General norms for institutes for the conduct of

B.11.3 Promoting Excellence in Teaching (Academic)

B.11.3.1 Teaching ability and commitment to teaching should be key factors in all appointments to the teaching staff.

B.11.3.2. Orientation and training programs should be provided to familiarize new staff members with departmental expectations and the needs of trainees. New faculty should receive a description of the teaching and teaching-related duties expected of them and the means by which those duties will be evaluated.

B.11.3.3. Faculty should be supervised, monitored, and evaluated in order to help them improve their teaching.

B.11.3.4. The courses assigned to faculty, especially those newly hired, should be chosen to aid in their development as trainers.

B.11.3.5. A regular program for maintaining and improving training expertise is essential for all trainer’s .

B.11.3.5.1 Departments should provide long-term structured opportunities for acquisition and improvement of training skills by all who train . This might be accomplished through demonstrations of pedagogical approaches and strategies for good training and may include videotaping and peer critiques, observing classes taught by outstanding trainer’s , team training with these trainer’s , or working with faculty mentors.

B.11.3.5.2.Departments should provide regular opportunities for and support the professional development of faculty members to learn of the most recent findings about training and learning in the field of Marine Engineering and of the most recent developments in technology that support training and learning.

B.11.3.5.3 When a department decides to use technology in a course or program, it should offer appropriate training for faculty in that technology and its effective use in instruction.

B.11.3.5.4. All full-time faculty members should participate regularly in activities to maintain and improve their training expertise.

B.11.3.5.5 Participation in programs designed to assist workshop trainer’s is particularly important for members of a department who sometimes teach outside of their own discipline. These programs should be extensive in scope and require substantial investment of time by participants. Many faculty have found that earning a master's degree or equivalent in a second discipline or other discipline appropriate to the teaching assignment gives them the needed background.

B.11.3.5.6.When instituting programs for the improvement of teaching by graduate teaching assistants and part-time instructors, consideration should be given to the characteristics of the model programs conduct in premier institutions.

B.11.3.6 In certain circumstances, part-time faculty can make unique contributions to a Engineering Training department. Departments that employ part-time instructors should provide them with all of the resources necessary for teaching that are provided to full-time instructors, including office space as well as computer, internet, and library resources. Full-time faculty should mentor part-time faculty in resolving problems, in meeting responsibilities, and in familiarizing them with the procedures and expectations of the department

B.11.3.7. Departments should ensure that senior faculty assume a leadership role in the academic and training program by participating fully in teaching, curriculum development, and trainee advising. In addition, they have key responsibility for reviewing and nurturing junior faculty and teaching assistants.

B.11.3.8 Both senior and junior faculty should, at least on occasion, teach courses at all levels of the undergraduate program as well as the training program.