Course Plan and Course Map

Matching PO: Use apt instructional strategies in teaching-learning situations

Matching TCO(s): Prepare course plan and course map

- Dr.Joshua Earnest, Dr.Shashikant Gupta, Dr.N.P.Patidar

1.1 INTRODUCTION
The curriculum could be considered as the ‘constitution’ of any engineering education
programme. To create employable, work ready graduates from the institutions, only a
dynamic need-based curriculum can assure the quality required by the industry who are one
of the major stakeholders of the curriculum. Therefore, in the curriculum development
process, a course map discussed over here is blueprint that provides an overview of the
outcomes of the course.

1.2 CONCEPT OF COURSE PLAN AND MAP

The very first stakeholder of the curriculum is the student who is in his/her teenage. If
the different types of outcomes expected of the student at the end of the semester is crystal
clear to student, then all other mature stakeholders would also understand it.
There are different ways of deriving the different types of outcomes of a course -
competency, course outcomes (CO) and learning outcomes (LO) in various domains. One of
the techniques in deriving these outcomes 'course mapping'. The 'course map' (see Figure.1)
is a sort of a spray diagram depicting the inter-relationships of the different types of
outcomes (in ellipses) linked to each other with the competency in the centre of the map.
These is a one page blueprint which provides an overview to the student of the outcomes
expected of him/her by the teacher and other stakeholders of the curriculum to render
him/her employable at the threshold level at the end of each semester.
The development of the course map begins with the 'competency' at the centre (see
Figure 1). This a single statement opined and needed by the industry that indicates the
activity which the degree (or diploma) student will be able to DO (not know or understand)
in the industry after studying this course of one semester. Note that the competency
statement begins with a single 'action verb' of terminal nature.
From this competency comes out the COs as indicated by the arrows emerging from
around the ellipse . The COs indicate the integrated activity by the student as a result of the
learning of the LOs in different domains of learning. do due to the each unit cognitive
learning and practical exercise put together depicted in course details of Table-1 and Table-
2. It gives a bird’s eye view of the teaching-learning (T-L) strategies to be adapted by the
student and teacher to develop each of the stated COs. Referring to Figure 1 the COs are as
follows:

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 1. Design various mechanical components like belt, rope and chain drives
2. Design various types of gear like spur, helical and bevel gear
3. Design ICE components like piston, cylinder, piston rings, connecting rod and
crankshaft.
4. Design miscellaneous components like pressure vessels and couplings.
v. Formulate different optimization techniques.

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 LO
LO 3.2–
3.2– Visulisation
Visulisation of
of connection
connection by
by
LO viewing
viewing the
the connection
connection
LO 5.2–Explaining
5.2–Explaining the
the drawing
drawing of
of
already
already bulid
bulid structures
structures

Lo
Lo 6.2
6.2 –Discuss
–Discuss strength
strength
and
and characterstics
characterstics ofof steel
steel LO
LO 3.1-
3.1- Explain
Explain various
various
and
and its
its different
different grades
grades connections
connections and
and their
their structural
structural
LO
LO 5.1-
5.1- Practicing
Practicing the
the drawing
drawing of
of various
various
steel behaviour
behaviour
steel structures
structures

CO
CO 33 –– use
use of
of various
various
LO
LO 6.1
6.1 -- Interpretation
Interpretation of
of
CO
CO 55 –– Design
Design details
details of
of connections
connections
various
various steel
steel section
section on
on structures
structures In
In various
various loading
loading condition
condition
structural
structural behaviour
behaviour

CO
CO 11 Use
Use of
of the
the IS
IS code
code for
for
various
various steel
steel structures
structures and
and
CO
CO 66 Find
Find out
out replacement
replacement loading
loading condition
condition ..
of
of particular
particular steel
steel section
section Competency
Competency
in
in structure
structure Design
Design Of
Of Steel
Steel Structures
Structures

CO
CO 44 –– Adoption
Adoption of
of LSM
LSM over
over LO
LO 1.1-
1.1- Describe
Describe IS
IS code
code and
and its
its
WSM
WSM in in most
most of
of the
the structure
structure importance
importance
LO
LO 4.1-
4.1- Dicuss
Dicuss the
the
permissible
permissible stresses
stresses and
and
design
design load
load in
in WSM
WSM andand LSM
LSM CO
CO 22 –– Compatibility
Compatibility of
of steel
steel sections
sections for
for LO
LO 1.2
1.2 –– Discuss
Discuss load
load combination
combination and
and introduce
introduce
applying
applying stress
stress effectively
effectively new
new terminology
terminology

LO
LO 2.1-
2.1- Compare
Compare various
various steel
steel section
section
LO
LO 4.2
4.2 –– Summarise
Summarise LSMLSM && and
and its
its utility
utility
WSM
WSM on on economical
economical and
and
safety LO
LO 2.2
2.2 –– Discuss
Discuss different
different technic
technic and
and
safety point
point of
of view
view
theories
theories for
for various
various steel
steel members
members

Legends
Figure. 1 Course Map for Deriving the Outcomes

Course Outcome (CO)

LO in Cognitive Domain LO in Psychomotor Domain LO in Affective Domain

© National Institute of Technical Teachers’ Training & Research, Bhopal

 Vision & Mission

With the evolution of the course map, it becomes very convenient to develop the course plan with all its features.

1.3 LEARNING OUTCOMES

Learning outcomes (LOs) are a subset of course outcomes. So it is necessary to understand the meaning of the term 'learning'. In short
learning can be defined 'as permanent change in behaviour due to a course of study and practice'. In the context of engineering education,
students are being prepared for the ‘world of work’ in the industry, where every job that they are expected to DO is seen in observable and
measurable terms, this definition holds good.
It is has been researched and established that learning occurs in three domains i.e. cognitive domain, psychomotor domain and affective
domain.

1.3.1 Learning Outcomes in Cognitive Domain

The course map seen in Figure 1 helps in formulating the learning outcomes in the cognitive domain depicted in Table 1. It can be
noted that all the LOs in column 2 start with action verbs of terminal nature as to what the students will DO (not know or understand) and
nowhere covert verbs are used, such as, know, understand, think, etc. Further, it can be seen that action verbs of non-terminal nature such as:
discuss, study, learn, are also not used. Thus it can seen in Figure 1 and column 3 of Table 1 that topics and sub-topics emerge from column 2.
Based on column 2 and 3 the books which deal with these topics and subtopics are recommended. If relevant books are not available that can
guide to develop the LOs, then the teacher will have to develop relevant handouts or write relevant books.

Table 1. LOs in Cognitive Domain and Topics

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 Unit Major Learning Outcomes Topics and Sub-topics
(in Cognitive Domain)
Unit – I 1. Justify the need of IS code 1.1 Types of sections used
Introductio 2. Visulisation of various steel section 1.2 Grades of steel and strength characteristics
n 3. Selection of load from IS code for Designing 1.3 Types of loads on steel structure and its IS code
specification

Unit –II 2a. Suitability of connections based on loading condition 2.1 Riveted connections, Types of rivets and their use
Connections 2b. Describe the design procedure of spur gear permissible stress in rivet riveted joint and its failure, Strength of
2c. Describe the design procedure of helical gear riveted joint and efficiency of a riveted joint
2d. Describe the design procedure of bevel gear
2.2 Assumptions in theory of riveted joint, Design of riveted joint for
axially loaded member.

2.3 Eccentric riveted connection Welded connection Introduction,

Permissible stress in weld, strength of weld, advantages and
disadvantages of welded joint

2.4 Types of weld and their symbols. Design of fillet weld and butt
weld subjected to axial load

Unit – III 3a . Describe the design procedure of cylinder 3.1 Types of Sections used, Permissible Stresses in Axial Tension
Design of ICE 3b Describe the design procedure of cylinder
Components 3c Explain the design procedure of piston 3.2 gross and net cross sectional area of tension member
3d Describe the design procedure of piston rings
3e Describe the design procedure of connecting rod 3.3 Analysis and design of tension member with welded and
3f Describe the design procedure of crankshaft riveted connection.

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 Vision & Mission

Unit Major Learning Outcomes Topics and Sub-topics

(in Cognitive Domain)

Unit – IV 4a. Describe the design procedure of couplings 4.1 Coupling ; define, types rigid and flanged coupling
Design of 4b. Explain the design procedure of pressure vessels 4.2 Pressure vessels; subjected to internal pressure , external
miscellaneous 4c. Describe the design procedure of flanges pressure
components 4.3 Flanges; design, materials, fabrication

Unit – v 5a. Explain basic concept of optmization 5.1 Optimization; classification, optimization techniques, engineering
Optimization 5b. Explain the method of classical optimization techniques. application
5c. Describe the procedure of unstrained single variable 5.2 direct search method ; application
optimization
5d. Describe the procedure of unstrained multi variable
optimization
5e. Explain direct search method
5f. Describe lagrange multipliers method

1.3.2 Learning Outcomes in Psychomotor Domain

Again, from the course map in Figure 1 it can be seen that formulating the learning outcomes in the psychomotor domain is also
another feature of the course map, whereby the experiments that are required to be included in this course emerges out as depicted in Table
2. Here also it can be seen in column 3, that all the statements start with action verbs indicating what the students should DO (not know or
understand) whereby the necessary SKILLS get developed in them as required by the industry.

Table 2. LOs in Psychomotor Domain

Sl. No. Unit No. Practical Experiments/Exercises Approx. time
(in Psychomotor Domain) Required
1 I Design of belt drive 2
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 2 I Design of rope drives 2
3 II Design of spur gear 2
4 II Design of helical gear 2
5 II Design of beval gear 2
6 III Design of cylinder 2
7 IV Design of pressure vessel 2
8 IV Design of rigid coupling 2
9 IV Design of flexible coupling 2

It should be remembered that laboratory work is not for 'verification of theory' as and 're-invent the wheel again and again'. But the
laboratory experiments should serve as a 'vehicle' to develop the much needed SKILLS needed by the industry. In the figure 2 it will noticed that
LOs in the Cognitive domain follow the LOs in the Psychomotor domain which emerges from the competency. This means that all the necessary
is taught not 'knowledge for knowledge sake', but they should be taught and treated in such a way, that the student becomes 'work ready' for
the industry.

1.3.2 Learning Outcomes in Affective Domain

In Figure 1 it can be seen that there are two LOs which does not belong to the above two category. They are belong to the Affective
domain, i.e. LOs related to attitudes. It is said 'attitudes cannot be taught, they are caught'. One industry was commenting 'We can build
capability, but not loyalty, therefore give us graduates with the right attitudes to work in the industry such as honesty, punctuality, taking
initiative, working in teams and such others'. Hence, Affective domains have become very important which should be attempted to be
developed in the education institute and the engineering laboratory is wonderful place where many opportunities could be created to develop
and assess attitudes.

1.6 SUMMARY
It could be seen that course map strategy is a powerful tool in arriving at the course outcomes in various domains. As a consequence the
topics and subtopics also emerge out. Additionally, this strategy provides help on how to teach and to what depth to teach and learn. Figure 2

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 Vision & Mission

depicts the sequence and development of the course plan. Curriculum is developed from right to left (see Figure 2). But when the teaching will
begin from right to left i.e. from simple to comlex.

Topi Topi
Learning cs cs Topi
Outcome
cs
Course Topi Topi
Outcome cs cs
Learning
Programme Outcome

Outcome Competency

Course
Outcome

Figure 2. Development of Course Plan

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REFERENCES
[1] Gupta, B.L.; ‘Management of Learning’; Concept Publishing, New Delhi; 2012; pp. 23-25
[2] Gupta, B.L. & Earnest, Joshua - Competency-based Technical Education Curriculum; Pub: Mahamaya Publishers, New Delhi; 2008
[3] Bloom, B.S. et al - Taxonomy of Educational Objectives Handbook: Cognitive Domain. London: Longman Group; 2001
[4] Dave, R.H. - Taxonomy of Educational Objectives and Achievement Testing; developments in educational testing. London: University of London
Press, Proceedings of the International Conference of Educational Measurement, Vol. 2. 1966
[5] http://mfeldstein.com/cbe-an-updated-primer-for-todays-online-market/retrieved on 1st July 2015

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 © National Institute of Technical Teachers’ Training & Research, Bhopal