PROGRAM OUTCOMES (POs): Common to all branches of Engineering. Engineering Graduates will be able to
|Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialization to the solution of complex engineering problems.
|Problem analysis: Identify, formulate, review research literature, and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.
|Design/development of solutions: Design solutions for complex engineering problems and design system components or processes that meet the specified needs with appropriate consideration for the public health and safety, and the cultural, societal, and environmental considerations.
|Conduct investigations of complex problems: Use research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions.
|Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modeling to complex engineering activities with an understanding of the limitations.
|The engineer and society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the professional engineering practice.
|Environment and sustainability: Understand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable development.
|Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice.
|Individual and team work: Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings.
|Communication: Communicate effectively on complex engineering activities with the engineering community and with society at large, such as, being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions.
|Project management and finance: Demonstrate knowledge and understanding of the engineering and management principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.
|Life-long learning: Recognize the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change.
Programme Outcome (PO’s) of M.Tech Transportation Engineering:
|Demonstrate skill for planning, design, construction and maintenance of transportation projects.
|Assessment of environmental and its allied issues to the construction of the transportation projects.
|Demonstrate skills to use modern engineering tools, software and equipments to analyze problems and evolve solutions
|To enhance communication skills and successfully apply research aptitude among students to R &D activities and consultancy works.
Programme Outcome (PO’s) of M.Tech Structural Design:
|Demonstrate the thorough knowledge of profession and implement it for enrichment of quality of life in the society.
|Demonstrate design skills by using software and technical support.
|Demonstrate the ability to undertake the research projects in various fields of civil engineering using software and experimental techniques.
|Demonstrate ability for team work and lifelong learning.
Bloom’s Taxonomy Level for Assessment Design
- Bloom’s Taxonomy provides an important framework to not only design curriculum and teaching methodologies but also to design appropriate examination questions belonging to various cognitive levels.
- Bloom’s Taxonomy of Educational Objectives developed in 1956 by Benjamin Bloom was widely accepted by educators for curriculum design and assessment.
- In 2001, Anderson and Krathwohl modified Bloom’s taxonomy to make it relevant to the present-day requirements.
- It attempts to divide learning into three types of domains (cognitive, affective, and behavioural) and then defines the level of performance for each domain.
- Conscious efforts to map the curriculum and assessment to these levels can help the programs to aim for higher-level abilities which go beyond remembering or understanding, and require application, analysis, evaluation or creation.
- Revised Bloom’s taxonomy in the cognitive domain includes thinking, knowledge, and application of knowledge. It is a popular framework in engineering education to structure the assessment as it characterizes complexity and higher-order abilities. It identifies six levels of competencies within the cognitive domain as shown in Figure below which are appropriate for the purposes of engineering educators.
According to revised Bloom’s taxonomy, the levels in the cognitive domain are as follows:
Suggestive list of skills/ competencies to be demonstrated at each of the Bloom’s level and corresponding cues/ verbs for the examination/ test questions is given below: