On October 10, 2026, St. Mary’s University conducted an Innovative Pedagogical Training Program for its undergraduate academic staff as part of its ongoing commitment to enhancing teaching quality, promoting student-centered learning, and strengthening academic excellence.
The training, organized by the Office of the Academic Vice President, brought together faculty members from various departments to enrich their pedagogical competencies and familiarize them with innovative teaching, learning, and assessment approaches that are essential for quality higher education.
The program covered a range of important topics, including Innovative Classroom Strategies, Flipped Classroom Methodology, Inclusive Teaching and Learning, Innovative Assessment and Evaluation Techniques, and the CRA Guideline. These areas were selected to equip instructors with practical skills and contemporary methodologies that foster greater student engagement, improve learning outcomes, and enhance the overall educational experience.
Opening the program, Ato Behailu Tamiru, Academic Vice President of St. Mary’s University, underscored the importance of continuous professional development in improving instructional effectiveness and educational quality. He commended the trainers for their contribution and highlighted the University’s commitment to supporting innovative and inclusive teaching practices.
The first session was facilitated by Ato Solomon Bekele, who delivered a comprehensive presentation on innovative classroom strategies, flipped classroom methodology, and inclusive teaching practices. Through interactive discussions and practical examples, participants explored approaches for creating more engaging, learner-centered, and inclusive learning environments.
The second session was led by Ato Bonsa Bayisa, Senior Measurement and Evaluation Expert at the University’s Testing Center. His presentation focused on innovative assessment and evaluation methods as well as the application of the CRA Guideline. The session provided participants with valuable insights into effective approaches for measuring student achievement, ensuring fair and transparent assessment practices, and strengthening educational quality assurance.
Participants actively engaged in both sessions, sharing experiences and discussing practical strategies for applying the newly acquired knowledge in their respective classrooms. The training created an important platform for professional exchange and collaborative learning among faculty members.
Participants expressed their appreciation for the relevance and practicality of the training, noting that the sessions offered useful techniques and perspectives that can contribute to more effective teaching and improved student learning outcomes.
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