Giri Tiruvuri has over ten years of experience in heading Offshore Development Centers in India, nearly 18 years (more than 8 years in the USA) of technical experience in research, analysis, design, development, architecting and hands-on project management of software products and commercial applications
He is currently Dean of Computer Science, Aditya Engineering Colleges. Here, in addition to teaching he is actively leading efforts in developing teaching-learning material, training faculty and motivating students. He believes that both learning and teaching should be enjoyable and is truly an inspiring teacher.
How does your experience abroad impact your teaching?
My experience abroad is mostly as a learner or a software developer. I was a Ph.D. Student at Michigan State University. The system there is based on trust first. Your final grade for a subject is awarded by the faculty teaching that subject. So, the University trusts the faculty. The grade is based on not only exams you write but also assignments you do at home. So, the faculty trusts the students. In general, everybody lives up to the trust. The learning is largely the learner's responsibility and faculty act as good facilitators. Obtaining good grade is also the learner's responsibility. In India, most of the systems are designed to avoid fraud and there is very little or no trust. The faculty, the college and the system takes on the responsibility for the learning by the learner and the ensuing performance for the grades as well as recruitment. The freedom as well as the responsibility of the students are very low. I would not like to get into a debate of which system is better and why etc.
In terms of the impact on my teaching: I give far more freedom as well responsibility to the students for learning and performance in the exam. I treat them as grown-ups with the exception that I tend to remind them that they are grown-ups far too often. I do not pamper them nor do I insult them.
Do you think our students and teachers are ready for the working style of western universities? What needs to be done in Indian colleges?
I am not sure if it is required for our faculty and students to be working like them. Each system has its own merits, particularly in terms of its suitability to its environment and society.
The answer for what needs to be done to Indian colleges is more of a systemic and holistic one. At the risk of over-simplifying and over-generalizing, I have the following to say.
1) The learning and the performance are largely learners' responsibilities. While the colleges also have a huge responsibility to provide the right environment (facilities and faculty) for learning, their responsibility for academic performance is before the exams, not after. Similarly, the responsibility for recruitment is to the extent of bringing reputed companies to the campus (by building their own reputation and may be some relationship) and not for negotiating with companies to recruit more numbers.
2) The students should have more freedom (from parents) to choose what career they want to pursue and more freedom (from colleges) in terms of attendance, special interests etc.
3) Faculty should understand learner-centric process of learning and be equipped with better levels of knowledge to facilitate active learning.
4) By empowering (enhancing the consciousness as well as the capabilities) both faculty and students, we need to bring joy back to the process of learning. Schools, colleges and universities have to be comfort zones in a broader sense.
5) I don't know how, but more TRUST should be inducted into the system. Unfortunately, the more councils, the more regulatory authorities we have, the more corrupt everything is becoming. And, this is a chicken and egg situation. The education system today is an integral part, victim and a culprit of the deep-rooted corruption in the country.
6) The colleges have to be seen as more than factories of employable graduates. I understand and respect the importance of education as an instrument for livelihood. No two ways about it. While ensuring this in a positive and constructive manner, we need to ensure that education is producing the right intellectual capital that is relevant to its society.
Are there huge gaps in syllabi compared to what industry expects?
Not much, speaking from my understanding of the Computer Science & IT syllabi of JNTU Kakinada. I completely agree with Prof. Sitharamaraju on this "This seems to be a monstrous myth that is being purported by many very feverishly but I thoroughly disagree."
It is only a question of how and how well things are learnt. For example, all the programming subjects are also learnt as any other subjects – Questions & Answers for the exam. There is little or no effort to enhance one's capabilities of doing hands-on programming, even at basic levels. The corresponding labs are treated as 'bonus marks'. So, that is more of the problem in terms of gaps. It is not to say that the syllabus, the amount of time to complete the syllabus, the quality of evaluation are flawless. In fact, they are far from flawless.
What is your opinion on the trend of more emphasis on soft skills than technical skills?
Unfortunately, soft skills are seen as some skills parallel to technical skills and something that makes the learning in the regular classroom redundant. Whenever companies in the business of so called 'finishing schools' or 'personality development skills training' or 'soft skills training' approach us for business, I sincerely enquire them if they have any training model that trains the students to become more willing or capable learners in the regular classroom. Not many come back to me. Some of my friends are planning such training initiative and I may become a part of it with the consent of my management. We all believe such training can start early in the degree program rather than as a fast-track 3-4 weeks program. I keep thinking: "Can you teach somebody personality in 21 days – something that 21 years of education failed to teach?" "When a student never looked eye-to-eye to her teacher during her entire life, can she maintain eye contact with the interviewer in a do-or-die situation?" So, we are planning this intervention to spread across 2 years.
How do your colleagues react to your ideas and initiatives?
'Varied' is the right word that describes their response. About a third are strongly supportive, putting the extra effort to make a difference. Some of them are working really diligently to make the learning process more joyful, experiential and learner-centric. I am competing constantly to catch up with them. Some others are working on software development and improvements in the labs (towards experiential learning). A second third are kind of 'ok' with it and starting to believe slowly. The other third (mostly seniors) are either very indifferent or contemptuous (contempt as a defense to indifference). Some of this category may be in genuine disagreement with the ideas. I would know only if they are open about the disagreement. They believe disagreement is disrespect and hence don't show it.
What is your typical day?
More than a half goes into teaching and preparation. This includes teaching to students as well as faculty / staff empowerment. Majority of the remaining time is spent to planning and brainstorming. We established a Center for Excellence with a dedicated team of faculty members working on academic improvement initiatives as well as software development activities. Majority of my non-teaching time is spent with this team. We are involved in preparing Teaching Learning Material, lab manuals and training to fellow faculty etc. as well as follow-up implementation activities. To facilitate this, their regular class-room work loads are reduced.
What are your future plans?
I want to get involved a lot in faculty empowerment both for methodologies and subject knowledge. This may involve training as well as providing quality Teaching-Learning Material.
I would also like to do lot of student motivation to nurture the right attitude and skills for joyful learning.
Then, I would like to get involved a lot in value education.
Any memorable moments?
There were a few incidents that gave me a reassurance that students are accepting me even though my beliefs and values appear to be against their convenience. On one occasion, they were chanting 'leader' when I was called on to the dais in a meeting. On another occasion, in the presence of the district collector, they were clapping for me incessantly which made the collector make a positive remark. It made me feel really good to the extent that I am being accepted. And, that was necessary to keep going among frustrations.
Moments of frustration?
Several of them. Mostly from my colleagues and some from students.
From my colleagues when I see lot of indifference in them towards learning new things at least to the extent of not looking hapless in guiding the students and answering the questions. Instead, they use disdain as their defence.
From the students when they remain so unresponsive and unwilling to participate in the process of learning, even with the best of my innovations. I believe they are capable and that adds to frustration.
I recoup fairly quickly with an understanding that changing these mindsets is my responsibility and my challenge. And, there are still many areas where I have to change my mindset. I can confidently say I am trying, sincerely.
How can we get competent graduates to choose teaching as a career?
I have no hesitation in saying that compensation is the key issue. Even though the gap in the starting salaries is reducing, the gap after a few years of experience is still very high. Then, the process of learning is not seen as a joyful activity as a student. Then, why do they want to get into it as a teacher? And, there is a social stigma about teaching job not being fashionable. Working in small places also is neither fashionable nor convenient.
I believe it can be even better for these competent graduates to work in the industry or research organizations or elsewhere, get exposure for a few years and then come back to teaching. That helps them as well as the academia better, only if they have passion for learning and flair for teaching. So, an equally important question would be as to how to make some of the experienced (in the industry and research) come back to teaching.
What has influenced your decision to take up teaching and R&D at Aditya?
I always liked teaching right from my childhood. My father who is a retired teacher and some of my
uncles – all of who have been wonderful and caring teachers - have been my inspiration.
For the last five years or so, there has been a lot of discussion on how bad the employability skills
of our graduates are etc.. I found that the discussion has lot of merit and I wanted to do something
beyond discussion to change it. So, I thought it is the right time for me get into teaching – there is
need, I have good experience under my belt and reasonable energy still left in me to wage a battle :-
).
Amalapuram near Kakinada is my native place. Hence, Kakinada. During my interactions,I found
Aditya management to be very forward-thinking and they also offered a compensation that meets
my needs.
I cannot claim that I am doing any serious research at this time, even though a few Ph.D. Students
are enrolled under me. So, the R in R & D is largely amiss. We are doing some 'D' though, if
development of usable / useful software can be called that.
