Mediating Diversity and Enhancing Pedagogy: The Role of Class Monitors in Feedback-Driven Assessment Practices

Abstract

Class monitors in engineering institutes play a crucial role in managing a variety of student-related activities and act as key intermediaries between the various stakeholders - students, faculty, administration, and parents. Their continuous interaction with the student body allows them to serve as an essential communication bridge, addressing and resolving diverse issues, including those related to emotional, mental, physical, cultural, social, and academic diversity. Growing diversity in classrooms requires effective strategies to promote inclusivity and address potential diversity-related challenges. This paper presents a study that demonstrate how class monitors mediate diversity challenges by either resolving them directly or escalating them to the appropriate authorities. Additionally, the paper examines the structured responsibilities of class monitors in engineering institutes, with an emphasis on fostering collaboration and inclusivity within the academic environment. Through statistical analysis, this study also investigates how feedback mechanisms facilitated by class monitors contribute to the improvement of teaching methodologies via continuous assessment. The findings are intended to enhance interactions between students, faculty, and alumni, fostering a more inclusive and effective educational experience.