2.2.1 The institution assesses the learning levels of the students and organises special Programmes for advanced learners and slow learners

 

The college assesses the learning of the students and categorizes them in slow, medicore and advance learner on the basis of organizing assessment examination through which they are offered bridge course,remedial classes and values added courses. Bride course is served for all all category viz.  slow learners, medicore and advanced learner.

SLOW LEARNERS

Slow learners are identified on the basis of Introvert attitude to participate in class activities and poor communication skills

MEDIOCRE AND ADVANCED LEARNERS

They are identified on the basis of active participation in class activities, taking Initiatives in various activities and having good communication skills

ACTIVITIES PROVIDED TO MEDIOCRE AND ADVANCED LEARNERS

1.Preparation of Competitive Exams through Experts

2.Promote advanced learners to enrol in professional courses like CA, CS , ICWA, CAT, CMA, JAM etc.

3. Opt for various certification courses in Artificial intelligence, Cyber security, Income tax return filing and assessment, Introduction to GST, Introduction of Stock Market, NISM, Programming in Python, Short term course for effective communication skill, Tally accounting, Theory of basic photography and videography, Spoken tutorials project by IIT Bombay.

4. Internship and Placement Programmes

5.Highly Performing Students are selected as the council members of college and are known as LPCPS Task Force

Data requirement: 

• Total number of Students enrolled in the Institution 1446 
• Total number of full-time teachers in the Institution 35

Formula:   Students: teachers

Ratio = Total number of Students enrolled in the Institution / Total number of full-time teachers in the Institution

Ratio = 1446 /35

= 41.31%

Faculty members at LPCPS are well-versed in the use of ICT in the classroom, with most lecturers delivering power point presentations using projectors. Econtents are also offered to students. Eminent speakers provide guest lectures and motivating discussions to help students strengthen their fundamental understanding of the topic. The college guarantees that student-centered approaches such as experiential, participatory learning, and problem-solving are used in the teaching-learning process. The college conducts the following initiatives to make the teaching and learning process more student-centric.

TRADITIONAL METHODS: It allows teachers to interpret, explain, and alter text material to improve learners' grasp of the topic.

EXPERIENTIAL LEARNING: Faculty members promote learning environments by participating in rich experiential content of teaching via: Teaching by demonstration, PPTs, Experimental/Laboratory technique (BCA & BSc M), Periodical industry visits, Organising exhibits, Summer Internship Project, Simulations (BA-JMC).

PARTICIPATIVE LEARNING: College employs Participatory Learning to encourage students to actively participate in the learning process: group discussions, small group exercises, assignments, debate, quiz, role play, video conference, projects, Q/A sessions, news analysis, report writing, editing, etc. (by BJMC students).

More information is provided in the accompanying papers.

 

2.3.3 ROLE OF MENTOR MENTEE POLICY FOR STUDENTS (AN IQAC INITIATIVE)

In a college setting, the concept of a mentor and mentee relationship typically involves an experienced individual (mentor) guiding and supporting a less experienced individual (mentee) in their personal and academic development. In LPCPS, the mentor is the faculty member who has already navigated through the college experience successfully. The mentor-mentee relationship is voluntary and aims to provide guidance, encouragement, and resources to the mentee.

Here are some key aspects that LPCPS focuses in the mentor-mentee relationship for our students:

1. Academic Support: Mentors offer guidance on study strategies, time management, and help the mentee navigate academic challenges. They provide tips on effective note-taking, and exam preparation.

2. Career Guidance: Mentors help mentees explore potential career paths and offer insights into different industries or professions. They provide advice on internships, job search strategies, resume building, and interview preparation. Mentors also share their own experiences and networks to connect mentees with relevant opportunities.

3. Personal Development: Mentors assist mentees in developing skills such as communication, leadership, and networking. They provide guidance on setting personal goals, managing stress, and maintaining a healthy work-life balance. Mentors also help mentees build confidence and develop a sense of self-awareness.

4. Networking and Connections: Mentors introduce mentees to professional networks, alumni groups, or other individuals who can offer valuable insights and opportunities. They facilitate introductions, provide recommendations, or guide mentees in building their own networks.

5. Emotional Support: Mentors act as a source of emotional support, providing a safe and confidential space for mentees to discuss their concerns, challenges, and personal issues. Mentors offer encouragement, empathy, and help mentees develop resilience in the face of difficulties.

The mentor-mentee relationship is typically structured with regular meetings or check-ins, but the exact nature and frequency of interactions can vary based on the preferences of both parties. The ultimate goal is to foster a positive and mutually beneficial relationship that supports the mentee's growth and success during their college journey.

 

The college management plays a pivotal role in the quality assurance in the teaching-learning process and motivates teachers to adopt new tools and technology as a teaching aid in this modern era. The management encourages and provides the facilities for the teachers and the students so that teachers may use ICT methods and tools for innovative teaching learning process to make it more effective and tech- savvy.

The academic committee helps in framing an action plan for the academic year by interacting with IQAC, faculty members, administration, laboratory staff and students.

The college encourages its faculty members to impart quality education through use of ICT tools.

Faculty members are highly devoted and committed towards the use of ICT tools viz projectors, smart boards, power point presentation. Students are also encouraged by faculty members for their active participation in presentation and other activities through the use of ICT tools and application.

The college has ERP to improve the teaching-learning process. ERP software supports and enables teaching learning process in efficient and effective manner as teachers can share their lecture note, assignments, examination and other academic feature.

 

 

2.5.1 Mechanism of internal assessment is transparent and robust in terms of frequency and mode:

LPCPS has transparent mechanism of organizing and conduction internal examinations. Which are followed according the ordinance of University of Lucknow. 
Continuous Internal Assessment (CIA) – Assessment mechanism 
In BBA, B.Com and BA-JMC programmes, the weightage of internal marks are of 25% whereas in B.Com(H) and BCA the internal marks are of 30%.
•    Description of Internal Assessment in BBA, B.Com, BA-JMC programmes as per University of Lucknow, Lucknow
Internal assessment is bifurcated aforementioned below, which is according to University of Lucknow
Presentation/ Sessional (Tests & Cases) =10 marks
Assignment = 10 marks
Attendance= 5 marks
•    Description of Internal Assessment in BCA and B.Com (H) programmes as per University of Lucknow, Lucknow
Internal assessment is bifurcated aforementioned below, which is according to University of Lucknow
Class test = 20 marks
Teachers assessment = 10 marks
•    The college also conducts internal examination through institutional ERP. Details of examination through ERP are aforementioned below.
www.e-sarthi.lpcps.org.in/login.aspx (Even semester)
www.e-sarthi.lpcps.org.in/login.aspx (Odd semester)
•    Grievance related to Internal Examination:
In case of any grievance, the student is advised to seek the Controller of Examination by writing an application or by sending his/her grievance on the email on infolpcps@gmail.com or on internalexams.lpcps@gmail.com which are subjected to resolve within three working days.

LPCPS has transparent mechanism for organizing and conduction of internal examinations, which are followed according to the ordinance of University of Lucknow.

Continuous Internal Assessment (CIA) – Assessment mechanism in BBA, B.Com and BA-JMC programmes, the weightage of internal examinations are of 25 marks, whereas in B.Com(H) and BCA the internal examinations are of  30 marks.

Description of Internal Assessment in BBA, B.Com, BA-JMC programmes are according to guidelines of University of Lucknow, Lucknow.

The internal assessment is bifurcated aforementioned below, which is according to guidelines of University of Lucknow.

Presentation/ Sessional (Tests & Cases) =10 marks

Assignment = 10 marks

Attendance= 5 marks  

Description of Internal Assessment in BCA and B.Com (H) programmes are according to guidelines of University of Lucknow, Lucknow. Internal assessment is bifurcated aforementioned below, which is according to guidelines of University of Lucknow.

Class test = 20 marks

Teachers assessment = 10 marks

The college also conducts internal examination through institutional ERP. Details of access of examination through ERP are aforementioned below.

www.e-sarthi.lpcps.org.in/login.aspx (Even semester)

Grievance related to Internal Examination: In case of any grievance, the students are advised to speak with the Controller of Examination by writing an application or by sending their grievances on the email- internalexams.lpcps@gmail.com which are subjected to resolve within three working days.

The College has transparent mechanism to deal the grievance. The college conducts internal examination well within the time frame of the college calendar. Proper conduct of internal examination is ensured by the Principal, Controller of Examination and all the members of Examination Committee.

Grievance related to Internal Examination:

In case of any grievance, the student is advised to seek the Controller of Examinations by writing an application or by sending his/her grievance on the email id:infolpcps@gmail.com or internalexams.lpcps@gmail.com.

The Controller of Examination discusses it with the Principal and Examination Committee members. The maximum time to resolve any grievance related to internal examination is three days from the date of grievance and inform the same to students.

 

Internal Examination Grievance Redressal Procedure:

 

For any grievance related to examination, students may send their grievance(s) by filling e-form available on institutional web portal also. The maximum time to resolve any internal examination grievance is 3 days. After taking necessary steps, student is informed about the redressal of his/her grievance.

Grievance related to External University Examinations:

In case of grievance related to external examination, students may file RTI or fill the scrutiny form available on concern University portal. Link is given below.
 

www.lkouniv.ac.in/en/page/download-forms

The programme outcomes, programme specific outcomes and course outcomes are formed Strictly in compliance with the University of Lucknow. After the completion of consensus, these are widely propagated through different ways like display, communication by faculty, through ERP and website, Laboratories etc. Some other methods also employed by the university to aware the students about programme outcome, programme specific outcome and course outcome like student faculty meeting, meeting of HOD’s with faculty, student induction programs, professional body meeting and library. University also has few more methods for awareness of these outcomes like mentor-mentee concept, class teachers and course coordinators. In our college it is put on College Website, notice board of each Department as well as in each class. POs include many areas of inter-related knowledge, skills and personality character that are to be acquired by the students during their graduation. Program specific outcomes (PSOs) are the precise skill requirements and happenings to be fulfilled by the students at micro level and by the end of the program. The head of department monitors the proper implementation of PSOs on regular basis by inspecting time to time the Lesson Plans of Subjects given by subject teachers department wise.

Each course has a defined set of course outcomes and consequent evaluation criteria. The course outcomes are matched to the program outcomes which are being used to provide the quantitative depth that how well the program outcomes are achieved. The performance of the students in the examinations during the semester in each course is used to calculate the level of attainment of the POs and PSOs through the mapping of questions to COs and COs to POs and PSOs. CO-PO & PSO mapping for all the courses in the program. Assessment methods include different methods. This method includes mainly two methods (Direct method and indirect method). Direct Method: This method involves mid semester examinations, semester examinations, annual examinations, assignments, presentations and quiz. Indirect method: This method has a wide range like feedback of students and alumni, internship of students, placement of students and students proceeding for higher studies.