1. Developer Student Club (DSC): Department of CSE & IT is proud to be associated with Developer Student Clubs (DSC) with the selection of DSC lead from IIST. The DSC will conduct in-house training activities for the students to enable them to develop solutions for the local businesses.

2. Coding Club: Objectives of Coding Club: Exposure to SDLC and latest Programming Languages & technologies through Industry Experts, Encourage Coding culture through Bootcamps and training sessions, Motivate students to participate in competitive coding through platforms like Kaggle, HackerRank, etc. , Promote the use of skill rack platform for self-learning and practice and Create in-house development teams that can attract consultancy.
   

3. Professional Student Chapter: ACM
   Our students have a variety of opportunities to gain hands-on experience and develop their leadership skills. They work on research with professors, study abroad around the world, pursue internships at leading companies, mentor their peers, and teach younger students about computer science. The student-run chapter of the national Association for Computing Machinery (ACM) provides social, academic, and career support.  

4. ISTE Students Chapter:
   
   Providing quality training programmes to teachers and administrators of technical institutions to update their knowledge and skills in their fields of activity. To assist and contribute in the production and development of top quality professional engineers and technicians needed by the industry and other organizations. Providing guidance and training to students to develop better learning skills and personality

5. Swayam Students Chapter:
   SWAYAM is an initiative by Ministry of Human Resource Development, Government of India. World’s largest SWAYAM MOOCs (Massive Open Online Courses), a new paradigm of education for anyone, anywhere, anytime, as per your convenience, aimed to provide digital education free of cost and to facilitate hosting of all the interactive courses prepared by the best more than 1000 specially chosen faculty and teachers in the country. SWAYAM MOOCs enhances active learning for improving lifelong learning skills by providing easy access to global resources.

Value Proposition Fit” & “Business Fit

AIML department organized Online Session on “Value Proposition Fit” & “Business Fit” for CSE and allied branch students. The Training has been taken by Dr. Satya Vardhan Tiwari. He motivated students to believe in their own potential to reach their destination.   This lecture was very beneficial for students looking towards the industry point of view and to make decision about their career prospect in marketing and startups.

World Entrepreneurship Day

An Expert Lecture on Entrepreneurship was organized on World Entrepreneurship Day. Resource person for the same was Mr. Sameer Sharma. In his address; he delves into the key principles and practices essential for aspiring entrepreneurs. He emphasizes the importance of innovation, resilience, and adaptability in the dynamic landscape of business. Expert highlights the significance of identifying market opportunities, creating value for customers, and building a strong brand presence. Throughout the lecture, he shared insights from his own entrepreneurial journey, illustrating the challenges and triumphs he encountered along the way. Moreover, he emphasizes the significance of effective communication and networking skills in building meaningful relationships with stakeholders, investors, and customers.

Evolution of coding through Algorithm

Training on “ALGOLUTION: Evolution of coding through Algorithm” for 45 hours was conducted for second year students. The trainer for the same was Mr. Ankush Saklecha. He gave training on ‘Evolution of coding through Algorithm using C language’ from scratch and he explained various concepts related with Data Structure and Algorithm. The main purpose of this training was to enable students to get detailed insights of logical problems of DSA with hands-on.

Expert lecture on Cyber Security Awareness

An expert session on Cyber Security Awareness was organized for the students of second year. Speaker for the session was Mr. Rajesh Dandotiya, Additional Deputy Commissioner of Police Crime Branch, Indore. Session was taken in a way to help participants learn the basics of cyber security. During the session, Mr. Dhandotiya guided students through a different real case which was encountered in different parts of India. Main objective to organize this session was to make students aware about various types of cyber attacks and to guide them to be take preventive measures so that students do not get trapped in any type of cyber crime.

How to Crack Google

Expert lecture was organized for the students of IV year on “How to Crack Google”. Resource person for the same was Mr. Mahendra Chouhan (Software Engineer and Full Stack Developer, Google). The lecture began with an exploration of Google’s corporate culture and values. Emphasis was placed on the importance of aligning personal values with those of Google, highlighting innovation, inclusivity, and ethical business practices. Detailed discussions were held on the technical skills expected by Google, including proficiency in programming languages, data structures, algorithms, and system design. Additionally, soft skills such as teamwork, communication, and problem-solving were underscored as crucial. The lecture concluded with a discussion on career growth opportunities at Google, emphasizing continuous learning, adaptability to change, and taking initiative in one’s professional development. The expert lecture on “How to Crack Google” successfully equipped participants with the knowledge and strategies needed to navigate Google’s competitive hiring process. By focusing on both technical proficiency and personal development, attendees gained valuable insights into positioning themselves as strong candidates for roles at Google.

 How to Crack Google for III Year Students

Expert lecture was organized for the students of III year on “How to Crack Google”. Resource person for the same was Mr. Mahendra Chouhan (Software Engineer and Full Stack Developer, Google). The session aimed to equip participants with essential strategies, skills, and insights necessary to pursue career opportunities at Google, one of the world’s leading technology companies. The primary objectives of the session were to provide an overview of Google’s company culture, values, and expectations from candidates; to offer insights into the recruitment process at Google, including resume preparation, interview techniques, and assessment criteria; to equip participants with technical and non-technical skills required to succeed in Google’s competitive hiring environment; to share tips and strategies from successful Google employees and industry experts. By the end of the session, participants gained a clear understanding of Google’s recruitment process and what it takes to stand out as a candidate.

FDP

FDP on research methodology was organized for faculties of IIST. Resource person for the same were Mr. Rakesh Soni, Dr. Shweta Agrwal, Dr. Richa Gupta, Dr. Puneet Duggal, Dr. Veena Dadhwani. The FDP aimed to equip participants with essential skills, knowledge, and techniques required to conduct high-quality research across various disciplines. The primary objectives of the FDP were to familiarize participants with the fundamentals of research methodology and its significance in academic and professional contexts; to provide an overview of different research paradigms, methods, and approaches; to enhance participant’s understanding of research design, sampling techniques, data collection methods, and analysis procedures; to discuss ethical considerations in research and principles of academic integrity and to empower participants to apply research methodology effectively in their respective fields of expertise.

Full Stack Development and Data Science

An expert lecture on Full Stack Development and Data Science was organized on the occasion of Engineers Day. The resource person for the same was Mr. Goutham Dalai. He discussed full stack development and various related concepts of data science from scratch. He also explained many important concepts of data mining with decision-making, data storage, and revenue generation and explained how it is helpful for organizations to maintain complex data processing systems. 

Full Stack Web Development

The training on Full Stack was organized for the students of third year. Resource person for the same was Mr. Pankaj Wadhwani. He gave training on ‘HTML, JavaScript JSP, Servlets and JDBC for Beginners: Build a Database App’ from scratch and he explains so many important concepts of MVC model, DAO, Java Bean classes etc. The main purpose of this training was to enable students to get detailed insights of full stack web development with hands-on to some basic database application.

IIST visited IIT, Indore

Students from IIST visited IIT, Indore for an expert lecture on  “From Technology to Startup” on September 22, 2023 (02:00-03:30 PM) organized by IIT Indore & IITI DRISHTI CPS Foundation under public lecture series. The key speaker was Mr. Rafiq Somani, Area Vice President, India, and South Pacific, ANSYS Inc, Pune and Member, BoD, & IITI DRISHTI CPS Foundation. The speaker emphasized the benefits of the start-up program and the potential for Indian engineering start-ups. Talking about disruptive innovation ideas, he explained how Ansys’ simulation software empowers start-ups to enhance product design and development for quicker time-to-market. All is done in the virtual fashion. Giving various examples of Indian startups like Praan-Air purification technology, IIT Kanpur’s Ventilator project etc, he shared the success stories and principals to initiate startups. He very interestingly discussed the reasons why start-ups fail and shared the principal of ASSURED innovation for assured success.

KAPILA

An awareness talk on KAPILA was organized for B.Tech CSE II year students. It has been delivered by Prof. Rakesh Verma. Expert has discussed about intellectual property in worldwide and India as well as presented statistics on patents and other IPs. Funding agencies and  guidelines were also shared with the students. In addition to this, a funding scheme for patent offered by ministry of education in banner of KAPILA were also discussed and shared benefits of KAPILA for patents candidates.

Pre Kavach Hackathon

The Pre Kavach Hackathon of IIST was conducted on 1 April 2023. On 27 March a brief about the Pre Kavach Hackathon was given.  Briefing was given in offline mode and Pre Kavach was online. There were idea presentations from 28 teams. The idea-cum-team selection was conducted by a panel of 3 Judges during the Internal Hackathon and the judgment was solely based on the Ideas [that were presented by prospective team in prescribed format. It was suggested that student teams should invest sufficient time in conceptualization of the solution to the stated problem statements  and create the idea document for submission. Team registrations started from 24 March to 31 March 2023. Evaluation parameters were Relevance of Problem and Solution, Feasibility of Solution and Sustainability. Total 28 Teams participated.

Female students of IIST visited IIT Indore for the launch of a women-oriented pre-incubation Shakti 1.0.

Technical Poster Making Competition

Technical Poster Making Competition was organized for the students of second year on Engineer’s Day. Students presented their innovative skills by developing posters by using the software tools like MS-Word, MS-PowerPoint, Canva, etc.

Winners for the same are :

1. Debottama Bardhan – 1st Prize
2. Priyanka Nimbulkar, Priyal Jain & Kavya – 2nd Prize
3. Prakhar Kanungo, Rohan Bhadang & Harsh Chouhan – 3rd Prize

Training on Core Java Skill

45 Hours training was organized for the students of II year. Resource person for the same was Mr. Pankaj Wadhwani.  He gave training on Java Technology from scratch and he explained so many important concepts in programming . The technology is very demanding and has a great potential to accelerate the career of students. The main purpose of this training was to enable students to get detailed insights of Java Programming with hands-on sessions. This Training was very beneficial for students looking towards the industry point of view and to make decisions about their career prospects in Java product development.

The department faculties adopt a dynamic and forward-thinking approach to teaching and learning that goes beyond traditional methods. Emphasizing student-centric and inquiry-based pedagogies, our initiatives are closely aligned with the institutional vision under the Samagra Samutkarsh Yojana (SSY) along with our Academic Standard Operating Procedures (SOPs). These efforts aim to promote innovation, entrepreneurship, and holistic development through real-world problem solving and technology-enabled teaching.

The department actively tries to integrate the above shown dimensional framework of the Samagra Samutkarsh Yojana (SSY) into its academic and co-curricular ecosystem. Key pillars such as Academic Excellence, Project Based Learning, Innovation & Research, Technology-Driven Governance, and Holistic Development are implemented through dynamic teaching methods, student-led initiatives, and industry interface.

• ACADEMIC EXCELLENCE
  1. Pedagogical initiatives
  2. Experiential Learning
  3. Participative Learning
  4. Innovative Assignments
  5. Research & Innovation
  6. Use of ICT Tools
• COLLABORATION WITH INDUSTRIES
• RECOGNITION TO MERIT
• KNOW THYSELF & THYSELF WILLING TO EVOLVE
• OTHERS ( Holistic Development, Connect with Nature, Social Responsibilities, Emphasis on communication, Discipline as a foundation of character building)

• ACADEMIC EXCELLENCE

1. Pedagogical initiatives:

• Real Time Coding Exposure:

Integrated live coding sessions in programming subjects such as Python, Java, and Data Structures using platforms like Visual Studio Code, and online IDEs. Students solved problems in real-time under faculty guidance.

Impact: Enhanced debugging skills, real-time problem-solving ability, increased engagement, and better preparedness for technical interviews.

• Collaborative problem-solving

Implemented group-based problem-solving sessions in subjects like Data Structures, Algorithms, and DBMS. Students were divided into small teams to solve coding or logic problems together

Impact: Improved teamwork, peer learning, logical reasoning, and communication. Helped students approach problems from multiple perspectives and boosted performance in group projects and interviews

• Flipped classroom models

Faculty shared video lectures and reading materials for subjects like Operating Systems, OOPs, and DBMS before the scheduled class. Classroom time was then used for interactive discussions, case studies, hands-on coding, and quizzes.

Impact: Enhanced debugging skills, real-time problem-solving ability, increased engagement, and better preparedness for technical interviews

• Project-Based Learning (PBL)

PBL has been systematically implemented to foster teamwork, innovation, and practical problem-solving. Students are encouraged to work in groups to solve socially relevant or industry-defined challenges, guided by faculty mentors. This supports experiential learning, critical thinking, and the development of technical and soft skills.

Impact: Enhances technical depth, innovation, teamwork, and real-world application of knowledge.

• Hands on Exposure

Teaching method where learners actively engage in practical activities, not just theory. Students learn more effectively by doing.

Hands-on SIG A Hands-On SIG is a focused learning or working group where participants actively engage in practical work—like coding, building hardware, experimenting, or prototyping—around a shared interest or topic

Impact: The outcome for students using hands -on teaching and online coding includes improved coding and problem-solving skills, better understanding of theoretical concepts through practice, and enhanced readiness for technical interviews and campus placements.

• Technical competitions: coding Contests, hackathon

Faculty organized and mentored students for internal and external coding contests (e.g., Hacker rank, Skill Rack, CodeChef, LeetCode) and hackathons. Events included 24-hour coding marathons, mini-hackathons, and thematic innovation challenges

Impact: Improved coding efficiency, creativity, time-bound problem solving, teamwork, and exposure to real-world problem-solving environments. Increased placement success and innovation mindset.

• Expert talks

Organized expert sessions by industry professionals, startup founders, and researchers on emerging topics, Cybersecurity, Cloud, Startups etc. These talks were aligned with the course content and upcoming industry trends.

Impact: Bridged the gap between theory and real-world applications. Enhanced student awareness of industry expectations, career paths, and latest technologies. Inspired innovation and entrepreneurship.

2. Experiential Learning :

• Practical lab sessions with Real-World Context

Redesigned lab sessions in courses like DBMS, OS, CN, and AI to include real-world case studies and scenarios. Used advanced tools like MySQL Workbench, Cisco Packet Tracer, Jupyter Notebook, to simulate industrial environments.

 DBMS – Normalization with real e-commerce data

  OS – Process scheduling simulations

  CN – Packet tracing and protocol analysis

Impact: Strengthened hands-on skills, improved application-based understanding, increased confidence in tool usage, and improved performance in internships and job assessments.

• Internships

Internship readiness sessions on resume building, GitHub profiles, and interview skills.

Internships conducted during summer/winter breaks and final year with faculty as academic mentor.

Impact: Provided industry exposure, practical knowledge, and improved employability. Helped students build professional networks and better understand industry requirements and expectations.

• Industrial Visit

Under the initiative, the department organizes regular industrial visits (e.g., to IIT Indore) and tours to expose students to real-time technologies and work environments.

Impact: Builds awareness of industry trends, tools, and applications; enhances career readiness.

• Skill Improvement Groups (SIGs)

CSE Department conducts Skill Improvement Groups (SIGs) led by experienced faculty and industry experts to bridge the gap between academic learning and industry needs. Through specialized training and certification programs, students gain practical exposure to emerging technologies and current industry trends in areas like Blockchain, Data Analytics, Cloud Computing, AI, IoT, and more. These programs equip students with the skills and certifications needed to become industry-ready professionals.

Impact: Each SIG is aimed at enhancing the employability quotient of students while strengthening their core technical and analytical skills

• Hands-on SIG

A Hands-On SIG is a focused learning or working group where participants actively engage in practical work—like coding, building hardware, experimenting, or prototyping—around a shared interest or topic

Impact: Hands On Training helps students to implement the knowledge with trainer

 

• Value-added and certificate courses

Beyond curriculum, encouraging for certification for courses like AWS, CISCO etc.

Impact: Enhanced technical competency beyond the curriculum. Boosted skill development, employability, and readiness for certifications and placements.

• MOOCs

Faculty encouraged students to enroll in MOOCs offered by NPTEL, Coursera, edX, and Udemy. Selected MOOCs were aligned with curriculum and industry trends. Credits or marks were awarded for successful completion. Faculty also completed FDPs to stay updated with emerging technologies.

Impact: Improved self-learning, exposure to global teaching resources, certification in advanced topics, and enhanced placement opportunities.

• Virtual lab

Department holds a valid license for Virtual Labs, enabling students and faculty to access a comprehensive suite of remote laboratory experiment

Impact: Enabled students to perform experiments remotely, visualize abstract concepts, and gain hands-on experience regardless of location or device limitations. Improved practical understanding and continuity of lab learning during disruptions

3. Participative Learning

• Technical Presentations

Faculty introduced student-led technical presentations as part of internal assessments and course delivery. Students were assigned recent topics or research papers in emerging areas (e.g., Blockchain, AI, DevOps) and presented their findings to the class. Peer and faculty feedback was provided.

Impact: Improved research, communication, and public speaking skills. Fostered critical thinking, confidence, and familiarity with emerging technologies. Encouraged active participation and peer learning.

• Coding Competitions

Faculty organized regular intra-department and inter-college coding competitions such as “CodeQuest”, “Code Sprint”, and weekly programming challenges using platforms like HackerRank, CodeChef, and LeetCode. Students also received training and mentoring before contests.

• Mock Interviews

Faculty conducted structured mock technical and HR interviews for final- and pre-final-year students. Sessions simulated campus recruitment processes, including aptitude tests, technical rounds, and HR discussions. Feedback was given individually to improve performance.

• Impact: Boosted students’ confidence, communication, and interview preparedness. Helped identify areas of improvement, align resumes with job roles, and improve placement success rate.
  • Technical Workshop/Training

  Faculty organized hands-on technical workshops on trending technologies. These workshops included expert sessions, real-time demonstrations, and guided project building.

• Impact: Enhanced technical skills, hands-on learning, and industry exposure. Helped students build projects.
  • Innovative Assignments

  Innovative activities ensure continuous academic evaluation through, innovative assignments like role plays and case studies, and interactive activities such as group discussions and demonstrations. In labs, regular quizzes, viva sessions, and presentations reinforce practical skills. These methods promote active learning and simulate external exams, helping students build confidence and real-world readiness.

  Roleplay activity in class

• Impact: Enables early intervention, reinforces knowledge retention, and promotes creative, skill-based learning.5. Research & innovation
• • Internal Hackathon

  An internal hackathon for students is a focused, time-limited event held within a college where students team up to brainstorm, design, and build projects—often tech-related like apps, websites, or hardware prototypes. It encourages creativity, teamwork, and practical problem solving 24 Hours Internal Hackathon  which is exclusively organised for IIST students.

  In 2023 there were total 52 teams and 180 participants

  In 2024 there were 143 teams and 524 Participants

  In year 2025 there were 226 teams and 1049 Participants.

• Outcome An internal hackathon for Smart India Hackathon helps students develop problem-solving skills, teamwork, and innovative prototypes aligned with real-world challenges. It boosts their confidence, prepares them for the national event, and identifies top talent for further mentorship.
  • Participation in National Level Hackathon

  From the last three years, the triumph at Smart India Hackathon 2022, 2023, 2024 Victory at “S&T” Hackathon held at IIT

  Guwahati  commitment to holistic development of students through Samagra Samutkarsha Yojana

  nurturing a culture of innovation, excellence, and societal contribution.

  The Smart India Hackathon (SIH) is a premier annual event organized by the Ministry of Education and AICTE in collaboration with government departments, PSUs, and industries.

   

  In 2022, six teams from our college were selected to participate in the Smart India Hackathon, and two of them emerged as winners.

  In 2023, eight teams from our college qualified for the Smart India Hackathon, with three of them emerging as winners.

  In 2024, two teams from our college were selected to participate in the Smart India Hackathon.

  In 2024, one team from our college were selected to participate in the Viksit Bharat Hackathon held at IIT Guwahati.

• • Internal Students Research Conference

  Research helps students apply theory to real-world problems, encouraging innovation and independent learning. To support this, we organize internal student conferences and include research papers in minor and major project submissions.

  In October 2024, our department successfully conducted an Internal Student Conference, providing a platform for students to showcase their research and innovative ideas. A total of 17 research papers were presented by students across various emerging topics in their respective domains. This initiative encouraged scholarly engagement, enhanced research skills, and promoted a culture of academic inquiry among students.

• • Outcome: Research publications by students promote a culture of inquiry, enhance critical thinking, and contribute to academic and professional growth.
    • Ideathon

    Faculty organized “Ideathon” events where students proposed tech-based solutions to real-world problems. Themes included smart cities, education, healthcare, and environment. Students worked in teams and pitched their innovative ideas in front of expert panels

• • Outcome: Promoted creativity, problem-solving, and critical thinking. Enhanced communication, innovation mindset, and entrepreneurship skills. Provided exposure to design thinking and real-world challenges.
    • Beyond Curriculum

    The active involvement of NPTEL Course Mentors has a direct positive impact on students’ learning outcomes. Faculty members who act as mentors can join the same NPTEL courses they are guiding students through. By attending classes, submitting assignments, and writing the final exam, mentors can earn an official NPTEL certificate.when mentors learn and grow, students benefit directly through better support, more confidence, and higher chances of success in NPTEL courses.

• • • Student Academic Support and Mentoring System

    Our institution is committed to the holistic development and academic success of all students through a structured and inclusive Student Support and Mentoring System. This system addresses the diverse learning needs of students by offering targeted interventions, personal guidance, and career preparation support.

    One-to-One Faculty Mentoring for academic and personal guidance.

    Remedial Classes for weak students to improve subject understanding.

    GATE/Competitive Exam Coaching for interested and high-performing students.

    WhatsApp-Based Communication with students and parents for regular updates and mentoring.

Outcome: The Student Support and Mentoring System fosters academic improvement, personal growth, and career readiness through personalized guidance and inclusive interventions.

6. Use of ICT Tools

Faculty utilize projectors and smart boards in classrooms and labs to enable innovative teaching methods. Our department offers a variety of dedicated labs where students gain hands-on experience in various subjects like Web Engineering, DBMS, Linux/Unix, Java, Android, Python, .NET, and more. Faculty enhance teaching by integrating technologies that support engaging, student-centered learning.

Smart Boards: Enable interactive lectures with real-time annotations and multimedia content.

Learning Management Systems (LMS): Manage courses, assignments, and communication in a structured online environment.

Projectors and Visualizers: Display visual content clearly to enhance understanding and engagement

Online Assessment Tools: Facilitate quick quizzes and real-time feedback to monitor student learning.

Cloud Storage and Collaboration Tools: Allow easy sharing and collaborative editing of educational materials.

Video Conferencing Tools: Support live virtual classes and remote collaboration beyond the classroom.

Virtual Labs: Our department holds a valid license for Virtual Labs, enabling students and faculty to access a comprehensive suite of remote laboratory experiments across multiple discipline

• COLLABORATION WITH INDUSTRIES

1. ACM Chapter Department of Computer Science & Engineering has an active ACM (Association for Computing Machinery) student chapter that promotes learning, innovation, and professional development in computing and technology. It provides a great platform for students to collaborate, learn, and stay updated with the latest trends in computer science.

MOUs Our institution has signed multiple MoUs with leading academic platforms, industries, and innovation hubs to enhance student learning and industry readiness. Key collaborations include Virtual Labs (IIT Delhi), AWS, Cisco, NPTEL, Coursera. These provide access to hands-on training, certifications, internships, and global learning resources.

We also collaborate with platforms like SkillRack, CodeChef, and Geeks for Geeks to build technical and coding skills.These collaborations ensure our students graduate as industry-ready, technically skilled, and well-rounded professionals.

• RECOGNITION TO MERIT

As part of our “Recognition to Merit” initiative, we implemented a merit-based fee structure to support and encourage academic excellence. Meritorious students are acknowledged through awards, scholarships, and certificates. Additionally, students excelling in research or demonstrating exceptional achievements in various fields are honored with prizes and special recognition. This approach fosters a culture of motivation and excellence across the department.

• Outcome: This will foster a culture of academic excellence by motivating students through merit-based recognition and rewards.
  • KNOW THYSELF & THYSELF WILLING TO EVOLVE

  Institute strongly believes in nurturing the inner self through our “Know Thyself & Thyself Willing to Evolve” initiative. To support this, we offer meditation, mindfulness, and yoga sessions that help students build self-awareness, reduce stress, and improve mental clarity. Our management prioritizes students’ mental and physical well-being, recognizing its importance for academic success and overall happiness. These practices create a supportive environment where students can manage challenges, stay focused, and develop resilience and emotional balance.

• OTHERS ( Holistic Development, Connect with Nature, Social Responsibilities, Emphasis on communication, Discipline as a foundation of character building)

To foster a well-rounded educational environment that goes beyond academic instruction, our department has integrated several innovative strategies into the teaching and learning process. These include student participation in various clubs as per their interests for which we have a wide range of student-driven clubs that foster innovation, creativity, leadership, and holistic development. These include the Lexicon Club (Communication), Cultural Club, Sports Club, Photography Club, Film Making Club, Art Club, Trekker Club, Green Wave Club, Samagra Club, Poetry Club, Charitable Club, AI Club, IPR Cell, and EDC Cell. Together, these clubs actively engage students through expert talks, webinars, workshops, and hands-on activities, encouraging personal growth and collaborative learning beyond the classroom.

Holistic Development
We focus on the all-round growth of students, blending academics with yoga, meditation, soft skills, and personal development to enhance focus, manage stress, and support long-term success.

Connecting with Nature
Nature-based activities like field visits and eco-clubs foster curiosity, creativity, and reduce anxiety, boosting academic engagement and performance.

Social Responsibility
Through community service, NSS, and environmental programs, students develop empathy, teamwork, and ethical decision-making, gaining real-world skills and broadened perspectives.

Emphasis on Communication
Personality Development Programs from the first year build communication skills via discussions, presentations, and mock interviews, preparing students for professional environments.

Discipline as Foundation
Structured schedules and a strong code of conduct promote integrity, time management, and consistency, leading to better academic performance and responsibility.

Teaching – Learning Processes

Describe Processes followed to improve quality of Teaching & Learning

The Teaching and Learning process is given foremost importance in the department.
To enhance the quality of teaching and learning, a structured academic process is followed. The following systematic steps are undertaken to ensure effective planning, delivery, and evaluation, in alignment with the curriculum prescribed by Rajiv Gandhi Proudyogiki Vishwavidyalaya (RGPV) and the reforms recommended by AICTE.

Step I : University Academic Calendar and Departmental Planning

At the beginning of each academic session, the department receives the official curriculum structure and academic calendar from RGPV, Bhopal. This calendar specifies the semester duration, examination schedules, internal assessment timelines, holidays, and other key dates. It serves as the basis for academic planning at both the institute and department levels. The department carefully reviews the curriculum and identifies areas that may require additional inputs or enrichment to ensure better alignment with the intended Program Outcomes (POs) and Program Specific Outcomes (PSOs).

Step II : Formulation of Institute Academic Calendar and Committee Structuring

Based on the RGPV academic calendar, the institute prepares its own detailed academic calendar, which includes schedules for internal assessments, workshops, and various co-curricular activities. To effectively implement the academic plan, statutory and functional committees—such as the Internal Quality Assurance Cell (IQAC), Anti-Ragging Cell, Industry-Academia Cell, and Grievance Redressal Cell—are constituted or restructured at the beginning of each semester. These committees play a vital role in upholding academic discipline, monitoring quality standards, and fostering continuous improvement within the department.

Step III: Departmental Planning – Activity Calendar and Faculty Preferences

The CSE Department prepares a comprehensive departmental academic activity calendar that aligns with the institute-level academic calendar. The Department’s Program Assessment Committee (PAC), in coordination with the Head of the Department (HoD), works collaboratively to ensure the smooth execution of departmental activities. This calendar includes department-specific initiatives such as expert lectures, technical seminars, industrial visits, workshops, and training programs aimed at enriching students’ academic and professional development.

Faculty members are invited to submit their subject preferences based on their areas of expertise and teaching experience, ensuring optimal course allocation and quality delivery. Subject allotment is done well in advance to enable faculty members to prepare detailed lesson plans and lecture materials. Faculty prepare lesson plans that include clearly defined course outcomes before the semester begins.

In addition, the departmental calendar clearly outlines planned activities aimed at bridging curriculum gaps and strengthening the attainment of Program Outcomes (POs) and Program Specific Outcomes (PSOs) through well-structured enrichment programs and value-added learning modules.

Step IV: Elective Choice, Subject Allocation, Load Chart, and Timetable Preparation

Elective choices are collected from students in advance to facilitate effective subject allocation. After gathering faculty subject preferences, course assignments are made in accordance with individual domain specializations and expertise. Subsequently, teaching load charts are prepared, and detailed timetables for both theory and laboratory sessions are developed.

Class coordinators and student syndicates are designated for each class to ensure smooth academic and administrative coordination throughout the semester.

In parallel, roles and responsibilities of laboratory in-charges, lab coordinators, and supporting technical staff are clearly defined and communicated. Prior to the commencement of each semester, laboratory readiness is ensured through inspection of equipment, installation of required software, and preparation or revision of lab manuals and records.

Step V: Communication of Evaluation Scheme

The evaluation scheme, which consists of 30% Continuous Internal Evaluation (CIE) and 70% Semester End Examination (SEE), is clearly communicated to students through official notices and announcements. Assessment rubrics and criteria are discussed with students to ensure transparency and clarity in the evaluation process.

At the beginning of each course, faculty members explain the detailed assessment methodology, marking scheme, and expected course outcomes. This practice promotes a result-oriented learning approach and helps students align their efforts with the desired academic goals.

Step VI: Conduct of Teaching–Learning and Monitoring

The Department of Computer Science and Engineering (CSE) at IIST Indore ensures that classroom instruction and laboratory sessions are conducted meticulously, following the prescribed academic timetable and well-prepared lesson plans developed at the beginning of each semester. Faculty members are required to maintain detailed teaching diaries and comprehensive course files for each of their allotted subjects. These records document daily syllabus coverage, pedagogical methods used, and assessment activities conducted. They serve both as evidence of instructional delivery and as a basis for internal academic review.

To uphold academic quality and consistency, the Departments Program Assessment Committee, in coordination with HOD,  monitors teaching activities through random classroom visits, direct interactions with students, and systematic checks of teaching records. Faculty members receive constructive feedback and mentoring based on these observations, with the aim of enhancing content delivery and student engagement.

In addition, each faculty member submits a formal course progress report in a standardized format monthly, ensuring transparency and timely monitoring of syllabus completion.

To encourage discipline and ensure consistent student participation, attendance records are consolidated every fifteen days and shared with parents of students who demonstrate irregular attendance. These communications are issued as formal letters, advising appropriate corrective measures and emphasizing academic accountability. This proactive approach helps reduce absenteeism and fosters a sense of responsibility among students.

The department places a strong emphasis on the integration of Information and Communication Technology (ICT) in teaching to enrich the learning environment and enhance student outcomes. At IIST, ICT is not viewed merely as an aid but as an essential component of modern pedagogy. Faculty members apply Technological Pedagogical Content Knowledge to engage students effectively and encourage deep, domain-specific learning.

All classrooms are equipped with smart boards, while seminar halls and auditoriums feature LCD projectors, projection screens, green boards, and sound systems. These digital learning spaces support blended teaching methods that go beyond traditional chalk-and-talk approaches. Faculty members are encouraged to use PowerPoint presentations, digital slates, instructional videos, document cameras, and demonstrations of real-world applications to make content delivery more engaging and relevant to industry practices.

Step VII: Continuous Internal Evaluation (CIE)

Continuous Internal Evaluation (CIE) is conducted through a combination of two Mid-Semester Tests (MSTs), quizzes, assignments, viva voce, and regular classroom interactions. Each assessment component is carefully mapped to specific Course Outcomes (COs), and student performance is analyzed to measure the level of attainment for each outcome.

For laboratory courses, CIE includes continuous assessment through day-to-day lab work, periodic internal examinations, and evaluation of mini-projects or Project-Based Learning (PBL) activities. Standardized rubrics are employed for all evaluations to maintain objectivity, transparency, and consistency across different sections and faculty members.

Step VIII: Pedagogical Innovations and Student-Centric Strategies

The Department of Computer Science and Engineering (CSE) at IIST Indore actively adopts innovative pedagogical practices to maximize student engagement and enhance learning outcomes. Faculty members employ diverse instructional strategies including real-time coding demonstrations, algorithm walkthroughs, collaborative problem-solving, flipped classroom models, and Project-Based Learning (PBL). Students gain hands-on exposure to industry-relevant tools and modern software environments such as Python, Java, Jupyter Notebook, and Google Colab. Technical competitions, coding contests, hackathons, quizzes, and expert talks are regularly organized to promote an active and experiential learning culture.

Experiential learning is a core element of the academic process. Students participate in practical lab sessions, minor and major projects, internships, and industrial visits to acquire real-world skills. The department has implemented Skill Improvement Groups (SIGs) with the objective of bridging the gap between academic learning and industry requirements. SIGs are designed to nurture student interest in specific technical domains through structured, skill-focused training sessions beyond the regular curriculum.

The department regularly offers value-added and certificate courses covering emerging technologies such as AWS Cloud Computing, CISCO, SQL, Competitive coding to align students’ skill sets with current industry requirements. Additionally, virtual labs and online simulation tools enable students to practice coding and run experiments beyond classroom hours, supporting flexible and continuous learning in hybrid and off-campus modes. Students are strongly encouraged to enroll in MOOCs through platforms like NPTEL, Coursera, and edX to supplement classroom learning.

Participative learning is fostered through various classroom activities such as group discussions, technical presentations, peer programming, live demos, and mock interviews. Student clubs and technical societies within the department provide platforms for peer-to-peer learning, mentoring, and holistic personality development. The department frequently organizes expert lectures, technical seminars, webinars, and skill development workshops to connect students with leading researchers, industry professionals, and domain experts, thus broadening their academic and professional perspectives.

To systematically strengthen problem-solving and computational thinking, the department conducts coding competitions, quizzes, hackathons, and ideathons. Students are motivated to publish technical papers and participate in national and inter-collegiate technical events to hone their research and presentation skills. These activities cultivate critical thinking, innovation, and structured problem-solving abilities—key attributes for a successful career in computing.

Workshops and training sessions covering programming languages, web development, AI/ML frameworks, IoT, and other cutting-edge technologies are routinely organized using ICT tools. These sessions are delivered by experienced faculty, industry experts, and distinguished alumni to deepen technical expertise and enhance employability.

The pedagogical framework of the CSE Department at IIST Indore is designed to be student-centric, ICT-enabled, and innovation-oriented. By systematically integrating experiential, participative, and problem-based learning approaches with advanced digital resources, the department ensures that students graduate as academically proficient, industry-ready, and lifelong learners prepared to excel in the dynamic field of computer science and engineering.

Step IX: Support for Weak and Advanced Learners

The CSE Department adopts a structured approach to cater to the diverse learning needs of students, ensuring that every learner builds a strong foundational skill set while excelling academically and personally. The department follows well-established teaching and learning practices, reinforced by systematic assessments such as qualifying examinations, mid-semester tests, assignments, and continuous evaluation.

Faculty members provide consistent support through personalized counseling, remedial classes, additional study materials, and focused group discussions. Slow learners are motivated to participate actively in internal assessments and departmental academic activities to build confidence and improve performance.

For advanced learners, the department goes beyond the prescribed curriculum by offering seminar sessions, self-directed learning opportunities, and exposure to innovative projects. These students are encouraged to engage in experiential learning through industrial visits, research activities, and national or international competitions to further sharpen their skills and boost their confidence.

Additionally, both slow and advanced learners are encouraged to earn extra credits by enrolling in MOOCs offered through NPTEL, covering foundational as well as advanced topics in line with current industry trends.

Step X: Feedback Collection and Action Taken

Structured feedback is an integral part of the department’s quality assurance process. Feedback is collected at multiple stages during the semester from students, alumni, faculty, and parents through online surveys, direct interactions, lab performance reviews, and exit feedback forms.

This feedback is systematically analyzed and reviewed in Program Assessment Committee (PAC) meetings. Based on the analysis, corrective and preventive measures are identified and implemented promptly to address any gaps. Faculty members receive individualized performance feedback, which contributes to their continuous improvement and is factored into their annual performance appraisal.

Step XI: Outcome Mapping and Attainment Analysis

Each course in the CSE Department is meticulously mapped to relevant Program Outcomes (POs) and Program Specific Outcomes (PSOs). Attainment levels are calculated using both direct methods (assessment scores, exam results) and indirect methods (student surveys, course feedback).

Clear benchmarks—such as Level 3 attainment for students scoring above 70%—are set to evaluate the effectiveness of course delivery and student understanding. All data related to outcome mapping and attainment is consolidated in individual course files and reviewed during academic audits to ensure continuous quality improvement.

Implementation and Documentation

All teaching–learning activities and quality enhancement initiatives within the CSE Department are supported by thorough and systematic documentation. Key documents include Academic calendars, Departmental activity calendars, Course files and lesson plans, CO-PO mapping sheets, Laboratory manuals and workbooks, Teaching diaries and lecture records, Assessment scores and attainment reports, Student mentoring records, Feedback collection summaries and action-taken reports. This robust documentation framework demonstrates compliance with Outcome-Based Education (OBE) practices and ensures transparency and accountability. It also serves as a valuable reference for continuous refinement of teaching methods and the overall improvement of student learning outcomes.

1. Well defined Academic Calendar and Adherence to Academic Calendar.
2. Improved and Innovative Instruction Methods/ Pedagogies initiatives.
3. Methodology to support students through remedial classes and encourages bright students. Implementation of Mentor teaching-learning system.
4. Initiatives and Implementation of improving quality of class room teaching.
5. Initiatives and Implementation of improving quality of Laboratory Experiments.
6. Continuous Assessment in the laboratory.
7. Student feedback of teaching learning process and action taken.

1. Well defined Academic Calendar and Adherence to Academic Calendar

The institute follows a well-defined academic calendar that is closely aligned with the academic calendar issued by RGPV. This alignment ensures smooth academic operations and timely completion of all teaching and evaluation processes. The semester begins in accordance with RGPV’s schedule, and the internal assessment structure includes two Mid-Semester Tests (MST-1 and MST-2), which are conducted between the semesters. These tests help in evaluating the continuous academic progress of students and are planned to ensure adequate syllabus coverage.

Major academic activities such as expert lectures, workshops, SIG sessions, and technical events are integrated into the calendar without affecting the teaching schedule. The last working day of the semester is planned as per RGPV norms to ensure the minimum required instructional days are fulfilled. Following this, end-semester practical exams are conducted in coordination with external examiners, as per university guidelines. The academic calendar also provides adequate preparation time for end-semester theory exams conducted by RGPV.

Overall, adherence to a structured and RGPV-aligned academic calendar ensures timely curriculum delivery, systematic evaluation, and holistic academic development, contributing to the smooth functioning of the academic system.

1. Improved and Innovative Instructions Methods/ Pedagogy Initiatives

The department continuously adopts and integrates innovative pedagogical methods. These approaches not only help in bridging the gap between theoretical concepts and practical applications but also promote critical thinking, problem-solving skills, and student engagement.

1. Active Learning

The faculties adopted an active learning methodology by involving students in the learning process more directly using activities like:

• Brainstorming activities: quiz, debate, group discussions, model making, presentations, elocutions, case studies and simulations on technical content. Replacing some lectures with animated PPTs.
• Hands-on
• Challenging students to take up open ended problems requiring critical/creative thinking. Short pauses for reflection during lectures, brief demonstration. Medium of open challenges, Hackathon and Ideathon
• Flipped Classroom: To encourage active learning, the flipped classroom model is implemented, where students study lecture material at home through recorded videos and reading assignments. Classroom time is then dedicated to interactive discussions, problem-solving sessions, and hands-on coding exercises, which reinforce conceptual understanding.
• Experiential learning: Field based experiential learning like Internship, practicum, service learning and class based experiential learning like case studies, simulation, virtual lab, presentations are practiced. Besides this online coding platforms such as Skill Rack, Hacker Rank helps students to do problem solving approach for coding practices. It also gives exposure of industry test and competitive coding experience. This makes student ready for campus placements.

2. Collaborative Learning:

Teamwork enhances students’ cooperation with peer students. This prepares them to work in companies as a team a member.

• Peer Learning: Other than technical strength, communication plays an important role in students’ life. Through activities like group discussion, technical presentations, group project, mock interviews, institute is making student industry ready.
• Group Presentations: This type of group activity enhances students bonding as well also gives a chance to lead the team. This in turn enhances leadership skills. In Group activities leader is enforced that every team members participation is mandatory.
• Project Base Learning: Students work on real-world projects in teams, encouraging collaboration, creativity, and application of theoretical knowledge. PBL helps students develop practical skills, such as coding, debugging, and software design, and prepares them for industry challenges.

3. Use of ICT tools in Teaching:

• Smart Boards: Use of ICT tools as smart board, projectors, online course materials make the teaching effective as well as understandable for students.
• Coding & Evaluation Platforms: Use of platforms like hacker rank, skill rack for technical evaluations, such as technical MCQ’s and coding test are feasible to conduct.
• Blended Learning: The department employs a blended learning model combining traditional classroom lectures with digital resources such as video tutorials, NPTEL courses, and online quizzes.
• Use of Simulation and Virtual Labs: Virtual labs and simulation tools provide students with opportunities to perform experiments and practice programming skills in a controlled environment. This enhances experiential learning, especially when physical lab resources are limited.
• Use Of Over Head Projectors: Projectors and smart board in labs help faculties to code explain the concept clearly as well as is able to code & execute to show and run time hurdles students face while coding in lab.
• LMS: Use of LMS for sharing notes to students.

4. Interactive Classrooms:

• Incorporating Audio Visual: Each class is having smart Board. Despite of traditional teaching, smart board helps faculties to add audio visual contents at run time in class. This enhances the explanation & builds an interactive environment.
• Recap & Topics to Cover: Faculties interact with students by taking quick revision. Asking questions, making students to solve some problems in board.
• Cognitive motor pedagogy: Sometimes focusing on some activity-based teaching, such as Think Pair Share, Role Plays, Presentations, games. These activities enforce students to think out of box and interactive with faculties as well as peer.

C. Identification of Slow and Bright Learners

The following criteria are used to classify students:

• Slow Learners:
  • Low performance in previous semester results and MST 1 Result of current semester
  • Poor internal assessment (class tests, assignments, tutorials, internal viva, etc.)
  • Inconsistent classroom behaviour or difficulty noted through teacher observation.

• Bright Learners:
  • Consistently high academic performance
  • Active class participation and eagerness to engage in additional academic activities

1. Support for Slow Learners

To assist slow learners in catching up with the curriculum and boosting their confidence, the following strategies are implemented:

• Continuous tracking by mentors and regular counselling sessions.
• Remedial classes conducted by subject teachers for core and difficult subjects.
• Use of teaching aids like charts, models, video lectures, and online tools.
• Encouragement to participate in co-curricular activities such as sports, NSS, and NCC to build confidence.
• Skill development support focusing on listening, writing, and communication skills.
• Extra practice sessions
• Question Bank
• Solving University papers.
• Motivating them to ask questions, encourage then to participate in cocurricular activities like hackathons, ideathons to have exposure of real world.

2. Encouragement for Bright Students

Bright students are motivated to pursue excellence beyond the classroom:

• Merit Certificates awarded to students securing First and Second ranks in university exams and for 100% attendance.
• Motivation to participate in:
  • Workshops, seminars, paper presentations, and publications
  • National and international contests like Smart India Hackathon.
  • Internships and real-world learning opportunities
• Participation in cultural and literary events such as essay writing, poster presentations, anchoring, quiz competitions, and inter-college events.

Objectives of the Mentorship Program

• Support and encourage students to manage their learning.
• Foster personal development, empowerment, and career readiness.
• Provide timely academic and psychological support through mentoring.
• Mentors continuously talks/meets student, which makes strong student – teacher relationship

Mentorship Structure

• Each faculty member is assigned as a mentor to 20–30 students.
• Mentors track the academic and personal development of students regularly.
• Periodic reporting and communication with parents on performance, attendance, and conduct

Impact Analysis of the Mentoring System

The mentorship system has led to notable improvements across various domains:

• Academic performance of slow learners has shown consistent improvement due to targeted support.
• Many slow learners gained recruitment opportunities due to enhanced competence and confidence.
• Increased student participation and success in technical contests, hackathons, and cultural events.
• Enhanced teamwork, leadership, and confidence among slow learners through involvement in inter-college sports and cultural events.

1. Improved/Innovative Classroom Teaching learning method

To enhance the effectiveness of teaching and improve student learning outcomes, the following innovative methodologies have been adopted:

1. Classrooms with Smart Boards

• Use of traditional chalk-and-board methods combined with audio-visual aids (PowerPoint presentations, videos, simulations) using smart boards.
• Promotes conceptual clarity through multimodal delivery.

2. Active Student Engagement

• Encouragement of interactive lectures, allowing students to ask questions and clarify doubts in real-time.
• Regular use of Think-Pair-Share (TPS), Roleplays activities including cognitive motor teaching pedagogy to stimulate peer learning and deeper understanding.
• Regular assignments are replaced by Innovative assignment, which has to be done in class room itself, which encourages students to think and answer, instead of traditional approach

3. Presentation & Communication Skill Development

• Students deliver seminars and presentations on relevant subject topics, building confidence and improving communication. Faculties try to incorporate technical presentation as part of evaluation.

4. Revision Strategies

• Quick recaps of previously taught topics using Q&A at the start of each class.
• Repetition of key points in every lecture to reinforce understanding.
• Comprehensive syllabus revision before examinations to strengthen retention.

5. Personalized Learning Focus

• Recognition of the unique learning styles and capabilities of each student.
• Equal attention is given to students’ strengths, limitations, and academic needs.
• Use of individualized counselling through syndicates is regular process to encourage students, who seems to be deviated.

6. Motivation and Career Orientation

• Encouraging students to set career goals, fostering long-term engagement and self-driven learning.

7. Higher – Order Thinking & Problem Solving

• Allocation of complex design problems to individuals, nurturing analytical and critical thinking abilities.
• Assignments beyond the syllabus to promote exploration and innovation in learning.

1. Initiatives and Implementation for Improving Quality of Laboratory Experiments

1. Pre-Semester Preparation

• Faculty members prepare lab manuals and viva-voce question banks before the commencement of each semester.
• Experiments are aligned with the university-prescribed scheme to maintain curriculum consistency.

2. Structured Lab Execution

• Each practical batch comprises approximately 30 students.
• A list of experiments is provided in advance, allowing students to come prepared.
• Students perform experiments under direct supervision of faculty to ensure immediate doubt resolution and accurate execution.

3. Real-Time Understanding Assessment

• Viva-voce examinations are conducted after every experiment to assess conceptual clarity.
• Students document complete experiments, including observations and results, which are reviewed and signed by faculty.

4. Integration of Virtual Labs

• Select laboratories incorporate virtual lab platforms to simulate experiments, enhancing flexibility and conceptual visualization.

5. Practical Skill Enhancement

• The department organizes technical contests (coding, hackathons), encouraging students to apply their practical and programming knowledge creatively.

F. Continuous Laboratory Assessment Process

1. Systematic Record Keeping

• Students maintain observation notebooks to record experimental data.
• All calculations and results based on observations are verified by the concerned faculty.

2. Oral and Written Evaluation

• Viva questions are asked after each experiment to evaluate comprehension.
• Students record detailed experiments in their record notebooks, which are submitted regularly for evaluation.

3. Objective Assessment with Rubrics

• Rubric-based assessment is implemented to ensure transparent and fair evaluation.
• Marks are awarded based on understanding, accuracy, and execution of each experiment.

1. Student feedback of teaching learning process and action taken

Student Feedback Collection and Analysis

Student feedback is systematically collected. The feedback is focused on various aspects of teaching, including effectiveness, clarity of subject delivery, interaction with students, and overall classroom engagement. This process ensures transparency and provide students with a platform to express their academic experiences.

Role of the HoD/PAC in Analysis

The Head of the Department (HoD) thoroughly analyzes the collected feedback for each faculty member. By identifying patterns and specific areas of concern, HoD assesses both the strengths and weaknesses in teaching practices. This analysis is crucial in maintaining and improving academic quality within the department.

Faculty Communication and Improvement Measures

Negative feedback is communicated confidentially to the respective faculty members. Constructive discussions are held to help them understand the concerns raised by students. Faculty are guided and encouraged to make specific improvements in their teaching methodology, such as simplifying complex topics, increasing interaction during lectures, and using more engaging teaching tools.

Implementation and Outcome

As part of the improvement plan, some faculty members conducted remedial sessions and adopted audiovisual aids to enhance clarity. Others worked on refining their communication and subject delivery skills. These efforts led to positive changes in classroom dynamics and teaching effectiveness.

Impact of the Feedback System

Follow-up feedback from students indicated noticeable improvements in teaching quality. The structured feedback and review mechanism not only improves academic delivery but also strengthened trust and communication between students and faculty. This ongoing cycle of feedback and improvement contributes significantly to maintaining high educational standards.