Dr.BRRamjiAssistantProfessor

DepartmentofIndustrialEngineeringandManagementBMSCollegeofEngineering

Bangalore

Allteachersaregoldsand.→Innovativeteachersaregold.Innovativeteacherswhohelptheirstudentsbecomemore→innovativearediamonds

Teachingphilosophy Resume 1 Experimentalcourse 2 Activelearning 3 Collaborativelearning 4 Technologyincorporated 5 Courseassessment 6 Researchpaper 7 Studentscomments 8 Certificatesofachievement

TABLEOFCONTENTS

MYVISIONq  Engineeringeducationmustcontributetothedevelopment

of people who can face new and difficult engineeringsituationswithimaginationandcompetence.

q  Meeting such situations invariably involves bothprofessional and social responsibilities. The scientificallyorientedengineeringcurriculaareessentialtoachievetheseends.

HOW AM I CONTRIBUTING TOWARDS THIS VISION? q My passion in life is simply to work towards improving the quality of technical education in India.

q I am always happy to contribute my bit towards any activity which I believe will lead to better education.

q I am interested in research, because I sincerely believe that without doing any research, one becomes obsolete quickly, and that will certainly cause the quality of teaching to suffer.

q  It is next to impossible to improve the quality of education without adequate focus on research.

Short term goals i) Become effective engineering educator ii) Learn new methods to deliver and assess the subject content more effectively iii)Consultancy work iv) Conduct International Conference and workshops v) Impart quality education and make students socially responsible Long term goals i)  Publication of laboratory manuals ii)  Secure grants from funding agencies to carryout research iv) Apply for patents

Title:EngineeringEconomyLevel:6thSemesterB.EStream:IndustrialEngineeringandManagementAcademicSemester:Feb–May2016

ExperimentalCourse:“EngineeringEconomy”

Changesmadebasedontheoryandpracticeslearnedduringthecourse.� Activelearningpractices� Casestudybasedlearning� TechnologyUsage� Assessment:TestandQuizzesdesignedbasedonBloom'staxonomy

ExperimentalCourse:“EngineeringEconomy”

q Strategiesusedtoconnectwiththestudents� Coursedescriptionsheettostudents� Classroomteaching:Blackboard,PPT� Sociallearningnetworktoconnectteacherandstudents:EDMODO

� EmailCommunication,whatsapp

� Ac8veLearning

Ac8velearningPrac8ces–“EngineeringEconomy”�  ActivitiesExperimented

FirstDayoftheClass

Thoughtprovokingstatementtostudents

Imagine yourself in a position where you are required to makedecision regarding selection of a machine based on its economicfeasibility“WhereshouldIevenbegin?Howlongisthisgoingtotakeme?AmImakinganymistakesalongtheway?WhatmethodologyshouldIuseforthepurposeofcomparison?”

StudentDisclosureExercise

"IntroductionCard”

Students-LevelofPreparation

Students were asked to Complete the Sentence “I best learnwhen……………..”

StudentsAppetitesforcoursecontent

Opened a discussion Question “Why do you want to learn“Engineeringeconomy”?

HandlingInadequatepriorknowledge

Students were asked to fill the “Asset comparison methods andinterestcalculationmethods”theyarefamiliarwith.

Ac8velearningPrac8ces–“EngineeringEconomy”�  ActivitiesExperimented

VisibleQuestioningactivity

Multiplechoicequestionsweredisplayedonthepresentationslideandstudentswereaskedtopickthecorrectanswer.

ProblemAnalysisactivity

Studentswereaskedtoformulatetheprobleminasheetofpaperforagivendata.

BrainstormingSession

Divided the class into groups. Groups were assigned to discussseparately and draw cash flow diagrams and formulate the problemconnectedwithengineeringeconomy

Think-Pair-Share Studentswere asked to think about the solution andwrite down theCashflowdiagramand formulation for the requirement.AfterwhichtheywereaskedtoformapairwiththeirneighboringfellowandsharetheCFDandformulationwritten.

Ac8velearningPrac8ces–“EngineeringEconomy”

�  TowhatextentActivitiesworkedordidnotwork

�  GeneralComments

�  Timemanagementinconductingtheactivity�  Find difficulty in deciding / planning what activity to be

conductedafterteachingaconcept

Activity Observation ChangesfornextImplementation

B r a i n s t o r m i n gSession

Group sizewas seven.Observedfewstudentsnotparticipatinginthediscussion

Mak ing “Not Pa r t i c ipa t ingStudents”tobetherecorderofthegroup.So that theybecomeactiveandinvolveinlearningprocess.

Think-Pair-Share Workedwell --------

Ac8velearningPrac8ces–“EngineeringEconomy”

�  TowhatextentActivitiesworkedordidnotwork

Activity Observation ChangesfornextImplementation

" V i s i b l eQuestioning"activity

When lengthy and complicatedquestionwasdisplayed,fast(orGlobal)learners will come up with answerssooner wh i ch affec t s l ow (o rsequential) learners in class. As slow/averageleanerswillbeyetdrawingtheCFDfortheproblem

Displaying simple and shortquestion in the beginning of theclass

“ P r o b l e mA n a l y s i s ”activity

Thisactivitywascarriedoutattheendofclasshour.Hence,couldnotreviewandcorrectthestudentsanswers.

Carrying out this activity duringmiddleoftheclasshour.

Ac8velearningPrac8ces–“EngineeringEconomy”

�  StudentsComments

Activities in class and assignments are very helpful in learning. As the best way is to learn through active

participation.

Through activities in class and assignments, learning was easy

and we need more such activities, assignments.

This kind of activities are making us to be more

interactive and feel responsible ..

� Collabora8veLearningAc8vity

� (Student-Team-Achievement–Divisions)STAD

Collabora1veAc1vity

Objectives:�  Understand the importanceofdifferentmethodsof assetcomparison(PW,AW,FWandIRR)

�  Learntoapplythesemethodsforcomparison�  Apply comparison methods to compare economics ofdifferentalternatives

�  Each team to work on different comparison techniqueandsharetheinformationwiththerestoftheteams

Collabora1veAc1vityImplementa8on:�  Initially classroom was divided into four membersteamandmade 18 teamsbasedonserialnumbers intheattendancelist.

� Each team was given 2 problems and totally 36problemsweregivento18teams

�  First team member in a team solved two problemsusingPWmethod,secondteammembersolvedsameproblemsusingAWmethod,thirdmemberusingFWandfourthmemberusingIRRmethod

Collabora1veAc1vityImplementa8on:

� Timeduration:1hour�  Students were advised discuss if in case they comeacrossanyproblemsinformulatingtheproblem.

q  To evaluate the performance of each student, quizconsisting of 5 questions of 2 marks each involvingquestionsonPWAWFWandIRRweregiven.

Collabora1veAc1vityImplementa8on

Collabora1veAc1vityImplementa8on

CollaborativeActivityImplementation

Assessment:Evaluatedusingquiz

Results:Morethan70%ofthestudentsscoredmorethan8marksInaquiz

Collabora1veAc1vity(contd…)

StudentFeedbackQ1:Afterdoingactivity,areyouCONFIDENTof performingwellinyoursemesterendexamsinansweringquestionsrelatedtoPW,AW,FWandIRR?Q2: How much percentage of concepts Learned or Discussed in the CLASSROOMhelpedyouincarryingoutthisactivity?Q3:Ratehowyourproblemsolvinganddecisionmakinghaveimprovedafterdoingthisactivity?

Q1 Q2 Q3

0 50 100

yes

no

Series1

0 20 40

50%-60%

60%-70%

70%-80%

80%-100%13

Series1

Collabora1veAc1vity(contd…)� TowhatextentActivitiesworkedordidnotwork

Activity Observation Changes for nextImplementation

STAD WorkedwellS t u d e n t scooperated veryw e l l a m o n gthemse l ve s i nunderstanding,formula8ng ands o l v i n g t h eproblems

Collabora8veAc8vity(contd…)StudentComments

This was a great idea for learning some core concepts of the

subject and it gave everyone a chance to add their own personal

spin on their work.

It was a very good experience. Learnt many things through trial and error which is impossible to

learn in the regular class.

Should have more of these assignments to have practical and real time knowledge of

the things we learn.

� ListofTechnologiesUsed

TechnologyIncorporatedListofTechnologiesUsed

Edmodo:SnapshotofmyclassEdmodogroup

ListofTechnologiesUsed

q Edmodo:Socialnetworkinggroup forClass announcements, classupdates,Studentdiscussions,PPTsharing.

q Power Point Presentation: For class room teaching, I used acombinationofBlackboardwriting,Powerpointpresentation

q Online learning Resource : Use of online learning resource

“nptel (URL: http://www.nptel.ac.in)” for students to try outexamples.

q Whatsappforexerciseproblemsdiscussion

ListofTechnologiesUsedTowhatextentAc8vi8esworkedordidnotwork

Activity Observation Change s f o r nex tImplementation

Edmodo Workedwell Needtolearnsomemorec apab i l i t i e s o f t h eedmodo

Power PointPresentation

Workedwell Plans to incorporatemore pictures, videos,voiceovertopptetc.

O n l i n el e a r n i n gResource

Workedmoderately,SomeStudentsarestillhesitanttogothroughtheonlineresources

D e v e l o p i n g m o r eawarenessaboutICT

whatsapp Workedwell T r y t o u s e m o r ecapabilitiesofwhatsapp

TechnologyEnabledClassroom-StudentFeedback

Q1:Forteaching“EngineeringEconomy”subject,acombinationof BlackBoard,PowerPointPresentationandcasestudieshavebeenused. Wasthistypeofclassroomsetupismoreengagingthantraditionalclassroomteaching?Q2:ExampleproblemsandClasspresentationslidesweremadeavailabletoyouthroughEDMODO.Wasthisteachingmaterialshelpfulinyourlearning?Q3:Technologies suchaswhatsappandEDMODOalertmessageswereused for classannouncements,updatesanddiscussion.Didthiscommunicationtechnologyhelpedinbetterconnectivityandkeepyourselfupdatedwiththeclassactivitiesandtheteacher?

Q1 Q2: Q3

stronglyagr

agree

undecided

disagr

Yes

No

Yes

No

TechnologyEnabledClassroom-StudentFeedback

q What other technologies would you suggest toimprovelearningexperience?

Ø StudentsAnswerØ Video Lectures, Online teaching, WhatsApp,Learn and practice in the class using Laptops,YouTubetutorials

� CourseAssessment

CourseAssessment–“EngineeringEconomy”

EvaluationPattern:�  CIE:50MarksSEE:100Marks�  CIEEvaluationPattern

�  TwoQuizzeswillbeconductedfor20Marksandthenreducedto10Marks.

�  Three Internal tests will be conducted for 40markseachandthenreducedto20marksforeachtest.Bestoftwowillbeconsideredwhichsumsupto40Marks

CourseAssessment–“EngineeringEconomy”

Changescarriedoutinassessmentonthequalityoftestscreated�  ModificationofinternalTestpaperquestions

�  IncorporatedtheinsightsfromRichardFelder’spaper“DesigningTeststoMaximizeLearning”

�  Test questionpaperswerepreparedbasedon thebloom's taxonomylevels

�  AspertheRichardFelder,tooktheselftestaftersettingthequestionpaper.Then the following changes were incorporated to reflect the insights ofRichardFelderpaper.�  Two questions were asked which expected extra time. So the questions were

modifiedbecauseifthestudentcanwritetheanswertothemodifiedquestions/hewillbeabletowritecompleteanswer,ifprovidedwithtime.

�  Another question expected students to apply extra thinking process and thenwritingtheanswer,but stillstudentsabilitytoanswerforthistypeofquestionshastobeassessed.So,thequestionwasmodifiedtoexpectthesolutionoutlinefromstudents.

CourseAssessment–“EngineeringEconomy”

Changescarriedoutinassessmentonthequalityoftestscreated�  Rubricsfor“EngineeringEconomy”testevaluation

PartialRubricstable

Pointsvalue Beginning1

Approaching2

Meeting4

Exceeding5

UsesTime Studentrarelyornevermakeseffectiveuseofcollaborationtime

Studentoftenmakeseffectiveuseofcollaborationtime

Studentmakeseffectiveuseofcollaborationtimeandsometimesfacilitatesothers’participation

Studentmakeseffectiveuseofcollaborationtimeandfacilitatesothers’participation

CourseAssessment–“EngineeringEconomy”TowhatextentAc8vi8esworkedordidnotwork

Activity Observation C h a n g e s f o r n e x tImplementation

Test and quizdesign usingR i c h a r dFelder’s testingtips

Workedwell Morematerialwillbegiventostudents to prepare well andimprovegrades

Test and quizdesign usingb l o o m ' staxonomy

workedwellpartially,Some students got confusedwith the new terminologiesusedintheques8onpapers

More awareness needs to bec r e a t e d a b ou t b l o om ' staxonomyterms

E v a l u a t i o nusingrubrics

Found difficult to designand evaluate – As it is thefirst time I am using therubricsfortheassessmentitwas bit difficult to designthem

will use rubrics for everysubjectassessment

ResearchPaper� Paper Title: The performance of cryogenicallytreatedcarbideinsertsusedinmachining

� ObjectiveofthePaper:Performanceevaluationoftreated and non-treated cutting tools in turningoperation.

ResearchPaper–Methodology

ResearchPaper–Methodology�  Cryogenictreatmentofcarbideinsertswasperformedandthemicrohardness

oftheinsertswasmeasuredusingmicrohardnesstester.

�  TheexperimentalplanwasderivedonthebasisofTaguchi’sOrthogonalArrayTechnique

�  Theexperimentsarecarriedoutbymeasuringcuttingforces(Feedforce(Fx),Cuttingforce(Fy),Tangentialforce(Fz))usinglathetooldynamometer,tooltip temperature using temperature gun, surface roughness (Ra, Rt) usingTalysurfandFlankwearusingtoolmakersmicroscope

�  FiniteelementanalysiswascarriedoutusingANSYS topredict temperatureprofileandstressdistribution.

ResearchPaper–ResultsObtained

Fig.Surfaceroughnessversusspeedfordifferentdepthsofcutinturningwhitecast

ResearchPaper–ResultsObtained�  FiniteElementAnalysisfortooltip

temperature

Theminimumandmaximum temperature values at speed220 rpm, feed0.10mm/rev, 2mmdepthofcutfordifferenttoolconditionswere520Cand750CforCTTtoolcondition,540Cand760CforCTtoolconditionand590Cand860CforNTtoolcondition.

ResearchPaper:ConclusionandRecommenda8ons�  This paper deals with optimization of turning parameters by applying grey Taguchi

methodandapplicationofFEtoanalysetooltiptemperatureandstressdistribution.

�  The method integrates OA, employed to run the experiments and GRA for multi

objective responseoptimization.Optimized solution isobtained fromGreyRelationalGrade.

�  Theoptimizedsolution for thisexperiment isobtainedata spindle speedof63RPM,feedof0.1mm/revand1mmdepthofcut,whenturnedwithcryogenicallytreatedandtemperedinsert.

�  ANOVAforGreyRelationalAnalysisshowedthattoolconditionhadaneffectof7%onthe response parameters. Thus, it can be concluded that tempering followed bycryogenictreatmenthasyieldedgoodresultsintermsofreductionofforces,flankwear,temperatureandimprovedtoollife.

�  FEAforWhitecastironturningshowedminimumandmaximumtooltiptemperaturesas52.50Cand75.60CforCTTatcuttingspeed220rpm,feed0.10mm/revanddepthofcut2mm.ThecorrespondingtemperaturevaluesforCTwere54.80Cand76.60C,andforNTwere59.30Cand86.60C.ThestresseswerelowerincaseofCTTthanthatofCTandNT.

CommentsReceived

CommentsfromStudents

You take individual care and make us interactive with the concepts which you teach in the classes.

Lecturers dedication and creativity added a lot to the

experience. Excellent !

It has been a real fun learning with You.

ThankYou

•  PLEASEreachbacktomeforanyqueries.Iwouldbeveryhappytocommunicatefurther.

•  MyEmailisramji.iem@bmsce.ac.in

ClassRoomMemories

ClassRoomMemories