Journal of Engineering Education Transformations

Abstract

Abstract— Faculty conclaves serve as critical platforms for academic discourse and networking, making them pivotal in shaping the future of educational institutions. These conclaves enable the sharing of best practices and introduction of innovative academic practices. The method of conduct of the faculty conclaves plays important role in their impact on the participants. Hence, it is mandatory to do an impact analysis of these conclaves to analyse the changes created in teaching learning practices. This research paper presents a comprehensive analysis of two consecutive faculty conclaves held in 2022 and 2023 in our institution, aiming to discern the evolving dynamics in teaching among the teachers participated in the same. This study employs a quantitative analysis incorporating surveys and observations to investigate the dynamic created by the faculty conclaves over time. In the first conclave (2022), we identified several prominent themes including Technology enabled Active & Collaborative learning, Experiential learning, innovative assessment, and virtual lab conduct. These discussions laid the foundation for the subsequent year's conclave (2023) with more focused theme of Project Based Learning (PBL), innovative assessment and new initiatives in lab conduct. Our findings reveal a shift towards more collaborative and technologically oriented discussions in the second conclave, emphasizing the importance of adaptability and innovation in higher education. This research highlights the importance of faculty conclaves as spaces for continuous improvement in higher education institutions and underscores their role in responding to the ever-changing educational landscape. Furthermore, the paper discusses the recommendations received in specific teaching areas and thereby creating an insight for the next conclave in year 2024.

Keywords— Faculty conclave; New Pedagogy ; Teaching dynamics; Faculty expertise; Collaboration.