Institute Best Practices

Objectives of the practice:

  • To enhance the professional skills of students to improve their employability.
  • To empower students with current Industry needs and job requirements.
  • To provide students possible opportunities to learn, understand and sharpen the real-time technical, managerial and life skills required at the job.
  • To expose students to the engineer’s responsibilities and ethics.

The Context:

Engineering Industry and IT based companies needs are frequently changing, and technologies are rapidly updating. Students must be aware of these changes and update their skill sets. They are needed to be groomed in technical, soft skills, aptitude and programming skills so that they can fulfil as per requirements in Industry.
To overcome these challenges, Institute has designed well planned and organized student training programs for soft skills enhancement, aptitude skills development, programming skills workshop and profession skill development activities apart from their university curriculum. Through this program, students build their confidence and practice as per the required skills of the industries.

The Practice:

  • In order to nurture the students as per the needs of industries, Commencement of the academic year the T&P cell of the institutes prepares the schedule of the various professional training programs to nurture the students.
  • To improve communication and presentation skill, LCD presentation activity is conducted for second year students.
  • Regular Company Specific Training are also arranged as far as Soft Skills, Aptitude and Technical trainings which leads to better placements.
  • Students are motivated to participate in co-curricular activities and value addition program for technical skill enhancement.
  • Institute arrange regular practice of aptitude and group discussions session dedicating two hours of a week.
  • For practicing programming skill, In-house C and C++ program language value addition program is arranged for second and third year students which is useful for placement perspective.
  • Institute arrange personality development sessions of outside professionals for the students to develop, leadership and interpersonal skill.

Evidence of Success:

Due to combined efforts of departmental activities and the training and placement initiatives, soft & technical skills, personality development, & aptitude, an awareness in regards to career consciousness begins to increase among students. Because of consistent efforts by the institute this practice resulted in remarkable increase in placements of the students. Also many students are involved in the activities conducted by the institute which has increased the level of confidence among the students.

Academic Year No. of Passout Students No. Students Placed Percentage (%)
2021-22 358 281 78.49
2020-21 371 206 55.52
2019-20 439 193 43.96
2018-19 487 275 56.46
2017-18 470 261 55.53

Problems Encountered and Resources Required:

  • Most of students are from rural backgrounds and have poor English communication skills, which need to be improved.
  • The students don’t get sufficient time for proper orientation due to semester pattern.
  • Availability of expert trainer is an issue as and when required.

Objectives of the practice:

Institute has implemented blended learning environment in the institute which enhance teaching learning process in an innovative and effective manner.

  • To improve and update the quality of education of the students.
  • To increase student engagement in learning with no restrictions of time, place, and path.
  • To enhance student and teacher interaction.
  • To provide students better opportunities for experiential learning.

The Context:

For effective implementation of blended learning, Institute has designed MOODLE LMS to satisfy teacher, students, and institution.
In order to motivate the students for effective learning and to create their interest in learning process faculty members use multimedia techniques such as PPT, videos, animations etc. effectively.
In order to boost out of box learning experience of students and share the knowledge in more effective and interactive way, faculty members have used online teaching learning, virtual mode and e-learning platforms.

The Practice:

  • Moodle Platform: facilitated the faculty member to blend face to face teaching with online learning and create flexible learning environment. Before start of semester subject teacher upload the study material. Quizzes on weekly basis are conducted on MOODLE. It allow the students to access the course material, review the classes, assignments and other tasks for detailed understanding. Every subject teacher conducts online test.
  • Multimedia is necessary part of teaching learning process now days. As all the classrooms are well-equipped with high quality projectors, every subject teacher prepares PPT and extensively use animations, images, videos to enhance interest and level of learning.
  • Online Teaching learning: In addition to MOODLE platform faculty members have used various online teaching learning resources such as Microsoft team, Google classroom platforms, etc.
  • E-content on you-tube and recording: Some faculty have also created their own you-tube channels in addition to institute you-tube channel. The links are shared with the students and the contents are openly accessed by all students. To publish videos on YouTube and embed it in Moodle platform, faculty members have recorded their lectures using Screencast O-Matic, OBS studio etc. In addition to this google meet, Facebook live, zoom meeting, Microsoft teams platforms are used to conduct online classes.
  • Virtual Lab practice: To give exposure to real engineering instruments and devices, faculty members have conducted online experiments through Virtual Lab practice with the help of simulators
  • E-learning: To study the subject in-depth and learn content beyond the syllabus, students and faculty members are motivated to do NPTEL, EDX, Coursera, Infosys springboard online courses with the help of video lessons and web content in addition to their regular classes.

Evidence of Success:

  • The success of these practices results qualitatively as well as quantitatively. The qualitative factor improves student’s curiosity and desire to learn. Also it changes student’s perspective towards life. The quantitative factor improves academic performance of the students and participation in co-curricular activities.
Academic Year No. of Students Appeared No. Students Passed Passing Percentage (%)
2021-22 1342 1301 96.94
2020-21 1260 1199 95.15
2019-20 1270 1253 98.66
2018-19 1525 1185 77.70
2017-18 1739 1325 76.19

Problems Encountered and Resources Required:

  • Some Students are not well equipped with a high internet connection that is essential for online learning.
  • Sophisticated Server required to store & maintains the data