Best Practice Book11

BEST PRACTICES
IN
 CURRICULUM DESIGN
 TEACHING - LEARNING
 PROJECTS
 RESEARCH
 ASSESSMENT
 CO&EXTRACURRICULAR
ACTIVITIES
JULY 2016
1|P a g e
Contents
1 . C O N D U C T I N G C O M P E T I T I O N S F O R S T U D E N T S AN D L I T E R AR Y AC T I V I T I E S
D R . S H E R I N E , HO D , E N G L I S H
2 . LI V E C AS E S , F LI PPE D C L AS S R O OM S , W O RK S HO P S , SE LF-
AS S E SSM E N T
D R . M. K . B A D R I N A R A Y A N A N , A S S O C I A T E P R O F E S S O R , M B A
3 . D O I T AN D LE AR N O UT O F B OX
G. M U T H U K U M A R A N , A S S O C I A T E P R O F E S S O R , E IE
4 . R E S E AR C H , P R O J E C T S
DR.V.PREETHI, ASSOCIATE PROFESSOR, CIVIL
5 . S K I L L D E V E L O P M E N T I N P R O G R AM M I N G
R A J E S W A R I M U K E S H , P R O F E S S O R , CS E
6 . GROUP ACTI VI TY
S H Y A M R N A I R , A S S I S T A N T P R O F E S S O R , A NR O
7 . I N T E R AC T I V E T E AC H I N G
S H A L I N I R N A I R , A S S I S T A N T P R O F E S S O R , C IV IL
8 . O N LI NE B AS E D AS S E S SM E NT
S U D A L A I M U T H U T , A P( S G) , C S E
9 . RO LE P L AY S
A N N I E A U R E E N A L B E R T , A P( SG) , P H Y S I C S
10 . S L I P T E S T C O N D U C T E D AT T H E B E G I N N I N G O F T H E C O U R S E .
D R . A . K . P A R V A T H Y , P R O F E S S O R , EE E
11 . LE AR NI N G SKI L L S
J. P R AI S Y F A IT H , A SS I S TA N T PR OF ES SO R , E E E
12 . OB E
J. G O D W I N J O H N , A S S I S T A N T P R O F E S S O R , A U T O M O B I L E E N G I N E E R I N G
13 . L E AR N I N G B Y D OI N G
DR D DINAKARAN, PROF, CENTRE FOR AUTOMATION AND ROBOTICS
14 . A C T I V E L E AR N I N G
R A M Y A M M , P R O F E S S O R , A N RO
15 . F O R M I N G O F I N T E R D I S C I P L I N AR Y R E S E AR C H G R O U P S
DR. S. DARIUS GNANARAJ, DEAN - MECHANICAL SCIENCES, MECHANICAL
ENGINEERING
16 . THI N K , P AI R , SH AR E
P R A B H A S U S Y M A T H E W , A S S I S T A N T P R O F E S S O R ( S .S) , M C A
2|P a g e
17 .B USI NE S S SI M U L ATI O N G AM E S
DR SMRITI VERMA, PROFESSOR, SCHOOL OF MANAGEMENT
18 . C AS E S T UDI E S
T H A N G A K U M A R J, A P( S G) , C S E
19 . O N LI NE E D U C ATI O N AL T O O L- E D M O D O
DR T M IC H A P RE M KU MA R , AS SO P RO F, ME CH A N IC AL
E NG I NE E RI N G
20 . E F FI CI E N T C L AS S R O OM TE AC HI N G P R AC TI CE
J E Y A P O O V A N T, P R O F E S S O R , M E C H A N I C A L
21 . Q U I Z , M C Q , I M P AC T O F T O P I C O N C U R R E N T T E C H N O L O G Y , OBE B AS E D
Q U E S T I O N S P R AC T I C E I N T H E C L AS S
D R K O M A T H Y K, P R O F E S S O R , I N F O R M A T I O N T E C H N O L O G Y
22 . F LI PPE D CL AS S R O OM
D R . A K K A R A S H E R I N E , H OD , L A N G U A G E S
23 . R API D RE S PO N SE L AB W O RK
SASTRY DASIGI, SENIOR PROFESSOR, AERONAUTICAL ENGINEERING
24 . I N TE R AC TI V E SE SSI O N S AN D SE M I N AR S
KONDETI LAKSHMI VASUDEV, ASSISTANT PROFESSOR (SELECTION GRADE),
MECHANICAL
25 . V I DE O , P P T P RE SE N T ATI O NS , P R OJE C T WO R K
K YO G A N AR A S IM H UL U, A S SI ST A N T PR OF ES SO R, ME C H A NI C AL
E NG I NE E RI N G
26 . R O LE P L AY
K . P A D M A V E N I , A P( S G) , CS E
27 . V I DE O C L AS S E S
D. S .J O H N D E V A P R A S A N N A , A P( SG) , C SE
28 . E F FE C TI V E BL AC K BO AR D TE AC HI N G
P .R A N J A N A , A S S O C I A T E P R O F E S S O R , C O M P U T E R S C I E N C E A N D E N G I N E E R I N G
29 . DI V I DE AND C O N Q UE R
DI V Y A T H OM A S, A P , CS E
30 . C L AS S T U T O RI AL
D R . B . A R U N A R A J A N , A S S O C I A T E P R O F E S S O R , E EE
31 . T AL K H AL T THI N K DO
P .G E T Z I A L A N B U M A N I , A S S T . P R O F ( S .G) , EE E
32 . S E M I N AR I N R E C E N T T R E N D S , E X P L AN AT I O N T H R O U G H A N AL O G Y , W AR M
UP SESSIONS
M S . V. C E R O N M A N I S H A R M I L A , A S S I S T A N T P R O F E S S O R ( SG) , I N F O R M A T I O N
TECHNOLOGY
3|P a g e
33 . S UM M ARY AT THE SE S SI ON BE GI N NI N G AN D E ND
K .V I S W A N A T H A N , A S S O C I A T E P R O F E S S O R , M E C H A N I C A L
34 . M C Q S , Q U I Z , G R O U P D I S C U S S I O N S , G U E S T L E C T U R E S .
D R . A . P . S A N T H A KU M A R A N, P RO FE S SO R, M AT H EM A TI CS
35 . Q UI Z ,SE M I N AR ,V I DE O LE C T UR E S , P R OJ E C T B AS E D LE AR NI N G
( AP P LI C ATI O N S OF S U BJE C TS )
DR.JESSY ROOBY, PROFESSOR &HEAD, CIVIL ENGINEERING
36 . C L AS S P E R F O R M AN C E I N T H E S U B J E C T
D R . S .S U M A T H I , P R O F E S S O R , C H E M I S T R Y
37 . M C Q ' S , S E M I N AR , Q U I Z , G AM E S , V I D E O L E C T U R E S
J. ES T HE R J E RL I N , A SS I ST A NT P RO FE S SO R, M AT H EM A TI CS
38 . R O L E P L AY
D W A R A K A N A T H B, A S S I S T A N T P R O F E S S O R ( S G) ,
39 . I N TE R AC TI V E TE ACHI N G
LE AR NI N G P R O CE S S
S HE R I N K R A H M A N, A SS I ST A NT P RO FE S SO R, CI VIL E NG I N EE R I NG
40 . S E M I N AR S , P R E S E N T A T I O N S AN D I N T E R AC T I V E S E S S I O N S
P .V IJ A Y A B AL A N , P R O F E S S O R , M E C H A N I C A L E N G I N E E R I N G
41 . A C T I V E AN D C O O P E R AT I V E L E AR N I N G
K A R T H I K N , A S S I S T A N T P R O F E S S O R ( SG) , E E E
42 . L O G I C AL T H I N K I N G I N P R O B L E M S O L V I N G
M R . V. M E E N A K S H I S U N D A A M , A S S O C I A T E P R O F E S S O R , S C H O O L O F
AERONAUTICAL
SCIENCES
43 . G R O U P D I S C U S S I O N
A .M I R U N A L I N I , A P , EE E
44 . P R AC TI C AL E X P L AN ATI O N - T AKI N G S T U DE N T S TO L AB / V I DE O
P RE SE N T ATI O N /P P T
Y A S HV A N T H, A S SI ST A NT P RO FE S SO R ( S S) , A UTO MO BIL E
45 . P R O J E C T B AS E D L E AR N I N G
S. S A T H Y A L A K S H M I , P R O F E S S O R , C S E
46 . A C T I V I T Y B AS E D T E A C H I N G D U R I N G E N G L I S H C L AS S E S
R O B E R T D I V I N E N, A S S I S T A N T P R O F E S S O R , L A N G U A G E S
47 . E F F E C T I V E U S E O F P O WE R P O I N T .
ABI KOSHY, ASSOC PROF, EEE
48 . C L AS S G U I D E , P E R S O N AL I T Y D E V E L O P M E N T AN D M E N T O R S Y S T E M
H E M A L A T H A S, A S S I S T A N T P R O F E S S O R ( SG) , S C H O O L O F M A N A G E M E N T
4|P a g e
49 . T E AC H I N G M E T H O D O L O G Y
J. S. P R A S A T H , A S S I S T A N T P R O F E S S O R ( S. G) , E IE
50 . RE C O N S T RU C TI O N OF THE LE C T U RE B Y S T UDE N T S
S. I N D U J A , A S S O C I A T E P R O F E S S O R , C H E M I S T R Y
51 . D Y N AM I C L E AR N I N G
S. K . I N D U M A T H I , A S S I S T A N T P R O F E S S O R ( SS) , EI E
52 . A N AL O G Y B AS E D T E AC H I N G
G. VI M AL AR A N I , AS S IS TA N T PR OF ES SO R , E I E
53 . TE AC HI N G P R AC TI CE S
M. PRABAHARAN, PROFESSOR, CHEMISTRY
54 . C O N CE P T AN D AP PLI C ATI O N O RI E N TE D TE AC HI N G
LE AR NI N G PR O CE S S
GA Y A T HR I K RI S H N A K , AS S IS T A NT P ROF E SS OR , C IV IL
55 . M O T I V AT I N G
BE E N A J A ME S , AS SO . P ROF A N D D Y . C OE , M AT H EM A TI CS
56 . F LI PPE D CL AS S R O OM
S A H A Y A L E N I N D, A P ( SG) , E CE
57 . R O LE P L AY , Q UI Z , SE M I N AR I N L AT E S T T E CH N O L O GI E S
D. U S H A, A S SI ST A N T P ROF E SS OR( SG) , I NFO RM AT IO N TE CH N O L O GY
58 . OB E
I. JU V A N N A , A S S I S T A N T P R O F E S S O R ( SG) , I N F O R M A T I O N T E C H N O L O G Y
59 . O U T C O M E B AS E D E D U C AT I O N
M E E N A K S H I .N, A S S I S T A N T P R O F E S S O R , I N F O R M A T I O N T E C H N O L O G Y
60 . S E M I N AR AN D U N AN N O U N C E D T E S T
M . M A H E N DR A N , A SS I ST A NT P RO FE S SO R, M AT H EM A TI CS
61 . M ODE L M AKI N G B Y THE S T UDE N T S ,G R O U P

P .S .J O A N N A, P RO FE S SO R, CI V IL E N GI N E ER I NG
62 . P PT , B L AC K B O AR D ,S UBJE C T RE LE V AN T V I DE OS , G R O UP
DI SC U S SI O N S ,SE M I N AR S ,Q UI Z , I ND U S T RI AL V I SI TS .
S. S H A RM IL A, A S SI ST A NT P RO FE S SO R, CI V IL E NG I NE E RI N G
63 . S E M I N AR AN D T U T O R I AL S
M. S A B A R E E S H , A S S I S T A N T P R O F E S S O R , M E C H A N I C A L E N G I N E E R I N G
64 . O U T C O M E B AS E D E D U C AT I O N
S. S U B H A , A S S I S T A N T P R O F E S S O R ( S S) , A E R O N A U T I C A L
65 . M C Q S , Q U I Z , S E M I N AR E T C .
5|P a g e
DR . A . PR A V EE N P R A K A S H, D E A N S S & H A N D H O D M A T HS ,
MA T HE M AT IC S
66 . OB E
E U S E B I O U S T C H U L L A I , A P( SS) , A E R O N A U T I C A L
67 . DE SI G NI N G E X PE R I M E NT WI TH DI F FE RE N T S PE C
TE RE N CE E , A P( S G) , E EE
68 . M AS S I N G M O D E L S
S H A K I L A D E V I V ., A S S O C I A T E P R O F E S S O R , A R C H I T E C T U R E
69 . I N T E R D I S C I P L I N AR Y P R O J E C T
DR.A.ANITHA, PROFESSOR, CHEMICAL
70 . E F FE C TI V E LE AR NI N G
D R . S .R A V I N D R A N , P R O F E S S O R , D E P T O F M E C H A N I C A L E N G I N E E R I N G
71 . PE RI ODI C RE V I E WS /F O L L OW UP
K .G N A N A SE K A R A N , A P ( SG) , M EC H A N IC AL
72 . M O T I V AT I N G T H E S T U D E N T S T O D O Q U AL I T Y P R O J E C T S
M. B A L A C H A N D A R , A S S I S T A N T P R O F E S S O R , M E C H A N I C A L D E P A R T M E N T
73 . I N G E N I O U S P R O J E C T S
M. K I S H O R E A B I S H E K , A S S I S T A N T P R O F E S S O R , M E C H A N I C A L
74 . P R O M O T E I N N O V AT I V E T H I N K I N G
DR.A.SARAVANAN, ASSO.PROF, CHEMICAL ENGINEERING
75 . P R OJE C T B AS E D L E AR NI N G
D R . . A .S A R A V A N A N , A S S O C . P R O F , C H E M I C A L
76 . L E C T U R E B AS E D O N R E AL T I M E AP P L I C AT I O N AN D I N D U S T R Y
REQUIREM ENTS
T. S H A N M U G A N A T H A N , A S S I S T A N T P R O F E S S O R , A U T O
77 . P G P R O J E C T R E V I E W S
N I S H A MS , A S S I S T A N T P R O F E S S O R , A E R O N A U T I C A L E N G I N E E R I N G
78 . I DE N TI FY I NG S T UD E N T T AL E N T
JANAKI RAMAN, ASSISTANT PROFESSOR, ELECTRONICS AND
INSTRUMENTATION
79 . S E L E C T I N G PG P R O J E C T S
S U R E S H C, A S S I S T A N T P R O F E S S O R , A E R O N A U T I C A L
80 . H I N D U S T AN I N N O V AT I ON C H AL L E N G E
SU N IL K UM A R K, A P ( S S) , EC E
81 . S T U D E N T S P R O J E C T S T O AU G M E N T L AB O R AT O R I E S
S M UR UG E S A N, A S S O C I A T E P R O F E S S O R , S C H O O L O F A E R O N A U T I C A L
SCIENCES
6|P a g e
82 . P R O J E C T WO R K B AS E D L E AR N I N G
A .JO H N P R ES I N K UM A R, A S SOC I AT E P ROF E S SO R, ME C H A NI C AL
E NG I NE E RI N G
83 . RE SE AR C H B AS E D LE AR NI N G
R MO H A N D A S, A S SI ST A NT P RO FE S SO R ( S G) , CS E
84 . S P AC E S CI E N CE P R OJE C T S
TH A N G AV EL S, A S ST . P ROF E SS OR , M EC H A N I CAL E NG I N EE R I NG
85 . RE SE AR C H AN D D E V E LO PM E N T
A RUL A N A N T H A S A M Y S, A P , A UTO MO BIL E E NG I N EE R I NG
86 . R E S E AR C H P AP E R P R AC T I C E
N A K A N D H R A K U M A R R S, A S S I S T A N T P R O F E S S O R ( S E L . G R ) , M E C H A N I C A L
ENGINEERING
87 . M O TI V ATI N G T HE RE SE AR C H S CH O L AR
DR . D. G. H A R RI S S AM U EL , P RO FE S SO R, ME C H A N IC AL E NGG .
88 . R E S E AR C H B AS E D L E A R N I N G
D R . D V V V C H M O U L I , A S S T . P R O F . , EE E
89 . D E M O N S T R AT I V E P R AC T I C E
D R . R A J I M A L I M O N D A L , A S S I S T A N T P R O F . ( SG) , P H Y S I C S
90 . R E S E AR C H T E AC H I N G
P R AV E E N KU M AR B AL GU RI , A SS I ST A NT P RO FE SS OR ,
A ER O N AU TI C AL E N GI N EE R I NG
91 . A N AL Y Z E S M AR T P R A C T I C E S
D R . M . C L E M E N T J O E A N A N D , A S S I S T A N T P R O F E S S O R ( S .G) , M A T H E M A T I C S
92 . I N - H O U S E C O M M U N I C AT I O N AN D S O F T S K I L L S C O U R S E F O R T E AC H I N G
AN D N O N - T E AC H I N G S T AF F
DR. SHERINE, HEAD, LANGUAGES
93 . P OWE R P OI N T PR E SE N T ATI O N , S U BJE C T RE LE V AN T V I DE O S ,

S T UDE N T S I NTE R AC TI O N , C AS E S TU DI E S , W O RK S HO P
V. P R A B HU , A SS I ST A NT P ROF E SS OR ( S S) , CI V IL
94 . B I G G E R Q U E S T I O N S WI T H R U B R I C S
TE RE N CE , A P( SG) , E E E
95 . I N TE R N AL M AR K S
T. V. N A G A R A J A N , P R O F E S S O R , S C H O O L O F A E R O N A U T I C A L S C I E N C E S
96 . A S S E S S M E N T
C G A NE S A N , AS S IS T A NT P RO FE S SO R( S E N IO R S C AL E) ) ,
A ER O N AU TI C AL
97 . M O D E L M AK I N G (F R O M E AC H U N I T , O N E M OD E L H AS T O B E D E S I G N E D
WH I C H M AY B E B AS E D O N T H E GI V E N C O N C E P T )
DR.V.PARTHASARATHY, HOD & ASSOCIATE PROFESSOR, PHYSICS
7|P a g e
98 . S T UDE N T CH AP T E R FO R P RO FE S SI O N AL AC TI V I TY
L JOS E P H F R A NC I S, A SS OC I AT E PR OF ES SO R , M EC H A N IC AL
E NG I NE E RI N G
99 . P R AC T I C AL A P P L I C AT I O N S
B H A R A T H .P , A S S I S T A N T P R O F E S S O R , A U T O M O B I L E
10 0 . U N I V E R SI T Y P U B L I CAT I O N S
DR. AKKARA SHERINE, EDITOR, LANGUAGES
10 1 . A T T E N D I N G C O N F E R E N C E S
N P R A K A S H , A P( SG) , A U T O M O B I L E
10 2 . I N C U L C AT E S E N S E O F E N T R E P R E N E U R S H I P I N S T U D E N T S
P AL A N I A P P A N S P , A S SI ST A N T PR OF ES SO R , BI OT EC H NOL OG Y
10 3 . G R E E N C AM P U S
K A R T H I C K J , A S S I S T A N T P R O F E S S O R ( S. G) , C I V I L E N G I N E E R I N G
10 4 . G R O U P A S S I G N M E N T S
SHWETA SINGH, LECTURER, ARCHITECTURE
10 5 . C R E AT I N G A W AR E N E S S T O P R O T E C T T H E E N V I R O N M E N T
C. E G EE T H AD E VI , A SS IS T A NT P ROF E SS OR( S G) , EE E
10 6 . G O AL O RI E N TE D TE AC HI N G P R AC TI CE S
M. PRABAHARAN, PROFESSOR, CHEMISTRY
10 7 . M AT HE M ATI C S T HR O U GH S OF T SKI L L S
E B E N E Z E R H , A S S T . P R O F ( S. G) , M A T H E M A T I C S
10 8 . FLI P PE D C L AS S R O OM
S A H A Y A L E N I N D, A P ( S G) , EC E
10 9 . LE AR NI N G B Y TE CH NI C AL Q UI Z , AS SI G NM E N T AN D
AP P LI C ATI O N
M . G N A N A P R A K A S H , A . P ( S. S) , M E C H A N I C A L
11 0 . AC TI V E LE AR NI N G ST R AT E GI E S
B. V . B A I J U , A P( SG) , I T
11 1 . OU T C OM E B AS E D E DU C ATI O N
DR. S. NAGARAJAN, PROFESSOR, MECHANICAL
11 2 . RO LE P L AY , Q UI Z , SE M I N AR I N L ATE S T T E CH N O L O GI E S
D. U S H A , A S S I S T A N T P R O F E S S O R ( S G) , I N F O R M A T I O N T E C H N O L O G Y
11 3 . OB E
I. J U V A N N A , A S S I S T A N T P R O F E S S O R ( SG) , I N F O R M A T I O N T E C H N O L O G Y
M E E N A K S H I . N, A S S I S T A N T P R O F E S S O R , I N F O R M A T I O N T E C H N O L O G Y
8|P a g e
11 5 . SE M I N AR AN D U N AN N O U N C E D TE ST
M. MAHENDRAN, ASSISTANT PROFESSOR, MATHEMATICS
11 6 . SE M I N AR AN D T U T O RI AL S
M. SABAREESH, ASSISTANT PROFESSOR, MECHANICAL ENGINEERING
S. S U B H A , A S S I S T A N T P R O F E S S O R ( SS) , A E R O N A U T I C A L
11 8 . I N N OV ATI V E TE ACHI N G M E TH OD O L O GI E S
DR. D. PIRIADARSHANI, PROFESSOR, MATHEMATICS
11 9 . . DE SI G NI N G E X P E RI M E N T WI TH DI F FE R E N T S PE C
T E R E N C E E , A P ( S G) , E E E
12 0 . O B E
YASH PAL, ASSISTANT PROFESSOR , AERONAUTICAL
12 1 . PE RI O DI C RE V I E WS / FO L L OW U P
K .G N A N A S E K A R A N , A P ( SG) , M E C H A N I C A L
12 2 . M O TI V ATI N G THE ST U DE N TS T O D O Q U ALI TY P R OJE C T S

M. BALACHANDAR, ASSISTANT PROFESSOR, MECHANICAL DEPARTMENT
12 3 . I N GE NI O U S P R OJ E C T S
M. KISHORE ABISHEK, ASSISTANT PROFESSOR, MECHANICAL
12 4 . P R OM O TE I N NOV ATI V E T HI NKI N G

DR. A. SARAVANAN, ASSO. PROF, CHEMICAL ENGINEERING
12 5 . P G P R OJE C T C O - O RDI N AT O R
N I S H A MS , A S S I S T A N T P R O F E S S O R , A E R O N A U T I C A L E N G I N E E R I N G
12 6 . M E NT O R ’ S R O LE & I NN OV ATI V E P R OJE C T S

SU N IL K UM A R K, A P ( S S) , EC E
12 7 . ST U DE NT S P RO JE C T S T O AU G M E N T L AB O R AT O RI E S
S MURUGESAN, ASSOCIATE PROFESSOR, SCHOOL OF AERONAUTICAL
SCIENCES
12 8 . RE SE AR C H TE AC HI NG
PRAVEEN KUMAR BALGURI, ASSISTANT PROFESSOR, AERONAUTICAL
ENGINEERING
12 9 . I N - H O U S E C O M M U N I C AT I O N AN D S O F T S K I L L S C O U R S E F O R T E AC H I N G
AN D N O N - T E AC H I N G S T AF F
D R . S HERINE J OY , H EAD , L ANGUAGES
13 0 . THE O RE TI C AL DE S C RI PTI O N WI TH H AN DS O N T R AI NI N G
K. KAMALAKKANNAN, ASSOCIATE PROFESSOR, AUTOMOBILE ENGINEERING
9|P a g e
1. CONDUCTING COMPETITIONS
FOR STUDENTS AND LITERARY
ACTIVITIES
Dr. Sherine, HOD, English
M ETHODOLOGY 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.,
I MPACT OF P RACTICE / E VIDENCE OF S UCCESS :
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
B ENEFIT OR OUTCOME OF THE P RACTICE 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.
10 | P a g e
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".

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.
B ENEFIT OR OUTCOME OF THE P RACTICE RECORDED

11 | P a g e
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

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.
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.
12 | P a g e
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
13 | P a g e
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.
14 | P a g e
6. GROUP ACTIVITY
Shyam R Nair, Assistant Professor, ANRO
M ETHODOLOGY OF THE PR ACTICE WITH STEPS IN VOLVED

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.
O BSTACLES FACED /P ROBLEMS ENCOUNTERED

1. Weak students initially finds it difficult.
2. Bright students shining alone.
Obstacles faced if any and strategies adopted to overcome while

15 | P a g e
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.
I MPACT OF P RACTICE / E VIDENCE OF SUCCESS:

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.
16 | P a g e
7. INTERACTIVE TEACHING
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.
OBSTACLES FACED /P ROBLEMS ENCOUNTERED
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.
B ENEFIT OR OUTCOME OF THE P RACTICE MAY BE RECOR DED
17 | P a g e
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
M ethodology 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
18 | P a g e
9. ROLE PLAYS
Annie Aureen Albert, AP(SG), Physics
M ETHODOLOGY OF THE PR ACTICE 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
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
M ETHODOLOGY OF T HE PR ACTICE WITH STEPS IN VOLVED 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
19 | P a g e
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

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
.
20 | P a g e
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
M E TH O D O L O GY O F T H E PR A C TI CE W I T H S TE PS I N V O L VE D I N
I M PL E M E N TI N G T HE P R AC TI 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
21 | P a g e
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.
O BS T ACL E S F A CE D /P R O BL E M S E N C O UN TE RE D
Students Interest

Approaching his way of presentation:
22 | P a g e
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
I M PL E M E N TI N G T HE P R A C TI 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.
I M PA C T OF P R A C TI CE / E VI D E N CE OF S U CCE S S :
Student’s interest level increased.
23 | P a g e
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.
BENEFIT O R O UT C O M E O F T HE P R AC TI CE M AY BE RE CO R D E D
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
24 | P a g e
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.
IMPACT OF P RA C TIC E / E V ID E N C E OF SUCCESS :
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.
BENEFIT O R O U T C O M E O F T HE P R AC TI CE M AY BE RE CO R D E D
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
25 | P a g e
O BS T ACL E S F A CE D I F A N Y AN D S T R A TE GI E S A D O P TE D T O O VE R CO M E
W H I L E I N I TI A TI N G AN D I M PL E M E N TI N G THE P R A C TI 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
26 | P a g e
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.

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.
27 | P a g e
O BSTACLES FACED /P ROBLEMS ENCOUNTERED
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
28 | P a g e
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
29 | P a g e
21. QUIZ, MCQ, IMPACT OF TOPIC
ON CURRENT TECHNOLOGY, OBE
BASED QUESTIONS PRACTICE IN
THE CLASS
Dr Komathy K, Professor, Information Technology

IMPLEMENTING TH E PRACTICE
*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
30 | P a g e
22. FLIPPED CLASSROOM
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.

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:
31 | P a g e
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.
32 | P a g e
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
33 | P a g e
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
M E TH O D O L O G Y O F T H E PR A C TI CE W I T H S TE PS I N V O L VE D I N
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
34 | P a g e
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
35 | P a g e
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.
Since they found out that classes are interesting, they are attending them
regularly and progress is seen in their result.
36 | P a g e
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
M ETHODOLOGY OF THE PR ACTICE WITH STEPS INVOLVED IN

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
37 | P a g e
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
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
38 | P a g e
the topic delivered.
Students’ listening capability and involvement are increased.
33. SUMMARY AT THE

SESSION BEGINNING AND
END
K.Viswanathan, Associate Professor, Mechanical
M ETHODOLOGY OF THE PR ACTICE W ITH 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.
39 | P a g e
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
40 | P a g e
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
41 | P a g e
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
B ENEFIT OR OUTC OME OF THE P RACTICE MAY BE RECOR DED
Improvement in: results; co-curricular activities; general attitude
42 | P a g e
37. MCQ'S, SEMINAR, QUIZ,
GAMES, VIDEO LECTURES
J. ESTHER JERLIN, ASSISTANT PROFESSOR, MATHEMATICS
M ethodology of the practice with steps invo lved 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
43 | P a g e
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
39. INTERACTIVE TEACHING

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.
44 | P a g e
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.

45 | P a g e
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.
B ENEFIT OR OUTCOME OF THE P RACTICE MAY BE RECORDED
lot of home work and refering to std. topic materials put us in proper orbit.
46 | P a g e
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
47 | P a g e
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
48 | P a g e
45. PROJECT BASED LEARNING
S.Sathyalakshmi, Professor, CSE
M ETHODOLOGY OF THE PR ACTICE WITH STEPS IN VOLVED

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

49 | P a g e
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
M E TH O D O L O GY O F T H E PR A C TI C E W I T H S TE PS I N V O L VE D I N
Summarize course material into presentable slides; create necessary

drawings (2D, 3D), animate slides so matter appears only on command;
50 | P a g e
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

51 | P a g e
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.
52 | P a g e
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
53 | P a g e
51. DYNAMIC LEARNING
S.K.Indumathi, Assistant Professor (SS), EIE
Methodology of the practice with steps involved in implementing the

practice
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.

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.
54 | P a g e
52. ANALOGY BASED TEACHING
G.VIMALARANI, ASSISTANT PROFESSOR, EIE

practice
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

practice
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.
55 | P a g e
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

practice
56 | P a g e
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.
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.

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

practice
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.
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
57 | P a g e
SAHAYA LENIN D, AP (SG), ECE

practice
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
Higher learning achievement
Time saving practice
58 | P a g e
57. ROLE PLAY, QUIZ,
SEMINAR IN LATEST
TECHNOLOGIES
D.USHA, ASSISTANT PROFESSOR(SG), INFORMATION TECHNOLOGY

practice
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.
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

practice
59 | P a g e
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
59. OUTCOME BASED EDUCATION

Meenakshi.N, Assistant Professor, Information Technology

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.
60 | P a g e
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
60. SEMINAR AND UNANNOUNCED

TEST
M. MAHENDRAN, ASSISTANT PROFESSOR, MATHEMATICS

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.
Motivated to approach difficult problems. Getting More "S" grade
Innovative thinking and solving more difficult and related problems
61 | P a g e
61. MODEL MAKING BY THE
STUDENTS,GROUP
ACTIVITY,QUIZ,MINUTE PAPER
P.S.JOANNA, PROFESSOR, CIVIL ENGINEERING
practice
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
COURSE ASSESSMENT PLAN AND COURSE OUTCOME ATTAINMENT WERE

DOCUMENTED
62 | P a g e
62. PPT, BLACK
BOARD,SUBJECT RELEVANT
VIDEOS, GROUP
DISCUSSIONS,SEMINARS,QUIZ
, INDUSTRIAL VISITS.
S.SHARMILA, ASSISTANT PROFESSOR, CIVIL ENGINEERING

practice
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.
63 | P a g e
63. SEMINAR AND TUTORIALS
M.Sabareesh, Assistant Professor, Mechanical Engineering
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
64. OUTCOME BASED EDUCATION

S.Subha, Assistant professor (SS), Aeronautical

practice
Desired outcome, planning course,Attaining desired

outcomes,Assessment,Feedback evaluation.
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.
64 | P a g e
65. MCQS, QUIZ, SEMINAR ETC.
DR. A. PRAVEEN PRAKASH, DEAN SS&H and HoD MATHS, MATHEMATICS

practice
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.
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
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.
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.
65 | P a g e
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.
sessions which have increased the students pass percentage.
66. OBE
Eusebious T Chullai, AP(SS), Aeronautical

practice
1) Course Delivery Plan 2)Course Assessment Plan 3)CO Attainment
CO attainment
66 | P a g e
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

practice
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.
in different manner .
67 | P a g e
68. MASSING MODELS
Shakiladevi v., associate professor, architecture

practice
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.
68 | P a g e
69. INTERDISCIPLINARY PROJECT
Dr.A.Anitha, Professor, Chemical

practice
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

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.
Students have more than 90 to 75% attendance. This indicates that the
students are learning to a large extent.
OBE practice shall give an overall picture of records.
69 | P a g e
71. PERIODIC
REVIEWS/FOLLOW UP
K.GNANASEKARAN, AP (SG), MECHANICAL
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

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.
70 | P a g e
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
73. INGENIOUS PROJECTS

M.Kishore Abishek, Assistant Professor, Mechanical
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

71 | P a g e
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

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

employability.
72 | P a g e
75. PROJECT BASED
LEARNING
Dr..A.Saravanan, Assoc.Prof, Chemical

practice
SMALL DEMO PROJECTS
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

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
Quality of project work
Improvement of Practical Knowledge

73 | P a g e
77. PG PROJECT REVIEWS
Nisha MS, Assistant Professor, Aeronautical Engineering

practice
Periodically evaluating and validating students’ progress in their project

through PEER Reviews
Now students improved by selecting good work and succeed
78. IDENTIFYING STUDENT

TALENT
Janaki Raman, Assistant Professor, Electronics and Instrumentation

practice
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
74 | P a g e
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

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
75 | P a g e
80. HINDUSTAN INNOVATION
CHALLENGE
SUNILKUMAR K, AP (SS), ECE

practice
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

practice
76 | P a g e
Encouraged students to take up innovative projects and projects which can
be included in the curriculum as laboratory experiments
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

practice
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.
77 | P a g e
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

practice
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
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
78 | P a g e
84. SPACE SCIENCE PROJECTS
THANGAVEL S, ASST.PROFESSOR, MECHANICAL ENGINEERING

practice
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.
79 | P a g e
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

practice
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.
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.
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.
80 | P a g e
86. RESEARCH PAPER PRACTICE
Nakandhrakumar R S, Assistant Professor (Sel.Gr), Mechanical Engineering

practice
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.

practice
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
81 | P a g e
HIS SYNOPSIS SUBMITTED
SUCCESS IN Ph D RESEARCH
88. RESEARCH BASED LEARNING

Dr. D V V V CH Mouli, Asst. Prof., EEE

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
82 | P a g e
89. DEMONSTRATIVE PRACTICE
Dr. Rajim Ali Mondal, Assistant Prof. (SG), Physics

practice
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.
Satisfactory
Proper quality and attention in education
90. RESEARCH TEACHING

PRAVEEN KUMAR BALGURI, ASSISTANT PROFESSOR, AERONAUTICAL
ENGINEERING

practice
Encouraging students to be involved advanced research activities, to

participate in high standard international conferences.
good
83 | P a g e
91. ANALYZE SMART PRACTICES
Dr. M. Clement Joe Anand, Assistant Professor (S.G), Mathematics

practice
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.
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
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

84 | P a g e
92. IN-HOUSE COMMUNICATION
AND SOFT SKILLS COURSE FOR
TEACHING AND NON-TEACHING
STAFF
Dr. Sherine, Head, Languages
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.
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.
85 | P a g e
93. POWER POINT
PRESENTATION, SUBJECT
RELEVANT VIDEOS,
STUDENTS INTERACTION,
CASE STUDIES, WORKSHOP
V.PRABHU, ASSISTANT PROFESSOR (SS), CIVIL

practice
METHODOLOGY-
POWERPOINT PRESENTATION, SUBJECT RELEVANT VIDEOS, STUDENTS

INTERACTION, CLASS TAKEN IN BOARD, CASE STUDIES.
STUDENTS WERE MORE ATTENTIVE IN THE CLASS EVEN IN THE LAST

HOURS.
EVIDENCE TAKEN FROM FEEDBACK OF STUDENTS.
STUDENTS WERE ABLE TO GAIN MORE KNOWLEDGE IN THE RESPECTIVE

SUBJECTS.
86 | P a g e
94. BIGGER QUESTIONS WITH
RUBRICS
TERENCE, AP(SG), EEE
practice
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.
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

practice
Divide the students in four groups and conducting quiz / test for 15
minutes.
The assessment of test papers by the students itself.
The non participants started performing in subsequent assessment
Awareness of the subject and involvement / participation activities of the

students are increased
87 | P a g e
96. ASSESSMENT
C GANESAN, ASSISTANT PROFESSOR(SENIOR SCALE)), AERONAUTICAL
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
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

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
88 | P a g e
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.
Whatever they have learned, let them find the chance to implement them
in the real practice by making some models.
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
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.
Many students actively participate by subscribing for chapter membership

and get benefited
ENFUSE CHAPTER HAS BEEN SUCCESSFULLY GOING FOR FIVE YEARS,
89 | P a g e
99. PRACTICAL APPLICATIONS
Bharath.P, Assistant Professor, Automobile

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
Practical Knowledge gets increased.
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.
90 | P a g e
100. UNIVERSITY PUBLICATIONS
Dr. Akkara Sherine, Editor, Languages
practice
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
practice
Students are encouraged to participate in national and international

competitions
91 | P a g e
Presented papers in may conferences
Succeeded with an increase in research publications
102. INCULCATE SENSE OF

ENTREPRENEURSHIP IN STUDENTS
PALANIAPPAN SP, ASSISTANT PROFESSOR, BIOTECHNOLOGY
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.
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.
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.
92 | P a g e
103. GREEN CAMPUS
Karthick J, Assistant Professor (S.G), Civil Engineering

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
93 | P a g e
104. GROUP ASSIGNMENTS
Shweta Singh, Lecturer, Architecture

practice
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.
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
practice
A Team has been formed to create awareness abouthazards of plastic and
94 | P a g e
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

practice
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.

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.
95 | P a g e
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
practice
Activities like brainstorming, role-plays, group dynamics and audio visuals
involving Mathematical concepts before starting the main teaching.

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.

Sahaya Lenin D, AP (SG), ECE

practice
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
96 | P a g e
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

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.
To detect the each student performance and upgrade their knowledge
To find the strength of the students in each area.
97 | P a g e
110. ACTIVE LEARNING
STRATEGIES
B.V. Baiju, AP(SG), IT
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.

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
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

Good feedback and results

Improve admission and quality of education
98 | P a g e
112. ROLE PLAY, QUIZ,
SEMINAR IN LATEST
TECHNOLOGIES
D. Usha, Assistant Professor (SG), Information Technology

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.

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.
113. OBE
I.Juvanna, Assistant Professor (SG), Information
Technology
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
99 | P a g e
topic while teaching Step 5: 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
114. OUTCOME BASED

EDUCATION
Meenakshi. N, Assistant Professor, Information Technology

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.

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
100 | P a g e
115. SEMINAR AND
UNANNOUNCED TEST
M. Mahendran, Assistant Professor, Mathematics

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.

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

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

101 | P a g e
Projects can be given to students related to subject
117. OUTCOME BASED

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

practice
Desired outcome, planning course, Attaining desired outcomes,
Assessment, Feedback evaluation.

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

practice
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.
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.
102 | P a g e
3. Students Feedback to Teachers
To make learners know they are moving forward without steady, consistent
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.
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.
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.

session, which has increased the students pass percentage.

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.
103 | P a g e
119. DESIGNING
EXPERIMENT WITH
DIFFERENT SPEC
Terence E, AP (SG), EEE

practice
Students were asked to design a circuit for different specification of duty
cycle of timer in the case of a stable multi vibrator.

in different manner. Students have started showing interest in exploring
new things in lab classes.

in different manner.
120. OBE
Yash Pal, Assistant Professor, Aeronautical
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)

Learning and teaching styles
Effective lecturing and active learning
104 | P a g e
Constructing syllabi and defining course policies
Making new course preparations manageable
Approaches to learning
121. PERIODIC
REVIEWS/FOLLOW UP
K.Gnanasekaran, AP (SG), Mechanical
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.

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
105 | P a g e
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.

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
123. INGENIOUS PROJECTS

M. Kishore Abishek, Assistant Professor, Mechanical
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

Prototype in the stage of completion (Final stage)
106 | P a g e
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
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.

Practical approach toward learning had helped students understand the
fundamentals and hence score better.

Helped students develop problem solving skills, a key component of
employability.
125. PG PROJECT CO-

ORDINATOR
Nisha MS, Assistant Professor, Aeronautical Engineering
practice
Periodically evaluating and validating students’ progress in their project
107 | P a g e
through Reviews

Now students improved by selecting good work and succeed

Yes
126. MENTOR’S ROLE &

INNOVATIVE PROJECTS
SUNILKUMAR K, AP (SS), ECE
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.

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

practice
Encouraged students to take up innovative projects and projects which can
be included in the curriculum as laboratory experiments
108 | P a g e
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

practice
Encouraging students to be involved in advanced research activities and to
participate in international conferences.

Good

2 journals published
129. IN-HOUSE COMMUNICATION

AND SOFT SKILLS COURSE FOR
TEACHING AND NON-TEACHING
STAFF
Dr. Sherine Joy, Head, Languages
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
109 | P a g e
exam and speaking skills test is conducted at the end of the session.

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.

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.

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
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.
110 | P a g e
Methodology involved:
Group Discussions, Individual Presentation, Team Presentation, Theoretical
calculation with virtual simulation, Project Management Techniques,
Project Execution etc.,

Knowledge Improvement, Bold to speak out, Facing Challenging & solving
it, Lifelong learning etc.,

Product is the outcome of co-curricular activities. It improves self-confident
and self-belief of them.
111 | P a g e

Best Practice Book11

Transféré par

Informations du document

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Best Practice Book11

Transféré par

Droits d'auteur :

Formats disponibles

BEST PRACTICES

61 . M ODE L M AKI N G B Y THE S T UDE N T S ,G R O U P

93 . P OWE R P OI N T PR E SE N T ATI O N , S U BJE C T RE LE V AN T V I DE O S ,

12 2 . M O TI V ATI N G THE ST U DE N TS T O D O Q U ALI TY P R OJE C T S

12 4 . P R OM O TE I N NOV ATI V E T HI NKI N G

12 6 . M E NT O R ’ S R O LE & I NN OV ATI V E P R OJE C T S

D R . S HERINE J OY , H EAD , L ANGUAGES

M ETHODOLOGY OF THE PRACTICE WITH STEPS

Students are informed about the competitions that are conducted on

The students have also won competitions held at British Council, US

I MPACT OF P RACTICE / E VIDENCE OF S UCCESS :

Students participating in competitions succeed in international and

B ENEFIT OR OUTCOME OF THE P RACTICE MAY BE

M ETHODOLOGY OF THE PRACTICE WITH STEPS

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

5. At HTBI&HEIC, flipped classroom methodology utilized for the participants of Hindustan

I MPACT OF P RACTICE / E VIDENCE OF S UCCESS :

3. Program me successfully done.

B ENEFIT OR OUTCOME OF THE P RACTICE RECORDED

3.DO IT AND LEARN OUT OF

M ETHODOLOGY OF THE PRACTICE WITH STEPS

A common engineering problem is defined to the students briefly. The

I MPACT OF P RACTICE / E VIDENCE OF S UCCESS :

Successful Events appeared to be in involving students in various

B ENEFIT OR OUTCOME OF THE P RACTICE MAY BE

1. Higher confidence level of the student,

M ETHODOLOGY OF THE PRACTICE WITH STEPS

 To participate in national and international conferences.

I MPACT OF P RACTICE / E VIDENCE OF S UCCESS :

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

B ENEFIT OR OUTCOME OF THE P RACTICE MAY BE

 Got a HEAM Scientist Award 2015

Scientist. Participated in international conference in Malaysia and

presented a paper Participated in national conference in MANIT, Bhopal

and presented a paper

M ETHODOLOGY OF THE PRACTICE WITH STEPS

The students are given training and encouraged to participate in

I MPACT OF P RACTICE / E VIDENCE OF S UCCESS :

The outcome of this practice is there is a increase in rate of placement and

B ENEFIT OR OUTCOME OF THE P RACTICE MAY BE

Increase in entrepreneurship and many of our students do earn while

M ETHODOLOGY OF THE PR ACTICE WITH STEPS IN VOLVED

O BSTACLES FACED /P ROBLEMS ENCOUNTERED

2. Bright students shining alone.

Obstacles faced if any and strategies adopted to overcome while

1. Initially weak students finds difficulty in blending themselves with the

I MPACT OF P RACTICE / E VIDENCE OF SUCCESS:

2. They started having a new approach towards learning.

3. Students started supporting each other better.

B ENEFIT OR OUTCOME OF THE P RACTICE MAY BE

2. They started developing a positive attitude towards learning.

M ETHODOLOGY OF THE PRACTICE WITH STEPS

7. Students get individual attention during group activity.

OBSTACLES FACED /P ROBLEMS ENCOUNTERED

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

I MPACT OF P RACTICE / E VIDENCE OF S UCCESS :

1. Improvement in internal test marks.

B ENEFIT OR OUTCOME OF THE P RACTICE MAY BE RECOR DED

2. Started scoring good marks.

3. Students participating in various competitions and winning prize.

M ethodology of the practice with steps involved in

An online-based assessment system is designed and deployed to the

I MPACT OF P RACTICE / E VIDENCE OF S UCCESS :

 Increase in understanding the concepts- MCQ answer result increased