Critical Thinking
Critical thinking refers to the deep, intentional and
structured thinking process that is aimed at
analyzing and conceptualizing information,
experiences, observation, and existing knowledge
for the purpose of creating original and creative
solutions for the challenges encountered
Critical thinking is systematic and holistic in the
sense that while examining a proposed solution, it
examines its impact and consequences on other
parts of the system thus ensuring that a solution at
one level of the system does not create challenges
and difficulties somewhere else
20
Critical Thinking
Thinking critically requires a positive open and fair
mindset that is able to objectively examine the
available information and is aware of the laid
assumptions and limitations brought about by
them.
Critical thinking is the art of analyzing and
evaluating; thinking with a view to improving it
Problem Solving
Problem solving involves Apply, Analyze, Evaluate
and Create processes
22
Nature of Engineering Courses
The frameworks with in which majority of
engineering and engineering science courses are
dealt with are fairly well defined
Solution of open ended problems is attempted in
engineering programs mostly through projects and
sometimes through assignments where time for
solving is not a major limitation
Assessment items in class tests and end-semester
examinations dominantly belong to the Remember,
Understand and Apply cognitive levels
23
Higher Orders of Learning/ Deep
Learning/Meaningful Learning
Apply (Implement)
Analyze
Evaluate
Create
24
CATEGORIES OF
KNOWLEDGE
25
Knowledge
The problem of characterizing knowledge is an
enduring question of philosophy and psychology
Knowledge is organized and structured by the
learner in line with a cognitivist-constructivist
tradition
Knowledge is domain specific and contextualized
26
Knowledge
General Categories
Factual
Conceptual
Procedural
Metacognitive
Categories specific to Engineering

Fundamental Design Principles
Criteria and Specifications
Practical Constraints
Design Instrumentalities
27
Factual Knowledge
basic elements students must know if they are to
be acquainted with the discipline or solve any of
the problems in it
exists at a relatively low level of abstraction
Subtypes of Factual Knowledge
Knowledge of terminology (e.g., words, numerals,
signs, pictures)
Knowledge of specific details (including descriptive
and prescriptive data) and elements
28
Samples of Factual Knowledge
Terminology: Signal-to-noise ratio, low-pass
filter, VCVS, CCCS, power factor etc.
Specific details:
Power supply frequency in India is 50 Hz
Semiconductor devices fail above 120OC
Ball grid array packaging can provide for more that
200 input-output pins
TI and Analog Devices are two semiconductor
manufacturers making a wide variety of analog ICs
29
Conceptual Knowledge
A concept denotes all of the entities, phenomena,
and/or relations in a given category or class by
using definitions.
Concepts are abstract in that they omit the
differences of the things in their extension
Classical concepts are universal in that they apply
equally to every thing in their extension.
Concepts are also the basic elements of
propositions, much the same way a word is the
basic semantic element of a sentence.
30
includes
knowledge of categories and classifications, and the
relationships between and among them
schemas, mental models, or implicit or explicit
theories
Schemas and models, and theories represent
how a particular subject matter is organized and
structured
how the different parts or bits of information are
interconnected and interrelated in a more
systematic manner
how these parts function together
31
Examples of Conceptual
Knowledge
Force, acceleration, velocity, mass, voltage,
current, temperature, entropy, stress, strain
Kirchoffs laws
Laws of thermodynamics
32
Procedural Knowledge
is the knowledge of how to do something
it often takes the form of a series or sequence of
steps to be followed.
includes knowledge of skills, algorithms,
techniques, and methods, collectively known as
procedures
also includes knowledge of the criteria used to
determine when to use various procedures.
is specific or germane to particular subject matters
or academic disciplines
33
Examples of Procedural Knowledge
Solving matrix differential equation
Preparing a truth-table from a logic expression
Drawing a Bode plot
Designing a filter as per specifications
34
Metacognitive Knowledge
is knowledge about cognition in general as well as
awareness of and knowledge about ones own
cognition.
Categories of Metacognitive knowledge
Assessing the task at hand
Evaluating ones own strengths and weaknesses
Planning an appropriate approach
Applying strategies and monitoring performance
Reflecting and adjusting ones own approach
Beliefs about intelligence and learning
35
Fundamental Design Concepts
Operational principles of devices, and components within
a device.
Examples
A device can perform a variety of tasks by
incorporating memory into it.
A device that has two well defined states can be
used as a memory unit.
Stepping movement can be created through
interaction between two salient magnetic fields.
An airfoil, by virtue of it shape, in particular its sharp
trailing edge, generates lift when inclined at an angle
to the air stream.
36
It is necessary to translate the qualitative goals for
the device into specific, quantitative goals.
Design criteria vary widely in perceptibility.
Examples
Any power converter should have efficiency above
95%.
The speed control unit for the dc motor should not
create excessive harmonic distortion on the power
line.
The SMPS output should have an output regulation
of 0.5%.
The speed of the dc motor should be controlled
over a speed range of 1 to 300 RPM with an
accuracy of 0.05%.
37
an array of less sharply defined considerations
derived from experience in practice,
considerations that frequently do not lend
themselves to theorizing, tabulation, or
programming into a computer.
Examples
The legend should be written above the switch on
the front panel
The indicator lamp should be above the switch
The clearances that must be allowed between
physical parts in equipment for tools and hands to
reach different parts
The design should be completed within two
months
38
Procedural knowledge including the procedures,
way of thinking, and judgmental skills by which it
is done.
Examples
1. Top-down approach to the design of a product
2. Phasing of development of a product
3. Structuring of an electronic product
4. Design walkthroughs.
5. Identify all members of the team early on and
include every member in the group
communications from the outset.
39
Taxonomy Table
It is a table of six cognitive processes (columns)
and eight categories of knowledge (rows).
Each cell represents a specific combination of
cognitive process and a category of knowledge.
40
Taxonomy Table
(Anderson-Bloom-Vincenti)
Cognitive Processes
Remember Understand Apply Analyze Evaluate Create
Factual
Conceptual
Procedural
Fundamental Design
Principles
Criteria & Specifications
Design instrumentalities
Metacognitive
41
Alignment
Alignment refers to the correspondence of learning
objectives, assessment and instructional activities
42
Psychomotor domain
It includes physical movement, coordination, and
use of the motor-skill areas. (Simpson, 1972)
Development of these skills requires practice and is
measured in terms of speed, precision, distance,
procedures, or techniques in execution.
43
Affective Domain
Proposed in 1956 by Krothwohl, Bloom, and Masia
Difficult to structure
Catch all: self-concept, motivation, interests,
attitudes, beliefs, values, self-esteem, morality, ego
development, feelings, need achievement, locus of
control, curiosity, creativity, independence, mental
health, personal growth, group dynamics, mental
imagery and personality
44
45
Relation between the three domains
Cognitive, affective and psychomotor activities are

not independent of one another
Instruction needs to pay attention to these
dependencies
46
Assessment Determines the
Quality of Learning
N.J. Rao
njrao1
Students learn better when

they are provided information about the goals
of the course (course outcomes they should
acquire), their responsibilities, and the criteria
used to evaluate their performance
assessment is in alignment with the course
outcomes
instruction is designed and done to facilitate
students to acquire the stated course outcomes
they are actively engaged and challenged at the
right level
June 2015 N.J. Rao 2

Slide 2
njrao1 njrao, 11/18/2013

Communicating Outcomes
Program Educational Objectives
Program Outcomes (NBA)
Program Specific Outcomes
Course Outcomes
Competencies
Syllabus

Syllabus
Aim of the course
Course Overview and Context
Course Outcomes: 6+2
Course Competencies: 15+5
Content of the Course as a list of topics
Learning Resources
Assessment Pattern
Attendance Policy
Instruction schedule
Assignments

Syllabus (2)
Evaluation procedures for tests and assignments
Late assignment submission policy
Make-up examination/work policy
Citation style for papers
Behavior expectations
Academic dishonesty/cheating/plagiarism
Instructor and Teaching Assistant contact information
Accommodation of students who are challenged

Assessment
Assessment should be in alignment with the
course outcomes
Alignment is defined in terms of cognitive levels of
course outcomes
Course Outcome and the items to test the course
outcome are in the same cell of taxonomy table

Taxonomy Table and Alignment
Knowledg Cognitive Processes
Categories
Factual
Conceptual TI3 TI2 C1

TI1
Procedural
Metacognitive

Assessment
Assessment is a measure of performance
Evaluation is an interpretation of assessment
Assessment drives student learning
Our assessment tools tell students what we
consider to be important
Teachers guide students to learn through their
assessments
It is a glue that links the components of a course -
its content, instructional methods, and skills
development
Same course, different tests

Test Items/Items and Questions
Questions + Additional related information =
Test Items/Items
Additional Information/Tags
Time expected to be taken to solve by an
average student
Sample answer
Hints
Tags including, competency code, cognitive level,
knowledge category, difficulty level etc.

Assessment Items
Questions to be answered
Assignment Problems
Laboratory experiments to be conducted
Projects to be done
Field work
Reports to be written
Presentations to be made

Assessment Instruments
Are a collection of assessment items
Have a purpose and context
Contain different types of items
Examples
Midterm tests
Final examinations
Group Projects

Types of Assessment
Formative Assessment (Assessment for Learning
or Educative Assessment)
Summative Assessment (Assessment of
Learning)

Types of Test Items
Written Test Items
Selection type
Supply type
Performance Test Items

Selection Type Items
True/False
Multiple Choice (with single or multiple
answers)
Matching Blocks
Rearrangement
Checklists
Rating Scales

Supply Type Items
Completion
Sketch
Labeling
Short Answers
Structured Response
Viva Voce
Numerical Questions
Detailed Answers

Performance Type Test Items
Experiments
Simulations
Projects
Prototypes to be built
Things/objects/equipment to be tested,
Discussions,
Presentations,
Field studies
etc.

Quality of Assessment

Assessment to Scores
(Written Instruments)

Summative Assessment Instrument

Valid and Reliable Assessment

Higher cognitive levels and Difficulty
Difficulty Level refers to increased cognitive
load, time to solve, larger numbers of facts to
recalled, number of concepts involved, more
elaborate procedures to be used etc.
Difficulty does not automatically increase with
cognitive level
While one can reduce the difficulty level,
assessment at higher cognitive levels should not
be sacrificed

Sample Items of different Difficulty
Levels
1. Determine the time period of a simple pendulum of
length 1m on the surface of earth (DL1)
length 1m when it is placed in a lift which is moving
upwards with an acceleration 2ms-2 (DL2)
length 1m with its bob dipped in a non-viscous
medium of density one tenth of bob and is placed ina
lift which is moving upwards with an acceleration
2ms-2 (DL3)

Assessment Pattern
Specification of weightages to different cognitive
processes under different assessment instruments
Assessment instruments include assignments, class tests,
quizzes, presentations, end-semester examinations, mini
projects, term papers etc.
Weightages should depend on the cognitive level of a
course outcome and the sessions allocated to it.
Issues include addressing COs adequately and at the
right cognitive levels

Weightages to COs
Class Marks for COi in 100 CL

Sessions marks test instrument
(approx.) 100 x (Class
Sessions/Total Class
Sessions)
CO1 3 7 U
CO2 9 23 U
CO3 4 10 U
CO4 10 25 Ap
CO5 8 20 Ap
CO6 6 15 Ap

Distribution of marks
Marks for COi-(CL) = 0.6 x COi Marks
Marks for COi- (CL-1) = 0.6 x Marks for COi-(CL)
Marks for COi- (CL-2) = 0.6 x Marks for COi-(CL-1)
Marks for COi- (CL-3) = 0.6 x Marks for COi-(CL-2)

Assessment Pattern
Cognitive Term Term Assignment Lab Mini Final
Level Exam 1 Exam 2 Project Examination
Remember
Understand
Apply
Analyze
Evaluate
Create

Evaluation
Scoring (1, 2, 5, 10 or more marks)
Rubrics

Rubrics
A rubric is a scoring tool for subjective
assessments.
Rubric is a set of criteria and standards, linked
to competencies, used to assess a student's
performance on performance test items.
Rubrics allow for standardized evaluation
according to specified criteria, making grading
simpler and more transparent
http://rubistar.4teachers.org/

Sample: Presentation
Nonverbal Skills
Eye contact, Facial Expressions and Posture
Vocal Skills
Enthusiasm, and Vocalized Pauses (uh, well uh, um)
Content
Topics announced, Time Frame,Visual Aids, Content
Compliance, and Professionalism of Content and
Presentation

BMS COLLEGE OF ENGINEERING BMS COLLEGE OF ENGINEERING, BENGALURU INTERNAL QUALITY ASSURANCE CELL (IQAC)
BENGALURU-560019 BMS College of Engineering (BMSCE) was founded in the The aim of IQAC at BMSCE is to
year 1946 by Late Sri. B. M. Sreenivasaiah a great visionary
Autonomous Institution affiliated to VTU and philanthropist and nurtured by his illustrious son Late Develop a system for conscious, consistent and catalytic
Sri. B. S. Narayan. BMSCE is the first private sector initiative action to improve the academic performance of the
Accredited by NAAC with A institution.
in engineering education in India. BMSCE has completed 69
years of dedicated service in the field of Engineering Promote measures for institutional functioning towards
Education. Started with only 03 undergraduate courses, quality enhancement through internalization of quality
Two day State Level Workshop on culture and institutionalization of best practices.
BMSCE today offers 13 Undergraduate & 16 Postgraduate
OUTCOMES BASED EDUACATION: courses both in conventional and emerging areas. 15 of its IMPORTANCE OF THE WORKSHOP
TEACHING, LEARNING & EVALUATION Departments are recognized as Research Centres offering
PhD/M.Sc (Engineering by Research) degrees in Science, Engineering plays a pivotal role in the improvement of
Engineering, Architecture and Management attracting quality of life. Engineering Education has to be relevant and
students from all over the country. effective to responsibly cater to this mandate. The pace of
technological changes is posing challenges for the
The Institution is approved by AICTE, New Delhi, and
academia in terms of making the curriculum relevant to the
affiliated to Visvesvaraya Technological University (VTU),
needs of the profession and effective in deployment. The
Belgaum, Karnataka. BMSCE is an AICTE recognized QIP
conventional content based teaching learning followed in
Centre in Engineering & Technology. It is the only
the academic systems have proved to be less effective in
institution from India adopted by the Melton Foundation,
terms of effective design and delivery. Outcome based
USA. BMSCE is in TEQIP Phase I and Phase II (a World Bank
education (OBE) has emerged as the way forward for the
project). BMSCE is accredited with A Grade by NAAC
academic community in addressing the challenges.
(2013-2018) and 11 programmes have been accredited by
National Board of Accreditation (NBA), New Delhi under Outcomes based education is a process of curriculum
Tier-I as per Washington accord. The College has one of the design, teaching, learning and assessment that focusses on
largest student populations amongst engineering colleges what the students can actually do after they are taught. It
in Karnataka. Currently about 5000 students are pursuing attempts to embrace course outcomes with the knowledge,
their higher education. skills attitudes and values that match the immediate social,
economic and cultural environment of society.
A strong alumni base of over 35,000 most of them occupying
coveted positions in various Educational, Industrial and The change agents in the academic system are the faculty
Research organizations. The college is being ranked members and they are expected to have the clear
Date(s) consistently among the top 20 engineering colleges in the understanding of mapping the existing curriculum to the
15th 16th FEBRUARY 2016 country by surveys conducted by various media sources. expected graduate programme outcomes through the
courses they teach adopting outcomes based approach. In
PATRONS:
addition, an exposure to pedagogical practices, best
Organised by Justice S.R.Bannurmath, Hon. Chairman, BMSET practices in academics will further empower the faculty
Internal Quality Assurance Cell (IQAC), BMSCE Dr. B.S. Ragini Narayan, Donor Trustee, BMSET member to be able to effectively discharge their duty.
Dr. P. Dayanand Pai, Chairman, BMSCE
Mr. K. Jairaj, IAS (Retd), Trustee, BMSET Engineering Education in India is changing from traditional
Sponsored by
Mr. H.U. Talawar, DTE, GOK & Trustee, BMSET teaching, learning method to OBE. Accreditation agencies
NAAC, Bengaluru like NAAC and NBA are facilitating this shift in engineering
ADVISORS: education to enhance the quality and make the students
globally competitive.
Dr. K. Mallikharjuna Babu, Principal, BMSCE
Dr. G.N. Sekhar, Vice- Principal, BMSCE
www.bmsce.ac.in
REGISTRATION FORM
EXPECTED OUTCOMES: IMPORTANT DATES: Name
At the end of two day workshop, the participants will be Last date for submission of registration form: 10th
Feb
able to: 2015.
Write course outcomes that are required to meet the Designation
Intimation to selected candidates through email: 12th Feb
Programme Outcomes (POs). 2015.
Map COs with appropriate Programme Outcomes
Educational
(POs). Please mail scanned registration form to Qualification
Choose appropriate assessments for evaluation of [email protected].
Course Outcomes (COs).
Introduce active learning techniques. Registration form can be submitted at the time of Institution
registration. The payment is to be made in cash at the time
RESOURCE PERSONS:
of registration.
1. Dr.K.Rajanikanth, Educational Expert Experience
2. Dr.N.J.Rao, Educational Expert
For Further details contact:
3. Dr.K.Mallikharjuna Babu, BMSCE Address for correspondence:
4. Dr.R.V.Ranganath, BMSCE Prof. Suresh Ramaswwamyreddy
5. Dr.B.Kanmani, BMSCE Director, IQAC, BMSCE.
6. Dr.H.S.Guruprasad, BMSCE Mobile: 09483512589
7. Dr.P.Meena, BMSCE email: [email protected]
8. Dr.Suresh Ramaswwamyreddy, BMSCE [email protected]
WHO CAN ATTEND?

TOPICS
Principals/Directors/Deans
Overview of OBE Dr. K. M. Babu
Heads of the Departments
PEO, PO & PSO- Dr. R.V. Ranganath
Faculty Members Expectations
IQAC Coordinators Blooms Taxonomy Dr. K. Rajanikanth
Achieving Good Outcomes Dr. N. J. Rao
through Good Assessment
NUMBER OF PARTICIPANTS Course outcomes- Dr. B.Kanmani e-mail
Limited to 45 - Selection criteria - first come first serve Expectations

basis. Assessment - Rubrics Dr .H.S. Guru Prasad Mobile no.
Active learning Dr. P. Meena
techniques- case study
REGISTRATION FEE Continuous Improvement- Dr.Suresh
Essence of OBE
Rs. 500/- per participant
Signature of the Candidate
Participants will not be given TA/DA. They have to make
their own arrangements for accommodation.
HOW TO REACH?
BMSCE is located in the heart of Bengaluru city. It is about Seal & signature of the Principal
5 kms from the Central Railway Station/ Bus Terminus.
BENGALURU-560019
Two day State Level Workshop on
OUTCOMES BASED EDUACATION: TEACHING, LEARNING & EVALUATION
Sponsored by NAAC,
Bengaluru
PROGRAM SCHEDULE
Venue: BSN Hall, PG Block
Day I: 15th February 2016
08.45 - 09.30 Registration
09.30- 10.00 Inauguration
10.00- 10.15 Coffee Break
1 10.15 - 11.15 K. Mallikharjuna Babu Overview of OBE
2 11.15 - 12.45 R V Ranganath PEO, PO & PSO- Expectations
3 01.45 - 03.15 K.Rajanikanth Blooms Taxonomy
03.15 - 03.30 Tea Break
4 03.30 - 05.00 N.J. Rao Achieving Good Outcomes through Good Assessment
Day II: 16 February 2016
th

5 09.30 -11.00 B.Kanmani Course outcomes- Expectations
11.00 -11.15 Coffee Break
6 11.15 - 12.00 R V Ranganath Faculty Contribution in OBE
7 12.00 - 01.00 H.S. Guru Prasad Assessment - Rubrics
8 02.00 - 02.45 P. Meena Active learning techniques- case study
9 02.45 - 03.30 Suresh Continuous Improvement- Essence of OBE
03.30 -03.45 Tea Break
03.45- 04.15 Wrap up
THE SIGNIFICANCE AND RELEVANCE OF OBE
Prof R Natarajan
Former Chairman, AICTE
Former Director, IIT Madras
[email protected]
THE ANATOMY OF A RESEARCH UNIVERSITY
HUMAN TANGIBLE OUTPUTS

RESOURCES Manpower
Faculty Research Papers
Staff Products and Processes
Students Patents
Books
Short-term Courses
LEARNING- International / National
TEACHING- Conferences
ASSESSMENT QIP
PHYSICAL PROCESSES MoUs
RESOURCES OUTPUTS
Participation in National
Labs INPUTS R&D AND
decision-making
Library OUTCOMES
Professional Society
Infrastructure IC & SR activities
Editorial Boards
CONTINUING
EDUCATION
INTANGIBLE OUTCOMES
Brand Equity
FINANACIAL Scholarship
RESOURCES Reputation
Credibility
National Image, Pride
Excellence, Quality
Presentation by : Prof. R.
Natarajan, IIT-Madras
Role Model
2 of 9
OUTCOMES-BASED
TEACHING AND LEARNING
OUTCOMES-BASED TEACHING & LEARNING (OBTL)
According to Prof. Tony T.N. Hung of HKBU, the

Essence of OBTL is captured by three statements:
1. In education, what matters ultimately is not what is

taught, but what is learned;
2. Therefore, teachers would do well to set their
course/program objectives (as far as possible) in
terms of learning outcomes.
3. What we teach and how we teach, and how we assess
our students, ought to be properly aligned with our
intended learning outcomes.
THE WASHINGTON ACCORD
Goal: Working Together to Advance

Benchmarking and Mobility in the
Engineering Profession
R. Unnikrishnan
BRIEF BACKGROUND ON THE
WASHINGTON ACCORD
Originally signed in 1989 by 6 engineering education

accrediting bodies from:
Australia, Canada, Ireland, New Zealand, United
Kingdom & United States All English-speaking
Countries.
Non-governmental agreement
Emphasizes peer-review
BRIEF BACKGROUND (Contd)
q Monitoring & verification of signatories accreditation

system every 6 years
q Developmental pathways for provisional admission
q Business Meeting of Signatories - every 2 years
q Full signatory status requires unanimous agreement

WASHINGTON ACCORD
recognizes the substantial equivalency of accreditation

systems to assess that the graduates of accredited programs
are prepared to practice engineering at the entry level to the
profession.
Therefore, the focus is on 4-year (minimum)

Undergraduate programs in engineering.
WASHINGTON ACCORD
LATEST POSITION POST JUNE 13 2014
New Permanent Signatories:

1. The Institution of Engineers Sri Lanka
2. National Board of Accreditation, India
In the case of the National Board of Accreditation (NBA),

recognition of programmes by other signatories
applies only to programmes accredited by NBA that
are offered by education providers accepted by NBA as
Tier 1 institutions
WASHINGTON ACCORD
CURRENT SIGNATORIES
1. Australia - Represented by Engineers Australia (1989)
2. Canada - Represented by Engineers Canada (1989)
3. Chinese Taipei - Represented by Institute of Engineering
Education Taiwan (2007)
4. Hong Kong China - Represented by The Hong Kong
Institution of Engineers (1995)
5. India - Represented by National Board of Accreditation
(2014)
(Applies only to programmes accredited by NBA offered
by education providers accepted by NBA as Tier 1
institutions.)
6. Ireland - Represented by Engineers Ireland (1989)
7. Japan - Represented by Japan Accreditation Board for
Engineering Education (2005)
8. Korea - Represented by Accreditation Board for
Engineering Education of Korea (2007)
9. Malaysia - Represented by Board of Engineers
Malaysia (2009)
10. New Zealand - Represented by Institution of
Professional Engineers NZ (1989)
11. Russia - Represented by Association for Engineering
Education of Russia (2012)
12. Singapore - Represented by Institution of Engineers
Singapore (2006)
13. South Africa - Represented by Engineering Council of
South Africa (1999)
14. Sri Lanka - Represented by Institution of Engineers Sri
Lanka (2014)
15. Turkey - Represented by MUDEK (2011)
16. United Kingdom - Represented by Engineering Council
UK (1989)
17. United States - Represented by Accreditation Board for
Engineering and Technology (1989)
ORGANIZATIONS HOLDING PROVISIONAL STATUS
1. Bangladesh - Represented by Board of Accreditation

for Engineering and Technical Education
2. China - Represented by China Association for Science
and Technology
3. Pakistan - Represented by Pakistan Engineering
Council
4. Peru - Represented by ICACIT
5. Philippines - Represented by Philippine Technological
Council
TIER I AND TIER II INSTITUTIONS
Applies only in the context of NBA membership in

Washington Accord
Tier I institutions are Universities (of all types ) and

Autonomous Colleges; Tier II institutions are the
Affiliated Colleges.
Rationale: Tier I institutions have the freedom to make

and sustain changes in their Academic systems and
processes.
ABET 2000 a-k competencies
a. ability to apply knowledge of math, science & engineering

b. ability to design & conduct experiments, analyze data
c. ability to design a system component or process
d. ability to function on multi-disciplinary teams
e. ability to identify, solve & formulate engineering problems
f. understanding of professional & ethical responsibilities
g. ability to communicate effectively
h. understand the impact of engineering solutions in a global & societal
context
i. life-long learning
j. knowledge of contemporary issues
k. ability to use techniques, skills & engineering tools necessary for
engineering practice
Key Words : Competencies, Abilities
Source: www.abet.org
14 16 February 2016
Outcome assessment is a method for determining
whether students have learned,
have retained, and
can apply what they have been taught.
Assessment plans have three components:

a statement of educational goals,
multiple measures of achievement of the goals,
and use of the resulting information to improve the
educational process.
The results of outcomes assessment are part of a

feedback loop in which faculty members are provided
information that they can use to improve their teaching
and student learning
Part - B - I. Vision, Mission and Programme Educational
Objectives
1.2.4. State the process for establishing the PEOs:
Information:
Vision, Mission & Objectives
Programme Educational Objectives

(PEOs)
Programme Outcomes
(POs)
Course Course Course

Outcome Outcome Outcome
1 2 n
16-Feb-16
REVIEW OF BASIC DEFINITIONS Oct 15 2015
Program Educational Objectives Program educational

objectives are broad statements that describe what
graduates are expected to attain within a few years of
graduation. Program educational objectives are based on
the needs of the programs constituencies.
Student Outcomes Student outcomes describe what

students are expected to know and be able to do by the
time of graduation. These relate to the skills, knowledge,
and behaviors that students acquire as they progress
through the program.
Assessment Assessment is one or more processes that
identify, collect, and prepare data to evaluate the
attainment of student outcomes. Effective assessment uses
relevant direct, indirect, quantitative and qualitative
measures as appropriate to the outcome being measured.
Appropriate sampling methods may be used as part of an
assessment process.
Evaluation Evaluation is one or more processes for

interpreting the data and evidence accumulated through
assessment processes. Evaluation determines the extent to
which student outcomes are being attained. Evaluation
results in decisions and actions regarding program
improvement.
SAMPLE PROGRAM OBJECTIVES FOR
B. TECH MECHANICAL ENGINEERING
Courtesy : Ashok Saxena
PEO 1. Educate students with an in-depth understanding of

mathematics, science and engineering and to build a strong
foundation of theory and practice in the areas of Mechanical
Engineering.
PEO 2. To prepare students for successful careers in

Mechanical Engineering in small, medium and large
industrial and government enterprises and to succeed in post
graduate studies in engineering, management or other
related fields.
PEO 3. To make students aware of (a) the societal context of

engineering profession (b) ethical professional practices, and
(c) the need to function effectively in multi-disciplinary
teams to solve technical and societal problems
PROGRAM OUTCOMES
1. Apply the knowledge of Mathematics, Science, and Engineering

2. Identify, formulate, research literature, and analyze complex engineering
problems..
3. Design of solutions for complex engineering problems and design of systems
4. Use research based methods..
5. Create, select, and apply appropriate techniques, resources, and modern
engineering and IT tools
6. Apply reasoning within the contextual knowledge to access societal, health,
safety.
7. Understand the impact of the professional engineering solutions.
8. Apply ethical principles and commit to professional ethics.
9. Function effectively as an individual independently and as a member or leader in
diverse teams
10. Effective Communication
11. Knowledge of effective management principles
12. Life-long learning
SOME (PROVOCATIVE) QUESTIONS
Is it necessary to seek WA membership? What are the

benefits? Are we enjoying these benefits without WA
membership overseas employment and higher education
opportunities (through GRE, GMAT..) ?
Same questions for ABET?
Since ABET is one of the signatories of WA , if India gets

WA membership, is ABET still relevant for us?
What is the relevance of NAAC accreditation for

engineering institutions? cf NBA accreditation has recently
been made mandatory for receiving grants.
RATIONALE
International Collaborations Due Diligence:

National Accreditation
International Accreditation
Rankings
Reputation
Specific and clearly defined outcomes must be described
to the students so that the students will be able to set
their own expectations and means to achieve the desired
outcomes.
As such, the role of the lecturers is to guide and provide

directions for the students to navigate their own learning.
The defined outcomes must be specific, measureable,

achievable, realistic and time-based.
RELEVANCE OF OBE TO WASHINGTON ACCORD
In engineering education, the outcome based approach has

been mandated as compulsory for accreditation of an
engineering program for signatories of the Washington
Accord.
The main problem with implementation of outcome based

education is the broad definition of outcome based
education itself. While it emphasizes the achievement of
outcomes, this also refers to the achievement of learning
outcomes (LO) for a particular course
The concept of OBE also does not provide for any specific
procedure or follow a single idea in achieving the outcomes
which led to confusion as to how best to implement OBE
curricula
The original concept of OBE includes the cyclic continual

improvement with meaningful revision of teaching and
learning pedagogies, delivery and assessment methods.
DIFFERENCE BETWEEN TRADITIONAL LEARNING AND OBE
In traditional learning, the outcomes are mostly labelled as
learning objectives which encourages the construction of
LO being direct translation of course contents objectives .
In OBE, the outcomes should be significant achievements

which stretches beyond the achievement of particular
course contents and contributes to the behavioural
attributes of the students.
The ultimate aims of outcome based education in

engineering education is to equip the undergraduates of an
engineering program with the attributes necessary for them
to transition themselves into professional career as a global
engineer
The utilization of Blooms Taxonomy Cognitive Domain,
Psychomotor Domain and Affective Domain is implemented
across all courses in each assessment inclusive of final exam,
tests, assignments and projects.
Soft skills such as lifelong learning, project management,

awareness on sustainability issues and social responsibilities
as an engineer as well as engineering ethics are embedded
in the assignments, case studies and projects.
The attainment of soft skills is difficult to measure. The

assessment of soft skills must be conducted in several
courses across the discipline to be proof of acquired skill.
REVISIONS IN PROGRESS
REVISIONS OF ABET CRITERIA 3 AND 5 - PROPOSAL
In an effort to keep the criteria relevant, fresh and

compelling.
Criterion 3 Student Outcomes

Criterion 5 Curriculum
Criterion 3 : to ensure that the outcomes are richer and

measurable, but above all realistic
The EAC was receiving requests from constituent groups for
additional outcomes to be included in Criterion 3
Criterion 3 Task Force: Members of the task force
represented domestic undergraduate and graduate
engineering programs, industry, and professional societies.
SHORTCOMINGS REVEALED BY REVIEWS AND FEEDBACK
Shortcomings were reported in all 11 of the (a)-(k)
components of Criterion 3, mostly at the weakness or
concern level. The data collected revealed that programs
had the most difficulty in determining the extent of
outcome attainment with components :
3(d) (ability to function on multidisciplinary teams),

3(f) (understanding of professional and ethical responsibility),
3(h) (a broad education to understand engineering solutions in
global, economic, environmental, and societal context),
3(i) (recognition of the need for and ability to engage in life-
long learning), and
3(j) (knowledge of contemporary issues).
The Criterion 3 task force concluded that some of the (a)-(k)
components were interdependent, broad and vague in scope,
or impossible to measure.
As a consequence, program evaluators were inconsistent in
their interpretation of how well programs were complying
with Criterion 3.
Some constituent groups independently informed the EAC

that important outcomes were missing from the (a)-(k) list
and they proposed additional outcomes. Communications
with constituent groups took the form of email, letters,
presentations, and position papers.
Suggested additions to the list of outcomes brought the total
to 75.
The Task Force grouped the suggestions into six topic areas
that would drive a possible major change to Criterion 3.
This possible change would also serve to align ABET criteria

more closely with Washington Accord graduate attributes
including project management and finance.
The Criteria Committee examined and catalogued all inputs

received. Further discussions in 2014-15 resulted in addition
of a seventh topic area, so that the following topic areas
would be addressed:
THE SEVEN TOPIC AREAS
1. Engineering problem solving,

2. Engineering design,
3. Measurement, testing, and quality assurance,
4. Communication skills,
5. Professional responsibility,
6. Professional growth, and
7. Teamwork and project management
The Criteria Committee will be collecting and analyzing all
input received before June 15, 2016.
Based on feedback received and realizing the importance

to engage as many perspectives as possible, the EAC has
agreed to extend the deadline to June 30, 2016 for public
comment.
SOME BASIC DEFINITIONS
Basic Science Basic sciences consist of chemistry and

physics, and other biological, chemical, and physical
sciences, including astronomy, biology, climatology, ecology,
geology, meteorology, and oceanography.
College-level Mathematics College-level mathematics

consists of mathematics above pre-calculus level.
Engineering Science Engineering sciences are based on

mathematics and basic sciences but carry knowledge
further toward creative application needed to solve
Engineering Design Engineering design is the process of
devising a system, component, or process to meet desired
needs, specifications, codes, and standards within
constraints such as health and safety, cost, ethics, policy,
sustainability, constructability, and manufacturability. It is
an iterative, creative, decision-making process in which the
basic sciences, mathematics, and the engineering sciences
are applied to convert resources optimally into solutions.
Teams A team consists of more than one person working

toward a common goal and may include individuals of
diverse backgrounds, skills, and perspectives.
One Academic Year One academic year is the lesser of 32

semester credits (or equivalent) or one-fourth of the total
credits required for graduation with a baccalaureate degree
CRITERION 5. CURRICULUM
The curriculum requirements specify subject areas appropriate

to engineering but do not prescribe specific courses. The
curriculum must support attainment of the student outcomes
and must include:
(a) one academic year of a combination of college-level

mathematics and basic sciences (some with experimental
experience) appropriate to the program.
(b) one and one-half academic years of engineering topics,

consisting of engineering sciences and engineering design
appropriate to the program and utilizing modern engineering
tool
(c) a broad education component that includes humanities
and social sciences, complements the technical content of
the curriculum, and is consistent with the program
educational objectives.
Students must be prepared to enter the professional

practice of engineering through a curriculum culminating in
a major design experience based on the knowledge and
skills acquired in earlier course work and incorporating
appropriate engineering standards and multiple
constraints.
Taxonomy of Teaching,
Learning and Assessment
N J Rao and K Rajanikanth
[email protected]; [email protected]
Why a Taxonomy?
2
Dimensions of Learning
Cognitive
Cognitive Processes
Affective (Emotion)
Psychomotor
All three dimensions are involved to varying degrees
in all experiences and activities
Spiritual
3
Integrated
Experiences
4
Dominantly
Cognitive
5
Dominantly
Affective
6
Dominantly
Psychomotor
7
Changing Domains
8
Cognitive Processes
Anderson/Blooms Taxonomy
Remember
Understand
Apply
Analyze
Evaluate
Create
9
Remember
Remembering involves retrieving relevant
knowledge from long-term memory
The relevant knowledge may be factual,
conceptual, procedural, or some combination of
these
Remembering knowledge is essential for
meaningful learning and problem solving as that
knowledge is used in more complex tasks
Action verbs: Recognize, recall, list, mention, state,
draw, label, define, name, describe, prove a
theorem etc.
10
Understand
We are said to understand when we are able to
construct meaning from instructional messages
Instructional messages can be verbal, pictorial/
graphic or symbolic
Instructional messages are received during
lectures, demonstrations, field trips, performances,
or simulations, in books or on computer monitors
11
Action verbs for Understand
Interpret: translate, paraphrase, represent and
clarify
Exemplify: Illustrate and instantiate
Classify: Categorize and subsume
Summarize: Generalize and abstract
Infer: Find a pattern
Compare: Contrast, match, and map
Explain: Construct a model
12
Apply
Using procedures to perform exercises or solve
problems
Closely linked with procedural knowledge
Action verbs:
Execute/Implement: determine, calculate,
compute, estimate, solve, draw, relate, modify, etc.
13
Analyze
Involves breaking material into its constituent parts
and determining how the parts are related to one
another and to an overall structure
Differentiate: Discriminate, differentiate, focus and
select (Distinguishing relevant parts or important
parts from unimportant parts of
presented material)
Organize: Structure, integrate, find coherence,
outline, and parse (Determine how elements fit or
function within a structure)
Attribute: Deconstruct (Determine a point of view,
bias, values, or intent underlying presented
material
14
Analyze activities
developing ones perspective: creating or exploring
beliefs, arguments, or theories
clarifying issues, conclusions, or beliefs
evaluating the credibility of sources of information
questioning deeply: raising and pursuing root or
significant questions
reading critically: clarifying or critiquing texts
examining or evaluating assumptions
distinguishing relevant from irrelevant facts
recognizing contradictions
exploring implications and consequences
15
Analysis in Engineering
Use of the verb analyze in engineering is bit tricky
It is not easy to design any questions in this
category in limited time written examinations
Analyse activities can be included in assignments
related to case studies, projects, term papers and
field studies
16
Evaluate
Make judgments based on criteria and standards
Criteria used include quality, effectiveness,
efficiency and consistency
The standards may be either quantitative or
qualitative
17
Evaluate: Action Verbs
Check: Test, detect, monitor, coordinate
Critique: Judge (Accuracy, adequacy,
appropriateness, clarity, cohesiveness,
completeness, consistency, correctness, credibility,
organization, reasonableness, reasoning,
relationships, reliability, significance, standards,
usefulness, validity, values, worth, criteria,
standards, and procedures)
18
Create
Involves putting elements together to form a
coherent or functional whole
While it includes objectives that call for unique
production, also refers to objectives calling for
production that students can and will do
Action verbs:
Generate: Classify systems, concepts, models,
explanations, generalizations, hypotheses,
predictions, principles, problems, questions,
stories, theories)
Plan (design)
Produce
19
Critical Thinking
Critical thinking refers to the deep, intentional and
structured thinking process that is aimed at
analyzing and conceptualizing information,
experiences, observation, and existing knowledge
for the purpose of creating original and creative
solutions for the challenges encountered
Critical thinking is systematic and holistic in the
sense that while examining a proposed solution, it
examines its impact and consequences on other
parts of the system thus ensuring that a solution at
one level of the system does not create challenges
and difficulties somewhere else
20
Critical Thinking
Thinking critically requires a positive open and fair
mindset that is able to objectively examine the
available information and is aware of the laid
assumptions and limitations brought about by
them.
Critical thinking is the art of analyzing and
evaluating; thinking with a view to improving it
Problem Solving
Problem solving involves Apply, Analyze, Evaluate
and Create processes
22
Nature of Engineering Courses
The frameworks with in which majority of
engineering and engineering science courses are
dealt with are fairly well defined
Solution of open ended problems is attempted in
engineering programs mostly through projects and
sometimes through assignments where time for
solving is not a major limitation
Assessment items in class tests and end-semester
examinations dominantly belong to the Remember,
Understand and Apply cognitive levels
23
Higher Orders of Learning/ Deep
Learning/Meaningful Learning
Apply (Implement)
Analyze
Evaluate
Create
24
CATEGORIES OF
KNOWLEDGE
25
Knowledge
The problem of characterizing knowledge is an
enduring question of philosophy and psychology
Knowledge is organized and structured by the
learner in line with a cognitivist-constructivist
tradition
Knowledge is domain specific and contextualized
26
Knowledge
General Categories
Factual
Conceptual
Procedural
Metacognitive
Categories specific to Engineering

Fundamental Design Principles
27
Factual Knowledge
basic elements students must know if they are to
be acquainted with the discipline or solve any of
the problems in it
exists at a relatively low level of abstraction
Subtypes of Factual Knowledge
Knowledge of terminology (e.g., words, numerals,
signs, pictures)
Knowledge of specific details (including descriptive
and prescriptive data) and elements
28
Samples of Factual Knowledge
Terminology: Signal-to-noise ratio, low-pass
filter, VCVS, CCCS, power factor etc.
Specific details:
Power supply frequency in India is 50 Hz
Semiconductor devices fail above 120OC
Ball grid array packaging can provide for more that
200 input-output pins
TI and Analog Devices are two semiconductor
manufacturers making a wide variety of analog ICs
29
A concept denotes all of the entities, phenomena,
and/or relations in a given category or class by
using definitions.
Concepts are abstract in that they omit the
differences of the things in their extension
Classical concepts are universal in that they apply
equally to every thing in their extension.
Concepts are also the basic elements of
propositions, much the same way a word is the
basic semantic element of a sentence.
30
includes
knowledge of categories and classifications, and the
relationships between and among them
schemas, mental models, or implicit or explicit
theories
Schemas and models, and theories represent
how a particular subject matter is organized and
structured
how the different parts or bits of information are
interconnected and interrelated in a more
systematic manner
how these parts function together
31
Examples of Conceptual
Knowledge
Force, acceleration, velocity, mass, voltage,
current, temperature, entropy, stress, strain
Kirchoffs laws
Laws of thermodynamics
32
Procedural Knowledge
is the knowledge of how to do something
it often takes the form of a series or sequence of
steps to be followed.
includes knowledge of skills, algorithms,
techniques, and methods, collectively known as
procedures
also includes knowledge of the criteria used to
determine when to use various procedures.
is specific or germane to particular subject matters
or academic disciplines
33
Examples of Procedural Knowledge
Solving matrix differential equation
Preparing a truth-table from a logic expression
Drawing a Bode plot
Designing a filter as per specifications
34
Metacognitive Knowledge
is knowledge about cognition in general as well as
awareness of and knowledge about ones own
cognition.
Categories of Metacognitive knowledge
Assessing the task at hand
Evaluating ones own strengths and weaknesses
Planning an appropriate approach
Applying strategies and monitoring performance
Reflecting and adjusting ones own approach
Beliefs about intelligence and learning
35
Fundamental Design Concepts
Operational principles of devices, and components within
a device.
Examples
A device can perform a variety of tasks by
incorporating memory into it.
A device that has two well defined states can be
used as a memory unit.
Stepping movement can be created through
interaction between two salient magnetic fields.
An airfoil, by virtue of it shape, in particular its sharp
trailing edge, generates lift when inclined at an angle
to the air stream.
36
It is necessary to translate the qualitative goals for
the device into specific, quantitative goals.
Design criteria vary widely in perceptibility.
Examples
Any power converter should have efficiency above
95%.
The speed control unit for the dc motor should not
create excessive harmonic distortion on the power
line.
The SMPS output should have an output regulation
of 0.5%.
The speed of the dc motor should be controlled
over a speed range of 1 to 300 RPM with an
accuracy of 0.05%.
37
an array of less sharply defined considerations
derived from experience in practice,
considerations that frequently do not lend
themselves to theorizing, tabulation, or
programming into a computer.
Examples
The legend should be written above the switch on
the front panel
The indicator lamp should be above the switch
The clearances that must be allowed between
physical parts in equipment for tools and hands to
reach different parts
The design should be completed within two
months
38
Procedural knowledge including the procedures,
way of thinking, and judgmental skills by which it
is done.
Examples
1. Top-down approach to the design of a product
2. Phasing of development of a product
3. Structuring of an electronic product
4. Design walkthroughs.
5. Identify all members of the team early on and
include every member in the group
communications from the outset.
39
Taxonomy Table
It is a table of six cognitive processes (columns)
and eight categories of knowledge (rows).
Each cell represents a specific combination of
cognitive process and a category of knowledge.
40
Taxonomy Table
(Anderson-Bloom-Vincenti)
Cognitive Processes
Factual
Conceptual
Procedural
Fundamental Design
Principles
Criteria & Specifications
Design instrumentalities
Metacognitive
41
Alignment
Alignment refers to the correspondence of learning
objectives, assessment and instructional activities
42
Psychomotor domain
It includes physical movement, coordination, and
use of the motor-skill areas. (Simpson, 1972)
Development of these skills requires practice and is
measured in terms of speed, precision, distance,
procedures, or techniques in execution.
43
Affective Domain
Proposed in 1956 by Krothwohl, Bloom, and Masia
Difficult to structure
Catch all: self-concept, motivation, interests,
attitudes, beliefs, values, self-esteem, morality, ego
development, feelings, need achievement, locus of
control, curiosity, creativity, independence, mental
health, personal growth, group dynamics, mental
imagery and personality
44
45
Relation between the three domains
Cognitive, affective and psychomotor activities are

not independent of one another
Instruction needs to pay attention to these
dependencies
46
Active learning
Techniques
-Case study
By
Dr.P.Meena
Associate Prof.
Department of Electrical and Electronics,
BMS College of Engineering,
Bangalore
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 1
The Strength & Inspiration
The Trend Setters of transformative movement at BMSCE
Prof. Richard.M. Felder

Prof. Krishna Vedula, Exec. Director Professor Emeritus of
IUCEE & Dr. Mallikharjuna Babu Chemical Engineering at
Principal, BMS College of Engineering North Carolina State Univ.
2
WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE
Introduction
Engineering Education:
Focus:
The development of astute and
dexterous professionals responsive
to societal needs.
Experiential learning provides

lead to Life Long Learning

TEACHING V/S FACILITATING A
LEARNING EXPERIENCE

Components of Learning
imparted through a typical course

5
Learning styles

Active
Introduction
Creating a background of relatedness and trust.
Establish your own credibility (Post pictures)
Get connected.
Create what they have in store.
INDUSTRIAL ENGINEERING - INTO EVERYTHING
YouTube (360p).mp4
Create a context for the importance of your own
course. ( Visual)

L
Logical brain storming E
SWITCH
Ne
FUSE on E
L N
N
Live Demos

Use of physical models

Demo of working concepts

Solving Puzzles

Enabling analysis and Demo
Analysis and demo .mov

Rural Visit
Inspection of power supply to Irrigation Pump

Entry to the school premises by the team sets
Interaction with family members of the locals Inspection of power supply at Flour Mills

Quick Review of Papers
Activity Learning Outcome
Quick reviews of IEEE papers 1. Comprehend the contents of the

connected to the topics in the course technical paper.
and present the same effectively 2. Create brief summaries in a given
briefly to the class. time.
3. Develop effective quick
presentations.
Flash review.MPG
16
Collaborative Learning
Work in
Teams
17
Field Activities
Activity Learning Outcome
1. Investigations into occurrences 1. Interact with different

of Power Quality problems communities accept
amongst different consumer different responses.
types such as, industry, 2. Handle various
domestic, Malls, Hospitals, equipment in the field
Schools through surveys. environment.
2. Capture of relevant electrical 3. Identify the anomalies
quantities using recording 4. Present the observations
instruments. effectively
3. Analyses of the data obtained.
4. Presentation of the results to the
class. WORKSHOP ON OUTCOMES BASED EDUCATION, 16TH FEB, BMSCE 18
Typical Current
waveforms
Microwave oven
35
30 29 THD= 31.8%
% of fundamental
25
20
15
11.1
10
5.1
5 2.89
0
3rd 5th 7th 9th
19
Harmonic Order
Typical Current
waveforms
Mixer- grinder
12
10 9.69
% of fundamental
8
Total Harmonic Distortion = 10.6%
6
4 3.67
2 1.45
0.804
0
3rd 5th 7th 9th
Harmonic Order
Dr.P.Meena,Associate Prof.,EEE,BMSCE 20
Typical Current
waveforms
7
Electric chimney
6.34
6 5.43 THD = 8.66%
% of fundamental
2 1.79
1
0.144
0
3rd 5th 7th 9th
Harmonic Order
Typical Current
waveforms
Induction cook-top
3.5
3.01
3
THD= 4.33%
% of fundamental
2.5
2
1.5
1
0.52 0.447
0.5 0.263
0
3rd 5th 7th 9th
Harmonic Order
Typical Current
waveforms
30
Washing machine
26.6
25 23
% of fundamental
20 THD= 93.2%
15
10.6 10.3
10
0
3rd 5th 7th 9th
Harmonic Order
Typical Current
waveforms
60 Water purifier
51.9
50
% of fundamental
40
30
THD= 58.3%
24.1
20
10 8.18
4.05
0
3rd 5th 7th 9th
Harmonic Order
Typical Current
waveforms
20 18.9 LED bulb
18 16.3
16 14.9
THD= 36.7%
% of fundamental
14
12 10.6
10
8
6
4
2
0
3rd 5th 7th 9th
Harmonic Order
Typical Current
waveforms
CFL Bulb
25 22.7
20
% of fundamental
15
THD= 31.1%
10.4
10 8.12
5
2.24
0
3rd 5th 7th 9th
Harmonic Order
Typical Current
waveforms
Fluorescent tube
(Electronic Ballast)
40
34.7
35 THD= 92.9%
% of fundamental
30
25
20
15
9.17
10 6.23
5 1.66
0
3rd 5th 7th 9th
Harmonic Order
Typical Current
waveforms
80 74.7
LED TV
70
60
% of fundamental
50 44.6 THD= 95.4%

40
30
20 17.3
12.3
10
0
3rd 5th 7th 9th
Harmonic Order
Typical Current
waveforms
Treadmill
100
80.3 THD= 111%
% of fundamental
80
60 49.8
40 27.9 27.3
20
0
3rd 5th 7th 9th
Harmonic Order
Typical Current Waveforms
Elevator
THD was determined to be 92.3% for

R-phase, 170% for Y-phase, 192% for
B-phase and 99.6% for neutral.
Power Quality Problem
In 5KVA UPS in Measurement Lab (THD
78.8%)
Games in TIM through models
created
TIM Game activity .MPG

TIM Game activity 2 .MPG
32
Power distribution model
33
TIM Cross word Puzzles

S
U
R
V
E
Y
35
36
SMART SHRUTHI BOX USING
MATLAB DSP Project
The program enables the working of a shruthi box which
gives a particular combination of frequencies (pitch)
according to the users desire.
It asks the user to listen to the sound of the shruthi box
carefully, decide a particular note in that pitch that he wants
to sing, record it in .wav file format and upload it.
If the note he intends to sing perfectly matches with the

reference note pitch, the program appreciates him for his
pitch perfection.
If it doesnt, he has to practice more with the reference and
better his skills.

Learning imparted
Team
Life
Connect Long Adapt
Learning
Create
38
Sample Question in Power Quality

Sample Evaluation of Outcome
Subject Electrical Power Quality
CO1: Get sensitized to the power quality issues & concerns of the
country.
Descriptors and Scales
Performance EXCELLENT VERY GOOD GOOD FAIR POOR PO
Indicators (5) (4) (3) (2) (0)
>85% 100 >70% 85 % >55% 70 % >40% 55 % <40%
Ability to 1 9 8 3 4 6
highlight the
major issues of
power quality in
rural India. and
speculate on how
the power market
be made
competitive with
focus on power
quality aspects
Attainment 1*5 9*4 8*3 3*2 0.568
40
WEBINAR
https://www.youtube.com/watch?v=a2PvkuZq6
Lw
WORKSHOP ON OUTCOMES BASED

41
EDUCATION, 16TH FEB, BMSCE
IMPACT
Comparison of Course outcome attainments in TIM
Sl. Year Academic Transferable

No. Abilities skills
1. 2014 0.69 0.59
2. 2013 0.549 0.25

Program Specific Objectives
PSO-1
Apply various techniques related to electrical networks ,machines and power

systems to study, model, and design solutions for protective operation and
control of transmission and distribution systems.
PSO2
Design ,develop and analyze analog/digital circuits for control, automation and
measurement in power electronics and other applications.
PSO3
Utilize the methods of signal acquisition, analysis and processing for the
development of interfaces linking multi - disciplinary domains for various
applications including that of power monitoring assessment and control

Conclusion
Provides opportunities to learn and apply the
concepts.
Brings forth creativity.
Inculcates a sense of inquiry into societal issues.
Create good presentations
Breaks barriers of communication and ability to
handle critical observations.
Experience the effectiveness of team work
Insights into their own capabilities which they have
never ever explored.
They look forward to the classes ( Attendance
registers may soon go out of existence.)

WORKSHOP ON OUTCOMES BASED
45
EDUCATION, 16TH FEB, BMSCE
Course Outcomes: Expectations
16, February 2016
B Kanmani, BMSCE 1
Om Namah Shivaya
B Kanmani
Telecommunication Engineering
Accredited for FIVE years by NBA (Tier-I)
BMS College of Engineering
P.O. Box No.: 1908, Bull Temple Road, Bangalore - 560 019
www.bmsce.ac.in
B Kanmani, BMSCE 2
Session Outcome
At the end of this session, the
participants will be able to
(i) Define Course Outcomes
(ii) Map to the Program Outcome
(iii) Define corresponding Assessments
(iv) Measure COs
(v) Take suitable action
B Kanmani, BMSCE 3
Effective implementation of
OBE ensures
Global Recognition of Graduates
Graduates posses Global Attributes
Global Attributes developed through
Quality Education
Eventually Leads to Accreditation
B Kanmani, BMSCE 4
Expected Global Attributes
Embedded in the expectations of the

Accreditation Bodies
B Kanmani, BMSCE 5
ABET: a-k criteria
Accreditation Board for Engineering and Technology
a. an ability to apply knowledge of mathematics, science and engineering
b. an ability to design and conduct experiments, as well as to analyse and
interpret data
c. an ability to design a system, component, or process to meet desired needs
within realistic constraints such as economic, environmental, social, political,
ethical, health and safety, manufacturability, and sustainability
d. an ability to function on multidisciplinary teams
e. an ability to identify, formulate, and solve engineering problems
f. an understanding of professional and ethical responsibility
g. an ability to communicate effectively (3g1 orally, 3g2 written)
h. the broad education necessary to understand the impact of engineering
solutions in a global, economic, environmental, and societal context
i. a recognition of the need for, and an ability to engage in life-long learning
j. a knowledge of contemporary issues
k. an ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice.
B Kanmani, BMSCE 6
NBA: Graduate Attributes
1. Engineering Knowledge :Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering
specialisation to the solution of complex engineering problems.
2. Problem analysis :Identify, formulate, research literature, and analyse complex engineering problems reaching
substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.
3. 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.
4. Conduct investigations of complex problems: Use research-based knowledge and research methods including design
of experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions.
5. Modern Tool Usage :Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools
including prediction and modelling to complex engineering activities with an understanding of the limitations.
6. 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.
7. Environment and Sustainability: Understand the impact of the professional engineering solutions in societal and
environmental contexts, and demonstrate the knowledge of need for sustainable development.
8. Ethics :Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering
practice.
9. Individual and Team Work :Function effectively as an individual, and as a member or leader in diverse teams, and in
multidisciplinary settings.
10. 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.
11. Project Management and Finance :Demonstrate knowledge and understanding of the engineering and management
principles and apply these to ones own work, as a member and leader in a team, to manage projects and in
multidisciplinary environments.
12. Life-long learning :Recognise the need for, and have the preparation
B Kanmani, BMSCE and ability to engage in independent and life-long
7
learning in the broadest context of technological change
The Graduate Attributes
1 Apply Knowledge
2 Problem Analysis
3 Design/Development of Solution
4 Conduct Investigations
5 Use Modern Tool
6 Engineer and Society
7 Environment and Sustainability
8 Professional Ethics
9 Individual and Team work
10 Communicate Effectively
11 Project Management and Finance
12 Life-Long Learning
B Kanmani, BMSCE 8
The Program Outcomes (POs)
1. Engineering Knowledge :Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering
specialisation to the solution of complex engineering problems.
2. Problem analysis :Identify, formulate, research literature, and analyse complex engineering problems reaching
substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.
3. 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.
4. Conduct investigations of complex problems: Use research-based knowledge and research methods including design
of experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions.
5. Modern Tool Usage :Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools
including prediction and modelling to complex engineering activities with an understanding of the limitations.
6. 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.
7. Environment and Sustainability: Understand the impact of the professional engineering solutions in societal and
environmental contexts, and demonstrate the knowledge of need for sustainable development.
8. Ethics :Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering
practice.
9. Individual and Team Work :Function effectively as an individual, and as a member or leader in diverse teams, and in
multidisciplinary settings.
10. 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.
11. Project Management and Finance :Demonstrate knowledge and understanding of the engineering and management
principles and apply these to ones own work, as a member and leader in a team, to manage projects and in
multidisciplinary environments.
12. Life-long learning :Recognise the need for, and have the preparation
B Kanmani, BMSCE and ability to engage in independent and life-long
9
learning in the broadest context of technological change
Graduate Attributes
are now known as
Program Outcomes
are developed through
Course Outcomes
B Kanmani, BMSCE 10
In addition to
Program Outcomes
We need to have 2-4 PSOs
are developed through
Course Outcomes
B Kanmani, BMSCE 11
Program Specific Outcomes (PSOs)
Telecommunication Engineering
PSO-1: Design, Implement and Analyze Electronic
circuits for a given application
PSO-2: Design, Implement and Analyze

Communication systems/sub-systems to meet
given specification
PSO-3: Simulate algorithms for processing

multimedia data streams using a given engineering
tool
B Kanmani, BMSCE 12
The POs and PSOs
Knowledge
Skills
Attitude
B Kanmani, BMSCE 13
The challenge: POs/PSOs
How to develop the
Program Outcomes (12-POs)
and the
Program Specific Outcomes (2 to 4 PSOs)
B Kanmani, BMSCE 14
Some Calculations
15 Outcomes (POs + PSOs) to be addressed
More than one course to address a PO
If we decide to have 2-3 courses addressing
each PO/PSO
Typical 6 courses /semester
6 semesters (excluding the First year)
36 Courses (including Project)
B Kanmani, BMSCE 15
Simple conclusion
We cannot have 2-3 courses for
each PO/PSO
We need to develop the PO/PSO
through the existing Courses
Through the Course Outcomes
(COs)
B Kanmani, BMSCE 16
Simple conclusion
each PO/PSO
(COs)
B Kanmani, BMSCE 17
Simple conclusion
each PO/PSO
(COs) of existing Courses
B Kanmani, BMSCE 18
The Outcomes (POs, PSOs)
The POs, PSOs need to addressed
through the
Existing Courses
of the Curriculum
B Kanmani, BMSCE 19
The Outcomes (POs, PSOs)
The POs, PSOs need to addressed
through the
Course Outcomes
of Existing Courses
of the Curriculum
B Kanmani, BMSCE 20
The Course Outcomes (COs)
Building Blocks
OBE system
B Kanmani, BMSCE 21
The Course Outcomes (COs)
Are measured at the end of the
course
Are aligned with one or more POs
Are closely related to the
assessments
B Kanmani, BMSCE 22
Course Outcomes (COs): Characteristics
Describe skills/competencies gained by
student at the end of the course
need to be assessable and measurable
Every course has a set of COs
A course may have about 6 COs
Every CO addresses one or more
outcomes (POs/PSOs)
B Kanmani, BMSCE 23
The Blooms Levels
B Kanmani, BMSCE 24
A comparison
Blooms Levels Program Outcomes
Remember
Understand
Apply Apply Knowledge
Analyze Problem Analysis
Evaluate Design/Development of Solutions
Create Conduct Investigations
B Kanmani, BMSCE 25
An Observation
When we address the Program
Outcomes (POs)
We also address the Blooms
Taxonomy Levels
The REMEMBER and UNDERSTAND
Blooms Levels are NOT addressed
DIRECTLY by the GAs
NBA does not emphasize the
development of this attribute
B Kanmani, BMSCE 26
An Observation
When we address the Program
Outcomes (POs)
We also address the Blooms
Taxonomy Levels
The REMEMBER and UNDERSTAND
Blooms Levels are NOT addressed
DIRECTLY by the POs
NBA does not emphasize the
development of this attribute
B Kanmani, BMSCE 27
Attributes of the Engineer
Course Content
Through the
Outcomes of the Course
B Kanmani, BMSCE 28
Defining Course Outcomes
B Kanmani, BMSCE 29
Developing the
Remember Attribute
B Kanmani, BMSCE 30
Key words for REMEMBER
define, list, name,

label, give example,
match, comprehend,
show, omit, who, what,
when, where
B Kanmani, BMSCE 31
Course Outcome: Example -A1
At the end of the course the student will

have the ability to understand and
explain the importance of Fourier
Transform
B Kanmani, BMSCE 32
Assessment
State and explain Fourier Transform
State and explain the applications of

Fourier Transform
Write Short Notes on Fourier

Transforms
B Kanmani, BMSCE 33

have the ability to understand and
explain the working of Operational
Amplifiers
B Kanmani, BMSCE 34
Assessment
Explain with a Block Diagram the
working of an Operational Amplifier
List the applications of Operational

Amplifiers
Write Short Notes on Operational

Amplifiers
B Kanmani, BMSCE 35
Attribute Developed
REMEMBER
B Kanmani, BMSCE 36
QUIZ
Is the REMEMBER attribute emphasized
by NBA?
B Kanmani, BMSCE 37
QUIZ Time
by NBA?
Do our question papers (assessments)
contain such type of questions?
B Kanmani, BMSCE 38
QUIZ Time
by NBA?
Do we need to plan and develop this
skill?
B Kanmani, BMSCE 39
The Program Outcomes
1 Apply Knowledge
2 Problem Analysis
5 Use Modern Tool
B Kanmani, BMSCE 40
PO-1
Apply Knowledge
B Kanmani, BMSCE 41
APPLY Knowledge of
Mathematics
Science
Engineering Concepts
(other earlier Courses)
B Kanmani, BMSCE 42
Key words for APPLY
derive, solve,
develop, build,
organize, explain
B Kanmani, BMSCE 43
Course Outcome: Example -B1

have the ability to obtain the Fourier
Transform of a given signal
B Kanmani, BMSCE 44
Assessment -1
Obtain the of Fourier Transform of the

signal given below
-4 t
x (t ) = e u(t )
B Kanmani, BMSCE 45
Assessment -2
Obtain the of Fourier Transform of the

signal given below
B Kanmani, BMSCE 46
Course Outcome: Example B2

have the ability to apply knowledge of
mathematics, physics and electronics to
obtain the transfer function of the given
Analog Electronic Circuit
B Kanmani, BMSCE 47
Assessment -1
Obtain the of Transfer Function of the

First Order Active LPF realized using the
Operational Amplifier
B Kanmani, BMSCE 48
Assessment -2
Obtain the of Transfer Function of the
circuit given below
B Kanmani, BMSCE 49
QUIZ
Is the APPLY attribute emphasized by
NBA?
skill?
B Kanmani, BMSCE 50
1 Apply Knowledge
2 Problem Analysis
5 Use Modern Tool
B Kanmani, BMSCE 51
PO-2
Analyse
B Kanmani, BMSCE 52
Key words for Analyse
analyse, conclude,
classify, contrast, infer,
distinguish, examine,
inspect, categorize,
compare, divide,
examine
B Kanmani, BMSCE 53
Course Outcome: Example -C1
At the end of the course the student will be

able to analyze the Fourier Transform
Pair of an LTI system and arrive at suitable
conclusions
B Kanmani, BMSCE 54
Assessment -1
Analyze the following systems for
linearity
B Kanmani, BMSCE 55
Assessment -2
Analyze the system given below for
Stability and Realizability
B Kanmani, BMSCE 56
Course Outcome: Example C2

able to analyze the digital communication
system and arrive at suitable conclusions
B Kanmani, BMSCE 57
Assessment -1
Analyze the Block Diagram given below
to obtain the modulation scheme and
hence the input binary bit sequence
B Kanmani, BMSCE 58
Assessment -2
Analyze the information given below to obtain
the modulation scheme, the binary sequence
and the input sample value (Assume EO standard)
B Kanmani, BMSCE 59
QUIZ
Is the ANALYZE attribute emphasized by
NBA?
skill?
B Kanmani, BMSCE 60
1 Apply Knowledge
2 Problem Analysis
5 Use Modern Tool
B Kanmani, BMSCE 61
Activity-1
B Kanmani, BMSCE 62
The ACTIVITY
TTYN (Turn To Your Neighbour)
B Kanmani, BMSCE 63
The ACTIVITY
Introduce yourself (Name, Program/
Department)
B Kanmani, BMSCE 64
The ACTIVITY
Department)
List the MODERN TOOLS of the program
B Kanmani, BMSCE 65
The ACTIVITY
Department)
List the MODERN TOOLS of the program
List the methods to introduce the
Modern Tool in the TLP (Teaching-
Learning-Process)
B Kanmani, BMSCE 66
B Kanmani, BMSCE 67
Methods of Introducing Modern Tool
One Course on the Tool

Through the Laboratory Component
Through a DEMO in the class
Through a On-line Course on the Tool
Through a workshop on the Tool
Through suggested self-study
Through the CO of a Course
B Kanmani, BMSCE 68
Methods of Introducing Modern Tool
One Course on the Tool

Through the Laboratory Component
Through a DEMO in the class
Through a On-line Course on the Tool
Through a workshop on the Tool
Through suggested self-study
Through the CO of a Course
B Kanmani, BMSCE 69
PO-5
Use Modern Tool
B Kanmani, BMSCE 70
Course Outcome: Example -E1

able to use the modern tool
MATLAB develop the code to design and
analyze LTI digital systems
B Kanmani, BMSCE 71
Assessment -1
Develop the Matlab Code for

performing convolution of two given
sequence
B Kanmani, BMSCE 72
Assessment -2
Give the output for each following Matlab
commands
>> xn = [ 1, 2, 3, 4]
>> sum(xn)
>> sum(xn.*xn)
>> plot(xn)
>> stem(xn)
>> [a, b] = max(xn)
>> impz(xn,[1]);
B Kanmani, BMSCE 73
Assessment -3
The Matlab command: zplane ([hn], [1]); resulted in the
following output
i) Obtain the system transfer function H(z)

ii) Obtain hn, the impulse response
iii) Classify the filter as FIR/IIR from the pole-zero plot 74
Course Outcome: Example E2

able to use
the modern tool
LabVIEW to develop the code for sub-
systems in digital communication
B Kanmani, BMSCE 75
Assessment -1
Given below is the Block Diagram of LabVIEW
Code. Sketch the corresponding result on the
Oscilloscope and the Magnitude Spectrum. (Free
hand sketch)
B Kanmani, BMSCE 76
Assessment -2
List the different
states of the
given LabVIEW
code, and check
if it generates
the PRBS
sequence
B Kanmani, BMSCE 77
Assessment -3
Name the modulation scheme being
implemented by the LabVIEW Code
B Kanmani, BMSCE 78

able to use
the modern tool: C
programming to develop the code for
engineering applications
B Kanmani, BMSCE 79
Another Example
Write a Program (WAP) in C to obtain
the largest element in an array
B Kanmani, BMSCE 80
Another Example
Give the output of the C code given
below
#include <stdio.h>
main()
{
printf( I am participating );
printf( in the OBE workshop );
} B Kanmani, BMSCE 81
Another Example
It is desired to COUNT the number of
LINES in the input running text, fill in the
missing code
#include <stdio.h>
main()
{
int c, nl;
nl=_____;
while ((c=getchar())!= EOF)
if (c== _____)
++nl;
printf(%d\n, nl);
} B Kanmani, BMSCE 82
Attributes Developed
Use of Modern Tool to

Remember, Understand,
Apply, Analyse, Design,
Group Activity (Tool Box)
B Kanmani, BMSCE 83
1 Apply Knowledge
2 Problem Analysis
5 Use Modern Tool
B Kanmani, BMSCE 84
PO-8
Professional Ethics
B Kanmani, BMSCE 85
Professional Ethics
We can identify TWO distinct components
associated with this attribute:
(i) General professional behaviour
(common to students from all programs)
(ii) specific professional norms related to the
program
B Kanmani, BMSCE 86
Ethics of the ECE program
Hazards of E-waste management
Electro magnetic Radiation hazards
Bandwidth utilization
Bandwidth transmission
E-waste management
Cyber Security
Through Seminar/Quiz
B Kanmani, BMSCE 87
Course Course Outcome
Ability to abide by the norms of professional ethics

Project Work
(Plagiarism check)
Ability to have an awarenes of the fundamental rights
Constitution of India of an Indian citizen
and professional ethics http://india.gov.in/my-government/constitution-
india/constitution-india-full-text
Computer Ability to have an awareness of the norms of E-mail

Communication communication as recommended by the Government
Networks http://www.nic.in/services/e-Governance%20Standards
Ability to have an awareness of the established norms

for transmission power levels from antennas
Transmission Lines and http://emfindia.com/HumanExposureStandards.aspx
Antennas http://www.who.int/peh-emf/standards/en/
http://www.ddindia.gov.in/Pages/Home.aspx
http://allindiaradio.gov.in/Default.aspx
B Kanmani, BMSCE 88
E-mail norms GOI
B Kanmani, BMSCE 89
1 Apply Knowledge
2 Problem Analysis
5 Use Modern Tool
B Kanmani, BMSCE 90
PO-10
Communication
Effectively
B Kanmani, BMSCE 91
Possible methods of Introducing
Communication Skills in the Engineering
Curriculum
B Kanmani, BMSCE 92
Skill Course Course Outcome
Ability to read and comprehend research articles
Wireless
Reading Skill (IEEE publications) related to the course
Communication
Ability to listen and comprehend webinars/video
Computer lectures offered through the QEEE/NPTEL initiative
Listening skill . Communication http://pilot.edureform.iitm.ac.in/
Networks http://www.nptel.ac.in/
Op-amps & Ability to make an Oral presentation/submit a video

Speaking skill on assigned topics related to course
Linear ICs
Ability to engage in effective written
Writing skill Project Work communication through the one-page poster
presentation of the work
Ability to engage in social networking activities
Digital Signal related to the course (essential to have a suitbale
Chat skill platform, for registered candidates of the course)
Processing
http://wiksateweb.cloudapp.net/
B Kanmani, BMSCE 93
The website used for students to present a
seminar in the III semester course on Analog Example I:
Electronics
Speaking
http://deity.gov.in/
B Kanmani, BMSCE 94
The IEEE paper used to develop reading skill in
the VII semester course on Wireless
Example II:
Communication Reading
B Kanmani, BMSCE 95
Research
Papers
B Kanmani, BMSCE 96
The IEEE paper used for Abstract writing in
the V semester course on DSP Algorithms and Example III:
Architecture
Writing
B Kanmani, BMSCE 97
The NPTEL video clipping on Thevenins
theorem in the Example IV:
III semester course on Network Analysis
Listening
B Kanmani, BMSCE 98
Introducing Intelligence in Social Networking; as part of
the Beta Testing; III Semester course on Analog Signal
Processing
Example V:
CHAT
B Kanmani, BMSCE 99
Courses with Seminar Component
(Self-study, Communication Skills)
Electronic Instrumentation and Measurement

Analog Electronic Circuits
DSP Algorithms and Architecture
Digital Switching Systems
Wireless Communication
Microwave and Radar
Low Power Microcontroller
Optical Fiber Communication
B Kanmani, BMSCE 100

1 Apply Knowledge
2 Problem Analysis
5 Use Modern Tool

Activity-2

The ACTIVITY
How do we introduce Life-Long Learning
in the curriculum or the TLP (Teaching-
Learning-Process)

PO-12
Life-Long Learning

What is Life-Long-Learning?
ability to engage in
independent learning
or
self-study

How to introduce
Life-Long-Learning?
through
Course Outcomes

Some Examples
past two years

Self-Study: Through a Course Outcome
(Seminar and Report)
Course Title The Course Outcome addressing self-study
Ability to engage in independent learning,
submit a report and use ICT for effective
Analog Electronic
presentation of the study on assigned topics
Circuits
related to electronic components / E-waste
management/ E-waste hazards
Electronic
Instrumentation
and Measurement
related to electronic instruments
Op-amps & Linear
ICs
related to electronic components / E-waste
management/ E-waste hazards
Self-Study: Through a Course Outcome
(Open-Ended Experiment)
Course Title The Course Outcome addressing self-study
Ability to work as an individual to design,
formulate, implement and demonstrate discrete
Discrete Time
time systems/sub-systems through conduction of an
Signal Processing Open-Ended experiment using the Matlab
engineering programming tool
Ability to function effectively as an individual and as
Multimedia a team member to design, formulate, implement
Communication and demonstrate multimedia concepts through
implementation of a mini-project
Ability to work as an individual to design,
formulate, implement and demonstrate analog
Analog communication systems/sub-systems through
Communication conduction of an Open-Ended experiment using the
Matlab engineering programming tool /discrete
components
Self-Study: other Assessments
The assessment tool used to measure self-study
Course Title
component
Submission of an abstract for a given Research
Microcontrollers
article
Taking up a Quiz on the IEEE Free paper of The
Wireless
month (made available to the students two days
Communication
earlier)
Taking up a Quiz after listening to a video made
available through NPTEL (National Program on
Network Analysis
Technology Enhanced Learning
[http://www.nptel.ac.in/])
Taking up a Quiz after listening to a live webinar as
Digital part of the National initiative QEEE (Quality
Communication Enhancement in Engineering Education
[http://pilot.edureform.iitm.ac.in/])
Life-Long Learning: Benefits
It prepares the graduates for their
Professional Career
Assessment Tools develop other attributes
Communication Skills (reading/writing/speaking)
Awareness of hazards to Environment/Society
Abide by Professional Ethics
Awareness of Contemporary Issues
Awareness of norms by Professional Bodies/
Government Organizations
Life-Long Learning
Can be introduced in ALL COURSES
When introduced in most courses
Becomes a Habit, habit to engage in
independent study
Succeeded in developing the Life-
Long-Learning attribute

Observation
Course Outcomes
are accompanied by
suitable assessments
Assessments DRIVE Student Learning

Defining Outcomes
for a Course

Defining
Course Outcomes
Skill (not the topic)

Example 1: Signals and Systems
Unit I: Signal, System definition
Unit II: Time domain representation
Unit III: Frequency domain representation for
non-periodic signals
Unit IV: Frequency domain representation for
periodic Signals
Unit V: Analog System design and analysis

At the end of the course, the student will have the
CO1: Ability to define, understand, and

explain continuous time signals and REMEMBER
systems
CO2: Ability to obtain the output for LTI
systems using the time domain and the APPLY
frequency domain representation
CO3: Ability to analyze the given
specifications of LTI continuous time ANALYZE
systems
CO4: Ability to design filters to meet given
DESIGN
specifications
Example 2: Digital Electronics
Unit I: Combinational Circuits
Unit II: Flip Flops
Unit III: Sequential Circuits
Unit IV: Sequential Systems
Unit V: Logic Families

CO1: Ability to understand concepts of Digital circuits Remember

CO2: Ability to apply the knowledge of digital circuit concepts to
optimize a digital circuit for the given parameters Apply
CO3: Ability to analyze digital circuits to arrive at suitable

Analyze
conclusions
CO4: Ability to design a digital circuit for given specifications Design
CO5: Ability to conduct experiments using digital ICs for a given
application/problem statement Modern Tool
CO6: Ability to engage in self-study to demonstrate an application

PO3, PO4,
of digital electronic circuits through an open ended experiment PO10, PO12
CO7: Ability to engage in self-study to deliver a seminar on topics

related to the course accompanied by a seminar report PO10, PO12
Tier-I SAR
Tier-II SAR
Summarize

Introduce
Activities that
Simultaneously
Address many Attributes
Possible Activities in Courses
Seminar
Read Research Articles
Implement a Research Paper
Enact a play
Submit a video
Implement a project
Project for a community
Social networking group
Group Activity
Multidisciplinary activity
Perform Open-Ended Experiment
Measuring the
CO attainment

Assessments Tools for CO
Computed at the end of every semester
Direct Tools:
Continuous Internal Evaluations (80%)
Semester End Examination (10%)
Indirect Tools:
Course End Survey (10%)
Set Targets for attainment
Compute the attainment
Compare the attainment with the target
Assessments for CO
Direct Tools:
Indirect Tools:
Assessments for CO
Direct Tools:
Indirect Tools:
These weights are ONLY for CO-PO attainment
Is different from the weightage for awarding
Grades/marks
Assessments for CO
Direct Tools:
Indirect Tools:
CO attainment for TWO years
CO attainment for CAY
CO attainment for CAYm1
Compare with targets set
Compare the POs/PSOs addressed
Compare the above attainments
List the steps for improvement

CO attainment
PO/PSO CO Attainment
Course Outcome
CAYm1 CAY
CO1: Ability to apply and analyze basic electrical engineering
knowledge of Kirchoffs Current and Voltage Laws, Ohms Law to
linear networks
CO2: Ability to apply differential equation knowledge of
mathematics to Loop and Node analysis of linear networks, and
to the solution of passive linear networks
CO3: Ability to apply mathematical knowledge of initial and final
value theorem, to perform time domain analysis of linear passive
networks
CO4: Ability to select and apply network theorems and test
linear passive two port networks to obtain desired parameters
of passive linear networks
CO5: Ability to work as an individual to use the modern
engineering simulation tool Multisim, to conduct experiments to
(i) verify network theorems (ii) analyze the super node and super
mesh networks (iii) obtain RLC of a resonant circuit
Comments by Faculty (CAY/CAYm1)
Observations on CO-PO attainment:
__________________________________________________________________
__________________________________________________________________
___________________________________________________________________
Proposed changes in Delivery methods:
___________________________________________________________________
__________________________________________________________________
___________________________________________________________________
Proposed changes in Assessment Tools:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Faculty who handled the course:___________ Signature with Date:_________

Possible changes introduced
(based on CO attainment)
Introduce New COs
Introduce new delivery methods
Introduce new assessment tools
Increase Targets for attainment

Let us answer some questions
1. Who defines the COs?
2. How many COs per Course?
3. Who sets the targets for CO attainment?
4. Who defines the weightage for CO assessment Tools?
5. How many courses need to address every PO/PSO?
6. How many POs need to be mapped through a course?
7. Is definition of CO based on the college being
Affiliated OR Autonomous?
8. What infrastructure required for implementing OBE?
9. How do we ensure Continuous Improvement in
Quality? B Kanmani, BMSCE 136
Course Outcomes are measured at the
A: End of Semester
B: Time of Graduation
C: End of every Test/Quiz conducted
D: Cannot be measured

Course Outcomes are mapped to
A: Program Outcomes (POs/PSOs)
B: Program Educational Objectives (PEOs)
C: Vision-Mission of the Department
D: Vision-Mission of the Institute

The number of outcomes a course may have is:
A: ONE
B: TWO
C: FOUR to SIX
D: FORTY (one per every lecture)

Skills developed through the CO are:
At the end of the course, the student will

have the ability to engage in independent
study and make an oral presentation on
hazards of e-waste

Skills developed through the CO are:
At the end of the course, the student will

have the ability to develop Matlab code to
design Filters

Skills developed through the question
below are:
State and prove the sampling Theorem

Skills developed through the question below are:
In the C program given below, to count number of lines, fill the

missing code
#include <stdio.h>
main()
{
int c, nl;
nl=_____;
while ((c=getchar())!= EOF)
if (c== _____)
++nl;
printf(%d\n, nl);
}
CO1: Ability to define, design and analyze continuous

time signals
CO2: Ability to define, design and analyze frequency
domain representation of continuous time signals
CO3: Ability to define, design and analyze analog filters
time LTI systems
CO5: Ability to define, design and analyze equalizers
CO6: Ability to define, design and analyze Linear
systems with feedback B Kanmani, BMSCE 144

time signals
CO2: Ability to define, design and analyze frequency
domain representation of continuous time signals
CO3: Ability to define, design and analyze analog filters
time LTI systems
CO5: Ability to define, design and analyze equalizers
CO6: Ability to define, design and analyze Linear
systems with feedback B Kanmani, BMSCE 145
Activity
A Quick Survey

At the end of this Session
Am I successful in guiding participants to
Comprehend PO/PSO?

Define Course Outcomes?

Map the COs to the POs?

Define assessments for COs?

Compute CO attainment?

Attainment of Session Outcomes
Target Set: 80%

References
B Kanmani and Mallikharjuna Babu,Defining Course Outcomes: An example, 2nd World
Summit on Accreditation: International Recognition of Educational Qualifications,
Conducted by NBA, 8th to 10th March 2014, at Hotel Ashok, New Delhi
B. Kanmani , K. Mallikharjuna Babu, Continuous Improvements in Teaching-learning-
process in Outcomes Based Education, Journal of Engineering Education
Transformations , Volume 28 , No.2 & 3 , Oct. 2014 & Jan. 2015 , ISSN 2349-2473,
DOI: 10.16920/ijerit/2015/v28i2&3/56661
http://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf
B Kanmani, Shreenivas B, Prasanna Kumar M K, Introducing Modern Engineering Tool in
Engineering Education: An Example, IEEE 3rd International Conference on MOOCs,
Innovation and Technology in Education (MITE), pp 388 391, Amritsar, 1-2 December,
2015
Kanmani, B ; Babu, K Mallikharjuna, 'Introducing communication skills as an assessment
tool in a course, 2014 IEEE International Conference on MOOC, Innovation and
Technology in Education (MITE), Patiala, December 19-20, 2014,
DOI: 10.1109/MITE.2014.7020266
http://wiksateweb.cloudapp.net/
B Kanmani and Mallikharjuna Babu, Introducing Life-Long Learning in Engineering
Education, IEEE 3rd International Conference on MOOCs, Innovation and Technology in
Education (MITE), Amritsar, 1-2 December, 2015
Acknowledge
NBA for the series of training programs
NAAC for supporting this workshop
Management of BMSCE for the support and
encouragement
Faculty and staff of Telecommunication
Engineering department for introducing small
changes in the TLP in the class room

Thank you
[email protected]
[email protected]

Workshop
on
Outcome Based Education
Centre of Excellence in
Engineering Education (CEEE)

(Autonomous College under VTU)
BANGALORE-560 019
Continuous
Improvement- Essence
of OBE

1. Pedagogical Improvements
2. Human Infrastructure
Faculty Qualification Enhancement
Technical Staff Quality Improvement
3. Physical Infrastructure Enhancement of
Lab facilities
Improvement of labs
Creation of new labs

Continuous Improvement- contd.
4. Interaction with outside systems
Industries
Peer Group Institutions
Mentor Institutes
Job Providers
5. Systemic Improvements
Policies of the Institution
Aligning the entire system to Vision and
Mission of the Institute
Curriculum Design
6. Student Activities Formal & Informal
7. Facilities for Extra Curricular Growth
Process
Programme Level
Institute Level

Course Content Delivery Methods
M1: Lectures
M2: Lecture with quiz
M3: Tutorials
M4: Laboratory sessions
M5: Field work/visits
M6: Presentations
M7: Learning resources (NPTEL and VTU e-learning)
M8: Guest lectures/Extension lectures/Interaction with
field experts
Delivery Methods and Linkages to POs
PO
1 2 3 4 5 6 7 8 9 10 11 12
Methods
M1: Lectures
M2: Lectures with Quiz
M3: Tutorials
M4: Laboratory

sessions
M5: Field works/visits
M6: Presentations

(PPTs)
M7: Learning

Resources
M8: Guest lectures /
Extension lectures /

Interaction with field
experts

CURRICULAM
COURSE COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
COMPONENTS
CO1 3 3 - - - - - - - - - -
Geotechnical
Discipline core Engineering-II CO2 3 3 - - - - - - - - - -
10CV5DCGTE CO3 3 3 - - - - - - - - - -
CO4 3 3 2 - - 3 - - - - - -
Design of RCC CO1 3 3 - - - - - 1 - - - -
Discipline core Structures CO2 3 3 3 - - - - 2 - - - -
10CV5DCRCC CO3 3 3 3 - - - - 3 - - - -
Environmental CO1 3 2 1 3 - 3 3 3 - 2 - -
Discipline core Engineering - I CO2 3 3 1 3 - 3 3 2 - 3 - -
10CV5DCENV CO3 3 3 3 - - - 3 3 - 3 - -
CO1 3 3 2 - - - - - - - - -
Highway
CO2 3 3 3 3 - 3 - 2 - 3 - -
Discipline core Engineering
10CV5DCHEN
CO3 3 3 2 - - 3 - 2 - - - -
CO4 3 3 - - - - - - - - - -
Industrial CO1 - - - - - - - - - - - 3
Projects/Industrial Visit/Minor CO2 - - - - - - - - - - - 3
visits/training Project
10CV5DCMIP CO3 - - - - - - - - - 3 - -
CO1 3 - - - - - - - - - - -
Design of Steel
CO2 3 3 - - - - - - - - - -
Discipline core Structures
10CV6DCDSS
CO3 3 3 3 - - - - 3 - - - -
CO4 3 3 3 - - - - 3 - - - -
Environmental CO1 3 3 2 - - 3 2 - - - - -
Discipline core Engineering - II CO2 3 3 3 - - 3 1 - - - - -
10CV6DCENV CO3 3 3 3 - 22-02-2016
- 3Dr. Suresh
2 BMSCE
- - - - 13
-
Tools for Assessment & Evaluation to POs
Assessment Assessment
1 2 3 4 5 6 7 8 9 10 11 12
Types Tools
Tests
Quiz
Lab/Seminars/In
Direct Tools
dustrial

Training/Projects
(Rubrics)
Semester End

Exams
Course End

Survey
Indirect Tools Exit Survey
Faculty Survey
Alumni Survey
Programme

Statistics

Performance Criteria for Direct Assessment
Performance Criteria
CIE (Test, Quiz & AAT)
Extensive Survey Project
Industrial visits
Industrial Training
Major Project
Mapping of COs to POs with Weightage to Correlation

Strongly Related, giving a weightage of 3,
Moderately Related, giving a weightage of 2 and
Related, being giving a weightage of 1.
Assessment of PO attainment through
Direct and Indirect methods
<Target value >Target value

Attainment of POs
through CIE
student

Assessment of PO attainment through Indirect methods

PO attainment is less than the target value - ?

L :T : P - 4 : 0 : 0
Semester : V
Credits :4
Batch : 2008

Reasons ?
1. Students found it difficult to find the area of

a regular/irregular area.
2. Topic is analytical and needs to remember

number of formulae.
3. Require more clarification between

Hyetograph and mass curve.
Reflections ?
Think Pair - Share
What can we do ?
How to improve the situation?
Any suggestions ?

Possible Delivery Methods for enhancing
Learning:
1.Project mode learning.
2.NPTEL Videos/ lectures
http://freevideolectures.com/Course/31
00/Advanced-Hydrology#
http://nptel.ac.in/courses/105101002/
3. Include visuals to enhance the
understanding of the few topics of the
course.
4. More analytical rehearsals through
active learning methods.
What is the effect ?

L :T : P - 4 : 0 : 0
Semester : V
Credits :4
Batch : 2009

Process
Programme Level
Institute Level

PO Attainment of 200910 Batch (Graduated during 2013)
POs PO Description PO Attainment, %

An ability to apply the knowledge of mathematics, science, and engineering fundamentals to
PO1 76%
the solution of Civil Engineering problems.
An ability to identify and analyse Civil Engineering problems for meaningful solutions to
PO2 75%
form the basis for design of Civil Engineering system components.
An ability to design solutions for Civil Engineering problems and design system
PO3 68%
components.
PO4 An ability to conduct experiments, analyse and interpret data to provide valid conclusions. 77%
An ability to apply appropriate techniques and use modern engineering tools to Civil
PO5 76%
Engineering systems.
An ability to assess safety and legal issues and the consequent responsibilities relevant to the
PO6 71%
professional Civil Engineering practice.
An ability to understand the impact of the professional Civil Engineering solutions in
PO7 72%
relations to societal needs, environmental concerns and sustainable development.
An ability to understand the importance of professional ethics and norms of the Civil
PO8 71%
Engineering practice.
PO9 An ability to function effectively as a member and/or leader in diverse teams. 88%
PO10 An ability to comprehend, write reports and present it effectively. 79%

An ability to demonstrate knowledge and understanding of the management principles to
PO11 74%
apply to Civil Engineering projects.
PO12 An ability to engage in life-long learning in the context of technological change. 81%
Dr. Suresh BMSCE 22-02-2016 28

How to improve PO3, PO6 & PO8?
POS NOT ATTAINED/
NEEDS IMPROVEMENT
DAC ADVISORY BOARD
OPTIONS
CHANGE THE CHANGE TLP

CURRICULUM

Feed Back System on Teaching
Learning Process

10CV5DCHWR- HYDROLOGY & WATER RESOURCES Assignment:
ENGINEERING It is proposed to construct an obstruction across river
COS: Kumaradhara near Kukke subramanya. The dam site is marked on
the toposheet. Estimate the runoff at the dam site. Also develop a
1. CO1: An ability to understand the components of hydrologic physical model of the catchment.
cycle.
2. CO2: An ability to understand the occurrence of rainfall and Following are the tasks:
thus estimating the average rainfall over a watershed. Identify the toposheets numbers required for the project
3. CO3: An ability to estimate the runoff from a watershed Delineate the catchment boundary on the toposheets with
accounting for the losses like evaporation, respect to the dam site and transfer the same on to a tracing
evapotranspiration, infiltration. sheet
. Trace the drainage network on to a tracing sheet & rank the
Precipitation: Weather systems, Forms and types of precipitation, stream orders.
Measurement of rain fall using Symons and Siphon type of rain Trace all the contours in the catchment from the deepest point
gauges, Optimum number of rain gauge stations, Consistency of to the ridge of the catchment.
rainfall data (double mass curve method),Computation of mean Visit the Indian Meteorological Department (IMD) or Disaster
rainfall arithmetic average, Thiessen polygon and Isohyetal Management cell website & find the rainguage stations in and
around the study area.
methods, Estimation of missing rainfall data (Arithmetic
Collect the rainfall records for these stations.
average, normal ratio and regression methods).Presentation of
Mark the rainguage stations on the toposheet and transfer the
precipitation data -moving average, mass curve, rainfall
same on to a tracing sheet.
hyetographs, intensity duration - frequency curves. Identify the best method among the three methods to find the
mean precipitation over the area.
Thiessen polygon is the best method in this case.
Losses from precipitation: Evaporation: process, factors affecting
Develop a physical model depicting the actual terrain of the
Evaporation, measurement using IS Class A Pan, Estimation using
catchment.
empirical formulae. Infiltration: factors affecting infiltration Choose the best method of estimating the Runoff:
capacity, measurement (double ring infiltrometer). Hortons SCS Curve number method id the best one.
infiltration equation, infiltration indices. From National Bureau of Soil Survey and Land Use Planning,
collect the land use land cover and the type of soil in the study
area.
Runoff: Concept of catchment/ watershed, Water budget equation, Identify the curve numbers for the HSG & the type of land
components, Factors affecting runoff. Rainfall - runoff relationship cover.
using simple regression analysis, SCS Curve Number Method, Find the runoff based on the mean precipitation.
Unit Hydrograph method.
22-02-2016
Best Dr. Suresh
correlated: BMSCE
CO2, CO3 PO2. 32
Thiessen Polygon Method

TLP in BMSCE:
3 Type of Courses
Regular Course No Lab Component
Integrated Course Theory+ Lab
Comprehensive Course- Theory + lab+
self learning component

Based on the principle of Pascals
law develop a working model
EEE- Students demonstrating the

Self Learning Component

Best Practices to Enhance the PO
Attainment
Earlier : QUIZ MARKS 10
2 QUIZZES ALTERNATE ASSESSMENT TOOLS
(AAT)
Best Practices:
INTRODUCTION OF INDEX CARDS
THINK PAIR SHARE (TPS)
THINK ALOUD PAIR PROBLEM SOLVING (TAPPS)
Explainer & questioner
Index cards

Think Pair- Share
What is the use of Hortons Infiltration curve?
What is infiltration capacity?
When will runoff occurs?
Suppose if the terrain is flat with depressions, then the
initial storage will be ..
When will AET becomes PET?
Is it possible to keep the Evapotranspiration at PET all
the time.
What is the name of the instrument used for
measurement Evapotranspiration?
What is the relation between Evapotranspiration &
Irrigation Scheduling?
RECIPROCAL PEER QUESTIONING- Ask
each group to prepare about 5 tough
questions on each topic.
1 MINUTE QUESTION
FLIPPED CLASS ROOM
TENT SCHOOL Social Engineering

Built Use Shift (BUS) Project

Process
Programme Level
Institute Level

Internal Quality Assurance Cell (IQAC)
Annual Quality Audit / Academic Audit.
Pedagogy.
Research and Development Cell.
Non Teaching staff Training.
Feed back.
Departmental Interactions with IQAC and its
impact.
Training and Research Entrepreneurship.
ICT as Teaching Learning Process.
Tapping Innovative Ideas of Faculty-
Researchers Forum
News Letter of IQAC: Quality Initiatives and
Endeavors
Feedback System
Link Between Student Engagement and Teacher Excellence
Educator as Facilitator
Educator as Motivator
Educator as Designer
Excellent Teacher
Establishing Rapport (Facilitator).
Stimulating Student Interest (Motivator).
Structuring Classroom Experiences
(Designer).
Assessment Review
There will be 3 feed back sessions in a semester.
Immediately after the feed back, the concerned faculty will
get a report of the Feed back.
In addition, the Dean (Academic) and the concerned Hod
will get the feed back of all the faculty.
The Institute fixed a feedback of 60%. If the feed back of any
teacher in any subject is less than 60%, he /she is called for
a counselling.
A team of experts (most of the professors are from IISc) will
counsel the teacher.
If the feed back of any teacher is less than 60%
consecutively for 12 times, he/she will be asked to quit the
institution.
For those teachers whose feed back is less, IQAC will
organize Pedagogy or subject wise training.
Assessing the Teaching Capabilities of
new faculty
There are 341 teaching faculty in BMSCE.
Out of this 165 are newly recruited faculty.
Minimum qualification : M. Tech/ME
These newly recruited faculty are grouped as
FG1, FG2..
Each FG consists of about 30-35 faculty.
Pedagogy Training:
QEEE Quality Enhancement in Engineering
Education, An Initiative by IIT- Chennai.
International Engineering Educators
certification program.
Other Topics
Revised Blooms Taxonomy- Prof.
Rajanikanth.
Curriculum Design & Development
workshops.
CIE- Assessment workshops
IUCEE- IGIP International Educators Training Programme

Augment the existing CIE:
To augment the CIE, a centralized system at the department
level is in place.
HODs to identify 2/3 coordinators for each test/ semester.
All the teachers will hand over the question papers to the HOD,
2 days prior to the test date.
The HOD will in turn hand over the test papers to the
coordinators. The test papers are in safe custody in the HODs
room.
On the test day, the concerned teacher along with other teacher
will collect the question papers and answer scripts from the
HODs office and conduct the test.
Once the test is over, they will hand over the books to the
coordinators along with the attendance sheet and the
unanswered books.
The concerned teacher will evaluate the books in the seminar
hall with in 48 hours and enter the marks in the register kept in
the department and the same is displayed on the notice board.
Department Colloquiums:
Every Department is conducting a
Colloquium once in a month.
The speakers are the faculty from the same
department. Sharing their research
experience. Session will be of 45mins.
Followed by 15 mins question hour.

Non Teaching Staff Training:
Communication Skills Spoken English
Computer Training
Subject Training
Inter disciplinary Research

Propel Labs 3D Printing, Aero Lab, Robotics
lab..

AWARENESS PROGRAM TO
OFFICE ASSISTANTS
Academic support to
AUTONOMOUS PROGRAMS
Organized by
IQAC of BMSCE
Role of Office Assistant
To assist the student regarding various

processes involved.
To appraise the HoD about compliances
to be submitted to Deans/COE from time
to time.
To systematically file the academic
documents& records.
To support faculty/staff and appraise
them about various time lines for
compliances.
Inter Disciplinary Research

WORKSHOP ON QUALITY OF ASSESSMENT OF TEACHING LEARNING PROCESS
DATE: 29-7-2015
Venue: BSN Hall

Teaching Involves
Admitting: Fair, open & Inclusive
Inducting: Initiating/Orienting Fresher
Pre-assessing: Checking entry Position of Learner
Helping Learning: Participatory Approaches
Remediating: Helping the Turtles in the Group
Enriching: Accelerating the advanced Learners
Mentoring: Tutorials, personal solutions & Life guidance
etc.,
Cynical questions from a teacher or questions from a cynical teacher:
1. Why OBE? Havent there been successful engineers/professionals/graduates who become
successful due to the earlier/conventional system of education?
2. What is wrong with the prevailing system of education?
3. Isnt OBE system simply a waste of energy and efforts? Instead of teaching, we are doing so
many unwanted things! OBE system is inflexible! We teachers are becoming bound by so-called
TLP blah, blah, blah, instead of teaching!
4. All these activities of OBE is a waste of time! Nothing worthwhile will come out of it? What is
the guarantee that it is working?
5. It is taking/ it will take too much time to prepare, again waste of time! I think we will end up not
covering the syllabus!
6. Well, I know that my students are being taught well, they have said so! Why should I change
my method of teaching?
7. I have so many years of teaching experience, I know that I am doing well, ask my students
and my colleagues. All this talk of OBE is nonsense.
8. OBE is becoming a fashionable word! It is for teachers who want to waste their time in the
class, instead of teaching!
9. When students are so heterogeneous, how can you expect that OBE will work?
10. I am a product of the nice time-tested education system, I know that it is the best. Why all
these jargons of OBE and TLP??
11. Look all this OBE will work if all teachers follow that, otherwise it will become a BIG failure! On
the other hand the conventional system accommodates all types of teachers.
12. I believe that teachers will lose respect if we start doing all this so called OBE/TLP. Once
teachers lose respect, the system of education collapses!!
13. Well, OBE is for incompetent teachers who do not know how to teach the way we
experienced teachers are doing!
14. What is all this nonsense of outcomes, objectives?? Instead of imparting knowledge we will
end up doing crazy unnecessary things!
15. Why should we be bound by the crazy suggestions/opinions of people who are trying to sell
OBE? It is simply a business!
16. OBE does not work for/in Indian conditions! It is for Americans who want us to provide them
with what they want!!
17. Look, I studied in IIT/IISc/NIT. and they werent practicing all this OBE blah, blah Does that
mean the premier institutes are useless?
18. This OBE based accreditation is becoming a big business, it is sheer nonsense!
19. Look, now you are telling OBE, later somebody sitting in USA tells something else and we all
forget OBE and start another rubbish thing! Why should some accord somewhere dictate the way I
am teaching???
20. All our research credential will become redundant if we start doing these crazy things as per
OBE! Mark my words!
21. Well, let us assume for the time being that what you are telling is OK, but have you asked the
student if this OBE system is OK for them? They are so innocent; they will simply nod their head! So,
dont take them for granted, we should teach them properly.
22. Class room discipline will go for a toss! Already the present students have no respect for
teachers and if we start implementing all this, then we will become a laughing stock!
23. And by the way, did you ask the parents of the students about their opinion on OBE? Im sure
they will not like this one bit! They will say all the fee we paid will go as a waste! I dont want my
child to be put in such a college!
24. And also, did you ask the employers? They will stop coming to the campus recruitment!
25. OBE will bring down the marks scored by the students and they will lose opportunity in the job
market!
26. And, again, does our university want this? No. All this OBE is a business by people who are into
all this accreditation! When they themselves are not following OBE, why should they come and give
sermons on OBE to us!
27. My dear Sir, OBE is not for engineering colleges, they may be OK for vocational training
courses where they are doing business!
28. Try OBE for polytechnic colleges and if it works come back! It will be a big failure. Dont waste
the resources of engineering colleges!
WELCOME TO ALL THE
PARTICIPANTS
Dr. H S Guruprasad
Professor and Head
Dept. of CSE, BMSCE
Bangalore
WEB PROGRAMMING
XHTML: Basic syntax; Standard XHTML document structure; Basic text markup; Images; Hypertext Links; Lists; Tables; Forms;
The Audio Element; The Video Element; Organization Elements; The Time Element; Syntactic differences between HTML and
XHTML.
Cascading Style Sheets: Introduction; Levels of style sheets; Style specification formats; Selector forms; Property value forms;
Font properties; List properties; Alignment of text; Color; The Box model; Background images; The <span> and <div> tags;
Conflict resolution.
JAVASCRIPT: Overview of JavaScript; Object orientation and JavaScript; General syntactic characteristics; Primitives,
operations, and expressions; Screen output and keyboard input; Control statements; Object creation and modification;
Arrays; Functions; Constructor; Pattern matching using regular expressions.
JavaScript and HTML Documents: The Java script execution environment; The Document Object Model; Element access in
Java script; Events and event handling; Handling events from the Body elements, Button elements, Text box and Password
elements.
Dynamic documents with JavaScript: Introduction, Positioning elements; Moving elements; Element visibility; Changing
colors and fonts; Dynamic content; Stacking elements; Locating the mouse cursor; Reacting to a mouse click; Slow
movement of elements.
PHP Programming
Creating PHP Pages Using PHP6: Overview of PHP Structure and Syntax; Creating Your First Program; Using HTML to Spice Up
Your Pages; Using Constants and Variables to Add Functionality; Passing Variables between Pages; Using if/else Arguments;
Using Includes for Efficient Code; Using Functions for Efficient Code; All about Arrays; OOP Dreams.
Using PHP with MySQL: Overview of MySQL Structure and Syntax; How PHP Fits with MySQL; Connecting to the MySQL
Server; Looking at a Ready-Made Database; Querying the Database;
Form Elements - Letting the User Work with Data: Your First Form; Driving the User Input; Linking Forms Together.
XML: Introduction to XML; Uses of XML Syntax; The Syntax of XML; Document structure; Namespaces; XML schemas;
Displaying raw XML documents; Displaying XML documents with CSS; XSLT style sheets
EVALUATION SCHEME
CIE Scheme:
Best 2 out of 3 Tests and 1 Quiz will be considered for CIE marks
SEE Scheme:
Semester End Examination (SEE) is a written examination of three hours
duration of 100 marks. Students have to answer 5 questions from five units,
three units to carry one question each(mandatory) two units to carry two
questions each ( internal choice).
Self-Study Scheme:
Students will be carrying out a project work covering the concepts for learning
practical applications.
WEBSITE PROJECT EVALUATION RUBRICS
PROJECT EVALUATION
PROBLEM FORMULATION: RUBRIC1
(5MARKS)
PLANNING: RUBRIC 2 (8 MARKS)
TECHNICAL : RUBRIC 3A (10MARKS)
TECHNICAL : LITERATURE SURVEY
TECHNICAL : RUBRIC 3B (10MARKS)
TECHNICAL : HIGH LEVEL DESIGN
COMMUNICATION : RUBRIC 4A (7MARKS)
COMMUNICATION : RUBRIC 4B (4MARKS)
TEAM WORK : RUBRIC 5A (2MARKS)
TEAM WORK :GROUP PARTICIPATION
Level of Participation
Criteria 4a : Group Distinguished (2) Basic (1) Unacceptable(0)

Participation
Workload Did a full share of the work or Did almost as much work Did less work than others and
more and volunteers to help as others and seldom asks doesnt ask for help.
others. for help.
Getting Organized Took the initiative for proposing Worked agreeably with Did not meet partner(s) as
meeting times and getting partner(s) concerning the organized.
group organized. time and place to meet.
Participation in Provided many good ideas; Participated in discussions; Listened mainly; Rarely spoke
Discussions inspired others; clearly on some occasions, made up, and ideas were off the mark.
communicated ideas, needs, suggestions.
and feelings.
Meeting Deadlines Completed assigned work ahead Completed assigned work Needed much reminding;
of time. on time. submission was late.
Showing up for Showed up for meetings Showed up for meetings on Showed up extremely late; no
Meetings punctually, sometimes ahead of time. excuse offered.
time.
TEAM WORK : RUBRIC 5b(2Marks)
TEAM WORK : PEER REVIEW
Please rate YOUR TEAM MEMBERS using the provided table.
Please fill in the table below honestly, and as accurately as possible.
Please use the following rating scale: 0 - NEVER; 1 SELDOM; 2 - SOMETIMES: 3 - USUALLY: 4 - ALWAYS
ETHICS : RUBRIC 6 (2MARKS)
PROJECT EVALUATION
The project is split into two phases across two

semesters:
Phase 1 in 7 th Semester is of 4 credits and it includes Problem
Identification, Formulation, Literature Survey and Design.
Phase 2 in 8 th Semester is of 13 credits and it includes
Implementation, Testing and Validation .
GRADUATE SURVEY
Q1: How well do you use the principles of Mathematics / Science to solve engineering problems
a. High b. Medium c. Low d. Nil
High (10) Medium (8) Low (6) Nil (4)
Clear understanding on Basic understanding on Some understanding on No understanding on

Usage of mathematics /
usage of mathematics / usage of mathematics / usage of mathematics / usage of mathematics /
science principles to solve
science principles to solve science principles to solve science principles to solve science principles to solve
engineering problems engineering problems engineering problems engineering problems
GRADUATE SURVEY
Q2: Using the knowledge of mathematics and science how well can you analyze the engineering
problems
a. Strongly b. Moderately c. Slightly d. Nil
Strongly (10) Moderately (8) Slightly (6) Nil (4)
Good analysis of Fair analysis of problems Some analysis of Not able to analyze the
Analysis of the problems
problems is performed is performed using problems is performed problems using
using the knowledge of
using knowledge of knowledge of using knowledge of knowledge of
mathematics and science
mathematics and science mathematics and science mathematics and science mathematics and science
GRADUATE SURVEY
Q3. How effectively are you able to develop the software based solution considering the realistic
constraints
a. Highly Competent b. Competent c. Less Competent d. Nil
Highly Competent (10) Competent (8) Less Competent (6) Nil (4)
Completely able to
Ability to design software Completely able to Partially able to
implement software Unable to implement
based system within the implement software implement software
based systems within the software based systems
realistic constraints based systems based systems
realistic constraints
GRADUATE SURVEY
Q4. How good are you in making valid conclusions based on interpretation and analysis of data for
a. Excellent b. Good c. Fair d. Poor
Excellent (10) Good (8) Fair (6) Poor (4)
Interpretation and Interpretation and

Make valid conclusions Interpretation and Interpretation and
analysis of data is analysis of data is
based on interpretation analysis of data is analysis of data is not
performed to infer valid performed and inferred
and analysis of data performed performed
conclusions some valid conclusions
THANK YOU

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BMS COLLEGE OF ENGINEERING BMS COLLEGE OF ENGINEERING, BENGALURU INTERNAL QUALITY ASSURANCE CELL (IQAC)

WHO CAN ATTEND?

Limited to 45 - Selection criteria - first come first serve Expectations

Session Time Speaker Topic(s)

BMS COLLEGE OF ENGINEERING

22-02-2016 Dr. Suresh BMSCE 2

22-02-2016 Dr. Suresh BMSCE 5

22-02-2016 Dr. Suresh BMSCE 7

22-02-2016 Dr. Suresh BMSCE 12

22-02-2016 Dr. Suresh BMSCE 14

CIE (Test, Quiz & AAT)

Extensive Survey Project

Mapping of COs to POs with Weightage to Correlation

<Target value >Target value

22-02-2016 Dr. Suresh BMSCE 16

22-02-2016 Dr. Suresh BMSCE 17

22-02-2016 Dr. Suresh BMSCE 18

Course Name : HYDROLOGY & WATER RESOUCES ENGINEERING

22-02-2016 Dr. Suresh BMSCE 19

1. Students found it difficult to find the area of

2. Topic is analytical and needs to remember

3. Require more clarification between

How to improve the situation?

22-02-2016 Dr. Suresh BMSCE 22

Course Name : HYDROLOGY & WATER RESOUCES ENGINEERING

22-02-2016 Dr. Suresh BMSCE 24

22-02-2016 Dr. Suresh BMSCE 25

POs PO Description PO Attainment, %

PO10 An ability to comprehend, write reports and present it effectively. 79%

Dr. Suresh BMSCE 22-02-2016 28

DAC ADVISORY BOARD

CHANGE THE CHANGE TLP

22-02-2016 Dr. Suresh BMSCE 29

22-02-2016 Dr. Suresh BMSCE 30

22-02-2016 Dr. Suresh BMSCE 36

22-02-2016 Dr. Suresh BMSCE 41

EEE- Students demonstrating the

22-02-2016 Dr. Suresh BMSCE 42

22-02-2016 Dr. Suresh BMSCE 44

TENT SCHOOL Social Engineering

22-02-2016 Dr. Suresh BMSCE 46

22-02-2016 Dr. Suresh BMSCE 48

Link Between Student Engagement and Teacher Excellence

22-02-2016 Dr. Suresh BMSCE 57

22-02-2016 Dr. Suresh BMSCE 62

Inter disciplinary Research

22-02-2016 Dr. Suresh BMSCE 63

To assist the student regarding various

22-02-2016 Dr. Suresh BMSCE 66

22-02-2016 Dr. Suresh BMSCE 67

HUMAN TANGIBLE OUTPUTS

According to Prof. Tony T.N. Hung of HKBU, the

1. In education, what matters ultimately is not what is

Goal: Working Together to Advance

Originally signed in 1989 by 6 engineering education

q Monitoring & verification of signatories accreditation

q Developmental pathways for provisional admission

q Business Meeting of Signatories - every 2 years