Bringing Astronomy to the Faculty: CSTERC’s First Online Faculty Development Programme
February 2022 | Jamal Mohamed College (Autonomous), Tiruchirappalli, Tamil Nadu
The transition to online learning during the COVID-19 pandemic opened an unexpected opportunity for us at CSTERC to take astronomy and space science education beyond our usual student-focused programmes. While much of our work had traditionally centred on students, teachers and public engagement, we recognised another important community that could play a powerful role in strengthening astronomy education — college faculty members.
In February 2022, CSTERC, through its Astrolab – Centre for Astronomical Studies, collaborated with the PG and Research Department of Physics and the Internal Quality Assurance Cell (IQAC) of Jamal Mohamed College (Autonomous), Tiruchirappalli, to conduct our first Online Faculty Development Programme on Astronomical Studies.
The programme was organised under the DBT Star College Scheme and was held on 7 and 8 February 2022, bringing together experienced scientists, educators, researchers and astronomy-development professionals to discuss the rapidly evolving landscape of astronomy and space science.
A New Audience for Astronomy Education
For CSTERC, this programme was more than another online lecture series. It represented an important step in our effort to build a stronger astronomy and space-science ecosystem.
We believed that college professors could act as important bridges between emerging developments in astronomy and the next generation of students. By exposing faculty members to contemporary research, career opportunities, astronomical data, technology and the broader social role of astronomy, we hoped to encourage them to introduce new perspectives into their classrooms and academic activities.
The two-day programme was therefore designed not simply around astronomy as a scientific discipline, but around astronomy education, research, careers, technology and development.
Day One – Exploring the Changing Landscape of Astronomy
The first day of the programme, 7 February 2022, featured two distinguished speakers who approached astronomy from very different but complementary perspectives.
Recent Developments in Astronomical Studies – Higher Education Perspective
The programme began with a session by Dr. T. V. Venkateswaran, Scientist F, Vigyan Prasar, Department of Science and Technology, Government of India.
His session, titled “Recent Development in Astronomical Studies – Higher Education Perspective,” provided an overview of the changing landscape of astronomy and its relevance to higher education.
For faculty members, understanding the developments taking place in astronomy is essential to keeping academic discussions connected with contemporary science. Astronomy is advancing rapidly through new observatories, space missions, astronomical surveys, computational methods and data-driven research.
The session helped place these developments within the context of higher education and highlighted the importance of connecting academic teaching with the evolving frontiers of science.
Career Pathways to Astronomy Education and Research
The second session on 7 February featured Dr. Priya Hasan, Assistant Professor, Department of Physics, Maulana Azad National Urdu University, Hyderabad, who also served as Co-Chair of the Working Group of Women in Astronomy, International Astronomical Union (IAU).
Her session, “Career Pathways to Astronomy Education and Research,” addressed an equally important question: How can students build a career around astronomy?
Astronomy is not limited to becoming a professional astronomer. The field brings together physics, mathematics, computer science, engineering, instrumentation, data science, education, scientific communication and several other disciplines.
For college faculty members, understanding these pathways is valuable because they are often the first people students approach when considering their academic and professional futures. The session provided a broader perspective on the opportunities available within astronomy and related fields.
Day Two – From Decentralising Education to Astronomy for Development
The second day, 8 February 2022, continued the programme with three sessions that expanded the discussion from astronomy education to technology and the social impact of astronomy.
Decentralizing Astronomy Education
The first session of the day was delivered by Dr. T. B. Dinesh, Director, Servalots, Bengaluru, on “Decentralizing Astronomy Education.”
One of the recurring challenges in astronomy education is access. Sophisticated astronomical facilities and specialised learning opportunities are often concentrated in major cities and institutions.
Decentralising astronomy education means finding ways to take knowledge, tools, technologies and learning opportunities beyond these traditional centres.
This theme strongly resonated with CSTERC’s own philosophy. We have always believed that access to astronomy should not be restricted by geography or institutional privilege. Digital platforms, affordable astronomical equipment, hands-on learning and community-based programmes can help bring astronomy closer to students and educators who may otherwise have limited exposure to the field.
The session therefore connected strongly with the larger vision that continues to guide our educational initiatives.
Astronomical Data & Technology
The second session was delivered by Mr. Ramaseshan, Head of R&D, CSTERC, on “Astronomical Data & Technology.”
Modern astronomy is increasingly a data-driven science. With large-scale astronomical surveys, space missions, automated telescopes and digital detectors generating enormous quantities of information, the ability to work with astronomical data has become an essential part of contemporary astronomy.
The session introduced the connection between astronomy and technology and reflected CSTERC’s growing interest in developing technological capabilities alongside astronomy education.
For us, this was particularly significant because we wanted astronomy education to move beyond simply observing the night sky. We wanted learners and educators to understand how modern astronomical observations are acquired, processed, analysed and transformed into scientific knowledge.
Astronomy for Development
The final session of the programme was delivered by Mr. Ramasamy Venugopal, Head – Operations, Office of Astronomy for Development, International Astronomical Union (IAU).
His session, “Astronomy for Development,” introduced a much broader perspective on the role astronomy can play in society.
Astronomy is often perceived primarily as a pursuit of understanding distant stars, galaxies and the Universe. However, astronomy can also serve as a powerful platform for education, capacity building, scientific literacy, technology development and social empowerment.
The concept of Astronomy for Development particularly aligned with CSTERC’s belief that science should create opportunities for communities that have historically had limited access to advanced scientific education.
This perspective would go on to become increasingly relevant to our subsequent work in astronomy education, teacher engagement, citizen science and community-based STEM initiatives.
A Two-Day Programme with a Larger Purpose
Although the programme was conducted entirely online, its significance for CSTERC extended well beyond those two days.
The five sessions collectively covered a broad spectrum:
- Recent developments in astronomy and higher education
- Career pathways in astronomy education and research
- Decentralisation of astronomy education
- Astronomical data and technology
- Astronomy for development
Together, these themes presented astronomy not as an isolated academic subject, but as a multidisciplinary field connecting research, education, technology, careers and social development.
This was particularly important for CSTERC because it reflected the direction in which we wanted our organisation to grow.
From Student Engagement to Faculty Capacity Building
Our earlier astronomy initiatives had primarily focused on bringing astronomy to students and the general public. This faculty development programme marked an important expansion of that approach.
We began recognising that creating a sustainable astronomy education ecosystem requires more than reaching students directly. Empowering educators is equally important.
When teachers and college faculty are equipped with current knowledge, resources and connections to the wider astronomy community, they can become long-term multipliers of scientific knowledge.
The programme therefore became an early example of our broader approach:
Build capacity among educators, create access to scientific resources, and enable them to take astronomy further into their own institutions and communities.
Building Bridges Across the Astronomy Community
Another important aspect of the programme was the diversity of expertise represented by the resource persons.
The sessions brought together perspectives from:
- Government science communication and outreach
- Higher education
- Astronomy research and education
- Women in astronomy initiatives
- Technology and decentralised education
- Astronomical data and R&D
- International astronomy-development programmes
For a young organisation like CSTERC, creating these connections was extremely valuable. It helped us understand that astronomy education is part of a much larger ecosystem involving universities, government institutions, international organisations, researchers, educators and technology developers.
The collaboration with Jamal Mohamed College also demonstrated the value of working with established academic institutions to create new opportunities for astronomy and space-science learning.
A Milestone in CSTERC’s Journey
Looking back, the Online Faculty Development Programme on Astronomical Studies stands as an important milestone in CSTERC’s early journey.
Conducted during a period when physical classrooms and scientific outreach programmes were still heavily affected by the pandemic, the programme demonstrated how digital platforms could be used to connect educators with experts from different parts of the astronomy ecosystem.
More importantly, it helped shape our understanding of what astronomy education could become.
It was not only about looking through a telescope.
It was about understanding the Universe through research and data, preparing students for careers in astronomy, using technology to democratise access, and recognising astronomy as a tool for education and development.
The programme became one of the early steps in CSTERC’s continuing effort to make astronomy and space science more accessible, practical and meaningful for educators and learners across India.
Programme at a Glance
Programme: Online Faculty Development Programme on Astronomical Studies
Dates: 7–8 February 2022
Venue: Online
Host Institution: Jamal Mohamed College (Autonomous), Tiruchirappalli
Academic Partners: PG & Research Department of Physics and Internal Quality Assurance Cell, Jamal Mohamed College
Programme Framework: DBT Star College Scheme
CSTERC Initiative: Chiguru Colab – Astrolab, Centre for Astronomical Studies
Resource Persons:
- Dr. T. V. Venkateswaran — Recent Development in Astronomical Studies – Higher Education Perspective
- Dr. Priya Hasan — Career Pathways to Astronomy Education and Research
- Dr. T. B. Dinesh — Decentralizing Astronomy Education
- Mr. Ramaseshan — Astronomical Data & Technology
- Mr. Ramasamy Venugopal — Astronomy for Development
