Institutional Distinctiveness

Following technology based tools are practiced at our college & hospital besides other methods for our undergraduate and postgraduate students.

1. All the departments have registered and developed “Google Class room” as 24X7 virtual classrooms so as to provide round-the clock interaction with the faculty members, especially after the college working hours. All the students are registered with Classroom by their email ID and get alert message immediately after the post of a new blog. The students regularly post their questions and faculty resolves the queries on real time basis.
2. The faculty members of college & hospital departments have created an instructional screen cast learning objectives & content requirement of students as an instructional tool.
3. The lecture is delivered by uploading the video/images on screen cast mentioning specific learning objectives & contents.
4. Use of Screen cast appears as a powerful, highly effective, and affordable learning tool that can facilitate self-learning across all courses of undergraduate and postgraduate programmes.
5. Flipped /inverted classroom approach adopted by some departments to reverses the traditional learning environment: Students are assigned learning outcome and made to work using online tools, videos, e-learning platforms etc. This is followed by face-to- face interaction to facilitate collaborative, active learning of higher-level domains of application, analysis, synthesis and evaluation.
6. Buzz groups is also used by some of the departments as a measure to adopt to cooperative learning technique, consisting of the formation of small discussion groups with the objective of developing a specific task, idea generation, problem solving or facilitating that a group of people reach a consensus on their ideas about a topic in a specific period of time.
7. Fish bowl learning environment is used for basic topics during which students are asked to write down on cards, one question regarding the course material, especially some aspects of the material that they do not fully understand. Students deposit cards with their questions in a ‘fish bowl’ and the teacher/instructor draws several of them and asks the class to answer them or answers them herself/himself.
8. Experiential learning is practiced by some of the departments, whereby students “learn by doing” and by reflecting on the experience. Experiential learning activities include hands-on laboratory experiments, internships, practical knowledge, field exercises, study abroad, and undergraduate research and studio performances.
9. Cooperative learning is an effective strategy to promote student-student relationship. It fosters students’ interaction by encouraging and facilitating students’ efforts to achieve interpersonal and small group skills, such as communication, leadership, trust building, decision-making, conflict resolution, and group processing.
10. Sharing teaching practices, decisions, and rationale with students
11. Encouraging students to share experiences and background knowledge in class
12. Exploratory projects on educational challenges in international classrooms
13. Assigning projects that foster student autonomy (e.g. by allowing space for individual students’ choices and preferences)
14. Designing assessment rubrics collectively (e.g. guidelines for oral participation, good writing, etc.)