Industry Interaction Session

Report on Industry Interaction Session

Venue: Conference Hall

Dates: 04th March 2026

Time: 01:30 PM to 03:45 PM

Resource Persons: Mr. Roy K Mathew

On 04 March 2026 at 1:30 PM, an Industry Interaction Session was organized in the Conference Hall for the students. The session was led by Mr. Roy K Mathew, an Android Developer based in Leeds, England, United Kingdom, who has 14 years of experience in the IT industry. The objective of the session was to provide students with real industry exposure, help them understand professional work culture, and guide them on preparing for careers in the software and IT sector.

During the session, Mr. Roy K Mathew shared his professional journey and working experience in the IT field, explaining how the industry has evolved over the years. He discussed his role as an Android developer, the responsibilities involved in mobile application development, and the importance of continuously learning new technologies. He also explained the tools and technologies commonly used in the development process, such as version control systems, development environments, and collaboration tools that help teams work efficiently in real-world projects.

A major part of the interaction focused on interview preparation and recruitment processes in IT companies. Mr. Roy explained the typical stages of interviews including technical rounds, coding tests, and HR interviews. He advised students to focus on strong programming fundamentals, problem-solving ability, and clear communication skills. He also emphasized the importance of practicing coding problems and working on real projects to build confidence for interviews.

Mr. Roy also highlighted the importance of professional platforms such as GitHub and LinkedIn. He explained that GitHub is essential for showcasing coding projects, maintaining version control, and collaborating with other developers. Students were encouraged to upload their projects, maintain proper documentation, and contribute to open-source projects to strengthen their developer profiles. Similarly, he explained how LinkedIn can be used to build a professional network, connect with industry experts, follow companies, and discover job opportunities. He advised students to maintain an updated profile with their skills, projects, and achievements.

In addition, Mr. Roy shared valuable insights on how students should behave and perform in a professional company environment. He explained the importance of teamwork, discipline, effective communication, time management, and maintaining a positive attitude in the workplace. He encouraged students to always be open to learning, accept feedback, and continuously improve their skills.

The session was highly interactive and informative. Students actively participated by asking various questions and clarifying their doubts related to career paths, skill development, job opportunities abroad, and industry expectations. Mr. Roy answered the questions patiently and provided practical advice based on his real-life industry experience.

Overall, the Industry Interaction Session was very beneficial for the students as it provided valuable insights into the IT industry, career preparation, and professional development. The session helped students gain a better understanding of industry expectations and motivated them to improve their technical and professional skills for future opportunities.

Graph Theory Learning Bootcamp (OBE Approach)

 

Graph Theory Learning Bootcamp (OBE Approach)

Venue: MCA 1

Dates: 27th, 28 th February 2026

Time: 08:30AM to 04:30 PM

Resource Persons: Dr. Mendus Jacob

The Graph Theory Viva Voce was conducted by Dr. Mendus Jacob on 27th and 28th February as part of the Continuous Assessment (CA2) evaluation process. The primary objective of the viva was to assess students’ conceptual clarity, analytical ability, and overall understanding of Graph Theory. The examination was designed to evaluate not only theoretical knowledge but also the ability to apply concepts logically and solve problems confidently.

Based on the CA2 marks obtained in assignments and internal evaluations, students were categorized into three groups: mentors, intermentors, and mentees. Students who secured higher marks and demonstrated strong conceptual clarity were designated as mentors. Those with moderate performance were categorized as intermentors, while students who required additional academic support were identified as mentees. This classification was implemented to create a structured academic support system within the class.

The mentors were given the responsibility of clearing doubts and guiding the mentees in understanding complex topics. They assisted in explaining difficult concepts, revising assignments, and discussing Padlet questions that had been submitted earlier. Intermentors acted as a bridge between mentors and mentees, ensuring smooth academic interaction and collaborative learning. This peer-learning approach enhanced leadership qualities among mentors and improved confidence and clarity among mentees.

The viva was conducted in a one-to-one format, allowing Dr. Mendus Jacob to evaluate each student individually. The questions covered all major topics in Graph Theory, including basic definitions, types of graphs, graph representations, Euler and Hamiltonian graphs, planarity, trees, spanning trees, shortest path algorithms, and applications of graph theory. Students were expected to explain concepts clearly, justify their answers logically, and solve problems accurately.

The viva also incorporated questions from assignments and Padlet discussions, ensuring comprehensive coverage of the syllabus. Emphasis was placed on genuine understanding rather than rote memorization.

Overall, the Graph Theory Viva conducted on 27th and 28th February was systematic and academically enriching. The mentor–mentee structure based on CA2 performance created a positive learning environment and strengthened subject knowledge among students. The one-to-one viva format ensured thorough assessment and contributed significantly to improving students’ analytical and problem-solving skills in Graph Theory.

PG Best Class – Second Runners Up

 IMCA (2025–27 Batch) Secures Second Runners Up in PG Best Class Competition

We are proud to announce that the IMCA 2025–27 batch has secured the Second Runners Up position in the PG Best Class Competition. This achievement reflects the collective effort, enthusiasm, and dedication shown by the students throughout the evaluation period.

The batch actively participated in various academic, co-curricular, and extracurricular activities, demonstrating teamwork, leadership, and a strong commitment to excellence. Their consistent involvement and positive spirit played an important role in earning this recognition.

We also extend our sincere gratitude to the faculty members and mentors whose constant guidance and encouragement helped the students perform their best.

Congratulations to the IMCA 2025–27 batch for this wonderful achievement. We look forward to many more successes in the future! 🎉

Congratulations - Best Outgoing and Proficiency Award

 

Congratulations

 

Congratulations

 

            

Pre-Placement Training Programme

 Report on Pre-Placement Training Programme

Venue: MCA 1
Dates: 20th February 2026
Time: 09:30AM to 01:30 PM
Resource Persons: Krishnaraj S

A Pre-Placement Training programme was conducted on 20th February 2026 for MCA students with the objective of enhancing their presentation skills, communication abilities, and overall placement readiness. The session was led by Krishnaraj S, who serves as the CEO of Synergy Thoughts and is a Master Trainer at ICT Academy of Kerala.

The programme focused primarily on improving students’ confidence, clarity of expression, and structured presentation techniques required for interviews and corporate environments.

The training began with an interactive session in which the resource person explained the importance of effective communication and presentation skills in securing employment opportunities. He discussed key aspects such as body language, voice modulation, content organization, time management, and audience engagement.

The students were divided into eight groups for a collaborative task. To provide practical exposure, students were first asked to deliver individual presentations with other team members. Each student presented individually on different topics, which helped assess their speaking skills, confidence level, and clarity of thought.

Each group was instructed to prepare and deliver a 10-minute group presentation on assigned topics. The activity encouraged teamwork, coordination, and structured content delivery within a fixed time limit.

All groups successfully presented their topics within the allotted time. After each presentation, the resource person provided detailed feedback and practical suggestions for improvement. He highlighted areas such as improving opening statements, maintaining eye contact, managing stage presence, reducing filler words, and structuring conclusions effectively.

Impact of the Programme

The training session significantly enhanced the students’ awareness of professional presentation standards. It helped them identify their strengths and areas requiring improvement. The combination of individual and group activities created a dynamic learning environment and boosted students’ confidence in public speaking.