1. As Robert Gavin noted in the
2000 publication Academic Excellence:
The Role of Research in the Physical
Sciences at Undergraduate Institutions,
“research activity plays a central role in
keeping the faculty up to date in the
field and improves their teaching.”
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 1

2.  WHOM WE LEARN FROM- ?
*Parents, * Society, * Schools, * Self
Expereance
 We Learn-? KNOLEDGE & SKILLS –
*Personal, *Social, * Life, and
*Professional
 HOW WE LEARN-?
*Cognitive Learning – Theories, Concepts,
Principles
*Psychomotor Learning- Through
practically doing
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 2

3.  ROLE OF TEACHER IN LEARNING.
*Schools and teachers makes us learn
basic and extra skills to elivate the
quality of life.
*Professional knoledge and skills
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 3

4. A TEACHER:
*One who teaches, especially one hired to
teach
STUDENTS EXPECT:
* Person whose occupation is teaching
From a good teacher . . . One who
is kind, is generous,
listens to them,
encourages them
has faith in them,
keeps confidences
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 4

5. * a good teacher likes
teaching children, and their subject
takes time to explain things,
Helps when stuck,
tells how you are doing
Allows to have your say,
doesn't give up on you,
cares for their opinion,
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 5

6.  A good teacher
…knows the subject , their learners and resources
availabl
... can plan and explain the subject
... is enthusiastic about teaching and learning
... has a good rapport with their learners , motivates
them
... can present language in different ways
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 6

7.  Enthusiasm
 Students can feel the excitement
 Students easily detect the teacher's love for
job and subject
 Preparation
 Teacher knows the subject
 Teacher plans and prepares lessons daily
 Punctuality
 Always arrives on time
 Begins and ends class on time
 Expects and encourages students to arrive
on time
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 7

8.  Support and concern for students
 Lets students know that he/she cares about
their success
 Takes time with students
 Allows for creativity
 Is friendly and courteous
 Is supportive and encouraging
 Is smiling, caring and loving
 Consistency
 Does not miss class
 Is consistent in attitude and dealings with
students
 Is always well prepared to teach class
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 8

9.  Politeness
 Treats students with respect
 Does not humiliate
 Avoids embarrassing students in class
 Firmness and control
 Is firm in a kind manner
 Avoids tangents in teaching
 Does not play favorites
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 9

10.  Is humble
 Is fair
 Uses variety
 Uses a variety of learning activities
 Experiments
 Allows for spontaneity
 Has a sense of humor; is relaxed
 Use of engaged time
 Sets a good pace and provides for a
change of pace
 Avoids engaging students in "busy
work"
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 10

11.  Use of text
 Is not a slave to the text
 Uses text as a road map
 Keeps within 1-2 days of the scheduled
course outline
 Field trips and other activities
 Applies student experiences to class work
 Does not always teach from a sitting or
leaning position
 Keeps accurate records of
 Work completed
 Attendance
 Test results -- Grades
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 11

12.  Interpersonal relationships with students
 Does not allow students to call him/her
by first name
 Does not try to win a popularity contest
 Maintains a healthy teacher-student
relationship
 Respects students
 Does not allow one or two students to
monopolize or dominate the class
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 12

13.  Provides personal help
 Takes time to explain concept
 Gives individual attention
 Accepts individual differences
 Employs an effective delivery
 Clarifies for understanding
 Creates a sense of fun with the learning
task
 Eliminates bad, irritating and/or
distracting habits
 Does not make students lose face
 Avoids criticizing students
 Has high expectations of class members
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 13

14.  The effectiveness of any educational policy
or practice is directly related to the capacity
of that policy to increase involvement in
learning.' In classes run by effective
teachers,
 Some of the things that are challenges to
them include the following:
 teachers speaking too quickly, especially at
the end of class when class time is running
out
 getting bored when a teacher is answering
other students' questions
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 14

15. How effectiveness is measured?
* IC: Intellectual Capital
* I&F: Infrastructure and Facilities
* PS: Pedagogic systems (the art or
science of teaching; instructional methods)
* II: Industry Interface
* P: Placements
* T: Total
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 15

16. institute where do top recruiters go first?
Institute which have the better placements?
Institute with the best academic environment?
Institute with the best corporate relations?
……and so on……
This ranking will be useful:
For engineering aspirants to compare among the best options available
For colleges to know where they stand & where to emphasize on
improvement
For industry in their campus recruitment decisions
For students and alumni, for whom it is a matter of pride
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 16

17. Placements*. Importance is also given on industrial relations, opportunity to
work on good projects and quality of faculty members.
Quality of an institute can be judge by the perception of the students who
are studying there or by opinions of Alumni. We tried to link them with this
ranking. So this ranking/survey results will be the outcome of what current
students & alumnus in engineering domain think about the institutes.
* Our secondary research shows that students put placements in
engineering colleges a way ahead than faculty - student ratio,
infrastructure, intellectual capital etc.
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 17

18. For college-entering students to decide the best option available.
For colleges to know what they need to improve and where they stand in
the pecking order.
For recruiters and human resource managers to decide the college they
would visit for campus interviews and negotiate pay packages.
For the teaching faculty to decide which colleges to aspire to teach in.
For students and alumni, for whom it is a matter of pride.
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 18

19. Parameters
Intellectual capital: Competence of faculty; faculty-to-student ratio; research output;
number of patents
Pedagogic systems and process: Admission process; teaching and evaluation
methodology; curriculum upgrading
Industry interface: Summer projects and internship; and number of research projects
undertaken with industry
Placements: Number and type of companies visiting for campus interviews;
maximum; median and minimum salary offered for Indian and abroad jobs; number
of students who went to higher education in reputed Indian and foreign institutes
Infrastructure and support systems: Campus area; total number of computers,
number of books in library; number of faculty cabins to faculty strength ration;
number of seminar halls; number of engineering drawing halls; number of
workshops, number of machines in workshops, number of laboratories, budget
allocated for labs, residential facilities for students and faculty; facilities such as
playgrounds, gyms, etc., responsiveness of administration to student needs
Vinay Chidri, Asso. Prof. & Head,Mech. Dept. MIT, Aurangabad 19