Faculty development for teaching engineering (Record no. 39027)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 14678 a2200169 4500 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 978-93-81141-90-8 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 620.007 |
| Item number | PRA |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Prakash, Rajnish |
| 245 ## - TITLE STATEMENT | |
| Title | Faculty development for teaching engineering |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc | 2012 |
| Name of publisher, distributor, etc | I.K. International Publishing House Pvt. Ltd. |
| Place of publication, distribution, etc | New Delhi |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xxii,416p. |
| 500 ## - GENERAL NOTE | |
| General note | CONTENTS<br/>Preface vii<br/>Acknowledgements xi<br/>Abbreviations xiii<br/>Authors xxiii<br/>Part I : INDIAN EDUCATION SYSTEM<br/>1. FOUNDATIONS OF EDUCATION SYSTEM 3<br/>1.1 Introduction 4<br/>1.1.1 Beginnings of Modern Higher Education 4<br/>1.1.2 Role of Education 5<br/>1.2 Indian Higher Education System 8<br/>1.3 The Structure and Regulatory Bodies 10<br/>1.3.1 The University System 11<br/>1.3.2 The Regulatory Bodies 11<br/>1.3.3 Open University System 14<br/>1.4 Need for Change, 15<br/>1.5 Concluding Remarks 16<br/>2. TECHNICAL EDUCATION 19<br/>2.1 Engineering/Technology Education 20<br/>2.2 Undergraduate Engineering Education 21<br/>2.3 Postgraduate Education and Research 23<br/>2.4 Research in Engineering 25<br/>2.5 Concluding Remarks 30<br/>3 NATIONAL POLICY ON EDUCATION 31<br/>3.1 Introduction f 32<br/>3.2 Government Policy on Technical Education 33<br/>3.3 Quality Issues in Indian System 34<br/>3.3.1 Employability Skill Sets 34<br/>3.3.2 Outcome of Fresh Engineers Based on Skill Sets 35<br/>3.4 Need for Reforms in System 39<br/>3.5 Concluding Remarks 42<br/>INTERNATIONAL SCENARIO 45<br/>4.1 Impact of Globalization 46<br/>4.2 WTO and Its Impact on Education 47<br/>4.3 Washington Accord and Accreditation 49<br/>4.4 World Bank 51<br/>4.5 Concluding Remarks 52<br/>Part II: TEACHING-LEARNING PROCESS<br/>LEARNING PROCESS 57<br/>5.1 Learning 53<br/>5.2 The Outcomes of Learning 58<br/>5.2.1 Levels of Learning and Hierarchies 59<br/>5.2.2 Domains of Learning 59<br/>5.3 Gagne's Classification of Learning 62<br/>5.4 Models of Learning 63<br/>5.4.1 The Four Stages of Competence 63<br/>5.4.2 The Dreyfus Model of Skill Acquisition 64<br/>5.4.3 Perry's Model of Intellectual and Ethical Development 66<br/>5.4.4 Fitt's Phases of Skills Acquisition 68<br/>5.5 Principles of Learning Process I''M 68<br/>5.6 Learning Process 69<br/>5.6.1 Development of Insight 69<br/>5.6.2 Motivation 71<br/>5.6.3 Efficacy 71<br/>5.7 Learning Theory 71<br/>5.7.1 Behavioural Theories 72<br/>5.7.2 Cognitive Theories 73<br/>5.7.3 Constructivism 74<br/>5.8 Effective Formalized Learning 75 <br/>5.8.1 Effective Formal Learning Situation 75<br/>5.9 Learning Styles 76<br/>5.9.1 Lewin and Koto's Learning Styles C 77<br/>5.9.2 Felder and Silverman's Index of Learning Styles 78<br/>5.9.3 Deep Learning 79<br/>5.9.4 Personality and Learning Style 81<br/>5.10 The Learning Curve 82<br/>5.11 Human Memory 83<br/>5.11.1 Sensory Memory 83<br/>5.11.2 Working or Short-Term Memory 84<br/>5.11.3 Long-Term Memory 85<br/>5.11.4 Long-term Memory Processes 86<br/>5.11.5 Theories of Forgetting, 87<br/>5.11.6 Retention of Learning 88<br/>5.11.7 Transfer of Learning 89<br/>5.11.8 Habit Formation 90<br/>5.12 Learning and Teaching 90<br/>5.12.1 Principles of Learning and Teaching 91<br/>5.12.2 Required Attributes for Learning 92<br/>5.13 Concluding Remarks 93<br/>6 TEACHING PROCESS 95<br/>6.1 Teaching r 96<br/>6.2 The Nature of Teaching r 97<br/>6.3 Teaching Practice 97<br/>6.4 Teaching Styles 98<br/>6.5 Conventional Teaching 100<br/>6.5.1 The Drawbacks 101<br/>6.5.2 Teaching Learning Style Mismatch 102<br/>6.6 The Need 104<br/>6.7 Teaching Strategies and Characteristics of Good Teaching 105<br/>6.7.1 Teaching Strategies 105<br/>6.7.2 Effective Strategy 106<br/>6.8 Effective Teachers 107<br/>6.8.1 Foster a Good Learning Atmosphere 108<br/>6.8.2 Use Effective Teaching Techniques 108<br/>6.9 Some Good Practices 109<br/>6.9.1 Seven Principles of Good Teaching Practice 110<br/>6.9.2 Best Practices Recommended in India 112<br/>6.10 Expectations from Engineering Teachers 114<br/>6.10.1 Tasks of Teacher in Higher Education 114<br/>6.10.2 Expectations from University Teachers 115<br/>6.10.3 Expectations from Engineering Teachers at UG Level 116<br/>6.10.4 Working under ICT Environment 117<br/>6.11 Concluding Remarks 117<br/>Appendix <br/>A. Some Practical Tips to Make Good Lectures r 120<br/>7 SYSTEMS APPROACH TO CURRICULUM DEVELOPMENT 123<br/>7.1 Introduction 124<br/>7.2 Educational Technology 124<br/>7.3 The Systems Approach to Educational Technology 125<br/>7.4 Curriculum Planning and Development <br/>7.4.1 Key Elements and Relationships in Curriculum 127<br/>7.4.2 Curriculum Development r 128<br/>7.4.3 Curriculum Design 129<br/> 7.4.4 Course and Curriculum Design Models 130<br/>7.5 Systems Approach in Practice 136<br/>7.6 Concluding Remarks 138 Appendices<br/>A. Development of a Model Curriculum for Diploma in<br/>Electronics & Communication Engineering 140 <br/>B. Competence based Curriculum of an Undergraduate<br/>Engineering Course 144<br/>INSTRUCTIONAL OBJECTIVES 147<br/>8.1 Introduction 148<br/>8.1.1 Instructional Objective 149<br/>8.1.2 Reasons for Stating Objectives 152<br/>8.1.3 The Role of Objectives in the Systems Approach to Instruction 153<br/>8.1.4 The Aims and Objectives and Outcome Approaches 154<br/>8.1.5 Behavioural Objectives and Learning Outcomes 156<br/>8.2 Critique and Practice 158<br/>8.3 The Competence-based Approach and Cumulative Credit 159<br/>8.3.1 Basic Characteristics of Competence Descriptors 159<br/>8.3.2 Writing Competence Descriptors 161<br/>8.3.3 Competence and Credit 162<br/>8.3.4 Caution 164<br/>8.4 Concluding Remarks 164 Appendices<br/>A. Observable Verbs for Instructional Objectives 166<br/>B. Competence Descriptors - A Vocabulary Aid 168<br/>C. Writing Aims, Objectives and Learning Outcomes 169<br/>INSTRUCTIONAL METHODS AND MEDIA 175<br/>9.1 Introduction 176<br/>9.1.1 Classification 176<br/>9.1.2 Level of Teacher Control 177<br/>9.1.3 Strategy (Direction during Learning) 179<br/>9.1.4 Commonly used Instructional Methods 181<br/>9.2 Choice of Methods 182<br/>9.2.1 Criteria for Choice 183<br/>9.2.2 A Case Study 186<br/>9.3 Active Learning j 187<br/>9.3.1 Barriers to Active Learning 190<br/>9.3.2 Teacher's Role 190<br/>9.4 Collaborative Learning 190<br/>9.5 Tutorials 193<br/>9.6 Teaching in Laboratories 194<br/>9.6.1 Monitoring Student Participation in Group Work 194<br/>9.6.2 Policy on Lab Reports, Assessment 195<br/>9.6.3 Virtual Laboratories 195<br/>9.7 Presentation Techniques and Instructional Media 195<br/>9.7.1 Instructional Media 196<br/>9.7.2 The Media's Role 197<br/>9.7.3 Types of Instructional Media 198<br/>9.7.4 Selecting Suitable Media and Materials for Specific Purposes 202<br/>9.8 Use of ICT and Distance Education 206<br/>9.9 Concluding Remarks 208<br/>Appendices <br/>A. Differences between Methods and Media 211<br/>B. Guidelines for Media Presentation 213<br/>10 PLANNING FOR TEACHING 217<br/>10.1 Introduction 218<br/>10.2 Planning 218<br/>10.2.1 The Purpose for Planning 219<br/>10.2.2 Elemnts of Planning 219<br/>10.3 Planning and Preparing for Teaching 221<br/>10.4 Types of Plans 223<br/>10.5 Writing a Plan 226<br/>10.5.1 Some Observations 227<br/>10.5.2 Advantages : 228<br/>10.6 Formats of Plans 229<br/>10.7 Concluding Remarks 229<br/>Appendices <br/>A. Format of Course Plan 232<br/>B. Format of Unit Plan 233<br/>C. Format of Lesson Plan 234<br/>D. Another Sample Lesson Plan 235<br/>E. Course Handout 238<br/>F. A Course Layout 245<br/>G. Sample Assignments from BITS Pilani 247<br/>11 ASSESSMENT AND EVALUATION 249<br/>11.1 Introduction 250<br/>11.2 The Role of Assessment in the Systems Approach to Instruction 250<br/>11.3 Assessing and Constructive Alignment 252<br/>11.3.1 Example ' 254<br/>11.4 Difference between Assessment and Evaluation ; 255<br/>11.5 Desirable Characteristics of Student Assessment Procedures 257<br/>11.6 The Assessment - Modes 258<br/>11.6.1 Formative and Summative Assessment 258 <br/>11.6.2 Norm-referenced, Criterion-referenced and<br/>Ipsative Assessment ; 260<br/>11.6.3 Terminal and Continuous Assessment 261<br/>11.6.4 External, Tutor, Peer and Self-Assessment 261<br/>11.6.5 Closed-Book and Open-Book Assessment 262<br/>11.6.6 Written, Oral and Situational Assessment 263<br/>11.6.7 Manual and Computer Assessment 263<br/>11.7 A Review of Assessment Methods 263<br/>11.7.1 Objective Tests -O 264<br/>11.7.2 Short-Answer Tests 267<br/>11.7.3 Extended-Answer Tests 268<br/>11.7.4 Practical Tests 269<br/>11.7.5 Situational Assessment 270<br/>11.7.6 Assignments and Projects 271<br/>11.7.7 Portfolios 271<br/>11.8 Selection of Appropriate Evaluation System 272<br/>11.8.1 The Guiding Principls 272<br/>11.8.2 Developing a Model 272<br/>11.9 Good Assessment System i 273<br/>11.10 Assessing Student Learning in the Technology Education 275<br/>11.10.1 The Design Brief Ui 275<br/>11.10.2 The Design Portfolio 275<br/>11.10.3 The Solution 276<br/>11.10.4 The Report 276<br/>11.11 Classroom Assessment Techniques 276<br/>11.12 Subjective Assessment and Grading 278<br/>11.13 Evaluation and Grading System 280<br/>11.13.1 Factors that may be Used to Determine Grades 281<br/>11.13.2 Semester Grades - Two Types of Grading Philosophies 281<br/>11.13.3 Some Suggestions on Grading Practice 283<br/>11.14 Students' View on Teaching Skills and Practices 284<br/>11.15 Feedback and Teachers' Evaluation 285<br/>11.16 Formative Evaluation 286<br/>11.16.1 Appraisal of Teacher by Students 287<br/>11.16.2 Student Rating Forms 287<br/>11.16.3 Designing the Questionnaire 288<br/>11.16.4 Administration of Questionnaire 289<br/>11.16.5 Summarizing Responses 290<br/>11.16.6 Interpreting Responses 290<br/>11.17 Concluding Remarks 291<br/>Appendices <br/>A. Rubrics 293<br/>B. Semester Based Credit Scheme 298<br/>C. Classroom Assessment Techniques 303<br/>^/' D. Tips for Examination, 305<br/>E. Format of Feedback Form 306<br/>F. Another Format of Feedback Form 308<br/> Part III: OTHER ROLES <br/>12 ADOLESCENT BEHAVIOUR AND MOTIVATION 311<br/>12.1 Introduction 312<br/>12.2 Why this "Kolaveri Di? 312<br/>12.3 Causes for Student Unrest 316<br/>12.3.1 Loss of Trust and Guidance 316<br/>12.3.2 Defective Education System 317<br/>12.3.3 Waning Place of a Teacher 317<br/>12.3.4 Very High Expectations from a Teacher 317<br/>12.4 Growth and Development 318<br/>12.4.1 What is Adolescence? 321<br/>12.4.2 Adolescent Characteristics 323<br/>12.4.3 Late Adolescents 325<br/>12.5 Self-concept 326<br/>12.6 Self-esteem 327<br/>12.7 Self-efficacy 328<br/>12.8 Emotional Intelligence and Adolescents 329<br/>12.8.1 Problematic Student Behaviour and Motivation 330<br/>12.8.2 Motivation 332<br/>12.8.3 Intrinsic and Extrinsic Motivation 332<br/> 12.9 Self-control 333<br/>12.10 Guidance and Counselling 334<br/>12.11 Concluding Remarks 335<br/>Appendix<br/> A. Brain and Adolescence Behaviour 336<br/>13 CREATIVITY AND RESEARCH 341<br/>13.1 Introduction 342<br/>13.1.1 Types of Research 342<br/>13.2 Synergy in Teaching and Research 342<br/>13.2.1 Performing Institutions 343<br/>13.3 Creativity 344<br/>13.4 Research 345<br/>13.4.1 Outcome of Research Degree 345<br/>13.4.2 Impediments to Research in Universities, 346<br/>13.4.3 Undertaking PhD Research 347<br/>13.4.4 Research Process 348<br/>13.4.5 Research Problem 349<br/>13.4.5.1 Identification of the Problem ? 350<br/>^13.6 Research and Development 351<br/>13.6.1 Types of Funding 351<br/>13.6.2 Administration of Research and Consultancy 352<br/>13.6.3 Challenges in Research and Consultancy 353<br/> 13.6.3.1 Challenges with Faculty Members and Students 354<br/>13.6.3.1 Handling of Research/Consultancy Ethics 354<br/>13.6.3.3 Handling of Legal Issues 354<br/>13.7 R&D should be Business Driven 355<br/>13.8 Concluding Remarks 356<br/>Appendices <br/>A. National and International Funding Agencies 358<br/>B. Requirement of a Typical R&D Office ' 365<br/>C. PhD Learning Outcome 367<br/>14 PROFESSIONAL ETHICS AND VALUES 369<br/>14.1 Introduction 370<br/>14.2 Ethics in Social Context 370 <br/>14.3 Profession 371<br/>14.3.1 Professional Behaviour 372<br/>14.3.2 Professional Ethics ' 372<br/>14.4 Engineering Ethics 373<br/>14.5 Teaching of Ethics : 373<br/>14.6 Role of an Engineering Teacher 376 <br/>14.6.1 Code of Conduct for University Teachers 377<br/>14.7 Codes and Policies for Research Ethics 377<br/>14.7.1 Ethical Principles in Research 378<br/>14.7.2 Ethical Decision Making in Research 379<br/>14.8 Professional Ethics and Values 380<br/>14.9 Intellectual Capital and Morality 381<br/>14.9.1 Kopatsy's Model of Intellectual Capital 381<br/>14.10 Concluding Remarks 382<br/>Appendices <br/> A. Guide for Professional Conduct and Society for<br/>Petroleum Engineers (SPE) 384<br/> B. Fundamental Canons and American Society of Civil Engineers (ASCE) 386<br/> C. The Principles of Ethical Conduct in Engineering<br/>Practice and North American Free Trade Agreement (NAFTA) 387 <br/>D. Report of the Task Force Code of Professional<br/>Ethics for University and College Teachers 389 <br/>E. Institute of Electrical and Electronics Engineers (IEEE)<br/>and Code of Ethics 393 <br/>F. Institution of Engineers (India) Code of Ethics 394 <br/>G. 'The Statement on Professional Ethics' issued by<br/>American Association of University Professors 397<br/>Annexure A<br/>Bloom's Taxonomy <br/>Note 399 <br/>INDEX 411<br/> |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Prasad, T.V. |
| 890 ## - Country | |
| Country | India |
| 891 ## - Topic | |
| Topic | FT |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Withdrawn status | Home library | Current library | Date acquired | Source of acquisition | Cost, normal purchase price | Total Checkouts | Total Renewals | Full call number | Barcode | Date last seen | Date last borrowed | Cost, replacement price | Price effective from | Koha item type | Public note |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Faculty of Technology | CEPT Library | CEPT Library | 03/02/2014 | 19 | 1356.00 | 3 | 5 | 620.007 PRA | 012055 | 01/07/2020 | 11/02/2020 | 1695.00 | 03/02/2014 | Book | Bill No.441 Dt.03/02/2014 |