Annamacharya
Institute of Technology & Sciences
Autonomous / Rajampet
Estd. 1998
ISO 9001:2015
Annamacharya
Institute of Technology & Sciences
Autonomous / Rajampet
Estd. 1998
ISO 9001:2015
The Teaching-Learning process adopts different methods such as experiential learning, participative learning and problem solving methodologies utilizing ICT facilities, LMS and e-resources. All the academic activities are carried out strictly following the academic calendar. Mentoring system is in place for counseling and to monitor academic and personal issues of students. Necessary efforts are being made in identifying the learning levels (slow and fast) of the students through various assessments and additional training is imparted to slow learners. The institution provides required facilities for the Divyangan students.
| Name of the innovative teaching learning method | Name of the activity |
| Activity Based Teaching | Think pair share |
| Flipped class room | |
| In class teams | |
| Think a loud pair problem solving | |
| Concept mapping | |
| Quiz | |
| Project based learning | Engineering project for community services |
| Mini project | |
| Major project | |
| Self-learning | SWYAM / NPTEL/Course era |
| Experiential Learning | Internships |
| Quality circles | |
| Open ended problems in laboratories | |
| Participative learning | Seminars / workshops |
| Value added courses | |
| Skill based / Skill oriented Courses | |
| Innovative projects and competitions | |
| Industrial training | |
| Multi Media Learning | Moodle |
| Web based learning | |
| Placement based learning | Training by industry experts |
| Training Need Analysis | |
| Mock interviews |
Effective learning in classroom makes students more creative, practice hands on experiments, enjoy the course and establishes goals. One such dynamic learning method is activity-based learning where students are constantly engaged and actively participate in learning instead of passive listeners. Activity based learning is the baseline for critical thinking skill enhancement. By participating in various activities conducted by mentor in classroom, students enhance their creative and communication skills.
| Name of learning | Description | Outcome |
| Think pair share | Think-pair-share (TPS) is a collaborative learning strategy where students work together to solve a problem or answer a question about an assigned reading. | The Think-Pair-Share activity gives them the opportunity to feel more comfortable sharing their thoughts. |
| Flipped class room | A flipped classroom is an instructional strategy and a type of blended learning, which aims to increase student engagement and learning by having pupils complete readings at home and work on live problem-solving during class time. | Flipped classroom teaching approach has a potential to create positive learning outcomes in terms of clinical skills, communication, and teamwork capabilities, as well as the competencies of critical thinking, caring, work ethic, and accountability. |
| In class teams | Class teams have unique permissions and features for teachers and students. As owners of the team, teachers assign work, share class content, start meetings, and control who can post in the team. | Teams also enable internal meetings and sharing of course materials or lesson plans. Ease your management and support burden. |
| Think aloud pair problem solving | One student (the problem solver) is required to read the problem aloud and think aloud during the problem-solving process, which includes verbalizing everything they are thinking and doing. Another student (the listener) attends to the problem solver’s thinking and reminds him/ her to keep saying aloud what he or she is thinking or doing, while also asking for clarifications and pointing out errors being made if any. | Improved students’ analytical skills by helping them formulate ideas, understand the sequence of steps underlying their thinking, and identify errors in another’s reasoning. |
| Concept mapping | A concept map is a visual organization and representation of knowledge. It shows concepts and ideas and the relationships among them. You create a concept map by writing key words (sometimes enclosed in shapes such as circles, boxes, triangles, etc.) and then drawing arrows between the ideas that are related. Then you add a short explanation by the arrow to explain how the concepts are related. | Concept mapping encourages higher-order thinking, empowering students to transform information into knowledge by making meaningful connections between concepts and information. |
The goal of project-based learning is to provide students with meaningful learning opportunities. Although project-based learning can be content-specific, it provides a means of integrating multiple subjects into one cumulative project. PBL encourages students to make meaning from their learning.
| Name of learning | Description | outcome |
| Engineering Project for community services | Students will go to the society (Villages/ Hospitals/Towns, etc,.) to identify the problem and survey the literature for a feasible solution. The student(s) is encouraged to solve real life problems. This can be done in a group of students/individual. | Every student has to undergo field visits to identify real time problems in the society and they have to submit the reports of what they have experienced. So that students are aware of societal problems. |
| Mini Project / Phase 1 Project | Mini Project could be done by a group of students; involves working under a faculty member and carrying out a detailed feasibility study, literature survey and preparing a work plan for major project. | Students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills. Project Based Learning unleashes a contagious, creative energy among students and teachers. |
| Major Project / Phase 2 Project | Major Project involves continuation of Mini Project. The objective is to complete the work as per the prepared work plan and prepare a detailed project report. |
A form of self-learning is a method of gathering information, processing it, and retaining it without assistance from another individual. It is the responsibility of the learner to acquire and retain knowledge without assistance. Self-learning is a way of learning that allows a person to learn skills and knowledge relevant to their daily lives. Self-learning helps a person in gaining an understanding of the basic concept of learning and it indicates that everyone must learn by themselves. Learning on one’s own also helps a person understand the basic concept of learning that everyone must learn on their own at the end of the day. The resilience and immunity you gain here will be the key tools to success in life.
Self-Learning/MOOCs Courses are introduced in curriculum to facilitate the slow/advanced learners to learn selected courses of various disciplines to acquire contemporary knowledge.
| Name of self-learning | Description | Outcome |
| NPTEL / Coursera | IQAC suggested introducing certification courses in the year 2019-20. This was implemented in the year 2019-20. Students are motivated to take up the online courses offered by various MOOCs platforms such as NPTEL, COURSERA, Edx, CISCO, ORACLE, etc. to gain the domain and interdisciplinary knowledge. In R19 and R20 regulations, students were given an option to get their credits on completion of these courses. This will improve the self-learning skills of the students and helps to improve their creativity and originality. IQAC is motivating the faculty to get certified in advanced courses in their domain knowledge and in the field of outcome-based education. | NPTEL / SWAYAM: The institute secured AAA ranking and all India 7th position for the participation by students and faculty. |
Experiential learning is a learning process which merges student’s intellect, perception, and behavior with experience and helps them to develop their skills in different domains. Students will gain knowledge through integration of theory, practice, and able to solve real world practical problems. This method helps students to remain focused, learn differently and faster. Students are provided an opportunity to make connections between new concepts and existing ones. The department imparts the following experiential learning practices to enhance creativity and cognitive levels of the students.
| Name of learning | Description | outcome |
| Internships | The students have to undergo internship of minimum 6 weeks duration in the industry approved by respective head of the department. The students also have an option to undergo six months industrial training/ internship in the 8th semester of the course | This provides a system of education that formally integrates academic studies with related work experience |
| Quality circles | Quality circles involve fast learners in special and remedial classes to motivate slow learners and clarify their doubts. | Improved working environment, happier relations and greater job satisfaction. |
| Open-ended problems in Laboratories | In addition to the regular laboratory experiments, the goal of the student in labs is also targeted to develop hands-on and feasible solutions for open ended problems given in the laboratories using current technologies. | Students will utilize their fundamental knowledge of electronic and communication engineering and try to reach their goals. |
As technology has shifted from Proprietary Technology to open Technology, students are encouraged to participate in activities such as seminars, workshops; Skill based / skill oriented, value added courses etc. Participatory learning is a process that makes use of participatory approach which enhances knowledge by doing either individually or collaboratively. Every student is given an opportunity to make contributions participatory learning encourages students to share their experiences with peers. It offers more opportunities theoretically and practically rather than just acquiring knowledge given by mentor or textbooks.
Students are encouraged to participate in activities such as –
| Name of learning | Description | outcome |
| Workshops | A seminar may be defined as a gathering of people for the purpose of discussing a stated topic. Such gatherings are usually interactive sessions where the participants engage in discussions about the delineated topic. The sessions are usually headed or led by one or two presenters who serve to steer the discussion along the desired path. | Students are trained on regular basis in modern trends and innovative technologies by organizing workshops/seminars inviting experts from industry. |
| Skill based / Skill oriented courses Value added courses | Value added courses are the types of courses which help particular individuals to develop their own skills in their chosen field of the study. They are mostly independent to each type of the fields. | Bridge the skill gaps and make students industry ready. Provide an opportunity to students to develop inter-disciplinary skills. |
| Innovative projects and competitions | Take up some real-world problems for developing new products/models with novelty in perspective of meeting challenges in industry, government and academia. | Participate and won the prizes in Hackathons, Idea competitions |
A multimedia lesson is a lesson that uses pictures and words to teach, such as watching a PowerPoint presentation, watching a recorded lecture, or reading a textbook
| Name of learning | Description | outcome |
| Moodle | Moodle is designed to provide educators, administrators, and learners with an open, robust, secure and free platform to create and deliver personalized learning environments. Moodle is a user-friendly Learning Management System (LMS) that supports learning and training needs for a wide range of institutions and organizations across the globe. | The Moodle Learning Management System (LMS) provides educators across all levels and industries with a highly functional, flexible, and interoperable digital learning solutions through open-source technologies. |
| Web based learning | The web enables us to access the Internet’s content in a variety of ways, including discussion forums via email, video conferencing, and live lectures (video streaming). Learning on the web is sometimes referred to as online learning or e-learning because it includes online course content. | Students learn topics effectively at their convenient time. |
Placement-based learning provides excellent opportunities for the students to think through theoretical ideas in real-world contexts. Students also gain transferable skills through applied, practical experience with host organizations.
| Name of learning | Description | outcome |
| Training by Experts from Industry | Training from industry experts is conducted for I & II semester students every year. The training includes interactive lecturing by in house trainers. Online training platform is used to provide daily assignments and evaluations. The training is for 10 days with the following contents – Python programming, Analysis of Algorithms, OOPs concepts and Dynamic Programming etc., | Students learned python and data structures to solve numerous Industry Problems. |
| Skill Set Training | This training is offered every year for V semester students. The training will be through a third party (service based and product based companies) for imparting skill set required by regular assessments are conducted and monitored constantly. The training includes 3 modules as described below Module1 – Orientation for basic service companies Module 2 – Orientation for all service companies (Advanced Roles) + Product Companies + Practice. Module 3 – Topics requested by students for improving confidence + Doubts clarification + Practice Sessions. | Students attained knowledge in computer based subjects like C programming, data structures, data base management, data analytics etc. |
| Mock interviews | Mock interview sessions are conducted for students who are shortlisted for higher package/ product based companies. The sessions include orientation sessions by faculty counselor’s and one to one mock interview sessions by immediate alumni of the institution. | Students gained confidence, how to answer difficult questions, develop interview strategies, improve communication skills, and reduce stress before the actual job interviews. Finally, Placed with high packages in good companies. |
In addition to the above, the teaching-learning process of the institute is comprised of the following:
The following Teaching, Learning and Evaluation schedules are followed in the institute:
The institute undertakes the following steps to monitor the quality of teaching learning:
IQAC in co-ordination with Academic Committee monitors and analyses the strength and weakness of various departments and makes its suggestions for necessary improvements wherever required. The IQAC also co-ordinates with all departments regarding implementation of the various orders issued by the competent authority.
The Institute inculcates life-long learning and innovation abilities among the students through the following:
The institute promotes advanced learning of knowledge and skills among the students through the following: Technologies and Academic Facilities
In order to promote effective learning of delivery among the students, the following technologies and academic facilities are provided to the students and faculty:
The institute provides following academic personal and Psychological guidance to the students:
In order to strengthen the teaching-learning process, the institute follows the following teaching approaches and methods:
The state of the art library of the institute is equipped with the following resources:
The Institute obtains the feedback from the students every semester. The feedback is taken from the students about the course teachers, twice a semester (2-3 weeks after commencement of classes and end of the semester) and once in a semester on facilities and infrastructure. The institute also launched an online portal to give their suggestions/feedback. The feedback so obtained is properly analyzed by the Principal. The feedback is reported to the concerned faculty / staff and corrective action is taken, wherever necessary.
The academic audit on course file is conducted twice during every semester and faculty academic audit is conducted every semester. The audit is conducted by a committee constituted by the Principal of the Institute. The scope of the audit includes:
The external audit is also conducted by the qualified experts. This audit is conducted every year. The observations / recommendations made by the auditors are implemented.
The research and development audit focusses on academic and sponsored research. Academic research includes faculty publications in refereed and indexed journals (SCI / SCIE / Scopus), funded schemes sponsored research projects, publications, collaboration activities intellectual property rights (IPR) and tech transfers are verified every Quad (April / August / December) in an academic year through prescribed form named as Performance Appraisal Scoring System
The external audit is also conducted by the qualified experts. This audit is conducted every year. The observations / recommendations made by the auditors are implemented.
The Institute deploys the following action plans for the smooth implementation of curriculum:
In order to cope up with the needs of dynamic employment market, the following efforts have been made by the institution to enrich and organize the curriculum to enhance the experiences of the students:
The following faculty development initiatives have been taken by the institute:
Faculty Training programmes are organized by experts of the institution to empower and enable the use of various tools and technology for improved teaching-learning
The institute follows below mentioned steps to maintain the growing demand of well to do and qualified senior faculty:
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