– MOOCs

Learning Material

Fundamentals of Outcome-based
Curriculum in Engineering
Education
MODULE–2: Overview of Curriculum Development Process in
Engineering Education
Unit 2.3: Characteristics of Good Curriculum

Dr. V.H.Radhakrishnan
Professor of Curriculum Development ( Engg. Related Fields),
National Institute of Technical Teachers’ Training and Research,
Shamla Hills, Bhopal M.P.INDIA 462002
 Course Name: Fundamentals of Outcome-based Curriculum in Engineering Education
Unit 2.3 Characteristics of Good Curriculum

OBJECTIVES OF THE COURSE

The main objective of this course is to develop in the participant (means teacher or
potential teacher) the following competency:
 Plan to scientifically design an outcome-based engineering curriculum for
employability enhancement and fulfillment of the industry/society needs
following the principles of curriculum development.

Outcome of Module – 2: Overview of Curriculum Development Process in Engineering

Education
The participant (means teacher or potential teacher) of this course will be able to:
• Evolve the curriculum components of an occupation specific engineering curriculum.

Unit 2.3: Contents of ‘Characteristics of Good Curriculum’

S.No. TITLE Page No.

2.3.1 Introduction 3
2.3.2 Characteristics of Good Curriculum 3
2.3.4 Summary 4
2.3.5 References and Bibliography for further reading 4

National Institute of Technical Teachers’ Training & Research, Bhopal

3
 Course Name: Fundamentals of Outcome-based Curriculum in Engineering Education
Unit 2.3 Characteristics of Good Curriculum

UNIT 2.3

CHARACTERISTICS OF GOOD CURRICULUM

Unit Outcomes: After studying this unit you will be able to:
• Explain the characteristics of a 'good engineering curriculum'.

2.3.1 INTRODUCTION
Considering a curriculum of an engineering education programme as a plan document, it is
expected to assist the teachers, students and all stakeholders to fulfil its purpose for which it
has been formulated/developed. That means the curriculum must possess some features and
characteristics which should help such stakeholders particularly students, teachers and
examiners to work upon it, in order to ensure effective implementation and review of
curriculum. This unit discusses some of these characteristics of curriculum.

2.3.2 CHARACTERISTICS OF GOOD CURRICULUM

In the light of the discussions we had in the earlier units, now can we come out with some
characteristics of a good curriculum, considering curriculum as plan document?
Yes! We can briefly specify that following characteristics of a good curriculum document.
a) It should adequately communicate aims of programme and rationale of courses
b) It should be relevant to the students and industry needs i.e. "world of work" (current &
projected). It is congruence between the "needs" and the '"provisions" in the
curriculum.
c) It should communicate objectives and learning outcomes to be achieved by students,
encouraging active involvement of students. The scope - the range or extent of
‘content’ (whether information to be learned, skills to be acquired etc.) shall be
clearly included in a course or program with active learning.
d) It should be feasible to implement in a reasonable specified period of time-
e) Looking to a constant tension between breadth and depth when considering scope,
the balance must be ensured. It should have 'balance' in respect of STEM -Science-
Technology -Engineering-Mathematics and of elements within them proportionately.
Balanced core of learning in each course. It must be sufficient to lead learners to
achieve the program or course outcomes.
f) Logical Sequence of learning experiences shall be maintained so that learners build
on previous experiences and move to broader, deeper or more complex
understandings and applications. Common ways of sequencing content within
courses include 'simple to complex', 'known to unknown' 'wholes to parts (or part to
wholes)','concrete to abstract' prerequisite abilities, and chronological.

National Institute of Technical Teachers’ Training & Research, Bhopal

4
 Course Name: Fundamentals of Outcome-based Curriculum in Engineering Education
Unit 2.3 Characteristics of Good Curriculum

g) Consistency - all components of the curriculum must be logically consistent with each
other. There must be a "match" or a fit between different components.
h) While fundamentals are essential, the try to go for in-depth study of a limited
number of important topics will have a more lasting effect than a course that tries to
cover too many disconnected bits and pieces of information
i) Continuity -It is important to build continuity (i.e. vertical repetition of major
curriculum elements in different courses in semesters) by identifying the themes or
skills that need to run through a program and to map how they will be addressed at
each level. Also Integration i.e. horizontal relationship among major curriculum
components help students and teachers for effective teaching & learning
j) It should guide in planning and in applying strategies for implementation.
k) It shall reflect maximum 'transferability ' of learning. A good curriculum is organized
such that it gets students "doing" early in the course rather than studying all the
detailed principles and basics prior to performing.
l) It should preferably be capable of being used as a basis for further improvement of
instructional methods and strategies.
m) It should assist and guide in properly evaluating students' performance during and at
the end of learning.

2.3.3 SUMMARY
A good curriculum having certain characteristics not only helps in its effective
implementation , but also benefits the stakeholders for their decision making in relation to
various aspects of curriculum. These characteristics are in terms of balance, continuity,
relevance, scope, flexibility, transferability of learning and on evaluation aspects.

*****

REFERENCES AND BIBLIOGRAPHY AND FURTHER READINGS

[1] Balu S.A. Overview of Curriculum Design and Development- CPSC Course Module-Course in Technician
Curriculum Design, and Evaluation Process- 83/106 /1983)
[2] Banthiya N.K.et.al., Module -7 "Develop Curriculum for a subject/ programme"-' A competency-
based self- learning module' REC-British Council Project July 1999 coordinated & authored by a team
led by Dr . N.K.Banthiya et.al. Technical Teachers' Training Institute (TTTI)-Bhopal, Publication,
[3] Colombo Plan Staff College for Technician Education- 'Aspects of Curriculum for Technician Education'
, CPSC publication 1989 ,MIA D 3120 Philippines
[4] John Heywood ,Engineering Education -Research and Development in Curriculum and Instruction IEEE
Press Willey –Interscience
[5] Radhakrishnan V.H. and Jain K.K."outcome based curriculum of diploma programmes in the state of
Gujarat: implications with respect to Implementation and assessment" Journal of Teaching and
Education,CD-ROM. ISSN: 2165-6266 :: 07(01):393–406
[6] Susan Toohey, “Designing courses in Higher Education, -'The society for Research into Higher
Education & Open University Press 1999.

National Institute of Technical Teachers’ Training & Research, Bhopal

5