INNOVATION BY FACULTY

Faculty in Industrial Engineering and Management often innovate in teaching and learning to enhance the educational experience for students and better prepare them for the challenges of the field. Here are some common innovations in this area:

1. Active Learning Techniques: Faculty employ various active learning strategies such as flipped classrooms, case-based learning, problem-based learning, and simulations. These techniques engage students in hands-on activities, promote critical thinking, and foster deeper understanding of concepts.
2. Integration of Technology: Faculty integrate technology tools and platforms into their teaching, such as online learning management systems like canvas, google classroom,and modal, simulation software, data analytics tools. These technologies enhance student engagement, facilitate remote learning, and provide opportunities forexperiential learning.
3. Interdisciplinary Projects: Final year students collaborate across disciplines to develop interdisciplinary projects and courses that address real-world challenges at theintersection of industrial engineering, business management, computer science, and other fields. These projects encourage collaboration, creativity, and innovation among students from diverse backgrounds.
4. Industry and Academic Partnerships: Faculty establish partnerships with top industries and educational institutions to provide students with opportunities forhands-on learning through industry-sponsored projects, internships, students exchange programs, and guest lectures by industry professionals. These partnerships bridge the gap between theory and practice and expose students to real-world applications of industrial engineering concepts.
5. Experiential Learning Opportunities: Faculty create integrated experiential learning by comibing three different courses. For example, Marketing management, financial accounting and costing and statistics courses are combined, and students asked to do field visits and understand about these courses from industry perspective. Students have to present their findings infront of course coordinators and also submit the report for the final assessment.
6. Industry Visits: Every semester students will have two industry visits. The Opportunities such as field trips, site visits, and industry tours to expose students todifferent industrial environments and practices. These experiences help students gain practical insights into industrial engineering processes and operations.
7. Global Perspectives: RVCE is having collaborations with four german universities. Faculty integrate global perspectives into their teaching by incorporating case studies, examples, and guest lectures from international contexts. They may also facilitate study abroad programs, international internships, and collaborative research projectswith institutions abroad to expose students to global challenges and opportunities in industrial engineering and management.
8. Innovative Assessment Methods: Faculty use innovative assessment methods such as project-based assessments, portfolio assessments, peer evaluations, and self- assessments to measure student learning outcomes and provide constructive feedback. These methods promote active engagement, foster student autonomy, and encourage reflective learning.
9. Continuous Improvement and Evaluation: Faculty engage in continuous improvement and evaluation of their teaching methods and course materials through feedback mechanisms such as student evaluations, peer reviews, and self-reflection. They incorporate insights from assessment data to refine their instructional approaches and enhance student learning outcomes.
10. Professional Development for Faculty: Faculty participate in professional development activities such as workshops, seminars, and conferences focused on teaching and learning in industrial engineering and management. They stay updated on the latest pedagogical trends, instructional technologies, and best practices to continually enhance their teaching effectiveness.

By implementing these innovative approaches, faculty in Industrial Engineering and Management strive to create dynamic and engaging learning environments that empower students to succeed in their academic and professional endeavors. Faculty work available on youtube and other channels.

Faculties have created YouTube Channels

where they regularly upload the lectures and materials which is available for quick reference to students.

Active learning

Teaching Methodology/ Technology Adopted:

• Design and Display of posters in Laboratories for effective and value-added teaching and delivery methodology.
• Webinars: Some industries have webinars related to latest trends in technology. The webinar co-coordinator will communicate with the industry to know about the upcoming schedule. The webinar schedule is informed to the students and they can attend the same. Provisions are made to enable students to make use of the facility. Example: Webinar on Operation management and Operations Research.
• Digital library: Students have access to digital library of RVCE. Digital contents can be read anywhere, anytime and helps in quick access to relevant contents.
• NPTEL videos: NPTEL videos can be downloaded from library website and studentsare encouraged to take up online tests conducted by NPTEL from time to time. Usually the tests will be conducted twice in a year and students can clear their doubts with teachers before attending the online tests. This will certify them and build their competency in their preferred areas.
• Journal papers: Following journals are available for IEM students in libaray for the reference.

1. SCMS journal of Indian management
2. Prabandhan: Indian journal of management
3. Decision
4. Journal of operations management
5. IUP journal of supply chain management
6. Vikalpa The Journal for decision makers
7. Vision The journal of business perspective
8. IUP journal of management research
9. Harvard business review
10. IIMB management review

• Industrial visit: Every semester industrial visit is organized by the department to the students. Each year, students are taken to different companies and by end of the course; they would have got working ideas of various domains. Interested students are aided to visit the places with the help of interested faculties.Expert lectures: Expert lectures are organized frequently to enable the students to follow the latest news in the course.
• Think-Pair-Share: Students individually reflect on a question or prompt, discuss their thoughts with a partner, and then share their ideas with the larger group.
• Problem-Based Learning: Students work collaboratively to solve real-world problems or case studies, applying their knowledge and skills to develop solutions.
• Peer Instruction: Students engage in peer-led discussions, debates, or presentations on course topics, deepening their understanding through peer interaction.
• Flipped Classroom: Students review course materials, such as lectures or readings outside of class and then engage in active learning activities, discussions, an exercises during class time.
• Interactive Lectures: Instructors incorporate interactive elements, such as polls, quizzes, demonstrations, or group activities, into traditional lectures to engage students and reinforce key concepts.

Overall, active learning is a valuable pedagogical approach that promotes deeper learning, critical thinking, and student engagement across a wide range of disciplines and educational settings.

Self-learning

Every course will have Experienctial learning component.

• Integarted Experiential Learning: Faculty create integrated experiential learning by comibing three different courses. For example, Marketing management, financial accounting and costing and statistics courses are combined, and students asked to do industry visits and understand about these courses from an industry perspective. Students have to present their findings infront of course coordinators in two phases and also submit the report for the final assessment.

• Experiential learning based on learning styles of the students: Some faculty members give EL topics based on learning styles of the students. For example

  • Carrying out literature review of the topic and presenting the findings in conference or journal paper.

  • Conducting interviews of the experts in particular field and reporting it.

  • Developing a prototype/ simulation model/ conceptual model

  • Presenting the topics beyond the syllabus

Open ended learning

Open-ended learning activities in the deaprtment foster creativity, critical thinking, and
problem-solving skills among students. Here are some examples:

1. IDEA lab: During the first year of their engineering education students undergo IDEA lab. In this laboratory they will be taught about Internet of things (IoT). IoTlabs provide students with hands-on experience working with IoT devices, sensors,actuators, and other components. This practical experience helps reinforce theoretical concepts and allows students to develop essential technical skills.
2. Design Thinking lab: During the second-year students undergo design thinking labotatory. Design thinking laboratory encourages a divergent approach to problem- solving, fostering creativity and innovation. Design thinking labs provide a structured environment for brainstorming and ideation, leading to the generation of unique and novel solutions.
3. Minor Projects: Third year students will have minor project as a part of their curruclum. Where in they will either take up industry or research problem and apply their knowledge to solve real life problems.
4. Major Projects: Similary as minor project final year students will have major project. Where in students will use their project management. Simulation, research and problem-solving skills to solve complex industrial problems.
5. Problem-Based Learning: Present students with complex, open-ended problems that require them to apply engineering principles to find solutions. Encourage collaborative problem-solving and provide guidance as needed while allowing for autonomy in finding solutions.
6. Research Investigations: Task students with conducting independent research on a topic of interest within their field of study. Encourage them to explore unanswered questions, conduct experiments, analyze data, and draw conclusions, promoting inquiry-based learning.
7. Innovation Competitions: Organize innovation competitions where students develop creative solutions to specific challenges or problems. Provide resources and mentorship, but allow students the freedom to explore unconventional ideas and approaches.

Information and Communication Technologies (ICT) in education:
ICT tools such as simulations, virtual laboratories, and multimedia resources can provide students with immersive learning experiences, allowing them to visualize complex
engineering concepts and phenomena that may be difficult to grasp through traditional methods alone. Faculty members use different ICT tools and also encourage students to take advantage of it.

Learning Management Systems:

Online learning platforms and LMS provide a centralized hub for course materials, assignments, quizzes, and discussions. These
platforms offer flexibility in accessing educational resources anytime, anywhere, allowing students to learn at their own pace. LMS features like progress tracking,
grading, and feedback mechanisms streamline the teaching and learning process, enhancing the overall learning experience.
Computer-Aided Design (CAD) Software: CAD software allows students to create, analyze, and modify engineering designs digitally. It provides a platform for students
to visualize complex concepts in 3D, facilitating better understanding and exploration of design principles. CAD software also helps in enhancing students' technical skills
and preparing them for real-world engineering projects.
Simulation Software: Simulation software enables students to simulate real-world scenarios and experiments in a virtual environment. This allows students to test
hypotheses, analyze outcomes, and understand the behavior of systems without the need for physical prototypes. Simulation tools are particularly useful in disciplines
such as mechanical, electrical, and civil engineering for analyzing structural integrity, circuit performance, and fluid dynamics.

• NPTEL Courses: Students take up NPTEL courses as part of their credit. NPTEL course may be 8 weeks, 12 weeks as prescribed in their syllabus.
• Webinars: Some industries have webinars related to latest trends in technology. The webinar co-coordinator will communicate with the industry to know about the upcoming schedule. The webinar schedule is informed to the students and they can attend the same. Provisions are made to enable students to make use of the facility. Ex: Webinar on big data analytics, SQL sessions were conducted.
• Virtual labs: Virtual labs and remote laboratories allow students to conduct experiments and practical exercises over the internet. These platforms provide access to costly or hazardous equipment and experiments that may not be feasible to perform in a traditional lab setting. Virtual labs promote hands-on learning, improve accessibility, and enhance student engagement by offering interactive simulations and real-time data visualization.
• Digital library: Students have access to the digital library of RVCE. Digital content can be read anywhere, anytime and helps in quick access to relevant contents.
• Faculty Social media channels: Few faculties have created their own youtube channels and upload videos regularly.

Evaluation methods:

Evaluation methods change according to the different scheme. Currently 18, 21 and 22 schemes are running.
2018 scheme

1. Continuous Internal Evaluation (CIE); Theory (100 Marks) CIE is executed by way of quizzes (Q), tests (T) and experiential learning (EL). A minimum of three quizzes are conducted and each quiz is evaluated for 10 marks adding up to 30 marks. All quizzes are conducted online. Faculty may adopt innovative methods for conducting quizzes effectively. The number of quizzes may be more than three also. The three tests are conducted for 50 marks each and the sum of the marks scored from three tests is reduced to 50. The marks component for experiential learning is 20. 50% weightage should be given to case studies. Total CIE is 30(Q) + 50(T) +20(EL) =100 Marks.
2. Scheme of Continuous Internal Evaluation (CIE); Practical Test for 50 Marks: The Laboratory session is held every week as per the time table and the performance of the student is evaluated in every session. The average marks (AM) over number of weeks is considered for 30 marks. At the end of the semester a test (T) is conducted for 10 marks. The students are encouraged to implement additional innovative experiments (IE) in the lab and are rewarded for 10 marks. Total marks for the laboratory is 50. Total CIE is 30(AM) +10 (T) +10 (IE) =50 Marks
3. Semester End Evaluation (SEE); Theory (100 Marks) SEE for 100 marks is executed by means of an examination. The Question paper for the course contains two parts, Part – A and Part – B. Part – A consists of objective type questions for 20 markscovering the complete syllabus. Part – B consists of five main questions, one from each unit for 16 marks adding up to 80 marks. Each main question may have sub questions. The question from Units I, IV and V have no internal choice. Units II andIII have internal choice in which both questions cover entire unit having same complexity in terms of COs and Bloom’s taxonomy level. 50% weightage should be given to case studies.
4. Scheme of Semester End Examination (SEE); Practical Exam for 50 Marks: SEE for the practical courses will be based on experiment conduction with proper results, is evaluated for 40 marks and Viva is for 10 marks. Total SEE for laboratory is 50 marks.

2021 scheme

1. Quizzes: Quizzes will be conducted in online/offline mode. TWO QUIZZES will beconducted & Each Quiz will be evaluated for 10 Marks adding up to 20 Marks. THE SUM OF TWO QUIZZES WILL BE CONSIDERED AS FINAL QUIZ MARKS.
2. Tests: Students will be evaluated in test consisting of descriptive questions withdifferent complexity levels (Revised Bloom’s Taxonomy Levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating). TWO TESTS will be conducted. Each test will be evaluated for 50 Marks, adding up to 100 Marks. FINAL TEST MARKS WILL BE REDUCED TO 40 MARKS.
3. Experiential Learning: Students will be evaluated for their creativity and practical implementation of the problem. Phase I (20) & Phase II (20) ADDING UPTO 40 MARKS.
4. LAB: Conduction of laboratory exercises, lab report, observation, and analysis (30 Marks), lab test (10 Marks) and Innovative Experiment/ Concept Design and Implementation (10 Marks) adding up to 50 Marks. THE FINAL MARKS WILL BE 50 MARKS

2022 scheme

•  Quizzes: Quizzes will be conducted in online/offline mode. TWO QUIZZES will be conducted & Each Quiz will be evaluated for 10 Marks adding up to 20 MARKS.
•  Tests: Students will be evaluated in test consisting of descriptive questions withdifferent complexity levels (Revised Bloom’s Taxonomy Levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating). TWO TESTS will be conducted. Each test will be evaluated for 50 Marks, adding up to 100 Marks. FINAL TEST MARKS WILL BE REDUCED TO 40 MARKS.
•  Experiential Learning: Students will be evaluated for their creativity and practical implementation of the problem. Case Study based teaching learning (10), Program specific requirements (10), Video based seminar / presentation / demonstration (10) Designing and Modeling (10). Phase 2 will done in the exhibition mode (Demo / Prototype / any outcome). ADDING UPTO 40 MARKS.
• LAB: Conduction of laboratory exercises, lab report, observation, and analysis (20 Marks), lab test (10 Marks) and Innovative Experiment/ Concept Design and Implementation (20 Marks) adding up to 50 Marks. THE FINAL MARKS WILL BE 50 MARKS

Expert lectures:
Expert lectures are organized related to the subjects frequently or at least one per semester per subject, to enable the students to follow the latest trends happening in the course. Expert lectures bring cutting-edge insights and industry best practices directly to students, supplementing traditional coursework with real-world expertise.
Publications:
Faculty members always encourage final year students to convert their projects into conference and journal pappers. Publishing final year projects as a journal aper not only
benefits the individual student but also contributes to the advancement of the engineering discipline as a whole. It encourages students to think critically, communicate effectively, and make meaningful contributions to their field of study.

Summer internship: An internship is a program that offers students the chance to gain practical experience in their chosen field. It is an opportunity for them to apply what they have learned during their studies in a professional, real-world environment. Students have the following opportunities to carry out their internship at RVCE

• Within the respective department at RVCE (In house) Departments may offer internship opportunities to the students through the available tools so that the students come out with the solutions to the relevant societal problems that could be completed within THREE WEEKS.
• At RVCE Centre of Excellence/Competence RVCE hosts around 16 centers of excellence in various domains and around 06 center of competence. The details of these could be obtained by visiting the website.
• At Internshala: Internshala is a platform that connects students and recent graduates with internship opportunities across various industries.
• At Engineering Colleges near by their hometown: Students who are residing out of Bangalore, should take permission from the nearing Engineering College of their hometown to do the internship. The near by college should agree to give the certificate and the letter/email stating the name of the student along with the title of the internship held with the duration of the internship in their official letterhead.
• At Industry or Research Organizations: Students can opt for interning at the industry or research organizations like BEL, DRDO, ISRO, BHEL etc. through personal contacts. However, the institute/industry should provide the letter of acceptance through hard copy/email with clear mention of the title of the work assigned along with the duration and the name of the student.

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