Journal of Engineering Education Transformations

Abstract

Measurement of programme outcomes "a-k" is the most challenging part of outcome-based education. Programme outcomes a, b, c, d&e are usually achieved through regular theory and laboratory courses. Similarly outcomes f, g, i&k are achieved through mini projects, course projects and capstone projects, sometimes even through fi nal year one credit course seminar. The measurement of remaining outcomes i.e. h and j demands additional effort from the faculty member to design special activities. Accordingly there is a lot of scope to measure outcomes h and j through conducting course seminars on many technical topics, which are related to "impact of engineering solutions" and "contemporary issues". Hence an attempt was made to measure the impact of engineering solutions, i.e. po-h by conducting course seminar in the subject Mechatronics for V SEM students of Industrial and Production Engineering department during the year 2012-13 and 2013-14. The students worked and presented their work in the form of course seminar in teams. The evaluation of seminar was rubrics based. The seminar prepared by the students benefi ted them in many ways. The conduct of course seminar activity has led a platform and a basis for the students for many activities like selection of mini-projects, confi dently delivering department's pre fi nal year and fi nal year seminar presentation, preparing technical reports, technical papers etc. The overall process of conducting course seminar helped not only students but also the faculty in many ways. The paper below describes on how an attempt is being made to measure programme outcome - h through course seminar in the subject Mechatronics for two consecutive academic years usingproper rubrics and assessment criteria.