Curriculum design a holistic and relevant approach

Prof D K Subramanian

Education
What ? knowledge acquisition not enough. How methodologies . Application of knowledge. Why? reasoning, analysis, Where to? look at future . How to ? innovations the prime requirements of today.

Education
Teaches good social behaviours, collaboration team work, and good habits How to learn and study and apply How to govern How to do designs, analysis How to build, operate and maintain How to understand the workings of devices , and systems But most importantly on how to think, innovate, and apply creative knowledge to real world problems.

Basic Requirements
it should provide knowledge move from knowledge acquisition to knowledge applications and innovations it should reflect the current and future trends and needs of the society. It should provide scope for innovation and creativity and leadership. It should meet the aspirations of the society and the capabilities of students.

Basic requirements contd.

It should be relevant to present day immediate needs and future needs.(remember technological obsolescence happens once in 6 years.) It should be modern

Obstacles
Mindset of stakeholders fixed, old . Urge to learn and understand learn throughout life? I can do it mind Broader outlook opportunities to know what is happening. Working hours

First step
To understand objectives We should first know 1. what is engineering the dimensions of engineering activities. 2. what does the student want to become? 3. what are our constraints and relevance to our country think global and act local ?

 Then we can decide on the objectives and outcomes. I am surprised that even in the best universities in US where these objectives have been in use for long, not much thinking has gone into it. We are also mechanically following it. Can we do a detailed exercise on defining objectives suitable to us and not US?

What does the student want to become?

What is their aim in life? Designer Researcher/ academic Project leader Entrepreneur Engineer Industry job Govt job Definitely not all of these. So flexible system is needed to cater to each group.

Also
He/ she needs a job He/ she wants to do some innovation in his job. Keep up to date in the latest trends in his/ her area He/ she wants to move up. Wants to get job satisfaction. May want to change jobs.

Present day happening in engineering

Fast developments in materials, computing, and technologies Faster technological obsolescence Engineering colleges are distant from current technologies and trends. Focus in some disciplines are shifting electronics now looks at module integrations and not device development and characterizations. Electrical power has to focus on building level electrical systems, harmonics, audits, energy conservation and not on large power systems Focus is now on services and not on manufacturing. Infrastructure services is also gaining traction.

Current scenarios
Focus is on large systems road networks, water networks, computer, power and gas networks connecting large areas with millions of connections. Planning is very important now. Reliability, sizing, scale ups (growth),disaster recovery (business continuity) etc. have become major constraints for success. Most engineering systems have computers embedded with software and additional electronics built in.

Design principles
It should be holistic It should go beyond class rooms.we should make teaching an interactive learning and doing activity. Whole is greater than the sum of all parts. We should not treat all students as one group. We should group them do what is appropriate for each group. We need to ask what are we doing to our distinction students ( are students a burden or wonderful bundle of energy and resources.)

Flexibility
It should be flexible to allow choices for students. Credit system Electives large number Hard and soft core Continuous evaluation work load to match a students ability. Failure in a subject does not mean failure in the program.

Balanced
It should be balanced from various points of view. Short term vs long term Short term technical and soft skills Long term leadership, concepts , technology trends.balance with class room learning. Handle several views of engineering. Balance theory and experiments and applications.

Over all balancing

Balancing of the various components- like Concepts Basic theories Experiments- end to end problem solving Detailing and engineering practices/ standards. Design Tests Skills Applications

Design methodology
Understand the breadth and depth of engineering first Understand the aspirations of students. Understand the societal changes, requirements, technology trends and build realism. Dogmas wont work. Do a top down approach to design.

Top down approach

1. understand the various components of engg incl. the discipline 2. define program objectives. 3.Define student outcomes.link it with curricular components. 4.provide overall frame work and curricular components. 5. build the detailed courses based on the above and student outcomes.

One view of engineering

Design Analysis Synthesis Modeling Simulation Performance Diagnostics

Second view
Materials Energy Resources engineering Instrumentation and control Basic engineering laws Computing and problem solving Electronics sytems Manufacturing Operations and maintenance

Third view
Reliability Quality Large systems Social, legal, ecological impacts Professional practices Detailed engineering

Basic principles
Basic scientific principles Basic engineering principles Design Systems integration Applications Requirements from other disciplines- mechanical needs electronics, controls, robotics etc. Resources-water, soil, energy, metals, minerals, land, etc.- conservation

Experiments
Are labs encouraging expts? No They are only demos. Encourage experimentation in labs. We have spent a lot of money in labs. Use the labs effectively and usefully.

Engineering requirements
Dependable , robust, reliable systems. Usability Cost economics capital and operating costs. Resource conservation Understand operating principles- operations and maintenance Good processes. Documentation Standards

Engineering also needs

Understand the best practices followed SR and MB of PWD, design sheets of electrical industry, specs and standards, test procedures Practice professionalism. Understand the impacts on society, ecology and environment.

Step 1 a.First level requirements

Deep knowledge in the subjects of the discipline and basics. Long term learning capabilities interest in learning , studying , doing graduate programs and research, fighting technological obsolescence. Analytical and logical problem solving skills. Professionalism and ethics. Large problem solving, team work, Experimentation, creativity and innovation. Employability skills in communications, technical areas. Application of skills and technologies to problems

Step 1b.Second level

Knowledge in Interdisciplinary areas Understanding engineering practices. Resource conservation and economics Social, ecological and environmental impacts of engineering activities. Computer and technology usage Reliability , robustness, Services component infrastructure, operations, maintenance, control etc.

Mechanisms of education
Curriculum Teaching learning processes Laboratory work Individual work assignments, seminars, mini projects Training programs- skills development (java, oracle, project management , unix, etc) Team work project work Referencing, critiques, surveys, etc. Industry visits, lectures, Organizational capacity building college day, sports/ hostel days, culture programs, student contests etc. Management hostels, mess, transport, library, labs, etc.

Aspects of development in students

Clarity of thinking communications , language, documentation and reports writing. Analysis , design, Subjects- technical- knowledge. Problem solving- large problems through all stages. Leadership, team work, group behaviours. How to learn, and apply what is learnt Work culture Organizational skills

Step2 program objectives

A program objective is a specific and usually quantifiable statement of program achievement. It is a statement of measurable outcome which can be used to determine program progress towards the program goal. You need to have a well-defined program goal Specific and not general Quantifiable Achievements at the end of the program Meaningful and with purpose.

Program goal
Institute of Technology is devoted to the advancement of knowledge and education of students in areas that contribute to or prosper in an environment of science and technology And inculcate ethical and social and ecological values. This is more general We can add and become leaders and game changers leading to inclusive development and improving the life style of the society. We have a single mission here.

Mission
Its mission is to contribute to society through excellence in education, research, and public service, drawing on core strengths in science, engineering, architecture, humanities and social sciences, and management. This mission is accomplished by an educational program combining rigorous academic study and the excitement of research with the support and intellectual stimulation of a diverse campus community.

Program objectives shd be smart

Specific not general or vague. Measurable metrics can be defined and measured.- not exams alone. And modern Applicable adaptable , achievable Realistic and relevant . Time bound

Program objectives
Program objectives are the knowledge, skills, and abilities students should possess when they graduate from a program. They are answers to the question, "What should program graduates know and be able to do at the time of program completion?"

 Each program goal should be associated with one or more program objectives. The number of objectives per goal is determined by the faculty. Because program goals are typically phrased in general terms, they can sometimes be met in a variety of ways. Goals that may be met in a variety of ways will have multiple objectives

 Objectives can specify student actions, expected perceptions of faculty, students, or employers, or outline expected student work

How to measure?
Evidence may be drawn from a wide variety of sources from answers to specific test questions, student writing samples, team project reports, and survey questionnaires. Once this array of material, information, and evidence are gathered, the program will have a better sense of the programs outcomes, i.e., the overall level of achievement.

Program objectives
Students will solve problems of design, analysis and optimization in the discipline on practical problems occuring in utilities, industries and defence/govt organizations Will be able to conduct research and teach. Professional practices and ethics. Employability and growth Leadership Long term learning life long learning

Program objectives
1.Students should be able to get deep knowledge in their discipline and related other areas. 2.Students will be able to design and build systems innovatively. 3.students understand and get the mechanisms for long term learning to reduce the impacts of technological obsolescence. 4students should be able to solve large problems occuring in industries, services, governments through analysis, application, design, synthesis and build systems . 5.students will become employable in industries, services, utilities, governments, defence and construction agencies.

Program objectives
6. students will be able to think of alternatives and may use creative approaches in solving problems. 7.students will be able to pursue their academic activities including higher education and research. 8.students will be able to follow professional practices. 9.Students while solving engineering problems will understand ecological and social aspects and include them in their solutions.

 10.Students will be able to show team work, leadership qualities in their organization.

Specific set for example

technical expertise with Sound knowledge and capability of application Employability with communication skills. Creativity and innovation Long term learning Professionalism or organizational capability

Special ones
Students can design electrical distribution systems, energy audits, etc. Students can solve problems in villages pertaining to water supply, roads . Students can integrate electronic components in the mechanical systems Students can do end to end problem solving in machine tools/ automobiles/ power stations.

Progrm objectives - examples

Graduates will become successful practitioners in engineering and other diverse careers. Most graduates will pursue continuing education opportunities relevant to their careers. Some graduates will pursue advanced degree programs in engineering and other disciplines

PO Purdue university
All graduates are meaningfully employed in industry or government or are pursuing graduate studies within one year of graduation Most of our graduates take jobs in the aerospace industry or pursue graduate work in aerospace engineering After five years, most graduates are working in engineering After five years most graduates have advanced their careers by, for example, promotion or pursuit of an advanced degree and, most importantly, All of our alumni feel that their education at Purdue was valuable preparation for their careers, whatever their field of endeavor.

Outcomes
Strong knowledge in basic sciences and engg. Deep and strong understanding and applications in their discipline Soft skills and technical skills Team work, leadership qualities Independent end to end problem solving Continuing education Research work

outcomes
Through the course of their studies, students shall gain:

(a) an ability to apply knowledge of mathematics, science, and engineering

(b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design an aerospace system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, and solve aerospace engineering problems and ideate new approaches , alternate designs. (f) an understanding of professional and ethical responsibilities

Outcomes contd.
(g) an ability to communicate effectively (h) an understanding of the impact of engineering solutions in a global, economic, environmental, and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues in aerospace engineering (k) an ability to use the techniques, skills, and modern engineering tools necessary for aerospace engineering practice.

Student outcomes electrical engineering

Students will be able to 1. to understand the mathematical and physical foundations of electrical engineering and how these are used in electronic devices and systems. An understanding that engineering knowledge should be applied in an ethically responsible manner for the good of society. 2. to critically evaluate alternate assumptions, approaches, procedures, tradeoffs, and results related to engineering problems. 3. to design a variety of electronic and/or computer-based components and systems for applications including signal processing, communications, computer networks, and control systems. 4. to lead a small team of student engineers performing a laboratory exercise or design project; to participate in the various roles in a team and understand how they contribute to accomplishing the task at hand. 5. to use written and oral communications to document work and present project results.

Civil engineering
Students will be able to: 1. Identify the broad context of civil engineering problems, including describing the problem conditions, identifying possible contributing factors, and generating alternative solution strategies. 2. Design the fundamental elements of civil engineering systems, system components and processes, with a good understanding of associated safety, quality, schedule and cost considerations. 3. Undertake laboratory, field and other data collection efforts using commonly used measurement techniques to support the study and solution of civil engineering problems. 4. Employ mathematics, science, and computing techniques in a systematic, comprehensive, and rigorous manner to support the study and solution of civil engineering problems. 5. Synthesize analysis results to provide constructive and creative engineering solutions that reflect social and environmental sensitivities.

 6. Exhibit good teamwork skills and serve as effective members of multidisciplinary project teams. 7. Articulate and justify technical solutions to diverse audiences through oral, written, and graphical communication. 8. Understand the importance of professional and ethical responsibilities of civil engineers, and be aware of codes of conduct and other sources of guidance for professionally ethical decisionmaking. 9. Understand the constantly evolving nature of civil engineering design and practice, and recognize the need to stay abreast of the latest developments in the field.

Mechanical engineering
1. Apply energy, momentum, continuity, state and constitutive equations to thermal, fluids and mechanical systems in a logical and discerning manner. 2. Design and perform laboratory experiments for thermal, fluid and mechanical systems to gather data and test theories. 3. Design thermal, fluid, mechanical and control systems to meet specifications. 4. Participate effectively in the same-discipline and crossdisciplinary groups. 5. Identify, formulate, and solve thermal, fluid and mechanical engineering problems by applying first principles, including openended problems. 6. Develop practical solutions for mechanical engineering problems under professional and ethical constraints.

 7. Communicate effectively with written, oral, and visual means in a technical setting. 8. Recognize the fact that solutions may sometimes require non-engineering considerations such as art and impact on society. 9. Be prepared for a lifetime of continuing education. 10. Recognize environmental constraints and safety issues in engineering 11. An ability to use modern modeling and simulation techniques, and computing tools.

Student outcomes CSE

An ability to apply knowledge of mathematics, science and engineering An ability to design and conduct experiments, as well as to analyze and interpret data An ability to design a system, component or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability An ability to function on multidisciplinary teams An ability to identify, formulate and solve engineering problems An understanding of professional and ethical responsibility An ability to communicate effectively The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and societal context A recognition of the need for, and an ability to engage in, lifelong learning A knowledge of contemporary issues An ability to use the techniques, skills and modern engineering tools necessary for engineering practice

Overall methodology
Step 1 define goals for your program Step2 define objectives consistent with goals Step3.develop outcomes based on objectives. Step 4. for each objective, define requirements in courses, teaching processes and mentoring/ training. Step 5 design the detailed curriculum for the discipline list of courses, course objectives, requirements , labs etc.

Methodology contd.
Step 6. build objectives for labs , project work, seminars , individual wok, etc. Step 7. build requirements for mathematics , materials, etc based on the discipline requirements Step8. build requirements for humanities courses. Step 9. define other mechanisms of learning. Step 10 build the full curriculum with detailed syllabi, sequencing, credits, assessment methods etc.

Components of education
Curriculum (courses of instruction) Teaching learning processes Laboratory work Individual work assignments, seminars, mini projects Training programs- skills development (java, oracle, project management , unix, etc) Team work project work Referencing, critiques, surveys, etc. Industry visits, lectures, Organizational capacity building college day, sports/ hostel days, culture programs, student contests etc. Management hostels, mess, transport, library, labs, etc.

Curriculum framework
Basic sciences incl. mathematics Humanities Basic engineering incl. computer based problem solving. Discipline level basic theory and concepts, systems, applications. Design aspects System integration Project work Individual seminars. End to end large engg. Problems. Term papers, critiques, self study etc.

 Let us look at CSE program Convert student outcomes into courses

First outcome
First student outcome sound knowledge of maths and sciences Maths courses- logic, discrete structures, number theory, algebra, optimization, random systems,numerical solutions, cryptography and coding theory. Sciences materials organic, magnetic, nano, silicon etc. energy and power Basic engineering electronics both analog and digital, subsystems, communications theory and engineering, systems and signals,- systems level, instrumentation, energy, Economics, human behaviours , conservation, social impacts etc

Second outcome deep knowledge of discipline

Basics of the discipline foundations, programming languages theory, machine learning, computer organization, data structures, algorithms, Systems operating systems, parallel programs and processors, networks, software architecture, communications Applications data base, graphics, animation, multi core, compilers, web technologies, mobile computing , AI, etc.

Problem solving skills

How do you identify and define problems. Interaction with users, requirements gathering Definition of parameters like performance, usability, reliability, etc. Technology selection, sizing, Solutions of equations Modeling and simulation Problem solving using computer programming including modularization, metrics and understanding how computer systems work. Data organization. Large systems Problem solving case studies System integration techniques

Third outcome problem solving capabilities

Modelling and simulation Genetic algorithms Numerical solutions Optimization Agile programming XML

Employability
Communications skills Languages Report writing Documentation Group discussions Interviews, critiques Technical skills C, java, XML.,a database, web designing, etc Work culture- regular habits. Computer literacy operate PCs, word, spread sheets, browsing , build portals, emails etc. Requirements and specifications for a problem to be defined. Project planning, management

4th outcome practices

Software development SRS, design, code, test,- software practices CMMI certifications Quality engineering usability Data base practice Computer programming, operating systems, graphics , animation labs.

5th design
Design of software-include in SW engg course Data base design include in DBMS course Design practice total design of a problem like hotels, hospitals, govt dept, college admin, etc. end to end.(this can be a desertation project- includes hardware sizing, use of open systems, network components, security aspects etc.)

6th -Trends
A course on major trends in Servers, handheld devices, storage, controllers, RF devices, data mining, big data, Multi core and parallel processors, communications, wimax, LTE, etc. Analytics

7th -training
Conduct some skills programs as training. Let computer science students conduct programs on languages and tools to other branches. Encourage student conferences Mostly out side the curriculum.

8th - documentation
Course on report writing, comprehension, research paper writing, documents, manuals, lit. surveys, critiques. Project work documentation action plan, role s definition, discussions notes,literature review, problem definition, experiment designs, design, results, programs, final report

9th- skills (technical)

Conduct either training programs or regular courses on XML 5 Autocad , electronic circuit analysis, Tools like rational DBMS like oracle, mysql Os like android, linux, etc.

10th professional practices

A course on professional practice A course on ecology and environment with resources conservation A course on ethics Legal aspects. Lectures by experts

Team work
Laboratories- define your software engineering lab with team members with roles as it happens in reality. Actually every team member should have a role defined for each experiment and change roles. Project work- a role definition is essential for team members. Team members should have a well defined targets to work on and become participative.

leadership
Group behaviour Participation in college programs Hostel. Mess. Library management Lectures by industry leaders. Mentoring to avoid over powering by some on others(effect of hindering leadership of many) Confidence building. Reading biographies of leaders.

Project management
Principles and tools of project management Resources planning and conservation Estimation time, costs Usability engineering Controls, reviews and audits. Visits to some projects Case studies

Design capabilities
A course on basics of designing , conceptual. Logical. Physical designs, constraints, design economics, reliability levels, design parameters, Examples- design of building electrification, design of fork lifts, data base design, hardware/ network architectures for an organization, design of mobile cells incl. locations/ range/ power etc. A design project for a group of students

Societal and ecological aspects

Impacts on resources and people of large engineering projects Ecology and environment- bio diversity, sustainability of development. Use of resources water, energy, land and soil Need for renewable resources, reuse . Urban and rural settlements and planning

Experimentation
Laboratories freedom to Plan experiments (not follow the routine list) Segregate demos from experiments. Open labs Experiment planning Innovation in experiments not the usual 10 -14 experiments list. Let students plan their experiments. Let them experiment. Plan measurements. Interpret data and results, analyze outputs. Find reasons for failures. What did you learn from each experiment?

Long term learning

Provide a strong base of basics and fundamentals of the mathematics and systems and the discipline area. Do not overdo skills. Basic knowledge of data bases is more important than learning sql of oracle(say) Build work cultures for library use, collect reference materials, browse for literature, produce literature surveys and critiques. Introduce trends in different disciplines (forecasts for next 10 years) thru seminars and discussions. Inculcate the habit of attending training programs so that they can do continuing education programs later on.

Creativity and innovation

These dont come thru course work but by practice. Ask the following question and answer: What does the institution do for its distinction students? Make them good researchers. Give them freedom , accesses to do research- faculty shd suggest topics. Send them to research centres. Encourage discussions, questions in class rooms. Make courses go beyond class rooms. Build groups for each subject. Encourage students to develop products thru an innovation centre.

Systems integration
There are not any proper set of courses and labs for this outcome. Courses on instrumentation, control, computers incl. micro controllers/ FPGA/programming , design, and integration along with lab work. Reengineer microprocessor lab. It is particularly essential for mechanical students- to integrate mechanical devices, electronic devices and programs to run them. We need to build courses for this purpose and also labs.

documentation
Develop skills for referencing, writing surveys. Encourage writing technical reports. Project work should focus on document generations like- problem definition, action plan, roles of team members,literature, system and user requirements, performance issues,software manual, user manual, experiments plan,resources required, costing and estimation, results analysis etc in addition to final reports. Start project work with a good problem definition and a plan document. Generate a framework for documents.

Over all framework

Basic maths and sciences-16cr. Basic engineering- 15cr. Foundations in CSE 30 cr. (10 cr electives) Systemic 30 cr(10cr electives) Applications 30cr (15 electives) Lab work 30 cr Projects 15cr( 2 projects one group, one individual) Humanities, languages 10cr Design -6cr. Individual seminars, etc. -3cr. Total -185

Computer programming
This should be a problem solving course rather than a course on programming language constructs.
The course objectives are To learn the principles of problem solving approaches To learn flow charting, decomposition, dry runs etc To learn programming language features and apply them. To learn and apply bug detection methods To apply these to solve a number of medium sized numerical, text based and business problems.

Mathematics
This needs a lot of thinking, designing, sequencing and applying. And Not a mechanical process as it is happening now. Let us start with a set of questions. 1. what are the objectives for a discipline like electrical, communications, mechanical etc.? 2. define the set of courses for that purpose both basic concepts and theory, principles, systems,processes and practices, applications , and problem solving methods

 Define the courses which meet your objectives. Sequence these courses depending on requirements. Now look at the requirements of mathematics for each course. Put the linkage in your courses. Put together a set of maths courses and see that these are sequenced just before the concepts are used in the discipline course. This makes maths relevant and usable.

Basic electronics
This is one course without any focus. It teaches characteristics mostly and some circuits. But the focus should be on the application of electronic devices and instruments like op amps, oscillators, counters, modems, micro controllers and processors, memory etc.

microprocessors
This course also does not have a clear objective .Sometimes it looks like a assembly programming course. Move aaway from 8085/8086. introduce all new processors and controllers. Let the students design with controllers as to how to control a lab. It should focus on organization and interconnections and applications for some simple cases like traffic controllers etc.

Operating systems
Again, we can have several objectives for this course. Design focus the students will be able to design an operating system at the end of the course. Operations focus- efficient and effective use of OS incl. security and file management as well as drivers. Resource management focus- different resources and how they are built an internal issue. Device focus tablets, phones, thin clients, servers. User focus Many courses are laundry lists without focus

Conclusions
The curriculum has to become purposeful and relevant and hence the design needs a full participation by faculty. The curriculum is dynamic changes once in a few years. Faculty play a major role . They should take the responsibility and ownership to generate a holistic, balanced, flexible curriculum taking into account the constraints in their institution.

Conclusions
But we should not be bound by some constraints. We need to look for alternative approaches.

 It is necessary to develop an action plan to go ahead with a new curriculum. I hope we will have a fresh mindset away from the conventional age old fixed set of courses of universities and one final exam approaches.