2.1.4 Is there a mechanism in the institution to review the admission process and student profiles annually? If ‘yes’ what is the outcome of such an effort and how has it contributed to the improvement of the process?
Yes, there are so many innovative strategies initiated by the College as per the directions provided by higher education department of Madhya Pradesh such as "College Chalo Abhiyan" poster presentation , meeting with The Principals and the students of various Higher Secondly schools etc. for providing them information regarding facilities and welfare schemes for students such as Scholarships, Books, stationery etc. At the beginning of the new academic session, admission committee scrutinize and verify the particular details filled by the students and the supporting documents are checked, verified and attested by the committee members. The downloaded filled up details from the on-line admission form is also verified by the admission committee. After satisfying itself about the details of the students and testifying the documents, admission list is displayed on the notice board. As the admission process is on-line, admission list is also downloaded from the website of Higher Education Madhya Pradesh. The college is provided a pass word by the Higher Education Department to operate the website. The following details of the students are taken for consideration and documents related to them are verified:
Date of birth
Academic eligibility of the students
Qualifying marks for the admission
Caste status – SC/ST/OBC
Gender status – Male/Female
Participation of the student in sports N.S.S. and other such activities.
As a result of this process college has observed a sharp rise in the students maintaining discipline. They have learnt to channelize their energy and potential into more constructive activities . Apart from that the review of the admitted students and the corpus of the student profile help the institution in many ways. It helps us to understand not only the academic level of the students but also their economic, gender and caste status, in this way the marginalized students can be helped academically and economically, to bring them at par with the rest of the students who are academically as well as economically sound. 2.1.5 Reflecting on the strategies adopted to increase/improve access for following categories of students, enumerate on how the admission policy of the institution and its student profiles demonstrate/reflect the National commitment to diversity and inclusion
Economically weaker sections
The college executes the policy of the government for socially and economically backward communities, differently abled persons, sports person, women and children of ex-serviceman and wards of the employees.
SC/ST: For SC and ST candidates 16% and 20% seats are reserved respectively. The seats for these two categories are interchangeable. Besides they are provided fee concessions, scholarships and free books and stationary from the college. Students of SC and ST whose family income is less than 2 lakhs do not have to pay any tuition fee and whose family income is above two lakhs have to pay half of the tuition fee.
OBC: For the students of OBC or backward classes except the creamy layer, 14% seats are reserved.
Women: There is no age bar for women for seeking admission in any faculty. Various welfare schemes like Gaon Ki Beti, Pratibha Kiran etc. provide scholarship and financial help to the meritorious girl students of the villages and the cities. Girl students who travel more than a distance of 5 kilometers are provided transport allowance. Differently baled: For physically disabled 3% seats are reserved in all the courses and relaxation of 5% marks in the qualifying marks for admission shall be provided. other facilities have been provided and a committee to look after their problems in college is also functioningpresently. Sports:Outstanding sportsmen are given extra-weightage according to the level of his achievement in the division, state and national level tournaments in the admission.Ist , IInd and IIIrd positions in the ational/State/Inter Division level tournament 6% , Representing the division and the region 5% Winning position in the individual event at the state level 7% Inter-district level: Ist, IInd, IIIrd positions 2% Inter-district level: individual position 4%,Representing M.P. in the open All India Tournaments 10%Members of the winning M.P. team Ist, IInd and IIIrd 12% State Government Employees: 5% seats in all the categories are reserved for the state government employees, employees of the department of higher education, wards of the staff working in Government colleges.
2.1.6 Provide the following details for various programmes offered by the institution during the last four years and comment on the trends. i.e. reasons for increase / decrease and actions
initiated for improvement.
It is remarkable to note that in recent years people got disenchanted from the general education and they have strong inclination toward vocational courses.A discernible trend has cropped up ,only those who can not afford to take to costly vocational courses take to the general education.
2.2 Catering to Student Diversity
2.2.1 How does the institution cater to the needs of differently- abled students and ensure adherence to government policies in this regard?
The college follows the government policy by providing 3% reservation for the physically disabled students in all the courses and provide 5% relaxation in marks in the qualifying examination. The College has ramps and railing wherever necessary. During examination seating arrangements for such students are made on the ground floor and they are provided writers, if required, and allotted extra time in examination as per the university rules. A committee has been formed in the college to look into the problems related to the differently-abled students.
2.2.2 Does the institution assess the students’ needs in terms of knowledge and skills before the commencement of the programme? If ‘yes’, give details on the process.
No. All the admissions take place through online admission procedure except the last round of admission which is called CLC round on the basis of merit and % of marks in the qualifying examination. In this regard the college has to follow the admission policy and the relateddirections of the State government. However, before the commencement of the regular classes, zero classes and the bridge classes are organized for newly admitted students. In these classes basic knowledge of students in languages and other subjects is tested and they are also encouraged for further learning. 2.2.3 What are the strategies adopted by the institution to bridge the knowledge gap of the enrolled students (Bridge/Remedial/ Add-on/Enrichment Courses, etc.) to enable them to cope with the programme of their choice?
At the beginning of the semester session zero classes are conducted for two weeks to know the level of the students and to help them in improving rudimentary knowledge of the students. In these classes subject experts of our college and retired professors are also invited to help the students to improve their basics.
Various Enrichment programmes like personality development programmes, bhasha sudhar, computer training, Jayanti lectures on leading Indian Personalities and many awareness programmes are conducted by the Societies, Clubs and committees of the college to improve the overall personality of the student.
The Institution organizes seminars by the experts on respective subjects and personality development & entrepreneurship development, visits to industry and trade fairs, special trainings, conferences, seminar and workshops.
Extra Classes are also held by the teachers at the end of the semester session to help the weak students. There is a provision in the confidential report of the teachers to allot them 10 marks extra if they take extra classes.
2.2.4 How does the college sensitize its staff and students on issues such as gender, inclusion, environment etc.?
The Institute creates awareness among its staff and students on the issues such as gender, inclusion, environment etc. in the following ways:
The college has an anti ragging cell, women empowerment cell, NSS Units and various other clubs/societies, committees which undertake programmes to sensitize students on issues of gender inclusion, human rights, legal literacy, environment and other relevant issues.
The College provides equal opportunity to all for the different activities & process which include administrative work, teaching, co –curricular task, extracurricular, sports, programs, higher studies, committees, placements etc.
Our college is women’s college. There is a separate women cell which nurtures and takes care of the girl students. Girls common room facility is available in the college, Sexual Harassment and Redressal Cell is also there where women can complain of any problems related to them.
Various schemes of State govt. for girls like Gaon ki Beti, Awagaman Suvidha , Pratibha Kiran, NSS, Career Counseling and Guidance Cell.
There is active participation of girls in various programmes of the college like quiz competition, cultural activities, sports activities, literary activities, field studies etc.
There is a active cell in the Botany Department which regularly conduct programmes related to the environment, there is a display board where environment awareness articles are displayed.
Students are encouraged to keep the campus green, clean and plastic free.
Environment studies as a foundation course of semester III & IV is taught to all students.
College takes pride in the fact that its culture of respecting the dignity and integrity of every human being, including the teaching and non-teaching staff, is holding well and, as a result, the cases of harassment of women or gender-based discrimination usually not happens in the college.
College arranges the special social activities to maintain good social environment in the Institute. (i.e. Eye check-up camps, tree plantation programmes, traffic awareness programmes, Blood donation camps, Free health check-up camps)
Institute celebrates teacher’s day where student and teacher can interchange the role with each other.
Institute celebrates Women’s day, Human Rights day, United Nations day and many others every year with great enthusiasm.
The college regularly organizes various competitions such as essay, debate and posters etc on women empowerment, female feticide, Beti Bachao, gender equity, worlds breast feeding day etc.
Tree plantation is a regular activity of NSS.
2.2.5 How does the institution identify and respond to special educational/learning needs of advanced learners?
The advanced learners are detected by the teachers during their lectures by means of getting verbal and written feedback from the students.
The college arranges extra classes to meet the needs of advanced learners. We facilitate the students by providing reading material, we provide them Net facilities in the various department, and inform them about various websites related to the subject.
Students are subjected to various methods of evaluations like vocal responses, simple individual responses and written tests. On performance basis, the students are identified as slow and advanced learners. They are supported in the best possible manner. The teachers take extra pains to help them with an additional and personal interest. They are given additional time, advanced learning materials. They are motivated for better career options. A number of motivational lectures are organized to channelize their potential.
We have a well -furnished college library which provides reference books and journals. The advanced learners are also encouraged to acquire new and advanced information through books and internet to bring out their full potential.
The creative abilities of students are evaluated through objective type monthly general knowledge test, wall magazines, newspaper cutting collection.
Peer teaching and group presentations are encouraged by teachers. Each student is given a chance to handle group discussion, class seminars.
2.2.6 How does the institute collect, analyze and use the data and information on the academic performance (through the programme duration) of the students at risk of drop out (students from the disadvantaged sections of society, physically challenged, slow learners, economically weaker sections etc. who may discontinue their studies if some sort of support is not provided)?
College carries out University result analysis for all semesters and it gets the information about academic performance of students.
Internal evaluation tests (CCE)of the College also help to get academic performance about students.
Teacher guardians conduct / interact regularly with student on the academic performance.
Making the campus accessible for students on wheel chairs by construction of ramps.
The sensitivity shown by college in making the differently-abled students a part of the college mainstream and giving them a sense of independence and achievement.
The generous financial help provided to such students in the form of scholarships.
Slow learners are recognized in the class room through their performance in CCE tests, presentations and through the questions asked by the teacher in the class room.
Institute arranges special lecturers for slow learners.
Teacher repeatedly teaches the content as per requirement of slow learners.
Teacher counsels to parents regarding improvement in the performance of their ward.
Teacher prepares specially designed notes for slow learners to understand the content easily.
Attempts are made by the teachers to teach them individually.
Teachers guide slow learners for specially designed projects, seminars& paper presentation.
Question banks are provided to the students.
Economically Weaker Section
Institute provides information about government scholarship.
Institute provides concession in fees to few deserving candidate.
Institute also provides scholarship on merit basis.
Disadvantaged sections of society
SC/ST/OBC/minority students are given benefits of reservations in admission & scholarship as per government norms.
2.3 Teaching-Learning Process
2.3.1 How does the college plan and organize the teaching, learning and evaluation schedules? (Academic calendar, teaching plan, evaluation blue print, etc.)
The college is a government funded and governed college. Hence, it has to follow the academic calendar of the Higher Education Department Madhya Pradesh Bhopal. At the beginning of the academic session, the government issues an academic calendar that includes details about the teaching days, examination dates, semester-end vacations, election dates, schedule of CCE and the summer vacations etc. The sports and the co-curricular activities are organized as per the calendar and the schedule of the university. At the beginning of the academic session, Principal of the college calls a staff meeting in which all the members of the staff are briefed about the academic calendar. The plan to organize CCE and project examinations is prepared by the semester cell in consultation with the Principal, and the Head of the Departments. There is a timetable committee which prepares the college timetable in consultation with departments. These time-tables are exhibited on the college notice-board.
Each department holds meetings at the beginning of each semester to discuss the syllabus and work out the teaching plan. Daily diary is filled by all the teachers which is countersigned by head of the Department and then verified by Principal monthly. It is assured that the course is completed within the stipulated time. Under extraordinary situation extra classes are organized for the students. The classroom activities like seminars, quiz and group discussions also add to the evaluation process. There is a continuous comprehensive evaluation in each semester. This carries 15 % weightage in final examination. Daily attendance is taken in attendance register. Assignment, surprise and semi-surprise tests are conducted for students. There is flexibility to accommodate remedial lectures, extra classes and contact hours. Heads of the departments monitor the completion of the syllabus and ensure the overall pattern of the examination; question papers and weightage of topics are as per the recommendations of the university. The CCE examination schedule is put well in advance on the notice board. The evaluation schedules are based on CCE tests and final end-of-the semester examination. To monitor the implementation of the academic calendar, periodic meetings are held.
2.3.2 How does IQAC contribute to improve the teaching –learning process?
The IQAC works towards the enhancement of the learners’s knowledge, capacity and personality. IQAC functions with an aim:
IQAC makes recommendations to organize seminars, workshops and extension lectures to improve the quality of learning and create a congenial academic environment in the college.
IQAC facilitates the creation of a learner-centric environment conducive to quality education and faculty maturation.
IQAC recommends provision of necessary infra-structural facilities to facilitate teaching-learning process.
IQAC sets norms for the academic activities of the college.
IQAC makes arrangement for feedback response from students, parents and alumni on the institution and curriculum.
IQAC makes recommendations to help the financial weaker section students.
IQAC ensures the progress and activities to improve the quality of teaching.
Organization of inter and intra institutional workshops, seminars and conferences on quality-related themes.
Documentation of the various programmes and activities leading to quality improvement is maintained by the IQAC.
2.3.3 How is learning made more student-centric? Give details on the support structures and systems available for teachers to develop skills like interactive learning, collaborative learning and independent learning among the students?
Student-teacher interaction is placed at a higher priority in our teaching-learning process to make it student-centric. The learning process is made more interactive through the use of different support systems like LCDs, OHPs, models, maps, educational documentaries, etc. The practical conducted in different subjects are totally based on interactive learning. The teaching process including P.G. seminars, projects, dissertations, research works, etc. are conducted through collaborative learning. Now blended learning has been in use in place of the traditional lecture method. Apart from lecture method, presentation, group discussions, debates, role-play, case studies, ICT web learning, seminars and project works have been held by all the departments to involve the students in the learning process. The college provides ample scope through well-equipped and enriched central library, departmental libraries and reading rooms for independent learning. In that manner,the college puts a lot of emphasis on active and interactive learning. Teaching-learning is made student-centric by giving our students everyopportunity for independent as well as collaborative learning. Specific methods include the following:
Assigning group projects (Collaborative Learning)
Problem solving sessions - independently as well as in groups (Independent/Collaborative Learning)
Use of software to illustrate graphs, area of integration, surface of revolution etc in mathematics power point presentations etc. (Use of ICT)
Students participate in cultural activities like song, dance, mono-acting, self-chosen speech, extempore speech and rangoli competition. (Participative as well as Creative Learning)
Student’s participation in field trips, inter college/ state camps under the agencies of NSS.
All the science departments have well-equipped labs. Students are provided sufficient time and assistance by the Professors as well as the technical staff to carry the experimental work. Separate periods for practical are kept in the time-table. Experimental learning is preferred to theory.
Seminars and PowerPoint presentations are given to the students on subject related topics.
Subject wise Quiz Contest organized by students for the students.
Faculty members help the students to explore various learning sources internet, power point presentation analytical and reasoning capability .
Participation in elocution, debates, sports and games, essay writings..
Guest Lectures organized by the College from the scholars’, social activists, Industrialists.
Screening of short movies, discussion on books, and games (Experiential Learning)
Real time projects (Experiential Learning)
Student seminars, participation in festivals, annual exhibitions (Collaborative and Experiential Learning)
Field trips , Industrial visits and study tours (Experiential Learning)
Facilitating students to learn at their own pace and space through e- resources, (e-learning) .
Students are also encouraged to use the library independently that improve and enhances their knowledge.
Apart from it the college encourages general knowledge test organized by library & placement cell of career guidance cell.
Support systems available:
Departmental laptop for teaching - learning.
Interactive projectors in a few classrooms
2.3.4 How does the institution nurture critical thinking, creativity and scientific temper among the students to transform them into life-long learners and innovators?
To nurture critical thinking, creativity and scientific temper among the
students, the College has made available the platforms.
College organizes Rangoli competition, Creative Fruit Salad Competition , collage competition, painting competition, poster presentation for developing creativity among the students.
Debates, essay competitions, quiz, extempore speech, one-act plays are given impetus.
Project works, Seminars, Excursion tours, Group discussion are organized to contribute to self-management of knowledge development and skill formation.
The co-curricular and extra-curricular activities prepare the students for learning organizational and leadership skills which prepare them to work in a multi-cultural & global scenario. Thus the culture and climate of the institution enables students to be lifelong learners and innovators.
Various personality development workshops are organized by the Vivekanand Career cell from time to time.
All these activities help the students in their overall development, it improves their learning skills, coordination, organizational skills which are helpful to them in their achieving success.
2.3.5 What are the technologies and facilities available and used by the faculty for effective teaching? Eg: Virtual laboratories, e-learning - resources from National Programme on Technology Enhanced Learning (NPTEL) and National Mission on Education through Information and Communication Technology (NME-ICT), open educational resources, mobile education, etc.
Most of the teaching departments are provided with Computers. In addition, the college has its Computer Lab , facilities to facilitate the faculty members in learning/ handling computer.
Aided teaching and to prepare their learning materials the Computer Programmer, Guest Faculty of B.Com(CA) and other computer personnel help the faculty in this context.
For teaching purpose chalk and board method, lecture method, OHP, and LCD are commonly used.
Teachers prepare their topics in Power Point Presentations which is more impressive mode.
Almost all the P.G. and Self Finance Departments are having their own Departmental Library which is updated regularly.
Job oriented Project work is compulsory for the students for the six semester of UG and fourth semester of PG.
2.3.6 How are the students and faculty exposed to advanced level of knowledge and skills (blended learning, expert lectures, seminars, workshops etc.)?
The faculty members are encouraged to attend the seminars, conferences, workshops to get the advanced knowledge. Institutes depute the faculty members for continuous learning programs, academic programs, Conferences, Workshops etc.
Most of the faculty member have attended Faculty Development Programme, Workshop, Trainings and seminars, Personality Development, Entrepreneurship development Teaching Skills and so many others to update their knowledge.
The faculty members regularly attend seminars, conferences, workshops, lectures on the related subjects to update their knowledge.
All the senior Professors have already attended orientation and refresher courses organized by various distinguished universities and institutions. The young Professors who are new in job have also been sent to attend these courses.
Experts in different areas, eminent personalities in the field of administration, science and technology, social sciences, literature, business and commerce are invited as visiting faculties to address seminars, faculty programmes and also for the purpose of Career counseling.
2.3.7 Detail (process and the number of students \benefitted) on the academic, personal and psycho-social support and guidance services (professional counseling/mentoring/academic advise) provided to students?
Most of the faculty member has attended Faculty Development Programme, Workshop, Trainings and seminars, Personality Development, Entrepreneurship development Teaching Skills and so many others to update their knowledge.
The faculty members regularly attend seminars, conferences, workshops, lectures on the related subjects to update their knowledge.
All the senior Professors have already attended orientation and refresher courses organized by various distinguished universities and institutions. The young Professors who are new in job have also been sent to attend these courses.
Experts in different areas, eminent personalities in the field of administration, science and technology, social sciences, literature, business and commerce are invited as visiting faculties to address seminars, faculty programmes and also for the purpose of Career counseling. The inmates of hostel are benefitted by the presence of the Warden and Assistant warden who reside within the campus and make themselves available at any time of the day and night .We have Vivekananda career Guidance Cell and Career Counseling Cell in the college. Many skilled and trained professionals are invited time to time to groom interested students. In addition, Professors in charge of these cells are always available for Career Counseling purposes to the interested students. Thus, the students get academic advice and professional counseling as well.
2.3.8 Provide details of innovative teaching approaches/methods adopted by the faculty during the last four years? What are the efforts made by the institution to encourage the faulty to adopt new and innovative approaches and the impact of such innovative practices on student learning?
To make the teaching and learning interesting and to involve the learners in the learning process, lecture method has been blended with many innovative teaching methods and practices. Now learning has been made student centric by adopting different methods and means to suit the various learning situations.
Majority of the students of our college are from the surrounding rural areas and economically backward families of tehsil gadarwara . Faculty members make maximum efforts to improve their qualities. Institution organizes extra classes, tutorial classes, zero and bridge classes for the first year students.
During last four years, methods of teaching has undergone a lot of change. Now with the support of new technologies like LCD projector, OHP power point presentation teaching methods in different departments have reached greater dimensions.
For slow learners, repetition of practical work and difficult theory topics are arranged. Giving notes and solving the old question papers are also done by the teachers.
Participation of students in youth festival and NSS camps contribute to the acquisition of life skills in students. of various subjects.
Now 28606 books are available in library.
IQAC organizes meetings to share best practices and innovations. Departmental presentations during the Academic Audit and AQAR reports highlight innovations.
Job oriented Training programmes, entrepreneurship classes, lectures on personality development, ST/SC/OBC/MINORITIES are organized in the college which helps overall development of students.
2.3.9 How are library resources used to augment the teaching- learning process?
The library resources like text books, reference books, journals, periodicals and e-resources etc. are used to augment teaching-learning process. In addition they are also used in the reading rooms. Network centre are used by students in the library.
The staff and students regularly visit the library and make best use of the facilities available. They are issued books from the library regularly.
Library is open to all students and members of the staff from 10:30 am to 05:30 pm on all working days. All the PG departments of the college have its own library.
Books are issued for teachers & students to enrich their knowledge and encourage reading habits.
SC, ST and OBC students are provided a dictionary and some books worth Rs 1500/- free of cost which they do not have to return. They are also issued sets of books from the SC/ST Book Bank Scheme.
Students and teachers frequently consult library for projects dissertations and preparation of paper presentation, preparations of University exams & competitive exams.
The students are allowed to retain books for preparation of examinations.
2.3.10 Does the institution face any challenges in completing the curriculum within the planned time frame and calendar? If ‘yes’, elaborate on the challenges encountered and the institutional approaches to overcome these.
Yes, the course curricula is designed and planned as per time frame of the academic calendar. However, when the courses remain un-covered as per the plan, the faculty members engage extra classes and guest faculties are also engaged to complete the unfinished courses in time.
2.3.11 How does the institute monitor and evaluate the quality of teaching learning?
College evaluates the quality of teaching through feedback taken from students.
Feed back is analyzed and discussed in the department to bring about positive changes.
Self appraisal of the teacher is done and Principal with confidential remarks sends it to the higher authorities.
The result of University is the best criteria to evaluate the quality of teachers and students both.
In the Staff Council meetings, Principal and Staff discuss, debate and decide on changes in curricular and teaching learning practices.
The performance of the students is monitored through CCE tests, presentations, quiz, projects, assignments etc. and the record of the semester assessment is maintained by the semester cell of the college.
The faculty participates in national & international seminars and workshops.
Resource person are invited for special lectures to re-orient the teachers to new teaching methods and update them in their subject.
The college has a one smart class room in which they introduce to new technology and teaching methodology.
Students' attendance register and daily dairy are also maintained by teachers.
Principal of the college monitor the teaching diaries and attendance register of all the teachers through the Head of the Departments.
2.4.1 Provide the following details and elaborate on the strategies adopted by the college in planning and management (recruitment and retention) of its human resource (qualified and competent teachers) to meet the changing requirements of the curriculum
2.4.2 Howdoestheinstitutioncopewiththegrowingdemand/ scarcityof qualifiedseniorfacultytoteachnewprogrammes/ modern areas (emergingareas)ofstudybeingintroduced (Biotechnology,IT,Bioinformaticsetc.)?Providedetailsonthe effortsmadebytheinstitutioninthisdirectionandtheoutcome duringthelastthreeyears.
The institute is very devoted in providing quality education to the students and ensures proper and effective training and development of its faculty. In order to fulfill its objective various staff development programmes and strategies have been adopted by the institution in enhancing the teacher quality.
2.4.3 Providing details on staff development programmes during the last four years elaborate on the strategies adopted by the institution in enhancing the teacher quality.
a) Nomination to staff development programmes
Academic Staff Development Programmes
Number of faculty nominated
Staff training conducted by the university
Staff training conducted by other institutions
Summer / winter schools, workshops, etc.
b) Faculty Training programmes organized by the institution to empower and enable the use of various tools and technology for improved teaching-learning
v Teaching learning methods/approaches v Handling new curriculum v Content/knowledge management v Selection, development and use of enrichment materials v Assessment v Cross cutting issues v Audio Visual Aids/multimedia v OER’s v Teaching learning material development, selection and use c) Percentage of faculty
invited as resource persons in Workshops / Seminars / Conferences organized by external professional agencies
participated in external Workshops / Seminars / Conferences recognized by national/ international professional bodies
presented papers in Workshops / Seminars / Conferences conducted or recognized by professional agencies
2.4.4 What policies/systems are in place to recharge teachers? (eg: providing research grants, study leave, support for research and academic publications teaching experience in other national institutions and specialized programmes industrial engagement etc.)
Faculties have full freedom to pursue their research work. The following systems are used to help teachers recharge:
Study leave for Ph. D research work when fellowship is granted by UGC/ State Govt.
Teachers are encouraged to pursue Ph.D, as a result 38 membersout of the 41 member teaching staff are Ph.D holders.
Teacher’s are encouraged to attend seminars, workshop, training programmes.
The college grants duty leaves to all the teachers who attend seminars, workshops and conferences.
The college sends teachers to attend orientation and refresher courses and grants them duty leave for the same.
The college library has a rich collection of reference books, text books and journals. Besides, it also has the facility of an E-resource center. Professors are encouraged to use the existing e-resources available in the library to pursue their research and to prepare their lectures. Research scholars are also provided access to the library resources free of cost and xerox copies of the selected material is provided to them at nominal rates.
Teachers are encouraged to organized seminar/ workshop in the college.
Teachers are encouraged to submit research project to funding agencies.
The institution provides duty leave to faculty for participating and presenting papers at national and international conferences.
The college management and Janbhagidari Samiti extend active support for professional development of the faculty.
These provisions have contributed in improving the research culture amongst staff as they have initiated their research activities.
2.4.5 Give the number of faculty who received awards / recognition at the state, national and international level for excellence in teaching during the last four years. Enunciate how the institutional culture and environment contributed to such performance/achievement of the faculty.
2.4.6 Has the institution introduced evaluation of teachers by the students and external Peers? If yes, how is the evaluation used for improving the quality of the teaching-learning process?
Yes, the institute evaluates the performance of faculties through students. The coordinator of IQAC of the institute and HOD takes oral feedback of the faculties from the students and their guardians. At the end of every semester students fill the feedback form in a prescribed format. The feedback includes presentation skills, healthy interaction, content covered, teaching-learning resources used, innovation in teaching etc. All feedbacks collected are analyzed very carefully. If any faculty doesn’t meet the benchmark on feedback, he/she is counseled or trained accordingly for better future improvement.
2.5 Evaluation Process and Reforms
2.5.1 How does the institution ensure that the stakeholders of the institution especially students and faculty are aware of the evaluation processes?
At the time of admission prospectus is given to all the students in which details of teaching and evaluation are given.
At the beginning of the session, the general time table and the time tables of all the departments are displayed on the notice-board.
At the time of counseling the students are given the complete knowledge regarding their studies and evaluation.
At the commencement of the session each teacher is provided with a syllabus.
The evaluation process is communicated through notice board, instructions and interactive method in teaching classes.
CCE answer sheets are evaluated and the answer sheets and the results are shown to the students.
Innovative evaluation practices like Quiz, role-play, poster presentation, group-discussions, debates, practical, models are introduced in different classes.
Internships /projects are taken up seriously wherever required.
2.5.2 What are the major evaluation reforms of the university that the institution has adopted and what are the reforms initiated by the institution on its own?
University Reforms/ Govt. reforms
Introduction of Online Admission System
Introduction of Innovative means of Evaluation like Quiz, Presentations, Role Play etc. in CCE
Online Submission of CCE marks
Establishment & Automation of Semester cell
Online submission of internal assessment and practical marks.
The absentees are given all possible chances to take up the CCE within a stipulated time period.
Introduction of online system for Registration
Institution has no power.
Providing admit cards to the students online
Monitoring of CCE results to know the weak students
2.5.3 How does the institution ensure effective implementation of the evaluation reforms of the university and those initiated by
the institution on its own?
For effective implementation of the evaluation process following initiations by the institution is organized:
Mode of CCE is decided by the departments.
Regular CCE is conducted during semester and record of the same is kept by semester Cell.
The class test exams and academic calendars of the institute are undertaken as per the instruction given by the university.
Subject wise assignments are given as per norms.
CCE answer sheets and marks are shown to the students and guidance is provided for better performance in future.
Any doubt about evaluation is made clear to the students.
The Heads of the Department monitor the academic activities of the Department and necessary improvements are made accordingly.
Every faculty member has to submit daily diary of the teaching to the Principal monthly.
Question banks are developed by the faculty members which helps the students to improve upon their knowledge.
Besides this the internal assessment is done by giving presentation topics to the students, by taking Quiz and seminars, by noting participation of the students in the activities & events the college.
2.5.4 Provide details on the formative and summative assessment approaches adopted to measure student achievement. Cite a few examples which have positively impacted the system.
Formative evaluation approach implies monitoring the students learning at frequent intervals and providing immediate feedback so as to improve the ongoing process of teaching & learning. This concept is implemented through –
Regular assessment & immediate evaluation.
Class test after completion of two units.
Surprise test by the subject teacher
Presentation by the students
Mock interviews & Mock Group discussions.
Presentation of dissertation by the students
Quiz related to subjects
For teachers formative evaluation is done by taking oral feedback from the students. Then accordingly a one to one interaction with the faculty is organized. Staff meeting is held to know the progress of the subjects & class test taken.
The summative evaluation at the end of each semester evaluates the student through the following –
1. Written exams
2. Practical exams
3. Viva voce
4. Internship/project work
2.5.5 Detail on the significant improvements made in ensuring rigor and transparency in the internal assessment during the last four years and weightages assigned for the overall development of students (weightage for behavioral aspects, independent learning, communication skills etc.
Rigor and transparency in the internal assessment has been marked with significant improvements during the last four years. The various modes of evaluation help teachers to consider the various behavioural aspects, independent and creative thinking, communication skill, personality development etc. Regular tests are conducted throughout the semester. College evaluates the students through two formal internal tests (using various modes).
There is complete transparency in the CCE. All the students are familiar with transparency in internal assessment. There is a semester cell for each faculty to schedule the tests, compile the marks and then send to the university online. The internal assessment is made by the
teachers giving due weight age to regularity in class, class assignments/ class tests, oral responses in the class behaviors of students.
2.5.6 What are the graduate attributes specified by the college/ affiliating university? How does the college ensure the attainment of these by the students?
Yes, the institution and individual teachers use assessment/evaluation as an indicator for evaluating student performance, achievement of learning objectives and planning.
Poor learners, slow learners, advanced learners are identified through these assessments. Extra classes/ doubt- removal classes/ remedial classes are provided for this category of students. The performance of the students in NSS camp in co-curricular activities, extra-curricular activities is also taken into prior consideration.
2.5.7 What are the mechanisms for redressal of grievances with reference to evaluation both at the college and University level?
At the college level the redressal of grievances with reference to evaluation is taken care of. All sorts of measures are taken to satisfy the ward. At the university level it has developed its procedures for applying for redressal of grievances within stipulated time period. The mechanism provides an opportunity to re-evaluate the wards answer sheet when students resort to RTI. The fairness of evaluation is ensured by a second opinion of the competent faculty. The problems/grievances of evaluation at the college level are solved through the Complaint Box present in the college and the Complaint redressal committee. A student can directly approach the Head of the Department and the Semester Cell if she has any complaint regarding the evaluation. She can see her answer sheet if the evaluation is done through a written test and discuss the allotment of marks with the subject teacher.
Jansunvai Cell at the college level, headed by the District Collector office is also one of the mechanisms.
2.6. Student performance and Learning Outcomes
2.6.1 Does the college have clearly stated learning outcomes? If ‘yes’ give details on how the students and staff are made aware of these?
The learning outcomes are mentioned clearly in the vision, mission and objectives of the college. The vision and the mission of the college is also highlighted in the prospectus of the college and exhibited prominently in the monogram of the college. It is also communicated through special classes and workshops for the students through career counseling cell, through motivational lectures, through personality development cell, lecture on moral values of great social and political leaders and through social works like blood donation, awareness rallies on different issues like campus cleaning, dowry, women safety and voter’s rights.
2.6.2 Enumerate on how the institution monitors and communicates the progress and performance of students through the duration of the course/programme? Provide an analysis of the students results/achievements (Programme/course wise for last four years) and explain the differences if any and patterns of achievement across the programmes/courses offered.
Result Session 2011-12
Title of the Programme
Name of Student
B.Com. VI Sem
Result Session 2012-13
Title of the Programme
Name of Student
B.Com. VI Sem
Result Session 2013-14
Title of the Programme
Name of Student
B.Com. VI Sem
Result Session 2014-15
Title of the Programme
Name of Student
B.Com. VI Sem
Through CCE the valued answer book of the CCE is given to the students .
Answer books of the CCE are made available to the students if they observe any ambiguity over marking the matter is resolved immediately.
While marking the CCE and Practical examinations weightage is given to the behavior regularity, learning skills of the students.
15 % weightage of CCE is given in their corresponding semester examination.
2.6.3 How are the teaching, learning and assessment strategies of the institution structured to facilitate the achievement of the intended learning outcomes?
The institution recognizes that to achieve the learning outcomes teaching, learning &
assessment must happen both in the class room and also as a continuous process through
college life and outside. The structure includes an academic calendar, teaching plans, departmental meetings, teacher diary and exam calendar. There is an emphasis on academic activities, co-curricular activities and field activities. Departmental societies take teaching-learning beyond the class room. The academic calendar gives the overall plan at the beginning of the year for academic and co-curricular activities. A balance is maintained so that academic and other activities do not clash with each other. Besides grades and marks, there are many awards and scholarships which acknowledge achievement of learning outcomes and motivate students toward higher benchmarks.
Learning strategies: Learning strategies aim to make learning an active process.
In class rooms: note taking, asking questions, solving problems and writing answers, oral presentation, critiquing a concept or theory.
In laboratory/practicals: Report writing, designing experiments, writing programs.
Independent learning: Individual assignment, research projects, use of ICT to utilize worldwide resources. (INFLIBNET),
Collaborative learning: Peer learning, group assignments, interactive learning, role plays
Learning on the field: Internships, industrial visits and excursions.
Formative assessment for feedback.
Evaluation of knowledge/cognitive domain: concept testing, quizzes, MCQs, review questions.
Evaluation of affective domain: Value based questions and questions to tap affective domain.
Evaluation of behavioural domain: Evaluation of practicals, observation charts, diaries, field visit reports, internship reports.
Theory Examinations: Setting question papers to test the concept and higher order thinking skills like critical analysis and evaluation.
Practical Examinations: Experiments to test the understanding of the concepts and honing laboratory skills.
Thus these strategies ensure that the learning outcomes, which are central to the teaching-learning process, are achieved.
2.6.4 What are the measures/initiatives taken up by the institution to enhance the social and economic relevance (student placements, entrepreneurship, innovation and research aptitude developed among students etc.) of the courses offered? Our college has an active placement cell for students across faculties. It also facilitates mock interviews, CV writing and group discussions to develop employability skills amongst them. The college has Vivekananda Career guidance/Counseling cell. Through this Cell workshops on entrepreneurship and aptitude are conducted from time to time.Students are actively involved by way of developing entrepreneurship skills . Further they are sensitized on the societal responsibilities through NSS, Red Cross and students are motivated through personality development programmes. College encourages student research skills. Discipline specific skills and applications are developed through the activities of departmental associations.
The various co-curricular and the extracurricular societies help to develop soft skills, life skills, organizational and management skills and talent. NSS, Extension Activity Cell, Women Cell, and various other clubs and societies of the college help in developing the skills for community engagement.
2.6.5 How does the institution collect and analyze data on student performance and learning outcomes and use it for planning and overcoming barriers of learning?
The college takes feedback manually in UG & PG classes. After organizing the meeting of all the departments initiatives are taken to meet the problems of the students. Faculty does formative assessment through ungraded tests/assignments and class discussions to analyze student understanding. Feedback is given to students to overcome learning barriers and teachers re-plan the session. In this regard some other steps are also taken like period wise attendance, informing parents about problems through mobiles and managing internal misunderstanding between faculty and students. Participation of students C.C.E. is helpful for assessment and efforts are made to increase the pass percentage, regularly. A success rate has been seen since last few years that relate directly to regularity of students and effort done by faculties. Remedial sessions, tutorials, and other methods are used to help weaker students remove bottlenecks. Personal counseling is also done by teachers if they find a student having learning difficulties.
2.6.6 How does the institution monitor and ensure the achievement of learning outcomes?
The college follows a system for monitoring and ensuring the achievements of learning outcome:
Outcome of the achievements of the students are monitored through regular class tests, presentations, group-discussion, assignments, quiz and other modes which are used regularly to evaluate the students.
Marks of CCE tests and semester examination results are recorded to know the result of the students. Remedial action is taken as and when required.
Mentoring, student presentations, tutorials, problem-solving, group assignments, student mentors etc are used to monitor and ensure the achievement of learning outcomes.
Faculty members involve the students in the discussions in the class room, conduct oral tests and monitor the achievements of the learning outcome.
The weak students are identified and extra classes are arranged for them to help them overcome their problems.
2.6.7 Does the institution and individual teachers use assessment/ evaluation outcomes as an indicator for evaluating student performance, achievement of learning objectives and planning? If ‘yes’ provide details on the process and cite a few examples.
Any other relevant information regarding Teaching-Learning and Evaluation which the college would like to include.
Yes, the institution and individual teachers use assessment/evaluation outcomes as an indicator for evaluating student performance, achievement of learning objectives and planning.The methods of internal assessment are partly based on multiple choice questions/oral presentations and problem solving. These test the conceptual understanding, memory, oral communication skills and application skills. The semester-end assessment tests their discipline specific knowledge, critical thinking skills, written communication skills. Weaker students are advised to practice answering model papers and have them assessed. They are counseled and guided to overcome their inadequacies. Remedial teaching is conducted by the departments whenever required. Workshops are organized on study skills. The following are the important modes of assessment used as indicator of student performance:
Written Assessment in all the Classes
Improvement in the Expression power & Critical thinking
Internal Written Tests
Practical Assessment in Science, Home Science,Music,
Developing practical competence & bridging gap between theory & practice
Project work in the last Semester of UG & PG
Acquiring first hand experience of the subject
Projects to the students of the final Semester
CRITERION III: RESEARCH, CONSULTANCY AND EXTENSION
3.1 Promotion of Research
3.1.1 Does the institution have recognized research center/s of the affiliating University or any other agency/organization?
This college is not a recognized research centre.
3.1.2 Does the Institution have a research committee to monitor and address the issues of research? If so, what is its composition? Mention a few recommendations made by the committee for implementation and their impact.
We have an active research committee comprising four members:
Dr.R.K. kourav, Head, Department of zoology.