Best practices
TRAIN THE TRAINER (TTT)
Train the Trainer Programs are implemented to enhance the academic and intellectual environment by providing faculty members with the knowledge, idea and skills to improve the quality of education:
1. Title of the Practice:- TRAIN THE TRAINER (TTT)
TTT program aims at enhancing the academic and intellectual environment in the Institute by providing faculty members with the knowledge, idea and skills to improve the quality of education. The success of an institute curriculum is closely related to its effective implementation. Teachers have to be personally aware of the institute curriculum and improve and enhance the necessary skills to interpret the concept changes accurately. The need for a training programme for teachers plays an essential role in successful education reform.
2. Objectives of the Practice
The main goal of the TTT is to prepare faculty members to present information effectively, respond to student’s questions, and lead activities that reinforce learning. Other goals include ensuring that trainers can: Direct participants to supplementary resources and reference materials. Can plan, design, and deliver their course more effectively. Know how students learn and how to create a positive learning environment. Have the communication skills and competencies of an effective teacher.
3. The Context
It’s more crucial than ever to stay competitive and relevant in your market. However, to be relevant, training and development must be included in the list of factors that contribute to your success. A well trained and motivated faculty base is critical for the student’s overall growth, where the train-the-trainer
4. The Practice
The TTT practice is a classic example of peer teaching-learning. The senior teachers from the sister institutes play the role of mentors for their colleagues.
The training sessions are arranged on the following themes:- Planning the lectures and retain the attention of the students for the successful delivery of the lecture Sharing the best practices in teaching-learning Minute to Minute Lecture plan The TTT is practiced at least twice a year and reportedly helped the teacher improve their professional delivery of resource materials.
5. Evidence of Success
The teaching-learning ambience improved considerably. It helped in enriching the content beyond the syllabus. It also helped in standardizing the teaching resources and providing the students with state of the art knowledge resources for reference. The newly joined faculty has used TTT as an orientation/induction avenue to adopt innovative teaching-learning practices. The examination results, in turn, have improved significantly since the teachers through this practice were encouraged to frame the model answers and share the same with their colleagues and the student community. Standard techniques such as Bloom’ taxonomy and translating the same in meaningful teaching-learning are another outcome of this practice.
6. Problem encountered and Resources required
Some of the problems encountered are as follows:
Locating the training materials that can be reused in the form of Open Educational Resources In-house knowledge and resources (content creators, video equipment, etc) required to build training content. Access to classroom space for in-person training sessions. Getting the free schedule of the senior teachers for the training program
Best Practice: STUDENT TRAINING PROGRAM (STP)
Objectives:
To Enhance the Employability of the Students.
To assist students to develop/clarify their academic and career interests, and their short and long-term goals.
To assist the communication and technical skill of the students.
To develop the core engineering aptitude and overall improvement of the students.
To understand some basic concepts of research and methodologies.
Keeping in view the industry requirements, the training curriculum is designed for preparing the students for
Personality Development
Communication Skills & Vocabulary
Resume Preparation & Email Writing
Group Discussion
Interview Skills
Aptitude Training & Practice Tests
Time and stress management
SWOT Analysis
Semester wise action plan of STP activities is as follows:
1nd year Sem- I = Soft & Communication skills.
1nd year Sem-I I = Writing & Presentation skills.
2rd year Sem- III = Technical skills.
2rd year Sem- IV = Research paper Presentation/Publication.
Outcomes:
Improvement in student’s placement.
The student will develop a professional identity as an entrepreneur that is characterized by competence in a broad range of business skills, knowledge and values.
The student will develop the ability to work collaboratively with other professionals and the community at large in his/her role as a professional engineer.
The student will develop and demonstrate the skills of critical thinking.