[upcomeing_events id="event_id"]

DOCUMENT SUBMISSION ON ADMISSION FOR VERIFICATION

The following documents in original are required to be submitted for verification at the time of Admission:

  • Original Documents:

  • XII Mark statements of all attempts of qualifying examination

  • Transfer Certificate / School leaving Certificate

  • Migration Certificate (if issued by the board)

  • Recent passport size colour photos – 2 Nos.
  • Copy of documents (1 set) :

  • Copy of Provisional Admission Letter

  • Aadhar card / Age proof certificate

  • X & XII mark sheet

  • Transfer Certificate/School Leaving Certificate

  • Migration Certificate

  • Community Certificate (For SC/ST only)

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Integrity Evaluation Lab at Centre for Disaster Mitigation and Management (CDMM) consists of equipment for fast evaluation of

Strength of Concrete :

  • DIGI-SCHMIDT Rebound Test Hammer
  • V-Meter(UPV Tester)

Permeability of Concrete:

TORRENT Permeability Tester

Corrosion resistance of concrete:

  • CANIN Corrosion Analyzing Instrument
  • Resistivity Meter
  • Galva Pulse GP-5000

Adhesion of coatings on concrete:

DYNA Pull-Off Tester

Shear load capacity of CFRP Epoxies:

Direct Shear Strength (DSS) Tester

Reinforcement of Concrete:

PROFOMETER (Rebar Locator)

The laboratory has the following Software and Hardware facilities:

  • Computer Workstations
  • GPS Receivers
  • Survey grade Post-Processing with S/W
  • ArcGIS for Desktop GIS Applications
  • ArcSDE Server
  • ArcIMS Server for Server GIS Applications
  • ArcPad Mobile Mapping Software
  • Satellite Data Image Processing &Analysis software

These facilities give a fillip to R&D and Consultancy Services at the National, regional, local and International levels. It helps the Centre to launch Training Programs for the Trainers, Planners and Administrators in disaster mitigations and management. The infrastructure enables building up capacity in the area of Mapping of Natural Hazard Zonation, Vulnerability Analysis and Risk Assessment for Disaster Management. The GIS laboratory imparts training on diverse aspects of Disaster Management using the GIS & related Technologies.

The laboratory has the following Software and Hardware facilities:

  • Computer Workstations
  • GPS Receivers
  • Survey grade Post-Processing with S/W
  • ArcGIS for Desktop GIS Applications
  • ArcSDE Server
  • ArcIMS Server for Server GIS Applications
  • ArcPad Mobile Mapping Software
  • Satellite Data Image Processing &Analysis software

These facilities give a fillip to R&D and Consultancy Services at the National, regional, local and International levels. It helps the Centre to launch Training Programs for the Trainers, Planners and Administrators in disaster mitigations and management. The infrastructure enables  building up capacity in the area of Mapping of Natural Hazard Zonation, Vulnerability Analysis and Risk Assessment for Disaster Management. The GIS laboratory imparts training on diverse aspects of Disaster Management using the GIS & related Technologies.

VITMEE / VITREE and VITLEE (For 24-04-2025 Exam)
E-admit card | Instructions to VITREE-VITMEE-Candidates

Competitive Activity Based Learning

BAG2007 Diseases of Field and Horticultural Crops and their Management – I, Practical class, Date: 17.08.2023, CBMR farm crop cafeteria, 11 AM to 1.00 PM
(Course Teachers: Dr. S. Babu, Dr. Utpal Das)

First half hour:
Competition was announced. Students were made into groups and asked to visit the crop plots and try to identify the diseases themselves. They presented the crop wise list of diseases with photographs taken. This was evaluated and scored.
Second half hour:
Students were explained about the crop-wise diseases available in the crop cafeteria, symptoms, pathogen name, vector name, how to identify confirm and differentiate from nutrient deficiency etc.
Third half hour: Students were given polythene bags and asked to visit the crop plots again, and specifically reach out to the diseases based on taught symptoms and collect the same.
Fourth half hour:
Student groups were evaluated based on the number of correctly identified and collected disease samples. Results were announced and Top scored group was awarded with a small cash prize.

Diseases learnt by the students (20 crop diseases):

  1. Maize – Northern corn blight, maize streak virus
  2. Ragi – Blast
  3. Sorghum – Sheath blight, leaf blight
  4. Pearl millet – Bipolaris blight
  5. Groundnut – Tikka leaf spot
  6. Horse gram – Yellow mosaic virus
  7. Green gram – Yellow mosaic virus
  8. Black gram – Leaf crinkle virus, yellow mosaic virus
  9. Gingelly – Phyllody, powdery mildew
  10. Sunflower – Mosaic virus, Alternaria leaf spot
  11. Cowpea – Yellow mosaic virus, rust, Cercospora leaf spot
  12. Mesta – Leaf roll virus
  13. Castor – Mosaic virus
Crop plots visit and identification of the diseases by Students
Crop plots visit and identification of the diseases by Students
Explanation about the crop-wise diseases availability in plot
Explanation about the crop-wise diseases availability in plot
Disease samples collection based on taught symptoms
Disease samples collection based on taught symptoms
Evaluation based on correct identification
Evaluation based on correct identification
Peer-to-Peer special horticultural practices in Pomegranate Orchard

Course: BAG2024, (Production Technology for Fruit and Plantation Crops, Field class)
Place: Sevoor Fruit Orchard, 2:00 PM to 5.00 PM.
Course Teachers: Dr. Utpal Das (17591) and Dr. Madhusmita Dishri (17887) Peer-to-peer special horticultural practices is a collaborative learning approach where students work in pairs or small groups to practice training and pruning, organic manure application and irrigation techniques on each other’s plants.
Implementation: Date of experiment (28.01.2025)
Task given: A pair of students and a team of 3-4 were made. Each was assigned with single pomegranate plant in the orchard to perform following operations:
a. Training and pruning
b. Organic manure application
c. Irrigation
Demonstration: Demonstration of training and pruning operations (like single and multi-stem training system, for removal of water shoots, weak crotches, ground suckers, dried and dead twigs and old spurs), application organic manure like Vermicompost (5 Kg), Neem cake, Pongam cake, Castor cake (1Kg each) and Bone meals (200g) per plant, followed by flood irrigation in the entire field.
Tasks perform: Students carried out the training and pruning in the same day and they were instructed to take the observation in the subsequent weeks of the practical classes.

Date of experiments (4.02.2025)

  • Students performed their task related to organic manure application followed by irrigation.
  • Initiation of new shoots in the second week of training and pruning were observed by each group.
Date of experiment (12.02.2025) Rotate roles: In the end of the experiment the students were asked to evaluate each other’s work by observing the plants growth which help them to provide constructive feedback and insights regarding the special cultural practices in pomegranate. Outcome: Selection of plants that are suitable for training and pruning practice such as young trees or shrubs, to minimize damage, doses of organic inputs and water requirement by pomegranate.

Students work in pairs or small groups to practice training and pruning
Students work in pairs or small groups to practice training and pruning
Removal of water shoots weak crotches and ground suckers by student in Pomegranate
Removal of water shoots weak crotches and ground suckers by student in Pomegranate
Mixing of organic inputs by the students
Mixing of organic inputs by the students
Application of irrigation in Pomegranate
Application of irrigation in Pomegranate
BAG4001 Agribusiness Management

Interaction meeting with PGDM(ABM) students at National Institute of Agricultural Extension Management (MANAGE) and ICAR-National Academy of Agricultural Research Management (NAARM), Hyderabad
Course Teachers: Dr. Mohanraj K and Dr. Anbarasan P
Activity:
As part of an academic initiative to inspire and guide students toward pursuing a Post Graduate Diploma in Management (Agri Business Management), Third year students from VAIAL was taken on an exposure visit to MANAGE and NAARM. The objective of the visit was to familiarize the students with premier institutions offering PGDM (ABM) programs and to facilitate interaction with current students enrolled in these programs.

Outcomes:
  1. VAIAL students gained a clear understanding of the admission procedures and eligibility criteria for PGDM (ABM) programs.
  2. The interaction sessions helped the students acquire valuable insights into preparation strategies for competitive entrance processes.
  3. The students became aware of the diverse career opportunities and industry prospects available to Agribusiness Management graduates.
BAG4001
BAG4002
Innovative Teaching Methods

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BAG3008 – Farm Management Production and Resource Economics

VIRTUAL REALITY (VR) PLATFORM FOR EFFICIENT FARM LAYOUT VISUALIZATION – A GAME- CHANGER IN AGRICULTURAL PLANNING AND MANAGEMENT

Course Teachers: Dr. Padma Lakshmi G & Dr. Merlin Mathew
Task Assigned: Students were asked to prepare a resource efficient farm layout as a part of their lab course.
Objective:
The main idea behind the activity is to plan and design an efficient farm layout in order to optimize the resource use and reduce waste thereby enhancing the productivity of the farm field.
Components: Agricultural crop fields, Orchards, irrigation structures, Livestock, buildings, cattle sheds, storage structures, drying yards, implement sheds, fish ponds and other components based on the location of the farm.
Work done by the students:
The students have picturized the farm layouts including various components according to their farm requirements and uploaded their farm layout in VR platform- https://framevr.io/apadma. The students were asked to upload and present their layout, add 3D models in VR platform by connecting online.

Outcome:

  • The students had an immersive experience, allowing students to visualize their farm layout and discuss their ideas and thoughts.
  • The students can able to accurately plan and design the farm layout to improve the efficiency while installing the components in the farm field.
  • The students can able to visualize different scenarios presented by other students. This can make more informed decisions about the farm layout, taking into account the factors like soil and water management, crop and livestock management, etc.,
  • The students can create their own models of farm layouts or customize their farm layouts based on the specific needs and conditions.
  • The platform enable real – time collaboration between the students and stakeholders for proposing their layout in 3D modelling for possible collaboration and consultancy in the field of landscaping and architecture.
BAG3008-1
BAG3008-2
BAG3008-3
Link: https://framevr.io/apadma
Innovative Pedagogy in Practice: Engaging Students in NASA’s Plant the Moon and Mars Challenges

Course Teachers: Dr. T. Parthasarathi  & Dr. Saiyyeda Firdous
Chief Advisor:  Dr. S. Babu
Objective:
To develop problem-solving, research, teamwork, and scientific communication skills through participation in global competitions.

Components:

  • Greenhouse, Growth chamber, Lunar Soil, Spinach crop, nano-fertilizers, and other components in the greenhouse.
  • To promote experiential learning, we encouraged our third and final year students to participate in the Plant the Moon and Plant the Mars challenges. Five students were selected on a first-come, first-served basis and registered for the competition. Financial and project-related support was fully provided by our institution
  • Faculty members guided the students throughout every stage of the project—from experimentation to report writing. We are proud to share that both teams won awards in their respective challenges
  • This initiative has not only showcased our students’ potential but also serves as a source of inspiration for their peers, motivating them to build confidence and pursue innovative career paths.
Outcome:
    • Both student teams won awards in their respective categories in the international challenges
    • Students gained hands-on experience in scientific inquiry, experimental design, and technical writing.
    • The initiative boosted student confidence, encouraged peer learning, and fostered interest in interdisciplinary career pathways.
innovative teaching final
innovative teaching final_1
From Classroom to Conference: Bridging Academics and Real-World Research

Course Teachers: Dr. Saiyyeda Firdous
Objective:
To explore the effectiveness of biochar and carbon nanotubes in the phytoremediation of chromium-contaminated soil.

Third-year students Priyadharshini V (22BAG0021) and Bharatwaj T (22BAG0131) expressed keen interest in undertaking a project aligned with their coursework. They conducted an experiment titled “Application of Biochar and Carbon Nanotubes in the Phytoremediation of Chromium-Contaminated Soil.“

Outcome:

  • Third-year students Priyadharshini V (22BAG0021) and Bharatwaj T (22BAG0131) successfully conducted an original experiment on an emerging environmental remediation topic.
  • Their project was accepted for oral presentation at a professional conference, and Priyadharshini V presented the paper, gaining valuable exposure.
  • This initiative demonstrated the potential of integrating research with coursework and is expected to motivate peers to take up similar academic challenges, enriching their learning and improving future career prospects.
innovative teaching final
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Problem-Based Learning Approach

Course Teachers: Dr. Saiyyeda Firdous
Objective:
To promote critical thinking and analytical skills by integrating real-world problems into the learning process.

Students were engaged through problem-based questions and real-life case studies relevant to the subject. They were encouraged to use their mobile devices and collaborate with peers to find solutions

Outcome:

    • Students actively participated in problem-solving discussions, gaining confidence in applying concepts to real-life agricultural and environmental challenges.
    • The use of mobile devices encouraged technology-assisted learning and instant information access, enriching the classroom experience.
    • Collaborative learning improved teamwork, communication skills, and a deeper understanding of subject content
    • The activity fostered a mindset of solution-oriented learning, preparing students for professional problem-solving scenarios
1innovative teaching final
innovative teaching final
Peer Teaching Initiative

Course Teachers: Dr. Saiyyeda Firdous
Objective:

  • To develop essential communication, presentation, and leadership skills.
  • To foster an active and collaborative learning environment where students learn from one another.

Students were given the opportunity to explain key concepts based on their learning and take on the role of teaching their peers.

Outcome:

      • Students demonstrated enhanced conceptual clarity by explaining topics in their own words.
      • Peer teaching improved their confidence, public speaking abilities, and ability to simplify complex topics.
      • The classroom environment became more interactive, promoting mutual learning and deeper engagement with the subject
2innovative teaching final_1
innovative teaching final
Multi-Modal Assessment for Enhanced Student Engagement and Evaluation

Course Teachers: Dr. Saiyyeda Firdous
Objective:
To provide students with diverse and interactive assessment experiences beyond traditional exam formats
Exams were conducted using multiple modes such as QR code scanning, clickable online links, offline written formats, and interactive sessions like the “burger round” for general questioning.

Outcome:

  • Students responded positively to the interactive and varied assessment modes, showing higher participation and interest.
  • The approach catered to different learning styles, improving inclusivity and comprehension
  • Students gained exposure to modern assessment formats, preparing them for dynamic academic and professional evaluations.
1innovative teaching final
2innovative teaching final
3innovative teaching final
innovative teaching final
Learning by Doing: Embedding Projects into the Curriculum

Course Teachers: Dr. Saiyyeda Firdous
Objective:
To replace conventional assignments with project-based learning that promotes hands-on experience

Outcome:

Integrating project development into coursework in place of traditional assignments can offer students a valuable hands-on learning experience, fostering a deeper understanding through ‘learning by doing‘.

innovative teaching final
Cultivating on Lunar Soil: A Protected Cultivation Experiment for Space Agriculture

Course Teachers:
Dr. T. Parthasarathi & Dr. Saiyyeda Firdous
Task Assigned:
Students were given the extraterrestrial soil (Lunar soil) to grow the plants under controlled
condition as part of the course BAG1006, Protected Cultivation and Secondary Agriculture.
Objective:
The objective of the task behind the activity is to design the experiment in the greenhouse as well
as growth chamber to cultivate the crop with the moon light condition.
Components:
Greenhouse, Growth chamber, Lunar Soil, Spinach crop, nano-fertilizers, and other
components in the greenhouse.
Work done by the students:
As per the course outline of BAG1006 Protected Cultivation, one student team from 22BAG team
participated this international challenge Plant the Moon challenge organized by Institution of
Competition Sciences, NASA, USA. The team grown the Spinach plants under the extended light
intensity along with the saline or mineral stresses. From the course theory experience, the students
team successfully establish the crop in lunar regolith using nano supplements. Students practically
cultivated the crop under the protected structures. This initiative has not only showcased our
students’ potential but also serves as a source of inspiration for their peers, motivating them to
build confidence and pursue innovative career paths. Students’ team won the challenge.
Platform:
https://plantthemoon.com/awards-spring25/

Outcome:
  • The students can apply protected cultivation principles to novel and extreme environments, demonstrating their ability to adapt under simulated moonlight conditions.
  • The students designed and executed controlled experiments to assess the viability of crop growth in lunar soil, by effectively integration nutrient and environmental factors.
  • Students can develop practical problem-solving skills in overcoming obstacles like saline or mineral stresses in lunar regolith.
  • Students can enhance their scientific communication and collaboration skills by participating in an international challenge, and successfully presenting their findings, as evidenced by their team winning the “Plant the Moon Challenge.”
innovative teaching_2
Artificial Intelligence (AI) based Learning

Course Teachers:  Dr. T. Parthasarathi
Task Assigned:
Students were tasked to prepare an AI based video module for protected cultivation course BAG1006, Protected Cultivation and Secondary Agriculture, as a part of their course.
Objective:
The objective of the task behind the activity is to design the greenhouse and its components with proper allocation of space and facility
Components:
Greenhouse structures, greenhouse components, irrigation, ventilation, growing racks, covering materials, crops and other components in the greenhouse
Work done by the students:
Students were prepared the greenhouse facility with Artificial Intelligence based video modules to visualize the greenhouse components. This innovative approach fosters students to understand better than the conventional approach.
Platform:
https://vimeo.com/1096872654/691253ba2d/    The video of greenhouse was uploaded in Vimeo platform

Outcome:
  • The students can demonstrate a comprehensive understanding of greenhouse design by accurately representing the proper allocation of space and integration of various components within their AI-based video module.
  • The students had effectively utilized AI tools and video production techniques to create an engaging and informative visual module that clearly explains complex greenhouse concepts, thereby enhancing their digital content creation skills.
  • Students critically analyze and select appropriate greenhouse components for specific protected cultivation scenarios.
  • Students can develop innovative pedagogical approaches by leveraging AI and video technology to explain and visualize complex agricultural concepts.
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3
4
Interactive Greenhouse Design: A QR Code & Online Resource Approach

Course Teachers:  Dr. T. Parthasarathi
Task Assigned:
Students were asked to identify and chose the suitable components, types of greenhouse design for protected cultivation course BAG1006, Protected Cultivation and Secondary Agriculture, as a part
of their course.
Objective:
This approach aimed to identify and choose the greenhouse components, structures as well as types.
Components:
Greenhouse structures, greenhouse components, greenhouse types.

Work done by the students:
Students were provided with experiences to identify the varies greenhouse types, structures and greenhouse components as pictures in the QR code scanning, clickable online link for better design and critical thinking on protected structures suitable for crop, location as well as space and resource availability. Students used mobile phone to scan and chose the suitable items to design the greenhouse for the desired crop, location.

Outcome:
  • The students can identify and select appropriate greenhouse structures and components by utilizing QR codes and online resources to gather information on various types, materials, and systems.
  • Students critically analyze the suitability of different greenhouse designs based on specific crop requirements, geographical location, available space, and resource constraints.
  • Students had exposure to develop a conceptual design for a protected cultivation structure that integrates chosen greenhouse types, components, and systems tailored to a given agricultural scenario.
Students were guided to collect, clean, and modify used PET bottles to serve as mushroom growing containers -substrate like paddy straw ( sterilized) have been filled and the PET bottles were cut, ventilated, and sterilized for use in cultivating species such as Oyster mushrooms (Pleurotus spp.).Bottles were incubated and monitored under controlled conditions for mycelial growth and fruiting.
Students were guided to collect, clean, and modify used PET bottles to serve as mushroom growing containers -substrate like paddy straw ( sterilized) have been filled and the PET bottles were cut, ventilated, and sterilized for use in cultivating species such as Oyster mushrooms (Pleurotus spp.).Bottles were incubated and monitored under controlled conditions for mycelial growth and fruiting.
6
Recycling PET Bottles for Sustainable Mushroom Cultivation

Earning by Learning Module 1 – Mushroom Cultivation Technology

Course Teachers: Dr. Priyadharshini B

Objective:
To promote sustainability and environmental responsibility in mushroom production by
encouraging students to recycle PET bottles as an alternative to conventional polyethylene
grow bags, thereby reducing plastic waste and lowering cultivation costs.

Activity Highlights (7/3/25)

Students were guided to collect, clean, and modify used PET bottles to serve as mushroom growing containers -substrate like paddy straw ( sterilized) have been filled and the PET bottles were cut, ventilated, and sterilized for use in cultivating species such as Oyster mushrooms (Pleurotus spp.).Bottles were incubated and monitored under controlled conditions for mycelial growth and fruiting.
Students were guided to collect, clean, and modify used PET bottles to serve as mushroom growing containers -substrate like paddy straw ( sterilized) have been filled and the PET bottles were cut, ventilated, and sterilized for use in cultivating species such as Oyster mushrooms (Pleurotus spp.).Bottles were incubated and monitored under controlled conditions for mycelial growth and fruiting.
Bottles were kept for incubtion
Bottles were kept for incubtion
Replaced at CBMR mushroom unit
Replaced at CBMR mushroom unit
Fruiting initiation -22/3/2025
Fruiting initiation -22/3/2025
INNOVATIVE mushroom_7
Human Ethics and Values

Course Code: HUMAG101

METHOD: Application of theory through various assignment activities.

The objective of the course was to train agricultural graduates with sound moral and ethics. Since this course contained only theory ,the following ASSIGNMENTS were given INDIVIDALLY to the students and they practiced the theory concepts. Each student was asked to maintain a separate notebook in which they recorded all the observations.

A. TYPES OF CONVERSATIONS:
Student were asked to observe the conversations they had thoughout the day for two weeks and categorize them into Co-operative ( Discussion, Discourse) and Competitive (Diatribe , Debate) types of conversations. They recorded their observations everyday for two weeks.
OUTCOME: Through self -analysis, they came to know the ill effects of diatribe kind of conversations and were able to correct themselves.

B. PRACTISE OF SELF COMPASSION:
Students were taught in class about the 4 count breadth technique to relieve stress and anxiety and maintaining gratitude journal for a month. Besides questionnaires were circulated to increase their SELF-AWARENESS.
OUTCOME: Students were able to appreciate the daily happenings in their life and it helped them to have a grateful positive mindset.

C. SWOT ANALYSIS OF ONESELF:
Students were asked to document their strength, weakness, opportunities and threats in their life. They were asked to get feedback from their loved ones and compare their own assessment.
OUTCOME: Students were able to identify their positive traits and negative traits. They were able to work on improving their undesirable traits. Out of class hours discussion was encouraged to help the students to correctly identify their traits.

D. VISION,MISSION, GOAL:
Students were taught to create a mental VISION board through VISIUALISATION technique. They were helped with setting clear goals .
OUTCOME: A prepared mind is SUCCESSFUL in LIFE. This activity helps the student to focus on activities which help them achieve their goal.

E. PERSONAL INSPIRATIONAL LEADERS:
Students were asked to identify their personal heroes from any walk of life and critically analyze the traits that they can incorporate into their life.
OUTCOME: Motivation palys an important role in their age to achieve their goals. In this context, their personal choice helps the individual student to follow the best practices of their chosen leaders.

SUMMARY:
Through stepwise activities , students were taught about a sert of SOFT SKILLS VITAL to professional and personal settings.

SAMPLE STUDENT FEEDBACK:

Development of projects through students as part of the courses in place of assignment & quiz

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