Teachers' Training Cell (TTC)

Thakur College of Engineering and Technology (TCET) is a leading institution focused on academic excellence, innovation, and social responsibility. Its Teacher Training Cell (TTC) enhances education quality by offering faculty development programs, improving career opportunities for students, and promoting industry-academia collaboration to meet evolving educational needs. The TTC plays a key role in shaping the future of education and empowering faculty to succeed in a changing world.

The Teachers' Training Cell (TTC) at TCET is committed to fostering continuous professional development, enhancing faculty competencies, and improving teaching quality in alignment with the National Education Policy (NEP) 2020. The TTC equips faculty with modern pedagogical strategies, emerging technologies, and industry-relevant knowledge, emphasizing student-centric and research-driven education.

The expected outcome from Remote Center is the enhancement in the understanding of teachers in respective course and improvement in class room teaching, use of new technologies and tools to further enhance the educational experience. It is also expected to enhance use of open source contents, technologies and tools for laboratory use.

Till date the Remote Center has conducted 16 workshops. Mainly the participants for the workshop are our institute faculties as well as the Engineering faculties from all over India. We have also conducted the workshops for engineering students.

Mandates of the TTC

Aligned with NEP 2020, the TTC underscores the transformative role of teachers in achieving educational excellence and equity. It ensures faculty preparedness through the following mandates:

• Continuous Professional Development (CPD): The TTC emphasizes regular faculty training to adopt dynamic, multidisciplinary, and holistic teaching practices.
• Integration of Technology: Faculty are trained to incorporate emerging technologies such as Artificial Intelligence (AI), online platforms like MOOCs, and digital pedagogical tools into their teaching strategies.
• Pedagogical Innovations: Training focuses on activity-based, experiential, and competency-driven learning methods, moving away from rote learning.
• Teacher Autonomy and Credential Building: The TTC fosters an innovation environment by empowering educators with certifications, participation in research projects, and skill development aligned with UGC guidelines.
• Focus on Entrepreneurship and IPR: NEP 2020 promotes faculty involvement in entrepreneurial activities, prototyping, product development, and intellectual property rights (IPR) creation, all of which are prioritized by TTC initiatives.
• Holistic Education Alignment: Faculty training integrates multidisciplinary approaches and aligns with the broader goals of holistic and values-based education as outlined in NEP 2020.

The establishment of the Teachers' Training Cell (TTC) is a strategic initiative aimed at enhancing faculty competencies, improving teaching quality, and achieving educational excellence and equity. By aligning with the mandates of NEP 2020, the TTC is poised to play a transformative role in shaping the future of education.

The Scope of Faculty Development

• Vision and Mission Alignment: Faculty programs should align with the institution’s goals, promoting skill development and R&D.
• Curriculum Development: Faculty must design innovative, relevant curricula based on regulatory guidelines and UGC standards.
• Faculty Recruitment and Development: Institutions should prioritize recruitment, training, and efficient deployment of faculty for quality education.
• Academic Leadership: Programs should focus on developing academic leadership and fostering research-oriented activities.
• Inclusive Learning: Institutions should create a learning ecosystem that promotes diversity, equity, and inclusivity.
• Academia-Industry Link: Faculty programs should bridge the gap between academia and industry through collaborations and knowledge sharing.
• Research and Skill Focus: Institutions should focus on becoming research and skill-intensive to achieve global excellence.
• Competitive Progress: Faculty programs should enhance institutional competitiveness and foster innovation based on the blue ocean theory.

Annual Activity Schedule and Outcomes

Period	Activity	Duration	Focus Areas	Remarks	Expected Outcome
Semester Review Meetings (Even) June	Departmental sharing sessions on best practices, Peer learning	4 hours/session (1 day)	Sharing innovative practices, feedback, curriculum improvement	Conducted at the end of each semester	Enhanced departmental cohesion, shared insights, and improved teaching quality.
July	Faculty Orientation/ Induction for New Recruits	3-5 days, 4-5 hours/day	Institutional policies, teaching methodologies, administrative processes	Organized at the beginning of the academic year	Smooth onboarding, understanding of institutional goals, and readiness for academic responsibilities.
Summer Break (May-June)	FDP/STTP on advanced topics and skill development	1-2 weeks, 3-4 hours/day	Advanced pedagogy, emerging technologies, research methods	Non-overlapping with academic sessions	Enhanced teaching methods, updated technical knowledge, and research capabilities.
During Semester (Even)	Short-duration training sessions, On Job Training	2-3 hours/session, 1-2 sessions for leadership	Compliance training, new tools, interactive teaching methods, Strategies for improvement	Scheduled during semester	Immediate application of new tools, strategies and methods in teaching.
During Even Semester	Self-Learning, Peer Learning, Collaborative Learning	2-3 weeks	Domain-specific and other training via NPTEL, MOOCs, online courses, self-learning and Collaborative learning etc.	Flexible self-paced learning, Collaborative learning and review sessions	Increased knowledge and certification in specialized areas. Collaborative learning and review sessions
Winter Break (Dec-Jan)	FDP/STTP on curriculum updates and emerging trends	1-2 weeks, 3-4 hours/day	Industry trends, digital tools, inclusive teaching practices	Scheduled during non-teaching periods	Improved curriculum delivery and incorporation of industry-relevant practices.
During Odd Semester	Self-Learning, Peer Learning, Collaborative Learning	2-3 weeks	Domain-specific and other training via NPTEL, MOOCs, online courses, self-learning and Collaborative learning etc.	Flexible self-paced learning, Collaborative learning and review sessions	Increased knowledge and certification in specialized areas. Collaborative learning and review sessions
During Semester (Odd)	Short-duration training sessions, On Job Training	2-3 hours/session, 1-2 sessions for leadership	Compliance training, new tools, interactive teaching methods, Strategies for improvement	Scheduled during semester	Immediate application of new tools, strategies and methods in teaching.
Semester Review Meetings (Odd) December	Departmental sharing sessions on best practices, Peer learning	4 hours/session (1 day)	Sharing innovative practices, feedback, curriculum improvement	Conducted at the end of each semester	Enhanced departmental cohesion, shared insights, and improved teaching quality.