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

Response:

 

1. Mentor-Mentee Role
   1. Mentor- Mentee facility for newly appointed faculty.
   2. Mentor- Mentee facility for Students.

 

1. Mentor-Mentee facility for newly appointed faculty Objectives:
   • To make conversant the newly appointed faculty members with organizational environment.
   • To make conversant the faculty on the policies and practices of the college.
   • To make conversant the faculty with the students.
   • To help faculty in preparation of lecture plan and completion of the syllabus.

Functions:

 

The mentee can take suggestions from the mentor in relation to make notes, conduction of classes, attendance records, topics related with syllabus and other required matters. This is the responsibility of the mentor to guide the mentee about college policies, cultures, rules and regulation. A report of discussions held with mentee to be submitted by mentor at the end of semester and mentee submits the feedbacks of such discussions. A minimum of two meetings are held in a semester.

Outcome:

 

This practice provides the mentee to make conversant with the organizational policy, customs and practices adopted by the college so that mentee can work adequately. Classroom training, lecture delivery and ICT methodologies are made aware as the mentor shares the same domain. This saves the adaptability time for mentee.

 

2.  Mentor–Mentee facility for students

 

Objective:

It is the practice of the college to allot a faculty member as a mentor to the students. In the mentor- mentee process, the mentor looks after the allotted students in both personal and professional aspect. The mentor tries to understand the goals, interest and hobbies of the student and guide him how to achieve them.

Functions:

To provide efficient mentorship of each and every student of the college, total students of the college divided by number of facilities working in the college. So that mentor can provide proper counseling in relation to studies, career objectives and goals. The Mentor creates a bonding with the students and makes them feel comfortable in discussing and sharing their psycho-social and personal issues.

Outcome:

 

The process of Mentoring delivers guidance and counseling to the students in their overall development. It helps the students to recognize their strength and weaknesses and with the support of Mentorship to overcome their weaknesses and convert it into their strength.

2. Organising regular seminar, conference and workshop for students and faculty to strengthen Research culture in the Institution

IQAC encourages the faculty members and students to actively contribute in research activities in the college and outside the college. Faculty members are allowed to take OD facility to attend conferences, seminars, symposiums, FDPs, workshops and orientation programmes conducted by other institutions. It provides guidance and expertise to the faculty to publish research papers in UGC care listed, Scopus listed, WOS listed Journals.

College conducts workshops, seminars and talk shows for the students to guide them how to write research papers and present them in seminars/ conferences and publish them in reputed Journals/ Magazines. Faculty members are required to publish at least two research papers in UGC care/ Refereed Journals.

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

 

Preparation of Lesson Plan:

The teaching-learning process is continuously reviewed by the Institution. The teaching plan for the semester is effectively implemented as per the guidelines of University of Lucknow. Faculty members are instructed to prepare their lesson plan in the beginning of the semester for their respective courses. The lesson plan includes topics, planned date, content analysis, expected learning outcome, instructional strategies/ resource usage and the evaluation technique. Lesson plans are strictly followed by the teachers and it is monitored by the concern HOD’s and Dean Academics. The lecture delivery system is analyzed with the help of lesson plan. HOD’s and Dean Academics take rounds and observe lectures delivered by the staff, and review the progress of the completion of the syllabus in the staff meeting periodically. Teachers are expected to conduct remedial classes for slow learners as well as grooming and preparatory classes for mediocre and advance learners. The Principal and Dean Academics review the implementation of the academic calendar. Any discrepancy in the implementation is taken very seriously. Through these measures the teaching learning process and general discipline have improved. Review of learning outcome is done by taking feedback from the students. Oral feedback is taken by the Dean Academics and the Principal, and written feedback is also in practice. According to the students feedback corrective measures are taken by the Dean Academics and Principal.

 

Mapping the Students according to their performance:

As per the recommendation of the IQAC the students are mapped in three categories Level 1(Advance Learner), Level 2 (Mediocre Learner), and Level 3 (Slow learner). In the beginning of each academic session a subject wise exam is conducted by the college for the 1^st semester students to identify the levels of the students and a bridge course is provided by the subject experts to slow learner students so that they can able to understand the basic concepts. The mentors are appointed to monitor the students for improvement of their university results. The main objective of the mapping is to identify, counsel students who are slow learners in academics and have less attendance and also to encourage them to attend remedial classes. The following practices will be adopted as per the level of students.

 

Level 1: (>/= 75%)

 

The high performers are provided additional assignments, advanced level problems. Classes such as JAM,  CAT by Catapult and other competitive classes.

 

Level 2: (<75% but >50%)

 

Mediocre students are those who manage to pass or clear their subjects. They will be counseled by the class mentors and motivated to practice more for improving their performance and are also provided grooming and preparation classes.

 

Level 3: (</= 50%)

Slow learners are students who need special attention. They are provided Bridge course by subject experts during the 1^st semester and Remedial classes at the end of the semester. A continuous evaluation of their performance is undertaken by the faculty members by conducting frequent written and oral test. According to the requirement of students one to one class is also provided during the semester.