Humanities & Sciences

KOMMURI PRATAP REDDY INSTITUTE OF TECHNOLOGY

Department of Humanities & Sciences

The Department of Humanities & Sciences Department is headed by Dr. G. B. Dharma Rao, M.Sc, Ph.D, PDF in Chemistry. H&S Dept. is a Supporting Department to all Engineering Branches. It features an effective curriculum and dedicated activities, which can provide the B.Tech students with excellent technical education.

The students are offered with the basic concepts and technicalities in the engineering subjects, so that they can understand the advanced aspects of engineering in the further graduation years. They are motivated to the core to make them interested in the subjects, so that they can learn effectively and prosper.

The department is also crucial for the students to prepare effectively for the prestigious tests, like IELTS, GRE and TOEFL, etc. The laboratory and workshop for improving English communication skills are provided by the department, and they enlighten the students with the needed theoretical and practical sessions.

Our upcoming graduates are also provided with regular counseling and career guidance programs, to help them solve the issues related to education and career building, and promote all round improvement in them.

Vision of the Department

To emerge as a premier institute for high quality professional graduates who can contribute to economic and social developments of the Nation.

Mission of the Department

To have holistic approach in curriculum and pedagogy through industry interface to meet the needs of Global Competency.
To have holistic approach in curriculum and pedagogy through industry interface to meet the needs of Global Competency.
To contribute to advancement of Engineering & Technology that would help to satisfy the societal needs.
To preserve, promote cultural heritage, humanistic values and spiritual values thus helping in peace and harmony in the society.

Faculty

S.No	Name of the Staff	Qualification	Designation	JNTU ID	Details
1	Dr B Sudheer Prem Kumar	PhD	Professor	7903-241204-132656	View
2	Dr G B Dharma Rao	M.Sc,PhD	Assoc. Professor	5807-170108-100636	View
3	K Anoosha	M.Sc	Asst. Professor	95150407-144253	View
4	D Raghavendra	M.Sc,(Ph.D)	Asst. Professor	61150407-124457	View
5	M Renuka	M.Sc	Asst. Professor	1053-240908-171830	View
6	Pinne Mamatha	M.Sc,B.Ed	Asst. Professor	3098-240908-131512	View
7	K Nagaraju	M.Sc, (Ph.D)	Asst. Professor	5087-150411-124643	View
8	S Sarika Yadav	M.Sc,(PhD)	Asst. Professor	7643-160223-142441	View
9	B Anitha	M.Sc, B.Ed,(PhD)	Asst. Professor	5287-170131-231237	View
10	G Divyasri	M.Sc, (PhD)	Asst. Professor	8716-230110-112612	View
11	V Radhika	M.Sc, B.Ed	Asst. Professor	9387-230621-155318	View
12	P Ashok	M.Sc,(PhD)	Asst. Professor	6381-150422-121524	View
13	B.R.P.Priya	M.Sc, MBA, B.Ed	Asst. Professor	1882-170111-092511	View
14	Dr.S S Naidu	M.Sc,PhD(Mathematics), PhD(Education)	Asst. Professor	8489-221219-132208	View
		D.Sc,
		M.A(English),B.Ed
15	G Bhagyalakshmi	M.Sc	Asst. Professor	4577-180728-174614	View
16	K. Thriveni	M.Sc	Asst. Professor		View
17	Y Jyothi Reddy	M.A(PhD)	Asst. Professor	1790-170915-143446	View
18	Dr K Venkata Laxmi	M.A, M.A, PhD	Asst. Professor	3673-221028-111504	View
19	K S Murali Mohan	M.A, M.Phil	Asst. Professor	5984-150408-155928	View
20	A Radhika	M.A	Asst. Professor	4190-150517-202420	View
21	Dr Debabrata Hazra	M.A,MBA,M.Phil,PhD	Asst. Professor	7452-240908-142253	View
22	K Mamatha	MBA(PhD)	Asst. Professor	8313-220901-115012	View
23	K Divya Sri	M.TECH	Assistant professor	0144-150416-082752	View
24	N Sravani	M.Sc	Assistant professor	7874-170914-111727	View
25	Ch.Rajini	M.Tech, (PhD)	Asst Professor	8879-160306-130506	View
26	D.Swathi	M.Tech	Asst Professor	0778-171208-115828	View
27	Nara Sai Krishna	M.Tech, (PhD)	Asst Professor	5139-170102-174143	View
28	Shravan Kumar Marry	M.Tech	Asst Professor	1960-160107-145049	View
29	Raghuram Reddy Pingili	Phd pursuing	Associate Professor	2867-171223-133232	View
30	Karanam Madan Mohan	Phd pursuing	Assistant professor	4490-171123-125619	View
31	Nandigama Umadevi	M.tech-Design for manufacturing	Assistant professor	8577-151218-154652	View
32	G V Ramana Reddy	M.A	Assistant professor	2247-150424-153052	View
33	G Nagaraju	MBA	Assistant professor	9509-150414-150602	View
34	Ch Sruthi	MBA	Assistant professor	0358-160218-140150	View
35	D Gayatri Devi	MBA	Assistant professor	8050-240908-172113	View
36	U Srikala	MBA	Assistant professor	6008-240908-144316	View
37	S Anjali	MBA	Assistant professor	8637-250222-155745	View
38	B Bhargavi	MBA	Assistant professor	7976-250222-155745	View
39	Dr B Aparna	M.Sc	Assistant professor	5245-250224-144123	View
40	Dr K Ravi Kumar	PhD	Professor	9151-150409-130349	View

Course Outcomes

Course Outcomes are statements that describe significant and essential learning that the Students have achieved, and can reliably demonstrate at the end of a course. A Course outcome makes clear the intended result of the learning rather than what form the instruction will take. A good course outcome states what a student will know or be able to do at the end of instruction. It focuses on student performance. Other synonyms are learning outcome or Course learning outcome.

The advantages of Course Outcomes:

Benefits for the course and module designer

In terms of course and module design, the use of explicit course outcome statements can help ensure consistency of delivery across modules or programs. They can aid curriculum design by clarifying areas of overlap between existing modules, program and qualifications.

Benefits for quality assurance and standards

Quality assurance benefits from the adoption of learning outcomes via the resulting increase in transparency and better comparability of standards between and within qualifications.

Benefits for Students and employers

Students benefit from a comprehensive set of statements of exactly what they will be able to achieve after successful study. Course outcomes provide Students with clear information that can help them with their choice of module/unit/program/qualification to study and can lead to more effective learning.

Benefits for national and international educational transparency

Internationally, Course outcomes contribute to the mobility of students by facilitating the recognition of their qualifications and improving the transparency of qualifications and thus simplifying credit transfer.

Course Outcomes for the Department of Computer Science and Engineering

Mission of the Department

The Department of Humanities & Sciences laboratories which are used extensively by the students and faculty members for their curriculum and research activities.

Engineering Physics & Chemistry

English

Due to the interactive sessions, the confidence levels of the students improve, and they can implement the oral and written communications skills very effectively, such that, they are on par with the native English speakers, who have English as the first language in their countries.

Industrial visit

S.no	Name of the industry visited	Date of Visit
1	LanceSoft	27-07-2018
2	CIE wing, IIIT, Hyderabad	14-08-2019

CSE

I YEAR I SEMESTER

Course Code & Title

I YEAR II SEMESTER

Course Code & Title

AIML

I YEAR I SEMESTER

Course Code & Title

MA101BS: Matrices and Calculus
PH102BS: Applied Physics
CS103ES: Programming for Problem Solving
ME104ES: Engineering Workshop
EN105HS: English for Skill Enhancement
CS106ES: Elements of Computer Science & Engineering
PH107BS: Applied Physics Laboratory
CS108ES: Programming for Problem Solving Laboratory
EN109HS: English Language and Communication Skills Laboratory
*MC110: Environmental Science
Induction Programme

I YEAR II SEMESTER

Course Code & Title

ECE

I YEAR I SEMESTER

Course Code & Title

MA101BS: Matrices and Calculus
PH102BS: Applied Physics
EC103ES: C Programming for Engineers
ME104ES: Engineering Workshop
EN105HS: English for Skill Enhancement
EC106ES: Elements of Electronics and Communication Engineering
PH107BS: Applied Physics Laboratory
EC108ES: C Programming for Engineers Laboratory
EN109HS: English Language and Communication Skills Laboratory
*MC110: Environmental Science
Induction Programme

I YEAR II SEMESTER

Course Code & Title

CIVIL

I YEAR I SEMESTER

Course Code & Title

I YEAR II SEMESTER

Course Code & Title

Feedback / Suggestions if any

KPRIT is implementing OBE. OBE is a student centric teaching-learning methodology in which the course delivery and assessment are planned to achieve the stated objectives and outcomes. To achieve the stated outcomes, the faculty members in the department follows different course delivery methods such as lecturing, tutorials, assignments, remedial classes, quiz, presentations, experimental laboratory work, project work, etc.

ICT Initiatives and Tools

Significant ICT initiatives are being implemented in KPRIT. KPRIT adopts many ICT integrated pedagogical methods to enable the learner to meet their learning goals, academic success with required competencies. In addition to the chalk & board lecture method, methods such as Blended Learning, Collaborative learning, Self-learning, Experiential Learning is used to enhance learning opportunities to the students.

Classrooms Teaching with Audio & Visual Connectivity

The lecture delivered by the faculty is through a set of educational technology/tools such as

Chalk and Board
Power point presentation (PPT)
E-Learning

The faculty use chalk and board and audio-visual aids in teaching. Students are also encouraged to actually interact during the lecture hour by getting the doubts clarified in the same class. The college has sufficient number of computers, printers, LCD projectors, application and system softwares which are used in the teaching process to improve its effectiveness.

The following innovative teaching methods are adopted by the faculty:

Computing devices with Internet facility are used for teaching processes by the faculty to give Power Point presentations, Role Play, Animations, Videos, Pictures etc., such that the students can easily understand the topic.
Faculty members are advised to avail the higher learning resources such as NPTEL, Coursera and other credible Internet sources for effective teaching.
Class rooms with LCD and Internet connection are used for teaching processes.
The faculty are implementing and utilizing Outcome Based Education (OBE) to cater the learning needs of students through innovative methodologies. Orientation programs are conducted for the newly joined faculty to make them aware of the OBE frame work to practice the regular activities in the department.
Each faculty prepares lecture notes and after completion of each unit of instruction, the material and soft copy will be shared with students.
All faculties maintain attendance registers and course files.
Internal question paper and Assignment Questions are prepared based on Bloom’s taxonomy and Bloom’s score will be calculated to identify the level of difficulty in the questions

Title: Flipped classrooms

Goal: To enhance student higher order learning by reversing the traditional model of a classroom, focusing class time on student understanding rather than on lecture.

Context: Flipped classroom in the Blended learning environment for delivering instructional content is a more advanced solution where face-to-face learning is limited. Students in flipped classes access and watch lecture video, read course handout and come to the classroom to complete activities such as group work, assignments, discussion, projects or other exercises. The flipped classroom model can be seen as a tool for implementation of blended learning.

Practice: Flipped classroom approach in the blended learning environment is extensively used in the department and exploited to its best.

The following are the steps involved in implementation of flipped classroom methodology in our department:

Concerned course faculty post instructions, lecture material and videos and the students are instructed to go through the same.
After the completion of each session the students must submit the quiz and grades for each student are issued.
The students are encouraged to hold discussions over the topic during face-to-face interaction in the classroom with the faculty.
Faculty members hold virtual class meetings for interaction through meeting application i.e., Google meet. Assignments are disseminated, cam scanned copy of assignment is evaluated and outcome of the assessment is posted for reference.
After completion of each unit, students are required to submit the assignment for each subject.

Demonstration of Concept:

Demonstration teaching is a model where a teacher or instructor demonstrates a skill, technique, or concept to students, often with the goal of having them replicate or apply what they’ve learned.

Improved understanding: Students gain a deeper understanding of complex concepts through visual demonstration.
Increased confidence: Students feel more confident attempting new skills or tasks after observing a demonstration.
Efficient learning: Demonstration teaching can be an efficient way to teach new skills or concepts.

Best Practices:

Clear instructions: Provide clear, concise instructions and demonstrations.
Active observation: Encourage students to actively observe and take notes during the demonstration.
Practice opportunities: Provide opportunities for students to practice what they’ve learned.

Title: Collaborative Learning

Goal: A collaborative conversation is a purposeful, outcome-driven conversation aimed at building on each others ideas. They generate new thinking and/or a more in-depth understanding of a desired outcome.

Context: The institute is promoting collaborative learning by implementing peer to peer teaching ideology to enhance problem solving capability and team skills which promotes healthy internal relations among the students for their all-round career development.

Peer To Peer Teaching

Peer to peer teaching is an effective teaching technique that can be used in the classroom/ lab to enhance learning. This would enable the students to revise their learning and be able to consolidate to fellow students. It also improves their subject knowledge as well as it improves their confidence with the following benefits:

Direct interaction between students promotes active learning.
Peer teachers reinforce their own learning by instructing others.
Students feel more comfortable and open when interacting with a peer.
Peers and students share a similar discourse, allowing for greater understanding.
Teachers get more time to focus on the higher order learning.

Think-Pair-Share (TPS)

TPS technique keeps all the students involved in class discussions and provides an opportunity for every student to share an answer to every question. It takes the fear out of class discussion by allowing the students to think carefully about their answers to talk about them with a partner before they called to respond.

Implementation of Think-Pair-Share Methodology

Monitor and support students as they work through the following:

T: (Think) Teachers initiate the process by asking a specific question. Students “think” about what they know or have learned about the topic.

P: (Pair) Each student shall be paired with another student or a small group.

S: (Share) Students share their thinking with their partner. Teachers expand the “share” into a whole-class discussion.

The following are few more collaborative learning activities that are implemented by the institute. They are as follows:

Seminars

Poster presentations

Paper presentations

Group Discussion

Lecture with Quiz

JAM sessions

Role play:

Role-playing is an effective teaching model that involves students acting out scenarios or roles to learn new skills, concepts, or behaviors.

Steps to Implement Role-Playing:

Define the scenario: Identify the scenario or topic to be role-played.
Assign roles: Assign students specific roles to play.
Set ground rules: Establish rules and expectations for the role-playing activity.
Debrief and discuss: After the role-playing activity, hold a debriefing session to discuss what was learned.

Best Practices:

Create a safe environment: Ensure students feel comfortable and safe participating in role-playing activities.
Encourage participation: Encourage all students to participate and engage in the role-playing activity.
Provide feedback: Offer constructive feedback to students on their performance and participation.

Animations:

The Animation Teaching model uses animations to convey complex concepts and ideas in an engaging and interactive way.

Increased engagement: Animations can capture students’ attention and maintain their interest.
Improved understanding: Animations can help students visualize complex concepts and relationships.
Enhanced retention: Animations can aid in retaining information and recalling concepts.

Types of Animations:

2D animations: Traditional cartoons or computer-generated 2D animations.
3D animations: Three-dimensional computer-generated animations.
Interactive animations: Animations that allow user interaction, such as simulations or games.

Best Practices:

Clear and concise: Ensure animations are clear, concise, and easy to understand.
Relevant and engaging: Use animations that are relevant to the topic and engaging for students.
Integrated with other teaching methods: Use animations in conjunction with other teaching methods, such as lectures and discussions

Title: Self-learning - Celonis Academy, MongoDB, UiPath, QlikLearning, Wadhwani foundation

Goal: The primary goal of engaging in self-learning through Celonis Academy, MongoDB University, UiPath Academy, Qlik Learning, and the Wadhwani Foundation is to build practical, industry-relevant skills that enhance career readiness and personal growth. Develop domain-specific expertise in process mining (Celonis), database management (MongoDB), robotic process automation (UiPath), data analytics (Qlik), and entrepreneurship & soft skills (Wadhwani Foundation).

Context: Self learning using curated courses offered by the mentioned platforms will make the students to learn how to apply theoretical knowledge to real-world scenarios by working on hands-on projects, case studies, and interactive exercises, Cultivate a mindset of continuous learning and adaptability, which are essential for success in the rapidly evolving digital landscape, Improve problem-solving, critical thinking, and automation skills to become more efficient, analytical, and innovation-driven, Earn industry-recognized certifications that strengthen my resume and increase employability in competitive job markets. The interdisciplinary approach by way of offering Minors/Majors in UG-Engineering programs is encouraged by this initiative. The courses on frontiers of engineering/emerging areas, employability skill-oriented courses are offered without compromising on regular curriculum.

Practice: The KPRIT gives information to the students about the courses offered through Training and Placement department. Students are informed to go through the video content and course handout in asynchronous manner. The classroom activities and laboratory sessions are conducted by the concerned mentor who supplements learning and promotes higher order cognition in learning. The synchronous learning instills confidence in the students for taking up regular assignments and submission of the same in timely manner. By completing these self-paced learning programs, the students are strive to become a versatile, tech-savvy, and job-ready professional capable of contributing effectively in dynamic, data-driven work environments.

Title: Experiential Learning

Goal: To promote professional skills and knowledge through hands on experience to increase knowledge and developing skills.

Context: To promote innovation and incubation among the students to become future entrepreneurs. Experiential learning has been initiated through Projects/Lab work and Internships. The motive is to introduce experiential learning to create a platform for the students in such a way that they get direct experience and exposure of work place setting, which in turn leads to all round development of the students under the guidelines of experienced teachers and resource persons in the respective domain

Practice: Project Method

This method is used to improve the ability to apply and to reinforce knowledge imparted in the classroom. Being a technical Institute, this method is extensively used to provide empirical evidence of the theory which is learned in the classroom. This will help the students to understand and apply concepts, principles or laws learned. The faculty and experts from industry guides the students at various stages of developing the projects to give timely inputs for the development of the model.

Major steps of the Project Method

Creating the situation (providing a situation)
Choosing the project (Selection of the Project)
Planning.
Carrying out the project (Executing)
Evaluating
Project Report

Under Construction

Internal Quality of Question Paper

A sample of mid semester question paper is specified below.

Academic Year: 2017-18

Scheme for Weak and Advanced Learners

The department has a well defined process of monitoring, guiding and assisting the students and to identify them as weak or bright students and providing them necessary support in improving their performance.

Process of identification of students as weak/ bright students:

Appropriate care has taken by the faculty in monitoring the performance of a student in the class, attendance, assignment, mid semester and external examination results.
The mentors regularly conduct meeting with the students and identify weak and bright students.
The mentors regularly conduct meeting with the students and identify weak and bright students.
Faculty will analyze and identify the weak students and bright students based on their previous performance before the start of the semester.
After the 3rd week of classes based on the observation and previous semester result the identification of weak and bright students will be done.

Scheme

Students who got below 60% or less than or equal to 14/25 marks in mid semester are considered as weak students, Students who scored above 72 % or more than 18/25 Marks are considered as bright students.

Contact Us

DEPARTMENT OF HUMANITIES & SCIENCES,
Kommuri Pratap Reddy Institute of Technology,
Email: hshod@kpritech.ac.in,
Ghanpur [V], Near NTPC, Ghatkesar [M],
Medchal [D], Telangana, India. Pin: 500088.