Induction Programme for the New Faculty Members of the Colleges of RUB
The induction programme for the 23 new faculty members of the Royal University of Bhutan took place at Samtse College of Education from December 25th to December 31st, 2023. Seven faculty members from Samtse College of Education facilitated the programme. Participants were from the College of Science and Technology (CST), Jigme Namgyal Engineering College, College of Natural Resources, and Sherubtse College. The overarching aim of the programme was to equip participants with essential knowledge and skills. Specific objectives included exploring pedagogical approaches for student-centered learning, assessing students’ progress using diverse methodologies, optimizing learning outcomes through effective pedagogical strategies, emphasizing academic integrity, and understanding RUB’s academic regulations.
The programme covered a wide range of topics including delivering effective lectures, understanding learning dynamics, exploring learning domains, facilitating group activities, utilizing teaching resources, implementing the Flipped Classroom model, understanding Universal Design for Learning (UDL), questioning techniques, assessment principles, leveraging educational technology, lesson planning, RUB’s academic regulations, and promoting academic integrity. Various instructional methods such as presentations, individual/group activities, discussions, and hands-on sessions were employed.
Each session incorporated both theoretical insights and practical applications, and technological tools allowing participants to engage critically with the content and apply their learning to their teaching contexts. Throughout the sessions, participants exhibited high levels of involvement and enthusiasm, actively contributing to discussions, sharing personal insights, and seeking strategies to refine their pedagogical approaches.
Participants acknowledged the pertinence and applicability of the content to their teaching environments. Participant feedback revealed their acquisition of competencies necessary to enhance the student-centricity and interactivity of their teaching sessions by integrating technology and diverse strategies. Additionally, feedback indicated appreciation for the facilitators’ expertise and enthusiasm. Notably, there were no recommendations for future induction programmes made, expressing satisfaction with the comprehensive coverage of essential topics and the meaningfulness of their learning experience.
