MilestoneMe: ”Bridging the Gap Between Faculty and Students in Coding Journey”
Project Mentor: Dr. Kapil Aggarwal
Associate Professor and Mentor, Department of Computer Science and Engineering, Parul Institute of Engineering and Technology, Vadodara, Gujarat, India 391760
Uday Gandhi
Team Lead, MERN Stack Developer
Vraj Rathva
Research and Development, Full Stack Developer
Nevil Modi
Front-end Web Designer and Documentation
Yash Chauhan
Backend Developer and Logic Building
Abstract—In recent years, technological advancements have accelerated, with computers and intelligent systems being widely used to solve real-world problems. Effective interaction with machines requires proficiency in programming languages such as C, C++, Java, and Python. Consequently, students are increas- ingly engaging in coding practice on various online platforms to strengthen their problem-solving and programming skills. While this self-driven approach enhances technical expertise, a critical gap remains between students and faculty: the lack of an efficient monitoring and feedback mechanism.
Currently, universities focus on teaching fundamental concepts such as Data Structures and Algorithms (DSA), but faculty members often lack visibility into students’ coding activities outside the classroom. Questions such as “How are my students performing on coding platforms?” and “What progress are they making in their daily practice sessions?” remain largely unan- swered. This research addresses the missing bridge by proposing a system that enables faculty to monitor, analyze, and evaluate students’ coding performance across platforms. By providing insights into practice patterns, problem-solving consistency, and overall progress, the system aims to foster accountability, enhance learning outcomes, and strengthen the student–faculty academic relationship.
Index Terms—Programming Education, Coding Platforms, Student Performance Monitoring, Data Structures and Algo- rithms (DSA), Learning Analytics, Faculty–Student Engagement, Problem-Solving Skills
