Teaching sciences has come under intense scrutiny from the higher education regulator as well as college council in recent times. The regulator demands for the inclusion of theoretical, practical and competence based evaluation protocols when giving instruction to the learners. Learning of sciences has therefore been elevated from a simplistic event to a complex process due to the complexity of knowledge involved. These were initiated to ensure innovation, independent and critical thinking in the learners and forestalling academic redundancy associated with replication of knowledge.
For the effective teaching of Engineering, the requisite human resources must be available. These include all tutors, laboratory technicians, guest speakers and facilitators etcetera, best suited to discuss and deliver sound content towards completion of various units that make up the course. Laboratories must be available fully equipped with requisite mobile and immobile learning props. The equipment has to be in proper supply commensurate with the number of students present. The learners have to also interact with students from other colleges through exhibitions and symposiums to gauge their position as well as critique and seek clarification for concepts not well understood from their peers.
The Engineering faculty director noted that for the effective teaching of Engineering and other technical subjects, the instructor has to make the lesson exciting. Such is important at ensuring the inclusivity of more women in science. Pastoral modes of teaching made science less appealing, crude, weird and insisted basically on results without any appreciation of the process. Boyan notes that practical improve the comprehension of concepts taught in the classroom (Boyan, 47).Inclusion of elaborate practicals in learning as well as industrial attachment and internship, would go a long way at ensuring program success for the learners.
Apart from the basic and regulator recommended course materials, we went a notch higher to include textbooks approved for use in other states just to inject a touch of dynamic knowledge in our learners. The universality of knowledge as well as the differential aspect of giving instruction offered through indulging alternative knowledge ensures better understanding of concepts by the learners (Richard, 12). It also inspires a sense of research in the learners. Theoretical learning sessions are interactive to ensure the involvement of a robust number of learners. Demonstrations of processes involved in engineering mechanics are taught in 3-d to enhance learn ability and vividity in the learners( Thomas & Kern, 102). Often they are mesmerized initially, but adjust accordingly later. Notes are given digitally and post lesson assessment administered aimed at ensuring concepts learned in class are well understood. Practical sessions, often sought on a regular and need be basis form an interphase for theoretical knowledge and field applications (Posner & Rudnitsky, 133) . Instructors are also open to and encourage followup from the learners through one-on-one sessions and or phone call sessions. The rigorous learning and assessment involved thus ensures that the learners are not only adequately prepared for the job market but also inspired to indulge in innovation and job creation.
Teaching and non teaching staff alike lauded teaching practicum at the institution not only fit STEM subjects but for all other disciplines. The college council reiterates that teaching of sciences is a work in progress and that they will endeavor to work with relevant regulatory authorities to ensure better curriculum management for the learners.
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