Development of a Teaching Learning Centre and Ongoing Faculty Development Programs - A Case Study
- Conference
- Location
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San Antonio, Texas
- Publication Date
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June 9, 2012
- Start Date
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June 9, 2012
- End Date
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June 10, 2012
- Conference Session
- Tagged Topic
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Track 3 - Faculty Development
- Page Count
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14
- Page Numbers
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17.19.1 - 17.19.14
- DOI
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10.18260/1-2--17039
- Permanent URL
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https://peer.asee.org/17039
- Download Count
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692
Paper Authors
Prasad Edamana Indian Institute of Technology Madras (IIT M), India
Dr. Prasad Edamana is an Assistant Professor working at Department of Chemistry, Indian Institute of Technology Madras (IIT M) since 2006. He did doctoral study at NIIST, Trivandrum, India during 1995-2000. Subsequent to his Ph. D. program, Dr. Prasad had carried out post-doctoral study at Texas Tech University, Lubbock, TX and University of Bonn, Germany. Dr. Prasad has published around thirty research papers in peer reviewed journals of Chemistry. At present, Dr. Prasad guides ten graduate students in his research group. Dr. Prasad is deeply interested in developing novel teaching/learning methodologies and hence an active member of the core group of Teaching Learning Centre (TLC) at IIT Madras. He has participated in all the Faculty Development Programs conducted at IIT Madras. Dr. Prasad’s main interests in teaching learning processes are taxonomy of cognitive levels and metacognition.
Ajit Kumar Kolar Indian Institute of Technology Madras
Professor Ajit Kumar Kolar is a Professor in the Department of Mechanical Engineering, Indian Institute of Technology Madras, India, with teaching and research interests in the area of Energy. He is the Chairman of the Centre for Continuing Education which organizes continuing education programs for engineering college teachers and industry professionals, nationally and internationally. He is also in charge of the newly formed Teaching Learning Centre, arguably the first such centre among the institutes of higher technical education in the country. The Centre has organized programs which enhance the teaching learning process among the faculty and students of the Institute, like the Faculty Development and Teaching Assistant Training Programs. He is also Professor in Charge of the IIT Madras Heritage Centre and founder-convener of the IIT Madras Energy Forum.
Pramod S. Mehta Indian Institute of Technology Madras
Professor Pramod S. Mehta is presently a senior professor in the Department of Mechanical Engineering, Indian Institute of Technology Madras, specializing in the research areas of Combustion, Bio-fuels, Automotive Pollution, and IC Engines. He has extensive teaching experience of more than thirty five years in top engineering institutes in the country, namely, the Banaras Hindu University, University of Roorkee, NIT (Jalandhar) and IIT Madras. He is a former Director of the National Institute of Technology, Jalandhar, India. He is known for his passionate teaching of fundamental thermal subjects. He is extremely interested in Teaching Learning Processes and has taken a leading role in the activities of the Teaching Learning Centre at IIT Madras. He has been instrumental in organizing training programs for Teaching Assistants in IIT Madras.
Sujatha Srinivasan Indian Institute of Technology Madras
Dr. Sujatha Srinivasan is an Associate Professor in the Department of Mechanical Engineering at the Indian Institute of Technology Madras (IIT-M). Her earlier innings at IIT-M was as a B.Tech student from 1988-1992. Sujatha obtained her MSME from the University of Toledo, worked in industry developing prosthetic components for about 8 years, and then earned her PhD from the Ohio State University before heading back to IIT-M. Her research interests are in biomechanics and mechanisms with a focus on developing assistive devices and products for rehabilitation needs. Sujatha enjoys teaching and learning and is an enthusiastic participant in the activities of the Teaching-Learning Centre at IIT-M.
Jefferey E. Froyd
Texas A&M University
orcid.org/0000-0002-4426-2681
Jeffrey E. Froyd is a TEES Research Professor and the Director of Faculty Climate and Development at Texas A&M University. He served as Project Director for the Foundation Coalition, an NSF Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized their undergraduate engineering curricula, and extensively shared their results with the engineering education community. He co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics at Rose-Hulman Institute of Technology, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He has authored or co-authored over 70 papers on engineering education in areas ranging from curricular change to faculty development. He is collaborating on NSF-supported projects for (i) renewal of the mechanics of materials course, (ii) improving preparation of students for Calculus I, (iii) systemic application of concept inventories. He is currently an ABET Program Evaluator and a Senior Associate Editor for the Journal on Engineering Education.
Abstract
Development of a Teaching Learning Centre and OngoingFaculty Development Programs - A Case Study Edamana Prasad, Pramod S. Mehta, Ajit K. Kolar, (IIT Madras, India),Jeffrey E. Froyd (Texas A&M University, USA)AbstractFaculty development is core strategy in continuing efforts to transform engineeringeducation at any institution. Collaborations often strengthen faculty developmentinitiatives. In this paper, faculty members at the Indian Institute of Technology Madras(IITM), India, a fifty year old Institute of National Importance with an internationalreputation, and the Institute for Engineering Education and Innovation (IEEI) at TexasA&M University, USA, describe their ongoing collaboration started in 2009 resulting inthe development of a Teaching Learning Centre (TLC) to establish sustainable activitiesfor faculty development. The TLC emerged from the realization that continuing effortsfor teaching improvement will enhance both efficiency of course delivery and interestand motivation of the students in understanding engineering and science subjects.As concrete results of the collaboration, three Faculty Development Programs (FDPs),of three days duration each and a one-week faculty interaction program, the first of theirkind at IITM, were conducted for IITM faculty members from Dec 2009 to Dec 2011,initially by a team of experts from the Center for Teaching Excellence, Texas A & MUniversity, and later by a joint team of Texas A&M and IITM faculty members. After duefamiliarization with the novel ideas on course delivery, taught and discussed duringthese programs, some of the IITM Faculty members developed a framework of coursedelivery cycle and implemented it in their classes.It was observed that twenty percent of the FDP participants methodically incorporatedthese pedagogical aspects in their teaching practices. Experiences of the faculty interms of the three principal thrusts of the FDP: (i) constructing learning outcomes, (ii)adopting active and cooperative learning methods and (iii) implementing formative plussummative assessment strategies are analyzed to model the pedagogical elementsappropriate to the IITM ethos, characterized by a large student population of diversesocio-economic-cultural background. Also, issues related to varying set of methodicalinstructions to a diverse group of students are identified and possible solutions arediscussed for further action to sustain the TLC activities for the benefit of the teaching-learning process in IITM.Key words: Faculty Development Program, Teaching Learning Centre, Course DeliveryCycle, Engineering and Science Education, Collaboration
Edamana, P., & Kolar, A. K., & Mehta, P. S., & Srinivasan, S., & Froyd, J. E. (2012, June), Development of a Teaching Learning Centre and Ongoing Faculty Development Programs - A Case Study Paper presented at 2012 ASEE International Forum, San Antonio, Texas. 10.18260/1-2--17039
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