Innovation TL

• The Institution has spacious architecturally designed Lecture Halls and Smart classes well lighted and ventilated.
• Lectures are done with the aid of Green Board and chalk to deliver the theoretical concepts.
• Classrooms are embedded with Smart TV/LCD projector screens / Overhead projectors for effective demonstration of concepts with Wi-fi connectivity thereby showing videos to the students at the time of lecture delivery and helps the Course Instructor to deliver interactive lectures and demonstrations.
• The Course Instructors raise questions to make the students interact and Students are allowed to ask questions to clarify their doubts.
• Ideas and concepts taught during lectures are reinforced in the minds of students with the aid of presentations, both videos as well as pictures.
• Previous year’s University exam questions are discussed in the classroom.Classroom teaching shall be monitored by senior faculty/HoD/Principal during the beginning of the semester and end of the semester.

Staff handling similar subjects are assigned as Content creators out of which one faculty from each department is assigned as a Course coordinator and as a Course Moderator for monitoring the content, and setting of question papers for CATs by properly verifying the course outcomes along with Bloom’s level of taxonomy. A snapshot of the e content posted in the Google classroom is shown in the figure below.

A Google Classroom is created for every section in the I, II, III, and IV years. All the staff members who are handling the subject are enrolled as teachers along with the Head of the Department, Dean(Academics), and Principal for efficient monitoring. The students of the corresponding class are given an invite by the class coordinator and it is ensured that the students as well as subject staff have joined the Google Classroom. The e-content created for the individual subjects is posted as materials for the students along with recent trends in the particular subject in the form of videos. They also upload course plans, eBooks, course materials, video lectures, question banks, etc. It helps the students to come prepared for the class. The tools in the Google Classroom facilitate online assessment of students, which can be used to measure the outcomes of each course. Quiz assignments are also posted for the students in the classroom and monitored regularly.

The exclusive AI-powered platform of Sairam Institutions, to evaluate the students’ higher-order thinking level, using three types of assessment methodologies, namely Subjective Assessment, Objective Assessment and Coding Assessments. These components will be evaluated for CO attainment as a direct assessment tool.The Institution is a wi-fi-enabled campus that provides an e-learning atmosphere for the faculty and students to discuss the objective assignments provided over Google forms and also through a dedicated ICT tool like SAIL App.

Sail Analytics

The details of SAIL Analytics are shown as

Quiz using Google classroom

The curriculum is framed with inputs and suggestions from various subject experts to provide experiential and participative learning. Student-centric learning is nurtured by providing an ICT-enabled campus and IP-enabled library facility which provides a platform for students to develop their contemporary skills and ethics to shape their behavior. Faculty employ teaching pedagogical techniques like Lectures with demonstrations in laboratories, models/charts animation, Industrial visits, Simulation-based training Collaborative learning and Brainstorming.

• The institution plans and executes for minimum one Industrial Visit for students in every semester in an academic year relating to the courses of the curriculum.
• Industrial Visit Coordinator develops contacts, collects the addresses from the industries and plans for the Industrial Visits and sends the e-mail/ letters, approved by the management requesting the industry concern to grant permission for the students and accompanying faculty.
• Industrial Visit Coordinator will follow up with the industry to confirm their acceptance for industrial visit and during the day of Visit, accompanying faculty members are provided with the Nominal roll number and names of the students for the Industry reference.
• On successful completion of the Industrial Visit, the students are asked to submit a report on the visit.

• State of art laboratories have been established for students to impart experiential learning through Theory to Practice Lectures.
• Live in Lab has been included in the curriculum with credits for the students to come up with an idea in the first year, develop it into a prototype in the second year followed by proof of concept, and finally a product.
• In addition, Vlabs, Mentimeter, Kahoot, webinars through Gmeet, Zoom networks, PPT, videos, audio systems, and online resources are also used. The students are exposed to digitally equipped seminar rooms.
• A full-fledged Digital Library with ample resources for learning and research activities is available for the faculty and learners. E-books and e-journals are shared with the students to enhance knowledge and skills in contemporary areas. Seminar and Conference rooms are digitally equipped where guest lectures, expert talks, and various competitions are regularly organized for students. Simulation-based learning is achieved through MATLAB, TEXAS software, CDAC Wingz, KEIL Microvision,
• Research centers like Clean Energy Research Center/ Biofuel Research Center, Material Research Centre, Functional Materials Research Lab, Sairam Incubation Center, AICTE idea Lab were established to train the students on emerging technologies. Field visits have been organized as an extension of theory beyond classroom teaching.

• Students are encouraged to find out the solutions for real-time problems by participating in International Conferences, case studies, Ideathon, Solveathon, Inspiration, hackathon, and field/industrial projects.
• Field visits and in-plant training have been organized to make the students learn the industry standards.
• Tutorial classes are conducted for analytical courses in which modern pedagogical tools like group tutorials, and collaborative learning are practiced by the students to improve their problem-solving ability.

Students are given exposure to the world of simulation by enhancing their skills through Skill enhancement programs and workshops. Hands-on sessions on IoT and Robotics were conducted for Second-year students along with Data Science using R programming. Second-year students were offered a one-credit course on R programming to equip themselves with the latest developments happening around the world.

For third-year and final-year students, workshops on the Design of Controllers for electrical and process control applications using MATLAB for enhancing their simulation knowledge in control systems by our faculty Dr.S.Durga Devi, Ms.K.Thirupura Sundari and Ms.B.Puviyarasi. The students were able to perform simulation analysis for a given system and methods to implement a fuzzy logic controller were also demonstrated.

One-week hands-on workshop was conducted for final years on Advanced Industrial Automation using PLC. They were also equipped with an awareness program to get themselves prepared for Technical recruitment.

To improve the communication skills of the students, Group tasks were assigned to them by participating in Group discussions and Case analysis. A student demonstrating a case and involvement of students in a group discussion are shown in the picture.

• The Institute in association with professional societies and chapters organizes various activities like symposia Hackathon, IEEE Xtreme programming competitions, Project expos, and Hands-on training for students to participate in and solve real-world problems.
• Institute in collaboration with IIT PALS, MHRD Institution Innovation Council, HCL Technologies, to promote creativity and critical thinking among students through active participation in webinars, project competitions, and residential training organized by them.
• Institute tie up with foreign universities like UTP Malaysia and the University of Saskatchewan for research internship and attachment programs that equip them to excel in global competitions.

Workshop and guest lectures introduce new concepts, spurring participants to investigate it further on their own, or demonstrate and encourage the practice of actual methods. It’s a great way to teach hands-on skills because it offers participants a chance to try out new methods and fail in a safe situation.The list of workshop and guest lectures organised has been shown in the table which is as follows.

Co-curricular and extracurricular activities are conducted to motivate the students and to improve their problem-solving capabilities, leadership abilities, multi-disciplinary skills, teamwork and create awareness of professional ethics and critical reasoning abilities. These activities include Webinars, Aptitude Training, Social Awareness & Community Development Programs, Entrepreneurship Development Programs, Critical Thinking, etc.

Case Studies in Teaching Process
As part of the Process Control curriculum in the V Semester, students study the topic “Boiler Drum Level Control” in Unit 5. Since theoretical knowledge alone may not be sufficient to understand real-world applications, an industrial visit to Arasu Cement Factory, Ariyalur, was organized. This visit provided students with practical exposure to process control techniques used in large-scale industrial operations.

Objective of the Case Study

• To understand the role of boiler drum level control in cement manufacturing.
• To observe the real-time control mechanisms implemented in an industrial boiler system.
• To analyze the interaction between process variables, such as steam pressure, feedwater flow, and drum level.
• To study the automation and control strategies used for efficient boiler operation.

During the visit, students observed the boiler drum level control system in action. The key takeaways included:
1. Boiler Function in Cement Industry: The boiler is used to generate steam, which is essential for various heating and processing applications in cement production.
2. Drum Level Control Mechanism: The Three-Element Control System was explained, where:

• First element: Measures drum water level.
• Second element: Monitors steam flow rate.
• Third element: Adjusts feedwater flow rate.

3. Importance of Level Control: Maintaining the correct water level is crucial to avoid boiler damage, steam quality issues, and operational inefficiencies.
4. Automation & Instrumentation: The factory uses PID controllers and Distributed Control Systems (DCS) to maintain optimal boiler drum levels.

Analysis & Learning Outcomes

• The visit helped students bridge the gap between theory and practical application.
• By observing real-time control loops, students understood how disturbances (e.g., load fluctuations) are handled in an industrial setting.
• Exposure to automation and SCADA-based monitoring systems provided insight into modern process control techniques.
• Students learned about safety protocols followed in industrial boiler operations.

The industrial visit to Arasu Cement Factory significantly enhanced students’ understanding of Boiler Drum Level Control in a real-world scenario. By analyzing a live case study, students gained hands-on knowledge of process automation, control strategies, and the importance of precise level regulation in large-scale industries. This experience will be valuable for their VI Semester Process Control Lab and future careers in process industries.

The use of case studies and real-life examples in teaching refers to an educational approach where instructors incorporate real-world scenarios, problems, and experiences into their lessons. This method helps students understand theoretical concepts by applying them to practical situations.Real-life examples make learning more engaging and relatable, helping students see how concepts work outside the classroom.

In the III Year V Semester Process Control course, the topic “Interacting System” is covered in theory but is not included in the practical sessions of the V Semester. However, since the Process Control Lab is available only in the VI Semester, Dr. K. Anbumani has taken an innovative approach to bridge this gap by introducing real-life examples in a lab environment. To enhance students’ understanding, the faculty brought students to the Process Control Lab, where they could observe and analyze real-time process interactions. By demonstrating actual control loops, fluid flow systems, and industrial controllers, students were able to connect theoretical concepts with practical applications. This method not only improved students’ conceptual clarity but also provided early exposure to hands-on learning, preparing them for the VI Semester Lab. The integration of real-life examples in a lab setting helped students develop a deeper understanding of process dynamics, system behavior, and practical problem-solving skills, making the learning process more engaging and effective.

In today’s fast-paced technological world, platforms like SWAYAM, NPTEL, and MOOCs play a crucial role in enhancing the learning experience of engineering students. These online learning resources provide high-quality educational content from top institutions, allowing students to access courses on advanced topics beyond their regular curriculum. NPTEL (National Programme on Technology Enhanced Learning), a collaboration among India’s premier institutes like IITs and IISc, offers specialized engineering courses. SWAYAM is a government initiative that provides free online courses with certification opportunities. MOOCs (Massive Open Online Courses), offered by platforms like Coursera, edX, and Udemy, allow students to learn from global experts at their own pace. Additionally, self-learning through these platforms fosters independent thinking, problem-solving skills, and adaptability—qualities essential for engineers. By leveraging these resources, students can stay ahead in their careers, gain industry-relevant knowledge, and improve their employability.

List of NPTEL Courses taken by our students during the year 2023-2024

List of MOOC Courses taken by our students during the year 2023-2024

Skillrack Module
Students are continuously encouraged and monitored in enhancing their C, C++, JAVA, and Python programming skills through the SKILLRACK platform. Students can improve their programming techniques by solving the questions given in the virtual platform. Quantitative aptitude problems, and logical reasoning problems can also be solved apart from daily tests, and weekly tests scheduled.

The students and faculty are encouraged to self-learning activities by enrolling in courses in reputed online platforms. The registration and participation of students in MOOC Courses like NPTEL, Coursera, and GUVI are evidence of their self-learning capabilities. These courses enable them to enrich their subject knowledge, give exposure to recent technological advancements and also serve as a platform to strengthen their interdisciplinary skills. It is also considered as a key for lifelong learning . Provision is provided in the autonomous curriculum for the students to complete an online course from NPTEL-Swayam. The number of courses completed by the department faculty and students is illustrated in the table.

Self learning courses completed by our students