| 000 | 14678 a2200169 4500 | ||
|---|---|---|---|
| 020 | _a978-93-81141-90-8 | ||
| 082 |
_a620.007 _bPRA |
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| 100 | _aPrakash, Rajnish | ||
| 245 | _aFaculty development for teaching engineering | ||
| 260 |
_c2012 _bI.K. International Publishing House Pvt. Ltd. _aNew Delhi |
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| 300 | _axxii,416p. | ||
| 500 | _aCONTENTS 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 | ||
| 700 | _aPrasad, T.V. | ||
| 890 | _aIndia | ||
| 891 | _aFT | ||
| 942 | _2ddc | ||
| 999 |
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