Innovation in education: Transforming teaching methods in Tier-2 institutions – Yurika.R

STEM education in India presents a diverse and complex landscape, particularly when comparing Tier-1 and Tier-2 institutions. Tier-1 institutions, such as the IITs and NITs, are often well-funded and equipped with state-of-the-art facilities. They have access to advanced laboratories, cutting-edge technology, and substantial research grants. In contrast, Tier-2 institutions struggle with limited resources.

Quality faculty members are the backbone of any educational institution. They bring their expertise and passion into the classroom and use innovative teaching methods, real-world examples, and interactive activities to foster a love for learning in students. Beyond teaching, the faculty members serve as mentors and guides.

The quality of faculty is another significant differentiator. Tier-2 institutions often face challenges in recruiting and retaining top-tier faculty. Limited professional development opportunities and lower salaries can deter highly qualified educators from joining these institutions. The disparity in resources and faculty quality naturally extends to student outcomes.

India’s STEM education landscape reveals a stark contrast between Tier-1 and Tier-2 institutions. While Tier-1 colleges benefit from ample resources, Tier-2 institutions face significant faculty challenges, underscoring the critical need for innovative teaching approaches—a perspective supported by Damayanti Bhattacharya, CEO, Maker Bhavan Foundation.

INITIATIVES TO ENHANCE FACULTY QUALITY

Enhancing faculty quality is a multifaceted challenge; it requires a comprehensive approach. It’s a sad reality that most faculty members at tier-2 colleges have minimal experience in innovation.

Makerspaces, for example, provide faculty with the opportunity to engage in hands-on learning and practical projects. This experience helps them bridge the gap between theoretical knowledge and real-world application.

By working on projects themselves, faculty members can understand the challenges and intricacies better, which they can further convey to their students effectively.

Additionally, makerspaces are often equipped with the latest tools and technologies. Actively involved faculty members will stay updated with the current advancements, ensuring that their teaching methods and content remain cutting-edge. This can be a space for faculty to explore new ideas, test hypotheses, and develop innovative solutions to problems with their students for collective growth.

The essence of the idea is that makerspaces can help faculty members develop a wide range of skills, from technical proficiency to project management.

These skills are invaluable for their professional growth and can be integrated into their teaching methodologies. Faculty members who take the initiative in makerspaces have the ability to emerge as leaders within their institutions.

ACTIVE FACULTY DEVELOPMENT

To truly democratise STEM excellence in India, we need to equip students with critical thinking and problem-solving skills that enable them to build real-world solutions. However, we can’t realise this vision until the faculty themselves have hands-on experience.

To address the issue at the grassroots level, it is required that we train the faculty at a technical as well as a managerial level.

It covers a wide range of topics, including project-based learning methods and system design aspects, ensuring that faculty members are well-versed in both theoretical and practical approaches. Participants learn how to take research from the prototype stage to full productisation, all while navigating the challenges of cost and time constraints.

The workshop also delves into project-specific topics, program delivery, progress reviews, student mentoring, and evaluation strategies, providing a holistic approach to faculty development.

One of the standout features of the LEAP programme is the regular connection with faculty members to discuss progress and challenges during the program’s execution. This ongoing support ensures that participants can continuously improve and adapt their teaching methods.

Additionally, faculty members are given opportunities to connect with industry networks, fostering valuable relationships that can enhance their professional growth and provide real-world insights into their teaching practices.

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When we talk about Tier-2 colleges, we talk of small-town local institutions that even people in the NGO space struggle to name. There is no fanfare attached to these names. Faculty members in such places are highly passionate but lack the skills that hinder them from providing a quality education. But there are other people where our education system has faltered. National-level changes and education policies are slow processes.

We will have faltered another generation by the time they are introduced with any relevance. It is for us, the NGOs and Education Welfare spaces, to remedy this. We need to ensure that our educators have innovation experience and are as hands-on and practical as we want our students to be.