6.1 6.2 6.3 6.4 6.5

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6.5: Internal Quality Assurance System

6.5.1: Internal Quality Assurance Cell (IQAC) has contributed significantly for institutionalizing the quality assurance strategies and processes

                  IQAC plays an instrumental role in ensuring the quality of teaching- learning, assessment and evaluation, research and planning. It is the prime responsibility of IQAC to incite, plan and supervise various activities that are necessary to enhance the quality of education imparted in the intuition.

The following are the two practices institutionalized as a result of IQAC initiatives.

Practice -1:  Mentor - Mentee scheme

Students of varying socio – economic back ground get admission in the institution. Hence, their learning capabilities will also be different. The institution has developed a robust mentor – mentee system with a noble objective of   enhanced interaction between student and teacher, so that the students develop a sympathetic and smooth communication practice for making teaching-learning process effective and efficient.

             Each mentor is allotted Mentees from the class that he/she teaches at the beginning of the academic year. The Mentors interact with the mentees during the college hours and resolve their problems if any at their level or bring the serious one to the notice of the higher authority. Students who do not perform well in the continuous internal evaluation may have poor attendance record. The mentor tries to find out the cause of underperformance. Such students are motivated to join the related activities so as to enhance their holistic development.

Some of the outcomes of Mentor- Mentee practice are as follows.

·         Increase the number the participants in curricular and Co-Curricular activities.

·         Increase the student’s attendance and improvement in the academic performance.

·         Enhance amicable relationship between teachers and students.

·         Students become more enthusiastic in their academic performance.

Practice -2:  Result Analysis

The IQAC monitors the learning outcomes through department wise periodic assessment of results for every semester.

The result analysis highlights the following:

·         Pass percentage of each department.

·         Pass percentage of students with regard to his/her performance in each subject.

·         Program me wise pass percentage in each subject.

·         The classification of marks into low, moderate and high category.

·         Average percentage of marks secured by the students.

·         The correlation between the student’s performance in each subject and ranking.

·         The list of outstanding students.

            Based on their performance in the examinations the students are categorized as slow learners, less advanced learners and advanced learners. Remedial classes are conducted for slow learners to improve their performance in the forthcoming examinations.

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AQAR 2022-23

6.5.2: The institution reviews its teaching learning process, structures & methodologies of operations and learning outcomes at periodic intervals through IQAC set up as per norms and recorded the incremental improvement in various activities ( For first cycle  - Incremental improvements made for the preceding five years with regard to quality For  second and subsequent cycles  - Incremental improvements made for the preceding five years with regard to quality and post accreditation quality initiatives   )

The institution reviews its teaching learning process, structures & methodologies of operations and learning outcomes at periodic intervals through IQAC set up as per norms and recorded the incremental improvement in various activities ( For first cycle  - Incremental improvements made for the preceding five years with regard to quality For  second and subsequent cycles  - Incremental improvements made for the preceding five years with regard to quality and post accreditation quality initiatives   )

One of the main functions of IQAC is to review the teaching learning process, structure and methodologies of operations and learning outcomes at periodic intervals. Accordingly, it provides support and guidance to the faculty. Teaching – learning activities are improved, modified after taking the review, suggestions’ are implemented as per the needs.

            The following are two examples of institutional reviews and implementation of teaching learning reforms facilitated by IQAC.

Example-1:Academic and Administrative Audit  

Objectives:

1. To assess the strengths and weakness of the departments and Administrative units and to suggests the methods for improvement and for overcoming weaknesses.
2. To identify the opportunities for academic reforms, administrative reforms and examination reforms.

Methodology:

            Academic and administrative Audit is conducted internally and externally. The Internal Academic Audit is conducted is every year by Internal Academic Audit committee comprising the Principal, IQAC and the Head of the departments. The Audit committee evaluates the fulfilment of the following procedures in Teaching- Learning process.

·         The Academic Audit committee asses the documents related to academic calendar, timetables, teaching dairy, lesson plan etc.

·         Teaching methodology, use of ICT facilities and opportunities for experiential learning.

·         It also asses Teacher- Student (Mentor- Mentee) mentoring programme which provides a meaning full platform for engaging with students and addressing their concerns.

·         Documentation of faculty achievements is also evaluated in the audit process.

Example-2:     Planning, Implementation and Evaluation of Teaching-Learning    process.

           IQAC ensures proper planning of all academic events of an academic year and its implementation thereafter. A couple of months prior to the starting of the academic year, IQAC in coordination with HODs of the departments and faculty members design the planning and implementation of academic activities.

         The techniques adopted by IQAC to check periodically the teaching learning process, structure and methodologies of operations and learning outcomes as follows.

·         Academic calendar:The first step of the academic planning is the preparation of academic calendar. This is prepared by the calendar committee in consultation with principal, IQAC, HOD s of the departments and faculties. This ensures the optimal number of working days along with incorporating spaces for co - curricular activities.

·         General Time - Table: This is prepared by time table committee ensuring the utilization of infra structural facility and in tune with the academic calendar.

·         Departmental Time - Table:This is prepared by HODs based on the academic calendar and general time table an also in tune with the departmental action plan submitted for the preparation of academic calendar.

·         Course plan / Teaching plan:It is prepared by faculty members in continuation of departmental timetable which is then approved by HODs.

·         Implementation of the Teaching plan:  Right from the first working day of the session the teaching plan is monitored by the HODs based on the teaching Dairy and any unforeseen lapses are corrected accordingly.

             Thus, the mechanism of the planning, implementation and periodic evaluation of academic activities is a consistent and systematic process in the institution which contributes to its excellence.

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6.5.3: Quality assurance initiatives of the institution include:

1. Regular meeting of Internal Quality Assurance Cell (IQAC); Feedback collected, analysed and used for improvements
2. Collaborative quality intitiatives with other institution(s)
3. Participation in NIRF
4. any other quality audit recognized by state, national or international agencies (ISO Certification, NBA)

E. None of the above

D. 1 of the above

C. 2 of the above

B. 3 of the above

A. All of the above

Response:

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DVV: Proof Appeal: Proof AQAR 2023-24