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Achieving Excellence in Engineering Education

Achieving Excellence in Engineering Education Prof.C.S.Jha Jaypee Institute of Information Technology University 29 December 2007

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Achieving Excellence in Engineering Education

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  1. Achieving Excellence in Engineering Education Prof.C.S.Jha Jaypee Institute of Information Technology University 29 December 2007 Workshop JIITU 29th December 2007

  2. An Engineering Program is considered to be of high quality (excellent) if the students graduating from the Program are endowed with right knowledge, skills, and abilities to enable them to lead their professional life in diverse fields with confidence, to bring innovation and creativity in their work and to displayleadership qualities in their profession. Workshop JIITU 29th December 2007

  3. Main Contributors to Quality • O. Input Student achievement level • A. Faculty competence • B. Educational facilities • C. Teaching learning processes • D. Quality assurance mechanisms • E. Learning ambience • F. Participative and supportive governance Workshop JIITU 29th December 2007

  4. O.Input Student Achievement Level • Supply chain dynamics and admission criteria. • Reputation of the Institution either demonstrated or potential. • Market demand in the program area. • Marketing of the Courses. Positive Feedback Mechanism comes in operation :Bright Students lead to high quality graduate output which in turn attracts even better quality input leading to even better output and so on. Workshop JIITU 29th December 2007

  5. A. Faculty Competence • Qualified and Committed Faculty in adequate number • Mechanism for meeting training and professional development needs • Guidance for more effective teaching/learning • Participation in decision making • Assistance in research project formulation and research needs • Support for Peer Interaction • Active encouragement to Consultancy Workshop JIITU 29th December 2007

  6. B. Educational Facilities • Adequacy of Equipment and accommodation for laboratories (both teaching and research),workshops, classrooms, discussion rooms, project laboratories • Books ,learning resources in library • Campus wide electronic network with internet facilities • Ease of access to facilities • Keeping facilities in working order Workshop JIITU 29th December 2007

  7. C. Teaching /Learning Processes • Determining Engineering Graduate Output standard • Developing Institutional USP/Educational Objectives/Outcomes/& Philosophy • Curricula development and implementation • Interactive Classroom learning • Learning/discovering lab work and training in data interpretation and scientific report writing Workshop JIITU 29th December 2007

  8. C. Teaching /Learning Processes Contd. • Challenging assignments • Problem based learning, case studies, cooperative learning • Self-learning strategies • Developing Teamwork and appreciating cross-cultural diversity and cross-disciplinary activity • Participating in research and learning research methodologies • Stretching each individual to maximum potential Workshop JIITU 29th December 2007

  9. C. Teaching /Learning Processes Contd. • Developing communications skills • Promoting Problem identification and solution skills • Ensuring Appreciation of Quality Standards and Safety in engineering practice • Developing entrepreneurial skills • Training in Environmental Impact Analysis Workshop JIITU 29th December 2007

  10. D. Quality Assurance Mechanisms • Evaluation of Student Performance-diagnostic, formative, and summative • Evaluation of Teacher Performance-student and peer assessment • Evaluation of administrative procedures and response time to crisis management Workshop JIITU 29th December 2007

  11. D. Quality Assurance Mechanisms Contd. • Evaluation of Course/Program • Evaluation of Curricula at frequent intervals • External Evaluation of Teaching/learning Effectiveness: Peer, Industry, Employers • Tracer Study Workshop JIITU 29th December 2007

  12. E. Learning Ambience • Strict Academic discipline. • Ease of access to learning resources and laboratories after normal working hours. • Extensive and frequent use of learning resources by students and faculty. • Encouragement to participation in design competitions, paper reading contests etc. Workshop JIITU 29th December 2007

  13. E. Learning Ambience Contd. • Continual academic activities and programs outside curricula • Open academic debates and experimentation with academic innovations • Organization of state-of –art lectures, national and international conferences on subjects of current engineering interest Workshop JIITU 29th December 2007

  14. F. Participative and Supportive Governance • Adequate resource mobilization • Consultative resource allocation and participation in major policy decisions • Quick response conflict resolution system • Appreciation and reward for high quality work • Motivation and urge for excellence • Fair and transparent admission, selection and promotion policies Workshop JIITU 29th December 2007

  15. An Important Lesson worthy of our attention • While financial inputs are necessary for providing the right academic infrastructure and facilities, supporting faculty development mechanisms, and rewarding high quality and meritorious initiatives by students, faculty and staff, most of the parameters for achieving excellence require commitment, hard work , willingness to learn from others, and dynamic leadership. Workshop JIITU 29th December 2007

  16. Some International Examples Computer Science and Engineering Education at MIT and CMU Workshop JIITU 29th December 2007

  17. MIT-Undergraduate Educational Objectives • Students will develop the ability to apply the necessary mathematical tools, basic science, and fundamental knowledge of Electrical Engineering and Computer Science. • Students will develop a professional understanding of electrical engineering and computer science so that they are prepared for immediate employment. • Students will be provided with educational foundation that prepares them for diverse career paths. • Students will develop an understanding of the importance of the social, business,technical and human context in which a process or product being designed will work (MIT ). Workshop JIITU 29th December 2007

  18. Outcomes For MIT-EECS Program • Foundations: understanding of the fundamentals of science and engineering, and the ability to apply them • Breadth: familiarity with multiple important technical areas, including fundamental elements of both EE and CS • Depth: ability to apply in-depth knowledge of one or more specializations within electrical engineering for the VI-1 program, within computer science for the VI-3 program, and within both areas for the VI-2 program  • Leadership: appreciation of the larger context of EE and CS design and development challenges Workshop JIITU 29th December 2007

  19. Outcomes Continued • Design: ability to participate in creative, synthetic, integrative activities of EE or CS design • Curiosity: desire and ability to keep learning throughout life • Communication skills: ability to express ideas persuasively in written and oral form • Social skills: ability to work with others in professional and social settings • Global view: appreciation of diversity in the world and in intellectual areas • Professional ethics: ability to recognize and appreciate the importance of ethical standards in professional work Workshop JIITU 29th December 2007

  20. Course Structure for CSE at MIT • General Institutional Requirements: Science :6 :Chemistry-1,Biology-1, Physics-2, Mathematics.-2 Hum&So.Sc(HASS): 8 Restricted Electives in S&T(REST): 2* Institute Laboratory-1* • Communications-2 * Can be met through departmental requirements Workshop JIITU 29th December 2007

  21. Course Structure at MIT-Contd. • Departmental Requirements: Introductory: 2 courses.(meet also institute lab requirement) REST; 2 Mathematics courses(meet also institutional requirement) Foundation : 3 courses Headers : 3 courses Advanced Undergraduate Subjects: 2 courses Project : 1 Unrestricted Electives: 4 Courses Workshop JIITU 29th December 2007

  22. New MIT Program in CSE Workshop JIITU 29th December 2007

  23. CMU-Electrical &Computer Engineering :Educational Objectives We have capsulated the objectives of our program along the three axes described below: What they know. • Our graduates will solve problems based on: Fundamentals. • Knowledge of ECE fundamentals; Breadth. • Understanding the breadth of areas in ECE, and; Depth. • Substantive command of some specific area(s) of ECE. Workshop JIITU 29th December 2007

  24. Educational Objectives Contd. How they think. Creatively. • Our graduates will develop creative solutions to problems in current and emerging applications. Holistically. • Our graduates will define problems and formulate solutions from a systems perspective. Strategically. • Our graduates will anticipate and plan for change and innovation, and engage in lifelong learning. Workshop JIITU 29th December 2007

  25. Educational Objectives Contd. What they do. Initiate. • Our graduates will stand out for their resourcefulness, ingenuity, and ability to find innovative solutions to problems. Collaborate. • Our graduates will work successfully in multidisciplinary teams. Lead. • Our graduates will contribute to sustained improvement and development in their organizations, their profession, and society. Workshop JIITU 29th December 2007

  26. CMU-Departmental Philosophy • Fundamentals :To teach our students the fundamentals of science, mathematics, computer science, engineering, and statistics and to develop in our students the ability to formulate and analyze problems and synthesize well designed solutions based on this knowledge and their intuition • Depth and Breadth :To provide our students with breadth and depth in disparate areas of electrical and computer engineering and the ability to apply knowledge from these areas to problem solving and system building. Workshop JIITU 29th December 2007

  27. CMU-Departmental Philosophy Contd. • Flexibility :To provide an environment that allows each student the opportunity to maximize their potential by providing the flexibility to pursue their interests and academic strengths and to thereby encourage flexibility in their thinking about their career. • Teamwork :To ensure that our students are able to work successfully in multidisciplinary teams with individuals whose expertise may span electrical and computer engineering, other engineering disciplines or beyond engineering (such as social sciences, public policy, etc.). Workshop JIITU 29th December 2007

  28. CMU-Departmental Philosophy Contd. • Strategic Thinking :To develop in our students the ability to think in a sophisticated manner about technology and their careers. To encourage our students to always evaluate themselves and be engaged in lifelong learning. • System Builders :To develop an appreciation of the techno-socio-political environment in which engineering is practiced and to define problems and formulate solutions from a systems perspective. • Leadership :To create societal leaders and to help our students become individuals who will evaluate how and why electrical and computer engineering is practiced and to pursue careers that will help improve the profession and society. • . Workshop JIITU 29th December 2007

  29. CMU-Departmental Philosophy Contd. • The department strongly believes in coupling the theoretical concepts introduced in the classroom with hands-on experience in laboratories or projects. Design experience emphasizes contemporary problems and provides a background for developing logic and computer design skills at the professional level. Faculty in the department are involved in research that is cutting edge and multidisciplinary, and undergraduate students of all levels of expertise (ranging from freshman to senior) are encouraged to be involved in research projects. Undergraduate Research Projects provide the student with the opportunity to earn academic credit while participating in the research programs of individual faculty members. Workshop JIITU 29th December 2007

  30. Concluding Remark • Faculty is the most important component of the educational process, and on the Faculty depend to a large extent the development and maintenance of an academic ambience of excellence through creation and dissemination of new knowledge and skills, fostering a spirit of enquiry and innovation , and guiding the new generation to the highest achievable levels of professional excellence. • Are we ready for this responsibility? Workshop JIITU 29th December 2007

  31. Thank You Workshop JIITU 29th December 2007

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