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Best Practices

Best Practice 1

1. Title of the Practice

“ Practical Training & Development of the Students”.
 
2. Objectives of the Practice
To transform individuals to become specialists in health & allied sciences.
To educate about the practical application of science in improvement of products, processes
and patients.
To create avenues for training and placement of students.
To inculcate professional skills in students.
To make students industry ready and practical exposure towards research.
 
3. The Context
Students who join professional courses like B.P.T/ Biotech have to be motivated to continue in the same field. By providing extensive practical training the students understand the profession better and stay in the profession.
 
4. The Practice
Our institution has made all efforts to attract students towards these practical based courses by providing state of the art infrastructure and expertise. We have more than 10 Laboratories for practical training of students.
 
5. Evidence of Success
a. Increase in number of admissions in undergraduate and post graduate courses in health & life sciences.
b. Our graduates get placed in reputed organizations even before they complete internship.
 
6. Problems Encountered and Resources Required
a. Highly sophisticated equipments like NMR, GC-MS, Mass Spectrophotometer etc are available at Reputed companies only.
b. Due to the rural location of our college the students face difficulties in getting public transport for reaching the sites of clinical posting or practical training.
 
7. Notes
Our institution’s practice of providing excellent quality of practical exposure has been an inspiration for colleges in the neighborhood and many of the methods employed by us have been adopted by other institutes.
 
 
 

Best Practice-2

 
1. Title of the Practice
“Mentorship Program of Students”
 
2. Objectives of the Practice
1.To help build a framework of support for mentees
2.To facilitate career and personality development planning
3.To give mentees time for reflection, challenge pre-conceived ideas, opportunity to build networks
 
3. The Context
Students often form “mentor type” relationships without there being a formal scheme in place, and these valuable relationships should be encouraged and supported. Informal mentoring can and does work for some people, but equally, it can present problems for both parties involved. Informal mentoring is dependent on the right people finding each other at the right time. Access to a managed
scheme will give this opportunity to all, not just the lucky few.
 
4. The Practice
To address these issues the institution has developed a mentoring program which supports and guides each student through a journey called “college”. The mentoring programme is self-driven, requires the students to take responsibility and ownership for their learning and development. The implementation of this mentoring programme demonstrates the College’s commitment to the development of students, by providing them with support during the important early period of their education within the institution. Each student is allotted a faculty member who acts as a mentor (usually a teacher who teaches him/her). The mentor acts as a facilitator, guide, role model and challenger. The faculty is trained and appraised of the process involved beforehand. The faculty member discusses with each student under his/her care regarding academic and personal problems. The Mentee Form is used as a basis for this one-to-one discussion and to assess immediate needs. Issues reported by the student are recorded in the Mentorship Form. The reasonable needs of the mentee are brought to the notice of the Principal of the college. The Principal tries to resolve the needs immediately if possible. The mentee also promises to improve his/her academic and co-curricular performance during the mentoring discussions. The review of progress against the objectives agreed in the mentoring discussions is periodically undertaken. There is also a provision of feedback regarding the overall system of teaching.
 
5. Evidence of Success
The purpose of the Mentoring Program was to elicit genuine grievances from the students related to academics or personal issues. The success of the Mentorship program is reflected from the response it has received from the students. The students are now sharing their problems freely with the mentor. Many preconceived notions about the college, faculty and fellow students have been changed. The students have become more academically oriented. Some of their issues like provision of notes in specific subjects, increase in library timings, no. of books issued, provision for changing rooms etc. have been solved. The mentors have also counseled the students for improved learning with strategies like Time Management, Regular attendance, preparation of own notes, scheduling of routine etc. Student came out with specific problems like inability to understand English. This finding prompted the institution to adopt a system of English classes for weak students. A few students had also reported psycho-social problems due to personal or family issues and such students have been referred to the Psycho-social counselor for counseling. The remarkable improvement in the perception of the students about themselves, about the college and the faculty is a mark of success of the mentoring program. 
 
6. Problems Encountered and Resources Required
Initially many faculty members were reluctant to participate in the mentorship program as they thought that it would hamper their teaching schedules. Likewise many students thought of it as a waste of time. But as the mentoring program started showing positive results in terms of improved attitude towards studies, active participation of students in college initiatives the whole system got in place very well. Fortunately the resources required to implement the suggestions like availability of more books from the library, increasing library timing were addressed by the management immediately.
 
7. Notes
The mentoring program is not only a very powerful personality development tool, but also a mechanism to gauge the success of college functions from the student’s viewpoint. We recommend all educational institutions to adopt such mechanisms to groom the students so that they can excel in academics as well as extra-curricular activities.

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