| S. No | Faculty Involved |
Course Code | Course Name |
Name of the Innovative Approach |
Description | Proof |
|---|---|---|---|---|---|---|
| 1 | Dr.Inderpreet Kaur | RCS501 | Data Base Management Systems | Concept Mapping | Concept Maps are drwaings or diagrams which help the students to organize and represent knowledge of the course. Impact: It allow students to clearly communicate ideas, thoughts and information. |
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| 2 | Dr. Lokesh Sharma | RCS-E21 | Internet of Things | Think, pair and Share Approach | Think-pair-share is a great technique for facilitating discussion. It is quick and simple technique to adopt. Faculty presents a question or challenge; students reflect quietly and then partner with someone to discuss. A think-pair-share session is of around 5 to 15 minutes. Impact: This method allows each student concludes personally and request one student to explain a concept while the other student evaluates what is being learnt. |
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| 3 | Dr. Kamlesh Rana | NCS-080 | Pattern Recognition | Forced Debate Approach | Students debate in pairs, but must defend the opposite side of their personal opinion. In it half the class takes one position and remaining other position. They line up and face each other. Each student speaks only once. Impact: It improved the debating skill of the students about the topic of discussion by listening other people’s opinions and to speak slowly after clearly understanding. |
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| 4 | Mr. Manish Kumar Singh | RCS 601/ RCS-401 | Computer Networks and Operating Systems | Muddiest Point | It is a quick monitoring technique in which students are asked to take a few minutes to write down the most difficult or confusing part of a lesson, lecture, or reading. It is simple to create and facilitate. In fact, it only takes 15 minutes to collect and scan approximately 100 muddiest points. Impact: This assessment gives faculty a picture of misconceptions and confusion that still exists in the students’ minds. The students increase their understanding of their own learning. This assessment provides students with a meta-cognitive opportunity to think about their own learning |
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