• Best Practices 1: Peer Evaluation

This practise is when student/or group of students in a class are asked to carry out an activity like GD or presentation. During the process of performance of the activity (s) the other students present as audience are also asked to evaluate on the same parameters as the course teacher. They are then asked to present their assessment and the reasons/logic for their assessment. The limitation of the practise is in form of the reliability of evaluation. But the process itself is effective as it initiates the required thought process and lays foundation for the skills that the process aims to provide.

• Best Practices 2: Usage of art forms as tools for curriculum delivery

Art forms like drama and theatre are used as tools to deliver some of the contents of the curriculum such as communication and soft skills required. Students use this art form easily and with lots of interest. The implicit agenda of skill development is achieved. Those students who go through communication apprehension find it easy to overcome this through this art form. This has positive implications on their personality.

• Best Practices 3: Field visits to enhance understanding and application of curriculum content

There are two practises followed under this – giving students minor research projects on practical aspects of the working of an organization from a Social science perspective. The other practise is to take students on a visit to an organization where they are able to understand the real time working of an organization and relate it to the Humanities concepts that are taught in class. The students in the case of both the practises are expected to submit a report and are evaluated on the same.