Necessary guideline before initate the project:

The object of Project Work I is to enable the student to take up investigative study in the broad field of Mechanical Engineering, either fully theoretical/practical or involving both theoretical and practical work to be assigned by the Department on an individual basis or two/three students in a group, under the guidance of a Supervisor. This is expected to provide a good initiattion for the student(s) in R&D work. The assignment to normally include:

• Survey and study of published literature on the assigned topic;
• Working out a preeliminary Approach to the Problem relating to the assigned topic;
• Conducting preliminary Analysis/Modelling/Simulation/Experiment/Design/Feasibility;
• Preparing a Written Report on the Study conducted for presentation to the Department;
• Final Seminar, as oral Presentation before a Departtmental Committtee

To solve the problems involving drawings, designs, manufacturing, installation, testing and maintenance of machines. In order to cultivate the systematic methodology for problem solving using acquired technical knowledge & skills, and to enhance the generic skills & professional skills.

The student will be able to-

1. Identify, analyze & define the problem.

2. Generate alternative solutions to the problem identified.

3. Compare & select feasible solutions from alternatives generated.

4. Design develops, manufacture & operate equipment/program.

5. Acquire higher-level technical knowledge by studying recent development in mechanical engineering field.

6. Compare machines/devices/apparatus for performance practices.

7. Work effectively in a team

A batch of maximum 4 students will select a problem and then plan, organize & execute the project work of solving the problem in a specified duration. Student is expected to apply the knowledge & skills acquired. Batch may select any one problem/project work from following categories.

a) Fabrication of small machine / devices/ test rigs/ material handling devices/ jig & fixtures/ demonstration models, etc. Report involving aspects of drawing, process sheets, costing, Installation, commissioning & testing should be prepared and submitted.

b) Design & fabrication of mechanisms, machines, Devices, etc. Report involving aspects of designing & fabricating should be prepared & submitted .

c) Development of computer program for designing and /or drawing of machine components, Simulation of movement & operation, 3D modelling, pick & place robots etc.

d) Industry sponsored projects- project related with solving the problems identified by industry should be selected. One person / engineer from industry is expected to work as co- guide along with guide from institution.

e) Literature survey based projects: Project related with collection tabulation, classification, analysis & presentation of the information. Topic selected must be related with latest  technological developments in mechanical or mechatronics field, and should not be a part of diploma curriculum. Report should be of min 60 pages.

f) Investigative projects- Project related with investigations of causes for change in performance or structure of machine or component under different constraints through experimentation and data analysis.

g) Maintenance based projects: The institute may have some machine/ equipment/ system which are lying idle due to lack of maintenance. Students may select the specific machines/equipment/system. Overhaul it, repair it and bring it to working condition. The systematic procedure for maintenance to be followed and the report of the activity are submitted.

h) Industrial engineering based project: Project based on work study, method study, methods improvement, leading to productivity improvement, data collection, data analysis and data interpretation be undertaken.

i) Low cost automation projects: Project based on hydraulic/pneumatic circuits resulting into low cost automated equipment useful in the identified areas.

j) Innovative/ Creative projects – Projects related with design, develop & implementation of new concept for some identified useful activity using PLC, robotics, non-conventional energy sources, CIM , mechatronics, etc.

k) Environmental management systems projects: Projects related with pollution control, Solid waste management, liquid waste management, Industrial hygiene, etc, Working model or case study should be undertaken.

l) Market research/ survey based projects: Projected related with identification of extent of demand, sales forecasting, Comparative study of marketing strategies, Comparative study of channels of distribution, Impact of variables on sales volume, etc. The project involves extensive survey & market research activities information to be collected through various  mechanisms/tools & report is prepared.

m) Project based on use of appropriate technology particularly benefiting rural society or economically weaker section.

n) Project can be selected other than the area specified above. Project should provide viable and feasible solution to the problem identified. Report should be of min 50 pages.

           

Five Reasons Why Research Is Important

Learning to do research is an integral part of a person's education. Finding reasons why research is important may seem like a no-brainer. But not a few would want to avoid doing so. The lazy, if not mentallydrained, student could say, "Not again." And a disinterested academic could just be doing it for promotion purposes. Yet, for those who like to learn - whether or not they are members of a learning institution -doing research is not just an imperative, but a need. What reasons could drive one to appreciate research and engage in doing it?

 

 Even with the Internet, reading books is still important to doing research.

 1. A Tool for Building Knowledge

Research is required not just for students and academics, but for all professionals. It is also important for budding and veteran writers, both offline and online. For those looking for a job, research is likewise a necessity.

Among professionals and scribes, finding an interesting topic to discuss and/or to write about should go beyond personal experience. Determining either what the general public may want to know about or what researchers want them to realize can serve as a reason to do research.

 The Brain Research Trust acknowledges the importance of research. Undoubtedly, it is crucial to studying and finding possible cures for diseases, as well as how to prevent them. Thus, research becomes a must to ascertain if one’s ideas are supported by previous studies or if these ideas still need proof to be considered as knowledge

Furthermore, in developing new products and services, companies invest in research and development (R&D), as these play a critical role in innovation. R&D also helps secure a vantage point over competitors. Finding out how to make things happen and what could differentiate them from similar stuff can raise the company’s market value. Such improved commercial image can help

boost both its productivity and profitability

The unemployed could also benefit from doing research, for it could lead them not just to find potential employers, but if these are legitimate job offers. Without research, the gullible, yet hopeful jobseeker may fall prey to unscrupulous headhunters who could be involved in illegal recruitment and/or human trafficking.

 2. Means to Understand Various Issues

 Television shows and movies ooze with research - both on the part of the writer(s) and the actors. Though there are hosts who rely on their researchers, there are also those who exert effort to do their own research. This helps them get information that hired researchers missed, build a good rapport with the interviewee, and conduct a good interview in the process.

 For their part, some film and TV actors would take time to interview detectives, boxers, scientists, business people, criminals, and teachers, among others. Others would even immerse themselves in situations that would make them understand social and personal issues like living behind bars or in a drug rehabilitation center. Many would read literature, biographies, or journals to have a better view or context of the story.

 As what Terry Freedman says in "The Importance of Research for ICT Teachers (2011): "Research can shed light on issues we didn’t even know existed, and can raise questions we hadn’t realised even needed asking." Thus, almost all writers of imaginary and non-fictive tales also do research because doing so helps them create a good story and/or achieve strong credibility as an academic.  The Internet provides people a convenient way to do research.

3. A Way to Prove Lies and to Support Truths

 Ever experienced feeling that your mate is having an affair behind your back? Some people would overlook that and say that it's better not to know; others though would take discreet action, hiring detectives to do the work. What does research have to do with that situation? A lot.

Doing research to reveal lies or truths involving personal affairs contributes in either making a relationship work or in breaking away from a dysfunctional one. For the monogamous lot, doing research to disprove or prove infidelity is not simply a trust issue, but a right to find out the truth - unless one's intimate partner has already admitted being polyamorous even before the relationship started. When s/he dislikes answering relationship-related questions, including her/his whereabouts, it is better to see that as a red flag and take baby steps to save yourself from what could become a more serious emotional mess later.

 Scientists also deal with research to test the validity and reliability of their claims or those of other scientists'. Their integrity and competence depend on the quality - and not just quantity - of their research. Nonetheless, not everything scientists come up with get accepted or learned by everyone, especially when factors like religion, state suppression, and access to resources and social services like education and adequate health programs either feed the poor majority with lies or deter them from knowing truths to preserve the status quo.

4. A Seed to Love Reading, Writing, Analyzing, and Sharing Valuable     Information

 Research entails both reading and writing. These two literacy  functions help enable computation and comprehension. Without these skills, it is less likely for anyone to appreciate and get involved in research. Reading opens the mind to a vast horizon of knowledge, while writing helps a reader use her/his own perspective and transform this into a more concrete idea that s/he understands.

 Apart from reading and writing, listening and speaking are also integral in conducting research. Interviews, attending knowledge-generating events, and casual talks with anyone certainly aid in formulating research topics. They can also facilitate the critical thinking process. Listening to experts discuss the merits of their studies helps the listener to analyze a certain issue and write about such analysis.

 With the vast array of ideas available, scholars and non-scholars involved in research are able to share information with a larger audience. Some view this process as ego-boosting, while others see it as a means to stimulate interest and encourage further studies about certain issues or situations.

 As literacy is integral in improving a person's social and economic mobility and in increasing awareness, research then hones necessary basic life skills and makes learning a life-long endeavor

5. Nourishment and Exercise for the Mind

 Curiosity may kill not just the cat, but the human as well. Yet, it is the same curiosity that fuels the mind to seek for answers. The College Admissions Partners (n.d.) notes how scientific research in particular "helps students develop critical reasoning skills...helpful for any field of higher education..." Such search or the thinking process is food for the brain, allowing creativity and logic to remain active. It also helps prevent mental illnesses like Alzheimer's.

 Indeed, research and doing research encourage people to explore possibilities, to understand existing issues, and to disclose truths and fabricated ones. Without research, technological advancement and other developments could have remained a fantasy. Reading, writing, observing, analyzing, and interacting with others facilitate an inquisitive mind's quest for knowledge. Research serves as an instrument to achieve that goal.

    Ways to Improve Research Skills

 Are you interested in further developing your ability to do research? There are several steps to do it.

 One of the easiest ways to know more about research is to read hard copy and electronic books about it. If you do not have a computer with Internet connection, you can go to the library, a nearby bookstore, or ask a close friend or relative to lend you her/his smartphone or laptop so you could look for books or articles about research. 

If you have access to the Internet, you can watch online tutorial videos on this topic. High school students can learn from this presentation, for instance:

 

    Research Basics for High School Students by Journal Storage (JSTOR)

For those who intend to be full-fledged researchers, you might want to attend training-seminars, workshops, and conferences aimed at deepening your knowledge and honing your skills in doing research. These events are conducted by various organizations, particularly universities and "think tank" agencies. Use search engines to look for these opportunities, as well as for scholarships that could help you finance your participation in these activities.

 You might also consider searching for reputable researchers in your field of interest, especially if you plan to pursue postgraduate studies. You could email an academic, a scientist, or another professional to inquire about their opinion on your thesis or dissertation topic. Having a research mentor can help you gain a broader understanding of what research is all about.

 Another way is to watch films and read different kinds of books, fiction and otherwise. These sources can ignite your curiosity and drive you to seek more information. You might want to jot down notes about the topics discussed and/or what you've learned. You might wonder why this is part of the research process. Watching movies, reading books, and writing various stuff hone your comprehension and ability to analyze. These can improve your vocabulary and aid you in finding your voice as a researcher.

11 Habits for effective Teaching

By Carrie Lam , Academic Director, Teacher & Workshop Leader, Canada

I really appreciate teachers who are truly passionate about teaching. The teacher who wants to be an  inspiration to others. The teacher who is happy with his/her job at all times. The teacher that every other child in the school would love to have. The teacher that kids remember for the rest of their lives. Are you that teacher? Read on and learn 11 effective habits of an effective teacher.

1. ENJOYS TEACHING.
Teaching is meant to be a very enjoyable and rewarding career field (although demanding and exhausting at times!). You should only become a teacher if you love children and intend on caring for them with your heart. You cannot expect the kids to have fun if you are not having fun with them! If  you only read the instructions out of a textbook, it's ineffective. Instead, make your lessons come alive by making it as interactive and engaging as possible. Let your passion for teaching shine through each and everyday. Enjoy every teaching moment to the fullest.

2. MAKES A DIFFERENCE.
There is a saying, "With great power, comes great responsibility". As a teacher, you need to be aware and remember the great responsibility that comes with your profession. One of your goals ought to be: Make a difference in their lives. How? Make them feel special, safe and secure when they are in your classroom. Be the positive influence in their lives. Why? You never know what your students went through before entering your classroom on a particular day or what conditions they are going home to after your class. So, just in case they are not getting enough support from home, at least you
will make a difference and provide that to them.

3. SPREADS POSITIVITY.
Bring positive energy into the classroom every single day. You have a beautiful smile so don't forget to flash it as much as possible throughout the day. I know that you face battles of your own in your personal life but once you enter that classroom, you should leave all of it behind before you step foot in the door. Your students deserve more than for you to take your frustration out on them. No matter how you are feeling, how much sleep you've gotten or how frustrated you are, never let that show. Even if you are having a bad day, learn to put on a mask in front of the students and let them think of you as a superhero (it will make your day too)! Be someone who is always positive, happy and smiling. Always remember that positive energy is contagious and it is up to you to spread it. Don't let other people's negativity bring you down with them.

4. GETS PERSONAL.
This is the fun part and absolutely important for being an effective teacher! Get to know your students and their interests so that you can find ways to connect with them. Don't forget to also tell them about yours! Also, it is important to get to know their learning styles so that you can cater to each of them as an individual. In addition, make an effort to get to know their parents as well. Speaking to the parents should not be looked at as an obligation but rather, an honor. In the beginning of the school year, make it known that they can come to you about anything at anytime of the year. In addition, try to get to know your colleagues on a personal level as well. You will be much happier if you can find a strong support network in and outside of school.

5. GIVES 100%.
Whether you are delivering a lesson, writing report cards or offering support to a colleague - give  100%. Do your job for the love of teaching and not because you feel obligated to do it. Do it for self-growth. Do it to inspire others. Do it so that your students will get the most out of what you are teaching them. Give 100% for yourself, students, parents, school and everyone who believes in you. Never give up and try your best - that's all that you can do. (That's what I tell the kids anyway!)

6. STAYS ORGANIZED.
Never fall behind on the marking or filing of students' work. Try your best to be on top of it and not let the pile grow past your head! It will save you a lot of time in the long run. It is also important to keep an organized planner and plan ahead! The likelihood of last minute lesson plans being effective are slim. Lastly, keep a journal handy and jot down your ideas as soon as an inspired idea forms in your mind. Then, make a plan to put those ideas in action.

7. IS OPEN-MINDED.
As a teacher, there are going to be times where you will be observed formally or informally (that's also why you should give 100% at all times). You are constantly being evaluated and criticized by  our boss, teachers, parents and even children. Instead of feeling bitter when somebody has something to say about your teaching, be open-minded when receiving constructive criticism and form a plan of
action. Prove that you are the effective teacher that you want to be. Nobody is perfect and there is always room for improvement. Sometimes, others see what you fail to see.

8. HAS STANDARDS.
Create standards for your students and for yourself. From the beginning, make sure that they know what is acceptable versus what isn't. For example, remind the students how you would like work to be completed. Are you the teacher who wants your students to try their best and hand in their best and
neatest work? Or are you the teacher who couldn't care less? Now remember, you can only expect a lot if you give a lot. As the saying goes, "Practice what you preach".

9. FINDS INSPIRATION.
An effective teacher is one who is creative but that doesn't mean that you have to create everything from scratch! Find inspiration from as many sources as you can. Whether it comes from books, education, Pinterest, YouTube, Facebook, blogs, TpT or what have you, keep finding it!

10. EMBRACES CHANGE.
In life, things don't always go according to plan. This is particularly true when it comes to teaching. Be flexible and go with the flow when change occurs. An effective teacher does not complain about changes when a new principal arrives. They do not feel the need to mention how good they had it at their last school or with their last group of students  compared to their current circumstances. Instead of stressing about change, embrace it with both hands and show that you are capable of hitting every
curve ball that comes your way!

11. CREATES REFLECTIONS.
An effective teacher reflects on their teaching to evolve as a teacher. Think about what went well and what you would do differently next time. You need to remember that we all have "failed" lessons from time to time. Instead of looking at it as a failure, think about it as a lesson and learn from it. As teachers, your education and learning is ongoing. There is always more to learn and know about in order to strengthen your teaching skills. Keep reflecting on your work and educating yourself on what you find are your "weaknesses" as we all have them! The most important part is recognizing them and being able to work on them to improve your teaching skills. There are, indeed, several other habits that make an effective teacher but these are the ones that I find most important. Many other character traits can be tied into these ones as well.

LAST WORD: There is always something positive to be found in every situation but it is up to you to find it. Keep your head up and teach happily for the love of education!

Tips for teaching first class!

As you take on what is likely to be a new experience of having full responsibility for teaching courses in your field, you will also be learning to balance the time you spend on teac​hing, research, and service to your department and the University. Even if you have already had full course responsibility as a Teaching Assistant, you will be taking on a new role of authority in the eyes of the students.

The following tips are meant to help you strengthen your effectiveness as you make the transition into
this new phase of your teaching career:
Take Advantage of the Resources Available to You
Before the Semester Starts: Course Planning
Before Each Class Session or Office Hour
During Each Class Session
After Each Class Session
Working with Students
Recommended Reading

Take Advantage of the Resources Available to You

Do your research.
Ask your colleagues about what you can expect of Washington University students. Ask them what they wish they would have known about teaching before they taught their own courses for the first time. Your colleagues can provide helpful insights about teaching specific courses and about teaching
in general (what works and what doesn’t).
Learn about and participate in Teaching Center programs.
The Teaching Center’s professional-development programs for faculty include workshops (such as a lunch-time series for junior faculty), Teaching Strategies handouts, and scholarship on teaching and learning. Gina Frey, Executive Director of The Teaching Center, is available to observe your teaching and to consult with you on teaching matters, such as course planning, improving student learning, and grading.

Before the Semester Starts: Course Planning

Start by defining course goals.
Rather than beginning by defining the content your course will cover, start by defining your goals for
student learning. Establishing what you want your students to learn (including both knowledge and skills) will help you determine the appropriate content, teaching methods, assignments, and exams. Consider your expected enrollment.
Keep in mind that the methods and approaches you use will be shaped not only by your course goals,
but also by the size of the class and the types of students who will be taking the course (majors or non-majors; first-years, seniors, or a mix; etc.). 

Begin the process early, at least six months in advance if possible.
Give yourself plenty of time to plan the course as well as to order or otherwise make available to students all necessary materials. If you plan to set up a course Web site, seek out any needed technical assistance well ahead of time.
Blackboard , the University’s learning-management system, offers a convenient means of creating a Web-based community for each of your courses. The Campus Bookstore asks for book orders in April for the following fall semester and in October for the following spring semester. The University
Libraries can place materials on "reserve" (electronically or in hard copy) for your students. For information, go to Library. You can also post electronic documents on Blackboard . If you are planning to put together a photocopied packet of readings for students, be advised that it can take several months to obtain copyright clearance from publishers.
Set high, but realistic, expectations for student learning and achievement.
Your students will rise to the occasion and meet your expectations, but only if you plan and approach the course in a way that will provide them with the tools they need to succeed.
Develop assignments and exams that will help your students advance their thinking.
For example, begin with assignments that require them to recall information and define terms, then work up to lengthier assignments and exams that ask them to apply, analyze, synthesize, and evaluate. Establish the course policies.
Establishing all course policies, including those pertaining to academic integrity, grading, and attendance, before the class begins will go a long way toward preventing problems. Keep in mind that
it is always easier to set clear, even rigid policies at the outset and then be flexible later on, when the occasion warrants, than to try to enforce more rigid policies later in the semester. When applying course policies and discussing them with students, make it clear that fairness to all students is your goal. All policies should be included in the course syllabus.
If you are supervising Teaching Assistants (TAs), communicate with them before the semester begins. Determine and explain all TA roles and responsibilities. Ensure that TAs understand, and have opportunities to ask questions about, the course content and policies. Check out your classroom and any available multimedia.
You can see details (including photos) of your classroom by using the Classroom Directory on the Teaching Center Web site. However, it is always best to visit the classroom yourself, so that you can familiarize yourself with the layout and any available multimedia.
Take time to prepare for the first day.
Prepare to teach , rather than just to introduce the course and its requirements, the first time you meet with students so that you can give them a sense of what to expect in the course. You should also be prepared to explain all course requirements and policies, and to give students a clear idea of what you will expect in terms of their participation
Practice your first class session, preferably in the classroom where you will teach. Rehearse how you
will use the chalkboard, how you will manage the time, when you will pause to ask questions, how you will present yourself, etc.

Before Each Class Session or Office Hour Prepare.

Preparation is the best cure for nervousness or uncertainty. Ensure that you have a grasp on the course content as well as access to all necessary materials, including textbooks, lab equipment, and other resources.
As you prepare for each class, help session, or office hour, do not merely go over the same content that the students are learning. Take a broader view, considering the ideas and assumptions behind the content and anticipating questions that students, who may be seeing this material for the first time,
will ask you. Having a “Plan B” ready to go if your “Plan A” does not go as anticipated will help you maintain confidence and control. For example, sometimes a discussion that you expected to last 15 minutes is over in 5, but still achieves the goals you had in mind. Rather than letting the class go early because you have run out of ideas, you can devote the remaining time to another activity that will help the students learn the material (e.g., summarizing the key ideas of the day, asking the students to list what they see as the key ideas, or presenting a problem or mystery that you will solve during the next class).
Plan to use a variety of teaching methods
Expect that your students will bring into the course different learning preferences. While some may be active learners who prefer to solve problems in order to learn concepts, others are reflective learners who prefer to master concepts through uninterrupted reflection. Recognize your own learning preferences and make efforts to extend your approach beyond those preferences. In other words, do not assume that you can teach  something in the same way that you learned it and get the same results with all of your students . You can be most effective if you combine teaching methods to reach as many students as possible: for example, combine verbal and visual explanations, explain concepts using both a “big-picture” and a detail-oriented approach, and give students opportunities for active learning and reflection.
Get organized.
No matter what teaching methods you are using, you can enhance your students’ learning and gain their appreciation if your classes are well organized. Each class period should have a clear beginning,
middle, and end.
Try not to “cover” too much material in a single class period; include time to summarize important points and make connections to material that you covered during the last session.
You can present more information and ideas in a lecture, for example, if you do not summarize and make connections; however, you will reduce the likelihood that the students will learn and retain all
of the material.
Get emotionally ready for each class.
Set aside time right before you teach to focus your mind on your goals for that day and to look forward to teaching—to interacting with students, helping them learn the day’s material, and responding to the questions and ideas that they bring to class.

During Each Class Session

Arrive early, start on time, and end on time.
Showing your respect for everyone’s time will encourage your students to do the same. Arriving at the classroom early will allow you not only to set up for class but also to talk with students  informally.
This informal interaction will help you establish a rapport with your students, which will in turn help
them feel confident to participate in class and to ask for help when they need it. Interact with students; include opportunities for active learning.
Demonstrate from the first class that you are interested in what students are thinking. Include plenty of opportunities for students to ask and answer questions. While a lecture course will provide fewer opportunities for interaction than a discussion course, you will find that students will be able to learn and retain more material if you pause every 15-20 minutes to ask questions or to ask students to apply a theory, solve a problem, or discuss a debated point.
Show passion for the subject and for your students’  learning.
One of the most effective ways to inspire your students to learn is to show that you are truly interested in, and excited about, the course content and their learning.
When responding to your students’ questions and comments, use both verbal and non-verbal cues to show them that you are listening and engaged.
Do not use this time to look down at your notes or remind yourself of the next topic. Students can perceive these actions as indications that you are not truly listening to what they are saying.
Be flexible.
Be prepared to have good days and bad days in the classroom. If you are not getting good results teaching in a particular way, try something new. For example, if the students in your discussion or recitation section are extremely quiet, break them up into smaller groups to solve a problem or answer a set of questions.
If students appear bored, include more opportunities for active learning.
Pause in the middle of class to have students ask and answer questions, provide examples, or solve problems. Do not assume that students look bored because they know the material and then decide to speed up your pace; it may be instead that they are having trouble understanding what you are presenting to them. It may also be that they are sleep-deprived, as college students often are.
If you do not know the answer to a question, say so. Tell the students that you will find an answer, and then get back to them. Present the answer to the entire group during the next class; do not let the
matter drop. You do not need to be all-knowing to maintain your credibility. One way to lose it, in  act, is to bluff by giving an answer of which you are unsure and that students may later find out to be
untrue. Model intellectual curiosity and honesty. Your enthusiasm to learn something new will inspire
your students to follow your example.
When asking questions, do not be afraid of silence. Often, silence means that students are thinking. Do  not give in to the temptation to end the silence by answering your own questions, which will only convince students that if they wait long enough, they will not have to think because you will supply the answers for them. Wait 5-10 seconds for an answer. If, at that point, you are getting blank stares and quizzical expressions, rephrase your question.

After Each Class Session

Jot down brief notes on how it went.
Take five minutes to note what worked and what didn’t, as well as any new ideas that occurred to you while teaching. Include these notes in your lecture notes or lesson plan, so that they will be readily accessible when you are preparing for the next session or teaching the same course again. If you wait until the end of the semester to reflect on how the entire course went, you will have forgotten the specific details that will be helpful to you later.
Make any necessary adjustments to your plan for the next class session.
For example, will you need to clarify or review any material from the session that just ended? Will you need to start at a different point than that which you had anticipated? Do you need to make changes in the way that you present material? Is there anything you can do to improve student participation? Anticipate questions that students may ask in office hours, review sessions, or subsequent classes.
Prepare answers, as well. Do not stick to the material itself. Take a step back to consider why this material is important, what difficulties a novice learner might have with it, and how you might explain it in ways that appeal to different learning preferences (e.g. visual vs. verbal methods).

Working with Students

Learn about your students.
As with anything that you are communicating, you  can be most effective when you shape what you are teaching for your specific audience. In general, be cognizant of your students’ level of familiarity with the course material, as well as their relative intellectual capabilities: for example, undergraduate students will not be prepared to discuss ideas at the same level of complexity and ambiguity that you became accustomed to as a graduate student.  Therefore, you may need to adjust your own language and approach when teaching undergraduates.
The more you know about your students’ academic backgrounds and abilities, the better able you will
be to help them learn what you would like them to learn. You can learn about your students by asking your colleagues about their teaching experiences, by paying attention to the kinds of questions that students ask, or by administering diagnostic exams or informal first-day questionnaires.
Be proactive when dealing with student concerns and complaints.
Some students will feel comfortable coming to you throughout the semester to ask questions. Others
will struggle on their own and need encouragement to seek help in office hours or help sessions. First- year college students, some of whom may be accustomed to excelling academically with less effort than is now required, may have a particularly tough time asking for help. Presenting yourself as
approachable and interested in their questions and concerns will go a long way toward encouraging students to ask for assistance when they need it.
When students come to you with a complaint, take the time to listen to what they have to say before responding. Keep the discussion calm and focused. When you do respond, keep in mind the importance of sticking to your course policies (e.g., on grading and attendance) and University policies (e.g., on academic integrity violations). To ensure fairness for all students, you should make exceptions only when circumstances warrant, and not in order to end a conflict with an individual student. If a student is complaining about a grade, explain the justification behind the grade, but eventually turn the conversation to strategies the student can use to improve her or his performance on the next assignment or exam, or in future courses.
Seek out assistance when you need it.
Often, a student’s academic performance is affected by non-academic issues such as medical concerns or personal problems. If you suspect this may be the case, or if you have simply noticed that a student’s academic performance has declined suddenly, you may find it helpful to consult with the student’s academic advisor or Student Health Services.

Recommend Reading

In last always recommend your students some good reading, so that  they learn themselves how to face problems or create queries, because what student learn from a teacher is just a recommendations of a subject and after that he had to use his knowledge and grab the subject, so its always better to recommend them some good stuff for reading related to latest research, good books, magazines or papers...

Is it possible to be a good researcher and lecturerat the same time?

Have you ever had a really good teacher or lecturer who has just made a subject interesting, applicable and even a bit fun? I hope so, because an exceptional lecturer is a rare breed, it seems. I guess that's why they're exceptional! And this is particularly true of engineering at the University of Western Australia (UWA). UWA is a research university, meaning that any given engineering lecturer  s also juggling various research projects, and for some lecturers, have up to 20 thesis students to supervise. This of course affects the quality of the lectures I receive as an engineering undergraduate. Can lecturers can be much older than students and still give good lectures? And what kind of things will a good engineering lecturer do to keep student interest up as well as ensure their content is being understood? Are there character  traits that are needed, too? Indeed. And presumably  many characteristics of an excellent engineering lecturer will overlap with those of an excellent science, arts or music lecturer. I'm going to tell you a bit about my own uni experience of lecturers, as
well as briefly comment on some elements of good lecturing.

Vague and boring?
In one sense, I would say that engineering lecturers' research actually enriches their lectures, as they can enthuse about their research work. However, it can mean that a lecturer is in his or her own  world, and so are vague or simply boring when presenting talks. It can also mean that we end up with lecturers who are endearingly quirky. I wonder sometimes whether some lecturers just view their  class presentations as necessary inconveniences, which are stopping them from getting more research done. But I think that is a fairly rare attitude. Usually, my lecturers have been both approachable and helpful. Nevertheless, research lecturer often have the problem of forgetting the difficulties they themselves faced when they were learning the same content a while ago in their undergraduate degrees. And so they explain concepts either in an academic, dense way or simply in insufficient detail with an assumption that the concept is fairly obvious. But we engineering students thrive on examples when learning new formulas, and yet lecturers often give surprisingly few illustrations on how to apply those weird- looking math equations. Those valuable examples are usually shown later in the smaller tutors run by PhD students or upper-year students, thus making tutorials the place where much of our deep learning  happens.

Making the numbers come to life
I'm just reflecting on all the lecturers I've had throughout my engineering degree. My lecturers have ranged from about 35 y.o. to about 75 y.o, mostly in their forties, I think. I've had excellent lectures from both the younger and older academics. According to my recollection, I've had 31 male lecturers and about four female lecturers. I've had one German, at least three Poles, two Malaysians (I think), one Mauritian, one Italian, one Swede, one Bulgarian and over 20 Australian lecturers. Each one has had their own unique sense of humour, personality and teaching style. The level of spoken English has been a limiting factor for some of my lecturers, but usually they get around this by explaining content in another way, having good powerpoint slides or having good lecture handouts. Sometimes it's just a bit too difficult for them, and so then students need to spend extra time working by themselves to understand the content. This can be quite time-consuming. Interestingly, there are some cultural trends in humour (eg. the Polish lecturers often have a cynical or sarcastic sense of humour) and style (eg. overall, the Australian teachers seemed to give more examples in lectures). Two of my female lecturers were Electrical Engineers turned lecturers, while the other two women were from the School of Mechanical Engineering.

Two big factors: Enthusiasm and Experience?
Two big factors overall in the teaching quality of lecturers I've been under from 2007 to 2012 have been simply their lecturing experience for their units as well as their personal enthusiasm for  teaching. As their confidence and familiarity with their lecture slides and notes has increased of the  years, the smoothness of their presentation and clarity of their explanations have doubtless improved. Also, as the lecturer receives feedback from previous students, they can expand on their previous explanations and powerpoints. But all this is negatively affected if the lecturer isn't enthusiastic. Some lecturers I've had seemed to be counting the places they'd rather be. This isn't lost on the students. If lecturers don't want to be there, then students don't either. What a surprise! On the flip side, if a lecturer like Cosimo Faiello is enthusiastic about their topic, even about one as mundane as Project Engineering Practice, then that can motivate and interest students to study more and take greater ownership of their learning. Cosi, as the Italian lecturer asks us to call  him, not only exudes energy and enthusiasm about his course, but he also uses personal stories to back-up his points. Of course, this isn't easy to do with most engineering units, but it does indicate that stories do really help in engaging audiences and placing info in context. Researching and teaching: not the easiest juggling
act

So what makes a good engineering lecturer? They need to be approachable. They'll make sure that their lecture slides, handouts and comments in their lectures address questions that students are asking. They'll often talk about their research or tell stories to help students get a picture of how a principle will work in the real world, as well as to make a talk more interesting. Generally, by being themselves, as research academics, they can be quite entertaining. I really treasure the good teachers I've had a uni, and I recognise the challenges of being a good engineering lecturer (or a good lecturer in anything, really).

What is wrong with the Indian education system in terms of growth?

Read all the answers before agreeing to the following consolidation.

The main types of answers appear to be:

1) Half the country does not even have access to proper education, and only a small fraction can go to university.

- Lack of quality primary education for the poor

- Limited seats in Universities

2) Everything is about rote memorization, leading to behaviour which encourages cramming and
forgetting rather than life long learning.

3) Standardized testing determines everything, and aptitude of students is not recognized outside this format

4) Lack of diversity in the subjects you can take in college (e.g. can't double major in Math and German. like you can in the USA)

5) Extreme pressure from parents / society to use education for financial security = CSE degrees for programming jobs or medicine. Societal pressure to get into the "right schools", not only for the
education aspect but to ensure good job/ marriage prospects, in general success in life. Little incentive to take risks and follow own interests or encourage creativity. Generally conformist culture, which makes educational achievement the only thing that matters to social standing.

6) Additional extreme pressure due to limited seats resulting in very intense competition between students.

7) Reservation system

8) Management quota system What is management quota?

9) Government control of education/ Government Monopoly in education.

10) Right to Education Act.

11) Education sector is closed to for-profit organizations.

12) Few opportunities and flexibility to cross over into different streams of education.

Professor Bhaskar Ramamurthi, Director of IIT Madras, answersquestions on Vision 2020 for the institution. Excerpts from an interview…

Where does IIT Madras stand globally?....................Professor Bhaskar Ramamurthi, Director of IIT Madras

With the second strategic plan for IIT Madras having been put forth,  The IITs have already grown into a brand. Why then hanker for an international rank?

The IITs are not meant only for undergraduate education. What you are talking about is our global position as a top undergraduate educational institution. …you can’t do world-class undergraduate teaching without doing research also. Now the government has made it clear that they want research as a direct output, not just as a part of undergraduate teaching. So we have to aspire for a ranking on all outputs. We want to be known for our post- graduate output and research output as well. The global rankings don’t capture this too well and the government wants to set up an Indian ranking framework which takes into account what our objectives are. 

But while this may be true, we must rank ourselves to see where we stand globally. How will it change things?

It can only improve. We are also getting a lot of interest from the cream of undergraduate students, not just our own, after the launch of the direct PhD programme [PhD after BTech]. I recently met with 80 students we have picked this way; they’ve all come because they have made an early decision to get into research. As many hands were raised for industry as for teaching. This is very good for the
country and for us to pick them early and nurture them. I was really encouraged by this.

Can you talk about the MoUs with foreign universities ?

We have MoUs with nearly 150 universities. With 50 to 60 of them there are PhDs being  co-supervised with their faculty and with five there are joint PhD programmes planned.

You have talked about developing interdisciplinary centres. What are the directions in which IIT Madras is likely to make progress?
We are seeing very clearly that some 25 [interdisciplinary] centres are coming up. Propulsion technologies became obvious to me a year or so ago. For about two years now, we have been working on getting the right centre, for our capabilities, on data sciences. We want an interdisciplinary group. We’ve assembled six to seven faculties, now it’s grown to about ten. It will be based more on networks. Whether it’s a transportation network or a biological network or a network of wireless communication nodes, what you can learn about these systems and what is happening based on volumes of data that you generate, that is the area we want to look at. There is a big centre on machine tools coming up. We have proposed a large centre in advanced manufacturing, to focus on very new areas of manufacturing, not what is traditionally understood.

You plan to change the curriculum so that students will be taking 50 per cent core courses and 50 per cent electives. Please elaborate.
There are some constraints of the IIT system by which students have to choose their branch at the time of joining — whether they know anything about it or not. There’s no easy way around this. However, what we are saying is that we will define the curriculum for each of these majors in such a way that with the core courses, roughly 50 per cent, you will be legitimately qualified for a bachelor’s degree in that discipline; as you grow here, if you find that your interests are taking you [elsewhere],
through the electives you can redefine yourself. Your degree might say you’re from metallurgical engineering, but your transcript will say you are also somewhat different. And very often in the world, jobs as well as higher education is as much based on what your transcript says as your degree. The students will be able to move in the direction they want.  

Student life has changed in recent times. People are more isolated and face pressures, perhaps because of technology. Is there a plan to address this?

Our counselling setup is becoming bigger and better all the time. Now counselling is not just for those in trouble. It is for everybody. We are now seeing that everybody is involved in some activity  other than their academics — it could be sport, music, art, literature, debate… We are trying to track  that. Our counselling is becoming more proactive. We try to find out the students who are not doing anything and ask them, “Would you like to do something [else]?” We are trying to open out more things for the students. We are trying to reach out and be more available, with quick closing of feedback loops so that we can counsel if they are in trouble of any kind or confused in any way.

The campus is poised to become more student- friendly. Can you explain?

One thing I have always noticed in many universities around the world is that there is a square — where it is very nice. Somewhere off the square there is a cafeteria and a lot of people hang out there. IIT Madras in particular has had to deal from its inception that it is in a very pristine natural setting. And we just don’t have a square — a central, human-designed, architected, space. For the new academic complex that’s coming up, we have found a way to create a big social space and a food court nearby. We need a place which is a very obvious hangout for students. The new academic complex is coming up where we used to have our big godowns earlier. There used to be a bus depot
nearby, we got rid of that and it turns out that there is a big open area there which is going to become a quadrangle.

This is not the satellite campus?

No, the satellite campus may or may not happen. We are working with the Tamil Nadu government on that and they are trying very hard to find us suitable land. It obviously cannot be very far from [the main campus]. Finding a suitable land has been a challenge, but we have identified it and it is now at a very advanced stage of consideration in the government. If that comes, that will change our planning, but it will not change the need for that kind of place here.

Teaching career after B.Tech

Teaching is a much respectable career and those who have a passion towards teaching can opt for this  career. Many Indian universities as well as colleges offer students of B.Tech to work with them as guest lecturers or lecturers. More details about the teaching career options available for individuals after B.Tech is given below.
What can one do?
Many new engineering colleges are coming up in India and because of this; the job opportunities for teachers are on the rise too. As there are numerous specializations available in B.Tech, it will be easy for a B.Tech graduate to get jobs as Lecturers or guest lecturers with private colleges. More job opportunities will be available for students if they finish their M.Tech degree. This is because, the majority of colleges today opt for those students who have M.Tech degrees or are pursuing their Masters in Technology degree.
One other option for students is to go for MBA after their B.Tech degree. They can specialize in Systems and Operations or any other field of their choice. Career opportunities for these students will be high not only in the teaching profession but also in the corporate world. The remuneration got by them will be high as well. With more experience in this field, students will be able to get much better salaries.
Options available for students of B.Tech in teaching: Aspirants who wish to pursue a career in teaching must have an M.Tech degree. Upon the completion of this course, it is needed for them to clear the NET or the SLET exams. The main purpose of these exams is to make the  candidates eligible for the posts of lecturers in reputed institutions in India. This can be considered as the basic eligibility for a lecturer. With a SLET degree, aspirants will be able to teach in  colleges or universities of that state in which the candidate is writing the exam. However, if they pass the NET degree, aspirants can join in any Indian colleges or universities. There is one more advantage for an aspirant who has a NET degree. Students will get the opportunity to go for research by means of the Junior Research Fellowship program.
There are many engineering colleges in India that offer Lecturer positions to B.E/B.Tech graduates. A few of these colleges will not ask work experience but some do. It would be prudent if students of B.Tech check whether the colleges require lecturers with work experience before they apply. Aspirants can consider teaching as a part time job. They can also pursue their advanced studies. In  addition to this, they can also start tuition classes. The AICTE very recently has made an amendment in the rule of hiring lecturers for engineering colleges. The candidate should be an M.Tech with 3 years experience in the relevant field if he/she has to apply for the post of Lecturer.
Now the AICTE also has moved out the post of Lecturer and the starting designation is Assistant Professor.