AQAR (2024-2025)

Quality Indicator Framework (QIF)

CRITERION II - TEACHING - LEARNING AND EVALUATION

2.1 Student Enrollment and Profile (40)

2.1.1. Average Enrollment percentage (During the year) (20)

2.1.2 Average percentage 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) (20)

2.2. Catering to Student Diversity (50)

2.2.1 The institution assesses the learning levels of the students and organises special Programmes for advanced learners and slow learners (30)

2.2.2 Student- Full time teacher ratio (Data for the latest completed academic year) (20)

2.3. Teaching- Learning Process (50)

2.3.1 Student centric methods, such as experiential learning, participative learning and problem solving methodologies are used for enhancing learning experiences (20)

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

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.

2.3.3 Ratio of mentor to students for academic and other related issues (Data for the latest completed academic year ) (15)

File Description Document
2.3.3 CIRCULAR BY HOI FOR MENTOR MENTEE (2024-25)View Document

2.3.2 Teachers use ICT enabled tools for effective teaching-learning process. (15)

2.4 Teacher Profile and Quality (60)

2.5.1 Mechanism of internal assessment is transparent and robust in terms of frequency and mode (15)

2.4.1 Average percentage of full time teachers against sanctioned posts during the last year (20)

2.4.2 Average percentage of full time teachers with Ph. D. / D.M. / M.Ch. / D.N.B Superspeciality / D.Sc. / D.Litt. during the last year (consider only highest degree for count) (20)

2.4.3 Average teaching experience of full time teachers in the same institution (Data for the latest completed academic year in number of years) (20)

2.5. Evaluation Process and Reforms (30)

2.5.1 Mechanism of internal assessment is transparent and robust in terms of frequency and mode (15)

2.5.2 Mechanism to deal with internal/external examination related grievances is transparent, time- bound and efficient (15)

2.6 Student Performance and Learning Outcome (60)

2.6.1 Programme and course outcomes for all Programmes offered by the institution are stated and displayed on website and communicated to teachers and students. (15)

2.6.2 Attainment of programme outcomes and course outcomes are evaluated by the institution. (15)

2.6.3 Average pass percentage of Students during last five years 2.6.3.1. Total number of final year students who passed the university examination year wise during the last five years 2.6.3.2. Total number of final year students who appeared for the university examination year wise during the last year (30)

2.7 Student Satisfaction Survey (60)

2.7.1 Online student satisfaction survey regarding teaching learning process of about 20% students (60)