Under IQAC guidance, we have devised our teaching methods, and these teaching methods can be classified broadly as:
PARTICIPATIVE ACTIVITIES
• Quiz competitions: Every department organizes these in the respective subjects, to kindle interest in the students - crucial for students coming from backgrounds where there is no value attached to higher levels of learning. Question bank: Question Cards are developed by each Department to make up a Question Bank, with a Question on one side and Answer on the other side, to be used in the classroom to test the students also in Quizzes forming one pillar of Continuous Internal Evaluation. It is extremely helpful for checking the foundational knowledge of every subject.
• Tribal Project: involving Sociology students, devised by the Department, to understand the lifestyle of the Adivasis of a particular area - the locality, residents’ demography, their food habits, social system, cultural activities, local economy, educational levels, political organization, arts and crafts, social and life values etc. developing a social profile of the residents of the area.
• Study of Navaprabhat De-addiction Centre at Nadiad: Twelve patients with addiction of liquor and tobacco were profiled for their psychological and social backgrounds.
• Visit to an Old Age Home by students at a nearby town, studying the social background of the inmates as well as their activities, with a prepared and structured questionnaire.
EXPERIENTIAL LEARNING ACTIVITIES
• Engagement: Faculty involves students in preparing question banks, flash cards, quizzes etc. and encourages them to take part in quizzes which enhances and concretizes their learning.
• Educational tours: as a part of real experiential learning educational tours are organized by college. Students are given detailed information about the tour, and the background of the places they are going to visit. A small write-up is also prepared and distributed among the students beforehand. After each tour, there is a special session on what the students observed, going beyond what they were described initially. A report of the tour is put up on the Notice Board for everyone to read and learn. These are attached to this Report.
PROBLEM SOLVING ACTIVITIES:
• Capsule Course: this course is targeted at students, with greater responsibility. We invited students from nearby colleges, around 200. Their doubts and difficulties were addressed by expert lecturers, and the feedback obtained indicates the success of the programme. A major benefit was that the students learnt how to identify their learning gaps, and formulate a question from their doubts. It also paved the way for student and faculty exchange programmes.
• Teachers’ Day: As all-over this day is celebrated by the students playing a role of their teachers. They learn to identify and formulate “problems” and how to solve them as well! We involve the students in preparing the Question Bank as well. This helps their ability to formulate questions.
• Wall Charts Preparation: wall charts are prepared by students on various topics, such as well-known litterateurs requiring a great deal of literature survey, material collection, and content validation and presentation abilities.
Mentor-Mentee List(https://drive.google.com/file/d/1Bd7uei9PtKhqu7K-ZhOWX_CLcnQlgLw7/view)