2.2.1 Advanced Learner's Countersigned.pdf
2.2.2. QnM Student- Full time teacher ratio
2.3. Teaching- Learning 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 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.
FLIPPED CLASS-ROOMS: - Typically, teaching is undertaken in class-room and students practice on problems and go through experiential learning phase when they are out of class-room. Flipped class-room practice involves assigning study material, typically in the form of a video or detailed reading material, a few days ahead of the class. Thus, the student comes to the class equipped with the necessary knowledge and gainfully engages in experiential learning by solving problems.
Several interventions may be offered by the teacher during this process such as:
(i) Helping the student recall fundamental knowledge
(ii) Providing easiest line of thought for complex problems
(iii) Show parallel examples to encourage inductive learning, and
(iv) Provide tips and tricks that the teacher accrued over a period of time. Since this learning is occurring in presence of the teacher, it is guaranteed to be complete.
SELF-ORGANIZED LEARNING ENVIRONMENT: - It is known that, rather than spoon feeding knowledge to students and then expect them to learn/apply concepts, it is better to pose “probing questions and provocative problems” and let them work through then. This method works best when the learning is set in a Computer Lab environment for 2 or 3 hours of sessions.
ACTIVE LEARNING: - Lot of learning happens when students explain, debate, brainstorm, and discuss. When students are engaged in such activities and are encouraged to formulate “intelligent questions” on the topic at hand rather than solving problems, lot of “deep learning” occurs. In SITAM, students are encouraged to explain, summarize and illustrate to foster ACTIVE LEARNING.
COOPERATIVE LEARNING: - When students are made to work in small groups on tasks that involve “hands-on jobs”, lot of divergent thinking and synergy come into play. Short bursts of intense learning can occur through Cooperative Learning.
SITAM class rooms employ a variety of teaching methods and ICT tools to maximize learning.
Also laboratories reinforce the learning and make the learning more permanent one much the same way as bicycle riding, which, once learnt, is NOT forgotten even after years of not “using” the skill.
Several other learning avenues such as Industry Visits, Case Studies, Project and Field Practicums, Guest Lectures, Seminar and Workshops are employed to make the learning experience joyful, wholesome and useful.
IMPLEMENTATION OF ONLINE TEACHING: - During Covid-19, the college has a clear vision about implementing the Online-teaching learning and thus encouraged our faculty to do needful to the students by presenting PPT’S, Video lectures, Online recording sessions etc.
The faculty in SITAM has provided study materials for reference, digital study materials such as free access to e-books and e-journals, open educational resources through various platforms available to them.
PROJECT BASED LEARNING:- It is to encourage learning through real world questions or challenges. It helps the student to develop critical thinking and interdisciplinary skills with real-world experience.
In SITAM, students are encouraged to apply relevant skills or knowledge and the faculty allow students designing, developing and constructing hands on experience on solutions to a problem.
SERVICE LEARNING:- It combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility. Service-learning programs involve students in organized community service that addresses local needs, while developing their academic skills, sense of civic responsibility and commitment to the community.
In SITAM, students are actively involved in Community Service Project that connects course curriculum with identified community issues and needs. The students are engaged in different project activities that serve the community and build their academic capacities. The students in SITAM are strengthened by interacting with people from diverse backgrounds and enhancing the sense of civic responsibility through civic action, experiencing team work and interpersonal communication.
2.3.1. QlM Student centric methods, such as experiential learning, participative learning and problem solving methodologies are used for enhancing learning experiences
2.3.2. QlM Teachers use ICT enabled tools for effective teaching-learning process:
At SITAM, our faculty combine modern methods with classical techniques of instruction by using Information and Communication Technology (ICT) to support, enhance, and improve the delivery of pedagogy. Information and Communication Technology (ICT) tools contribute to high quality lessons since they have potential to increase students’ motivation, connect students to many information sources, support active in – class and out – class learning environment, etc.
In addition to the chalk – and – talk method of teaching, the faculty in our institute use ICT tools to communicate, create, propagate, store, and manage information. ICT enables students to access different information sources to deal with ongoing technological change in the community.
Each classroom is equipped with a projector to facilitate the faculty to present the subject matter as PowerPoint presentations and video lectures, encouraging the students for active learning. The Teaching – Learning process is equipped with Regular Practical Sessions. Access to Digital Library, Online Courses (MOOCS), Online journals, E- books, etc. Seminar halls are digitally equipped where guest lectures, competitions and student interplay take place. Specialized computer laboratory with a cyberspace has been provided to promote independent learning.
2.3.2. QlM Teachers use ICT enabled tools for effective teaching-learning process.
2.3.3. QnM Ratio of mentor to students for academic and other related issues
2.4 Teacher Profile and Quality
2.4.1. QnM Number of full time teachers against sanctioned posts during the year
2.4.1 Number of full time teachers against sanctioned posts during the year_1.xlsx
2.4.2. QnM Number of full time teachers with Ph. D.
2.4.2 Ph.D Countersigned.pdf
2.4.3. QnM Number of years of teaching experience of full time teachers in the same institution
2.5. Evaluation Process and Reforms
2.5.1. QlM Mechanism of internal assessment is transparent and robust in terms of frequency and mode
2.5.1. QlM Mechanism of internal assessment is transparent and robust in terms of frequency and mode:
The college has a transparent and robust evaluation process in terms of frequency and mode. In order to ensure transparency in internal assessment, the system of internal assessment is communicated with the students well in time. The Principal holds meetings of the faculty and directs them to ensure effective implementation of the evaluation process.
Continuous evaluation is made through Mid examinations, Assignments submission, Field visit / Field work, Seminars presentation, Group discussion, Internships, Community Service Project, etc. Mid examinations are conducted regularly as per the schedule given in the academic calendar of Jawaharlal Nehru Technological University, Kakinada. The weightage for the mid examinations varies as per the regulations prescribed by Jawaharlal Nehru Technological University, Kakinada.
The performance of the student academics is disseminated through ECAP to the students and parents. Personal guidance and remedial classes are provided to the students who are challenged in their academics. To improve the communication and soft skills in students, topics are given by their faculty members to present PowerPoint presentations in their concerned department.
For transparent and robust for internal assessment, the following mechanisms are conducted
1. Internal Examination Committee
2. Question Paper Setting
3. Conduct of Examinations
4. Result display
5. Interactivity with students regarding their internal assessment
The method of internal assessment helps the teachers to assess the students’ performance competently. Due to internal assessment, interest of the student towards learning and attending the classes has also increased. It has created the interest among the students to take active participation in various co-curricular and extra-curricular activities for their overall self-improvement. The seminar presentation improves the communication skills of the students which is very essential to face the interviews.
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.
Institute Level
All the students are clearly informed about the evaluation procedure, weightage of internal and external marks allotment as per their regulation provided by the university. After each internal test the answer scripts are distributed among students. If the students are having any issue regarding the assigned marks, they can discuss the same with the concerned faculty member. If still not resolved it is brought to the notice of higher authorities and proper measures are taken.
After each internals the class committee meetings are conducted in the presence of respective branch HoD and mentors of the class. A group of students are selected which includes advanced learners, slow learners, challenged learners and hostelers etc. If the students are having any kind of grievances related to question paper or syllabus coverage, it is informed to the concerned HoD and necessary action is taken.
At the end of each semester, the faculty members finalize the marks for internal tests and the same are displayed in notice boards for the students to verify for any discrepancies. The finalized marks are uploaded by the faculty into the university portal and are approved by Principal/HoD after due confirmation with the respective faculty.
University Level
At the university level to ensure transparency and curb the mall practices, the university has introduced a jumbling system and theory end - semester examinations are conducted at a center other than the college. The queries related to results, corrections in mark sheets and other certificates issued by university are handled at JNTUK examination section after forwarding such queries through the college examination section.
The Examination Cell of the institute deals with examination related grievances if any. A log book is maintained in the office in which the exam related grievances are recorded. If any student has any grievance related to marks scored in the semester examinations, he/she can apply for the revaluation or challenge valuation. This circular will be circulated to the students in the classroom so that it will be easy for them to proceed with that if they are unhappy with the results.
If the re-counting/re-evaluation results are not satisfactory, a student can apply for challenge evaluation within a week after the announcement of revaluation results. The evaluation process is carried out by two subject experts. Results will be announced before commencement of University Examination and the fees will be refunded to the students if he/she clears the paper. The entire process is maintained transparent and time bound by the university.
2.6 Student Performance and Learning Outcome
2.6.1. QlM Teachers and students are aware of the stated Programme and course outcomes of the Programmes offered by the institution.
2.6.2. QlM Attainment of Programme outcomes and course outcomes are evaluated by the institution:
The institute periodically assesses the student performance using a variety of tools to determine whether each of the Program Outcomes, Program Specific Outcomes and Course Outcomes are met with the requirements. Direct evaluation processes like University end exams, Internal and External assessment, class tests, seminars, project work, Internships; etc helps to assess the Program Outcomes and Program Specific Outcomes by using Course Outcomes of the relevant program.
In addition, remedial classes are conducted for slow learners to improve the performance of students in their academics by providing study materials, reference books, E-books, etc. The Institute also evaluates the Course Outcomes by Indirect assessment methods which comprise feedback from students every semester. Apart from this, Placement also serves as a measure of Program Outcomes. Employment of students upon the completion of course in various branches plays a lead role in Indirect assessment of Program Outcomes.
Further the measure of Program Outcomes, Program Specific Outcomes and Course Outcomes can also be evaluated on the basis of higher studies by the students in various Government institutions and Organizations, etc.
2.6.3. QnM Pass percentage of Students during the year
2.6.1. QlM Teachers and students are aware of the stated Programme and course outcomes of the Programmes offered by the institution:
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.
The PROGRAM OUTCOMES(POs) are as defined by NAAC and NBA
1. Engineering knowledge
2. Problem analysis
3. Design/development of solutions
4. Conduct investigations of complex problems
5. Modern tool usage
6. The engineer and society
7. Environment and sustainability
8. Ethics
9. Individual and team work
10. Communication
11. Project management and finance
12. Life-long learning
2.7 Student Satisfaction Survey
2.7.1 QnM Student Satisfaction Survey (SSS) on overall institutional performance