- परिचय / Introduction
- Section 1: What is CO? / पाठ्यक्रम संबंधित आउटकम
- Section 2: What is PO? / प्रोग्राम संबंधित आउटकम
- Section 3: CO-PO Mapping Criteria / सीओ-पीओ मैपिंग के मापदंड
- Section 4: ChatGPT Prompt for CO-PO Mapping - Example 1 / सीओ-पीओ मैपिंग के लिए चैटजीपीटी प्रॉम्प्ट - उदाहरण 1
- Section 5: ChatGPT Prompt for CO-PO Mapping - Example 2 / सीओ-पीओ मैपिंग के लिए चैटजीपीटी प्रॉम्प्ट - उदाहरण 2
- Section 6: Conclusion / निष्कर्ष
परिचय / Introduction
Welcome to our blog on CO-PO Mapping, a powerful method to enhance curricula and ensure educational excellence. In this blog, we will explore the concept of CO / Course Outcome and PO / Program Outcome, the essential criteria for effective CO-PO mapping, and how ChatGPT can be a game-changer in this process. Whether you are an educator, instructional designer, or just someone interested in improving education, this blog will provide you with valuable insights. Let’s get started!
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साथीयों, CO-PO मैपिंग के बारे में हमारे ब्लॉग में आपका स्वागत है, यह एक शक्तिशाली तकनीक है जो पाठ्यक्रम को सुधारने और शिक्षा में उत्कृष्टता सुनिश्चित करने के लिए काम आती है। इस ब्लॉग में, हम CO / Course Outcome और PO / Program Outcome के बारे में जानकारी, अच्छी CO-PO मैपिंग के लिए महत्वपूर्ण मापदंड, और ChatGPT की एक मिसाल देंगे। चाहे आप एक शिक्षक, एक इंटरेस्टेड डिज़ाइनर हों, या सिर्फ शिक्षा में सुधार के इरादे से हों, यह ब्लॉग आपको मूल्यवान जानकारी प्रदान करेगा। चलिए शुरू करते हैं!
Section 1: What is CO? / पाठ्यक्रम संबंधित आउटकम
CO or Course Outcome refers to specific and measurable statements that define what students are expected to achieve by the end of a course. These outcomes are crucial in guiding the course design, delivery, and assessment processes. They help educators align their teaching strategies with the intended learning outcomes and ensure clarity in educational objectives.
सीओ या कोर्स आउटकम पाठ्यक्रम के अंत तक छात्रों की उम्मीद किए जाने वाले विशिष्ट और मापनीय कथनों को संदर्भित करता है। ये उत्कृष्टता विकास, पाठ्यक्रम की वितरण, और मूल्यांकन प्रक्रिया को निर्देशित करने में महत्वपूर्ण होते हैं। इनसे शिक्षक अपने शिक्षण रणनीतियों को इच्छित शिक्षा उत्तरदायित्वों के साथ संरेखित करते हैं और शिक्षा के उद्देश्यों में स्पष्टता सुनिश्चित करते हैं।
Section 2: What is PO? / प्रोग्राम संबंधित आउटकम
PO or Program Outcome represents the overall achievements expected of students upon completing a program of study. Unlike CO, which focuses on individual courses, PO addresses the broader skills and knowledge that learners should gain throughout their educational journey. It helps educational institutions assess the effectiveness of their programs and ensures that graduates are equipped with the desired competencies.
पीओ या प्रोग्राम आउटकम एक शिक्षा कार्यक्रम को समाप्त करने पर छात्रों की यात्रा के दौरान उनसे आशायें जुड़ी खुलासे को प्रतिनिधित्व करता है। सीओ के विपरीत, जो व्यक्तिगत पाठ्यक्रमों पर ध्यान केंद्रित करता है, पीओ शिक्षार्थियों को उनके शिक्षात्मक सफ़र में प्राप्त होने वाले व्यापक कौशल और ज्ञान से संबंधित है। यह शिक्षण संस्थानों को उनके कार्यक्रमों के प्रभाव की मूल्यांकन करने में मदद करता है और सुनिश्चित करता है किस्नातकवर्गीय छात्रों को वांछित क्षमताएँ प्रदान की जाती हैं।
वाशिंगटन समझौते के आधार पर राष्ट्रीय मान्यता बोर्ड द्वारा प्रदान किए गए प्रोग्राम संबंधित आउटकम (पीओ):
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 lifelong learning in the broadest context of technological change.
Section 3: CO-PO Mapping Criteria / सीओ-पीओ मैपिंग के मापदंड
To achieve successful CO-PO mapping, certain criteria must be considered. First, the COs should align with the POs, ensuring that the course-specific outcomes contribute to achieving the broader program objectives. Second, the COs should be specific, measurable, attainable, relevant, and time-bound / SMART. This ensures that the learning outcomes are well-defined and can be effectively assessed.
सफल सीओ-पीओ मैपिंग को प्राप्त करने के लिए कुछ मापदंडों का ध्यान रखना आवश्यक होता है। पहले, सीओ को पीओ के साथ मेल खाना चाहिए, जिससे यह सुनिश्चित होता है कि पाठ्यक्रम के विशिष्ट उत्कृष्टता योजना के प्रोग्राम के मूल उद्देश्यों को पूरा करने में योगदान करता है। दूसरे, सीओ को विशिष्ट, मापनीय, प्राप्तियोग्य, संबंधित, और समयबद्ध / SMART बनाना चाहिए। इससे यह सुनिश्चित होता है कि शिक्षा उत्कृष्टता अभिकरणों को स्पष्ट रूप से परिभाषित किया गया है और इसका मूल्यांकन करना संभव होता है।
Section 4: ChatGPT Prompt for CO-PO Mapping – Example 1 / सीओ-पीओ मैपिंग के लिए चैटजीपीटी प्रॉम्प्ट – उदाहरण 1
Now, let’s see how ChatGPT can assist in CO-PO mapping with an example. Imagine you are an educator designing a course on “Engineering Mathematics-I” of I semester B. Tech. all branches. You want to create COs that align perfectly with the program’s POs and are well-defined for assessment. Using ChatGPT, you can generate prompts like:
(Use the ChatGPT Prompt to obtain the COs based on Bloom’s taxonomy)
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For the course "Engineering Mathematics-I" of I semester b. Tech. all branches the syllabus is : UNIT-I MATRICES Real vector space, Subspace, Linear span, Linear dependence and linear independence of vectors, Basis, Dimension, Linear transformation, Matrix associated with a linear transformation, Rank and inverse by elementary transformation (Gauss Jordan method), System of linear equations, Eigenvalues and eigenvectors, Cayley-Hamilton theorem, Diagonalization of matrices. UNIT- II DIFFERENTIAL CALCULUS Successive differentiation, Lebnitz theorem, Rolle‟s Theorem, Taylor‟s theorem with Lagrange‟s form of remainder, Expansions of functions in Taylor‟s and McLaurin‟s series UNIT-III PARTIAL DIFFERENTIATION Functions of two variables: Limit, continuity and partial derivatives, derivatives of higher order, Euler‟s theorem on homogeneous functions, Total derivative, Change of variables, Jacobians, Maxima, minima and saddle points of functions of two variables UNIT-IV ORDINARY DIFFERENTIAL EQUATION First order ordinary differential equations: Exact, linear and Bernoulli‟s equations, Euler‟s equations, Equations of first order and higher degree: equations solvable for p, equations solvable for y, equations solvable for x and Clairaut‟s type. Ordinary differential equations of higher order linear differential equations with constant coefficients & variable coefficients, method of variation of parameters, Cauchy-Euler equation, Legendre polynomials and their properties UNIT-V MULTIPLE INTEGRAL Beta and Gamma functions – elementary properties, Double and triple integrals, change of order of integration, Application to area and volume. Write one course outcome for each of the unit using blooms taxonomy. write each outcome in one sentence. higlighting the boom taxonomy keywords in the sentance The blooms taxonomy consists of six levels: Remembering (L1), Understanding (L2), Applying (L3), Analyzing (L4), Evaluating (L5), and Creating (L6). Each level represents a higher order of cognitive skills and understanding than the previous one. Specify the blooms taxonomy level for each Course outcome. The structure for course outcomes is as follows: After completion of the course the students will be able to: 1. Course outcome from first unit. 2. Course outcome from second unit. 3. Course outcome from third unit. 4. Course outcome from forth unit. 5. Course outcome from fifth unit. |
The output form ChatGPT may look like this (The structure and table will remain same the text may change based on previous chat history)
ChatGPT response:
Sure, here’s a table with one course outcome for each unit, categorized according to Bloom’s taxonomy:
| Unit Number | Course Outcome | Bloom’s Taxonomy Level |
| Unit-I | CO1: Demonstrate an understanding of matrices, linear transformations, and eigenvalues. | Understanding |
| Unit-II | CO2: Apply Taylor’s theorem to approximate functions using Taylor’s and McLaurin’s series. | Applying |
| Unit-III | CO3: Analyze functions of two variables, find partial derivatives, and identify critical points. | Analyzing |
| Unit-IV | CO4: Solve ordinary differential equations of various types, including higher-order linear equations. | Applying |
| Unit-V | CO5: Utilize Beta and Gamma functions to evaluate double and triple integrals for area and volume applications. | Applying |
After the completion of the course, the students will be able to:
CO1: Demonstrate an understanding of matrices, real vector spaces, linear transformations, and eigenvalues. (Bloom’s Taxonomy: Understanding)
CO2: Apply Taylor’s theorem to approximate functions using Taylor’s and McLaurin’s series. (Bloom’s Taxonomy: Applying)
CO3: Analyze functions of two variables, find partial derivatives, and identify critical points. (Bloom’s Taxonomy: Analyzing)
CO4: Solve ordinary differential equations of various types, including higher-order linear equations. (Bloom’s Taxonomy: Applying)
CO5: Utilize Beta and Gamma functions to evaluate double and triple integrals for area and volume applications. (Bloom’s Taxonomy: Applying)
After Obtaining the course outcomes, we shall try to kind the keywords that align with program outcomes. For this use the sample prompt given below (change the Cos in prompt based on the previous ChatGPT response):
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The keywords associated with different Program outcomes (PO) are given in table bellow: |Program Outcomes|Keywords| |:----|:----| |PO01|Mathematics; Science; Engineering fundamentals; Engineering specialization; Complex engineering problems; Problem-solving; Technical knowledge; Application; Analysis; Design; Innovation; Technical skills; Calculations; Scientific principles; Specialized knowledge; Engineering principles; Technical expertise; Technical proficiency; Technical application; Problem-solving skills; Problem-solving techniques; Technical understanding; Engineering concepts; Engineering principles; Engineering applications; Engineering solutions; Technical proficiency; Mathematical modeling; Technical competency; Technical proficiency; Engineering methodology| |PO02|Complex engineering problems; Analyze; Mathematics; Problem formulation; Critical thinking; Scientific principles; Analytical skills; Hypothesis testing; Technical evaluation; Technical research; Technical conclusions; Problem identification; Analytical thinking; Mathematical reasoning; Scientific reasoning; Engineering principles; Engineering concepts; Scientific analysis; Technical analysis; Evidence-based analysis; Logical conclusions; Technical expertise; Technical knowledge; Technical skills| |PO03|Complex engineering problems; Design solutions; Problem-solving; Innovation; Design principles; Design process; Design requirements; Safety considerations; Cultural sensitivity; Societal impact; Environmental impact; Sustainable design; Ethical design; Human factors; User-centered design; Functional requirements; Technical feasibility; Design implementation; Design evaluation; Design optimization; Design standards; Design constraints; Design integration; Design documentation; Design review; Design validation; Design verification| |PO04|Complex problems; Problem-solving; Mathematical modeling; Research methods; Data analysis; Engineering theories; Optimization techniques; Technical analysis; Technical evaluation; Technical validation; Research ethics; Computational analysis; Design principles; Design optimization; Design validation; Design verification; Computational tools; Simulation techniques; Statistical methods; Mathematical methods; Data visualization; Experimental design; Sensitivity analysis; Error analysis; Technical documentation; Technical synthesis; Technical reporting| |PO05|Technical tools; Technical skills; Technical proficiency; Technical knowledge; Technical understanding; Technical application; Technical expertise; Technical competency; Technical proficiency; Technical application; Technical integration; Technical documentation; Technical reporting; IT infrastructure; IT resources; IT applications; IT solutions; Technical documentation; Technical reporting; Technical communication| |PO06|Social responsibility; Ethical considerations; Community impact; Public welfare; Sustainable development; Stakeholder engagement; Risk assessment; Public health; Safety regulations; Legal compliance; Cultural sensitivity; Environmental impact; Professional conduct; Ethical obligations; Social implications; Stakeholder consultation; Policy development; Responsible engineering; Social consciousness; Ethical frameworks; Social values; Social justice; Human rights; Cultural awareness| |PO07|Environment and sustainability; Societal context; Impact assessment; Sustainable development; Environmental stewardship; Resource conservation; Green technologies; Renewable energy; Environmental awareness; Sustainable infrastructure; Environmental policies; Sustainable manufacturing; Sustainable materials; Sustainable energy systems; Environmental conservation; Sustainable solutions; Environmental assessment; Sustainable policies; Sustainable decision-making; Sustainable resource management; Sustainable urban planning; Circular economy; Ecological sustainability; Biodiversity conservation; Environmental legislation; Sustainable transportation; Green building; Sustainable water management; Environmental monitoring; Ecosystem preservation; Climate resilience; Sustainable agriculture; Waste management; Environmental remediation; Environmental education; Environmental advocacy; Environmental governance; Environmental sustainability standards; Environmental reporting; Sustainable business practices; Sustainable supply chain| |PO08|Code of ethics; Ethical decision-making; Ethical conduct; Professional ethics; Professional responsibilities; Engineering ethics; Ethical framework; Ethical guidelines; Ethical obligations; Ethical principles; Ethical considerations; Ethical implications; Professional behavior; Professional standards; Professional accountability; Ethical training; Ethical education; Ethical awareness; Ethical responsibilities; Ethical decision-making skills; Ethical dilemmas; Ethical judgment; Ethical reasoning; Ethical standards; Ethical practices; Ethical evaluation; Ethical reflection; Ethical awareness; Ethical leadership; Ethical culture; Ethical professionalism| |PO09|Effective communication; Communication skills; Technical communication; Oral communication; Written communication; Presentation skills; Interpersonal skills; Teamwork; Collaboration; Professional communication; Technical writing; Visual communication; Communication strategies; Communication tools; Communication channels; Communication effectiveness; Communication barriers; Communication styles; Audience analysis; Active listening; Nonverbal communication; Cross-cultural communication; Negotiation skills; Conflict resolution; Leadership skills; Emotional intelligence; Persuasive communication; Assertiveness; Feedback mechanisms; Facilitation skills; Project management| |PO10|Lifelong learning; Professional development; Continuing education; Self-directed learning; Adaptability; Critical thinking; Research skills; Information literacy; Learning strategies; Problem-solving skills; Technical skills upgrading; Emerging technologies; Innovation mindset; Career advancement; Professional growth; Knowledge acquisition; Skill enhancement; Self-improvement; Intellectual curiosity; Reflective practice; Continuing professional development; Learning opportunities; Learning resources; Learning methods; Learning evaluation; Learning outcomes| |PO11|Project management; Project planning; Project execution; Project control; Project evaluation; Project leadership; Project coordination; Project scheduling; Project budgeting; Project risk management; Stakeholder management; Change management; Decision-making processes; Team management; Team coordination; Organizational behavior; Performance management; Resource management; Time management; Risk assessment; Quality assurance; Process improvement; Conflict management; Communication management; Procurement management; Vendor management; Decision analysis; Leadership skills; Team building; Project evaluation techniques; Value engineering; Cost-benefit analysis; Performance measurement; Agile project management; Waterfall project management; Sustainability principles; Ethical project management; Innovation management; Continuous improvement; Project success criteria; Project management competencies; Project management training| |PO12|Continuous learning; Self-directed learning; Lifelong learning skills; Professional development; Personal growth; Adaptability; Curiosity; Growth mindset; Skill acquisition; Knowledge acquisition; Learning strategies; Learning methods; Learning resources; Learning opportunities; Learning community; Learning culture; Learning environment; Learning goals; Learning objectives; Learning outcomes; Reflective practice; Critical thinking; Problem-solving skills; Information literacy; Research skills; Technological advancements; Technological trends; Technological innovation; Technological disruption; Emerging technologies; Technology adoption; Technology integration; Digital skills; Digital literacy; Online learning; Blended learning; Distance learning; Learning management systems; Educational resources; Knowledge transfer; Knowledge sharing; Knowledge management; Intellectual curiosity; Professional curiosity; Career development; Industry trends; Industry updates; Stay up-to-date; Future-proof skills; Lifelong learner mindset; Knowledge retention; Personal development; Intellectual growth; Continuous improvement; Innovation mindset; Learning agility; Adaptive learning; Self-motivated learning; Exploration; Experimentation; Collaboration; Networking; Mentoring; Coaching; Professional networks; Webinars; Workshops; Conferences; Seminars; Certifications; Credentials; Accreditation; Industry standards; Industry certifications; Self-assessment; Feedback; Goal setting; Time management; Prioritization; Self-discipline; Persistence; Evaluation; Reflection| After the completion of the course, the students will be able to: CO1: Demonstrate an understanding of matrices, real vector spaces, linear transformations, and eigenvalues. (Bloom's Taxonomy: Understanding) CO2: Apply Taylor's theorem to approximate functions using Taylor's and McLaurin's series. (Bloom's Taxonomy: Applying) CO3: Analyze functions of two variables, find partial derivatives, and identify critical points. (Bloom's Taxonomy: Analyzing) CO4: Solve ordinary differential equations of various types, including higher-order linear equations. (Bloom's Taxonomy: Applying) CO5: Utilize Beta and Gamma functions to evaluate double and triple integrals for area and volume applications. (Bloom's Taxonomy: Applying) For each of the course outcomes determine if there are keywords associated with different program outcomes. Each course outcome may or may not have keywords from each PO. Create a table of the keywords for different PO that can be associated with each CO in the format: |CO|Keywords from PO|Total Keywords|Associated POs, Keywords and keyword count for each PO| |
The output form ChatGPT may look like this (The structure and table will remain same the text may change based on previous chat history)
ChatGPT response:
Here’s the table of CO-PO mapping for the given Course Outcomes (COs) and Program Outcomes (POs):
Below is the table showing the association between Course Outcomes (CO) and Program Outcomes (PO) along with the keywords from each PO and the total number of associated keywords for each CO:
| CO | Keywords from PO | Total Keywords | Associated POs, Keywords, and Keyword Count for each PO |
| CO1 | Mathematics; Science; Engineering fundamentals; Engineering specialization; Complex engineering problems; Problem-solving; Technical knowledge; Application; Analysis; Design; Innovation; Technical skills; Calculations; Scientific principles; Specialized knowledge; Engineering principles; Technical expertise; Technical proficiency; Technical application; Problem-solving skills; Problem-solving techniques; Technical understanding; Engineering concepts; Engineering principles; Engineering applications; Engineering solutions; Technical proficiency; Mathematical modeling; Technical competency; Technical proficiency; Engineering methodology | 29 | PO01: 29 |
| CO2 | Complex engineering problems; Analyze; Mathematics; Problem formulation; Critical thinking; Scientific principles; Analytical skills; Hypothesis testing; Technical evaluation; Technical research; Technical conclusions; Problem identification; Analytical thinking; Mathematical reasoning; Scientific reasoning; Engineering principles; Engineering concepts; Scientific analysis; Technical analysis; Evidence-based analysis; Logical conclusions; Technical expertise; Technical knowledge; Technical skills | 25 | PO01: 2, PO02: 25 |
| CO3 | Complex engineering problems; Design solutions; Problem-solving; Innovation; Design principles; Design process; Design requirements; Safety considerations; Cultural sensitivity; Societal impact; Environmental impact; Sustainable design; Ethical design; Human factors; User-centered design; Functional requirements; Technical feasibility; Design implementation; Design evaluation; Design optimization; Design standards; Design constraints; Design integration; Design documentation; Design review; Design validation; Design verification | 26 | PO01: 3, PO03: 26 |
| CO4 | Complex problems; Problem-solving; Mathematical modeling; Research methods; Data analysis; Engineering theories; Optimization techniques; Technical analysis; Technical evaluation; Technical validation; Research ethics; Computational analysis; Design principles; Design optimization; Design validation; Design verification; Computational tools; Simulation techniques; Statistical methods; Mathematical methods; Data visualization; Experimental design; Sensitivity analysis; Error analysis; Technical documentation; Technical synthesis; Technical reporting | 29 | PO01: 4, PO04: 29 |
| CO5 | Technical tools; Technical skills; Technical proficiency; Technical knowledge; Technical understanding; Technical application; Technical expertise; Technical competency; Technical proficiency; Technical application; Technical integration; Technical documentation; Technical reporting; IT infrastructure; IT resources; IT applications; IT solutions; Technical documentation; Technical reporting; Technical communication | 22 | PO01: 5, PO05: 22 |
Note:
1. The “Keywords from PO” column shows the keywords extracted from the Program Outcomes that are associated with each Course Outcome.
2. The “Total Keywords” column displays the total number of unique keywords associated with each Course Outcome.
3. The “Associated POs, Keywords, and Keyword Count for each PO” column lists the associated Program Outcomes along with their corresponding keywords and the count of keywords associated with each Program Outcome for a specific Course Outcome.
Finally we get the CO-PO mapping using the ChatGPT prompt below:
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for each CO the CO-PO mapping levels are defined as 3 i.e. highly mapped, 2 - Moderatelly mapped, 1 - Low mapped or 0 - Not mapped. The mapping level is calculated mapping level = 3 (map_val >= 0.75) mapping level = 2 (0.50 >= map_val < 0.75) mapping level = 1 (0.25 >= map_val < 0.50) mapping level = 0 ( map_val < 0.25) where map_val = (Number of keywords associated with a specific PO / Total number of Keywords for the given CO) Finally create a table of CO-PO mapping using the mapping levels values. Each CO must be mapped to 3 to 4 PO with same of different Mapping values. The format of CO-PO mapping table is as follows: | |PO 1|PO 2|PO 3|PO 4|PO 5|PO 6|PO 7|PO 8|PO 9|PO 10|PO 11|PO 12| |:----|:----|:----|:----|:----|:----|:----|:----|:----|:----|:----|:----|:----| |CO 1| | | | | | | | | | | | | |CO 2| | | | | | | | | | | | | |CO 3| | | | | | | | | | | | | |CO 4| | | | | | | | | | | | | |CO 5| | | | | | | | | | | | | |
The output form ChatGPT may look like this (The structure and table will remain same the text may change based on previous chat history)
Below is the table of CO-PO mapping using the mapping level values:
| PO 1 | PO 2 | PO 3 | PO 4 | PO 5 | PO 6 | PO 7 | PO 8 | PO 9 | PO 10 | PO 11 | PO 12 | |
| CO 1 | 3 | 0 | 0 | 2 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 |
| CO 2 | 2 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| CO 3 | 2 | 0 | 0 | 0 | 0 | 3 | 1 | 0 | 0 | 0 | 0 | 0 |
| CO 4 | 0 | 2 | 0 | 3 | 0 | 0 | 0 | 2 | 0 | 1 | 2 | 0 |
| CO 5 | 0 | 2 | 0 | 0 | 3 | 0 | 1 | 0 | 2 | 0 | 0 | 1 |
Note:
– The values in the table represent the mapping level for each CO with respect to each PO.
– The mapping levels are represented as follows:
– 3: Highly Mapped
– 2: Moderately Mapped
– 1: Low Mapped
– 0: Not Mapped
– For each CO, there are 3-4 POs with different mapping values based on the calculated map_val as described in the previous step.
With ChatGPT’s guidance, you can refine and adapt these COs to meet the specific needs of your course and program, ensuring a seamless CO-PO mapping process.
चैटजीपीटी के मार्गदर्शन के साथ, आप इन सीओ को और भी परिष्कृत और अनुकूलित करके अपने पाठ्यक्रम और प्रोग्राम की विशेष आवश्यकताओं को पूरा करने के लिए सुनिश्चित कर सकते हैं, जिससे एक संसादीय सीओ-पीओ मैपिंग प्रक्रिया होती है।
Section 5: ChatGPT Prompt for CO-PO Mapping – Example 2 / सीओ-पीओ मैपिंग के लिए चैटजीपीटी प्रॉम्प्ट – उदाहरण 2
In another example, let’s consider a the course “INTRODUCTION TO DATA SCIENCE” of I semester b. Tech. CSE branch. You want to create COs that align perfectly with the program’s POs and are well-defined for assessment. Using ChatGPT, you can generate prompts like:
(Use the ChatGPT Prompt to obtain the COs based on Bloom’s taxonomy)
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For the course "INTRODUCTION TO DATA SCIENCE" of I semester b. Tech. CSE branches the syllabus is : Unit – I: Introduction Introduction to Data Science – Evolution of Data Science – Data Science Roles – Stages in a Data Science Project – Applications of Data Science in various fields – Data Security Issues. Unit – II: Data Collection and Data Pre-Processing Data Collection Strategies – Data Pre-Processing Overview – Data Cleaning – Data Integration and Transformation – Data Reduction – Data Discretization. Unit – III: Exploratory Data Analytics Descriptive Statistics – Mean, Standard Deviation, Skewness and Kurtosis – Box Plots – Pivot Table – Heat Map – Correlation Statistics – ANOVA. Unit – IV: Model Development Simple and Multiple Regression – Model Evaluation using Visualization – Residual Plot Distribution Plot – Polynomial Regression and Pipelines – Measures for In-sample Evaluation – Prediction and Decision Making. Unit – V: Model Evaluation Generalization Error – Out-of-Sample Evaluation Metrics – Cross Validation – Over fitting Under Fitting and Model Selection – Prediction by using Ridge Regression – Testing multiple Parameters by using Grid Search. Write 1 course outcome (CO) for each unit using bloom’s taxonomy. Make a table in format given as | Unit Number | Course Outcome | Bloom’s taxonomy Level |. Finally, write the course outcomes as a list "After the completion of course the students will be able to: CO1: CO2: CO3: CO4: CO5: " |
ChatGPT response:
The output form ChatGPT may look like this (The structure and table will remain same the text may change based on previous chat history)
| Unit Number | Course Outcome | Bloom’s Taxonomy Level |
| Unit – I | After the completion of this unit, students will be able to: Understand the concept and evolution of Data Science, identify different roles in Data Science projects, explain the stages involved in a Data Science project, and recognize applications of Data Science in various fields. | Remembering |
| Unit – II | After the completion of this unit, students will be able to: Explain different data collection strategies, perform data pre-processing tasks such as data cleaning, integration, transformation, reduction, and discretization. | Understanding |
| Unit – III | After the completion of this unit, students will be able to: Apply descriptive statistics to analyze data, create box plots and heat maps, calculate correlation statistics and perform ANOVA to draw meaningful insights from the data. | Applying |
| Unit – IV | After the completion of this unit, students will be able to: Develop regression models, evaluate model performance using visualization techniques, interpret residual plot distribution, implement polynomial regression and pipelines, and make predictions based on the models. | Analyzing |
| Unit – V | After the completion of this unit, students will be able to: Understand and calculate generalization error, perform out-of-sample evaluation using various metrics, apply cross-validation for model assessment, identify and handle overfitting and underfitting issues, and utilize ridge regression and grid search for parameter testing. | Evaluating |
After the completion of the course, the students will be able to:
CO1: Understand the concept and evolution of Data Science, identify different roles in Data Science projects, explain the stages involved in a Data Science project, and recognize applications of Data Science in various fields (Remembering).
CO2: Explain different data collection strategies, perform data pre-processing tasks such as data cleaning, integration, transformation, reduction, and discretization (Understanding).
CO3: Apply descriptive statistics to analyze data, create box plots and heat maps, calculate correlation statistics and perform ANOVA to draw meaningful insights from the data (Applying).
CO4: Develop regression models, evaluate model performance using visualization techniques, interpret residual plot distribution, implement polynomial regression and pipelines, and make predictions based on the models (Analyzing).
CO5: Understand and calculate generalization error, perform out-of-sample evaluation using various metrics, apply cross-validation for model assessment, identify and handle overfitting and underfitting issues, and utilize ridge regression and grid search for parameter testing (Evaluating).
After Obtaining the course outcomes, we shall try to kind the keywords that align with program outcomes. For this use the sample prompt given below (change the Cos in prompt based on the previous ChatGPT response):
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The keywords associated with different Program outcomes (PO) are given in table bellow: |Program Outcomes|Keywords| |:----|:----| |PO01|Mathematics; Science; Engineering fundamentals; Engineering specialization; Complex engineering problems; Problem-solving; Technical knowledge; Application; Analysis; Design; Innovation; Technical skills; Calculations; Scientific principles; Specialized knowledge; Engineering principles; Technical expertise; Technical proficiency; Technical application; Problem-solving skills; Problem-solving techniques; Technical understanding; Engineering concepts; Engineering principles; Engineering applications; Engineering solutions; Technical proficiency; Mathematical modeling; Technical competency; Technical proficiency; Engineering methodology| |PO02|Complex engineering problems; Analyze; Mathematics; Problem formulation; Critical thinking; Scientific principles; Analytical skills; Hypothesis testing; Technical evaluation; Technical research; Technical conclusions; Problem identification; Analytical thinking; Mathematical reasoning; Scientific reasoning; Engineering principles; Engineering concepts; Scientific analysis; Technical analysis; Evidence-based analysis; Logical conclusions; Technical expertise; Technical knowledge; Technical skills| |PO03|Complex engineering problems; Design solutions; Problem-solving; Innovation; Design principles; Design process; Design requirements; Safety considerations; Cultural sensitivity; Societal impact; Environmental impact; Sustainable design; Ethical design; Human factors; User-centered design; Functional requirements; Technical feasibility; Design implementation; Design evaluation; Design optimization; Design standards; Design constraints; Design integration; Design documentation; Design review; Design validation; Design verification| |PO04|Complex problems; Problem-solving; Mathematical modeling; Research methods; Data analysis; Engineering theories; Optimization techniques; Technical analysis; Technical evaluation; Technical validation; Research ethics; Computational analysis; Design principles; Design optimization; Design validation; Design verification; Computational tools; Simulation techniques; Statistical methods; Mathematical methods; Data visualization; Experimental design; Sensitivity analysis; Error analysis; Technical documentation; Technical synthesis; Technical reporting| |PO05|Technical tools; Technical skills; Technical proficiency; Technical knowledge; Technical understanding; Technical application; Technical expertise; Technical competency; Technical proficiency; Technical application; Technical integration; Technical documentation; Technical reporting; IT infrastructure; IT resources; IT applications; IT solutions; Technical documentation; Technical reporting; Technical communication| |PO06|Social responsibility; Ethical considerations; Community impact; Public welfare; Sustainable development; Stakeholder engagement; Risk assessment; Public health; Safety regulations; Legal compliance; Cultural sensitivity; Environmental impact; Professional conduct; Ethical obligations; Social implications; Stakeholder consultation; Policy development; Responsible engineering; Social consciousness; Ethical frameworks; Social values; Social justice; Human rights; Cultural awareness| |PO07|Environment and sustainability; Societal context; Impact assessment; Sustainable development; Environmental stewardship; Resource conservation; Green technologies; Renewable energy; Environmental awareness; Sustainable infrastructure; Environmental policies; Sustainable manufacturing; Sustainable materials; Sustainable energy systems; Environmental conservation; Sustainable solutions; Environmental assessment; Sustainable policies; Sustainable decision-making; Sustainable resource management; Sustainable urban planning; Circular economy; Ecological sustainability; Biodiversity conservation; Environmental legislation; Sustainable transportation; Green building; Sustainable water management; Environmental monitoring; Ecosystem preservation; Climate resilience; Sustainable agriculture; Waste management; Environmental remediation; Environmental education; Environmental advocacy; Environmental governance; Environmental sustainability standards; Environmental reporting; Sustainable business practices; Sustainable supply chain| |PO08|Code of ethics; Ethical decision-making; Ethical conduct; Professional ethics; Professional responsibilities; Engineering ethics; Ethical framework; Ethical guidelines; Ethical obligations; Ethical principles; Ethical considerations; Ethical implications; Professional behavior; Professional standards; Professional accountability; Ethical training; Ethical education; Ethical awareness; Ethical responsibilities; Ethical decision-making skills; Ethical dilemmas; Ethical judgment; Ethical reasoning; Ethical standards; Ethical practices; Ethical evaluation; Ethical reflection; Ethical awareness; Ethical leadership; Ethical culture; Ethical professionalism| |PO09|Effective communication; Communication skills; Technical communication; Oral communication; Written communication; Presentation skills; Interpersonal skills; Teamwork; Collaboration; Professional communication; Technical writing; Visual communication; Communication strategies; Communication tools; Communication channels; Communication effectiveness; Communication barriers; Communication styles; Audience analysis; Active listening; Nonverbal communication; Cross-cultural communication; Negotiation skills; Conflict resolution; Leadership skills; Emotional intelligence; Persuasive communication; Assertiveness; Feedback mechanisms; Facilitation skills; Project management| |PO10|Lifelong learning; Professional development; Continuing education; Self-directed learning; Adaptability; Critical thinking; Research skills; Information literacy; Learning strategies; Problem-solving skills; Technical skills upgrading; Emerging technologies; Innovation mindset; Career advancement; Professional growth; Knowledge acquisition; Skill enhancement; Self-improvement; Intellectual curiosity; Reflective practice; Continuing professional development; Learning opportunities; Learning resources; Learning methods; Learning evaluation; Learning outcomes| |PO11|Project management; Project planning; Project execution; Project control; Project evaluation; Project leadership; Project coordination; Project scheduling; Project budgeting; Project risk management; Stakeholder management; Change management; Decision-making processes; Team management; Team coordination; Organizational behavior; Performance management; Resource management; Time management; Risk assessment; Quality assurance; Process improvement; Conflict management; Communication management; Procurement management; Vendor management; Decision analysis; Leadership skills; Team building; Project evaluation techniques; Value engineering; Cost-benefit analysis; Performance measurement; Agile project management; Waterfall project management; Sustainability principles; Ethical project management; Innovation management; Continuous improvement; Project success criteria; Project management competencies; Project management training| |PO12|Continuous learning; Self-directed learning; Lifelong learning skills; Professional development; Personal growth; Adaptability; Curiosity; Growth mindset; Skill acquisition; Knowledge acquisition; Learning strategies; Learning methods; Learning resources; Learning opportunities; Learning community; Learning culture; Learning environment; Learning goals; Learning objectives; Learning outcomes; Reflective practice; Critical thinking; Problem-solving skills; Information literacy; Research skills; Technological advancements; Technological trends; Technological innovation; Technological disruption; Emerging technologies; Technology adoption; Technology integration; Digital skills; Digital literacy; Online learning; Blended learning; Distance learning; Learning management systems; Educational resources; Knowledge transfer; Knowledge sharing; Knowledge management; Intellectual curiosity; Professional curiosity; Career development; Industry trends; Industry updates; Stay up-to-date; Future-proof skills; Lifelong learner mindset; Knowledge retention; Personal development; Intellectual growth; Continuous improvement; Innovation mindset; Learning agility; Adaptive learning; Self-motivated learning; Exploration; Experimentation; Collaboration; Networking; Mentoring; Coaching; Professional networks; Webinars; Workshops; Conferences; Seminars; Certifications; Credentials; Accreditation; Industry standards; Industry certifications; Self-assessment; Feedback; Goal setting; Time management; Prioritization; Self-discipline; Persistence; Evaluation; Reflection| After the completion of the course, the students will be able to: CO1: Understand the concept and evolution of Data Science, identify different roles in Data Science projects, explain the stages involved in a Data Science project, and recognize applications of Data Science in various fields (Remembering). CO2: Explain different data collection strategies, perform data pre-processing tasks such as data cleaning, integration, transformation, reduction, and discretization (Understanding). CO3: Apply descriptive statistics to analyze data, create box plots and heat maps, calculate correlation statistics and perform ANOVA to draw meaningful insights from the data (Applying). CO4: Develop regression models, evaluate model performance using visualization techniques, interpret residual plot distribution, implement polynomial regression and pipelines, and make predictions based on the models (Analyzing). CO5: Understand and calculate generalization error, perform out-of-sample evaluation using various metrics, apply cross-validation for model assessment, identify and handle overfitting and underfitting issues, and utilize ridge regression and grid search for parameter testing (Evaluating). For each of the course outcomes determine if there are keywords associated with different program outcomes. Each course outcome may or may not have keywords from each PO. Create a table of the keywords for different PO that can be associated with each CO in the format: |CO|Keywords from PO|Total Keywords|Associated POs, Keywords and keyword count for each PO| |
The output form ChatGPT may look like this (The structure and table will remain same the text may change based on previous chat history)
ChatGPT response:
Sure, let’s associate the keywords from each Program Outcome (PO) with the Course Outcomes (CO) and create a table accordingly:
| CO | Keywords from PO | Total Keywords | Associated POs, Keywords and keyword count for each PO |
| CO1 | Evolution, Roles, Stages, Applications | 4 | PO01: Evolution (1), PO01: Application (1), PO01: Engineering specialization (1), PO06: Societal impact (1) |
| CO2 | Data collection, Data pre-processing | 2 | PO01: Technical knowledge (1), PO02: Analytical skills (1) |
| CO3 | Descriptive statistics, Box plots, Heat Map | 3 | PO02: Analytical skills (1), PO02: Technical analysis (1), PO03: Design process (1) |
| CO4 | Regression, Model evaluation, Prediction | 3 | PO02: Analytical skills (1), PO03: Design principles (1), PO04: Mathematical modeling (1) |
| CO5 | Generalization error, Cross-validation | 2 | PO04: Technical evaluation (1), PO09: Communication skills (1) |
Note: The numbers in parentheses represent the count of keywords from each PO that are associated with the corresponding CO.
Please keep in mind that the association of keywords with course outcomes is subjective and may vary based on the specific context and content of the course. The table above is a representation based on the keywords provided for each Program Outcome and their relevance to the Course Outcomes.
Finally we get the CO-PO mapping using the ChatGPT prompt below:
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for each CO the CO-PO mapping levels are defined as 3 i.e. highly mapped, 2 - Moderatelly mapped, 1 - Low mapped or 0 - Not mapped. The mapping level is calculated mapping level = 3 (map_val >= 0.75) mapping level = 2 (0.50 >= map_val < 0.75) mapping level = 1 (0.25 >= map_val < 0.50) mapping level = 0 ( map_val < 0.25) where map_val = (Number of keywords associated with a specific PO / Total number of Keywords for the given CO) Finally create a table of CO-PO mapping using the mapping levels values. Each CO must be mapped to 3 to 4 PO with same of different Mapping values. The format of CO-PO mapping table is as follows: | |PO 1|PO 2|PO 3|PO 4|PO 5|PO 6|PO 7|PO 8|PO 9|PO 10|PO 11|PO 12| |:----|:----|:----|:----|:----|:----|:----|:----|:----|:----|:----|:----|:----| |CO 1| | | | | | | | | | | | | |CO 2| | | | | | | | | | | | | |CO 3| | | | | | | | | | | | | |CO 4| | | | | | | | | | | | | |CO 5| | | | | | | | | | | | | |
The output form ChatGPT may look like this (The structure and table will remain same the text may change based on previous chat history)
ChatGPT response:
Let’s calculate the mapping levels for each CO-PO combination and create the table accordingly:
Mapping levels:
– Highly mapped (3): map_val >= 0.75
– Moderately mapped (2): 0.50 <= map_val < 0.75
– Low mapped (1): 0.25 <= map_val < 0.50
– Not mapped (0): map_val < 0.25
Here’s the table of CO-PO mapping:
| PO 1 | PO 2 | PO 3 | PO 4 | PO 5 | PO 6 | PO 7 | PO 8 | PO 9 | PO 10 | PO 11 | PO 12 | |
| CO1 | 2 | 1 | 0 | 2 | 0 | 3 | 0 | 1 | 0 | 0 | 0 | 0 |
| CO2 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 1 | 3 | 0 | 0 | 0 |
| CO3 | 0 | 3 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 |
| CO4 | 0 | 2 | 3 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| CO5 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 | 1 | 0 | 0 |
Explanation:
– CO1 is highly mapped to PO6, moderately mapped to PO2, and low mapped to PO4.
– CO2 is highly mapped to PO2, moderately mapped to PO9, and low mapped to PO8.
– CO3 is highly mapped to PO2, moderately mapped to PO9, and low mapped to PO3.
– CO4 is highly mapped to PO3, moderately mapped to PO2, and low mapped to PO4.
– CO5 is highly mapped to PO7, moderately mapped to PO9, and low mapped to PO10.
Please note that the mapping levels are calculated based on the formula provided, using the keywords associated with each CO and PO as specified earlier. The values in the table represent the mapping level for each CO-PO combination, where 3 means highly mapped, 2 means moderately mapped, 1 means low mapped, and 0 means not mapped.
By leveraging ChatGPT, you can fine-tune these COs and ensure they accurately reflect the objectives of your course and program, creating a cohesive CO-PO mapping strategy.
चैटजीपीटी के उपयोग से, आप इन सीओ को और भी समृद्ध करके सुनिश्चित कर सकते हैं कि आपके पाठ्यक्रम और प्रोग्राम के उद्देश्यों को सही रूप से प्रतिबिंबित करते हैं, जिससे एक संगठित सीओ-पीओ मैपिंग रणनीति बनती है।
Section 6: Conclusion / निष्कर्ष
In conclusion, CO-PO mapping is an essential process for educators to design effective courses and ensure alignment with program objectives. By using ChatGPT’s powerful prompts, educators can create well-defined, relevant, and measurable Course Outcomes that contribute to overall program achievements. Embrace the power of ChatGPT to enhance curricula, empower learners, and achieve educational excellence.
समाप्ति में, सीओ-पीओ मैपिंग शिक्षकों के लिए एक महत्वपूर्ण प्रक्रिया है जो उचित पाठ्यक्रमों को डिज़ाइन करने और प्रोग्राम के उद्देश्यों के साथ मेल खाने में सहायक होती है। चैटजीपीटी के शक्तिशाली प्रोम्प्स का उपयोग करके, शिक्षक विशिष्ट, संबंधित, और मापनीय सीओ बना सकते हैं जो समग्र पाठ्यक्रम की प्राप्तियों में योगदान करते हैं। चैटजीपीटी की शक्ति को ग्रहण करें और पाठ्यक्रमों को सुधारें, शिक्षार्थियों को सशक्त करें, और शिक्षा में उत्कृष्टता प्राप्त करें।
Dr. Honey Durgaprasad Tiwari
Dr. Honey Durgaprasad Tiwari, both the CTO at INKOR Technologies Private Limited, India, and a dedicated academic researcher, brings a wealth of expertise. With a Post-Doctoral stint at Sungkyunkwan University, Ph.D. in Electronic, Information and Communication Engineering from Konkuk University, Seoul, South Korea, and M.Tech in Embedded Electronic Systems from VNIT Nagpur, his research legacy spans wireless power transfer, medical imaging, and FPGA innovation. Notably, he has authored 40+ SCI papers, conference contributions, and patents, leaving an indelible mark on these fields. Holding pivotal Academic Administrative roles, including Head of Department and IQAC Coordinator, he passionately channels his insights into concise and impactful blogs, enriching the tech discourse. 🚀🔬📚
CO-PO Mapping with ChatGPT: Enhancing Curricula in 5 Key Steps (Sample ChatGPT Prompts Provided) – Research with Fun
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