Faculty Training-A Step in the Right Direction
In an earlier post I had discussed that the general unfamiliarity of teachers with technical vocabulary is a major problem ailing our technical institutions. A lot of the course material is lost on the English teachers who largely hail from a non-technical backgrounds and they struggle to explain things to their students. Now it is heartening to see that something is being done about this issue.
The Indo-US collaboration for Engineering Education (IUCEE) conducted a training/orientation programme for teachers in the field of technical education. Around 600 teachers participated in a session with acclaimed US professors to familiarize themselves with existing and emerging technology as well as to improve their teaching skills. These teachers will in turn speak to the staff of IUCEE regional centres all over the country enabling a large number to grasp various technicalities and become better equipped to handle technical courses.
Needless to say this will go a long way to improve the employability of teachers aspiring for a position in technical training and students who will be taught by them. I think these workshops should not only be conducted for teachers but for the students also. It will give them a chance to acquaint themselves better with technology and prepare some who want to get into academics.
Check out the report in The Hindu here.
Sylla-Bias
Most of our universities and colleges offering technical education seem to realize the importance of English communication skills beside domain knowledge. All the students are required to take a course on English which is designed to focus extensively on communication skills. So where does this course go wrong?
As far as the syllabus is concerned, the emphasis, understandably, is on developing LSRW skills and not on English literature. Students are required to read passages, attempt comprehension questions, develop an understanding for lexical and contextual meanings, listen for general and specific information, practice JAM (Just A Minute) sessions and so on which all sound quite impressive. However, what remains unimpressive is the performance of many students in the interviews.
Several Universities implement the English course only in the first semester. B.Tech is a six semester course. One wonders how much of the English course a student retains at the end of the course unless he/she has kept in touch regularly. One needs to think about there being more courses on English communication or spreading the English course over a considerable part of the entire duration for it to be more effective and helpful for the students.
We also need to understand that the focus of students coming to study engineering will be on the technical courses since they’ll want to be masters of their domain. The English course ends up being looked at as just an extra or even a burden sometimes. I have seen some of my friends studying engineering and for them it’s all about putting up with this trouble rather than taking a serious interest in it. Implementing courses alone won’t serve the purpose. It is up to the lecturer to make the students realize the importance of English communication skills in professional life and devise ways to keep the students interested. In the posts to come, I’ll attempt to look at the lecturers’ approaches to the English courses in engineering colleges.