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  • Mentoring System

The Mechanical Engineering department has established a strong student mentoring system as a cornerstone of our commitment to comprehensive student support. Each faculty member of the department is assigned a group of 20-25 students for mentoring, with faculty members designated as faculty advisors. This allocation ensures a favourable mentor-to-student ratio, allowing for personalized attention. Advisors engage with their assigned students weekly, following pre-specified timeslots in the timetable, with additional meetings scheduled after mid-term and university examinations. Dedicated class hours are allocated for mentoring sessions, facilitating structured mentor-student interaction. Advisors play a crucial role in monitoring student attendance, addressing issues promptly, and encouraging active participation in academic and extracurricular activities. They provide regular feedback on student performance, documenting it in proctor forms shared with parents. Parent-teacher interactions occur twice annually to report student progress, with a student login portal on the institution's website providing access to attendance and examination results. Regular meetings between the HoD, and faculty advisors ensure ongoing review and improvement of the mentoring system. Through prioritizing mentorship and fostering a culture of care and accountability, our department is dedicated to nurture well-rounded graduates poised for success in their chosen fields.

  • Teaching Pedagogy

Teaching pedagogy in Mechanical Engineering combines theoretical knowledge with hands-on experience, fostering a holistic understanding of fundamental principles and practical applications. Bishop Jerome Institute promotes student-centric teaching and learning methods to increase the grasping and learning levels of the students. Emphasis is on going beyond the traditional Chalk & Talk methods to maximize teaching effectiveness in the fast-changing technologies in Engineering. The College annually conducts a workshop or faculty development program on Teaching Methodologies to equip teachers with innovative and ICT-based teaching methods. BJI follows Outcome-Based Education as described in the University Curriculum, a student-centric teaching and learning methodology in which the course delivery and assessment are planned to achieve the objectives and outcomes. The curriculum offers various mandatory learning courses, extra-academic activities, co-academic activities, employability enhancement courses, industry-oriented courses, core and interdisciplinary electives, and engineering courses. These courses are framed so that the students can meet the industry's expectations and work in interdisciplinary areas. Emphasis is placed on problem-solving skills, critical thinking, and creativity, equipping students to tackle real-world engineering challenges. Additionally, integrating modern technologies such as simulation software, computer-controlled machines, and digital modelling tools enriches the learning experience, preparing students for the evolving demands of the field. We aim to cultivate a passion for lifelong learning and innovation among future Mechanical Engineers through a student-centred approach and continuous assessment.

  • Self-Learning

The Mechanical Engineering department focus on fostering self-learning among students entails a fundamental shift towards active engagement and personal accountability in the learning process. The faculty members serve as facilitators, guiding students to take ownership of their educational journey. We are promoting critical thinking, inquiry-based learning, reflection, personalized learning paths, leveraging technology, and employing feedback and assessment mechanisms that prioritize learning over grades. Students are encouraged to analyze information critically, explore topics of interest through inquiry and experimentation, and reflect on their learning experiences to identify areas for growth. We cultivate intrinsic motivation and engagement by tailoring learning experiences to individual preferences and strengths. Technology is utilized to provide access to diverse resources and interactive tools, empowering students to learn at their own pace and style. Continuous feedback loops, including peer evaluation and self-assessment, enable students to monitor their progress and adjust their learning strategies accordingly. Through this student-centred approach, we aim to nurture independent thinkers, problem solvers, and lifelong learners capable of thriving in dynamic academic and professional environments.

  • Slow/Fast learners

In our institute, we are committed to implement teaching strategies that cater to the diverse learning needs of our students, whether they are slow or fast learners. We recognize the importance of providing additional support, repetition, and simplified explanations for slow learners to grasp concepts effectively. Similarly, for fast learners, we offer challenging material, independent projects, and opportunities for deeper exploration to stimulate their intellectual curiosity and growth. Our approach emphasizes personalized attention, varied learning activities, and a supportive atmosphere to ensure that every student has the opportunity to succeed and excel academically.

  • Flipped Mode of Teaching

The Mechanical Engineering Department at our institution employs a flipped mode of teaching to enhance the learning experience for our students. In this innovative approach, traditional classroom lectures are supplemented by interactive online materials, such as pre-recorded video lectures, readings, and multimedia resources, which students engage with before coming to class. This allows them to familiarize themselves with the content at their own pace and frees up valuable class time for active learning activities, such as discussions, problem-solving sessions, and hands-on exercises. Through the flipped classroom model, students have the opportunity to take control of their learning, deepen their understanding of concepts through self-paced study, and actively apply their knowledge in collaborative and practical settings. The role of the instructor shifts from lecturer to facilitator, guiding and supporting students as they engage in meaningful interactions and problem-solving activities during class sessions. This approach promotes deeper engagement, critical thinking, and retention of course material, ultimately preparing students to succeed in their academic and professional endeavors.