Chennai Institute of Technology ( CIT) is affiliated to Anna University, Chennai, Tamilnadu and follows the curriculum and syllabus framed for affiliated colleges. In order to ensure the effective curriculum delivery, CIT adopts its unique innovative methods and systematic strategies. The three phases of our systematic strategy comprises of Planning, Development & Implementation and Evaluation. It is shown in fig 1.1.
During Planning phase, all departments submit the faculty requirement request, if any, to Internal Quality Assurance Cell (IQAC). IQAC collects the request and also verifies the infrastructure availability for smooth functioning of the forthcoming semester. Based on University academic schedule, College academic calendar of events comprising the reopening date, Internal Assessments date and the syllabus coverage of Internal Assessment and completion date for each unit is framed before the commencement of the semester.
During Development phase, elective subjects are finalized and subject willingness of the faculty members is collected. Based on the competence level of the faculty, subject allocation is done. The curriculum delivery includes traditional teaching, collaborative learning, self-learning, competition based learning and supportive learning methods.
Traditional teaching methods: It includes preparation of detailed lesson plans, question bank, lab manuals, lecture notes, tutorial and assignments and content beyond syllabus based on the feedback from industry, alumni and previous year academic performance of the students.
Collaborative Learning: Our Institution arranges industrial visits and Guest Lectures every semester per class to bridge the gap between industry expectation and Institution. Internship and industrial projects are arranged for the students to avail practical exposure.
Self Learning: This practice is introduced among the students by implementing mandatory registration and enrollment for minimum of one NPTEL course per semester. Students are also encouraged to use various online portals like MOOC, Infytq, TCS Campus commune, HackerRank, HackerEarth and TechGig.
Competition Based Learning: Students are motivated to participate in national and international competitions such as TCS Code Vita, Enquode, Innoverse, Inframind, EngiNX, HackQuest, Zoho Clir Trix, Google Code Jam, Capgemini Tech Challenge, Accenture Innovation jockey, Code Diva, Honeywell Technology Challenge, L & T Techgium, Valeo Innovations, Tech Gig Code Gladiator, Smart India Hackathon, Digi Fest etc.
Supportive Learning: a.UPC -University Preparation class Students are categorized as slow and advanced learners and preparing them to face university exams successfully by practising different types of questions such as expected university questions, theory based question, two mark questions and twisted questions, problematic questions, case studies respectively. b. Peer learning, c. Project based learning, d. Activity based learning and e. ICT supported learning.
During Implemenation and Evaluation phase, the various tools such as Subject Teacher Meeting, Class Teacher Meeting, Common Subject Meeting, Parents Teacher Meeting, Class Committee Meeting, Online feedback and Internal Assessments play a major role in effective curriculum delivery and evaluation. The objectives of these meetings are given as additional information.Thus our institution has achieved its excellence in imparting effective curriculum delivery through its unique innovative and systematic strategies
During Implementation and Evaluation phase, the various tools as described below plays a major role in effective curriculum delivery.
|S.No||Implementation and Evaluation Tool||Description|
|1||Subject Teacher Meeting (STM)||Conducted 3 times per semester with Subject expert to improve the academic performance of the students.|
|2||Class Teacher Meeting (CTM)||
Conducted every fortnight among all faculty of the class along with HOD to discuss syllabus coverage, academic performance and attitude of students at micro level.
|3||Common Subject Meeting (CSM)||Faculty members from all departments handling the same subject meet 3 times per semester to discuss about the lesson plan, to improve the notes of lesson and content beyond syllabus.|
|4||Parents Teacher Meeting (PTM)||Conducted every semester immediately after University result declaration. The parent and students meet all the faculty members handling current semester subjects and HOD, if required Principal, to know the progress of each student and other issues if any.|
|5||Class Committee Meeting (CCM)||The first meeting is conducted within one week from the date of commencement of the semester. The student representatives interact and express the opinions to improve the effectiveness of the teaching-learning process.|
|6||Online Feedback||The students are asked to fill a feedback-form appraising the faculty using a scale of 5 (high) through 1 (low).|
|7||Internal Assessment||In each semester, two assessment tests and one model exam are conducted. Result Analysis is done and the performance of the students is intimated to the parents. Students are counseled by the senior faculty/HoD/Principal and Retest will be conducted for the failures.|