Best practice
Best practice I
Title of the Practice: Empowering faculty with Development programs and Information Communication Technology (ICT) skills for effective teaching-learning process.
Objectives of the Practice:
- To create an awareness about the importance of ICT and to provide opportunities for the faculty to integrate the acquired skills into the teaching-learning processes.
- To facilitate faculty upskilling in the rapidly changing landscape in modern day education.
The COVID 19 pandemic that started in the year 2020 and extended beyond the expected duration in the form of multiple waves of variable severities, led to a massive disruption in the traditional functioning of higher education institutions. The need of the hour was to embrace alternative options of content delivery through digital platforms. Recognizing this imminent need, NUCSCER was prompt in adopting the online/hybrid mode of teaching that rely heavily on ICT. The presence of quality and young faculty at NUCSER ensured that there was no shortage of digital skills and the willingness to adapt to the changing environment enabled the faculty to not only empower themselves with knowledge of digital education but also to put that into every day teaching. Thanks to the wonderful initiatives by the University through the staff development cell, all the faculty members of NUCSER participated in the faculty development programs conducted by experts in areas including Effective use of Microsoft PowerPoint, Development of e-learning modules (ELMs) for self-directed learning; Critical thinking, Leadership and Competence building; Honing Mentoring Skills, and Overcoming Bias in Academics.
The Practice:
The Staff Development Cell (SDC) of the University is committed to providing the teachers with support and solutions to various issues related to ICT-enabled teaching through the SDC coordinators. In the month of December 2020 and January 2021, 100% of the faculty underwent a series of faculty development program on “Creating effective e-resources for blended learning”. In addition, several faculty members opted for additional training on Coursera, online module such as “e-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital Age.” In the month of June, 2021, a 4-day session was organised by the SDC where the faculty members were introduced to the effective use of Microsoft PowerPoint by Dr. Maroor Jnaneshwar Pai. In the month of Dec, 2021, the NUCSER faculty that were trained in critical thinking in online teaching earlier were given additional training in means and methods to recognize and prevent various premises of bias in academics in the ICDPCT workshop by Dr. Hansika Kapoor.
Evidence of success: Staff are better empowered to use features of Microsoft PowerPoint in their classroom teaching. The trainings imparted enabled 100% of the staff to develop E-Learning Modules with several diverse interactive digital elements in their domains of expertise using the in-house e-learning platform, NUelearn.
The ability to develop E-Learning modules depends on the ICT skills that the faculty possesses and the training that are necessary to empower them with the necessary knowledge required to create these modules. In higher education institutions, the focus must be on andragogy (adult learning) and heutagogy (self-directed learning) and thus empowering faculty with ICT skills allows the institution to provide novel methods of teaching-learning according to the changing times and these requirements are absolutely critical in modern day education. The conduct of programs aimed at improving ICT skills amongst faculty and the 100% involvement of the faculty reflect the prepared of the institution to embrace the rapidly changing needs of blended learning in today’s education system.
Problems Encountered and Resources Required
For the faculty members, time management was the primary challenge as it required active and un-interrupted participation. Another challenge was the non-availability of sound-proof recording studios for the faculty to record their presentations and creation of this resource is very critical to the success of such programs. Some faculty expressed difficulties in familiarization with the online learning platform NUelearn. Continual training and use have enabled everyone to use this platform at ease at present.
Best Practice II:
Title of the Practice: Adoption and Implementation of NEP 2020 in undergraduate teaching program
Objectives of the Practice:
- To introduce a curriculum that allows holistic and multidisciplinary learning in line with International trends
- To provide a curriculum that allows skill-based college education in basic sciences coupled with research to enable students garner job-oriented training.
- To introduce an inclusive program that not only aims at development of skills in research and innovation but also at development of intellectual, aesthetic, social, moral and emotional capabilities
The practice:
As per the revised National Education Policy (NEP 2020) the institute changed the existing three-year program to a four-year program with a Choice Based Credit System (CBCS) multidisciplinary curriculum prescribed by the University Grants Commission (UGC). The BSc (Honors) program is compatible for multiple entry/exit options with a provision for students to exit with a BSc degree after three years. The additional year (the fourth year) provides job-oriented training, with opportunities for internship in industries and research organizations. The program also offers wonderful opportunities for higher education abroad that require a minimum of four-year UG curriculum. The interdisciplinary nature of the curriculum is intended to benefit the student in providing the much-needed flexibility and provides a greater connect to prevailing context and aid them in their choice of subjects for higher studies. In addition, the curriculum included a number of non-credit courses aimed at developing intellectual, aesthetic, social, moral and emotional capabilities. Further, offline teaching is blended with online certificate courses from platforms such as Coursera considering as a mandatory credit, adds a value to the education.
Evidence of success: Nitte is the first and the only University in Karnataka to offer this unique course, designed to provide wider career options and increased employability of the students following the NEP 2020. NUCSER has made a strong impact in the research footprint of the University in terms of research grants, publications, and patents. The sanction of research projects by various governmental and non-governmental funding agencies, the publications of research articles in reputed scientific journals and development of a patentable technologies by the faculty are true reflections of an institute striving towards excellence in basic science teaching and research and making a mark as a premiere institute in the country.
Problems Encountered and Resources Required:
Although the curriculum was designed as per the recommendations of NEP2020, implementing all the recommendations was a challenge. Providing options for exiting the programs at the end of first and second year is not yet included. Similarly, creation of academic bank of credits (ABC) for seamless movement of students across Universities offering similar program is most essential and unless that is done, implementation of NEP2020 would not be complete in true sense. Including the additional year in the three-year UG course with a provision for internship as well as research project require the involvement of industries and academic institutions and the institute will have to draw up MoUs for successful implementation of the activities proposed in the fourth year of the program. Another challenge is the availability of expertise in diverse areas to truly stick to the concept of in the interdisciplinary and multidisciplinary curriculum.
