Best Practice 1

  1. Title of the Practice: The Finishing school Suite

  2. Objectives of the Practice

    "The Finishing school Suite" modules are well organised for pre-final and final year students to get placed them in industries and corporates. To define the overall structure & processes of the Student Career Development Policy and to structure the roles & responsibilities of the teams working on this process at Career Development Centre.

    • The policy will ensure that

      • Maximum number of deserving students get campus placement to start their career in their chosen domain and the chosen company.
      • The quality standard of the jobs is maintained.
      • The whole team works according to the defined processes to achieve the common objective.

    This modules includes
    • Career development counselling and training
    • Aptitude training
    • Group discussions and Debates
    • Technical training
    • Etiquette and Interview Skills
    • Yoga and Meditation

  3. The Context
  4. The institute believes that a motivated workforce (Staff and Students) can be a significant factor in institute’s success. When staff and students are motivated to work at higher levels of their skills and abilities, the institute as a whole runs more efficiently and is more effective at achieving its objectives and goals.

  5. The Practice
  6. A specific recruitment training program was organised for pre-final and final year students and named as Project 21 and It was a residential program as the title suggests it was a 21 day long project. During this project the students were made to stay at the college hostel for 21 days for an effective output of the training. The idea of running a 21 day continuous training classes that included programming, aptitude and communicative English was conceived by the CDC department. The students not only focused on their preparation but also were made to focus on their personal growth as an individual.
    The regular academical classes of the students were not disturbed and after the regular college the campus recruitment training would start at 4:30 in the evening with an aptitude class followed by communicative English class. The day would end around 8:00 pm after an assessment session. Little recreational activities like evening group talks, movies, physical activities, management games, Fun trip and open sky dinner were also organized to keep the students motivated and driven.

  7. Evidence of Success

  8. We have witnessed huge improvement in the personal and technical skills in the students after the The Finishing school Suite. We observed a huge difference in their communication skills, their attitude in facing the interviews and confidence levels of individuals. Mainly our students stood different from the group by developing the following distinguishable qualities such as

    • Out Of The Box Thinker
    • Leadership Skills
    • Effective Team Player
    • Strong Technical Skills
    • High IQ Level

    Many parents have also given good testimonials for supporting their wards throughout their journey to good placements and training them to being a responsible citizen. Year by year we observe an considerable increase in the placement and also the recruitments in reputed companies with a very good package.

  9. Problems Encountered and Resources Required

  10. The Finishing school Suite is a high priority practice in SVREC , Still it faces certain problems which the management strives to solve increasing demand for Competent faculty with updated soft skills and technical skills needed to train the students and assist in pre placement training.

Best Practice 2

  1. Title of the Practice: MENTORING SYSTEM FOR STUDENTS

  2. Objectives of the Practice

    To minimize dropouts, improve performance and reduce stress of the students through personal counseling.

  3. The Context
  4. Students undertake various problems of stress- personal, academic, physical, mental. Engineering education is a time spring course with time boundaries to complete their work especially during the first two years. Students are new to professional college life and the demands of education; create a lot of stress, especially to hostel students who are away from their family for the first time. Also, in the economically weaker students and students from educationally weak background, this creates a lot of complex and they can’t perform well due to inhibitions. Statistics reveal increasing number of suicides or dropouts due to this reason. Considering the student-teacher ratio in classrooms, it is impossible at times to give personal attention to students in class. One solution therefore is assigning a “Mentor” who can form the bond with students in the true sense. Mentoring is required for students to achieve emotional stability and to promote clarity in thinking and decision making for overall progress.

  5. The Practice
  6. The practice is that of creating an efficient mentor-ward system. Each teacher is assigned 20 students for the complete duration of their study. They meet at least once in a week to discuss, clarify and primarily to share various problems which may be personal, domestic, academic, etc. The mentors encourage the students to participate in co-curricular and extra-curricular activities and sports. Their academic performance and other activities are all recorded. Students should inform their mentors on all their movements like their absence from college, sickness etc. The mentors also keep in touch with the parents to appraise them about their ward’s attendance, test performance, fee payment, examinations etc. The teacher is equipped with the record of all the necessary information about his/her wards. The teacher involves local guardians and parents as well, whenever necessary for any advice or help. At the end of every month the mentors prepare a report of their mentees progress. The mentors also counsel the students in need of emotional problems. When the students have any problem in any department either with the staff or with work completion the mentors speak with the respective staff and sorts out the problem. Mentors take special care of slow learners, who are given advice on how to study, prepare a time table for study and clarify the doubts and also given notes to study. The mentors of every batch are advised by department admin and academic in charges. They will meet the mentors once a month and get the report of the progress and achievements of students and complaints of and by the students. These complaints are discussed with the Principal and necessary action taken to rectify the complaints.

  7. Evidence of Success
  8. It is needless to say that a mentor gets the job satisfaction. Evidence of success of the practice includes university ranks, better results in the examinations, more regular attendance, less drop outs, increased participation in co-curricular and extra-curricular activities, better discipline on campus and respectful relationship between teachers and students. The students are more relaxed and have a healthy relationship with the staffs.

  9. Problems Encountered and Resources Required
  10. There are no limitations or constraints faced during implementing the program.