Need of Faculty Training inEngineering(SUBJECT DOMAIN ANDPEDAGOGY)Dr. J. N. JhaProfessor and Head (Civil Engg.)Guru Nanak ...
Effect of Training Job Done in a Wrong way unknowingly(Before Training) Job Done in a Right way knowingly(After Training...
Faculty Training(Subject domain and Pedagogy) Broad objectives (Pedagogy Training) Assist faculty to become more effecti...
 To equip the faculty with the latest tools andtechniques for effective teaching Training through discussions, group wor...
Challenges of Faculty Training Pre World War II of 19th century: Engineering education- Emphasized training atShop floor...
Practice to Theory Learning-Aftereffects Chorus of complaints (began to arise from theemployers of engineering graduates)...
How to overcome? Meaningful engineering education reform(Understanding the need for change) To explore alternative appro...
 Traditional reluctance of faculty members toparticipate in professional development/Training Apprehension that FD progr...
Faculty Development/TrainingProgramme Component of FD Programme - Instructional development and support Campus infrastr...
Instructional development andsupport Programs open to all faculty, Programs specifically for new faculty members,and Pr...
Campus infrastructure and climate Appointment of Faculty coordinator: To organise,coordinate the faculty development/Trai...
Training Programs for NewFaculty College teaching only skilled vocation that neitherrequires prior training for its pract...
Types of Training Programs opento all faculty Workshops : Designed specifically for engineeringand science faculty coveri...
Special Training Programs forgraduate student Learning curve for new Faculty can also beshortened by providing them with ...
Important Factors Required forsuccessful Faculty Training Programme Emphasize discipline specific relevance in Trainingpr...
 Insert the Practicality Aspect in the Training second most critical characteristic of successfulengineering Training pr...
 Include both pedagogical expertise anddisciplinary expertise Construct some practical examples and exerciseswith some i...
 Cite the research input in the Training Most engineers are “thinkers” tending to makedecisions based on facts, logic, a...
 Avoid appearing prescriptive, dogmatic, orevangelical Presenter while recommending the methodsteaching (solid evidence ...
 Practice what you preach Participants are acutely conscious of whether or notpresenters do what they are recommending ...
Assessment of Program Effectiveness Goal of Faculty Training Programme: Ascertaining participant satisfaction Judging t...
A Case Study An e-mail survey conducted to the active engineeringfaculty (1999) by sending a structured questionnaireto 1...
Main survey results (FDP- All analysisbased on only 511 respondent) Participation in faculty development activities: 82%...
 Use of active learning: 60% assigned small group exercises for briefintervals in their classes with 22% doing soonce a ...
 Use of team-based learning: 73% gave assignments on which students hadthe option of working in teams with 35% doingso w...
 Writing instructional objectives: 65% reported usually or always writing formalinstructional objectives for their cours...
 Impact of FDP on instructional methods 59% reported that they either began orincreased their use of active learning, 4...
 Impact of FDP on Student’s Learning 69% of respondents reported improvements 6% said they could see no improvement, 2...
Some Suggestion for In house FacultyTraining under TEQIP-II Some tailor‐made programmes to suit the facultymembers’ requi...
 Training on some state‐of‐the‐art technology Finishing school for engineering graduates Training programme about the u...
Final Comments Adopting above suggestions should significantlyenhance the chances of making a TrainingProgramme more attr...
Acknowledgement Wishes to acknowledge the various sources usedduring the preparation of this presentation whichmay have a...
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Need of facuty training in engineering

  1. 1. Need of Faculty Training inEngineering(SUBJECT DOMAIN ANDPEDAGOGY)Dr. J. N. JhaProfessor and Head (Civil Engg.)Guru Nanak Dev Engineering College, Ludhiana,Punjab IndiaEmail: jagadanand@gmail.com
  2. 2. Effect of Training Job Done in a Wrong way unknowingly(Before Training) Job Done in a Right way knowingly(After Training) Job Done in a Right way unknowingly(Training and Updating)
  3. 3. Faculty Training(Subject domain and Pedagogy) Broad objectives (Pedagogy Training) Assist faculty to become more effective teacherswhich will enable them to improve the learningoutcomes of their students. Job-requirements and employer expectations fromthe newly graduate engineers within thedeveloping Indian economy and availableinternational opportunities and link these to thecurrent learner requirements and teaching-learning process.
  4. 4.  To equip the faculty with the latest tools andtechniques for effective teaching Training through discussions, group work,lectures, laboratory work, workshop exercises,assignments, projects, etc., To prepare faculty for their role as motivators andguides within and outside classrooms for helpingstudents achieve their post education goals.
  5. 5. Challenges of Faculty Training Pre World War II of 19th century: Engineering education- Emphasized training atShop floor, Drafting and Laboratory courses forindustrial practice (Industry oriented) Post World War II of 19th century: Engineering Education: More emphasis frompractice to theory toward scientific andmathematical fundamentals (Shift frompractice to theory in the curriculum)
  6. 6. Practice to Theory Learning-Aftereffects Chorus of complaints (began to arise from theemployers of engineering graduates) - Newhires lacked skills in areas as critical andcreative thinking, communication, andteamwork Theory-oriented lecture-based instruction(dominating engineering education ) - Failed toaddress both the development of skills desiredby industry and the learning needs of much ofthe student population
  7. 7. How to overcome? Meaningful engineering education reform(Understanding the need for change) To explore alternative approaches to teaching(Preparing the faculty to teach utilizing the newmethods and technologies -A word of caution : Do notoveremphasize Digital technology - Result in an e-version of the whole curriculum!) Transforming faculty from “knowledgeimparters”(Discrete lectures designed to tell studentswhat they need to know) “knowledgedevelopers”(Guiding students to become activelearners, skill development in gathering andevaluating information)
  8. 8.  Traditional reluctance of faculty members toparticipate in professional development/Training Apprehension that FD program/trainingcreated and maintained with TEQIP fundingmay disappear once the funding ends
  9. 9. Faculty Development/TrainingProgramme Component of FD Programme - Instructional development and support Campus infrastructure and climate
  10. 10. Instructional development andsupport Programs open to all faculty, Programs specifically for new faculty members,and Programs for graduate students
  11. 11. Campus infrastructure and climate Appointment of Faculty coordinator: To organise,coordinate the faculty development/Trainingefforts based on Training Need Analysis Teaching Resource Centre: Sources Forpedagogical expertise along with it shouldcompliment the discipline specific expertise Incentive, reward and involvement of Faculty:Provisions for the faculty incentive and rewardsystem Who not only supports but brings theimprovements in teaching and educationalmethod
  12. 12. Training Programs for NewFaculty College teaching only skilled vocation that neitherrequires prior training for its practitioners beforejoining the job nor is being provided by theemployer after or during the job Typical time required for new faculty membersto become as productive in research and effectivein teaching are generally 4–5 years(Self Learning Process) A good faculty Training program can reduce thelearning curve to 1–2 years “quick starters”
  13. 13. Types of Training Programs opento all faculty Workshops : Designed specifically for engineeringand science faculty covering various aspects ofpedagogy Seminars : Teaching methodology and use ofmodern technology, Learning outcomesassessment, Teaching Inter disciplinary Subjects : Designintroduce need based multidisciplinary subjectsand other topics Sensitization: Supporting women , minorities andphysically disable in engineering for inclusive
  14. 14. Special Training Programs forgraduate student Learning curve for new Faculty can also beshortened by providing them with sometraining while they are still in graduate school Suggested Topics : Addressing different student learning styles, Effective lecturing techniques, Active and cooperative learning, Dealing with common student problems, Success strategies
  15. 15. Important Factors Required forsuccessful Faculty Training Programme Emphasize discipline specific relevance in Trainingprograms Discipline specific relevance is perhaps the single mostimportant feature of any training that inducesengineers/Faculty to take them seriously Workshops/Seminars: Recommend specific disciplinewise examples for devising effective teachingstrategies. Tailor made presentation as per the needs of thetargeted audience (explicit about the promotionalmaterials) Engineers/Participants/Faculty likely to come to aTraining workshop if there is some plan to address their
  16. 16.  Insert the Practicality Aspect in the Training second most critical characteristic of successfulengineering Training programs is their perceivedpracticality Most Faculty/Participants who attend Training onteaching workshops want to know what they cando next Monday to make their classes work better(Not seeking philosophical discussions about thenature of learning) Some material (especially research data) shouldbe part of the presentation to support the practicalideas
  17. 17.  Include both pedagogical expertise anddisciplinary expertise Construct some practical examples and exerciseswith some insertion of technical content/terms like“partial differential equations” and “entropy” duringintroduction of the training programme. Participants when hear these familiar magicwords, they tend to be more willing to listen to thepresenters Many engineering faculty members who come tothe Training workshops do so because they knowthat one of the facilitators is willing to discussdiscipline specific expertise
  18. 18.  Cite the research input in the Training Most engineers are “thinkers” tending to makedecisions based on facts, logic, and hard evidence Teaching workshops must have solid theoreticalfoundations extensively supported by empiricalresearch,(Science, mathematics, engineering andtechnology) Workshop handouts should include summaries ofrelevant research results and references for thosewho wish to check the research for themselves for
  19. 19.  Avoid appearing prescriptive, dogmatic, orevangelical Presenter while recommending the methodsteaching (solid evidence to back them up) mustnot imply that they are providing a recipe which isthe only acceptable way for effective teaching Most professors resent being told that what theyhave been doing in their classes for so manyyears is wrong and now must be done differently Professor should be encouraged to take a gradualapproach, trying one or two new techniques at atime rather than trying to do everything at once,
  20. 20.  Practice what you preach Participants are acutely conscious of whether or notpresenters do what they are recommending Some suggested recommendation If one recommendation is to write instructional objectivesfor courses, then presenter must also define and write aset of objectives for the present workshop/Training If the importance of presenting visual information is beingemphasized- Presenter should make sure that thegraphics presentation of workshop looks professional If active learning is advocated, the Training/workshopshould include large number of group exercises fordifferent type of specific problems
  21. 21. Assessment of Program Effectiveness Goal of Faculty Training Programme: Ascertaining participant satisfaction Judging the impact of training programs on theteaching of the participants Discovering whether the programs had animpact on student’s learning (Rarely bothered)
  22. 22. A Case Study An e-mail survey conducted to the active engineeringfaculty (1999) by sending a structured questionnaireto 1621 faculty (e-mail addresses) who had attendedSome sort of Faculty Training Program A follow-up survey was sent a month later to the non-respondents After elimination of blank and duplicates forms fromthe returns, number of valid and usable surveys formwas only 586, (a return rate of 36%) 75 were again excluded from most analyses becausethe respondent had not taught undergraduates in thelast three years Actual number of respondent for analysis was only511.
  23. 23. Main survey results (FDP- All analysisbased on only 511 respondent) Participation in faculty development activities: 82% of the respondents reported attending one ormore teaching workshops on their campuses, 64% attended a meeting or brown-bag lunchdealing with teaching, 62% consulted books, 59% consulted a newsletter or a web site, 40% observed a videotape, 35% participated in a mentoring program, 13% worked with a teaching consultant
  24. 24.  Use of active learning: 60% assigned small group exercises for briefintervals in their classes with 22% doing soonce a week or more, 37% used active learning for most of the classperiod and 8% doing active learning so once aweek or more
  25. 25.  Use of team-based learning: 73% gave assignments on which students hadthe option of working in teams with 35% doingso weekly or more often 54% gave assignments on which teams wererequired with 16% doing so weekly or moreoften 82% reported assigning a major team projectin some or all of the courses they taught
  26. 26.  Writing instructional objectives: 65% reported usually or always writing formalinstructional objectives for their courses. Giving writing assignments: 88% gave writing assignments in theirengineering classes 21% gave assignments weekly or more often
  27. 27.  Impact of FDP on instructional methods 59% reported that they either began orincreased their use of active learning, 43% wrote instructional objectives, 43% used team-based learning, 28% provided study guides before tests, 18% participated in a mentoring program
  28. 28.  Impact of FDP on Student’s Learning 69% of respondents reported improvements 6% said they could see no improvement, 25% indicated that they had not made anyefforts
  29. 29. Some Suggestion for In house FacultyTraining under TEQIP-II Some tailor‐made programmes to suit the facultymembers’ requirements(Experts from other institutions and industry can beinvolved) One week in house course for faculty at the beginningof every semester by each department(Involving outside subject experts to give necessaryexposure and depth of knowledge for teaching variouscourses effectively) One week pedagogical training for conductingexperiments in various lab to all the newly joinedfaculty members
  30. 30.  Training on some state‐of‐the‐art technology Finishing school for engineering graduates Training programme about the use of softwareavailable at the institute for all fresh andnewly‐recruited faculty members Training for in house software development forpurposes such as laboratory experiment simulation,assistance for smooth conduct of universityexaminations etc. Needs of women teachers kept in mind while finalizingtraining(Computer Science and Engineering, InformationTechnology, Electronics and CommunicationEngineering)
  31. 31. Final Comments Adopting above suggestions should significantlyenhance the chances of making a TrainingProgramme more attractive and persuasive to abroad spectrum of the faculty. But offer no guarantee of success of the FDP ifthe above suggestions are adopted Faculty development programs are like any othercollege courses and Faculty are also likestudents: no matter what you do, someone won’tlike it.
  32. 32. Acknowledgement Wishes to acknowledge the various sources usedduring the preparation of this presentation whichmay have aided and enhanced the quality ofinformationAny Question ………..?The EndThanks for your attention
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