Sri Ramakrishna Institute of Technology

 Home / IQAC

Institutional Best Practices

1) Effective teaching planning and learning process

2) Regular conduct of Faculty Development programs

Title of the Practice: Effective Teaching – Learning System

Objectives of the Practice

The objectives/intended outcomes of this best practice are:

  • To assist in curriculum planning
  • To ensure effective delivery of contents across all the courses
  • To improve student's learning experiences and outcomes
  • To provide staff with information in regard to professional development needs
  • To ensure effective delivery of contents across all the courses

Underlying principles or concepts of this practice:
  • Practical, and easy to implement in the college (i.e., are sustainable);
  • Improve the ability of the institution to produce comparable results;
  • Strive for simplicity and clarity of teaching learning, and establish clear expectations for analytical performance and Quality assurance;
  • Provide a consistent framework for future enhancement of Teaching – Learning methods


The Context
  • Quality teaching is defined in terms of effective pedagogical techniques to produce learning outcomes for students. It involves several dimensions, including the effective design of curriculum and course content, a variety of learning contexts (including guided independent study, project-based learning, collaborative learning, experimentation, etc.), soliciting and using feedback, and effective assessment of learning outcomes. Institution ensures that the education it offers meets the expectations of students and the requirements of employers, both today and for the future.
  • One of the most challenging paradoxes in the world of academics is the fact that while innovativeness in teaching is largely agreed upon as the most desired aspect of teaching, it is also equally a fact that innovativeness as a tangible teaching component cannot be defined or promoted. To meet the challenge of promoting innovativeness of teachers the best way was found to be insisting on documentation of individual teaching plans/lessons which in turn help to identify the most creative methodologies / approaches that can be shared with others who are not spontaneously creative.

  • Under the system of standardized procedures the pedagogical tools adopted by most creative teachers get to be systematically documented and this can work as frame of reference for teachers who are not spontaneously creative.
  • Senior faculty or sometimes even the youngest faculty coming from diverse backgrounds like industry etc., explore alternative pedagogies or adapt student support to varied student profiles and pedagogical competencies. Their alternative teaching methodologies can serve as training models to other teachers.
  • The individual performance of each faculty member is a crucial factor in quality teaching. The course plan designed by the faculty becomes the frame of reference to make the teacher accountable for the status of syllabus completion.
  • Through constant checks of teacher’s documents which include their unit planners, academic records, teaching modules etc., the institution finds scope to identify areas of deficiencies and also take up appropriate FDP programs for the betterment of their professional effectiveness and also for the quality enhancement of the academic program.


The Practice
The procedures which constitute the implementation of the practice are as follows:
  • The institution has a meticulously organized and clearly planned teaching, learning and evaluation schedule, well integrated into the total institutional scheme. At the end of each academic year, the Principal holds consultations with the HODs and faculty and the examination section to plan the academic calendar for the forth-coming academic year.
  • The course outlines and the course schedules are drawn well ahead of the course Commencement. Each faculty of the department has an individually drafted course plan, which reflects how each unit is taught by indicating the time frame along with a mention of methodologies/ references used and modes of evaluation practiced. The course outlines are spelt out given orally to the students by the course teacher in the orientation session.

  • The HOD of each department ensures the effectiveness of the process by fortnightly check of the attendance of students, academic records, and syllabus completion by the faculty. The effectiveness is further ensured through cross verification by the head of the institution.
  • The teaching- learning process is continuously reviewed by the Principal by taking into account the feedback given by the students.
  • Each department submits an annual report on the activities comprising academic activities, research and extension activities, innovations in teaching/learning, publications, staff and student achievements, extra and co- curricular activities to the Principal and it will be read by the Principal during the Annual Day function.
  • To ensure quality sustenance and enhancement the college periodically conducts the Internal audit which includes course review, Review of Teaching – learning methodologies, Result analysis, Research output, Faculty Development Programs attended/conducted and Extension activities, Co-curricular and extra-curricular activities conducted during the year.
  • Departmental meetings are conducted once in a month and whenever needed. The minutes are documented and signed by the HOD.
  • Result analysis is submitted by the individual faculty. The result analysis of each department is submitted to the Principal after each semester.
  • Feedback is taken from the students at the end of every semester for teacher evaluation.
  • Thus the regulatory mechanism of timely checks on teacher quality has the double advantage of improving not only teacher but also student performances.


Evidence of Success
The evidence of success is also seen in achieving the targets/benchmarks/distinctions mentioned below:
  • NBA accreditation for all UG Engineering Programmes
  • Availability of increased options with diversification of courses
  • Industry relevant value added courses with thrust on employability skills.
  • Better placement records.
  • Word of mouth publicity through successful Alumni.
  • Enhanced reputation among academicians networked through regular conduct of seminars/guest lectures.
  • University ranks achievements by good number of students and High pass percentage.
  • The College has emerged as a trusted name for discipline & value based /holistic education.
  • Better performance in national level competitive exams.
Problems Encountered and Resources Required
  • Being a self – financing college, financial constraints pose a major challenge for implementation/adoption of high quality Teaching – Learning and Evaluation resources.
  • To develop appropriate tools to monitor teaching quality (e.g. through surveys) and ensure that these are well-designed to provide useful, constructive and timely feedback to teachers.
  • A well-designed professional development program needs to be developed. This requires time, conviction, motivation and openness.
  • This collaborative process not only provides a firm foundation for determining the pedagogical competencies that teachers need to develop and the support they will require but also helps to build collective commitment across faculty to the objective of improving teaching quality. The clarity provided will also make it easier to establish what instruments and support measures teachers actually need to produce real improvements in teaching quality.

Title of the Practice: Faculty Development programs (FDP)

Objectives of the Practice

The Institute regularly organizes Faculty development programs for promoting teachers and staff members quality through a three pronged strategy that aims at personal, profession and holistic development of teachers there by facilitating their role as educators and mentors and responsible for grooming the future citizens with right knowledge, attitude and skills.

  • To update the knowledge of members of faculty
  • To inculcate professional ethics
  • To promote technical expertise
  • To orient towards quality research
  • To enhance their effectiveness in content designing and delivery
  • To sensitize them towards social responsibilities

The Context:
  • A number of factors have brought quality teaching to the forefront of higher education policies. Almost every education system has experienced substantial growth of student numbers in recent decades and the student profile has become more diverse. At the same time, higher education faces greater challenges and expectations from students, parents, employers to account for their performance and demonstrate their teaching quality.
  • Experience showed that fostering quality teaching is a multi-level Endeavour. Support for quality teaching takes place at three inter-dependent levels:
    • At the institution-wide level: includes the right policy making.
    • Program level: comprising actions to measure and enhance the design, content and delivery of the programs.
    • Individual level: including initiatives that help teachers achieve their mission, encouraging them to innovate and to support improvements to student learning and adopt a learner oriented focus.
  • These three levels are essential and interdependent. However, supporting quality teaching at the program level is key to ensure improvement in quality teaching at the discipline level and across the institution. Support for quality teaching can be manifested through a wide range of activities that are likely to improve the quality of the teaching process, of the program content, as well as the learning conditions of students. Institutions engage in fostering quality teaching essentially for the following reasons:
    • To respond to the growing demand for meaningful and relevant teaching. Students as well as employers want to ensure that their education will lead to gainful employment and will equip them with the skills needed to evolve professionally over a lifetime.
    • To demonstrate that they are reliable providers of good quality higher education, while operating in a complex setting, with multiple stakeholders, each with their own expectations.
  • Current factors influencing the quality of teaching include:
    • The internationalization of higher education
    • The increasingly broadening scope of education and greater diversity of student profiles. The rapid changes in technology, which can quickly make program content and pedagogies obsolete.
    • The increased pressures of global competition, economic efficiency.
    • The need to produce a skilled workforce to meet the challenges of the 21st century.
    • Encourage teachers to link innovations in their teaching practice to the institutional teaching and learning goals.
    • Education at present is undergoing tremendous change that demands from the faculty a need to update and keeps abreast of the latest developments.
    • But the reality is that professional development for teachers is often disconnected from the educational objectives of the programs – even though the support provided may be in response to specific requests received from faculty. Thus a well-designed professional development program needs to be an outcome of a collaborative reflection on the quality of teaching and learning that is aligned with university values, identity and faculty expectations.


The Practice
  • Faculty development program is conducted every year which includes workshops, interactive sessions and motivational lectures from eminent persons on topics like Effective teaching processes, Qualities of good teacher, Interpersonal Effectiveness, Art of Living, etc. which acquaint the teachers with updated Teaching –Learning Practices and also the need for cultivating right attitude apart from instilling a research aptitude for promoting personal and professional effectiveness.
  • To sustain high teacher quality the teachers are regularly sent to refresher courses, international seminars, conference, workshops to track the latest developments in their domain areas.
  • Constant encouragement and monetary incentives are given by the management to upgrade their qualification and enrich their research profiles through publication of books, articles and paper presentations.
  • The college also conducts Guest lectures, National and International conferences and workshops to gather the best of academic and industry perspectives on current topics. Faculties are also benefited from regular workshops/guest lectures / conferences etc. National and International academicians and distinguished research scholars are also invited to enrich the staff on multidimensional roles that they need to play as teachers and role models. FDPs are also organized with in-house faculty.


Evidence of Success
The positive outcomes of these programs are reflected through the various initiatives taken by the faculty and the Director towards a relevant, enriched and holistic teaching -learning process. The evidence of success is also seen in achieving the targets/benchmarks/distinctions mentioned below:
  • NBA accreditation for all UG Engineering Programmes
  • Availability of increased options with diversification of courses
  • Industry relevant value added courses with thrust on employability skills
  • Better placement records
  • Word of mouth publicity through successful Alumni
  • Enhanced reputation among academicians networked through regular conduct of seminars/guest lectures.
  • University ranks achievements by good number of students and high passes percentage
  • The College has emerged as a trusted name for discipline & value based /holistic education
  • To make a difference among students by getting involved and connecting with best resources
  • To facilitate students get certifications from renowned industrial authorities and other bodies

Outcome Based Education
  • The Institution follows the system of outcome based education. Here, each programme is given the liberty to frame its Vision and Mission statement which would be in coherence with the Vision and Mission of the Institution. Programme Educational Objectives(PEO) will be framed to attain the mission of the department. Programme Outcomes(PO) will be framed in coherence with Graduates attributes and would be a measurable one, so that one can measure the level of attainment of the PEO based on PO. Course Outcomes will be defined for each Course, so that it could contribute to the PO.
  • On continuous practice of the Outcome based Education, four of the programmes namely Civil, CSE, IT and Mechanical has been accredited by NBA.

Collaboration with IIT Bombay and use of NMEICT projects
  • SRIT is the REMOTE CENTRE of IIT Bombay under the National Mission on Education through Information and Communication Technology (NMEICT), funded by Ministry of Human Resource and Development (MHRD), Government of India, to conduct Faculty Development Programmes / Workshops.
  • SRIT is the RESOURCE CENTRE for Spoken Tutorial Project of IIT Bombay under the National Mission on Education through Information and Communication Technology (NMEICT), funded by Ministry of Human Resource and Development (MHRD), Government of India.
  • SRIT is the R&D Project Center for Aakash Project of IIT Bombay under the National Mission on Education through Information and Communication Technology (NMEICT), funded by Ministry of Human Resource and Development (MHRD), Government of India