Transformative praxis in higher education classroom
Panelist:
1. Asst. Prof. Bhagwan Aryal, PhD, CDE/ TU
2. Asst. Prof. Binod Prasad Panta, PhD, KUSOED
3. Asst. Prof. Bishnu Khadka, PhD, GSE/MU
Prompts
1. Could you briefly describe the major fields/scopes of your department? What makes your
department unique?
2. How much time do you spend in your department? Do you work elsewhere besides your
department/university?
3. Could you share some innovative classroom teaching practices or strategies that you or your
faculty have implemented?
4. What initiatives does your department have for knowledge sharing, project-building, and co-
working with local communities or schools?
5. How does your department link classroom teaching with research and innovation? What
inter-departmental, inter-university, and international collaborations exist in your
department?
6. How do you mobilize your faculty for classroom teaching and research? What is the current
publication status of your faculties? What ongoing collaborative research projects are
happening in your department?
7. Could you briefly describe the current assessment system in your department? Do you have
practice tracking the job placement history of your students after graduation?
8. In your opinion, how significant is leadership in transforming higher education institutions
(HEIs)? What transformative changes have you introduced in your department under your
leadership? What steps are you taking to foster transformation?
9. Based on your experience, what suggestions would you give to other departments for
transformative practices in higher education classrooms?
Reflection
1. Major Fields & Uniqueness of the Department
Interdisciplinary Approach: Leading universities like MIT, Stanford, and Oxford
integrate multiple disciplines (e.g., AI in healthcare, business in engineering) to make
their programs unique.
Industry-Focused Curriculum: Departments align courses with industry demands,
ensuring real-world applications of theoretical knowledge.
Flexible Learning Pathways: Personalized degree programs allowing students to choose
interdepartmental courses based on their career aspirations.
2. Faculty Work Environment
Hybrid Work Culture: Faculty engage in teaching, research, consulting, and industry
collaborations, ensuring practical exposure for students.
Cross-Institutional Teaching: Professors work across multiple institutions through
online platforms, guest lectures, and international exchange programs.
Community Engagement: Professors spend time mentoring startups, working with
policymakers, and engaging in civic initiatives related to their disciplines.
3. Innovative Classroom Teaching Practices
Flipped Classrooms (Harvard, Stanford, NTU): Students engage with pre-recorded
lectures before class, using in-class time for discussions and problem-solving.
Experiential & Inquiry-Based Learning (Delft University of Technology, ETH
Zurich): Real-world case studies, simulations, and project-based learning to enhance
student engagement.
AI-Powered Personalized Learning (Carnegie Mellon, MIT): AI-driven learning
platforms adapt coursework to individual student needs, enhancing engagement and
comprehension.
Gamification & VR-Based Learning (University of Southern California, Tokyo
University): Use of virtual reality, augmented reality, and interactive simulations for
immersive learning experiences.
Design Thinking & Hackathons (Stanford, Berkeley): Interactive workshops where
students develop prototypes to solve real-world problems.
4. Knowledge Sharing & Community Collaboration
Living Labs (TU Delft, Aalto University): Students work on live projects addressing
local community issues, integrating sustainability and innovation.
University-School Partnerships (University of Melbourne, University of Toronto):
Faculty and students collaborate with K-12 schools for STEM education and research
projects.
Community-Based Research (UCLA, University of Cape Town): Departments
conduct collaborative research with local governments, NGOs, and industries for social
impact.
5. Linking Teaching with Research & Innovation
Undergraduate Research Opportunities (Harvard, UCL, NUS): Encouraging
undergraduate students to publish papers and participate in faculty research projects.
Interdisciplinary Research Centers (Cambridge, ETH Zurich): Establishing cross-
disciplinary research hubs focusing on AI, sustainability, and social impact.
International Exchange & Double-Degree Programs (Sorbonne, National University
of Singapore): Partnering with global institutions for faculty and student exchange
programs.
Entrepreneurial Ecosystem (MIT, Stanford, Indian Institutes of Technology):
University incubators that help students and faculty turn research into startups.
6. Faculty Mobilization for Teaching & Research
Incentivizing Research & Publications (Oxford, MIT, UC Berkeley): Grants, awards,
and funding opportunities for high-impact research.
Collaborative Research Clusters (UCL, McGill University): Forming research clusters
across disciplines to work on global challenges like climate change, AI, and public health.
AI-Assisted Research Tools (University of Toronto, Carnegie Mellon): Implementing
AI-powered literature review tools to enhance research efficiency.
7. Assessment & Graduate Outcomes Tracking
Competency-Based Assessment (University of Helsinki, Harvard): Assessing students
based on demonstrated skills rather than just exams.
Portfolio-Based Grading (Utrecht University, NYU): Replacing traditional exams with
student portfolios showcasing projects, papers, and real-world applications.
Post-Graduation Tracking (Stanford, MIT, NUS): AI-based job tracking systems to
follow alumni career paths and provide continuous learning opportunities.
8. Transformational Leadership in Higher Education
Decentralized Leadership Model (University of Edinburgh, University of Sydney):
Encouraging faculty and student participation in decision-making processes.
AI & Data-Driven Governance (Carnegie Mellon, NTU Singapore): Using AI to
analyze student performance, faculty engagement, and curriculum effectiveness.
Diversity & Inclusion Initiatives (University of Toronto, UC Berkeley): Implementing
policies to ensure diverse faculty hiring and inclusive curricula.
9. Suggestions for Transformative Classroom Practices
Adaptive Learning Environments: Implement AI-driven personalization to cater to
individual student needs.
Transdisciplinary Learning: Encourage interdepartmental projects to enhance problem-
solving skills.
Sustainable & Ethical Education: Incorporate courses on sustainability, ethics, and
social responsibility across all disciplines.
Hybrid & Micro-Credentialing (Harvard, Coursera, edX collaborations): Offer
modular courses that allow lifelong learning flexibility.
Conclusion
Adopting these transformative practices can bridge the gap between classroom learning and real-
world applications, fostering innovation and preparing students for the future. Universities
should focus on experiential learning, interdisciplinary collaboration, technology
integration, and community engagement to stay at the forefront of higher education
transformation.
Summary
Giroux, H. A. (2014). When schools become dead zones of the
imagination: A critical pedagogy manifesto
Neo-liberal Fault-Line: Commodifcation of Education
Freire, Apple, Gramshi, Luke, McLaren, Giroux, Simon, Shor,
Kincheloe, Darder
Democratic Classroom: freedom, dialogue, collaborative learning,
equality, and critique
1. Alleviate dehumanization and the objectification
2. Restructuring authority, teaching, and learning
3. Paradigm shift from KSA to ASK; from pedagogy/ andragogy to Heutagogy
(shifts the focus from teacher-led instruction to learner autonomy, fostering
lifelong learning skills); from disciplinary to interdisciplinary/
Transdisciplinary