The Centre of Excellence for Andragogical and
Pedagogical Sciences (CEAPS), SGT University, Gurugram, successfully
organized a 6-Day International Faculty Development Programme (FDP) titled
“Re-Designing Learning through Experiential
Approaches” from 9th to 14th February 2026. The programme was conducted in
collaboration with the University of
Delaware, USA, and was facilitated by Dr. Philip Duker, Director, Institute for
Transforming University Education
(ITUE).
The FDP was conceptualized as an intensive capacity-building initiative aimed at
equipping faculty members with
innovative, learner-centred pedagogies aligned with contemporary higher education
practices. The programme brought
together faculty facilitators from across disciplines to engage in a deeply
immersive and hands-on learning experience.
The workshop focused on key experiential and active learning methodologies,
including Problem-Based Learning (PBL),
Team-Based Learning (TBL), Process-Oriented Guided Inquiry Learning (POGIL), and
Peer-Led Team Learning (PLTL). Through
structured activities, simulations, and collaborative exercises, participants not
only explored the theoretical
underpinnings of these approaches but also practiced designing and facilitating them
in real classroom contexts.
A distinctive feature of the FDP was its emphasis on application and adaptability,
particularly in the context of large
classrooms and diverse learner groups. Faculty members were guided on how to
effectively transition from traditional
lecture-based teaching to active learning environments, fostering student
engagement, critical thinking, and
collaborative learning.
Dr. Duker’s facilitation style—marked by interactive dialogue, reflective practice,
and hands-on experimentation—enabled
participants to experience the pedagogies as learners before applying them as
facilitators. The sessions also encouraged
participants to reflect on their own teaching practices and redesign their courses
to align with experiential learning
principles.
Importantly, the FDP was envisioned not just as an individual learning opportunity
but as a strategic institutional
initiative. Participants were expected to act as change agents, implementing these
pedagogies in their classrooms and
further disseminating the approaches within their respective Schools and Faculties.
Overall, the programme marked a significant step towards fostering a culture of
reflective, student-centred teaching at
SGT University, reinforcing CEAPS’ commitment to advancing pedagogical excellence
and innovation in higher education.
