Integrated Learning

Experiences (ILE)

Standard Operating
Procedures(SOPs)

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S.No Contents Page No

1 Introduction 3

2 Health & Wellness 4

3 Growth Lab 16

4 Induction Program 24

5 Student Led Initiatives 34

6 Shop Floor Immersion 39

7 Emerging Technology Seminars 42

8 Special interest Groups & Club activities 48

9 Student Induction Program Cell 52

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Introduction:

Today’s world is rapidly changing and increasingly interconnected, and the future talent
pipeline to be sourced from the campuses needs to adapt to changes that will keep
accelerating in the future. This new curriculum revamping (R2023) focuses on equipping
learners with skills that will enable them to cope with the foreseeable social and economic
changes and manage often unpredictable realities. The various dimensions of transformation
are designed to nurture skills towards holistic human development. Such skills are acquired
not only on formal courses but in a variety of contexts throughout the academic curriculum.

Four broad dimensions of skills to ensure holistic human development: (1) Personal, (2)
Professional, (3) Interpersonal and (4) Advanced Industrial Technologies skills and
competencies. From this perspective, a new structure called “Integrated Learning
Experiences(ILE)” is introduced in the regulation 2023. This ILE encompass activities that
foster the acquisition of disciplinary knowledge, personal and interpersonal skills, and
technological proficiency. These experiences promote active engagement in meaningful real-
life situations and establish connections between different curricula, co-curricular activities,
and extracurricular pursuits across diverse disciplines. Integrated learning experiences are
concatenated in the academic curriculum for each semester enabling the students to learn,
adapt and transform through experiential learning pedagogy. This approach enriches the
curriculum by incorporating dynamic and up-to-date co-curricular courses and activities that
may not be directly aligned with the students' program of study. It prioritizes the holistic
development of students, fostering their growth and well-roundedness.

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- - - - 23 - 886* L T P C**
AUDIT HEALTH & WELLNESS 0 0 2 1

*(First four digits in the subject code is branch code and Seventh digit is Semester)
** Health & Wellness has one credit for the third semester only and it has no credits for other
semesters.

Skill Areas:
Physical Fitness, Nutrition, Mental Health, Awareness on Drug addiction and its effects

Purpose:
The Health & Wellness course focuses on teaching the elements of physical, mental,
emotional, social, intellectual, environmental well-being which are essential for overall
development of an individual. The course also addresses the dangers of substance abuse and
online risks to promote emotional and mental health.

Learning Outcomes:
Upon completion of the Health & Wellness course, students will be able to:
1. Demonstrate proficiency in sports training and physical fitness practices.
2. Improve their mental and emotional well-being, fostering a positive outlook on health
and life.
3. Develop competence and commitment as professionals in the field of health and
wellness.
4. Awareness on drug addiction and its ill effects
Focus:
During the conduct of the Health & Wellness course, the students will benefit from the
following focus areas:
1. Stress Management.
2. Breaking Bad Habits.
3. Improving Interpersonal Relationships.
4. Building Physical Strength & Inner Strength.

Role of the Facilitator:

The faculty plays a crucial role in effectively engaging with students and guiding them
towards achieving learning outcomes. Faculty participation involves the following areas:

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 1. Mentorship & Motivation: The Facilitator mentors students in wellness and self-
discipline while inspiring a positive outlook on health. Faculty teach stress
management, fitness, and daily well-being.
2. Promoting a Safe and Inclusive Environment: The facilitator ensures a safe, inclusive,
and respectful learning environment for active student participation and benefit.
3. Individualised Support and Monitoring Progress: The facilitator plays a crucial role in
providing personalized support, monitoring and guidance to students.

Guided Activities:
In this course, several general guided activities have been suggested to facilitate the
achievement of desired learning outcomes. They are as follows:
1. Introduction to Holistic Well-being.
2. Holistic Wellness Program- Nurturing Body and Mind
3. Breaking Bad Habits Workshop.
4. Improving the elements of physical, emotional, social, intellectual, environmental and
mental well-being.
5. Creating situational awareness, digital awareness.
6. Understanding substance abuse, consequences and the way out.

Period Distribution
The following are the guided activities suggested for this Audit course.
The Physical Director should plan the activities by the students.
Arrange the suitable Mentor / Guide for the wellness activities.
Additional activities and programs can be planned for Health and Wellness.

S.No Guided Activities Period

1 Introduction to Holistic Well-being

1. Introduce the core components of Health & Well-being
namely Physical, mental and emotional well-being
2. Provide worksheets on all the four components individually
and explain the interconnectedness to give an overall
understanding.

2 Wellness Wheel Exercise (Overall Analysis)

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 ● Guide students to assess their well-being in various life
dimensions through exercises on various aspects of well –
being, and explain the benefits of applying wellness wheel.
● Introduce Tech Tools:
● Explore the use of technology to support well-being.
● Introduce students to apps for meditation, sleep tracking, or
healthy recipe inspiration.

3 Breaking Bad Habits (Overall Analysis)

● Open a discussion on bad habits and their harmful effects.
● Provide a worksheet to the students to identify their
personal bad habits.
● Discuss the trigger, cause, consequence and solution with
examples.
● Guide them to replace the bad habits with good ones
through worksheets.

4 Physical Well-being
1. Fitness
Introduce the different types of fitness activities such as basic
exercises, cardiovascular exercises, strength training exercises,
flexibility exercises, so on and so forth.
(Include theoretical explanations and outdoor activity).
2. Nutrition
Facilitate students to reflect on their eating habits, their body type,
and to test their knowledge on nutrition, its sources and the
benefits.
3. Yoga & Meditation
Discuss the benefits of Yoga and Meditation for one’s overall
health.
Demonstrate different yoga postures and their benefits on the body
through visuals (pictures or videos)

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 4. Brain Health
Discuss the importance of brain health for daily life.
Habits that affect brain health (irregular sleep, eating, screen time).
Habits that help for healthy brains (reading, proper sleep,
exercises).
Benefits of breathing exercises and meditation for healthy lungs.
5. Healthy Lungs
Discuss the importance of lung health for daily life.
Habits that affect lung health (smoking, lack of exercises).
Benefits of breathing exercises for healthy lungs.
6. Hygiene and Grooming
Discuss the importance of hygienic habits for good oral, vision,
hearing and skin health.
Discuss the positive effects of grooming on one’s confidence level
and professional growth.
Suggested Activities (sample):
Nutrition:
Invite a nutritionist to talk among the students on the importance of
nutrition to the body or show similar videos shared by experts on
social media. Organize a ‘Stove less/fireless cooking competition’
for students where they are expected to prepare a nutritious dish
and explain the nutritive values in parallel.

5 Emotional Well-being
1. Stress Management
Trigger a conversation or provide self-reflective worksheets to
identify the stress factors in daily life and their impact on students’
performance.
Introduce different relaxation techniques like deep breathing,
progressive muscle relaxation, or guided imagery.
(use audio recordings or visuals to guide them through these
techniques).
After practicing the techniques, have them reflect on how these
methods can help manage stress in daily life.
2. Importance of saying ‘NO’.

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 Explain the students that saying ‘NO’ is important for their Physical
and mental well-being, Academic Performance, Growth and Future,
Confidence, Self-respect, Strong and Healthy Relationships,
building reputation for self and their family (avoid earning a bad
name).
Factors that prevent them from saying ‘NO’.
How to practice saying ‘NO’’.

3. Body Positivity and self-acceptance

Discuss the following with the students.
● What is body positivity and self-acceptance?
● Why is it important?
● Be kind to yourself.
● Understand that everyone's unique.

Suggested Activities(Sample):
(Importance of saying ‘NO’)
Provide worksheets to self-reflect on…
…how they feel when others say ‘no’ to them
…the situations where they should say ‘no’

Challenge students to write a song or rap about the importance of

saying no and how to do it effectively.
Students can perform their creations for the class.

6 Social Well-Being
1. Practicing Gratitude
Discuss the importance of practicing gratitude for building
relationships with family, friends, relatives, mentors and colleagues.
Discuss how one can show gratitude through words and deeds.
Explain how practicing gratitude can create ‘ripple effect’.
2. Cultivating Kindness and Compassion
Define and differentiate between kindness and compassion.
Explore practices that cultivate these positive emotions.
Self-Compassion as the Foundation.

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 The power of small gestures.
Understanding another's perspective.
The fruits of compassion.
3. Practising Forgiveness
Discuss the concept of forgiveness and its benefits.
Forgiveness: What is it? and What it isn’t?
Benefits of forgiveness.
Finding forgiveness practices.
4. Celebrating Differences
Appreciate the value of individual differences and foster inclusivity.
The World: A Tapestry of Differences (cultures, backgrounds,
beliefs, abilities, and appearances).
Finding strength in differences (diverse perspectives and
experiences lead to better problem-solving and innovation).
Celebrating differences, not ignoring them (respecting and
appreciating the unique qualities).
Activities for celebrating differences (share culture, learn about
others, embrace new experiences).
5. Digital Detox
Introduce the students to:
The concept of a digital detox and its benefits for social well-being.
How to disconnect from devices more often to strengthen real-
world connections.

Suggested Activities (sample):

(Practicing Gratitude)
Provide worksheets to choose the right ways to express gratitude.
Celebrate 'gratitude day' in the college and encourage the students
to honour the house keeping staff in some way to express gratitude
for their service.

7. Intellectual Well-being
1. Being a lifelong Learner
Give students an understanding on:
The relevance of intellectual well-being in this 21st century to meet

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 the expectations in personal and professional well-being
The Importance of enhancing problem-solving skills
Cultivating habits to enhance the intellectual well-being (using the
library extensively, participating in extra-curricular activities, reading
newspaper etc.)
2. Digital Literacy
Discuss:
The key aspects of digital literacy and its importance in today's
world.
It is more than just liking and sharing on social media.
The four major components of digital literacy (critical thinking,
communication, problem-solving, digital citizenship).
Why is digital literacy important?
Boosting one’s digital skills.
3. Transfer of Learning
Connections between different subjects – How knowledge gained
in one area can be applied to others.
Suggested Activities(sample):
Intellectual Well-being.
Provide worksheets to students for teaching them how to boost
intellectual well-being.
Ask the students to identify a long-standing problem in their locality,
and come up with a solution and present it in the classroom. Also
organize an event like ‘Idea Expo’ to display the designs, ideas, and
suggestions, to motivate the students to improve their intellectual
well-being.

8 Environmental Well-being
1.The Importance of initiating a change in the environment.
The session could be around:
Defining Environmental well-being (physical, chemical, biological,
social, and psychosocial factors) – People’s behaviour, crime,
pollution, political activities, infra-structure, family situation etc.
Suggesting different ways of initiating changes in the environment
(taking responsibility, creating awareness, volunteering,

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 approaching administration).
Suggested Activities (sample):
Providing worksheets to self-reflect on how the environment affects
their life, and the ways to initiate a change.
Dedicate a bulletin board or wall space (or chart work) in the
classroom for students to share their ideas for improving
environmental well-being.
Creating a volunteers’ club in the college and carrying out monthly
activities like campus cleaning, awareness campaigns against
noise pollution, (loud speakers in public places), addressing anti-
social behaviour on the campus or in their locality.

9 Mental Well-being
1. Importance of self-reflection
Discuss:
Steps involved in achieving mental well-being (self-reflection, self-
awareness, applying actions, achieving mental well-being).
Different ways to achieve mental well-being (finding purpose,
coping with stress, moral compass, connecting for a common
cause).
The role of journaling in mental well-being.
2. Mindfulness and Meditation Practices
Benefits of practicing mindful habits and meditation for overall well-
being.
1. Connecting with nature
Practising to be in the present moment – Nature walk, feeling the
sun, listening to the natural sounds.
Exploring with intention – Hiking, gardening to observe the nature.
Reflecting on the emotions, and feeling kindled by nature.
2. Serving people
Identifying the needs of others.
Helping others.
Volunteering your time, skills and listening ear.
Finding joy in giving.
3. Creative Expressions

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 Indulging in writing poems, stories, music making/listening,
creating visual arts to connect with inner selves.
Suggested Activities(Sample):
(Mindfulness and Meditation) – Conducting guided meditation
every day for 10 minutes and directing the students to record the
changes they observe.

10 Situational Awareness (Developing Life skills)

1. Being street smart
Discuss:
Who are street smarts?
Why is it important to be street smart?
Characteristics of a street smart person: Importance of acquiring
life skills to become street smart – (General First-aid procedure,
CPR Procedure, Handling emergency situations like fire, flood etc).
2. Digital Awareness
Discuss:
Cyber Security
Information Literacy
Digital Privacy
Fraud Detection
Suggested Activities (sample):
(Street Smart) Inviting professionals to demonstrate the CPR
Procedure
Conducting a quiz on Emergency Numbers

11 Understanding Addiction
Plan this session around:
Identifying the environmental cues, triggers that lead to picking up
this habit.
Knowing the impact of substance abuse – Adverse health
conditions, social isolation, ruined future, hidden financial loss and
damaging the family reputation.
Seeking help to get out of this addiction.
Suggested Activities:

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 Provide Worksheets to check the students’ level of understanding
about substance addiction and their impacts.
Share case studies with students from real-life.
Play/share awareness videos on addiction/de-addiction, experts
talk.
*Conduct awareness programmes on Drugs and its ill effects.
(Arrange Experts from the concerned government departments and
NGOs working in drug addiction issues) and maintain the
documents of the program.

Closure:
Each student should submit a Handwritten Summary of their Learnings & Action Plan for the
future.

Assessments:
● Use Self-reflective worksheets to assess their understanding.
● Submit the worksheets to internal audit/external audit.
● Every student's activities report should be documented and the same have to be
assessed by the Physical Director with the mentor. The evaluation should be for 100
marks. No examination is required.

Scheme of Evaluation

Part Description Marks

A Report 40

B Attendance 20

C Activities (Observation During Practice) 40

Total 100

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References/Resource Materials:
The course acknowledges that individual needs for references and resources may vary.
However, here are some general reference materials and resources that may be helpful:

1. The Well-Being Wheel:

2. Facilities & Spaces: Some activities may require access to specific facilities,
resources or spaces. Students may need to coordinate with the college administration
to reserve these as required.
3. Online Resources:
1. United Nations Sustainable Development Goals - Goal 3 - Good Health & Well-
Being: https://www.un.org/sustainabledevelopment/health/
2. Mindfulness and Meditation: Stanford Health Library offers mindfulness and
meditation resources:
https://healthlibrary.stanford.edu/books-resources/mindfulness-
meditation.html

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3. Breaking Bad Habits: James Clear provides a guide on how to build good habits
and break bad ones: https://jamesclear.com/habits
4. 6 Ways to Keep Your Brain Sharp
https://www.lorman.com/blog/post/how-to-keep-your-brain-sharp
5. What Is Social Wellbeing? 12+ Activities for Social Wellness
https://positivepsychology.com/social-wellbeing/
6. How Does Your Environment Affect Your Mental Health?
https://www.verywellmind.com/how-your-environment-affects-your-mental-
health-5093687
7. How to say no to others (and why you shouldn’t feel guilty)
https://www.betterup.com/blog/how-to-say-no

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- - - - 23 - 880* Growth Lab
AUDIT
*(First four digits in the subject code is branch code and Seventh digit is Semester)

Skill Areas:
Self-Discovery, Habit Formation, Mind-set Development.

Learning Outcomes:
The Growth Lab aims to provide students with various learning outcomes, including:
1. Develop personal ethics, a growth mind-set, and strong communication skills.
2. Practice effective time management, overcoming challenges, and teamwork.
3. Master academic skills like reading, writing, and goal setting.
4. Become job-ready through resume building, interviewing, and resource utilization.
5. Reflect on their growth journey and articulate its impact.

Focus:
While organizing and participating in the Growth Lab, students should focus on the following
key areas:
1. Mindful Habits: Emphasize the importance of cultivating mindful habits in their daily
lives. Encouraging students to be conscious of their actions, thoughts, and emotions
can help them identify any negative patterns and replace them with positive and
empowering habits.
2. Self-reflection: Students should engage in self-reflection to gain deeper insights into
their own strengths, weaknesses, and areas for improvement. Taking the time to
reflect on their experiences and learning helps in identifying personal growth
opportunities.
3. Goal Setting: Students should set clear goals for their personal and professional
development. Encourage students to set specific, measurable, achievable, relevant,
and time-bound (SMART) goals.

Role of the Facilitator:

Department faculty shall play a crucial role in organizing the Growth Lab. Their responsibilities
include:
1. Facilitation: Faculty lead and guide the students throughout the Growth Lab sessions.
They provide instructions, facilitate discussions, and offer insights to foster a

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 stimulating learning environment. They ensure that the sessions are engaging,
interactive, and conducive to student participation.
2. Mentorship: Facilitators should Provide clear explanations and guidance on the
importance of cultivating mindful habits in their daily lives and engaging in self-
reflection. Help students understand how these practices contribute to their personal
growth and development.

Guided Activities:
The Growth Lab shall incorporate the following guided activities to support the development of
students. Here are some examples of guided activities that could be included:

Period Distribution: Depends on the Curriculum Allocation

S.No Guided Activities Period

1 Ethics and Values for Growth

1. Avoiding Absenteeism
Discuss:
Why regular attendance matters?
Quick Quiz/Self-reflective worksheet on absenting for something other
than being super sick.
Brainstorm consequences of absenting often. (becomes a habit,
affects productivity, lose inclusivity).
How to avoid absenteeism – Initiate group discussion among students.
Explain how the habit of absence often affects growth at the workplace.
2. The Importance of Obeying Rules
Talk about college rules and why they're important for students’
success.
Explain the benefits of following the rules (safe, respectful and
productive environment).
Consequences of breaking the rules (warnings to fines, academic
sanctions, or even expulsion).
Connect how the habit of disobeying the rules will affect growth in the
workplace.
3. Identifying personal values

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 Provide self-reflective worksheets to understand how students’ get
affected when others do not adhere to ethics and values.
Help them identify their own ethics and values that they uphold.
Explain how upholding ethics and values is important for professional
success citing examples from real life.
Suggested Activities (sample – Avoiding Absenteeism)
Peer accountability partner – pair students up and have them check in
with each other regularly to ensure both are attending class regularly.
Provide statistics on the loss incurred by a company due to frequent
absenteeism by employees.
Ask students to prepare a comical skit on absenteeism and its
consequences.

2 Identifying Strengths and Weaknesses

1. Overcoming Self-doubt
Provide worksheets to check whether the students have felt unsure
about doing something new.
Briefly discuss self-doubt and how it can feel like a monster holding us
back.
Introduce strategies to overcome self-doubt - Train the students to say
instead of "I can't," say "I'll try my best" or "I'm learning”, focus on
progress, and learn from mistakes.
2. Overcoming Procrastination
Ask students (worksheet/oral discussion) how they feel when they put
off a task until the last minute.
Brainstorm the consequences of procrastination (creates a cycle of
avoidance and stress).
Introduce strategies to overcome procrastination (Breaking down tasks
and setting small goals, self-rewarding).
3. Overcoming Distractions
Help students identify the distractions (phones, social media, noise,
conflicts with friends, hanging out with friends often, movies).
Discuss the impacts of distractions on productivity and growth.
Introduce strategies to fight the Distractions (introduce pomodoro

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 technique).
Suggested Activities (sample –Over Coming Self-doubt)
Present a challenge to the students, it could be anything from narrating
a story, mimicking, singing, dancing, talking about their family.
Encourage them to overcome their self-doubt and perform in front of
their classmates. Finally ask them to express how they felt while
performing.

3 Cultivating Growth Mind-set

1. Cultivating Determination
Explain what determination is (hard work, not giving up, being ready to
face challenges).
Show videos/share stories of successful people who overcame
challenges to achieve something big for them or the society.
Define the ways to cultivate determination (setting SMART goals,
learning from mistakes, celebrating every small win).
2. Cultivating Positive Habit Change
Discuss:
Impact of habits on one’s actions and decisions (triggers automatic
responses, decision making).
Impact on skills and abilities (practice makes progress).
Impact on personal growth and well-being (confidence building,
positive lifestyle).
Impact on overall success (reaching goals, building discipline).
Ways to switch to positive habits
(use self-reflective worksheets to identify students’ habits).
3. Time-management
Teach students the importance of prioritizing tasks for effective
results.
(important and urgent)
Teach them prioritization matrix for organizing tasks, projects and
ideas
Suggested Activities (sample – Overcoming Procrastination)
Host a procrastination-free week, ask students to team up and commit

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 to spending a week without procrastinating on any task or assignment.
Announce a reward or incentive for the winning team. Also encourage
them to share their feeling when they complete the tasks without
procrastinating.

4 Improving the Basic Skills

1. Reading, Writing and Speaking Practice
Train the students to read, write and speak fluently in English/Regional
language.
2. Letter Writing Practice
Train the students in letter writing in English (leave letter, permission
letter, apology letter) by providing them formats.
Suggested Activities (sample -speaking practice)
Create a WhatsApp group and share short animation English videos
(maximum one minute long). Ask the students to listen to the
dialogues, repeat it in their voice, record the same and send back.
Observe their progress through the semester and reward them duly.
Letter Writing Practice – set up a ‘Mysterious Mailbox’ in the
classroom, encourage the students to write letters (leave letters,
permission slips, apology letters), collect the letters and distribute them
for others to analyse and give feedback.

5 Goal Setting and Mind Mapping

1. Teach mind mapping & ask students to make mind maps for
visualizing their personal goals.
2. Guide students in setting SMART goals for the semester.
Suggested Activities (sample)
Encourage students to take up at least one-value added course and
receive certification per semester

6 Interpersonal Skills
Introduce the components of Interpersonal Skills such as:
Communication Skills (verbal/non-verbal communication)
Speaking, listening, body language.
Problem-solving Skills (conflict resolution, negotiation, team work).

20
 Team work.
Flexibility.
Patience.
Educate students that how interpersonal skills help in building healthy
relationships in personal and professional life.

Suggested Activities (Sample)

Organize a guest lecture on the importance of interpersonal skills by
inviting a HR Personnel to educate the students (Especially
communication skills)

7 Interview Skills
Introduce Resume Writing to students (conduct frequent resume
writing drills through the semesters, and ask them to review the same
to understand whether they have progressed in all areas).
Train the students in self-introduction.
Train the students in group discussions (Initiating a discussion,
countering participants, using appropriate phrases to interrupt etc.).
Introduce Interview ethics (body language, grooming, presentation).
Cultivating the habit of researching (to know the profile of companies,
their operating style, activity)
Suggested Activities (sample)
Conduct frequent mock interviews to train the students in the above
interview skills.
Stream videos of mock interviews.

8 Utilizing the Available Resources for Growth

Arrange a campus tour for the students to know the available facilities
such as libraries, laboratories etc.
Encourage the students to enrol in (online/offline) courses available in
the college.
Guide the students to use social media for their personal and
professional growth (browsing for the latest trends in engineering and
technology, following entrepreneurs on social media to understand

21
 their journey, to check for institutions for higher studies etc).
Networking & Connecting
Help students connect with their alumni for guidance for their studies
and career growth.
Encourage students to follow entrepreneurs, eminent businessmen on
a regular basis to stay updated and ask them to share the information
in the class to inspire others.
Suggested Activities (sample – Networking and connecting.
Identify alumni who would be interested to contribute for the growth of
the students and connect them with students for guidance in their
studies and career growth.

9 Final Oral Presentation & Impact Assessment: *

1. Give students an opportunity to present their semester's journey
and the changes they have experienced.
2. Faculty shall compile a brief report assessing program impact
based on student feedback.

Closure:
End of the semester a half-day session shall be given for the students to share their
transformation and feedback can be collected about his self-reflection on the impact
of the program. The faculty must submit a brief report by assessing every student's
development on the impact of the program, comparing their initial state at the
beginning of the semester with their progress at the end.

Assessments:
● Use self-reflective worksheets to assess students’ understanding.
● Subject the worksheets to internal/external audit.

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References / Resource Materials:
For the Growth Labs, the following references and resource materials may be utilized
to support the learning and development of the students:
1. Facilities & Spaces: Growth labs may require access to specific facilities, resources
or spaces. Faculty may need to coordinate with the college administration to reserve
these as required.
Online Resources:
1. How to Begin Your Self-Discovery Journey: 16 Best Questions
https://positivepsychology.com/self-discovery/
2. How to break a bad habit?
https://www.health.harvard.edu/blog/how-to-break-a-bad-habit-202205022736
3. How To Mind Map Yourself For Growth?
https://mindmapsunleashed.com/how-to-mind-map-yourself-for-growth
4. Interpersonal Communication and Its Importance at Work
https://www.indeed.com/career-advice/career-development/importance-of-
interpersonal-communication
5. Personal Responsibility: Embracing Accountability in Life
https://www.graygroupintl.com/blog/personal-responsibility
6. The Power of Prioritization: Why You Need It in Your Life
https://medium.com/@Jd-Lewis/the-power-of-prioritization-why-you-need-it-in-your-
life-
5fd49c7c2f6c#:~:text=Prioritization%20helps%20you%20make%20informed,achieve
%20more%20in%20less%20time.
7. How To Write An IT Fresher Resume: A Step-By-Step Guide
https://in.indeed.com/career-advice/resumes-cover-letters/how-to-write-it-fresher-
resume
8. How to Overcome Self Doubt
https://www.wikihow.health/Overcome-Self-Doubt
9. The Surprising Health Benefits of Bird-Watching
https://www.nytimes.com/2022/12/10/well/move/bird-watching-health-
benefits.html
10. Positive Daily Affirmations: Is There Science Behind It?
https://positivepsychology.com/daily-affirmations/

23
- - - - 23 - 881* Induction Program
AUDIT
*(First four digits in the subject code is branch code and Seventh digit is Semester)
Induction Program - I (One Week) Should be scheduled at the First Week after reopening as
per the schedule.
Induction Program - II (As per the curriculum) Should be scheduled in the beginning of the
III Semester.
Induction Program - III (One Week) Should be scheduled at the beginning of the V
Semester.

Skill Areas:
Interpersonal Skills, Academic Orientation, Technical Skills Development, Soft Skills and
Communication, Study Skills and Time Management, Healthy and Safety Environmental
Awareness, Ethics and Professionalism, awareness on drug addiction and its related physical
and mental health issues, Career Guidance and Industry Interaction, Extracurricular Activities
and Personal Development.

Purpose:
The transition from school to college life is one of the most challenging events in a student’s
life. The Induction Programme helps new students adjust, learn institutional values, build
bonds, and explore the institutional policies, processes, practices, culture, universal human
values, and get introduced to DOTE regulations, overview of the diploma programme, and
prospective skill areas.

Learning Outcomes:
At the end of the course, students will be able to:
1. Feel comfortable in the new college environment.
2. Understand the curriculum, preparing for their academic journey comprehensively.
3. Get introduced to various committees recommended by AICTE
4. Experience diverse activities, promoting holistic development.
5. Connect with faculty, including the Principal, HoD, and department faculty.
6. Interact with industry professionals and alumni.
7. Learn about the resources needed for skill development.
8. Understand professional ethics and responsibilities in technical fields.
9. Aware of career opportunities and pathways in technical fields

24
 10. Aware of student support services, including counselling and mentorship.
11. Train in effective communication, presentation skills, public speaking, teamwork and
collaboration exercises.
12. Awareness of drug addiction and its related health issues.

Focus:
The induction program focuses on providing clarity and support for a successful academic
journey and holistic development of students. Key areas include adjustment, comfort in the
new environment, fostering institutional culture, building bonds, and promoting self-
exploration. Some key focus areas include,
1. Credit System and GPA/CGPA Assessment.
2. Diverse Classes at the End.
3. Theory, Laboratory, and Practicum Sessions.
4. Assessment Methods.
5. Internship Opportunities.
6. Fast Track Courses.
7. Exposure to Extracurricular Activities.
8. Course Add/Drop.
9. Examination Withdrawal.
10. Role of a Mentor.
11. Choosing Pathways.
12. The importance of understanding the Universal Human Values.
13. Role of DOTE in diploma programme.
14. Role of AICTE in diploma programme and the various committees and their objectives
recommended by Dote and AICTE.

Role of the Facilitator

The SIP committee comprises the Head of the Institute, Heads of various departments, Senior
Faculty, Senior Students (Second and Final Year), and Alumni. Their roles are as follows:
1. Head of the Institute: Explains new regulations from DoTE, institute rules, and
significant changes in the new regulations.
2. Head of the Department: Walks through department facilities, and discusses
achievements of senior and alumni students, placement training and assistance,
Entrepreneur development activities, higher education ideas.
3. Senior Faculty: Guides diploma students on post-program pathways with faculty

25
 mentor assistance.
4. Senior Students: Introduce student clubs, and conduct department and lab tours.
5. Alumni: Share the growth opportunities available to diploma students, recent trends
and placement opportunities in the relevant field, entrepreneurship ideas and the
available resources for the same.

Guided Activities:
The SIP should have the below list of activities.
Period Distribution
Induction Program - I

S.No Guided Activities Period Day

1 Registration, Formation of student classroom groups of

respective programs & Formation of Student
Representatives

2 Presentation cum Interactive Session with Important

Institution Functionaries like Head of Institute, Principal,
HoDs, etc.

3 Visit to departments & facilities of the Institution.

Motivate students to utilize library, sports facilities,
Institution Innovation Council’s (IIC) opportunities,
Entrepreneur Development Cell, Skill Development and
Training facilities, Placement opportunities and other
amenities

4 Ice breaking activity for the new students & Self

Introduction of some newly joined students

5 Introduction to Various Clubs & Community Initiatives;

A short session on the importance of joining such
initiatives will be taken.
The activities may include:
Cultural Activities,
Movie shows,

26
 Sports Activities,
Visits to museum, community centres, club relevant field
visits.
Quiz
Literary Activities such as, Tamil/English debate,
discourses etc..

6 Introduction to Committees/Associations and their

Functions.
(Committees of High Importance)
Vishaka Committee
Anti-ragging Committee
Grievance Redressal mechanism
SC/ST Committee etc.
Other Preferred Committees/Associations
Alumni Association etc.
Department Associations

7 Interaction with Senior Students

8 Interaction with Alumni Students

9 Talks, Lectures or Workshops by Eminent People from

varying domains - This may include hackathon, ideation
camps, motivational talks, personality development,
universal human values, career development, group
activities, social awareness lectures etc

10 Talk on Respective Program scheme of studies and

details of courses, examination pattern, types of courses,
credit system, assessment methods, examination
withdrawal, internship, passing and eligibility criteria,
attendance requirements and board exam guidelines by
respective program coordinator
Educate the students on the importance of preparing
reports on internships attended during the programme

27
 11 Industrial Interaction; Local Industrial Visits or
Interactions with Industry Experts invited to the Induction.
Providing guidelines on following safety measures,
undertaking from both students and parents, maintaining
discipline during these activities

12  Awareness talks on “drugs and its ill effects”

should be arranged.
 College authorities has to explain the various
mechanism to control the drug consuming and
peddling drugs in their college premises

Induction Program - II
The induction programme for the Second Year can be planned.
(You may include the above mentioned activities) in addition to
the following activities.
Emphasis on the importance of improving the academic
performance as the students are in their Second Year.
Guide students for the Academic and Internship Programmes.
Guide students on choosing the elective subjects.
Guide students on
● Project Selection.
● Student Batch Identification.
● Financial Planning and Transparent Transaction.
● Synopsis Writing.
● Execution of the Project.
● Project Reviews and Presentation.
● Preparing Project Report.
● Project Assessment Pattern.
● Board Exam Evaluation Pattern.
● Dote Prescribed Norms for the Project.
Awareness program of,
● Anti-ragging guidelines,

28
 ● Internship policy guidelines & procedures
● Grievance Redressal mechanism
● Vishaka committee guidelines
● Sexual Harassment of Women (Prevention, Prohibition
and Redressal)
● Awareness talks on “drugs and its ill effects” should be
arranged.
● College authorities has to explain the various mechanism
to control the drug consuming and peddling drugs in their
college premises

Induction Program - III

The induction programme for the Final Year.
(You may include the above mentioned activities in addition to
the following activities).
As the focus and the weightage are mainly on project work,
internship and fellowship:
Impart in depth Knowledge on
● In-house projects
● Internship
● Fellowship
Instruct the Dos and Don’ts on the above.
Guide students on the report preparation for the above.
Explain the DOTE’s Objective behind the periods allotted for the
above.
A Talk by training and placement cell; Career opportunities for
students, placement activities in college; placement process
which includes introduction to platforms that offer value-added
courses such as:
SWAYAM NPTEL, CIICP, TCS ION CAREER EDGE, Self-
assessment Platform - Parakh Portal.
Awareness Program on Competitive Exams such as TNPSC,
SSC, JEEE. Introduction to AICTE internship programs.

29
 Awareness Program about the Non Resident Tamils
Rehabilitation and Welfare.
Experts from the Commissionerate of Rehabilitation and Welfare
Non Resident Tamils can be called for this session.
The following contents can be included.
Understanding the different types of migration and employment
opportunities.
Learning about the legal requirements and documentation
needed for migration.
Exploring the cultural and social aspects of living and working in
a foreign country.
Identifying common challenges and risks associated with
migration, such as exploitation, discrimination and human
trafficking.
Providing guidance on how to reach and evaluate potential
employers and job offers.
Educating students about their rights and responsibilities as
migrant workers.
Offering practical advice of financial management, healthcare,
and personal safety while abroad.
Highlighting the importance of maintaining communication with
family and seeking support when needed.
By incorporating this into the induction program, we can
empower our youth with the knowledge and skills they need to
make informed decisions and migration and protect themselves
from potential risks.

Recording the Activities

SIP is intended for ice-breaking and familiarization purposes; hence no student assessment
is required. However, documenting visitors’ and students’ feedback is highly recommended.
Also, submitting the prepared report for internal/external audit is encouraged.

30
For every induction programme conducted, a report may be prepared in the following format.
Preparing Invitation and Poster
Report
Programme:
Theme:
Duration:
Date/Time:
Resource Person (internal/External):
Objective:
Outcomes:
Photograph:
Feedback:
Collection of student feedback on induction program - Make a report of Induction program by
collecting student feedback

References/Resource Materials:
Regulation 2023 (R-2023) SOP given by DoTE.
60 Awesome Icebreakers for Orientation and Beyond:
https://sapro.moderncampus.com/blog/60-awesome-icebreakers-for-orientation-and-
beyond
AICTE INTERNSHIP POLICY GUIDELINES & PROCEDURES
http://www.aicte-india.org/sites/default/files/Aicte%20Internship%20Policy-
%2002.04.2019.pdf
AICTE Link Safety of Students in and Outside of Technical Campus
https://www.aicte-india.org/downloads/AICTE_Circular.PDF
Grievance Redressal mechanism:
https://aicte-india.org/bureaus/grievance-redressal
https://www.aicte-india.org/sites/default/files/approval/2023-24/Appendix-6.pdf
Vishaka committee guidelines:
https://www.vishaka.org/#:~:text=Vishaka%20reinforces%20ICC%20formation%20with,Righ
t%20Act%20of%201964%20compliance.
Anti-ragging guidelines: https://www.aicte-india.org/downloads/Antiragging.doc

31
 GUIDELINES
Induction Program - I (One Week) Should be scheduled at the First Week after reopening as
per the schedule.
Day 1: FN: Registration and Inaugural Session.
(Welcome and Brief about the college, and their academic program. Rules and Regulation
guidelines, Orientation, Familiarization College, Dept./ Branch)
Day 1: AN: Familiarization about the Dept./ Branch.
Day 2: FN: Literary activity
Day 2: AN: Proficiency Modules
Day 3: FN: Lectures & Workshops by Eminent People
Day 3: AN: Visits to the College Common areas, Respective Department facilities.
Day 4: FN: Extra-Curricular Activities in College, Awareness talk on Drug addiction and its ill
effects
Day 4: AN: Mentor-mentee groups meet
Day 5: FN: Interaction Session
Day 5: AN: Feedback and Report on the Program and Valedictory Session
Note: Inauguration and Valedictory can be conducted commonly; other sessions can be
organised in the respective department.
Induction Program - II (As per the curriculum) Should be scheduled in the beginning of the III
Semester.
Brief sessions about the importance of the Diploma Program, Growth and opportunity for
higher education and employability.
Guidelines to select the Electives and Projects. Alumni, Industrial experts and Senior faculties
can be engaged for this program.
Conduct Awareness programs on Drug addiction and its ill effects
Induction Program - III (One Week) Should be scheduled at the beginning of the V Semester.
Day 1: FN: In-house projects, Internship, Fellowship
Day 1: AN: Online Skill Courses
Day 2: FN: Employability Skills - I (Industry Awareness and Trends)
Day 2: AN: Employability Skills - II (Resume Building and Job Application Skills)
Day 3: FN: Employability Skills - III (Interview Preparation, Technical Skill Enhancement)
Day 3: AN: Employability Skills - IV (Soft Skills and Communication)
Day 4: FN: Employability Skills - V (Entrepreneurship and Innovation)
Day 4: AN: Employability Skills - VI (Career Counselling and Guidance)
Day 5: FN: College to Corporate (Ethics and Professionalism, Emotional Intelligence and

32
Stress Management)
Day 5: AN: Non Resident Tamils Rehabilitation and Welfare Program

33
- - - - 23 - 884* Student-Led Initiative
AUDIT
*(First four digits in the subject code is basic Engg. / branch code and Seventh digit is
Semester)

Skill Areas:
Team Work, Presentation Skills, Communication.

Purpose:
The aim is to promote active participation and collaboration among students, allowing them to
learn from each other. One such initiative is the student-led tech talk series, where students can
share knowledge and explore new technologies. These initiatives also provide resources and
support to help students achieve their personal and career goals with guidance from the
educational institutions.

Learning Outcomes:
At the end of the course, students will be able to:
1. Collaborate and Communicate effectively
2. Develop interpersonal skills with self-confidence and resilience
3. Foster a culture of collaborative learning with peers by sharing knowledge effectively.

Focus:
When conducting a student-led initiative, there are several focus areas that students should
keep in mind to ensure a successful and impactful endeavour. Here are some key areas to
consider:
1. Teamwork
2. Planning and Execution
3. Personal Growth and Learning

Role of the Facilitator:

The role of a college faculty facilitator in student-led initiatives is crucial in providing guidance,
support, and mentorship to the student participants. Here are some key aspects of the faculty
facilitator's role:
1. Mentorship and Coaching: Faculty facilitators act as mentors, providing one-on-one or
group coaching to students involved in the initiative. The faculty facilitator serves as an

34
 advisor, offering expertise, knowledge, and feedback to guide students in the planning
and implementation of their initiatives.
2. Resource Support: Faculty facilitators assist students in accessing resources
necessary for the success of their initiatives. They can help students identify relevant
research or technical expertise.

Guided Activities:
In a student-led initiative, various guided activities can be implemented. Here are some guided
activities to be undertaken:

1. Identify Technology Areas/Themes

2. Team Formation for the Presentation
3. Oral Presentation Preparation
4. Oral Presentation
5. Feedback
6. One Page Report

Note: The student teams are expected to conduct an Oral Presentation in a seminar format, which
means they don’t need to create presentation slides. Instead, they will present their content
through verbal communication during the presentation.

Period Distribution

S.No Guided Activities Period

1 Introduction and Briefing

1. Identification of 8-10 Emerging Trends/Technology by
the faculty
2. Briefing of the 8-10 Emerging Trends/Technology to the
students

2 Team Formation for the Presentation

1. Team of 4 students are formed based on the topic that
is selected
2. Faculty assigns the roles and responsibilities of each
student in the team

35
3 Oral Presentation Preparation
1. Students browse the topics or go to the library to learn
the topics for the presentation
2. Students develop contents for the presentation
3. Faculty mentor the students to form a outline for the
presentation in the following format
a. Introduction
b. Working Principle
c. Advantages & Limitations
d. Applications

4 Oral Presentation
1. Students need to prepare & deliver the Oral presentation
based on guidelines prescribed by the Faculty mentor
2. Deliver within the allotted time of 15 minutes
3. Include a Q&A Section covering a maximum of 3
minutes

5 Feedback
1. Mentor gives the feedback to the student team about
a. Presentation Contents
b. Presentation Delivery/Quality
c. Suggestions for improvisations for individual
student

6 One Page Report

1. Each Student submits a handwritten one-page summary
of the oral presentation

36
Rubrics for the Evaluation

SCORE
Category
1—Needs
5—Excellent 3—Good 2—Fair
Improvement

Well-structured Sufficiently Somewhat Unclear about

Content and clear content clear with topic and
clear and basic disorganized
presentation; reasonably organization; presentation;
Quality of oral
A engages the organized; needs lacks
Presentation
audience with presents with improvement coherence
good moderate in coherence and
preparation and confidence. and preparation.
confidence. confidence.

The delivery is The delivery is The delivery The delivery

confident, mostly is somewhat is hesitant,
natural, and confident and engaging, but and the
engaging. The engaging but there are student
student may have noticeable struggles
maintains some minor issues with with eye
excellent eye areas for eye contact, contact,
B Communication
contact, improvement gestures, or gestures, or
gestures in eye contact, vocal delivery. vocal
appropriately, gestures, or delivery.
and uses a vocal delivery.
clear and well-
modulated
voice.

The team runs The team was One or two The team did
perfectly mostly members of not know
coordinated, coordinated, the group when to
with clear but there were have focused speak, or
guidelines some most of the what role they
about each moments of presentation. were having.
C Teamwork member’s role. doubt and/or The rest of Only one
Each member unbalance. A the group did person leads
has minority of the not have clear the group.
participated. members of instructions
the group did about their
not know what role.
to do.

SCORE (A+B+C)/15 Points

37
Closure:
After finishing their student-led initiatives, each team member must write a one-page summary
of the oral presentation by hand. This summary should include topics covered in the Oral
presentation.

Assessments:
No formal assessments are required for the student-led initiatives since it’s just a platform for
peer-to-peer to exchange knowledge and skills.

References/Resource Materials:
Student-led initiatives may require a variety of resource materials to support their planning,
implementation, and success. Here are some general requirements:
1. Informational Resources: These include textbooks, reference materials, and online
information relevant to the topic or theme of the initiative.
2. Facilities and Spaces: Some initiatives may require access to specific facilities or
spaces for presentations. This can include classrooms, laboratories, meeting rooms,
performance spaces, exhibition halls, or outdoor areas.
3. Online Resources:
1. How to Do a Presentation in Class? -
https://www.wikihow.com/Do-a-Presentation-in-Class
2. How to Give a Short Class Presentation Competently? -
https://www.instructables.com/How-to-Give-a-Short-Class-Presentation-
Competently/
3. Best Practices for Oral Presentation:
https://www.uow.edu.au/student/learning-co-op/assessments/presentations/
4. How to keep up with the latest emerging trends? - https://pakwired.com/latest-
technology-trends/
5. Body Language Tips for Presentation -
https://www.toastmasters.org/resources/public-speaking-tips/gestures-and-
body-language

38
- - - - 23 - 883* SHOP FLOOR IMMERSION
AUDIT
*(First four digits in the subject code is Basic Engg. / Branch code and Seventh digit is
Semester)

Skill Areas: 5S Methodology, LOTO, Six Sigma, ISO, SAP, Agile Methodology, etc…
Note: Any one industrial practices can be planned for every semester.

Purpose:
First semester, students will learn about the importance of '5S' through a shop floor workshop.
'5S' helps reduce waste and improve productivity by organizing the workplace and using visual
cues. It involves five steps: sort, set in order, shine, standardize, and sustain.

Learning Outcomes:
At the end of the course, students will be able to:

1. Creates an organised and clean environment in their lab/workshop

2. Acquire self-discipline as they need to maintain the standards
3. Identify and eliminate wastes
4. Creating a safe workplace by reducing accidents caused by external factors

Focus:
This course introduces the important concept of 5S, a fundamental skill used in various
industries. It focuses on workplace organization and efficiency, which is essential for
students entering the industry.

The 5S Methodology includes five steps:

● Sort: Remove unnecessary items to tidy up the space.
● Set In Order: Organize the work area with a place for everything.
● Shine: Clean and maintain the area to prevent dirt and grime.
● Standardize: Create written procedures to make new practices a norm.
● Sustain: Continuously commit to maintaining the organized and efficient workspace.

39
Additionally, safety is integrated throughout all the steps to improve workplace safety, not just
efficiency.

Role of the Facilitator:

Faculty introduce the concepts of 5S to the students and assign a specific activity to each
team of 4 students and guide them to implement 5S to a specific lab or workshop.

Guided Activities:
In the shop floor immersion course, few activities can be implemented to reach the desired
course outcome. Here are some guided activities to be undertaken:

1. Workshop (Learning Session): The Faculty can take a session 5S Methodology covering
the aspects of 5S like; What is 5S?, Why use 5S?, Advantages & Limitations, Case
Studies, The 6th S - Safety.

2. 5S Implementation: Students will implement 5S in a chosen lab. Faculty guides lab

selection, assesses its state, gathers inventory, plans resources. After implementation,
a post-assessment is done with faculty guidance.

Period Distribution

S.N Guided Activities Period

o

1 Workshop (Learning Session)

1. Faculty will conduct Session on 5S Methodology and
its significance in the industry 2
2. Faculty need to conduct a Q&A Section to address
questions, concerns & clarifications related to 5S

2 5S Implementation
1. Preparation:
a. Faculty should identify lab/workshop needing 6
5S implementation
b. Faculty will form a teams of 4 students

40
 2. Implementation
a. Develop an implementation plan for 5S
b. Document lab’s current state by taking a
photograph
c. Proceed with the implementation of 5S by
assigning specific jobs to the student teams.

Closure:
The faculty in charge of the session is responsible for maintaining a one page record of the
5S implementation in the lab along with the "before" and "after" photographs.

Assessments:
No assessments are required for students. The facilitator monitors & guides the students to
implement the practical implementation of 5S in the lab/workshop.

References/Resource Materials:
The references and resource materials required may differ depending on the department and
type of lab 5S implementation is done. However, here are some general reference materials
and resources that may be helpful:

1. Facilities and Spaces: 5S Implementation may require access to specific facilities or

spaces. This can include access to workshops or labs.

2. Online Resources:
1. What is 5S?: https://www.graphicproducts.com/articles/what-is-5s/
2. 5S Guide: Improve efficiency with effective organisation:
https://leanscape.io/what-is-5s-and-what-are-its-benefits/
3. How to implement 5S in Workplace?
https://www.simplilearn.com/implementing-5s-methodology-to-achieve-
workplace-efficiency-article
Note: Every semester any one activity can be planned as above.

41
- - - - 23 - 885* Emerging Technology Seminars
AUDIT
*(First four digits in the subject code is Basic Engg. / Branch code and Seventh digit is
Semester)

Skill Areas:
Knowledge Enhancement, Communication Skills, Confidence Building, Awareness of
Trends.

Learning Outcomes:
1. Research Skills: Students learn how to gather information, analyze data, and present
findings. This enhances their research abilities.
2. Presentation Skills: By delivering seminars, students improve their presentation
techniques, including slide design, body language, and engaging with the audience.
3. Critical Thinking: Preparing for seminars encourages critical thinking. Students
evaluate different perspectives, assess evidence, and form well-reasoned
arguments.
4. Networking: Seminars provide opportunities to connect with industry professionals,
guest speakers, and fellow students. Networking is crucial for future career
prospects.
5. Time Management: Balancing seminar preparation with other academic tasks
teaches students effective time management.

Role of the Facilitator:

The department faculty will be the facilitator. All the students will be given opportunity to
prepare a seminar on the selected topic during the Library periods also. Each student should
present on topic for about 10 minutes. The faculty in-charge should make the necessary
facility for the presentation. The HOD is requested to deploy at least two staff members for
the Assessment during the presentation.

Guided Activities:
Preparation
1. Select a Relevant Topic:
○ Choose an emerging technology that is relevant to the engineering field and
has significant current and future impact.

42
 ○ Ensure the topic is neither too broad nor too narrow, allowing you to cover it
comprehensively within the given time.
2. Research Thoroughly:
○ Gather information from reputable sources such as academic journals,
industry reports, and expert interviews.
○ Stay updated with the latest developments and advancements related to
your chosen technology.
3. Define Objectives:
○ Clearly outline the learning objectives of your seminar. What should the
audience learn or understand by the end of your presentation?
4. Structure Your Presentation:
○ Introduction: Introduce the topic and explain its importance.
○ Body: Discuss the key aspects of the technology, including its principles,
applications, benefits, and challenges.
○ Conclusion: Summarize the main points and discuss future prospects.
5. Create Visual Aids:
○ Develop slides that are visually appealing and easy to understand.
○ Use diagrams, charts, images, and videos to illustrate complex concepts.
○ Keep text minimal on slides; use bullet points and short phrases.
6. Prepare Supporting Materials:
○ Provide handouts or digital resources for further reading.
○ Prepare a list of references and sources for credibility.
Presentation
1. Practice:
○ Rehearse your presentation multiple times.
○ Time yourself to ensure you stay within the allotted time.
○ Practice in front of friends or colleagues to get feedback.
2. Engage Your Audience:
○ Start with a compelling opening to grab attention.
○ Use questions and interactive elements to involve the audience.
○ Encourage participation and allow time for Q&A sessions.
3. Communication Skills:
○ Speak clearly and confidently.
○ Maintain eye contact with your audience.

43
 ○ Use appropriate gestures and body language.
4. Use Technology Effectively:
○ Ensure your presentation equipment (laptop, projector, microphone) is set up
and functioning properly.
○ Be familiar with the software you are using for your slides.
5. Handle Questions Gracefully:
○ Listen carefully to questions from the audience.
○ Answer clearly and concisely. If you don’t know the answer, acknowledge it
and offer to find out later.

Follow-Up
1. Feedback:
○ Collect feedback from your audience to understand what worked well and
what can be improved.
○ Use this feedback to refine future presentations.
2. Provide Additional Resources:
○ Share your presentation slides and any additional resources with your
audience.
○ Offer to answer further questions via email or a discussion forum.
3. Stay Updated:
○ Continue to follow developments in your chosen technology area.
○ Update your presentation and materials as new information becomes
available.

Rubrics for the Evaluation:

1. Content Quality (40%)
○ Relevance: The topic is relevant to the field of engineering and is current.
○ Depth of Research: The presentation demonstrates thorough research with
accurate and up-to-date information.
○ Clarity of Objectives: Clear objectives are defined and met during the
presentation.
○ Comprehensiveness: The topic is covered comprehensively within the scope
and time limits.
○ Accuracy: Technical details are correct and well-explained.

44
 2. Presentation Skills (30%)
○ Clarity and Coherence: The presentation is clear, logically structured, and
easy to follow.
○ Engagement: The presenter engages the audience and maintains interest
throughout the presentation.
○ Communication: The presenter speaks clearly and confidently, using
appropriate language and terminology.
○ Visual Aids: Slides and other visual aids are well-designed, relevant, and
enhance the presentation.
3. Delivery (20%)
○ Confidence and Poise: The presenter appears confident and handles the
presentation smoothly.
○ Body Language: Appropriate body language, gestures, and eye contact are
used.
○ Time Management: The presentation is well-timed, adhering to the allotted
duration.
○ Handling Questions: The presenter answers questions clearly and accurately,
demonstrating a good understanding of the topic.
4. Originality and Creativity (10%)
○ Innovative Approach: The presentation includes original ideas or
perspectives.
○ Creativity: The presenter uses creative methods to explain concepts and
engage the audience.
Assessment Process
1. Pre-Presentation Briefing:
○ Provide students with the evaluation criteria and explain how they will be
assessed.
○ Ensure students understand the importance of each criterion.
2. During the Presentation:
○ Use a standardized evaluation form to score each criterion. This ensures
consistency and fairness.
○ Have multiple assessors, if possible, to provide a balanced evaluation.
Assessors can be faculty members, industry experts, or peers.

45
 3. Post-Presentation Evaluation:
○ Assessors should meet to discuss and finalize scores.
○ Provide detailed feedback to students, highlighting strengths and areas for
improvement.

Assessments:
Sample Evaluation Form

Criteria Weight Score (1-10) Comments

Content Quality 40%

Relevance

Depth of Research

Clarity of Objectives

Comprehensiveness

Accuracy

Presentation Skills 30%

Clarity and Coherence

Engagement

Communication

Visual Aids

Delivery 20%

Confidence and Poise

Body Language

46
 Time Management

Handling Questions

Originality and Creativity 10%

Innovative Approach

Creativity

Total Score 100%

Feedback
1. Individual Feedback:
○ Provide each student with detailed feedback on their strengths and areas for
improvement.
○ Use the comments section in the evaluation form to offer specific
suggestions.
2. General Feedback:
○ Share common strengths and areas for improvement with the entire class to
help all students learn and improve.
3. Follow-Up:
○ Offer opportunities for students to discuss their feedback with assessors.
○ Encourage students to apply feedback in future presentations and projects.
By following these guidelines, you can ensure a fair, transparent, and constructive evaluation
process that helps students improve their seminar presentation skills.

47
- - - - 235887* Special Interest Groups (Placement Training)
AUDIT
*(First four digits in the subject code is Branch code)
Note: Training related to enhance the employability skill can be conducted during this period.

- - - - 23 - 882* I&E / Club Activity / Community Initiatives

AUDIT
*(First four digits in the subject code is Basic Engg. / Branch code and Seventh digit is
Semester)
Club Activity

Skill Areas: Collaboration, Ownership, Interpersonal Skills

Purpose:
Club activities provide a platform for students with similar interests to engage, participate in
events, workshops, and competitions. This fosters collaboration and skill development in
various fields.

Learning Outcomes:
At the end of the course, students will be able to:

1. Collaborate and work in interdisciplinary teams towards contributing effectively

2. Learn or enhance skills through workshops, competitions, and experiential learning.

Focus:
During club activities students should prioritize key focus areas to enhance their learning and
impact. Here are some focus areas to consider:

1. Collaboration & Communication

2. Identify strengths and weaknesses, and learn from experiences to foster personal
growth

Role of the Facilitator:

The faculty facilitator's role is crucial in guiding and supporting students in club activities. Key
aspects of their role include:

48
 1. Mentorship and Guidance: Faculty facilitators act as mentors, providing one-on-one or
group guidance to students involved in the club.
2. Creating a Supportive Learning Environment: Facilitators will nurture a supportive,
inclusive environment in the clubs where students freely express and learn
collaboratively. They provide a platform for like-minded students to engage, collaborate,
and participate.

Guided Activities:
For Club Activities, students can engage in learning and developing a new skill or enhancing
their skill by involving & actively participating in one or more clubs of their interest. These clubs
can be used as a platform for Personal growth.
They may include but are not limited to the following clubs: Tamil Mandram, Music, Dance, Math,
Chess, Arts, Anti-drug, Photography, Sports, Astronomy, Science, Robotics, English, Theatre,
NCC, NSS, Digital Media Club, Cooking, UN Sustainable Development Goal, YRC (Youth Red
Cross), Olympiad clubs, etc. The Outcome can be achieved through conducting Competitions
and Challenges.
Period Distribution

S.No Guided Activities Period

1 Enrolment to Clubs
1. Invite club representatives along with Faculty to give
short presentations, and collect names of students
who are interested to join
2. Students should list their top 3 preferred clubs based
on their interests and submit to the respective club
representative

2 Exploring of Clubs
1. Ensure students understand their responsibilities as
club members.
2. Emphasize the importance of commitment and regular
participation.
3. Explore with club representatives about planning and
hosting competitions, or events for the club.

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 3 Learn & Exhibit
1. Encourage students to participate actively and
showcase their skills.
2. The Faculty should provide a necessary platform to
enhance students skills, learn new skills, and exhibit
skill through various competitions, events or initiatives.

4 Recognition
1. Acknowledge the efforts and contributions of
individual members as well as the whole club

Closure:
No formal documentation is needed for course completion, but students must participate in at
least one or more of the clubs meeting the 30 Period Requirement.

Assessments:
No formal assessments are required for the Innovation and Entrepreneurship, Cub activities or
Community Initiatives.

References/Resource Materials:
The references and resource materials required for club activities may vary based on the
personal focus, goals, and also resources available at each college. However, here are some
general reference materials and resources that may be helpful:
1. Facilities and Spaces: Some clubs may require access to specific facilities or spaces.
This can include classrooms, laboratories, meeting rooms, performance spaces,
exhibition halls, or outdoor areas.
2. Coaching: Students may require coaching from faculty members or professionals with
relevant knowledge and experience related to the club.
3. Online Resources:
1. How to choose the Right Club for your personal growth?
https://www.topuniversities.com/student-info/student-stories/5-common-
mistakes-avoid-when-choosing-student-clubs
2. How to make your club great?
https://www.pearson.com/ped-blogs/pearsonstudents/2021/04/11-tips-to-

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 make-a-any-college-club-great.html

Note: Innovation & Entrepreneurship and Community Initiatives awareness program and
activities can also be conducted.

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STUDENT INDUCTION PROGRAM CELL (SIP CELL)
The Principal or HOD will be the Chairman of the Student Induction Program Cell.
SIP Cell (or Induction Unit) will be managed by the department faculty members with the help
of student volunteers.
The SIP Cell will be responsible for planning, organization, coordination and reporting of the
annual Student Induction Program with the help of other faculty members and student
volunteers.
Students Counselling Service (SCS)
In order to provide advice or help to the students of the institute, Student Counselling Service
(SCS) needs to be initiated. Team of SCS will assist and strengthen the students at the
institute for enhancing their academic skills and career developments, as well as for their
overall wellness.
Student Coordinators may be appointed with the guidance of a staff mentor.
1. Wellness Coordinator.
2. Skills Coordinator
3. Career Coordinator
4. Academic Coordinator etc…
OBJECTIVE:
The objective of the SIP cell is
1. Development of a holistic perspective based on self-exploration about themselves
(human being), family, society and nature/existence.
2. Understanding (or developing clarity) of the harmony in the human being, family,
society and nature/existence.
3. Strengthening of self-reflection.
4. Development of commitment and courage to act.
OUTCOME:
At the end, students are expected to become more aware of themselves, and their
surroundings (family, society, nature); they would become more responsible in life, and in
handling problems with sustainable solutions, while keeping human relationships and human
nature in mind. They would have better critical ability. They would also become sensitive to
their commitment towards what they have understood (human values, human relationship and
human society). It is hoped that they would be able to apply what they have learnt to their own
self in different day-to-day settings in real life, at least a beginning would be made in this
direction.
Note: ILE activity can be conducted and monitored by the SIP Cell.

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