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A Phased Faculty Development Program to Improve Teaching and Learning

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Tagged Division

Educational Research and Methods

Page Count

18

Permanent URL

https://peer.asee.org/31982

Download Count

2

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Paper Authors

biography

Sivakumar Krishnan Vishnu Educational Development and Innovation Center

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Prof. Sivakumar Krishnan currently serves as Dean at Vishnu Educational Development and Innovation Centre (VEDIC) located in Hyderabad, INDIA, with focus on faculty development and institutional development initiatives in active learning, project-based learning, student learning assessment, industry-relevant curriculum development, lab development and accreditation. He was previously Chief Product Officer with IntelliEd Innovations, an education technology startup developing visual learning media for schools. From 2011 to 2016, he was technical specialist (Airflow, Combustion and Thermodynamics) with Fiat Chrysler Automobiles, and played a key role in the redesign of their V6 gasoline engine to achieve improved fuel economy and performance. He also served as a Mentor and reviewed technical training programs. From 2002 - 2010, he was Assistant Professor at the Department of Mechanical Engineering, Purdue University School of Engineering at IUPUI (Indiana University Purdue University Indianapolis) where he experimented with several teaching approaches inspired by the ASEE National Effective Teaching Institute Workshop. His 2009 ASEE (American Society for Engineering Education) Conference paper on Project-Based Learning in Introductory Thermodynamics was recognized as an ‘Outstanding Contribution to Mechanical Engineering Education’.

He earned his PhD in Aerospace Engineering from the University of Michigan, Ann Arbor and has conducted Post-doctoral Research in Mechanical Engineering at Purdue University West Lafayette.

Over the last four years, as an advisor with IUCEE (Indo-Universal Collaboration for Engineering Education), he has developed several workshops, modules and webinars and offered over 40 workshops for more than 1100 engineering and dental faculty, school teachers and department heads from 25 educational institutions on course design, outcome-based education, student-centered learning, assessment, research and leadership. He has published over 30 research papers and has 2 patents.

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Abstract

Evidence-based Practice: Since April 2016, Vishnu Educational Development and Innovation Centre (VEDIC) has been conducting several faculty development programs on teaching, research, leadership, self-development and technical topics for the educational institutions of the Sri Vishnu Educational Society (SVES) in India. Roughly 50% of the engineering faculty at SVES have undergone one or the other program at this center so far. One of the programs offered was a phased intervention program that involved a sequence of workshops, classroom observations and Faculty Action Teams mainly focused on the areas of teaching and learning and emotional intelligence. The faculty workshops initiated the creation of a faculty teaching portfolio with specific assignments followed by the online submission of reports of faculty activity. These reports were double-blind reviewed by a set of selected faculty reviewers. Based on these reviews, a set of faculty were selected for a second workshop approximately 2 months after the first workshop. This was followed by classroom observations and confidential feedback on specific aspects of their teaching. In the next phase, small groups of 4 interested faculty members were chosen to participate in ‘teaching squares’. In these ‘teaching squares’, the faculty members participated in facilitated discussions on class session planning, observed each other and collected learning assessment data as evidence of attainment of student learning outcomes. In this paper, results from these interventions on the attainment of specific workshop outcomes among faculty including implementation of some best practices in teaching will be reported. Specific attitudes and misconceptions related to teaching among higher education practitioners in India will be discussed.

Krishnan, S. (2019, June), A Phased Faculty Development Program to Improve Teaching and Learning Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/31982

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