Best Practices

News & Events:1. Pwc India, Pre-Placement Talk 12-4-2024{3-3 LPA}; 2. Rinex Technologies Pvt Ltd, 9th March 2023 &15-4-2024,{4-5 LPA}, 3. Premier Mills, 15-4-2024

1. Title of the Practice: Integrated Skill Development Programme:

1. Objectives of the Practice:

To build the capacity of students to become globally competent in skills in the profession.
To motivate the students for constant up-skilling and re-skilling.
To enrich the aptitude of students and to prepare them to be readily suitable for employment in top-notch multinational companies and corporates.
To make the acquired knowledge and skills complementing each other.

2. The Context

Since the gap between academia and industry is widening, the number of unemployable graduates are increasing for required skills. Under these circumstances, the students need to be updated in the advancement of latest technologies around the globe and to get trained in general and specific skill sets to face the professional world. By doing so, the students will get more exposure to create their own entrepreneurship avenues.

3. The Practice

In order to make our students globally competent in skills and to be readily suitable for employment in top-notch multinational companies and corporates, we provide an Integrated Skill Development Programme by blending Soft Skills, Life Skills, Technical Skills and Professional Skills.

In the First year of the Soft Skill Training Programme, the students are trained on English communication skills that involve training the students in all the four skills namely Listening, Speaking, Reading and Writing (LSRW). The well equipped English communication laboratory with Globarena software is useful for the practice of these skills. Students undergoing this training get a chance to enhance their English communication skill and help themselves present as eligible candidates during their interview process for employment. Also, during this year students are trained on Life Skills. The Soft Skill training in the second year of under-graduate study focuses on Quantitative Aptitude, Verbal Reasoning, etc. Mock tests and group discussions are conducted to get real time experience of the interview process. Hackathon Competition is conducted periodically to expose the programming skills of the students. The third year of training focuses on topics that are specific to domain and specific companies which they are going to attend for their placement. Regular practices are given for evaluation and improvement of their solving ability. The curriculum for the value added technical skill is based on the technical skills acquired by the students through the curriculum through various courses. The strategy adopted here tries to enhance the technical competency of the students.
Further, to bridge the gap between curriculum and industry, one credit courses are designed and offered by industrial experts who also teach the students to conduct experiments in the laboratories. Course Facilitators are conducting sessions to make them to know about the upcoming trends in their respective field.

4. Evidence of Success

• Able to interact and develop good communication skills
• Able to work out new concepts and ideas, solve aptitude, reasoning, puzzles and data interpretation.
• To fix a problem with creative skills

5. Problems Encountered:

Several students show less interest in skill training compared to the regular curriculum. Since the fees for Professional Skills Training and International Certification is high, as per the economic standard of the students, the students from economically challenged back ground find it difficult to afford to pay the fees.

Best Practice-II

1. Title of the Practice: Integrated Teaching-Learning Process:

Integrating the (i) Class room & laboratory learning (ii) Learning in the fields and industries through experience (iii) Online learning and (iv) Self-learning is practiced in the institution to make the learning process more effective.

2. Objectives of the Practice:

To encourage learning by doing and experiencing in the field /industry
To promote online learning and technology supported teaching
To make the students creative thinkers, innovators and independent problem solvers
To undertake projects on important issues of social relevance

3. The Context:

The students also prefer learner-centric teaching pedagogies rather than teacher-centric methods. The post-graduate students enjoy learning by themselves, reviewing research articles and publishing research articles. So, an integrated approach on the teaching-learning process is adopted.

4. Practice

The Integrated Teaching-Learning process is a process of integrated study that makes use of the different teaching-learning methods and practices adopted to develop new knowledge based on real life activities and ability to work with higher-order thinking. In the class room, debates, quiz, group discussion and role play are conducted to equip the students. In laboratories, concept based experiments are taught which based on the concepts related to the course of study. In the laboratories, students not only practice but also experiment and explore. In collaborative learning, the students and faculty members from other institutions are invited to share their knowledge, experience and ideas on a specific topic and vice-versa. Interactive and participatory learning methods enhance the students to be more creative, explore societal challenges, and develop communicative and analytical skills. Outcome based education is offered in all the programmes with attainment calculated and actions taken for improvement.
The students participate in symposia, seminars, workshops and involve in brain storming sessions organized by other institutions and exchange information. Learning in the field and industry is practiced by making the students to attend field trips, field survey and do field projects, industrial visits and internship trainings. Mini-project, code bugging, creation of models, Hacking, Outbound Training makes students to gain a practical knowledge.
The Lesson plan and Teaching plan are part of the teaching process. The college provides instructional materials to the students through Courseware portal (www.snscourseware.org) for easy follow-up and understanding the concepts and subject contents. The programme is designed in such a way that students may explore different courses and develop cross disciplinary communications, out of box thinking, problem solving, decision making, multitude approaches to integrate Mathematics and Science, Commerce and Arts.

5. Evidence of Success:

The students participate in symposia, seminars, workshops and involve in brain storming sessions organized by other institutions and exchange information. Learning in the field and industry is practiced by making the students to attend field trips, field survey and do field projects, industrial visits and internship trainings. Mini-project, code bugging, creation of models, Hacking, Outbound Training makes students to gain a practical knowledge.

The Lesson plan and Teaching plan are part of the teaching process. The college provides instructional materials to the students through Courseware portal (www.snscourseware.org) for easy follow-up and understanding the concepts and subject contents. The programme is designed in such a way that students may explore different courses and develop cross disciplinary communications, out of box thinking, problem solving, decision making, multitude approaches to integrate Mathematics and Science, Commerce and Arts.

6. Problems Encountered and Resources Required:

• The students have shyness to express their views.
• Each student has a different learning style, pattern and logical thinking to understand and solve problems and hence balancing the problem solving styles in laboratories is a challenge.