Criterion II –Teaching- Learning and Evaluation(300)
Enrolment percentage.
A. Enrolment percentageB. Number of seats filled year wise during last five years (Only first year admissions to be considered).
E. Institutional data in the prescribed format (data template)
F. Final admission list as published by the HEI and endorsed by the competent authority
Percentage of seats filled against reserved categories(SC, ST, OBC etc.)as perapplicablereservationpolicyforthefirstyearadmissionduringthelast five years.
A. Provide the relevant information in institutional website as part of public disclosure
The institution assesses the learning levels of the students and organises special Programmes to cater to differential learning needs of the student
DNR (A) College is dedicated to transforming the lives of its students through a meticulously designed teaching-learning environment. This environment is crafted to identify and assess students' diverse learning abilities, enabling the customization of training programs to effectively meet their individual needs.
Students admitted shall commence their entry with an Induction Program organized at the college level and the Heads of the respective departments, wherein the newly admitted students participate to get familiarized with the college environment. The college as a system has a clear realization that students have different learning abilities and is sensitive to the need to address this situation at different levels. The department identifies slow and advanced learners based on the performance of the students assessing them through general interaction, slip tests, group discussions, debates, etc., The Head of the Department maintains the list of the candidates under the two categories such as slow learners and advanced learners.
Bridge Courses lay the foundation for the comprehensive growth of students and DNR College has been training students in this manner from the beginning. This starts before the commencement of the academic year and is compulsory for all 1st-year students.
Support for Slow Learners
Slow learners receive tailored support and remedial teaching from the staff. Their progress is monitored on a semester-wise basis. Handouts are provided, and their performance is checked regularly. Beyond regular class hours, students have opportunities for informal interactions with faculty, facilitating holistic development. The Counseling System, through a mentor-mentee framework, is active and effective in supporting these students.
Encouragement for Advanced Learners
Advanced learners are encouraged to attend seminars, do projects, and engage with specialists in their fields. Faculty members/mentors identify their competencies and special interests to develop plans for their involvement in challenging programs. Learning groups are formed with advanced learners as team leaders to complete project work. They are also encouraged to acquire advanced skills through various online platforms and complete additional edx courses, MOOCs courses etc.
Student Enrichment Practices
DNR College is committed to fostering the holistic development of its students through a variety of enrichment practices:
• Participation in Events: Students are encouraged to engage in various intra- and inter-collegiate events to enhance their creative thinking, problem-solving skills, and critical thinking abilities.
• Soft Skills Enhancement: Soft-skills courses are provided to improve language proficiency, communication, and presentation skills.
• Employability and Entrepreneurial Skills: Value-added skill courses are offered to equip students with essential employability skills and entrepreneurial abilities.
• Career Preparation: Pre-placement training sessions, career guidance sessions, and mock interviews are conducted for all final-year students to prepare them for the job market.
• Mentoring System: A robust mentoring system is in place to support slow learners and ensure advanced learners stay on track, fostering a conducive learning environment for all.
• Recognizing Achievements: Student achievements are recognized through awards, prizes, and merit scholarships, motivating them to excel further in their academic and extracurricular pursuits.
B. Provide link for additional information
Student-Fulltime teacher ratio(Data for the latest completed academic year).
A. Provide Links for any other relevant document to support the claim (if any)
Student centric methods, such as experiential learning, participative learning and problem solving methodologies are used for enhancing learning experience and teachers use ICT- enabled tools including online resources for effective teaching and learning process
The strength of the college lies in its teaching-learning process. We innovate by using experiential, participative, and problem-solving methods. We prioritize active participation, recognizing the impact of students' backgrounds and abilities. Our learner-centered approach uses various teaching methods, including individual and group learning, to cultivate responsibility and build knowledge.
Experiential Learning
The institution imparts the following experiential learning practices to enhance the creativity and cognitive levels of the students –
• Learning by doing- Practical experience helps students to apply theoretical knowledge in practical situations effectively.
• Internship - Internships help students to acquire industry-specific skills, explore career paths, facilitate connections with professionals, etc.,
• Field visits/Industrial visits: Field visits and industrial visits provide practical experience, deepen understanding, and provide valuable insights into diverse environments.
• Hands-on training – Through hands-on training students acquire practical skills, develop critical thinking and problem-solving skills, etc.,
• Certificate Courses- students are encouraged to complete certificate courses offered by different departments in the Institute, certifications offered by renowned platforms such as MOOCS, Edx, NPTEL, etc.,
Participatory Learning
• Group Discussions & Debates: These activities develop students' oratory and analytical skills.
• Department Associations –Department Associations organize seminars, guest lectures, and celebrations of important days. These activities provide students with valuable opportunities to enhance their knowledge.
• Seminars / Journals – Students develop technical skills by participating and presenting papers in seminars and publishing in journals.
• Role play enhances communication, problem-solving, decision-making, and interpersonal skills.
• Poster presentations –Students actively participate in various intra and inter-collegiate poster presentation competitions, engaging meaningfully in academic and creative pursuits.
Problem-Solving Methodology
Case studies -Case studies prepare students for future career challenges by combining theoretical knowledge with practical application, offering a comprehensive learning experience.
Projects - Projects are integral to our curriculum, providing students with small-scale assignments that expand their understanding of specific topics and promote collaborative learning among their peers.
Assignments & Quiz - These activities build confidence in handling difficult concepts.
B. ICT Tools
The institute boasts excellent facilities and resources that create interactive, engaging, flexible, and user-friendly ICT-enabled learning environments for students. During the COVID-19 pandemic, these ICT tools played a crucial role in supporting both faculty and students in the teaching and learning process, ensuring continuity and effectiveness in education delivery.
• Classroom Technology: LCD projectors in classrooms, computer labs, commerce labs, virtual classrooms, and seminar halls allow teachers and students to give PowerPoint and audio-visual presentations, enhancing learning and presentation skills.
• Webinars /Meetings organized: During the COVID-19 pandemic, the institute seamlessly conducted webinars, and quizzes using platforms like Zoom and YouTube.
• E-Content: The college uses a Learning Management System (LMS) to provide students with e-content developed by faculty. This content is available on the college website and shared through Google Classroom etc., delivering quality material through a simple interface.
Library:
The library is subscribed to e-journals, and e-books available under the NLIST Programme of the INFLIBNET Centre. Students can access them at http://nlist.inflibnet.ac.
B.Provide Link for Additional Information
The institution adopts effective Mentor-Mentee Schemes to address academics and student-psychological issues
Academic Support
The mentor-mentee relationship begins as soon as students enter the institution, with every teacher serving as a mentor for their assigned students. Mentors meet their mentees, collect information from them and prepare record containing educational, personal and academic progress details.The mentoring system focuses on the following.
A. Professional Guidance
Each student receives personalized mentorship from assigned mentors following every internal and semester-end examination. This process includes a thorough review of academic performance, identifying slow learners, and providing tailored remedial classes beyond regular class hours. Bridge courses are conducted at the entry level to ensure a smooth transition and academic success of students.Recognizing and rewarding excellence, scholarships and appreciation certificates are awarded to class toppers and other meritorious students. Additionally, gold medals are presented to outstanding graduates, motivating all students to strive for excellence.
B. Career Advancement
Through the Training & Placement cell, Mentors guide the students to achieve their career goals by attending Training Programmes in campus on Aptitude (Reasoning, Verbal) Technical (C, C++, Python, Data Structures etc.) Campus Recruitment Training Programme (Resume Preparation, Interview Skills etc.) Each department give carrier guidance and coaching for competitive exams.
C.Co-curricular & Extra-curricular progress
Mentors identify and nurture students' inherent talents, encouraging active participation and leadership in a wide range of co-curricular and extra-curricular activities. These activities include:
• Training Programs and Webinars: Offering opportunities for skill enhancement and knowledge expansion.
• Hardware & Software Expos: Showcasing technical innovations and projects.
• Tournaments and Cultural Events: Promoting sportsmanship, creativity, and cultural appreciation.
• Social Activities: Engaging in community service and social responsibility initiatives, supported by NCC and NSS.
Psychological support
Beyond academic guidance, mentors play a crucial role for the psychological wellbeing of their mentees. Acting as trusted confidants, mentors provide essential emotional support to students facing personal challenges. They create a safe, nurturing space where mentees feel comfortable discussing their concerns, fears, and anxieties. Mentors listen with empathy, understand and support without judging. This helps mentees deal with tough emotions and become stronger.
Mentors also impart practical strategies and coping mechanisms to manage stress, develop healthy habits, and prioritize self-care. Regularly scheduled meetings between mentors and mentees are essential for monitoring progress, addressing academic concerns, and providing feedback. During these sessions, mentors offer constructive criticism and encouragement, aiding mentees in overcoming obstacles and achieving their full academic potential.
The Mentor-Mentee Program is monitored by the Mentor-Mentee Committee and the Principal, ensuring effective implementation through regular interaction and guidance. These collaborative efforts provide comprehensive support for students, addressing both academic and psychological needs. This holistic approach fosters a conducive learning environment and promotes overall student well-being.
Provide Links for any other relevant document to support the claim (if any)
Preparation and adherence of Academic Calendar and Teaching plans by the institution
In DNR College, the careful crafting of our Academic Calendar exemplifies our dedication to academic excellence and structured learning. This meticulously designed blueprint ensures the smooth and efficient execution of our academic activities. The Academic Calendar of DNR College is prepared by a team consisting of IQAC coordinator, COE, and Dean of Academics under the guidance of the Principal.
Components of the Academic Calendar
The Academic Calendar acts as a guiding beacon, outlining key milestones and essential benchmarks throughout the academic year. From the beginning of the semester to the successful completion of academic endeavors, it meticulously details, Commencement and conclusion dates relating to classwork, Examination dates, and details of holidays etc.,
Teaching Plans
Each program's syllabus meticulously delineates the requisite teaching hours for all courses. Course and work allocations are meticulously deliberated upon during department meetings at the semester's onset. Faculty members leverage these assignments to craft comprehensive teaching plans, encompassing topics, teaching methodologies, proposed assignments/seminars, and internal assessment frameworks.
A comprehensive timetable, surrounding all programmes, is prepared by time table committee, delineating class schedules and room allocations. Departments then fine-tune this timetable to create their specific schedules. Faculty members carefully document their daily progress using the Teaching Diary, aligning with the department timetable with periodic evaluations conducted by the Head of Department (HOD). Subsequently, the Teaching Diary undergoes scrutiny by the HOD ensuring transparency, accountability, and a culture of ongoing pedagogical enhancement.
Adherence to Academic calender and Teaching Plans
The Principal, IQAC, and Dean of Academics vigilantly monitor adherence to the Academic Calendar, promptly addressing any deviations. If any deviations arise, the overseeing team collaborates to suggest remedial measures, considering the specific circumstances prompting the deviation.
At the departmental level, Heads of Departments conduct regular evaluations to ensure faculty adherence to their teaching plans. Absences due to professional obligations, illness, emergencies, or personal responsibilities are permissible. They must be reported to the HOD/Principal in advance. In cases of such absence, arrangements are made with substitute teachers or alternative learning activities. Topics slated for missed periods are covered promptly by the designated faculty member on subsequent days.
This commitment to oversight and adaptation ensures the institution remains rigid in its pursuit of academic excellence, developing an environment helpful to effective teaching and learning.
Describe the Preparation and adherence to Academic Calendar and Teaching plans by the institution.
Percentage of fulltime teachers against sanctioned posts during the last five years
A. Sanction letters indicating number of posts sanctioned by the competent authority (including Management sanctioned posts).
Percentage of fulltime teachers with Ph.D./D.Sc./D.Litt./L.L.D during the last five years.
A. Provide Links for any other relevant document to support the claim (if any)
Average teaching experience of fulltime teachers(Data to be provided only for the latest completed academic year, in number of years).
A. Provide Links for any other relevant document to support the claim (if any)
Percentage of fulltime teachers working in the institution throughout during the last five years.
A. Provide Links for any other relevant document to support the claim (if any)
Average number of days from the date of last semester-end/ year- end examination till the last date of declaration of results during the last five years.
A. Result Sheet with date of publication
Percentage of student complaints/grievances about evaluation against total number appeared in the examinations during the last five years.
A. Provide Links for any other relevant document to support the claim (if any)
IT integration and reforms in the examination procedures and processes including Continuous Internal Assessment (CIA)/Formative Assessment have brought in considerable improvement in Examination Management System (EMS) of the Institution
DNR College follows an objective, comprehensive, student-centric and credible examination management system
Examination Procedure
• DNR College (A) follows the Choice Based Credit System (CBCS) under the semester pattern, assigning credit points to each course based on subject depth, content complexity, and teaching hours. The evaluation method uses CGPA to reflect students' abilities accurately.
• Semester-end exams (SEE) are conducted after a minimum of 90 working days, in October/November and March/April for all UG and PG programs. Students must have at least 75% attendance to appear for semester end exams.
• Students who fail to secure pass marks must reappear in the subsequent semester after paying the required fee.
• Single valuation is implemented at both the UG and PG levels. After each semester, the examination committee meets to review examination results and decide the need of giving moderation marks if necessary.
• A grievance redressal mechanism exclusively to deal with evaluation-related grievances is in place, which is addressed by the office of CoE as per the procedure.
Process integrating IT
• IT integration has played a pivotal role in modernising examination processes. The Office of COE has fully integrated IT into the Examination Management System, covering examination registration, hall ticket generation, conducting online CAT exams, bar-coded answer sheets, result publication on the college website, and mark list generation.
• The examination process is fully automated using I-Campus software.
• The final mark lists are printed with advanced security features such as microline printing, VOID text, opaque text, and high-resolution borders. These features prevent duplication and ensure the mark lists are authentic.
• Bar-coded answer sheets protect student identity, prevent malpractice, and maintain the integrity and fairness of exams.
• During the pandemic, CAT exams and project viva were conducted via Zoom and Google Meet platforms.
Continuous internal assessment system
• . Each semester includes two centralised Continuous Assessment Tests (CAT) per course. Led by the Principal, the Examination Committee meticulously plans internal exams, prepares comprehensive timetables, and ensures dissemination via notice boards and WhatsApp groups.
• The internal assessment, totaling 25 marks, comprises exam performance (15 marks) and co-curricular activities like seminars, assignments, quizzes, projects (5 marks), and participation in extracurricular activities (5 marks).
• One of the CAT exams will be conducted online in MCQ format for UG students, aimed at equipping students for PG entrance exams and familiarising them with IT processes.
• Faculty members are responsible for the timely submission of question papers and question banks to the Dean of Academics according to departmental guidelines.
• Assignments are evaluated based on writing quality, learning skills, and understanding of the subject. Graded internal answer sheets are given back to students to check their marks, and each student's work is reviewed in class. If there are any issues with the internal marks, they are resolved during this review.
• The marks, compiled by department heads, are submitted to the COE and finally recorded in the college software system
A. Upload Any additional information
The institution has stated learning outcomes (programme and course outcome)/graduate attributes which are integrated into the assessment process and widely publicized through the website and other documents and the attainment of the same are evaluated by the institution
The College offers a diverse range of academic programs for both undergraduate and postgraduate levels. To ensure educational quality and relevance, we follow a rigorous Outcome-Based Education (OBE) framework. Our faculty members, Heads of Departments, and the Internal Quality Assurance Cell meticulously craft Programme Outcomes (POs) and Programme Specific Outcomes (PSOs). These, along with Course Outcomes (COs) aligned with our syllabi, are communicated to students at the beginning of each academic year through an Induction program. They are also accessible on our Institute website, handbooks, magazines, and prominently displayed within departmental facilities. We emphasize the significance of these outcomes in shaping students' educational journey and preparing them for professional careers.
Integration of these learning outcomes into our assessment processes is paramount. We employ a systematic approach in assessing the CO, PO & PSO attainment utilizing both Direct and Indirect methods to evaluate attainment levels. CO attainment evaluated 80% as direct attainment by considering continuous assessment and semester end examination. Indirect attainment20%evaluated through course end survey in every semester end. For POs and PSOs attainment cumulative CO-PO attainment of a batch has taken 80% as direct attainment and 20% indirect attainment evaluated through program exit survey.The assessment process consists of a scale from 1 to 3 based on student performance in examinations: The rubrics are
• Attainment Level 1: ≤55% of students achieving 40% of maximum marks
• Attainment Level 2: 56%-69% of students achieving 40% of maximum marks
• Attainment Level 3: ≥70% of students achieving 40% of maximum marks
Our assessment structure incorporates Continuous Assessment Tests (one descriptive, one objective for UG, and two descriptive for PG), Practical Examinations, and Semester-end Examinations, each contributing to the overall attainment of COs, POs&PSOs. For theory assessments, Internal Examinations hold a 25% weightage (15 marks for Continuous Assessment Tests, 5 marks for co-curricular, and 5 marks for extra-curricular), while Semester-end Examinations carry 75%. Practical examinations are similarly evaluated based on designated criteria.
The PO Indirect attainment method involves student exit surveys, employers survey, alumni survey prepared mapped to Program Outcomes.
The CO-PO & PSO attainments for both theory and laboratory courses are evaluated with appropriate weightage as per CO – PO mapping in the Program Articulation Matrix, are considered for calculating the direct attainment of CO – POs &PSOs for individual courses of a batch.
PO Direct Attainment is calculated using the following rubric
PO Direct Attainment = ((Weighted average of CO-PO) * (CO attainment average)) / 3
Attainment of outcomes is validated against predefined targets to ensure alignment with our educational objectives. In conclusion, our robust assessment framework underscores our commitment to fostering academic excellence and preparing our students for a competitive global landscape. We continuously refine our methodologies to uphold standards of quality education and student success.
A. Upload POs and COs for all courses (exemplars from Glossary)
Pass percentage of students(excluding backlog students)(Data for the latest completed academic year).
A. Provide Links for any other relevant document to support the claim (if any)
Online student satisfaction survey regarding teaching learning process