Distinctive Institutional Best Practices

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Distinctive Practice 1: To nurture quality education, the institute implemented OBE with effective teaching-learning methodology and evaluation (include activity based learning, internal assessment process, feedback from students and parents)

Title of the practice: Implementation of OBE for effective teaching-learning environment

Objective of the practice:

1. To ensure that students are highly equipped with knowledge, skills and attitudes required to become a successful person after they exit the educational system / end of the course.
2. To focus on what students are expected to know and teacher will know what they need to teach during the course.
3. To analyze the best ways for assessing students\’ learning abilities by adopting specific, measurable criteria to meet the outcome.

Implementation process

The process followed to cater OBE and to improve the quality of teaching and learning in the department for each semester is shown in Figure

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Step 2: Steps to be taken for delivery details of course and lab includes

Step 2.1: Willingness for the subjects to be handled is collected from all the    faculties.

Step 2.2: Time table is prepared for the faculties to the subjects being allocated.

Step 2.3: A tentative academic schedule is prepared by the individual faculty for both theory and lab comprising of lesson plan, CO definition, CO-PO, PSO mapping, Gap Identification and actions to be taken to map the gap which will be approved by the program coordinator and HOD, department advisory board (DAB) and finally approved by IQAC.

Step 2.4: Course and Lab contents are delivered to the students as well as with supporting  activities which include Group Discussion, Value added courses ,Industrial Visits, NPTEL,MOOC Courses, Guest Lecture, Workshop etc.

Step 2.5: Feedback is collected from the students twice in every semester.

Step 2.6: Based on feedback, faculty is advised to attend the training and FDP.

Step 3: Internal assessment includes the following steps

Step 3.1: Question paper is prepared based on Bloom’s Taxonomy with key answers.

Step 3.2: Question paper is verified by the Assessment committee.

Step 3.3: After verification, the question paper is handed over to the department exam cell.

Step 3.4: After the conduct of examination, valuation is done based on the answer key and answer paper are distributed to the students.

Step 3.5: If any correction is needed, the answer paper is evaluated again and marks are entered.

Step 4:Finally the course instructor calculates the CO-PO, PSO attainment.

Step 5:Weak and bright students are identified and thereby weaker students are motivated and remedial actions are taken.

Outcomes:

1. Huge number of students participation in Value added course and online courses
2. More number of activities like event based learnings, creative learnings, ICT based learnings were promoted to expose the students to modern tools and technical skills that are needed to compete globally in order to be a part of a skilled workforce.
3. Good academic performance was observed and students shown enthusiasm to learn new things in this changing world scenario

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Title of the practice: Emphasis on Soft Skills training and Personality Development programs to cater industry demands

Objective of the practice

• To Develop effective communication skills (spoken and written).
• To Develop effective presentation skills.
• To Use the self and peer evaluation to measure and improve the level of development of their soft skills.
• To Become self-confident individuals by mastering interpersonal skills, team management skills, and leadership skills, including negotiating and setting goals.
• To Develop or improve a range of soft skills essential for engineering graduates.

Implementation process

• • Each training program is conducted for a maximum of 30 hours duration.
  • Placement and training department conducts Mock interviews periodically.
  • Aptitude classes/Technical training classes are conducted twice in a week on regular basis during regular class hours.

• Extensive training and coaching is given to our students from third year onwards in- focus towards good placement, higher studies in reputed institutions or they can be an entrepreneur.

• • Industry oriented training is provided to the students in the campus on technical and core skills and campus recruitment training including soft skill, aptitude, interviews etc., which will made the students industrial ready.
  • Company specific training is provided before the company visit for placement drive.

• Students were also encouraged and motivated to take up online courses to meet industry demand.

Outcomes

• Students find this very useful for their placement as it paves the way to know and understand the actual expectations of the employers.
• List of training programs organized is listed below

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