Distinguished Brent Felder Global Webinar from IUCEE, IFEES and GEDC.
“Inclusive Pedagogy in Teaching and Learning”
Dr. Stephanie Farrell, Experiential Engineering Education Department (EXEED). Rowan Univ. USA
Wed February 7, 2024: 2:00 pm GMT (7:30 pm IST, 9:00 am EST)
Register at link:
https://zoom.us/meeting/register/tJYlceiupjkqGN0s_ptYcuVAEvjup-h8IZmV
Manu Vora Series Webinar 2:
“Innovative Pedagogy and Continuous Assessments for Effective Implementation of NEP 2020”
Sunday February 11, from 9:00 am to 11:00 am IST
Registration link:
https://zoom.us/meeting/register/tJUqdemhqjsiG93mZ61aKYyEaKcgB57X9cwI
In this presentation, Dr. Vora will share his thoughts on Innovative Pedagogy and Continuous Assessments for Effective Implementation of NEP 2020. He will share his Collaborative, Experiential, and Outcome Based Teaching-Learning model he has practiced for over 31 years, strategies for engaging students in the classrooms, and continuous comprehensive assessments for effective implementation of NEP 2020.
Courses: Ongoing
IUCEE International Educators Certification Program (IIECP)
Teaching and Learning Process: Lecture 3
Thu, Feb 8 at 7:00 pm
(333 participants from 45 IUCEE Colleges and 32 VTU Colleges)
Please contact Sridhar Nori at sridharn18@gmail.com for additional information.
“Inclusive Pedagogy in Teaching and Learning”
Abstract
The need to diversify and grow the STEM workforce to remain competitive and relevant in a global economy is well established. Research shows that improving diversity in an organization has positive effects on creativity, innovation, productivity, and financial performance. The benefits of diversity extend to the educational environment, with diversity among students and faculty being essential to the intellectual and social development of all students. Institutions of higher education, corporations, and professional societies recognize diversification of STEM as a high priority. The culture of STEM education culture has proven to be a barrier to diversity in terms of its impact on student interest, self-concept, connectedness, and persistence in STEM disciplines. One of the key reasons cited for students leaving STEM is the perception of a chilly climate, especially by those who are members of underrepresented groups. This interactive seminar focuses on the pedagogical approaches to building a more inclusive environment for engineering education and will present several practical recommendations and examples for engineering educators to make their own engineering courses more inclusive.