1, Knowledge Park-II, Greater Noida, Uttar Pradesh, India
|Name of the Student||Contest||Organized by||Achievements|
|Ms. Siffi Singh||AKTU University Examination||AKTU, Lucknow||Fifth rank in AKTU, University Exam|
|Mr. Anoop Kumar||GATE||IIT||AIR-50, Score 894, Employed in ONGC|
|Mr. Abhishek Charkraborty||GATE||IIT||AIR-134, Score-836, Admitted M.Tech in IIT Madras|
|Mr. Trishal Patel||GATE||IIT||AIR-166, Score 816, Admitted M.Tech in IIT-Bombay|
|Ms. Khyati Agrawal,
Ms. Ria Singh
|University Innovation Fellow Program, Stanford University||Stanford University||Received fellowship of $2000|
|Ms. Nisha Chaube||Biennial National Grassroot Innovation Award||Govt. of India||Won State Award in the Presence of Hon. President Shri. Pranab Mukherjee|
|Ms. Siffi Singh||Internship at National Chiao Tung University, Taiwan||Support provided by AKTU, Lucknow||Internship|
The following are some of the development activities/algorithms development that are taken up by the department during the last three academic sessions:
The process is useful for generating creative thoughts and ideas. Brainstorming helps students to learn together
Establish a problem or a question. Pair the students. Give each pair sufficient time to form a conclusion.
Allow each student conclude personally and also request that one student explain a concept while the other student evaluates what is being learned.
Students debate in pairs, but must defend the opposite side of their personal opinion. Variation: half the class take one position, half the other. They line up and face each other. Each student may only speak once.
All students on both sides can engage the issue.
It is a case study format, but the process is not so rigid as a full case study training session.
The focus is on learning how to solve real life problems. Groups of students are provided details from actual incidents and then asked to develop a workable solution.
Students come together in session groups that focus on a single topic. Within each group, every student contributes thoughts and ideas.
Encourage discussion and collaboration among the students within each group. Everyone learn from one another's input and experiences
Use of NPTEL video courses for sharing the course material to students. Provide resources to students apart from textbooks. It also promotes self learning.
Use of "Moodle" software for conducting online quizzes Encouraging students to perform better in online examinations.
Before starting the lecture, students are required to jot down questions pertaining to the subject matter on plain paper sheet. The lecture begins after the paper sheets are collected. During the session discussion is done on the questions given by the students. This process is useful for the students to make class room interactive and learn beyond the syllabus.
Mentoring students on live projects in industries. This approach has helped students to become familiar with the industrial environment and has also given them opportunity to work on live projects.
Rephrasing the questions and analysing the particular problem domain. Students analyze, evaluate and then justify the answers
Distribute the problems among the students in particular session and randomly asking them with the solution. This approach is useful for inculcating the confidence among the students
Assist students with writing assignments, encourage them to exchange drafts with a partner. The partner reads the topic and writes a two paragraph response: the first paragraph outlines the strengths of the topic, the second paragraph discusses the weakness regarding the topic. Encouraging students to write the content such as assignment, tutorial etc in an efficient manner.
In pairs, students take opposite emotional sides of a conversation. This approach is applied to case studies and solving engineering problems as well.
Provide the live case studies from Infosys Private Limited as part of Infosys Campus Connect program. Students are able to update their knowledge base with latest technologies prevailing in the industry.
Ask a rhetorical question, and then allow 20 seconds for students to think about the problem before you go on to explain. Encouraging students to take part in the problem-solving process even when discussion isn't feasible. Having students write something down (while you write an answer also) helps assure that they will in fact work on the problem.
Gradually increase the speed of the questions and answer. At some point, limit the responses to a single answer, moving faster and faster from question to question. This approach is useful for attempting more questions in university examination, sessional examinations and other career enhancement examinations in limited time.