DCDAE ACHIEVEMENTS

ACHIEVEMENTS

DCDAE Faculty are extensively engaged in conducting TOT and Training Programmes in the following areas-

• Outcome based curriculum design and development aligned to NEP: 2020
• Outcome Based Assessment
• Outcome Based Education
• Design and Development of Multidisciplinary Curriculum
• Outcome based curriculum and implementation
• Project based learning and its assessment
• Development and use of a rubric for effective assessment
• Assessment rubric
• Question paper design for outcome based curriculum
• Developing question bank for a specific course
• Laboratory experiment design for outcome based curriculum
• Lab manual for outcome based curriculum
• Development of learning material for outcome based curriculum
• Assessment of laboratory experiments for outcome based curriculum
• Assessment of outcomes in outcome based curriculum
• Managing emotional intelligence during teaching learning and assessment
• Digital assessment tools
• Integration of soft skills in curriculum development
• Enhancing employable skills through integrated curriculum
• Curriculum and assessment reforms
• Flexibility in design and development of the curriculum
• Self assessment
• Curriculum framework and structure for technical education
• Assessment of, for and as learning
• Recent advances in design and development of the curriculum
• Aligning design and development of the curriculum with NEP and sustainable development course
• Student assessment and evaluation
• Curriculum and pedagogy

Conducted several International training programmes under ITEC of MEA (GOI) on different aspects of Curriculum & Assessment Reforms, Entrepreneurship and Women Empowerment.

M.Tech. Ed. Programme for working professionals

• Flexibility in Curriculum – Introducing Multi-Point Entry, Exit & Credit System (MPEECS)
• Assessment /Examination reforms
• Outcome based Curriculum
• Skills based Curriculum
• Competency Based Curriculum Development
• Problem Based Curriculum Development
• TNA –Techniques
• Tailor made Curriculum design and development approaches
• Curriculum implementation and Monitoring systems through Academic Audit
• Multidisciplinary Curriculum Design and Development

• Innovative multidisciplinary programme structure.
• Systematic and Scientific need analysis for the design and development of curriculum.
• Use of specification table for ensuring inclusion of questions of higher cognitive level in question papers
• Use of specification table for practical work
• Use of rubrics for assessment of practical skills and attitudes. Sample rubrics prepared for project work, industrial training, seminar etc.
• Effective Question Paper setting
• Introduction of micro projects and assignments/practical work in each course so that complex outcomes at CO level can be assessed
• Introduction of unit level outcomes/session outcomes (in addition to POs and COs) so that focused teaching and assessment is possible
• Identification of courses and session outcomes (theory session/lab session) for each course covering outcomes in all the three domains (Cognitive, Psychomotor and Affective) of learning.
• Inclusion of variety of teaching learning method for instead of Lecture (L) Tutorial (T) and Practicals (P) in scheme of studies and assessment
• Design of specific and meticulous scheme of studies and assessment for outcome based curriculum design and development.
• Emphasis on self employment and start ups by inclusion of courses (entrepreneurship, project management, etc.), industrial visits, expert lectures, workshops and Higher order labs in the curriculum.
• Use of various innovative instructional and implementation strategies like PBL, Case based learning methods & promoting use of online recourses for developing (higher level of cognitive, psychomotor and affective domain abilities) analytical, creative and critical abilities.
• Integration of emerging technologies such as AI. ML, AR, VR, IOT, Data science and analytics Drone technology, 3D Printing, Industrial Automation, Electric Vehicle, Green Technology and Sustainable Development etc. appropriately
• Implementation of some of the courses through Online/MOOC courses to enhance self learning and lifelong learning abilities.
• Focus on development of advanced knowledge & specific skills required for IR4.0 through proposed Centre of Excellence (COE), industry supported labs and professional core and elective courses.
• Inbuilt mechanism for regular upgradation of curriculum by involving all stake holders and education auditors.
• Multi point entry and exit system
• Inclusion of micro projects, assignments and other student centered activities like seminars, surveys, interviews of practicing professionals in each course to cope up with the requirement of outcome attainment.
• Integration of industrial training /internships in semester gaps and capstone project (major project) in each programme.
• Inclusion of Mandatory Audit courses on environment, ethics, Indian culture and civilisation for overall development of scholars as per AICTE and NEP guidelines

Ph. D. Registration of 3 Scholars under DCDAE (2024-25)

NITTTR Bhopal has been identified as one among the 75 discipline - specific National Resource Centres (NRCs) under Pandit Madan Mohan Malviya National Mission on Teachers' and Teaching (PMMMNMTT) Scheme for conducting online refresher courses for all faculties under SWAYAM Scheme. NITTTR Bhopal had launched first MOOC programme on STUDENT ASSESSMENT AND EVALUATION under ARPIT this scheme using SWAYAM platform in the month of Nov., 2018.

(b) National Resource Centre (NRC) Phase-2 : Assessment Of Practical And Social Skills- 2019-20

NITTTR Bhopal has been selected second time consecutively as National Resource Centre (NRC) for Assessment of Practical and Social Skills in Higher Education (NRC-2 in ARPIT) Scheme - A unique initiative of online professional development of in-service teachers of higher education, using MOOCs platform.

(c) MOOC Programme on ”Fundamentals of Outcome Based Curriculum in Engineering Education” has been developed at NITTTR Bhopal.

More than 5000 participants registered and took the benefit of this course till now.

(d) MOOC on Accreditation of Diploma Engineering Programme Through SWAYAM Platform Of Govt. of India.

Around 5000 participants trained till now

(e) MOOC Programme of AICTE higher Module HM-02, “Research, Innovation and Social Relevance for senior teachers was developed.

(f) NVEQCF Project of G.O.I

LRs development for Dairy Farming Vocation under the area of Agriculture, Animal Husbandry and Primary Industries under the NVEQCFP of G.O.I, New Delhi.

03 PhD Scholars registered

Following Curriculum Development Projects for Higher Education and Technical Education Institution/ Board/ University have been undertaken recently are in process under DCDAE.

• Outcome based curriculae aligned to NEP: 2020 and NCrF along with integration of emerging technology courses were developed for State Board of Technical Education, Bihar polytechnics for 18 diploma engg. programmes and implemented in 2023. These programmes are implemented in ~ 40 polytechnics and ultimately ~ 13000 students are benefitted. NITTTR, Bhopal is the academic consultant for curriculum design and development project.
• Outcome based curriculae aligned to NEP: 2020 and NCrF are being developed for Bihar Engineering University, Bihar for 09 Emerging UG engg. programmes. These programmes are implemented since 2024 in ~ 12 Engg. Colleges and ultimately ~ 600 students are benefitted by the same. NITTTR, Bhopal is the academic consultant for curriculum design and development project.
• Outcome based curriculum design & Development Project for Chhattisgarh Swamy Vivekanand Technical University (CSVTU), Bhilai, Chhattisgarh was done for 15 diploma engg. Programmes. These programmes are implemented in the year 2020 in ~ 150 polytechnics and ultimately ~ 10000 students are benefitted. NITTTR, Bhopal is the academic consultant for curriculum design and development project.
• Outcome based curriculae aligned to NEP: 2020 and NCrF are being developed for Maharashtra State Board of Technical Education, Maharashtra polytechnics for 49 diploma engg. programmes. These programmes are implemented in the year 2024 in 300 polytechnics and ultimately ~ 80000 students are benefitted. NITTTR, Bhopal is the academic consultant for curriculum design and development project. Acted as faculty.
• Outcome based curriculae aligned to NEP: 2020 and NCrF are being developed for Maharashtra State Board of Art Education, Maharashtra for 12 diploma Arts programmes. These programmes will be implemented in the year 2025 across all higher education institutions in Maharashtra. NITTTR, Bhopal is the academic consultant for curriculum design and development project.
• Many other curriculum development projects were undertaken for Gujarat state, North- eastern state and Chhattisgarh state in different years, before 2020.
• Few curriculum development projects are in pipeline.