Teaching Learning and Evaluation

2.1 STUDENT ENROLMENT AND PROFILE

RESPONSE : 

2.1.1 AVERAGE ENROLMENT PERCENTAGE

RESPONSE :

2.1.2 AVERAGE PERCENTAGE OF SEATS SC/ST/OBC

RESPONSE : 

2.2 CATERING TO STUDENT DIVERSITY

2.2.1 The Institution assesses the learning levels of the students and organises special Programmes for advanced learners and slow learners

RESPONSE: The college has great concern for differently abled students. The faculty, library staff and other allies have been made aware of and are sensitized to the needs of these students. Necessary arrangements and assistance are made available to them during examinations. The building is equipped with ramp, wider doors to accommodate wheelchairs to facilitate the differently-abled students. The college has always followed a student-friendly policy and the faculty has been mentoring students in an informal way. In 2016, the Equal Opportunity Cell was formed to make it more structured and systematic. The cell organises workshops on study skills, life skills and helps in overcoming learning barriers. It also organizes workshops on Personality Development, Positive Thinking & Self Confidence. Every department provides necessary subject specific assistance.

Remedial measures:

Learning takes place from simple to complex. In case the student has not learnt the basics, it is futile to teach him/her the advanced topics. Remedial teaching is not revising the topics taught repeatedly but carefully analysing the student’s performance in the tests conducted and diagnosing the areas of difficulty. All are key aspects in remedial teaching. Once the difficult areas are identified the next task is to plan the learning experience as to teach the basics to understand the given topic. Teachers often feel that what has not been learnt at the primary level, cannot be trusted simultaneously with the prescribed topics at the secondary level. Experience shows that once the basics are taught, the learning process is assessed and the slow learners comprehend and grasp the given topics of the class since they have already attained the mental age. The departments run short term guest lectures, personal counselling to cater the emotional, academic and behavioural problem of the learners.

For Advanced learners:

The institution provides additional learning materials such as books & reviews. Each department inspires students to participate in quiz competition, debate competition, problem solving and other decision-making exercises. Institution also provides various web-based materials. Researches inspire extensive participation in project work based on theoretical data, practical work & survey data. Advanced learners are motivated and encouraged to participate in various inter college, inter- university and national level programmes. Faculty conduct lectures by using K-YAN. In addition to these, each department also organizes student seminars on various topics.

2.3 TEACHING-LEARNING PROCESS

2.3.1 Student centric methods, such as experiential learning, participative learning and problem-solving methodologies are used for enhancing learning experiences

RESPONSE: The college puts a lot of emphasis on active and interactive learning. Teaching-learning is made student-centric by giving our students every opportunity for independent as well as collaborative learning. College teachers follow methodologies such as discussions, debates, laboratory experiments, learning mini-projects and case studies.

Discussion Method

Institution organises discussion sessions in many subjects as it makes the students think broader and participate in coming up with opinions and suggestions to check their current knowledge. Students participate in communication skills, personality development, soft skills programmes etc.

Debates

The institution organizes debate competitions, with enthusiastic participation from the students, on a wide variety  of social and educational issues every year.

Project Method

Institution encourages  students to make some small projects to enhance their practical knowledge simultaneously working on the creative and innovative aspects of their personality and inspiring them. Students are divided into small groups so that personal attention can be paid and every student’s role becomes prominent.

Laboratory experiential learning

Teaching-learning process is always enriched with the help of practical knowledge.  Thus, students are provided with the necessary experience by giving them exposure to various laboratories, right from their first year.

Case studies

Some of the faculties use methods where the students are expected to have practical knowledge and logical thinking based on the realistic experiences by providing the real time case studies.

Role play

Role play helps our students to learn and try out the experience in a play style. Subjects such as English, History, Sanskrit, Sociology, Political Science, Law, Teacher Education and Hindi are well explained to the students by adopting role plays.

• • • • • Assigning group projects (Collaborative Learning)
        • Problem solving sessions – independently as well as in groups (Independent/Collaborative Learning)
        • Creating interactive sessions in the classroom through discussion, debates, role play, quizzes, and tutorials. (Participative Learning)
        • Screenings of movies, discussions on books, and games. (Experiential Learning)
        • Real time projects (Experiential Learning)
        • Student seminars, participation in festivals, annual exhibitions etc. (Collaborative and Experiential Learning)
        • Departments of  Geography , Geology, Law, Education etc conduct  field trips and study tours (Experiential Learning)
        • Facilitating students to learn at their own pace and space through e-resources, connected classrooms. (e-learning)
        • Support systems available:
        • Library with student friendly resources, departmental libraries, access through INFLIBNET, Multimedia resources.
        • LAN network which allows file sharing and access to library server, Wi-Fi connectivity in some areas, Library internet connectivity

Teachers create and manage classrooms online, post assignments, study materials, notifications etc. Teachers  message the  students  through Whatsapp, track individual student questions, plan teaching assignments in advance, post links, and store all these in a library.

The institution nurtures critical thinking, creativity and scientific temperament through planned activities inside and outside the classroom. Creativity and originality of the students are brought out by innovative student-centric activities like the college magazine, departmental magazines/journals, and co-curricular/extra-curricular events. Scientific temperament and critical thinking are inculcated among the learners by involving them in research meets, exhibitions where they put up projects, models, paintings and posters. The students are mentored to take part in inter-collegiate competitions and seminars. The co-curricular and extra-curricular activities give the students an insight on 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.

2.3.2 Teachers use ICT enabled tools for effective teaching-learning process

RESPONSE : Use of ICT tools has a positive effect on student learning.

• • • • • E-learning resources through membership of enlisted journals of INFLIBNET
        • To illustrate graphs, area of integration, surface of revolution etc in mathematics.
        • Interactive Projectors (Smart Boards)
        • Laptops & LCDs
        • Video conferencing during seminars

The faculty uses various innovative approaches to enhance the teaching-learning processes such as mentoring by teachers, appointing students as mentors, peer teaching/learning, collaborative learning, flipped classrooms, use of Open Educational Resources (OERs), preparation of in-house laboratory manuals, tutorial journals, visits to other institutions, screening movies, attending public lectures, discussions and debates, research paper writing, paper/poster presentations and projects. As the students are tech savvy, they get involved in making presentations, and accessing OERs. So, the teaching learning process becomes more participative. Use of OERs and flipped classrooms has given the students the flexibility of learning at their own space and pace. All these innovative methods lead to enhance the quality of learning.

As a part of continuous assessment, students are given assignments and projects for which referencing is essential. They are required to add a bibliography of the sources used for the same. Advanced learners are assigned research projects on topics beyond the syllabus. This again demands the extensive use of library resources. Some departments have their own libraries. The main library maintains a record of the books available in the departmental libraries. The library server can be accessed through the LAN network.

2.4 TEACHER PROFILE AND QUALITY

2.4.1 

2.5 EVALUATION PROCESS AND REFORMS

2.5.1 Mechanism of internal assessment is transparent and robust in terms of frequency and mode

RESPONSE : Transparency: The evaluative process is made transparent by orienting the students and other stakeholders about the process. The rules are framed  and clearly stated by the affiliating university and available on the college website. The orientation by the Heads of Departments on the examination pattern, evaluation methods and passing standards at the start of the academic year, makes these clear to students. In addition, short sessions are held by the faculty for different groups in their classroom, to clear doubts and explain finer points. The grid of evaluation for the semester-end exams, and the grids for presentations and assignments during the continuous internal assessment, are displayed and explained. Class to class announcements, SMS/email alerts, notice boards & class forums and Class Representative (CR) involvement are all used to communicate deadlines. For class participation and conduct, all students are given ample opportunities to participate in all the activities that are part of the assessment.

In the internal assessment there is a weightage for behavioural aspects, independent learning, communication skills etc. The internal assessment has been broken down to specific heads to make it more rigorous (class participation, overall conduct, tests and assignments). Individual assignments emphasize independent learning. This is assessed through written and oral modes of communication. These either assess behavioural aspects/independent learning /communication skills individually or all the three together. The examples are report writing, essay, critique, demonstration of an experiment or role play; film screening and analysis; exhibits like charts, posters, documentaries; viva-voces, class presentations; paper reading in student seminars; problem solving and case studies.

2.5.2 Mechanism to deal with internal/external examination related grievances is transparent, time-bound and efficient.

RESPONSE : Examination related grievances are handled by the student mentors to make it time bound and transparent. Semester examination answer scripts are distributed to the students as regard to total checking and for clarification if any. The marks awarded for the semester examinations which constitute the internal assessment component are displayed on the departmental notice boards. Student approaches his mentor for the clarifications related to internal marks of tests & others if any. Student issues related to the above will be perceived by the mentor within a time period. Student mentor cross checks the same issue with the department and exam section. Recommendations are forwarded to the department internal committee. A Clear report of the issue will be given to the examination section through the department. The entire process is monitored by the Senior superintendent Examination and then the final details are forwarded to CCS university, Meerut. All issues regarding examinations are identified and sorted out for further action. Grievances related to the University external examinations are forwarded to the Examination Controller, CCS University, Meerut.

Attendance report: Student attendance management system sends SMS alerts to students/ parents. The attendance report is prepared every month by respective class tutors.

Syllabus & Schedule: The Syllabus of the exam is announced well in advance before the examination. Since detailed question papers are prepared in accordance with University exams, students get the chance to prepare thoroughly covering all the topics. The schedule of the examination is also prepared in advance and given to students. This gives students ample time to study for the examination.

Centrally held Examination: The examinations are held centrally and coordinated by the Examination cell. This minimizes chances for malpractices and emulates the invigilation and seating arrangements of university examinations.

CCTV Surveillance: CCTVs are installed in the examination halls to ensure utmost transparency as per the directions of CCS University, Meerut.

DVV Attachment

2.6 STUDENT PERFORMANCE AND LEARNING OUTCOMES

2.6.1 Program outcomes, program specific outcomes and course outcomes for all programs offered by the Institution are stated and displayed on website and communicated to teachers and students

RESPONSE : The Student performance and learning outcomes are an integral part of  departmental activities. They are called by respective HODs and the performance of students are discussed there. The relevant portions of syllabi left, any other innovative strategy to be followed, and books/learning materials etc. to be suggested for various programmes are all taken care of. The students are then informed about the same in theory/practical classes. The internal exam results are sincerely reviewed and the weak students are accordingly informed about their performance.

Programme and course outcomes for all programmes offered by the institution are stated and displayed on website and communicated to teachers and students.

Orientation Programme

Orientation programmes are conducted by the institution individually by each department in the beginning of an academic year. The syllabus, POs, COs and scope of the programme/course is communicated to the students.

College Prospectus

 In addition to that, a college prospectus is prepared and  uploaded on the college website. The Prospectus includes comprehensive details such as personal and academic information of faculty members, contact information and programme outline, college rules and regulations, fee structure, details of different college committees etc.

Department meetings

A detailed department meeting is held in the beginning of an academic year to allocate subjects and communicate POs, PSOs and COs to each of the faculty members. The faculty members are then responsible to further communicate it to the students and to clear their doubts regarding them.

B. A.

The B.A stream of education develops the ability to think critically. It gives a fair idea on civic society, constitution, economic environment etc. & thus helps to develop the minds of students towards the creation of a healthy society. It also develops the students towards creative writing abilities and thus creative communication of society keeps on enriching.

B.Sc.

Students possess the knowledge to define, explain and demonstrate the major concepts in Physical Sciences. They use proper laboratory techniques in Sciences and can determine the appropriate level of technology for use in: (a) experimental design and implementation, (b) analysis of experimental data and, (c) numerical and mathematical methods in problem-solving.

B.Com. The students develop the ability to understand principles, concepts of Accountancy and tactics of marketing. They learn the Banking Regulation Act, Companies Act etc. They demonstrate the in-depth knowledge on the provisions and amendments of Income tax and fundamental concepts of Auditing.

B. Ed.

The B.Ed. program gives the trainee teachers an overall view on how education should be imparted to the students and the ability to engage with different types of students to understand their ability of learning in various situations. It also develops the overall personality of the trainee teachers through curricular & extracurricular activities so that they can also work on all round performance of their students.

M.Sc.

Students gain knowledge and develop the skills of sciences, understand the interactions among various mechanisms. Students correlate the physical and chemical processes of different phenomena. They understand various concepts of concerned disciplines and its importance in human life. They apply the knowledge and understanding of respective subjects to one’s own life and work and develop insights.

M.A

Students become Master of their chosen subject with command on all the aspects of the subjects. Master’s degree can be used as a stepping stone before applying to doctorate level programs and develops a reasonable & analytical approach towards the development of new concepts. As a Master of the subject, the students get more confidence on the subject and help the society to get more insights on any subject and its scope in various fields/careers.

2.6.2 Attainment of program outcomes, program specific outcomes and course outcomes are evaluated by the institution

RESPONSE : The program outcomes and program Specific outcomes are assessed with the help of course outcomes of the relevant courses through direct and indirect methods. Direct methods are provided through direct examinations or observations of student knowledge or skills against measurable course outcomes.

The Knowledge and skills described by the course outcomes are mapped to specific problems on University Examination, internal exams and home assignment. Throughout the semester the faculty records the performance of each student on each course outcome. Average attainment in Post Graduates of all subjects is = University Examination (50%) + Internal assessment (40%) + Assignment (10%). In B.Ed., the average attainment is University Examination (80%) + Internal Examination (20%).

Indirect assessment strategies are implanted by embedding them in students’  Survey/feedback,  and Alumni Survey.

 Finally, program outcomes are assessed with above mentioned data and the feedback Committee concludes the Programme objective attainment level. Average attainment in indirect method= Average (Employer survey + Exit Survey). The following scoring function is used to calculate the average attainment of each Programme objective. According to the above depictions, each Programme objective is assessed and finally, the attainments are found.

All the regular programmes conducted by the college are evaluated with regards to pass percentage, student progression and divisions thus obtained. This result is analysed by procuring the data available from University Cross lists/ Gazette. Various awards and incentives are provided to the students for their achievements in various sports and academic activities.

2.7 STUDENT SATISFACTION SURVEY

2.7.1

RESPONSE: