Criterion 2 – Teaching – Learning and Evaluation

2.1.1. Enrolment Percentage.

2.1.1.1. Number of seats filled year wise during last five years (Only first year admissions to be considered)

2.1.1.2. Number of sanctioned seats year wise during last five years.

File enclosed:

• Institutional data in the prescribed format (Data Template).
• Document relating to sanction of intake as approved by competent authority.
• Final admission list as published by the HEI and endorsed by the competent authority.
• Links for any other relevant document to support.

2.1.2. Percentage of seats filled against seats reserved for various categories (SC, ST, OBC, etc.) as per applicable reservation policy for the first year admission during the last five years.

2.1.2.1. Number of actual students admitted from the reserved categories year wise during last five years (Exclusive of supernumerary seats). 

2.1.2.2. Number of seats earmarked for reserved category as per GOI/ State Govt rule year wise during the last five years. 

 File enclosed:

• Institutional data in the prescribed format (Data Template).
• Copy of the letter issued by the State Government indicating the reserved categories to be considered as per the state rule.
• Translated copy of the letter issued by the State Government in English.
• Final admission list indicating the category as published by the college and endorsed by the competent authority.
• Links for any other relevant document.

2.2.1. Student – Full time Teacher Ratio (Data for the latest completed academic year).

File enclosed:

• Extended profile.

2.3.1. Student centric methods, such as experiential learning, participative learning and problem solving methodologies are used for enhancing learning experiences using ICT tools.

Methodology of Learning: Students are given a right blend of traditional (class room learning) and modern methods (AV facilities for learning) to make learning student-centric and a rewarding experience. Experiential learning, participative learning and problem-solving methodologies are well adopted to ensure the holistic development of students and facilitate life-long learning and knowledge management. Students are involved in doing practical at their own in the supervision of teachers. Teachers use ICT enabled tools including online resources for effective teaching and learning process. Effective content delivery using ICT tools in the class room for better understanding and reinforcement of the concepts and problem-solving is adopted by all the faculty of the institution. ICT tools complement the traditional teaching-learning methods, and the institute is highly interested in providing innovative methods for enriching the learning experience. Apart from class room teaching, teachers take online classes after working hours of the college, whenever required for better and life-long learning experiences.

Different Learning Methods: Different methods viz. problem-based, case-based, project-based, inquiry-based, computation-based (Computer practical in Mathematics/Statistics/Commerce etc.), co-operative (Community/ group-based subjects like Physics/Botany/Zoology/Chemistry/Geography/Psychology etc.) are implemented wherever feasible. Students are encouraged to take up innovative projects and mini projects. Students are involved in doing these activities practically. Problem solving methodologies adopted are giving assignments and quizzes at the end of teaching of each unit

The Conventional Lecture Method: This method facilitates the teachers to interpret, explain and revise the content of a topic, only for better understanding of the subject by the learners. At the end of instruction of each unit, the students are given specific assignment which enriches their learning. To enhance the effectiveness, lectures are presented as 'learning dialogues' including short intermissions facilitating the students to recapitulate the acquired knowledge by way of answering a few questions or a brief peer group discussion or a think-pair-share activity or any other relevant interactive session. Many teachers have made their own lectures online and students are given links to access those lectures for better understanding and learning experiences later. 

Mentoring System: Each department holds mentoring system and students are asked to share their academic problems. If needed, extra classes (remedial classes) are being taken to solve the problems of the students to clear their doubts. Also, each department provides time-table to students regarding schedule of lectures by different teachers.

Experiential Learning: To provide extensive learning experiences on the specific topics, various lectures/ workshops/ talks are conducted by distinguished guest faculties. Various departments (wherever applicable) take on academic tours for ‘hand-on training’. Use of LCD projectors for seminars and workshops, productive use of educational videos, and accessibility of non-print material for students of different disciplines are facilitated. Communication skills training facility is enriched with ICT tools to make the students acquire proficiency in listening, speaking, reading and writing skills. The case study and the project-based learning methods, which are participatory, discussion & demonstration-based ways of learning, enable students to gain the skills in critical thinking and overall developments. Each student gives PPT presentation on a topic.

File enclosed:

• Link for Additional information

2.4.1. Percentage of full-time teachers against sanctioned posts during the last five years.

2.4.1.1. Number of sanctioned posts year wise during the last five years. 

2.4.1.2. Number of full-time teachers year wise during the last five years. 

 File enclosed:

• Sanction letters indicating number of posts sanctioned by the competent authority.
• List of full-time teachers year wise during the last five years. 
  • Session 2018-19
  • Session 2019-20
  • Session 2020-21
  • Session 2021-22
  • Session 2022-23

2.4.2. Percentage of full time teachers with NET /SET /SLET / Ph.D. /D.Sc. / D.Litt. during the last five years (consider only highest degree for count).

2.4.2.1. Number of full time teachers with NET/SET/SLET/Ph. D./ D.Sc. / D.Litt./L.L.D year wise during the last five years.

File enclosed:

• Institutional data in the prescribed format
  • Presently Working Teachers
  • Teachers who left the Institution.
• List of faculty having Ph.D./D.Sc. /D.Litt./L.L.D along with particulars of the degree awarding university, subject and the year of award per academic year.
  • Session 2018-19
  • Session 2019-20
  • Session 2020-21
  • Session 2021-22
  • Session 2022-23
• Copies of Ph.D./D.Sc./ D.Litt./LL.D awarded by UGC recognized universities.

2.5.1. Mechanism of internal/ external assessment is transparent and the grievance redressal system is time- bound and efficient.

• The college has established a transparent mechanism for handling grievances related to internal/external examinations, ensuring time-bound and efficient resolutions.
• The college follows strictly the guidelines issued by CSJMU while conducting internal and external examinations.
• Students are informed in advance about the continuous assessment process of internal as well as external exams. Schedules for internal examinations are prepared in advance and communicated to students at the beginning of the semester.
• As per the University scheme, the internal theory assessment for the major, minor and elective papers is of 25 marks and the external examination carries 75 marks in each semester.
• Internal theory assessment is subdivided into 10 marks for assignments, 10 marks for tests/projects, and 5 marks for attendance.
• The internal practical assessment is also subdivided into 10 marks for viva, 10 marks for lab tests, and 5 marks for attendance.
• The internal assessment schedule and evaluation parameters for the different papers are informed to students at least 2-3 weeks in advance by the HOD.
• Internal assessments are spread over a semester to ensure continuous evaluation. The weak students are also guided through remedial /tutorial classes to perform better in examinations
• The assessments generally comprise some of the following modes: class presentations, projects, report writing, assignments, viva, group discussions, fieldwork, and class tests.
• To evaluate projects, report writing and assignments, a formal committee is formed by the HOD of the department, wherever applicable.
• Attendance is an integral part of internal assessment. All faculty teachers counsel and motivate students to attend the class regularly. This systematic monitoring of student's attendance has had a positive impact on them regarding the importance of having adequate attendance.
• Students who represent the College in sports, N.C.C., N.S.S. and other extra-curricular activities held in other Universities, are allowed additional time for submission of written assignments, are get the benefit of attendance for Internal Assessments for the classes missed.
• If a student is unable to appear for an internal examination due to medical or any other genuine reason, on submission of proper documents, a re-test for such student is scheduled.
• Medical Certificates are excluded while calculating marks to be awarded for attendance, though such certificates are considered for calculating eligibility to appear for final semester examinations.
• We have enforced the system of academic audit according to the guidelines provided by the NAAC. The faculty members submit the internal assessment award list to the CSJMU.
• To ensure complete transparency, marks obtained by the students about their performance are shared with them. In case of any grievances, the student may asks the concerned teacher, who address the grievances as she/he may deem fit.
• In case of any, unresolved grievances students have the freedom to meet with the HOD to express dissatisfaction with the internal examination or with the link https://ppncollege.org/grievance-redressal-cell/ given on the college website. The Principal is the final authority regarding any examination-related grievances.
• All the internal test papers and answer scripts along with the list of marks are duly maintained by the respective HOD for records.

File enclosed:

• Mechanism of Internal Assessment.
• Mechanism of External Assessment.
  • 2023-24. Odd Semester. Even Semester
  • 2022-23. Odd Semester. Even Semester
  • 2021-22. Odd Semester. Even Semester
• Mechanism of Grievance Redressal System.

2.6.1. Programme Outcomes (POs) and Course Outcomes (COs) for all Programmes offered by the institution are stated and displayed on website.

Degree programs in various fields aim to provide students with a well-rounded education and prepare them for a wide range of careers.  Typical program outcomes and course outcomes for bachelor's and master's degree programs in science, commerce, management, languages, humanities and social sciences are:

Bachelor's Degree Program Outcomes:

Foundational Knowledge: Graduates will have a solid foundational understanding of their chosen field, including key concepts, theories, and methodologies.

Critical Thinking: Students will develop strong critical thinking and problem-solving skills, enabling them to analyze complex issues, make informed decisions, and adapt to new challenges.

Effective Communication: Graduates will be proficient in written and oral communication, allowing them to convey ideas clearly and persuasively, whether in writing, presentations, or discussions.

Research Skills: The program will equip students with research methodologies, including information gathering, data analysis, and literature review, fostering the ability to engage in independent inquiry and contribute to their field.

Ethical and Social Responsibility: Students will understand the ethical implications of their field and the broader societal impacts of their work, demonstrating a commitment to responsible and ethical practice.

Interdisciplinary Awareness: The program may encourage students to connect concepts and approaches from different fields, fostering interdisciplinary problem-solving and a broader perspective.

These program and course outcomes collectively provide a comprehensive education, ensuring that graduates are equipped with the knowledge, skills, and ethical considerations needed for success in their chosen field and a variety of career paths. While these outcomes provide a general framework, specific programs and courses may have unique goals and objectives based on the specific discipline.

Master's Degree Program Outcomes:

Advanced Knowledge: Graduates will demonstrate advanced knowledge and expertise in their chosen field, with a deep understanding of key concepts, theories, and methodologies.

Research Proficiency: Students will develop advanced research skills, enabling them to conduct independent, high-level research, contribute to their field's body of knowledge, and produce a thesis or research project.

Critical Analysis: Graduates will have honed their critical thinking and analytical skills, allowing them to assess complex issues, synthesize information, and make meaningful contributions to their discipline.

Advanced Communication: The program will enhance advanced communication skills, including the ability to present research findings effectively, publish scholarly work, and engage in academic discourse within the field.

Interdisciplinary Connections (where applicable): Students may explore interdisciplinary connections within their field, applying knowledge and methodologies from related disciplines to address complex problems.

Ethical and Professional Responsibility: Graduates will understand and adhere to the ethical standards and professional responsibilities associated with their field of study, ensuring the highest level of integrity in their work.

These program and course outcomes ensure that master's degree graduates are well-prepared for advanced academic and professional roles in their field, with a strong emphasis on research, critical thinking, and specialization in their area of study. Specific outcomes will vary by program and field of study, reflecting the unique objectives and expectations of each program.

File enclosed:

• Program Outcomes (POs)
• Course Outcomes (COs)

2.6.2. Attainment of POs and COs are evaluated.

Attainment of program outcomes and course outcomes is a fundamental aspect of education that ensures students gain the knowledge, skills, and competencies necessary to succeed in their chosen field . Program outcomes provide a clear roadmap for graduates' overall preparedness, ensuring they meet industry needs and institutional standards.

Course outcomes, on the other hand, break down the program objectives into manageable steps, allowing students to progress systematically and instructors to assess their progress. The alignment and achievement of both types of outcomes are critical for producing competent, well-prepared graduates who can excel in their chosen careers.

To evaluate  attainment of  program and   course outcomes ,institution  employs various techniques/ways

File enclosed:

• Link for Additional information.

2.6.3. Pass percentage of Students during last five years.

2.6.3.1. Number of final year students who passed the university examination year wise during the last five years

2.6.3.2. Number of final year students who appeared for the university examination year wise during the last five years

 File enclosed:

• Institutional data in the prescribed format (Data Template).
• Annual report of Controller of Examinations (COE) highlighting the pass percentage of final year students.
• Certified report from the COE indicating the pass percentage of students of the final year (final semester) eligible for the degree program-wise/year wise.

2.7.1. Online student satisfaction survey regarding to teaching learning process.

File enclosed:

• Database of All Students-0n-Roll (as per data templet)