The document discusses outcome-based education (OBE). It defines OBE and explains its benefits, including international recognition, employable graduates, improved institution reputation, stakeholder involvement, and preparing graduates for leadership. Key aspects of OBE include clarity, flexibility, and student involvement in learning. The benefits of OBE for faculty are also outlined. The document then discusses various OBE components like program outcomes, program educational objectives, program specific outcomes, and graduate attributes. It provides examples of outcomes and attributes for a mechanical engineering program. Finally, it discusses implementing OBE through curriculum design, assessment, and the roles of lecturers and students.

1. OUTCOME BASED EDUCATION
Dr.S.SATHEES KUMAR
Associate professor
DEPARTMENT OF MECHANICAL ENGINEERING

2. Focus of Education

3. Focus of Education

4. Focus and Benefits of OBE

5. What is Outcome Based Education?

6. Why Outcome Based Education?
1. International recognition and global employment opportunities.
2. More employable and innovative graduates with professional and soft
skills, social responsibility and ethics.
3. Better visibility and reputation of the technical institution among
stakeholders.
4. Improving the commitment and involvement of all the stakeholders.
5. Enabling graduates to excel in their profession and accomplish greater
heights in their careers.
6. Preparing graduates for the leadership positions and challenging them
and making them aware of the opportunities in the technology
development.

7. Benefits of OBE
• Clarity
• The focus on outcomes creates a clear expectation of
what needs to be accomplished by the end of the course.
• Students will understand what is expected of them and
teachers will know what they need to teach during the
course.
• Clarity is important over years of studying and when
team teaching is involved.
• Each faculty member, will have a clear understanding of
what needs to be accomplished in each class, or at each
level, allowing students to progress.

8. Benefits of OBE
• Flexibility
• With a clear sense of what needs to be accomplished, faculties
will be able to structure their lessons around the student’s
needs.
• OBE does not specify a specific method of instruction, leaving
faculties free to teach their students using any method.
• Faculties will also be able to recognize diversity among
students by using various teaching and assessment techniques
during their class. OBE is meant to be a student-centered
learning model.

9. Benefits of OBE
• Involvement
• Student involvement in the classroom is a key part of OBE.
Students are expected to do their own learning, so that they gain
a full understanding of the material.
• Increased student involvement allows students to feel responsible
for their own learning, and they should learn more through this
individual learning.
• Other aspects of involvement are parental and community,
through developing curriculum, or making changes to it.

10. Expectations on students under of OBE –
the outcomes

11. OBE Vs Traditional Education Process

12. OBE Vs Traditional Education Process

13. Outcomes in OBE

16. OUTCOME BASED EDUCATION
Dr.S.SATHEES KUMAR
Associate professor
DEPARTMENT OF MECHANICAL ENGINEERING

17. Outcome Based Education

18. Outcome Based Education

19. Outcome Based Education

20. Benefits of OBE for Faculty Members
Faculty members are referred to as Change of Agents in OBE.
1. Teaching will become a far more creative and innovative career.
2. Faculty members will no longer feel the pressure of having to be
the “source of all knowledge”.
3. Faculty members shape the thinking and vision of students
towards a course.

21. Process of implementation of OBE

22. OBE Philosophy

25. OBE for Outcome Based Accreditation

26. OBE Framework

27. Administrative system for Implementation of OBE

28. Course: Is defined as a Theory, Practical or Theory cum Practical
Subject Studied In a Semester E.g. Engineering Chemistry
Course outcome (CO): A Course Outcome is a formal statement of
what students are expected to learn in a course. When creating
Course Outcomes remember that the outcomes should clearly
state what students will do or produce to determine and/or
demonstrate their learning. Course learning outcome statements
refer to specific knowledge, practical skills, areas of professional
development, attitudes, higher-order thinking skills, etc.

29. Program: is defined as the specialization or discipline of a degree. it
is the interconnected arrangement of courses, co-curricular and
extra curricular activities to accomplish predetermined objectives
leading to the awarding of a degree E.g. B.E.
Program Outcomes (POs) :
A Program Learning Outcome is broad in scope and be able to do at
the end of the programme. POs are to be in line with the graduate
attributes as specified in the Washington Accord. POs are to be
specific, measurable and achievable.
NBA has defined 12 POs and you need not define those POs by
yourself and it is common for all the institutions in India.

30. Program Educational Objectives (PEOs) :
Program Educational Objectives (PEOs) should be defined by
the Head of the Department in consultation with the faculty
members. PEOs are a promise by the department to the aspiring
students about what they will achieve once they join the
programme. PEOs are about professional and career
accomplishment after 4 to 5 years of graduation. PEOs can be
written from different perspectives like Career, Technical
Competency and Behavior. Three to five PEOs are recommended.

31. Program Specific Outcomes (PSOs) :
Program Specific Outcomes (PSOs) are what the students
should be able to do at the time of graduation with reference to a
specific discipline. useavally there are two to four PSOs for a
programme.
Graduate Attributes:
Graduate Attributes are 12 in numbers exemplars of the
attributes of expected of a graduate from an accredited
programme.

32. Program Outcomes (POs)

33. Program Outcomes (POs)

34. Program Outcomes (POs)

35. Graduate Attributes
• Graduate Attributes are a set of generic Knowledge, Skills and
Attitudes considered essential for all graduate engineers of the 21st
century.
• All graduate engineers are expected to demonstrate these
attributes on completion of their degrees.
• Institutions who can ensure these attributes in their fresh
graduates may be accredited.
• It provides the means for establishing substantial equivalence of
degrees.

36. Vision & Mission
Vision:
To bring forth professionally competent and socially sensitive
engineers, capable of working across cultures meeting the global
standards ethically.
Mission:
To provide students with an extensive and exceptional education that
prepares them to excel in their profession, guided by dynamic
intellectual community and be able to face the technically complex
world with creative leadership qualities.
Further, be instrumental in emanating new knowledge through
innovative research that emboldens entrepreneurship and economic
development for the benefit of wide spread community.

37. Bloom’s Taxonomy Definition

38. Why use Bloom’s taxonomy ?

40. Bloom’s Revised Taxonomy

41. Bloom’s Revised Taxonomy

42. Bloom’s Revised Taxonomy
According to the revised BT, the levels in the cognitive domain are as
follows

43. Action verbs for Assessment

44. Action verbs for Assessment

45. Action verbs for Assessment

46. DME - Syllabus
MODULE-I: INTRODUCTION TO THEORY OF FAILURES
Introduction: General considerations in the design of engineering
materials and their properties, selection, manufacturing
consideration in design, tolerances and fits, BIS codes of steels;
Theories of failures, factor of safety design for strength and rigidity,
Fatigue loading : Stress concentration, theoretical stress
concentration factor, fatigue stress concentration factor, notch
sensitivity, design for fluctuating stresses, endurance limit,
estimation of endurance strength, Goodman‟s life, Soderberg‟s line.

47. DME - Syllabus
MODULE–II:DESIGN OF FASTENERS
Design of fasteners: Riveted joints, methods of failure of riveted
joints, strength equations, efficiency of riveted joints, eccentrically
loaded riveted joints; Welded Joints: Design of fillet welds, axial
loads, circular fillet welds.

48. DME - Syllabus
MODULE–III:DESIGN O FKEYS AND JOINTS
Keys, cotters and knuckle joints: Design of keys, stress in keys,
cotter joints, spigot and socket. Sleeve and cotter, jib and cotter
joints, Knuckle joints.

49. DME - Syllabus
MODULE–IV:DESIGN OF SHAFTS
Design of Shafts: Design of solid and hollow shafts for strength and
rigidity, design of shafts for complex loads, Shaft sizes, BIS code,
design of shafts for gear and belt drives; Shaft couplings: Rigid
couplings, and, flexible couplings.

50. DME - Syllabus
MODULE–V:DESIGN OF SPRINGS
Mechanical Springs: Stresses and deflections of helical springs,
extension compression springs, springs for static and fatigue
loading, natural frequency of helical springs, energy storage
capacity, helical torsion springs, co-axial springs.

51. Course Objectives
A course objective specifies a behavior, skill, or action that a student
can demonstrate if they have achieved mastery of the objective.
As such, objectives need to be written in such a way that they are
measurable by some sort of assessment.
Course objectives form the foundation of the class.
Everything in the course should work together to ensure students
master the course objectives.

52. Course Objectives of DME

53. Course Outcomes

54. Characteristics of Effective Course Outcomes(CO)
• Describe what your students to learn in your course
• Are aligned with program goals and objectives
• Tell how you will know an instructional goal has been achieved
• Use action words that specify definite, observable behaviors
• Are assemble through one or more indicators (Papers , quizzes,
projects, presentations, journals, portfolios, etc)
• Are realistic and achievable
• Use simple language

55. Course Outcomes of DME

56. COURSE OUTCOMES AND PROGRAM OUTCOMES (CO-PO)
COURSE ARTICULATION MATRIX MAPPING:
Course Outcomes and Program Outcomes(CO-PO) Course Articulation Matrix
Mapping:
• Course Articulation Matrix shows the educational relationship between CO and PO.
Level of Learning achieved.
The matrix can be used for any course and to evaluate a course syllabus.
The Table 1 gives information about the action verbs used in the POs and the nature
of POs, stating whether the POs are technical or non-technical.
HIGH
MEDIUM
LOW
Under
stand
the
POs
Write
your
COs
Map
COs
to
POs
Evalua
te
using
descri
ption

57. METHOD FOR ARTICULATION
1. Identify the key competencies of POs/PSOs to each CO and make a
corresponding mapping table with assigning √ mark at the corresponding
cell. One observation to be noted is that the first five POs are purely of
technical in nature, while the other Pos are non-technical.
2 Justify each CO - PO/PSO mapping with a justification statement and
recognize the number of vital features mentioned in the justification
statement that are matching with the given Key Attributes for Assessing
Program Outcomes. Use a combination of words found in the COs,
POs/PSOs and course syllabus for writing the justification.
3 Make a table with number of key competencies for CO – PO/PSO mapping
with reference to the maximum given Key Attributes for Assessing Program
Outcomes.

58. METHOD FOR ARTICULATION
4 Make a table with percentage of key competencies for CO – PO/PSO
mapping with reference to the maximum given Key Attributes for
Assessing Program Outcomes.
5 Finally, Course Articulation Matrix (CO - PO / PSO Mapping) is
prepared with Cos. and POs and COs and PSOs on the scale of 0 to 3,
0 being no correlation (marked with “ -”), 1 being the low/slight
correlation, 2 being medium/moderate correlation and 3 being
substantial/high correlation based on the following strategy
0 – 𝟎 ≤ 𝑪 ≤ 5% – No correlation. 1 – 5% < 𝑪 ≤ 40% – Low / Slight.
2 − 40 % < 𝑪 < 60% – Moderate 3 – 60% ≤ 𝑪 < 100% – Substantial /
High

59. Assessment methods
Assessment methods for assessing course Outcomes (CO) and Program Outcomes
(PO)
Assessment
Method
Assessment Tool Purpose (for
calculating)
Remarks
Direct
assessment
(through marks
based
assessment)
Assignment and
projects
Course Outcomes Finally everything
will be used too
calculate the
program outcomes
Internal tests
End semister Exams
Indirect
assessment
(through surveys)
Course End Survey Program Outcomes
Program End / Exit
Survey
Alumini Survey

60. Program Outcomes

61. COURSE OUTCOMES AND PROGRAM OUTCOMES (CO-PO)
COURSE ARTICULATION MATRIX MAPPING:

62. How POs are Assessed?

63. Program Specific Outcomes (PSOs)
Program Specific Outcomes (PSOs) are statements that describe what the
graduates of a specific engineering program should be able to do.
PSOs written for the department of Mechanical Engineering is given below.
PSO 1: Formulate and evaluate engineering concepts of design, thermal
and production to provide solutions for technology aspects in digital
manufacturing.
PSO 2: Formulate and Evaluate concepts of Thermo-Fluid Systems
to provide solutions for Inter Disciplinary Engineering Applications.
PSO 3: Make use of computational and experimental tools for creating
innovative career paths, to be an entrepreneur and desire for higher
studies.

64. How PSOs are Assessed?

65. Mapping of each CO with Pos, PSOs

66. JUSTIFICATIONS FOR CO – PO/ PSO MAPPING -DIRECT:

67. JUSTIFICATIONS FOR CO – PO/ PSO MAPPING -DIRECT:

68. JUSTIFICATIONS FOR CO – PO/ PSO MAPPING -DIRECT:

69. JUSTIFICATIONS FOR CO – PO/ PSO MAPPING -DIRECT:

70. JUSTIFICATIONS FOR CO – PO/ PSO MAPPING -DIRECT:

71. JUSTIFICATIONS FOR CO – PO/ PSO MAPPING -DIRECT:

72. JUSTIFICATIONS FOR CO – PO/ PSO MAPPING -DIRECT:

73. TOTAL COUNT OF KEY COMPETENCIES FOR CO – PO/ PSO
MAPPING:

74. PERCENTAGE OF KEY COMPETENCIES FOR CO – PO/ PSO

75. COURSE ARTICULATION MATRIX (CO - PO / PSO MAPPING)
COs and POs and COs and PSOs on the scale of 0 to 3,
0 being no correlation, 1 being the low correlation,
2 being medium correlation and 3 being high
correlation.
0 – 𝟎 ≤ 𝑪 ≤ 5%– No correlation; 2 − 40 % < 𝑪 < 60% – Moderate.
1 – 5 < 𝑪 ≤ 40%– Low / Slight; 3 – 60% ≤ 𝑪 < 100% – Substantial / High

76. COURSE ARTICULATION MATRIX (PO / PSO MAPPING):

77. The expected percentage of cognitive level of questions
in Semester End Exam

78. The expected percentage of cognitive level of questions
in Semester End Exam

79. ADVANTAGES OF ASSESSING SLOS...
1. Will help departments understand how to better facilitate student learning.
2. Will provide departments with feedback (e.g. Are your services providing
what they are supposed to beyond customer satisfaction? What skills are
students learning ?
3. Will enable students to articulate what they are learning and have learned
from attending the college inside and outside of the classroom.
4. Will help students be able to explain what they can do and what they
know.
5 Will enable students to better understand where they can go to learn
particular knowledge, skills, attitudes or values. Ultimately, will provide
students with a map of where various learning opportunities are available.

80. Roles of Lecturers

81. Roles of Students

82. 82