Mapping of Learning Outcomes ( CO-PO mapping).pptx

MAPPING OF CO-PO FOR OUTCOME BASED EDUCATION

IN LINE WITH NBA
and IN CONSONANCE WITH NEP 2020

1. TITLE OF THE PRESENTATION Subtitle of the Presentation Presenter Details NITTTR CHANDIGARH NATIONAL INSTITUTE OF TECHNICAL TEACHERS TRAINING & RESEARCH, CHANDIGARH (MINISTRY OF EDUCATION, GOVERNMENT OF INDIA) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD Articulation Mapping of Learning Outcomes Dr Meenakshi Sood Associate Professor NITTTR Chandigarh www.linkedin.com/company/nitttrchandigarh

2. Overview 2 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) 01 02 03 04 05 Strength of Mapping of Course – POs/PSOs MAPPING Preparing COs – POs/PSOs Mapping - ARTICULATION Formulating Outcomes Importance of Outcomes in Education framework COs, POs, PSOs, and PEOs in Outcome Based Education

3. 3 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Deficiencies of Traditional Education Provides students with a learning environment with little attention to whether or not students ever understand the material. Students are given grades and rankings compared to each other – students become exam oriented or CGPA driven. Lack of emphasis on soft skills needed in jobs e.g. communication skills, interpersonal skills, analytical skills, etc.

4. 4 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh IT’S NOT WHAT WE TEACH, IT’S WHAT THEY ACHIEVE (LEARNED Acquirements after completion a course or program)

5. 5 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Outcome-based Education 01 Using learning outcome statements to make explicit what the student is expected to be able to know, understand or do; Providing learning activities which will help the student to reach these outcomes; 02 Assessing the extent to which the student meets these outcomes through the use of explicit assessment criteria. 03 Focuses student learning by:

6. 6 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh As an Educational process Directed/focused at achieving certain specified outcomes in terms of individual student learning. Outcomes - key capabilities and qualities that should be developed/acquired by students at the end of their study. Both structures and curricula are designed to achieve those capabilities or qualities. Educational structures and curriculum are regarded as means . They should be evaluated for Continuous Quality Improvement (CQI)

7. 7 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh mapping, measuring, and achieving predetermined educational goals Outcome-based Education (OBE) An educational delivery model that focuses on to help students learn, develop, and nurture skills that would help them grow in their professional as well as personal life.

8. 8 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Constructive Alignment It means the process of creating a learning environment that encourages various learning activities to achieve the desired learning outcomes. A statement that defines what a student should know or be able when he/she leaves a given course, degree program, etc. Focus on the most important “take- aways ” of the course/program/learning experience.

9. THE DIFFERENT LEVELS OF OUTCOMES IN OBE Institutional level Program level Course level Philosophy Vision Mission Aims Program Goals Program Competencies Course Objectives Instructional Objectives

10. 10 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Level of Outcomes Outcomes - key capabilities and qualities that should be developed/acquired by students at the end of their study. Program Educational Objectives: 01 PEOs are broad statements that designate the career and specialized happenings in several years after graduation that the program is working on making graduates to attain. Program Outcomes: 02 POs are explanations that depict what the researchers graduating in the wake of building programs they ought to have the option to do it. Program Specific Outcomes: 03 PSOs, are statements that describe what the former students of a definite engineering program should be able to do Course Outcomes : 04 COs, are statements that describe what scholars should be able to do after the completion of the course.

11. 11 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Importance….. Excellent (3) Good (2) Poor (1) Setting shared expectations between students and instructors. Helping students learn more effectively and track their progress Providing clear direction for educators when making instruction and assessment decisions. Outcomes are used on many scales, from developing curriculum for a program of study to creating lessons for a single class activity. 

12. 12 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Model of OBE

13. 13 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh OBE Implementation OBE starts with a clear statement on what Knowledge, Skills and Attitudes the Graduate Engineer will be able to demonstrate. Program Outcomes and Course Outcomes and are related with the Vision, Mission and PEO statements and GA as stated in WA Designing appropriate Outcome based Curriculum . Carefully planned Teaching-Learning process has to be put in place next. Suitable assessment methods and tools are to be used at appropriate times involving the concerned stake holders to monitor and improve teaching –learning on a continuous basis.

14. PROGRAM EDUCATIONAL OBJECTIVES PEOs

15. ABET Definition 15 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Program educational objectives (PEOs) are broad statements that describe what graduates are expected to attain within a few years of graduation. The PEOs are broad statements of the accomplishments of graduates, not what they can do and their abilities what the graduates are expected to perform and achieve during the first few years after graduation ...

16. Program Educational Objective-PEO 16 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh consistent with the mission of the institution, and the needs of the program’s various constituencies. The educational objectives must be There must be a documented and effective process, involving program constituencies, for the periodic review and revision of these program educational objectives. may be guided by global and local needs, vision of the Institution, long term goals etc. continuously work with all Stakeholders: Local Employers, Industry, Students and the Alumni

17. 17 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh

18. How to Evolve Program Educational Objectives 18 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Consultation with Stake Holders - Professional Bodies - Industry - Faculty - Alumni - Parents - Students - Data on future - Management - Data on trends in development in the profession Professional Bodies Industry Faculty Alumni Parents Students Data on future Management Data on trends in development in the profession

19. 19 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh

20. Processes for PEOs 20 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in https://www.facebook.com/NITTTRCHANDIGARH NCTEL www.linkedin.com/company/nitttrchandigarh Feedback format for collecting data from stakeholders A process by which PEOs are created and reviewed periodically A process to evaluate to what extent PEOs are attained Review, Mid correction, and Continuous Quality Improvement nitttr_chandigarh @ NITTTR_CHD

21. Process to Define PEO’s of the Department 21 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in https://www.facebook.com/NITTTRCHANDIGARH NCTEL www.linkedin.com/company/nitttrchandigarh nitttr_chandigarh @ NITTTR_CHD Institute Mission and Vision Department Mission and Vision Faculties Students Parents DARC Alumni Employer Brainstorming S u m m a r i z e V i e w s Consensus Satisfactory? P ub li s h P E O s Yes No

22. 22 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in https://www.facebook.com/NITTTRCHANDIGARH NCTEL www.linkedin.com/company/nitttrchandigarh nitttr_chandigarh @ NITTTR_CHD PEO Example – Aeronautical Engineering PEO1 Our graduates will have successful professional careers in industry, government, academia and military as innovative engineers. PEO2 Our graduates will be successful in solving engineering problems associated with the lifecycle of aircraft systems PEO3 Our graduates will continue to learn and advance their careers through activities such as participation in professional organizations, attainment of professional certification and seeking higher education PEO4 Our graduates will be active members ready to serve the society locally and internationally Note that PEOs are about what graduates may do after they graduate PEOs communicate to all stake holders about the program in terms of possibilities the graduates are equipped for by the program

23. PROGRAM OUTCOMES (POs)

24. 24 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in https://www.facebook.com/NITTTRCHANDIGARH NCTEL www.linkedin.com/company/nitttrchandigarh nitttr_chandigarh @ NITTTR_CHD Programme Outcomes (PO ) What the programme is in preparing graduates for their career and professional accomplishments Program outcomes address Knowledge (K), Skills (S) and Attitudes (A) to be attained by students. Program outcomes, which consist of abilities to be attained by students before they graduate, are formulated based on the program objectives.  These attributes are mapped while a student is doing graduation and determined when they get a degree Involvement of constituents / stakeholders ( evidence )

25. POs give useful guidance at the program level for the curriculum design, delivery and assessment of student learning. However, they represent fairly high-level generic goals that are not directly measurable. Real observability and measurability of the POs at course level is very difficult. This can be achieved through the following two-step process of identifying Competencies and Performance Indicators (PI). 25 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in https://www.facebook.com/NITTTRCHANDIGARH NCTEL www.linkedin.com/company/nitttrchandigarh nitttr_chandigarh @ NITTTR_CHD Two-step Process for Bringing Clarity to POs

26. 26 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in https://www.facebook.com/NITTTRCHANDIGARH NCTEL www.linkedin.com/company/nitttrchandigarh nitttr_chandigarh @ NITTTR_CHD Two-step Process for Bringing Clarity to POs Define Performance Indicators Identify Competencies to be attained For each PO define competencies –different abilities implied by program outcome statement that would generally require different assessment measures. This helps us to create a shared understanding of the competencies we want students to achieve. They serve as an intermediate step to the creation of measurable indicators. For each of the competencies identified, define performance Indicators (PIs) that are explicit statements of expectations of the student learning. They can act as measuring tools in assessment to understand the extent of attainment of outcomes. They can also be designed to determine the appropriate achievement level or competency of each indicator so that instructors can target and students can achieve the acceptable level of proficiency.

27. 27 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in https://www.facebook.com/NITTTRCHANDIGARH NCTEL www.linkedin.com/company/nitttrchandigarh nitttr_chandigarh @ NITTTR_CHD Example Design: PO3: 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 public health and safety, and cultural, societal, and environmental considerations. Demonstrate an ability to define a complex, open-ended problem in engineering terms. Demonstrate an ability to generate a diverse set of alternative design solutions . Demonstrate an ability to select the optimal design scheme for further development. Demonstrate an ability to advance an engineering design to the defined end state . Competencies

28. 28 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in https://www.facebook.com/NITTTRCHANDIGARH NCTEL www.linkedin.com/company/nitttrchandigarh nitttr_chandigarh @ NITTTR_CHD Example For the Competency -2 Demonstrate an ability to generate a diverse set of alternative design solutions Apply formal idea generation tools to develop multiple engineering design solutions Build models, prototypes, algorithms to develop a diverse set of design solutions Identify the functional and non-functional criteria for evaluation of alternate design solutions. Performance Indicators:

29. 29 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in https://www.facebook.com/NITTTRCHANDIGARH NCTEL www.linkedin.com/company/nitttrchandigarh nitttr_chandigarh @ NITTTR_CHD Once the above process is completed for the program, the assessment of COs for all the courses is designed by connecting assessment questions (used in various assessment tools) to the PIs. By following this process, where examination questions map with PIs, we get clarity and better resolution for the assessment of COs and POs. The pictorial representation of the process is given in Figure below: Connecting POs to Assessment

30. 30 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in https://www.facebook.com/NITTTRCHANDIGARH NCTEL www.linkedin.com/company/nitttrchandigarh nitttr_chandigarh @ NITTTR_CHD PO 1: Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialisation for the solution of complex engineering problems. Competency Indicators 1.1 Demonstrate competence in mathematical modelling 1.1.1 1.1.2 Apply mathematical techniques such as calculus, linear algebra, and statistics to solve problems Apply advanced mathematical techniques to model and solve mechanical engineering problems 1.2 Demonstrate competence in basic sciences 1.2.1 Apply laws of natural science to an engineering problem 1.3 Demonstrate competence in engineering fundamentals 1.3.1 Apply fundamental engineering concepts to solve engineering problems 1.4 Demonstrate competence in specialized engineering knowledge to the program 1.4.1 Apply Mechanical engineering concepts to solve engineering problems. Following table gives the suggestive list of competencies and associated performance indicators for each of the PO in Mechanical Engineering Program . 3. Program Outcomes – Competencies – Performance Indicators

31. 31 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in https://www.facebook.com/NITTTRCHANDIGARH NCTEL www.linkedin.com/company/nitttrchandigarh nitttr_chandigarh @ NITTTR_CHD PO 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. Competency Indicators 2.1 Demonstrate an ability to identify and formulate complex engineering problem 2.1.1 2.1.2 2.1.3 Articulate problem statements and identify objectives Identify engineering systems, variables, and parameters to solve the problems Identify the mathematical, engineering and other relevant knowledge that applies to a given problem 2.2 Demonstrate an ability to formulate a solution plan and methodology for an engineering problem 2.2.1 2.2.2 2.2.3 2.2.4 Reframe complex problems into interconnected sub-problems Identify, assemble and evaluate information and resources. Identify existing processes/solution methods for solving the problem, including forming justified approximations and assumptions Compare and contrast alternative solution processes to select the best process.

32. 32 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in https://www.facebook.com/NITTTRCHANDIGARH NCTEL www.linkedin.com/company/nitttrchandigarh nitttr_chandigarh @ NITTTR_CHD PO 10: Communication: Communicate effectively on complex engineering activities with the engineering community and with the 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 Competency Indicators 10.1.1 Read, understand and interpret technical and non-technical information 10.1 Demonstrate an ability to comprehend technical literature and document project work 10.1.2 10.1.3 Produce clear, well-constructed, and well-supported written engineering documents Create flow in a document or presentation - a logical progression of ideas so that the main point is clear Demonstrate competence in 10.2.1 Listen to and comprehend information, instructions, and viewpoints of others 10.2 listening, speaking, and 10.2.2 Deliver effective oral presentations to technical and non-technical audiences presentation 10.3 Demonstrate the ability to integrate different modes of communication 10.3.1 Create engineering-standard figures, reports and drawings to complement writing and presentations 10.3.2 Use a variety of media effectively to convey a message in a document or a presentation

33. 33 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in https://www.facebook.com/NITTTRCHANDIGARH NCTEL www.linkedin.com/company/nitttrchandigarh nitttr_chandigarh @ NITTTR_CHD Engineering Knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialization to the solution of complex engineering problems. Program Outcomes ( POs) GA-Washington Accord Problem Analysis: Identify, formulate, review research literature, and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences. 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 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.

34. 34 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in https://www.facebook.com/NITTTRCHANDIGARH NCTEL www.linkedin.com/company/nitttrchandigarh nitttr_chandigarh @ NITTTR_CHD Modern Tool Usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modeling to complex engineering activities with an understanding of the limitations. Program Outcomes ( POs) GA-Washington Accord 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. Environment and Sustainability: Understand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable development. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice.

35. 35 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in https://www.facebook.com/NITTTRCHANDIGARH NCTEL www.linkedin.com/company/nitttrchandigarh nitttr_chandigarh @ NITTTR_CHD Individual and Team Work: Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings. Program Outcomes ( POs) GA-Washington Accord 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. Project Management and Finance: Demonstrate knowledge and understanding of the engineering and management principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments. Life-long Learning: Recognize the need for, and have the preparation and ability to engage in independent and lifelong learning in the broadest context of technological change.

36. 36 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Process for Program Specific Outcomes (PSOs) Program Specific Outcomes: PSOs [Davis et. al. (2015).], are statements that describe what the former students of a definite engineering program should be able to do. PSOs cover the curriculum and these are elements of the curriculum and they will all have or will have several lessons and each lesson is defined by a set of learning outcomes. That is broader the relationship between all outcomes. PSO Level: PSOs are available through state-of-the-art courses as well as other collaborative activities and curriculum extensions. Program Delivery; The actual acquisition of PSOs is determined, and the loop closes both by way of increasing the level of orientation for the next spherical of the program or with the aid of orientation for the next round of the program or by arranging the appropriate progress in all activities that are appropriate to maximize the actual recipients.

37. 37 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Program Specific Outcomes (PSOs) 05 Generally , 2 to 4 Program Specific Outcomes (PSOs) that the graduates of the program will attain should be defined for each department. 04 PSOs are defined based on the Centre of Excellence of the Department. 03 The POs are important as a guideline when developing or revising the course outcomes. 02 PSOs characterize the specificity of the core courses of a program. 01 Program Specific Outcomes are statements that describe what the graduates of a specific engineering program should be able to do.

38. 38 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Program Specific Outcomes (PSOs) These outcomes are specific to a program in addition to NBA defined POs, Example: Civil Engineering can have PSOs as: PSO1: Able to analyse and design building structural systems. PSO2: Able to provide design solutions to water supply and sewage systems. PSO3: Able to identify and analyse transportation engineering problems and provide solutions for the benefit of society.

39. 39 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Program Specific Outcomes are statements that describe what students are expected to know and be able to do in a specialized area of discipline upon graduation from a program. Program may specify 2- 4 Program Specific Outcomes (PSO), if required. These are the statements , which are specific to the particular program. They are in addition to POs. Program Curriculum and other activities during the program must help in the achievement of PSOs along with POs.

40. 40 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Learning/ Course Outcomes Outcomes that are expected from a certain subject and these are assessed and evaluated through various measurement tools. There are three types of, which reflect different aspects of student learning: Cognitive objectives : What do you want your graduates to know? Affective objectives : What do you want your graduates to think or care about? Behavioral Objectives : What do you want your graduates to be able to do?

41. 41 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Student Learning Outcomes S.M.A.R.T. Specific -Outcome is focused on a specific category of student learning. If it is too broad it will be difficult to measure. Measureable - Data can be collected to measure student learning. Attainable- The outcome is attainable given the educational experience. Results-Focused- The program outcome is aligned with Course-Level Student Learning Outcomes. Tailored- Outcome is specifically tailored to the program.

42. 42 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Outcomes in OBE Vision and Mission of the Institution/Faculty Programme Educational Objectives (PEO) Programme Outcomes (PO) Learning Outcomes (CO) of Subjects A Model Hierarchy of Outcomes Interrelated and Complement Each Other Short-term Outcomes Long-term Outcomes

43. 43 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Outcome-Based Education (Closing the Loops) Program Outcomes Program Objectives Missions Visions Stakeholders Course Outcomes Advisory committee Alumni Assessment Assessment Assessment CQI CQI CQI Analysis Analysis Analysis

44. 44 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh ARTICULATION MAPPING

45. 45 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh How do PEOs, POs and COs relate * * * * * * * * * * + + + + + + + . . . . PEOs POs COs Mission

46. Outcome mapping (program mapping) facilitates the alignment of course-level outcomes with program outcomes. It allows faculty to create a visual map of a program. Identifies how required courses contribute to achievement of program outcomes It is also used to explore how students are meeting program-level outcomes at the course level. Increases student achievement in meeting program outcomes Encourages reflection (can reveal gaps in the curriculum or prompt reexamination of outcomes) Makes Outcomes Assessment less cumbersome 46 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in https://www.facebook.com/NITTTRCHANDIGARH NCTEL www.linkedin.com/company/nitttrchandigarh nitttr_chandigarh @ NITTTR_CHD Outcome Mapping: Why do it?

47. 47 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Correlation between PEOs, POs and COs

48. 48 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh

49. 49 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Articulation Matrix Course Articulation Matrix (CAM) : This is the mapping between Course Outcomes and the Programme Outcomes of a specific Course. 01 02 Program Articulation Matrix (PAM) : This is the mapping between the courses of a Programme with Programme outcomes of a specific programme . 03 Course Assessment Plan (CAP) : A well planned layout that shows how assessment methods are aligned to the Course Outcomes(CO) How is outcome mapping different from curriculum mapping? Curriculum mapping focuses on teaching and aligns instruction with program outcomes. It is used to explore what is taught and how. Outcomes mapping is used specifically for showing alignment of course and program outcomes and what artifacts/evidence demonstrate achievement of outcomes.

50. 50 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Formulation of Articulation Matrix Program Articulation Matrix is formed by the strength of correlation of COs with POs and PSOs.   3 - indicates Substantial/High mapping (high correlation towards attainment) 2 - indicates Moderate mapping (moderate correlation towards attainment) 1 - indicates Low mapping (low correlation towards attainment) If course outcomes are attained, the POs correlated to these COs are also attained.

51. 51 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Consistency between PEOs and Mission EX: to impart quality education for the holistic development of undergraduate and graduate students with social responsibility and technically competent Key Components of Mission statements PEOs PEO1 PEO2 PEO3 Socially responsible  3 2  2  Technical career  2  3  1 ………….        

52. 52 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Mapping Mission statements with Program Educational Objectives The program educational objectives (PEOs) should fall in line with the Mission statements. The BoS of the department is to establish consistency of the PEOs with the Mission of the department There are distinct elements of the mission statements such as academic development, industrial & social needs, human potential development etc. On the basis of this, the correlation is established between PEOs and such distinct elements of mission statements, the correlation is quantized the correlation levels need to be entered as 1 or 2 or 3. “1” means that the correlation is low or slight, “ 2” means that the correlation is moderate or medium and “ 3” means that the correlation is substantial or is very high.

53. 53 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh To ensure the proper mapping of Mission and PEO, the following Table is required to be prepared by taking inputs from the various stakeholders. Mission Statements M1: Impart state-of- the-art technical education at UG, PG and PhD levels through good academic support facilities (Academic Development) M2: Keep pace with latest technological developments in the domain (R&D Activities) M3: Effective interactions among industries, academia and other stake holders (Industrial & Societal Needs) M4: Impart soft skills, managerial skills and professional ethics for overall development of students and society in an ethical manner (Human Potential Development) PEO 1: Successful technical and professional careers (Preparation) 3 2 3 2 PEO 2: Continue to learn and adapt in a world of constantly evolving technology (Life-long Learning) 2 3 2 2 PEO 3 Able to apply, analyze, design and create products and solutions for real life Electrical Engineering problems (Core competence)   3   2   3   2 PEO 4 Manage projects catering to current societal and industrial needs in an ethical manner working as members/leaders of multidisciplinary teams (Teamwork, Intrepreneurial skills)   2   3   3   3

54. 54 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Mission Statements M1: Impart state-of- the-art technical education at UG, PG and PhD levels through good academic support facilities (Academic Development) M2: Keep pace with latest technological developments in the domain (R&D Activities) M3: Effective interactions among industries, academia and other stake holders (Industrial & Societal Needs) M4: Impart soft skills, managerial skills and professional ethics for overall development of students and society in an ethical manner (Human Potential Development) PEO 1: Successful technical and professional careers (Preparation) 3 2 3 2 PEO 2: Continue to learn and adapt in a world of constantly evolving technology (Life-long Learning) 2 3 2 2 PEO 3 Able to apply, analyze, design and create products and solutions for real life Electrical Engineering problems (Core competence)   3   2   3   2 PEO 4 Manage projects catering to current societal and industrial needs in an ethical manner working as members/leaders of multidisciplinary teams (Teamwork, Intrepreneurial skills)   2   3   3   3

55. 55 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh PEO alignment with POs Program Educational Objectives Program Outcomes i ii iii iv v vi vii viii ix x xi xii PEO 1  3 3  2  1   3               PEO 2  2 1  3  2  3               

56. 56 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Process involved in CO-PO Mapping After the course (subject) allotment from the department, the course in-charge of the course has to write appropriate COs for their corresponding course. After writing the CO statements, CO will be mapped with PO of the department. If the department is having more than one section in a year or the same course is available for more than one program of the same institute in a semester, the subject expert will be nominated as course coordinator of the corresponding course. The role of the course coordinator is to review the CO statements and the CO-PO mapping which has been done by course in-charge. The year wise coordinator has to consolidate the CO’s of the respective year and maintain the documentation of the CO attainment level of the respective year courses as well as documentation of the individual students extra-curricular and co-curricular activities.

57. 57 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh These correlation level to CO-PO matrix can be assigned as given in Table below: Action verb/ Keywords Used in Writing COs Mapping Level Keywords/action verb of the Course Outcome is not related to the action verb of Program Outcomes ‘-’ Part of PO is reflected through keywords/action verbs of CO ‘1’ (Low) Major part of PO is reflected through keywords/action verbs and moderate level performance is expected from student to achieve CO ‘2’ (Medium) Exact action verb of PO and critical performance expected from student to achieve CO ‘3’ (High)

58. 58 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Mapping of COs and POs

59. 59 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh CO# Statements PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 CO1 Develop an under- standing of object- oriented programming principles and object oriented design 1 1 3                   1   CO2 Use of operators, control structures, and data types with their methods     2   1                 1 CO3 Make use of arrays and string handling methods 1 1 2   1               1   CO4 Design user-defined functions, modules, and packages 2   3   1               3   CO5 Investigate and implement polymorphism, inheritance, dynamic memory management and exception handling techniques to solve problems 1 1 2 1 1                 2 CO6 Create and handle files in object- oriented programming         1                 2

60. 60 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh PO1: Engineering Knowledge : Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialization to the solution of complex engineering problems Example Situation 1: CO3 : Able to understand mix proportioning techniques for field applications. Assessment for CO3: (Question in Tests) Briefly explain the various methods of mix proportioning techniques . Does this CO reflects the intended measurement from PO1? Does the assessment correlates well with the CO? Mapping : CO3- PO1.

61. 61 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh PO2: Problem Analysis: Identify, formulate, review research literature, and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences. Example Situation 2: CO3: Able to apply mix proportion principles to design a concrete mix for field applications . Assessment for CO3 : (Question in Tests) Proportion a concrete mix for M40 grade concrete by IS method. Given data: maximum nominal size of aggregate: 20mm; minimum cement content: 340kg/cum; maximum w/c ratio: 0.45; workability: 75mm slump; exposure: very severe; concreting type: pumping mode; quality at site: good; aggregate type: sub-angular; sp. gr of cement – 3.15, aggregate – 2.68, flyash – 2.08, SP 1.08, Design using IS 10026 – 2009. Is CO reflects the intended measurement from PO2? Does the assessment correlates well with the CO? Mapping : CO3 - PO2

62. 62 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh PO3: 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. Example Situation 3: CO3 : Able to analyse characteristics of mix constituents and design a concrete mix for field applications. Assessment:/ASIGNMENT / ABC Construction Company is entrusted with manufacturing of precast elements for elevated express way. The precast elements are required to attain 40 MPa in 7 days. Design a mix for least cost. The mix should comply with the requirements of IS 10262 and IS 456. Is CO reflects the intended measurement from PO2, PO3 ? Does the assessment correlates well with the CO? Remarks: CO3 –PO2, PO3

63. 63 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Example         CO         Statement PO1. Engineering Knowledge PO2. Problem Analysis PO3. Design / development of solutions PO4. Conduct Investigations of Complex Problems PO5. Modern Tool Usage PO6. The Engineer and Society PO7. Environment and Sustainability PO8. Ethics PO9. Individual and Team Work PO10. Communication PO11. Project Management and Finance PO12. Life-long learning PSO1 PSO2 CO1 Explain the construction and working principle of electrical and electronic measurement and measuring instruments.   3   2   2   2   -   -   -   1   1   1   2   -   2   - CO2 Estimate errors in a measurement system 3 3 2 2 - 2 - 2 1 1 2 1 - - CO3 Describe the construction and working of AC and DC bridges and their applications   3   3   -   -   -   -   -   1   1   1   -   -   -   - CO4 Select a suitable measuring instrument, signal Generator, frequency counter, CRO and digital IC tester for appropriate measurement     3     -     3     3     2     -     -     1     1     1     -     -     -     - CO5 Select appropriate passive, active transducers and A/D & D/A converters for measurement of a physical quantity   3   3   -   3   2   -   -   1   1   1   1   1   -   2 CO6 Apply CT & PT for instrument range extension 3 2 3 3 2 - - 1 2 1 1 - - -

64. 64 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh CO-PO-PSO ARTICULATION MAPPING Sample Subject- Communication System CO-PO Mapping CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 Average CO1 2 2 2 2 2 2 x x x 2 2 3 2.11 CO2 3 3 3 3 3 3 x x x 3 3 3 3.00 CO3 3 3 3 3 3 3 2 x x 3 2 3 2.80 CO4 3 2 3 2 2 3 1 x x 3 3 3 2.50 CO5 3 3 2 3 3 3 1 1 1 3 2 3 2.33 Average 2.80 2.60 2.60 2.60 2.60 2.80 1.33 1.00 1.00 2.80 2.40 3.00   CO-PSO Mapping CO/PSO PSO1 PSO2 PSO3 PSO4 Average CO1 2 2 2 2 2.00 CO2 3 3 3 3 3.00 CO3 3 3 3 3 3.00 CO4 2 2 2 2 2.00 CO5 3 2 x 2 2.33 Average 2.60 2.40 2.50 2.40  

65. 65 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh CO-PO-PSO ARTICULATION MAPPING Sample: ECA Laboratory Course CO-PO Mapping CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 Average CO1 3 2 2 1 3 1 1 x x 2 x 1 1.78 CO2 3 2 2 1 3 1 2 x x 2 x 1 1.89 CO3 3 3 3 3 3 1 2 x x 2 x 2 2.44 CO4 3 2 2 1 3 1 2 x x 2 x 1 1.89 CO5 3 3 3 3 3 1 2 x x 2 x 2 2.44 CO6 3 3 3 3 3 2 3 3 3 3 3 3 2.92 Average 3.00 2.50 2.50 2.00 3.00 1.17 2.00 3.00 3.00 2.17 3.00 1.67   CO-PSO Mapping CO/PSO PSO1 PSO2 PSO3 PSO4 Average CO1 1 1 3 x 1.67 CO2 1 1 3 x 1.67 CO3 3 2 3 x 2.67 CO4 1 1 3 x 1.67 CO5 3 3 3 x 3.00 CO6 3 3 3 3 3.00 Average 2.00 1.83 3.00 3.00  

66. 66 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh CO-PO-PSO ARTICULATION MAPPING Sample Subject- Communication System CO-PO Mapping CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 Average CO1 2 2 2 2 2 2 x x x 2 2 3 2.11 CO2 3 3 3 3 3 3 x x x 3 3 3 3.00 CO3 3 3 3 3 3 3 2 x x 3 2 3 2.80 CO4 3 2 3 2 2 3 1 x x 3 3 3 2.50 CO5 3 3 2 3 3 3 1 1 1 3 2 3 2.33 Average 2.80 2.60 2.60 2.60 2.60 2.80 1.33 1.00 1.00 2.80 2.40 3.00   CO-PSO Mapping CO/PSO PSO1 PSO2 PSO3 PSO4 Average CO1 2 2 2 2 2.00 CO2 3 3 3 3 3.00 CO3 3 3 3 3 3.00 CO4 2 2 2 2 2.00 CO5 3 2 x 2 2.33 Average 2.60 2.40 2.50 2.40  

67. 67 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Mapping of COs and POs Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 C212.1 3 2 - - - - - - - - - 2 - - 2 C212.2 2 3 2 3 - - - - - - -   - - 2 C212.3 2 2 3 - - - - - - - - 2 - - 2 C212.4 3 3 2 - - - - - - - - 1 - - 2 C212 2.50 2.50 2.33 3.00 - - - - - - - 1.67 - - 2.00   C213.1 3 2 - 1 - - - - - - - - 3 - - C213.2 3 3 - 1 - - - - - - - - 3 - - C213.3 3 2 - 2 - - - - - - - - 3 - - C213.4 3 1 - - - - - - - - - 2 3 - - C213 3.00 2.00 - 1.33 - - - - - - - 2.00 3.00 - -   C223.1 3 2 - - - - - - - - - - 1 1 2 C223.2 2 2 3 1 - - -   - - - - - 2 2 C223.3 2 3 3 1 - - - - - - - - 1 2 2 C223.4 2 1 - 1 - - - - - - - - 2 2 2 C223 2.25 2.00 3.00 1.00 - - - - - - - - 1.33 1.75 2.00   C224.1 3 2 1 1 - - - - - - - - 2 - - C224.2 2 3 2 1 1 1 - - - - - - 3 - - C224.3 2 1 1 - - - - - - - - - 2 - - C224.4 1 2 - 2 1 - - - 1 - - 1 1 - - C224 2.00 2.00 1.33 1.33 1.00 1.00 - - 1.00 - - 1.00 2.00 - -

68. 68 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh CO PO/PSO Number Correlation Level (1/2/3) Justification of mapping CO1 PO1 1 Slightly mapped as engineering fundamentals are required to solve complex problems. PO2 1 Slightly mapped as programming principles are used to apply to solve complex engineering problems. PO3 3 Highly mapped as programming solutions are made for health, safety and society, considering the environmental factors. PSO1 1 Slightly mapped as knowledge of programming is used for developing software solutions to the real time problems. CO2 PO3 2 Moderately mapped as students learn to design/ develop solutions with these methods. PO5 1 Slightly mapped as appropriate techniques are learnt to write programs for complex engineering activities. PSO2 1 Slightly mapped as students will apply knowledge in solving computer science problems. CO3 PO1 1 Slightly mapped as programming fundamentals are needed with respect to engineering problems. PO2 1 Slightly mapped as these programming principles are used to apply to solve complex engineering problems. PO3 2 Moderately mapped as students learn these methods to design and develop solutions for various programming problems. PO5 1 Slightly mapped as these programming techniques are learnt to write programs for complex engineering activities. PSO1 1 Slightly mapped as students learn to develop software solutions for real world problems. CO4 PO1 2 Moderately mapped as these programming fundamentals help to solve engineering problems. PO3 3 Highly mapped as students learn to design and develop solutions for complex engineering problems related to programming, using this fundamental knowledge. PO5 1 Slightly mapped as these modules are learnt implemented to solve programs for complex engineering activities. PSO1 3 Strongly mapped as software solutions are developed for various real time problems.

69. 69 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh

70. 70 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Course Coordinator Module Coordinator Programme Assessment Committee Programme Coordinator Department Advisory Board Internal Quality Assurance Cell (IQAC) Administrative System for Implementation of OBE

71. 71 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Quality Assurance cell Administrative support for OBE OBE assessment and evaluation at institutional level Program wise assessment semester/year Continuous improvement initiatives Industrial/alumni advisory body Review of the attainment of PEO,PO and suggest improvements Program coordinator Interacting with course coordinators towards attainment of POs and review/update the changes required for curriculum contents Course coordinator Assess the attainment of COs and review/update the course delivery and assessment methods

72. 72 National Institute of Technical Teachers Training & Research, Chandigarh (Ministry of Education, Government of India) www.nitttrchd.ac.in nitttr_chandigarh https://www.facebook.com/NITTTRCHANDIGARH NCTEL @ NITTTR_CHD www.linkedin.com/company/nitttrchandigarh Closing the Loop The process involves careful assessment and evaluation of all major components and recording the results systematically. Outcome based Education is an iterative process . Appropriate changes are introduced to improve the system A Program is accredited once the minimum standard is reached. All attainment analysis is made to provide continuous improvement through either in course delivery, Assessment and curriculum (Essence of OBE)

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