Also check http://goelsan.wordpress.com/2010/04/17/summary-of-the-phd-thesis/

1. DESIGN OF INTERVENTIONS FOR INSTRUCTIONAL REFORM IN SOFTWARE DEVELOPMENT EDUCATION FOR COMPETENCY ENHANCEMENT (2003-2011) (Synopsis Submission:Aug, 2009, Thesis Submission: April 2010, Oral defense: Jan, 2011) Sanjay Goel Sanjay Goel, JIIT, 2011

2. Inspiration and Motivation Sanjay Goel, JIIT, 2011

9. Brief Overview of Work Sanjay Goel, JIIT, 2011

15. Main Contributions Sanjay Goel, JIIT, 2011

21. Some Important Details Sanjay Goel, JIIT, 2011

32. Required Professional Competencies wrt Software Development Activities Sanjay Goel, JIIT, 2011

33. Competency ratings by working engineers in IT companies Goel Sanjay (2006), Investigations on required core competencies for engineering graduates with reference to the Indian IT industry, European Journal of Engineering Education, Vol 31 Issue 5, October, Taylor & Francis, UK. 54 respondents from 15 companies. Sanjay Goel, JIIT, 2011 No Engineering Competency Normalised Figure of Merit (Max. = 10) Category 1 Problem solving 10.0 Pivotal 2 Analysis / Methodological skills 8.8 Critical 3 Basic engineering proficiency 8.5 Critical 4 Development know-how 8.2 Critical 5 Teamwork skills 8.2 Critical 6 English Language skills 7.6 Critical 7 Presentation skills 7.5 Critical 8 Practical engineering experience 7.3 Critical 9 Leadership skills 7.3 Critical 10 Communication skills 7.2 Critical … Total 23 competencies

35. Comparative analysis of some common competencies identified by some accreditation agencies Sanjay Goel, JIIT, 2011 Competency Position in the respective list ABET ’01 UK-SPEC, ‘03 IES, ’04 EA, ‘05 JABEE, ‘04 Avg 1 Ability to apply knowledge 1 2 1 1 3 1.6 2 Design skills. 3 2 3 5 5 3.6 3 Problem solving skills. 5 - 4 4 4 4.25 4 Technical competence. 11 1 5 3 4 4.8 5 Ability to work in multidisciplinary teams. 4 4 9 6 1 4.8 6 Communication skills. 7 4 6 2 6 5 7 Sensitivity towards global, societal, and environmental issues. 8 5 8 7 2 6 8 Sensitivity towards ethical and professional issues. 6 5 10 9 2 6.4 9 Readiness for life-long learning. 9 5 7 10 7 7.6

36. Meaningful usage, extension, and acquisition of knowledge Productive habits of mind Attitudes and perceptions Three-dimensional framework of competencies Dimensions of Learning (Marzano R. J., Pickering D. & McTighe J. 1993) Dimension 1: Attitudes and perceptions. Dimension 2: Acquire and Integrate Knowledge Dimension 3: Extend and Refine Knowledge Dimension 4: Use Knowledge Meaningfully Dimension 5: Productive Habits of Mind Sanjay Goel, JIIT, 2011

38. Revised Competency ratings…, 2007…71 responses from 33 companies Sanjay Goel, JIIT, 2011 No. Competencies Category 1 Perseverance, commitment, and hardwork. Existential 2 Ability to work in teams. 3 Ability to apply knowledge. Pivotal 4 Integrity and authenticity. 5 Analytical skills. 6 Accountability and responsibility. 7 Technical competence. 8 Problem solving skills. 9 Listening skills. Critical 10 Attention to detail. 11 Project planning and management. 12 Quality consciousness and pursuit of excellence. 13 Critical thinking. 14 Readiness for lifelong learning. 15 Design skills.

39. Sanjay Goel, JIIT, 2011 16 Communication skills. Obligatory 17 Research skills. 18 Adaptability and ability to multi-task. 19 “ Be the customer” Mentality 20 Systems-level perspective 21 Decision making skills 22 Creativity and idea initiation. 23 Organizational skills Desirable 24 Mentoring skills. 25 Experimentation skills. 26 Numerical ability. 27 Constructive criticism skills 28 Persuasion skills. 29 Sense of urgency and stress management. 30 Ability to assist others through mentoring and philanthropic donations. 31 Wealth creation skills. 32 Knowledge of contemporary issues. 33 Cost consciousness. 34 Sensitivity towards global, societal, environmental, moral, and ethical issues and sustainability. Complimentary 35 Entrepreneurship.

40. wrt Software services work Average competency rating for 35 competencies = 33/100 Revised Competency ratings…, 2007…71 responses from 33 companies Sanjay Goel, JIIT, 2011 Competency 1 Ability to work in teams. Existential 2 Perseverance, commitment, and hardwork. Critical 3 Listening skills. Obligatory

41. IT professionals wrt Research or product development work in large or midsize companies Average competency rating for 35 competencies = 47/100 Sanjay Goel, JIIT, 2011 Sno. Competencies 1 Ability to work in teams. Existential 2 Ability to apply knowledge. 3 Perseverance, commitment, and hardwork. Pivotal 4 Accountability and responsibility. Critical 5 Analytical skills. 6 Problem solving skills. 7 Research skills. 8 Integrity and authenticity. Obligatory 9 Critical thinking. 10 Design skills. 11 Technical competence.

42. IT professionals wrt Research or product development work in small companies Average competency rating for 35 competencies = 49/100 Sanjay Goel, JIIT, 2011 Sno. Competencies 1 Perseverance, commitment, and hardwork. Existential 2 Accountability and responsibility. Pivotal 3 Ability to apply knowledge. 4 Problem solving skills. 5 Research skills. 6 Attention to detail. Critical 7 Analytical skills. 8 Integrity and authenticity. 9 Readiness for lifelong learning. 10 Technical competence. 11 Quality consciousness and pursuit of excellence. Obligatory 12 Critical thinking. 13 Design skills.

52. Phenomenon of Learning: Some Results Sanjay Goel, JIIT, 2011

54. Rating Comparison Sanjay Goel, JIIT, 2011 Bloom levels What students think they get ? What students get in exams ? What students think works well for them ? What engineers recommend ? Knowledge 0.24 0.36 0.04 0.09 Comprehen-sion 0.24 0.16 0.11 0.10 Application 0.22 0.40 0.13 0.10 Analysis 0.14 0.04 0.15 0.19 Synthesis 0.14 0.05 0.46 0.38 Evaluation 0.02 0.00 0.11 0.15

55. What working IT engineers think about Teaching Methods?, SPINE based Study, 2004-05 Sanjay Goel, JIIT, 2011 No (j) Teaching Method Normalised Figure of Merit (Max. = 10) Category 1 Group Projects 10.0 Pivotal 2 Project 9.8 Pivotal 3 Practical Training 9.2 Pivotal 4 Industrial Training /Internship 6.5 Obligatory 5 Lecture 6.5 Obligatory 6 Seminars 6.3 Obligatory 7 Written projects/studies 6.2 Obligatory 8 Home work/Out of class assignment 3.8 Complementary

57. What students think about lectures attributes? Goel Sanjay (2006), Do Engineering Faculty Know What’s Broken? The National Teaching & Learning Forum , Vol 15 Number 2, USA Sanjay Goel, JIIT, 2011 Lecture Format property Most Effective for learning Least Effective for learning Most Often used 1. careful listening and preparing notes 36.36% 70.45% 79.55% 2. explain textbook 11.36% 90.91% 88.64% 6. creative thinking 75.00% 4.55% 9.09% 7. in-class-group-work 63.64% 4.55% 2.27% 14. discover 63.64% 2.27% 0.00% Correlation Most Effective for Learning Least Effective for Learning Least Effective for Learning -0.79 Most Often used Lecture Format -0.69 0.99

60. Table 7.2: Perceived effectiveness of engagements with respect to competencies 67 Software developers - (How) Did your college help you in your development?” Sanjay Goel, JIIT, 2011 Competency Most effective pedagogical engagements Technical competence Projects (84%) and Laboratory work (65%) Communication competence Discussions with other students (84%), Mentoring juniors (71%), Discussions with faculty (69%), and Discussion with others (51%) Domain competence Projects (61%), Research literature survey (51%), and Knowledge transmission oriented lectures (51%) Complex problem solving Projects (79%), Laboratory work (59%), and Thinking oriented lectures (51%) Computational thinking Projects (64%) and Thinking oriented lectures (49%) Attention to details Projects (71%) Critical and reflective thinking Projects (50%) Creativity and innovation Projects (82%) and Thinking oriented lectures (53%) Curiosity Projects (66%) and Research literature survey (62%) Decision making perspective Projects (90%), Industrial training (71%) Systems-level perspective Projects (58%) and Mentoring other students (51%) Intrinsic motivation to create/improve artifacts Projects (74% ), Research literature survey (58%), Thinking oriented lectures (54%), Discussions with students (50%), and Discussions with faculty (50%).

62. Phenomenon of Learning: Some Important Learning Theories Sanjay Goel, JIIT, 2011

79. Perceived Benefits of Using PSP in laboratories: Students feedback Its modified format been tested for getting higher gains in Estimation Sanjay Goel, JIIT, 2011 Ist year (109) 2 nd yr (91) 3 rd yr (75) Programming Efficiency Enhancement 57% 59% 76% Defect Rate Reduction 37% 37% 59% Activity Record and Reflection 32% 39% 59% Estimations and Planning 25% 27% 31%

85. Impact Analysis of a Faculty Development Workshop: What faculty think about lectures attributes?, 2005 Sanjay Goel, JIIT, 2011 Lecture Format attribute Fraction of faculty who rated the attribute as most important at the beginning of the workshop Fraction of faculty who rated the attribute as most important towards the end of the workshop e. problem solving 38.89% 60.38% f. creative thinking 66.67% 83.02% g. in-class-group-work 22.22% 60.38% h. create conceptual designs 31.48% 69.81%

88. Theory Building Unified Framework of Pedagogic Engagements in Software Development Education Sanjay Goel, JIIT, 2011

93. Four-dimensional Taxonomy of Pedagogic Engagements in Software Development Education Reflective Engagements Integrative Engagements Active Engagements Collaborative Engagements Individual engagement problem solving activity Inclusion and integration of various ideas and diverse perspectives . Think deeply to evaluate and refine/transform their own approach and views collaborate with others to solve problems Sanjay Goel, JIIT, 2011

95. Four-dimensional Taxonomy of Pedagogic Engagements in Software Development Education Reflective Engagements Integrative Engagements Active Engagements Collaborative Engagements Individual engagement problem solving activity Inclusion and integration of various ideas and diverse perspectives . Think deeply to evaluate and refine/transform their own approach and views collaborate with others to solve problems Sanjay Goel, JIIT, 2011

97. Four-dimensional Taxonomy of Pedagogic Engagements in Software Development Education Reflective Engagements Integrative Engagements Active Engagements Collaborative Engagements Individual engagement problem solving activity Inclusion and integration of various ideas and diverse perspectives . Think deeply to evaluate and refine/transform their own approach and views collaborate with others to solve problems Sanjay Goel, JIIT, 2011

99. Four-dimensional Taxonomy of Pedagogic Engagements in Software Development Education Reflective Engagements Integrative Engagements Active Engagements Collaborative Engagements Individual engagement problem solving activity Inclusion and integration of various ideas and diverse perspectives . Think deeply to evaluate and refine/transform their own approach and views collaborate with others to solve problems Sanjay Goel, JIIT, 2011

101. Summary of Presentation Sanjay Goel, JIIT, 2011

108. Four-dimensional Taxonomy of Pedagogic Engagements in Software Development Education Reflective Engagements Integrative Engagements Active Engagements Collaborative Engagements Individual engagement problem solving activity Inclusion and integration of various ideas and diverse perspectives . Think deeply to evaluate and refine/transform their own approach and views Collaborate with others to solve problems Sanjay Goel, JIIT, 2011

109. Thanks Sanjay Goel, JIIT, 2011