2.3: Teaching- Learning Process
2.3.1: Student centric methods, such as experiential learning, participative learning and problem solving methodologies are used for enhancing learning experiences
Despite “Chalk and talk” or “Lecture mode of teaching” is still the predominant method used in the college, other student centric pedagogical techniques are used for an effective and efficient teaching learning experience.
The following methods are adopted in the college to make learning a student centric
“When experience is the core of learning process, leaning takes place naturally”.
Practicals for each science course like demonstration, hands-on-experience, self-directed by doing practical’s, record monitoring, field visits, NSS, NCC camps, study tours , excursions, group discussions help students in experiential learning.
· Well Equipped laboratories are made available for science students to get hands on approach and practical exposure to the concepts taught in the class room. The experiential procedure recorded by the students is continuously assessed based on the university scheme of evaluation.
· Individual or group Dissertation projects are conducted which involve data collection, analysis, interpretation of results and conclusion, help in widening knowledge of students.
· Departmentlevel field trips and educational trips are organized as part of onsite learning to enhance students’ knowledge and leadership qualities.
· The students are encouraged to participate in various extra-curricular and co-curricular activities, intra/inter departmental, intra/inter college events which enhance their planning, organizational and managerial skills through events like college annual cultural day and intercollegiate Fests.
· Subject experts from different domains, eminent personalities in the field of administration, science and technology, social sciences, commerce, cultural and literature are invited as Guest speakers to address students through Seminars, Guest lectures, invited lectures, etc.
· Curricular aspects such as group assignments, group projects, group Practicals make theoretical knowledge stronger as per requirement of present day learning.
· Students are encouraged to take part in various academic and non-academic competitions/events to widen holistic and life learning skills.
· Activities such as seminars, quizzes, and projects are conducted to stimulate critical thinking skills of the students.
· Students are encouraged to participate in various National cultural festivals which develop acceptance of unity in diversity.
· Students are encouraged to undergo internships through which students learn practical industry related skills and professional skills.
The college had adopted the following novel methods to make learning effective and more student-centric.
Sadacharam classes are conducted regularly with noble objective to inculcate human and ethical values among students at their tender age duly mixing with value education with regular academic subjects. Sadacharam classes are taught by eminent scholars in the respective fields.
Sadacharam classes enable the students
· To understand the ideas of values related to ethics and morality in a multicultural context
· To increase ethical knowledge
· To improve ethical skills to strengthen ethical sensitivity, awareness and judgements
· To develop ethical behaviour.
Subhodayam Programme is conducted to provide an opportunity to interact all the students with teachers of diversified subject’s background on one platform. This programme is designed to make the students aware of diversified subjects and contents.
Thus the conventional teacher-centric learning in the college is gradually transforming towards student-centric learning.
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AQAR 2022-23
AQAR 2023-24
1. Hands on Learning 2. Seminar Competitions 3. Field Trips 4.Group Discussion 5. Guest Lecture 6. Quiz 7.Bridze 8. Extra Curricular 9. Other
2.3.2: Teachers use ICT enabled tools for effective teaching-learning process.
ICT is the Convergence of computer, communication and content technologies. Integration of ICT in educational institutions has an overall positive impact on the learning environment. ICT enhances learning in classroom. ICT is learner centric and hence brings about active involvement of the students in the learning process. Application of ICT in teaching makes teaching more innovative, interesting, interacting, easy and effective. Institutions tend to witness higher attendance, motivation levels, academic accomplishments and affective communication skills as an outcome of ICT teaching. ICT can help to impart more information and knowledge to students in shorter time enabling maximum utilization of resources and time.
Keeping in view the importance of ICT, e-learning environment is also created in the college. The college has six ICT enabled smart classrooms and a seminar hall with well-equipped smart boards, LED projectors, Audio-visual facilities and ICT tools, easy to use tools that help teachers to manage course work such as PPT, quiz assignment etc. The college has installed Wi-Fi unit for the teachers and students inside the campus. Further the college has computer lab and language lab with internal LAN. Broadband leased internet connection is highly useful for the functioning of all the above devices. Most of the departments are equipped with modern teaching aids, like computers, LED, Side projectors, educationalCDs. DVDs are made available as learning materials in department libraries.
The college has given complete freedom to the faculty to decide what type of ICT tools they can use for effective and efficient course delivery.
Keeping in view the students’ access to different network availability, audio tools like GOOGLE classroom, Whatsapp and Video tools like Whatsapp video, different online apps like ZOOM, Google meet, Skype etc., are used for teaching learning process. All the departments use PPT and multimedia to simplify the syllabus in a more meaningful way. We are also conducting and participating in webinars in wake of covid induced lockdown.
Thus the college has created an effective learning environment for all the students “At any time Any Where” likes by providing online course materials through ICT tools.
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2.3.3: Ratio of students to mentor for academic and other related issues (Data for the latest completed academic year)
Response:
2.3.3.1: Number of mentors
Response:
Related Input
Number of students year-wise during last five years
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Mentor/mentee ratio |
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Circulars pertaining to assigning mentors to mentees |
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