The Institution has made a conscious attempt to shift from the traditional teacher –centric approach to a student-centric one.

Experiential Learning: In order to execute experiential learning, the college practises hands-on activities and reflective practices amongst the students. The following are practised in the institute as a part of experiential learning:

• Student Research Facilities: The institute has state of the art laboratories for students to get their theoretical concepts clear through practical / experimental knowledge.
• Student Exchange programs: The institute has embarked on student exchange programmes since 2018 with universities of repute.
• By working in professional environments relevant to their field of study, students acquire practical skills, industry knowledge, and valuable networking connections, enhancing their employability and career readiness.
• Industry Visits: Students from different engineering branches such as Electrical engineering, Mechanical engineering etc. are sent to various industries to gain practical insights into its operations, processes, and technologies.

The student-centric learning atmosphere of the college makes them not to accept everything blindly but to question the age-old practices on scientific terms.

Flipped classroom method: In this method, students are encouraged to study the lecture material disseminated by faculty members, either through direct instruction or online platforms such as Moodle. Questions and numerical problems related to the lecture material are then solved in the succeeding classes. In this way, the course teacher is also able to ensure that the students engage with the course content beyond the class hours at home.

MOODLE: Moodle as a learning management system is used which benefits the students with an innovative and creative learning environment. The institute has its own MOODLE where various course content in the form of lecture notes, presentations, reading materials and links to resources are uploaded by the faculties and made available to the students to enhance their overall learning experience.

Participative learning: In participative learning, students are encouraged to -

• Participate in Project Competitions, design contests and various technical events.
• Arrange field/industrial visits.
• Conduct sessions like group discussion, seminar, and quiz, poster presentation to make the learning more interactive and collaborative.
• Conduct complex Laboratory Experiments.
• Write Research Papers.

ICT Enabled Teaching: ICT enabled teaching incorporates LCD projector, Smart Classrooms, Elearning materials, etc. in classrooms. During the virtual mode, online tests, seminar, quizzes were conducted. All learning materials are provided to students via MOODLE. The following ICT enabled tools are used: 

• Power point presentation
• YouTube lecture.
• MTutor as an online learning platform
• Seminar hall is equipped with multimedia facilities using ICT tools for conducting invited talks and webinars.

ICT for course delivery also includes educational websites. MOODLE on our college website is a mandatory ICT tool for learning process, and it also enables monitoring of students' learning process through online quizzes, submission of online assignments, online tests.

Through Group Learning and Problem solving methods, the slow learners are encouraged to develop problem solving abilities, technical abilities, solution, capacities etc. and to ensure quality in the learning process.

Research oriented learning: Students are encouraged to involve in research-oriented learning and to pursue with research-based projects.

Techno International New Town is affiliated to Maulana Abul Kalam Azad University of Technology (MAKAUT) and follows the evaluation system recommended by it. In a semester, four Continuous Assessments (CA) are conducted according to the directives and the time slots stipulated by MAKAUT at the commencement of every academic session. The time slots are published in the university website and displayed in the College Notice Board and the institutional website.

Each internal assessment carries 30 marks out of which 5 marks for attendance and remaining 25 marks for continuous evaluation. The mode of assessment is through presentation, quiz, group discussion, report writing and written examination. A general mandate is given at the outset of the semester, that adequate attendance is required to appear in the CAs.

In cases of deficit attendance, students have to apply with proper justification and/or documentation to the concerned teacher. Thereafter, an appropriate decision is taken in Departmental Academic Committee (DAC) in presence of head of the department to resolve the issue. Thus, internal continuous assessment for the theoretical papers is out of 30 marks and the end semester external examination conducted by MAKAUT is out of 70 marks. MAKAUT offers two continuous internal assessments for the laboratory papers, in a semester carrying 40 marks each. An end semester practical examination of 60 marks and sessional of 100 marks is conducted at the institute as per directive of MAKAUT. Rubrics are being prepared for both internal and external assessment and linked with the University portal. It may be noted that an ERP based assessment marking is followed.

Examination Committee Head is a faculty member deputed by the competent authority of the institute. During semester examinations, an Officer-in-charge is deputed by MAKAUT. For smooth conduction of the end semester examination all the departmental representatives are incorporated in the Examination Committee.

The grievance redressal process for internal examination is in place with full transparency. For university examinations, the Examination Committee resolves student concerns such as online examination form submissions, errors in subject entries, admit card issues etc. within a specified time. To extinguish dissatisfaction in respect of university examination marks obtained by the students can be opted review or scrutiny of their answer scripts (PPR/PPS) as per notification issued by MAKAUT. The college facilitates all such measures for its students. Similarly, students can report any grievance regarding internal examinations. Initially, these concerns are handled at the departmental level, and if unresolved then they are permitted to report to the Examination Committee through proper academic process. Transparency and fairness are maintained throughout, with a focus to reach a resolution that is just and equitable for the student.

The institute has adopted the Program Outcomes (POs) outlined by the National Board of Accreditation (NBA) to describe the qualities and competencies expected from graduates upon completion of the program. Program Specific Outcomes (PSOs) tailored to suit each program articulate the program's competencies derived from its core curriculum. These PSOs are formulated through discussions among the senior faculty of the institute and are subject to review and approval by the Department Academic Committee (DAC). Typically, the PSOs are quantified between 2 to 4 to ensure optimal clarity. The Internal Quality Assurance Cell(IQAC) of the institute approves the PSOs of all programs and the COs for all the courses.

Course Outcomes (COs) outline the abilities that students will attain through individual courses. Course coordinators may select COs provided by the university or to develop them based on Bloom's Taxonomy and course objectives. These COs undergo a collaborative process, initially brainstormed by the faculty members, then reviewed and finalized by the DAC. The COs are endorsed by the IQAC. They are subsequently communicated to faculty members during departmental meetings, and thereafter to the students by their respective subject teachers. Additionally, they are prominently displayed on the college website.

The dissemination of POs and PSOs occurs through various channels such as:

• Institute website
• Faculty room
• The Head of the Department (HOD) office
• Class rooms interactions
• Notice boards
• Departmental library
• Parent teacher meet
• Meetings/ Interactions with employers

COs are distributed during class, through course descriptions, displayed in the laboratories and website. At the commencement of academic session, a formative assessment is carried out through feedback forms for every student and the understanding and explanation of CO forms a part of the questionnaire. At the conclusion of every course, summative feedback is taken, which is analyzed by the department and is treated as course exit survey.

In the educational framework, each course instructor meticulously formulates comprehensive teaching plans aligned with course outcomes, for theoretical and laboratory courses. Here's a breakdown of the major points:

 Course Planning:

• Teachers develop teaching plans for theoretical and practical courses.
• Content is aligned with course objective and course outcomes. Rubrics are formulated for the assessment

 Program Outcomes (POs) and Program Specific Outcomes (PSOs):

• Indicate competencies achieved throughout the program.
• Course Outcomes (COs) are mapped to POs and PSOs.
• Mapping includes varying weightages: 3 for high, 2 for moderate and 1 for low.

 Assessment Methods for COs:

• Internal and external evaluation methods are employed.
• Internal assessment at the department level includes internal examinations, technical report writing, quizzes and presentations.
• Affiliated university guidelines (MAKAUT) are followed.
• Questions in internal tests are aligned with COs linked with POs.
• Projects, seminars, etc., are evaluated using predefined rubrics.
• External evaluation at the university level follows a centralized procedure.

Weightage for Evaluation:

• Achievement of COs for theory subjects is evaluated with 30% weightage for internal evaluation and 70% for external evaluation
• CO assessment for practical papers is evaluated with 40% weightage for internal tests and 60% for external evaluation

Assessment of PO Attainment:

• Divided into Indirect and Direct Assessment.
• Direct evaluation evaluates each CO's contribution to PO attainment, holding 80% weightage.
• Indirect Assessment considers stakeholders' perspectives correlated with PO attainment, holding 20% weightage.

 Departmental Academic Committee (DAC):

• CO and PO attainment deliberated in DAC meetings.
• Discussions and brainstorming sessions aim to enhance and set targets for the forthcoming academic year.
• Appropriate corrective steps are taken if targets are not met.

This structured approach ensures a comprehensive assessment of COs and POs, fostering continuous improvement within the academic system.