The Distinctive Academic Experience

The quality of education is significantly influenced by the teacher-learner ratio as it determines the magnitude of attention and support that is provided to each learner in classroom. The college aspires to maintain the ratio of 30:1 so that sufficient time can be provided to learners for diagnosing the problems that hinder the process of their learning and giving individual guidance and support.

Educators across the globe are shaking up the standard pedagogical approach to lecturing by redrafting the instructions with a combination of strategy, technology, and creativity to connect with learners. We as a system ensure a well-structured and all-inclusive approach to augment the learning experience. Blended learning fulfils this objective by offering learners convenience and flexibility as it enables them to control their learning pace and learn remotely by combining online educational materials and opportunities for interaction with traditional place-based classroom methods. To align its practice with trending methodologies, the college has introduced flipped classrooms as an effective way to make classrooms more engaging. Flipped classroom inverts the traditional learning experience as lectures are shared outside of class time for individual review as homework and classroom time is reserved for learners to complete assignments and activities. Our principal goals of flipping are to enable learners to learn at their own pace, and to provide them with the opportunity of going back over any part of a recorded lecture that they are having with, as many times as required.

The college devises a standardized scheme of studies that is implemented uniformly across all branches so that the optimal standard of content and delivery can be maintained.

The college offers an enrichment program through which learners are given opportunities to not only acquire new knowledge and understanding, but also, to enhance skills that help broaden their horizons. A great deal of skillfulness and creativity is evident in enrichment curriculum. The goal of this program is pursuit of excellence for learners and they are provided with challenges that capture their interests and develop their analytical thinking. The curriculum works by requiring learners to choose from the recommended courses and complete them in each trimester alongside their academic scheme of studies. Skills based classrooms are 21st century classrooms, as they prepare learners to become successful citizens. Those essential skills, called Approaches to Learning (ATL) skills are: Thinking, Social, Communication, Self-Management, and Research. We all teach learners those skills implicitly, as those are necessary competencies for inquiry-based learning. Nevertheless, without teaching the skills explicitly, learners are not conscious of the skills and not actively engaged in developing them. In order to let learners become more aware of these skills, they need to be taught explicitly. By making these skills part of our enrichment program, we ensure that learners are aware of which skill is addressed and what their strengths.

The learners are not evaluated on the basis of their ability to memorize only. Rather they undergo conceptual and analytical assessments that evaluate their critical thinking skills so that they can be trained accordingly. The college has devised a well-structured evaluation schedule through which an ongoing assessment of learners’ progress and weak areas is conducted in order to ensure timely identification and support where required. Office tests per subject have been planned on a monthly basis in addition to the biweekly assessments that are aimed at consolidating the learning into long-term memory.

The learners preparing for exams are provided with well-assembled resources that aid learning and comprise information extracted from multiple and authentic sources so that they do not have to exhaust themselves in time-consuming task of gathering information.

Learners who have momentarily fallen behind in academics are provided short-term support in their learning through remedial classes. The remedial teaching is started immediately when the difficulties in learning are noticed so that learners do not stay behind permanently.

The college has launched its Learning Management System (LMS) through which learners are engaged using digital learning tools and technology. Since digital learning is far more interactive and memorable than voluminous textbooks, the learner’s our provided with better context, a greater sense of perspective, and more engaging activities than traditional methodology. Further, they are offered a more engaging way to digest information.