Faculty development for teaching engineering
Prakash, Rajnish
Faculty development for teaching engineering - New Delhi I.K. International Publishing House Pvt. Ltd. 2012 - xxii,416p.
CONTENTS
Preface vii
Acknowledgements xi
Abbreviations xiii
Authors xxiii
Part I : INDIAN EDUCATION SYSTEM
1. FOUNDATIONS OF EDUCATION SYSTEM 3
1.1 Introduction 4
1.1.1 Beginnings of Modern Higher Education 4
1.1.2 Role of Education 5
1.2 Indian Higher Education System 8
1.3 The Structure and Regulatory Bodies 10
1.3.1 The University System 11
1.3.2 The Regulatory Bodies 11
1.3.3 Open University System 14
1.4 Need for Change, 15
1.5 Concluding Remarks 16
2. TECHNICAL EDUCATION 19
2.1 Engineering/Technology Education 20
2.2 Undergraduate Engineering Education 21
2.3 Postgraduate Education and Research 23
2.4 Research in Engineering 25
2.5 Concluding Remarks 30
3 NATIONAL POLICY ON EDUCATION 31
3.1 Introduction f 32
3.2 Government Policy on Technical Education 33
3.3 Quality Issues in Indian System 34
3.3.1 Employability Skill Sets 34
3.3.2 Outcome of Fresh Engineers Based on Skill Sets 35
3.4 Need for Reforms in System 39
3.5 Concluding Remarks 42
INTERNATIONAL SCENARIO 45
4.1 Impact of Globalization 46
4.2 WTO and Its Impact on Education 47
4.3 Washington Accord and Accreditation 49
4.4 World Bank 51
4.5 Concluding Remarks 52
Part II: TEACHING-LEARNING PROCESS
LEARNING PROCESS 57
5.1 Learning 53
5.2 The Outcomes of Learning 58
5.2.1 Levels of Learning and Hierarchies 59
5.2.2 Domains of Learning 59
5.3 Gagne's Classification of Learning 62
5.4 Models of Learning 63
5.4.1 The Four Stages of Competence 63
5.4.2 The Dreyfus Model of Skill Acquisition 64
5.4.3 Perry's Model of Intellectual and Ethical Development 66
5.4.4 Fitt's Phases of Skills Acquisition 68
5.5 Principles of Learning Process I''M 68
5.6 Learning Process 69
5.6.1 Development of Insight 69
5.6.2 Motivation 71
5.6.3 Efficacy 71
5.7 Learning Theory 71
5.7.1 Behavioural Theories 72
5.7.2 Cognitive Theories 73
5.7.3 Constructivism 74
5.8 Effective Formalized Learning 75
5.8.1 Effective Formal Learning Situation 75
5.9 Learning Styles 76
5.9.1 Lewin and Koto's Learning Styles C 77
5.9.2 Felder and Silverman's Index of Learning Styles 78
5.9.3 Deep Learning 79
5.9.4 Personality and Learning Style 81
5.10 The Learning Curve 82
5.11 Human Memory 83
5.11.1 Sensory Memory 83
5.11.2 Working or Short-Term Memory 84
5.11.3 Long-Term Memory 85
5.11.4 Long-term Memory Processes 86
5.11.5 Theories of Forgetting, 87
5.11.6 Retention of Learning 88
5.11.7 Transfer of Learning 89
5.11.8 Habit Formation 90
5.12 Learning and Teaching 90
5.12.1 Principles of Learning and Teaching 91
5.12.2 Required Attributes for Learning 92
5.13 Concluding Remarks 93
6 TEACHING PROCESS 95
6.1 Teaching r 96
6.2 The Nature of Teaching r 97
6.3 Teaching Practice 97
6.4 Teaching Styles 98
6.5 Conventional Teaching 100
6.5.1 The Drawbacks 101
6.5.2 Teaching Learning Style Mismatch 102
6.6 The Need 104
6.7 Teaching Strategies and Characteristics of Good Teaching 105
6.7.1 Teaching Strategies 105
6.7.2 Effective Strategy 106
6.8 Effective Teachers 107
6.8.1 Foster a Good Learning Atmosphere 108
6.8.2 Use Effective Teaching Techniques 108
6.9 Some Good Practices 109
6.9.1 Seven Principles of Good Teaching Practice 110
6.9.2 Best Practices Recommended in India 112
6.10 Expectations from Engineering Teachers 114
6.10.1 Tasks of Teacher in Higher Education 114
6.10.2 Expectations from University Teachers 115
6.10.3 Expectations from Engineering Teachers at UG Level 116
6.10.4 Working under ICT Environment 117
6.11 Concluding Remarks 117
Appendix
A. Some Practical Tips to Make Good Lectures r 120
7 SYSTEMS APPROACH TO CURRICULUM DEVELOPMENT 123
7.1 Introduction 124
7.2 Educational Technology 124
7.3 The Systems Approach to Educational Technology 125
7.4 Curriculum Planning and Development
7.4.1 Key Elements and Relationships in Curriculum 127
7.4.2 Curriculum Development r 128
7.4.3 Curriculum Design 129
7.4.4 Course and Curriculum Design Models 130
7.5 Systems Approach in Practice 136
7.6 Concluding Remarks 138 Appendices
A. Development of a Model Curriculum for Diploma in
Electronics & Communication Engineering 140
B. Competence based Curriculum of an Undergraduate
Engineering Course 144
INSTRUCTIONAL OBJECTIVES 147
8.1 Introduction 148
8.1.1 Instructional Objective 149
8.1.2 Reasons for Stating Objectives 152
8.1.3 The Role of Objectives in the Systems Approach to Instruction 153
8.1.4 The Aims and Objectives and Outcome Approaches 154
8.1.5 Behavioural Objectives and Learning Outcomes 156
8.2 Critique and Practice 158
8.3 The Competence-based Approach and Cumulative Credit 159
8.3.1 Basic Characteristics of Competence Descriptors 159
8.3.2 Writing Competence Descriptors 161
8.3.3 Competence and Credit 162
8.3.4 Caution 164
8.4 Concluding Remarks 164 Appendices
A. Observable Verbs for Instructional Objectives 166
B. Competence Descriptors - A Vocabulary Aid 168
C. Writing Aims, Objectives and Learning Outcomes 169
INSTRUCTIONAL METHODS AND MEDIA 175
9.1 Introduction 176
9.1.1 Classification 176
9.1.2 Level of Teacher Control 177
9.1.3 Strategy (Direction during Learning) 179
9.1.4 Commonly used Instructional Methods 181
9.2 Choice of Methods 182
9.2.1 Criteria for Choice 183
9.2.2 A Case Study 186
9.3 Active Learning j 187
9.3.1 Barriers to Active Learning 190
9.3.2 Teacher's Role 190
9.4 Collaborative Learning 190
9.5 Tutorials 193
9.6 Teaching in Laboratories 194
9.6.1 Monitoring Student Participation in Group Work 194
9.6.2 Policy on Lab Reports, Assessment 195
9.6.3 Virtual Laboratories 195
9.7 Presentation Techniques and Instructional Media 195
9.7.1 Instructional Media 196
9.7.2 The Media's Role 197
9.7.3 Types of Instructional Media 198
9.7.4 Selecting Suitable Media and Materials for Specific Purposes 202
9.8 Use of ICT and Distance Education 206
9.9 Concluding Remarks 208
Appendices
A. Differences between Methods and Media 211
B. Guidelines for Media Presentation 213
10 PLANNING FOR TEACHING 217
10.1 Introduction 218
10.2 Planning 218
10.2.1 The Purpose for Planning 219
10.2.2 Elemnts of Planning 219
10.3 Planning and Preparing for Teaching 221
10.4 Types of Plans 223
10.5 Writing a Plan 226
10.5.1 Some Observations 227
10.5.2 Advantages : 228
10.6 Formats of Plans 229
10.7 Concluding Remarks 229
Appendices
A. Format of Course Plan 232
B. Format of Unit Plan 233
C. Format of Lesson Plan 234
D. Another Sample Lesson Plan 235
E. Course Handout 238
F. A Course Layout 245
G. Sample Assignments from BITS Pilani 247
11 ASSESSMENT AND EVALUATION 249
11.1 Introduction 250
11.2 The Role of Assessment in the Systems Approach to Instruction 250
11.3 Assessing and Constructive Alignment 252
11.3.1 Example ' 254
11.4 Difference between Assessment and Evaluation ; 255
11.5 Desirable Characteristics of Student Assessment Procedures 257
11.6 The Assessment - Modes 258
11.6.1 Formative and Summative Assessment 258
11.6.2 Norm-referenced, Criterion-referenced and
Ipsative Assessment ; 260
11.6.3 Terminal and Continuous Assessment 261
11.6.4 External, Tutor, Peer and Self-Assessment 261
11.6.5 Closed-Book and Open-Book Assessment 262
11.6.6 Written, Oral and Situational Assessment 263
11.6.7 Manual and Computer Assessment 263
11.7 A Review of Assessment Methods 263
11.7.1 Objective Tests -O 264
11.7.2 Short-Answer Tests 267
11.7.3 Extended-Answer Tests 268
11.7.4 Practical Tests 269
11.7.5 Situational Assessment 270
11.7.6 Assignments and Projects 271
11.7.7 Portfolios 271
11.8 Selection of Appropriate Evaluation System 272
11.8.1 The Guiding Principls 272
11.8.2 Developing a Model 272
11.9 Good Assessment System i 273
11.10 Assessing Student Learning in the Technology Education 275
11.10.1 The Design Brief Ui 275
11.10.2 The Design Portfolio 275
11.10.3 The Solution 276
11.10.4 The Report 276
11.11 Classroom Assessment Techniques 276
11.12 Subjective Assessment and Grading 278
11.13 Evaluation and Grading System 280
11.13.1 Factors that may be Used to Determine Grades 281
11.13.2 Semester Grades - Two Types of Grading Philosophies 281
11.13.3 Some Suggestions on Grading Practice 283
11.14 Students' View on Teaching Skills and Practices 284
11.15 Feedback and Teachers' Evaluation 285
11.16 Formative Evaluation 286
11.16.1 Appraisal of Teacher by Students 287
11.16.2 Student Rating Forms 287
11.16.3 Designing the Questionnaire 288
11.16.4 Administration of Questionnaire 289
11.16.5 Summarizing Responses 290
11.16.6 Interpreting Responses 290
11.17 Concluding Remarks 291
Appendices
A. Rubrics 293
B. Semester Based Credit Scheme 298
C. Classroom Assessment Techniques 303
^/' D. Tips for Examination, 305
E. Format of Feedback Form 306
F. Another Format of Feedback Form 308
Part III: OTHER ROLES
12 ADOLESCENT BEHAVIOUR AND MOTIVATION 311
12.1 Introduction 312
12.2 Why this "Kolaveri Di? 312
12.3 Causes for Student Unrest 316
12.3.1 Loss of Trust and Guidance 316
12.3.2 Defective Education System 317
12.3.3 Waning Place of a Teacher 317
12.3.4 Very High Expectations from a Teacher 317
12.4 Growth and Development 318
12.4.1 What is Adolescence? 321
12.4.2 Adolescent Characteristics 323
12.4.3 Late Adolescents 325
12.5 Self-concept 326
12.6 Self-esteem 327
12.7 Self-efficacy 328
12.8 Emotional Intelligence and Adolescents 329
12.8.1 Problematic Student Behaviour and Motivation 330
12.8.2 Motivation 332
12.8.3 Intrinsic and Extrinsic Motivation 332
12.9 Self-control 333
12.10 Guidance and Counselling 334
12.11 Concluding Remarks 335
Appendix
A. Brain and Adolescence Behaviour 336
13 CREATIVITY AND RESEARCH 341
13.1 Introduction 342
13.1.1 Types of Research 342
13.2 Synergy in Teaching and Research 342
13.2.1 Performing Institutions 343
13.3 Creativity 344
13.4 Research 345
13.4.1 Outcome of Research Degree 345
13.4.2 Impediments to Research in Universities, 346
13.4.3 Undertaking PhD Research 347
13.4.4 Research Process 348
13.4.5 Research Problem 349
13.4.5.1 Identification of the Problem ? 350
^13.6 Research and Development 351
13.6.1 Types of Funding 351
13.6.2 Administration of Research and Consultancy 352
13.6.3 Challenges in Research and Consultancy 353
13.6.3.1 Challenges with Faculty Members and Students 354
13.6.3.1 Handling of Research/Consultancy Ethics 354
13.6.3.3 Handling of Legal Issues 354
13.7 R&D should be Business Driven 355
13.8 Concluding Remarks 356
Appendices
A. National and International Funding Agencies 358
B. Requirement of a Typical R&D Office ' 365
C. PhD Learning Outcome 367
14 PROFESSIONAL ETHICS AND VALUES 369
14.1 Introduction 370
14.2 Ethics in Social Context 370
14.3 Profession 371
14.3.1 Professional Behaviour 372
14.3.2 Professional Ethics ' 372
14.4 Engineering Ethics 373
14.5 Teaching of Ethics : 373
14.6 Role of an Engineering Teacher 376
14.6.1 Code of Conduct for University Teachers 377
14.7 Codes and Policies for Research Ethics 377
14.7.1 Ethical Principles in Research 378
14.7.2 Ethical Decision Making in Research 379
14.8 Professional Ethics and Values 380
14.9 Intellectual Capital and Morality 381
14.9.1 Kopatsy's Model of Intellectual Capital 381
14.10 Concluding Remarks 382
Appendices
A. Guide for Professional Conduct and Society for
Petroleum Engineers (SPE) 384
B. Fundamental Canons and American Society of Civil Engineers (ASCE) 386
C. The Principles of Ethical Conduct in Engineering
Practice and North American Free Trade Agreement (NAFTA) 387
D. Report of the Task Force Code of Professional
Ethics for University and College Teachers 389
E. Institute of Electrical and Electronics Engineers (IEEE)
and Code of Ethics 393
F. Institution of Engineers (India) Code of Ethics 394
G. 'The Statement on Professional Ethics' issued by
American Association of University Professors 397
Annexure A
Bloom's Taxonomy
Note 399
INDEX 411
978-93-81141-90-8
620.007 / PRA
Faculty development for teaching engineering - New Delhi I.K. International Publishing House Pvt. Ltd. 2012 - xxii,416p.
CONTENTS
Preface vii
Acknowledgements xi
Abbreviations xiii
Authors xxiii
Part I : INDIAN EDUCATION SYSTEM
1. FOUNDATIONS OF EDUCATION SYSTEM 3
1.1 Introduction 4
1.1.1 Beginnings of Modern Higher Education 4
1.1.2 Role of Education 5
1.2 Indian Higher Education System 8
1.3 The Structure and Regulatory Bodies 10
1.3.1 The University System 11
1.3.2 The Regulatory Bodies 11
1.3.3 Open University System 14
1.4 Need for Change, 15
1.5 Concluding Remarks 16
2. TECHNICAL EDUCATION 19
2.1 Engineering/Technology Education 20
2.2 Undergraduate Engineering Education 21
2.3 Postgraduate Education and Research 23
2.4 Research in Engineering 25
2.5 Concluding Remarks 30
3 NATIONAL POLICY ON EDUCATION 31
3.1 Introduction f 32
3.2 Government Policy on Technical Education 33
3.3 Quality Issues in Indian System 34
3.3.1 Employability Skill Sets 34
3.3.2 Outcome of Fresh Engineers Based on Skill Sets 35
3.4 Need for Reforms in System 39
3.5 Concluding Remarks 42
INTERNATIONAL SCENARIO 45
4.1 Impact of Globalization 46
4.2 WTO and Its Impact on Education 47
4.3 Washington Accord and Accreditation 49
4.4 World Bank 51
4.5 Concluding Remarks 52
Part II: TEACHING-LEARNING PROCESS
LEARNING PROCESS 57
5.1 Learning 53
5.2 The Outcomes of Learning 58
5.2.1 Levels of Learning and Hierarchies 59
5.2.2 Domains of Learning 59
5.3 Gagne's Classification of Learning 62
5.4 Models of Learning 63
5.4.1 The Four Stages of Competence 63
5.4.2 The Dreyfus Model of Skill Acquisition 64
5.4.3 Perry's Model of Intellectual and Ethical Development 66
5.4.4 Fitt's Phases of Skills Acquisition 68
5.5 Principles of Learning Process I''M 68
5.6 Learning Process 69
5.6.1 Development of Insight 69
5.6.2 Motivation 71
5.6.3 Efficacy 71
5.7 Learning Theory 71
5.7.1 Behavioural Theories 72
5.7.2 Cognitive Theories 73
5.7.3 Constructivism 74
5.8 Effective Formalized Learning 75
5.8.1 Effective Formal Learning Situation 75
5.9 Learning Styles 76
5.9.1 Lewin and Koto's Learning Styles C 77
5.9.2 Felder and Silverman's Index of Learning Styles 78
5.9.3 Deep Learning 79
5.9.4 Personality and Learning Style 81
5.10 The Learning Curve 82
5.11 Human Memory 83
5.11.1 Sensory Memory 83
5.11.2 Working or Short-Term Memory 84
5.11.3 Long-Term Memory 85
5.11.4 Long-term Memory Processes 86
5.11.5 Theories of Forgetting, 87
5.11.6 Retention of Learning 88
5.11.7 Transfer of Learning 89
5.11.8 Habit Formation 90
5.12 Learning and Teaching 90
5.12.1 Principles of Learning and Teaching 91
5.12.2 Required Attributes for Learning 92
5.13 Concluding Remarks 93
6 TEACHING PROCESS 95
6.1 Teaching r 96
6.2 The Nature of Teaching r 97
6.3 Teaching Practice 97
6.4 Teaching Styles 98
6.5 Conventional Teaching 100
6.5.1 The Drawbacks 101
6.5.2 Teaching Learning Style Mismatch 102
6.6 The Need 104
6.7 Teaching Strategies and Characteristics of Good Teaching 105
6.7.1 Teaching Strategies 105
6.7.2 Effective Strategy 106
6.8 Effective Teachers 107
6.8.1 Foster a Good Learning Atmosphere 108
6.8.2 Use Effective Teaching Techniques 108
6.9 Some Good Practices 109
6.9.1 Seven Principles of Good Teaching Practice 110
6.9.2 Best Practices Recommended in India 112
6.10 Expectations from Engineering Teachers 114
6.10.1 Tasks of Teacher in Higher Education 114
6.10.2 Expectations from University Teachers 115
6.10.3 Expectations from Engineering Teachers at UG Level 116
6.10.4 Working under ICT Environment 117
6.11 Concluding Remarks 117
Appendix
A. Some Practical Tips to Make Good Lectures r 120
7 SYSTEMS APPROACH TO CURRICULUM DEVELOPMENT 123
7.1 Introduction 124
7.2 Educational Technology 124
7.3 The Systems Approach to Educational Technology 125
7.4 Curriculum Planning and Development
7.4.1 Key Elements and Relationships in Curriculum 127
7.4.2 Curriculum Development r 128
7.4.3 Curriculum Design 129
7.4.4 Course and Curriculum Design Models 130
7.5 Systems Approach in Practice 136
7.6 Concluding Remarks 138 Appendices
A. Development of a Model Curriculum for Diploma in
Electronics & Communication Engineering 140
B. Competence based Curriculum of an Undergraduate
Engineering Course 144
INSTRUCTIONAL OBJECTIVES 147
8.1 Introduction 148
8.1.1 Instructional Objective 149
8.1.2 Reasons for Stating Objectives 152
8.1.3 The Role of Objectives in the Systems Approach to Instruction 153
8.1.4 The Aims and Objectives and Outcome Approaches 154
8.1.5 Behavioural Objectives and Learning Outcomes 156
8.2 Critique and Practice 158
8.3 The Competence-based Approach and Cumulative Credit 159
8.3.1 Basic Characteristics of Competence Descriptors 159
8.3.2 Writing Competence Descriptors 161
8.3.3 Competence and Credit 162
8.3.4 Caution 164
8.4 Concluding Remarks 164 Appendices
A. Observable Verbs for Instructional Objectives 166
B. Competence Descriptors - A Vocabulary Aid 168
C. Writing Aims, Objectives and Learning Outcomes 169
INSTRUCTIONAL METHODS AND MEDIA 175
9.1 Introduction 176
9.1.1 Classification 176
9.1.2 Level of Teacher Control 177
9.1.3 Strategy (Direction during Learning) 179
9.1.4 Commonly used Instructional Methods 181
9.2 Choice of Methods 182
9.2.1 Criteria for Choice 183
9.2.2 A Case Study 186
9.3 Active Learning j 187
9.3.1 Barriers to Active Learning 190
9.3.2 Teacher's Role 190
9.4 Collaborative Learning 190
9.5 Tutorials 193
9.6 Teaching in Laboratories 194
9.6.1 Monitoring Student Participation in Group Work 194
9.6.2 Policy on Lab Reports, Assessment 195
9.6.3 Virtual Laboratories 195
9.7 Presentation Techniques and Instructional Media 195
9.7.1 Instructional Media 196
9.7.2 The Media's Role 197
9.7.3 Types of Instructional Media 198
9.7.4 Selecting Suitable Media and Materials for Specific Purposes 202
9.8 Use of ICT and Distance Education 206
9.9 Concluding Remarks 208
Appendices
A. Differences between Methods and Media 211
B. Guidelines for Media Presentation 213
10 PLANNING FOR TEACHING 217
10.1 Introduction 218
10.2 Planning 218
10.2.1 The Purpose for Planning 219
10.2.2 Elemnts of Planning 219
10.3 Planning and Preparing for Teaching 221
10.4 Types of Plans 223
10.5 Writing a Plan 226
10.5.1 Some Observations 227
10.5.2 Advantages : 228
10.6 Formats of Plans 229
10.7 Concluding Remarks 229
Appendices
A. Format of Course Plan 232
B. Format of Unit Plan 233
C. Format of Lesson Plan 234
D. Another Sample Lesson Plan 235
E. Course Handout 238
F. A Course Layout 245
G. Sample Assignments from BITS Pilani 247
11 ASSESSMENT AND EVALUATION 249
11.1 Introduction 250
11.2 The Role of Assessment in the Systems Approach to Instruction 250
11.3 Assessing and Constructive Alignment 252
11.3.1 Example ' 254
11.4 Difference between Assessment and Evaluation ; 255
11.5 Desirable Characteristics of Student Assessment Procedures 257
11.6 The Assessment - Modes 258
11.6.1 Formative and Summative Assessment 258
11.6.2 Norm-referenced, Criterion-referenced and
Ipsative Assessment ; 260
11.6.3 Terminal and Continuous Assessment 261
11.6.4 External, Tutor, Peer and Self-Assessment 261
11.6.5 Closed-Book and Open-Book Assessment 262
11.6.6 Written, Oral and Situational Assessment 263
11.6.7 Manual and Computer Assessment 263
11.7 A Review of Assessment Methods 263
11.7.1 Objective Tests -O 264
11.7.2 Short-Answer Tests 267
11.7.3 Extended-Answer Tests 268
11.7.4 Practical Tests 269
11.7.5 Situational Assessment 270
11.7.6 Assignments and Projects 271
11.7.7 Portfolios 271
11.8 Selection of Appropriate Evaluation System 272
11.8.1 The Guiding Principls 272
11.8.2 Developing a Model 272
11.9 Good Assessment System i 273
11.10 Assessing Student Learning in the Technology Education 275
11.10.1 The Design Brief Ui 275
11.10.2 The Design Portfolio 275
11.10.3 The Solution 276
11.10.4 The Report 276
11.11 Classroom Assessment Techniques 276
11.12 Subjective Assessment and Grading 278
11.13 Evaluation and Grading System 280
11.13.1 Factors that may be Used to Determine Grades 281
11.13.2 Semester Grades - Two Types of Grading Philosophies 281
11.13.3 Some Suggestions on Grading Practice 283
11.14 Students' View on Teaching Skills and Practices 284
11.15 Feedback and Teachers' Evaluation 285
11.16 Formative Evaluation 286
11.16.1 Appraisal of Teacher by Students 287
11.16.2 Student Rating Forms 287
11.16.3 Designing the Questionnaire 288
11.16.4 Administration of Questionnaire 289
11.16.5 Summarizing Responses 290
11.16.6 Interpreting Responses 290
11.17 Concluding Remarks 291
Appendices
A. Rubrics 293
B. Semester Based Credit Scheme 298
C. Classroom Assessment Techniques 303
^/' D. Tips for Examination, 305
E. Format of Feedback Form 306
F. Another Format of Feedback Form 308
Part III: OTHER ROLES
12 ADOLESCENT BEHAVIOUR AND MOTIVATION 311
12.1 Introduction 312
12.2 Why this "Kolaveri Di? 312
12.3 Causes for Student Unrest 316
12.3.1 Loss of Trust and Guidance 316
12.3.2 Defective Education System 317
12.3.3 Waning Place of a Teacher 317
12.3.4 Very High Expectations from a Teacher 317
12.4 Growth and Development 318
12.4.1 What is Adolescence? 321
12.4.2 Adolescent Characteristics 323
12.4.3 Late Adolescents 325
12.5 Self-concept 326
12.6 Self-esteem 327
12.7 Self-efficacy 328
12.8 Emotional Intelligence and Adolescents 329
12.8.1 Problematic Student Behaviour and Motivation 330
12.8.2 Motivation 332
12.8.3 Intrinsic and Extrinsic Motivation 332
12.9 Self-control 333
12.10 Guidance and Counselling 334
12.11 Concluding Remarks 335
Appendix
A. Brain and Adolescence Behaviour 336
13 CREATIVITY AND RESEARCH 341
13.1 Introduction 342
13.1.1 Types of Research 342
13.2 Synergy in Teaching and Research 342
13.2.1 Performing Institutions 343
13.3 Creativity 344
13.4 Research 345
13.4.1 Outcome of Research Degree 345
13.4.2 Impediments to Research in Universities, 346
13.4.3 Undertaking PhD Research 347
13.4.4 Research Process 348
13.4.5 Research Problem 349
13.4.5.1 Identification of the Problem ? 350
^13.6 Research and Development 351
13.6.1 Types of Funding 351
13.6.2 Administration of Research and Consultancy 352
13.6.3 Challenges in Research and Consultancy 353
13.6.3.1 Challenges with Faculty Members and Students 354
13.6.3.1 Handling of Research/Consultancy Ethics 354
13.6.3.3 Handling of Legal Issues 354
13.7 R&D should be Business Driven 355
13.8 Concluding Remarks 356
Appendices
A. National and International Funding Agencies 358
B. Requirement of a Typical R&D Office ' 365
C. PhD Learning Outcome 367
14 PROFESSIONAL ETHICS AND VALUES 369
14.1 Introduction 370
14.2 Ethics in Social Context 370
14.3 Profession 371
14.3.1 Professional Behaviour 372
14.3.2 Professional Ethics ' 372
14.4 Engineering Ethics 373
14.5 Teaching of Ethics : 373
14.6 Role of an Engineering Teacher 376
14.6.1 Code of Conduct for University Teachers 377
14.7 Codes and Policies for Research Ethics 377
14.7.1 Ethical Principles in Research 378
14.7.2 Ethical Decision Making in Research 379
14.8 Professional Ethics and Values 380
14.9 Intellectual Capital and Morality 381
14.9.1 Kopatsy's Model of Intellectual Capital 381
14.10 Concluding Remarks 382
Appendices
A. Guide for Professional Conduct and Society for
Petroleum Engineers (SPE) 384
B. Fundamental Canons and American Society of Civil Engineers (ASCE) 386
C. The Principles of Ethical Conduct in Engineering
Practice and North American Free Trade Agreement (NAFTA) 387
D. Report of the Task Force Code of Professional
Ethics for University and College Teachers 389
E. Institute of Electrical and Electronics Engineers (IEEE)
and Code of Ethics 393
F. Institution of Engineers (India) Code of Ethics 394
G. 'The Statement on Professional Ethics' issued by
American Association of University Professors 397
Annexure A
Bloom's Taxonomy
Note 399
INDEX 411
978-93-81141-90-8
620.007 / PRA