best practices - hindustanuniv.ac.in _practice_book11.pdf · aeronautical engineering 91. analyze...

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BEST PRACTICES

IN CURRICULUM DESIGN TEACHING - LEARNING PROJECTS RESEARCH ASSESSMENT

CO&EXTRACURRICULAR

ACTIVITIES

JULY 2016

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Contents

1. CONDUCT I NG COMPETI T I ONS FOR STUDENTS AN D LI TERARY ACT I VI T I ES

DR . SHERINE , HOD, ENGLISH

2 . LIVE CASES, FLIPPED CLASSROOMS, WORKSHOPS, SELF-

ASSESSMENT

DR .M.K.BADRINARAYANAN , ASSOCIATE PROFESSOR , MBA

3. DO I T AND LEARN OUT OF BOX

G. MUTHUKUMARAN , ASSOCIATE PROFESSOR , EIE

4. RESE ARCH , PROJECTS

DR .V.PREETHI , ASSOCIATE PROFESSOR , C IV I L

5 . SK I LL DEVELOPM ENT I N PROGRAM MI NG

RAJESWARI MUKESH , PROFESSOR , CSE

6. GROUP ACTI VI TY

SHYAM R NAIR , ASS ISTANT PROFESSOR , ANRO

7. INTERACT I VE TEACHI NG

SHALINI R NAIR , ASS IS TANT PROFESSOR , CIVIL

8. ONLINE BASED ASSESSMENT

SUDALAIMUTHU T , AP(SG), CSE

9. ROLE PLAYS

ANNIE AUREEN ALBERT , AP(SG), PHYSICS

10. SL I P TEST CONDUCTED AT THE BEGI NNING OF THE COURSE .

DR .A.K.PARVATHY , PROFESSOR , EEE

11. LEARNING SKILLS

J.PRAISY FAITH, ASSISTANT PROFESSOR, EEE

12. OBE

J. GODWIN JOHN , ASS IS TANT PROFESSOR , AUTOMOBILE ENGINEERING

13. LE ARNING BY DOING

DR D D INAKARAN , PROF , CENTRE FOR AUTOMATION AND ROBOTICS

14. ACTI VE LEARNI NG

RAMYA MM, PROFESSOR , ANRO

15. FORMI NG OF INTERDISCI PLIN ARY RESE ARCH GROUPS

DR . S. DARIUS GNANARAJ , DEAN - MECHANICAL SCIENCES , MECHANICAL

ENGINEERING

16. THINK, PAIR, SHARE

PRABHA SUSY MATHEW , ASS ISTANT PROFESSOR (S.S) , MCA

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17.BUSINESS SIMULATION GAMES

DR SMRIT I VERMA , PROFESSOR , SCHOOL OF MANAGEMENT

18. CASE STUDIES

THANGAKUMAR J, AP(SG), CSE

19. ONLINE EDUCATIONAL TOOL-EDM ODO

DR T MICHA PREM KUMAR, ASSO PROF, MECHANICAL

ENGINEERING

20. EFFICIENT CLASSROOM TEACHING PRACTICE

JEYAPOOVAN T, PROFESSOR , MECHANICAL

21. QUI Z , MCQ, IM PACT OF TOPI C ON CURRENT TECHNOLOGY , OBE BASED

QUEST I ONS PRACT I CE I N THE CLASS

DR KOMATHY K, PROFESSOR , INFORMATION TECHNOLOGY

22. FLIPPED CLASSROOM

DR . AKKARA SHERINE , HOD, LANGUAGES

23. RAPID RESPONSE LAB WORK

SASTRY DASIGI , SENIOR PROFESSOR , AERONAUTICAL ENGINEERING

24. INTERACTIVE SESSIONS AND SEMINARS

KONDETI LAKSHMI VASUDEV , ASS ISTANT PROFESSOR (SELECTION GRADE) ,

MECHANICAL

25. VIDEO, PPT PRESENTATIONS, PROJECT WORK

K YOGA NARASIMHULU, ASSISTANT PROFESSOR, MECHANICAL

ENGINEERING

26. ROLE PLAY

K.PADMAVENI , AP(SG), CSE

27. VIDEO CLASSES

D.S.JOHN DEVA PRASANNA , AP(SG), CSE

28. EFFECTIVE BLACK BOARD TEACHING

P.RANJANA , ASSOCIATE PROFESSOR , COMPUTER SCIENCE AND ENGINEERING

29. DIVIDE AND CONQUER

DIVYA THOMAS, AP, CSE

30. CLASS TUTORIAL

DR .B.ARUNA RAJAN , ASSOCIATE PROFESSOR , EEE

31. TALK HALT THINK DO

P.GETZ IAL ANBU MANI , ASST .PROF(S.G), EEE

32. SEMI NAR I N RECENT TRENDS , EXPL AN AT I ON THROUGH AN ALOGY , WARM

UP SESS I ONS

MS .V.CERONMANI SHARMILA , ASS IS TANT PROFESSOR (SG), INFORMATION

TECHNOLOGY

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33. SUMMARY AT THE SESSION BEGINNING AND END

K.V I SWANATHAN , ASSOCIATE PROFESSOR , MECHANICAL

34. MCQS , QUI Z , GROUP D I SCUSSI ONS , GUEST LECTURES .

DR . A. P. SANTHAKUMARAN, PROFESSOR, MATHEMATICS

35. QUIZ,SEMINAR,VIDEO LECTURES , PROJECT BASED LEARNING

(APPLICATIONS OF SUBJECTS)

DR .JESSY ROOBY , PROFESSOR &HEAD , C IV I L ENGINEERING

36. CL ASS PERFORM ANCE I N THE SUBJECT

DR .S .SUMATHI , PROFESSOR , CHEMISTRY

37. MCQ'S, SEMI NAR , QUI Z , GAM ES , V I DEO LECTURES

J. ESTHER JERLIN, ASSISTANT PROFESSOR, MATHEMATICS

38. ROLE PL AY

DWARAKANATH B, ASS IS TANT PROFESSOR (SG),

39. INTERACTIVE TEACHING

LEARNING PROCESS

SHERIN K RAHMAN, ASSISTANT PROFESSOR, CIVIL ENGINEERING

40. SEMI NARS , PRESENT ATI ONS AND INTERACT I VE SESS I ONS

P.VIJAYABALAN, PROFESSOR , MECHANICAL ENGINEERING

41. ACTI VE AND COOPERAT I VE LEARNI NG

KARTHIK N, ASS ISTANT PROFESSOR(SG), EEE

42. LOGI CAL THI NKING IN PROBLEM SOLVI NG

MR .V.MEENAKSHISUNDAAM , ASSOCIATE PROFESSOR , SCHOOL OF

AERONAUTICAL

SCIENCES

43. GROUP D I SCUSSI ON

A.M IRUNALINI , AP, EEE

44. PRACTICAL EXPLANATION - TAKING STUDENTS TO LAB / VIDEO

PRESENTATION /PPT YASHVANTH, ASSISTANT PROFESSOR (SS) , AUTOMOBILE

45. PROJECT B ASED LE ARNI N G

S.SATHYALAKSHMI , PROFESSOR , CSE

46. ACTI VI TY BASED TE ACHING DURI NG ENGLI SH CLASSES

ROBERT D IV INE N, ASS IS TANT PROFESSOR , LANGUAGES

47. EFFECT I VE USE OF POWER POI NT .

ABI KOSHY , ASSOC PROF , EEE

48. CL ASS GUI DE , PERSON ALI TY DEVELOPM ENT AND MENTOR SYSTEM

HEMALATHA S, ASS IS TANT PROFESSOR (SG), SCHOOL OF MANAGEMENT

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49. TE ACHI NG METHODOLOGY

J.S.PRASATH , ASS IS TANT PROFESSOR (S.G), EIE

50. RECONSTRUCTION OF THE LECTURE BY STUDENTS

S. INDUJA , ASSOCIATE PROFESSOR , CHEMISTRY

51. DYN AMI C LEARNI NG

S.K. INDUMATHI , ASS ISTANT PROFESSOR (SS) , EIE

52. AN ALOGY BASED TEACHI NG

G.VIMALARANI, ASSISTANT PROFESSOR, EIE

53. TEACHING PRACTICES

M. PRABAHARAN , PROFESSOR , CHEMISTRY

54. CONCEPT AND APPLICATION ORIENTED TEACHING

LEARNINGPROCESS

GAYATHRI KRISHNA K, ASSISTANT PROFESSOR, CIVIL

55. MOTI VAT I NG

BEENA JAMES, ASSO. PROF AND DY . COE, MATHEMATICS


SAHAYA LENIN D, AP (SG), ECE

57. ROLE PLAY, QUIZ, SEMINAR IN LATEST TECHNOLOGIES

D.USHA, ASSISTANT PROFESSOR(SG), INFORMATION TECHNOLOGY

58. OBE

I .JUVANNA, ASS ISTANT PROFESSOR (SG), INFORMATION TECHNOLOGY

59. OUTCOM E BASED EDUCAT I ON

MEENAKSHI .N, ASS IS TANT PROFESSOR , INFORMATION TECHNOLOGY

60. SEMI NAR AND UN AN NOUNCED TEST

M. MAHENDRAN, ASSISTANT PROFESSOR, MATHEMATICS

61. MODEL MAKING BY THE STUDENTS,GROUP

P.S.JOANNA, PROFESSOR, CIVIL ENGINEERING

62. PPT, BLACK BOARD,SUBJECT RELEVANT VIDEOS, GROUP

DISCUSSIONS,SEMINARS,QUIZ, INDUSTRIAL VISITS.

S.SHARMILA, ASSISTANT PROFESSOR, CIVIL ENGINEERING

63. SEMI NAR AND TUTORIALS

M.SABAREESH , ASS IS TANT PROFESSOR , MECHANICAL ENGINEERING

64. OUTCOM E BASED EDUCAT I ON

S.SUBHA , ASS ISTANT PROFESSOR (SS) , AERONAUTICAL

65. MCQS , QUI Z , SEMINAR ET C .

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DR. A. PRAVEEN PRAKASH, DEAN SS&H AND HOD MATHS,

MATHEMATICS

66. OBE

EUSEBIOUS T CHULLAI , AP(SS) , AERONAUTICAL

67. DESIGNING EXPERIMENT WITH DIFFERENT SPEC

TERENCE E, AP(SG), EEE

68. M ASSI NG M ODELS

SHAKILADEVI V . , ASSOCIATE PROFESSOR , ARCHITECTURE

69. INTERDI SCIPLIN ARY PRO JECT

DR .A.ANITHA , PROFESSOR , CHEMICAL

70. EFFECTIVE LEARNING

DR .S .RAVINDRAN , PROFESSOR , DEPT OF MECHANICAL ENGINEERING

71. PERIODIC REVIEWS/FOLLOW UP

K.GNANASEKARAN, AP (SG), MECHANICAL

72. MOTI VAT I NG THE STUDEN TS TO DO QUALI TY PRO JECT S

M.BALACHANDAR , ASS IS TANT PROFESSOR , MECHANICAL DEPARTMENT

73. INGENI OUS PROJECT S

M.K I SHORE ABISHEK , ASS ISTANT PROFESSOR , MECHANICAL

74. PROM OTE I NNOVAT I VE TH I NKING

DR .A.SARAVANAN , ASSO .PROF , CHEMICAL ENGINEERING

75. PROJECT BASED LEARNING

DR . .A.SARAVANAN , ASSOC .PROF , CHEMICAL

76. LECTURE BASED ON REAL T IME APPL I CAT I ON AND INDUSTRY

REQUIREM ENTS

T.SHANMUGANATHAN , ASS ISTANT PROFESSOR , AUTO

77. PG PROJECT REVI EWS

N I SHA MS, ASS ISTANT PROFESSOR , AERONAUTICAL ENGINEERING

78. IDENTIFYING STUDENT TALENT

JANAKI RAMAN , ASS ISTANT PROFESSOR , ELECTRONICS AND

INSTRUMENTATION

79. SELECT I NG PG PROJECTS

SURESH C, ASS IS TANT PROFESSOR , AERONAUTICAL

80. H I NDUSTAN INNOVAT I ON CHALLENGE

SUNILKUMAR K, AP (SS), ECE

81. STUDENTS PROJECT S TO AUGM ENT LABOR ATORIES

S MURUGESAN, ASSOCIATE PROFESSOR , SCHOOL OF AERONAUTICAL

SCIENCES

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82. PROJECT WORK B ASED LE ARNI NG

A.JOHN PRESIN KUMAR, ASSOCIATE PROFESSOR, MECHANICAL

ENGINEERING

83. RESEARCH BASED LEARNING

R MOHANDAS, ASSISTANT PROFESSOR (SG), CSE

84. SPACE SCIENCE PROJECTS

THANGAVEL S, ASST.PROFESSOR, MECHANICAL ENGINEERING

85. RESEARCH AND DEVELOPMENT

ARULANANTHA SAMY S, AP, AUTOMOBILE ENGINEERING

86. RESE ARCH PAPER PRACT I CE

NAKANDHRAKUMAR R S, ASS ISTANT PROFESSOR (SEL .GR) , MECHANICAL

ENGINEERING

87. MOTIVATING THE RESEARCH SCHOLAR

DR.D.G.HARRIS SAMUEL, PROFESSOR, MECHANICAL ENGG .

88. RESE ARCH B ASED LE ARNI NG

DR . D V V V CH MOULI , ASST . PROF . , EEE

89. DEM ONSTRAT I VE PRACT I CE

DR . RAJIM AL I MONDAL , ASS ISTANT PROF . (SG), PHYSICS

90. RESE ARCH TE ACHI NG

PRAVEEN KUMAR BALGURI, ASSISTANT PROFESSOR,

AERONAUTICAL ENGINEERING

91. AN ALYZE SM ART PRACT I CES

DR . M. CLEMENT JOE ANAND , ASS ISTANT PROFESSOR (S.G), MATHEMATICS

92. IN -HOUSE COM M UNICAT I ON AND SOFT SK I LLS COURSE FOR TEACHI NG

AND NON -TEACHI NG ST AFF

DR . SHERINE , HEAD , LANGUAGES

93. POWER POINT PRESENTATION, SUBJECT RELEVANT VIDEOS,

STUDENTS INTERACTION, CASE STUDIES, WORKSHOP

V.PRABHU, ASSISTANT PROFESSOR (SS), CIVIL

94. B I GGER QUEST I ONS WI TH RUBRI CS

TERENCE, AP(SG), EEE

95. INTERNAL MARKS

T.V.NAGARAJAN , PROFESSOR , SCHOOL OF AERONAUTICAL SCIENCES

96. ASSESSM ENT

C GANESAN, ASSISTANT PROFESSOR(SENIOR SCALE)) ,

AERONAUTICAL

97. MODEL MAKI NG (FROM EACH UNI T , ONE M ODEL HAS TO BE DES I GNED

WHI CH M AY BE BASED ON THE GI VEN CONCEPT )

DR .V.PARTHASARATHY , HOD & ASSOCIATE PROFESSOR , PHYSICS

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98. STUDENT CHAPTER FOR PROFESSIONAL ACTIVITY

L JOSEPH FRANCIS, ASSOCIATE PROFESSOR, MECHANICAL

ENGINEERING

99. PRACT I CAL APPL I CATI ONS

BHARATH .P, ASS ISTANT PROFESSOR , AUTOMOBILE

100. UNI VERSI TY PUBL I CAT I ONS

DR . AKKARA SHERINE , EDITOR , LANGUAGES

101. ATTENDI NG CONFERENCES

N PRAKASH , AP(SG), AUTOMOBILE

102. INCULCATE SENSE OF EN TREPRENEURSHI P IN STUDENTS

PALANIAPPAN SP, ASSISTANT PROFESSOR, BIOTECHNOLOGY

103. GREEN CAM PUS

KARTHICK J, ASS ISTANT PROFESSOR (S.G), C IV IL ENGINEERING

104. GROUP ASS I GNM ENTS

SHWETA S INGH , LECTURER , ARCHITECTURE

105. CREAT I NG AWAREN ESS TO PROTECT THE ENVIRONM ENT

C.E GEETHADEVI, ASSISTANT PROFESSOR(SG), EEE

106. GOAL ORIENTED TEACHING PRACTICES

M. PRABAHARAN , PROFESSOR , CHEMISTRY

107. MATHEMATICS THROUGH SOFT SKILLS

EBENEZER H, ASST . PROF (S.G), MATHEMATICS



109. LEARNING BY TECHNICAL QUIZ, ASSIGNMENT AND

APPLICATION

M. GNANAPRAKASH , A.P(S.S) , MECHANICAL

110. ACTIVE LEARNING STRATEGIES

B.V. BAIJU , AP(SG), I T

111. OUTCOME BASED EDUCATION

DR . S. NAGARAJAN , PROFESSOR , MECHANICAL

112. ROLE PLAY, QUIZ, SEMINAR IN LATEST TECHNOLOGIES

D. USHA , ASS ISTANT PROFESSOR (SG), INFORMATION TECHNOLOGY

113. OBE

I .JUVANNA , ASS ISTANT PROFESSOR (SG), INFORMATION TECHNOLOGY


MEENAKSHI . N, ASS IS TANT PROFESSOR , INFORMATION TECHNOLOGY

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115. SEMINAR AND UNANNOUNCED TEST

M. MAHENDRAN , ASS IS TANT PROFESSOR , MATHEMATICS

116. SEMINAR AND TUTORIALS

M. SABAREESH , ASS IS TANT PROFESSOR , MECHANICAL ENGINEERING


S. SUBHA , ASS ISTANT PROFESSOR (SS) , AERONAUTICAL

118. INNOVATIVE TEACHING METHODOLOGIES

DR . D. P IR IADARSHANI , PROFESSOR , MATHEMATICS

119. . DESIGNING EXPERIMENT WITH DIFFERENT SPEC

TERENCE E, AP (SG), EEE

120. OBE

YASH PA L , ASS IS TANT PROFESSOR , AERONAUTICAL

121. PERIODIC REVIEWS/FOLLOW UP

K.GNANASEKARAN , AP (SG), MECHANICAL

122. MOTIVATING THE STUDENTS TO DO QUALITY PROJECTS

M. BALACHANDAR , ASS ISTANT PROFESSOR , MECH ANICAL DEPARTMENT

123. INGENIOUS PROJECTS

M. K I SHORE ABISHEK , ASS ISTANT PROFESSOR , MECHANICAL

124. PROMOTE INNOVATIVE THINKING

DR . A. SARAVANAN , ASSO . PROF , CHEMICAL ENGINEERING

125. PG PROJECT CO-ORDINATOR

N I SHA MS, ASS ISTANT PROFESSOR , AERONAUTICAL ENGINEERING

126. MENTOR’S ROLE & INNOVATIVE PROJECTS


127. STUDENTS PROJECTS TO AUGMENT LABORATORIES

S MURUGESAN , ASSOCIATE PROFESSOR , SCHOOL OF AERONAUTICAL

SCIENCES

128. RESEARCH TEACHING

PRAVEEN KUMAR BALGURI , ASS ISTANT PROFESSOR , AERONAUTICAL

ENGINEERING

129. IN -HOUSE COMM UNI CAT I ON AND SOFT SK I LLS COUR SE FOR TEACHI NG

AND NON -TEACHI NG ST AFF

DR. SHERINE JOY, HEAD, LANGUAGES

130. THEORETICAL DESCRIPTION WITH HANDS ON TRAINING

K. KAMALAKKANNAN , ASSOCIATE PROFESSOR , AUTOMOBILE ENGINEERING

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1. CONDUCTING COMPETITIONS

FOR STUDENTS AND LITERARY

ACTIVITIES

Dr. Sherine, HOD, English

METHODOLOGY OF THE PRACTICE WITH STEPS

INVOLVED IN IMPLEMENTING THE PRACTICE

Students are informed about the competitions that are conducted on

Teachers' Day SardarVallabhai Patel Jayanthi, National Science Day,

International Mother Language Day and competitions conducted are

Elocution, Debate, essay writing, quiz, lyrical ballads, creative writing-

poster making, presentation, dramatics etc.

The students have also won competitions held at British Council, US consulate and Parliamentary debate competitions IIMUN etc.,

IMPACT OF PRACTICE / EVIDENCE OF SUCCESS :

Students participating in competitions succeed in international and

national competitions. MS.Anupama Nair and Ms. ShaleenaElza Finny,

students of B. Tech (CSE) won the first prize in the "Elihu Yale

Intercollegiate Debates" competition organized by the Indo American

Association, Chennai. The students won the competition consecutively for

two years, the Department of Languages supported the students. Many

other students are supported by the English teachers and they bring laurels

BENEFIT OR OUTCOME OF THE PRACTICE MAY BE

RECORDED

Students bring laurels to the institution and it is one of the best exposure for the students, staff and institution at global and national level.

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2. LIVE CASES, FLIPPED

CLASSROOMS, WORKSHOPS, SELF-ASSESSMENT

Dr.M.K.Badrinarayanan, Associate Professor, MBA



1. During the PALS Innovation Challenge preparations, the management graduates were involved with innovators teams from engineering, to develop business plan for their innovation. (In real world too, the managers are expected to create markets for the engineer's innovations). These plans are used during the teaching sessions too. (2012-14, 13-15 batches) 2. The management graduates are given live entrepreneur cases featured in business dailies and asked to make presentations on the entrepreneurial personality assessment, business model, etc. (2012-14, 15, 16 batches)

3. An online competency assessment tool was utilized to profile the students. A Two-day workshop on Transactional Analysis was organized with six psychologists/trainers from the NLP TA circle to build the psychological competencies (2012-14 batch).

4. Video interviews of Entrepreneurs used in Entrepreneurship Development Classes for 2011-

batch.

5. At HTBI&HEIC, flipped classroom methodology utilized for the participants of Hindustan Innovation Challenge where 45+ faculty mentors were "guide on the side".

IMPACT OF PRACTICE / EVIDENCE OF SUCCESS:

1. Two consecutive years of win at the PALS innovation challenge and special appreciation from Jury for the business plan 2. Two prestigious prizes won at the MMA Business Plan contest, competing with teams from IIM & XIME.

3. Program me successfully done.

BENEFIT OR OUTCOME OF THE PRACTICE RECORDED

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1. Activity based learning, makes the concept easily internalized. 2. Ability to develop higher order thinking skills 3. Wider perspectives about self and the world around. Possibility of being better citizen and managers 4. Ability to take up entrepreneur

3.DO IT AND LEARN OUT OF

BOX G.Muthukumaran, Associate Professor, EIE


INVOLVED IN IMPLEMENTING THE PRACTICE A common engineering problem is defined to the students briefly. The students are motivated to find different solutions for the defined problem. Sometimes the problem defined by Industry/Competition is taken as a base. The feasibility of the solutions are discussed thoroughly .An interactive session with mentors is conducted. The students are initiated to do a model prototype first. The results are evaluated. The students understand more about the engineering concept more now.

IMPACT OF PRACTICE / EVIDENCE OF SUCCESS: Successful Events appeared to be in involving students in various competition and events.

1. NIYantra - Winners 2. Hindustan Mars rover 3. Posiedon - Autonomous Underwater Vehicle.


RECORDED BENEFITS:

1. Higher confidence level of the student, 2. Good preparedness for the students to face any level of examinations. 3. Students get placement and Internship opportunity.

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4. RESEARCH, PROJECTS

Dr.V.Preethi, Associate Professor, Civil



To participate in national and international conferences.

To undergo literature survey in my relevant field throughout my research life and to keep

update the techniques and to implement it for better quality research.

To publish more research papers with high impact factors.

To conduct research and consultancy projects and to improve the stand of the university.


After joining in this university, I have participated in a national and

international conferences - got several contacts related to my area of

interest. Got a HEAM Scientist Award 2015. Also got an offer letter for DST-

SERB project under the scheme Young Scientist award


RECORDED

Got a HEAM Scientist Award 2015

Got an offer letter for DST-SERB project under the scheme Young

Scientist. Participated in international conference in Malaysia and

presented a paper Participated in national conference in MANIT, Bhopal

and presented a paper

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5. SKILL DEVELOPMENT IN

PROGRAMMING

Rajeswari Mukesh, Professor, CSE



The students are given training and encouraged to participate in

Programming contests. Training on various programming languages like

Java, PLs required for web development, Android Application development

are given by industry experts, students and faculty members. The students

are encouraged to participate in various national and international

programming and app development contests. A subject on skill

development in programming is introduced in 2015-16 CBCS curriculum. A

programming club is started to motivate the students in this context.


The outcome of this practice is there is a increase in rate of placement and several students have won prizes in various competitions


RECORDED

Increase in entrepreneurship and many of our students do earn while learning the course. They are capable of developing software for our university.

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6. GROUP ACTIVITY

Shyam R Nair, Assistant Professor, ANRO

METHODOLOGY OF THE PRACTICE WITH STEPS INVOLVED

IN IMPLEMENTING THE PRACTICE

1. Students are grouped into various teams as per the strength of the class.

2. Students solve problems and get solutions for problems given for surprise test in groups.

3. This helps them avoid any stress due to tests and also makes it interesting as they do it friends rather than alone.

4. Giving extra marks for exceptional teams encourage them to work more better.

5. It is very obvious that students learn better from group discussions than from traditional class room teaching and this adds to this concept.

6. This also helps to improve students who are weak in math as they get to solve more problems in group tests.

7. The groups are also send to various labs and establishments within the university to learn

better about the theory they study, for example, if they have a topic in voltage measurements,

they are taught about the basics and types of techniques used and when they visit labs, they get

to know the real time applications. Thereafter they go through the updated available instruments

or techniques in global market and finally make a presentation of comparative study and

evolution of the techniques they study in the syllabus.

OBSTACLES FACED/PROBLEMS ENCOUNTERED

1. Weak students initially finds it difficult.

2. Bright students shining alone. Obstacles faced if any and strategies adopted to overcome while

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initiating and implementing the practice

1. Initially weak students finds difficulty in blending themselves with the rest of the team members as they think they will not be able to perform as well as others. But by constant encouragement and helping them fix their technical lag helped them and made them more comfortable to become a successful team player.

2. Bright students tend to shine alone in the beginning, but were asked to

involve more on doing group activities and help their friends, as they will

not get enough marks unless all members of the team perform well.


1. Students scored more marks.

2. They started having a new approach towards learning.

3. Students started supporting each other better.


RECORDED

1. Students who were weak in maths improved towards the end of the semester.

2. They started developing a positive attitude towards learning.

3. They learn more practical aspects of what they learn in syllabus thereby making more interesting.

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Shalini R Nair, Assistant Professor, CIVIL



1. Students are grouped into various teams as per the strength of the class.

2. Students solve problems and get solutions for problems given for various types of problems

3. This helps them avoid any stress due to tests and also makes it interesting as they do it with their friends.

4. Giving extra marks for exceptional teams encourage them to work better.

5. It is very obvious that students learn better from group discussions than from traditional class room teaching.

6. This also helps to improve students who are weak in mathematical concepts.

7. Students get individual attention during group activity.

8. This method is helpful for those students who hesitate to ask their doubts during teaching sessions.


1. All students in a group will not participate equally.

2. Individual bonus points are given for students who actively participate throughout the session.


1. Improvement in internal test marks. 2. Students coming up with unique ideas.

BENEFIT OR OUTCOME OF THE PRACTICE MAY BE RECOR DED

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1. Students started understanding the basic concepts.

2. Started scoring good marks.

3. Students participating in various competitions and winning prize.

8. ONLINE BASED

ASSESSMENT

SudalaiMuthu T, AP(SG), CSE

Methodology of the practice with steps involved in implementing the practice An online-based assessment system is designed and deployed to the students. This system is used not only for formative assessment and learning as well. As this system is hosted in online, it is available 24 X 7, which makes students comfortable in practicing.


Increase in understanding the concepts- MCQ answer result increased by 31 % Increase in the active participants ( 24 %)

Easy and conformable access and Learning System


RECORDED

Easy and Fast Assessment with practice session Improvement on learning the concepts

Interest and active participants

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9. ROLE PLAYS

Annie Aureen Albert, AP(SG), Physics

METHODOLOGY OF THE PRACTICE WITH STEPS IN VOLVED IN

IMPLEMENTING THE PRA CTICE The students are involved in role-plays to help the students understand certain concepts. The vibration of Carbon dioxide molecule is illustrated with the help of three students. Each student plays the role of one molecule and their movement will explain the different modes of vibration

IMPACT OF PRACTICE / EVIDENCE OF SUCCESS: Has enabled the students to remember the modes and write the modes without confusion in the tests

Benefit or outcome of the Practice may be recorded Has enabled the students to remember the modes and write the modes without confusion in the tests

10. SLIP TEST CONDUCTED AT THE

BEGINNING OF THE COURSE.

Dr.A.K.Parvathy, Professor, EEE

METHODOLOGY OF THE PRACTICE WITH STEPS INVOLVED IN

IMPLEMENTING THE PRACTICE

Slip test is conducted for each student at the beginning of the course so

that the prerequisite knowledge for the course is assessed. The test

consists of multiple choice questions which covers the outcome of the

prerequisite courses. This can help the students to have a self-assessment

of their knowledge regarding the course. The slip test is a self-analysis

process which enables every student to verify their capability to take up

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the existing course. The performance of the students will depict where

they stand.

This test also gives an opportunity for the staff to assess the capability and knowledge of students as a whole.


The students could realize their capability to take up the course and also

they could identify their weakness and strength. This was helpful in

improving the class involvement and performance. In addition, the entire

process was helpful for the teacher


Student-centric teaching was achieved by this practice.

11. LEARNING SKILLS

J.PRAISY FAITH, ASSISTANT PROFESSOR, EEE


IMPLEMENTING THE PRA CTICE

1. Encouraging the students to read the day to day portions which is taught in the class.

2. Encouraging the students to refer different books and articles in the library regarding the subject.

3. Having a startup questionnaire session .

4. Having a interactive class once in a week and clearing the doubts of the students.

5. Make the students understand the concepts clearly through practical examples and demos.

6. Creating a good class room environment for the students so that they could concentrate well

.

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7. Conducting class tests regularly to analyze and improve the academics of the students.

8. Encouraging the students to take up seminars in the class to reduce the stage fear of the students.

9. Marinating the records of each and every student to make follow -up actions.

10. Preparing the students to face the industry world.


The course outcome is fulfilled.


Students got a overall knowledge on all the courses. They are able to do projects by themselves . Students are placed in good companies and their talents are showcased wherever they go. they are also able to help the other students who are not able to per

12. OBE

J. Godwin John, Assistant Professor, Automobile Engineering

METH ODOL OGY OF TH E PR ACTI CE WI TH S TE PS IN V OLVED IN

IMPLE MEN TIN G THE PRACTI CE

Following is the strategy taken while browsing the net after the FDP programme and I have tried to implement certain practices and have achieved implementing a few of them.

The many strategies often thought, "Lots of great stuff,

We teachers are always looking to innovate, so, yes, it's essential that we try new things to add to our pedagogy.

1. Teacher Clarity

When a teacher begins a new unit of study or project with students, she

clarifies the purpose and learning goals, and provides explicit criteria on

how students can be successful. It's ideal to also present models or

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examples to students so that they can see what the end product looks like.

2. Classroom Discussion

Teachers need to frequently step offstage and facilitate class discussion.

This allows students to learn from one another. It's also a great opportunity

for teachers to formatively assess (through observation) how well students

are grasping new content and concepts.

3. Feedback

How do learners know they are moving forward without steady, consistent

feedback? They often won't. Along with individual feedback (written or

verbal), teachers need to provide whole-group feedback on patterns they

see in the collective class' growth and areas of need. Students also need to

be given opportunities to provide feedback to the teacher so that she can

adjust the learning process, materials, and instruction accordingly.

4. Formative Assessments

In order to provide students with effective and accurate feedback, teachers

need to assess frequently and routinely where students are in relation to

the unit of study's learning goals or end product (summative assessment).

Hattie recommends that teachers spend the same amount of time on

formative evaluation as they do on summative assessment.

5. Metacognitive Strategies

Students are given opportunities to plan and organize, monitor their own

work, direct their own learning, and to self-reflect along the way. When we

provide students with time and space to be aware of their own knowledge

and their own thinking, student ownership increases. And research shows

that metacognition can be taught.

OBS TACLES F ACED/PROBLE MS E NCO UN TERE D

Students Interest

Obstacles faced if any and strategies adopted to overcome while initiating and implementing the practice

Approaching his way of presentation:

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Metacognitive Strategies


work, direct their own learning, and to self-reflect along the way. When we


and their own thinking, student ownership increases. And research shows

that metacognition can be taught., Daily ways for assessment:

Surprise test, oral quiz.

13. LEARNING BY DOING

Dr D Dinakaran, Prof, Centre for Automation and Robotics


IMPLE MEN TING THE PRA CTI CE

Start every class with real world example and move towards the specific

topic' is the fundamental step followed in this approach so as to break the

'disconnect mindset' of students towards multidisciplinary subjects. Every

class an practical assignment is given to the students and motivate them to

complete it through various platforms like WhatsApp group to reach them.

Students will see the real examples, systems rather than referring only text

books and will solve the problem.

1. Preparation of real time examples

2. Preparation of assignments which will motivate them towards learning

3. Helping them through a discussion forum like WhatsApp

This practice enables the teacher to understand the level of knowledge a student has gained.

IM PACT OF PRACTI CE / EVIDE NCE OF SUCCE SS :

Student’s interest level increased.

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BENEFIT OR OUTCOME OF THE PRACTICE MAY BE RECOR DED Students are developing different alternative solutions for a single problem in the one of my subjects - Design of Mechatronics Systems.

14. ACTIVE LEARNING

Ramya MM, Professor, ANRO



Every class is attached with any one of activity such as quiz, assignment etc.

Technology tools such as videos and tutorials were used to augment the

learning process. Such practice enables the teacher to understand the

knowledge a student has acquired. Few activities such as cooperative

learning and project based learning helped developing team building.


Students found this kind of learning to be more engaging. They were able to construct hypotheses and make decisions.

BENEFI T O R O UTCOME OF THE PRACTI CE M AY BE RE CO R DED

In one of my course (Machine vision), students have developed solutions for real time problems in quality inspection.

15. FORMING OF

INTERDISCIPLINARY RESEARCH

GROUPS

Dr. S. Darius Gnanaraj, Dean - Mechanical Sciences, Mechanical Engineering

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Identification of Researchers from different departments having expertise

to solve a common research problem. Take them for a visit to an

Organization where common people with problems approach to solve their

problems. Study the need of people who suffer. Form an interdisciplinary

group for writing research proposals for receiving funds for solving

problems of people who suffer.

IMPA CT OF PRAC TICE / EVIDENCE OF SUC CESS :

An MoU is planned to be signed between HU and NIEPMD. 3 Research

proposals are planned to be submitted soon to DST-TIDE (Department of

Science and Technology - Technology Initiative for Disabled and Elderly)

scheme for funding.

BENEFI T O R O UTCOME OF THE PRACTI CE M AY BE RE CO R DED The interdisciplinary team has understood the sufferings of people with

multiple disabilities. They are willing to use their research skills to develop

prosthetic hands/legs and electronic gadgets with computer applications

for the benefits of people who

16.THINK, PAIR, SHARE PRABHA SUSY MATHEW, ASSISTANT PROFESSOR (S.S), MCA



It’s a 15 min activity. After a concept is explained students are given a question.

Think: For the first 2 to 3 mins., the student thinks on his/her own, while writing points inhis/her note book

Pair: Student then pairs up with someone next to him/her, and discusses their answers

Share: The results are then shared with rest of the class

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OBS TACLES F ACED IF AN Y AND S TRATEGIES ADO PTE D TO OVE RCO ME

WHILE INI TI ATING AN D IM PLEM EN TING THE PRA CTI CE

Pertaining to both the above said problems the strategy adopted was to

constantly remind them that it is a time bound task and encourage them

towards getting the answer for the question posed fast.


Better student involvement


Encourages student to seek information actively.

17.BUSINESS SIMULATION

GAMES

Dr Smriti Verma, Professor, School of Management



Business Simulation games are an activity which mentally involves students

to challenging business situations. It is built around a business situation

which is presented like a case and, decision making is the major step to be

taken by the participants. Most business simulation games are essentially

numeric but built around creative graphics or a story line. The objective of

this exercise is accurate simulation of real life situation using algorithms

and understanding of consequences and outcomes of decisions taken by

the participants during the game.

The exercise is conducted either as one to one or as a group activity

depending upon the exercise used. For example, in a pricing simulation

game, the decisions are taken, based on costing and is influenced by pricing

of competitors. The participants are expected to make decisions to

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maximize profits and reduce losses. The decisions are influenced by the

changing costs of raw material and the cost of production. The decisions

made by co participants who operate as competitors also affects the

decisions made by the participant. The results are evaluated based on who

procures the maximum profit. This exercise offers students real life experience of business decision making.


Students get real life experience.

BENEFIT OR OUTCOME OF THE PRACTICE MAY BE RECORDED

The outcome is recorded by identifying the participant positions and the record of learning.

18. CASE STUDIES

Thangakumar J, AP(SG), CSE



Regular mode of delivery was full of lectures and packed with contents.

Many students were feeling lost in between the delivery because of this.

Hence there was a need to find out some space where the students.

- Can have interactions / discussions within themselves

- Will get an opportunity to apply the learnings to solve a real world problem.

- Can experience team work.

- Can make presentations in front of the whole class.

I found that using Case Studies from relevant focus areas from the course

can cover all the above said activities. Considering the Problem Solving

Techniques course, we have formulated case studies for many important

focus areas like application of data structures like queues, stacks, trees,

graphs and so on.

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Nil


Grouping students into teams and the case studies being assigned to these

teams enhanced team player abilities. Also, the teams were dynamic and

we kept on revamping the teams after each case study. Choosing of focus

areas for formulating case stimulates better knowledge acquisition.


The students gave a positive feedback about the usage of this case study that it has cemented the concepts and applications of graph data structures in them

They also got a chance to experience active learning through problem solving, brainstorming sessions and manual work

19. ONLINE EDUCATIONAL

TOOL-EDMODO

DR T MICHA PREM KUMAR, ASSO PROF, MECHANICAL ENGINEERING



Edmodo is an educational technology company offering communication,

collaboration, and coaching tools to STUDENT and teachers. The Edmodo

network enables teachers to share content, distribute quizzes,

assignments, and manage communication with students, colleagues, and

parents. Edmodo is an easy way to get your students connected so that

they can safely collaborate, get and stay organized, and access assignments

and grades. This is a secure microblogging platform where teachers and

students can interact and collaborate online. It has an interface similar to

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Facebook, however, it is much more secure since it is a closed network.

Both teachers and students can share notes, links, files and resources with

each other.

In addition to this, teachers have the ability to post alerts, assignments, grades, reminders, conduct a poll and share events.

20. EFFICIENT CLASSROOM

TEACHING PRACTICE

Jeyapoovan T, Professor, Mechanical



1. Know Your Students (KYS) by name and other information like their potential, capability,native place, purpose, interest etc. 2. Look at every student’s face for before you start your lecture to get their attention. 3. Make a sensible delivery of your lecture. 4. Once in a while give small class work, check the answer and point out the common mistakes in the same hour. 5. Motivate the students to get involved in the academic work, in one or two words; no lengthy advice. 6. Share real time engineering application of your lecture in the class. 7. Maintain your smile and control your emotions while facing mischievous action, if any, in your class.


Dignified academic excellence will be achieved by practicing the points mentioned above

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21. QUIZ, MCQ, IMPACT OF TOPIC

ON CURRENT TECHNOLOGY, OBE

BASED QUESTIONS PRACTICE IN

THE CLASS

Dr Komathy K, Professor, Information Technology



*Introduce the topic with its importance and impacts on ICT evolution

*Brain storming session after the topic is covered

*Power point Slides with more animated pictures and images rather spending time on board with chalk. So it gives ample time for explaining the concept and focusing on the students.

*Body Language while teaching - with rhythmical sound & kinematics

*Video lectures and Webinars by Field Experts

* Industry visits related to the subject

* Research problems that currently undergoing based on the topic taught /technique /method are discussed

* Learning based on study project/practice/OBE based assignments by team work

* ICT based Teaching; connecting to internet to demonstrate the concept

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Dr. Akkara Sherine, HOD, Languages



Mobile enhanced language learning was implemented with a group of international students enrolled in a short term course. The app "YAPP" was used by the teacher and it was shared with the students. The learning materials, exercises and evaluation sheets were shared and it enabled the students to learn anytime and anywhere. The flipped classroom technique was implemented and this facilitated learning in a variety of ways. The teacher was able to develop content, share and discuss it inside and outside classroom. The methodology of the mobile enhanced language learning also helped the students to develop LSRW skills. The students also uploaded their oral presentations enabling the teacher to assess their pronunciation.

IMPACT OF PRACTICE / EVIDENCE OF SUCCESS: Learners use devices across a range of real world contexts to access information needed at the moment (e.g., creating multimedia recordings of their learning wherever they may be at the moment)

23. RAPID RESPONSE LAB

WORK

Sastry Dasigi, Senior Professor, Aeronautical Engineering



There are two parts in the proposed practice: one concerning the laboratory itself and the other, the lab work. The specifics below relate to the Aircraft Structures Laboratory:

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Laboratory

1. There is no need to purchase the equipment to perform the experiments. Procuring from

external sources is slow, constraining and expensive. Slow, because it always entails a certain

amount of paperwork and permissions. Constraining because we are limited to what is available

rather than what we need. Expensive because we are supporting someone else's business! Surely

we cannot afford such a drain on our limited resources. Any maintenance and repairs by an

external source is a recurring problem area.

2. All equipment should be made in-house in our own workshops. This is economical and, in the long term, builds our own expertise. In time, we might even consider selling equipment!

3. Currently there is a multiplicity of equipment to perform variations of the same experiment.

This is both expensive and clutters the limited floor space in the laboratory. Instead, a single

equipment can be used for several experiments of the same family by changing the fixtures.

4. MTech and PhD students should be required to design the experiments and apparatus and

fabricate the equipment under staff supervision. We are an engineering department; hence this

is a very appropriate activity. Simplicity and elegance should be emphasized.

Lab. work

1. The laboratory report should clearly show a comparison between experimental and the corresponding theoretical results, pointing out the likely causes of any deviation.

2. Students will be required to complete most of the report in the laboratory itself. It is far more

valuable to complete the work within the time allotted for the laboratory session rather than

polish it into a beautiful piece of work that taxes the student's time.

3. A Laboratory manual should show clearly and in detail what is expected and how it should be presented. Conciseness should be rewarded.


Better equipped, less expensive and steadily improving labs could be one

consequence. The other should be a much better learning experience for

the students. The evidence is from IITM where I studied and was a part of a

similar practice.

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24. INTERACTIVE SESSIONS

AND SEMINARS

Kondeti Lakshmi Vasudev, Assistant Professor (Selection Grade), Mechanical



In every class, before starting the lecture, a 5 minute question and answer

session about the topic taught in the previous class is conducted. At the

end of the class, again, 5 mins of interaction with students - a kind of

question and answer session about the topic taught on that day is held. In

every class, one student gives his opinion about my teaching and what he

expects from me as a teacher.


It was implemented in all the classes of mine in the previous semester and students feedback is good.


Students actively participated in the interaction sessions by the end of the semester. They opened up.

25. VIDEO, PPT

PRESENTATIONS, PROJECT

WORK

K YOGA NARASIMHULU, ASSISTANT PROFESSOR, MECHANICAL ENGINEERING

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IMPLE MEN TING THE PRA C TI CE

Availability of lesson plan to all students of a particular course, preparing

PPT and Video presentations to make the course easily understandable,

interacting with the students and make them Involved

26. ROLE PLAY

K.Padmaveni, AP(SG), CSE

METH ODOL OGY OF TH E PRACTI CE WI TH S TE PS INV OLVED IN


I used roleplay for the topic ‘circular queue’.

I used five students and made them play the role of data in queue and explained the concepts of enqueue and dequeue in a circular queue.


Students were more interested in the class and understood the concept easily and quickly.


Students were able to apply the concept in real world problems, when asked. Resources required: Please mention the resources like man power, materials and money required Existing resources were used

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27. VIDEO CLASSES

D.S.John Deva Prasanna, AP(SG), CSE



1. Demos in case of Programming

2. Video in case of theoretical explanation

3. Awarding extra assignment marks for the students who answer questions in the class.

Impact of Practice / Evidence of Success :

1. Students are more attentive in the class

2. Since marks are awarded to the quiz style questions, students maintain better notes and also concentrate more in the class


Student understand the concepts better

28. EFFECTIVE BLACK BOARD

TEACHING

P.Ranjana, Associate Professor, Computer Science and Engineering



Problem solving -Problems to solve that apply the concepts are given to

students. Students complete the task and compare the results with their

neighbors before the whole class discusses the answers. Then the answer is

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discussed with the students and the steps involved in arriving at that

answer is clearly explained through that problem.


Problem solving skills were developed; so they were able to clear the aptitude test for placement. Thus helps the students in getting placed


The teachers and learners together work to find out what learning occurs

within the unique context every course presents. Classroom problem

solving Techniques improves creative thinking of the learners to make

them improve learning. Students develop their ability

29. DIVIDE AND CONQUER

DIVYA THOMAS, AP, CSE



1. Divided students into two batches and conducted Quiz.

2. Divided students into different groups and asked them to choose a Role Play for the particular topic.

3. For problem solving, given four sets of questions and assigned each set to students and asked them to solve individually.


1. Students got opportunities to practice what they have learned and nto interact with the teacher.

Benefit or outcome of the Practice may be recorded

Since they found out that classes are interesting, they are attending them regularly and progress is seen in their result.

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30. CLASS TUTORIAL

Dr.B.Aruna Rajan, Associate Professor, EEE



After the completion of each unit or half the unit, we can give a set of

questions and prepare the students to answer them by clearing their

doubts or queries. The questions need not be problems, but can be analysis

or descriptive topics. This method will create interest in them so that they

will get involved in finding the result. The questions can be framed in such

a way that the syllabus covered so far included. This will help them to

follow the advanced topics in a better way so that at the end of the course

they will be able to achieve the expected outcome.


The involvement of students was commendable. They had a very interactive discussion .


Their confidence level increased. That was reflected in their unit test results

31. TALK HALT THINK DO

P.Getzial Anbu Mani, Asst.Prof(S.G), EEE


IMPLEMENTING THE PRA CTICE Lecture Practices: Talk time- 7 to 10 minutes in segments- pause- ask pre-planned theoretical questions. Action: learners record their answers in their notes. Halting Time: Present complex material or directions and then stop so learners have time to think or carry out directions. Visually check to see

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whether the class appears to understand. Group Discussion: Involve learners in small discussion with the groups reconstructing the lecture conceptually with supporting data, like lecture notes. Self-assessment Questionnaires: Short surveys of learner attitudes and values. Case Studies: Rather than expecting learners to have a right answer, learners develop their ability to articulate their thoughts, frame problems, generate solutions, and evolve principles that may apply to other situations. Visual Studies: Video recordings to bring into the classroom direct depictions of the concepts being discussed. QuizTutorial Questions Assignments Assessment tests

IMPACT OF PRACTICE / EVIDENCE OF SUCCESS : Active participation of all the students in the class.


Through video presentations students actually witness the functioning of the machines

32. SEMINAR IN RECENT TRENDS, EXPLANATION THROUGH ANALOGY, WARM UP SESSIONS

Ms.V.Ceronmani Sharmila, Assistant Professor (SG), Information Technology



Seminar on recent trends: Seminar topics are identified. The schedule is

prepared and the same is circulated among the students. Students have to

make presentations and a group discussion will be conducted at the end of

the seminar session.

Explanation through analogy: Analogy based topics are identified. Actual vs Analogy examples are discussed in the class. A Questionnaire session is conducted at the end of the session.

Warm up sessions: These sessions are conducted during post lunch sessions to increase the involvement level of the students in listening to

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the topic delivered.


Students’ listening capability and involvement are increased.

33. SUMMARY AT THE

SESSION BEGINNING AND

END

K.Viswanathan, Associate Professor, Mechanical

METHODOLOGY OF THE PRACTICE WITH STEPS INVOLVED I N


Students are given the overall bird’s eye view of the subject int the first

hour. They are provided with lesson delivery plan for the subsequent

hours. Topics are discussed in the class as per the delivery plan. Summary

of what was discussed in the previous class is presented at the beginning of

the session and what will be done in the subsequent class is introduced at

the end of the session. During the class lecture, the session is made

interactive for students to participate. In the case of tutorial hours ,

problems are to be solved by the students and they are encouraged to

draw support where required


Evidence of success is felt when we handle the class understanding students psychology and treat them with fairness and be tough when they tend to go out of control.

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34. MCQS, QUIZ, GROUP

DISCUSSIONS, GUEST LECTURES.

Dr. A. P. SANTHAKUMARAN, PROFESSOR, MATHEMATICS



On completion of each topic of a course, a written quiz program is

conducted. Students are divided into several groups and discussion of a

particular topic is carried out. Also, guest lectures are arranged in the

relevant topic and its applications, periodically.


Motivated to take part in External competitive programs Students winning the competitions and receiving awards


Creative thinking and evolving new ideas

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35. QUIZ,SEMINAR,VIDEO

LECTURES , PROJECT BASED

LEARNING(APPLICATIONS OF

SUBJECTS)

Dr.Jessy Rooby, Professor &Head, Civil Engineering



• Classes are made interactive by conducting quizzes ,role play and other group activities.,

• Students are encouraged to present case studies on various Civil Engineering aspects.• *Group activities, Minute paper


Interest of students in learning has increased. Since minute paper is collected at the end of the class, students are more attentive.


More initiatives on developing projects

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36. CLASS PERFORMANCE IN THE

SUBJECT

Dr.S.Sumathi, Professor, Chemistry



(i) Students are encouraged to clear their doubts during the lecturing.

(ii) Students are frequently reminded about their good potential.

(iii) Students are given question bank for thorough preparation of the subject.

(ii) They are asked to write assignments on selected topics.

(iii) Also, answering 2 marks and 10 marks questions for the completed syllabus

and asked to submit as assignment


Students initially dull in studies have shown interest after first internal

tests. Also, some students in their third year have expressed thanks and felt

sorry for having not listened in the first year


Improvement in: results; co-curricular activities; general attitude

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37. MCQ'S, SEMINAR, QUIZ, GAMES, VIDEO LECTURES

J. ESTHER JERLIN, ASSISTANT PROFESSOR, MATHEMATICS

Methodology of the practice with steps involved in implementing the practice

Students are first recalled with prior knowledge, Introducing the concept,

Making the students to accept the concept with divergent ideas and

illustrations, Students are posed with higher order thinking questions,

Students are encouraged with positive attitude to cultivate interest in the

subject, Students are given challenging problems to solve, Continuous

practice session is provided in the class, Assignments are given to assess

the students.


Students show more interest in the subject and complete the assignments in time.


Improvement in attendance percentage of the students , Added interest and involvement in the subject, Completion of assignments in time.

38. ROLE PLAY Dwarakanath B, Assistant Professor (SG), Information Technology METH ODOL OGY OF TH E PR ACTI CE WI TH S TE PS IN V OLVED IN


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Assign certain roles with respect to the subject topics to the students and make them explain to other students


There is a better understanding


Get motivated towards study


LEARNING PROCESS

SHERIN K RAHMAN, ASSISTANT PROFESSOR, CIVIL ENGINEERING



Interactive teaching learning process involves teaching procedure which

will incorporate student interactions more by means of group discussions

and debate sections. Concepts are conveyed to the students through the

interactive sessions like quiz and GD conducted in the class.


Improvement in internal test was observed and students have started to

approach the subject in practical manner. Students have submitted

assignments based on real data in remote sensing and studied the urban

planning pattern in Chennai.


Course outcome was attained for each unit by 80% of the class.

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40. SEMINARS, PRESENTATIONS

AND INTERACTIVE SESSIONS

P.VIJAYABALAN, Professor, Mechanical Engineering



Recap session by students, for about 5to 8 minutes every class hour on what was learnt in the previous class hours. Student to give seminar on the application of theory learnt.

Quiz on the fundamental taught


Improvement in class attendance

41. ACTIVE AND COOPERATIVE

LEARNING

Karthik N, Assistant Professor(SG), EEE



Students interact with others to construct meaning from new ideas and

concepts based on their background knowledge. Assignments are designed

to draw upon the skills and knowledge that students have or must acquire.

Cooperative learning, problem solving, and project- based learning are

some of the active learning strategies used.


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Implementation of active and cooperative learning creates a learning environment where students feel that they belong to the learning community and feel free to take risks.


In activity based learning even slow learners will get the chance to actively

perform and participate. ABL based learning provide varied and ample

opportunities for students to practice and process new information.

42. LOGICAL THINKING IN

PROBLEM SOLVING

Mr.V.Meenakshisundaam, Associate Professor, School of Aeronautical Sciences



Remember and recollect the facts, Understand the problem physically, represent them by picture, following the logical steps, applying scientific tools, assemble whole ideas to create.


Once understood the methodical approach it is definite to get to the logical end.

BENEFIT OR OUTCOME OF THE PRACTICE MAY BE RECORDED

lot of home work and refering to std. topic materials put us in proper orbit.

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43. GROUP DISCUSSION

A.Mirunalini, AP, EEE



The students were divided into batches and given a subject topic to discuss.

Each student in a batch must provide an point about the topic.

if any concepts were incorrect,the other student in a batch can correct the

idea by providing his views.Initially the discussion will start by discussing

the concept of the topic.then it continues by adding Advantage and

disadvantage of the topic in the engineering field to the society,then ends

up with providing their ideas about the topic apart from the book concept.


improvement in knowledge, effective communication skills


The students will be able to communicate their views, their interest towards subject increases

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44. PRACTICAL

EXPLANATION - TAKING

STUDENTS TO LAB / VIDEO

PRESENTATION /PPT

YASHVANTH, ASSISTANT PROFESSOR (SS), AUTOMOBILE



Plan and prepare

Set up and customize

Deploy to students

Drive adoption on the course of work

Continuously improve/Organize my students /

Plan for problematic data /Analyze and Prepare data

Testing and Execution/Validation.


Assessment of outcomes / Discipline-linked seminars by students


Supervisory monitoring /Conducting Effective Meetings/Group Discussions

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45. PROJECT BASED LEARNING

S.Sathyalakshmi, Professor, CSE

METHODOLOGY OF THE PRACTICE WITH STEPS INVOLVED

IN IMPLEMENTING THE PRACTICE

Asked the students to do a project on a particular problem Teams of 5

students themselves formed

Sent a format for the report

Each and every student from a team demonstrated the project and answered the questions.


Students were able to understand the concept clearly by solving the problems faced by them while doing the project.

Final internal marks improved.


Expecting the university result to see the outcome

46. ACTIVITY BASED TEACHING

DURING ENGLISH CLASSES

Robert Divine N, Assistant Professor, Languages



Step 1: Identify skill set of the

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learners. Step 2: Frame a

conducive plan of action.

Step 3: Analyze whether the action would be objective based

or not. Step 4: Discussion with peers to clarify your ideas

Step 5: Implementation in

class room Step 6: Assessment

of the activity

Step 7: Collecting feed back of the activity

Step 8: Making corrections in the activity based on the feed back

received Step 9: Regularizing the activity with more target topics

Step 10: Training others to practice the activity

Based on the above mentioned steps i taught concepts like,

1. Report writing

2. Paragraph writing

3. Pictorial representation of data

4. Brochure preparation

5. Notice and Agenda writing the student learning outcomes are enhanced.

47. EFFECTIVE USE OF

POWERPOINT.

Abi Koshy, Assoc Prof, EEE

METH ODOL OGY OF TH E PR ACTI CE WI TH S TE PS INV OLVE D IN


Summarize course material into presentable slides; create necessary drawings (2D, 3D), animate slides so matter appears only on command;

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class is more attentive;


I can talk to the class rather than to the board. Additional related material

can be disseminated while students read projected matter. I'm not stuck to

front of class but can walk between benches while talking, thereby even

back benchers generally keep q

48. CLASS GUIDE, PERSONALITY

DEVELOPMENT AND MENTOR

SYSTEM

Hemalatha S, Assistant Professor (SG), School of Management



Teaching methods such as group work, role play, field visit, case study,

debates and project work. Self – learning methods through books and

journals, internet and computer assisted learning.Educational Trips, Fields

Trips, Project, Surveys, Seminars and Guest Lecturers by experts from

outside help students to develop the ability to learn on their own


Real Time Study - Assessing the Tourist Destination like Dakshanachitra, Mahabalipuram and Madras Crocodile Bank.


Students are exposed to currents trends and opportunities.

Paper Presentation and Publications

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49. TEACHING METHODOLOGY

J.S.Prasath, Assistant Professor (S.G), EIE



Problem based teaching and learning method. In this method, problems

are solved which are related to the topic. This method allows the students

to learn and understand the topics easily and quickly. It allows the students

to design, analyze and implement the concepts. This method is very much

useful in doing innovative projects.


Practicing and solving the problems provides the in-depth knowledge of the subject. It gives the interest for students and provides a way to do project.


RECORDED

Analyzing the concepts in terms of problems improves the subject knowledge. the benefit of solving the problems provides the ability to design as well as development.

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50. RECONSTRUCTION OF

THE LECTURE BY STUDENTS

S.Induja, Associate Professor, Chemistry



Delivering lecture during first half of the class without permitting students

to take notes. Subsequently, about 5 minutes given to students for

recollection. Small groups of students are formed and asked to reconstruct

the core concept of the lecture with supplementary points. In this process,

making the students attempt to reproduce the initial lecture. Student

groups are guided on the practical difficulties and problems during

reconstruction.


Better discipline among the students is visible. Improvements in the

comprehension of the concept by the students of the topics covered.

Under this method students are discouraged to taking notes, memorize

and reproduce in exam without understanding the c


Students are motivated to be more attentive since they are asked to

reconstruct the lecture who otherwise may simply take notes with lack of

concentration. This provides an opportunity to the students to brain storm

the topic covered which result in see

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51. DYNAMIC LEARNING

S.K.Indumathi, Assistant Professor (SS), EIE


Adopted Practical based Teaching.

Concepts are explained with Interactive session.

Complex topics are illustrated with numerical examples.

Discussion and Practice about Soft skills and Behavior Skills.

Obstacles faced/Problems encountered

Hesitation from the students to involve themselves.

Time Constraint. Obstacles faced if any and strategies adopted to overcome while initiating and implementing the practice

The allotted TCH per unit for difficult subjects is 12 hours but it is not

sufficient to implement all Active learning methodologies in the limited

time. So utilized extra hours to execute the practice.


Involvement of students is improved. More Discussions occurs related to the topics.


After executing the innovative practices, Students felt the subject to be easy and clear with the concepts. Produced good results in their assessment.

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52. ANALOGY BASED TEACHING

G.VIMALARANI, ASSISTANT PROFESSOR, EIE


The concepts in the course are explained with real time examples, pictures

and videos related to it.. Student's observation and interaction are

appreciated. Then the students are taught with the actual concept.


Students become outspoken and remembers the concepts by recalling the real time illustrations.


The results in the subsequent tests and examinations are improved.

53. TEACHING PRACTICES

M. Prabaharan, Professor, Chemistry


1. Learning goal - teachers need to clarify the purpose and learning goals, and provide explicit

criteria on how students can be successful. It is ideal to use models to students so they can see

what the end product looks like.

2. Classroom Discussion - Teachers need to facilitate entire class discussion. This allows students

to learn from each other. It can be used for teachers to formatively assess how well students are

grasping new concepts.

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3. Summative assessment - Teachers need to assess frequently where students are in relation to

the unit of study's learning goals. This helps students to provide effective and accurate feedback.

4. Metacognitive Strategies - Students are given opportunities to plan and organize, monitor their

own work, direct their own learning, and to self-reflect along the way. This helps students to

increase their ownership.

5. Engagement - Teachers need to engage, challenge, and motivate students.

They need to provide varied and ample opportunities for students to practice and process new research-based information. Impact of Practice / Evidence of Success:

Best teaching practices will help students to improve their creativity, problem-solving abilities, a passion for learning, a dedicated work ethic and life-long learning opportunities.


1. Helps students to engage in higher-order thinking tasks as analysis, synthesis and evaluation

2. Helps students to ideas, solve problems and apply what they have learned.

3. Improve students to construct hypotheses and make decisions.

54. CONCEPT AND

APPLICATION ORIENTED

TEACHING

LEARNINGPROCESS

GAYATHRI KRISHNA K, ASSISTANT PROFESSOR, CIVIL Methodology of the practice with steps involved in implementing the practice

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Discussions and interactions based on the concepts and applications of the corresponding topic are initiated in the class. Teaching is emphasized more on the clarity of the concepts. Impact of Practice / Evidence of Success :

Improvement in participation of the students in the discussions and they

are able to understand and apply the concepts in the real scenario. Since

the approach to the subject become concept oriented, students develop an

interest in the subject.

Benefit or outcome of the Practice may be recorded Students will be able to perform well in competitive exams and interview due to the clarity in concepts. Students will develop research and application oriented learning.

55. MOTIVATING

BEENA JAMES, ASSO. PROF AND Dy. COE, MATHEMATICS


1. Rearranging the weak students among the bright students.

2. Making the student to do problem on the board.

3. Checking the Class work note book after completing each unit

4. Make the students to recollect the basic mathematics formulas at the beginning of the course.

Impact of Practice / Evidence of Success:

1. many are motivated to learn the subject through the interaction with student with strong mathematical knowledge.

2. making all the students to keep class work note complete at the end of the semester.


Better result in the final exam

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1. Information is loaded into in any of the ICT form.

2. Students are informed to go through the notes loaded in the online ICT tool during out of class timing (home).

3. Facilitation and Assessment activities are performed in the real class room to get active involvement of the students.

4. Student centric learning will be achieved.


Active student learning tool

Collaborative learning environment

Yield better result in learning activities

Consumes time Benefit or outcome of the Practice may be recorded

Higher learning achievement

Time saving practice

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57. ROLE PLAY, QUIZ, SEMINAR IN LATEST

TECHNOLOGIES

D.USHA, ASSISTANT PROFESSOR(SG), INFORMATION TECHNOLOGY


Recap of last topics taught in the class for 5 mins. Asking questions in

middle of the class to make the active participants of the students. Make

the students to understand the levels in Bloom's taxonomy and make them

to know in which level they are in the particular topic of the day. Make the

students to first understand the concept and then ask them to analyze by

the way of group discussion. Impact of Practice / Evidence of Success :

The success rate can be improved when activity based teaching method is adopted.


Benefit or outcome can be recorded through the improvement in assessment tests of the students.

58. OBE

I.JUVANNA, Assistant Professor (SG), Information Technology Methodology of the practice with steps involved in implementing the practice

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Step 1: Inculcate the knowledge of

OBE in students' mind Step2:Input

the Blooms taxonomy to the

students Step3:Teach according to

the Blooms taxonomy level

Step4:Make the students determine the level of BT for each and every

topic while teaching Step5:Give activities (group or individual) to

attain BT

Step6: Assess students' performance so as to attain the course outcome


Students can be certainly made to increase their concentration level and concentration time


1. Teaching satisfaction because the student actually understands what we

teach/speak 2.Students are get used of OBE and it makes them easy to face

the OBE based question paper

3. Attainment of course outcome becomes easier


Meenakshi.N, Assistant Professor, Information Technology Methodology of the practice with steps involved in implementing the practice

By following the Outcome based education the quality of the education can

be measured by the mapping of the co's with the BTL. Students can also

able to know their level by this kind of Practices.

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According to my Perspective it has got 60% of success but it comes to 100% only if we implement in the End semester Examination. Benefit or outcome of the Practice may be recorded

Students can able to know their level of Knowledge attainment

60. SEMINAR AND UNANNOUNCED

TEST

M. MAHENDRAN, ASSISTANT PROFESSOR, MATHEMATICS


On completion each chapter, students are divided into teams and an

unsolved problem is given to each team. Team representatives are asked to

solve that. A particular hour is selected and in that hour unexpected test is

conducted for students.


Motivated to approach difficult problems. Getting More "S" grade


Innovative thinking and solving more difficult and related problems

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61. MODEL MAKING BY THE

STUDENTS,GROUP

ACTIVITY,QUIZ,MINUTE PAPER

P.S.JOANNA, PROFESSOR, CIVIL ENGINEERING


GROUP ACTIVITIES:

The entire class was divided in to small groups consisting of five members

.a group leader was identified from each group. Group leader used to help

the needy students in their group. Models of the structural components

were made by each group. Marks were awarded for each group. FEED BACK FROM THE STUDENTS:

AT THE END OF MOST OF THE SESSIONS, MINUTE PAPER WAS COLLECTED FROM THE STUDENTS,TO KNOW WHETHER THEY UNDERSTOOD THE SUBJECT OR NOT


PERFORMANCE IN THE INTERNAL TEST WAS GOOD Benefit or outcome of the Practice may be recorded

COURSE ASSESSMENT PLAN AND COURSE OUTCOME ATTAINMENT WERE DOCUMENTED

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62. PPT, BLACK

BOARD,SUBJECT RELEVANT

VIDEOS, GROUP

DISCUSSIONS,SEMINARS,QUIZ, INDUSTRIAL VISITS.

S.SHARMILA, ASSISTANT PROFESSOR, CIVIL ENGINEERING


To achieve the best practices we should update our knowledge with recent

and upcoming information and to convey those things to the students with

the best practices like ppt, videos, group discussions, giving seminar to

them. And taking the students to live projects to see them lively .


students understood the subjects concepts and the evidence is internal assessment. .


students got the information about new technological developments in the respective subjects.

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63. SEMINAR AND TUTORIALS

M.Sabareesh, Assistant Professor, Mechanical Engineering Methodology of the practice with steps involved in implementing the practice

* Giving particular topics for students and make them prepare

* Discussing the prepared topics in class hours with students

* One on one discussion about particular topics in tutorial hours


* Knowledge gained by students


Projects can be given to students related to subject


S.Subha, Assistant professor (SS), Aeronautical


Desired outcome, planning course,Attaining desired outcomes,Assessment,Feedback evaluation. Impact of Practice / Evidence of Success :

Attainment of the course outcome percentage reached 75% and above for the CO's


Providing the strategic way to enhance the quality of teaching and learning.

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65. MCQS, QUIZ, SEMINAR ETC.

DR. A. PRAVEEN PRAKASH, DEAN SS&H and HoD MATHS, MATHEMATICS


1. Teacher Clarity

When I begin a new unit of study or project with students, I clarify the

purpose and learning goals and provide explicit criteria on how students

can be successful. It's ideal to also present models or examples to students

so they can see what the end product looks like.

2. Classroom Discussion

I frequently step offstage and facilitate entire class discussion. This allows

students to learn from each other. It's also a great opportunity for me to

formatively assess (through observation) how well students are grasping

new content and concepts.

3. Students Feedback to Teachers

To make learners know they are moving forward without steady, consistent

feedback? They often won't. Along with individual feedback (written or

verbal), I provide whole-group feedback on patterns they see in the

collective class' growth and areas of need. Students are given opportunities

to provide feedback to me so that I can adjust the learning process,

materials, and instruction accordingly.

4. Formative Assessments

To provide students with effective and accurate feedback, I assess

frequently and routinely where students are in relation to the unit of

study's learning goals or end product (summative assessment). I spend the

same amount of time on formative evaluation as they do on summative

assessment. 5. Metacognitive Strategies

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work, direct their own learning, and to self-reflect along the way. When I


and their own thinking, student ownership increases.

6. Collaborating with Colleagues

Great teachers are earnest learners. I spend some time with a colleague, or

two or three, and talk about what each of these research-based, best

classroom practices looks like in the classroom. I discuss each one in the

context of our unique learning environment: who my students are, what

they need, what they already know, etc.


The Interest and response of the students was increased due to Interactive sessions which have increased the students pass percentage.


The Interest and response of the students was increased due to Interactive sessions which have increased the students pass percentage.

66. OBE

Eusebious T Chullai, AP(SS), Aeronautical


1) Course Delivery Plan 2)Course Assessment Plan 3)CO Attainment


CO attainment

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This help in knowing how far the students understood from a particular unit depending on the percentage of CO attainment for a particular unit

67. DESIGNING EXPERIMENT

WITH DIFFERENT SPEC

TERENCE E, AP(SG), EEE


Students were asked to design a circuit for different specification of duty cycle of timer in the case of astable multivibrator .


Developed the interests among the students in lab classes to do the things in different manner . Students have started shown interest in exploring new things in lab classes.


Developed the interests among the students in lab classes to do the things in different manner .

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68. MASSING MODELS

Shakiladevi v., associate professor, architecture


1. Knowledge gaining in the given project through several case studies and standards governing them

2. Analyzing and prioritizing design criteria and requirements.(analysis and inferencing, differs and are very specific for the given project)

3. Evolving ideas specific for the project

4. Setting the scale and limits of development of the project by shuffling between step 1 and 2

5. The evolved idea can be best demonstrated through massing modela which are abstract models before any refine and intricate detailing could be added .

6. This abstract model acts as a concrete base to further explore into the complexity of the architectural design project.

the above mentioned sequence of working on projects is one of the

successful methods being followed in architectural design process both in

practice and research at all proportions or scale of project.


1. Handmade mass models are best tools for exploring space, scale, materials and other considerations in building design.

2. The presence of a mass model allows the designer to make changes, additions, modifications very easily.

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69. INTERDISCIPLINARY PROJECT

Dr.A.Anitha, Professor, Chemical


6 months or 1 year project for PG students from across departments


Involving the guide of the student from the other dept during work


Good research outcome

70. EFFECTIVE LEARNING

Dr.S.Ravindran, Professor, Dept of Mechanical Engineering Methodology of the practice with steps involved in implementing the practice

All the best practices like chalk and talk, seminar, mini project, showing

videos, photocopied notes. e-books through internet, suggest NPTEL talks

are useful in increasing the understanding of a subject by the students. Impact of Practice / Evidence of Success :

Students have more than 90 to 75% attendance. This indicates that the students are learning to a large extent. Benefit or outcome of the Practice may be recorded

OBE practice shall give an overall picture of records.

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71. PERIODIC

REVIEWS/FOLLOW UP

K.GNANASEKARAN, AP (SG), MECHANICAL Methodology of the practice with steps involved in implementing the practice

Students will be presenting their work in front of the panel in every review

. Marks will be awarded for each review and the same will be displayed on

the noticeboard on the next day of the review.so that the students are

taking the reviews seriously and improve their knowledge.


ATTENDANCE FOR THE REVIEW INCREASED APPRECIABLY


ALL STUDENTS TURNED UP FOR THE REVIEW.

72. MOTIVATING THE STUDENTS

TO DO QUALITY PROJECTS

M.Balachandar, Assistant Professor, Mechanical Department Methodology of the practice with steps involved in implementing the practice

A panel comprising of faculty members will be formulated to review the

projects done by the students. Students will be motivated and guided all

along their project work. After each review, the marks will be displayed in

the notice board. students are encouraged to undertake projects from the

industry.

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we could find students answering the basics of their projects and could see their involvement during presentations in the review. They could narrate step by step progress of their project.


Students do their project on their own is ensured


M.Kishore Abishek, Assistant Professor, Mechanical Methodology of the practice with steps involved in implementing the practice

Initiated and doing a project in Concentrated Solar Thermal field. I have also guided two mini projects for final year mechanical students. Steps involved in implementation.

Step 1: Project initiation (Idea and the need/necessity of the project is presented)

Step 2: Design and planning (Students work along to create or improve a mechanism or a process systematically and document it)

Step 3: Simulation and validation (The design is simulated in a suitable software and validated. The necessary improvements and corrections are made.)

Step 4: Fabrication (Using proper external or internal technical resource person/organization, the components fabrication/ assembly of the unit is done)

Step 5: Automation (The process or unit is automated by latest computing device and made user friendly)

Step 6 : Testing (The product prototype is tested in real case scenario with a wide range of practical test inputs)

Step 7: Commissioning or display

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Prototype in the stage of completion (Final stage)


Students acquired practical and on hands knowledge on fabrication, optimization and error correction of a practical mechatronic mechanism.

Learning and assimilating the intricate technical details involved in interfacing and merging mechanical elements

74. PROMOTE INNOVATIVE

THINKING

Dr.A.Saravanan, Asso.prof, Chemical Engineering


Encouraging students to take up problems that they face in their daily life

and come with scientific solutions to address the same. A classic example

of a problem faced on a daily basis is the increasing level of pollution in

cities. A team of III Yr students where guided in completing a project on

Bio-remediation as a method to reduce toxic pollutants entering the

atmosphere.


Practical approach toward learning had helped students understand the fundamentals and hence score better. Benefit or outcome of the Practice may be recorded

Helped students develop problem solving skills, a key component of employability.

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75. PROJECT BASED

LEARNING

Dr..A.Saravanan, Assoc.Prof, Chemical


SMALL DEMO PROJECTS Impact of Practice / Evidence of Success :

Practical knowledge of students


Easy to handle final year projects

76. LECTURE BASED ON REAL TIME

APPLICATION AND INDUSTRY

REQUIREMENTS T.Shanmuganathan, Assistant Professor, auto Methodology of the practice with steps involved in implementing the practice

Five minutes revision about the last class discussion and lecture topic discuses with real time application and industry standard and before finishing class session summary about today class Impact of Practice / Evidence of Success:

Quality of project work Benefit or outcome of the Practice may be recorded

Improvement of Practical Knowledge

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77. PG PROJECT REVIEWS

Nisha MS, Assistant Professor, Aeronautical Engineering Methodology of the practice with steps involved in implementing the practice

Periodically evaluating and validating students’ progress in their project through PEER Reviews Impact of Practice / Evidence of Success :

Now students improved by selecting good work and succeed

78. IDENTIFYING STUDENT

TALENT

Janaki Raman, Assistant Professor, Electronics and Instrumentation


Identifying the students talent

Creating awareness among the students to update them in

multidisciplinary areas Assigning suitable

projects/competitions

Training the students on the particular domain

constant motivation through the entire course of the project/competition


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The students’ acumen has improved and their interpersonal skills have advanced to a higher level


The students are highly employable and efficient team players

Self-confidence to become a entrepreneur

79. SELECTING PG PROJECTS

Suresh C, Assistant Professor, Aeronautical Methodology of the practice with steps involved in implementing the practice

Finding the students area of interest

Selecting the current research topics for their project

Conducting periodical reviews every month to know the students project

status Sending best students to industries to carry out their project work

Motivating students to publish in journals and

conferences Reviewing their final thesis report


Number of publications in conference and journals are increased


Helps students in getting jobs

Gaining in depth knowledge in their field of interest

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80. HINDUSTAN INNOVATION

CHALLENGE



Students were advised to come up with interesting projects. They have

designed and implemented a wireless light communication system for

audio transmission. The innovative idea has been recognized by the

University through a special award for the effort.


Students and myself as a mentor got enough confidence to implement such innovative ideas and present it in a common platform.

This year we are trying for a different system with enhanced features


Wireless optical information transfer system, new concept still in its infant stage.

81. STUDENTS PROJECTS TO

AUGMENT LABORATORIES

S MURUGESAN, Associate Professor, School of Aeronautical sciences Methodology of the practice with steps involved in implementing the practice

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Encouraged students to take up innovative projects and projects which can be included in the curriculum as laboratory experiments Impact of Practice / Evidence of Success:

Students gained practical knowledge on Rocketry


Hybrid Rocket, Solid Rocket & Strand Burner components are available for use in the laboratory

82. PROJECT WORK BASED

LEARNING

A.JOHN PRESIN KUMAR, ASSOCIATE PROFESSOR, MECHANICAL ENGINEERING


The project works aim is to make suitable modification in the intake air

system so that maximum amount of oxygen is injected into the engine

which would result in less CO, HC, PPM and zero NOx emission and Nano

particles injection for better heat release inside the engine. First aim is to

reduce emissions. One way of doing this is by replacing the nitrogen

entering from atmospheric air into the engine by different kind of gas (e.g.:

Inert gas) in the intake system so that it doesn’t interact with the

combustion process and should not be a pollutant to the performing

system or to the environment. Another way of doing this is by increasing

the percentage of oxygen in the intake air which will effectively replace the

nitrogen from getting into the engine. This will serve as a suitable

alternative because it is difficult to reduce all emissions simultaneously in

normal Diesel engines. Many in-cylinder and exhaust post-treatment

techniques are currently being investigated to reduce NOx and smoke

emissions to the acceptable levels. Second aim is to have better heat

release.

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Experimental results showed reduced emission from engine


1. Cost Economy, 2. Lesser emissions. One way of doing this is by replacing

the nitrogen entering from atmospheric air into the engine by different

kind of gas (e.g.: Inert gas) in the intake system so that it doesn’t interact

with the combustion process

83. RESEARCH BASED

LEARNING

R MOHANDAS, ASSISTANT PROFESSOR (SG), CSE


Morning theory class, based on that afternoon practical class, seminar from industry person, Industrial visit and end of the semester students have to submit mini project Impact of Practice / Evidence of Success:

Workshop and Industrial visit makes the students to excel in mini projects


Fostering the research interest among the student community makes them employable during final year

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84. SPACE SCIENCE PROJECTS

THANGAVEL S, ASST.PROFESSOR, MECHANICAL ENGINEERING


The Formation Flying for Spacecraft is a keen interest for many researchers. It has solved numerous challenges in the field of navigation, guidance, control, and

Communication. It is more envisaged to do the Analysis of controlling the

spacecraft by using a Quaternion and Lypunov function spacecraft while

maneuvering. These two methods are solving the linear and non-linear

model of spacecraft.

In this research work proposed three methods. First one is Autonomous

attitude Co-ordinated controller. In this case consider a certain model with

no disturbance. The second one was robust adaptive attitude coordinated

controller, In this part will consider a external disturbances and model

uncertainties. Finally, it is overcome the case with input constraint, model

uncertainties and external disturbances. By using this methods do not need any external tracking signal and only require

Angular velocity and relative orientations between the spacecraft and neighbors.


The above drawbacks are solved by using

Quaternion method. It can globally stabilize the

non-linear spacecraft. It does not depend the rotational sequences.

There is no singular point.

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Among various indirect methods, Hamilton quaternion is

the most popular one because of its singularity free

feature and has been widely used for building attitude

control schemes for spacecraft during the past decades.

85. RESEARCH AND

DEVELOPMENT

ARULANANTHA SAMY S, AP, AUTOMOBILE ENGINEERING


First of all, It is required to aware the current facilities available to do

research in anyone specified area of specialization. The impact of any

particular research should be well defined and this output or result will be

able to present in front of the end users or the audience. It is to show the

advantages or efficiencies of a new developed system or theory over the

current system. Also it clearly says about the assumptions while we design

a system, or challenges faced when it is being design. Impact of Practice / Evidence of Success :

The results will be able to transfer to the end users in a comprehensive format. In my point of view, I have published two International Journals with scopus indexed in the year of 2015. Benefit or outcome of the Practice may be recorded

It may a evolved new theory , or otherwise it may be a executable system.

Whatever it may be, it is to be enriched with more reference data,

simulation work, expert decisions and industry people's suggestions.

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86. RESEARCH PAPER PRACTICE

Nakandhrakumar R S, Assistant Professor (Sel.Gr), Mechanical Engineering


Identification of area of research, collection of papers, identification of instruments availability for experimental work


At one time result will be achieved


Yes

87. MOTIVATING THE

RESEARCH SCHOLAR

DR.D.G.HARRIS SAMUEL, PROFESSOR, MECHANICAL ENGG.


1] SINCE THE RESEARCH SCHOLAR RAVI SHANKAR HAS BEEN DAILY

MOTIVATED, THIS YEAR HE HAD PUBLISHED 6 JOURNAL ARTICLES [ TOTAL

16 IMPACT FACTOR] AND SUBMITTED SYNOPSIS IN 3 YEARS TIME

2] IN CONDUCTING NATIONAL LEVEL SEMINAR IN MARCH 2015,

THE STEPS ARE TO GET Impact of Practice / Evidence of Success :

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HIS SYNOPSIS SUBMITTED Benefit or outcome of the Practice may be recorded

SUCCESS IN Ph D RESEARCH

88. RESEARCH BASED LEARNING

Dr. D V V V CH Mouli, Asst. Prof., EEE Methodology of the practice with steps involved in implementing the practice

For doing research

1. Proper planning and scheduling was done apart from teaching and other administrative work loads

2. Effective thinking with creative and innovative ideas was required

3. Before making publication of results,it was reviewed thoroughly to bring

It to the accuracy and quality to meet the object


Research publications


Enhancing the career growth

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89. DEMONSTRATIVE PRACTICE

Dr. Rajim Ali Mondal, Assistant Prof. (SG), Physics


In teaching process, the subject is expressed in a demonstrative manner

with practical object, examples and videos. The concepts are easily

understandable only when there is a practical relevance. The fundamentals

of the subjects should be clear in advance before entering to the details of

the subject.

In research, dedicated focus is mandatory to find a precious problem.

Suitable access of the facility to pursue work is another key factor. In-depth

understanding is required as it is the primary requirement to bring

sufficient insight of any research and in turn helps to fetch very good

publications. Impact of Practice / Evidence of Success :

Satisfactory Benefit or outcome of the Practice may be recorded

Proper quality and attention in education

90. RESEARCH TEACHING

PRAVEEN KUMAR BALGURI, ASSISTANT PROFESSOR, AERONAUTICAL

ENGINEERING


Encouraging students to be involved advanced research activities, to participate in high standard international conferences. Impact of Practice / Evidence of Success :

good

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91. ANALYZE SMART PRACTICES

Dr. M. Clement Joe Anand, Assistant Professor (S.G), Mathematics


Professional development is most commonly delivered through single

workshops and conferences, or through workshop series, institutes, or

coursework offered through colleges and universities.

Implementation Implementing the Workshop/Presentation approach

generally is the responsibility of the professional development specialist

and/or local program administrator, and involves the following four steps:

Step 1: Conduct needs assessments.

Step 2: Plan for the Workshop/Presentation session.

Step 3: Conduct workshops incorporating elements of effective professional development.

Step 4: Evaluate results of the Workshop/Presentation. Impact of Practice / Evidence of Success :

Challenges related to development, deployment, and maintenance of

reusable software for science are becoming a growing concern. Many

scientists’ research increasingly depends on the quality and availability of

software upon which their works are built. Wh Benefit or outcome of the Practice may be recorded

1. Teachers experts are the greatest resources available for promoting inclusive practice

2. Build on existing practice.

3. Trainers invariably know more than they use workshops.

4. Examine the practice of ordinary teachers

We need to look at the practice

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92. IN-HOUSE COMMUNICATION

AND SOFT SKILLS COURSE FOR

TEACHING AND NON-TEACHING

STAFF

Dr. Sherine, Head, Languages Methodology of the practice with steps involved in implementing the practice

The teaching and non-teaching staff are selected based on the

performance in the online English proficiency diagnostic test. The group of

staff members from all the departments teaching and non-teaching are

divided into two groups and specific training is imparted with a tailor made

module handled by experienced staff members of the English dept. to

develop the proficiency in English and enhance the LSRW skills. Exit online

exam and speaking skills test is conducted at the end of the session.


Teaching and Non teaching staff who have attended the in house

communication skills programme conducted by the Dept. of Languages

have shown tremendous improvement in the LSRW skills after the course.

The analysis was done based on their scores during the diagnostic test

conducted at the beginning of the training programme and the final test

results after the completion of the course. The feedback given by the staff

is testimonials about the success of the short term training programme. Benefit or outcome of the Practice may be recorded

The teaching and non-teaching staff who have attended the

communication skills and soft skills training course have improved their

LSRW skills. Their confidence levels in usage of the target language have

improved.

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93. POWER POINT

PRESENTATION, SUBJECT

RELEVANT VIDEOS, STUDENTS INTERACTION, CASE STUDIES, WORKSHOP

V.PRABHU, ASSISTANT PROFESSOR (SS), CIVIL Methodology of the practice with steps involved in implementing the practice

METHODOLOGY-

POWERPOINT PRESENTATION, SUBJECT RELEVANT VIDEOS, STUDENTS INTERACTION, CLASS TAKEN IN BOARD, CASE STUDIES. Impact of Practice / Evidence of Success:

STUDENTS WERE MORE ATTENTIVE IN THE CLASS EVEN IN THE LAST HOURS.

EVIDENCE TAKEN FROM FEEDBACK OF STUDENTS. Benefit or outcome of the Practice may be recorded

STUDENTS WERE ABLE TO GAIN MORE KNOWLEDGE IN THE RESPECTIVE SUBJECTS.

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94. BIGGER QUESTIONS WITH

RUBRICS

TERENCE, AP(SG), EEE


Bigger questions were provided with the rubrics which gave the the clear idea to the students about the answer content to get the marks in full. Impact of Practice / Evidence of Success:

Improvement in the content of answer and in the presentation order


Improvement in the content of answer and in the presentation order

95. INTERNAL MARKS

T.V.Nagarajan, Professor, School of Aeronautical Sciences


Divide the students in four groups and conducting quiz / test for 15 minutes.

The assessment of test papers by the students itself. Impact of Practice / Evidence of Success :

The non participants started performing in subsequent assessment


Awareness of the subject and involvement / participation activities of the students are increased

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96. ASSESSMENT

C GANESAN, ASSISTANT PROFESSOR(SENIOR SCALE)), AERONAUTICAL Methodology of the practice with steps involved in implementing the practice

Periodical evaluation may be conducted for every two hours in the form of

quiz or slip test to know the understanding of students in the particular

topic which will give idea to the faculty about their own improvement or

change of style in teaching method. Already existing tutorial hours can be

used effectively for assessment purpose and interaction with students.


CO attainment Benefit or outcome of the Practice may be recorded

Faculty can understand easily about the involvement and understanding of

students in the particular topic in the beginning itself which will help the

faculty to change the teaching methodology if necessary or to concentrate

more in the particular topic.

97. MODEL MAKING (FROM EACH

UNIT, ONE MODEL HAS TO BE

DESIGNED WHICH MAY BE BASED

ON THE GIVEN CONCEPT)

Dr.V.Parthasarathy, HoD & Associate Professor, Physics Methodology of the practice with steps involved in implementing the practice

Students are instructed to submit a working model or non – working model

or they can explain some concepts with live examples based on the topics

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which will be covered in the given units instead of submitting the

assignments. The assignments mark may be given for this practice which

helps them to understand the concepts far better than the current

practice.

According to this practice, each student has to submit 5 models each from one unit for one subject. We can easily assess the students by this practice. This is one of the real OBE practices. Impact of Practice / Evidence of Success :

Whatever they have learned, let them find the chance to implement them in the real practice by making some models. Benefit or outcome of the Practice may be recorded

This practice will help the students to work individually in any kind of projects. They may gain the knowledge on the product developments.

98. STUDENT CHAPTER FOR

PROFESSIONAL ACTIVITY

L JOSEPH FRANCIS, ASSOCIATE PROFESSOR, MECHANICAL ENGINEERING Methodology of the practice with steps involved in implementing the practice

ENFUSE is a professional body meaning Energy and Fuel Users Association.

It propagates the importance of energy, its conservation, saving

methods,etc. Workshops are conducted on energy related topics and

special programs are organized to enlighten the student members on the

various possibilities for career in Energy related work. Quarterly Journal

published by the Parent body is distributed to the student members. Impact of Practice / Evidence of Success :

Many students actively participate by subscribing for chapter membership and get benefited Benefit or outcome of the Practice may be recorded

ENFUSE CHAPTER HAS BEEN SUCCESSFULLY GOING FOR FIVE YEARS,

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99. PRACTICAL APPLICATIONS

Bharath.P, Assistant Professor, Automobile Methodology of the practice with steps involved in implementing the practice

1. Increasing Extra-Curricular Activities at Automobile Engineering students.

2. Content• Definition• Importance of extra-curricular activities• Reasons for getting involved• Types of activities• Steps to improves student involvement in extra-curricular activities• Graphs

– Gender participation – Number of activities students are involved in – Types of actives students are involved in

3. Extra-Curricular Activities Extracurricular activities are activities performed by students that fall

outside the realm of the normal curriculum of school or university education. Extracurricular

activities exist at all levels of education 2nd year to final year.

4. Importance of Extra-Curricular Activities• Time management skills: improves balancing school,

homework, family life and after school activities• Self-Confidence. Enhances the chance to excel

in the arts or in sports, can make a huge difference in self-esteem.• Teamwork and Respect.

Working together for achieve a common goal and remove the focus from the individual to the

team

5. Good Reasons for Getting Involved • Allows you to develop • Brings together people from

personal interests outside of different majors/ levels of class education• Demonstrates you’re a

well – • Provides chance to serve the rounded individual community. Maintaining Team Spirit:

Maintaining the team involvement in the group is one of the

challenges which could be overcome by following basis; giving lectures

from outside people who have more in-depth knowledge about the field.

Splitting the work evenly between the team to avoid the clash Impact of Practice / Evidence of Success:

Practical Knowledge gets increased. Benefit or outcome of the Practice may be recorded

The event began with team registration. After finishing the paperwork our

team was directed to our pits. The drivers were then asked to attend the

driver’s meeting, where various rules pertaining to safety were explained

by the officials.

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100. UNIVERSITY PUBLICATIONS

Dr. Akkara Sherine, Editor, Languages


Editor office ensures to bring out prospectus, souvenir, newsletter,

magazine, handbook and journals. These publications ensures that the

complete activities of the staff , students, and the institution is recorded.

This practice is the best practice and it is a record for all the departments of

the universities and also a mode of advertisement of our institution across

the nations and overseas. The online version of the publications is available

in our website and it reaches millions of people. It is also uploaded in issue

publications.


In house design and printing helps in speedy publications and effective

output. Establishing our own Publishing department with good

infrastructure and editorial assistants exclusive for the department will give

the desired output.


Campus Talk newsletter Feb 2015 and Magazine 2015 was in house

designed and it was brought out effectively within the stipulated time. The

design and the work was appreciated by the Management.

101. ATTENDING CONFERENCES

N Prakash, AP(SG), Automobile Methodology of the practice with steps involved in implementing the practice

Students are encouraged to participate in national and international competitions

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Presented papers in may conferences


Succeeded with an increase in research publications

102. INCULCATE SENSE OF

ENTREPRENEURSHIP IN STUDENTS

PALANIAPPAN SP, ASSISTANT PROFESSOR, BIOTECHNOLOGY Methodology of the practice with steps involved in implementing the practice

Entrepreneurship is a field that has been given a lot of importance of late

by the Indian Government. More number of entrepreneurs would not only

result in an increase in number of jobs in the country but also given a sense

of self satisfaction to the student of doing something on his own. The practice that I undertake involves the following steps:

1. Asking students come up with ideas.

2. Sorting ideas based on possibility and feasibility.

3. Experimental work undertaken.

4. Market research analysis.

4. Develop a business plan. Impact of Practice / Evidence of Success :

A team of 5 II Yr students from department of biotechnology were selected to participate in the final round of the HTBI HEIC Innovation Challenge. Benefit or outcome of the Practice may be recorded

A team of 5 II Yr students from department of biotechnology were selected to participate in the final round of the HTBI HEIC Innovation Challenge.

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103. GREEN CAMPUS

Karthick J, Assistant Professor (S.G), Civil Engineering Methodology of the practice with steps involved in implementing the practice

Green campus is also called as the environmental friendly campus, some of

the good environmental initiatives is already practiced in our organization

such as Sewage treatment plant, RO plant & Bio gas plant etc. Additional to

this some of the other environmental initiatives to be taken to make our

college better with environmental aspects. Ban on vehicle movements

during college hours. it will maintain the emission limit with in the college

campus. Students should be lectured with the importance of power savings

and how to make the energy conversations effectively. Usage of plastic

cups may be banned throughout the campus. Campus can implement solar

energy system, throughout the campus.


If green campus initiatives are adopted in our college, the environmental quality of our college will maintain firmly

Unwanted noise and vehicular emissions may get eliminated during college hours

We can save our electricity and water

Even we can use sola


We can save our energy and water systems

If solar panels are installed we can reduced the expenditure which we are spending towards the electricity

If vehicle movement during working hours is prohibited, emissions may be controlled and vehicular noises ma

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104. GROUP ASSIGNMENTS

Shweta Singh, Lecturer, Architecture


It is an active form of learning and needs special attention as learners

(students) are the workers. The more effort they make, the better they

learn. Also it forces achievement of a group goal. It helps them develop

social skills. Impact of Practice / Evidence of Success :

This practice proved to be very useful as the overall result in unit test 1 was 60 %( 120 students) and in unit test 2 it was 89%.


1. Better understanding of the subject

2. Team work (As well as leadership, as all students have something to add to their team.)

3. Improves communication Skills

4. Eliminates Stage fear

5. Interaction, which is very essential for the students

6. Learn to

105. CREATING AWARENESS TO

PROTECT THE ENVIRONMENT

C.E GEETHADEVI, ASSISTANT PROFESSOR(SG), EEE


A Team has been formed to create awareness abouthazards of plastic and

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need for saving of power and water .Team HINDUSTN YUVTHARANG is

actively engaged spreading this message to the students community. The

goal of this movement is to groom the young generation students into a

socially committed and protect our nation. Many in-house programs and

social outreach programs are organized.


Could conduct social outreach program with Government of India and received Good Green Governance Awards


Could groom a team of socially committed team

106. GOAL ORIENTED

TEACHING PRACTICES M. Prabaharan, Professor, Chemistry


1. Learning goal - Teachers need to clarify the purpose and learning goals, and provide explicit criteria on how students can be successful. It is ideal to use models to students so they can see what the end product looks like. 2. Classroom Discussion - Teachers need to facilitate entire class discussion. This allows students to learn from each other. It can be used for teachers’ formative assessment on how well students are grasping new concepts. 3. Summative assessment - Teachers need to assess frequently where students are in relation to the unit of study's learning goals. This helps students to provide effective and accurate feedback. 4. Metacognitive Strategies - Students are given opportunities to plan, organize, and monitor their own work, direct their own learning, and to self-reflect along the way. This helps students to increase their ownership. 5. Engagement - Teachers need to engage, challenge, and motivate students.

They need to provide varied and ample opportunities for students to practice and process new research-based information.

Impact of Practice / Evidence of Success: Best teaching practices will help students to improve their creativity, problem-solving abilities, a passion for learning, a dedicated work ethic and life-long learning opportunities.

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Benefit or outcome of the Practice recorded

1. Helps students to engage in higher-order thinking tasks as analysis, synthesis and evaluation 2. Helps students to solve problems and apply what they have learned. 3. Improve students to construct hypotheses and make decisions.

107. MATHEMATICS

THROUGH SOFT SKILLS Ebenezer H, Asst. Prof (S.G), Mathematics

Methodology of the practice with steps involved in implementing the practice Activities like brainstorming, role-plays, group dynamics and audio visuals involving Mathematical concepts before starting the main teaching.

Impact of Practice / Evidence of Success: Create interest among students. Many students are getting involved. Understanding the concept easily Getting many innovative and novel ideas during brainstorming session.


Students are active throughout the Lecturer with open mind. Getting rid of stage fear. Improving their interpersonal skills

Working in a Group.

108. FLIPPED CLASSROOM Sahaya Lenin D, AP (SG), ECE


1. Information is loaded into in any of the ICT form. 2. Students are informed to go through the notes loaded in the online ICT tool during out of class timing (home). 3. Facilitation and Assessment activities are performed in the real class room to get active

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involvement of the students. 4. Student centric learning will be achieved.

Impact of Practice / Evidence of Success: Active student learning tool Collaborative learning environment Yield better result in learning activities Consumes time


Higher learning achievement Time saving practice

109. LEARNING BY

TECHNICAL QUIZ, ASSIGNMENT AND

APPLICATION M. Gnanaprakash, A.P(S.S), Mechanical

Methodology of the practice with steps involved in implementing the practice Learn the concepts by understand and it is capable to adopt in suitable applications. Impact of Practice / Evidence of Success: To detect the each student performance and upgrade their knowledge Benefit or outcome of the Practice may be recorded To find the strength of the students in each area.

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110. ACTIVE LEARNING

STRATEGIES B.V. Baiju, AP(SG), IT

Methodology of the practice with steps involved in implementing the practice Each student has a 2 or minute opportunity to express his or her point of view on a given topic, or passes, while others listen. Scheduling an exam stimulates learners to study. Completion, true-false, and multiple choice force memorization of facts and statements. Learning experiences are designed to be in consonant with course

objectives and assessment criteria.

Impact of Practice / Evidence of Success: Students able to understand the basic concepts


Students are able to do the basic programming by their own. Students are given opportunities to receive feedback from each other as well as from staff.

111. OUTCOME BASED

EDUCATION Dr. S. Nagarajan, Professor, Mechanical

Methodology of the practice with steps involved in implementing the practice Innovative tricks with proper strategy essential to add scientific technology available. The teaching evolves clarity, classroom discussion and interaction, feedback with proofs in immediate, room for self-learning with guidance, scientific assessments and collaborating with colleagues

Impact of Practice / Evidence of Success: Good feedback and results


Improve admission and quality of education

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112. ROLE PLAY, QUIZ, SEMINAR IN LATEST

TECHNOLOGIES D. Usha, Assistant Professor (SG), Information Technology

Methodology of the practice with steps involved in implementing the practice Recap of last topics taught in the class for 5 minutes. Asking questions in middle of the class to make the active participants of the students. Make the students to understand the levels in Bloom's taxonomy and make them to know in which level they are in the particular topic of the day. Make the students to first understand the concept and then ask them to analyze by the way of group discussion.

Impact of Practice / Evidence of Success: The success rate can be improved when activity based teaching method is adopted.

Benefit or outcome of the Practice may be recorded Benefit or outcome can be recorded through the improvement in assessment tests of the students.

113. OBE I.Juvanna, Assistant Professor (SG), Information

Technology

Methodology of the practice with steps involved in implementing the practice Step 1: Inculcate the knowledge of OBE in students' mind Step2: Input the Bloom's taxonomy to the students Step3: Teach according to the Bloom's taxonomy level Step4: Make the students determine the level of BT for each and every

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topic while teaching Step 5: Give activities (group or individual) to attain BT

Step6: Assess students' performance so as to attain the course outcome

Impact of Practice / Evidence of Success: Students can be certainly made to increase their concentration level and concentration time


1. Teaching satisfaction because the student actually understands what we teach/speak 2. Students are get used of OBE and it makes them easy to face the OBE based question paper 3. Attainment of course outcome becomes easier

114. OUTCOME BASED

EDUCATION Meenakshi. N, Assistant Professor, Information Technology

Methodology of the practice with steps involved in implementing the practice By following the Outcome based education the quality of the education can be measured by the mapping of the CO's with the BTL. Students can also able to know their level by this kind of Practices.

Impact of Practice / Evidence of Success: According to my Perspective it has got 60% of success but it comes to 100% only if we implement in the End semester Examination.


Students can able to know their level of Knowledge attainment

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115. SEMINAR AND

UNANNOUNCED TEST M. Mahendran, Assistant Professor, Mathematics

Methodology of the practice with steps involved in implementing the practice On completion each chapter, students are divided into teams and an unsolved problem is given to each team. Team representatives are asked to solve that. A particular hour is selected and in that hour unexpected test is conducted for students.

Impact of Practice / Evidence of Success: Motivated to approach a difficult problem. Getting More "S" grade


Innovative thinking and solving more difficult and related problems.

116. SEMINAR AND

TUTORIALS M. Sabareesh, Assistant Professor, Mechanical Engineering


* Giving particular topics for students and make them prepare * Discussing the prepared topics in class hours with students * One on one discussion about particular topics in tutorial hours

Impact of Practice / Evidence of Success: * Knowledge gained by students


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Projects can be given to students related to subject

117. OUTCOME BASED

EDUCATION S. Subha, Assistant Professor (SS), Aeronautical

Methodology of the practice with steps involved in implementing the practice Desired outcome, planning course, Attaining desired outcomes, Assessment, Feedback evaluation.

Impact of Practice / Evidence of Success: Attainment of the course outcome percentage reached 75% and above for the CO's


Providing the strategic way to enhance the quality of teaching and learning

118. INNOVATIVE TEACHING

METHODOLOGIES Dr. D. Piriadarshani, Professor, Mathematics


1. Teacher Clarity When I begin a new unit of study or project with students, I clarify the purpose and learning goals and provide explicit criteria on how students can be successful. It's ideal to present models or examples to students so that they can witness what the end product looks like. 2. Classroom Discussion I frequently step offstage and facilitate entire class discussion. This allows students to learn from each other. It's also a great opportunity for me to formatively assess (through observation) how well students are grasping new content and concepts.

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3. Students Feedback to Teachers To make learners know they are moving forward without steady, consistent feedback? They often won't. Along with individual feedback (written or verbal), I provide whole-group feedback on patterns they see in the collective class' growth and areas of need. Students are given opportunities to provide feedback to me so that I can adjust the learning process, materials, and instruction accordingly. 4. Formative Assessments To provide students with effective and accurate feedback, I assess frequently and routinely where students are in relation to the unit of study's learning goals or end product (summative assessment). I spend the same amount of time on formative evaluation as they do on summative assessment. 5. Metacognitive Strategies Students are given opportunities to plan and organize, monitor their own work, direct their own learning, and to self-reflect along the way. When I provide students with time and space to be aware of their own knowledge and their own thinking, student ownership increases. 6. Collaborating with Colleagues Great teachers are earnest learners. I spend some time with a colleague, or two or three, and talk about what each of these research-based, best classroom practices looks like in the classroom. I discuss each one in the context of our unique learning environment: who my students are what they need, what they already know, etc. Impact of Practice / Evidence of Success: The Interest and response of the students was increased due to Interactive session, which has increased the students pass percentage.

Benefit or outcome of the Practice may be recorded The competency level of the student is high and he becomes employable graduate. Parents gave best feedback about the practices and Institution.

Resources required: Please mention the resources like manpower, materials and money required Require recruitment of well-experienced senior professionals in the respective field. Continuous Professional Development Programs for Teachers. Mobilizing professional help for placement of students.

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119. DESIGNING

EXPERIMENT WITH

DIFFERENT SPEC Terence E, AP (SG), EEE

Methodology of the practice with steps involved in implementing the practice Students were asked to design a circuit for different specification of duty cycle of timer in the case of a stable multi vibrator. Impact of Practice / Evidence of Success: Developed the interests among the students in lab classes to do the things in different manner. Students have started showing interest in exploring new things in lab classes.


Developed the interests among the students in lab classes to do the things in different manner.

120. OBE Yash Pal, Assistant Professor, Aeronautical

Methodology of the practice with steps involved in implementing the practice Motivating and engaging students Effective lecturing and active learning using instructional technology effectively Cooperative (team-based) learning

Inductive methods (inquiry, project-based and problem-based learning)

Impact of Practice / Evidence of Success: Learning and teaching styles Effective lecturing and active learning

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Constructing syllabi and defining course policies Making new course preparations manageable

Approaches to learning

121. PERIODIC

REVIEWS/FOLLOW UP

K.Gnanasekaran, AP (SG), Mechanical

Methodology of the practice with steps involved in implementing the practice Students will be presenting their work in front of the panel in every review . Marks will be awarded for each review and the same will be displayed on the noticeboard on the next day of the review, so that the students will take the reviews seriously and improve their knowledge.

Impact of Practice / Evidence of Success: Attendance for the review increased appreciably


All students turned up for the review.

122. MOTIVATING THE

STUDENTS TO DO QUALITY

PROJECTS

M. Balachandar, Assistant Professor, Mechanical Department

Methodology of the practice with steps involved in implementing the

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practice A panel comprising of faculty members will be formulated to review the projects done by the students. Students will be motivated and guided all along their project work. After each review, the marks will be displayed in the notice board. Students are encouraged to undertake projects from the industry.

Impact of Practice / Evidence of Success: We could find students answering the basics of their projects and could see their involvement during presentations in the review. They could narrate step-by-step progress of their project.


Students do their project on their own is ensured


M. Kishore Abishek, Assistant Professor, Mechanical

Methodology of the practice with steps involved in implementing the practice Initiated and doing a project in Concentrated Solar Thermal field. I have also guided two mini projects for final year mechanical students. Steps involved in implementation. Step 1: Project initiation (Idea and the need/necessity of the project is presented) Step 2: Design and planning (Students work along to create or improve a mechanism or a process systematically and document it) Step 3: Simulation and validation (The design is simulated in suitable software and validated. The necessary improvements and corrections are made.) Step 4: Fabrication (Using proper external or internal technical resource person/organization, the components fabrication/ assembly of the unit is done) Step 5: Automation (The process or unit is automated by latest computing device and made user friendly) Step 6 : Testing (The product prototype is tested in real case scenario with a wide range of practical test inputs) Step 7: Commissioning or display

Impact of Practice / Evidence of Success: Prototype in the stage of completion (Final stage)

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Benefit or outcome of the Practice may be recorded Students acquired practical and on hands knowledge on fabrication, optimization and error correction of a practical mechatronic mechanism. Learning and assimilating the intricate technical details involved in interfacing and merging mechanical elements.

124. PROMOTE INNOVATIVE

THINKING Dr. A. Saravanan, Asso. Prof, Chemical Engineering

Methodology of the practice with steps involved in implementing the practice Encouraging students to take up problems that they face in their daily life and come with scientific solutions to address the same. A classic example of a problem faced on a daily basis is the increasing level of pollution in cities. A team of III Yr students were guided in completing a project on Bioremediation as a method to reduce toxic pollutants entering the atmosphere.

Impact of Practice / Evidence of Success: Practical approach toward learning had helped students understand the fundamentals and hence score better.

Benefit or outcome of the Practice may be recorded Helped students develop problem solving skills, a key component of employability.

125. PG PROJECT CO-ORDINATOR

Nisha MS, Assistant Professor, Aeronautical Engineering


Periodically evaluating and validating students’ progress in their project

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through Reviews

Impact of Practice / Evidence of Success: Now students improved by selecting good work and succeed


Yes

126. MENTOR’S ROLE &

INNOVATIVE PROJECTS


Methodology of the practice with steps involved in implementing the practice Students were advised to come up with interesting projects. They have designed and implemented a wireless light communication system for audio transmission. The University through a special award for the effort has recognized the innovative idea.

Impact of Practice / Evidence of Success: Students and myself as a mentor got enough confidence to implement such innovative ideas and present it in a common platform. This year we are trying for a different system with enhanced features


Wireless optical information transfer system, new concept still in its infant stage.

127. STUDENTS PROJECTS TO

AUGMENT LABORATORIES S Murugesan, Associate Professor, School Of Aeronautical Sciences

Methodology of the practice with steps involved in implementing the practice Encouraged students to take up innovative projects and projects which can be included in the curriculum as laboratory experiments

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Impact of Practice / Evidence of Success: Students gained practical knowledge on Rocketry


Hybrid Rocket, Solid Rocket & Strand Burner components are available for use in the laboratory

128. RESEARCH TEACHING Praveen Kumar Balguri, Assistant Professor, Aeronautical Engineering

Methodology of the practice with steps involved in implementing the practice Encouraging students to be involved in advanced research activities and to participate in international conferences.

Impact of Practice / Evidence of Success: Good


2 journals published

129. IN-HOUSE COMMUNICATION

AND SOFT SKILLS COURSE FOR

TEACHING AND NON-TEACHING

STAFF Dr. Sherine Joy, Head, Languages

Methodology of the practice with steps involved in implementing the practice The teaching and non-teaching staff members are selected based on their performance in the online English proficiency diagnostic test. The group of staff members from all the departments teaching and non-teaching are divided into two groups and specific training is imparted with a tailor made module handled by experienced staff members of the English dept. to develop their proficiency in English and enhance the LSRW skills. Exit online

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exam and speaking skills test is conducted at the end of the session. Impact of Practice / Evidence of Success: Teaching and Non-teaching staff members who have attended the in-house communication skills programme conducted by the Dept. of Languages have shown tremendous improvement in the LSRW skills after the course. The analysis was done based on their scores during the diagnostic test conducted at the beginning of the training programme and the final test results obtained after the completion of the course. The feedbacks given by the staff are testimonials about the success of the short-term training programme. Benefit or outcome of the Practice may be recorded The participants of the in-house communication and soft skills training programme, have improved their LSRW skills. Their confidence levels in usage of the target language have enhanced considerably.

Impact of Practice / Evidence of Success: The students could realize their capability to take up the course and also they could identify their weakness and strength. This was helpful in improving the class involvement and performance. In addition, the entire process was helpful for the teacher


Student-centric teaching was achieved by this practice.

130. THEORETICAL

DESCRIPTION WITH HANDS

ON TRAINING K. Kamalakkannan, Associate Professor, Automobile Engineering Methodology of the practice with steps involved in implementing the practice Co-curricular activities are an integral part of curriculum that supports regular academic activities to the students. It helps understanding, broadening, critical thinking, new product development, co-ordination between the team etc., for the students. These co-curricular activities are organized with specific purpose that varies according to the nature and form of such activities.

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Methodology involved: Group Discussions, Individual Presentation, Team Presentation, Theoretical calculation with virtual simulation, Project Management Techniques, Project Execution etc.,

Impact of Practice / Evidence of Success: Knowledge Improvement, Bold to speak out, Facing Challenging & solving it, Lifelong learning etc.,

Benefit or outcome of the Practice may be recorded Product is the outcome of co-curricular activities. It improves self-confident and self-belief of them.

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