Faculty Diary – An essential tool for Teaching Learning Process in Higher Technical Education

Abstract

A faculty or teacher is a significant driver of change in the life of a student. The role of the teacher is also becoming more 
diverse, meaning apart from professional competency, a teacher is also supposed to be a facilitator, advisor, researcher, 
mentor etc. continuously seeking improvements for self and the institute. Also the demand of keeping abreast with latest 
technical developments is immense as new educational technology and the usage of the Internet is shaping the learners of 
21st century in a very different way than it was 15-20 years back. To improve “quality‟ of higher education, most faculty 
have defined the course and learning objectives of their courses, and a definite mechanism was needed to review whether 
individual faculty are actually designing their courses to achieve those goals. 
The Faculty Diary is based on action-research and combines both qualitative and quantitative data about teaching-learning 
process in TCET. The diary attempts to articulate the expert knowledge and skills of a teacher needed to plan and conduct 
his/her lessons and monitor the students‟ performance. The Faculty diary, introduced in 2005, is the source of data vital 
for knowledge management of the academic process. It supports the creation of new knowledge which can be used for 
sustainable growth and the development of an organization. It is the retrospective analysis of faculty diaries that furnishes 
the outline and story of the teaching and learning process.