When Prof. Kishore Chatterjee introduced SAFE in his large first-year course, EE103: Introduction to Electrical Engineering; it was not an experiment. It was a choice to bring order and efficiency to a class of over 200 students. From the very first day, SAFE became an integral part of how the course was taught, attended, and evaluated. Attendance, once a tedious roll-call ritual, was transformed into a seamless process. During a designated window, students marked their presence directly on their phones using the SAFE app. The platform verified each response through GPS, timestamp, and identity, eliminating any manual intervention.

“All I needed to do was upload the class schedule on my dashboard,” said Prof. Chatterjee. “Attendance became a single-tap action. Accurate. Quick. Reliable.”

To ensure that students stayed attentive till the last minute, Prof. Chatterjee began conducting a short five-minute quiz at the end of every lecture.

“So what I started right on day one,” he explained, “is a quiz in the last five minutes, based only on what was taught that day. It’s a technical recall, multiple choice, jumbled both in questions and options.”

These end-of-class quizzes became a signature part of his teaching routine. Students participated through SAFE, allowing real-time response collection. The habit of daily recall helped sustain engagement and created a rhythm of continuous learning. For longer, written quizzes, SAFE played an equally crucial role. Instead of distributing question papers physically, only the response sheets were handed out to save paper. Students wrote their answers, scanned the sheets using their phones, and uploaded them to SAFE before leaving the classroom.

“That gave us two copies,” Prof. Chatterjee noted. “A physical one and a digital record. TAs could evaluate whichever was convenient. No papers lost, no confusion.”

By retaining both the handwritten and digital versions, the process ensured authenticity and made post-evaluation reviews significantly easier. Earlier, regrading or “crib” sessions meant chaos. With SAFE, these interactions became entirely digital. Students could raise regrading requests question by question, and instructors could respond within the same interface.

“There were no physical crib sessions anymore,” said Prof. Chatterjee. “Everything was online, and it worked beautifully.”

During the conversation, Prof. Chatterjee was also introduced to the latest enhancements in SAFE’s “interactions” module. A chat-like interface with customisable color-coded flags (green for accepted, red for rejected, yellow for pending) designed to make communication even clearer and more structured. He appreciated how such a system could further improve transparency and make the review process faster and more intuitive. He also learned about SAFE capabilities for administering quizzes, Scheduled Start and Flexible Start modes. The Scheduled Start option allows instructors to predefine quiz timing and securely share the decryption password with students at the chosen moment, while Flexible Start offers freedom to begin the quiz anytime based on class flow. Both, he noted, could simplify management for large cohorts while maintaining exam integrity.