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ECE Best Practices




1. Initiatives takes by faculty members to improve teaching and learning Process

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2. Departmental initiatives to improve the teaching and learning process

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Initiatives taken by faculty members to improve teaching and learning Process
To improve teaching and learning process and experience various faculty members uses different classroom activities. Some of the classroom activities used by the faculty members in the classroom are:

Concept mapping

The concept maps / mind maps are graphical representation of knowledge comprised of concepts with their relationships successfully demonstrate how to use prior knowledge as a framework for learning the new knowledge. From the constructivist viewpoint, a learner acquires the new knowledge by integrating the new concepts with the existing ones. This stresses the importance of prior knowledge in learning the novel concepts.

After introducing new concepts along the week, the faculty members discuss the relevance of topic covered in previous classes and the subjects they have studied in previous weeks and semesters. Students develop simple mind maps through group discussion and develop their own technical educational thesauri.

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Participatory Learning and Action (PLA) Techniques

Participatory Learning and Action is a family of approaches, methods, attitudes, behaviors and relationships, which enable and empower people to share, analyze and enhance their knowledge of their life and conditions, and to plan, act, monitor, evaluate and reflect. PLA is an iterative and organic process which encourages stakeholders to engage in cycles of research, co-analysis, reflection and evaluation together over time. This process enables stakeholders to achieve their goals for practice and/or policy. This process is often enabled by researcher/facilitators who encourage stakeholders to engage in a PLA ‘brokered dialogue’. In this dialogue, key stakeholder groups are encouraged to listen to, and learn from, each other’s knowledge and perspectives.

Faculty members discuss various life and societal situations and the possibilities whether the issues can be resolved by technological intervention. The main strength of PLA techniques is that they encourage links between student’s own lifeworld and the more formal spaces of higher education and disciplinary learning; these activities encourage the sharing of information; and have the ability to deepen student’s own sense-making of their learning processes.

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Socratic Questioning

During Socratic questioning, the teacher is a model of critical thinking who respects students' viewpoints, probes their understanding, and shows genuine interest in their thinking. The teacher poses questions that are more meaningful than those a novice of a given topic might develop on his or her own. The teacher creates and sustains an intellectually stimulating classroom environment and acknowledges the value of the student in that environment. In an intellectually open, safe, and demanding learning environment, students will be challenged, yet comfortable in answering questions honestly and fully in front of their peers.

The faculty members use mind maps and simulated situations to ask questions of following forms:
1. Why do you say that?
2. What could we assume instead?
3. What would be an example?
4. What would be an alternative?
5. What generalizations can you make?
6. What was the point of this question?

The response of students provides platform to progressively challenge the students for next level of reasoning helping them to relate what they have learnt and what should they expect to learn in future classes.

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Formative quizzes

Formative quizzes are conducted to identify the amount of information was absorbed and its role in improvement in student's knowledge. Some of the methods of formative assessments used in the class are as follows:
1. Draw a concept map in class to represent their understanding of a topic
2. Submit one or two sentences identifying the main point of a lecture
3. Turn in a research proposal for early feedback

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Role-plays

The demand and supply forms the basis of any business activity. To help understand this mechanism, the students are introduced to some simulated managerial situation. Faculty members assumes the role of customers or regulatory authorities and the student groups are asked to introduce their ideas to potential consumers as well as funding agencies.

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Freewriting

The role of engineers is not only to solve existing problems but also to envision a better future. The aim of this activity is to allow the students to share their ideas that they think will shape the future. These ideas may stem from technological advancements, the role of technology in future, the needs of society in future and so on. These activities are conducted in class as well as the week end home assignment activities.

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e-learning

The Department of Electronics and Communication Engineering has initiated e-classrooms for final year students. The courses covered in Final years are available through Canvas by Instructure as well as Departmental Webpage, developed and maintained entirely by Faculty members of department.

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Departmental initiatives to improve the teaching and learning process

Some of the initiatives taken by the Department of Electronics and Communication Engineering, Narsimha Reddy College of Engineering are listed below.

• The faculty are oriented towards outcome based Education (OBE) and are actively utilizing the OBE to cater the learning needs of students by innovative way.
• Faculty Innovations in Teaching is being supported and followed at the institutional level, to improve teaching and learning process. Faculty members are encouraged for certification courses to enhance their competencies. Pedagogical approaches include PPTs, online classrooms, blogs, models, charts etc., along with conventional methodologies.

Area

Activities

Description

 

 

 

 

 

 

Teaching and Learning

 

 

Seminars

Every alternate week special seminar classes are organized for II and III year students by faculty members to introduce current state-of-the art topics beyond their syllabus.

The students are encouraged to organize activities such as student projects, group activities to learn programming languages, conduct surveys to understand managerial concepts and use the experience for deciding their final year seminar and project topics.

Industrial Visits

Industrial visits to eminent Government and Private industrial organizations such as BSNL, AIR, INCOIS, HIQ Electronics were organized at regular intervals.

FDPs

Faculty development programs were organized by faculty members in the department.

The faculty members are encouraged to participate in FDP programs conducted in other educational institutes.

Teaching Methods

The courses are also being delivered using LCD Projectors.

The members of the faculty use e-learning resources from national program on Technology Enhanced (NPTEL).

Demonstration with models, charts, components etc demonstrated in the class room for better understanding.

Open course ware, webinars from national and international organizations are presented to the students.

 

 

 

 

Skill development

Work shops

Workshops were organized on regular basis to give exposure of hands-on technical activities to the students.

CRT classes

To prepare for placement interviews and exams, CRT classes for II, III and IV year students are conducted by external faculty members from Globerena Technologies.

 

 

Technical Events

A national level technical symposium “AVISHKARANA” is organized annually. The students get an opportunity to participate in following events:

1. Paper Presentations

2. Poster Presentation

3. Technical Games

4. Project Exhibition

Social Events

Students participate in various sports and cultural events organized at college level during annual day celebrations.

 

 

 

 

Mentoring students

 

 

 

Mentoring

Student mentors in ratio of 15(students): 1(faculty member) for all the years have been appointed.

Fortnight meetings between mentors and students are organized to discuss the issues faced by students in academics and otherwise.

In case a student is absent without prior intimation, mentors contact the parents regarding their well-being.

In case the attendance of student has fallen below the required minimum, the mentors contact the patents of the students for discussion on the matter.

Class Coordinators

Class coordinators collect the feedback from mentors as well as students to improve learning and teaching process through-out the semester.

Class coordinators have formed as social media groups so that includes students and other faculty members for sharing information and opinion.



• The work must be available on Institute Website:
Faculty Innovations in teaching and learning are placed in the institute website
http://www.nrcmec.org/

• The work must be available for peer review and critique
In every academic year, the faculty members conduct numerous activities to ease the learning. All the activities are made available in the web platform for reference, suggestions and comments by the students and academic peers. The mail-id of the concerned faculty member is provided in the website for this purpose. The activities are also posted in the intranet for internal review and suggestions.

• The Work must be reproducible and developed by other scholars
The activities are provided with the download option; the viewers can implement them, develop further and reproduce.

• Statement of clear goals, use of appropriate methods, significance of results, effective presentation and reflective critique
Available on http://www.nrcmec.org/

• The regular teaching is supplemented by activity based learning to help the students

  • Understand the concepts clearly

  • Able to work in teams

  • Correlate the theory with applications

  • Improve thinking, analytical and creativity skills

  • Develop presentation skills

  • Increase their span of attention

  • Creating interest and curiosity through activities



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