Criterion 2 – Teaching-Learning and Evaluation

2.1.1 Enrolment Percentage:

Aggregate Percentage : 74.07

2.1.1.1. Number of students admitted year wise during last five years

2.1.1.2. Number of sanctioned seats year wise during last five years

File Enclosed:

• Institutional data in the prescribed format (Data Template).
• Document relating to sanction of intake as approved by competent authority.
• Final admission list as published by the HEI and endorsed by the competent authority.
• Links for any other relevant document to support.

2.1.2 Percentage of seats filled against seats reserved for various categories (SC, ST, OBC, Divyangjan, etc. as per applicable reservation policy during the last five years (Exclusive of supernumerary seats) 

2.1.2.1. Number of actual students admitted from the reserved categories

Aggregate 40.6

year wise during last five years

2.1.2.2. Number of seats earmarked for reserved category as per GOI/State Govt rule year wise during the last five years

File Enclosed:-

• Institutional data in the prescribed format (Data Template).
• Copy of the letter issued by the State Government indicating the reserved categories to be considered as per the state rule.
• Translated copy of the letter issued by the State Government in English.
• Final admission list indicating the category as published by the college and endorsed by the competent authority.

2.2.1 Student – Full time Teacher Ratio (Data for the latest completed academic year)

File enclosed:

• Extended profile.

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

Response:

Our faculties practice a teaching methodology where they act as a facilitator, guiding students through the student-centric learning process and helping them to develop critical thinking skills, rather than simply imparting knowledge. It involves a variety of teaching methods and techniques that prioritize the needs and abilities of individual students. These methods involve active learning of students through a healthy discussion or brainstorm during class, framing and answering questions on their own and coming to a logical solution. This facilitates hands-on experiential learning, participative learning, project-based learning experiences, individual and group activities, and the use of technology to support and enhance learning. Following are the various student centric activities conducted in the college as to improve the quality of teaching- learning methods:

Experiential learning – learning by doing:

It helps students to gain hands-on experiences and reflection by connecting theories and knowledge learned in the classroom to real-world situations. It involves the following:

• Students of BBA, B. Com (Hons.) and M. Com are asked to prepare research-based projects based on the topics related to their syllabus.
• Students of all programs undertake project-work
• Various training/internship programs are conducted by TP Cell.
• Study tours are arranged to educationally important areas.
• Different Departments organize the industrial visits.
• Departments organize guest lectures/workshops of eminent experts to provide students with alternative perspectives, opinions, and personal experiences which further reinforce the classroom teachings.

Participative Learning – a teaching method that emphasize students’ working together in small groups on activities or learning tasks as to ensure that everyone participates.

• Group discussions, Mock Interviews, Seminars, Debates and Business Plan competitions, are conducted to improve communication skills, idea generation and presentation skills.
• Students of BBA and B.com (Hons.) are given topics from their syllabus for PowerPoint presentation.
• NSS unit of the college organize activities like blood donation, Tree Plantation, Swachh Bharat Mission, Clothes donation Drive etc.
• Students take on leadership roles in various events and learn team building skills.
• Various group activities like ad mad show, nukad natak, etc are also conducted.

Problem Solving Methodology

• Problem-solving methodologies are teaching approaches that help students’ in developing out of the box thinking in addressing and resolving problems.
• Case study method of teaching encourage active participation of students and develop critical thinking.
• Quizzes and competitions based on real-world situations develop logical reasoning and problem-solving skills.

ICT Tools

• Successful use of ICT for teaching learning activities through smart classes enabled the faculty to leverage technology to achieve new levels.
• Subject-wise e-content/ video lectures are prepared and shared with students by the faculties, virtual classrooms were made with the use of Zoom, Google Classroom, Teachmint etc. besides creation of digital library, online quizzes through video conferencing etc.
• Online training/Internship programs are conducted in collaboration with IIT-K, GTT, Awoke etc.
• Vocational programs are conducted in both online/offline mode.

Thus, the above methods help to create more dynamic and interactive learning environment that are better suited to the needs and learning styles of today’s students.

File enclosed:

• Link for Additional information

2.4.1 Percentage of full-time teachers against sanctioned posts during the

last five years

Aggregate 94.39

2.4.1.1 Number of Sanctioned posts / required positions for teaching staff/ full time teachers’ year wise during the last five years:

2.4.1.2. Number of full-time teachers year wise during the last five years. 

File enclosed:

• Sanction letters indicating number of posts sanctioned by the competent authority.
• List of full-time teachers year wise during the last five years. 

2.4.2 Percentage of full-time teachers with NET/SET/SLET/ Ph. D. / D.M. /M.Ch. / D.N.B Super specialty / D.Sc. / D.Litt. during the last five years (consider only highest degree for count)

Aggregate:76.58

2.4.2.1. Number of full-time teachers with NET/SET/SLET/Ph. D. /D.M. / M.Ch. / D.N.B Super specialty / D.Sc. / D.Litt. year wise during

the last five years

File enclosed:

• Institutional data in the prescribed format
• List of faculty having Ph.D./D.Sc. /D.Litt./L.L.D along with particulars of the degree awarding university, subject and the year of award per academic year.
• Copies of Ph.D./D.Sc./ D.Litt./LL.D awarded by UGC recognized universities.

2.5.1 Mechanism of internal/ external assessment is transparent and the grievance redressal system is time- bound and efficient.

College adheres to all the guidelines of the CSJM University. It has highly supportive environment for students and strives to create an atmosphere conducive to teaching and learning in the implementation of curriculum. There is complete transparency in the internal as well as external assessment.

• At the beginning of the session, during the orientation program newly admitted students are informed about the attendance and minimum marks required both at internal and external evaluation.
• The internal marks of the students are based on attendance, performance in the internal exams, promptness in submitting the assignment/project report/ practical work etc. Re-Tests are also conducted as and when required for the low performers. The external assessment examination includes viva-voce/ practical/ project examination conducted with internal and external examiner appointed by the University.
• The time-tables of all examinations (internal/external) are displayed well in advance on the Notice Board/College website as to give adequate preparation time to the students.
• The departmental coordinators give a schedule for submission of question papers as to conduct internal exams. Maximum security and transparency among the faculty is ensured for taking out the question papers.
• To ensure proper conduct of internal examination, two invigilators are assigned per 50 students.
• College conducts supplementary internal exams to oblige students who could not take the exam due to some unavoidable circumstances. Students representing college at various NSS and cultural events during the examination are also allowed.
• After discussing the question paper corrected answer sheets of the students are distributed to them and any grievance is redressed immediately by the subject teacher.
• Proper record of marks obtained by the students in internal examination is maintained periodically along with their attendance, displayed on the notice board, and submitted timely to the affiliating university.
• Admit cards reflecting all relevant details of the external examination are issued timely to the students.
• Any issue reported by the students regarding admit cards are immediately resolved by the College in discussion with the University Examination Department.
• Examination Committee under the supervision of Head of the institution makes policy decisions regarding external examinations and prepares examinations duties.
• Examination duties are well informed to all faculty members to ensure proper conduct of examination and to eliminate possibilities of use of unfair means by the students. 
• Errors in external question papers are brought to the notice of the Senior Superintendent of the examination who informs the University and necessary action is taken.
• Any student can approach the faculty concerned for any exam related grievance. University level grievances of the students related to result/ mark sheets and certificates corrections are addressed by the Student Support Cell.
• The administrative staff under the instructions of principal forwards application for the scrutiny and challenge evaluation to the examination controller and follow it up regularly to ensure speedy redressal.
• Students can apply for scrutiny/challenge evaluation within ten days of announcement of results. Students can also make a demand for a copy of his for her answer book under RTI Act.

File enclosed:

• Mechanism of Internal Assessment/Mechanism of External Assessment.

2.6.1 Programme outcomes (POs) and Course outcomes (COs) for all programmes offered by the institution are stated and displayed on website and attainment of POs and COs are evaluated

Response:

Jagran College strictly follows the syllabi of CSJM University and NEP 2020 has further accelerated the process with new avenues and models resulting into huge opportunity for growth and development. We strive to develop the new generation students to live life with authority and confidence in facing an increasingly dynamic environment.

College along with three-year undergraduate courses in B.A., B. Com, B.Sc., BBA, BCA and B.com (Hons.) also offers two year post graduate M. Com course. The University prescribed syllabi states POs/COs or objectives of the course and expected outcomes. These syllabi are available to all stakeholders at the University website, College website and College library and Departmental Coordinators. To strengthen the learning outcomes various FDP’s / workshops are organized by the College to gain conceptual clarity.

College takes several steps in dissemination of the vision, mission and programme outcomes among students and other stakeholders.

• The vision and mission statements are clearly stated on the college website and prospectus.
• The POs of all programmes offered by the Institution are displayed on the College website.
• During the admission process, the admission committees of respective courses guide the prospective students and parents on POs and COs for selecting their course for admission.
• Orientation programs organized for all first-year students.
• Distinguish and successful Alumni are invited to share their success stories to the students.

To assess the attainment of each POs and COs, college adopts following methods:

Direct Methods

• Internal Assessment includes Written-test, Internal assignment/presentation, class response, general behaviour, and project work.
• College follows the external examination scheme of the affiliated university and it measures course attainment level of the POs through marks/grade awarded
• Internship and field-work – Students are encouraged to take up field work, project work, and internship as to enhance their skill in their discipline.
• Progression in Higher education – It is one of the important methods of assessment. Based on the office record of transfer certificate the college has details of pass-out students enrolled in higher education.

Indirect Methods

• Placement data is one of the best practices to measure the attainment of POs and COs The college has an active TP Cell which handles the career counseling internship and placement processes for the students of all courses. The cell organizes campus placement in collaboration with industries and corporates on the campus and off the campus. Students also actively participate in university placement drives regularly. The number of students who gets placement offer is proof of POs and COs attainment.
• College conducts various complementary activities aligned with POs and Cos such as seminars/lectures, workshops, GD, debates, case study, online quizzes, etc. Students’ active participation and performance in extracurricular, extension, sports, cultural, NSS and Kalanjali – an inter-collegiate fest also serves the basis of measurement.
• Feedback Analysis is another best instrument. College takes regular feedback from all the stakeholders as to improve teaching-learning process in outcome-based education.

Thus, the concerted and joint effort of college and students helps in achieving the desired learning outcomes.

File enclosed:

• Program Outcomes (POs) & Course Outcomes (COs)

2.6.2. Attainment of POs and COs are evaluated.

Attainment of program outcomes and course outcomes is a fundamental aspect of education that ensures students gain the knowledge, skills, and competencies necessary to succeed in their chosen field . Program outcomes provide a clear roadmap for graduates’ overall preparedness, ensuring they meet industry needs and institutional standards.

Course outcomes, on the other hand, break down the program objectives into manageable steps, allowing students to progress systematically and instructors to assess their progress. The alignment and achievement of both types of outcomes are critical for producing competent, well-prepared graduates who can excel in their chosen careers.

To evaluate  attainment of  program and   course outcomes ,institution  employs various techniques/ways

File enclosed:

• Link for Additional information.

2.6.3. Pass percentage of Students during last five years.

Aggregate 95.57

2.6.3.1. Number of final year students who passed the university examination year wise during the last five years

2.6.3.2. Number of final year students who appeared for the university examination year wise during the last five years

 File enclosed:

• Institutional data in the prescribed format (Data Template).
• Annual report of Controller of Examinations (COE) highlighting the pass percentage of final year students.
• Certified report from the COE indicating the pass percentage of students of the final year (final semester) eligible for the degree program-wise/year wise.

2.7.1 Online student satisfaction survey regarding to teaching learning process.

(Online survey to be conducted)

File enclosed:

• Online student satisfaction survey