Best Practices
Title of the Practice: Train the Trainer to Improve Teaching and Learning Processes
Objectives of the Practice:
The institution wishes to provide students with the necessary knowledge, skills, and training to enable them to become quality practitioners of their field. The teaching and learning process is central to any educational activities. On the one hand, the changing face of education and rapid growth of technology, and on the other, shifting perspectives among millennial students as well as the induction of a new generation of teachers, challenge the entire teaching learning process. The heart of this technique is to train facilitators in better teaching learning processes for improved learning delivery.
The Context:
There has been a paradigm shift in teaching approaches during the last few decades. It has shifted from a teacher-centered approach in which the learner is a passive participant to a student-centered approach in which the instructor is only a facilitator of the student’s learning. Furthermore, the huge growth of science and technology, combined with the expectations of the native millennial student population, has impacted and disturbed the teaching concept.
Millennials are frequently among those who have just entered the teaching profession. In this setting, it is critical that teachers receive sufficient training in order to carry out the teaching-learning process effectively and smoothly. The generational change, that is, the youthful tech-savvy brigade entering the ranks of teaching and older generation teachers who need to become more tech-savvy, can only be accomplished by timely and interventional training.
The Practice:
Chirala Engineering College has taken steps to guarantee that faculty are well prepared in teaching approaches since its establishment. In this sense, faculty development programs for teacher training are ongoing; resource people for these programs may come from national teacher training organizations or senior faculty members on campus. Teachers are occasionally offered the option to attend such programs off campus.
Senior professors provide orientation to freshly hired faculty members with less than two years of teaching experience at Chirala Engineering College. Participants are given the opportunity to practice teaching sessions as well as teaching approaches during the orientation program. All new members are encouraged to observe and participate in senior faculty classes’ classroom activities.
Evidences of Success:
Classes become more challenging to manage for instructors with less than two years of experience. The perspective shift from student to faculty member is obvious, as most newly hired faculty members are also millennials. They are technologically adept, yet their approach to teaching is not well-informed.
The faculty grew more adaptable in their use of technology to implement active teaching learning techniques. The understanding sparked the faculty’s adaptability and exploratory spirit, which was reflected in the successful application of teaching learning.
Seniors’ reluctance to adopt technology or collaborative teaching methods has gradually given way to a more favourable reception. They are experimenting with quizzes, peer teaching, group or team learning, and flipped classrooms. The blended classroom has been a boon as classes were held both online and off line.
Problems encountered:
Many issues arise when implementing teaching learning development activities.
1. In a flipped classroom, students may be unwilling to prepare for the material in advance. They may skip the pre-task set by the teacher, arriving at class with no prior knowledge, resulting in ineffective learning.
2. pupils’ prior preparation may generate or promote an undesirable digital gap among pupils.
3. The usage of technology in blended learning can result in cognitive overload for the students.
4. Additionally, one of the primary challenges in adopting new technology in learning is a lack of IT literacy among instructors.
5. The faculty may be unable to keep up with the learning of a student who has advanced knowledge of the topics.
6. Not all students may have appropriate access to technology or internet bandwidth.
Despite adopting cutting-edge instructional approaches, we cannot neglect the core chalk and talk method. Chirala Engineering College strives to strike a delicate balance between traditional and contemporary modes of teaching and learning.
Best Practice – 2
Title of the Practice: Academia and Industry Collaborative Activities
Objectives of the Practice:
Chirala Engineering College firmly believes in giving its students every opportunity to advance past the standard curriculum. The purpose of this practice is to offer all students an additional learning opportunity during the four-year graduation program at a very low cost.
The Context:
Every engineering student wants to graduate with their ideal job. However, the course syllabus may not be sufficient to achieve the objective. In this situation, the school has taken the initiative to offer additional certification or training programs and to get students ready for the workforce by giving them the necessary engineering skills. For the purpose of executing skill-enhancement and certification programs, Chirala Engineering College has entered into agreements with businesses, academic institutions, and organizations backed by the federal and state governments.
The Practice:
For teacher and student skill development programs, the institution has agreements with numerous reputable national and international organizations, including Tech Mahindra, Efftronics, Ebix Cash, Multi Solution Management (MSM Group), ICCS, Square, Exposys Data Labs, and Sintex.
Evidences of Success:
Initiatives to encourage additional certification courses or internships have proven to be highly successful. To name a few, more than 60 students from the II CSE department were certified in Sun Square Technologies Pvt. Ltd.’s Cyber Security program, while 10 students from the III ME department were certified in Mayin Krish Ventures Pvt. Ltd.’s Ansys, Hyper Mesh program and Coromandal International Ltd. Sardhar Patel Raod, Scunderabad, India .
Students who have completed the courses may perform well in their technical rounds interviews. Many alumni reported that these job-related certification courses improved their performance in domain areas at their employers.
Problems encountered:
1. Additional certification programs may intimidate students. Students must complete the program courses. Students may struggle to keep up with the increased course work.
2. The academic schedule is usually set. However, in the event of unforeseen circumstances, the examination timetable is postponed. In such circumstances, the curriculum schedule may conflict with exam schedules.
Title of the Practice: Train the Trainer to Improve Teaching and Learning Processes
Objectives of the Practice:
The institution’s goal is to give students the education, preparation, and tools they need to excel as professionals in their fields. Any educational activity centres on the teaching and learning process. The entire teaching and learning process is challenged by the rapidly evolving nature of technology, the changing viewpoints of millennial students, and the introduction of a new generation of teachers. The main goal of this method is to improve learning delivery by training facilitators in better teaching and learning processes.
The Context:
Over the past few decades, there has been a paradigm shift in how we approach teaching. The focus has changed from being teacher-centered, where the student is merely a passive participant, to being student-centered, when the teacher only serves as a facilitator of the student’s learning. Additionally, the teaching paradigm has been altered and disrupted by the rapid advancement of science and technology as well as the demands of the native millennial student population. Those who have recently started working as teachers typically include millennials. For the teaching-learning process to be effective and efficient in this environment, teachers must obtain adequate training. Only timely and interventional training will be able to address the generational change, which is the young, tech-savvy brigade entering the teaching ranks and older teachers who need to become more tech-savvy.
The Practice:
Since its founding, Chirala Engineering College has taken steps to ensure that its faculty members are knowledgeable about effective teaching methods. In this way, faculty development programs for teacher training are continuing; the resource individuals for these programs could be senior campus faculty members or representatives from national teacher training organizations. On occasion, teachers are given the choice to attend these programs outside from the campus.
At Chirala Engineering College, senior academics give orientation to newly hired faculty members with less than two years of classroom experience. During the orientation program, participants have the chance to practice teaching sessions and teaching methods. It is encouraged for all new members to observe and take part in senior faculty classes.
Evidences of Success:
For instructors with fewer than two years of experience, managing classes gets harder. Given that the majority of recently hired faculty members are also millennials, the perspective change from student to faculty member is evident. Despite being technologically savvy, they do not have a well-informed teaching style.
The faculty became more flexible in how they used technology to apply active teaching and learning methods. The faculty’s adaptability and exploratory spirit were inspired by the understanding, and this was reflected in the effective integration of teaching and learning.
The resistance of seniors to utilizing technology or team-teaching techniques has gradually given way to a more positive response. Quizzes, peer teaching, group or team learning, and flipped classrooms are all being tested. Since classes were delivered both online and in person, the blended classroom has been a blessing.
Problems encountered:
When using teaching learning development activities, numerous problems occur.
1. In a flipped classroom, students might not want to do the required homework. They can fail to do the pre-task assigned by the teacher, showing up to class unprepared, which would make learning unproductive.
2. Students’ prior preparation may cause or encourage an unfavorable digital divide among them.
3. Students may experience cognitive overload as a result of using technology in blended learning.
4. Lack of IT literacy among teachers is another major obstacle to the adoption of new technologies in education.
5. A student with superior subject knowledge may be unable to learn at the same pace as the teacher.
6. Access to proper equipment and internet bandwidth might not be available to all students.
Despite implementing cutting-edge teaching strategies, we cannot disregard the fundamental chalk and talk technique. Chirala Engineering College makes an effort to create a careful balance between conventional and cutting-edge teaching and learning methods.
Best Practice – 2
Title of the Practice: Academia and Industry Collaborative Activities
Objectives of the Practice:
Chirala Engineering College is adamant about giving its students every chance to go beyond the requirements of the core curriculum. This practice aims to provide all students with an affordable additional learning opportunity within their four-year graduation program.
The Context:
Every engineering student hopes to leave school with the career of their dreams. The course syllabus might not, however, be enough to accomplish the goal. The school has taken the initiative in this case to provide additional certification or training programs and to prepare students for the workforce by equipping them with the relevant engineering skills.
Chirala Engineering College has agreements with corporations, academic institutions, and organizations supported by the federal and state governments for the goal of carrying out skill-enhancement and certification programs.
The Practice:
The institution has collaborations with many notable national and international companies, including Tech Mahindra, Efftronics, Ebix Cash, Multi Solution Management (MSM Group), ICCS, Square, Exposys Data Labs, and Sintex, for teacher and student skill development programs.
Evidences of Success:
As it was pandemic period, there were no internships. But the courses which they had been successfully completed helped them a lot at their technical round interviews. Many graduates stated that their performance at their workplaces increased as a result of these job-related certification courses.
Problems encountered:
1. Students may feel intimidated by additional certification programs. Students must finish the program’s required courses. It could be difficult for students to keep up with the increasing course load.
2. The academic calendar is normally established. The schedule for the exams is, however, subject to change in the event of unanticipated events. Exam timetables may conflict with the curriculum schedule in such cases.
Title of the Practice: Train the Trainer to Improve Teaching and Learning Processes
Objectives of the Practice:
The institution wants to equip its students with the knowledge, skills, and resources they need to succeed as professionals in their professions. The teaching and learning process is the focus of all educational activities. The fast-changing nature of technology, the shifting perspectives of millennial students, and the introduction of a new generation of teachers all provide challenges to the entire teaching and learning process. This approach’s major objective is to enhance learning delivery by instructing facilitators in more effective teaching and learning techniques.
The Context:
There has been a paradigm shift in how we approach teaching during the last few decades. The emphasis is now on the student, with the instructor acting solely as a facilitator of the student’s learning, as opposed to being teacher-centered, when the student is merely a passive participant. The demands of the native millennial student population as well as the rapid growth of science and technology have both changed and disrupted the teaching paradigm. Millennials are frequently among those who have lately begun working as teachers. Teachers must have sufficient training in order for the teaching-learning process to be effective and efficient in this setting. The young, tech-savvy army entering the teaching ranks represents a generational transformation that can only be addressed by timely and interventional training.
The Practice:
Chirala Engineering College has taken steps to guarantee that its faculty members are aware about efficient teaching techniques ever since it was founded. As a result, programs for faculty development in teacher preparation are still being offered. Senior campus faculty members or representatives from national teacher preparation organizations may serve as these programs’ resources. Teachers are occasionally offered the option to participate in these programs away from the campus.
Senior academics at Chirala Engineering College provide orientation to newly hired professors with less than two years of teaching experience. Participants in the orientation program get the chance to put teaching techniques and lesson plans to the test. All new members are encouraged to attend and participate in senior faculty classes.
Evidences of Success:
Managing lessons becomes more difficult for instructors with less than two years of experience. The perspective shift from student to faculty member is obvious given that the majority of freshly hired faculty members are also millennials. Despite being tech aware, they do not have a knowledgeable teaching approach.
The faculty developed greater adaptability in their use of technology to implement active teaching and learning techniques. The understanding motivated the faculty’s adaptability and exploratory spirit, which was shown in the successful integration of teaching and learning.
Seniors’ initial reluctance to use technology or team-teaching strategies has progressively given way to a more welcoming attitude. Tests are conducted on quizzes, peer teaching, group or team learning, and flipped classrooms. The mixed classroom has been a boon since classes were taught both online and in person.
Problems encountered:
Numerous issues arise when implementing teaching learning development activities.
1. Students in flipped classrooms might not want to do the assigned homework. They might not complete the pre-task given by the teacher and arrive at class unprepared, which would render learning ineffective.
2. The prior training of students could contribute to or foster a negative digital divide among them.
3. The use of technology in blended learning may cause cognitive overload in students.
4. Another significant barrier to the use of new technologies in education is the lack of IT literacy among teachers.
5. A student with in-depth subject expertise might not be able to pick things up as quickly as the teacher.
6. Not all pupils may have access to the right tools and internet bandwidth.
We cannot ignore the core chalk and talk method despite using cutting-edge instructional techniques. Chirala Engineering College strives to strike a delicate balance between traditional and innovative teaching and learning techniques.
Best Practice – 2
Title of the Practice: Academia and Industry Collaborative Activities
Objectives of the Practice:
Giving its students every opportunity to go above and beyond the requirements of the core curriculum is a major value at Chirala Engineering College. This method seeks to offer all students an inexpensive option for further learning inside their four-year graduation schedule.
The Context:
Every engineering student aspires to graduate with the dream job. However, the course syllabus might not be sufficient to achieve the desired result. In this instance, the school has taken the initiative to offer extra certification or training programs and to get students ready for the workforce by giving them the necessary engineering skills.
In order to carry out skill-enhancement and certification programs, Chirala Engineering College has agreements with businesses, academic institutions, and organizations backed by the federal and state governments.
The Practice:
For teacher and student skill development programs, the institution partners with numerous illustrious national and international businesses, including Tech Mahindra, Efftronics, Ebix Cash, Multi Solution Management (MSM Group), ICCS, Square, Exposys Data Labs, and Sintex.
Evidences of Success:
Because of the epidemic, industrial visits as well as internships were not available. However, the courses they had successfully finished were very helpful to them during their technical round interviews. These job-related certification courses, according to several graduates, helped them perform better at work.
Problems encountered:
1. The presence of extra certification programs may scare students. Students must complete all of the program’s prerequisite courses. Students can find it challenging to keep up with the growing course load.
2. The academic year is usually planned out. However, in the event of unforeseen circumstances, the exam timetable may alter. In certain situations, exam schedules could conflict with the curricular calendar.
Title of the Practice: Train the Trainer to Improve Teaching and Learning Processes
Objectives of the Practice:
The institution aims to provide its students with the information, tools, and resources they need to be successful in their chosen fields as professionals. All educational activities center on the teaching and learning process. The rapid pace of technological change, the evolving viewpoints of millennial students, and the entry of a new generation of teachers all provide difficulties for the entire teaching and learning process. The main goal of this strategy is to improve learning delivery by teaching facilitators more efficient teaching and learning methods.
The Context:
In the last few decades, there has been a paradigm shift in the way we approach teaching. Instead of being teacher-centered, when the student is only a passive participant, the emphasis is now on the student, and the instructor only serves as a facilitator of the student’s learning. The teaching paradigm has been altered and challenged by the needs of the native millennial student population as well as the quick development of science and technology. Millennials frequently make up the group of people who have recently started working as teachers. In order for the teaching-learning process to be effective and efficient in this setting, teachers must have adequate training. A generational shift is being represented by the young, tech-savvy army joining the teaching ranks, and it can only be addressed by timely and effective training.
The Practice:
Since its inception, Chirala Engineering College has made pains to ensure that all of its faculty members are knowledgeable about effective teaching methods. Programs for faculty development in teacher preparation are therefore still available. The resources for these programs may be senior campus faculty members or representatives from national teacher preparation organizations. On rare occasions, teachers are given the chance to take part in these initiatives outside from the school.
Newly hired professors with fewer than two years of teaching experience receive orientation from more experienced academics at Chirala Engineering College. The orientation program gives participants the chance to test out lesson designs and teaching strategies. All new members are urged to attend and participate in classes taught by senior faculty.
Evidences of Success:
Less-than-two-year-experienced instructors find it more challenging to manage lessons. Given that the majority of recently appointed faculty members are also millennials, the perspective change from student to faculty member is clear. Despite being tech savvy, they lack an informed teaching style.
When using technology to adopt active teaching and learning strategies, the faculty became more flexible. The faculty’s adaptability and adventurous spirit were spurred by this knowledge, which was evident in the seamless integration of teaching and learning.
The early resistance of seniors to using technology or team-teaching techniques has gradually given way to a more receptive attitude. Quizzes, peer teaching, group or team learning, and flipped classrooms are all tested. Since lessons are now taught both online and in person, the mixed classroom has been a blessing.
Problems encountered:
When dealing with teaching learning development tasks, many problems occur.
1. In flipped classrooms, students might not want to complete their homework. If they don’t finish the pre-task assigned by the teacher, they can show up to class unprepared, which would make learning unproductive.
2. There may be a negative digital divide among students as a result of their prior education.
3. Students may experience cognitive overload as a result of the technologies used in blended learning.
4. The lack of IT literacy among teachers is a significant additional obstacle to the employment of new technology in education.
5. A pupil with extensive subject knowledge might not be able to pick up information as rapidly as the instructor.
6. Not all students may have access to the necessary resources and internet speed.
Even if we use state-of-the-art teaching methods, we cannot neglect the fundamental chalk and talk approach. Chirala Engineering College aims to achieve a careful balance between conventional and cutting-edge pedagogical approaches.
Best Practice – 2
Title of the Practice: Academia and Industry Collaborative Activities
Objectives of the Practice:
A basic value at Chirala Engineering College is giving students every opportunity to go beyond the requirements of the core curriculum. This approach aims to give every student a low-cost choice for additional education within their four-year graduation plan.
The Context:
The goal of every engineering student is to graduate with their ideal position. The course syllabus might not, however, be adequate to produce the desired outcome. The school has taken the initiative in this case to provide additional certification or training programs and to prepare students for the workforce by equipping them with the relevant engineering skills.
Chirala Engineering College has agreements with companies, academic institutions, and organizations supported by the federal and state governments to carry out skill-enhancement and certification programs.
The Practice:
The college collaborates with various prestigious national and international companies, including Tech Mahindra, Efftronics, Ebix Cash, Multi Solution Management (MSM Group), ICCS, Square, Exposys Data Labs, and Sintex, for teacher and student skill development programs.
Evidences of Success:
The Academic courses designed by the university are very helpful to the students during their technical round interviews. These job-related courses, according to several graduates, helped them perform better at work places.
Problems encountered:
1. The availability of other certification programs may frighten pupils. All necessary courses for the program must be finished by the students. It can be difficult for students to keep up with the expanding course load.
2. The academic year is typically prepared in advance. However, the exam schedule is subject to change in the event of unanticipated events. Exam schedules may occasionally conflict with the course calendar.
Title of the Practice: Train the Trainer to Improve Teaching and Learning Processes
Objectives of the Practice:
The institution wants to give its students the knowledge, equipment, and resources they require to succeed as professionals in their chosen disciplines. The teaching and learning process is at the heart of all educational activities. The entire teaching and learning process is hampered by the quick pace of technology advancement, the shifting perspectives of millennial students, and the entry of a new generation of teachers. This strategy’s primary objective is to enhance learning delivery by providing facilitators with more effective teaching and learning techniques.
The Context:
There has been a paradigm shift in how we approach teaching during the last few decades. The emphasis is now on the student, and the instructor solely acts as a facilitator of the student’s learning, as opposed to being teacher-centered, where the student is only a passive participant. The needs of the native millennial student population as well as the rapid advancement of science and technology have altered and challenged the teaching paradigm. Those who have just begun their careers as instructors are typically millennials. Teachers must receive sufficient training in order for the teaching-learning process to be effective and efficient in this environment. The youthful, tech-savvy army entering the teaching ranks represents a generational transition, and it can only be addressed by prompt and efficient training.
The Practice:
Chirala Engineering College has taken great care from its beginning to make sure that every member of its faculty is aware about efficient teaching techniques. There are still programs available for faculty development in teacher preparation. Senior campus faculty members or representatives from national teacher preparation organizations may serve as resources for these activities. Rarely do instructors have the opportunity to participate in these activities outside of the classroom.
At Chirala Engineering College, more seasoned academics provide orientation to newly hired professors with less than two years of teaching experience. Participants have the opportunity to practice lesson plans and teaching techniques during the orientation program. It is strongly recommended that all new members engage in classes led by senior faculty members.
Evidences of Success:
Lesson management is more difficult for instructors with less than two years of experience. The perspective shift from student to faculty member is evident given that the majority of freshly recruited faculty members are also millennials. Despite being tech adept, they don’t have a well-rounded teaching approach.
The faculty grew more adaptable as a result of employing technology to embrace active teaching and learning practices. This understanding encouraged the faculty’s adaptability and adventurous spirit, which was visible in the seamless integration of teaching and learning.
Seniors’ initial aversion to embracing technology or team-teaching strategies has progressively given way to a more open mindset. Tests are administered via quizzes, peer teaching, group or team learning, and flipped classrooms. The mixed-gender classroom has been a boon because teachings are now delivered both online and in person.
Problems encountered:
There are numerous issues that come up when dealing with teaching learning development activities.
1. Students in flipped classrooms might not want to do their homework. If they don’t complete the pre-task given by the teacher, they risk being unprepared in class, which would render learning ineffective.
2. Due to prior education, there might be a negative digital divide among students.
3. Due to the integrated learning tools deployed, students could experience cognitive overload.
4. A significant additional barrier to the use of modern technology in education is instructors’ lack of IT literacy.
5. Even a student who is well-versed in the subject matter might not be able to absorb information as quickly as the teacher.
6. Not all students could have access to the required materials or fast internet.
Modern teaching techniques are important, but we cannot ignore the traditional chalk and talk method. The Chirala Engineering College strives to strike a fair balance between traditional and innovative instructional methods.
Best Practice – 2
Title of the Practice: Academia and Industry Collaborative Activities
Objectives of the Practice:
Giving students every chance to go beyond the requirements of the core curriculum is a fundamental value at Chirala Engineering College. Giving every student a low-cost option for additional education within their four-year graduation plan is the goal of this strategy.
The Context:
Every engineering student wants to graduate with the job of their dreams. However, the course syllabus might not be sufficient to get the required results. In this instance, the school has taken the initiative to offer extra certification or training programs and to get students ready for the workforce by giving them the necessary engineering skills.
In order to carry out skill-enhancement and certification programs, Chirala Engineering College has agreements with businesses, academic institutions, and organizations backed by the federal and state governments.
The Practice:
For teacher and student skill development programs, the college partners with numerous esteemed national and international businesses, including Tech Mahindra, Efftronics, Ebix Cash, Multi Solution Management (MSM Group), ICCS, Square, Exposys Data Labs, and Sintex.
Evidences of Success:
The university’s academic programs are particularly beneficial to students throughout their technical round interviews. According to some alumni, these career-related courses improved their performance at work.
Problems encountered:
1. Students may be intimidated by the existence of other certification programs. The students must complete all prerequisite courses for the program. Students may find it challenging to keep up with the growing course load.
2. The academic year is usually planned out ahead of time. The exam timetable is, nevertheless, open to modification in the event of unanticipated circumstances. There may be times when exam schedules conflict with the course calendar.