201

Arpana Bhandari

professor

AI and network security

bhopal,Madhya Pradesh,India

203

Sunaina Lashkari

Faculty and Research Scholar

Human Resource Management - A Study of Link between Employee wellbeing and performance

ujjain,Madhya Pradesh,India

205

Ruma Roy Chowdhury

Lecturer

Supply Chain management, purchasing and supplies, procurement, materials management, inventory management, logistics, transport management

Kolkata,West Bengal,India

207

Uwaoma Uche

Lecturer

Broadcasting,film and Multimedia studies.arts administration , journalism

Aba,Abia,Nigeria

209

Sanjivani patwa

Assistant prof.

Cloud computing, Data Mining, Big data ,machine Learning

Bhopal ,Madhya Pradesh,India

211

Nitya khare

assistant prof

identifying & preventing DDos attacks and other types of attack , cloud services and security issues, encryption of data

bhopal,Madhya Pradesh,India

213

silbert jose s v

professor

marketing,hrm,tourism and business law

bangalore,Karnataka,India

215

Lawrence Kabinga

Full Time Lecturer

Supply Chain management, purchasing and supplies, procurement, materials management, inventory management, logistics, transport management, fleet scheduling and routing, TQM and quality management.

Embu,Eastern,Kenya

217

vivek rawat

ASSISTANT PROFESSOR

WEB MINING, DATA MINING, IMAGE PROCESSING, CRYPTOGRAPHY

BHOPAL,Madhya Pradesh,India

219

Dr.R.Seenivasan

Asst. Professor

The teaching P.G. students to apply knowledge and skills to benefit others or serve the public good is one exceptionally high impact method to foster these capabilities across the disciplines Service learning, as it is typically called, is pedagogy that weds learning goals and community needs in scholarly service projects that, when done well, enhance both student learning and community development. Or, according to Janet Eyler, it is “a form of experiential education where learning occurs through a cycle of action and reflection as students. Seek to achieve real objectives for the community and deeper understanding and skills for themselves” . The benefits of community engagement are well documented in the scholarship on teaching and learning for P.G. students, faculty, and community partners. P.G. Students achieve greater intellectual development in the form of deeper knowledge of the discipline, problem - solving capacities, critical thinking, and abilities to understand complexity and ambiguity, but also greater personal and social growth through enhanced personal efficacy, moral reasoning, interpersonal skills, intercultural competencies, commitments to social service, and even career development. In this Faculty also find greater satisfaction with P.G. student learning, new research opportunities and collaborations, not to mention stronger ties to their community. Of course, when done well community engagement also benefits community partners with improved capacities to research and resolve social problems, and more supportive campus - community relations. Together, these outcomes support a more dynamic public scholarship and civic engagement for higher education; one that, not only supports student development, but also the more collaborative civic learning and problem solving necessary to improve our collective capacities for democracy and wel l- being. Despite the exceptional learning opportunity that service learning presents, adhering to these principles can be challenging, especially when faculty may be new to a community and fear the time commitment or work required. To best address these challenges, it is important to consider several resources. First, use existing resources at your institution, particularly Centers for Teaching and Learning, Public Service Centers, and peers who are engaged in community work. They can help you get to know the community, its needs, reliable partners, and help design projects and course elements that will ease the transition into service learning. It may be helpful to see example service-learning syllabi and visit a peer’s class to glean best practices relevant to your discipline, institution, and community. It also is helpful to embrace these techniques slowly by experimenting with small student projects and limited partnerships at first, and building on them as your knowledge of the community, trust with partners, and project ideas grow over time. Setting modest project goals and managing the expectations of both partners and students can also ensure that stresses and disappointments are kept at bay. Lastly, it is important to embrace some uncertainty and difficulty as you work collaboratively with partners and students, since the potential to support your students’ learning, discover new research opportunities, and enhance community development offer rewards that are well worth the effort.

Madurai,Tamil Nadu,India