2.3.2. QlM Teachers use ICT enabled tools for effective teaching-learning process
Teachers at SITAM are encouraged and equipped to employ Information and Communication Technology (ICT) for effective content delivery both online and in class room contexts.
The classrooms in SITAM are equipped with LCD projectors and screens and teachers are provided with departmental lap-tops for use in teaching. Several online initiatives such as exploratory online tests, online quizzes are used by the teachers in the context of class-room teaching. Several class-rooms in SITAM are fitted by smart screens that allow content-capture for archieval information on class-room content.
SITAM also encourages online learning mode whenever class-room teaching is precluded due to ensuing pandemic situation. Since SITAM subscribes for G-Suite, the lectures can be as long/short as they can be and recording the lectures by Google is an added benefit that comes with G-Suite. In addition SITAM subscribes to the Learning Management System(LMS), Ulektz for sharing learning materials, posting audio/video/text resources, and for conducting online objective type tests.
In a nutshell online or offline classes, SITAM is geared up for the teaching process.
2.3.1. QlM Student centric methods, such as experiential learning, participative learning and problem solving methodologies are used for enhancing learning experiences
SITAM employs a gamut of methods to suit to the needs of the knowledge content-transfer depending on the type of topic, audience concerned, and depth of coverage expected as indicated by the Course Outcome.
Teachers at SITAM are aware that, to capture student’s interest, a teacher needs to carefully choose the teaching style and pace. As a general rule, the span of attention for an average Asian student is about 12 to 15 minutes long. The teachers are encouraged to pause, review, or ask a question after every 12 to 15 minutes for students to take a respite.
Also, several methods such as Active Learning, Cooperative learning, Inductive Teaching Learning, Flipped Class Rooms, Self-Organized Learning Environments, and Project Based Incremental Learning are a few commonly used Learner Centric Methods. SITAM recognizes that any one method may not be suitable in all situations. Given below are a few methods that teachers at SITAM put to use.
2.3.2. QlM Teachers use ICT enabled tools for effective teaching-learning process.
Teachers at SITAM are encouraged and equipped to employ Information and Communication Technology (ICT) for effective content delivery both online and in class room contexts.
The classrooms in SITAM are equipped with LCD projectors and screens and teachers are provided with departmental lap-tops for use in teaching. Several online initiatives such as exploratory online tests, online quizzes are used by the teachers in the context of class-room teaching. Several class-rooms in SITAM are fitted by smart screens that allow content-capture for archieval information on class-room content.
SITAM also encourages online learning mode whenever class-room teaching is precluded due to ensuing pandemic situation. Since SITAM subscribes for G-Suite, the lectures can be as long/short as they can be and recording the lectures by Google is an added benefit that comes with G-Suite. In addition SITAM subscribes to the Learning Management System(LMS), Ulektz for sharing learning materials, posting audio/video/text resources, and for conducting online objective type tests.
In a nutshell online or offline classes, SITAM is geared up for the teaching process.
2.2.1. QlM The institution assesses the learning levels of the students and organizes special Programmes for advanced learners and slow learners
SITAM recognizes and respects the diversity of the student community at admission and all through academic career. It is obvious that students from far-flung areas, with different types of schooling, different aptitudes, different levels of mathematical background, and different levels of analytical aptitude join engineering courses with the ambition of attaining suitable outcomes and seeking professional career.
Careful screening and polarization is needed to segregate students and provide customized content to the maximum possible extent. At SITAM, we assess the level of prerequisite attainment through a series of online quizzes to identify students falling into bottom FOUR levels of Bloom’s Taxonomy Pyramid.
2.1.2. QnM Number of seats filled against seats reserved for various categories (SC, ST, OBC, Divyangjan, etc. as per applicable reservation policy during the year (exclusive of supernumerary seats)
Number of actual students admitted from the reserved categories during
the year
2.4.2. QnM Number of full time teachers with Ph. D. / D.M. / M.Ch. / D.N.B Superspeciality / D.Sc. / D.Litt. during the year (consider only highest degree for count)
2.5.1. QlM Mechanism of internal assessment is transparent and robust in terms of frequency and mode
The institution follows the evaluation procedure prescribed by the affiliating University.
Distribution and Weightage of Marks
The performance of a student in each semester shall be evaluated subject – wise with a maximum of 100 marks for theory subject and 50 marks for practical subject. The project work shall be evaluated for 200 marks
For theory subjects the distribution shall be 25 marks for Internal Evaluation and 75 marks for the End - Examinations.
2.5.2. QlM Mechanism to deal with internal examination related grievances is transparent, time- bound and efficient
SITAM has a well-organized mechanism for redressal of examination related grievances. The student can approach the Teachers, College Examination Officer and Principal to redress the examination related grievance as per the requirement and jurisdiction of the grievance.
2.6.1. QlM Programme and course outcomes for all Programmes offered by the institution are stated and displayed on website and communicated to teachers and students.
Under the affiliation to JNTUK, the COs are defined in the syllabi and also published in Academic regulations, Curriculum book, and departmental website. It is made accessible to all the stakeholders of the program through education, faculty workshops, student awareness workshops, student induction program and faculty meetings. The program outcomes and program specific outcomes are achieved through a curriculum that offers a number of courses. Every department has clearly defined Program Specific Outcomes (PSOs) and Course Outcomes (COs). They have been articulated by taking inputs and suggestions from every stakeholder and are nicely stated and displayed on notice boards and discussed in the classrooms as well as available on website along with them printed in their laboratory manuals. Also COs are available in course files maintained by every faculty. The PO and PSOs are aligned with institute’s vision and mission statement. Each CO is linked to one of the Program Outcomes and a set of performance criteria that are used to provide quantitative measurement of how well COs are achieved. The COs are thus directly and quantitatively assessed, and are tied to the program outcomes and program specific outcomes.
2.6.3. QnM Pass percentage of Students during the year
Total number of final year students who passed the university examination
during the year and Total number of final year students who appeared for the university examination during the year
2.7.1 QnM Student Satisfaction Survey (SSS) on overall institutional performance (Institution may design its own questionnaire) (results and details need to be provided as a web link)
Student Satisfaction Survey on overall institutional performance
