Training Engineering Faculty

We believe in the concept of empowering of profession of teaching. An adult´s learning endures when the tutor does not strive to “teach”, but gives the learner, the chance to actively realize their own learning processes, organizing and steering them by themselves to suit their life situation. The trainers are released from their role as the “doers” in the centre what is happening, instead creating learning opportunities.in which the adult learners control their own learning, improving and refining their own learning methods, thus developing confidence in their own strengths.

This training program aims to develop a network of highly trained and highly confident professional key trainers who will be equipped to collaborate extensively across the teaching fraternity, to draw on each other’s strengths, strengthen each other’s weaknesses and, together, not only establish and deliver sustainable management development programs but also help the learners control their own learning, improving and refining their own learning methods, thus developing confidence in their own strengths.

The qualified and experienced training personnel who hand hold you on such a learning process do not have much in common with a teacher or trainer from the traditional mould. They are much more in the role of a learning arranger, a learning arranger, a learning adviser or coach for the learner and so play the role of a facilitator.

We suggest dozens of best practices for engaging learners and encouraging the discussions and also provide tactics for handling surprise situations in the classroom and handling different difficult participants.

We follow the two methodological-didactic principles that are important:

Activity-based learning

Activity-based learning is a learning principle for the qualification of the training personnel and preferred didactic concept for the design of professional learning processes. Professional capability as a result of this learning principle is inconceivable without continued learning. This also means: Traditional content and standard methods for professional education are to be repeatedly checked for their suitability and, where necessary, replaced. In activity-based learning, the main activity is undertaken by the learners. The participants are made to act themselves, so as to build up effective personal knowledge.

We can summarize this as: From practise to theory, from experience to cognition, from action to knowledge.

Participant orientation:

Here, it is always about the actual work of the participants themselves, and about the observations they have made about their teaching activity and their experience at first hand, and with the students with whom they work. Methodologically, the participant´s own activity always take priority over lecture-type forms of teaching processes. In concrete terms, this means that alongside the provision of scientific, theoretical background knowledge, the practice of new behavior is paramount.

The concept “Train the Trainer” is positively transmitted to the participants both as activity-based and participant-oriented so that practical abilities can be learned by activity-based learning throughout their further professional careers.

Topics Covered

• The changing nature of university student generations
• The prior knowledge and experience of 21st Century students
• Innovative teaching methodology
• Is teaching a Profession
• Art of Learning while Teaching
• Educational and Student Psychology
• Nature of Teaching as a Profession
• Ethical Principles of Teaching Profession
• Teaching Styles Analysis
• Teaching Methodologies and Styles
• Educational Psychology
• How to be a professional Teacher

• How to teach Engineering in the 21st Century
• Blooms Taxonomy
• Different Domains of Learning
• Student Learning Styles
• Student behavior
• Code of Conduct for Teachers
• Teaching Tolerance
• Challenges in the Class Room
• Imposter Syndrome
• Motivational Strategies for Adult Learning
• Overcoming Teaching Challenges
• Disciplinary 'technical' content

• The lecture
• The tutorial
• Problem-Based Learning
• Project-Based Learning
• Student Centered Learning
• Co-operative Learning
• Technology enhanced learning, including E-learning
• Keeping enough time for research
• The spaces we teach in
• Assessing individual students in team work
• Promoting Class room Management