Media Release
Mangaluru, Jan 31: The three-day Faculty Development Program (FDP) on ‘Understanding OBE and Curriculum Design through Problem Based Learning’ was organized by department of mechanical engineering in association with Internal Quality Assurance Cell (IQAC) and Quality & Governance Group (QGG), St Joseph Engineering College (SJEC), Mangaluru, as part of INTEGRA 2025.
The FDP aimed to provide faculty members with an in-depth understanding of Outcome-Based Education (OBE), PBL models, curriculum design, and assessment methodologies. The inaugural function of the FDP started with invocation of almighty’s blessings and lightening the lamp. Dr Shreeranga Bhat, HOD, ME welcomed the gathering and Dr Pavana Kumara B, associate professor & head-IQAC delivered the vote of thanks.
Dr Rio D'Souza, principal, SJEC and guest of honour emphasized the importance of organizing the workshop to align with the NBA SAR requirements, particularly adhering to the Tier 1 format for program accreditation. He highlighted the institution's proactive steps taken a decade ago to integrate Outcome-Based Education (OBE) practices under the VTU curriculum. Dr Rio D'Souza also mentioned that similar workshops were being conducted to enhance faculty readiness. He encouraged all participants to actively engage in the workshop to maximize its benefits.
Dr Kanmani B, professor, BMS College of Engineering, Bengaluru and chief guest of the programme expressed the institution's commendable efforts during the COVID-19 pandemic, particularly the effective use of online classes while integrating OBE principles. She elaborated on the advantages of OBE practices, including enhanced student engagement and improved teaching-learning processes and highlighted on curriculum updates.
Fr Kenneth R Crasta, assistant director, SJEC, in his presidential address encouraged all participants to make the most of the workshop, emphasizing its role in fostering the skills necessary for implementing OBE practices and problem-based learning in the teaching-learning process. He urged attendees to leverage the workshop as an opportunity to enrich their teaching methodologies. The event featured expert sessions by Dr Kanmani B, professor, BMS College of Engineering, Bengaluru, and Dr Vikas Shinde, director, PBLCOE.
Dr Kanmani B provided an overview of Outcome-Based Education (OBE) and its significance in modern Engineering Education. The session covered the key principles, implementation strategies, and benefits of OBE. The session focused on Course Outcomes (COs) and the methods of assessing them effectively in an engineering curriculum. Dr Kanmani B elaborated on how to design a Programme Articulation Matrix that aligns course outcomes with graduate attributes and programme-specific outcomes.
The day concluded with a discussion on best practices for implementing OBE and effective teaching methodologies. Dr Kanmani stressed the significance of question paper design as a critical assessment tool and underlined the need to continually refine teaching pedagogy through such practices.
The second day was dedicated to Problem-Based Learning (PBL) and curriculum design strategies. Dr Vikas Shinde introduced Project & Problem-Based Learning (P2BL) and discussed its applications in the Indian education system. The session covered the principles of P2BL and Biggs' Constructive Alignment, a pedagogical approach to linking learning outcomes with assessment and teaching methods. Participants were guided on how to design a problem-based curriculum using posters. Faculty members worked on their curriculum design posters and submitted them for review.
The final day focused on PBL model applications, case studies, and assessment design. Dr Vikas Shinde explained course-level PBL models and how to design problem statements for engineering courses. Various case studies of PBL implementations were analysed, providing faculty members with real-world insights. The session covered strategies for evaluating PBL-based learning and designing assessment tool. Faculty members developed rubrics for evaluating PBL activities and participated in a feedback session.
The FDP concluded with a valedictory session, summarizing key learnings and awarding participation certificates.
1. Understanding Outcome-Based Education (OBE): Faculty members learned how to align curriculum design with student learning outcomes.
2. Implementation of PBL in Engineering Education: The FDP provided hands-on training on how to integrate problem-solving and project-based learning methodologies.
3. Curriculum Design and Assessment Techniques: The importance of constructive alignment, program articulation matrices, and assessment rubrics was emphasized.
4. Case Studies and Practical Applications: Real-world case studies demonstrated how PBL has been successfully implemented in various institutions.
5. Collaborative Learning and Networking: The FDP facilitated interactions between faculty members from different specializations, promoting collaboration and knowledge sharing.
The FDP on PBL and Assessment Strategies was a highly engaging and informative event that empowered faculty members with the necessary skills to enhance their teaching methodologies. The expert sessions by Dr Kanmani B and Dr Vikas Shinde provided valuable insights into modern education frameworks, ensuring that participants are better equipped to implement OBE and PBL in their respective institutions. The programme concluded with positive feedback from the participants, highlighting the effectiveness of the sessions and the practical applications of the concepts discussed. Dr Rolvin D’Silva, associate professor & co-convenor of the FDP, proposed the vote of thanks.