Page 196 - ssr_16

6.5.2. Based on the recommendations of academic audit what specific measures
have been taken by the College to improve teaching, learning and evaluation?
The suggestions made during the academic audit meetings have been useful to bring
about desired quality changes. In case of classes missed, the Principal suggests the
number of extra classes that need to be taken. Some of the outcomes have been
improvements in the presentations of the syllabi, increased use of ICT/mobile phones
in teaching-learning, and creating an effective student mentoring system.

The conduct of examination has been an area which has witnessed continuous
improvement like the introduction of Bar-coding for examination papers,
online/coded entry of marks, greater transparency in continuous internal assessment,
and the working of the Examination Grievance Cell. It has also been helpful in setting
up various committees to redress emerging needs of the student body. New
regulations have been suggested that would ensure a student-friendly approach to the
academic process. Simultaneously, a set of practices to check student laxity have been
put in place. Student internships have been promoted. New and relevant courses under
CBCS have been put in place.

6.5.3. Is there a central body within the College to continuously review the
teaching learning process? Give details of its structure, methodologies of
operations and outcome?
The central body which continuously reviews the teaching learning process is the
Staff Council. This council consists of the Principal, Vice Principals, COE, Deans,
HODs, Coordinators of the postgraduate departments, IQAC Coordinator, Research
Director of the Research Committee and functionaries such as Welfare Officers,
Placement/Extension Officer, and NCC Officer. This body reviews the functioning of
the College in relation to the calendar of events, students‘ feedback on curriculum and
facilities, and feedback on teaching learning.
It follows a participative methodology as inputs on various issues emerge during the
monthly meetings of the council. Issues and concerns related to student attendance,
dropout rates, number of classes held, completion of syllabi, setting of question
papers, smooth conduct of examinations, announcement of results, conduct of
BOE/BOS meetings, introduction of new courses, new academic activities, research
and extension activities, and placement issues are discussed. After deliberation,
suggestions are made, new approaches recommended, and/or new subcommittees
appointed for further enquiry. All these efforts are aimed at improving the quality of
teaching-learning.

6.5.4 How has IQAC contributed to institutionalizing quality assurance
strategies and processes?
The College began its first effort to go in for accreditation 1997-98, and has come a
long way in terms of quality consciousness. This academic and institutional activity
has resulted in a momentum for quality processes in College right from those days.
Today creating, monitoring and enhancing quality as a culture is more of an internal
mechanism than an externally imposed system. Since the last assessment cycle, the
AQAR has been uploaded to the College website, opening up the possibility of
greater interaction between the Institution and its stakeholders.

For nearly twenty years or more, collecting student feedback has been a norm in the
College and collecting feedback from other stakeholders has also begun, heralding a

190