MODULE- 02

ACADEMIC PLANNING AND IMPLEMENTATION BY UNIVERSITY TEACHERS

Duration: 08 Sessions

Module Description:
(200-300 words summary indicating the vision, mission and significance)
Traditionally, it was assumed that to be an effective university teacher it is sufficient to be
expert in the subject content and relevant research without any training in instructional
strategies and technologies. Concept of quality enhancement of teachers in higher education
is somewhat recent. Now, it is well accepted that they need trainings and professional
development in all three rather four areas i.e., teaching, personal and institutional research,
research supervision and community/industry linkages. major areas of their professional life.
Emerging global challenges, ICT and digital technologies rapidly changing the landscape of
teaching-learning at all levels have further intensified the need for continuous professional
development of teachers at the higher education. Higher Education Commission has been
providing faculty development programs of since it was erstwhile UGC with increasing depth
and varied content/ specializations.
This module is part of a series of modules meant to orient and support young teachers to
become successful and effective teachers, researchers and academic leaders in the rapidly
changing world in general and academic world in particular.

Objectives
This module relates to planning and the most acknowledged function of a university teacher
that is teaching or instruction. It is expected that many of the participants of this module have
some experience of teaching at the university level. This module aims at developing and
enhancing the course or subject related academic planning and instructional skills of the
participants. By the end of the module the participants are expected to understand crisply the
relative roles and responsibilities of a teacher from the conduct of individual course to the
academic planning at various levels of a university. Through practicum they will acquire the
competencies to modify, elaborate and enrich the course outlines, select appropriate
instructional strategies and conduct a course effectively. It is expected that in addition to
support teachers in adopting transparent student assessment, the module will also help to
modify their attitude toward students’ concerns about assessment decisions of the teacher.

Learning Outcomes:
The HEIs teachers after completion of this module will be able to;
1. Describe the role of HEC, professional councils and various bodies of their relevant
universities in academic/ curriculum planning;
2. Describe the freedom and role of a university teacher in academic/instructional
planning;
 3. Select and use teaching-learning strategies relevant to the content to be taught and to
develop social and civic skills;
4. Modify and elaborate the course outline of a course of choice by:
• Ensuring the alignment of course objectives with the objectives of the degree
program;
• Writing SLOs for the course and for each unit/chapter;
• Modify/up-date contents, topics and sub-topics within freedom limits of a teacher;
• Select and add recent learning materials from different sources;
• Select and use instructional strategies in accordance with the intended learning
outcomes and the content;
• Select and develop assignments, projects and type of test items in accordance with
the SLOs and the contents;
5. Discuss procedure and strategies for fairness and transparency of assessment;
6. Value and practice team work for improving academics and courses at the university
level.

Module Main Text:

The Module is divided into eight sessions. The duration of sessions vary in accordance with
the nature of content and the activities to be performed by the participants.

Session 1: Introduction of the Module and Roles of University Teacher in Academic Planning

Session 1-A: Learning Outcomes

1. Participants get familiar with each other;
2. Know the scope of the module and significance of the module;
3. Know and agree upon the procedure of conducting the module.
Session 1-B: Learning Outcomes
1. Differentiate among various concepts related to curriculum i.e., curriculum, syllabus,
course and course outline;
2. Describe the role of HEC in curriculum planning for various degree programs;
3. Describe the role of professional councils and HEC in prescribing curriculum for
professional degree programs;
4. Describe the role of various university authorities in planning and approval of curricula;
5. Describe the role of a teacher in curriculum planning through different authorities of a
university and as individual teacher.

Sub-themes/ Key Concepts:

Session 1-A
1. Getting familiar with each other for cohesion and better work relationship;
2. Scope of the module, expected learning outcomes and mode of working.
Session 1-B
1. Curriculum, Syllabus/ Scheme of Studies, Course outlines;
2. Role of HEC in Curriculum Planning;
3. Professional Councils and their role in prescribing curricula;
4. Process of Curriculum development at the university level;
5. Teachers’ role in various authorities of university for planning and approval of curricula.

Session-2: Roles of a University Teacher and Concepts of Curriculum

Learning Outcomes
1. Describe various roles of a university teacher;
2. Compare and evaluate their roles and the time devoted by each of them to different
activities;
3. Describe the elements of a quality curriculum;
4. Describe the role of a teacher in curriculum planning, enrichment and implementation;
5. Critically review and evaluate the curriculum of the selected subject to identify its
strengths and shortcomings;
6. Suggest improvements in the selected curriculum to minimize the identified shortages.
Sub-Themes/Key Concepts:
1. Roles of a university teacher.
2. Characteristics and parts of a well-designed subject curriculum.
3. Evaluation of curriculum of a subject against the criteria.

Session-3: Review and Revision of a Course Outline

Learning Outcomes
1. Describe the role of a university teacher particularly in curriculum enrichment and
implementation;
2. Enlist various elements of a course outline;
3. Define and differentiate among course objectives and student learning outcomes;
4. Describe the need of writing student learning outcomes- their relevance to teaching-
learning strategies and assessment.
5. Identify the congruence and disparities between the aims and objectives of the
program and the selected course outline of their choice;
6. Revise the selected course outline - objectives, by unit/chapter SLOs to assessment;
Sub-themes/Key Concepts
1. Role of teacher in curriculum implementation and enrichment.
2. Course outline, its elements and their inter-relationship.
3. Evaluating and up-dating the outline of the selected
Session-4: Teaching-Learning Strategies
Learning Outcomes
1. Acknowledge and describe relevance among SLOs, content and teaching-learning
strategies;
2. Evaluate and revise the course outline to suggest best teaching learning strategies by
chapter/unit;
3. Identify and select participative learning approaches in the classroom and for student
assignments;
4. Acknowledge and describe relevance among SLOs, content and teaching-learning
strategies;
5. Evaluate and revise the course outline to suggest best teaching learning strategies by
chapter/unit;
6. Identify and select participative learning approaches in the classroom and for student
assignments;
7. Acknowledge the impact of increasing use of IT and AI in education and plan to
incorporate the same in teaching as needed.
Sub-Themes/Key concepts:
1. Changing teaching role of a university teacher
2. Teaching- Learning strategies in higher education
3. Relevance among the learning outcomes, contents and teaching learning strategies

Session-5: Planning and Conducting Course Sessions

Learning Outcomes
1. Describe the things required to be completed before the conduct of the selected
course;
2. Describe the rules and procedure for effective conduct of the course and a session;
3. Prepare at least two detailed class session files including list of material and audio-
visual aids including assistive technology;
4. Identify through recall any in-class discipline problems faced by them and their
probable reasons. Also rationalize how the problems could have been avoided or
resolved;
5. Recall students’ dissatisfaction about grading and the measures adopted by the
teacher to satisfy the same. Also outline better/alternative solution, if possible.
Sub-themes/ Key Concepts:
• Session plan
• Resources for conducting the course
• Conducting class sessions
• Class discipline
• Student Assessment
Session-6: Finalizing and Presenting the Detail Course Outlines
Learning Outcomes
1. Review and align course outline with the objectives of the degree program.
2. Develop detailed objectives of the course.
3. Develop SLOs of the course and SLOs of each unit/chapter.
4. Develop the detail course outline following the template.
5. Explain the difference in the existing course outline and the one prepared by the
participants;
6. Share the course outline with the group and improve further.
7. Prepare a Course File.
Sub-themes:
• Major Revision of Curriculum
• Course Outline
• Course File

Session-7: Finalizing the Selected Two Sessions’ Plans

Learning Outcomes
1. Reflect upon the utility of a Session Plan
2. Prepare and share two detail session plans each using:
• one conventional and one based on cooperative/ engagement learning strategy
• reasonable use of digital technology and resources.
Sub-themes
• Difference between the Course Outline and Session Plan
• Need of a Session Plan
• Components of a Session Plan

Session 8: Summative Assessment of Participants

Assessment of the participants may be made on the basis of Continuous Assessment
plus Summative Assessment as under:
A. Continuous Assessment 50 %
B. Summative Assessment 50%

A. Continuous Assessment
a) Assignments Completed by the participants 30%
b) Class participation evaluated by the RP 10%
c) Peer Assessment about participation and group work 10%
Ten sample questions have been given under session 8 of the module. The RP may develop
more essay type questions. See the Module for details.
Participants Will be Required to Bring following material
1. Their computers and USBs to the sessions so that the paperwork may be minimized
during the proceedings of different sessions. This may not only reduce the cost of the
implementation of modules but also provide an opportunity for the participants and the
resource person to use ICT. At the end of the module, a list of reference materials has
been provided for those who wish to know more about the ideas incorporated in the
module.
2. Act/Ordinance of their university
3. Calendar/Detail Regulations
4. Curriculum of one BS program of their specialization/ relevance
5. Course outline of the subject of their choice out the courses they are teaching

Sessions of the Module: Themes and Duration of Sessions

S.No Session Title Time Duration
Roles of a University Teacher and Concept of
1 Session 01 90 minutes
Curriculum
2 Session 02 Review and Revision of the Course Outline 90 minutes
3 Session 03 Teaching-Learning Strategies 90 minutes
4 Session 04 Planning and Conducting the Course Sessions 90 minutes
5 Session 05 Finalizing and Presenting the Detail Course Outline 90 minutes
6 Session 06 Finalizing and Presenting Session Plans 90 minutes
Session
7 Summative Assessment of the Participants 180 minutes
7&8