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Teachers Re-Skilling Cell

Faculty Upscaling Program

Introduction

Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls for quality teaching within educational institutions. National and transnational debates like the Bologna Process, direct state regulations or incentives, competition among private and state-owned institutions all prompt institutions to put quality teaching on their agenda. Moreover, national quality assurance agencies push for reflection on the subject, even if their influence is controversial. As higher education systems grow and diversify, society is increasingly concerned about the quality of programmes. Much attention is given to public assessments and international rankings of higher education institutions. However these comparisons tend to overemphasise research, using research performance as a yardstick of institutional value. If these processes fail to address the quality of teaching, it is in part because measuring teaching quality is challenging.

Quality teaching must be thought of dynamically, in light of contextual shifts in the higher education environment. Studies are becoming internationalized, and higher education is being asked to contribute to new areas (such as innovation, civic and regional development) in order to produce an appropriately skilled workforce to meet the challenges of the 21st century.

Encouraging bottom-up initiatives from the faculty members, setting them in a propitious learning and teaching environment, providing effective support and stimulating reflection on the role of teaching in the learning process all contribute to quality teaching

The success of quality initiatives supported by the institution depends mainly on the commitment of the heads of departments who promote the quality teaching spirit and allow operational implementation. In large multidisciplinary institutions that have shifted to highly decentralised systems, departments have ownership of their activities and therefore a high level of accountability. Impetus and coordination of the heads of departments by institutional leaders through appropriate facilities and platforms for discussion are crucial.

Objective

The Faculty Development Programme (FDP) intends to provide financial assistance to facilitate up-gradation of knowledge, skill and intends to provide opportunities for induction training to teachers employed in disciplines Engineering & Technology, Pharmacy, Hotel Management & Catering Technology, Architecture, Town Planning and Applied Arts & Crafts.

Frame Work

3.1 Upskilling Strategies

In order to create robust upskilling in your organization, you will need to devise a strategic plan. Having a strategy will help you to get buy-in from leadership within the organization and also from the employees themselves.

GU faculty upscaling strategy is designed at three levels - University Level, School Level and Faculty Level. At the University level, all upcoming tools and technology that are common to all faculty are addressed one by one in the span of one year. At the School Level, all upcoming tools and technology that are common to all faculty from a particular school are addressed one by one in the span of one year. At the faculty level, faculty members themselves will upscale in the area of his/her interest using online courses/collaboration/online community etc. Thus every faculty member will upscale themselves in three area/domain/topic in one quarter. Finally, each faculty will get upscale in 9-12 areas/domains/technology/tools in one year.

At the end of each quarter, upscaling will be measured with respect to the following parameters

3. 2 Personal Development Plans

Encourage associates to build a Personal Development Plan that includes competencies that they want to improve upon and skills they want to gain. Empowering your employees to come up with their own plan is key to the success of the upskilling training program. Employees can identify new skills and competencies that resonate with them as opposed to being told what they need to

3.3 Creating and scaling an evidence-based faculty development program

For more effective teaching and learning in undergraduate engineering education, there is a strong need for evidence-based faculty professional development to shift from instructor-centered teaching to student-centered, active learning, which is more effective

3.4 Virtual exchange (VE)

VE is an educational practice that involves the engagement of groups of learners in extended periods of online intercultural interaction and collaboration with international peers as an integrated part of their educational programs and under the guidance of educators and/or facilitators.

Academic Calendar 2021-22

Sl No Topics Semester GU  Level School Level Faculty Level
1 Basic of Excel , ppt & ICT / Fundamentals of Python

 

 

ODD semester
GU  Level    
2 School Specific 

  School Level  
3 Faculty Interest specific (NPTEL/MOOC/Course era)

    Faculty Level

                                                                                                                                                       

4 Vmware “Virtualization for Beginners  and Cloud Computing”/  Statistical Analysis  R-Software       Even Semester GU  Level    
5 School Specific 

  School Level  
6 Faculty Interest specific from (NPTEL/SWAYAM/MOOC/Course era)

    Faculty Level

 

Name of Activity /School Name of Programme          
School of Computing Science & Engineering (SCSE) School of Electrical, Electronics & Communication Engineering ( EECE ) School of Civil Engineering (SOCE) School of Mechanical Engineering (SOME) School of Business (SOB) School of Liberal Education (SLE ) School of Media & Communication Studies (SMCS) School of Finance & Commerce  (SFC) School of Medical & Allied Sciences (SMAS) School of Law (SOL) Diploma in Engineering (DIE) School of Hospitality (SOH) School of Nursing (SON) School of Education (SOE)

 School of Basic & Applied Sciences

 School of Biosciences and Biomedical Engineering  School of Agriculture School of Ayurveda Science

 

  TOTAL

 

Basic of Excel , ppt & ICT / Fundamentals of Python 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 36
School Specific 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 36
Faculty Interest specific from (NPTEL/SWAYAM/MOOC/Course era) 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 36
Gr & Total 8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0   198

Specimen of Implementation

FACULTY DEVELOPMENT PROGRAMME (FDP)
(An Initiative of Go Digital @GU)
on
“Virtualization for Beginners and Cloud Computing”
( 5 days –5 Module )
Name of the course: Virtualization for Beginners  and Cloud Computing
Fee: Free of Cost
date: As per training Calender
Award: Certificate  from VMware  and Cloud Guru
Duration 5 days –5 Module
Get started via : https://vmwareacademy.edcastcloud.com/
Study Material Class training  and 5 Videos 
Study materials availability on Vmware https://vmwareacademy.edcastcloud.com/
Study materials availability on Youtube Module 1: Introduction to Data Center Environment
https://www.youtube.com/watch?v=o2Q-bqYV6-w&t=538s&spfreload=10

Module 2: Introduction to Virtualization
https://www.youtube.com/watch?v=KF1TjOD-lL0&t=202s

Module 3: Type 2 Hypervisor
https://www.youtube.com/watch?v=TIrsZdwA6C0&t=332s

Module 4: Type1 Hypervisor
https://www.youtube.com/watch?v=RI5ifx4eLs4&t=216s&spfreload=10

Module 5: VMware Converter
https://www.youtube.com/watch?v=LHwnj6kleZs&t=298s
How to start: Step:1 Open the website    https://vmwareacademy.edcastcloud.com/ Step2: Sign In  ( available on top right side of corner of webpage) Step3: Enroll   ( for the course ) Step4: Study the Module Video Step 5: End of Module Assignment

 

Support for certification Write Online Exam, FAQ available on net /td>

 

 

 

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