Page 9 - AQAR Report

are reviewed at departmental level meetings and Board of Studies relevant
inputs are considered during syllabus revisions and academic planning. o
Feedbacks on infrastructural requirements are addressed through by nominated
faculty members via Principal’s office in due coordination with Estate
department. Feedback from alumni is obtained at the level of individual
interactions with faculties as well as through institutional alumni meets. o
Alumni’s feedback is analyzed by respective alumni association chapters and
conveyed at respective departmental platforms for further considerations. Their
specific inputs regarding teaching-learning process and placement activities
are actively considered to improvise the existing practices. o Feedbacks from
every institution are analyzed at the University level General Body meeting and
necessary inputs are extended towards overall development. o Continued
association with the campus is ensured by encouraging alumni members to share
their feedback about on-campus and on-field/real-time experiences with existing
students so as to motivate them explore better opportunities in career.
Feedback from parents is obtained during the Parents’-Teachers’ meets,
orientation programs and counseling sessions. o Inputs over teaching-learning
process, mentor-mentee association, exposure to foreign universities, improving
life on-campus etc. are actively followed up at respective platforms for
amending institutional policies and practices. o Their concerns regarding
continued quality education on online mode despite Covid-19 lockdown has played
a prime role in devising suitable infrastructure, teaching-learning tools and
examination pattern. Feedback from employers is formally obtained during the
placement drives, industry-academia meets and board meetings o Their
constructive suggestions over enhancing technical strength of the curricula,
laboratory exposure as well as soft skills and communication skills with
respect to enhance students’ employability, are considered at the level of
curriculum design. Board of studies includes industry experts to facilitate the
same. o Industry-guided research projects are increasingly undertaken to
strengthen the industry-academia association. Feedback from academic peers is
obtained during associations and interactions at various levels. o Academic
peers largely express great satisfaction for the framework, contents, method of
coverage and outcome-based-learning-model of curriculum. o Occasional tips to
enrich the teaching-learning process and curricula received from concerned
academic peers have been considered for further development. o Academic peers
are active members of Board of Studies, Faculty board, Academic council,
Doctoral Advisory Committees, research collaborations and University IQAC
committee.
CRITERION II – TEACHING- LEARNING AND EVALUATION

2.1 – Student Enrolment and Profile
2.1.1 – Demand Ratio during the year

Name of the Programme Number of seats Number of Students Enrolled
Programme Specialization available Application received

No Data Entered/Not Applicable !!!
View File

2.2 – Catering to Student Diversity
2.2.1 – Student - Full time teacher ratio (current year data)

Year Number of Number of Number of Number of Number of
students enrolled students enrolled fulltime teachers fulltime teachers teachers
in the institution in the institution available in the available in the teaching both UG
(UG) (PG) institution institution and PG courses
teaching only UG teaching only PG
courses courses