The faculty members have to know about their students backgrounds, their motivation, career planning, and their personal needs. This PPT provides more about guiding the students for better performance.
This slide is about academic and administrative audit for the quality control in the educational institutes. it also deals with various management techniques including Kaizen, 5S, etc. This slideshow is useful for the NAAC purpose.
Assessing Progression in Creativity and Critical Thinking Skills by Stéphan V...EduSkills OECD
This presentation was given by Stéphan Vincent-Lancrin of the OECD at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Improving students’ critical and creative thinking: a five-year study of teac...EduSkills OECD
This presentation was given by Meredith Davis of the North Carolina Sate University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France
This slide is about academic and administrative audit for the quality control in the educational institutes. it also deals with various management techniques including Kaizen, 5S, etc. This slideshow is useful for the NAAC purpose.
Assessing Progression in Creativity and Critical Thinking Skills by Stéphan V...EduSkills OECD
This presentation was given by Stéphan Vincent-Lancrin of the OECD at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Improving students’ critical and creative thinking: a five-year study of teac...EduSkills OECD
This presentation was given by Meredith Davis of the North Carolina Sate University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France
This presentation was given by Thera Jonker of HKU at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Design Thinking and creativity @Aalto Design Factory by Katja Hölttä-Otto (Aa...EduSkills OECD
This presentation was given by Katja Hölttä-Otto of the Aalto University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Teaching for Critical Thinking at McGill by Alenoush Saroyan (McGill)EduSkills OECD
This presentation was given by Alenoush Saroyan of McGill at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Based on research, the development of diverse global educational leaders through learning organization concepts of faculty engagement to overcome many disruptions has been presented.
Curriculum design involves the collaboration of various agencies like universities, industries, experts, and faculty members. This presentation provides suggestions to avoid failures in curriculum planning, design and implementation.
Engineering Faculty Leadership Development- A Case Study May 2022.pptxThanikachalamVedhath1
Engineering faculty members have been divided into four groups, viz, newly recruited faculty members, middle-level faculty members, senior -faculty members, and CEOs. The leadership development needs are different. Hence, there is a specific leadership model and appropriate training for their growth. The PPT provides detailed training and development process.
The CIT-eA presentation at the SQA event 'Assessment Tomorrow' Edinburgh 2015 - 9th e-Assessment Conference, 29th January. The presentation describes the approach the project is taking and presents an outline of the toolkit that is in preparation.
This presentation was given by Thera Jonker of HKU at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Design Thinking and creativity @Aalto Design Factory by Katja Hölttä-Otto (Aa...EduSkills OECD
This presentation was given by Katja Hölttä-Otto of the Aalto University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Teaching for Critical Thinking at McGill by Alenoush Saroyan (McGill)EduSkills OECD
This presentation was given by Alenoush Saroyan of McGill at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Based on research, the development of diverse global educational leaders through learning organization concepts of faculty engagement to overcome many disruptions has been presented.
Curriculum design involves the collaboration of various agencies like universities, industries, experts, and faculty members. This presentation provides suggestions to avoid failures in curriculum planning, design and implementation.
Engineering Faculty Leadership Development- A Case Study May 2022.pptxThanikachalamVedhath1
Engineering faculty members have been divided into four groups, viz, newly recruited faculty members, middle-level faculty members, senior -faculty members, and CEOs. The leadership development needs are different. Hence, there is a specific leadership model and appropriate training for their growth. The PPT provides detailed training and development process.
The CIT-eA presentation at the SQA event 'Assessment Tomorrow' Edinburgh 2015 - 9th e-Assessment Conference, 29th January. The presentation describes the approach the project is taking and presents an outline of the toolkit that is in preparation.
Using student-led manufacturing in makerspaces to support transition into hig...Gary Wood
Paper presented at Higher Education Advances, Valencia, June 2019
This paper reports our preliminary findings from utilising The iForge, a student-run makerspace, as a resource for curriculum-based learning, inplace of traditional timetabled workspace access for students. We show how this enabled us to offer projects that were less structured, less constrained by timetables, and more open-ended. We also explain how we were able to embed the development of professional skills – particularly teamworking – into the curriculum. Results show no negative impact on student satisfaction or grades, and positive impact in terms of staff time and flexibility for students to work independently around their individual timetables. We conclude by highlighting some areas for further work, and make recommendations for colleagues wishing to explore more creative practical projects in their own contexts.
Moden industries have established many corporate universities that are developing innovative products and continuously modernize them. The gap between the engineering institutions and the industries increases. Hence, the engineering institutes have to plan new programs to meet the challenges, economy, management and filling the gaps.
The PPTs provide methods to narrow the gaps between engineering education and industry through Science, technology, economics, management, and fire-fighting. Fire-fighting refers to continuous upgrading of the engineering programs based on the advancements of industrial practices.
WPI Institute on Project Based Learning - Glenn Gaudette and Chrys DemetryKEEN
From the 2016 KEEN Winter Conference: Glenn Gaudette and Chrys Demetry from Worcester Polytechnic Institute showcase the differences between project based learning and problem based learning. Learn more at www.EngineeringUnleashed.com/keen
Newly joined faculty members need more support, guidance, and training for their professional career development and contribution. The senior faculty members should provide mentoring so that the institute can retain outstanding faculty members.
Planning electives and advanced courses to meet the needs of high performing ...Thanikachalam Vedhathiri
The engineering institutes have to assist the students in offering electives and advanced courses to meet their individual needs. It is better to get feedback from the alumni on the current needs of the industry. The faculty members should be trained to offer industry specific advanced courses.
The high performing students need appropriate electives to meet their career plan. Many may plan to further higher education programs in research universities. These concepts are explained in this presentation/
Planning industry relevant engineering programs to meet the needs of industr...Thanikachalam Vedhathiri
The impact of Industry-4.0, and disruptive technologies demand industry ready graduates. This PPT gives a method planning industry specific engineering programs.
Engineering students need more learning aids. Teachers can develop suitable learning aids or buy from the market. They can develop self instructional modules, case studies, textbooks, item banks, question banks, MMLPs, videos etc.
Most of the engineering colleges neglect counselling, coaching and mentoring their students. The loss is unlimited. This PPT provides needed guidelines for effectively counsel, coach and mentor their students.
The faculty members need to know the process of planning the participate instruction in engineering courses. this PPT provides a set of guidelines in planning and delivering effective instructions.
National Education Policy directs the development of curriculum through problem-based learning. This approach will enable the graduates to acquire needed skills and competencies to meet the needs of the fast growing industries.
Evaluation plays a lot in teaching. Most of the faculty members have not undergone any pre-service training on teaching and learning. Some attempts to undergo in-service programs. The institutes could offer more in-service courses to improve the competencies of the faculty members.
Performance appraisal is an important activity and to be planned to improve the performance of employees. They should be counselled, motivated, coached and mentored to reach best performance standards.
Academic excellence through improved ecosystem and faculty engagement (3)Thanikachalam Vedhathiri
academic excellence deeply depends on the improved ecosystem. It centers around the continuous development of faculty members. ROI also improves through faculty development. The quality of the graduates is based on the planning of academic activities of the faculty members
Most of the MSMEs may have funds for hiring consultants to diagnose their problems and offer very effective solutions. The postgraduate students have to develop industry-specific solutions under the dissertations. This reserach study shows that the postgraduate students of M.tech (HRD) have been introduced to undertake dissertations from MSMEs. They offered solutions for the problemd faced by many MSMEs..
Academic excellence through improved ecosystem and faculty engagement (4)Thanikachalam Vedhathiri
Engineering institutes have to establish an improved academic ecosystem for faculty development. Without such transformations, the faculty members can not become leaders who have to focus on graduate students, consultancy projects, interdisciplinary research, intellectual property development, and internal revenue generation.
Engineering colleges have to be innovation centers for training and developing engineering graduates, assisting the industries through consultancy centers, and planning diverse global faculty development. The institutes have to become virtual centers for human resouce development.
Engineering Education Research focuses on high-quality outcomes for the development of regional competition. The outcomes will benefit the students, industries and economy.
Enhancing Interdisciplinary Research in Engineering in Engineering EducationThanikachalam Vedhathiri
Industries depend on interdisciplinary graduates who can take up many complex problems and solve them to create innovative products. This study focuses on planning appropriate interdisciplinary research products.
The North-Eastern States of India is very rich in natural resources, minerals, water, and coal deposits. The Look East Policy of India focuses on the exploitation of minerals, processing them, and establish modern industries for export. The Third World Bank assisted project development needed polytechnics to support the industrial growth through developing technicians. It is verified through the impact study. Further, this region needs more industry focused engineering colleges and universitues.
Rolw of heads of indian engineering colleges in implementing digital technolo...Thanikachalam Vedhathiri
the heads of engineering colleges have very important roles like developing industry-specific curricula, training the faculty in interdisciplinary research, developing outstanding knowledge capital, and collaborating with research organizatios.
Engineering faculty are expected to develop an industry-relevant curriculum, train and develop industry-ready graduates, undertake interdisciplinary research to solve complex problems and assist the industries through intellectual properties. The engineering faculty need mentors to assist them to reach excellence till they retire. There is no short-cut.
Engineering students focus on the courses based on their desire to master and utilize them in the world of work. The faculty should focus on the instructional design to meet the career needs of the students.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Engineering students
1. Engineering Students
Thanikachalam Vedhathiri, B.E., M. Tech., Ph.D., M.S., FIE., FIGS.,
FFIUCEE.
FMR. Professor and HOD., Center for International Affairs,
National Institute of Technical Teachers Training and Research, Chennai
2. Background of Engineering Students
• Rural/Villages/ Small Towns/ Cities
• Religion
• Male/ Female
• Lower Middle Class/ Upper Middle Class/ Family Size/Background/
Educated Parents/ Business People
• Personal Goals and Inter Personal Relationships
• Achievement Motivation
• Family Guidance
• Peer Guidance
• Faculty Guidance
• Counselling, Coaching, Mentoring
3. Background of Engineering Students…
• Looking for Jobs- within the State, Entrepreneur, All India Jobs, and
Overseas Jobs
• Planning to take All India Competitive Examinations
• Look for Campus Placement
• Willing to undergo Internship/ Apprenticeship Training
• Ready to take Dual Programs
• Planning to undergo M.B.A.
• Willing to undergo Postgraduate Programs –Gate, Part-time, Full-time,
MOOCs
• Ultimate aim to join Doctoral Programs, Interdisciplinary Programs
• Plan to undertake Overseas Programs
4. Background of Engineering Students…
• Intense focus on Social Media like Facebook, LinkedIn, etc.
• Interest in Performing Arts
• Interest in motor skills, driving skills, maintenance, repairs, etc.
• Sports, swimming, track events, trekking, etc.
• Interest in part-time jobs
• Language Proficiencies
• Interest in MOOCs
• Fear Free to undertake challenges
5. Women Engineering Students
• Motivation for Engineering Programs
• Dual Programs
• M.B.A.
• Jobs: Industry-Design, Manufacturing, Maintenance, Overseas
• Ph.D. Programs
• Teaching Jobs
• Management Jobs
• Overseas Programs
• Ready to take Professional Challenges
6. Women Students…
• Software Jobs
• Design Jobs
• Manufacturing Jobs
• All India Competition
• Counselling, Guidance, Coaching, and Mentoring
• Hostel facilities
• Transport facilities
• Achievement motivation
• Skills in Performing arts
7. Student Services/ Student Personnel
Administration
• Receiving the students
• Orientation to Engineering Program
• Student Advisors
• Credits
• Electives based on the Career needs
• Advanced Programs
• Part-time Cooperative Programs/ Sandwich Programs
• Finishing School Programs
8. Scholarships, Bank Loans, Travel Concessions
• State Scholarships
• Central Scholarships
• Bank Loans
• Industry Sponsored Students
• Endowments
• Alumni Scholarships
• Management Scholarships
• Short-term Loans from the Institute
9. Leadership Development
• Professional Associations
• Industrial Visits
• On the job training
• Industry Sponsored Dissertations
• Career Guidance
• Portfolio Development
• Projects and Seminars
• Action Research
10. Leadership Development…
• Communication Abilities
• Written Reports, Project Reports
• Spoken
• Power Points, MMLP
• Story Board
• Video Scripts
• Research Papers
• Discussion
11. Professional Skills/ Abilities
• Problem Solving Abilities
• Critical Thinking Abilities
• Fearless Behavior
• Leadership
• Human Resource Management Skills
• Product Innovations
•3 a, k
12. ABET Criterion-3 Program Outcomes and
Assessment (3 a k)
(a ): An ability to apply knowledge of mathematics, science, and
engineering
(b ): An ability to design and conduct experiments, as well as to
analyze and interpret data
(c ) : An ability to design a system, components, or process to meet
desired needs
(d ): An ability to function on multi-disciplinary teams
(e ): An ability to identify, formulate, and solve engineering problems
13. ABET Criterion (3 a k )…
Engineering programs must demonstrate that their graduates have:
(f ): An understanding of professional and ethical responsibility
(g ): An ability to communicate effectively
(h ): The broad education necessary to understand the impact of
engineering solutions in a global and societal context
(I ): A recognition of the need for, and an ability to engage in life-long
learning
(j ): A knowledge of contemporary issues
(k ): An ability to use the techniques, skills, and modern engineering
tools necessary for engineering practice.
15. Introduction to Courses
• Basic, Core, Applied, Advanced, and Elective Courses
• Introduction to Curriculum
• Course Planning
• Class meeting, Quiz, Class Participation
• Assignments, Tests, Research/ Term Papers, Take-home tests, Open
Book Tests
• Projects
• Industry Specific Projects
16. Program Educational Objectives (PEOs)
• Need for PEOs
• Relevance to Professional Needs
• Global Focus
• Overseas Jobs
• Entry into UK, USA, Australia, Canada, Germany
• Language Requirements, TOFEL
• GRE, GMAT
• Accomplishments
17. Course Outcomes (COs)
• Attributes
• Independent Professional Performance
• Analysis, Design, Prototype Development, Testing, Product Improvement,
Mass Production, Maintenance, Scrapping, Recycling
• VICMA
• Verbal Information
• Intellectual Abilities
• Cognitive Abilities
• Motor Skills
• Attitudes
18. Behavioral Change
• Changes in behavior due to learning, interaction, application under
the teacher’s guidance, performing in a real life situation
• Traditional System Approach
• Input (Curriculum, Class meetings, Course Material, Textbooks,
Standards, Project Reports, Videos, MMLP, Case Studies, Working
Models, Wall Charts, Flow charts, Job Aids, Operation Manuals,
Unsolved Cases, Conference Reports, Research Papers, etc.)
• Learning Process/ Transformation Process/ Class Meetings/
Participation/ Group Discussion/Individual Projects/ Assignments
19. Behavioral Change
• Product: Professional Engineer, Product Designer, Contractor,
Entrepreneur, Manager, CEO, Consultant, Innovator, etc.
• Feedback on Class Activities, Tests, Assignments, Industrial
Exposure, All India Educational Tour, Industrial Training, etc.
•Model: Input-Process- Product- Feedback
20. Outcome-based Curriculum Development…
•Product: OUTCOME: Graduate who completed the program
• Skills and competencies desired by the employer
• Meeting the challenges
• Creating innovations
• Outstanding products
• Unicorn
• Fearless engineer, Product Developer
• Outstanding Engineer
21. Transformation Process
• Real life Skills in analysis, design, prototype development, testing,
improving, mass production, innovation
• Open book tests
• Take home tests
• Complex Problems
• Key Result Areas
• Team work
• Market Leader
22. Inputs
• Industry Specific Curriculum
• Global Focus
• Advances
• Selected Topics
• Focus on latest theories and industrial design
• Flipped Classes
• Student designed courses and Practicum
23. Feedback
• Feedback from the Employers
• Feedback from Alumni
• Feedback from the Experts
• Feedback from the Society
• Feedback from the global organizations
• Feedback from the Parliament
25. Instructional Objective
• Magar’s Approach: PCC
• Performance: The desired performance of the graduate in an
industrial situation, training undergone, skills, motivation, education,
etc.
• Conditions: Needed resources, tools, ergonomically designed
workplace, job aids, interpersonal relations, operation manuals,
workplace environment, feedback on the work, etc.
• Criteria: Acceptable quality, productivity, energy consumed, safety,
cost, aesthetics, utility, etc.
26. Andragogy
• Malcolm S. Knowles’ Theory of Andragogy is a learning
theory that is developed on the specific needs of adults.
• Engineering students are self-directed and expect to take
responsibility for decisions
• Graduate and postgraduate programs must accommodate
this basic aspects.
27. Self-Regulated Learning (SRL)
• Engineering students are self-directed, autonomous, and
independent.
• Self-regulated learning relates to the use of cognitive processes such
as critical thinking, taking action, metacognition, behaving and
engaging in purposeful academic activities.
28. Malcolm S. Knowles’ Theory of Andragogy:
Learning Theory
Factor Self-directed Learning
(Butler & Cartier’s Model)
Andragogy (Malcolm .S.
Knowles’ Theory)
Self-concept Ready to meet the challenges Increasing self-directedness
Experience Trying to gain experiences Learner is a rich resource for learning
Readiness Ready due to self-perceptions Developing tasks of social roles
Time perspective Self-regulating Problem-centered
Learning climate Students engage in learning Mutually respectful, Collaborative and
Informal
29. Self-Directed Learning (SDL) & Andragogy…
Factor Self-directed learning Andragogy
Planning Based on contexts, strengths
and interests
Mutual self diagnosis
Objectives Personal objectives Mutual negotiation
Design Self-regulating activities Sequenced in terms of readiness
problem units
Activities Cognitive strategies Experiential techniques (Inquiry)
Evaluation Compare outcomes with
internal or external standards
Mutual diagnosis
30. Role of Faculty Members in SDL
• Counselling, coaching, and Mentoring of the engineering students in
planning stage
• Providing assistance on the growth of job market
• Skills and competencies needed
• Choosing the courses to meet the career needs
• Reviewing the performance
• Providing assistance to improve the performance
• Suggestions to undergo industrial training
31. Course Planning
• Is it a desired course?
• Whether the prerequisite knowledge has been taught earlier?
• Do the instructional objectives meet the needed abilities?
• Are we creating a link between the course and field work?
• Whether the content covers needed concepts, models, high order
abilities?
• If this course is not offered, how will the graduates affected in
professional life?
32. Check on Course Planning
• Have you planned the course structure?
• Have you prepared the course materials?
• Have you planned the lecture schedules?
• Have you indicated the tests and assignments?
• Have you planned industrial visits?
• Have you provided research work?
• Have you included any external expert for a lecture?
• Have you included a seminar?