INTRODUCTION

The purpose of Deeksharambh – Student Induction Programme is to help new students adjust and feel comfortable in the new environment, inculcate in them the ethos and culture of the institution, help them build bonds with other students and faculty members, and expose them to a sense of larger purpose and self-exploration. The term induction is generally used to describe the whole process whereby the incumbents adjust to or acclimatize to their new roles and environment. In other words, it is a well planned event to educate the new entrants about the environment in a particular institution, and connect them with the people in it

Student Induction Programme engages with the new students as soon as they come into the institution, before regular classes start. At the start of the induction, the incumbents learn about the institutional policies, processes, practices, culture and values, and their mentor groups are formed

Students Induction could cover a number of different aspects (SAGE):

1. Socializing : meeting other new students, senior students, students union, lectures by Eminent People;
2. Associating: visits to University / college, visits to Dept./Branch/ Programme of study and important places in campus, local area, city and so on;
3. Governing : rules and regulations, student support etc;
4. Experiencing : Subject lectures, study skills, small-group activities, physical activity, creative and performing arts, literary activities, universal human values, etc.

DAILY ACTIVITY

The following activities during Induction Programme would fully engage the students for the entire duration of the Programme.

1. PHYSICAL ACTIVITY

This would involve a daily routine of physical activity with games and sports. There can be games in the evening or at other suitable times according to the local climate. These would help develop team work. Each student should pick one game and learn it for the duration of the Induction Programme and hopefully, continue with it later.

2. MENTORING

Mentoring and connecting with faculty members is the most important part of induction. Hopefully, it would set up a healthy relationship between the students and the faculty. Mentoring takes place in the context and setting of universal human values. It gets the student to explore oneself and allows one to experience the joy of learning, stand up to peer pressure, take decisions with courage, be aware of relationships, be sensitive to others, understand the role of money in life, and feeling of prosperity, etc. Human values as enshrined in our constitution like justice, liberty, equality, fraternity, human dignity and the unity and integrity of the Nation can also be part of this discussion. Focus should be on inculcating values of equality and responsibility towards one’s fellow citizens of any caste, class or creed. During discussion issues and requirements of SC/ST/OBC students should be assessed and addressed. Mentor-mentee relationship can help students form a bond with faculty members which can be of great help during various tough times in study courses.

Methodology of mentoring this content is extremely important. It must not be through do’s and don’ts, but by getting students to explore and think by engaging them in a dialogue. It is best taught through group discussions and real life activities rather than lecturing. The role of group discussions, however, with clarity of thought of the teachers cannot be over emphasized. It is essential for giving exposure, guiding thoughts, and realizing values. The teachers must come from all the departments rather than from only one department or from outside of the Institute

The following topics may be discussed during the Mentoring sessions.

1. Day 1: Student aspirations, family expectations
2. Day 2: Gratitude towards people helping me
3. Day 3: Human needs of (a) self and (b) body
4. Day 4: Peer pressure
5. Day 5: Prosperity
6. Day 6: Relationships

Small groups of preferably 20 students with a faculty mentor each can be used for discussions and open thinking towards the self. Discussion on Universal Human Values could even continue for rest of the semester and not stop with the Induction Programme. A follow up in a later semester could even be considered

Besides drawing the attention of the student to the issues of life and their role in larger society, it would build relationships between teachers and students which last for their upcoming 3 to 4 years and possibly beyond. It is important, therefore, that it be conducted by faculty members of the University/College, the ones who would teach them.

A suggestive primer for mentoring on Universal Human Values is at Appendix 2 for reference

Other ACTIVITies

The activities which can be offered during Induction Programme are discussed in this section. Activities or short term courses for upgrading communication skills of students can also be included in this programme. The learning needs of the students can be identified and accordingly appropriate remedial/SWAYAM course/s should be recommended for those students. Soft skills like basic English, mathematics, writing and communication skills etc can also be part of this programme

All institutions can adapt scheduling and organisation of such activities depending on the type of resources available to the College/University. However, it would be preferable if all of these could be accommodated in the Programme.

1. FAMILIARIZATION WITH institute / DEPARTMENT

Students should be familiarized with their institute/department/Programme of study/laboratories/workshops/ ICT facilities and other facilities. Besides an orientation helping them differentiate between Insititue life and school life along with career prospects offered by specific courses should be organized.

2. CREATIVE ARTS AND CULTURE

Students should be exposed to culture and art forms like painting, sculpture, pottery, music, dance etc. These would allow for creative expression. It would develop a sense of aesthetics and also enhance creativity which would, hopefully, flow into their studies later

3. LITERARY ACTIVITies

Literary activity will encompass reading a book/article, writing its summary, and possibly, debating, enacting a play, etc.

4. LECTURES BY EMINENT PEOPLE

Lectures by eminent people should be organized to provide exposure to students. People who are alumni, socially active, in profession, or in public life should be invited.

5. VISITS TO LOCAL AREA

Organize a visit to a monument or a landmark of the city, like a picnic, for bonding. One or more visits could also be organized to a hospital or orphanage. This would expose them to the under-privileged. These are to be arranged after the Induction Programme is over, better on a Saturday or as decided by the University / College.

6. EXTRA-CURRICULAR ACTIVITIES

The new students should be introduced to the extra-curricular activities at the college/ university. They should be shown the facilities and informed about activities related to different clubs etc. This is when selected senior students involved in or leading these ctivities can give presentations. Various other activities which could be included are role playing/street play, alumni/industry interaction etc.

THE EOC ENSURES

1. Affirmative actions concerning SC, ST and OBC
2. A barrier free access to all, Departments, Library and Offices of the Institute.
3. No discrimination on grounds of disability or minority status
4. Short term courses for imparting employable skills for the disabled and for raising awareness about disability
5. Reaching out to like-minded institutes and organizations dealing with similar issues “Ashtavakra Institute of Rehabilitation Sciences And Research”.

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