Title of the Practice:
Adopting Outcome-Based Education for the Effective teaching-learning process
Objectives of the Practice:
The objectives of the OBE are as follows:
Outcome-based education (OBE) is a student-centric instructional model that focuses on measuring student performance through outcomes. At the institute, we use Revised Bloom’s Taxonomy for implementing the OBE. Its focus is on the evaluation of outcomes of the programme by stating the knowledge, skill and behaviour a graduate is expected to attain upon completion of a programme. In the OBE model, the required knowledge and skill sets for a particular programme are predetermined and the students are evaluated for all the required outcomes during the programme. We adopted this approach way back in 2013 and now it has matured.
At the Raj Kumar Goel Institute of Technology, the teaching-learning and assessment methods are learner-centric and all the outcomes are defined and made tangible. Instruction is given and learning outcomes are measured. If there are any lacunas, corrective actions are taken; thus, ensuring Continuous Quality Improvement (CQI).
The Context
Traditionally, higher education in India has been examination-oriented. The students were expected to pass examinations and get a degree. There was a poor link between education and employability. As a result, a large number of graduates had poor employability. Students would mug up information delivered in a course without acquiring skills to apply it in a real-life setting. Grades were more important than learning. Students thus focused on grades, not learning.
Input-based model of education focuses on the delivery of information, infrastructure, and resources. Accordingly, higher education institutions depend on institutional activities and faculty behavior. Students were seen as empty vessels to be filled with information. It did not help students and they were dissatisfied with education. Student centricity was conspicuous by its absence.
Outcome-based education (OBE) questions the traditional model of education and puts the student at the heart of all educational activities. It emphasises what students do in the classroom and what they would be able to do after undergoing a programme. The teacher is a facilitator who supports each student to achieve his learning outcomes. Consequently, all educational activities – curriculum, delivery, assessment, and co-curricular activities – have undergone a 180-degree change. In the OBE, the focus of education is on dealing with real-life problems and student support.
The Practice:
As a part of the OBE implementation, Vision, Mission, Program Educational objectives, and Program-specific outcomes are defined by the institute whereas the program outcomes are provided by the National Board of Accreditation and course outcomes by the affiliating university. Each course helps to achieve one or two program outcomes. Rubrics for different assessment components are prepared in advance. They are shared with students to apprise them about the nature of assessment for a course.
We use both direct and indirect methods of attainment of the outcomes. The direct methods of attainment are End-Semester Examination, Sessional test, Lab Exam, Assignments and Projects. Indirect assessment methods are also deployed. These are Student Exit Survey, Employer Survey, Faculty feedback & parent feedback. An assessment Rubric is formed for each course for course wherein the course outcome attainment level, in terms of percentage and grading, is predefined. At the end of the semester, the same is confirmed by closing the loop. At the end of the completion of the programme, the programme attainment level is also determined.
Evidence of Success:
As a part of the implementation of the OBE, programme delivery, and assessment have been changed. Any teaching-learning method is as effective as the faculty member using it. In other words, a teacher should not only focus on what to teach but also on how to teach it. All teachers are familiar with the OBE approach. To increase awareness among the faculty members about the OBE institute regularly organizes sessions on OBE. The IQAC has started a lecture series on OBE, which was launched by the chairman of the National Board of Accreditation Prof K.K. Agrawal.
Three programs of the institute i.e. Pharmacy, ECE & IT are accredited by the National Board of Accreditation (NBA) in the last 4 years. The pharmacy program of the institute has been accredited two times by the NBA, which itself indicates success in the implementation of the OBE at the Institute.
Problems Encountered and Resources Required:
The problems faced by the Institute in the OBE implementation are as under:
Title of the Practice:
Faculty Development & Research Promotion
Objectives of the Practice:
When faculties are motivated, energized, and capable, they can enhance the learning of the student and support his personal development. They are responsible for shaping the careers of the students. The underlying principles of faculty development are to motivate, energize, and update faculty. The institute shares with faculty about the changes in educational philosophy, new patterns of student behavior, use of technology in the teaching-learning process, recent developments in subject knowledge, and emerging research horizons.
The objectives of faculty development and research promotion are:
The Context
A well-groomed teacher can perform successfully and exceed the expectations of students. The learner-centric philosophy of education and the requirements of an inexperienced faculty member who has yet to explore their teaching abilities are often a mismatch. Teachers for primary schools and non-professional institutes undergo rigorous training; however, the same is not available for professional education teachers, as it is desired to be tailor-made. Faculty development is a must to acquaint the faculty with institutional practices, orient them to student centricity, enrich the content, and explore the research avenues. The training by experts provides them with insight into the nuances of various processes; hence, faculty development is essential.
The teacher is a continuous learner. The teacher has to continuously keep updating his knowledge to teach his students the current aspects and the updated concepts. To enrich his knowledge base teacher has to regularly attend FDPs, seminars, workshops, and conferences.
Notably, academic research aims at creating new outcomes, ideas, and arguments by engaging teachers in experiments concerning the realities associated with the process of teaching. Alternatively, since the research process is about a specific inquiry involving asking questions and developing answers through critical thinking and thoughtful reflection, it plays a pivotal role in keeping the teacher up-to-date. Differently stated, research can act as a torchlight guiding the teacher through different aspects of the classroom atmosphere. More significantly, engagement and critical reflection are essential important in preparing teachers for a global society. The institute strongly believes that teaching in the 21st century requires teachers' action on research to satisfy the educational demands of the teaching/learning contexts.
The Practice:
Faculty Development Programs (FDPs), seminars, workshops, etc. are regularly organized on the campus to enhance and upgrade the knowledge of faculty members. Every faculty member must attend one faculty development program in a year in his area of expertise. Eminent persons from world-class institutes/industries delivered lectures on topics related to research, management, interpersonal communication, values, ethics various engineering disciplines, etc. Such practices have a profound impact on quality enhancement and the overall development of faculty as well as students. It keeps faculty up-to-date with current areas of the discipline. It impacts the academic functioning of the Institute and facilitates the role of a teacher as an educator, mentor, and researcher. It brings innovation and creativity to the teaching-learning process. It develops sensitization towards the environment and other social issues.
While faculty has to handle their regular requirements of teaching and learning, they are also increasingly being required to take up quality research and development work. Quality research and development work requires time, concerted effort, and a focused environment. The institution is committed on its part to providing the necessary environment to take up this task. To enthuse and motivate faculty to spend quality time in a concerted manner, the institution feels it necessary to incentivize all such R&D efforts as most of the time and effort spent in research extends way beyond the confines of the operating hours of the institute. So the institution has introduced a research policy to incentivize R&D efforts.
Evidence of Success:
Faculty vitality is the main ingredient to enhance the professional education and competence of students. Enriching the faculty vitality in key domains of teaching, assessing, research, professionalism, and administration is well-known to significantly improve the educational environment and to increase the academic performance of learners. FDPs have been considered a significant intervention for fostering the knowledge and professional skills of faculty. New Education Policy 2020 also emphasizes the role of faculty development in improving the quality of education. Prime Minister Shri Narendra Modi has rightly said:
“अच्छे शिक्षक अच्छी शिक्षा”
In the three years, the number of faculty development programs organized by the institute and the number of faculty members who have attended the faculty development program has significantly increased.
| Session | 2022-23 | 2021-22 | 2020-21 |
| No of FDP organized | 5 | 5 | 4 |
| Session | 2022-23 | 2021-22 | 2020-21 |
| No of Faculty attended FDP | 147 | 108 | 106 |
The number of SCI/Scopus publications & patent publications has also significantly increased. The Data is mentioned in the below table:
| Session | 2022-23 | 2021-22 | 2020-21 |
| No of SCI Publication | 28 | 18 | - |
| Session | 2022-23 | 2021-22 | 2020-21 |
| No of Scopus publication | 57 | 13 | - |
| Session | 2022-23 | 2021-22 | 2020-21 |
| No of Patent Published | 43(Published) 5(Granted) | 27(Published) 2(Granted) | 32 |
Problems Encountered and Resources Required:
Though the practice has a lot of merits, there are certain challenges:
