Four weeks FACULTY INDUCTION PROGRAMME (FIP)

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Course Plan and Reading Material

Four weeks

FACULTY INDUCTION PROGRAMME (FIP)

For

Assistant Professors, Professors or Equivalent Teaching faculty of UGC /AICTE /MHRD/GOI approved University/Institutions/Colleges

Dr. Deepak Singh (FIP Coordinator)

Teaching Learning Centre

National Institute of Technical Teachers’ Training & Research Under Ministry of HRD, Govt of India)

Shanti Marg, Shamla Hills, Bhopal – 462002 Web:www.nitttrbpl.ac.in and https://www.tlcnitttrbpl.in

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No Content Page

Numbers

I Programme Brief

Curriculum

Objectives

Training /Teaching strategies

Assessment of learning

Instruction to Participants

ii Schedule

III Pogramme faculty and experts

1 Development of Higher Education System in India- issues and

challenges

2 Role Derivation and Expectation Analysis

3 Open Systems Methodology for higher education Institutions

4 Institution Building for excellence

5 leadership in Education

6 Teaching learning theories and practice

7 Domains of learning and design

8 Training/teachings methods

9 Curriculum design and development

10 Evaluation and Assessment

11 Instructional system Design and Development

12 Design and development of electronic Media, ICT ,MOOCS and

e learning

13 Quality Management-approaches and accreditation systems

14 Employability, Entrepreneurship, and startups

Annexure:

Assignments/Syndicate work/Task

Pretest

Registration form

TA/DA form

Feedback form

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Four weeks

Faculty Induction Programme (FIP)

Rationale:

The cornerstone of any education system is determined and dependent on the quality

of its teachers. In higher education, faculty development is central to the issues of quality

and excellence. In order to ensure continuous flow of talented and qualified teachers to

meet the expanding needs of higher education, a special drive may be needed to attract and

incentivize talent to pursue teaching as a career.

The present higher education system focuses only on the domain (subject) knowledge

of the faculty. It does not focus on teaching-learning process, pedagogical content and its

various tools which are very vital to increase the quality of learning experience in the

different educational programmes. Hence, it will be mandatory for a newly recruited faculty

to undergo a mandatory induction programme after their appointment in HE institutions. The

main objective of the mandatory induction programmes is to sensitize and motivate the

faculty to adopt learner centered approaches, ICT integrated learning and new pedagogic

approaches to teaching- learning, assessment tools in higher education. The curricular

reforms in universities and colleges in the context of interdisciplinary and applied

approaches to knowledge have become necessary. The evaluation process needs to be made

more scientific to encourage the development of multiple skills of students. Faculty

development has a critical role to play in promoting academic excellence and innovation.

Higher education institutions are undergoing tremendous changes after new policies

and changes from of regulatory bodies like UGC,AICTE,State Education Departments,

Universities , Directorate of higher Education etc. information acceleration further added

the complexity of the role of the teacher, There are many challenges like shortage of funds ,

increasing competition from National and international institutions,, shortage of skilled and

trained faculty, shortage of resources are facing by institutions, on the other hand, there is

a pressure on the institutions perform better and take steps so that quality teaching and

learning will improve further. There is a demand for quality educational services. At the

same time, there is a need to enhance effectiveness and efficiency in using existing

resources to make the best students for the society and industry. There is also a pressure on

the institutions to become global and also meet local needs. Teachers are the key persons

who manages the whole gamut of Education. They carry out variety of teaching and learning

activities, curriculum Development, instructional material development, research etc. If

teachers devote considerable time and efforts to re-look at the way of using their teaching

training skills, for teachers there is a need to sharpen the other then basic teaching skills

like planning, classroom management, problem solving, leadership. Every teacher is manager

as he is expected to lead and manage a group of learners who are vibrant, enthusiastic,

knowledgeable and competent, Teacher has to create opportunity to make use of their

tremendous potential, they may create a number of problems for the teacher.

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The Induction Programme for training Faculty & Academic Staff in Central and State

Universities, Centrally Funded technical Institutions, and Degree & PG Degree colleges will

familiarize them in their roles as freshly inducted teachers. It will orient them on various

generic aspects of teaching learning, instructional methodologies, assessment and evaluation

techniques, ICT enabled teaching learning, and equip them with knowledge of University

rules and regulations, basics of governance and administration

This programme will also motivate and create considerable interest in the trainee

teachers to professionally perform the roles and responsibilities in a satisfied manner. It will

also enable the teachers to plan their career and prepare themselves to accept the

challenges of teaching profession. It will help them to further appreciate the importance of

self-learning, lifelong learning. This program is also a stepping stone to prepare them for

their career advancement and assume higher responsibilities in future.

The programme will be competency oriented and based on androgogy in Indian contest.

Based on UGC/MHRD guidelines and experience faculty members of NITTTR Bhopal, this

four-week faculty induction programme programme is designed

Week I- Roles and responsibilities of a Faculty & Academics in Higher Education and

University Structure and Functioning

Objectives:

All participants will be able to:

Explain academic and non-academic roles of an Assistant Professor in an

institute/university.

Provide effective method of transacting/disseminating knowledge to the learners.

Impart professional training enhancing essential competencies, skills and attitudes to

face the daily academic challenges.

conceptualize the structure and functioning of the University System

Expected Learning Outcomes:

contribute to the growth and development of their respective University

evaluate the contribution of respective universities in its development

communicate effectively with the university authorities on various functional aspects

appreciate their own university and its contribution to the Higher Education

Suggested Activities:

Lecture Method, Brainstorming Sessions, Interactive sessions, Case Studies, Panel discussion,

Group activities, Question and answer sessions, Invited talks, Individual activities

Suggested Assessments:

Self-assessment, feedback, practical case assignments to address the problem inside the

institution, assessment of pedagogical skills, Assignments,

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Week II

Pedagogic Techniques & Teaching and Learning Methods

Objectives:

At the end of the week-II, the participants will be able to:

Comprehend different methods and techniques related to Teaching

Expertise and enhance skills of teaching in different set-up

Conceptualize different taxonomies and approaches of teaching

Expected Learning Outcomes:

Participants will be able to:

justify, choose and utilize different approaches and skills of teaching in different

situations

transform theory in to practice in classroom situation

master different skills of teaching through micro-teaching practice

develop teaching and learning materials

develop comprehensive, effective and qualitative lesson planning

Suggested Activities:

Individual and Group activities, Question and answer sessions, Panel discussions, Invited

talks, Individual activities, Individual and group task

Assessments:

Through assignment, through recording, objective tests, peer assessment, presentation, and

observation.

Week III

Assessment and Evaluation , Instructional system design and development

Objectives:

At the end of week III, the participants will be able to:

impart knowledge about the distinction between assessment and evaluation

make the trainees understand various forms of assessment and evaluation available

Disseminate knowledge about assessment of learning outcomes among the diversified

group of students.

provide pros and cons of quantitative as well as qualitative form of assessments

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stimulate trainees in building a balanced assessment frameworks and instruments as

their empirical milieu

give information about available ICT tools that can be used as an aide for assessment

Learning Outcomes:

Participants will be able to:

aquare different modes and forms of assessment and evaluation

devise discipline based objective assessment criteria and tools

evaluate objectively the subjective understanding of the learners

Suggested Activities:

Lectures, ICT tools, Group Discussion, Building Assessment frameworks and instruments

Suggested Assessments:

Self-Appraisal and Feedback, Exercise on Assessment and Evaluation, ICT based exercises,

Assessment Frameworks and instruments

Week IV

Effective use of technology for teaching, learning and evaluation and Academic

Leadership institution Building and innovations

Objectives:

At the end of week IV, the participants will be able to:

identify sources for evaluating different types educational technology.

integrate technology into specific curriculum subject areas.

locate Internet resources for evaluating resources found on the Web.

critically evaluate current research and professional practice literature

provide opportunities for students to learn to operate data in an information age.

make teaching-learning effective in higher institutions of learning through ICT.

identify the innovations that ICT has brought in teaching-learning process in higher

institutions of learning

highlight the importance of Academic leadership in the learning outcome of the

institute/university

give information about different models of Academic leadership

make trainee understand about different global as well as local challenges in the

institutions of higher learning

innovate new mechanism for making institutions of higher learning self-sustainable

emphasize inclusive academic leadership

enhance leadership skills of the trainees

provide ICT skills that may enhance effectiveness of academic Leadership

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prepare student-teachers to face future developments in ICT skills in higher

educational institutions.

provide important guidelines for uses of technology

develop the competencies needed for the twenty-first century among the learners.

get opportunities to use a variety of pedagogies easily

communicate and deliver information to mass of students in quite individual ways

Understand dynamics of academic leadership.

Suggested Activities

Digital classroom sessions, Collaborative learning, Activity Reflection (i.e., a reflection on

performance of the activity), Creating blogs, Basics of creating Web pages/Web sites,

Modulating Webinars etc ICTs such as videos, television and multimedia computer software

that combine text, sound, and colorful moving images.Self-Appraisal and Feedback form, ICT

based exercise.

Suggested Assessments:

Project-based assessments, for example, real-life contexts, everyday problems, the

application of content to solve problems and the use of appropriate technologies. Rubrics to

evaluate work. Institutional case studies.

Tentative Schedule of Training-First Week

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Sessions/ Days

Session I 9.30- 11.00

Session II 11.15-1.30

Session III 2.00-3.3.30

Session IV 3.45- 6.00

Week-I Day-1

Registration

Inauguration

Programme brief

Programmes

Structure

Content

introduction

Expectations from Participants

Evolution of the Higher Education sector of India History of Indian University systems

Contribution of different Universities/Institutions in context of Higher Education sector

Assignment- Contribution and history of one’s own University

Week-I Day-2

Challenges and Issues in Higher Education reforms and current trends

Dynamic learning environment -Challenges and issues

Systems Methodology to institutions

Open system

soft system

living systems Approaches and design

Group assignment- Education systems Performance and factors

Week-I Day-3

Role, job and duty Expectation analysis

Role derivation Model in Education (Katz & Kahn Model)

Deriving role of Teacher and stakeholders in Education

Group assignment-Role Derivation of authorities and stakeholders

Week-I Day-4

Concept and process of innovation, Excellence and Institution Building

Levitt’s and Havelock's model of Change in Education Change Project Management -Process and tools

University Structure, College Structure and Administration Governing Body/ Management Studies

University Act and Legislation Statutes and Ordinances and Accreditation

Week-I Day-5

University Grants Commission: NAAC and NIRF CEC and INFLIBNET

Schemes under UGC, ICSSR, ICHR, DBT

Interdisciplinary integration for Conducting research -Participation in extension activities

Group assignment- Soft copy Submission of Feedback and discussions

Tentative Schedule of Training- Second Week

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Sessions/ Days

Session I 9.30- 11.00

Session II 11.15-1.30

Session III 2.00-3.3.30

Session IV 3.45- 6.00

Week-II Day-1

Recapitulation of week –I Introduction to week II Structure and Content

Pedagogy and androgogy of teaching and learning Conventional and Non Conventional methods of teaching learning

Learning theories analysis and comparisons Reductionism and constructivism in Teaching and learning

Assignment: Issues and Challenges of learning and Teaching in Higher Education

Week-II Day-2

Concepts and Principles of Learning Learning Styles

Praxis of disciplinary and reflex learning

Domains of learning Taxonomy of learning Cognitive Affective Psychomotor Level of learning

Skills of teaching (core teaching skills, subject based teaching skills, target group teaching skills )

Week-II Day-3

Outcomes at different levels with applications in higher education

Constructivist Theory of Jerome Bruner

Formulate Cognitive, Affective and psychomotor domain learning outcomes at different level

Assignment: development of matrix of taxonomy and levels of learning

Week-II Day-4

Principles of Instructions a) Concept of instruction b) Gagne’s Events of Instruction

Instructional Methods Overview of Instructional Methods; Student Centered / Teacher centered

Instructions Methods Improved Lecture with Question Answer Technique (Q &A) Demonstration Method Case study Method

Assignment-Preparing a case study

Week-II Day-5

Assignment-Presentation of Case

Session Planning Components of session Plan, Session Plan Formats and implementation

Presentation of session Plan Microteaching

Soft copy Submission of task of 1st Week Feedback

Tentative Schedule of Training- Second Week

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Sessions/ Days

Session I 9.30- 11.00

Session II 11.15-1.30

Session III 2.00-3.3.30

Session IV 3.45- 6.00

Week-III Day-1

Recapitulation of week –II Introduction to week III

Understanding the difference between assessment and evaluation, Basic Concepts, Assessment for learning in cognitive domain

Quantitative and Qualitative form of assessments Forms of Assessment: Formative/ Summative, Direct Reliability & Validity

Indirect assessments Levels and framing of questioning

Week-III Day-2

Assessment through Rubrics: a) Concept of Rubrics b) Developing scales to assess the performance of students

Laboratory Design of conventional type laboratory Practical, Assessment of laboratory

Research –types Tools Qualitative and quantitative researches Action research Research with case approaches

Research proposal design Plan and component Contributions Research collaborations

Week-III Day-3

Instructional system design and development

Print and non print Types and forms Classifications Criteria of Selection

Various formats of Learning resources Animation, Illustration/Graphic Learning Object Repository, Training Package, noted support materials, Case study

learner/user guides, teacher facilitator guides E learning ,instructional material

Week-III Day-4

Design of print learning resource for cognitive and skill development

Design of print learning resource for cognitive and skill development

Development of learning resource for cognitive and skill development

Development of learning resource for cognitive and skill development

Week-III Day-5

Preparation of learning resource Material

Preparation of learning resource Material

Presentation and submission of learning resource Material

Soft copy Submission of task of IInd Week Feedback

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Tentative Schedule of Training- Fourth Week

Sessions/ Days

Session I 9.30- 11.00

Session II 11.15-1.30

Session III 2.00-3.3.30

Session IV 3.45- 6.00

Week-I Day-1

Recapitulation of week –III Introduction to week IV

Digital Classroom and teachers’ preparation Use of interactive tools for teaching. Awareness and usage of different application based soft-wares

Role of ICT tools in teaching and learning a)- Web based resources for the teaching/learning process , b)- Learning Management Systems (LMS) and learning material production Moodle as a LMS.

ICT based teaching methods Integration of ICT to enhance teaching learning and evaluation

Week-I Day-2

Using ICT for instructional material development E learning MOOCs

ICT based assessment methods

Learning resource delivery and instruction using ICT

Assignment-interactive ICT tools for teaching of Learning resource developed

Week-I Day-3

Concept of leadership in Education styles of leadership Transformational And Transactional Leadership

Effective leadership-Tools and techniques Situational leadership Visionary leadership

Leadership For Change and Innovation Assignment- Assessing style of leadership and enhancing effectiveness

Institution building process for excellence

Week-I Day-4

Marketing of institution, educational products and processes and image building

employability of the students placements Entrepreneurship startups

Preparation of action plan Achievement Test Soft copy Submission of assignments of IV th Week Feedback

Submission of task of IInd Week Feedback Certificate valedictory

Teaching/Training Strategies

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In each Week following appropriate training strategies will be used: Interactive Lectures, Input-cum-Discussions, analogies; Video recording and playback for skill development ,Interactive learning, buzz sessions, panel discussion; Assignments Assignment - simulated teaching case study; analogies; projects; educational games, demonstrations; team teaching team teaching; mentoring; e-learning. Action learning & multiple Role Playing, Team Participation, Assignments, Group Creativity, mentoring; e-learning. Case study, Syndicate work and presentation, Analogy, Metaphor and Simulation, Practicals

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