The five philosophical points of the college are the means through which the initiatives function. The achievement of these philosophical goals in the active initiations assist is naturally training the individual to the Global Citizenship. In fact, the five values of the college are in real, the facets of these points.
Students as knowledge seekers
Here the flow of education is re-focused. Instead of a teacher being the sole imparter of knowledge, he/she merely facilitates the knowledge, which the student gathers himself. Thus the student becomes self-guided.
The implementation of this philosophy is executed by the introduction of Inter-disciplinary projects. Students from various streams of courses form teams to work on a common project. During this, they are mentored by a faculty. Thus, this gives a door to shift from the usual obtainment of knowledge from the faculty to a self-directed seeking. In the process, critical skills such as categorization, presentation, reporting of information are enhanced, alongside with the interpretation of it. Such critical skills are apparently developed only in an active and self-motivated system, unlike the traditional method where the student is usually a mere listener.
Seminars are yet another academic initiative aiding the students to “seek” knowledge. Here, the students are required to collect and present data, mostly from the curriculum. This is an effective tool to test and achieve communication skills. Again, as inter-disciplinary projects, the students collects and deciphers from various knowledge sources, with the faculty only remaining a guide which facilitates the learning process by indicating the available resources the student can approach.
Students as institution builders
Students aren’t merely consumers, they actively work to constructively brand the institution, thus in turn empowering themselves with Leadership qualities.
For each class, a Captain and a Vice-Captain are selectively elected considering their leadership and communicative abilities. They ideally are the bridges between the college and the students, acting as active communicators and executors between. Thus they are in one manner the staff in working sense. Their roles are utilized in the effective implementation of general discipline, obtaining full attendance, conveying important information about placement, etc., identifying new talents and encouraging their nurturing through various activities. Thus the students become a working facet in the college system, rather than passive consumers. This way, both the college and the student benefit mutually and constructively. They ease the effective functionality of the college by softening the gaps, and thereby greatly enhancing their leadership and communicative abilities.
Apart from this, Student Mentors are appointed in the first-of –its-kind initiative by any degree college. The mentors are officially enrolled as staff of the college, and are also paid in accordance with the payrolls. The concept of Mentors highlights the implementation of Student-Centered Knowledge Seeking environment. The mentors undertake the job of teaching the students few excerpts from the regular academic calendar, guide students with the inter-disciplinary projects, and motivate students about the various new-education techniques being experimented.
Thus a mentor, in action acts a ‘teacher-cum-student’ thus boosting the communication between the college and the students. Which was earlier inhibited due to hierarchy, the communication now becomes elastic to both the sides to approach.
Student centric learning
This is naturally achieved when the above two points are carried out. This furnishes the student with various skills.
The above initiatives are deeply rooted in the successful making of an environment that promotes a student-centered learning atmosphere. It re-shifts the flow of learning, by enabling the students to be actively involved in the process and goal of learning. Peer-teaching is an extremely helpful technique, among others, to achieve this ideal. The students actively take lead roles in deciding the nature, contents, and method of learning. Usually the methods, involve more practical and participatory approach, rather than theoretical
Collaborative and participative learning
Students work as teams rather than individuals. They are given the ability to work effectively as teams.
All the learning initiatives that hope to achieve a Student-centered atmosphere are largely and naturally collaborative and participative, thus generating an active spirit of team work. It is observed that not all students can learn efficiently in a passive environment. Thus to create the surge of activeness, the participation of students in the learning process becomes necessary. In Projects, the students work together as groups in the achievement of the desired outcomes. Thus collaborative working of individuals occurs, which naturally require the skill to adapt to changes and to initiate them in a team. As the group mates are usually picked from different and unrelated streams, the student acquires the ability necessary to compete in a diverse environment.
Also, in the classrooms, as the nature of education is slowly shifting towards student-centeredness, the participative learning models are being initiated to facilitate the process. Thus students stand from their comfortable benches, and sink into the progression of leaning. Experience-based learning is achieved through this. A direct experience about the subject during the learning, is unquestionably more effective than mere listening, as they develop a deeper insight.
Versatility and rounded personality
This is the goal that is achieved. The Choice Based Credit Sysytem encourages this over-all development of an individual by giving due weightage to other facets other than academics. By identifying specific talents in each student, ample environment and aid is provided for his multi-dimensional growth The Proper implementation of the above values-based initiatives provides scope for the students to test and re-test his abilities in various fields, other than, which is quite dangerous in the real corporate world. Thus, by this means, a student truly re-discovers himself by experimenting in various fields.
In the process, during the achievement of the five philosophical points, the values must be inevitably satisfied. For instance, through the student centric initiatives the student naturally acquires the need for Openness during his interactions with the faculty. And also, while working in a team, to be productive the need for empathy and appreciation is realized.