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Kulkarni, S. S.
- A Comprehensive Study on Improvising the Visibility Quotient (VQ) of an Institution by Associating with Globally Recognized Student Association
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Authors
Affiliations
1 Rajarambapu Institute of Technology, Rajaramnagar, Affiliated to SU Kolhapur, IN
2 E &TC Dept, Rajarambapu Institute of Technology, Rajaramnagar, Affiliated to SU Kolhapur, IN
3 IT Dept, Rajarambapu Institute of Technology, Rajaramnagar, Affiliated to SU Kolhapur, IN
1 Rajarambapu Institute of Technology, Rajaramnagar, Affiliated to SU Kolhapur, IN
2 E &TC Dept, Rajarambapu Institute of Technology, Rajaramnagar, Affiliated to SU Kolhapur, IN
3 IT Dept, Rajarambapu Institute of Technology, Rajaramnagar, Affiliated to SU Kolhapur, IN
Source
Journal of Engineering Education Transformations, Vol 30, No Sp Iss Dec (2016), Pagination:Abstract
This paper comprises of an effort in improvising the Visibility Quotient of an Institution to the external world such as its beneficiaries like corporate sector, government sector, research communities, Do It Yourself (DIY) group and even the community. Here we have demonstrated few initiations taken jointly by Rajarambapu Institute of Technology (RIT) and internationally recognized student association Student Platform for Engineering Education and Development (SPEED) (recently collaborated with IUCEE hence IUCEE SPEED) and few initiations taken by RIT SPEED Chapter individually and how it helped to improvise the Visibility Quotient of the Institution.Keywords
Visibility Quotient (VQ), RIT SPEED Chapter, IUCEE SPEED, SPEED India.
References
- ] Institutional National map, http://www.aicte-india.org/einp.php
- ] Different sources of recruitment, http://www.naukri.com
- ] National Assessment and Accreditation Council (NAAC), www.naac.gov.in/
- ] National Board of Accreditation: NBA, www.nbaind.org
- NAAC-Quality Benchmarking in Technical Institutions
Abstract Views :187 |
PDF Views:2
Authors
Affiliations
1 QA, Rajarambapu Institute of Technology, Sakharale, Dist. Sangli - 415 414 (MS), IN
2 Automobile Engg. Dept., Rajarambapu Institute of Technology, Sakharale, Dist. Sangli - 415 414 (MS), IN
3 Rajarambapu Institute of Technology, Sakharale, Dist. Sangli - 415 414 (MS), IN
1 QA, Rajarambapu Institute of Technology, Sakharale, Dist. Sangli - 415 414 (MS), IN
2 Automobile Engg. Dept., Rajarambapu Institute of Technology, Sakharale, Dist. Sangli - 415 414 (MS), IN
3 Rajarambapu Institute of Technology, Sakharale, Dist. Sangli - 415 414 (MS), IN
Source
Journal of Engineering Education Transformations, Vol 30, No Sp Iss Dec (2016), Pagination:Abstract
The National Assessment and Accreditation Council (NAAC) is an autonomous institution, established by the UGC in 1994. The primary objective of NAAC is to assess and accredit institutions of higher learning with an objective of helping them to work continuously to improve the quality of education. According to the Ministry of Human Resource Development (HRD), India, only about 10-11% of the population in the relevant age-group is enrolled in higher education, and a mere 5% graduate with degrees. Quality assurance refers to the policies, attitudes, actions and procedures necessary to ensure that quality is being maintained and enhanced. Accreditation refers to an evaluation of whether an institution qualifies for a certificate status. The purpose of this paper is to highlight the NAAC processes and its implementation, especially in technical institutions.Keywords
HEI, NAAC.References
- Student Participation in Quality Enhancement – by NAAC, Bangalore, Available at www.naac.ac.in
- Anju Verma, “A review of quality assurance in higher education institutions”, IMPACT Journals, International Journal of Research in Humanities, Arts and Literature (IMPACT: IJRHAL), ISSN (P): 2347-4564; ISSN (E): 2321-8878, Vol. 4, Issue 5, May 2016, 55-66
- Dr. Parvathi Venkatesh, “Accreditation as a Benchmark of Quality Sustenance in Higher Education: A Review of Quality Assurance in Indian University System”, NITTEE Management Review, Volume 7, Issue 1, July 2013, 59-67.
- NAAC Manual Affiliated Colleges, Sept. 2016
- Achieving Excellence in Teaching-Learning Through Innovative Practices-A Case Study of Rajarambapu Institute of Technology, Rajaramnagar
Abstract Views :192 |
PDF Views:0
Authors
Affiliations
1 Institutional Development Team, Rajarambapu Institute of Technology, Rajaramnagar, Dist. : Sangli, Post: Sakharale (lslampur ), Maharashtra -415414, IN
1 Institutional Development Team, Rajarambapu Institute of Technology, Rajaramnagar, Dist. : Sangli, Post: Sakharale (lslampur ), Maharashtra -415414, IN
Source
Journal of Engineering Education Transformations, Vol 20, No 3 (2007), Pagination: 56-65Abstract
Technical Education system in India is heading for a sea change. The biggest challenge for the technical institutions is to adopt the change and design, deliver academic program to prepare the students for employment at the global level. In this paper attempt is made to present the best practices at Rajarambapu Institute of Technology, Rajaramnagar which has helped to get accreditation by National Board of Accreditation (NBA) New Delhi, Selection as a lifework institute under TEQIP, a world bank funded project of MHRD, Govt. of India and also achieved a status of preferred institute to study and work with.- Energetic Teaching Activity Role Play and Round Quiz:A Case Study
Abstract Views :187 |
PDF Views:1
Authors
Affiliations
1 ETC Department, RIT, Sakharale, IN
2 Civil Department, RIT, Sakharale, IN
3 Mechanical Department, RIT, Sakharale, IN
1 ETC Department, RIT, Sakharale, IN
2 Civil Department, RIT, Sakharale, IN
3 Mechanical Department, RIT, Sakharale, IN
Source
Journal of Engineering Education Transformations, Vol 33, No SP 1 (2019), Pagination: 84-90Abstract
Teaching Learning process involves different activities. Every lecture has an outcome. However, if the lecture is forenoon, there is a need to energize the students with learning outcomes. Role-play and round quiz are energetic learning activities. Role-play activity increase numerous abilities in the students such as team building, leadership quality, demonstration, thinking, working, playing, creativity, etc. Round quiz is a game applied for the fuzzy logic course. Round quiz clears the tiniest of their doubts and prods them to answer it themselves. Students become energetic for these activities. The paper demonstrates learning with joy.Keywords
Role-Play, Round Quiz, Energetic Activity, Assessment, Outcome.References
- Adolfo Cobo, Olga M. Conde, Jesus Malrapeix (2011) On-line role-play s a teaching engineering studies, Journal of Technology and Science Education, 1(1), 49-58.
- Aidan O’Dwer (2012) A teaching practice review of the use of multiple-choice questions for formative and summative assessment of student work on advanced undergraduate and postgraduate modules in engineering, Dublin Institute of Technology, ARROW@DIT, 4(1), 1-12.
- Genevieve Marie Johnson and Julia Ann Johnson (2006) Learning style and preference for online learning support: Individual quizzes verses study groups, ED-Media Proceeding, 1861-1868.
- Maria Asuncion Rojas and Jhonny Villafuerte (2018) The influence of implementing role-play as an educational technique on EFL speaking development, Theory and Practice in Language Studies, 8(7), 726-732.
- Mohad Firdaus Mohd Ab Halim, A. M. M. Nor, A. A. Badari, A. F. Z. Abidin, K. A. Kadiran, A. Adam, S. H. Mohammad, M. H. Harun (2019), Resducational kit the development of an electronic quiz board that test engineering students’ knowledge on resistors concept in electrical circuit, International Journal of Recent Technology and Engineering, 8(1), 202- 207.
- Shawna Shapiro and Lisa Leopold (2012) A critical role play for role-playing pedagogy, TESL Canada Journal/Revue TESl DU Canada, 29(2), 120-130.
- Stephan Krusche, N. V. Frankenberg, Sami Afifi (2017), Experiences of a software engineering course based on interactive learning, Bernd Bruegge SEUH, 32-40.
- Suzanne E. Weinstein and Shao-Wei Wu (2009) Readiness assessment tests verses frequent quizzes: student preferences, International Journal of Teaching and Learning in Higher Education, 21(2), 181-186.
- Tim W. Lowe (2015) Online quizzes for distance learning of mathematics, Teaching Mathematics and its Applications, 34(1), 138-148.
- Zina Adil Chaqmaqchee (2015) Student’s perspective on formative assessment: Quizzes and discussion as ongoing process in Higher education, American Scientific Research Journal for Engineering, Technology and Sciences, 13(1), 160-177.
- Impact of Choice Based Four Tracks Project System on Development of Final Year Engineering Students and Challenges Faced During Implementation: Case Study
Abstract Views :197 |
PDF Views:106
Authors
Affiliations
1 Mechanical Engineering Department, Rajarambapu Institute of Technology (RIT), Rajaramnagar, 415414, IN
2 Civil Engineering Department, Rajarambapu Institute of Technology (RIT), Rajaramnagar, 415414, IN
1 Mechanical Engineering Department, Rajarambapu Institute of Technology (RIT), Rajaramnagar, 415414, IN
2 Civil Engineering Department, Rajarambapu Institute of Technology (RIT), Rajaramnagar, 415414, IN
Source
Journal of Engineering Education Transformations, Vol 34, No SP ICTIEE (2021), Pagination: 211-218Abstract
Being an autonomous institute, Rajarambapu Institute of technology (RIT), Rajaramnagar decided to start choice based four tracks of projects for final year engineering students from the year 2017-18 to develop them globally competent. As per this system students can opt one choice from industry internship & projects (IIP), undergraduate research experience (URE), Entrepreneurship development (ED) and regular capstone project (CP) by their choice. Present work focuses on choice based four track project system, its impact on student’s career, challenges faced during implementation from student and institute perception and major actions taken to overcome the challenges. To analyse the outcomes of four track project system, survey of students and their evaluators were conducted. It was observed that students who opted IIP track, developed their skills like technical competency and interpersonal skills. Institute succeeded to improve the placement from 89% to 63.05%. From survey and evaluation of URE opted students, it is observed that self-learning ability, self-confidence and critical thinking improved at satisfactory level. This helped the students to build their resume. In last three years 20 URE opted students secured admissions easily at foreign universities after clearing the entrance test. Under ED track, students developed entrepreneurial self-efficacy and entrepreneurial characteristics. 19 students started business and 21 students joined the business of their parents in last three years. Students who opted CP track succeeded to develop skills like team work, innovative thinking, and time management. Overall, it has been observed that admission cut off marks of institute have been increased by 10 to 30 % from the year 2017-18 to 2019-20.Keywords
Four Track, Internship, Research, Entrepreneurship, Capstone Project, Challenges.Full Text