Krishnan, S. (2019, June), A Phased Faculty Development Program to Improve Teaching and Learning  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--31982

\bibitem{asee_peer_31982}
  Krishnan, S. (2019, June), \emph{A Phased Faculty Development Program to Improve Teaching and Learning}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--31982

Sivakumar Krishnan.  "A Phased Faculty Development Program to Improve Teaching and Learning".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/31982 Internet.  13 May, 2024

\bibitem{asee_peer_31982}
  Sivakumar Krishnan.
  "A Phased Faculty Development Program to Improve Teaching and Learning".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/31982 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_31982
author = "Sivakumar Krishnan"
title = "A Phased Faculty Development Program to Improve Teaching and Learning"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/31982}
number = {10.18260/1-2--31982}
}

TY  - CPAPER
AB  - 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.  
AU  - Sivakumar Krishnan
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - A Phased Faculty Development Program to Improve Teaching and Learning
UR  - https://peer.asee.org/31982
DO  - 10.18260/1-2--31982
ER  -