IARE Best Engineering College In Hyderabad
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It is a matter of great pride that the Institute of Aeronautical Engineering (IARE) is ranked one among the Top 200 best Engineering colleges as per NIRF (National Institutional Ranking Framework), Ministry of Education (MoE), Govt. of India since 2017.

Process of Effective Curricular Implementation

The implementation of curricular is carried through a systematic procedure as explains in detail:

Preparation of Schedule of Instruction (Teaching Plan)

The syllabus prepared by BOS, specifies the number of lectures, list of recommended books and assessment scheme of internal and external marks. HOD distributes the teaching load by considering the course choice form filled by the faculty members. In order to have smooth conduct of curriculum, HOD allocates the load according to faculty competency. The activity is carried out immediately after the end of the previous semester so that faculty members get sufficient time for the preparation of the course assigned to them for the next semester.

Every faculty member prepares a schedule of instruction of entire semester in-line with the department’s academic calendar. To prepare and maintain documentation, the institute provides the facility of CMS portal. Detailed module-wise and date-wise plan is prepared by individual faculty.

Schedule of AAT evaluations, CIA and SEE examinations are displayed time to time. Training on OBE, induction, guidance is imparted to newly joined faculty for building and maintaining academic culture in the institute by center for educational technologies (CLET). An induction programme is conducted for First Year Engineering students before start of semester. Imparting guidelines for upgrading innovative and creative teaching learning process, methodology, tools and techniques at periodic intervals by implementing advanced concept of pedagogy, ICT, e/Early learning videos and course full stack through learning management system, student centric AAT methods, participative learning etc. for enhancing teaching and learning experience. Figure 1 shows the process of effective curriculum planning, monitoring and implementation.

Curriculum Delivery

The effective implementation of curriculum is ensured by supplementing classroom teaching with expert lectures, presentations / seminars, open ended experiments, in-house and industry supported projects, tutorials, group assignments, case studies, industry visits, industrial training, internships, IARE LMS e-learning/Early Learning Videos (ELRV), NPTEL lectures, tech talk topics, concept video presentations, technical quiz, assignments, internal-tests etc. as shown below.

Training needs of faculty are identified by the head of the department. Faculty is encouraged to attend short term training programs (STTPs), faculty development programs (FDPs), Seminars, Workshops, Industry Training etc. to bridge the need.

Contents beyond curriculum are identified and taught both in the classroom and in the laboratory to expose student learning to recent trends in the industry. Figure 2 shows the course delivery process

Monitoring Process

Academic coordinator, HOD and Dean of Planning, Monitoring and Continuous Studies, monitors the progress of syllabus coverage every fortnight through CMS portal. The number of lectures planned and the number of lectures actually conducted facilitates identification of gaps, if any, and necessary corrective actions are taken for filling the gap.

Following activities related to academic monitoring are carried out through CMS:

  • Preparation of Timetable: Class wise, Laboratory-wise, Class room-wise and Individual.
  • Preparation of Schedule of Instruction (Teaching Plan).
  • Attendance Monitoring: (Course-wise, Class-wise, Percentage-wise).
  • Syllabus coverage Monitoring.
  • Continuous Assessment.
  • Internal Examination schedule, result analysis.
  • Upload of tech talk, concept video, open ended experiments, assignments, question bank, definitions and terminology, e-learning/Early Learning Readiness Video lectures, lecture notes, power point presentations, class handouts.
  • Students feedback – early semester, end of the semester and OBE.
  • Communication to parents through SMS.

Process to identify slow learners

The students are tracked during their academic journey in the institute and special efforts are made to bring slow learners (students with certain limitations) to come at par with the average / above average category. Students with good background and skills are guided to higher levels of achievements and encouraged towards challenging goals (skill-up and skill-bridge).

The entry level student data is shared with the dean of student affairs and Mentors (15 students to mentor), to evaluate the student learning level as advanced learner or slow learner. The mentors, in weekly meetings with all faculties of respective classes, carry out discussion based on analysis records available about students’ levels, abilities, characteristics, skills, attitudes, examination results (internal and external) and their current day to day interactions / experiences. Based on this evaluation, feedback is given to students and special programs / activities are undertaken.

This data analysis done at entry stage is passed subsequently to Mentors of next classes. The mentors of second year onwards carry forward the activities at individual departments. Students’ attendance is also being monitored through CMS portal on every week and list of defaulter students are displayed on department notice board. Attendance of students is regularly being informed to the parents through SMS facility. The career development center make special provision of exhaustive soft skill training and exclusive counselling, to mould the slow and advanced learners to plan their careers and placements. Through this process slow learner are identified and following activities are carried out for them.

Activities for Slow learners:

  • Tutorial
  • Special lecture notes
  • Question bank
  • Extra lectures
  • Extra Practical sessions
  • Make-up test for improvement
  • Personal Attention in teaching
  • Remedial and Make-up classes
  • Mock practical examination
  • Counselling – special hints and techniques
  • Guidance for project presentation
  • Assignments and solving previous question papers

Encouragement to Active Learners

In order to promote advanced teaching and learning methodologies to give motivation to learn, higher retention of knowledge through better understanding, increasing depth of knowledge and developing positive attitude to the subject taught, the following activities to be planned.

  • Active learning: We adopt active learning by involving students in the learning process more directly through following activities:
    • Activities on technical content of syllabus like brain storming, quiz, debate, group discussions, role play, games, model making, mini project, presentations, essay, elocutions, case studies.
    • Encouragement to complete NPTEL certification courses.
    • Additional Honors and Minor degree program.
    • Career and employability training for Skill-up and Skill-Bridge.
    • Active participation in Competitive Coding Platforms (like Codechef, Hacker Rank, Code Forces, Interview Bit etc.).
    • Implementation of research papers.
    • Participation in Seminars and Conferences.
    • Motivational guest talks.
    • Paper publication and presentation.
    • Workshop and seminar on current trends.
    • Innovative model making / building leading to industrial designs.
    • Motivation and Guidance for higher studies (GRE, GATE, competitive exams).
    • Industry visits and field visits.
    • Industry sponsored research project.
    • In house Mini-projects (over and above the syllabus).
    • Participate in state, national and international level competitions such as SAE, SUPRA, GO-CART, HACKTHONS, etc.
    • Project competition like SAE, SUPRA, GO-CART, BAHA, etc.
    • Encourage students to participate in professional body activities and memberships such as, ISTE, SAE, CSI, IEEE, Institute of Engineers, IETE, ACM, etc.
  • Honors and Minor degree: Additional learning leading to B.Tech degree with HONORS / MINOR in engineering.
  • Collaborative Learning: We implement collaborative learning by forming student teams working together to solve a problem, complete a task, or design a product. Team works are done in activities like group projects, joint problem solving, debates etc.
  • Inquiry-based Learning: We make our classrooms as open systems where students are encouraged to search and make use of resources beyond the classroom for investigation of open questions / problems, developing their critical thinking and increasing understanding levels by performing review of research papers, Surveys etc.
  • Problem based Learning: We assign students different tasks, assignments, portfolios, activities in which students engage in complex, challenging problems and collaboratively work toward their resolution by using inter-disciplinary knowledge to solve problems. Example SAE, SUPRA, GO-CART, BAHA projects.
  • Peer Led Team Learning: We provide an environment for students to engage in intellectual discussions and work in problem-solving teams under the guidance of a peer leader to perform activities like designing and developing software for different competitions in our technical fest.
  • Experiential learning (ExL): We provide the opportunity for active experimentation and concrete experience through a variety of carefully designed projects-based learning experiences, problem-based learning experiences, game-based learning experiences, laboratory experiments, service-based learning and other activities. 
  • Full Semester Internship (FSI): The mandatory semester long B.Tech project is converted to a learning platform by using various tools of project management, solving real time challenges and giving the satisfaction of achieving the goal at the end of completing the project.

Feedback Process

Students’ feedback about teaching a course is taken twice in semester through CMS portal. Early semester feedback is to take between first 15 to 20 days of commencement of classwork. Corrective action is to take after this feedback. Outcome Based (OBE) course questionary is taken on the attainment of Course Outcomes at the end of the semester. Following questionnaire is set for feedback.

Evaluation Process

Internal assessment is carried out through CIE-1, CIE-2, Alternative Assessment Tool (AAT), Make-up and remedial tests etc. Semester End Examination (SEE) is conducted as per schedule prescribed in academic calendar and termed as external assessment. The AAT may include tech talk, tutorial hours/classes, seminars, assignments, term paper, open ended experiments, concept videos, partial reproduction of research work, oral presentation of research work, developing a generic tool-box for problem solving, report based on participation in create-a-thon, make-a-thon, code-a-thon, hack-a-thon conducted by reputed organizations / any other. etc. Semester End Examination and Continuous Internal Examination questions are used for mapping of CO - PO / PSO.

Assessment Tools

  • Direct Assessment Tools: CIE-1, CIE-2, AAT, Semester End Examination.
  • Rubrics: A Rubric explains to students the criteria against which their work will be judged with "scoring rules". This criterion helps the students in developing, revising, and judging their own work.
  • Indirect Assessment Tools Programme level statistics: At the end of semester the statistics of students who have participated in professional bodies/ student chapters / workshops / seminars / conferences / paper presentations / internships / industry visit etc. are prepared. This is considered to indirectly assess the PO’s. Survey reports: Indirect assessment strategies may be easily implemented by conducting the Course End Survey, Programme Exit Survey, Alumni Survey and Employer Survey.

In-put for curriculum development

Each course has defined COs that are mapped to the PO’s. The POs are achieved through a curriculum that offers a number of core courses as well as elective courses. A set of performance criteria is used to provide quantitative measure of how well the COs are achieved. The mapping of COs with POs / PSOs of the program are considered by the individual staff and feedbacks from stake holders such as, students, alumni, parents, employers, teachers to give input in framing the syllabus which will be communicated to Board of Studies (BOS) members to modify in the syllabus through faculty participating in various syllabus design and implementation work-shops and separately through E-mail. The suggestions given by individual staff are incorporated by BOS for curriculum enrichment.

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