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 Department of Commerce conducts a bridge course in quantitative methods.
 Department of Mathematics conducts a non-linear dynamic course for all the
students to initiate research orientation in the field.
 Department of Social Work conducts a course in basic Kannada for the non-Kannada
speaking students to equip them with colloquial language skills required for field
work.
 Students with poor written and spoken skills in English are informally sent to the
Department of English for remedial work.
 Department of Economics provides tutorial classes and encourages peer support for
postgraduate students who are weak in mathematics. They are inducted into guided
library work so as to enable them to improve upon their reading and writing skills.
 All departments provide informal individual support and encourage peer support in
academics for the academically weaker students.

*Remedial classes
Some departments like Chemistry provide special classes before the commencement
of examination for the needy students. The academically weaker undergraduate
students of Economics are given remedial classes by the postgraduate students.

*Add - on courses
These courses take the form of certificate courses which are offered by individual
teachers to interested students during weekends.

2.2.4 Has the College conducted a study on the incremental academic growth of
different categories of students; student from disadvantaged sections of society,
economically disadvantaged, physically challenged and slow learners etc.? If yes,
give details on how the study has helped the College to improve the performance
of these students.

The office of the Controller of Exams has a centralized database of students and their
academic performance. This data is available to departments and to individual
mentors. Individual departments and mentors access this data after each set of
examinations and assess the performance of different categories of students to help
them stay on par with others. The College enjoys healthy and cordial student-teacher
relationship which has been playing a pivotal role in providing individualized
attention to students.

*Economically disadvantaged:
Individual Teachers, Mentors, Welfare Officers and Heads of departments are
responsible for recognizing individual needs of students through their continuous
interaction with these students. Needy students are encouraged to apply for
scholarships, mid-day meal scheme, books from book banks. They are also provided
with books available with the departments.

*Slow learners:
Sometimes individual teachers identify such students; at times parents come and meet
class mentors and share their concerns and the teachers provide support in whatever
way possible. For example, a student with phocomelia dyslexia is exempted from
learning languages. Following the result analysis and individual feedback, separate

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