You are on page 1of 9

INTRODUCTION: Faculty are the heart of the student experience in education, contributing actively to teaching and research, thereby

providing students with a positive educational experience. Interaction with faculty outside the classroom is one of the key knowledge experiences associated with student development. Positive and close interactions between students and their faculty precipitate students favorable educational experiences as well as greater academic and personal development. Positive relationship between student-faculty interaction and a broad range of student educational outcomes, including academic achievement, educational aspirations, intellectual growth, and academic satisfaction. The positive benefits of interaction are not limited to classroom and need to be extended beyond the classroom due to few constraints. There may be students in class who are hesitant to participate in classroom discussion. Such students require a platform where they can interact with the faculty on daily basis. The interaction beyond the classroom caters to this need and eventually helps in transforming the behavior of such students. Frequent interactions with faculty beyond the classroom makes them more approachable to receive guidance in topics related to live projects, research papers and student publications which add value to quality education. The tutorials beyond formal classroom interactions can help in providing in depth understanding in few topics of interest by students which would not have been feasible in formal classroom sessions due to time constraints. The experience gained by faculty often helps to imbibe more knowledge into students through beyond classroom interactions. Internships and other forms of experiential learning are a valuable learning opportunity and resource for many students and perhaps even more so for those with special needs. Such students might need assistance from faculty outside the classroom. The outside classroom interaction also provides platform to educate students about cultures, ethics and motivate them, which usually is not feasible in formal classroom interactions In the present scenario education is seen as an indispensable investment in creating a knowledgeable workforce, producing broad national benefits and increased personal fulfillment for our citizens. The retention of faculty in such cases has become more difficult and encounters high student faculty ratio. This ratio being high indicates that a teacher has to monitor more number of students under the same roof. This hinders the individual attention of the faculty on students in class. Faculty tend to be less engaged with students and cut down on activities that

might have been feasible in small class size. In such cases virtual classrooms and online interactions through social networking sites outside classroom nurtures engagement between faculty and students. Learning beyond the classroom offers a whole host of opportunities one struggles to find within confined classrooms four walls. The faculty-student interaction outside the classroom makes learning more engaging and relevant by assigning live projects and concepts which seem too difficult to get a grasp of in the classroom. The interaction through educational and recreational trips beyond classroom nurtures the creativity and imagination of students. Faculty assistance in engaging students into extracurricular activities develops learning through play and experimentation. The motivation and timely interactions reduces absenteeism and student behavior problems. The guidance from faculty exposes students to wide opportunities. The faculty-student out-of-classroom interaction has a positive impact on student outcomes such as academic achievement, retention, and satisfaction with the collegiate environment.

Committees and clubs(academic and non-academic

Committees and clubs are eminent part of any college. They not only help students to interact with each other but also with competitions, forums, workshops etc provides students a platform to showcase their talent, learn and reciprocate. Present structure of committees and clubs in IIM Lucknow does not have any staff counsellor or faculty interaction. Involvement of faculty in clubs and committees will help such forums to improvise on insights from experienced faculty we have. These interactions will also bridge gap between the two. These forums being informal will provide a better platform for both faculty and students to know each other. Improvisation on events, involvement of guest faculty, insights of practices followed in foreign universities et al will increase when interested faculty members will be on board of such forums. Faculty interaction in academic forums will help students to engage in research or publish papers. This will improve the academic intellect of IIM Lucknow. On the other hand involvement of faculty in nonacademic forums will help students learn better soft skills. Such hobby clubs will help us diversify our current cultural presence. As faculty members have their connections with eminent personalities in various fields, students may cash such opportunities to showcase their ideas on global platforms. After all its not just about studies, its about all round development we are here for.

Online interaction: Our curriculum has claroline for teacher- students interaction which fulfils basic requirement of assignment submissions and lectures in pdf or ppt formats. Ppt and pdfs sometimes does not fully satisfy needs of students. So to improve the retention of lectures and better understanding, online interaction between teachers and students need to be emphasised.

To improve the online interaction foremost thing we can do is Make lectures available online. National Programme on Technology Enhanced Learning (NPTEL)- a government of India and IITs initiative, where video lectures on various engineering courses are available on youtube help engineering students to go through the lectures and clear their doubts. Such platform can be initiated in IIM Lucknow and later can be collaborated with other IIMs and premier B-Schools. Video Lectures: Video Lectures may not require any extra effort from faculty point of view. We just need to make sure proper equipment is available for recording the lectures. Importance of Video Lectures: Video Lectures will help students to refer the portion that they have skipped in class. This will also help in better revision and retention of lectures. This may further lead to healthy interaction in class as students participation level will tend to improve. These online video lectures will be advantageous not only for students but faculty also. This will help faculty to get instant feedback and also help them to improvise. The forum can include expert videos, interactive excercises, writing and audio expamples, checklists, and templates, and each section concludes with an exam. Available as a complete course or in sections. Online Courses offer a comprehensive introduction to each subject area and allow students to build a solid foundation for business education. They can be used as pre-matriculation requirements for MBA candidates or assigned as coursework in MBA or advanced undergraduate business courses. Online course can include course description, syllabus, course outline, reference books and learning objectives. College should have a blog where interesting and meaningful artiucles are written and shared with students to make the student aware about the happenings aroung the world. We bring together teaching techniques that are proven to have consistently delivered the desired outcomes, to create multimedia content expertly designed to enhance the experience of learning and the effectiveness of delivery. In providing advice for developing material best suited for the online environment, QuScient finds itself on firm ground. The intellectual property created through the processes of curriculum and course development will entirely belong to you. video conference, chat sessions, electronic discussion forums *online courses allows professors and students to develop new practices based on the evelving circumstances Students will be able to read the material based on their convenience or when they have enough time. With the help of practical implications, students will be able to integrate what they had learned to workplace much quickly than before.

it will facilitate sharing of information, it can be one place where students can meet and learn from each other. Both students and professors get more time to think before responding to questions in online courses. Some studetns participate more online thatn they do in class. Some students feel intimidated to speak out in class but they are comfortable puting their thoughts in written format. lso, because the time is less limited, in the sense that they are not limited to a onehour session as in many classrooms, some students are more inclined to ask questions without worrying about interfering with the progress of the course. Several professors also made the point that in online courses they spent more time discussing things with individual students. There are several other dynamics of online courses that change the nature of class. One dynamic is there is a record of what was said in the course. This has some positive aspects such as students can see the questions asked and comments made by other students. Also, if the professor wants to leave a message for students it can be placed in a permanent place on the course Web page Web page where everyone can see it, whereas in class students sometimes miss important announcements.

Many colleges have created online platform to facilitate sharing of assignments among students. Online platform of IIM Lucknow is called Claroline, it consists of subject wise sub sections. Professors and students use it to share important information and upload assignments. It is useful in case students miss out on important announcements in class. However, there are several other aspects that can further improve Claroline. It can include expert videos, course description, syllabus and a forum for posting queries of students. Posting queries online will give more time to professors to think before responding to questions. Also it can be used to share interesting articles and as a forum for healthy discussions. It will encourage participation from the students who feel intimidated to speak out in class. Since time is less limited, in the sense that they are not limited to a onehour session as in many classrooms, some students are more inclined to ask questions without worrying about interfering with the progress of the course. Moreover, there is a record of what was said in the course. This has some positive aspects such as students can see the questions asked and comments made by other students. Also, if the professor wants to leave a message for students it can be placed in a permanent place on the course Web page. Expert videos and articles regarding practical implication of every field will enable students to integrate what they had learned to workplace. Student teacher interaction can be taken a step further by initiating Mentorship Programme, through which students will be associated with teachers to give the former access to guidance that shall help them realise their innate potential. Students will be mapped on the basis of their interest and specialisation. The programme can be launched on an online platform of college.

Even retired professors can be approached to be a part of this programme as they will have more experience and time. It will gives students an exposure to diverse perspectives and experiences and will help them identify their skill gaps. Teachers will act as a support system during critical stages of career development. Also students can share their personal problems with their mentors. Through this programme teachers will be able to give more attention to students, which is generally not possible in classrooms due to limited time and large number of students.
Stages of the Interaction Faculty student interaction is the core requirement for effective learnings of the students whether at college level or even at the school level. While Faculty regularly communicates with all the students during the classroom sessions, out of class interactions is necessary if close inter personal relations between teachers and students are to develop. Class room hours are not sufficient to respond to all the needs of the students. There can be various types of faculty student interactions. Here is brief detail about the different stages of interactions Disengagement: This is the case where there is minimal interaction during the class room hours and no interaction outside the class rooms. Students may not be willing to approach the faculty or the faculty may not be available after the class room. Even when they are present in the same rooms, faculty and students tend to interact within themselves. This is a very serious situation and must be resolved as fast as possible. The administration can initiate the process by fixing a minimum number of hours for the informal interaction between the faculty and students. Incidental interaction: These interactions are also called unintentional interactions. These interactions mainly constitute wishing the faculty, or a small chat during a social gathering, or a polite greeting or may be just a wave of hand. These interactions occur mostly in the corridors of University, some gathering in the college or may even occur outside college as in a market place. The value of these types of interaction is that they serve as the start point for the functional or the personal interaction. During these small chats students can ask for an appointment with the faculty. They even tend to discover the common area of interests. Moreover these interactions create an impression in the minds of the students that the faculty is interested in interacting outside the class room. Here both faculty and student are in equal control of the topic being discussed as compared to the class room where the faculty strictly follows the course curriculum. Functional interaction: This is the by far the most important and the prevalent form of the interaction between students and faculty. Students usually go to the faculty after the class room hours to clear doubts related to the contents of the class. Few students ask for extra classes preferably on one to one basis to understand the difficult topics. Professors usually distribute the problem sets in class room and upload the solution sets. If the students find difficulty in solving the problem set, they approach faculty for tutorials. There is a tremendous amount of faculty student interaction for academic/non-academic projects. Faculty act as a guide or a mentor in this case.

The value of this type exchanges is that they frequently lead to much more intense interaction. Faculty and students discover some common interest or area, or the explanation to the first question leads to the second question and further more discussion. Here the ideas are exchanged not for the evaluation purpose but more out of the intrinsic motivation in contrast to the class participation in class room where intention is to get good evaluation. Personal interaction: these types interaction are usually second stage of the functional interaction. These type of interactions are usually nonacademic in nature. The students feel important and valued when the Professor invites them to lunch or tea, and discusses with him about his interest in their area of expertise or just talks about various issues related to college and personal life. During these types of interactions topics discussed are not professional in nature. It is a very informal discussion where students discuss about problems faced in campus, hostel, or even may be any personal issue. The value of these types of interaction is that they tend to humanize students and the faculty. Students are not concerned about evaluation/grading during these conversations, hence are more open and extrovert. It may even help the faculty to know about the current trends in the student life and may help the Professor to improve on the system. Mentoring: This can be categorized as the highest form of the interaction. Here the faculty provides direct assistance in the professional and carrier development, provides psychological and emotional support and acts as role model for the students. These interactions are not limited to just the college life of the student and the faculty but last throughout the life. These are exclusively one to one interactions. These interactions develop more strongly in the fully residential universities. The value of this type of interaction is that students see the faculty members as a real "person" who would like to emulate in their life, instead of perceiving them as professorial pedagogue (or may be even demigod) whom they should be fear. References especializada/report-building-student-engagement.pdf Working with professors on research projects Professors are more than lecturers and instructors; they have real life experiences to share. They can correctly figure which subjects you are good at and help you figure out your strengths and weaknesses. They can offer you career guidance and can act as your mentor. They shape your goals as a student and a professional and help you discover your passions. They can help you with letter of recommendations when you apply for jobs or internships or higher studies. Students who make an effort to get to know their professors outside classroom are more likely to make the best use of college resources. A student could explore his areas of interest and look for professors whose areas of research matches with him. One could approach the professor requesting for a research project. Professors love talking about their research and most of them are more than willing to share the knowledge. The more creative and enthusiastic you are, professors would love working with the student. Professors feel proud and happy to see a student developing interest through his teaching. Working with experts in the area help you gain more knowledge and understanding of the subject. You can discover interesting methodologies

and this forms the foundation for inventions. A professor can assist you with advanced research methodologies and research opportunities. The experience of working with a professor in a research lab is completely different from a classroom environment. You get a chance to experiment, work on nontraditional methods and the professor is always there to help you when you falter. Most of the professors work closely with corporations by providing their valuable consulting services. A student can team up with the professor to work on live projects in the industry. These are wonderful opportunities to understand the corporate world and its working during college. This could help you prepare better before stepping into the industry. Careful attention in classrooms would help you explore new opportunities to experiment with outside the classroom and make the student-teacher interaction an enriching experience. Types of interactions across geographies The quality of education in developing countries is found to be much lower when compared with developed countries. In India, except for a few renowned colleges, there are no proper labs and research labs, thus making it difficult both for the student and the professor to expand their horizon of knowledge. In developed nations, students and teachers help each other in exploring and developing new technologies. This leads to increased interactions and sharing of knowledge. Lack of infrastructure and resources could be a major reason for decreased student-teacher interaction. In India( especially rural areas) teachers are strict and students find it difficult to approach the teacher. Teacher must be friendly and warm towards the student. They must encourage questions and out-of-the-box thinking. References Do Teachers Affect Learning in Developing Countries?:Evidence from Matched Student-Teacher Data from China* - Paper prepared for the conference Rethinking Social Science Research on the Developing World in the 21st Century Social Science Research Council, Park City Utah, June 7-11, 2001April 2002

Video Tutorials Video tutorials can enhance outside classroom learning experience of students by providing a flexible schedule allowing him/her to learn at his own pace. Recorded tutorials provides teacher an opportunity to be direct and have a more personal touch than a book would provide. The content of the tutorial being consistent provides a similar learning experience at a stated time and time again. Video tutorials can be considered as a condensed lecture focusing on particular difficult topics which require more emphasis. The scope of video tutorials is not necessarily required to be specific to the curriculum but can include additional supplementary topics that are difficult to cover in classroom but can enhance a deeper understanding of the subject, co-curricular preparatory lectures that can help students in preparation of competitions, placements etc. This approach can provide an incentive to the students to gain from the

experience and worldly knowledge of the teacher in addition to his expertise in the related field of study. NPTEL initiative: National Programme on Technology Enhanced Learning (NPTEL) - a government of India and IITs initiative, where video lectures on various engineering courses are available on YouTube help engineering students to go through the lectures and clear their doubts. Such platform can be initiated in IIM Lucknow and later can be collaborated with other IIMs and premier B-Schools. Scope of implementation at IIM Lucknow: We can have two specific type of video tutorials: 1. Classroom lecture videos: Preparing these type of lectures may not require the faculty to make an extra effort. We just need to make sure that required equipment are available for recording the lectures. 2. Supplementary tutorials: These lectures can be prepared by the faculty in order to provide supplementary studies which cannot be covered in class. These videos can be prepared by faculty in their office or at home. IIM Lucknow has its portal Claroline which covers the basic requirement of assignment submissions and availability of the lectures in pdf or PowerPoint presentation format. Also the Gyanodaya library portal also have a facility to access audio-video materials from the available collection. These two facilities can be collectively used as a database to provide video tutorials. Claroline can be used to upload classroom lecture videos as it has an option of enrolling to specific courses and Gyanodaya library portal can be used for storing the supplementary tutorials that can be accessed by all students.

Educational and Recreational trips The educational trips can be made an integral part of a course or can be included as a separate course to provide an incentive to students to understand the practical understanding of their learnings in the classroom. Many a times it has been pointed out that Indian institutes impart good theoretical knowledge but lag behind international universities in terms of industrial or practical learning part of their field. The students can incentivize from such trips to get a motivation of learning beyond classroom. It would help a student in having a sense of comfort in relating to the subject and an ability to implement it readily in real-world problems. Recreational trips can both help in creating a sense of social responsibility among students as well as break the ice between faculty and students by including them in informal activities. Social responsibility incentive: An initiative by IIM Indore to include a trip of students and faculty to the extremely backward villages have been appreciated not only by civil society but by their students as well. They term it as a transformational experience and motivated them to be a responsible citizen. The help from the faculty they receive in understanding the issues and

addressing those issues by coming up with their own innovative solutions do provide a great learning experience. Also such trips help in having a more informal and healthy atmosphere of interaction and reducing reluctance of students in approaching their faculty.

Disadvantages Bias: Outside-classroom interactions cannot be specifically termed as formal or personal. This dilution of boundary between the two may cause a bias or at least a sense of bias among students and faculty. Some students might fell a faculty favoring a particular section of student or a specific student with whom he has a healthy interaction outside-class. A remedy to such issues can be taken up by the institute. They can provide specific norms and expected ethical behavior required to be followed by the students and faculty members in their interactions on similar basis as expected within classroom to prevent the relationship to distort from its true path.