1 / 12

Faculty Retreat Gulmohar, IIT Bombay, Mumbai September 14-15, 2010

Teaching and Learning at Undergraduate Level at IIT B A Diagnostic Study Presentation based on report prepared by Ashish Pande Virendra Sethi K Sudhakar. Faculty Retreat Gulmohar, IIT Bombay, Mumbai September 14-15, 2010. Background.

dominy
Download Presentation

Faculty Retreat Gulmohar, IIT Bombay, Mumbai September 14-15, 2010

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Teaching and Learning at Undergraduate Level at IIT BA Diagnostic StudyPresentation based on report prepared byAshish PandeVirendra SethiK Sudhakar Faculty Retreat Gulmohar, IIT Bombay, Mumbai September 14-15, 2010

  2. Background • Informal discussions where various experienced faculty members shared their concerns over level of motivation, inspiration, ethical standards, subject knowledge, employability of students (UGs in particular) • No new revelations were expected • Formally capturing what most may know was the motivation

  3. Methodology • List of “Diagnostic Questions” • Sessions with • Dean AP, Dean FA, Dean SA • PiC Placements, ARP, NSS • Student counsellor • Faculty • Less than 5 years @IITB • More than 15 years @IITB • Students • 1st and 2nd year • 4th and 5th year • Those who dipped in the performance

  4. Key Findings - Faculty Student Motivation • 60% of students do not demonstrate interest in academics • Only 10% are highly motivated • 25% to 30% are focused on non-academic activities • A good %age of students are not even motivated by placement pulls Reasons • Students see a career in non-engineering sector • Failure to create enough interest in core branch

  5. Key Findings - Faculty Student Performance • Most faculty feel ‘knowledge levels of passing out students is not high enough’ • Academic rigor at IITK and IITM is higher • Primary aim of UGs is a degree from IITB • PGs are more interested in academics Reasons • Lack of interest accentuated by large class rooms with poor infrastructure • Academic accomplishments are not adequately rewarded

  6. Key Findings - Faculty Ethical Standards • Ethical standards of UG students – all concur • Copying in assignments, projects • Bloated CVs Reasons • Nowhere emphasised • Assignments not formulated with clear learning objectives and time availability

  7. Key Findings - Faculty Generic Issues/Reasons • Increasing class size is a constant challenge • No explicit incentive for good teaching • Majority of new faculty focused on research and less on teaching • Students are not clear of their objectives

  8. Key Suggestions - Faculty For Students • FacAd role to be rationalized • Message “knowledge is more important than grades” • Help them set their objectives For Faculty • Reduced administrative burden on new faculty • Faculty mentoring • Structured input to faculty on pedagogy, course design • Handbook on “What it is to be a Good Teacher”

  9. Key Findings - Students Academics • First year kills it all : Class room environment not conducive for interaction. Large class rooms with poor infrastructure • No linking of ‘what is taught’ to ‘where applications lay’ for an engineer • No big picture of curriculum. Why HSS? • Poorly functioning labs, thoughtless experiments, untrained TAs • Inability to handle freedom • Lack of interest in allotted branch

  10. Key Findings - Students Ethical Standards • Lopsided emphasis on grades Tentative action points: • Better planned students’ orientation in the beginning • Making the logic of sequence of the courses clear in students mind • Better connection between real life challenges and things being discussed in the class • Structured inputs on personal effectiveness and leadership

  11. Survey at Registration

  12. Survey at Registration • Ethical issues need addressing speedily Yes = 84 No = 4 No comments = 8 • There things that faculty can do to improve things Yes = 81 No = 5 No comments = 10

More Related