Conference Session

Track 3 - Session 2 - Faculty Development

Collection

2012 ASEE International Forum

Authors

Prasad Edamana, Indian Institute of Technology Madras (IIT M), India; Ajit Kumar Kolar, Indian Institute of Technology Madras; Pramod S. Mehta, Indian Institute of Technology Madras; Sujatha Srinivasan, Indian Institute of Technology Madras; Jefferey E. Froyd, Texas A&M University

Tagged Topics

Track 3 - Faculty Development

beenshown to influence the willingness of participants to adopt more “learner centric active learning”teaching approaches7-10. Some of the successful models were developed in engineering8,11.In India, initiatives for “teaching pedagogy” and curriculum development for school educationhave existed since the 1960s. There have been formal courses for teacher education culminatingin degree programs like Bachelor in Education and Masters in Education offered by severaluniversities and institutions and considered essential for teacher recruitment in schools. Since1960s, bodies like the National Council of Teacher Education (NCTE) and the National Councilfor Education Research and Training (NCERT) have also been playing a significant role inbuilding

Conference Session

Track 3 - Session 2 - Faculty Development

Collection

2012 ASEE International Forum

Authors

Mohan Khedkar, Sant Gadge Baba Amravati University, Amravati

Tagged Topics

Track 3 - Faculty Development

has to be developed by the university. It should bebased on exposure of global practices, judicial use of technological tools for educationand innovative initiatives in faculty development. The role of universities should be toprovide the faculty with the resources necessary to incorporate the international aspectinto their existing classes. Universities must develop plans for integrating theinternational experience into a student‟s education. They should develop cooperativeprograms with universities in other countries to promote faculty and studentexchanges, collaborative research, and education programs that develop internationalunderstanding. They should establish multidisciplinary and interdisciplinarystructures, such as “centres of

Conference Session

Track 3 - Faculty Development

Collection

2012 ASEE International Forum

Authors

R. Murugesan, Anna University of Technology Madurai

Tagged Topics

Track 3 - Faculty Development

trained research engineers andtechnologists it would be appropriate to expand training facilities in theengineering departments of the University instead of creating new research cellsoutside the system. The engineering institutions should initiate short coursesrelating to the field problems to get the field engineers oriented with latestapproach and possible sources of solution to the problems. In-service training tothe field engineers through refresher and short courses must be organized.Therefore it is necessary to implement faculty training programs continuously by Page 17.31.11