Two best practices introduced in the institution in teaching and learning are:
- Curriculum workshops
- Student Mentoring and counselling
1.Title of the practice:- Curriculum workshops
Objectives of the practice
- To encourage the faculty to initiate innovative methods in pedagogy in the curriculum for efficient teaching and learning process.
- To incorporate ideas of industry experts to improve classroom teaching.
- To review the quality of the plan of delivery and process of delivery of the subject.
1. The context:
In the context of improving the curriculum planning and implementation, each faculty is expected to prepare a course plan based on the subject allocated to them for each semester and it is presented in the curriculum workshop.
2. The practice:
A detailed course plan is prepared for each course by the respective faculty. The faculty prepares the course outcome based on the course objectives set and maps the same with the program outcome of the course to be delivered. The course plan is presented in the course plan workshop which is scheduled in advance. Two invited subject experts including industry and academics and other peer teams attend the workshop and their valuable comments and suggestions for improvements are considered. The modification of the course plan is done after the discussion and it is recorded in the prescribed revision format.
3. Evidence of the success:
The improvement of the student performance and the student’s feedback are the evidences for the success of this practice.
4. Problems encountered and resources required:
The constraint faced in this is due to the sudden announcement of university examinations and time schedules. Scheduling the curriculum workshops in between the university examinations and some of the suggestions of the industry experts may not be possible to incorporate within the university guidelines.For further clarification, CO mapping and attainment calculation of MBA program is shown as below:
The programme outcomes for all courses are specified by the M G University. Two types of course outcomes are calculated – Direct outcomes and indirect outcomes. Direct outcomes are calculated for the courses and indirect outcomes are calculated for the various co-curricular and extracurricular activities.
The course outcomes are prepared at the institutional level. The following is the process by which course outcomes are determined. Once the subject is allotted, each faculty member would prepare a detailed course plan with the course objectives and the course outcome. The course outcomes are prepared using Blooms Taxonomy. Course outcomes are achieved through cautious crafting of assignments and projects.
These outcomes are then mapped to programme outcomes. Further, a session plan is charted out to cover the syllabus prescribed by the university.
Before the semester begins, course plan presentation workshop is scheduled and conducted. During this workshop the course plans are presented before a panel of external experts consisting of faculty, management, alumni and experts from the industry. It is in this workshop that the contents of course plans – the objectives, outcomes , assignments, topics and other items are debated for clarity. At this phase the course outcomes and other parameters are deliberated for suitability too. Suggestions are provided both by the expert panel as well as other faculty members. The course plan is further modified to incorporate these suggestions and these changes are entered in the modification template as a proof.
The modified course plan along with the template is submitted for approval from the HoD and the Principal. Once approved, it is then communicated to the students on the first session of each course along with a briefing on various assessments and their evaluation modes. It is also uploaded in the LMS. It is also then displayed in the website.
As the course progresses, assessments are conducted as scheduled in the course plan. After each evaluation, the outcomes of each assessments are reviewed, and discussed during the faculty meeting and then appropriate measures / actions are taken. Similarly, indirect outcomes are calculated for IMLP,AMLP, Institute Industry Interaction, social outreach activities, placements, fests and sports.
MBA Department has been conducting this process promptly. The other departments have initiated this process on a trial basis.
With the latest syllabus revision for various programmes under M G University, course outcomes are now stated along with the syllabus for each course. At the institutional level,faculty members are provided with the flexibility to add outcomes to enrich the curriculum set by the university.
2 Title:- Student Mentoring and counselling
Objectives of the practice
- To help students face challenges in their career and life
- To help them to develop the skills in analysing and synthesizing any type of situation
- To inculcate in our students a sense of self-respect and imbibe values for the ethics in life.
- To develop the capacity to understand emotions, express them, and relate to others
1 The context:
In the context of the overall improvement of students, periodical mentoring and counselling are provided. The teachers are allocated with 10 students (In the case of PG) who monitor the curricular, co-curricular, and overall personality development of students. In the case of UG the class teacher performs the role of a mentor for the class. The institution has a counsellor to perform structured counselling to students on case-to-case requirements.
2 The practice:
Counselling activities are conducted during the first semester and mentoring activities are planned during the second semester. A team of ten students, who are called mentees, are assigned to a faculty who is called a mentor, who meets the group for around one hour thirty minutes every week. Counselling sessions in the first semester addresses personal issues on self- motivation, self-esteem and resolves it to a certain degree through group activities, games, motivational talks, and advice under the guidance of the mentor.
Mentors are given Dossiers (In the case of MBA), and mentees are asked to fill the dossiers and return to the mentors. Mentors and the mentees will write the necessary report and remark in the Dossier and keep them till the end of the program. At the end of the course, dossiers are returned to mentees. The tear-away exit sheet at the end of the dossier is filled by each mentee and it is documented by the mentor as an exit report.
During the mentoring sessions in the second semester and the following semesters, the same group with the same mentor works on activities that will help them to sharpen the skills required for their successful placements, academics, and career to a large extent.
3 Evidence of success:
Students' Placement and improvement in academic performances are evident from placement records and university results.
Problems encountered and resources required:
Specific counselling requirements need to be handled by in-house professional psychologist which is also taken care of in the counselling sessions. Due to the constraints of time, and changing university schedules, we are in a position to devote only 2 hours a week for each mentoring session. A mentor can address limited issues related to the curriculum.
A workshop conducted for MBA batch 15 on 26th and 27th July 2018. This workshop was conducted by our Alumni, Mr. Arun Antony, with a brief introduction regarding how theatrical training could enrich management students and help them benefit. The entire session involved a series of activities. The integration of theatre with management and communication is an out-of-the-box concept that needs to be experienced and undergone. The two-day sessions started with a brief introduction to the training session by the trainer Mr. Arun Antony. The two concepts viz., theater and management were explained to the students to make them understand the relationships between the two. Various activities were given to the students namely; an ice-breaking session which involved the participants standing in a circle and introduce themselves by spontaneously shouting out the biggest attribute to their character along with the participant’s name. The peculiarity of this session was that the participants had to be seated on the floor, which had everyone on the same level. The next session was to improve their visualization skill, test on interpersonal trust between two participants, the different ways of communication, passive, aggressive and assertive, the management game to communicate with a physical gesture to direct the succeeding participants in the group, a small dance session to explain the self – expression can reduce stress and a final session on to play a skit on a one-word theme given to participants.
All the teams brought out very good ideas and conveyed clear messages. The best performing teams were awarded prizes and the students gave good feedback on the sessions which was filled with fun and good learning experiences which were visible with their capability to express their self to play a big role in the process of communication.
Digital Marketing Campaign.
The aim of Digital Marketing Campaign is to encourage the students to take up socially relevant activities. The students were divided into small groups of 10 from each class. The groups were given two months to run a campaign offline and online on a socially relevant topic. They had to simultaneously conduct activities related to their topic both inside and outside the institution. The learning outcome from such activities are that students learned how to plan, execute and monitor digital marketing campaigns along with curriculum-based learning. They also get the exposure towards understanding the value of interacting with society and to become socially responsible citizens.Policy Document Circular