The quality of Teaching and Learning in Engineering has come to be an important issue in India to all stakeholders including teachers, students, parents, Managements, University, AICTE, NBA, and Industry, especially after the introduction of new Accreditation Process introduced by NBA in 2015. The quality of learning of the graduating engineers determines the quality of their placements. While there was significant research in the last few decades in our understanding of how people learn, there have not been many intersections of this knowledge with the instructional practices at institutions of higher learning. The dominant instructional method still remains lecturing. Industry, Regulatory Bodies and Accreditation Agencies in India want the engineering graduates to attain a set of Program Outcomes (knowledge, skills, and attitudes) which are discipline agnostic and a set of Program Specific Outcomes identified by the Department offering the program. The curriculum of a program decides the nature of learning experiences, including the courses, projects, internships, and co-curricular and extra-curricular activities.
INTENDED AUDIENCE : Working and aspiring engineering teachersPREREQUISITES : Degree in EngineeringINDUSTRY SUPPORT : Educational Institutions, Corporate Training
Week 1 : OBE and AccreditationWeek 2 : Outcomes and CognitionWeek 3 : Knowledge Categories, and Affective and Psychomotor DomainsWeek 4 : Course OutcomesWeek 5 : Course Design, ADDIE and Analysis PhaseWeek 6 : Design PhaseWeek 7 : Development, Implement, and Evaluate PhasesWeek 8 : Surveys (Key WordsWeek 9 : Instruction DesignWeek 10 : Instructional ApproachesWeek 11 : NBA Criteria 1 to 3Week 12 : NBA Criteria 4 to 10