Computer Science and Engineering Department

• Interactive Lectures
  • Faculty incorporates engagement triggers in interactive lectures.
  • Engage students by finding ways for them to interact with the content.
  • Students can participate in the activities.
  • Students can apply what they have learnt.
• Project Based Learning
  • Students learn by actively engaging in real-world and personally meaningful projects.
  • Implementation of the concept in the project is promoted.
  • The students are grouped and faculties are assigned to groups.
  • The faculty will help the students to attain their goal.
  • Real-world problems can be solved by project-based learning.
  • In the curriculum of APJ Abdul Kalam Technological University, there is a mini project and main project.
• Industrial Visit
  • Field visits are organized regularly to support curriculum delivery.
  • Industrial visits help the students to gain knowledge in the industries.
  • Case Studies are used to provide students an application of engineering knowledge.
  • Helps in bringing the understanding of a complex issue or object.
• Flipped Class room
  • In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home while engaging in concepts in the classroom with the guidance of a mentor.
  • Students discuss the topic and faculty members ask probing questions.
  • Teachers can spend less time on introducing new topics.

FDP Report on INTEGRATING PEDAGOGY IN TEACHING LEARNING PROCESS click here

Pedagogical Initiatives and Innovative Teaching Report click here

INDUSTRIAL VISIT

INDUSTRIAL VISIT 2020- 2024 BATCH

INDUSTRIAL VISIT 2021-2025 BATCH

INDUSTRIAL VISIT 2022-2026 BATCH

GOOGLE CLASSROOM

ICT TOOLS

INTERACTIVE LECTURES ROLE PLAY BASED ON DEADLOCK

PROJECT BASED LEARNING

PROJECT BASED LEARNING

Group study

Peer teaching

Group discussion

Artificial Intelligence and Data Science

IT Workshop

Engineering Graphics

Python and DataScience Workshop

Electrical & Electronics Engineering

Insightful Tech Talk on "Substation Design and Low Voltage Applications and Distributions"

Objective: The aim of this pedagogical initiative was to engage students in a comprehensive and insightful tech talk on the topic of "Substation Design and Low Voltage Applications and Distributions," delivered by Abhin Chandra and Ayshin Rahman, two esteemed final-year students from the department. This session was organized to provide in-depth knowledge and practical insights into the critical aspects of electrical substation design and low voltage distribution systems, which are integral to modern electrical engineering.

Pedagogical Rationale: The decision to involve final-year students in delivering this technical talk was grounded in a student-centered approach, aiming to achieve several key pedagogical goals:

• Peer-to-Peer Learning: By involving senior students in delivering the session, the juniors were able to benefit from the expertise and experience of their peers, creating an effective learning environment. This approach allowed for real-world insights to be conveyed, bridging the gap between theory and practice.
• Development of Presentation Skills: The final-year students had the opportunity to refine their public speaking, communication, and teaching skills, which are crucial for their professional development. Delivering a technical talk also required them to synthesize complex concepts and communicate them clearly, enhancing their own understanding in the process.
• Engagement and Interaction: The informal, peer-led format encouraged more open dialogue and interaction between the presenters and the audience. The juniors had the chance to ask questions, seek clarifications, and discuss practical challenges, which increased engagement and made the learning process more dynamic.

Conclusion: The tech talk on "Substation Design and Low Voltage Applications and Distributions," delivered by Abhin Chandra and Ayshin Rahman, was an excellent pedagogical initiative. It effectively utilized peer-to-peer learning to engage students in an in-depth discussion of vital concepts in electrical engineering. By involving final-year students in the teaching process, the session promoted the development of both technical and soft skills while enhancing the learning experience of junior students. This peer-led format proved to be an effective and impactful teaching method.

INNOVATIVE TEACHING METHODOLOGIES

• Innovative Teaching Methodology
  • Blended Learning: Combines traditional face-to-face instruction with online learning materials, allowing for a more personalized learning experience.
  • Peer Teaching and Collaborative Learning: Students work in groups, teaching one another and solving problems together. This method helps reinforce knowledge and develops communication and teamwork skills.
• Difficulties Faced:
  • Student Engagement: One of the most significant challenges in innovative teaching methods is keeping students consistently engaged. Not all students are equally motivated to participate in active learning environments.
  • Time Constraints: Preparing materials for innovative teaching strategies like flipped classrooms or PBL requires more planning and time than traditional lectures.
• Usage of ICT Techniques in the Classroom
  • Digital Presentations Using tools like PowerPoint.
  • Online Learning Platforms Platforms like Google Classroom.
  • Multimedia Resources:YouTube
  • Virtual Classrooms through google meet
• ELECTROMAGNETICS
• NPTEL COURSE
• ANALOG ELECTRONICS

Effective teaching often involves a combination of multiple methods that promote active engagement, critical thinking, and deep understanding. Apart from the regular teaching learning process, innovative pedagogical initiatives can bring drastic changes in it. Some of the pedagogical methods adopted are

Peer Learning

Peer learning refers to a collaborative teaching approach in which students work together to help each other understand the material. Teaching others requires students to explain concepts in their own words, which reinforces their own understanding. Students become active participants in their learning process, rather than passive receivers of information. Peer learning creates a sense of community, where students feel comfortable sharing ideas and asking questions without fear of judgment.

Self-Study

Self-study encourages students to take responsibility for their learning by independently exploring and studying course material outside the classroom. This method promotes autonomous learning and self-discipline. Self-study requires students to plan their study sessions, set goals, and evaluate their progress. Students can focus on areas where they need more help, allowing for a more tailored learning experience. It allows students to study at their own pace and in their preferred environment, accommodating different learning styles and schedules.

Using models/demos

Models encourage students to actively participate in the learning process. Instead of passively receiving information, students interact with the model, make observations, and test hypotheses. These models help simplify complex concepts, foster problem-solving, and engage students in a more interactive and immersive learning experience.

Group Discussions

A group discussion is a collaborative learning technique in which students or participants discuss a particular topic or issue in a group setting. This method encourages active participation, critical thinking, and the exchange of ideas among group members. It can be used in a variety of educational settings to enhance learning outcomes, build communication skills, and foster deeper understanding of complex topics.

ICT enabled classes

ICT-enabled classes refer to educational environments where Information and Communication Technology (ICT) tools and resources are integrated into the teaching and learning process. This can include the use of various technologies such as computers, tablets, interactive whiteboards, educational software, online resources, and internet-based communication tools. These tools are used to enhance the learning experience, support teachers, and engage students in more dynamic, interactive, and personalized ways.

Google classroom

Blended learning approach

Along with normal lectures, students were complemented with online videos (NPTEL). This approach aimed to cater to diverse learning styles and provide students with a more holistic understanding of engineering concepts. It also helped students to learn at their own pace.
NPTEL content shared

1. Lecture class on effective communication
2. Stress management
3. Introduction to leadership
4. Body language
5. Synchronous and induction machine
6. Electrical system design and estimation.

Report on Pedagogical Approach: Quiz Conducted by 2022 Admission Students

Objective: The primary objective of this quiz, planned and conducted by the 2022 admission students, was to engage both 2022 and 2021 admission students in a collaborative and competitive learning environment. The quiz aimed to enhance subject knowledge, foster healthy competition, and encourage peer-to-peer learning, while also providing an opportunity for the 2022 students to take initiative in organizing and executing an academic activity.
Pedagogical Rationale: The quiz was designed with several pedagogical objectives in mind, all aimed at promoting a deeper understanding of the subject matter and improving various academic skills:

• Active Learning and Peer Collaboration: The quiz format fostered active learning, encouraging students to participate and engage with their peers in real-time. By collaborating in mixed-batch groups, students had the opportunity to learn from each other and share their knowledge.
• Development of Critical Thinking: The diverse nature of the quiz, incorporating general knowledge, subject-specific questions, and visual elements, required students to think critically and apply their knowledge in various contexts. The rapid-fire round, in particular, tested students' ability to think on their feet and process information quickly.
• Healthy Competition and Motivation: The quiz provided an enjoyable and competitive environment, motivating students to review and reinforce their knowledge. Healthy competition fosters enthusiasm and a desire for academic excellence, which can lead to improved learning outcomes.
• Teamwork and Communication Skills: By forming mixed groups, the quiz promoted teamwork and enhanced communication skills. Students had to work together, discuss questions, and present answers collaboratively, which improved their interpersonal skills and ability to function as part of a team.
• Engagement and Active Participation: Rather than a passive learning environment, the quiz required students to actively participate, which is proven to enhance retention and understanding of the material. The interactive and engaging nature of the quiz ensured that students remained motivated and involved throughout the session.

Conclusion: The quiz organized and conducted by the 2022 admission students was a successful pedagogical tool that promoted active learning, peer collaboration, and healthy competition. It provided an excellent opportunity for both junior and senior students to engage with the curriculum in an enjoyable and dynamic manner, helping them reinforce their knowledge, develop critical thinking, and improve their communication skills. By encouraging teamwork and interaction between batches, the quiz fostered a positive learning environment that enhanced the overall educational experience.

Innovative Teaching Methodology

• Blended Learning: Combines traditional face-to-face instruction with online learning materials, allowing for a more personalized learning experience.
• Peer Teaching and Collaborative Learning: Students work in groups, teaching one another and solving problems together. This method helps reinforce knowledge and develops communication and teamwork skills.

Difficulties Faced:

• Student Engagement: One of the most significant challenges in innovative teaching methods is keeping students consistently engaged. Not all students are equally motivated to participate in active learning environments.
• Time Constraints: Preparing materials for innovative teaching strategies like flipped classrooms or PBL requires more planning and time than traditional lectures.

Usage of ICT Techniques in the Classroom

• Digital Presentations Using tools like PowerPoint.
• Online Learning Platforms Platforms like Google Classroom.
• Multimedia Resources:YouTube
• Virtual Classrooms through google meet

EXAMPLES FOR VIDEOS CREATED

             

• ELECTROMAGNETICS
• ADVANCED CONTROL THEORY
• CIRCUITS & MEASUREMENTS LAB
• EXAMPLES FOR VIDEO SHARED

Report on Pedagogical Teaching Approach: Class Arrangement for 2022 Admission Batch on Microprocessors and Microcontrollers

Objective: The purpose of this pedagogical initiative was to enhance the learning experience of the 2022 admission batch in the subject of Microprocessor and Microcontroller by incorporating peer-led learning. The class, delivered by the 2021 admission batch, focused on the importance of processors and controllers in the Internet of Things (IoT) domain. This approach aimed to foster collaborative learning, peer-to-peer interaction, and practical insights into the relevance of these technologies in the contemporary tech landscape.

Pedagogical Rationale: By assigning the teaching responsibility to the 2021 batch, the initiative aimed to achieve multiple objectives:

• Peer Learning: The 2021 batch, having already studied the basics and advanced concepts of microprocessors and microcontrollers, could provide real-life examples and share practical knowledge, which enhanced the juniors’ understanding.
• Leadership and Communication Skills: The 2021 batch gained valuable experience in leading a class, which helped them improve their presentation and communication skills.
• Active Engagement: The interactive teaching method encouraged questions and discussions, which made the session more engaging and allowed students to connect theoretical concepts with real-world applications.
• Collaboration: The initiative promoted collaborative learning between batches, creating an environment where senior students acted as mentors, while juniors benefited from their experiences and insights.

Conclusion: This initiative exemplifies an innovative pedagogical approach that encourages peer-to-peer learning, enhances communication skills, and deepens subject knowledge for both junior and senior batches. The integration of microprocessor and microcontroller concepts in the context of IoT through collaborative teaching proved to be a valuable educational experience, fostering an environment of shared knowledge and continuous learning.

GOOGLE FORMS

• POWER ELECTRONICS QUIZ
• ELECTROMAGNETIC THEORY
• ELECTRICAL WORKSHOP EXAM
• CIRCUITS AND NETWORK
• NETWORK THEORY

EXAMPLES FOR GOOGLE MEET

GOOGLE CLASS ROOM

By Ms.Fathima Sapna

Report on Pedagogical Approach: Debate on "Has Online Learning During the COVID-19 Pandemic Positively or Negatively Impacted the Quality of Education?"

Objective: The aim of this pedagogical approach was to engage our students in a structured debate on the topic, "Has Online Learning During the COVID-19 Pandemic Positively or Negatively Impacted the Quality of Education?" The goal was to foster critical thinking, communication skills, and the ability to analyze a complex, contemporary issue from multiple perspectives, particularly in the context of education and technology.
Pedagogical Rationale: The debate was designed with several pedagogical goals in mind, all aimed at enhancing the teaching and learning experience for engineering students:

• Development of Critical Thinking: By engaging students in the debate, the session encouraged them to critically assess the multifaceted issue of online learning. The students had to evaluate different perspectives, consider empirical evidence, and think critically about the long-term effects of online education on the quality of learning.
• Enhancement of Communication Skills: Debating is an excellent way for students to refine their communication, persuasion, and public speaking skills. Engineering students often need to present their ideas and solutions clearly, and this session offered an opportunity to practice these skills in a real-world context.
• Active Learning: The debate format actively involved students, encouraging them to participate, listen critically, and engage in constructive dialogue. This is a more interactive form of learning than traditional lectures and aligns with active learning principles, where students learn by doing rather than passively receiving information.
• Exposure to Diverse Viewpoints: The topic itself was inherently complex and multifaceted. By engaging with the debate, students were exposed to diverse viewpoints, both in favor of and against online learning. This helped broaden their understanding of the issues and made them more open-minded and empathetic to different perspectives.
• Collaboration and Teamwork: The students worked in teams to research, organize, and present their arguments. This collaborative aspect fostered teamwork, as they had to coordinate their thoughts, share resources, and practice together to present a cohesive argument.

Conclusion: The debate on whether online learning during the COVID-19 pandemic has positively or negatively impacted the quality of education was a highly effective pedagogical initiative. It provided engineering students with the opportunity to engage in critical thinking, strengthen their communication skills, and explore a complex issue from multiple perspectives. By participating in the debate, students were able to reflect on their own experiences with online learning while considering broader educational trends and challenges.

Electronics & Communication Engineering

Civil Engineering