Criterion 1

CRITERION II

CRITERION II

TEACHING LEARNING AND EVALUATION

2.1 Student Enrolment and Profile

2.1.1 How does the college ensure publicity and transparency in the admission process?

The college ensures publicity through prospectus, institutional website and advertisements in leading newspapers.

The college strictly follows the rules laid down by both the University and Government of Tamil Nadu to ensure transparency of the admission procedure.

As our college is affiliated to Anna University, the government quota admission is done through single window counseling conducted by the University.

For Management quota, admission is done through merit by Consortium of Self Financing Professional Colleges, Chennai.

2.1.2 Explain in detail the criteria adopted and process of admission (i) merit (ii) common admission test conducted by state agencies and national agencies (iii) combination of merit and entrance test or merit, entrance test and interview (iv) any other) to various programmes of the Institution.

As per the rules, for the undergraduate courses, 65% of the seats are reserved and filled through government quota.

The remaining 35% of the seats are filled through management quota.

The admission is based on marks obtained in the qualifying exams.

For the post graduate courses admission for government quota is based on the written test conducted by TANCET/GATE and qualifying exams.

For management quota admission is based on HSC marks with eligibility as per the anna university normsGive the minimum and maximum percentage of marks for admission at entry level for each of the programmes offered by the college and provide a comparison with other colleges of the affiliating university within the city/district.

The minimum and maximum cut off marks at the entry level for the various programmes through single window counseling is as follows ProgrammeMaximum (out of 200)Minimum

(out of 200)

2013 2014182.7581

2012 2013168.5088.25

2011 2012171.7587.50

2010 2011180.5079.25

2009 2010173.75112.25

2008 2009163.25103.00

(2012 2013):

ProgrammeMaximum (out of 200)Minimum

(out of 200)

B.E. CSE

B.E. ECE

B.E. EIE

B.E. PT

B.Tech IT

B.E. EEE

B.Tech. BT

B.E. MECH

B.E. CIVIL

(2011 2012):


(out of 200)

B.E. CSE

B.E. ECE

B.E. EIE

B.E. PT171.7587.50

B.Tech IT

B.E. EEE

B.Tech. BT

B.E. MECH

B.E. CIVIL

(2010 2011):


(out of 200)

B.E. CSE

B.E. ECE

B.E. EIE

B.E. PT

B.Tech IT

B.E. EEE

B.Tech. BT

B.E. MECH

B.E. CIVIL

(2009 2010):


(out of 200)

B.E. CSE

B.E. ECE

B.E. EIE

B.E. PT

B.Tech IT

B.E. EEE

B.Tech. BT

B.E. MECH

B.E. CIVIL

(2008 2009):


(out of 200)

B.E. CSE

B.E. ECE

B.E. EIE

B.E. PT

B.Tech IT

B.E. EEE

B.Tech. BT

B.E. MECH

B.E. CIVIL

Comparison with other colleges within the same zone:

Name of the collegeYearDay Of Initial AdmissionMaximum Cut off at entry level

(out of 200)

Kamaraj college of Engineering and Technology2013

Sethu Institute of Technology

Sowdambika College of Engineering and Technology

Srividya College of Engineering and Technology





















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.

Admission committee meets by the month of August and reviews the quality of admissions

A report of comparative statement for the past few years are submitted to the Governing Council and College Development Council

The committee again meets in the month of February to decide on the process for the year ahead.

Some interventional measures are taken to improve the quality.

The maximum percentage of marks for admission of the students has increased in the past few years.

Comparison of maximum percentage of marks at entry level is shown below

DEPARTMENTMAXIMUM %

IN 2008MAXIMUM %

IN 2009MAXIMUM %

IN 2010MAXIMUM %

IN 2011MAXIMUM %

IN 2012MAXIMUM %

IN 2013

B.E. CSE

B.E. ECE

B.E. EIE

B.E. PT163.25173.75180.50171.50168.50182.75

B.Tech IT

B.E. EEE

B.Tech. BT

B.E. MECH

B.E. CIVIL

Because of the sustained efforts of the institution to improve quality, the cut-off mark of the students at entry level has increased. This is an indicator of the progress of the institution in terms of attracting meritorious students.

2.1.3 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

SC/ST

OBC

Women

Differently- abled

Economically weaker sections

Any other

All scholarships are made available to SC/ST/OBC/Women/First generation graduates/GATE qualified students

Meritorious and economically weaker sections of students get institutional fellowships.

Differently- abled students are provided all possible help within and outside the campus

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.

Programmes Number of applicationsNumber of students admittedDemand Ratio

Not applicable. Since the admission for the courses are through the affiliating Anna University the applications received and demand ratio are not known.

2.2 Catering to Diverse Needs

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 institution caters to the needs of differently-abled students by providing them

Lift facility

Wheel chairs

Medical help

Classrooms in ground floor

Examination halls in ground floor.

Well laid roads within the campus

Help in the library and canteen

Understanding and supportive staff members

For lateral entry Students Bridge courses, language proficiency courses and special classes are conducted.

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 Sthe process.

Yes. The institution assesses the students needs in terms of knowledge and skills before the commencement of the program by

Performance in qualifying school exams.

Looking into prior certificates of merit in various competitions like essay, quiz, debate, Olympiad, music, sports etc and interested students are enrolled in various activities organized by the college and given facilities for training.

Bridge Courses:

The bridges course conducted for the freshers before commencement of teaching programme also helps to assess the students.

Special Coaching for lateral entry students on communication skills and mathematics.

2.2.3 What are the strategies drawn and deployed by the institution to bridge the knowledge gap of the enrolled students to enable them to cope with the programme of their choice? (Bridge/Remedial/Add-on/Enrichment Courses, etc.)

The College offers bridge courses in selected subjects such as Computer Programming, Engineering Graphics, Mathematics etc. Language Proficiency Programmes, Computer Orientation Programmes and personality development programmes are also offered for educationally disadvantaged students and lateral entry students. Apart from Bridge courses and special classes other remedial measures taken for the students are

Supplementing the class notes with additional study material

Discussion of University questions and answers

Additional tests of short duration.2.2.4 How does the college sensitize its staff and students on issues of gender, Environment etc.? The college sensitizes its staff and students on issues of gender

By providing equal opportunities for both male and female faculty members

Admissions, employment initiatives, training programmes and every other facility are made available for both boys and girls.

Help by Professional counselors.

Conducive environment provided to cater to the diverse needs.

Psychological counseling and lectures on issues of gender.

2.2.5 How does the institution identify and respond to special educational/learning needs of advanced learners?

Advanced learners are identified right from the beginning from +2 class score, unit tests, model exam and first semester university examination performance. They are called and their special interests and requirements are heard and all the help are rendered to sustain their enthusiasm and consistent performance. The special educational needs identified by the student counselors, who constantly interact and monitor students progress.

The institution encourages the enthusiastic students who wish to participate in various competitions (both inter and intra departmental).

The college organizes various competitions such as technical contest entrepreneurship development programs, innovative project competitions, poster presentation and quiz competitions in which they actively participate.

The students are given grants for attending national level and international level conferences.

Value added programmes such as embedded systems, networking, programming in java, PLC are conducted to cater to the needs of the advanced learners.

They are also given extra library cards and books.

Students in the third and fourth year are also encouraged to take competitive examinations like GATE and given suitable extra coaching.

Cash prize and certificates are awarded during College Day function to the university toppers.

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.)?

Softwares like Smart Campus are available to analyze the attendance and academic performance.

Result analysis is done after each and every test. Those students who score less marks and are not able to perform well are given counseling and additional training through special coaching classes, wherein the class strength is kept small so that individual attention could be given.

Slow learners and poor performers for whatever reason, are identified in the beginning of the semester itself and they are called, counseled and given adequate guidance and hence drop outs are almost nil.

Retest is also conducted for those who have secured less mark.

Economically weak students, students from vernacular medium and students with single parent are identified and scholarships are provided through staff endowment fund, special coaching given and counseling offered respectively.

A subsidy on semester fee is also given to the meritorious students.

Free training in software tools and also training to improve their employability.

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.) All the academic activities such as commencement of the classes for the students of various semesters, based on the completion of the previous semester University examinations, duration of unit tests and class committee meetings etc., are preplanned meticulously for the academic year and a hard copy of the calendar is given to all the students and faculty,on the first day of the academic year. The class time table is also prepared well before the commencement of classes and so a detailed lesson plan is prepared by each faculty with calendar dates mentioned therein and informed to the students.

Lesson plan, notes on lesson and lab manuals are posted in the website.

The class room learning and laboratory practice continue as per the plan and tests are conducted as per the announced schedule. After each test, the students performance is analysed using a software developed for this purpose and an assessment is made for each subject. Then a class committee meeting is held for each class including student representatives. The performance is discussed, students requirements are heard and steps are initiated to overcome the inadequacies if any in the teaching-learning process. Suitable special classes are planned for the students with inadequate performance.

The mark sheet for every test is dispatched to the parents so that they can come with their feedback, for the subsequent Parent-Teachers meeting.

The proposed dates for the College Day, Graduation Day, Sports Day, Cultural Day (Tech-o-Fest) and holidays are also printed in the academic calendar so that concerned committees can plan their activities accordingly well in advance.

The calendar also carries important information about the institution like its Vision, Mission, Emblem, College Governing Council members, details regarding library, hostels and transport facilities. Rules and Regulations to be observed in the college and hostel are also listed in the calendar.

Webinar series of lectures (online portal classes for certain subjects wherein the classroom lectures need to be supplemented with additional examples, explanation and numerical examples) are conducted during weekends.

From this academic year onwards e-learning system such as MOODLE is introduced to make the teaching- learning process more interactive with provision for taking on-line tests also.

2.3.2 How does IQAC contribute to improve the teaching learning process? The cell helps in framing an action plan for the academic year by interacting with management, faculty, administration, laboratory staff, students, parents and society.

The cell interacts with the class teachers in the timely conduct of class committee meetings and also in the implementation of the follow up steps envisaged to improve the teaching-learning process.

The cell gets an overall feedback from the departments on the performance of the students in the unit tests and retests and coordinates the arrangement of special classes outside the working hours wherever necessary.

The cell coordinator takes part in the discussion on the analysis of university semester examinations for all the classes and the remedial measures being taken to improve the results in subjects wherever there is a decline.

The cell helps the HoDs in organizing FDPs for the faculty to help them learn the current trends in their specializations and facilitate them to handle the concerned subjects with better preparation and confidence.

The cell also initiates workshops for the technical supporting staff who are involved in assisting the laboratory sessions with a view to enhance their practical skills with which they can help the fabrication part of students project models.

Based on the feedback, a report is generated to bring the transparency / objectivity /accountability in the teaching learning process.

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?

Interactive learning through regular classes supported with seminars, quiz, role play etc

Collaborative learning supported by industrial projects.

Independent learning encouraged through with assignments and seminars.

In the tutorial class allotted for certain problem oriented subjects, teacher will be present in the class and they act as facilitators for the students in working out the solutions and the students also form small groups and discuss among themselves which promotes interactive and peer learning.

Every class has one compulsory library hour per week for the students to access books and journals which also enable independent learning.

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? Though almost all courses use predominantly the lecture method, the academic programmes are not confined to classroom lectures alone. Group project work is assigned in certain courses as an integral part of the curricula. Based on the specialization of the faculty members, the students who pursue project work are encouraged to choose their topics and carry out in house project.

The institution nurtures creative thinking through programmes organized by Infosys An innovative project cell has been functioning to kindle the R & D interests of the young students. Winners of Innovative project cell contests are offered incentives & certificate of appreciation.

Interactive instructional techniques through presentations and experiments.

In the laboratory classes, students are also provided with facilities to carry out certain experiments beyond the curriculum and make their own observations so that they imbibe a scientific temper.

In the Library hours allotted in the Time Table, the students are encouraged to go through the journals to get an exposure to the recent developments in their branch of specialization and to realize that life long learning is essential to keep pace with the advancing technology and to ensure a successful career.

Students are also motivated to go for summer training, internship (or in-plant) at leading industries and research institutes.

2.3.5 What are the technologies and facilities available and used by the faculty for effective teaching? E.g. Virtual laboratories, e-learning resources from National Programme on Technology Enhanced Learning (NPTEL) and National Mission on Education through Information communication and Technology (NME-ICT), open educational resources, mobile education, etc.

Working models

Charts

Demonstration experiments. LCD projector and Well prepared PPTs for various topics prepared by group of teachers who have handled these topics several times.

Webinar lectures delivered by experts from infosys,

Faculty members are provided with individual systems with internet access to learn from e-learning resources like NPTEL.

Internet resources

2.3.6 How are the students and faculty exposed to advanced knowledge and skills (blended learning, expert lectures, seminars, workshops etc.)? Advanced knowledge imparted to the students through value added programmes on current developments in the respective fields, guest lectures by industrial experts.

Students guided in organizing technical seminars on advanced topics and encouraged to refer articles published in reputed journals and prepare papers and present them in seminars conducted by other reputed institutions.

Industrial visits arranged to expose the students on advanced machineries, equipment, processes and technology practiced in the industries.

Workshops arranged for the faculty on emerging areas to enable them to learn the subjects in such areas and equip themselves for teaching students and helping them in carrying out projects of current industrial requirements.

The faculty is also sponsored to attend skill up-gradation programmes organized by other reputed institutions facilitated through knowledge management cell.

Training through 360 degree mind set.

Audio visuals and interactive sessions to enhance their exposure to the subject eg: Engineering Graphics is taught by both face to face and through audio-visuals.

2.3.7 Detail (process and the number of students \benefited) on the academic, personal and psycho-social support and guidance services (professional counseling/mentoring/academic advise) provided to students?

Academic counseling given to all students.

Personal/referred counseling for the needy.

Individual attention provided by a professional counselor.

Psycho-social support/scholarships in deserving cases.

Students who are identified as having certain specific issues are given special and periodical counseling and social support if necessary.The process

Three levels of counseling

Regular counseling by every faculty/mentor for 15 -20 students in the dpartment.

General counseling once in a semester for all the students by teachers from other departments.

Psychological counseling by the professional counselor (refer Best Practices for details).

Apart from the above career guidance provided by the training and placement cell and the respective departments.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? PPTs and Charts are extensively used to augment conventional black board teaching. Working prototype models are also shown in the class rooms. Role plays, simulation, field visits, surveys and demonstrations are also incorporated in teaching methodology.

In the laboratory oriented courses, students are given the freedom to conduct certain experiments, to strengthen the theoretical concepts they are taught in the class room, under the supervision and guidance of the laboratory instructor.

Variety of Software tools are made available to the faculty to enable them to teach certain topics through extensive simulation techniques.

Apart from classroom interactions, the students undergo in-plant training, visit industries, present papers, take up paper publication etc., and faculty give them guidance in all such activities so that the class room learning is effectively and innovatively supplemented.

In order to impart more innovative approaches in teaching-learning pedagogy, the institution motivates all the faculties to attend FDPs and Training programs, National and International Seminars, Conferences/Workshops organized by well reputed institutions of Anna University, and IITs. The institution organizes Feel employable programme for the teaching faculty to improve their teaching methodologies.

2.3.9 How are library resources used to augment the teaching-learning process?

Our institution possess well equipped central library with necessary text and reference books, periodicals, journals and e-resources in all the subjects related to engineering, technology, management, science and humanities.

Every class has one compulsory library hour / week for permitting the students to access the reference books and journals.

Apart from the central library, every department has a library with adequate collection of text and reference books and journals and details are given as follows:

DepartmentsNo. of .BooksNational JournalsInternational Journals

PT504512-

Refer Criterion 4 Library Details

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. For certain problem oriented subjects where the students need more examples to be worked out, there are challenges in completing the curriculum within the stipulated time frame.

Extra hours are allotted in the regular timetable, special classes and tutorial classes are also conducted for these subjects.

Special classes are conducted for mathematics for slow learners and lateral entry students

2.3.11 How does the institute monitor and evaluate the quality of teaching learning?

The institution monitors regularly and systematically evaluates the quality of teaching in the following ways:

Performance in the regular unit tests are evaluated systematically.

Class committee meetings are conducted to discuss the effectiveness of the teaching-learning process and further steps to be taken to improve the quality.

The class handled reports are assessed.

Appropriate and systematic feedback is collected. If required remedial measures are taken.

The output is also measured through involvement in innovative and constructive projects.

The placement and positions of alumni are also indicators of the quality of teaching and learning.

2.4 Teacher Quality

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

The recruitment is based on merit in terms of qualification, experience and attitude. The applications received are scrutinized by the Principal,Dean and HoD and short-listed. The short-listed candidates are called for an interview. A selection committee comprising of the Chairperson of the institution, the Principal, concerned HoD and External Experts conduct the interview and select the faculty members.

Retention through conducive HR policies such as sixth pay. travel and registration fee to attend the conferences, promotions, maternity leave, sabbatical leave for Ph.D. and PDF, loan and PF facility, motivation and encouragement to do better also facilitates the retention of teachers.

Highest qualificationProfessorAssociate ProfessorAssistant ProfessorTotal

MaleFemaleMaleFemaleMaleFemale

Permanent teachers

D.Sc./D.Litt

Ph.D.

M.Phil.

PG

Temporary teachers

Ph.D.44

M.Phil.

PG718

Part-time teachers

Ph.D.

M.Phil.

PG

2.4.2 How does the institution cope with the growing demands and scarcity of qualified senior faculty to teach new programmes/ modern areas of study being introduced Biotechnology, IT, Bioinformatics etc.)? Provide details on the efforts made by the institution in this direction and its outcome during the last three years.

Our college encourages teachers to participate in orientation and refresher courses, workshops, seminars at state, national and international levels to learn and teach new programs

Registration fee is provided by the college to attend conferences, seminars, or short term training programmes within the state.

Management supports teachers who take up higher studies and improve their qualification.

Senior teaching faculties are recruited who are capable of mentoring junior faculty in subject preparation and teaching methodologies.

Necessary books and journals in thrust areas are identified, procured and made available in the library on request from the teachers.

Training programs on usage of IT related softwares are organized.

2.4.3 Providing details on staff development programmes during the last four years elaborate the strategies adopted by the institution in enhancing the teacher quality.

a. Nomination to staff development programmes

Faculty members are the pillars of any higher educational institution. To improve the competency of the teachers, the institution motivates them to attend refresher courses, orientation programmes, workshops, seminars etc. The university and other institutions also organize staff training programmes which help in enhancing the quality of the teachers.

(ii) Faculty Development Programs /Training Programs Attended:S.No.Name of the FacultyName of the FDPOrganized

ByDuration

FromTo

1.Mr. P. JeyaramancompositesMIT, Chennai

21May201221May2012

2Mr. M. Jeyapriya

characterization techniques in nanotechnology

NIT,Calicut

31.06.2012

04.07.2012

3R.AnbarasanAdvanced Nano materials process characterization and applicationNational Institute of Technology, Calicut6.07.2011 12.07.2011

4S.KailashPlastic Processing TechnologyCentre for faculty development, Chennai13.06.2011 19.06.2011

5K.R.MuthuukumarPlastic Processing TechnologyCentre for faculty development, Chennai13.06.2011 19.06.2011

6R. Baskaran

Composite Materials Technology

MIT, Chennai12.12.1012.12.10

7Dr. R. Anbarasan

Advanced Nanomaterials-process, characterization and application,

NIT, calicut6.12.11 `12.06.11

8S.Kailash


NIT, calicut6.12.11 `12.06.11

9B. Raj Kumar


NIT, calicut6.12.11 `12.06.11

10Ms.M.G.SribalaTraining in Rubber TechnologyRubber Training Centre, Kottayam04.01.1008.01.10

11T.SenthilTraining in Rubber TechnologyRubber Training Centre, Kottayam04.01.1008.01.10

b. Faculty Training programmes organized by the institution to empower and enable the use of various tools and technology for improved teaching-learning

Teaching learning methods/approaches: Organizing Feel employable, Faculty enablement programme by Infosys tc. Handling new curriculum :Mentor system and faculty development programes Content/knowledge management: Seed money, OD, registration fee and permission and support to attend seminars, conferences etc Selection, development and use of enrichment materials/Teaching learning material development, selection and use: Provision Giving lesson plan, notes on lesson. Question bank, University questions, lab manuals, booksAssessment Assessment by the mentor, Head of the Department and Principal, and also through feedback from the students.

Audio Visual Aids/multimedia Training programmes for using latest technologies and conference halls and seminar halls are provided with audio visual teaching aids.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 _____%YearNo. of Staffs

Resourse Person2012-131

2011-123

2010-111

Participated2012-1313

2011-1220

2010-1111

2009-109

2008-096

Presented2012-133

2009-103

2008-091

2.4.4 What policies/systems are in place to recharge teachers? (e.g. providing research grants, study leave, support for research and academic publications teaching experience in other national institutions and specialized programmes) The management promotes teacher development by motivating them to go for higher studies (ME/M.Tech/Ph.D.) and providing study leave, sponsorship and flexibility in working hours.

Teachers are sponsored to attend and present papers in international conferences / seminars, training programmes, faculty development programmes conducted by the university and other agencies.

For their research projects grants are given by the management and necessary steps are taken to patent their innovative ideas and products.

Every department conducts periodically, Faculty Development Programs and Workshops in the recent developments taking place in the respective fields

Research activities and sponsored projects are encouraged and every year large number of proposals are prepared and sent to AICTE and other agencies for funding.

There are MoUs for academic development with universities and other national institutions.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

2013-14 NILS.NoName of staffAward NameOrganizationPlaceDate



2010-11 N ILS.NoName of staffAward NameOrganizationPlaceDate


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? All the departments obtain a feedback from every student at the end of the semester in a format containing 20 questions, covering all aspects, including the depth of subject preparation, clarity in the delivery of the lecture, encouraging the students to ask questions, evincing interest in the students progress, punctuality, pace of syllabus coverage and interaction with students etc.

The average score obtained by each teacher is calculated on a 5 Point scale. The HoD and principal study the score sheet of every teacher and wherever certain deficiencies are observed, the teacher is counseled accordingly to ensure that they improve their performance.

During class committee meetings chaired by a person who doesnt handle classes for the particular section, student representatives and their subject teachers openly discuss the problems and arrive at certain plans to improve the performance of the students.

The feedback helps to rectify the shortcomings of teachers which help in improving the teaching and learning process.

A good percentage of faculty have completed or pursuing their PG and Ph.D., Programmes.

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? The university allots 80% marks for the end semester exams and 20% internal marks. The internal marks are based on the cycle test, model exams and attendance percentage.

The students are made aware of the evaluation procedures and examination pattern of college and the university well in advance through circulars and information printed in the college calendar and counseling books.

Faculty are apprised of the students feedback and self appraisal procedures through the HoD and circulars respectively.

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?

In recent years university has developed a data bank of teachers and their subjects of specialization (Theory and Labs).

During university paper evaluation, teachers well versed in the subjects value the answer scripts.

The university has introduced a scheme of applying for Xerox copies of answer scripts for revaluation and also for challenge valuation.

The fees for the challenge valuation will be refunded if there is a change in the grade. The institution provides an academic calendar and it provides information on dates for unit tests,model exams, course and class committee meetings. Tests are conducted centrally by the Examination Cell. The institution is particular on the prompt evaluation of unit tests within 3 days, informing the students of their score and discussion of answers in the class. Retests are conducted for students who fail to secure minimum % marks, with a special timetable framed for that purpose.

The marks of the unit tests and retests are promptly entered in the smart campus software for subsequent analysis.

The cycle test marks and attendance are promptly dispatched to the parents. 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?

The college sanctions On duty permission to the teachers going for central valuation of answer papers organized by the University. The HoD/Senior faculty verify the pattern, quality and correctness of the question papers prepared for the unit tests and ensure that the question papers are sent to the examination cell in time, the answer papers are valued and handed over to the students within three days from the conduct of the examination and marks are entered in the SUPER software. The institution creates awareness to the students on the procedures for revaluation through circulars and class teachers.2.5.4 Provide details on the formative and summative evaluation approaches adapted to measure student achievement. Cite a few examples which have positively impacted the system.

Students achievements are evaluated through

Summative report on cycle tests and university exams

Number of university ranks obtained

Achievements in technical paper/poster presentations

Participation in innovative project cell contest i quest

Performance in competitive exams

Admissions into reputed universities with fellowships

Achievements in co-curricular and extra-curricular activities such as sports, cultural activities.

Participation in community services such as ROTARACT, NSS, YRC etc.,

Placement records.

For example, we have actually seen that

Effective teaching learning process has resulted in increase in pass percentage and also number of university ranks.

The training and performance of students during Employability Training Camps has improved the placement records.

Participation in technical seminars has improved the subject knowledge.

Participation in cultural and community service activities has improved leadership skills and overall personality.2.5.5 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.

After every cycle test reports are sent to the parents.

Attendance and projected internal marks are displayed in the department notice boards, giving an opportunity to improve their performance.

Result analysis graph are arrived to analyze the performance.

Parents are informed on the same day through SMS if their ward is absent. The progress of the ward is discussed in the parent-teacher meetings.

Result Analysis for the last four years

Batch2009-132008-122007-112006-10

DeptTotalGrad%TotalGrad%TotalGrad%TotalGrad%

CSE

ECE

EIE

PT463576281657231565242083

IT

EEE

BT

MECH

CIVIL

Batch2009-112008-102007-092006-08

DeptTotalGrad%TotalGrad%TotalGrad%TotalGrad%

M.E. CCE

M.E. EEE

M.Tech PT11100

M.Tech BT

M.E (Mech)

2.5.6 Details 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.

Internal assessment as per university norms is based on marks obtained in unit tests, models and attendance percentage.

Attendance details and marks obtained are also displayed on the department notice boards.2.5.7 Does the institution and individual teachers use assessment/evaluation 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.

Yes. The assessment is used as an indicator for evaluating students performance as follows: There are certain learning objectives for every subject in the curriculum. The unit test question papers are set in such a way that it brings out whether these learning objectives are met while evaluating the answer papers. For example if the subjects relates to an in depth Analysis and Design, 90 % of the questions should relate to test these aspects, involving numerical calculations rather than theoretical descriptions and definitions.

Students performance is also studied carefully by the teacher to check whether the lesson plan given to them in the beginning of the semester and the pace of covering the syllabus are enabling the students assimilation and retention.

To some extent, the feedback given by the students in the class committee meetings is also helpful to conclude as to what extent the evaluation serves as an indicator of achieving the stated objectives.

Viva questions are asked to match the theory with the lab curriculum. 2.5.8 What are the mechanisms for redressal of grievances with reference to evaluation both at the college and University level? Internal evaluation is made by the concerned subject teacher and students can approach the teachers in case they need a clarification on the award of marks based on the answers and scheme of valuation discussed in the class.

University revaluation scheme facilitates to redress the grievances of the students.

Provisions for challenge valuation exist if revaluation result is not satisfactory.

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?

Yes The importance of employability is insisted upon

Projects reviewed by industrial experts

In tune with the Vision, the institution constantly strives to be one of excellence in Engineering, Technology and Management Education and Research. And the learning outcome is in providing to the nation, competent and ethical professionals with a concern for the society. All the planning and execution are directed towards meeting these objectives. These statements are printed in the college calendar, prospectus and magazine and prominently displayed in the main notice board. Apart from this, the staff and students are made aware of this learning intended outcomes

The learning outcome for each subject is printed in the syllabus given to the students framed by the University and college assists the teachers to achieve these by a proper support systems.

These are made known through circulars and at the end of the semester, feedback is also obtained from the students on how far the envisaged learning outcomes have been achieved in every subject in a five point scale

2.6.2 How are the teaching, learning and assessment strategies of the institution structured to facilitate the achievement of the intended learning outcomes?

Recruit and retain the best teachers who remain committed.

Sensitizing and counseling /monitoring the students learning activities in the labs /classes.

Exam cell established to compile question papers/conduct exams/declare results.

Academic and research programmes, infrastructure improvements in library, labs, classrooms, seminar halls and indoor stadium etc.,

The academic year is preplanned by providing enough working days for teaching the syllabus, conducting value added programmes

By monitoring the learning process of students through continuous assessment system, assessment records and verification of lesson delivery against lesson plan.

By organizing cocurricular activities to promote students confidence and encouraging innovative projects and providing facilities to carry out them towards substantially supplementing the input through prescribed curriculum.

2.6.3 What are the measures/initiatives taken up by the institution to enhance the social and economic relevance (quality Jobs, entrepreneurship, innovation and research aptitude) of the courses offered?

Quality jobs: Employability Training camps, Industrial visits, guest lectures, in-plant trainings and effective practical sessions are organized to obtain quality jobs in core areas.

Entrepreneurship . Entrepreneurship development programme is conduted for studentsInnovations: Innovators club doing real time projects every year for our colleges.Research aptitude: Research aptitude of students is kindled right from the first year of graduation and also by encouraging students for final semester projects and guidance in preparing and presenting technical papers in seminars and conferences during association hour.2.6.4 How does the institution collect and analyze data on student learning outcomes and use it for planning and overcoming barriers of learning?

Result analysis / Students feedback and discussions on learning outcomes

Prepare a road map for the oncoming semesters based on the discussions

Performance of students in the university exams is an indicator of students learning outcomes. After the announcement of every semester results by the university a thorough analysis is done. Subjects in which performance needs further improvement, the causes for the same are analyzed and remedial measures are planned. Tutorial classes and expert lectures are arranged for the students and teachers are also given special training programmes so that the barriers are overcome.

2.6.5 How does the institution monitor and ensure the achievement of learning outcomes.

Through continuous assessment (cycle tests, retests, assignments)

Regular academic audits

Feedback from students

Class committee meeting reports

Internal and external audits

Project reviews and laboratory viva-voce sessions and also in-plant training reports are used both for assessment and giving added inputs to ensure the achievements of learning outcomes.

2.6.6 What is the graduate attributes specified by the college/affiliating University? How does the college ensure the attainment of these by the students?

Employable

Societal awareness

Global working abilities

An important graduate attribute being readiness for employability. The department helps the second year students in getting slots in appropriate industries for undergoing in-plant training for learning industrial practices which is yet another essential graduate attribute.

Societal awareness created in students through organizing community services (NSS, YRC, SIFE, Rotaract etc)

Global competence through organizing skill development programmes, language proficiency courses (English, German, French) and encouraging International participation.

Documents

Criterion 1