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Academic Reforms and Excellency in Academy

Academic Reforms and Excellency in Academy. Dr. P. Nagabhushan Professor in Computer Science and Technology Chief Nodal Officer/ Credit Based Choice Pattern Continuous Assessment Education System University of Mysore, Mysore, India pnagabhushan@compsci.uni-mysore.ac.in. Academy:.

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Academic Reforms and Excellency in Academy

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  1. Academic Reforms and Excellency in Academy Dr. P. Nagabhushan Professor in Computer Science and Technology Chief Nodal Officer/ Credit Based Choice Pattern Continuous Assessment Education System University of Mysore, Mysore, India pnagabhushan@compsci.uni-mysore.ac.in

  2. Academy: • An Institution associated with the tradition of Intellectual Brilliance • Specialized agglomeration of educational institutions

  3. Academic Exellence • Excellence connotes the quality of being very good, distinguished and outstanding. • Academic institutions of eminence dealing with higher education would have this quality in abundant measure in the main spheres of their activity, namely, teaching and research.

  4. CREATIVITY AND INNOVATION • Academies are established in away that is intended to be CREATIVE and INNOVATIVE in order to give them FREEDOMS considering necessary to deal with long term issues that are intended to be solved. • An Academician is a full member of an Academy

  5. CREATIVITY AND INNOVATION • Academy’s good name and standing enables it to attract capable and illustrious faculty and students. • Their academic programs are relevant, varied and challenging. The syllabi are not stagnant. • There is continual change in response to developments taking place. • A distinguishing feature of such an institution is a high degree of interdisciplinary interactions among its faculty and students. • In these institutions good teaching and good research go hand in hand.

  6. To summarize • An academy is an advanced institution engaged in teaching and research -that is in creating knowledge and in motivating youngsters to create knowledge keeping always the welfare of the Society as the major concern. • An academician is a TEACHER, in the true sense, to realize the above expectations -that is a teacher should essentially be a researcher

  7. Every accomplishing TEACHER should be • Critical in his Thinking • Rational in his Approaches • Unbiased in his Opinions • Open and capable to promote to new ideas.

  8. In other words a TEACHER has to be a constant thinker and a logical dreamer One has to be a researcher This is very much necessary for a teacher because he is the one who builds a Tomorrow and because he is the one who architects a new Generation.

  9. A teacher should never complain compare condemn But Should Motivate

  10. Added dimension: A teacher should not ‘Control’ but should ‘loosen’ the knot should be a facilitator should kindle fire in the sparking brains, should cause vibrations even in the dull brain

  11. A teacher is successful if he can inspire his student To….. think BIG in his own perspective grow BIG in his own pursuit perform BIG in his future life

  12. From where can this ‘Fire’ come? Obviously from a teacher But how?

  13. By Inducing research alive component in his TEACHING

  14. A teacher should first be clear why ? Should this be taught Assuming what ? Should be taught is known And he has to plan How? When? Where? should this spark be kindled!

  15. This can happen if and only if a Teacher is also a Researcher Which means A teacher should first undergo a training for conducting research. In other words every teacher should have worked towards earning a Ph.D

  16. Therefore • CHANGE is the only PERMANENT thing. • Academic Reforms have to happen continuously • To create an Institution of Excellence • Goal to be always achieved • Accomplishing world class standard in academy and research

  17. Let us retrospect critically on… • Are we effectively transforming our students as knowledge practitioners ? • Are our students merely loaded with information, and compelled to memorize the whole lot of them ? • Have we been successful in elevating our students to such a level that they could critically assimilate whatever they have gathered ? • Are our students augmented with such talent to acquire skills that they can make things happen ?

  18. curriculum, instruction, learning and assessment • Traditionally, instructional planning is divided into three components: curriculum, instruction, and assessment. • Unfortunately, these components are approached as three separate, sequential steps, with assessment being the finish line. Willard R. Daggett, Ed.D.

  19. curriculum, instruction, learning and assessment • A rigorous and relevant education is a product of effective learning, which takes place when standards, curriculum, instruction, and assessment interrelate and reinforce each other. Willard R. Daggett, Ed.D.

  20. curriculum, instruction, learning and assessment • When assessment is viewed as the end goal or finish line, the test itself becomes a barrier to high levels of student achievement. • However, if curriculum, instruction, and relevant learning become the focus, the tests will take care of themselves Willard R. Daggett, Ed.D.

  21. Credit based teaching – learning mechanism Integrating theory and practical /skill It will facilitate students to acquire: • The talent of skills required for designing, devising and conducting practical/case/field studies • The intelligence to critically study a subject from research perspective to acquire the knowledge

  22. Reformed Model For Ex : Paper with a Pattern 2:1:1 = 4 Credits has 2 hrs of class room teaching per week A session of 2 hrs Tutorial per week A session of 2 hrs Practical per week = 06 Hrs / week

  23. Typical course pattern Credit Value (CV) Number of hours of theory classes (L) T + P sessions of each 2 hours/ week It is possible that even a paper of 4 credits, in practice can have different credit patterns such as 3:1(3:0:1 or 3:1:0 in L:T:P structure), 2:2 (2:1:1 or 2:2:0 or 2:0:2 in L:T:P structure) and 1:3 (1:1:2 or 1:2:1 or 1:0:3 or 1:3:0 in L:T:P structure). In principle, it is also possible that if a paper has to be made as a self-study paper or tutorial practical paper in Toto, it may be designed as 0:4 (0:3:1 or 0:2:2 or 0:1:3 in L:T:P structure) credit patterned paper.

  24. Continuous Assessment • Some sort of grading out of 10 marks preferably every week/ at least once in 10 days • Based on creative assignments/problem solving exercises/ probing desk works • Not exceeding 4 – 5 pages hand written/ per week or 10 days • Different assignments/ problem for different students or different groups of students • Organizing / conducting/presenting practical based works in practical/ field work • Brief presentation/ discussion • A comprehensive review test for not more than one hour two times in a semester . • A semester- end examination.

  25. Effective learning Willard R. Daggett, Ed.D.

  26. Evaluation • The teacher(s) who offers a paper is wholly responsible. • Based on continuous assessment • Structure of evaluation may vary from teacher to teacher but it should be known to students in advance

  27. Assignments could involve • Creative exploration • Designing and conducting practical experiment/case study • Problem solving • Solving desk work exercise problems and so on.

  28. Course-End • A comprehensive project work

  29. An excellent learner • Should develop • Creative comprehension • Innovativeness • Entrepreneurial attitude • In all problem solving capability keeping in view the changing global environment • With the an appreciation of human and social qualities.

  30. The present– education system attempts to produce similar products with little creativity and innovativeness. There is no niche and skill differentiation among them. • This reminds of what Gandhiji had said about our education-”We are producing pots not thinkers. There is no emphasis on individual aptitude” Dr. D. P. Agrawl, Chairman, UPSC

  31. Structural Reformations • One major+ Many ancillary • Ancillary: • languages • Standards • Ethics • Subsidiary minors • Course-end project work + Internship

  32. Integrating Bachelor's with Masters degree Entry into Mater’s Entry into Honor’s + 1 Year II Year IYear 3 Year 4 Year 5 year Enter 10 + 2 For Bachelor’s/Honor’s Degree Master’s degree with Honors Exit for Honor’s degree Exit for 3 Year degree Master’s degree

  33. Let us also think of Master’s with honors • Extension of Master’s – providing more professional exit • +2 semesters- Master’s with honors • Covering the course work of PhD • On par with M.Phil

  34. Bachelor’s Master’s PhD Integrated Masters by Research with PhD 3 Years Bachelor's +1 year Honor’s (BS) +1 Year Master’s +1 Year Master’s With Honors (MS) PhD Course work and PhD

  35. A corrupt education system will breed corrupt minds all round. • Evil results when good men do nothing.

  36. Discussion

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