Teaching Learning and Evaluation

Criterion II: – Teaching Learning and Evaluation

2.1 Student Enrolment and Profile

2.1.1 Demand Ratio

2.1.2 Seats filled against reserved categories

2.2 Catering to Student Diversity

2.2.1 Special Programmes for advanced learners and slow learners.

2.2.2 Student – Full time teacher ratio

2.3 Teaching-Learning Process

2.3.1 Student centric methods

2.3.2 Teachers use ICT- enabled tools including online resources for effective teaching and learning processes

2.3.3 Ratio of students mentored for academic and other related issues

2.4 Teacher Profile and Quality

2.4.1 Full time teachers

2.4.2 Full time teachers with Ph.D./D.M/M.Ch./D.N.B Superspeciality/D.Sc./D’Lit.

2.4.3 Teaching experience of full time teachers

2.4.4 Full time teachers who received awards, recognition, fellowships at the State, National, International level

2.5 Evaluation Process and Reforms

2.5.1 Declaration of results

2.5.2 Student complaints/grievances about evaluation

2.5.3 IT integration and reforms in the examination procedures and processes

2.5.4 Automation of Examination division

2.6 Student Performance and Learning Outcomes

2.6.1 Learning outcomes (generic and programme specific)/graduate attributes

2.6.2 Attainment of Programme Outcomes, Programme Specific Outcomes and Course Outcomes

2.6.3 Pass percentage of students

Student Satisfaction Survey

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Curricular Aspects

The institutional goals have been realized with the introduction of the learner-centred, need based, job-oriented, socially relevant, research focused and innovative programs to cater to the academic needs of the potential youth of the region.

Curriculum designing and feedback being the corner stone for the progress of education, OBE based on Revised Bloom’s Taxonomy has been integrated into the syllabus. Each course on a curriculum has distinct objective and outcome through a wide range of options like Gender, Environment and sustainability, Human Values and Professional Ethics. A structured feedback from subject experts, industrial expert and alumni are analyzed and based on their views the curriculum is revised in the Boards of Studies and final shape is given in the Academic Council Meeting. This process helps in improving the quality of the curriculum by catering to the diverse needs of the students and adhering to globally relevant subjects. The college displays sensitivity to changing educational, social and market demands with a view to ensure employability through value added courses. CBCS enables the students to choose their course from a list of electives, core and skill based. As part of the curriculum, students from various Departments undertake Field Projects and Internship. Introduction of online courses from educational portals like NPTEL, MOOC and Swayam has encouraged many students and staff to enroll for the same. Autonomy imparts the freedom to revamp and restructure the syllabus in tune with the ever-changing educational scenario.

Teaching-learning and Evaluation

The College has a transparent admission policy. Admission of students into all Programs is made on merit basis and in accordance with the government’s rules on reservation policy. The college organizes a short- term Bridge Course for the students to throw light on the rules and regulations, course details, Vision, Mission, aim and objectives of the college. Students are informed about advantages and facilities such as various scholarships, endowment schemes, add- on courses, extra-curricular activities and so on by the respective
Heads. A Proctoring Card of each student that provides personal details and academic performance is maintained. Remedial courses are offered to students in the first year. The learning needs of the advanced learners are identified by the faculty through their academic and extracurricular performance and personal interaction. Technologies such as smart class-rooms, Google classrooms, PowerPoint presentations, Computer Assisted Language Labs and Audio visual gadgets are employed for ICT enabled teaching. The college has a well-structured feedback mechanism to assess the quality of teaching. The college renders counseling to students through counselors. The needs of differently-abled students are fulfilled by ensuring adherence to government policies. Visually impaired students are allowed to take their examinations with the assistance of scribes. They are provided with ramps and wheelchairs and PWD friendly restrooms. The evaluation system comprises CIA and two internal examinations, followed by the End-of-Semester Examinations, where questions are set on the pattern of Bloom’s Taxonomy. The evaluation process is error-free and transparent.