At SITAM, our faculty combine modern methods with classical techniques of instruction by using Information and Communication Technology (ICT) to support, enhance, and improve the delivery of pedagogy. Information and Communication Technology (ICT) tools contribute to high quality lessons since they have potential to increase students’ motivation, connect students to many information sources, support active in – class and out – class learning environment, etc.\r\n\r\n In addition to the chalk – and – talk method of teaching, the faculty in our institute use ICT tools to communicate, create, propagate, store, and manage information. ICT enables students to access for different information sources to deal with on-going technological change in the community.\r\n\r\n Each classroom is equipped with projector to facilitate the faculty to present the subject matter as PowerPoint presentations and video lectures, encouraging the students for active learning. The Teaching – Learning process is equipped with Regular Practical Sessions and access to Digital Library, Online Courses (MOOCS), Online journals, E-books, etc. Seminar halls are digitally equipped where guest lectures, competitions and student interplay take place. Specialized computer laboratory with a cyberspace has been provided to promote independent learning.
The organization appraises the learning levels of every student right from the time student is admitted to the college through a planned and structured induction programme. \r\n\r\nInduction Programme: Every year the institution organizes Student’s Induction Programme for the newly enrolled engineering and management students. The students are provided with details about the syllabus to be taught along with the particulars about classes and time table, faculty coordinators, counselors and their responsibilities as well as information about anti-ragging norms, code of conduct, events for the forthcoming year, etc. \r\n\r\nPeer Guidance:For the students joining under the lateral entry system (diploma holders joining the second year engineering course), the college offers them peer guidance so that they do not feel difficult to co-ordinate with other students.\r\n\r\nAdvanced Learners: Advanced learners are provided with various opportunities to develop their knowledge and skills. \r\nEmboldened to participate and present papers in various seminars/workshops.\r\nMentoring the students for GATE/Competitive Examinations.\r\nImplementation of experimental learning sessions, group discussions, etc\r\nGuiding for career planning.\r\n\r\nSlow Learners: The slow learners are recognized on the basis of their academic performance during continuous internal evaluation, assignments and performance in the End semester Examination. Plan of action in the form of remedial classes is arranged to improve the performance in the respective subjects. \r\n\r\nRemedial Classes: These classes are conducted in the last period every day after the scheduled lectures with a view to improve the academic performance of slow learners. \r\n\r\nCRT Program: The organization is keen to conduct Campus Recruitment Training Program in a batch to all the students from IIIrd year for the preparation of aptitude exam, resume writing, group discussions, etc of screening the elementary level in the interview of various companies.\r\n\r\nIn order to enhance the confidence level in students, the department organizes countless activities such as NSS, NCC, Cultural and Sports, etc to develop Interpersonal skills of students in our organization.
Slow learners, Remedial classes time table, LE student time table, LE student list, Awareness program, Advanced learners list and facility, Induction program
SITAM employs a gamut of methods to suit to the needs of knowledge content-transfer depending on the type of topic, audience concerned and depth of coverage expected as indicated by the Course Outcome.\r\n\r\n Teachers at SITAM are aware that, to capture student’s interest, a teacher needs to carefully choose the teaching style and pace. As a general rule, the span of attention for an average Asian student is about 12 to 15 minutes long. The teachers are encouraged to pause, review or ask a question after every 12 to 15 minutes for students to take a respite.\r\n\r\n Also, several methods such as Active Learning, Cooperative learning, Inductive Teaching Learning, Flipped Class Rooms, Self-Organized Learning Environments and Project Based Incremental Learning are a few commonly used Learner Centric Methods. SITAM recognizes that any one method may not be suitable in all situations. Given below are a few methods that teachers at SITAM put to use. \r\n\r\nFLIPPED CLASS-ROOMS: - Typically, teaching is undertaken in class-room and students practice on problems and go through experiential learning phase when they are out of class-room. Flipped class-room practice involves assigning study material, typically in the form of a video or detailed reading material, a few days ahead of the class. Thus, the student comes to the class equipped with the necessary knowledge and gainfully engages in experiential learning by solving problems. \r\nSeveral interventions may be offered by the teacher during this process such as: \r\nHelping the student recall fundamental knowledge\r\nProviding easiest line of thought for complex problems\r\nShow parallel examples to encourage inductive learning, and \r\nProvide tips and tricks that the teacher accrued over a period of time. Since this learning is occurring in presence of the teacher, it is guaranteed to be complete.\r\n\r\nSELF-ORGANIZED LEARNING ENVIRONMENT: - It is known that, rather than spoon feeding knowledge to students and then expect them to learn/apply concepts, it is better to pose “probing questions and provocative problems” and let them work through then. This method works best when the learning is set in a Computer Lab environment for 2 or 3 hours of sessions.\r\n\r\nACTIVE LEARNING: - Lot of learning happens when students explain, debate, brainstorm, and discuss. When students are engaged in such activities and are encouraged to formulate “intelligent questions” on the topic at hand rather than solving problems, lot of “deep learning” occurs. In SITAM, students are encouraged to explain, summarize and illustrate to foster ACTIVE LEARNING.\r\n\r\nCOOPERATIVE LEARNING: - When students are made to work in small groups on tasks that involve “hands-on jobs”, lot of divergent thinking and synergy come into play. Short bursts of intense learning can occur through Cooperative Learning. \r\n\r\nSITAM class rooms employ a variety of teaching methods and ICT tools to maximize learning.\r\nAlso laboratories reinforce the learning and make the learning more permanent one much the same way as bicycle riding, which, once learnt, is NOT forgotten even after years of not “using” the skill.\r\n\r\nSeveral other learning avenues such as Industry Visits, Case Studies, Project and Field Practicums, Guest Lectures, Seminar, Skill advanced courses and Workshops are employed to make the learning experience joyful, wholesome and useful.\r\n\r\nIMPLEMENTATION OF ONLINE TEACHING: - During Covid-19, the college has a clear vision about implementing the Online-teaching learning and thus encouraged our faculty to do needful to the students by presenting PPT’S, Video lectures, Online recording sessions etc. \r\n\r\nThe faculty in SITAM has provided study materials for reference, digital study materials such as free access to e-books and e-journals, open educational resources through various platforms available to them.\r\n\r\nPROJECT BASED LEARNING:- It is to encourage learning through real world questions or challenges. It helps the student to develop critical thinking and interdisciplinary skills with real-world experience. \r\n\r\nIn SITAM, students are encouraged to apply relevant skills or knowledge and the faculty allow students designing, developing and constructing hands on experience on solutions to a problem.\r\n\r\nSERVICE LEARNING:- It combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility. Service-learning programs involve students in organized community service that addresses local needs, while developing their academic skills, sense of civic responsibility and commitment to the community.\r\n\r\nIn SITAM, students are actively involved in Community Service Project that connects course curriculum with identified community issues and needs. The students are engaged in different project activities that serve the community and build their academic capacities. The students in SITAM are strengthened by interacting with people from diverse backgrounds and enhancing the sense of civic responsibility through civic action, experiencing team work and interpersonal communication.
The college has a transparent and robust evaluation process in terms of frequency and mode. In order to ensure transparency in internal assessment, the system of internal assessment is communicated with the students well in time. The Principal holds meetings of the faculty and directs them to ensure effective implementation of the evaluation process. \r\n Continuous evaluation is made through Mid examinations, Assignments submission, Field visit / Field work, Seminars presentation, Group discussion, Internships, Community Service Project, Skill oriented course, Soft skill course etc. Mid examinations are conducted regularly as per the schedule given in academic calendar of Jawaharlal Nehru Technological University Gurajada, Vizianagaram. The weightage for the mid examinations varies as per the regulations prescribed by Jawaharlal Nehru Technological University Gurajada, Vizianagaram. \r\n The performance of the student academics is displayed in Notice board and conveyed to the students and parents. Personal guidance and remedial classes are provided to the students who are substandard in their academics. To improve the communication and soft skills in students, topics are given by their faculty members to present powerpoint presentations in their concerned department. \r\nFor transparent and robust for internal assessment, the following mechanisms are conducted\r\nInternal Examination Committee\r\nQuestion Paper Setting\r\nConduct of Examinations\r\nResult display\r\nInteractivity with students regarding their internal assessment\r\n The method of internal assessment helps the teachers to assess the students’ performance competently. Due to internal assessment, interest of the student towards learning and attending the classes has also increased. It has created the interest among the students to take active participation in various co-curricular and extra-curricular activities for their overall self-improvement. The seminar presentation improves the communication skills of the students which is very essential to face the interviews.
SITAM has a well-organized mechanism for redressal of examination related grievances. The student can approach the Teachers, College Examination Officer and Principal to redress the examination related grievance as per the requirement and jurisdiction of the grievance.\r\nInstitute Level \r\n All the students are clearly informed about the evaluation procedure, weightage of internal and external marks allotment as per their regulation provided by the university. After each internal test the answer scripts are distributed among students. If the students are having any uncertainty regarding the assigned marks, they can discuss the same with the concerned faculty member. If still not resolved it is brought to the notice of higher authorities and proper measures are taken.\r\n After each internals the class committee meetings are conducted in the presence of respective branch HoD and mentors of the class. A group of students are selected which includes advanced learners, slow learners, challenged learners and hostelers etc. If the students are having any kind of grievances related to question paper or syllabus coverage, it is informed to the concerned HoD and necessary action is taken.\r\n At the end of each semester, the faculty members finalize the marks for internal tests and the same are displayed in notice boards for the students to verify for any discrepancies. The finalized marks are uploaded by the faculty into the university portal and are approved by Principal/HoD after due confirmation with the respective faculty.\r\nUniversity Level\r\n To foster transparency and prevent malpractices at our institute, a jumbling system across various branches for theory end-semester examinations is implemented. As a result, these exams are now conducted within the college premises, ensuring a secure and controlled testing environment. \r\n The queries related to results, corrections in mark sheets and other certificates issued by university are handled at JNTU_GV examination section after forwarding such queries through the college examination section. \r\n The Examination Cell of the institute deals with examination related grievances if any. A log book is maintained in the office in which the exam related grievances are recorded. If any student has any grievance related to marks scored in the semester examinations, he/she can apply for the revaluation or challenge valuation. This circular will be circulated to the students in the classroom so that it will be easy for them to proceed with that if they are unhappy with the results. \r\n If the re-counting/re-evaluation results are not satisfactory, a student can apply for challenge evaluation within a week after the announcement of revaluation results. The evaluation process is carried out by two subject experts. Results will be announced before commencement of University Examination and the fees will be refunded to the students if he/she clears the paper. The entire process is maintained transparent and time bound by the university.
Under the affiliation to JNTU_GV, the COs are defined in the syllabi and also published in Academic regulations, Curriculum book, and departmental website. It is made accessible to all stakeholders of the program through education, faculty workshops, student awareness workshops, and student induction program and faculty meetings. \r\n\r\n\r\n The program outcomes and program specific outcomes are achieved through a curriculum that offers a number of courses. Every department has clearly defined Program Specific Outcomes (PSOs) and Course Outcomes (COs). They have been articulated by taking inputs and suggestions from every stakeholder and are nicely stated and displayed on notice boards and discussed in the classrooms as well as available on website along with them printed in their laboratory manuals. \r\n\r\n\r\n Also COs are available in course files maintained by every faculty. The PO and PSOs are aligned with institute’s vision and mission statement. Each CO is linked to one of the Program Outcomes and a set of performance criteria that are used to provide quantitative measurement of how well COs are achieved. The COs is thus directly and quantitatively assessed, and is tied to the program outcomes and program specific outcomes. \r\n\r\n\r\nProgram Outcomes\r\n\r\n\r\nAfter completing the B.Tech in Engineering Program at SITAM, a successful student will be able to \r\n\r\n\r\nApply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialization to the solution of complex engineering problems.\r\nIdentify, formulate, review research literature, and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.\r\nDesign solutions for complex engineering problems and design system components or processes that meet the specified needs with appropriate consideration for the public health and safety, and the cultural, societal, and environmental considerations.\r\nUse research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions.\r\nCreate, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modeling to complex engineering activities with an understanding of the limitations.\r\nApply reasoning informed by the contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the professional engineering practice.\r\nUnderstand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable development.\r\nApply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice.\r\nFunction effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings.\r\nCommunicate effectively on complex engineering activities with the engineering community and with society at large, such as, being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions.\r\nDemonstrate knowledge and understanding of the engineering and management principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments. \r\nRecognize the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change.
The institute periodically assesses the student performance using a variety of tools to determine whether each of the Program Outcomes, Program Specific Outcomes and Course Outcomes are met with the requirements. Direct evaluation processes like University end exams, Internal and External assessment, class tests, seminars, project work, Internships; etc helps to assess the Program Outcomes and Program Specific Outcomes by using Course Outcomes of the relevant program.\r\n\r\n In addition, remedial classes are conducted for slow learners to improve the performance of students in their academics by providing study materials, reference books, E-books, etc. The Institute also evaluates the Course Outcomes by Indirect assessment methods which comprise feedback from students every semester. Apart from this, Placement also serves as a measure of Program Outcomes. Employment of students upon the completion of course in various branches plays a lead role in Indirect assessment of Program Outcomes.\r\n\r\n Further the measure of Program Outcomes, Program Specific Outcomes and Course Outcomes can also be evaluated on the basis of higher studies by the students in various Government institutions and Organizations, etc.