Student Centric Learning

• Ongoing feedback, which consists of multiple methods of assessment, such as open-ended assignments, critical-thinking exercises, simulation and problem-solving activities, and the evaluation of learning progress.
• Review and revision based on feedback.
• Moving on to a higher competency level.

The institute adopts many student centric methods to enable the learner meet their learning goals, academic success with required competencies. Methods such as experiential learning, participative learning and problem solving are used at various stages and levels to enhance learning opportunities to the students. We at Vardhaman strongly believe that experiential learning bridges promote competencies of the students by enhancing their knowledge through application. Through learning and doing the learner is exposed to first-hand experience of practicing what has been taught. This plays a crucial role in retaining concepts and ideas and advance the learning from rote to application based. Experiential Learning Methodologies followed in the Institution are learning by doing nano projects, micro projects, mini projects, internships/industry oriented mini projects and finally the major or capstone project. Thus in the new curriculum more stress and focus was given to practice as a result, students were expected to carry out at least one project per semester.  This enhances their ability to solve complex engineering problems during their program of study.

The faculty motivate the students to actively participate in professional society activities, in their related domains and also general ones like ISTE (Indian Society for Technical Education), EWS (Engineers Without borders), EPICS (Engineering Projects in Community Services) thus promoting knowledge on diverse and contemporary areas and technologies. The students were supported by the faculty and link them to real time applications to promote wider learning opportunity. This provides the students a platform to become self-learners and as well as lifelong learners. Further, to give more exposure to practice industrial/site were organised to acquaint students with current industrial practices and thus motivate them to carryout mini projects through industrial collaborations. With regard to Participative Learning Methodologies followed in Institution, variety of methods and approaches were followed. Flipped Classroom, Blended Learning, Group Discussions or Debates and Peer Learning Classes were offered by the faculty with proper planning for focussed attention of the students. In a flipped classroom, students review lecture materials before class as homework. In real-time,  the class becomes a  dedicated space for interactive discussions with the faculty thus promotes enhanced learning. On the other hand, Blended learning reverses the traditional learning environment by delivering instructional content in a more advanced way through virtual labs. Through Group Discussions and Debates, students were given an opportunity to articulate their thoughts on the spot and to develop their arguments in support of their opinions or claims on relevant topics. Learning begins with experience followed by reflection, discussion, analysis and evaluation of the experience. peer/collaborative learning involves students working in pairs or small groups to discuss concepts, methods, designs to find solutions to engineering problems. Problem Solving Methodologies followed in Institution include approaches such as Think Pair Share, Course-Based Projects and Project Based Learning. Learning in vivid kinds improves the skills of the students. The projects that the students work give those hands on experience in their core area and make them promising engineers the Nation looks for.