ALIGARH MUSLIM UNIVERSITYALIGARH MUSLIM UNIVERSITY SELF STUDY REPORT (Two Volumes) Submitted to National Assessment and Accreditation Council (NAAC) TRACK ID: UPUNGN11257Table of Contents

ALIGARH MUSLIM UNIVERSITY

www.amu.ac.in

SELF STUDY REPORT

(Two Volumes)

Submitted to

National Assessment and Accreditation Council

(NAAC)

TRACK ID: UPUNGN11257

May, 2014

Table of Contents

S.No. Volume 1 Page No.

1. From the Desk of the Vice Chancellor 1

2. Executive Summary 3

3. Profile of the Institution 15

4. Criteria-wise Inputs

Criterion I: Curricular Aspects 27

Criterion II: Teaching – Learning and

Evaluation 46

Criterion III: Research, Consultancy and

Extension 71

Criterion IV: Infrastructure and Learning

Resources 116

Criterion V: Student Support and Progression 137

Criterion VI: Governance, Leadership and

Management 171

Criterion VII: Innovations and Best Practices 187

5. Declaration by the Head of the Institution 198

6. Certificate of Compliance 199

7. Annexure (I & II) i-xi

S.No. Volume II: Evaluative Reports of the Departments Page No.

I Faculty of Agricultural Sciences 200

1. Agricultural Economics & Business Management 201

2. Agricultural Microbiology 209

3. Home Science 219

4. Plant Protection 226

5. Post-Harvest Engineering & Technology 244

II Faculty of Arts 252

1. Arabic 253

2. English 271

3. Fine Arts 288

4. Hindi 304

5. Linguistics 313

6. Modern Indian Languages 331

7. Persian 341

8. Philosophy 348

9. Sanskrit 354

10. Urdu 360

III Faculty of Commerce 375

1. Commerce 376

IV Faculty of Engineering & Technology 391

1. Applied Chemistry 392

2. Applied Mathematics 399

3. Applied Physics 406

4. Architecture Engineering 417

5. Chemical Engineering 433

6. Civil Engineering 448

7. Computer Engineering 464

8. Electrical Engineering 476

9. Electronics Engineering 510

10. Mechanical Engineering 540

11. Petroleum Studies 557

V Faculty of Law 564

1. Law 565

VI Faculty of Life Science 573

1. Biochemistry (Life Sciences) 574

2. Botany 602

3. Museology 627

4. Wild Life Sciences (Conservation Monitoring Centre) 637

5. Zoology 649

VII Faculty of Management Studies and Research 664

1. Department of Business Administration 665

VIII Faculty of Medicine (Medical + Dental College) 691

(a) Medical College:

1. Anatomy 692

2. Anesthesiology 699

3. Biochemistry (JNMC) 724

4. Cardiothoracic Surgery 735

5. Community Medicine 740

6. Dermatology 755

7. Forensic Medicine 761

8. Medicine 770

9. Microbiology 778

10. Neuro Surgery 789

11. Obstetrics & Gynecology 794

12. Ophthalmology 812

13. Orthopaedic Surgery 823

14. Oto-Rhino-Laryngology (ENT) 833

15. Pathology 839

16. Paediatric Surgery 846

17. Pediatrics 851

18. Pharmacology 863

19. Physiology 874

20. Plastic Surgery 890

21. Psychiatry 902

22. Radio Diagnosis 909

23. Radiotherapy 918

24. Surgery 925

25. T.B. & Respiratory Diseases 934

(b) Dental College:

1. Conservative Dentistry & Endodontic 942

2. Oral & Maxillofacial Surgery 950

3. Oral Pathology/Oral Medicine & Radiology 957

4. Orthodontics & Dentofacial Orthopedics and Dental

Anatomy 963

5. Pedodontics 973

6. Periodontics & Community Dentistry (Public Health

Dentistry) 978

7. Prosthodontics/Dental Materials 996

IX Faculty of Science 1002

1. Chemistry 1003

2. Computer Science 1017

3. Geography 1026

4. Geology 1037

5. Mathematics 1050

6. Physics 1065

7. Statistics & Operations Research 1079

X Faculty of Social Sciences 1098

1. Economics 1099

2. Education 1108

3. History 1124

4. Islamic Studies 1144

5. Library & Information Science 1151

6. Mass Communication 1169

7. Physical Education 1178

8. Political Science 1192

9. Psychology 1203

10. Social Work 1218

11. Sociology 1227

12. West Asian Studies 1241

XI Faculty of Theology 1253

1. Shia Theology 1254

2. Sunni Theology 1269

XII Faculty of Unani Medicine 1278

1. Amraze-E-Jild-Wa-Zohrawiya 1279

2. Amraz-E-Niswan-wa-Atfal 1285

3. Ilaj-Bit-Tadbir 1292

4. Ilmul Advia 1301

5. Ilmul Amraz 1316

6. Jarahat 1321

7. Kulliyat 1330

8. Moalijat 1337

9. Saidla 1351

10. Tahaffuzi Wa Samaji Tib 1360

11. Tashreehul Badan 1372

12. Tashreeh-Wa-Munafeul Aza 1377

XIII Others/Centers/Institutes 1385

1. Centre for Professional Courses 1386

2. Centre for South African & Brazilian Studies 1400

3. Centre for Women’s Studies 1407

4. Institute of Persian Research 1414

5. Interdisciplinary Biotechnology Unit 1429

6. Interdisciplinary Brain research Centre 1441

7. Prof. K.A. Nizami Centre for Quranic Studies 1447

8. Rajiv Gandhi for Diabetes & Endocrinology 1457

9. University Polytechnic (Boys) 1473

10. University Women’s Polytechnic 1486

11. Women’s College 1497

ALIGARH MUSLIM UNIVERSITY

www.amu.ac.in

SELF STUDY REPORT

Volume I

Submitted to

National Assessment and Accreditation Council

(NAAC)

TRACK ID: UPUNGN11257

May, 2014

Aligarh Muslim University

Volume I: Self Study Report Page 1 of 199


Page 2 of 199 Volume I: Self Study Report

(Lt. Gen. Zameer Uddin Shah)

HP Envy

Stamp



Executive Summary

Aligarh Muslim University (AMU) is one of the pioneering institutions of India with an overpowering presence of more than a century and a half as a frontrunner of enlightenment, reason, rationality, aesthetics and faith. AMU is not just any other institution; rather it is a long-running, ever persisting movement which is relentlessly being revitalized with the missionary zeal and exclusively reformist vision of the founder, Sir Syed Ahmed Khan, a social reformer and statesman of pre-independent India. He envisioned a centre of academic excellence with character-building and free-thinking as the main function of the University, which has always remained a significant contributor to the socio-cultural, political, scientific and intellectual discourses of the nation in the pre and post independence journeys. Writing a summary of the University’s stature, contribution and contemporary significance is like limiting the unlimited, like writing the social history of India of the last two centuries in a couple of pages, because the journey of the Aligarh Muslim University from establishment as Madarsatul Uloom in 1875 to its upgradation as a University in 1920, till date encompasses no less than the story of India in pre and post Independence phase: the aftermaths of the Mutiny of 1857 and the British Imperialism, the predicament of the Indians, the clash of civilizations and cultures, the clash between languages and education systems, the question of medium of instruction and the content for education, colonial educational policies, the shift from Oriental to the Occidental, the consequential confused state of the Indians, their backwardness, their prejudices, their shattered faith in values, their traumatized self esteem, phases of the Indian Freedom Movement, leading to the Independence and partition of India, fresh socio-politico economic conditions and perspectives, new education and language Policies and provisions, establishment of new colleges and universities, language issues and linguistic riots, three language formula and other recommendations of Committees and Commissions and many such other aspects.

AMU is the product of the visionary initiatives, untiring efforts, never-faltering commitment, and unfailing dedication taken up by Sir Syed Ahmad Khan. Such an initiative was a representative feature of the nineteenth century that lists Sir Syed Ahmad Khan at par with visionaries and social reformers like Raja Ram Mohan Roy, Rabindra Nath Tagore, Keshab Chandra Sen, Raghunath Hari Navalkar, and Mohammad Mohsin who believed that modem education alone could uplift the Indians from the existing phase of poverty, ignorance, traditionalism and other vegetate practices. The major thrust in these initiatives was to impart Western education through the English language rather than depending solely on the Oriental studies. However, Sir Syed believed in reconciling Oriental learning with the Western Literature and Science.

Sir Syed Ahmed Khan struggled assiduously for decades through his various missionary efforts. With a sheer diligence he published scholarly writings and translations, initiated magazines like The Aligarh Institute Gazette,



Mohammedan Social Reformer and Tahzib ul Akhlaque, organized the All-India Mohammadan Educational Conference annually, instituted Scientific Society, and established Madaris (schools) at Muradabad (UP) in 1859 and then at Ghazipur (UP) in 1864. Finally Madarsatul Uloom was established in 1875 at Aligarh, which took the shape of Mahomedan Anglo-Oriental College in 1877, ultimately culminating into the Aligarh Muslim University in 1920. After upgradation upto Matriculation by 1877, the College got affiliated in 1878 to Calcutta University. The Institution continued to grow both in reputation and in number of students. By the time of Sir Syed Ahmad Khan’s demise, it had attained a prominent position in the country.

Founder’s Vision: Sir Syed Ahmad Khan had consistently stressed upon the need for secularism, national integration and nation building in his writings and speeches. Sir Syed Ahmed Khan founded the University with a monumental mission to construct an institution of holistic learning and knowledge acquisition where the students would be provided with unparalleled perspectives of creativity and critical thinking. A remarkably early testimony of the scientific and cultural signification of the institution is in the form of the two bodies constituted by Sir Syed: the Scientific Society in 1864, in Aligarh to translate Western works into Indian languages as a prelude to prepare the community to accept Western education and to inculcate scientific temperament among the Muslims and a periodical, ‘Tehzibul Akhlaq’ in 1870, with an intent to ameliorate the social conditions of Indian Muslims. He envisioned the College as connect between the old and the new, the East and the West. While he wholly valued the need and urgency of imparting instruction based on Western learning, he was not oblivious to the value of oriental learning and wanted to preserve for the future generations the rich legacy of the past. This involvement of Sir Syed in empowering the powerless through education has been underlined by Pt. Jawahar Lal Nehru in his book The Discovery of India.

As one of its founding principles AMU upholds a missionary ardour for educating the Muslims in particular and all those who live on the periphery of the society, in general, irrespective of caste, creed, religion, region, language, race and gender. Essentially being a seat of learning and social-welfare the University has been a guiding beacon of the people of India during various high and low phases. Among its defining traits the dominant one is the composite culture that it quintessentially nurtures and exemplifies. The fact that the first graduate of the University was: Ishwari Prasad, a Hindu, is just one point in the case. It was one of the first entirely residential educational institutions on the lines of Oxford and Cambridge set up either by the government or the public in India. When the Viceroy Lord Curzon visited the MAO College in 1901, he praised the work which had been achieved and called it of "sovereign importance".

On visiting the College Sir William Hunter, President of the Education Commission was impressed by its secular spirit and observed:



The Muhammadan founders of the strictly Muhamadan institution have thrown open their doors to the youth of all races and creeds. Among the 259 students I find 57 Hindus, or nearly a fourth of the whole. Christian and Parsi lads have also received a liberal education within its walls. This liberality of mind pervades not only its rules and its teaching, but the whole life of the place. (Qureshi: 1992: 47)

However, this University has played a pivotal role in strengthening the conditions of Muslims of the Indian subcontinent, although the Muslim community still needs intensification and amplification in its efforts to strengthen the socio-economic and educational standards. For this reason AMU has been attached with a unique Parliamentary Legislation in the form of “The Aligarh Muslim University (Amendment) Act 1981, 5(2)(c)” that makes the University responsible to “promote especially the educational and cultural advancement of the Muslims of India”. Besides, AMU has been recognized as an Institution of National Importance in the Seventh (7th) Schedule (Article 246 in the Union List of the Constitution of India). It is under the provision of these provisions, after the Sachchar Committee Report, the Government of India encouraged AMU to open its centers in socio-economically and educationally backward Muslim dominated areas like Mallapuram (Kerala), Murshidabad (Bengal) and Kishanganj (Bihar).

Generically Sir Syed’s model of education did not hinge on careerism and employability exclusively. He voiced his views at the time of Laying of the Foundation Stone of MAO College, where he proclaimed that the main purpose of this institution is:

… to educate them (countrymen) …; to dispel those illusory traditions of the past which have hindered our progress; to remove those prejudices which have hitherto exercised a beneficial influence on our race; to reconcile Oriental learning with Western literature and Science; to inspire in the dreamy minds of the people of the East the practical energy which belongs to those of the West;

Sir Syed’s model of education was focused on instilling into the students high moral values, civilized and cultured behaviors and a close attachment to the tahzeeb of the land. As a public testimony to this, Sir Auckland Colvin, the then Lieutenant-Governor of the United Provinces stated in 1892 that:

To have been an Aligarh man is, I have over and over again found, a passport to the respect and confidence of both Englishmen and Indians. They carry with them the stamp of their training, the impress of the mind of the man under whom that training has been accompalished. (AMU Calendar 1932: ii)

Similar views on education were reflected by Dr. S. Radhakrishnan as reported by the Education Commission of 1948:



We are building a civilization, not a factory or workshop. The quality of civilization depends not on the material equipment of civilization or the political social machinery but on the character of men. The major task of education is the improvement of character.

D.S. Kothari, the Chairman of the Education Commission of 1966, was of the same view: “while a combination of ignorance with goodness may be futile, that of knowledge with a lack of essential values may be dangerous”. The Commission recommended that the universities should try “to foster in the teacher and students and through them in the society generally, the attitudes and values needed for developing the good life in individuals and society.

Sir Syed’s vision of a University was reflected in the Address, read by Syed Mahmoud, on behalf of the MAO College Fund Committee, at the time of the Laying of the Foundation Stone of Mahomedan Anglo-Oriental College by the Viceroy, Lord Lytton on 8 January 1877:

… that from the seed which we sow to-day there may spring up a mighty tree whose branches, like those of the banyan tree of the soil, shall in their turn strike from roots into the earth and themselves send forth new and vigorous saplings; that this college may expand into a University whose sons shall go forth through the length and breadth of the land to preach the gospel of free enquiry, of large-hearted toleration, and of pure morality. (Pioneer, 11th January 1877)

Alumni: Sir Syed’s vision was translated into reality by the alumni. They have time and again demonstrated the outstanding deliverance of the dreams of the distinguished founder. All over the world the ever-expanding family of AMU enjoys a special lead in the academics, politics, research, sports and performing arts. The alumni of AMU have been active leaders in the Independence Movement, active architects of nation-building that followed the Independence, construction of the Nehruvian ‘temples of the nation’ in the fields as diverse as railways, engineering, mines, power stations, water management and others.

AMU is proud to have freedom fighters as its alumni like: Abdul Ghaffar Khan (Badsha Khan, Frontier Gandhi), Abdul Matin Chowdhri: Founder of Indian Civil Liberty Union, Hasrat Mohani who tabled the resolution of Complete Independence in AICC session held at Ahmedabad in 1920, Abdur Rehman (Peshawari Ghazi), Maulana Mohammad Ali, Maulana Shaukat Ali, Mazharul Haq, Raja Mahinder Pratap Singh: President of Ist Indian Government established in exile at Kabul, Rafi Ahmad Kidwai, Saifuddin Kichloo (recipient of Lenin Peace Prize), Shoeb Qureshi, edited ‘Harijen’ during the detention of Gandhiji, Syed Rauf Pasha: Hon. General Secretary, World Muslim Palestine Conference, Jerusalem, Z. Ahmad: CPI Leader, Dr. Datu: Leader, Afrikan National Conference (South Africa), Gauz Bux Bezanjo: Chairman, Naional Awami Party.



This institution has produced Heads of the States and Government some of which are Dr. Zakir Hussain, Former President of India, Professor Hamid Ansari: Present Vice President of India, Amin Hilmi Didi: Former President of Maldives, Abdul Maamoon: Maldives, Liaqat Ali Khan: Prime Minister of Pakistan. Mohammad Ayub Khan: President of Pakistan.

A very large number of Alumni have held responsibility of international and national importance such as central and state ministers, Attorney/Advocate Generals and Judges of the Supreme/Hight Courts in India and abroad, Vice Chancellors of prestigious universities in India and abroad, leading scientists, academicians, artists and sportsmen. One cannot forget all time great poets, lyricists, writers, singers, actors and sportsmen like Majaz, Jan Nisar Akhtar Khan, Josh Malihabadi, Moin Ahsan Jazbi, Bashir Badar, Fani Badayuni, Ali Sardar Jafri, Shahryar, Ravinder Bhramar, Shakeel Bayuni, Jawed Akhtar, Raja Rao, Saadat Hasan Manto, Rahi Masoom Raza, Ismat Chughtai, Khwaja Ahmad Abbas, Qazi Abdus Sattar, Wajida Tabassum, Rehman, Uma devi (Tuntun), Nasiruddin Shah, Begum Para, Talat Mehmood, Lala Amarnath, Aslam Sher Khan, Govinda, Zafar Iqbal, Anuraj Singh and Sara Naqvi.

Rankings and accreditations in recent years: The University has been a major player in the world of academics and research, the validation for this has been bestowed upon the University in the form of rankings by national and international agencies of accreditation. The University has displayed an excellent competitive zeal in the emerging academic scenario as well. Its longevity as well as contemporariness as a major stakeholder in the academics and intellect has been recognized in the form of the rankings conferred upon it by various national and international bodies and surveys. Some of them are as follows:

� Ranked ninth among the top ten institutions of higher learning in India in a survey conducted by the Times Higher Education (THE) Magazine, UK and Thomson Reuters in 2013. The survey was conducted for the first time in its latest World Reputation Ranking for 2013 and it considered only three Indian Universities to be ranked among top ten institutes of higher professional learning in India.

� Ranked seventh among the top ten Indian Universities in India Today-Nielsen Best Universities Survey in 2013.

� Ranked 50 among top 100 institutions of higher learning in BRICS (the group of newly developed and industrialized countries including Brazil, Russia, India, China and South Africa), while Jawaharlal Nehru University and University of Delhi hold 57th position.

� INDCAT, which is supported by INFLIBNET, one of the largest Bibliographic Database of the Indian Universities / Institutions, has ranked the Aligarh Muslim University at No. 5 position among twenty five largest Doctoral thesis producing Universities of India.



Campus: Spread over 467.6 hectares (1155 acres of urban land as the main campus) in the city of Aligarh, Uttar Pradesh. Its proximity to the national capital and the state capital provide it good connectivity with rail and road routes. The campus is exceptionally green and has a rich flora. Despite this, the efforts are always on to make it ecologically green. It is a proud owner of some rare trees and herbs, some of which are very old and valuable. One such example is Rudraksha trees. The buildings, monuments and gardens of the University have earned an important place on the archaeological map of the world and India. There are some buildings exceptionally which are a composite amalgamation of varied architectural schools like French, Persian, Rajasthan, Anglican, Turkish etc. Buildings like Strachey Hall, Faiz Gate, Sir Syed House, Victoria Gate, Aftab Hostel, and Moinuddin Art Gallery are few such examples. Recent additions to these architectural and ecological marvels are Bab-e-Syed and Gulistan-e-Syed.

Profile:

Aligarh Muslim University offers more than 300 courses in the traditional and modern branches of education. It draws students from all over in India and from Africa, South Asia, Central Asia, West Asia and Southeast Asia. In some courses, seats are reserved for students from SAARC and Commonwealth Countries. The University is open to all irrespective of caste, creed, religion or gender. In spite of the establishment of a numbers of universities and institutions of higher learning all over the country, this University has been maintaining its national and international character as an institution of excellence. The University has more than 28,000, students, 1,326 teachers and some 5,610 non-teaching staff on its rolls. The University now has 12 faculties, comprising 99 teaching Departments, 06 Centres and 02 Institutes besides 02 polytechnics and 01 women’s college involved in teaching and research. There are some other centres and institutes like Centre for Distance Education, Centre for Cardiology, Centre for Promotion of Cultural Advancement of Muslims of India etc. A special feature of the University is its residential character with most of the staff and students residing on the campus. There are 19 halls (including NRSC) of residence for students with 86 hostels.

Apart from the conventional Under graduate and Post graduate courses in Social Sciences, Sciences and Humanities, the University keeps pace with the nations growth by offering facilities for specialized learning in areas of technical, vocational and inter-disciplinary studies. To name a few, AMU has the Zakir Hussain College of Engineering and Technology, Jawaharlal Nehru Medical College, Dr. Ziauddin Dental College, Institute of Ophthalmology, Food Craft Institute, Interdisciplinary Biotechnology Unit, Centre of Advance Study in History, Department of West Asian Studies, Centre of Wildlife, Centre for South African & Brazilian Studies, Department of Islamic Studies, Academic Staff College, Women's College, Ajmal Khan Tibbiya College, University Polytechnic – separately for boys and girls - and Computer Centre among others.



Games and sports have been a distinctive feature of the AMU. The Cricket, football, hockey, Tennis, Basketball, Skating and Horse Riding teams have excelled at the inter-University level. Perhaps this is the only Central / State University with a Horse Riding Club and an astro turf hockey ground.

The General Education centre is the nucleus of most of the extra-curricular activities and nurtures and provides resources to the cultural life of the campus. This centre organizes these activities through its various clubs viz., the AMU Drama, the Hindustani and Western Music Club, the Literary Club and the Hobbies Workshop etc.

The AMU Students Union organizes a unique national event in the fond memory of the founder. Every year National Sir Syed Memorial Debate Competition is organized by the AMUSU.

Quality Maintenance: (a) At institutional level: Entire activities of the University can be

grouped into three categories: admissions, examinations and employment. At all levels, highest level of transparency is excercised. For admission to each course, national level tests are conducted, highly advanced IT based system is in place for evaluation of test and every bit of information is placed on the website. All positions are filled in after advertising at national levels and inviting experts in the selection committee from all over the country. Plans, programmes and activities, the results of the examinations conducted, the progress of the students is constantly reviewed at the level of Standing Committee of the Deans and such other bodies.

(b) At organizational level: The University has a bottom up system of regulating and eliciting opinions in policy-making and decision-making of all the issues at hand. In this way a healthy, inherent and democratic systemic check prevails in the practices of the University. Regulations and statutes are followed in the organization for which regular meetings and procedure is followed.

New courses introduced in last four years: (i) MA in Women’s Studies (ii) MPEd (iii) Bachelor in Radiation Therapy Technology (iv) MSc in Bio-Diversity Management and Conservation (v) MA in Hindi Translation (vi) PG Diploma in Conflict Resolution and Peace Studies (vii) PG Diploma in Hospitality Management (viii) Post MSc Diploma in Plant Tissue Cultural and Micropropagation (ix) Post Graduate Diploma in Islamic Banking and Finance (x) Certificate Course in Translation (xi) Diploma in Translation (xii) Advance Diploma in Translation



(xiii) Post MA Diploma in Modern Persian (Translation and Interpretation) (xiv) Advanced Diploma in Interior Decoration (xv) Certificates in Recitation of the Quran (Tajwid/Qirat)

Centres in other states and supported institutions: Since 2011, the University has established three new centres of study outside Aligarh at Murshidabad (West Bengal), Mallapurum (Kerala) and Kishanganj (Bihar). It is projected that in ten years down the time line the centres will have more than 10,000 students. The University maintains one primary, seven High schools (including one for the Visually Challenged), and two Senior Secondary schools for boys and girls. The University also offers courses in Indian, Oriental and Western Languages. The medium of instruction in the University is primarily English. Nevertheless for facilitating the vernacular-medium students there is a provision of taking examinations in Urdu and Hindi also.

Facilitating Education for the Marginalized The University exclusively works for investing in facilitating education for the socially under-privileged students. The fee structure, lodging and boarding charges have always been lowest possible in the country with no bearing at all on the quality of life and standards in the hostels and on the campus.

� Aligarh Muslim University occupies a unique position in that since 1923 it has been running an institution: Ahmadi School for the Visually Challenged for the education of visually challenged students up to secondary education level.

� The University established the Disability Unit on 27th September 2002 for addressing the problems of this group and expediting the physical, educational and economic rehabilitation and to implement (HEPSEN) Higher Education for Persons with Special Needs programme. In achieving the above mentioned purpose the Disability Unit, in Coordination with other Departments and offices, performs a number of functions for the empowerment of physically-challenged students.

� The University implemented the UGC scheme of 3% reservation in admission and the employment suited to this population in regard to their abilities.

� For ‘Barrier Free Access’ the University has constructed 45 ramps at different locations in the University. Installation of lifts at Arts faculty and Registrar Office of the University has already been approved and installation is in progress.

� Computers, e-Books, Angels and other equipments and softwares are available in Ahmadi School for the Visually Challenged and the Braille Section of Maulana Azad Library of Aligarh Muslim University.

� Disability Unit prepares the volunteers to serve the needs of the differently-abled students by conducting Orientation, Group Counseling and Individual Counseling Programmes for Volunteers.

� Students are encouraged to apply for the scholarship given by different governmental and non-governmental organizations.



Implementation of Higher Education and Research Module through Aligarh Muslim University Information Management System (AIMS): AIMS has the capability to record employee data and information at one place, process payroll in house, process employee requests online. AIMS has been able to provide AMU with real-time access to student data, employee data, and seamless integration of data across all units, a single portal with complete and controlled access to the entire data, information, and knowledge resources. As a result, communication among different units on the campus has improved.

Gender Sensitization: The rules and procedures of CASHFGS (Committee against Sexual Harassment and for Gender Sensitization) which state gender-sensitization as essential function of the Committee are adhered to and actively followed.

A list of some programmes selected from the various events that took place on the Campus: � Gender Sensitization through orientation workshops with student

volunteers and community members, through appeals, handbills and posters, Kala jathas, nukkad natak, and cultural programmes were organized at At Centre of Continuing and Adult Education and Extension:

� AMUTA invited Dr. Charu Walikhanna, member NCW to speak on GSCASH rules and experiences on the occasion of International Women’s day, 2012.

� Week long International Women’s Day celebration at Women’ College (in 2008) -- discussion on ‘Representation of Women in the media’, poster-making, skit, nukkad-natak, etc.

� On the occasion of International Women’s Day 2011, the students of BALLB (Law) in their legal literacy camp staged a nukkad natak at the Centre of Continuing and Adult Education and Extension.

Centre for Women’s Studies organized: � Regular academic courses, conferences/seminars, refresher courses,

gender awareness workshops with students � Sensitization through discussions, film screenings, poster-making,

essay writing competitions etc. � Photo exhibition on ‘Celebrating Women’s Movement’ and ‘Women

Breaking Stereotypes’ in Arts faculty lawns, Women’s College and Senior Secondary School

� UGC Capacity Building Workshop of Women Managers in Higher Education (Sensitization, Awareness and Motivation /SAM) organized by the Centre for Women’s Studies, 8-12 March 2011.

Leveraging Information technology for Communication and Knowledge Management and Technological Upgradation

� The University has recently appointed a cross functional team consisting of experts from various faculties and designated a team



which has been given overall accountability for the site. Sections within the website have “owners” who are accountable for updating the information in these sections, but the website committee is responsible for the entire website as an entity.

� All the students and teachers on the campus have access to high speed internet through computer centre and online e-resources through the library. The Maulana Azad Library is computerized and has an online catalogue which can be browsed and accessed through OPAC. The rare manuscripts and old documents, books, pictures etc. are in the process of digitization.

Establishment of Smart Classrooms: The University has smart-classrooms in many Faculties and Departments. Some of the Departments have a substantial number of such classrooms to compliment the pedagogical style. Recently seventy (70) classrooms across different Departments are being converted into fully equipped smart classrooms.

Energy conservation: � Use of LED and CFL lights, Power Factor Control, Centralized VRV

Air Conditioning are some of the technology used to conserve energy on the campus.

� Project “Uddharak” is a green campus initiative. It has been started with the objective to make Aligarh Muslim University a green University and make students and staff aware about the sustainable use of electricity. It aims to spread awareness among the students and staff of Aligarh Muslim University to conserve and make sustainable use of electricity in the campus.

Hazardous and E-waste management: � Proper waste management techniques are being adopted for all types of

waste. University has a sewage treatment plant and is a zero-effluent organization. In the University hospital and health service international colored dustbins are kept for specific type of waste. There is a huge fully functional incinerator capable of handling 200kg of waste.

� As Aligarh is an educational hub, the University is surrounded by schools and colleges. Some of these colleges are run by charitable organization and NGOs. Many Departments in the University pass on the semi-obsolete computers to such institutions who can effectively utilize them for educational purposes. In some instances photocopying machines and other office peripherals are replaced under buy-back schemes.

Reforms during NAAC preparation: � Code of Ethics has been finalized. � Feedback Performa have been drafted. � Decisions regarding waste-management have been taken for the Campus. � Some other initiatives on the lines of NAAC are in the pipeline.



SWOC: Strength: � The University is a single largest institution with a missionary movement

at its core to educate the backward and marginalised in the country. � The University is one of the oldest universities in the country which

has always remained the frontrunner in the policymaking and delivering the results in education system of the country.

� The University holds pride in being a perfect example of the confluence of the issues of science and theology, careerism and values, society and individual, nation and world, and aesthetics and logic.

� The University has maintained its identity in all times and trends and has always remained a unique cultural centre with high principles of sustenance.

� The University offers education with least monetary burden on the students while at the same time offering a quality life and living on the campus.

� The University has maintained an astute awareness of the demands of the contemporary world and keeping that in view it has always been initiating new courses.

� Technology, health, medicine, science and strategic studies are some of the fields which the University has excelled in the recent years.

� The attrition rate of the University is nearly zero in the staff members. � The placement records of the professional as well as some non-

professional courses have been healthy in the recent years despite the economic slow-down.

� The research output and the classroom pedagogy make significant component of the University’s working.

Weakness: � The University faces a major paucity of space given the fact that it has

to construct more buildings to accommodate newly introduced courses and increased number of students.

� The University has valuable resources in the form of manuscripts and other original documents which need adequate conservation and skilful handling.

� The University needs to make the promotion committees more frequent than the present rate.

� The University has seen a decline in the number of foreign students in recent years.

� The University is yet to conduct Green Audit, Disability Audits. � The University is yet to implement a formalised feedback system.

Opportunities: � The University has capability to be upgraded into ‘A’ University with

potential for excellence.



� The University is full of opportunities for students to grow in a holistic manner through a cultural, intellectual and extra-curricular exposure in a healthy environment.

� The University facilitates opportunities for the minorities of India to grow and bloom in a secure and healthy atmosphere.

� The University is a place for all the marginalized sections of India to get an opportunity to grow and thus acquire self-esteem.

� The University has opportunities to offer to its budding citizens with an exposure of community development and welfare.

� The University nurtures the classical oriental languages and literatures and thus provides opportunities to the budding artists, performers and litterateurs to flower into accomplished ambassadors.

Challenges: � Decongestion of halls of residence. � Processing funds for preservation of heritage buildings. � Maintaining student discipline. � Encouraging productive research. � Provoding quality education to deprived section and underprivileged. � Keeping fees at a level which can be maintained by weaker section of

society without compromising on quality. � Maintain motivation of teachers so that there is maximum harnessing

of their capabilities. � Harness energy of alumni for their “Time, Talent and Treasure”.

(Dr. M. Rizwan Khan) Convener

Committee for Assessment & Accreditation of AMU by NAAC

HP Envy

Stamp



Profile of the University

1. Name and Address of the University: Name:

Aligarh Muslim University Address: City: Pin: 202 002 State: Uttar Pradesh Website: www.amu.ac.in

2. For communication:

Designation Name Tel./Mobile/Fax with STD code

Email

Vice Chancellor Lt. Gen. (Retd.) Zameer Uddin Shah PVSM, VSM, SM

0571-2700994 (O) 0571-2700173 (R) 08477921786 (M)

0571-2702607 (Fax)

[email protected]

Pro Vice Chancellor

Brigadier (Retd.) S. Ahmad Ali, SM

0571-2701255 (O) 08193956786 (M)

0571-2701254 (Fax) [email protected]

Registrar Gp. Capt. (Retd.) Shahrukh Shamshad

0571-2700220 (O) 0571-2704229 (R) 05712700920 (M)

0571-2700528 (Fax)

[email protected]

Steering Committee/IQAC Coordinator

Dr. M. Rizwan Khan

0571-2700932 (O) 09760987076 (M)

[email protected] [email protected]

3. Status of the University: State University State Private University Central University �� University under Section 3 of UGC (Deemed University) Institution of National Importance (As per the 7th Schedule, Article 246, List I – Union List, Constitution of India, 63) (http://www.constitution.org/cons/india/shed07.htm)

��

Any other (please specify)

4. Type of University: Unitary �� Affiliating

5. Source of funding: Central Government �� State Government Self-financing Any other (please specify) Donations from Alumni ��

6. a. Date of establishment of the university: 14/09/1920 (Act No. XL of 1920) b. Prior to the establishment of the university, was it a/an

i. PG Centre Yes No ii. Affiliated College ��Yes No iii. Constituent College Yes No



iv. Autonomous College Yes No v. Any Other: If Yes, Give the date of establishment: It was established as Muhammadan Anglo Oriental College in the year 1877 and was first affiliated to Calcutta University on 23 January 1878 and subsequently to the Allahabad University.

7. Date of recognition as a university by UGC or any other national agency: Under Section dd Mm yyyy Remarks

i. 2f of UGC* -- -- --

The University was upgraded from a College to University by an Act of Parliament prior to the UGC Act 1956.

ii. 12B of UGC * -- -- --

Not Applicable, because this Section is meant for the Universities established after the Act of UGC (A) 1972.

iii. 3 of UGC # -- -- -- -- iv. Any other ^

(specify) -- -- -- --

* Enclose certificate of recognition. # Enclose notification of MHRD and UGC for all courses/programmes/campus/ campuses. ^ Enclose certificate of recognition by any other national agency/agencies, if any.

8. Has the university been recognized a. By UGC as a University with Potential for Excellence?

If yes, date of recognition: …… (dd/mm/yyyy) Yes ��No

b. For its performance by any other governmental agency? Yes ��No

9. Does the university have off-campus centres? Yes Malappuram, Kerala

Date of Approval/Establishment: 27.04.2010 (Letter No. F.3-9/2008 Desk(U)

Murshidabad, West Bengal

Date of Approval/Establishment: 27.04.2010 (Letter No. F.3-9/2008 Desk(U)

Kishanganj, Bihar

Date of Approval/Establishment: 31.10.2012, (Letter No. H.3-9/2008 Desk(U)(PE)

10. Does the university have off-shore campuses? If yes, date of establishment: ………… (dd/mm/yyyy) date of recognition : ………………… (dd/mm/yyyy) Yes ��No

11. Location of the campus and area:

Location* Campus area in acres

Built up area in sq. mts.

i. Main campus area Aligarh - Urban 1155 601688.40

ii. Other campuses in the country

Malappuram, Kerala (Semi - urban Area) 340 5485

Murshidabad, West Bengal (Rural Area) 288 5485

Kishanganj, Bihar (Rural Area) 224 Yet to be built

iii. Campuses abroad -- -- --



(* Urban, Semi-Urban, Rural, Tribal, Hilly Area, Any other (please specify) If the university has more than one campus, it may submit a consolidated self-study report reflecting the activities of all the campuses.

12. Provide information on the following: In case of multi-campus University, please provide campus-wise information.

• Auditorium/seminar complex with infrastructural fac ilities: 20 Kennedy Auditorium, Z.H College of Engineering & Technology (02),

J.N Medical College Auditorium (01), A.K. Tibya College (01), Women’s College (01), Administrative Block (01), Bio Technology (01), University Polytechnic (01), Electrical Engineering (01), besides one in each faculty

� Sports facilities ∗ Playgrounds: Total 52: [Cricket (01), Hockey (02, including 01 Astro turf), Athletic (01), Football (01), Riding (01), Tennis (15), Basketball Courts (15) and Volleyball Courts (16)] ∗ Swimming pool: Indoor Swimming Pool (01) ∗ Gymnasium: Total 05: [Main Gymnasium (01), Mini Gymnasiums (04)] ∗ Any other: Total 95: [Badminton Halls (02), Skating Rink (01), TT tables (20), Wrestling Mats (72), and Adventure Mountaineering Club]

� Hostel: ∗ Boys’ hostel

i. Number of hostels: 13 Halls of Residence consisting of 63 Hostels ii. Number of inmates: 8555 iii. Facilities: Dining Hall, Reading Room, Common Room, Indoor

Sports facilities like Badminton court, Volleyball court, Billiard tables.

∗ Girls’ hostel i. Number of hostels: 05 Halls of Residence consisting of 23 Hostels ii. Number of inmates: 5691 iii. Facilities: Dining Hall, Reading Room, Common Room, Indoor

Sports facilities like Badminton Court, Volleyball Court, Basket Ball Court, Tea Kiosks and a Dispensary in Abdullah Hall with an ambulance and medical facilities to the residents as well as non-resident students of Women’s College.

∗ Working Women’s hostel i. Number of hostels: One in Abdullah Hall ii. Number of inmates: Nine iii. Facilities: Rooms with attached Washrooms, Kitchen, Common

Attendants and Security Staffs � Residential facilities for faculty and non-teaching:

The University has 298 residential accommodations for teaching staffs and 719 for the non teaching staffs.



� Cafeteria: Given below is a list of cafeteria at AMU: S.No. Establishment Location

1. C.S. Canteen (New) Near Statistics Department 2. Canteen Abdullah Hall 3. Canteen+Juice shop+Kiosk Maulana Azad Library 4. Canteen: (1+1)+RDA+HPMC J.N. Medical College 5. Canteen S.N. Hall 7. Canteen S.S. Hall (North) 8. Canteen University Polytechnic 9. Canteen Cafe d Laila Near Union Hall 12. Tea & Coffee Kiosk Engineering College 14. Tea & Coffee Kiosk S.S. School (Boys) 15. Tea & Coffee Kiosk Sr. Sec. School (Girls) 16. Tea & Coffee Kiosk Begum Sultan Jahan Hall 18. Tea & Coffee Kiosk A. K. Tibbiya College Hospital 19. Tea & Coffee Kiosk Hadi Hasan Hall 20. Tea & Coffee Kiosk Aftab Hall 21. Tea & Coffee Kiosk Sulaiman Hall 22. Tea & Coffee Kiosk Law Faculty 23. Tea & Coffee Kiosk M.M. Hall 24. Tea & Coffee Kiosk Dr. B.R. Ambedkar Hall 25. Tea & Coffee Kiosk V.M. Hall 26. Tea & Coffee Kiosk I.G. Hall 27. Tea & Coffee Kiosk Dr. Ziauddin Dental College

� Health centre – Nature of facilities available – inpatient, outpatient, ambulance, emergency care facility, etc.:

University offers medical facilities through three units. a. Jawaharlal Nehru Medical College & Hospital with Emergency

Care Facility, Inpatient–1050 beds’ hospital, and OPD with free medication and special wards for students and employees. Ambulance Service – available 24 hours.

b. A K Tibya College & Hospital with 150 beds, IPD, OPD and Ambulance facility for both students and employees.

c. University Health Service with doctors and nurses, indoor facilities with 50 beds including 10 beds in Isolation Ward and 10 Beds in Female Ward, OPD, Ambulance and free medication for students.

d. Medical Assistance Scheme (MAS) for employees on a nominal subscription basis, provides free medicine reimbursement and referral services to the employees and their dependants including retired ones.

� Facilities like branches of banks, post office, book shops, publication division, etc.: Banks, Post Office & Book Shop



S.No. Establishment Location 1. Syndicate Bank, V.C. Lodge

Branch NCC Campus, Behind V.C. Lodge

2. Allahabad Bank, AMU Branch Near Proctor Office 3. State Bank of India, AMU

Branch Near Administrative Block

4. Canara Bank, Extension Counter

Abdullah Hall 5. ATM, State Bank of India Administrative Block 6. ATM, Punjab National Bank J.N. Medical College & Hospital 7. ATM, Syndicate Bank M.A. Library 8. Post Office J.N. Medical College & Hospital

9. Book Shop Abdullah Hall � Transport facilities to cater to the needs of the students and staff:

The University maintains a Central Automobile Workshop (CAW), which provides need based transport facility to staff and students for educational tours, seminars and conferences through a pool of vehicles. CAW also takes care of maintenance and fuel of the University vehicles.

� Facilities for persons with disabilities: AMU established the Disability Unit on 27 September 2002 for addressing the problems of the differently abled and expediting their physical, educational and economic rehabilitation and to implement (HEPSEN) Higher Education for Persons with Special Needs programme.

• 3% reservation in admissions and employment in accordance with the degree of disablement is given.

• For ‘Barrier Free Access’ the University has constructed 45 ramps at different locations in the University. Installation of lifts at Arts faculty and Registrar Office of the University have already been approved.

• AMU takes pride to be among the first University to have a separate Ahmadi School for the Visually Challenged for the education and Skill Development of visually challenged students up to secondary education level since 1923.

• Learning Support: Computers, e-Books, Talking Books in the form of MP3, Braille Books, Angel Pro and other equipment and software are available in Ahmadi School for the Visually Challenged and the Braille Section of Maulana Azad Library of Aligarh Muslim University.

• Orientation / Group Counseling / Individual Counseling • Scholarship Facility, Fee waiver, free accommodation, food, Free

distribution of 20 Angel Pro � Animal House: Animal Houses are available in the J.N. Medical

College, Department of Zoology and Department of Ilmul Advia. The Department of Ilmul Advia has the facility of Animal House registered under CPCSEA and there is an Institutional Animal Ethics Committee (IAEC).



� Incinerator for Laboratories: Double Chambered incinerator with venture scrubber, shredder and autoclave is available for the treatment of biomedical waste.

� Power House: 1400 kVA Transformers are fitted with ACB and MCB based panels switch gear system for protection and proper supply of electricity to the institution.

� Waste Management Facility: To provide clean and healthy environment in the campus, collection and disposal of solid wastes is being carried out by University Health Office with the help of the staffs & vehicles – Tractor and Trolleys (4), Drivers (3), Cleaner (2) and Safaiwala (12).

13. Number of institutions affiliated to the university: It’s a Unitary University

Type of colleges Total Permanent Temporary Arts, Science and Commerce -- Law -- Medicine -- Engineering -- Education -- Management -- Others (specify and provide details) --

14. Does the University Act provide for conferment of autonomy (as recognized by the UGC) to its affiliated institutions? If yes, give the number of autonomous colleges under the jurisdiction of the University: It’s a Unitary University

Yes No �� Number

15. Furnish the following information:

Particulars Number of Degrees Offered

Number of Students

a. University Departments: 99

Undergraduate 55 11848 Post Graduate 100 4394

M.Phil. and PhD 29 +60 1214 Certificate/Diploma -- 2717

b. Constituent colleges -- NIL c. Affiliated colleges -- NIL d. Colleges under 2(f) -- NIL e. Colleges under 2(f) & 12B -- NIL f. NAAC accredited colleges -- NIL g. Colleges with Potential for

Excellence (UGC) -- NIL

h. Autonomous colleges -- NIL i. Colleges with Postgraduate

Departments -- NIL

j. Colleges with Research Departments -- NIL

k. University recognized • Interdisciplinary Biotechnology Unit



Research Institutes / Centres

• Rajiv Gandhi Center for Diabetes & Endocrinology

• Center for Cardiology • Interdisciplinary Brain Research Center • Institute of Ophthalmology • Advanced Center for Women Studies • Center for Promotion of Science • Center for South African & Brazilian

Studies • Institute of Persian Research • Centre for Distance Education • Centre for Adult and Continuing

Education • Center for Promotion of Educational

and Cultural Advancement of Muslims of India

• KA Nizami Centre for Quranic Studies • Centre for Professional Courses • General Education Centre • Career Planning Centre

16. Does the university conform to the specification of Degrees as enlisted by the UGC?

Yes �� No If the university uses any other nomenclatures, please specify.

17. Academic programmes offered by the university departments at present, under the following categories: (Enclose the list of academic programmes offered)

Programmes Number UG 55 PG 100 Integrated Masters NIL M.Phil. 29 Ph.D. 60 Certificate 18 Diploma 31 PG Diploma 04 Any other (please specify): *Bridge Course *Part Time Certificate *Part Time Evening Certificate *Part Time Diploma

01 24 02 16

Total 340

18. Number of working days during the last academic year (2012-13): 226 Days



19. Number of teaching days during the past four academic years. 2010-11 2011-2012 2012-2013 2013-2014 181-190 Annual

180-191 Annual

182-195 Annual

182-192 Annual

90-95 Semester

90-93 Semester

91-95 Semester

91 + 94 Semester

(‘Teaching days’ means days on which classes were engaged. Examination days are not to be included)

20. Does the university have a department of Teacher Education? Yes

Yes �� No a. Year of establishment: 1923 b. NCTE recognition details; Notification No.:

F38-8/2008/NCTE/CDN dated 09th Sep 2008

c. Is the department opting for assessment and accreditation separately? Yes� No��

21. Does the university have a teaching department of Physical Education? YES

Yes �� No

a. Year of establishment July 1990 b. NCTE recognition details (if applicable),

Notification No F.NRC/NCTE/F-3/UP-701/23681 (B.P.Ed.) and F.NRC/NCTE/F-3/UP-2540/25934 (M.P.Ed.)

Date: 09.09.2007 (B.P.Ed.) & 18.08.2007 (M.P.Ed.)

c. Is the department opting for assessment and accreditation separately? Yes� No ��

22. In the case of Private and Deemed Universities, please indicate whether professional programmes are being offered? Not Applicable

Yes No If yes, please enclose approval/recognition details issued by the statutory body governing the programme.

23. Has the university been reviewed by any regulatory authority? If so furnish a copy of the report and action taken there upon. NO, However UGC (for SAP/CAS/DRS and for Five Year Plans), MCI, DCI, NCTE, AICTE, CCIM, COA, BCI, and DEC have reviewed respective Departments/institutions/colleges of the university from time to time.

24. Number of positions in the university

Positions Teaching faculty NT Staff

Prof. Asso. Prof.

Asstt. Prof.

NT Staff Tech. Staff

Sanctioned by the UGC 184 371 951 4532 1490

Recruited 113 265 780 5588 (including Tech. Staff)

Yet to recruit 71 106 171 434 (including Tech. Staff)

Number of persons working on contract basis 12



25. Qualifications of the teaching staff

Permanent

Pro

fess

or

Ass

ocia

te

Pro

fess

or

Ass

ista

nt

Pro

fess

or

Tot

al

M F M F M F

DSc 5 0 1 2 2 0 10 PhD 165 20 222 63 148 64 682 M.Phil. 6 5 12 16 11 8 58 PG 90 31 92 20 104 39 376 Total Permanent 1126 Temporary

Ph.D. 20 9 1 1 52 36 119 M.Phil. 0 0 0 0 3 2 5 P.G. 23 4 1 0 57 28 113 Total Temporary 237 Part Time Ph.D. 0 0 2 0 0 0 2 M.Phil. 0 0 0 0 0 0 0 P.G. 6 0 0 0 1 0 7

Total Part Time 9 Grand Total 1,372

26. Emeritus, Adjunct and Visiting Professors. (Total: 04): Prof Irfan Habib – History, Prof FU Khan – English, Prof Nejatullah Siddique – Business Administration and Prof S M Hadi – Bio Chemistry Emeritus Adjunct Visiting

Number 04 -- 04 (139 visiting fellows)

27. Chairs instituted by the university: Chairs Department of Law Dr. B.R. Ambedkar Chair of Legal Studies

28. Students enrolled in the university departments during the current academic year (2013-14), with the following details:

Students UG PG M.Phil. Ph.D. Cert. Diploma PG Dip. *M *F *M *F *M *F *M *F *M *F *M *F *M *F

From the state where the university is located

4942 2202 1625 921 22 7 371 199 3 2 1190 528 248 71

From other states of India

2594 1627 945 787 12 4 261 76 337 139 61 31

NRI students 25 9 6 15 21 27 1 Foreign students 71 46 45 23 1 83 26 3 3

Total 7632 3884 2621 1746 34 13 715 301 27 29 1527 671 309 102 *M-Male *F-Female



29. Unit cost’ of education (Unit cost = total annual recurring expenditure (actual) divided by total number of students enrolled) (a) including the salary component = Rs. 1.77 lacs. (b) excluding the salary component = Rs. 0.51 lacs.

30. Academic Staff College • Year of establishment July 1987 • Number of programmes conducted (with duration)

∗ 25 UGC Orientation programmes of 4 weeks duration each with 984 total participants

∗ 81 UGC Refresher Courses of 21 Days duration, with 2888 participants

∗ 03 University’s own programmes of different duration, ranging from 1 day to one week with total 115 participants

31. Does the university offer Distance Education Programmes (DEP)?

Yes �� No

If yes, indicate the number of programmes offered Centre for Distance Education offers 12 Programmes Are they recognized by the Distance Education Council? The then DEC had granted institutional approval in 2007-08 for the University to offer any programme approved by its statutory bodies.

32. Does the university have a provision for external registration of students?

Yes No �� If yes, how many students avail of this provision annually?

33. Is the university applying for Accreditation or Re-Assessment? If Accreditation, name the cycle.

Accreditation Cycle 1 �� Cycle 2 Cycle 3 Cycle 4 Re-Assessment

34. Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4 and re-assessment only) Not applicable

Cycle 1: ………………(dd/mm/yyyy), Accreditation outcome/Result * Kindly enclose copy of accreditation certificate(s) and peer team report(s)

35. Does the university provide the list of accredited institutions under its jurisdiction on its website? Provide details of the number of accredited affiliated/constituent/autonomous colleges under the university. Not applicable

36. Date of establishment of Internal Quality Assurance Cell (IQAC) and dates of submission of Annual Quality Assurance Reports (AQAR). IQAC ………………(dd/mm/yyyy) AQAR (i) ………… (dd/mm/yyyy)

Yet to be established

37. Any other relevant data, the university would like to include (not exceeding one page). Please list other items of importance on campus, which are of significance:



Social Out-reach programmes of the University:

The University has strongly felt that it should not remain an institution confined only to teaching and learning, rather it should also extend the benefits to the unreached, without access of several medical facilities, education, skill development, etc. For this, different organs of the University have adopted the following: 1. Center of Continuing & Adult Education and Extension: This

center has been extensively working in this area. Some of its activities are listed below:

� Extension activities and Institutional Social Responsibility (ISR) � Establishing Community-University Networking � Orientation Programmes for the students � Field Outreach activities and Action Research � Collaborative Research Studies / Reports � Formation of Cultural troupes and Self-help Groups � Short Term Continuing Education Courses on Skill Development,

awareness campaign, computer literacy, etc.

2. National Service Scheme (NSS) in promoting community awareness for Traffic Rules, Blood Donation, HIV/AIDS, Family Planning etc. The students worked as volunteers of NSS in various events organized for community development:

� National Immunization Day (NID) � Voter Awareness Camp � World Environment Day � Information and Help Camps for the admission in MBBS,

B.Tech. and 10+2 Test � Independence Day � My Earth My Duty, A Zee News initiative with NSS � On occasion of Gandhi Jayanti Blood Donation Camp � Voter Awareness Camp � Community Survey � Education and Literacy including legal awareness � Awareness about Saving Energy, � Water & other Natural Resources. � Emergency Interventions including Trauma Care, initial

Counseling and Data Collection � Awareness about General Cleanliness Health & Hygiene and

Water Borne Diseases � Plantation Camp � Pulse Polio Eradication Programme

3. NCC: 8 UP Bn. NCC AMU / 1 UP Engrs. Coy. AMU / UP Girls AMU: NCC cadets undergo training for 40 evening parades each session and organize Camps every year and also participate in



community outreach programme like National Pulse Polio Programme, Tree Plantation and Blood Donation.

4. Department of Social Work actively participates in extension services and outreach programmes and has been involved in the following activities:

� Base line and End line Survey with UNICEF. � Supportive Supervision to Weak ASHAs. � Group Meetings for awareness raising on various types of

misconceptions about the mother’s milk. � Indus Child Labour Projects in Aligarh, Moradabad and

Firozabad Districts. � Polio Eradication Programme – The Under-Served Strategy:

Social Mobilization Component � Survey for Educational Problems of the Urban Poor Muslims. � Special Chid Labour Schools Of Aligarh City.

5. Department of Community Medicine, JNMC is engaged the following socio-medical surveys and several research activities:

(i) Field activities related to Polio Eradication Programme (ii) ICMR’s National Task Force Study on Migration, Poverty

and Access to Health Care. (iii) Under the Sentinel Surveillance Unit (SSU) of National

Programme for Control of Blindness, a community survey to assess the prevalence of Refractive Error and Colour Blindness

(iv) Survey of the Employees of Narora Atomic

6. Department of Tahaffuzi wa Samaji Tibb (Preventive Social Medicine, AK Tibbya College)

� WHO National Polio Surveillance Project India (2009) � Zachcha Bachcha Preventive Programme � Vaccination Programme for Polio, Measles, Whooping

Cough, TB, DPT, etc. � Community Survey of Physical Evaluation � Awareness Programme on Prevention of Food Adulteration

7. Academic Staff College: Given below are some outreach programmes:

� Minority Education � Skill Development Programme � EAMP for building English Proficiency in AMU school students � Capacity building for Madrasa background students � British High Commission Workshops for Madrassa

background students � Faculty Development for Iraqi teachers � Seminar on National Integration � National Environment Awareness Campaign.


Volume I: SSR: Criterion I Page 27 of 199

Criteria-wise Inputs

CRITERION – I: CURRICULAR ASPECTS

1.1 Curriculum Design and Development

1.1.1 How is the institutional vision and mission reflected in the academic programmes of the University?

Sir Syed Ahmad Khan, the founder of the University envisioned an educational institution that promises to provide a fusion of the wisdom of the Orient with the scientific spirit of the Occident, generating students of high moral and spiritual values believing in free enquiry, scientific spirit, nation building and secularism with an appreciation of diversity in language, religion and cultural heritage. (Please see pages 4-6, Executive Summary). Sir Syed’s synergetic appeal, coexistence for the old and the new together, is realized and translated into reality in the curriculum of this institution since its inception. The vision culminated and manifested itself in the founding of the Mohammedan Anglo-Oriental (MAO) College in 1877, which became Aligarh Muslim University (AMU) in 1920.

AMU has built itself upon these founding principles in its quest for such ennobling charters. This unique harmony in seemingly opposite perspectives can be gauged from the various streams and disciplines of knowledge that the institution has to offer. The education in Sciences pertaining to Engineering and Technology, Medicine, Management, Agriculture and interdisciplinary studies and research like Brain Research, Biotechnology, Nanotechnology, research in Diabetes and Endocrinology revolve around high and advanced knowledge systems. Inquisitive learners have opportunities for continuous progression as they develop and apply increasing intellectual vigour and explore more advanced levels of understanding. Literature, Philosophy, Social Sciences and Humanities, Legal Studies and Liberal Arts and specialized centers such as Advance Center for Women Studies, Center for Conflict Resolution and Peace Studies, Centre for South African and Brazilian Studies have been created for fulfillment of the above objectives. To carry the mission forward in oriental learning, programmes such as Faculty of Theology, K A Nizami Center for Quranic Studies, Institute of Persian Research, Urdu Academy, Sir Syed Academy and others have been established over the years.

The University takes specific care to integrate graduate attributes like communicative skills, leadership quality, value-based education, scientific temperament, tolerance, team work and peaceful coexistence through curricular, co-curricular and extra-curricular activities combined with the residential life.

An institution like AMU has a responsibility to explore new terrain and seek new insights yet retain Indo-Islamic flavor in a secular environment.


Page 28 of 199 Volume I: SSR: Criterion I

AMU’s vision and mission - a fusion of modernity and tradition - is also reflected in the academic programmes that involve path breaking initiatives undertaken for ICT expansion and incorporating National Knowledge Network Project. The ICT infrastructure in AMU has enabled online access to 200,000 e-books, encyclopedia, and many software and online journals.

1.1.2 Does the University follow a systematic process in the design and development of the curriculum? If yes, give details of the process (need assessment, feedback, etc.).

The University systematically designs and develops its curricula through a bottom up procedure consisting of:

The Informal discussion: � Originating from public opinion among students and teachers over a

period of time. � This ensures incorporation of the needs/requirements based

assessment, including the parameters of market value and employment viability, of both the teachers and students in the design and development of the curricula.

The Formal discussion: � At the Departmental level, in the meeting of the Board of Studies (BOS),

which comprises the department’s faculty, assigned members from allied disciplines from within the University and co-opted members from the concerned discipline from outside the University, a formal discussion on curricula is initiated. The BOS may form Committees for this purpose whose proposal(s) are then deliberated upon before finalizing the proposed curricula, which is then recommended to the Faculty for its consideration.

� At the Faculty level, at a meeting chaired by its Dean, comprising all Chairmen of Departments of Studies, all Professors of the Faculty, senior-most Associate and Assistant Professors of each Department and external members from outside the University, the proposed curricula is once again deliberated upon. The Faculty is empowered to refer back the curricula for improvement or modifications or demand altogether new curricula.

� At the University level, in the meeting of the Academic Council (AC), chaired by the Vice Chancellor, comprising Deans of all Faculties, Principals of all Colleges, Chairmen of all Department of Studies, Provosts of Halls of Residence, Elected representatives of the teachers and students and Members from outside the University, deliberates on the curricula and has the authority to refer back the curricula for improvement or modifications for new proposal.

It is only after going through this existing procedure and approval by the AC that the proposed curricula is finalised for implementation for the purpose of teaching, learning, admission, examination, etc. This process may be



represented in the following flowchart:

APPROVED

IMPLEMENTED

ACADEMIC COUNCIL

CHAIRMAN-VICE CANCERLLOR ALL CHAIRMAN, DEPTT. OF

STUDIES, DEANS OF FACULTIES, ELECTED MEMBERS OF AC

FACULTY MEETING

DEANS OF FACULTIES, CHAIRMANS OF DEPARTMENTS, ALL

PROFESSORS, ALL ASSOC. PROFESSORS, CO-OPTED MEMBERS

OF OUT-SIDE UNIVERSITY

BOS

ALL FACULTY MEMBERS OF THE DEPARTMENTS, CO-OPTED

MEMBERS OF ALLIED DISCIPLINES OF UNIVERSITY AND OUTSIDE

Consultative Meeting(s)



Even when a proposal is sent by the UGC to start a course (e.g. recently the UGC advised to start a course on Sign Language, Endangered Languages) the above-mentioned rigorous procedure is followed.

1.1.3 How are the following aspects ensured through curriculum design and development?

The University has been consistently paying special attention to:

� Employability:

� Removal of obsolescence in the curriculum and contents and replacing the same by the contents based on the needs of the learners and the employers.

� Incorporation of upcoming fields, technologies and job oriented or professional courses that attract the employers and which are instantly gainful to the students in securing jobs. The courses are vetted for their utility in professional avenues open to the students.

� Adapting the existing syllabi and courses on a regular basis to introduce an employability quotient. Some new topics introduced in existing courses are Natural Language Processing, Communicative English, English Language Teaching, Translation Studies, Biotechnology, Nanotechnology, Mass Media and Industrial Chemistry.

� Upgradation of learning tools such as laboratory equipment, introduction of ICT enabled programmes for moving from teaching to learning based methodology, improvement of communication skills of students etc.

� Opting for a balance between theoretical and hands-on practical training through laboratories and field work.

� Facilitating sufficient training and exposure to learn problem solving abilities, leadership abilities, team-work ethics and other such skills.

� Introducing entirely new courses with high employability. � Innovation:

Curricula are framed to inculcate the spirit of creativity and innovation at various levels. This is managed by including contents and items in syllabi and in teaching activities, evaluation and testing process, for example, writing projects, portfolios, assignments, etc. A novelty in teaching and research is ensured in curricula design, including inputs from invited lectures of eminent scholars, organizing seminar lectures and brain-storming sessions. The under-graduates and post- graduates are to undertake independent research projects as part of partial fulfillment of their courses in order to sharpen their skills.



Innovations are incorporated at various levels such as:

� Selection of content for teaching and learning includes up-gradation as per the global trends and job market, introducing inter-disciplinarily and facilitating learner centric contents.

� Topics and items on syllabi are designed and redesigned accommodating the requirements of the multi-cultural and heterogeneous classrooms, making the syllabi more and more engaging.

� Teaching and learning methods, strategies and techniques include inculcating learners’ autonomy, enhancing research aptitude, facilitating industrial exposure and hands on training and generating critical thinking abilities.

� Testing, evaluation and assessment processes include task based learning, projects, summer training/industrial training and internship, case studies, oral exams and presentations, writing projects, portfolios, assignments and others.

� Research:

Research is a major engagement at AMU. It is ensured in the curriculum design and development in the following ways:

� Research aptitude is enhanced by providing flexibility and diversification in curriculum and streamlining syllabi from UG to doctoral level so that the students are able to identify their interest areas and further them into full-fledged specialization in an integrated manner.

� Research capability of students is enhanced by introducing project work at UG and PG level.

� The research skills of students are enhanced through introduction of courses, activities and contents that include literature survey, data collection, data analysis etc.

� Team work is promoted through group projects. � Field trips/educational tours are arranged to research

laboratories of national importance and other research centers. � Research orientation is enhanced by visit of students at premier

research institutes. � Teaching is provided beyond the syllabi as well as value added

courses to encourage students to take up research. 1.1.4 To what extent does the University use the guidelines of the

regulatory bodies for developing and/or restructuring the curricula? Has the University been instrumental in leading any curricular reform which has created a national impact?

The Aligarh Muslim University strictly follows the broad guidelines of the respective regulatory bodies, such as UGC, MCI, DCI, AICTE, NCTE, BCI, COA, AYUSH and others.



AMU has contributed and influenced innumerable institutions in developing and restructuring the curricula. For instance, the curricula developed by the Center for Advanced Studies in History for Medieval India has made a major national and international impact. Likewise, the impacts made by the Departments of Studies in the disciplines like Urdu, Theology, Persian, Arabic, Islamic Studies, English Language Teaching, Law, Geology, Geography, Physics, Biotechnology, Wild Life, Industrial Chemistry among several others have been instrumental in influencing the curricula of various upcoming colleges and Universities over a period of time.

1.1.5 Does the University interact with industry, research bodies and the civil society in the curriculum revision process? If so, how has the University benefitted through interactions with the stakeholders?

The University interacts with industries on regular basis by:

� Organizing special lectures by experts from the industry and corporate leaders.

� Tie-up for organizing academic events. � Interaction during placement, summer training and internship

programmes. � Inviting personnel from industries as members of Board of Studies

particularly in the Faculties of Engineering and Management. � Permitting Executive Doctorate. � PG Diploma in Islamic Banking has been the benefit / outcome

of such interactions. � Incorporating suggestions and opinions from recruiting

companies and experts, for example, Adobe proposed to start a course in Engineering College.

� Active involvement of civil society like Old Boys’ Association (a body of AMU Alumni) in the academic activities.

1.1.6 Give details of how the University facilitates the introduction of new programmes of studies in its affiliated colleges. Not Applicable

1.1.7 Does the University encourage its colleges to provide additional skill-oriented programmes relevant to regional needs? Cite instances (not applicable for unitary Universities). Not Applicable

1.2. Academic Flexibility

1.2.1 Furnish the inventory for the following:

1. Programmes taught on campus: List of Courses (2013-14):

REGULAR COURSES 1. Agriculture M.Sc. (Agriculture) Microbiology 2. Agriculture M.Sc. (Agriculture) Plant Protection 3. Agriculture M.Sc. (Home Sc.) ( For Girls only) 4. Agriculture M.Tech. in Agricultural Process & Food Engineering



5. Agriculture Master of Agribusiness Management (MAM) 6. Agriculture (Girls) B. Sc. (Home Science) 7. Arts B.A. (Hons) Arabic 8. Arts B.A. (Hons) Communicative English 9. Arts B.A. (Hons) English 10. Arts B.A. (Hons) Geography 11. Arts B.A. (Hons) Hindi 12. Arts B.A. (Hons) Linguistics 13. Arts B.A. (Hons) Persian 14. Arts B.A. (Hons) Philosophy 15. Arts B.A. (Hons) Sanskrit 16. Arts B.A. (Hons) Urdu 17. Arts B.F.A. (Bachelor of Fine Arts) 18. Arts M.A. (Arabic) 19. Arts M.A. (Bengali) 20. Arts M.A. (English) 21. Arts M.A. (Hindi Translation) 22. Arts M.A. (Hindi) 23. Arts M.A. (Linguistics) 24. Arts M.A. (Malayalam) 25. Arts M.A. (Persian) 26. Arts M.A. (Philosophy) 27. Arts M.A. (Sanskrit) 28. Arts M.A. (Tamil) 29. Arts M.A. (Telugu) 30. Arts M.A. (Urdu) 31. Arts M.A.in Language of Advertising Media and Market 32. Arts M.F.A. (Master of Fine Arts) 33. Arts MA(English Language Teaching) ELT 34. Arts P. G. Diploma in Mass Communication (Urdu ) 35. Arts P.G. Diploma in Translation (Hindi )

36. Arts Post M.A. Diploma in Modern Persian (Translation and Interpretation)

37. Arts Post M.A. Diploma in Urdu Translation 38. Arts Pre MFA (Bridge Course) 39. Commerce B.Com (Hons) 40. Commerce M.Com. 41. Commerce Master of Finance & Control (MFC) 42. Commerce Master of Tourism Administration (MTA)

43. Commerce PG Diploma in Banking, Risk & Insurance Management (BRIM)

44. Commerce PG Diploma in Business Finance 45. Engineering Advance Dip. in Multimedia System for Girls 46. Engineering Advance Diploma in Food Tech. 47. Engineering Advance Diploma in Interior Decoration 48. Engineering Advanced Diploma in Environmental Engineering (ADEE) 49. Engineering Advanced PG Diploma in Nanotechnology 50. Engineering B. Arch. 51. Engineering B.E. (Evening) Civil 52. Engineering B.E. (Evening) Electrical 53. Engineering B.E. (Evening) Mechanical 54. Engineering B.Tech. (Chemical Engineering) 55. Engineering B.Tech. (Civil Engineering) 56. Engineering B.Tech. (Computer Engineering)



57. Engineering B.Tech. (Electrical Engineering) 58. Engineering B.Tech. (Electronics Engineering) 59. Engineering B.Tech. (Mechanical Engineering) 60. Engineering B.Tech. (Petrochemical Engineering) 61. Engineering Diploma. Electronics Engg. for Boys 62. Engineering Diploma in Architectural Assistantship 63. Engineering Diploma in Civil Engineering 64. Engineering Diploma in Computer Engg. for Boys 65. Engineering Diploma in Computer Engg. for Girls 66. Engineering Diploma in Costume Design & Garment Technology for Girls 67. Engineering Diploma in Electrical Engineering 68. Engineering Diploma in Electronics Engg. For Girls

69. Engineering Diploma in Engg. Mech. – Refrigeration and Air -conditioning

70. Engineering Diploma in Information Tech, for Girls 71. Engineering Diploma in Instrumentation & Control 72. Engineering Diploma In Interior Design 73. Engineering Diploma in Leather & Footwear Technology 74. Engineering Diploma in Mechanical - Production Engineering 75. Engineering Diploma in Mechanical Engineering 76. Engineering Diploma in Plastic Technology 77. Engineering Diploma in Secretarial Practice for Girls 78. Engineering M. Sc. in Polymer Science & Technology 79. Engineering M. Tech. (Nanotechnology) 80. Engineering M. Tech. Computer Engineering 81. Engineering M.Tech. (Chemical Engineering) 82. Engineering M.Tech. (Civil Engineering) 83. Engineering M.Tech. (Electrical Engineering) 84. Engineering M.Tech. (Electronics Engineering) 85. Engineering M.Tech. (Mechanical Engineering) 86. Engineering M.Tech. (Petroleum Studies) 87. Int. Bio. Unit M.Sc. (Biotechnology) 88. Law B.A. LL.B. – Aligarh 89. Law B.A. LL.B. – Malappuram 90. Law B.A. LL.B. – Murshidabad 91. Law LL.M. 92. Life Science B.Sc. (Hons) Biochemistry 93. Life Science B.Sc. (Hons) Botany 94. Life Science B.Sc. (Hons) Zoology 95. Life Science M. Sc. (Museology) 96. Life Science M.Sc. Biochemistry 97. Life Science M.Sc. Botany 98. Life Science M.Sc. in Biodiversity Studies & Management 99. Life Science M.Sc. Zoology 100.Life Science M.Sc. Wildlife Sciences 101.Life Science Post M.Sc. Diploma in Museology

102.Life Science Post M.Sc. Diploma in Plant Tissue Culture & Micropropagation

103.Management Master of Business Administration (Aligarh) 104.Management Master of Business Administration (International Business) 105.Management Master of Business Administration (Malappuram) 106.Management Master of Business Administration (Murshidabad) 107.Management P.G. Diploma in Islamic Banking and Finance 108.Medicine Bachelor of Radiation Therapy Technology (BRTT)



109.Medicine BDS

110.Medicine Diploma in General Nursing & Midwifery (for women candidates)

111.Medicine M.Ch. ( Plastic & Reconstructive Surgery ) (3 Years) 112.Medicine M.D.S. 113.Medicine MBBS 114.Medicine MD / MS (3 Years) PG Diploma Courses (2 Years) 115.Prof. Courses Certificate in Dental Hygiene 116.Prof. Courses Diploma in Anaesthetic Assistance 117.Prof. Courses Diploma in Dialysis Techniques 118.Prof. Courses Diploma in Medical Lab Technology (Radiology)

119.Prof. Courses Diploma in Medical lab Technology(Pathology/ Microbiology/ Biochemistry)

120.Prof. Courses Diploma in Operation Theatre Management 121.Prof. Courses Diploma in Optometry Ophthalmic Assistance 122.Prof. Courses Diploma in Physiotherapy 123.Prof. Courses Diploma in Surgical Endoscopic Techniques 124.Prof. Courses P.G. Diploma in Applied Art 125.Prof. Courses P.G. Diploma in Company Law, Banking & Insurance 126.Prof. Courses P.G. Diploma in Computer Programming 127.Prof. Courses P.G. Diploma in Criminology & Criminal Administration 128.Prof. Courses P.G. Diploma in Environmental Chemistry 129.Prof. Courses P.G. Diploma in Food Analysis 130.Prof. Courses P.G. Diploma in Gem Testing & Jewellery Design 131.Prof. Courses P.G. Diploma in Horticulture 132.Prof. Courses P.G. Diploma in Journalism 133.Prof. Courses P.G. Diploma in Lab Technology (Physical & Chemical) 134.Prof. Courses P.G. Diploma in Labour Law & Labour Relations 135.Prof. Courses P.G. Diploma in Museology 136.Prof. Courses P.G. Diploma in Orthoptics 137.Prof. Courses P.G. Diploma in Pest Management 138.Prof. Courses P.G. Diploma in Public Relations 139.Prof. Courses P.G. Diploma in Taxation

140.Prof. Courses PG Diploma in Electronic Data Processing & Machine Operation

141.Prof. Courses PG Diploma in Gardening and Interior Decoration 142.Prof. Courses PG Diploma in Hospitality Management 143.Science B.Sc. (Hons) Chemistry 144.Science B.Sc. (Hons) Geography 145.Science B.Sc. (Hons) Geology 146.Science B.Sc. (Hons) Mathematics 147.Science B.Sc. (Hons) Physics 148.Science B.Sc. (Hons) Statistics 149.Science B.Sc. (Hons.) Computer Applications 150.Science B.Sc. (Hons.) Industrial Chemistry 151.Science M.C.A. 152.Science M.Sc. (Applied Geology) 153.Science M.Sc. (Chemistry) 154.Science M.Sc. (Industrial Chemistry) 155.Science M.Sc. (Physics) 156.Science M.Sc. / M.A. (Statistics) 157.Science M.Sc./M.A. (Geography) 158.Science M.Sc./M.A. (Mathematics) 159.Science M.Sc./MA (Operations Research)



160.Science P.G. Diploma in Hydrogeology 161.Self Financing Scheme Class XI (CMP) Boys (Sr. Sec. School Boys) 162.Self Financing Scheme Class XI (CMP) Girls (Sr. Sec. School Girls) 163.Self Financing Scheme Class XI (PCB) Boys ( City High School) 164.Self Financing Scheme Class XI (PCB) Boys (Sr. Sec. School Boys) 165.Self Financing Scheme Class XI (PCB) Girls ( AMU Girls High School) 166.Self Financing Scheme Class XI (PCB) Girls (Sr. Sec. School Girls) 167.Self Financing Scheme Class XI (PCM) Boys (S.T.S. HIGH SCHOOL 168.Soc. Science B. L.I.Sc. 169.Soc. Science B.A. (Hons) Economics 170.Soc. Science B.A. (Hons) Education 171.Soc. Science B.A. (Hons) Geography 172.Soc. Science B.A. (Hons) History 173.Soc. Science B.A. (Hons) Islamic Studies 174.Soc. Science B.A. (Hons) Political Science 175.Soc. Science B.A. (Hons) Psychology 176.Soc. Science B.A. (Hons) Sociology 177.Soc. Science B.A. Women’s Studies 178.Soc. Science B.Ed. 179.Soc. Science B.Ed. (Kishanganj) 180.Soc. Science B.Ed. (Malappuram) 181.Soc. Science B.Ed. (Murshidabad) 182.Soc. Science Bachelor of Physical Education (B.P.Ed.) 183.Soc. Science BSW 184.Soc. Science Diploma in Teaching 185.Soc. Science M. L.I.Sc. 186.Soc. Science M.A. (Economics) 187.Soc. Science M.A. (Education) 188.Soc. Science M.A. (History) 189.Soc. Science M.A. (Human Rights) 190.Soc. Science M.A. (Islamic Studies) 191.Soc. Science M.A. (Mass Communication) 192.Soc. Science M.A. (Political Science) 193.Soc. Science M.A. (Psychology) 194.Soc. Science M.A. (Public Administration) 195.Soc. Science M.A. (Sociology) 196.Soc. Science M.A. (West Asian Studies) 197.Soc. Science M.Ed. 198.Soc. Science M.P.Ed. 199.Soc. Science MA (Women’s Studies) 200.Soc. Science Master of Social Work

201.Soc. Science Postgraduate Diploma in Conflict Resolution and Peace Studies

202.Soc. Science (Girls) B.A. Women’s Studies 203.S.S. Schools Class XI (PCB, PCM, HCB & HCP (Girls) 204.S.S. Schools Class XI Arts / Soc. Sc. (Boys) 205.S.S. Schools Class XI Commerce (Boys) 206.SS Schools Class XI PCB (Boys) 207.SS Schools Class XI PCM (Boys) 208.Theology B.A. (Hons.) Shia Theology 209.Theology B.A. (Hons.) Sunni Theology 210.Theology M.A. (Shia Theology) 211.Theology M.A. (Sunni Theology) 212.Unani Medicine Kamil-e-Tib-o-Jarahat (BUMS)



213.Unani Medicine Mahir-e-Jarahat ((Master of Surgery) 214.Unani Medicine Mahir-e-Tib (Doctor of Medicine) Hifzan-e-Sehat 215.Unani Medicine Mahir-e-Tib (Doctor of Medicine) Ilmul Advia 216.Unani Medicine Mahir-e-Tib (Doctor of Medicine) Kulliyat 217.Unani Medicine Mahir-e-Tib (Doctor of Medicine) Moallijat 218.Unani Medicine Mahir-e-Tib (Master of Surgery) Amraz-e-Niswan 219.Unani Medicine Pre-Tib

2. Overseas Programmes offered on campus: Nil

3. Programmes available for colleges to choose from: Not applicable as no college is affiliated to AMU

1.2.2 Give details on the following provisions with reference to academic flexibility:

(a) Core / Elective options:

� Departmental Elective Courses: The students have an option to choose Departmental elective courses of their interest in the area of Studies.

� Open Elective Courses: A student may choose as per her/his interest a course, which may not be of his/her area of study.

(b) Enrichment courses:

1 Advance Diploma in Food Tech. 2 Advance Diploma in Interior Decoration 3 Advanced PG Diploma in Nanotechnology 4 Certificate in Dental Hygiene 5 Diploma in Calligraphy and Graphic Design 6 Diploma in Dialysis Techniques 7 Diploma In Interior Design 8 Diploma in Optometry Ophthalmic Assistance 9 Diploma in Physiotherapy 10 Diploma in Qira'at (Quranic Phonetics) 11 Diploma in Quranic Studies 12 Diploma in Surgical Endoscopic Techniques 13 Diploma in Turkish 14 Diploma in Urdu Electronic Media 15 Diploma in West Asian Studies 16 Diploma of Proficiency in Arabic 17 Diploma of Proficiency in Bengali 18 Diploma of Proficiency in Kashmiri 19 Diploma of Proficiency in Malayalam 20 Diploma of Proficiency in Marathi 21 Diploma of Proficiency in Persian 22 Diploma of Proficiency in Punjabi 23 Diploma of Proficiency in Sanskrit 24 Diploma of Proficiency in Tamil 25 Diploma of Proficiency in Telugu 26 Diploma of Proficiency in Urdu



27 P. G. Diploma in Mass Communication (Urdu ) 28 P.G. Diploma in Applied Art 29 P.G. Diploma in Computer Programming 30 P.G. Diploma in Criminology & Criminal Administration 31 P.G. Diploma in Environmental Chemistry 32 P.G. Diploma in Food Analysis 33 P.G. Diploma in Gem Testing & Jewellery Design 34 P.G. Diploma in Horticulture 35 P.G. Diploma in Hydrogeology 36 P.G. Diploma in Journalism 37 P.G. Diploma in Lab Technology (Physical & Chemical) 38 P.G. Diploma in Labour Law & Labour Relations 39 P.G. Diploma in Museology 40 P.G. Diploma in Orthoptics 41 P.G. Diploma in Pest Management 42 P.G. Diploma in Public Relations 43 P.G. Diploma in Taxation 44 P.G. Diploma in Translation (Hindi) 45 P.G. Diploma in Marketing Management 46 P.G. Diploma in Personnel Management 47 PG Dip in Electronic Data Processing & Machine Operation 48 PG Diploma in Banking, Risk & Insurance Management (BRIM) 49 PG Diploma in Business Finance 50 PG Diploma in Gardening and Interior Decoration 51 PG Diploma in Hospitality Management 52 Post M.A. Diploma in Modern Persian (Translation & Interpretation) 53 Post M.A. Diploma in Urdu Translation 54 Post M.Sc. Dip in Plant Tissue Culture & Micropropagation 55 Postgraduate Diploma in Conflict Resolution and Peace Studies

(a) Courses offered in modular form: Advance Diploma in Translation/Diploma in Translation/Certificate in Translation

(b) Credit accumulation and transfer facility: Credit accumulation is done in various courses; transfer is not permissible as on date.

(c) Lateral and vertical mobility within and across programmes, courses and disciplines: Lateral and vertical mobility is permissible in a few programs/courses and disciplines.

1.2.3 Does the University have an explicit policy and strategy for attracting international students?

The University offers admission to Foreign Nationals/NRI candidates in various courses on the explicit policy as defined in a separate Guide to Admissions for them stipulating the Terms and Conditions, eligibility requirements and selection procedure at the time of inviting applications. For instance, the University provides a quota of seats in various courses to foreign students as in case of Engineering, Medicine, and Linguistics.

Relating admission to M. Phil and Ph. D. the University maintains the following regulations for foreign nationals:



� The foreign nationals do not have to take the entrance test designed for Indian nationals. However, they need to take a Proficiency test in English.

� If some foreign national fails to qualify the test, he/she has to undergo a Course in proficiency in English for one semester.

� Teachers can register three foreign nationals at a time over and above their assigned quota meant for Indian students.

1.2.4 Have any courses been developed targeting international students? If so, how successful have they been? If no, explain the impediments.

The University has well-structured courses, such as, Communicative English, English Language Teaching, Linguistics, Islamic Studies, West Asian Studies, among others which attract good number of international students especially from South East Asia, Far East, West Asia, and Africa. Recently the University has also instituted a Faculty in Strategic and International Studies where courses have been planned to attract foreign students for which our proposal to the University Grants Commission has been accepted.

1.2.5 Does the University facilitate dual degree and twinning programmes? If yes, give details.

Recently AMU has initiated STEM-ER program in collaboration with Ohio State University, which facilitate dual degree and twinning programmes.

1.2.6 Does the University offer self-financing programmes? If yes, list them and indicate if policies regarding admission, fee structure, teacher qualification and salary are at par with the aided programmes?

The University offers the following Self Financing Courses:

� Senior Secondary School (PCB/PCM/CMP) Boys & Girls � PG Diploma in Hospitality Management � B.E. (Evening) Courses � Postgraduate Diploma in Conflict Resolution and Peace Studies

1.2.7 Does the University provide the flexibility of bringing together the conventional/face-to-face mode and the distance mode of education and allow students to choose and combine the courses they are interested in? If yes, give operational details.

The University runs a Centre of Distance Education, however, without any facility for choosing and combining courses between the two modes.

1.2.8 Has the University adopted the Choice Based Credit System (CBCS)? If yes, for how many programmes? What efforts have been made by the University to encourage the introduction of CBCS in its affiliated colleges?

The University has adopted the Choice Based Credit System (CBCS) in a number of courses like B.Tech./B.Arch./B.E./B.A./B.Sc./B.Com./ Diploma in Engineering etc.



1.2.9 What percentage of programmes offered by the University follow:

Semester System: 80% of the programmes.

Annual System: 20% of the programmes.

Trimester System: Nil

1.2.10 How does the University promote inter-disciplinary programmes? Name a few programmes and comment on their outcome?

The University offers Interdisciplinary Programme in the courses like M.Sc. (Biotechnology)/M.Sc. (Engineering) Nanotechnology/M.A. (Women’s Studies)/M.Sc. (Agricultural Sciences), West Asian Studies. On completion of these programmes the students are normally absorbed by the Industries/, Academic Institutions, Governmental and Non-Governmental Organizations.

1.3 Curriculum Enrichment

1.3.1 How often is the curriculum of the University reviewed and upgraded for making it socially relevant and/or job oriented / knowledge intensive and meeting the emerging needs of students and other stakeholders?

Teachers at AMU enjoy full autonomy with regard to upgradation and review of syllabi through their respective Board of Studies (BOS). On the basis of their own experiences in the classroom and the feedback from colleagues, students and Industries they keep revising the courses and syllabi on a regular basis (at least once a year). Such revisions generally bring minor changes. In addition to this, on a regular basis the Departments of Studies propose in the Board of Studies for the review and upgradation of the curricula. Following a democratic system, often a committee is constituted, which generally brings in major changes. The duration for the changes ranges from one to three years. The B. Tech. curriculum in the Department of Electrical Engineering, for example, is reviewed and upgraded in 4-5 years. These changes are mainly based on the emerging needs and industry inputs. That is why sometimes the teachers, if they desire, revise the syllabus any time in a year through the BOS.

For curriculum review, the Departments of Studies follow the regulations of the controlling Regulatory bodies like, MCI, DCI, NCTE, UGC, and others.

1.3.2 During the last four years, how many new programmes at UG and PG levels were introduced? Give details.

The following Inter-disciplinary Programmes in emerging areas were



introduced in the last four years:

(i) M.Tech. (Nanotechnology) (ii) PG Diploma ( Nanotechnology) (iii) M.Sc. (Polymer Science & Technology) (iv) M. Sc. Biodiversity Management. & Conservation (v) M.A. (Women Studies) (vi) M.A. (Translation Hindi) (vii) M.P.Ed. (viii) Postgraduate Diploma in Conflict Resolution and Peace Studies (ix) Post M.Sc. Diploma in Plant Tissue Culture & Micropropagation (x) Post M.A. Diploma in Modern Persian (Translation & Interpretation) (xi) PG Diploma in Hospitality Management (Under Self Financing

Scheme) (xii) PG Diploma in Gardening and Interior Decoration (xiii) Bachelor of Social Work (B.S.W.) (xiv) Bachelor of Radiation Therapy (xv) Advance Diploma in Translation (xvi) Advance Diploma in Interior Decoration (xvii) Diploma in Translation (xviii) Certificate in Translation

1.3.3 What are the strategies adopted for the revision of the existing programmes? What percentage of courses underwent a syllabus revision?

Strategies adopted for the revision of the existing programmes are adopted as per the guidelines of the regulatory bodies, such as MCI, DCI, NCTE, AICTE and others through the Board of Studies.

Since there is a strong teachers’ autonomy at AMU, revision of courses and syllabi is a regular phenomenon. There has been, for instance, 100% revision and implementation of the courses of Bachelor of Fine Arts (BFA) in the academic session 2013-14.

Following strategies are adopted for the revision of the existing programmes:

� Feedback from teachers on the basis of their classroom observation.

� Threadbare discussion on the proposed revision submitted by an individual teacher or a committee in the Board of Studies.

� Practical aspects pertaining to teachability, learning outcomes, utility and infra structural and academic supports are taken into consideration.

� Online feedback from students, for instance in the Faculty of Engineering and Technology, is registered for different courses per semester.

� Upgradation of syllabi to bridge recent developments with the existing one to meet the curricular objectives.

� Analysis of different modes of course delivery. � Specific agenda for Special Board of Studies meetings.



� Upgradation and review of the departmental electives on the emerging needs and industry inputs.

Since there is a dominant presence of teachers’ autonomy at AMU, revision of courses and syllabi is a regular phenomenon.

1.3.4 What are the value-added courses offered by the University and how does the University ensure that all students have access to them?

The University runs the following Part-time value added courses which a student can opt for along with their regular courses. In addition to these courses, the General Education Center (GEC) also runs some courses related to art, culture, music, performance, debating, elocution etc that attract the students in their free time.

1 Advance Diploma in Translation 2 Diploma in Urdu Electronic Media 3 Diploma of Proficiency in Arabic (Communication Skill) 4 Diploma of Proficiency in Bengali (Communication Skill) 5 Diploma of Proficiency in Kashmiri (Communication Skill) 6 Diploma of Proficiency in Malayalam (Communication Skill) 7 Diploma of Proficiency in Marathi (Communication Skill) 8 Diploma of Proficiency in Persian(Communication Skill) 9 Diploma of Proficiency in Punjabi (Communication Skill) 10 Diploma of Proficiency in Sanskrit (Communication Skill) 11 Diploma of Proficiency in Tamil (Communication Skill) 12 Diploma of Proficiency in Telugu (Communication Skill) 13 Diploma of Proficiency in Urdu (Communication Skill) 14 Certificate of Proficiency in Arabic (Communication Skill) 15 Certificate of Proficiency in Bengali (Communication Skill) 16 Certificate of Proficiency in Hindi (Communication Skill) 17 Certificate of Proficiency in Kashmiri (Communication Skill) 18 Certificate of Proficiency in Malayalam (Communication Skill) 19 Certificate of Proficiency in Marathi (Communication Skill) 20 Certificate of Proficiency in Persian (Communication Skill) 21 Certificate of Proficiency in Punjabi (Communication Skill) 22 Certificate of Proficiency in Sanskrit (Communication Skill) 23 Certificate of Proficiency in Tamil (Communication Skill) 24 Certificate of Proficiency in Telugu (Communication Skill) 25 Certificate of Proficiency in Urdu (Communication Skill) 26 Certificate in Urdu Electronic Media 27 Certificate in Indian Sign Language 28 Certificate in RS & GIS Applications in Environmental Studies 29 Certificate in Wildlife Ecology & Management 30 Certificate in Biodiversity Management & Conservation 31 P.G. Diploma in Personnel Management 32 P.G. Diploma in Marketing Management 33 Certificate in Recitation of Quran (Tajwid) 34 Diploma in Quranic Studies 35 Diploma in Calligraphy and Graphic Design 36 Certificate in Quranic Arabic



37 Certificate in Recitation of Quran (Qirat) 38 Certificate in Introduction to Quranic Sciences 39 Certificate in Learning Quran (Language Lab) 40 Diploma in West Asian Studies 41 Certificate in Shia Theology 42 Diploma in Shia Theology 43 Certificate in Qira'at (Quranic Phonetics) 44 Diploma in Qira'at (Quranic Phonetics)

1.3.5 Has the University introduced any higher order skill development programmes in consonance with the national requirements as outlined by the National Skills Development Corporation and other agencies?

Some of them are as under:

� PG Diploma in Sign Language, � Endangered Languages � Post M.Sc. Diploma in Plant Tissue Cultural and Micro Propagation � PG Diploma in Islamic Banking and Finance � Post MA Diploma in Modern Persian (Translation & Interpretation) � PG Diploma in Conflict Resolution and Peace Studies � PG Diploma in Hospitality Management � PG Diploma in Gardening and Interior Decoration � Certificate in Translation � Diploma in Translation � Advanced Diploma in Translation � Bachelor in Radiation Therapy Technology � M.P.Ed. � M. Sc in Bio Diversity Management and Conservation � MA in Hindi Translation � Certificate in Recitation of the Quran � PG Diploma in Homeland Security � PG Diploma in Disaster Management � Diploma in Food Craft � Diploma in Fashion Designing � Diploma in Leather � Diploma in Child Health � Diploma in Physio Therapy � Diploma in Operation Management � Diploma in Pharmacy � PG Diploma in Journalism

1.4 Feedback System

1.4.1 Does the University have a formal mechanism to obtain feedback from students regarding the curriculum and how is it made use of?

� The University has recently evolved a formal mechanism for obtaining feedback from students, teachers, alumni and employers.

� Zakir Hussain College of Engineering and Technology already has a formal mechanism of obtaining feedback through a proforma.

� Department of Physics has started grading best teacher and



researcher of the department through secret ballot by undergraduate & post graduate students.

1.4.2 Does the University elicit feedback on the curriculum from national and international faculty? If yes, specify a few methods such as conducting webinars, workshops, online discussions, etc. and its impact.

Yes, the University elicits feedback from national and international faculty in the following manners:

� Statute 22 (1) (v) of the Aligarh Muslim University Act XL of 1920 states “two experts not in the service of the University co-opted by the Board of Studies (BOS)” shall be the members of the BOS of each Department of Studies in the University. As co-opted external members they provide their feedback on the design, development, revision and/or modification of the curriculum.

� Various Departments of the University often hold seminars and workshops on issues relating curriculum where the national and international faculties in their capacity as participants or experts provide their feedback.

� Some Departments also invite national and international specialists/faculties to deal with curricular aspects and train the teachers in its effective use. The Department of English, for instance, recently organized two programmes in which two American Resource persons, sponsored by Regional English Language Office (RELO), US Embassy, New Delhi, trained the teachers in curricular issues as objectives, methodology, material production, testing and evaluation. One of the resource persons has been a resident visiting fellow from the US for a month and a half.

� The national and international faculties also provide feedback when they visit the University as Visiting Fellow, Guest/ Plenary Speaker, Examiner or participant in some seminars or workshops.

1.4.3 Specify the mechanism through which affiliated institutions give feedback on curriculum enrichment and the extent to which it is made use of. Not applicable, because AMU is a Unitary University.

1.4.4 What are the quality sustenance and quality enhancement measures undertaken by the University in ensuring the effective development of the curricula?

The rigorous bottom up process involving various sets of faculty members in the design and development of curriculum as discussed in item 1.1.2 above also helps in ensuring quality sustenance and quality



enhancement measures. Discussions and decisions at various levels are made on the basis of the stakeholders giving their opinion in meetings or through media and other means of public domain. Besides, the University has recently developed a Feedback Form for teachers, students, alumni and employers to provide their opinions in this regard.

Any other information regarding Curricular Aspects which the University would like to include.

Constitution of Curriculum Development Cell:

The Vice Chancellor has constituted a five- member Curriculum Development Committee (CDC) of AMU to ensure the revision of curricula of various courses running in the University in different Departments according to the guidelines of CDC-UGC. CDC of AMU has convened meetings with members as well as with Pro-Vice-Chancellor and Deans of Faculties. The committee has also prepared a Performa for seeking information pertaining to the revision of curricula from each department. Finally a report has been submitted to the Vice Chancellor that all courses running in the University have been revised as per the UGC guidelines.

Constitution of Curriculum Review Committee:

As part of the University transformation process and in order to undertake a holistic review of the academic curriculum of the University, the Vice Chancellor had constituted a committee on the 12th of October, 2013.

The specific areas that were addressed by the committee included:

1. Consolidation and up-gradation of the existing curriculum and syllabi. 2. Identification of new courses which can be instituted. 3. Feasibility of introducing Interdisciplinary programmes. 4. Executive education. The committee has received inputs from various departments and is in the process of submitting its report.




Volume I: SSR: Criterion II Page 46 of 199

CRITERION – II: TEACHING -LEARNING AND EVALUATION

2.1 Student Enrolment and Profile

2.1.1. How does the University ensure publicity and transparency in the admission process?

The University advertises its Notifications for Admission to various courses, generally in the month of January or February, through:

� National and local newspapers as well as uploading the information on its website (www.amucontrollerexams.com).

� Further, detailed information is provided in the Guide to Admissions which is also uploaded on the University website.

� All admissions in the University are through competitive tests with strong emphasis on absolute transparency. • The application forms contain biometric details of the

applicants. • The University appoints senior Professors as Observers at

all the Test Centres as well as Campus Centres to keep vigil and prevent any unfair means.

• At all Admission Test Centres individual digital photography of each candidate is undertaken to check impersonations.

• Biometric data of the candidates present is collected again at the test centers.

• At the time of completion of admission formalities biometric technique is used to detect cases of impersonation by taking the photographs of the candidates in the examination halls.

� Transparency is ensured in all admissions through the following: • For the last 04 years a carbonless copy of the response

sheet (OMR) and question booklet attempted by candidate is being provided to the candidate by the University.

• The Answer Keys are uploaded on the University website to enable the candidate to file an objection, if any, challenging any question giving sufficient proof / documents in support of his/her contention.

• In case of objections to any question in the Question Booklet a team of experts from amongst the senior teachers of the relevant discipline is appointed by the Vice-Chancellor to evaluate the veracity of the claim of the candidate, which after evaluating all the grievances of the


Page 47 of 199 Volume I: SSR: Criterion II

candidates prepares its report and proposes any deletion/addition/modification in the Answer Key.

• After the redressal of objections the key for evaluation is finalized and the OMR sheets are evaluated with the amended Key.

• The results comprising both selected and waitlisted candidates and cut offs are declared separately for each test on the University website.

2.1.2 Explain in detail the process of admission put in place by the University. List the criteria for admission: (e.g. : (i) merit, (ii) merit with entrance test, (iii) merit, entrance test and interview, (iv) common entrance test conducted by state agencies and national agencies (v) other criteria followed by the University (please specify).

University admits students in various courses on the basis of merit through Entrance Tests. In a few courses like MBA/MBA (IB)/ PGDIBF/MSW/BSW, MPhil/PhD the merit is determined through Entrance Test and Interview/Group Discussion/Aptitude Test as per University Policy approved by the Academic Council/Executive Council.

50% of the seats of the PG Programmes, e.g., MD/MS and PG Diploma Programme of the University are filled through the All India Quota.

2.1.3. Provide details of admission process in the affiliated colleges and the University’s role in monitoring the same.

Not applicable, as University has no affiliated college.

2.1.4. Does the University have a mechanism to review its admission process and student profile annually? If yes, what is the outcome of such an analysis and how has it contributed to the improvement of the process?

The BOS of the Departments of Studies/Faculties review and recommend on regular basis the intake to the Admission Committee and the Academic Council, which deliberate on the decisions of these bodies and decide on the intake, admission and implement processes to put in place greater transparency and responsiveness. In the application forms for admissions as well as in the documents pertaining to admission formalities we take regional, linguistic and other social (Gender, OBC/SC/ST) profile of the students besides annual income of the parents.

Sometimes the University also reviews its admission process on the basis of representations, if found justified, by students and other stakeholders or on the basis of decision of the honourable courts of law.



2.1.5. What are the strategies adopted to increase/improve access for students belonging to the following categories:

� SC/ST & OBC: The University offers admission to the candidates from all over the country and abroad without any discrimination of caste, creed, religion and sex. However, as per University rules, 20% seats in all courses, except a few, are filled through the nomination from the candidates belonging to the special categories including SC/ ST and OBC in order of merit within the category.

� Women: To promote the education of women following additional measures are taken:

The University maintains a separate Women’s College that imparts teaching of BA/B.Sc./B.Com. courses besides Women’s Polytechnic and Career Planning Cell. Both the above institutions offer short-term career oriented courses.

The University also earmarks seats for women candidates in a few courses, like M. Sc. (Industrial Chemistry) and Diploma in General Nursing & Midwifery courses. We also offer hostel facilities for the female students.

� Persons with varied disabilities: As per UGC rules, 03% of the intake of the seats are reserved for Physically Challenged persons in various Courses as indicated in our Guide to Admissions, except a few are reserved

� Economically weaker sections: The Fee Structure of the University has been designed in such a way that gives accessibility to candidates from economically weaker sections. Besides this certain concession are given in the Tuition Fee to the candidates belonging to weaker sections by the Dean Students’ Welfare and a number of scholarships are also provided.

� Outstanding achievers in sports and other extracurricular activities:

A number of seats are earmarked for admission to the Outstanding Sportspersons/Debaters/NCC Cadets in various courses as per criteria and number of seats notified in the Guide to Admissions, Annexure – IV.

Seats Earmarked For Admission under Outstanding Sportsperson Category

S.No. Name of Course Seats

Males Females 1 Diploma in Engineering 04 02 2 Senior Secondary School Certificate (Science

Stream) 10 04

3 Senior Secondary School Certificate (Arts/ Social Sciences Stream)

05 03



4 Senior Secondary School Certificate (Commerce Stream)

05 02

5 B.A. (Hons.) Faculty of Arts 08 02 6 B. Com. (Hons) 05 02 7 B.Sc. (Hons.) Faculty of Life Sciences 02 01 8 B.Sc. (Hons.) Faculty of Science 03 02 9 B.A. (Hons.) Faculty of Social Sciences 12 05 10 M. Com. 02 11 M.S.W. 04 12 M.T.A. 04 13 M.F.C. 04 14 M.A.(Mass Communication) 04 15 P.G. Courses (other Departmental test courses) 20

Seats Earmarked For Admission Under Outstanding Debator Category

S.No. Name of Course Seats

Males Females 1 B.A. (Hons.) Faculty of Arts 02 02 2 B. Com. (Hons.) 02 --- 3 B. Sc. (Hons.) Faculty of Science 02 01 4 B. Sc. (Hons.) Faculty of Life Science 02 01 5 B.A. (Hons.) Faculty of Social Sciences 02 02 6 M.A. Faculty of Arts 02 7 M. Sc. Faculty of Life Sciences 01 8 M. Sc. Faculty of Science 01 9 M.A. Faculty of Social Sciences 02 10 B.A.LL.B. 02

2.1.6. Number of students admitted in University Departments in the last four academic years:

Categories Year 1 (2010-11)

Year 2 (2011-12)

Year 3 (2012-13)

Year 4 (2013-14)

M F M F M F M F SC 84 40 76 48 67 25 69 38 ST 21 01 22 10 22 06 28 26 OBC 937 332 1056 301 1240 486 1415 532 General 3930 2679 3904 2444 4025 2335 3723 2660 Others 164 52 176 61 165 46 397 86

2.1.7. Has the University conducted any analysis of demand ratio for the various programmes of the University Departments and affiliated colleges? If so, highlight the significant trends explaining the reasons for increase/decrease.

In consonance with national trends the demands for the UG programmes is much higher as compared to PG programmes and there is a visible increasing trend in this direction. Further, the demands of research courses like M.Phil./Ph.D. also show a positive demand ratio.



Programmes Number of applications

Number of students admitted Demand Ratio

UG 94075 6518 14.43 PG 29453 3745 07.86 Integrated Masters

Not applicable Not applicable Not applicable

Integrated UG Courses 2612 208 12.55

M.Phil./Ph.D. 2297 274 8.38

Integrated Ph.D. Not applicable Not applicable Not applicable

Certificate 90185

Under process To be calculated. Diploma 420

PG Diploma 608 Any other (please specify)

2.1.8. Were any programmes discontinued/staggered by the University in the last four years? If yes, please specify the reasons.

� M.Sc. in Enzyme and Fermentation Technology � PG Diploma in Gardening & Interior Decoration Insufficient no. of aspirants made the courses non-viable.

2.2. Catering to Student Diversity

2.2.1. Does the University organize orientation/induction programme for freshers? If yes, give details such as the duration, issues covered, experts involved and mechanism for using the feedback in subsequent years.

The University provides information about its culture, heritage, facilities, code of conduct and many other such issues through:

� Admission prospectus, handbills and booklets, and � Counseling and induction programmes, especially in the Medical

College, Faculty of Management, Women’s College etc., which range from a day to one week.

� The students are introduced through various programmes to the University Heritage, facilities.

� More comprehensive counseling of the freshers is done by the Wardens and senior students in the hostels. Senior House Monitors, Senior Halls and various other student functionaries/ representatives are specially assigned these tasks to perform.

2.2.2. Does the University have a mechanism through which the “differential requirements of the student population? Are analysed after admission and before the commencement of classes? If so, how are the key issues identified and addressed?

Admissions to AMU are given purely on the basis of merit. However, the information pertaining to the differential requirements of the



student population – region, gender, caste, religion, and tribe – are solicited in the admission form supported with documents. This information is maintained by the University and used for merit-based nomination for admission under certain categories and also for allotment in hostels.

After admission, students with weak competence level in language proficiency and computer awareness, etc., are provided with supporting programmes in various Departments and Halls of residences. Students from financial underprivileged background are provided with financial assistance like half and full waiving of the fee, Merit cum Means and some other Scholarships attached to the University as Charity and Memorial fundings by private stakeholders.

2.2.3. Does the University offer bridge/remedial/add-on courses? If yes, how are they structured into the time table? Give details of the courses offered, Department-wise/Faculty-wise?

� There is a Pre-MFA Bridge Course in the Faculty of Arts. � A one-year Bridge course has been introduced for Madarsa

pass outs to integrate them into the National Mainstream of education.

� Special crash course is to be designed by the Department of English from this semester as a part of provision for foreign nationals who have weak proficiency level in English.

2.2.4. Has the University conducted any study on the academic growth of students from disadvantaged sections of society, economically disadvantaged, physically handicapped, slow learners, etc.? If yes, what are the main findings?

It goes without saying that students from disadvantaged sections of society, economically disadvantaged, physically handicapped, slow learners, etc. deserve and need special assistance. Through admission forms, the University maintains a record of the special background of such disadvantaged lots and uses them in order to meet their needs for the following purposes:

� Admission to such students is encouraged and given on the basis of merit cum nomination under quota of SC, ST, OBC, differently-abled or economically backward districts categories.

� Hostel allotment with easy accessibility and fee concessions are also provided to them.

� Special courses and programmes are arranged for these students and the slow learners by the Residential Coaching Academy (RCA), Academic Staff College, their Halls of Residence, General Education Center, besides special care is given by the teachers/wardens in their academic life.

� RCA provides special - round the year - coaching programmes for competitive recruitment tests in private and public sectors.



� Training and Placement Cell also assists them in procuring appropriate jobs.

� Library, Ahmadi School for Visually Challenged and Disability Cell provide them with required study materials, hardwares and softwares, besides skill oriented education.

2.2.5. How does the University identify and respond to the learning needs of advanced learners?

The learning needs of advanced learners are identified and responded to by the teachers in their classroom situations and they are taken care of in tutorial classes and or at the level of their project work. Generally for a better learning, they are given topics and tasks with higher difficulty level as compared to the slow learners.

They are facilitated with an enriched experience of pre-service exposure to institutional affairs, systemic nuances, administrative issues and organizational needs through their participation in the different elected bodies of the University, organizing-committees for seminars & conferences, editorial boards of students’ magazines of the University or the hall of residence. There are provisions for undertaking projects and initiating autonomous academic activities for the advanced learners.

2.3 Teaching-Learning Process

2.3.1 How does the University plan and organise the teaching, learning and evaluation schedules (academic calendar, teaching plan, evaluation blue print, etc.)?

The University plans the teaching, learning and evaluation schedules in the following manner:

� Before the start of the academic session, decisions regarding Academic Calendar, Teaching Plan and evaluation schedule, etc., are taken by the Deans of Faculty in consultation with the Chairmen of the Department of Studies of the concerned Faculty and recommended to the Academic Council for approval.

� Before the end of each academic session, the Department holds a meeting of all the faculty members at the Board of Studies (BoS) level discusses the various courses to be offered to the students in the forthcoming session, modification needed in the syllabi and allots the course to be taught in the next academic session by a faculty

2.3.2 Does the University provide course outlines and course schedules prior to the commencement of the academic session? If yes, how is the effectiveness of the process ensured?

The University does provide course outline and course schedule both to students and teachers before the commencement of academic session.



The effectiveness of the process is ensured through:

� The monitoring by the chairmen of the Department concerned. � Periodic assessments of the deadlines provided are done through

class test, mid semester examinations, etc. 2.3.3 Does the University face any challenge in completing the

curriculum within the stipulated time frame and calendar? If yes, elaborate on the challenges encountered and the institutional measures to overcome these.

Generally the University does not face any challenges in completing the curriculum within the stipulated time - frame and calendar. However, in the wake of any unexpected distractions the University ensures the successful completion of the curriculum through extra/remedial classes and shortening as well as cancelling summer or winter vacations.

2.3.4 How is learning made student-centric? Give a list of participatory learning activities adopted by the faculty that contributes to holistic development and improved student learning, besides facilitating life-long learning and knowledge management.

Learning is made student-centric through following ways:

� Interactive teaching methodologies are adopted in the classrooms. � Project based learning through which students get maximum

exposure and freedom to improvise and innovate while displaying their multiple skills.

� Students are given hands-on training in instrumentation, survey, computing, search tools, sampling and specimen preservation.

� Various student bodies have been active on the campus through which students are provided their space to hone their talents and vent out their creativity. Some such bodies are:

• Hall magazine societies in each resident hall on the campus • Cultural and academic activities are organized in each

Department and each Hall of Residence on a compulsory basis annually, for which special funds are allocated.

• Aligarh Magazine (in English and Urdu) is a very old student-magazine, which is run by a student editorial board selected from all over the University.

• A very active hub General Education Centre is run by the University for beyond-the-classroom learning and activities. Special funds are allocated by the University to fulfill various students’ needs in the GEC.

• Learners’ autonomy is a major agenda which is aimed at while planning and executing the policies in the University.

• Pre-submission seminar presentations are facilitated by the Department of studies for the students.

• Representatives of students are members of Academic Council and the Court.



2.3.5 What is the University’s policy on inviting experts / people of eminence to deliver lectures and/or organize seminars for students?

� Special funds are allocated every academic year for Departments of studies to invite eminent professors, scientists, public speakers, corporate leaders and highly successful alumni to deliver lectures, talks, discuss and give workshops to the students.

� There is a central agency by the name, “University Extension Lecture”, which facilitates the lectures of experts from different disciplines.

� Each Department has an internal procedure too, for research and PG students in which the Departments invite experts on specific issues individually and discussions/lectures are held as per the need of the students.

2.3.6 Does the University formally encourage blended learning by using e-learning resources?

� The Maulana Azad Library has a big online database of e-resources like JSTOR, PROJECT MUSE, EBSCO, UGC INFONET, etc. A big number of hard version of resources have also been converted into e-resources.

� MIT open courseware. � Blending of latest technological tools in teaching like Computer

Assisted Language Learning, language lab, phonetics softwares, latest e-learning platforms, etc.

� Teachers enjoy autonomy in their teaching methodologies through which they improvise to blend e-learning resources.

� Students are encouraged to adopt the e-resources of learning in their presentations, dissertations and researches and are facilitated with an infrastructure to access in the Departments of studies besides the Central Library.

2.3.7 What are the technologies and facilities such as virtual laboratories, e-learning, open educational resources and mobile education used by the faculty for effective teaching?

� The Maulana Azad Library has a big electronic database available through the LAN on the campus and efforts are being made to make it available for the distant-users as well through passwords.

� Maximum number of Departments in the Humanities and Social Sciences have laboratories with e-learning and other open educational resources like subject-specific softwares, interactive learning resources etc.

� All the science and technology Departments and Institutes have e-learning and open educational resources including some tie-ups with foreign universities and access to the databases of some foreign University’s resources.

� The University has a Centre for Distance Education (CDE) which has seen fast growth in the last decade and has been facilitating



the education to the socially underprivileged and academically backward sections of the society.

2.3.8 Is there any designated group among the faculty to monitor the trends and issues regarding developments in Open Source Community and integrate its benefits in the University’s educational processes?

Many informal groups and associations within the teaching faculty are functional to monitor the trends and issues regarding developments in Open Source Community and integrate its benefits in the University’s educational processes

There are various designated groups like Raleigh Literary Society, Urdu-e-Moalla, Sultania Historical Society, Philosophy Society and others in ZH College of Engineering & Technology.

2.3.9 What steps has the University taken to orient traditional classrooms into 24x7 learning places?

Given below are some major steps that make the University a 24x7 learning place:

� Laboratories and research facilities are available round the clock to students.

� Library remains open for the maximum duration of a day (18 to 24 hours) to facilitate students’ needs.

� The campus has internet facility through which the online e-resources are accessible to the students.

� Many halls of residence have Wi-Fi facility for enabling the students to be able to continue their studies online.

� The ward system is facilitated to counsel the students beyond the working hours.

� Teachers communicate with their students about the assignments and tasks online.

2.3.10 Is there a provision for the services of counsellors/mentors/ advisors for each class or group of students for academic, personal and psycho-social guidance? If yes, give details of the process and the number of students who have benefitted.

AMU is known for these features. Some of them are listed below:

� Since the University is a residential campus therefore 24 hours access to the Wardens, Provosts and Proctor is available to the students for counseling, mentoring and guidance.

� Faculty of medicine has a 24 hours service for the students for counseling and other psychiatric aids.

� Each Department has a committee comprising teachers and student representatives for counseling the students against ragging etc.

� Socio-cultural guidance about the campus and academic ethics is received by the students through a characteristic Aligarian ethos of



the campus, which is cultivated out of the bonding of the senior and junior students in the halls of residence.

� Resident wardens are provided within the premises of the hostels to provide counseling and mentoring to the students.

� Departments have overall coordinators of courses and mentors as the tutors for the students who provide mentorship and advice to the students. Separate tutorial classes are assigned for this purpose.

2.3.11 Were any innovative teaching approaches/methods/ practices adopted/put to use by the faculty during the last four years? If yes, did they improve learning? What were the methods used to evaluate the impact of such practices? What are the efforts made by the institution in giving the faculty due recognition for innovation in teaching?

� Different training events like in-house workshops for teachers and students on various pedagogical as well as disciplinary issues have been organized at the Department and the University levels.

� Technological resources like remote-sensing, tele-conferencing, supplementary audio-video etc have been actively incorporated in teaching and learning.

� Academic competitive events like quiz, debates, elocution, Just a Minute (JAM) talk, etc., organized for the students.

� Blending of disciplines like linguistics, languages, sports, mass communications, media, journalism, sciences etc have been done in various events.

� A considerably big number of Departments of studies have improved their infrastructure incorporating state-of-art conference rooms, seminar spaces, presentation facilities, classrooms etc to provide latest technological exposure to the students.

� Through these innovative approaches/methods/practices students have provided positive feedback.

� Such innovations are also evaluated through the impact that these make on the students performance. Teachers involved in innovations are given due acknowledgements in the annual report etc. The teachers also gain points in their API for the innovations they make

2.3.12 How does the University create a culture of instilling and nurturing creativity and scientific temper among the learners?

The following instances can be listed as response to this query:

� Creativity is encouraged through Music, Film, Fine Arts, Hobbies and Literary clubs and clubs for performing arts run under the aegis of General Education Center (GEC).

� AMU is known to have been a center for poetic indulgence of the teachers and students. Bait-bazi, self composed poetry reading competitions, mushairas, etc., are a few instances to suffice that creativity is nurtured and promoted as an organizational trait on the campus.



� Other performative and fine arts are facilitated due care and promotion. The University has a mural done by M F Hussain at the GEC building and by Sadaqain on the Geography Department building exclusively to validate the artistic and creative taste of the University.

� Drama, theater and film festivals are regularly organized by the GEC. � Special institutes and centers have been established by the

University. For example: Interdisciplinary Biotechnology Unit, Institute of Ophthalmology, Centre for Promotion of Science, Interdisciplinary Brain Research Centre, etc.

� Teachers are encouraged and provided financial assistance to hold and participate in workshops, seminars, give lectures, discussions and contribute to the policy making of the scientific forums.

� Students are encouraged to participate in science events nationally as well as internationally.

� Exhibitions, presentations, demonstrations, lectures and suggestions of the scientists and acclaimed researchers are organized by the University.

2.3.13 Does the University consider student projects mandatory in the learning programme? If yes, for how many programmes have they been (percentage of total) made mandatory?

� At PG and UG levels students have to submit student project as part of their degree programme by most of the Departments in the Faculty of Sciences, Life Sciences, ZH College of Engineering & Technology, Medicine and for some Departments in the Faculty of Arts

� Students of engineering, medicine, sciences, law and mass communication among others do their project work as a part of internship and summer training also.

2.3.14 Does the University have a well-qualified pool of human resource to meet the requirements of the curriculum? If there is a shortfall, how is it supplemented?

The University has no shortfall of human resource to meet the requirements of the curriculum. Some of the features like qualifications and expertise of the faculties as mentioned in the Profile of the University and also in the Evaluative Reports of the Departments are evident enough in this regard.

2.3.15 How are the faculty enabled to prepare computer-aided teaching/ learning materials? What are the facilities available in the University for such efforts? � Most of the Departments in the University have state-of-art

computer labs. � Teachers have been provided personal computers in their offices

in the Departments. � Teachers have internet access as well as access to e-resources of

the Central library.



� The teachers who need assistance and training in computer and softwares are provided training and exposure from time to time in the Staff College.

2.3.16 Does the University have a mechanism for the evaluation of teachers by the students/alumni? If yes, how is the evaluation feedback used to improve the quality of the teaching-learning process?

The University has recently evolved a formal mechanism for obtaining feedback from the students as well as alumni about the teachers.

2.4 Teacher Quality 2.4.1 How does the University plan and manage its human resources to

meet the changing requirements of the curriculum?

The University has the following provisions to facilitate for upgradation of knowledge and pursuit of higher education for meeting the changing requirements of curriculum through:

(i) Refresher Courses/Summer and Winter Schools, (ii) Study Leave and Leave for Academic Pursuit, (iii) Workshops and Teachers Training Program, (iv) Ph.D. as a teacher candidate without a supervisor and without

proceeding on leave, (v) Teachers’ autonomy, good working conditions and facilities.

2.4.2 Furnish details of the faculty:

Permanent

Pro

fess

or

Ass

ocia

te

Pro

fess

or

Ass

ista

nt

Pro

fess

or

Tot

al

M F M F M F DSc 5 0 1 2 2 0 10 PhD 165 20 222 63 148 64 682 M.Phil. 6 5 12 16 11 8 58 PG 90 31 92 20 104 39 376 Total Permanent 1126 Temporary PhD 20 9 1 1 52 36 119 M.Phil. 0 0 0 0 3 2 5 PG 23 4 1 0 57 28 113 Total Temporary 237 Part Time PhD 0 0 2 0 0 0 2 M.Phil. 0 0 0 0 0 0 0 PG 6 0 0 0 1 0 7 Total Part Time 9 Grand Total 1,372

2.4.3 Does the University encourage diversity in its faculty recruitment? Provide the following details (Department / school-wise).

Some statistics are provided below from the Evaluative Reports of the



Departments: However for more details, please see Volume II: Evaluative Reports of the Departments.

Department / School

% of faculty from the

same univ.

% of faculty from other univ. within

the State

% of faculty from univ.

outside the State

% of faculty from other countries

Agriculture Microbiology

75% NIL 25% NIL

Amraz-e-Niswan-wa-Atfal

50% 0% 50% 0%

Anaesthesiology 80% 20% NIL Anatomy 85% 15% NIL NIL Applied Chemistry 89% 11% NIL NIL Applied Physics 75% 8.4% 16.6% NIL Architecture NIL NIL 100% NIL Burns, Plastic Surgery

50% 50%

Chemical Engineering

80% -- 20% --

Chemistry 90% -- 10% -- Commerce 90% 5% 5% NIL Computer Engineering

64% 18% 18% NIL

Conservative Dentistry

50% 50% NIL NIL

Dermatology NIL NIL 100% NIL Economics 80% 6.67% 13.33% NIL Electrical Engineering

55% 25% 25% NIL

Fine Arts 71.42% 14.28% 14.28 NIL Forensic Medicine 50% 25% 25% NIL Geology 95% NIL 5% NIL Hindi 50% 10% 40% NIL History 93.11% NIL 6.89% NIL Home Science 75% 10% 15% NIL Ilaj Bit Tadbeer 50% NIL 50% NIL Interdisciplinary Biotechnology Unit 75% 25% NIL NIL

Library & Information Sciences

50% 25% 25% NIL

Linguistics 75% NIL 25% NIL Mass Communication 20% 20% 60% 0%

Mathematics 80% NIL 20% NIL Microbiology 60% 10% 30% NIL Modern Indian Languages NIL NIL 100% NIL

Museology 60% 20% 20% NIL



2.4.4 How does the University ensure that qualified faculty is appointed for new programmes/emerging areas of study (Bio-technology, Bio-informatics, Material Science, Nanotechnology, Comparative Media Studies, Diaspora Studies, Forensic Computing, Educational Leadership, etc.)? How many faculty members were appointed to teach new programmes during the last four years?

The University encourages and makes all efforts and provisions to appoint qualified faculties not only in the emerging areas or existing areas, but also in other conventional programmes. Advertisements for the vacancies are given with sufficient time in the national Dailies and on the AMU website.

A thorough screening of the documents and claims made by the applicant is undertaken by the selection committee section of the University.

2.4.5 How many Emeritus/Adjunct Faculty/Visiting Professors are on the rolls of the University? Emeritus Professors: Four, Visiting Professors: Four (139 visiting Fellows)

2.4.6 What policies/systems are in place to academically recharge and rejuvenate teachers (e.g. providing research grants, study leave, nomination to national/international conferences/seminars, in-service training, organizing national/international conferences etc.)?

� For teaching staff it has, UGC- Academic Staff College which organizes regular programme. It has organized 25 Orientation Programmes and 81 Refresher Programmes which benefitted around 4000 participants

� In addition, it has organized in-house training programmes benefitting more than 100 participants.

� Three years paid leave is granted to teachers to obtain Ph.D. � One year leave with full pay is granted for working on a project. � Many Conferences are organized. � Teachers are encouraged to participate in national international

conferences. Summary is produced below. � Similarly, the non- teaching staff is provided with in-house training.

They are also facilitated to have personal growth as they can pursue their higher education in the University as Private candidates. They are given training in short term training courses provided by various administrative and Financial Professional Organizations.

� 20 Orientation Programmes, 60 Subject Refresher Courses, 2 special summer/winter schools and 29 short term courses for 4520 teachers



Sr. No.

Assistance for teachers No. of teachers benefitted

2009-10 2010-11 2011-12 2012-13 2013-14 1 Full pay leave (3 years) 06 08 01 02 Nil

2 Leave for academic purpose (1 years)

02 09 06 04 Nil

3 Orientation programmes 4/127 5/167 5/247 5/245 3/101 4 Refresher courses 10/437 12/458 14/454 15/548 9/291 5 Leaves for conferences 435 366 349 188 134 6 Conferences organised 34 43 47 26 49

7 Conferences attended nationally

417 313 319 139 87

8 Conferences attended internationally

41 73 49 59 55

No. benefitted in 2009-10 6 2 4/12710/437

No. benefitted in 2010-11 8 9 5/16712/458

No. benefitted in 2011-12 1 6 5/24714/454

No. benefitted in 2012-13 2 4 5/24515/548

No. benefitted in 2013-14 Nil NIl 3/1019/291

� Non teaching staff members are supported to fully grow within their professions and they eventually achieve some of the top administrative positions in the University.

2.4.7 How many faculty received awards/recognitions for excellence in teaching at the state, national and international level during the last four years?

A total number of 185 faculty members have received National and international recognition from reputed professional bodies and agencies. The following teachers are listed here to provide information in this regard. Please see Volume II of the SSR: Evaluative Reports of the Departments for more details.

1. Prof. Kafeel Ahmad Qasmi, Department of Arabic President of India's award for the Arabic Scholar.

2. Dr. Abdul Malik, Dept. of Agricultural Microbiology selected for DAAD-DST Academic Exchange Programme at the Technical University, Berlin, Germany.



3. Professor Akhtar Haseeb, Dept. of Plant Protection awarded Late Shri P.P. Singhal Memorial Award 2009-2010 for his outstanding contribution in the field of Plant Protection on 24-25 January 2010 by IARI, New Delhi.

4. Dr. M. Kamil Usmani, Dept. of Zoology awarded TWAS-CAS Fellowship from June to August 2010 to carry out Advanced Research on Molecular Taxonomy at the Institute of Zoology, Chinese Academy of Sciences, Beijing, China in collaboration with Professor Le Kang.

5. Dr. Riaz Ahmad, Dept. of Zoology awarded Dr. D.S. Kothari Post Doctoral Fellowship, UGC, New Delhi, 2009.

6. Dr. Mohd Shameem, Dept. of TB and Respiratory Diseases awarded Fellowship of the Asia- Pacific Society of Respirology (Japan) to get Advanced Training in Plmonology at Queen Elizabeth Hospital, Malaysia.

7. Professor S.S. Shah, Department of Civil Engineering awarded Professor A.V. Shroff biennial award for the best paper published in Indian Geotechnical Journal, 2009.

8. Professor Prabhat Kumar, Department of Electrical Engineering awarded System Society of India-Raj Kumar Varshney Gold Medal Award, 2009.

9. Dr. Mohd Hasan, Department of Electronics Engineering awarded Commonwealth Fellowship 2009 for post-doctoral research study in the area of Nano-electronics at Nano- Technology Centre, Queens' University of Belfast (UK).

10. Dr. M. Kaleemuddin Ahmad, Dept. of Mathematics, awarded DAAD fellowship to work on the project “Sharp Operator based Diffusion Filter” at TWM, Kaiserslautern (Germany) from 16 May 2009 to 15 July 2009.

11. Professor S. Imtiaz Hasnain Appointed as one of the Members of the Round Table set up by the Ministry of Human Resource Development (Govt. of India) for Protection and Promotion of Indigenous Traditional Knowledge and Endangered Languages.

12. Prof. Azarmi Dukht Safavi Award and Certificate by I ranian Government for Exemplary Services to Persian Language and Literature

13. Prof. A.K. Qasmi: Awarded Life Achievement Award from UP Urdu Academy (worth one Lakh)

14. Dr. M. Q. H. Faridi :(UP Urdu Academy Award on “Izhar-Iblagh”) (Bihar Urdu Academy:

15. Dr. (Mrs.) Seema Saghir: “Urdu Academy Lucknow Award” “Bihar Urdu Academy Award”.

16. M. Sarosh Umar & Prof. M. Qasim Rafiq Best Paper Award February 28,2011 IARIA, USA at ACHI2011

17. Prof. S.M. Hadi was awarded by Elsevier as Top Ten Cited Authors in the year 2007 -2008 for his paper entitled “Oxidative breakage of cellular DNA by plant polyphenols: A Punitive mechanisms for anticancer properties” published in journal Seminar in Cancer



Biology in 2007 Last year (201 0) 18. Prof. M. Anis Appointed as Visiting Professor in Department of Plant

Production & Food Sciences, King Saud University, Riyadh, Saudi Arabia, 201 0-2011

19. Dr. Iram Siddique (RA-CSIR) Young Scientist of the Year 2010 by the Uttar Pradesh Council of Science and Technology, Lucknow.

20. Dr. M. K. Usmani: Awarded TWAS-CAS Fellowship for the period June-August, 2010 to carry out advance research work on Molecular taxonomy of Acridoidea (Orthoptera) at Institute of Zoology, Chinese Academy of Sciences, Beijing, China in collaboration with Prof. Le Kang which will be beneficial for the proposed research project.

21. Dr. Riaz Ahmad, BOYSCAST Fellowship, 2010-11. Department of Science & Technology (DST), New Delhi to pursue advance research training at USA.

22. Dr. S Moied Ahmed, Academic Staff Commonwealth Fellowship at LEEDS teaching hospital, UK.

23. Prof. Abida Malik received UC Chaturvedi Life Time Oration Award 2011 24. Prof. Abida Malik, Awarded “DAAD” Fellowship in Germany at two

German University in 2010. 25. Dr. G.S. Hashmi Young Scientist Visiting Fellowship award 2010by

Council of Science & Technology. 26. Dr. Asadullah, Reader, recipient of AGO Prize in 4th Ditan

International Conference on Infectious diseases held Beijing, China during July 15-18, 2010.

27. Prof. M. Anis, Department of Botany, awarded Vigyan Ratan Award by CST, UP and elected Fellow of Indian Society of Genetics and Plant Breeding (FISG), 2011.

28. Dr. M. Rizwan Khan awarded Fellowship for Indo-Hungarian Exchange Programme and was invited as Visiting Fellow for delivering series of lectures in the IULM University, Milan, Italy.

29. Professor Javaid Akhtar, Dean, Faculty of Management Studies and Research conferred with Scholar of the Year Award by Academy for Global Business Advancement (AGBA) at the Texas A & M University, Texas, USA.

30. Professor Zainus Sajidin Siddiqui, Ex. Dean Faculty of Theology, President of India's award for the Arabic Scholar

31. Professor S. Ali Mohammed Naqvi, Department of Shia Theology, Iranian Vice Presidential Award

32. Professor Jamal Ahmad, Director, Rajiv Gandhi Centre for Diabetes and Endocrinology Gen. Mir Chand Oration Award by National Academy of Medical Sciences

33. Professor R.K. Tiwari, Sir Ziauddin Ahmad Dental College International Fellowship of Pierre Fauchard Academy

34. Dr. Lateef Zafar Jilani, Department of Orthopaedic Surgery, JNMC International Fellowship in Lower Limb Arthroplasty and Surgery at Golden Jubilee National Hospital, Glasgow, UK

35. Professor (Mrs.) Qudsia Tehseen, Department of Zoology, Indo-Australian Senior Scientist Fellowship and the Erasmus Mundas Scholar Fellowship of the EUMAINE project Europe.



36. Mr. Shamshad Ali, Mechanical Engineering Section, University Polytechnic Invented four new machines, which will help increase production and conserve energy while reducing manpower requirement. Applications for the patents of the same have been accepted by the Journal of Patent Office.

37. Dr Asad U Khan, was awarded National Bioscience award of DBT, Government of India.

38. Dr. M. Mohsin Khan, Department of Applied Physics, Z.H. College of Engineering & Technology, Represented AMU in the world forum ALICE experiment at CERN, Geneva, Switzerland involved in the search of Quark Gluon Plasma Higg's Bason and Physics beyond Standard Model

39. Dr. M. Sajjad Athar was awarded Visiting Associate Professor at the University of Tokyo, Japan, for May to June.

2.4.8 How many faculty underwent staff development programmes during the last four years (add any other programme if necessary)? (2009 – December 2013)

Academic Staff Development Programmes Number of faculty Refresher courses 247 HRD programmes -- Orientation programmes 88 Staff training conducted by the University 148 Staff training conducted by other institutions 62 Summer/Winter schools, workshops,/Short Term Course 32+1273

2.4.9 What percentage of the faculty have

� been invited as resource persons in Workshops/ Seminars/ Conferences organized by external professional agencies?

� participated in external Workshops/Seminars/Conferences recognized by national/ international professional bodies?

� presented papers in Workshops/Seminars/Conferences conducted or recognized by professional agencies?

� teaching experience in other universities/national institutions and other institutions?

� industrial engagement? Consultancy for industries and government agencies, conduct short term program for staff of industries.

� international experience in teaching? cf. volume II of the SSR: Evaluative Report of Department for details. These are regular phenomena.

2.4.10 How often does the University organize academic development programmes (e.g.: curriculum development, teaching-learning methods, examination reforms, content/ knowledge management, etc.) for its faculty aimed at enriching the teaching-learning process?

The Courses of the Academic Staff College are held round the year to enrich the teaching learning process in the University Faculty. Courses



of different nature are aimed at imparting the teacher participants the specific subject knowledge, orientation with the goals of nation building such as establishing linkages between the society and higher education and the overall development of teachers by keeping abreast with the latest techniques in pedagogy and research methodology.

S. No. Session Orientation

Programme

Subject Refresher

Course

Special Summer/

Winter School

Short Term

Course 1. 2009-2010 04 12 -- 06 2. 2010-2011 04 12 -- 06 3. 2011-2012 05 14 -- 06 4. 2012-2013 05 14 01 06 5. 2013-2014 02 08 01 04

Total 20 60 02 28

2.4.11 Does the University have a mechanism to encourage � Mobility of faculty between universities for teaching? � Faculty exchange programmes with national & international bodies? If yes, how have these schemes helped in enriching the quality of the faculty? The University does have a mechanism to encourage mobility of faculty and also for exchange programmes. For mobility between universities for teaching, a teacher can move for a certain period of time as per the rules either through deputation or by availing Extra Ordinary Leave to a maximum period of five years. Teachers from AMU often move for this purpose.

There is considerably big number of teachers at AMU, who have made use of Exchange Programmes advertised by UGC and other agencies.

Such teachers have often shown a fresh outlook and vibrance in teaching and other curricular activities.

In addition to this, the University has recently initiated STEM-ER programme between AMU and Ohio State University to facilitate students and faculty exchange programme Obama Sing programme.

2.5. Evaluation Process and Reforms

2.5.1. How does the University ensure that all the stakeholders are aware of the evaluation processes that are in place?

Complete Ordinances (Academic) and Regulations are available on the University website. Results are also displayed on the Website/Notice Boards. Related notices are regularly issued for wide publicity to the concerned Department/Faculty and students.

2.5.2. What are the important examination reforms initiated by the University and to what extent have they been implemented in the



University Departments and affiliated colleges? Cite a few examples which have positively impacted the examination management system.

The major reforms implemented are listed below:

� Grading system is being practiced in some faculties. � Continuous evaluation process in place in some faculties. � Examinations Forms have been made available on the website of

the Controller of Examinations. Examinations Fee has been integrated with the regular fee.

� Examination Answer Scripts have been modernized with a confidential code so as to eliminate any chance of suspicion or unfair means.

� Results of most of the courses have been computerized. � Undergraduate students in the Faculty of Science/Arts/ Commerce/

Life Science/Social Science/Theology have to fill in their registration forms just before the commencement of each Semester.

� Registration in a number of courses are done online also at the beginning of each Semester.

2.5.3. What is the average time taken by the University for declaration of examination results? In case of delay, what measures have been taken to address them? Indicate the mode / media adopted by the University for the Publication of examination results (e.g. website, SMS, email, etc.).

The average time taken to declare the result after examinations is less than three weeks after the exams are over.

In case of delay the following measures are in place:

� Reminders are sent to the Evaluators after the expiry of the stipulated time.

� Second reminders are issued just after five days of the first with a copy to the Deans/Chairmen regarding delay in receiving the Scrutinized award list.

� In case of out-station Evaluators award list sent through Email/Fax is also accepted. Officials are also deputed to collect the award list for speedy declaration of results.

� In certain cases, under exigency, the confidential marks are also considered by the concerned authority so that the student may not be deprived of admission/scholarships due to delay in the declaration of result to a course.

Media/Mode for result publications: The Results of the courses published on the Controller’s Website/ Notice Boards.

2.5.4 How does the University ensure transparency in the evaluation process? What are the rigorous features introduced by the University to ensure confidentiality?

AMU has always been a precursor in such practices of transparency in evaluation process. This can be verified from the following instances:



Confidentiality: � Examiners are recommended by the BOS of the concerned

Departments. � Coding of the Answer Books is being done in number of courses. � Roll Numbers are allotted to the candidates which differs from the

Faculty numbers to ensure confidentiality.

Transparency: � In case of any grievance from the Examinee the Re-evaluation of

the answer books are open in each course/paper. � Compulsory Scrutiny of all the answer books is done by other

scrutinizers appointed for the same. � Chief Scrutinizers ensure that the scrutiny of all Answer Scripts is

done as per norms. � Student can obtain the copy of answer book through RTI

2.5.5. Does the University have an integrated examination platform for the following processes?

The University has a full-fledged office of the Controller of Examination and Admissions with a proper establishment and sufficiently big number of staffs.

* Pre-Examination Process: � Computerized list of registered students for each paper are sent

to the Examination Centres for preparation of seating/ attendance plan and appointment of Invigilators etc.

� Computer based time table management in the Faculty of Engg. & Technology is being practiced and the same is being implemented in other Faculties also.

� Payments of fee are accepted through Cash Receipt / Bank Challan etc. Further, the University is in the process of on-line payment gateway from the session 2014-2015.

* Examination Material Management & Logistics University has in-house facilities for typing, printing and copying and all work/ activities related to Examination material is being done I the Examination Office under extremely tight security. The Examination material to the Examination Centres within the campus is delivered and collected under security with confidentiality by the University staff.

* Post-examination process – Attendance capture, OMR-based exam result, auto processing, generic result processing, certification, etc.: � The result processing is done with the examination soft ware. � Results are notified within stipulated time on the website and

individual notice boards � The Award list is made available to the students. � Certification is done at the time of Convocation, or as and when

the candidates apply for it. For more details, cf 2.1.1



2.5.6. Has the University introduced any reforms in its Ph.D. evaluation process?

� The University has adopted the UGC Regulations of 2009 on M. Phil and Ph.D. degrees, which expects the research scholars to go for pre-submission seminars, publication of research papers and other requirements before the final submission of the thesis.

� The University has already adopted the UGC guidelines in respect of admission and evaluation of Ph.D. Programme.

� Consequently the University has amended its rules for evaluation of Ph.D. Thesis such as: Introduction of course-work, pre-submission seminar and publication based on the research.

� PhD Theses are evaluated by two External Examiners of which one has to be from outside the country. Further, soft copy of the thesis is also sent to the examiners, and the manuscripts, after award of the Degree, are uploaded on the Shodhganga website as per the UGC norms.

2.5.7. Has the University created any provision for including the name of the college in the degree certificate?

No, AMU does not have any affiliated College.

2.5.8. What is the mechanism for redressal of grievances with reference to examinations?

The University has provisions in its Academic (Ordinances) for the redressal of grievances with reference to examination and the following mechanisms are available:

� Re-evaluation of Answer Scripts � Re-totaling of marks � In exceptional cases the Vice-Chancellor on the request of student

may order re-checking of his copy within or outside the University.

Further, a candidate may obtain the photocopy of his Answer Script under RTI.

2.5.9. What efforts have been made by the University to streamline the operations at the Office of the Controller of Examinations? Mention any significant efforts which have improved the process and functioning of the examination division/section.

� Spot Evaluation for Board Examinations has been implemented. � Examination Forms have been made available on University website. � Examination copies have been made Tamper Proof. � Computerization of results has been implemented. � New Counter for collection of Application Form/fee collection has

been provided. � Extensive use of web based technologies has been introduced for

ease of access to applicants throughout the country and abroad. � Online Payment on Gateway for collection of fee is under process.



� Digitization of students’ examination registration as well as results have been implemented.

� Admission processes have been made transparent and responsive to any grievance.

2.6. Student Performance and Learning Outcomes.

2.6.1. Has the University articulated its graduate attributes? If so, how does it facilitate and monitor its implementation and outcome?

� The Vision of the University has articulated certain graduate attributes. � The University has integrated such graduate attributes as

Linguistic proficiency level, knowledge base, culturally rich value system, scientific temperament, tolerance, individual and team work and coexistence in the curriculum of various Departments / Faculties and also in the residential set up. The inclusion of Humanities courses in the Faculty of Engineering and Technology and the teaching of languages and Theology to the students of all faculties at undergraduate level (BA / B. Sc / B. Com Courses) can be cited as appropriate examples of articulation of graduate attributes in the curriculum.

� These attributes are inculcated through academic curriculum, co-curricular and extracurricular activities combined with life.

� Further, monitoring is done through examination, feedback from different stakeholders such as students, alumni, parents, employers and also through print and electronic media.

2.6.2. Does the University have clearly stated learning outcomes for its academic programmes / Departments? If yes, details on how the students and staff are made aware of these?

� The academic programmes in the University are outcome based. While some Departments have specified them, the others are following it in traditional manner.

� Z.H. College has implemented outcome based curriculum in which the outcome and objectives of programme and each course offered is defined and mapping is done with the programme outcomes to ensure that the outcomes of the program are met through the courses offered. The same exercise has been undertaken by the Dept. of Radio-diagnosis, Jawaharlal Nehru Medical College too.

2.6.3 How are the University’s teaching, learning and assessment strategies structured to facilitate the achievement of the intended learning outcomes?

Following steps are taken by the University to facilitate the achievement of intended learning outcomes:

(i) Introduction of semester system.



(ii) Migrating to the credit based system. (iii) Providing flexibility in choosing electives. (iv) Provision for open electives. (v) Infrastructure development in respect of effective

communication by providing language labs. (vi) Adoption of comprehensive continuous evaluation procedure. (vii) Easy access to students and faculty to e-learning resources. (viii) New initiatives have been taken for holistic development of

students such as providing new sports, cultural activities and enrichment of residential life.

2.6.4 How does the University collect and analyse data on student learning outcomes and use it to overcome the barriers to learning?

The Z.H. College of Engineering & Technology has recently introduced the following methods for collecting data on the achievement of outcomes:

(i) On-line feedback from alumni (ii) Feedback from employer and students (iii) Placement (iv) Examination results

The analysis process is, however, in the initial stages. The impediments and problems shall be identified after a thorough analysis of data and subsequently corrective measure shall be taken.

2.6.5 What are the new technologies deployed by the University in enhancing student learning and evaluation and how does it seek to meet fresh/future challenges?

Following new technologies are deployed and facilities provided by the University for enhancing student learning for meeting future challenges:

(i) Smart Classrooms. (ii) ICT facilities. (iii) Multimedia based instructions. (iv) High bandwidth connectivity with Wi-Fi facility. (v) Video Conferencing/ Virtual classroom. (vi) Use of biometrics and digital verification methodologies in

admission process. (vii) Availability of e-journals and Mass Online Open Courses

(MOOC).

In order to meet future challenges the University proposes upgrade the above technologies periodically.




Volume I: SSR: Criterion III Page 71 of 199

CRITERION – III: RESEARCH, CONSULTANCY AND EXTENSION

3.1 Promotion of Research

3.1.1 Does the University have a Research Committee to monitor and address issues related to research? If yes, what is its composition? Mention a few recommendations which have been implemented and their impact.

Each Faculty of the University has a Committee for Advance Studies and Research (CASR) where the recommendations of the BOS regarding matters pertaining to research such as admission of student in the program, course work, research topic and appointment of examiners etc are deliberated and recommended to Academic Council for further action.

3.1.2 What is the policy of the University to promote research in its affiliated/constituent colleges? AMU has no affiliated college.

3.1.3 What are the proactive mechanisms adopted by the University to facilitate the smooth implementation of research schemes/projects?

Research schemes and projects are handled by the Administrative Section, Finance Section and the Office of the OSD (Development). They take care of:

� Advancing funds for sanctioned projects: University has the policy of advancing funds to the ongoing project where there is shortage of funds to avoid delays in implementations

� Providing seed money: University may provide seed money to newly appointed faculties provided he/she submits viable research proposal.

� simplification of procedures related to sanctions/ purchases to be made by the investigators

There is a dedicated section under the Finance and Accounts Department of the University to provide all necessary support related to project work as well as simplified procedure for procurement etc. Some of the recent steps taken by University to simplify the procedure related to sanctions/purchases to be made by the investigators are:

(i) University has a policy of processing the research proposals and other related matters on top priority.

(ii) University has adopted GFR (Govt Financial Rules) regarding purchases and other financial matters which has radically modified the obsolete purchase rules of the University which has bought flexibility and freedom in purchase matters.

(iii) University has policy to delegate financial powers to concern coordinators in certain mega projects like TEQUIP.

� Autonomy to the principal investigator/coordinator for utilizing overhead charges: University has the policy of giving full autonomy to PI for the utilization of overhead charges for


Page 72 of 199 Volume I: SSR: Criterion III

enhancement of infrastructural facilities for smooth conduct of projects.

� Timely release of grants: Funds are released as per the demand and requirements of the PIs.

� Timely auditing: University has separate internal audit to facilitate proper auditing of the projects

� Submission of utilization certificate to the funding authorities: University provides full support for timely preparation and onward transmission of utilization certificate (UC) to funding agencies. UC are prepared under the signature of the Registrar of the University, Finance Officer and PI.

3.1.4 How is interdisciplinary research promoted?

University has a policy for promotion of interdisciplinary research. The interdisciplinary research work is being carried out in a number of Departments in which supervisors and co supervisors from two different Departments are provided.

University has a policy of appointment of co-supervisors of different specialization from premier research labs where sophisticated research equipments exist.

Faculty members are also co supervisors of students registered at other universities.

MoUs are also signed by AMU and National/International Universities/institute/ industries) for the research collaboration.

3.1.5 Give details of workshops/training programmes/ sensitization programmes conducted by the University to promote a research culture on campus.

Departments of Studies in the University regularly organize workshops/conferences where delegates from different countries participate. Centre for Women’s Studies conducts such sensitization programmes. The UGC Academic Staff College, AMU regularly organizes Interaction Programmes, Short term courses on Research methodology for research scholars in the Departments of studies. The UGC ASC, AMU conducted many workshops on the uses and techniques of SPSS (Analytical Package for research data) for faculty and research scholars. The details are listed below:

S. No. Name of course Year No. of research scholars

1. Interaction Programme (Linguistics)

2010-11 51

2. Interaction programme (Urdu)

2011-12 78

3. Research methodology (Social Science)

2011-12 72



Earlier too the UGC ASC, AMU conducted many workshops on the uses and techniques of SPSS (Analytical Package for research data) for faculty and research scholars. In these training programmes the hands on training was imparted to the participants.

3.1.6 How does the University facilitate researchers of eminence to visit the campus as adjunct professors? What is the impact of such efforts on the research activities of the University?

The University has a provision of appointments as adjunct professor(s). There is also provision of visits of experts and specialist from outside the country under MoU under which senior faculty from premier foreign universities teach specialized courses at the University. Recently University has signed MoU with Ohio State University in this regard.

In terms of the impact of such efforts the University’s researchers and research culture get an international exposure. Collaborative publications, joint research findings, patents, shared prospective schemes and long-term associations with the foreign universities and teachers also have been some of the impacts.

3.1.7 What percentage of the total budget is earmarked for research? Give details of heads of expenditure, financial allocation and actual utilization.

Depending upon the requirements of the faculty members and the students to encourage research, the University makes extensive budgetary allocation. In the present plan, the University has allocated 43.20% of the total budget for different research purposes (Heads) like Field Work for Research Work, Travel Grants for attending National / International Seminars, Conferences and Workshops, Organising National/International Seminars/Conferences/Symposia in the University, Visiting Professors/Fellows, Faculty Improvement, Enhancing Faculty Resources (ENCORE), Scholarship to non-NET M. Phil/Ph D students, Procurement of Books/Journals, Equipment for Laboratories, and ICT Facilities. Besides, allocation of Rs. 158.37 Lacs is made every year for laboratory procurements like chemicals etc.

3.1.8 In its budget, does the University earmark funds for promoting research in its affiliated colleges? If yes, provide details.

Not applicable as there is no affiliated college.

3.1.9 Does the University encourage research by awarding Post Doctoral Fellowships/Research Associateships? If yes, provide details like number of students registered, funding by the University and other sources.

� The University does not award post doctoral fellowships or research associateships.

� However research associates are working in various capacities in



the following contexts: project fellow in individual/ Departmental projects.

• Post- Doctoral Fellows and Junior Resource Persons are working under various schemes and projects sponsored by different Funding Agencies e.g. under the scheme for Protection and Preservation of Endangered Languages (SPPEL), MHRD, Women’s’ Scientist (UGC), ICSSR and ICHR, DST Purse, AICTE etc. The University provides all necessary infra structural facilities.

• There are certain permanent posts of research associates in the CAS in History who share the teaching load as well in the Department.

3.1.10 What percentage of faculty have utilized the sabbatical leave for pursuit of higher research in premier institutions within the country and abroad? How does the University monitor the output of these scholars?

In the last four years twenty one (21) faculty members have availed themselves of Academic Pursuits (Sabbatical) excluding those, who have availed themselves of Study Leave for acquiring Ph. D. The University monitors their achievements with regard to publication. All such publications have an academic impact. Nevertheless, majority of faculty publish their monographs/books without availing of this leave.

However, the University has a policy to grant such leaves to the faculty members provided the teaching strength of the particular Department should remain atleast 70% to safeguard continuity of teaching. In case of necessity and after taking care of teaching component, the University may sanction such leaves.

3.1.11 Provide details of national and international conferences organized by the University highlighting the names of eminent scientists/ scholars who participated in these events.

Details in this regard have been provided in Volume II of the SSR: Evaluative Reports of the Departments. However, some of them are listed below:

S. No.

Seminar Funding agency Outstanding Participants

1.

“The Biography of Prophet Muhammad (PBUH) in Modern Arabic Literature”, organized by the Department of Arabic, A. M. U., Aligarh under CAS-I Programme U.G.C. on 17-18 February 2011

UGC

Dr. Ibrahim Mohammad al-Batshan Cultural Counselor, Embassy of KSA in New Delhi

2. National workshop on Minimization of Environmental

Ministry of Environment and

Dr. Jai Singh, Former Director, CIPHET,



Impact of Slaughter House Wastes by Value Addition as Pet Foods, on January 05, 2013, Department of Plant Protection

Forests Ludhiana, Dr. P.K. Srivastava, Dean College of Agricultural Engineering & Food Technology, Central Agril. University, Ranipool Campus, Gangtok, Dr. M. Salahuddin, Director, Ministry of Environment and Forests, GoI,)

3. Artist in Residency 3rd March to 6th March 2010

National Lalit Kala Academy, Regional Center, Lucknow

Resource Person- Prof. Jai Zharotia, Print-maker and Artist, Delhi College of Arts, New Delhi

4. Lecture and Demonstration 3rd and 4th March 2012

National Lalit Kala Academy, Regional Center, Lucknow

Prof. Prabhakar Kolte, Professor of J.J. School of Arts, Mumbai

5. LAPCON 2010, Pediatric Surgery, JNMC, AMU

AMU and the money generated

from the registration fees.

Prof MC Misra AIIMS, Dr Rasik Shah, Mumbai, Dr K Panjwani, Agra

6.

University Extension Lecture hosted by Department of Pharmacology, JNMC, AMU on ‘Best Practices and Alternatives to Animal Experiments in Education’, 22.6.2013

AMU, Aligarh

Delivered by: Nick Jukes, Coordinator, International Network for Humane Education, England, UK.

7.

Seminar on ‘Advanced Pharmacovigilance’, Department of Pharmacology, JNMC, AMU. 11th October, 2012.

Funded by Abbott Knowledge Academy.

Prof Bikash Medhi, Regional Head of Pharmacovigilance, PGI Chandigarh.

8.

“National Symposium on Sport Physiology-Today and Tommorow-2010” Dept. of Physiology, J.N. Medical College, AMU, Aligarh on 13th March 2010.

AMU

1. Prof. Alok Banerjee, Vice-chancellor, West Bengal

2. Dr.Ali Irani President, Indian Association of Physiotherapists

3. Dr. B. Nanavati hospital, Mumbai.

4. Prof. M L Kamlesh, renowned sports psychologist.

5. Dr. P S M Chandran, President Indian Federation of Sports Medicine, New Delhi.

9. Seminar on Whipple’s procedures on 21.09.20913 by Dept of Surgery, JNMC, AMU

AMU Dr. Ajay Sharma, S.M.S.

Medical College, Jaipur

10. Department of Oral and Maxillofacial Surgery, Z. A. Dental College organized

AMU Prof. Alireza Ghassemi



International Workshop on Treatment of Cleft lip and Palate 2012(4th February to 11th February 2012)

11.

Department of Oral and Maxillofacial Surgery, Z. A. Dental College organized National Seminar on Oral cancer: Challenges and Remedies on 22nd September 2012

AMU Dr. Sayeedul Islam, Prof. S A Siddiqui

12.

Satellite Symposium on “Nanotechnology for Chemical Applications”, in the Department of Applied Physics & Department of Chemical Engineering, Aligarh Muslim University, Aligarh during February 27, 2013, 2012.

TEQUIP

13.

Department of Architecture, AMU organized a Work shop on “Legacy of Islamic Architecture and its impact on contemporary world”.

Centre of Islamic Architecture, Department of

Architecture, AMU, Aligarh, partially

supported by Ultratech Cement

Prof. Irfan Habib noted historian and professor emeritus A.M.U. delivered the key note lecture.

14.

International Conference on ‘Emerging Technologies for Sustainable Environment’, 29-10-2010 – 30-10-2010

La Sierra University, USA and Asia Pacific

University,

15.

International Conference on Emerging Technologies in Environmental Science and Engineering, 28-10-2009 – 30-10-2009

University of Toledo, USA

16.

Department of Computer Engineering. Organized a ‘Workshop on Emerging Trends in Information and Communication Technology – ETICT’ 2011 (Two days workshop)

IETE

17.

Department of Mechanical Engineering, ZHCET, AMU organized 2nd National Conference on Advances in Heat Transfer and Fluid Dynamics”, March, 2013

DST

18.

Department of Biochemistry, A.M.U, Aligarh, 6th March 2012 organised Silver Jubilee Symposium

UGC-DRS II Programme

19. Department of Botany, Plant Sciences: New Technologies, Conservation and Environment

UGC-DRS I



23-24 Feb., 2013

20.

Department of English organized a National Seminar on ‘Translation Studies in India: Revisiting Literary, Cultural and Historical Paradigms’, March 2013

UGC-DRS-I Prof. Harish Trivedi Prof. Irfan Habib

21.

Department of Museology organized 7th International Conference On ‘Biodeterioration of Cultural Property’, (ICBCP 7)

ICBCP and AMU

22.

Department of Zoology organized a “Workshop on Application of Molecular Biology Techniques in Comparative Endocrinology”, 22

Indian Society for Comparative

Endocrinology and AMU

23. Department of Sociology organized a National Seminar on “Globalisation and Development”

DRS-I (UGC) March 16-17, 2013

Prof. Kabra, IIPA; Prof. E Haq, JNU Prof. R Mishra, ISS; Prof. Madhu Nagla

24.

Department of Physics organized a ‘National Seminar on “Contemporary Trends in Nuclear Physics” on October 20-21, 2010 under the.

DRS-SAP Scheme of the UGC and

AMU

Prof. Bikash Sinha (Padma Bhushan), Homi Bhabha Professor and former Director of SINP, VECC, Kolkata

25.

Department of Physics organized a National Conference on “Recent Advances in Condensed Matter Physics”, March 14-15, 2011.

AMU, DST, BRNS, CSIR

Prof. R.C.Budhani, Director, NPL, New Delhi, Prof. B.N.Dev, IACS, Kolkata, Dr. R. Mukhopadhaya, BARC, Mumbai

26.

Department of Jarahat, Tibbiya College organized “JCON 2009” on the topic “Futuristic Shape of Teaching and Training of Jarahat (Surgery) at UG & PG Education of Unani System of Medicine”, held on 21-22 February 2009


1. Prof. Mahdi Hasan, Professor Emeritus, Lucknow

2. Mrs. Panabaka Laxmi, Ex-Minister of State, Health & Family Welfare, Govt. of India

3. Dr. M. Khalid Siddiqui, Ex-Director General, CCRUM, New Delhi

27.

Department of Moalijaat organized National Workshop cum Symposium on Matab wa Nuskha Navisi, on 27th September 2012


1. Dr. Mohammad Khalid Siddiqui (Former Director CCRUM, New Delhi)

2. Prof. Syed Maudood Ashraf (Former Dean, Faculty of Unani Medicine, Aligarh)

3. Dr. Mazahir Alam (Principal, Govt. Unani Medical



College, Allahabad) 4. Dr. Akhtar Siddiqui

(Chairman, Department of Moalejat, Jamia Hamdard, New Delhi)

5. Dr. Barkatullah (Reader, Department of Moalejat, Govt. Unani Medical College, Allahabad)

6. Dr. Irfan Ahmad (Reader, Department of Moalejat, State Takmeel-ut-Tib College, Lucknow)

28. Rajiv Gandhi Centre for Diabetes, JNMC, AMU

1. Professor Marja-Riitta Taskinen, MD, PhD Emerita Professor of Internal Medicine.

2. Dr. Gerald Klose MD, Germany.

3. Dr Warren Lee, MBBS(NUS) ,M Med Paediatrics, Singapore (NUS),FRCP,FRCPCH (UK),FAMS.

29.

Tahaffuzi Wa Samaji Tib, Tibbiya College organized a National Workshop on, “Mental Well-being – An Imperative Dimension of Health” on 10th October, 2012.

AMU

1. Padma Shri Prof. Hkm Syed Zillurrahman, Director, Ibn Sina Academy of Medieval Medicine and Sciences, Aligarh

2. Prof. Deoki Nandan, Chancellor, Santosh University & Former Director, National Institute of Health and Family welfare, N Delhi

3. Prof. Anis A Ansari, Former Advisor (Unani), Dept. AYUSH, Ministry of Health and Family Welfare, GOI, N Delhi.

4. Prof. Maskoor Ahmad, Former Dean, Faculty of Medicine (U), Jamia Hamdard, New Delhi

5. Dr. Arjun Singh, CMO, Aligarh



30.

Interdisciplinary Biotechnology Unit organized a National Symposium on Trends in Biomolecular Interactions & Bioinformatics workshop on Current Advances in Bioinfomatics during March 13-14, 2011

AMU

3.2 Resource Mobilization for Research

3.2.1 What are the financial provisions made in the University budget for supporting students’ research projects?

Non NET- JRF Research Scholars are sanctioned a scholarship of Rs. 8000/ and Rs. 5000/per month for Ph.D. and M.Phil., respectively. The University also funds seminar/conferences/workshop participation of the students to enable them to present their research work. University provides funds for dissertation/thesis preparations.

3.2.2 Has the University taken any special efforts to encourage its faculty to file for patents?

There is an ‘Innovative Council’ to facilitate research in the University. Patent-filing is one of the components of ‘Innovative Council’.

3.2.3 Provide the following details of ongoing research projects of faculty:

Considerably good number of teachers has ongoing research projects, which have been included in Volume II of the SSR: Evaluative Reports of the Departments. However, some of them are listed below in 3.2.6.

3.2.4 Does the University have any projects sponsored by the industry / corporate houses? If yes, give details such as the name of the project, funding agency and grants received.

DST sponsored project in Biotechnology was run to Transfer Technology to Cadilla Pharma. Ltd. under PRDSF program of DST, Government of India. Worth of Rs of 89.6

3.2.5 How many Departments of the University have been recognized for their research activities by national/ international agencies (UGC-SAP, CAS; Department with Potential for Excellence; DST-FIST; DBT, ICSSR, ICHR, ICPR, etc.) and what is the quantum of assistance received? Mention any two significant outcomes or breakthroughs achieved by this recognition.

The details of the Departments of Studies that have been recognized for research and have been provided assistance from various agencies for research projects are given in the next item 3.2.6.



However, just a couple of significant outcomes, as required, are given below:

�� Interdisciplinary Biotechnology Unit , in the last ten years, has produced many technologies in the area of infectious diseases and drug designing. As a result technology is transferred to the Pharma companies.

�� Promotion of University Research and Scientific Excellence (PURSE) Programme: As a mark of recognition of University research performance, Science & Engineering Research Council (SERC) under the Department of Science & Technology (DST), New Delhi recommended support for augmentation of Research facilities to 14 Universities including the Aligarh Muslim University under the scheme Promotion of University Research and Scientific Excellence (PURSE) vide letter dated 19th August 2009. (F/C)

A total grant of Rs. 8,50,03,639.00 has been received from Department of Science & Technology (DST). The names of the participating Departments under the aforesaid scheme are: Departments of Botany, Bio-Chemistry, Wildlife Sciences, Zoology, Physics, Chemistry, Petroleum Studies, Applied Chemistry, Civil Engineering, Computer Engineering, Applied Physics, Mechanical Engineering and Interdisciplinary Biotechnology Unit.

Based on the performance, the DST has sanctioned a grant of Rs. 35 Crores in the second phase for the years 2014 onwards.

�� Department of Physics: SAP –DRS Neutrino Physics group lead by Professor Mohammad Sajjad Athar, has done extensive work on the understanding of nuclear medium effects in Neutrino-Nucleus Reactions. Their code has been included in GENIE (Generates Events for Neutrino Interaction Experiments) Monte Carlo generator as well as they are doing benchmark calculations which are being used by the Scientists at Fermi Lab and University of Pittsburg, USA. Dr. Athar in collaboration with the scientists at the University of Tokyo, Japan has predicted atmospheric neutrino flux at the various experimental sites including for the India Neutrino Observatory.

�� Boost to University Interdisciplinary Life science Departments for Education and Research (BUILDER) programme

DBT-Aligarh Muslim University Interdisciplinary Life Science Programme for Advance Research and Education for a period of 5 years (2012-2017) with a fund of Rs. 978.49 Lacs.

3.2.6 List details of : Please see Annexure I for details of the table below

(a) Research projects completed and grants received during the last four years (funded by National/International agencies).

(b) Inter-institutional collaborative projects and grants received (i) All India collaboration



(ii) International Schemes/Projects Duration of

Projects Sanction Amount

(ICMR PROJECT) (Rs. in Lakhs) Project under Dr. M. Owais, D/o Biotechnology 2010-2013 10.00 Project under Dr. Aijaz A Khan 2011-2014 6.00 Project under Dr. Bilquis Bano, D/o Biochemistry 2012-2015 4.99

(ICSSR PROJECT) Project under Dr. Md. Mahfooz Nomani, D/o Law 2010-2012 5.69 Project under Dr. Farasat Ali Siddiqui, D/o Geography 2010-2012 2.26 Project under Dr. Nizamuddin Khan, D/o Geography 2012-2014 6.85 Project under Dr. Asiya Chaudhary, D/o Commerce 2012-2014 0.72 Project under Dr. Shah Alam, D/o Psychology (W.C) 2012-2014 0.80 Project under Dr. Yasir Saeed Hanafi, D/o Geography 2013-2016 2.92 Project under Dr. Shafiqullah, D/o Geography 2013-2015 6.72 Project under Dr. Deepika Varshney /M. Saleem Mir, D/o Geography 2013-2015 10.20 Project under Dr. (Mrs.) Rachna Kaushal, D/o Political Sciences 2014-2015 7.32

(UPCST LUCKNOW PROJECT Project under Dr. Yasir Hasan Siddiqui, D/o Geography 2010 2.24 Project under Dr. Kabiruddin, D/o Chemistry 2010-2013 2.04 Project under Dr. Ghulam Sarwar Hashim, D/o Dental College 2010-2013 0.19 Project under Dr. Tufail Ahmad, D/o Plant Protection 2010-2013 9.00 Project under Dr. Syed Ahmad, D/o Geology 2010-2013 5.69 Project under Dr. Mohammad Faisal Siddiqui, D/o Brain Research 2010-2013 2.26 Project under Dr. Mohd. Munir, D/o Chemistry 2010-2013 8.98 Project under Dr. Mohd. Kamil Usmani, D/o Zoology 2010-2013 7.98 Project under Dr. Indu Shukla, D/o Microbiology 2010-2013 5.55 Project under Dr. Anwar Shahzad, D/o Botany 2010-2012 4.80 Project under Dr. Umme Salma Siddiqui, D/o Chemistry 2011-2014 21.00 Project under Dr. Qazi Fareeduddin, D/o Botany 2011-2014 20.00 Project under Prof. Wasim Ahmad Faridi, D/o Zoology 2011-2014 19.00 Project under Dr. Malik Mohibbul Hazee, D/o Chemistry 2011-2014 6.86 Project under Dr. Syed Fahad Anwar, D/o Mechanical Engg. 2012-2015 6.96 Project under Dr. Asad U Khan, D/o Biotechnology Unit 2012-2015 9.00 Project under Dr. Najmul Islam, D/o Biochemistry 2012-2015 6.36 Project under Dr. Nasim Ahmad, D/o Botany 2012-2015 6.96 Project under Dr. Saba Beg, D/o Chemistry 2012-2015 9.00 Project under Dr. Mohammad Kamil, D/o Petroleum Studies 2012-2014 2..44 Project under Dr. M. Afzal Khan, D/o Zoology 2012-2015 4.08 Project under Dr. Shafiq Ahmad, D/o Brain Research 2012-2015 6.96 Project under Dr. Akram Javed, D/o Geology 2012-2015 6.96 Project under Dr. M.U. Naeem, D/o Botany 2012-2015 9.00 Project under Dr. Nazish Fatima, D/o Microbiology 2012-2015 7.44 Project under Dr. Dr. Riaz Ahmad, D/o Zoology 2013-2016 6.96 Project under Dr. Shazia Haseeb, D/o Applied Chemistry 2013-2015 10.00 Project under Dr. Hasan Irtaza, D/o Civil Engg. 2013-2015 11.00

(CSIR PROJECT) Project under Dr. Rizwan Hasan Khan, D/o Biotechnology 2011-2014 3.5 Project under Prof. Bilquis Bano, D/o Biochemistry 2012-2015 5.72

(UGC PROJECT) Project under Dr. Waseem Rizvi, D/o Pharmacology 2011-2014 5.00 Project under Dr. Azra Mosavi, D/o Economics 2011-2013 22.60 Project under Dr. Dastgeer Alam, D/o Economics 2011-2013 20.71 Project under Dr. Rajeshwari Parasad, D/o Physics 2011-2014 20.40 Project under Dr. Absarul Hasnain, D/o Zoology 2011-2014 18.96 Project under Dr. Akram A Khan, D/o Ag. Eco. Business Management 2012-2014 6.85 Project under Dr. Lamaan Sami, D/o Commerce 2012-2013 0.72 Project under Dr. Mahtab Parveen, D/o Chemistry 2012-2013 0.80 Project under Dr. Anees Ansari, D/o Kulliyat 2013-2016 10.20

(CCRUM PROJECT) Project under Dr. M. Shamim Khan, D/o Geology 2012-2015 5.21

(DBT PROJECT) Project under Dr. Mohd. Tabish, D/o Biochemistry 2012-2015 10.52

(SERB PROJECT) Project under Dr. Andleeb Zehra Naqvi, D/o Chemistry 2012-2015 22.60 Project under Dr. Uroos Ilyas, D/o Wild Life Sciences 2012-2015 20.71



Project under Dr. Mohd. Yusuf, D/o Botany 2013-2016 7.56 Project under Dr. Umme Salma Siddiqui, D/o Chemistry 2013-2016 5.36 Project under Dr. Sarvendra Kumar, D/o Chemistry 2013-2016 2.52 Project under Dr. Sana Chaudhary, D/o Botany 2013-2016 10.20 Project under Dr. Mohd. Idrees, D/o Botany 2013-2016 6.56

3.3 Research Facilities

3.3.1 What efforts have been made by the University to improve its infrastructure requirements to facilitate research? What strategies have been evolved to meet the needs of researchers in emerging disciplines?

The University � has recently created a central instrumentation facility namely “University

Sophisticated Instrumentation Facility (USIF) to promote research in emerging areas. � provides extra funds for the maintenance of infrastructure. � is the Regional Nodal Center of National Knowledge Network (NKN) which

provides high bandwidth connectivity and e-resource facility. � has a policy to sign MoU for research in emerging areas with international

universities of repute and research laboratories. � provides paid leave and encourages faculty for pursuing research on emerging /

cutting edge technology.

3.3.2 Does the University have an Information Resource Centre to cater to the needs of researchers? If yes, provide details of the facility.

University is member of various e- Resource Centers and the information is available with Maulana Azad Library. This information is sent to faculty on regular basis University has a separate ‘computer centre’ with good connectivity for the students and faculties so that all can access as per their needs.

3.3.3 Does the University have a University Science Instrumentation Centre (USIC)? If yes, have the facilities been made available to research scholars? What is the funding allotted to USIC?

It is called USIF (University Sophisticated Instrument Facility). It has been made available for all students. Funds are generated from the users. In addition University provides maintenance money for running USIF.

3.3.4 Does the University provide residential facilities (with computer and internet facilities) for research scholars, post-doctoral fellows, research associates, summer fellows of various academies and visiting scientists (national/international)?

The University provides residential facility to research scholar with computer labs in each residential halls with internet facility. Presently the existing infrastructure is sufficient to cater the needs of PDF/ Research Associate. The existing infrastructure is regularly reviewed and updated by the University.



3.3.5 Does the University have a specialized research centre/ workstation on-campus and off-campus to address the special challenges of research programmes?

There are On-campus research centres. Each Department has its own well equipped research laboratories in specialized areas. However, off-campus centre is established for Department of Wildlife at Ranikhet (Uttarakhand) for field training. Likewise, the Faculty of Medicine has an extension center in a nearby rural area, called Jawan, where they even provide medical services to the rural residents.

3.3.6 Does the University have centers of national and international recognition/repute? Give a brief description of how these facilities are made use of by researchers from other laboratories.

Several Departments, Libraries and Laboratories of the University have emerged as important academic resource centres which are regularly visited by the researchers from different parts of the country and abroad.

� The Maulana Azad Library maintains Oriental Records Section containing Persian and Arabic texts of importance which are helpful to the researchers working on various themes. It is also a repository of several Mughal Miniature Paintings.

� The Seminar Libraries of Departments of History, Geography, Physics, Chemistry and Zoology, Arabic, Persian and others have got excellent collections which are used by the researchers.

� The Interdisciplinary Centre of Biotechnology, Department of Zoology, Geography, Chemistry, Wild Life Sciences and Sophisticated Instrumentation Centre have got excellent Laboratories.

� The Department of Wild Life Sciences facilitates researchers and officials in Bio-diversity and Wild Life Conservation.

3.4 Research Publications and Awards

3.4.1 Does the University publish any research journal(s)? If yes, indicate the composition of the editorial board, editorial policies and state whether it/they is/are listed in any international database.

� The University centrally publishes Tahzibul Akhlaq (Urdu), Fikro Nazar (Urdu) ISSN and Nishant (Hindi) with their own editorial boards, which captures various issues pertaining to education, language, culture, literature etc.

� In addition to these, the University also funds to publish students’ magazine, called The Aligarh Magazine in Urdu and English. The editorial board of this magazine consists of student representatives under the supervision of a senior Professor as the Manager.

� The Faculty of Arts also publishes research journals in English,



Hindi and Urdu under the guidance of the Dean of the Faculty with the editorial boards comprising teachers from various Departments in the Faculty. The Journal is published in three languages from the English, Hindi & Urdu Departments respectively.

� The Departments of Studies in the University publishes the following research journals:

Faculty/Department Title of Journal Faculty of Arts Department of Arabic Journal of the Indian Academy of Arabic

Department of English The Aligarh Journal of English Studies The Aligarh Magazine (English)

Department of Hindi Shodh Patirika Abhinav Bharati

Department of Linguistics Aligarh Journal of Linguistics (ISSN 2249-1511)

Department of Modern Indian Languages

Urdu Influence on Telugu and Vice-Versa (Edited)

Department of Philosophy Aligarh Journal of Islamic Philosophy since 1995

Department of Sanskrit Prachya Prajna Research Journal published annually

Department of Urdu Aligarh Magazine: Raftar Faculty Of Medicine

Department of Surgery Surgery Official Journal of U.P. Chapter of the Association of Surgeons of India

Faculty Of Social Sciences Department of History Medieval India-3, 2012

Department of Islamic Studies Journal of the Institute of Islamic Studies Majallah al-Ulum-i Islamia since 1960

Department of Mass Communication

Indian Journal of Communication Review

Department of Library & Information Science

Journal of Knowledge & Communication Management

Department of Political Science

Indian Journal of Politics

Centre for Women's Studies Women and Society, Volume 1 (ISSN 2278 6279) Newsletter, Vision (Magazine of the Post graduate and Research Students)

Faculty Of Unani Medicine Department of Kulliyat Unimed Kulliyat Faculty Of Law

Department of Law The Aligarh Law Journal, Volume XIX Legal Journal: Quest for Justice, Volume IV, No. 1

Faculty Of Life Sciences Department of Botany Journal of functional and Environmental Botany Faculty Of Science

Department of Geography ‘The Geographer’ (Bi-Annual Professional Journal)



Department of Mathematics Two issues of the XXIX Volume 29 of the Journal of “Aligarh Bulletin of Mathematics”

Department Statistics & Operations Research

The Aligarh Journal of Statistics

Faculty Of Social Sciences

Department of West Asian Studies

Journal of West Asian Studies-2010” - Index: ISSN: 0975-7856 Two Issues of “Bulletin of West Asia-2010”

Department of Islamic Studies

Journal of the Institute of Islamic Studies No. 38, 2009 Majallah al- Ulum-i Islamia Newsletter No.5, March 2011

Faculty Of Engineering & Technology Department of Civil Engineering

News Letter “RENDEZVOUS”

3.4.2 Give details of publications by the faculty:

� Number of papers published in peer reviewed journals (national / international) 8404

� Monographs 87 � Chapters in Books 769 � Books edited 254 � Books with ISBN with details of publishers 209 � Number listed in International Database (For e.g. Web of

Science, Scopus, Humanities International Complete, EBSCO host, etc.) 1006

� Citation Index – range / average 6849 � SNIP � SJR � Impact Factor – range / average 0-10 � h-index 1-20

For more details, please see Volume II of SSR: Evaluative Reports of the Departments.

3.4.3 Give details of

� faculty serving on the editorial boards of national and international journals

� faculty serving as members of steering committees of international conferences recognized by reputed organizations / societies

For further details, please see Vol II of the SSR: Evaluative Reports of the Departments

3.4.4 Provide details of

� research awards received by the faculty and students: � national and international recognition received by the faculty from

reputed professional bodies and agencies

Please see item 2.4.7



3.4.5 Indicate the average number of successful M.Phil. and Ph.D. scholars guided per faculty during the last four years. Does the University participate in Shodhganga by depositing the Ph.D. theses with INFLIBNET for electronic dissemination through open access?

The table below gives the number of M.Phil./Ph.D. completed in the last four years: AMU is ranked No. 5 among 25 largest Doctoral theses producing universities of India by INDCAT supported by INFLIBNET.

Faculties 2010-11 2011-12 2012-13 2013-14 (May 2014)

M.Phil. Ph.D. M.Phil. Ph.D. M.Phil. Ph.D. M.Phil. Ph.D. Agriculture -- 08 02 15 01 12 -- 05 Arts 01 63 02 66 01 57 01 32 Bio Tech -- 03 -- 06 01 03 -- 02 Commerce -- 08 -- 06 -- 04 -- 02 Engineering & Technology

06 16 01 19 02 29 02 06

Law -- 08 -- 12 -- 05 -- 04 Life Sciences 21 34 08 19 07 32 -- 14 Management -- 18 -- 17 -- 09 -- 07 Medicine -- 06 -- 04 -- 09 -- 01 Sciences 25 57 27 43 14 41 02 13 Social Sciences 36 54 20 71 04 67 01 33

Theology 03 06 03 05 01 03 -- 02 Total 92 281 63 283 31 271 06 121

2010-11 M.Phil.

2010-11 Ph.D.

2011-12 M.Phil.

2011-12 Ph.D.

2012-13 M.Phil.

2012-13 Ph.D.

2013-14 (May 2014) M.Phil.

2013-14 (May 2014) Ph.D.

� In the last four years only two theses have been rejected in the

University, however some were also recommended for corrections and modifications.

� The University participates in Shodhganga by submitting PhD theses as per 2009 regulations of the UGC for M.Phil. and Ph D.

3.4.6 What is the official policy of the University to check malpractices and plagiarism in research? Mention the number of plagiarism cases reported and action taken.

To check the plagiarism in research, University has adopted a policy of submitting a soft copy of thesis. Moreover a committee is being constituted to check any research document for plagiarism. There is no



more than 0.1 % cases in University so far reported. University is not using its own technological softwares to check plagiarism.

3.4.7 Does the University promote interdisciplinary research? If yes, how many inter Departmental/ interdisciplinary research projects have been undertaken and mention the number of Departments involved in such endeavors?

Yes, the University promotes interdisciplinary projects, various inter Departmental and inter institutional projects have been undertaken in various Departments such as Biotechnology, Zoology, Botany, Physics, Chemistry, faculty of Medicine and Engineering.

3.4.8 Has the University instituted any research awards? If yes, list the awards.

Yes. The University instituted an award called “Best Teachers award” on the eve of Republic Day during 2010-2012, Sir Syed International Award during 2010-2012

3.4.9 What are the incentives given to the faculty for receiving state, national and international recognition for research contributions?

Such practice of incentives was started in 2010 and then stopped in 2012. The need to revive it is being felt again and a committee has already been constituted (Innovation Council). The Committee undertakes the task of estimating the suitable modalities for the incentives to faculty members based on their recognitions in his/her field.

3.5 Consultancy

3.5.1 What is the official policy of the University for structured consultancy? List a few important consultancies undertaken by the University during the last four years.

As a matter of policy the University encourages consultancy services that in turn sharpens the professional skills of the faculty, provides opportunities for a better exposure to the real field problems, enhances the interaction with the industry and helps in maintaining good liaison with the government, semi government and private sector organization officials for the field and site visits as well as vocational training of the students.

All these consultancies are done as per policies adopted by the University and rules. Individual teachers are undertaking consultancies after duly getting permission from the University authorities. Some of the Departments offering consultancy are furnished as under:

Department of Civil Engineering, ZH College of Engineering and Technology:

Services are provided by the Department of Civil Engineering Department in areas of structure design, soil testing, strength of materials etc. Following are the Departments where the teachers of



AMU are providing special consultancy:

(i) P.W.D., U.P. (ii) Aligarh Development Authority (iii) Agra Development authority (iv) U.P. Project Corporation Ltd (v) U.P. RajKeya Nirmar Nigam (vi) AMU Building Department (vii) Narora Atomic Power Station

Department of Pediatrics, JN Medical College:

Consultancy is provided by the consultants of Pediatrics Department for the integrated management of new born and childhood illness. They do the following:

� Facility based management of integrated management of new born and childhood illness.

� Facility based management of children with severe acute mal nutrition.

� National trainer for basic and advance neonatal resuscitation programme.

� National trainer for Navjat Shishu Suraksha Karyakram (NSSK) � National trainer for facility based new born care of national

neonatology forum. � National trainer for infant and young child feeding of breast

promotion network of India (BPNI) � National resource person for Rashtriya Bal Suraksha Kariyakram

(RBSK) of Ministry of Health and Family welfare. � Activities: Department has conducted six training of trainer (Batch

24 trainer) in comprehensive child survival programme

University Polytechnic: University Polytechnic has its own consultancy cell headed by a ‘Cell Incharge’.

Department of Radiodiagnosis, JN Medical College: Consultants from Radiodiagnosis Department provide consultancy to the Narora Atomic Power Station, District Bulandshaher.

3.5.2 Does the University have a University-Industry cell? If yes what is its scope and range of activities?

The Steering Committee duly constituted as per the Executive Council guidelines monitors the consultancy services in the Department. Important consultancy services were provided for planning, field investigations, testing, designing and vetting of various types of Civil Engineering projects.

Cell for Industry Institute Interaction has been created in Z.H. College of Engg & Tech for smooth functioning and achieving the objectives of TEQIP-II effectively.



(a) The key areas in which industry can contribute for the benefit of the institution are:

� Participating in curriculum design, curriculum implementation, student assessment, training of students, exposing students to new technologies, and providing experts for certain instructional sessions;

� Providing opportunities for student group to undertake problem-solving projects;

� Participating in the bodies such as the Board of Governors, Academic Council, Boards of Studies, Faculty Recruitment, Committees, etc;

� Assisting institutions in establishing new laboratories, providing literature on new technologies, and offering their shop floors as substitutes for laboratories;

� Training students, faculty and technical staff in new technologies and processes;

� Participating in joint R & D activities; � Delivering expert lectures; � Industry senior personnel serving as adjunct faculty; � Utilizing institutional resources (manpower and physical) for

industrial manpower training; � Developing Post Graduate Education in areas of current and

potential high demand; and � Providing assistance for improving employability including

entrepreneurial training, specialized skill training, and training in softer skills required by industry.

� Organising Youth Festivals, Literary and Theatre Performances

(b) The key areas which academic institutions can contribute for the benefit of industries are as under:

� The existing expertise available with University set – ups, national labs and institutions can be utilized by the industries for technology assessment, up gradation and absorption in the industry.

� Laboratories in the institutions must create a niche for themselves by targeting in the select areas of excellence.

� Institutions need to encourage and enhance the activities to boost the country’s economy through developing new knowledge innovations and technologies which can be adopted by industry.

� The professionals from industries can act as adjunct in the institutions and faculty can be deputed to industry to gain industrial experience.

Institutional Management Capacity Enhancement:

Improving managerial and administrative abilities of Heads of institutions, Deans, Heads of Departments, senior faculty and officials



through specially designed training programmes is an important project activity to support effective implementation of reforms, to improve development, planning and implementation, and monitoring. The expected outcomes are enhanced management capacity, helping the institution to gain increased autonomy, and improved internal and external efficiencies of institutions.

University facilitates and encourages teachers to carry out consultancy by giving them incentives. People carrying out consultancy work must be rewarded in promotion etc. Infrastructure consultancy work must be provided. Each teacher in his/her area of specialization must contact industries/consultancy firms and highlight their achievements and services they can provide. Teachers concerned must be given training on preparation of correspondence personal achievements for the consultancy.

3.5.3 What is the mode of publicizing the expertise of the University for consultancy services? Which are the Departments from whom consultancy has been sought?

The expertise of the University is publicized through University web page, industry-institute interaction through training programmes, workshops, seminars and symposia. Important consultancy services were provided to the following:

National Highway Authority, India U.P. Power Corporation National Productivity Council, New Delhi U.P.P.C.L. Indian Railway U.P.S.I.D.C. Central Public Works Department P.A.C.C.F.E.D. Life Insurance Corporation of India Rural Engineering Services, U.P. U.P. Public Works Department U.P. Awas & Vikas Parishad U.P. State Bridge Corporation U.P. Mandi Parishads U.P. Irrigation Department Development Authorities U.P. Rajkiya Nirrnan Nigam Municipal Corporations U.P. Jal Nigam Other Private Sector Organizations

The Public Relations Office also takes the responsibility of publicizing such aspects of the University.

For details about the Departments that undertake consultancy, please see Volume II of the SSR.

3.5.4 How does the University utilize the expertise of its faculty with regard to consultancy services?

The faculty members depending upon their specialization areas and experience are assigned the consultancy projects through the steering committee.

Initiatives have to come from the faculties. University device rules to facilitate the financial benefits to the faculty. Teachers carrying out consultancy may be given opportunities to use a part of earnings in



furbishing their offices etc., even to maintain staff on contractual basis may be paid from the consultancy earnings. Recruitment of staff to be engaged in the projects must be free from clutches of the administration and a free hand may be given to the consultant/faculty.

3.5.5 List the broad areas of consultancy services provided by the University and the revenue generated during the last four years.

The University has mainly provided consultancies in the broad areas like Civil and construction works and Medical facilities & diagnosis.

� Department of Civil Engineering: The services are provided in four major specialization areas of civil engineering viz. structural engineering, environmental engineering, geotechnical engineering and hydraulic structures.

The revenue generated towards University share is as under: 2012-13 Rs. 16.96 Lakhs, 2011-12 Rs. 18.0 Lakhs, 2010-11 Rs. 8.39 Lakhs, 2009-10 Rs. 3.17 Lakhs

� University polytechnic: University polytechnic has been carrying out consultancy services in the field of Civil Engineering. The earning year wise are listed bellow

Year Earning Rs.

2012-2013 62.7 Lacs 2011-2012 27.1 Lacs 2010-2011 37.6 Lacs 2009-2010 20.6 Lacs

� Radiodiagnosis outpatient consultancy done at Narora Atomic Power Station, Distt. Bulandshaher.

Revenue generated during last 4 years is Rs. 1,00,176/-

3.6 Extension Activities and Institutional Social Responsibility (ISR)

3.6.1 How does the University sensitize its faculty and students on its Institutional Social Responsibilities? List the social outreach programmes which have created an impact on students’ campus experience during the last four years.

Universities being the seats of higher learning have been entrusted with the task of imparting instructions to the students with a view to make them better citizens to participate in the process of the development of the nation. Traditionally universities are supposed to perform the role of transformation of knowledge (teaching) and preservation of knowledge (research), of which the benefits, by and large, remain within the campuses or to the higher strata of the society. With the new vistas of knowledge opening in various disciplines of knowledge, education has become highly specialized, and thus the need of



extension of knowledge was felt by the policy makers and planners. Consequently extension has been assigned the status of third dimension of education, the other two being teaching and research. The concept of extension emphasizes that the resources and knowledge available at the seats of higher learning shall not remain within four walls of universities, rather their benefits shall reach out to the un-reached with a view to improve the quality of life. It was also envisaged that the youth shall ascertain real life situations on one hand, while on the other, shall participate in the process of nation’s development.

Various Departments of the University has taken initiative in this regard. Some of them are listed below:

Centre of Continuing & Adult Education and Extension:

The year wise activities undertaken/ organized by the Centre of Continuing & Adult Education and Extension with the Faculty of Law, Food Craft Institute and the Department of Home Science are as under:

2009-10

� Kala Jatha (Nukkad Natak) on Legal Literacy Awareness Campaign at Village Jathpura, Jarothi & Bhim Garhi on 25 April 2009.

� Organized Orientation Programme for students of Food Craft Institute, AMU at Food Craft Institute on 20 October 2009.

� Assisted PG Students of Food Craft Institute, AMU in Survey work from 1 December 2009 to 31 January 2010.

� Ms Mah Seema Masood, delivered a lecture at Orientation Programme of Academic Staff College on 20 March 2010.

2010-11

� Legal Literacy Camp for the Final year Students of Faculty of Law who presented Nukkad Natak on the following themes: Dowry, Right to Information, Consumer Protection and F.I.R. on 6.5.2010 at Maulana Azad Nagar, Aligarh.

� Ms Mah Seema Masood, Director, CCAEE, delivered a Lecture on “Breast Feeding” on 6.8.2010 at J.N. Medical College, AMU for students of MBBS.

� Ms Mah Seema Masood, Director, CCAEE, delivered a Lecture on “Women Empowerment Role and Responsibilities” on 2.12.2010 at Women’s College, AMU, Aligarh.

� Legal Literacy Camp on the occasion of “International Women’s Day” where Final year Students of Faculty of Law presented Nataks on the following themes “Badalte Vichar Shiksha Humara Molik Adhikar” (Right to Education), “Choti se Asha” (Domestic Violence) & “Chotu se Jamal tak” (Child Labour) on 8.03.2011 at CCAEE.

� Presentation by Students of M. Sc. Home Science on Importance of Protein for Ladies under various conditions and Demonstration of “Preparations of Soya Been Chat”, on 29.3.2011 at Nagla Qila.



2011-12

� Orientation Programme for students of First year Food Craft Institute, AMU, on 14.10.2011.

� One Day Village Level Workshop on Nutrition and Health presented by the Students of Food Craft Institute on 22.10.2011at Punjipur.

� One Day Village Level Workshop on Nutritional Status of Children, Women and prevailing diseases Nukad Natak: presented by the Students of Food Craft Institute on 4.2.2012 at Jarothi, Jawan Block.

� Legal Literacy Camp Nukkad Natak: presented by the Final year Students of Faculty of Law on the following themes: Right to Information, Right to Education, Domestic Violence, Doori Death, MANREGA, and Maintenance of Old People on 3.3.2012 at CCAEE.

2012-13

� A survey on Project of Food Adulteration and its effect on Health by Student of Food Craft Institute on 7.4.2012 at Ramgarh Punji Pur, Aligarh.

� Orientation Programme for students of Food Craft Institute on 18.12.2012 at Food Craft Institute, AMU.

� One Day Village Level Workshop on “Home Made Healthy Diet” for T.B. Patients and proper Awareness of disease, Nukkad Natak presented by the Student of Food Craft Institute AMU on the following themes: Anaemia in Pregnancy, Demonstration of Iron Rich Diet (Poha) on 29.12.2012 at Jarothi, Aligarh.

� Village Level Workshop on “Prevent the Disease by maintain the Hygienic Conditions, Home made Food” presented by the Students of Food Craft Institute on 19.1.2013 at Bheem Garhi, Aligarh.

� Field Visit by the students of Food Craft Institute, AMU to Asses the Nutritional Status of Agan Wadi Centre on 2.2.2013 at Nagla Qila, Aligarh.

� Legal Literacy Camp for the Final year Students of Faculty of Law who presented Nukkad Natak on the following themes: Domestic Violence, Consumer Protection, Right to Information& Right to Education, on 31.3.2013 at Sumaira Darya Pur, Aligarh.

UGC Academic Staff College:

The UGC ASC AMU has ensured that the teacher participants are sensitized towards the gaps in the larger society. The Institutional Social Responsibility (ISR) is addressed by some programmes specially designed to reach out to the community and also by integrating the goals of ISR in the various regular programmes:

National Integration The platform provided by the UGC at the Academic Staff Colleges serves very well as a meeting ground for professionals to hob-nob and meld with each other, regardless of gender and identity barriers such as caste, class or religion. Participants of full time courses, specially the residential ones live, and work together on the same premises for 3-4 weeks and develop understanding of each other’s culture, customs and traditions. However, the atmosphere created at the ASC AMU goes a step further in facilitating national integration and communal harmony not only amongst the



participants but in general public too. Written assignments are taken from participants for evaluating their concept of national integration and the constructs are systematically analyzed. An edited book with chapters from experts in the fields of historical, judicial, political and social aspects of national integration has been published by the ASC AMU.

Apart from spreading the noble ideal of national integration amongst the course participants the ASC AMU has conducted several communal harmony programmes on how to communicate the message of national integration through higher education: prospects and challenges. Essay writing/group discussion/poster/ slogan writing competitions in English, Hindi and Urdu for AMU students were organized in 2005-06 and 100 prizes were distributed. Further an all India essay-writing competition on National Integration in English, Hindi and Urdu for Muslim Managed School and College Students was organized in 2006-07 and 44 prizes were distributed. These programmes focused on sensitizing the students towards existence in a pluralistic society and were funded by the National Foundation for Communal Harmony under its project REACH.

Cultural and Literary Evenings The multiple cultures of India find a space on the premises of ASC AMU in the cultural evenings organized for participants of all courses. In these programmes the art, music and literature of the land is showcased for the participants. Colourful vignettes of local and ethnic culture are thrown open for participants from far and wide. These events also give patronage to the local and folk artists to perform and keep their art alive. The vernacular genres of cultural expression, which are not duly rewarded by the present entertainment industry under the western influence, get a breather at the ASC AMU.

As participants throng the ASC AMU from states exotic to U.P., which have an entirely different socio-cultural milieu, an attempt is made to make the environment at the College very congenial and conducive. An important step in this regard is the special state Cultural evening put together for specific regions say for example the North-East India, the Andaman and Nicobar Islands, south India etc. As part of these cultural and literary evenings the visiting contingent is given a chance to showcase its dance, music poetry and even cuisine. In these evenings those natives of the particular state who are residing and working in the Aligarh Muslim University at various teaching and non-teaching positions are also invited for an informal interaction over the Cultural Programme. Altogether, these cultural and literary evenings are a wonderful opportunity for cultural exchange and building of brotherhood.

Cultural and Natural Heritage Preservation Keeping in mind the cultural and natural heritage of the Aligarh city situated in the doab region of the upper Indo-Gangetic Plains of Uttar Pradesh, the UGC ASC AMU supports various significant sites of this nature by way of organizing field visits for Course Participants. Aligarh city and specially the Aligarh Muslim University stand for its unique colonial history, which has contributed to building the composite culture of India. When course participants visit the museums of cultural artifacts or sites of natural and



biodiversity value these monuments receive support and encouragement for their sustainability.

The NGO Ibn Sina Academy Heritage functional in town is dedicated to keeping the art and history of India alive. The vibrant literary, cultural and historical exhibits are solely maintained in public interest by the devoted staff of this Academy. Course participants of the ASC AMU enjoy a visit to these museums and receive exposure to a unique culture and history. These activities on behalf of the UGC ASC AMU aid and abet such social causes of common good.

The historic AMU Fort built in the 13th century harbors rich natural and cultural heritage. Presently it falls under the control of the Aligarh Muslim University and is being managed by the Botany Dept. of AMU as a botanical garden cum semi-natural ecosystem. It is home to a variety of flora and fauna and exists as a vital lung to the near-by burgeoning human inhabitations. Public awareness is required for its conservation and restoration. A site such of historical and ecological significance is brought to the fore by and regular visits for course participants organized by the UGC ASC AMU.

The Sheikha Lake on the Panaithi-Jalali road towards Kanpur is a wetland created by the digging of the Upper Ganga Canal and today serves as a waterfowl refuge to thousands of migratory birds. The UGC ASC AMU has organized field excursions to the lake for EAMP (Section 2.1) students to the lake. Bird-watching and walking down the nature trails have filled the school children with a lot of excitement and first hand nature conservation awareness for endangered species as well as wetland ecosystems which are fast being throttled by either polluting affluent discharge or real estate sharks.

Patronage of orphans and the destitute Since 2012 the participants of the ASC courses visit the orphanage governed by Sisters of Charity at Nirmal Hriday Home of Mother Teresa in Aligarh. It is an eye-opener and the philanthropic side of all the visitors is invoked. The inmates were delighted by the interaction and beyond the course teacher candidates respond to their inner calling of helping the poor, destitute and homeless children and volunteer to do their bit. If passed on to their students too this would have magnified impact in getting the due for these children from the society.

Recently on May 21, 2013 the national Daily The Hindu carried a story titled ‘Teach and Reach’ on the positive impacts of this exercise on the society and community at large. www.thehindu.com/todays-paper/tp-features/tp-metroplus/teach-and-reach/article4734489.ece

Department of Community Medicine, JN Medical College:

This is meant for students as well as the community. Following activities can be listed here:

• Imparting ethical values and issues, • doctor patient relation • carrying out health education activities for promotion of health • Family Visits,



• School Health Programmes, • Visits to Anganwadi Centres, • Health Promotion Melas, and • other National Programmes

Department of Social Work: The University/Department of Social Work provides for its faculty and students the opportunities of social learning through social action programmes. Enthusing of a participatory skills and leadership building through community outreach is established. It is ensured that sensibility for challenges in society and awareness for social responsibility becomes a part of their character.

The Social Outreach Programmes for enriching the students’ campus experience during the last four years are:

(a) Work for eradicating Child Labour (b) Organizing Inter-School Competitions in the Underserved Localities and

neighbourhood areas of the campus with objective to motivate the children of weaker sections of the society.

(c) Promotion of community and Participation in Social Events (d) Environment Awareness (e) Health & Hygiene (f) Organizing Health Camps in the Underserved Localities and

neighbourhood areas (g) Meetings with neighbourhood Schools (h) Reproductive and Child Health Programme Components (i) Supporting the Comprehensive Child Survival Programme (CCSP) (j) Participation in Polio eradication drive (k) Efforts for Sustained Community Development (l) Organizing Child Rallies (m) Rural Winter Camps in adjacent villages to campus

Bridge Course for Madarsa Students: In an effort to encourage Madarsa students to initiate modern education, AMU is conducting a bridge course to prepare Madarsa students for qualifying in AMU Entrance Tests. This has resulted in a re-awakening among these students.

3.6.2 How does the University promote University-neighborhood network and student engagement, contributing to the holistic development of students & sustained community development?

The University promotes University-neighborhood network by doing the following:

Centre of Continuing & Adult Education and Extension adopts the following strategies:

Establishing Community University Networking:

• By establishing mass contact through door to door contact and public meeting.

• Conducting surveys and need assessment, Organiging Jan Sunvais and Nukkad, meetings, Advocacy through different media.



• The University neighborhood networking is established by involving two partners namely (a) Academic & (b) Activist.

• Academic partners consist of different Departments of Studies belonging to various faculties of the University. They possess in-depth knowledge on different issues pertaining to social change.

• The Activist partners consist of various NGOs, Organisations and Governmental agencies engaged in the task of social change. Suitable and effective strategies developed by them are used to ascertain desirable positive response.

Holistic Development of Students:

The gigantic task of transformation entrusted to the Centre is accomplished by interacting and maintaining liaison with the help of academic as well as activist partners of the Centre. Academic partners consist of different disciplines represented by different faculties of the University.

In the Department of Community Medicine, the Undergraduate and Postgraduate students are routinely allotted families in registered areas of Rural and Urban Health Training centres. Socio-cultural study of families is carried out. The students are taught about ethical issues, doctor patient relation and encouraged to carry out health education activities for promotion of health. The exercise is later evaluated and marks are given for the same.

The Interns posted in Community Medicine engage with the community at different levels such as Family Visits, School Health Programmes and visits to Anganwadi Centres, Health Promotion Melas, and several National Programmes. One major objective of these postings is to familiarize the young student and doctor with the way of life of the community and encourage health promotional thinking and activities.

The Department of Social Work through regular Field Work places Master of Social Work (MSW) & Bachelor of Social Work (BSW) students in a very organized manner for community work. The students are engaged in neighborhood areas composed of slum population. This facilitates the mutual process of learning and awareness between the students and the community regarding issues concerning sustained community development.

3.6.3 How does the University promote the participation of the students and faculty in extension activities including participation in NSS, NCC, YRC and other National/ International programmes?

The Department of Social Work collaborates with National Service Scheme (NSS) in promoting community awareness for Traffic Rules, Blood Donation, HIV/AIDS, Family Planning etc. The MSW students have worked as volunteers of NSS in various events organized for community development. The Department of Social Work in



collaboration of UNICEF & District Administration organizes programmes on various occasions viz. World Health Day, World Environment Day, World AIDS Day, etc.

Following event have been done through NSS:

Name of the Activities/ Programmes Name of the Events

1. National Immunization Day (NID)

� Intensive social mobilization campaign in under-served localities declared as high risk areas for the polio, under the collaborative programme with UNICEF.

� regular camps of 09 days of intensive campaigning

� Nukkar Natak

2. World Environment Day � Intensive tree plantation Programme. � Seminars, Nukkar Meetings.

3. Information and Help Camps for the admission in MBBS, B.Tech. and 10+2 Test

� “Information and help camps” Scores of people, outside guests, parents and guardians appreciated the arrangements and hospitality made by University official and NSS unit of AMU.

4. Independence Day/ Republic Day

Programmes of Desh Bhakti Songs and Nukkar Natak on the theme of National Integration.

5. My Earth My Duty, A Zee News initiative with NSS

Intensive tree plantation Programme

6. � Gandhi Jayanti � Blood Donation Camp

Blood Donation Camp

7. Voter Awareness Camp Voter Awareness Camps, Debate Competition, Rally, Candle March Marathon Race etc.

8. Community Survey Community survey

9. Education and Literacy including legal awareness Camp to increase the literacy.

10. Awareness about Saving Energy, Water & other Natural Resources.

An awareness camp for natural, renewable and non-renewable resources

11. Emergency Interventions including Trauma Care, initial Counseling and Data Collection

A seminar cum training programme

12. Awareness about General Cleanliness Health & Hygiene and Water Borne Diseases

Health and hygiene camps

13. Plantation Camp Plantation camps

NSS activities carried out in Pulse Polio Eradication Programme

1. Training Programmes in Jamalpur/Maulana Azad Nagar Indranagar/ Shahjamal (Shahganj) Mahfooz Nagar/Lodha K.K. Jain, Agra Road.

2. Field Activity for Social Mobilization Camp and support to Polio vaccination A & B team Activities.

3. Two training workshop for about 100 NSS volunteers 4. Production of the training material for these volunteers.

NCC: AMU has two NCC units for boys and one for girls, which



provide part time training to students in order to prepare them for job opportunities in the Defence Services and public and private sectors. These units of NCC conduct the following activities:

(i) Training Camps: All cadets have to undergo 40 parades in a session, imparted by Officer Commanding (OC), under the supervision of ANO and the Coy Office.

(ii) Examination: NCC Group Headquarter holds every year ‘B’ and ‘Ç’ certificate exams for eligible candidates.

(iii) Camps: Camps are mandatory criteria for certification. Hence Camps of following types are organized: • Combined Annual Training Camp (CATC) out of Aligarh in tent

or some built up area • Army Attachment Camp • Trekking Camp • National Integration Camp

Social Service: The NCC Cadets of AMU have been involved in following outreach programmes:

• National Pulse Polio Programme • Tree Plantation • Blood Donation

Certified NCC Cadets of AMU make their mark and easily get selected in Defence Services and other agencies.

Centre of Continuing & Adult Education and Extension has taken pathbreaking initiatives in this regard, which are mentioned below:

Orientation Programmes

Conducted Orientation Programmes for the following:

� B.A.LL.B. � M.Sc. & B.Sc. (Home Science) � P.G. Diploma in Applied Nutrition & Dietetics, Food Craft Institute,

AMU, Aligarh. � UGC Academic Staff College, AMU, Aligarh

Field Outreach Activities & Action Research

� Conducting surveys on issues addressed to social transformation, viz. education/literacy health, child labour, and need identification, etc.

� Conducting short-term courses: skill development, awareness generation � Organizing Health Check-up camps � Organizing Awareness Campaigns � Organization of National/International days � Running of CECs at Community level � Setting up of Libraries at CECs � Formation of Self Help Groups (SHGs) � Conducting Training Programmes � Jan Swasth Samvad � Jan Sunwai � Sas-Bahu Sammelan � Pustak Jatha



� Kala Jatha � Puppet Show � Cycle Rally � Women’s Science Fair � Bal Swasth Mela � Bal Manch � Samta Vigyan Mela

Collaborative Research Studies/Reports The following dissertations of students of Post Graduate Diploma in Dietetics & Hospital Food Services were completed under the guidance of the Centre:

2009-10 An analytical study of life style of working people (LIG) and disease suffering. “.(Post Graduate Diploma in Dietetics and Hospital Food Services) 2010-11 � “A clinical Study of Anaemia during pregnancy among women Living in

slum area of Aligarh”. (Post Graduate Diploma in Dietetics and Hospital Food Services)

� “Nutritional Status of Lactating Mothers - a comparative study of working women and house wives”. (Post Graduate Diploma in Dietetics and Hospital Food Services)

2011-12 Study of Food Adultration and its effect on Health (Diploma in Dietetics & Hospital Food Services). 2012-13 The CCAEE regularly conducts various programmes and activities in collaboration with its academic and activist partners. The purpose of such activities is to reach to the marginalized people to provide awareness on different issues pertaining to social transformation. Following are few of the major activities. A. The students of P.G. Diploma in Dietetics & Food Services, Food Craft

Institute, AMU, Aligarh organized one day programme at Village Jarothi of Jawan Block of Aligarh District on 29 December 2012. The Programme included � A lecture on the disease of Tuberculosis its causes, symptoms,

investigation, treatment & diet for T.B. patients. � Dissemination of information on infant/child diarrhoea and

anaemia during pregnancy through staging Nukkad Nattak on the said themes.

� Demonstration of the iron rich diet (Poha) � A lecture on the theme of anti-natal care and breastfeeding.

B. Another Important activity in-collaboration with the students of FCI was organized on 19 January 2013 at village Bheemgarhi of the Jawan Block of Aligarh District, where the students of FCI generated awareness on the diseases namely, malaria, diarrhoea and typhoid, with the help of charts. They also staged a street play on the theme of proper timely treatment. In the play characters highlighted the importance of timely treatment by the appropriate medical practitioner. The play also drew the attention of the spectators toward seeking the proper medical



advice through the hospital services (like the PHCs and CHCs) instead of going to the quacks.

C. The students of the P.G. Diploma in Dietetics and Food Services also conducted an important activity on February 2, 2013 at village Nagla Qila, Jawan Block, Aligarh District, where they assessed nutritional status of the children belonging to ‘Angan Wari’ and Primary Schools.

The purpose of the said study was to ascertain provisions of required amounts of calories to the children as per their age group. The main objective of the study was to find out the prevalence of anaemia among the children.

In addition to the collaborative activities with the FCI, the CCAEE also conducted programmes with the students of B.A.LL.B. 10th semester of the Faculty of Law, AMU, Aligarh on March 31, 2013 where an awareness generation programme was launched at villages Sumera & Dariapur of the Jawan Block of Aligarh District. The students adopted street play method as the means of communication and staged plays on the following laws:

� Domestic Violence � Consumer Protection � Right to Information � Right to Education

The focus of the street play was two fold, to make the community aware about the laws of the land and also to mobilize the masses to adopt the right path to resolve their legal issues.

3.6.4 Give details of social surveys, research or extension work, if any, undertaken by the University to ensure social justice and empower the underprivileged and the most vulnerable sections of society?

Department of Social Work is engaged in various Social Surveys/ Extension Work undertaken to ensure social justice and empower the underprivileged/ vulnerable sections:

1. Faculty and Students Involvement for Mother and Child Health (MCH) in Aligarh District: The Supportive Supervision for Comprehensive Child Survival Programme (SS-CCSP) in Aligarh District was a joint collaborative initiative of AMU & UNICEF. The whole faculty and students of Social Work have worked for the reduction of Infant and Maternal Mortality in the Aligarh District. All 12 Blocks of the District were the interventional areas. This involvement with support of UNICEF resulted in a Model of Supportive Supervision for Child Survival for the Health Department, Government of Uttar Pradesh.

(a) Involvement of Faculty Members, Department of Social Work: Four days in a week, all the faculty members visited the whole district along with students by:



• Overall supervision of students to conduct base line and end line survey.

• Planning and implementation of students’ field activities, i.e., group meeting, case study, social mobilization activities.

• Weekly evaluation meeting with students on the basis of field visit.

(b) Involvement of MSW Students:

• Base line and End line Survey: All Students of MSW were involved for base line and end line survey in collaboration of Department of Social work with UNICEF. The students went to the different blocks in different villages to meet frontline Health Functionaries i.e. Accredited Social Health Activists (ASHAs)/Auxiliary Nurse Midwives (ANMs)/Lady Health Visitors (LHVs) for collecting information.

• Supportive Supervision to Weak ASHAs: As all the students had undergone 10-days CCSP training including supportive supervision module, so they were capable to supervise and support ASHAs/ ANMs. A list of weak performing ASHAs was prepared and students supported them to improve their records and working to save the lives of mothers and children.

• Group Meetings: Rural community has various types of misconceptions about the mother’s first milk, initiation of breastfeeding, giving immediate bath to the newborn. Pre-lacteal feeds- “Pehua” (homemade ghutti), gripe water, tea, water, etc. are prevalent. In this context the students organized group meeting and convinced them to follow healthy practices for child survival and mother’s health. The students conducted 175 group meetings among the community during this period. Criteria to organize Group meeting was on the basis of: � High number of Deliveries at Home � Low Immunization coverage � Low acceptance of ASHAs � Harmful traditional practices regarding Mother & Child Health

2. Indus Child Labour Projects in Aligarh, Moradabad and Firozabad Districts: The Department of Social Work collaborated with International Labour Organisation (ILO), Sub-Regional Office for South Asia, New Delhi. The work was spread over the three Districts of Uttar Pradesh. Aligarh, Moradabad and Firozabad known for Lock, Brass and Glass industry respectively. The survey work helped in enumeration of children working in these units.

3. Polio Eradication Programme – The Underserved Strategy: Social Mobilization Component: The programme is in collaboration with UNICEF. The work is aimed at eradicating the Polio from High Risk Areas covering Underserved Population. Social Mobilization is



the component which helps in awareness generation and removing the misconceptions regarding the Polio drive.

4. Survey for Educational Problems of the Urban Poor Muslims: The survey was conducted in collaboration with Centre for Promotion of Educational and Cultural Advancement of Muslims of India (CEPECAMI), Aligarh Muslim University, Aligarh.

5. Special Child Labour Schools of Aligarh City: As a joint collaborative effort of INDO-US Department of Labour (DOL), the Special Child Labour Schools worked for the noble cause of educating the child labour.

Community Medicine is also engaged in a number of socio-medical surveys and several research activities are carried out in the field. A few of the ongoing and recently completed surveys are as follows:

(i) Field activities related to Polio Eradication Programme. These include social mobilization of community in high risk urban areas, and motivation for health related activities such as immunization and family planning. Reports are regularly sent to the UNICEF and District Hospital. Yearly evaluation of Routine Immunization Programme in the field area is carried out by post graduate students and report present in PG Seminar.

(ii) ICMR’s National Task Force Study on Migration, Poverty and Access to Health Care. The survey and research is being carried out in Notified and Non-notified slums of Aligarh. Major objective is to create a model for interaction of community and service providers to enable access to health services.

(iii) Under the Sentinel Surveillance Unit (SSU) of National Programme for Control of Blindness, a community survey to assess the prevalence of Refractive Error and Colour Blindness was carried out in the District Aligarh.

(iv) A survey of the Employees of Narora Atomic Plant was carried out in 2012 Press.

Center of Continuing & Adult Education and Extension has contributed considerably on these lines:

A worth mentioning activity of the centre during the year was launching of the project “strengthening of birth preparedness and setting up an obstetric helpline for referral transport in Aligarh”. It was a joint venture of UNICEF, GVS, U.P. and CCAEE, AMU, Aligarh.

As the title suggests entire 12 blocks of Aligarh district were selected to undertake the project work. The main objectives of the project were to –

� to reduce mother mortality rate, � to develop linkages between community based initiatives, � to increase knowledge about maternal and neo-natal emergencies among

the community members (including PRIs, SHGs, etc.), � to identify the common causes of maternal mortality in the community,



� to ensure timely availability of emergency transportation facilities for obstetric emergencies and improve early referral of sick neonates, and

� to increase early registration and birth planning of pregnant women in the catchment area.

An orientation programme for the block and Helpline coordinators was held from June 13-14, 2011.

A Study on Accredited Social Health Activists (ASHAs) During XI Five Year Plan National Rural Health Mission (NRHM) introduced ASHAs in the Rural Health sector of India. Prior to this it was found that the health services in the rural society were not functioning properly due to lack of personnel. Therefore the concept of Accredited Social Health Activists (ASHAs) was evolved, so as to provide better health services and awareness among the community. Earlier Auxiliary Nurse & Midwives (ANMs) were assigned the work of immunization and generating awareness among the masses but the area of work was so large that the facilities could not reach the beneficiaries. That is why it was proposed that ASHAs shall be added in addition to ANMs to provide health services and awareness to the people. At the end of XI Five Year Plan, NRHM decided to conduct an evaluative study on the functioning of ASHAs.

The objective of this study was to find out:

� the status of improvement in the rate of institutional deliveries. � the Infant Mortality Rate (IMR), and � whether ASHAs be paid a fixed salary or shall be paid according to their

work.

To ascertain the real picture, NRHM planned an evaluative study in the selected districts of the country. In the state of U.P., two districts were identified for the said purpose, namely, Aligarh & Sitapur. The Centre of continuing & Adult Education and Extension, Aligarh Muslim University, Aligarh & Gyan Vigyan Samiti, U.P. were assigned the task of conducting this study at Aligarh District.

The study was conducted from 28.11.2011 to 20.12.2011 covering 100 villages in the following 09 blocks of Aligarh district:

Akrabad Atrauli Chandaus Dhanipur Gangiri Iglas Jawan Khair Lodha

The survey was conducted by 15 persons, dividing them into three teams. These teams carried out the survey under cluster approach. A cluster was formed of four village covered by an ANM, Four ASHAs, Four Aganwari workers & Four members of PRI. The study was conducted by administering a questionnaire using the interview method. The following functionaries / categories having impact on the working of ASHAs were interviewed:

ASHAs = 100 Numbers ANMs = 25 Numbers Aganwari workers = 100 Numbers Representatives of PRI = 100 Numbers



Beneficiaries = 600 Numbers

(i) Mothers of the children belonging to the age group of 0 - 6 months = 400 Numbers

(ii) Lactating mothers of the children of the age group of 6 month and above = 200 Numbers

Findings � Ineffective functioning of ASHAs due to delayed payment. � Non-availability of medical Kits to ASHAs also hampers the proper

functioning. � Lack of facilities of transportation impedes ASHAs to carry pregnant

women to PHCs and CHCs. � Lack of proper stay arrangements for ASHAs at night.

Observations (i) No proper planning for the birth preparedness. (ii) Lack of antenatal checkup. (iii) Medical assistance sought only in extreme complicated cases and at an

advanced stage of birth process that often leads to mother mortality. (iv) Lack of transportation facilities and poor road conditions also

contribute in the delay to reach the destination. (v) Non-availability of the medical and para medical staff at CHCs and PHCs.

Prevalence of caste system also creates problems for ASHAs, particularly for those, belonging to lower caste are not welcome by the beneficiaries of higher caste.

3.6.5 Does the University have a mechanism to track the students’ involvement in various social movements/activities which promote citizenship roles?

AMU community has always come forward in difficult times to help the sufferers of earth quakes, floods or communal riots. AMU Students’ Union actively participates in such activities. There are even some student wings and organizations, which are seen in such activities as holding Blood Donation Camps, or collecting winter clothes or blankets to help the poor.

When the students hold such activities under NSS, NCC or AMUSU, their involvements are properly tracked by them.

These activities are promoted and publicized through Public Relation Office (PRO) in the media and some of its activities are documented in the University Gazette.

3.6.6 Bearing in mind the objectives and expected outcomes of the extension activities organized by the University, how did they complement students’ academic learning experience? Specify the values inculcated and skills learnt.

Through the aforementioned activities the students acquire skills at multifarious levels. This beyond-the-classroom experience instills values of societal responsibilities. It makes them autonomous learners



and equips them with life skills. The field work and hands-on experience provide them situations where they have to think and act on their own. This engenders in them the capability of independent decision-making in their life. To be able to compare and analyse theoretical knowledge with real-life situations the students acquire critical thinking skills as well. Such engagements also offer rich interaction where students learn the skills to effectively communicate in different situations of life.

The following instances from Center of Continuing & Adult Education and Extension and Department of Social Work have a lot to say in this regard:

Kala Jatha (Cultural Troupe) It is a strong strategy to disseminate information to the masses since it involves direct communication with the audience in an appealing way. The members of the troupe belong to the community itself, thus they deeply understand the existing problems themselves and do it whole-heartedly. This activity can be tactfully utilized to organize people and conveying the message.

Mumtaz Self Help Group A Self Help Group named Mumtaz was formed in the year 2000 to strengthen self-reliance and decision making leading to empowering women. Thus a group of 20 women was formed who were provided training in the Transfer of Technology by the Department of Post Harvest Technology of the Faculty of Agricultural Sciences, AMU. Having acquired the know-how, the Group started income generating activities, like masala grinding and fruit preservation for which necessary machinery was provided by the Centre for Women’s Studies, AMU.

The SHG during more than a decade long journey has maintained its quality of products and created good will among its users, which is increasing day by day. SHG’s main customer is the Kitchen of the J.N. Medical College, AMU where the quality of food has considerably improved and the quantity of the spices being used has been reduced due to their purity. It may be mentioned that the whole process of purchasing of raw material, cleaning, grinding, packing, account keeping, etc. is being done solely by the women members of the SHG. This has resulted in empowering them as also enhanced their decision making power. All the decisions are taken in a meeting.

COURSES CCAEE organized Short-term Continuing Education Courses for the benefit of the neo-literates and other under privileged individuals with a view to generate awareness and also to develop their skills for income generation.

Short Term Continuing Education Courses CCAEE conducted following Short-Term Continuing Education Courses under field out-reach activities which were free of cost and were meant for under-privileged sections of the society: Skill Development Courses 1. Book Binding Two weeks 2. Block Printing One month 3. Banner Printing Two weeks



4. Batick Printing One month 5. Chair Canning One month 6. Candle Making One month 7. Doll Making One month 8. Dress Designing One year 9. Embroidery (Hand) Three months 10. Embroidery (Machine) Three months 11. Embossed painting One month 12. Fabric Painting One month 13. Flower Making One month 14. Fruit Preservation Two weeks 15 Gift Packing One week 16 Handicrafts Three months 17. Mehndi Application Two weeks 18. Mirror Painting One month 19. Needle Work One month 20. Pot Painting One month 21. Raxine Work Two weeks 22. Soft Toy Making One month 23. Skin Hair & Care One month 24. Screen Painting One month 25. Tie & Dye One month 26. Zari Work One Year 27. Purse and Bag Making One month Awareness Generation Courses 1. Community Health & First Aid 2. Entrepreneurial Efforts 3. Home Management 4. Legal Literacy 5. Mother and Child Care 6. Quality of Life Improvement 7. Climate Change Computer Courses 1. MS Office 2. Computer Hardware 3. Corel Draw 4. Photoshop 5. Computer Literacy Programme for Beginners for Primary Level

Learners 6. Word Processing – Hindi 7. Word Processing – English 8. Word Processing – In Page (Urdu) 9. Basics of Internet Training Programmes � Training on Marketing for SHG members – 31-12-2010 to 15-1-2011 � Training Programmes for field functionaries � Training of Machine Embroidery for the Staff of the CCAEE –

February 7-12, 2011



� Training of Computer hardware for the Staff of the CCAEE - March 1-15, 2011

Literacy Classes Literacy classes are conducted for these learners who have lither never gone to school or have been to school for some years but have relapsed into illiteracy. During the session 2009-10 to 2012-13, learners were enrolled for literacy classes: Literacy Classes S. No Number of Learners Year 1. 30 2009-10 2. 26 2010-11 3. 40 2011-12 4. 30 2012-13 Bridge Course The entrants to the Bridge Course were mainly drawn from the Literacy Class conducted by the Centre, as other drop-outs of Schools, who after putting to test in English, Urdu and Hindi were found to be suitable for the Course the learners who had successfully completed the Bridge Course. Functional English The Learners who showed considerable improvements in their learning were given short-term Courses in Functional English for durations ranging from 45 to 60 hours. After adjudging their performance and enthusiasm, learners of the Bridge Course who had also undertaken a course on Functional English were allowed to appear at the SSC Examination and thereafter at successive Examinations as per following details: Achievement in Scholastic Skills An objective set by the CCAEE during XII Five Year Plan was to bridge the gap between Formal & Non-Formal Education. To achieve this target the CCAEE developed and conducted Bridge Courses for the school drop-outs, that later on appeared as a private candidate in the SSC & SSSC examinations conducted by the AMU Board of Secondary and Senior Secondary School Examinations, from 2009 to 2013. A few candidates also appeared in the B.A. Examination of the AMU as private candidates. Integration of Formal and Non-formal Education: Learners after qualifying Senior Secondary School Certificate examination joined the mainstream courses such as B.A., M.A., Diploma in Secretarial Practice and Nursing, etc. Course on Mathematics Owing to the demand of school children belonging to low income group and were first generation learners, special classes were arranged for Mathematics during the session 2009-10. It was found that their performance improved to a great extent.

Department of Community Medicine:

The surveys and field activities carried out by students in the Department of Community Medicine help the students to understand the strengths and challenges faced by community. It goes beyond classroom teaching by introducing the students to respond in a humane and sympathetic manner to their concerns.



IPC and IEC skills through Social Mobilization, community outreach skills, conducting group meetings, CCSP Skills, Participatory skills through PRA/PLA exercises are done at Department of Social Works.

3.6.7 How does the University ensure the involvement of the community in its outreach activities and contribute to community development? Give details of the initiatives of the University which have encouraged community participation in its activities.

Community Participation has been encouraged in the Department of Social Works through adopting neighborhood slums and villages for organizing Rural Winter Camps. The camps offer community participation in various activities viz. Nukkad Natak (Street Plays), awareness rallies, promotion of drawing/poster making competitions among local schools etc. Programmes like CCSP and Polio eradication through meetings with community enhances participation.

In the Faculty of Agriculture Science some programmes are organized to impart knowledge relating cultivation of crops and disease management for farmers.

Community outreach program are also promoted in the Academic Staff College. Following are done specifically:

Minority Education: In view of the Sachchar (2006) Committee revelations and recommendations highlighting the poor and marginal status of the minority community in India, the ASC AMU has used its platform for building synergies between the academia and the NGO sector to improve the situation of minority education and educational institutes. Evaluation of government schemes for minority welfare, recommendations for their optimum use by the community and implementable proposals for minority education have been drawn at brainstorming sessions. Experts from the field of law, education, political science, economics, language and oriental studies came together with the civil society for earnest deliberations on the issues and challenges faced by the minority community in improving its educational status.

Specific suggestions have been put forward which may help realize the dream of empowering the minorities and improving their lot. Although the suggestions are directed at the Planning commission, Ministry of Minority Affairs and other government agencies, it prompts the minorities to do some soul searching and stock taking in terms of both conceiving and executing remedial actions. Valuable facts and figures and concrete suggestions to devise welfare schemes come in handy from a volume published as an outcome to these deliberations:

Skill Development Programme: The ASC AMU prepared a project on setting up a Nodal Agency for the development of skills in the teachers of the Minority Managed Degree Colleges. The proposal is currently under active consideration of the UGC. It would enable us to work for the professional development of the teachers of the MMDCs.



NDA coaching for senior secondary boys: In 2012-13 the ASC AMU organized the NDA Coaching programme for the AMU Senior Secondary School students. Two students were selected for the NDA and the coaching continues in the year 2013-14 with the enrolment of 40 students

EAMP for building English Proficiency in AMU school students: The EAMP (English ACCESS Micro-scholarship Programme) is a worldwide programme of the Bureau of Educational and Cultural Affairs of the US Department of State. The ACCESS programme currently underway in India is a presidential initiative to promote political, economic and educational reform and to empower non-elite and disadvantaged children through result oriented programmes, meeting both regional and specific needs- while catering to diverse and younger audience. This programme provides all material for teaching support, teacher development openings for ACCESS teachers and combines learning with fun in outdoor excursions.

As part of International collaboration a two year programme for gaining English language skills (Listening/Speaking/Reading/Writing) was launched in November 2007 for one hundred socially and financially under privileged School children of Aligarh Muslim University Schools sponsored by American Centre, US Embassy, New Delhi. So far 500 AMU school children have benefitted from this Programme. Several ELT experts from the US and India visited the AMU and Interacted with the AMU faculty and research scholars as part of their sponsorship by the American Centre, New Delhi.

Capacity building for Madrasa background students: Various workshops for the students of Madrassa background have been organized to make them abreast of the dynamics of a fast changing world with a flat economy. Amongst these they have been enriched by some technical training courses held at the College to improve their potentials of getting employment. The ASC AMU in collaboration with the British High Commission New Delhi organized three training programmes for Madrassa Teachers, Imams and students between November 2009 and February 2010.

� Skill development of Madrassa Teachers from 17th Nov to 26th Nov 2009 for 19 Participants

� Awareness Programme for Madrassa Teachers from 5th Jan to 14th Jan 2010 for 20 participants

� Skills of development of Madrasa Students from 13th Feb to 22nd Feb 2010 for 25 participants

The nature of these workshops was to promote interfaith dialogue and promote cordial community relations between the Britons and Indian Muslims in particular, in line with the philosophy of the founder of the institute Sir Syed Ahmed Khan.

British High Commission Workshops for Madrassa background students: Later in 2012, fully funded by the British High Commission New Delhi, The UGC Academic Staff College, AMU in collaboration with the Dept. of Political Science AMU organized three workshops (five-days each) on Understanding the Threat of Violence and Terrorism in a Multicultural World for AMU students including those from Madrasa background on the following dates:



50 Undergraduate students 1.3.2012 to 5.3.2012 50 Post Graduate Students 12.3.2012 to 16.3.2012 50 Research Scholars 19.3.2012 to 23.3.2012

During these workshops the students interacted with resource persons on topics like Tolerance in Islam, the Multicultural Society in the UK and aspects of cultural diversity such as linguistic diversity, secularism, pluralism etc. Short film shows and cultural evenings were also organized and poster making, essay and speech competitions were held on topics such as how Islam prohibits terrorism and killing of the innocent and the idea of a multi-cultural society.

Department of Community Medicine also ensures involvement of Community by ensuring that Basic Medical Facilities are provided to all registered families. Competitions and awards are instituted in schools to encourage children and parents, and prompt referrals are made whenever needed. The work of NGOs doing social work is also facilitated by staff and students.

Residential Coaching Academy has initiated coaching programme for all students from downtrodden section of the society.

3.6.8 Give details of awards received by the institution for extension activities and/contributions to social/community development during the last four years.

Following awards for contribution to community development was received by the Department of Social Works:

� Jimmy Carter Foundation Award for excellent contribution in ‘Pulse Polio Eradication Programme’ to the Vice-Chancellor of AMU.

� Awarded First Prize for awareness against the evil of Child Labour by Commissioner, Aligarh Division at Exhibition Ground, Aligarh.

Following awards for contribution to community development was received by NSS:

� National Service Scheme (NSS) Aligarh Muslim University, Aligarh, received the I Prize in Voter Awareness Camps 2011-2012 & 2012-2013 by the Chief Election Officer U.P. government in Lucknow

3.7 Collaboration

3.7.1 How has the University’s collaboration with other agencies impacted the visibility, identity and diversity of activities on campus? To what extent has the University benefitted academically and financially because of collaborations?

Collaborations with other high quality organizations have accrued following benefits to the University:

(i) Visibility of the University has enhanced and due to which the ranking of the University has improved as indicated in various



national and international surveys. (ii) The quality of research and publications has improved. (iii) New patents have been awarded and a number of these are in the

process. (iv) A number of foreign universities have shown their interest to

collaborate with the University,

The University has financially benefitted from the projects due to these collaborative researches in the form of receiving overhead charges. Recently, a project worth Euro 2.1 million has been awarded under Indo-European Bilateral Science & Tech. Agreement with FP-7 Framework.

3.7.2 Mention specific examples of how these linkages promote

� Curriculum development: These collaborations promote curriculum development in the form of new knowledge and information addition to the existing programmes being taught.

� Internship: Large number of students from different institutions and universities visit various Departments for receiving training in new areas and technologies. Similarly, our students also get trained and acquaint themselves with newer technologies.

� On-the-job training: A number of faculty and students under various scholarship programs visit different institutes and Industry thereby strengthening the academic and research activities on the campus. The knowledge gained is shared with graduate, post graduate and research scholars.

� Faculty exchange and development: Faculty exchange program helps enhancing vision, knowledge, skills in emerging areas, visibility of the University and many other ways. Students benefit greatly through interaction with experts from outside.

� Research & Publication: Due to collaborative activities the research facilities have improved resulting in good quality of research and publications.

� Consultancy & Extension: The increase of visibility of the University due to collaborative research has resulted in faculty getting consultancy/ research projects.

� Student placement: Since the University has been recognized by various national and international accreditation bodies, there has been an enriched confidence of the industry and employers. This has led to a better prospect for the graduates who have been successful in procuring jobs in the campus placement. Any other (please specify) These collaborations promote

� Any other (please specify)

There collaborations promote:

(i) High quality research (ii) Publications quality, impact and citation



(iii) Original action based research (iv) Primary data is easily available (v) Faculty exposure and experience in the current subjects of

research.

3.7.3 Has the University signed any MoUs with institutions of national/ international importance/other universities/industries/ corporate houses etc.? If yes, how have they enhanced the research and development activities of the University?

Strengthening synergy with advanced centers of learning spread across the globe has always been at the top of University’s agenda, as a part of which AMU has signed a significant number of MoUs with leading foreign universities and organizations to foster quality research and cross functional collaborations. Some of the major areas of academic and research cooperation are listed below:

� On April 21, 2009, a MoU between Department of History, AMU and Georgia State University of USA and its College of Arts & Science was signed for the exchange of information necessary for educational and research advancement and the interchange of students and academic staff.

� On July 01, 2009 the Academic Staff College and Embassy of the United States of America, New Delhi signed an agreement under English Access Micro-scholarship Programme to provide access to learning English language among the poor and down trodden students.

� Darussalam Institute of Islamic Studies, Indonesia and Aligarh Muslim University signed MoU on December 15, 2009 for collaboration in educational matters and to prepare a long term strategy for Human Resource Development.

� On March 26, 2010, MoU between Department of Zoology and University of Belfast, UK was signed for the implementation of a project on Combating Infectious Diseases of Livestock for International Development (ClOUD).

� On April 17, 2010, the Department of Chemistry and University of Sain, Malaysia signed MoU to establish closer ties enabling both the institutions to work together in the area of collaborative research and training of Graduate/ Postgraduate/ Ph.D. students of these institutions.

� On June 8, 2010, MoU between AMU and the University of North Carolina Chapel Hill University, USA was signed to encourage cooperation in disciplines that are studied at both the Institutions.

� MoU was signed on July 22, 2010 with Mr. Ameer Ahmed, Chairman & Managing Director, Agnice Fire Protection Ltd, G.K. Industrial Estate, Alapakkam, Porur, Chennai, for construction of a new Hi-tech institutional complex for Faculty of Management at AMU.

� On August 5, 2010, MoU between the Faculty of Unani Medicine and University of Western Cape, South Africa was signed for promotion of Unani Tib in South Africa.

� On March 11, 2011, a high-powered delegation of Qasim University, Saudi Arabia visited Zakir Husain College of Engineering and



Technology and discussed the areas of cooperation between the two institutions including engineering and computer sciences.

� On April 2, 2011, MoU was signed between University of Colombo, Rajagiriya, Sri Lanka and A.K. Tibbiya College to promote individual contacts among scholars, students and personnel of both the institutions to promote links in teaching and research activities and to provide opportunities for both staff and student exchanges.

� On June 3, 2011, a delegation of Medicine Faculty, Northern Border University, Arar, Kingdom of Saudi Arabia made a three-day visit to the University. The University has worked out initial modus operandi for an extended collaboration in the field of medical research, medical education technology, student and staff exchange and curricular development.

� On November 1, 2011, the Chief Minister of Sarawak State of Malaysia visited the Aligarh Muslim University along with a high power team of statesmen to explore the prospects and areas of mutual cooperation and academic and research collaboration.

� On January 28, 2012, a MoU between the Centre of Advance Study in History of the Aligarh Muslim University and the Iranian Universities and Institutions was signed at the Iran Culture House, New Delhi to undertake joint research ventures and exchange of faculty members, research scholars through holding of seminars, conferences, lectures as well as refresher courses for faculty and students studying classical Persian.

� On May 15, 2012, the Aligarh Muslim University signed a Memorandum of Understanding (MoU) for a Trilateral Research Collaboration Project involving Universities of Bristol (UK), Ohio State University, USA and the Aligarh Muslim University. A pilot project will be launched under the tri-lateral research and education partnership to establish a STEM Research and Education Centre at Aligarh as a model for a larger initiative involving universities in UK, USA and India. The project would be supported by Indo Genius, an education consultancy, which is developing the intervarsity approach to supporting Indian higher education and research.

� On August 6, 2012, The Centre for Promotion of Science, Aligarh Muslim University signed a Memorandum of Understanding (MoU) with Vigyan Prasar, Department of Science and Technology, Government of India to facilitate collaboration in printing and publishing science resource material in Urdu.

� MoU was signed between the Centre for Distance Education, AMU and Lal Bahadur Shastri National Academy of Administration Mussoorie on June 6, 2013.

� AMU signed MoU with Michigan State University College of Engineering, USA on June 19, 2013 for faculty and students exchange and cooperation in teaching and research.

� AMU signed MoU with Morehouse College, Atlanta, USA on June 25, 2013 � AMU signed MoU with The Sir Syed Education Society of North

American United States of America on June 25, 2013 � AMU signed MoU with Youngstown State University, USA on October

15, 2013 � AMU signed MoU with Ohio State University, Columbus, Ohio, USA,

on November 11, 2013.



3.7.4 Have the University-industry interactions resulted in the establishment/creation of highly specialized laboratories/ facilities?

Many Departments of studies have developed a setup for specialized research in association with industry. For example, Biotechnology and Pharmacology interact with pharmaceutical companies.

Any other information regarding Research, Consultancy and Extension, which the University would like to include.

� The University organizes “University Extension Lectures” on a regular basis.

� Many teachers individually provide consultancy to industry, research and academic institutes for establishment.

� Many Departments extend the facilities available in the specialized laboratories to the researchers from within the nation and abroad.




Volume I: SSR: Criterion IV Page 116 of 199

CRITERION –IV: INFRASTRUCTURE AND LEARNING RESOURCES

4.1 Physical Facilities

4.1.1 How does the university plan and ensure adequate availability of physical infrastructure and ensure its optimal utilization?

The University consists of more than 100 Departments of Studies/ Centers/Institutes besides the supporting units like Building Department, Electricity Department, Central Library, Health Centre, etc., for which Five Year planning process is followed.

The University’s Five Year Plan proposals mainly consist of the infrastructural requirements in terms of growing needs and changing global education scenario. New buildings, expansion and maintenance of existing buildings, Equipments, Books and Journals, Sports infrastructure, Teaching & Non-teaching positions, Construction of Roads and augmentation of capacity of Electric Power Stations, Students Amenities and ICT requirements etc.

The University has a decentralized planning process whereby each department as well as non academic department makes an assessment of its overall requirement at the beginning of each plan.

The overall requirement is debated at departmental level in its Board of Studies and requirements are prioritized and finalized in Faculty meeting.

Each Department submits the prioritized plan proposals to the Development Section, a dedicated unit of the University, which has the mandate for preparing five year general development plan by integrating all the plan proposals received from individual departments.

The consolidated plan proposal is submitted to the UGC after detailed discussions and deliberations on it in the Academic Council, the Finance Committee and the Executive Council of the University.

The plan-execution is based on the allocation of grants by the UGC as per the priorities set out in the plan proposal viz-a-viz each faculty’s requirement for physical infrastructure.

Alumni and other institutions also provide financial support for development of infrastructure from time to time.

Physical Infrastructure especially the availability of adequate class rooms, research laboratories, departmental libraries , space for teaching and nonteaching staff and student’s hostel is currently inadequate due to limited plan and non plan funding. For example, presently there is shortage of 178 Classrooms and 441 Cubical/Chambers in different departments and hostel accommodation for students. Hence the available infrastructure is optimally utilized.


Page 117 of 199 Volume I: SSR: Criterion IV

4.1.2 Does the university have a policy for the creation and enhancement of infrastructure in order to promote a good teaching-learning environment? If yes, mention a few recent initiatives.

Yes, the University follows a policy of creation and enhancement of infrastructure to promote good teaching and learning environment. Consequently, the University allocates the major share of plan and non-plan (non-salary) funding for the same as evident from the data given below:

Total Funding Fund allocated for creating infrastructure

X Plan 51 crores

Building – 17.92 crores Equipment – 19.69 crores Books – 2.63 crores Total = 40.24 crores

XI Plan 153 crores

Building – 66.79 crores Equipment – 22.07 crores Books – 5.38 crores Campus Development – 26.93 crores Student Amenities – 0.90 crore ICT - 5.00 crores Total = 127.07 crores

XII Plan 162 crores

Building – 28.00 crores Equipment – 25.50 crores Books – 4.25 crores Campus Development – 5.50 crores Student Amenities – 1.43 crores ICT – 15.00 crores Sports Infrastructure – 1.08 crores Total = 80.76 crores

Recent initiatives taken are summarized as under:

(a) Improvement of Campus Development: � Laying of road with footpath and relaying of sewer line in the

University Campus costing approximately Rs.13.00 crores. � Installation of Fire Fighting System at Central Library,

Administrative Block, Kennedy Auditorium and Vice-Chancellor’s Lodge: Rs.2.00 crores (in pipeline).

� Green University Project, estimated cost of Rs.20.00 crores (in pipeline).

(b) Research & Academic Infrastructure � Extension of building of the Dept. of Architecture, Dental College,

Dept. of Islamic Studies, Dept. of Computer Science, Faculty of Social Sciences, Dept. of Physics, Centre for Diabetes and Endocrinology: Rs.8.67 crores.

� Construction of building for two new departments of Faculty of Unani Medicine: Rs.4.00 crores.



� Construction Central Block Building for Z.H. College of Engg. & Tech: Rs.4.00 crores.

� Construction of new building for Faculty of Social Sciences: Rs.5.80 crores.

� Construction of composite building for Dept. of Plant Protection, Dept. of Agricultural Microbiology and Dept. of Post Harvest Engineering in the Faculty of Agricultural Sciences: Rs.3.00 crores.

� Construction of New Block for housing three new Departments of Neurosurgery, Dept. of Pediatrics Surgery and Dept. of Cardiothoracic & Vascular Surgery: Rs.1.50 crores.

� Construction of new Block of Dept. Of Ophthalmology: Rs.1.50 crores. � Up- gradation of JN Medical College including setting up of new

state of the Art Trauma Center under the second phase of Pradhan Mantri Swasthya Suraksha Yojna (PMSSY): Rs.150 crores.

� Establishment of Sophisticated Instrument Facility (USIF) having TEM and SEM, estimated cost approximately Rs.4.00 crores.

(c) Student Amenities: � Construction of student canteen: Rs.1.50 crores (approx.). � Establishment of Reading Room and Gymnasium with an amount

of Rs.3.00 crores at Mohd Habib Hall. � Expansion of the Central Library: Rs.4.00 crores. � Construction of Girls’ Hostel in the satellite campus: Rs.8.00 crores. � Construction of Hostel for differently abled students at Ahmadi School

for the Visually Challenged: Rs.6.00 crores. � Construction of Academic Block of Residential Coaching

Academy with an amount of Rs.7.50 crores. � Laying of Astro-Turf at the Hockey Club of the university at an

estimated cost of Rs. 4.00 crores funded by the Sports Authority of India.

� Construction of Volley Ball Courts, Basket Ball Courts in the Halls of Residences: Rs.0.50 crore.

� Construction of a Hall of Residence for 1500 girls’ student with an estimated cost of Rs.75.00 crores (work has been assigned to M/S Hindustan Steel Construction Ltd.).

� Augmentation of residential capacity of Begum Sultan Jahan Hall and converting it into International Hostel for foreign students with an estimated cost of Rs.5 crore.

� Augmentation of residential capacity of B. R. Ambedkar Hall and Engineering Hall for Girls, for OBC Boys and Girls with an estimated cost of 2.80 crore funded by Ministry of Social Justice & Empowerment.

(d) ICT Infrastructure � A sum of Rs. 5.00 crores was spent for improving ICT

Infrastructure during XI plan period. The internet speed was increased from a mere 0.5 mbps to 54 mbps. The University is also connected to the National Knowledge Network that has 1000 mbps bandwidth.



� A sum of Rs.15.00 crores has been allocated under XII Plan to complete around 85 km long OFC cable to provide 10 G backbone network and to enable the campus including hostel with Wi-Fi facility by the start of next academic session.

� In the last financial year following ICT items were purchased. Please refer to item 4.3 for ICT facilities.

� Department of Peadiatrics has developed Resource Centre for training of trainer of health functionaries of U.P. in collaboration with UNICEF’s National Rural Health Mission. As per this, 3 seminar rooms (Two (02) in Department and one (01) in- ward 17 was renovated and fully furnished in 2011.

� Department of Pediatrics has also developed Nutritional Rehabilitation Centre comprising of 10 bed full furnished ward, modular kitchen, toilet along with provision of manpower (Nurses: 4, Nutritionist:1, Care Taker:1, Part Time Safaiwala). Now the NRC is imparting the WHO based protocol management of acute malnutrition.

4.1.3 How does the university create a conducive physical ambience for the faculty in terms of adequate research laboratories, computing facilities and allied services?

The University lays great emphasis on providing a conducive physical ambience based on requirement projected by the individual departments. As a result, approximately 75% faculty members have been provided with dedicated space backed by uninterrupted power supply in majority of the departments of studies and high speed internet connectivity.

There is computing facility available in each of the department backed by a centralized computing facility which is to be augmented by High Performance Computing Facility with a total outlay of 2.33 crores under second phase of DST PURSE Programme. A total of 26 crore will be spent on purchase of sophisticated research equipment in Science, Life Sciences and Engineering faculties under second phase of DST - PURSE Programme.

The second phase of DST- PURSE programme follows the first phase of DST PURSE Programme whereby a total of Rs.7.20 crores were spent on the augmentation of research equipment. An amount of Rs.35 crores is also to be used for purchase of research and diagnostic Equipment out of the funds allocated for up gradation of JN Medical College under second phase of PMSSY.

4.1.4 Has the university provided all departments with facilities like office room, common room and separate rest rooms for women students and staff?

All Departments of Studies have dedicated office rooms. More than 75% have individual chambers. The university is making concrete



efforts for providing dedicated space and basic amenities for women students and staffs in each department. Under the scheme of Basic Facilities for Women, an amount of Rs. 50 lacs was spent for construction and renovation of ladies toilet during XI Plan whereas in XII plan a sum of Rs.25 lacs has been allocated for the same.

4.1.5 How does the university ensure that the infrastructure facilities are disabled-friendly?

The University is making conscious efforts for making all its existing buildings disabled friendly. Provision of ramps has already been made in a number of buildings. In some of the buildings facility of lift is also being made available.

4.1.6 How does the university cater to the requirements of residential students? Give details of � Capacity of the hostels and occupancy (to be given separately

for men and women) � Recreational facilities in hostel/s like gymnasium, yoga centre, etc. � Broadband connectivity/Wi-Fi facility in hostels.

• A special feature of the University is its residential character. The existing 13 Halls of Residence consisting 63 Hostels for Boys and 5 Halls of Residence for Girls have accommodation capacity for about 8870 Boys students and 3302 Girls students.

• As far as recreation facilities in the hostel like Gym, Yoga Centre, etc are concerned, these are not available in each of the Halls of Residence however, these are available in the form of central facilities.

• Internet connectivity at 1 Gbps by National Knowledge Network is available through OFC network. A sum of Rs.15.00 crores has been sanctioned to complete around 85 km long OFC cable to provide 10 G backbone network and to enable the campus including hostels with Wi Fi facilities by the end of next academic session.

4.1.7 Does the university offer medical facilities for its students and teaching and non-teaching staff living on campus?

The University offers medical facilities through:

(i) Jawaharlal Nehru Medical College & Hospital with Emergency Care Facility, Inpatient – 1050 bed hospital, and Outpatient OPD, is having dedicated indoor facilities like medication and special wards for students and employees. Ambulance Service – available 24 hours.

(ii) University Health Service with doctors and nurses, indoor facilities with 50 beds including 10 beds for Isolation Ward and 10 Beds for Female Ward, OPD, Ambulance and free



medication for students. (iii) A K Tibya College & Hospital with 150 beds, IPD, OPD and

Ambulance facility for both students and employees. (iv) Medical Assistance Scheme (MAS) for employees on a minimal

subscription basis, provides Free medicine, reimbursement and referral services to the employees and their dependants including retired ones

(v) Women’s College: A Dispensary is located in Abdullah Hall which caters some basic medical facilities to the resident as well as non-resident students of Women’s College. A resident Doctor (9.00 AM to 3.00 PM) and two Nurses are provided in Abdullah Hall (comprising of 08 girls’ Hostel) to provide first aid to students complaining health problems. After that, they are referred to Health Center and Medical College, AMU, if required. For this purpose an Ambulance is present in the Hall (24 hrs) which takes care of students on usual basis (9.00 AM and 4.00 PM) to take them to Health Centre/Medical College Hospital and also, in case of emergency, accompanied by a lady attendant.

4.1.8 What special facilities are available on campus to promote students’ interest in sports and cultural events/activities?

� Sports facilities ∗ Playgrounds: Total 52: [Cricket (01), Hockey (02,

including 01 Astro-turf), Athletic (01), Football (01), Riding (01), Tennis (15), Basketball Courts (15) and Volleyball Courts (16)]

∗ Swimming pool: Indoor Swimming Pool (01) ∗ Gymnasium: Total 05: [Main Gymnasium (01), Mini

Gymnasiums (04)] Others: Total 95: [Badminton Halls (02), Skating Rink (01), TT tables (20), Wrestling Mats (72), and Adventure Mountaineering Club]

• The University annually holds inter hall (Hostel) tournaments, Riding Show.

• The University also hosts Inter University tournaments at Zonal level as well as at National level.

Cultural events/activities 1. The Halls of Residences has got cultural and literary Club under

the Secretaryship of the resident student. Annually, the student organize intra hall (hostel) and inter hall (hostel) cultural and literary festival every year.

2. At University level there is General Education Centre to organize cultural and literary activities.



The General Education Center is the official hub of different literary and cultural Club systems, facilitating various extracurricular activities. Currently the Centre is running 09 Clubs extending its expertise and support to various domains. 1. Drama Club (UDC): The University Drama Club was established in

the year 1966. Since then, the Drama Club has won accolades all over the country. It is chiseling out the raw talent in to refined and charismatic actors of stage like Naseeruddin Shah, DilipTahil, Mujeeb Khan, Irfan Punjatan, Salim Shah, Saeed Jaffery, and Saeed Alametc. The Club won the 1987 North Zone championship, and the 1988 National championship (Akola, Maharashtra). In 1988, it won the National championship, Nazrana-e-Awadh Lucknow. The Club stages the classical and contemporary plays round the year. Recently Club performed 12 plays including those written by Munshi Premchand, Habib Tanvir and Asghar Wajahat.

2. Literary Club (ULC): An epitome of literary excellence at AMU, the ULC was established in 1973. The Club actually was the extension of the oldest literary society of AMU, the “MAO College Literary Society” founded by Sir Syed Ahmad Khan himself. The Club is very vibrant. All India Sir Syed Memorial Debate is the main event of the Club. Literary Club offers a platform for the university students for: � Debate (Hindi, English, Urdu) � Quiz � Poetry and Story writing/recitation (Hindi, English, Urdu) � Bait-Bazi

3. Club for Short Evening Courses (CSEC): the Club, established in 1973, aims at overall personality development of the students, with a vision to improve thinking/cognitive skills by initiating thought provoking discussions / invited speakers etc. on contemporary issues.

It aims to improve communication skills by holding workshops for student members of the Club. These students have been prepared to assume leadership roles. 4. Hindustani Music Club (UHMC): On of the oldest Club, was

established in 1962 by the renowned vocalist Ustad Shafi Ahmad of the “Agra Gharana”. The Club offers its services in the following domain of vocal and instrumental music:

Vocal Training- Hindustani Light, Classical Vocal, Ghazal, Geet, Dadra, Thumri and Khayaal Instrumental Training- Sitar, Tabla, Flute, Harmonium and Sarangi Mentors: All the vocal and instrumental training is conducted under the skilled supervision of the Club mentors like- � Dr. S.R. Chishti (Ustad) (Ph.D. and NET in Music, Written 02 books

on Tabla Play) � Mr. J.F. Foster (Harmonium and Hindustani Vocal) � Ustad Shafi (Sitar, Flute and Classical Vocal) 5. Western Music Club (UWMC): On the occasion of the World Music

Day, 21st June, 2012, the Western Music Club, GEC, AMU, was



established as a separate Club although the Club was running in collaboration with the University Music Club way back in 1974. The first University Band was formed in 1993.

6. Fusion Music Club (UFMC): The Fusion Music Club came into existence on the occasion of the World Music Day, 21st June, 2012, as a new Club in the GEC. The University has students from almost all the states of India, and also from Gulf countries (like Jordan, Yemen, Syria) besides, Thailand, Indonesia, Sudan and many more.

7. Film Club (UFC): The UFC was established in the year 1974, serving as the platform for students to provide the opportunity to explore the creative world of cinema and has studiously undertaken the task of blending conventional education with a sense of aesthetics. It screens great films of all times, of many languages and regions.

8. Fine Art Club (UFAC): Established in 1977, it covers popular forms of traditional and modern art. It offers its platform in : � Painting, � Sculpture, � Clay modeling, � Calligraphy, � Poster Design, � Installations and Photography

9. Hobbies Workshop Club (UHWC): This Club is functioning since early 1970s. Under this Club, part time instructors are appointed to guide the hobbies among the below mentioned categories: � Computer Hardware � Interior Designing � Innovation & Modeling

International Achievement: Nabeel Mehdi, a member of the Club, became the first ever student in the history of AMU to enter the Guinness Book of World Records, by making the world’s largest envelope with 20 members team (length-36 ft& Width of 24 ft)

4.2 Library as a Learning Resource

4.2.1 Does the library have an Advisory Committee? Specify the composition of the committee. What significant initiatives have been taken by the committee to render the library student/ user friendly?

The composition of the Committee as per Chapter–VII (Library Committee) (Statute 28)

1. There shall be standing committee of the Academic Council called the Library Committee. The Library Committee shall consist of the following:

(a) Vice-Chancellor (Chairman) (b) Pro-Vice Chancellor (c) Librarian (Secretary) (d) Deans of Faculties (e) Dean, Students’ Welfare



(f) Principals of Colleges and the University Polytechnics♣ (g) One person from each of the Faculties elected by the Academic

Council; (h) The Mutawalli of the Waqf founded by the late Maulvi Habibur

Rahman Khan Sherwani, Nawab Sadr Yar Jung; and (i) Three Research Scholars to be nominated by the Vice-Chancellor

2. The elected and nominated members of the Committee shall hold office for two years.

3. The Library Committee shall:

(a) frame rules for the management of the Library, subject to the approval of the Academic Council;

(b) arrange for the stock taking of the Library; (c) prepare an annual report on the working of the Library for submission

to the Academic Council, by the end of October every year; (d) prepare the annual budget estimates of the Library for submission to

the Executive Council; and (e) Recommend to the Academic Council, allocation of the annual

grant for the purchase of books, journals and periodicals. 4. One–third of the members shall form a quorum.

Significant initiatives have been taken by the committee for the library users:

(a) Enhancement of the budget of the Library

Budget of the Library (Excluding salary of the staff)

Budget for Books

Maintenance of Computer in MA Library

2010-11 Rs.22220000 30 Lakhs 12 Lakhs 2011-12 Rs.22220000 30 Lakhs 12 Lakhs 2012-13 Rs.22220000 30 Lakhs 12 Lakhs 2013-14 Rs.23374000 40 Lakhs 15 Lakhs

(b) Appointment of Staff in the Library (i) Total Library Staff in the University in 2011 : 283 (ii) Staff appointed in 2012 : 62 (iii) Total staff in the University 283+62= 345

(c) Advice to provide better services to the user community of the University (i) Establishment of Digital Resources Centre (DRC). (ii) Current Awareness Service by display of the list of new

arrivals. (iii) Establishment of Conservation and Preservation Lab. in

Manuscripts Division. (iv) Providing digitized copies of Manuscripts & rare books

to the users

♣ E.C. Res. No. (21) dated 16.3.1991



(v) Installation of Routers for Wi Fi facility. (vi) Digitization of Rare Books and Manuscripts. (vii) Purchased Printers, Scanners and Photocopiers.

4.2.2 Provide details of the following:

� Total area of the Library:6038.6 Sq. Mts. (except New Block)

� Total seating capacity: 1150 (except New Block)

(a) Total area of the Library - 6038.6 Sq. Mts. (except of the New Block)

(b) Total seating capacity -1150 (except in the New Block) (c) Working hours

(i) Office hours: 9.30 a.m. to 5.00 p.m. (Lunch break 1.30 p.m. to 2.30 p.m.) except Fridays (8.00 a.m. to 12.00 noon).

(ii) 8.00 a.m. to 2.00 a.m. (next day) 18 hours (Reading Halls throughout the year except Important National and Religious holidays (on Fridays 8.00 a.m. to 1.00 p.m. & 3.00 p.m. to 2.00 a.m. next day)

(iii) 8.00 a.m. to 4.00 p.m. (next day) 20 hours - Before the examination

(iv) 8.00 a.m. to 8.00 a.m. (Round the clock) 24 hours – During the examination

(d) Layout of the Library: Acquisition, Periodical, Technical, Circulation, Services, Manuscripts, Oriental Division and Computer, Gift & Exchange, Bindery, Braille, Maintenance and Digital Resources Section and OPAC area.

(e) Display of floor plan - Library has a seven floor stack area; it has adequate signboards, fire alarms, access to different categories of users including the visually impaired and access to printed and online collection.

4.2.3 Give details of the library holdings:

(a) Total number of volumes 12,39,245 including Departmental Libraries of AMU as on 31.3.2013.

(b) Number of books added in last four years 2010-11 2011-12 2012-13 2013-14 14,431 13,465 13,545 12,574

(as on 31.12.2013) (c) Non Print (Microfiche, AV) - 2,627 as on 31.3.2013 (d) e-books (purchased) - 860 in 2012-13

e-books (down loaded from the net) - 1,16,000 approx. e-journals - 7561 Though UGC-Infonet Digital Library Consortium in 2013

(e) Special collections (textbooks and reference) –



� Subhanallah, Habibganj, Kafiyat, Syed Hamid, Ram Babu Saxena, Sir Syed and University collections etc.

(f) Book banks – Engineering College, Medical College, Women’s College, A.K. Tibbiya College, University Polytechnic and Dept. of Law. In addition to above each Hall of the Residence and Departmental of Studies have their own Libraries.

(g) Question banks – Facility of Question papers to the students is provided on commercial basis within the premises of the Library. However, earlier the same facility was provided in the Reading Hall of the M.A. Library.

4.2.4 What tools does the library deploy to provide access to the collection? � OPAC �� Electronic Resource Management package for e-journals � Federated searching tools to search articles in multiple databases � Library Website �� In-house/remote access to e-publications � Catalogue Cards ��

4.2.5 Deployment of ICT in Library (a) Library automation – Computerization of Acquisition, Serial,

Technical, Circulation and OPAC modules. (b) Number of Commuters general access - 41 (c) Total number of printers for general access - One (d) Internet band width speed - 1 GB Participation in resources sharing networks/consortia: INFLIBNET, DELNET/INDEST etc.

4.2.6 Provide details (per month) with regard to (a) Average number of walk-ins 5,000 per day (1,50,000 per

month approx.) (b) Average number of books issued/returned - 6575/6612 (per month) (c) Number of books added during the last four years.

2009-10 2010-11 2011-12 2012-13 2013-14 21,092 14,431 13,465 13,545 12,574 (as on 31/12/13 (d) Average number of login to OPAC 6,000 approx. (e) Average number of login to e-resources 800 approx. (f) Average number of e-resources downloaded/printed 1,000 approx. (g) Number of IT (Information Technology) literacy trainings

organized - One

4.2.7 Give details of specialized services provided by the library with regard to � Manuscripts - Browsing of Manuscripts on Computer, Digitization of

Manuscripts, Providing digitized CD of manuscript with the permission of the University Library to the Research Scholar.



� Reference - Providing online reference service to the user community

� Reprography/Scanning - Selected need based facility to provide the Faculty members/ Research scholars.

� Inter-library loan service - Provides Inter-library loan service specially through consortia i.e., DELNET

� Information Development and Notification – Informing to the users community on latest acquisition of documents latest development in the library through notification.

� OPACs - Web based access/searching of e-books/e-journals other electronic materials.

� Criteria-wise Inputs for Accreditation of AMU by NAAC � Internet access Yes � Downloads Yes � Printouts Yes � Reading list / Bibliography compilation Yes � In-house/remote access to e-resources Yes � User Orientation Yes � Assistance in searching Databases Yes � INFLIBNET / IUC facilities Yes

4.2.8 Provide details of the annual library budget and the amount spent for purchasing new books and journals.

Annual budget of the M.A. Library 2012-13

Rs. 2,22,00,000/= (excluding salaries of staff)

Purchase of new books Rs. 30,00,000/= Purchase of journals Rs. 1,70,00,000/=

4.2.9 What initiatives has the university taken to make the library a ‘happening place’ on campus?

Organization of Book Exhibitions on the occasion of Ali Day, Gandhi Jayanti, Sir Syed Ahmad Khan, Seerat-un-Nabi, United Nation Day, and other occasions Conferences and on Maulana Azad on the occasion of his birth centenary in 2013 workshop etc. National Book Trust also organized Exhibition in the University. Exhibitions 2010-11 2011-12 2012-13 2013-14 Organized 5 6 6 6 (14.1.2014)

4.2.10 What are the strategies used by the library to collect feedback from its users? How is the feedback analysed and used for the improvement of the library services?

Library obtained feedback from the user community in informal way and analysed it with help of statistical techniques to provide better services to them. Organization of Orientation Programme for user community in the beginning of Academic Session by providing brochure/pamphlet of the M.A. Library regarding collection, services, rules & regulations and



structure of the Library. In addition to above, advisory services are provided to the staff to the users from time to time.

4.2.11 List the efforts made towards the infrastructural development of the library in the last four years.

Purchase of computers, fixture & furniture’s, equipments, etc. (i) Extension of Library building (New Block) (ii) Purchase of Almirahs/Chairs/Tables/Carpets etc. (iii) Facility of Glass partition for Divisions/Sections. (iv) Submitted proposal for Solar Power Station for the Library

which has been considered. (v) Infrastructural facilities were provided to the Braille Section in

last four years. (a) Purchasing Audio Mp3 book; (b) Recording of Urdu talking books; (c) Conversion of Normal data in Braille Script; (d) Providing Internet facilities under Jaws for Window; (e) Purchasing of ‘Angel Machine’ which convert MP3

material to reading e-books. (f) Obtaining talking books from NIVH, Dehradun; (g) Submitted proposal for establishment of Community Radio

Station to broadcast educational materials especially for the Visually Impaired students.

4.3 IT Infrastructure

4.3.1 Does the university have a comprehensive IT policy with regard to listed parameters such as IT Service Management, Information Security, Network Security, Risk Management, Software Asset Management, Open Source resources and Green Computing?

Although the University does not have comprehensive, well defined and declared IT policy with regard to listed parameters such as IT Service Management, Information Security, Network Security, Risk Management, Software Asset Management, Open Source resources and Green Computing, to a fair degree, all these parameters are in practice.

The University has a Computer Centre for taking care of its IT needs, like infrastructure, services, software systems and other resources etc. Besides the Computer Centre, there are other key departments like, Department of Computer Science, Department of Computer Engineering, Department of Electronics Engineering, Department of Mechanical Engineering, Department of Electrical Engineering and Department of Management Studies which collaborate on policy matters and guidelines provided by AMU, UGC and other departments under various Ministries of Govt. of India on the following:

� IT Service Management: The policy for implementation, improvement and management of information technology services at AMU focuses upon providing a framework to structure IT



related activities and interaction of IT technical personnel with the users so that quality of the IT services and products are delivered according to their needs which also change with time. The Information Technology Infrastructure Library is the guiding tool for the IT Technical Personnel. The framework referred to above encompasses set of rules, procedures, event and non-event driven processes, inventory, documentation, service-level agreements, legal contracts with system integrators, backups of configurations, logs of events, skilled and trained human-ware, tools and techniques etc., to meet the set goals.

� Information Security : AMU has the policy of defending information from unauthorized access, use, disclosure, disruption, modification, perusal, inspection, recording or destruction. Implementation of identification, authentication and authorization mechanisms, Enforcement of guidelines to users, Setting up of personal firewall rules, hardening of computing devices for security, provisioning of gateway level security, limiting open ports, monitoring of logs, backup of data, etc., are some of the processes which help in achieving information security.

� Network Security: To mitigate many network security threats today that are spread over the Internet like, Viruses, worms, and Trojan horses, Spyware, malware and adware, Zero-day attacks, also called zero-hour attacks, Hacker attacks, Denial of service attacks, Data interception and theft, Identity theft, etc., AMU has the policy for network security that works at multiple layers so that if one fails the others stand. Apart from physical security of the network, other security components deployed are: (i) Firewall, to block unauthorized access to the network, (ii) Anti-virus and Anti-spyware, (iii) Bandwidth management and control, (iv) Intrusion Prevention System, to identify and control fast spreading threats and (v) Virtual Private Networks (VPN) to provide secure remote access.

� Risk Management: The following risk management methodology is used: (i) identification and characterization of threats, (ii) making assessment of the vulnerabilities of critical IT assets to specific threats, (iii) determining the risk, i.e., expected likelihood and consequences of specific type of attacks/threats on critical IT assets, (iv) identification of ways to reduce the risk, (v) risk reduction measures and their prioritization.

� Software Asset Management: For managing and optimizing purchase, deployment, maintenance, utilization and disposal of software applications and software systems within AMU, the model of Microsoft’s SAM is followed which consists of four basic steps: (i) Inventory of software assets is maintained, (ii) Software licenses and documentation are organized, (iii) Policies and procedures are adopted for entire life cycle of the software, (iv) Keep our SAM plans current through spot checks and user training.



� Open Source Resources: The University has liberal policy on open source resources. Teachers and students are encouraged to work on open source projects and make these efforts productive for their academic pursuits. The few of URLs of open source project sites are as follows:

1. 3D Slicer - http://www.slicer.org/ 2. Android open source project - http://source.android.com/ 3. Coder - http://googlecreativelab.github.io/coder/ 4. Drupal - http://drupal.org/ 5. EnterMedia - http://entermediasoftware.com 6. Figshare - http://figshare.com/ 7. GNU - http://www.gnu.org/ 8. Google open source programs office -

http://code.google.com/opensource/ 9. Joomla - http://www.joomla.org/ 10. LibreOffice - http://www.libreoffice.org/ 11. Linux - http://www.linux.com/ 12. Moodle - http://moodle.org/ 13. OpenOffice.org - http://www.openoffice.org/ And many more can be found from the Internet.

� Green Computing: The University has the policy of using and disposing off computers, servers and associated subsystems – such as monitors, printers, storage devices, ups and networking communications systems – efficiently and effectively with minimal adverse impact on the environment. The present University administration has also simplified the procedures of disposal of hazardous materials such as UPS batteries.

4.3.2 Give details of the university’s computing facilities i.e., hardware and software.

Details of Computing Facilities at University Computer Centre are given below:

Number of Desktop PCs Having configuration: Core 2 Duo/Core is CPU, 4GB RAM,500GB/1 TB HDD, DVD Writer, KB, Mouse, LCD/LED Monitor

120

Computer-Student Ratio 1:4 Dedicated Computing Facilities 16 Wi-Fi Facility 150 AP (approx.)

LAN Facility Campus Network on 80Km OFC backbone spanning more than 150

deptt/units Proprietary Software ArcGIS, SPSS, MATLAB, ENVI Number of Nodes/Computers with 136 Internet Facility at Computer Centre 2500 Number of Nodes/Computers with Internet Facility at University Campus 01

Any Other: � AO Size Plotter Facility � D.G. Set Facilities for 24x7 support

01 02



4.3.3 What are the institutional plans and strategies for deploying and upgrading the IT infrastructure and associated facilities?

For deploying and upgrading the IT Infrastructure and associated facilities the major strategy adopted by the University is to achieve the goals through the funding from 5 year Plans, FIST and UGC Projects etc. and also internal savings of the University under approvals from UGC. For example, the University way back in the year 2001-02 had the savings of about one crore of rupees. The University obtained approval from UGC to invest this amount for Camps LAN Development on Fiber Optic Backbone. Under due approval from the UGC, Phase-I of Campus LAN Development was initiated in the year 2002-03 to cover about 24 departments from Faculties of Science, Life Science, Engineering, Commerce and Management Studies. Phase-II and Phase-III of Campus LAN Development have been completed with the allocations of Rs. 1.2 cr and Rs. 3.0 cr, respectively.

Under 12th Five Year Plan, the Computer Centre had the proposal of Rs. 15 cr which was accepted. Out of this grant, the Computer Centre is close to finishing the Phase-IV which addressed the core segments up-gradation for 10g connectivity and IPv6 readiness apart from extending the network to satellite campuses and now the Computer Centre is ready to take up the job for Phase-V of Campus LAN Development which will largely address the wi-fi enabling of Campuses.

4.3.4 Give details on access to on-line teaching and learning resources and other knowledge and information database/packages provided to the staff and students for quality teaching, learning and research.

Library provides the facility of on-line journals through UGC-Infonet, Web page, OPAC access of, e-books, e-journals and other electronic databases j-gate, Science Finder/Science Direct, Inter-library loan facility provide to the user community through DELNET etc. Access to on-line teaching and learning resources by staff and students for quality teaching, research and learning is through e-Journals. The Facility subscribed by the INFLIBNET, IEEE Journals subscribed by the ZHCE & T, all academic materials is available free on various websites and knowledge stores across the Globe.

4.3.5 What are the new technologies deployed by the university in enhancing student learning and evaluation during the last four years and how do they meet new/future challenges?

For enhancing learning experience by the students, the University has extended the reach of its Campus Wide Network to all Halls of Residences that too shall further be extended to their hostels and rooms by Wi-Fi enabling their spaces. Webopac and other library resources which were available to them from their departments shall now become available from their residential areas as well through their



Smart Phones, Tabs, Laptops, etc.

The University during last four years has taken number of technological enhancement and up-gradation steps as described below: 1. Four Language Labs have been established in the Departments of

English, Arabic, Urdu and Hindi which are being effectively utilized by the students under various teaching and learning course wares introduced by concerned departments.

2. Up-gradation of various computer laboratories across the Campus has taken place by adopting latest hardware and software systems with capacity enhancement objects.

3. Apart from enhancement and up-gradation of Computer Laboratories, the University has provided about 110 computers to various halls of residence and other Offices for exclusive use by students.

4. The Internet speed has been upgraded from 44 Mbps to 1Gbps. The bandwidth utilization has increased 10 folds and is likely to saturate as soon as networking projects in hand gets completed.

5. The video conferencing facilities have come up in the faculties of Engineering& Technology and Social Sciences.

6. Majority of the academic departments have been provided Multi Media Projectors where teachers are taking advantage of the IT technology in preparation and delivery of lectures using the technology.

7. The Computer Centre has inducted and pressed into service an A0 size Scanner-cum-plotter of HP make which is being utilized by the students from Geology, Geography and Architecture Engineering departments.

8. The University has deployed the latest network versions of SPSS, MATLAB, ArcGIS, ENVI software packages for the benefit of teachers, research scholars and students. The Computer Centre organizes training programs for the user community and also manages the licenses of these packages.

9. The University has also deployed the enterprise class mail and web servers.

10. The University has the Campus LAN (on fiber backbone) phased-manner extension program to reach to every unit on the Main Campus and on the Satellite Campuses within the city of Aligarh. The University extended the reach of Campus LAN to 52 new departments/units under Phase-III.

11. The Phase-IV of Campus LAN development which is towards completion, largely addresses the satellite campuses. The next phase, i.e., Phase-V will largely address the Wi-Fi enabling of the AMU Campus(es).

4.3.6 What are the IT facilities available to individual teachers for effective teaching and quality research?

A large number of teachers are equipped with a laptop/desktop,



LaserJet, scanner or MFD and Internet connection via Campus LAN. Access to network based SPSS and other specialized software are available to such teachers as licenses are managed through a Central Server located at the Computer Centre. Further, Library resources provided by Maulana Azad Library are also available; rest of the Internet is on their finger tips.

Last financial year following ICT items were purchased;

Items Quantity Amount (Rs) Desktop Computer i5 275 9721250.00 Desktop Computer i7 60 2808000.00 Desktop Computer All In One i7 11 742500.00 Desktop Computer All in One i5 20 1150000.00 Laptop i5 70 4046000.00 Laptop i7 30 2325000.00 Imac 16 190000.00 Projector 24 1024800.00 Photo Copier 21 3332000.00 Visulizer 8 540000.00 UPS 180 846200.00 Printer 108 396374.00 Server 8 878288.00 Total 831 28000412.00

4.3.7 Give details of ICT-enabled classrooms/learning spaces available within the university? How are they utilized for enhancing the quality of teaching and learning?

The University is in the process of transforming traditional black-board based teaching methodology to ICT enabled smart class-rooms. A team from Central Purchase Office is already working on the project and it is likely to materialize soon. Few departments/offices like, department of Statistics, Office of the Dean, Faculty of Social Sciences and other departments at the Zakir Husain College of Engineering& Technology have taken an early lead in establishing smart class-rooms/smart conference-rooms having smart board, projector, visualizer, audio system, touch panel, computer, Multipoint conferencing unit (MCU), network connectivity, camera and micro phone all integrated into a podium. The Hackathon-2013 event, for critical review of the 12th 5 year Plan Document prepared by the Planning Commission, was organized by Planning Commission in which AMU was one of the participating members and the event has witnessed the demonstration of the technology for enhancing the quality of teaching and interactive learning processes. To reap the benefits of smart class-rooms, it is mandatory for any educational organization like AMU, to make their teachers computer savvy and get equipped with all types of hardware and software tools that are necessary for discharging their academic duties according to the need of the hour. The University, therefore, has



a very liberal policy in supporting its teachers for taking up the challenge.

4.3.8 How are the faculty assisted in preparing computer- aided teaching-learning materials? What are the facilities available in the university for such initiatives?

AS per guidelines of UGC, the University Computer Centre organizes short term extensive training programs for teachers, research scholars and other category of staff in the University. These training programs are conducted mainly on Windows Operating Systems, Microsoft Office (Word, Excel and PowerPoint). The other training programs are also organized on SPSS, Control Panels of the University website. The UGC Academic Staff College at AMU also organizes orientation programs with an IT component for the teachers’ community from across all states in India. The teachers are also encouraged to attend training programs and workshops organized by other Universities. Such programs, in turn help the teachers for carrying out their computer assisted teaching.

4.3.9 How are the computers and their accessories maintained?

Computers and related peripherals are generally purchased under a minimum of 3 years on-site comprehensive warranty. The supplier firm is entrusted the task of providing on-site comprehensive support by the OEM. The user department has to contact the supplier firm for fixing any hardware and software issues until the expiry of the warranty. After the expiry of warranty, financial implications are met with the internal resources of the concerned department/office. All these operations are done under the IT services Management framework as defined under 4.3.1.

4.3.10 Does the university avail of the National Knowledge Network connectivity? If so, what are the services availed of?

The University has 1Gbps connectivity from National Knowledge Network (NKN). The services availed of are: e-Journals Facility, Academic resources on the Internet, WLHC Database dedicated to only Department of Physics.

4.3.11 Does the university avail of web resources such as Wikipedia, dictionary and other education enhancing resources? What are its policies in this regard?

The University has a liberal policy for access of web resources like Wikipedia and other knowledge enhancing resources

4.3.12 Provide details on the provision made in the annual budget for the update, deployment and maintenance of computers in the university.

The University Computer Centre has a total budget of Rs. 52,35,000.00 for maintaining its facilities and services which is composed of eight



different heads of accounts. For major upgrades and deployment of services, the Computer Centre and other departments of the University largely depend upon allocations under 5 year Plans and University's own internal savings, if any.

4.3.13 What plans have been envisioned for the gradual transfer of teaching and learning from closed university information network to open environment?

Assistance to the teaching community and user community in providing the needs based information with the application of ICT in teaching and learning process. Though, there are policies and guidelines under NME-ICT Project, no clear cut plans have yet been chalked out for transformation from closed to open learning environment.

4.4 Maintenance of Campus Facilities

4.4.1 Does the university have an estate office/designated officer for overseeing the maintenance of buildings, class-rooms and laboratories? If yes, mention a few campus specific initiatives undertaken to improve the physical ambience.

The University has got a full-fledged Building Department which comprises a University Engineer, 4 Assistant Engineers and 17 Junior Engineers with supporting staff to look after the construction and maintenance of the University buildings, roads, water supply lines, sewer lines etc. The University is presently taking up the widening of two main University roads for the improvement of physical ambience. The infrastructure like buildings, roads, sewer lines, water supply lines, electric lines, electrification and other important services for the University campus are maintained by the dedicated staff or the Building Department and Electricity Department.

4.4.2 How are the infrastructure facilities, services and equipments maintained? Give details.

The University has huge infrastructure facilities in terms of buildings of academic departments & non-academic departments, hostel buildings besides having a vast road and electricity network because of its sprawling campus. It also has massive sport facilities as well as IT related infrastructure.

The system of maintenance of infrastructure and services on the campus is decentralized.

The day to day maintenance and repair of buildings and roads is the responsibility of the University Building Department headed by a University Engineer and a team of Assistant Engineers, Junior



Engineers and other technical staff like Mason, Plumber, Carpenter, Painter, Pump Operator, Welder, etc.

To look after the maintenance and ensure uninterrupted power supply, the Department of Electricity with more than 100 employees works day and night under the overall administrative control of MIC who is a Professor or Reader from the Electrical Engineering Department of Faculty of Engineering and Technology.

The University has a Health Office that functions under the administrative control of the University Health Officer. It has more than 200 housekeepers who are responsible for the safe and effective cleaning of all the University buildings.

The Department of Land and Garden takes care of maintaining lawns, parks, pruning of shrubs, planting and caring for the flowers etc.

Similarly the Telephone Department of the University ensures uninterrupted connectivity of internal telephones whereas maintenance of IT related infrastructure is being looked after by the Computer Centre.

In addition to the above, the following are also important:

� Budgetary allocations are made every year for the maintenance of the infrastructure and equipments.

� Annual Maintenance Contract (AMC) with reputable firms is put in place in accordance to GFR for proper and timely maintenance of the equipments.

� The University Building Department looks after the other infrastructure maintenance as per budgetary allocation.

� Depreciation at fixed rates is also charged of fixed assets.




Volume I: SSR: Criterion V Page 137 of 199

CRITERION – V: STUDENT SUPPORT AND PROGRESSION

5.1 Student Mentoring and Support

5.1.1 Does the University have a system for student support and mentoring? If yes, what are its structural and functional characteristics?

Since AMU is basically a residential University, student mentoring and support occupies a central position in its overall policies and provisions. Special care has been taken to facilitate the students, be it in the academic centers, halls of residence or clubs for games & sports and other extra and co-curricular activities. Some important facilities are listed below:

Academic: Seminar Library/Book Bank in each Department; Able teachers; Classrooms and other infra-structural support; Language/ science labs; Net connectivity and computing facility; Extra six hours/ week/each teacher for consultation; Tutors for individual guidance (tutorial classes); innovative techniques and strategies of teaching and learning in the form of internal assessments, seminar presentations, assignments, discussions, etc.; Educational tours; Summer training; Financial support to research scholars for attending seminar/ conferences; Lowest fee structure.

Halls of Residence: At lowest rates in India; all who need are given accommodation; Assistance for cleaning etc in the hostel; Dinning hall at lowest rates; Sports facilities; Reading Room; Common Room; Provost and Wardens as mentors: each student is taken care of by Provost, Warden of the Hostel, General Warden, and the Warden for Literary and Cultural activities/Clubs; Leadership qualities are generated by appointing students in the administration of the halls of residence as Senior Hall, Senior Food, Senior House, Editor Hall Magazine and Secretaries of various clubs; Student participation in sports, Cultural activities, Hostel Function, Hall Function and Annual Dinners; Net connectivity and computing facility;

Central Facilities: Central Library; Library in Women’s College; Computer Center; General Education Center; Sports Committee; NSS; NCC; Students’ Union; Dean, Students’ Welfare for accommodation, scholarship, freeship, etc.; Residential Coaching Academy; Placement Cell (General); SC/ST Cell; International Student Cell; Alumni Association; Grievance Committee; Career Counseling Cell; Disability Unit; Gender Sensitization; Anti-Ragging Committee; Disciplinary Committee; VC-Student Grievance Meet at 3:30 pm every Saturday.


Page 138 of 199 Volume I: SSR: Criterion V

Central Library : The Maulana Azad Library provides almost 24x7 hrs facility to the students/teachers/academic visitors: for details please see cf - 4.2.

Sports Facility: The University Games Committee and Halls of Residence provide Sports facilities to the students: for details please see cf - 4.1.8.

Cultural Activities: The General Education Center (GEC) and the Halls of Residence organize Literary and Cultural activities for the students: for details please see cf- 4.1.8.

5.1.2 Apart from classroom interaction, what are the provisions available for academic mentoring?

� All the resident students have an access to their wardens, provosts and other teachers who live on the Campus in order to seek help and guidance.

� Specifically 02 hours per day are assigned in the Teachers’ Time Table as the contact hours for the Student-Teacher Interaction, where students discuss their studies, work progress, seek suggestions regarding their careers and on any other topic of their need.

� Central Library with large collection of books, journals and online subscriptions.

� Each Department has its own seminar library. � Every Hall/Hostel of Residence has Reading Room facility which

is open for more than 18 hours a day. � RCA takes care of providing additional academic help to students

for various competitive exams. � University facilitates under its patronage coaching classes

organized by the two societies, namely Sultan Jahan Muslim Social and Uplift Society and Duty Society on a commercial basis with provision of subsidy to the deserving students.

� University has fully operational Center for Distance Education with 6000 students enrolled in various courses.

� Internet facilities in the Departments and Halls of Residences.

5.1.3 Does the University have any personal enhancement and development schemes such as career counselling, soft skill development, career-path-identification, and orientation to well-being for its students? Give details of such schemes.

The University has made specific cells for the personal enhancement and development of skills of students like,

� Fully functional Training & Placement Cell (TPC) to conduct training, workshops and lectures for students

� Skill development programme for physically challenged students



� Career Counseling through regular interaction with successful alumni in Halls of Residences

� Vocational courses such as certificates and diplomas � Career Planning Centre for girls

Please see more details with regard to initiatives in item 5.1.13

5.1.4 Does the University provide assistance to students for obtaining educational loans from banks and other financial institutions?

No formal assistance is provided to students. Nevertheless, the University administration at the level of Halls of residence and hostels help students in opening bank account etc.

5.1.5 Does the University publish its updated prospectus and handbook annually? If yes, what are the main issues/activities/information included/provided to students through these documents? Is there a provision for online access?

The University prospectus and handbooks are printed containing all information related to conduct of examination. Admissions to various courses, number of seats in each course, mode of selection, last dates for each course and the admission fee. These informations are also available on University webpage.

5.1.6 Specify the type and number of University scholarships/freeships given to the students during the last four years. Was financial aid given to them on time? Give details (in a tabular form) for the following categories: UG/PG/M.Phil./Ph.D./Diploma/others (please specify).

The details of University Scholarships/Freeships are provided in the following table:

SESSION UG PG

MPhil/ PhD

Dip. NDSF VC’s Fund

Students Aid

Fund

Donor’s Sch.

Studentship

s

Kashmiri Fund

Sirohi Waqf Fund

Bharat

Sewa Trust

2009-2010

155 93 22 22 101 284 117 148 117 85 18 93

2010-2011

160 96 20 91 230 117 147 112 93 12 92

2011-2012

206 118 20 84 332 84 124 67 10 98

2012-2013

152 105 33 60 168 142 139 73 12 100

5.1.7 What percentage of students receive financial assistance from state government, central government and other national agencies (Kishore Vaigyanik Protsahan Yojana (KVPY), SN Bose Fellow, etc.)?

A small percentage of students are benefited from State and Central Government Scholarship. However, students do benefit from various government scholarships awarded by state or center like UGC, Maulana Azad Fellowship, and others. The following table provides some input in this regard:



Year-wise Breakup of Central Govt. Merit-Cum-Means Minority scholarships

SESSION U.P.

Minority

Central Govt. Merit Cum Mean (Fresh / Renewal)

Central Govt. Post Matric (Fresh /

Renewal) 2009-2010 2526 975 2682 2010-2011 2945 902 3462 2011-2012 2000 3346 3237 2012-2013 1706 1412 960

5.1.8 Does the University have an International Student Cell to attract foreign students and cater to their needs:

The Aligarh Muslim University (AMU) is one of the most renowned Central Universities of India that attracts students and scholars due to its various specialized disciplines on a regular basis from South East Asia, Central Asia, West Asia, Far East and Africa. The Office of the Controller of Admission and Examination has a special provision for foreign nationals and Non-Resident Indians (NRI), as a part of which the University:

� Appoints a Coordinator for Foreign Student’s admissions � Appoints Equivalence Committee to assess the criteria related to

marks and qualifications. � Gives advertisements for admissions on its websites. � Sends advertisements to Embassies. � Publishes special Guide to Admission for Foreign Nationals and

NRIs. � Announces admissions to all courses.

5.1.9 Does the University provide assistance to students for obtaining educational loans from banks and other financial institutions?

This question is repetition of 5.1.4. Answer is already given in 5.1.4.

5.1.10 What types of support services are available for -

� Overseas Students - The University appoints Advisor to foreign students. The job of the Advisor is to take care of security and clearance related issues of the foreign students during their stay at AMU.

� Physically challenged/differently-abled students – The University has Ahmadi School for Visually challenged Students. The central library has Braille section in which computers and CDs are housed. Angil Pro software is also placed for reading text. The software is also provided to the students. The central library



gets certain text books record and which are then converted into mp3 for reading by the visually challenged students. The campus is sensitized to their needs by providing ramp facilities in the hostels and University buildings.

� SC/ST, OBC and economically weaker sections? The SC/ST Cell was established in the University in the year 1983-84 in pursuance of the UGC guidelines exclusively for the welfare of SC/ST candidates. The Cell has been assigned the responsibility to deal with matter regarding implementation of Govt. of India reservation policy for SC/ST candidates in admissions and appointments in the University. The Cell has been functioning with a staff of only two personnel; one Statistical Assistant and one UDC (Admin.). The Cell has been accomplishing the tasks as summarized hereunder:

• Processing matter and corresponding with the MHRD and UGC regarding reservation of SC/STs

• Collecting and compiling of annual data in respect of strength of student and staff belonging to SC/ST category.

• In addition, data collection and compilation work in respect of OBC, minority and Physically Handicapped students and employees has also been entrusted with the Cell since 1.1.2010.

• Disposing off RTI applications relating to the section. • Students participating in various competitions/ conferences in

India and abroad - Students are given financial support to participate in the workshops, and conferences organized either in India or outside India and the University also encourages students to participate in various competitions.

• Health centre, health insurance etc. – University Health Service is available in the University. Exclusively Ambulance facility is available for the students.

• Skill development (spoken English, computer literacy, etc.) - Personality development programmes are organized by the University and the Provosts of Halls of Residences. Debate, speech, allocution, panel-discussion, self-composed poetry presentation and just-a-minute (JAM) competitions are regularly organized in the hostels. The University has provided five computers with internet facility to each Department for access to the students in addition to computer labs functioning in the various Departments. The NGOs working for the personality development of the students are facilitated by the University.

• Although no specific policy exists to facilitate the performance enhancement for slow learners however the



individual teachers take care of the academic needs of slow learners. AMU has a close-knit structure of relations between the teachers and students through which often the slow learners are the beneficiaries as their training is extended beyond the formal assemblies to the informal gathering with the teachers and senior students.

• Exposure of students to other institutions of higher learning/corporate/business houses, etc.- Students participate in various college and institute fest and technical competitions besi des regular educational tours to higher learning centers and industries.

• Publication of student magazines – The Aligarh Magazine is published at the University level in addition to Hall Magazines, published annually by the students.

5.1.11 Does the University provide guidance and/or conduct coaching classes for students appearing for Civil Services, Defense Services, NET SET and any other competitive examinations? If yes, what is the outcome?

AMU provides coaching to students through the Residential Coaching Academy, which was established after merging it with the erstwhile Coaching & Guidance Centre through a notification of the Registrar, AMU in 2010, in accordance with the sanction of a scheme of the University Grants Commission entitled “Establishment of Residential Coaching Academy for Minorities/SC/ST and Women”.

The Residential Coaching Academy conducts coaching programmes for students to enable them for entry into the Central and State Civil Services, Judicial Services and Banking Services etc. It maintains a Library which has the latest course material for the concerned competitive examinations. The Library has two reading halls for boys and one for girls. Students selected for the coaching programme through an All India Test reside in the Sherwani Hall. Girl students are accommodated in I.G. Hall and S.N. Hall.

The main focus of the coaching programme is to prepare the students for the Civil Services and Judicial Services Examinations. The course module includes development of core competence, communication skills and personality development.

The Residential Coaching Academy received a grant of Rs. 1328.78 lakhs from the UGC in September, 2009 for the establishment of the Academy. The project was for a period of three years, i.e. up to September, 2012. The University has awarded the construction work of the Academy to Central Public Works Department. The existing accommodation facility of Sherwani Hall is being renovated and the work would be completed shortly. In addition, RCA received Rs. 2,18,000/- under the University



Budgetary Provision this year. Under the XI Five Year Plan General Development Grant, RCA got Rs. 34 lakhs. Moreover, under the XI Plan Merged Scheme, RCA got 31 lakhs.

Achievers of Residential Coaching Academy (2009-2013) Civil Engineering Finally selected 2012 3 Mains 2012 1 Mains 2013 3 Judicial Services HJS (Rajasthan) 2012 1 HJS (Uttarakhand) 2012 1 (1st rank) Finally selected (BPSC) 2011 5 Finally selected (UPJC) 2012 1 (2nd rank) BPSC (Mains) 2009 5 UGC JRF/NET JRF 2013 5 NET 2013 25 All India Geologist Examination (conducted by UPSC) Finally selected 2011 1 (1st rank) Armed Forces NDS 2013 2 CDS (Written) 2013 4 Other State Services Examinations UP PCS (Lower) 2011 2 2012 4 Rajasthan PCS 2010 1 Rajasthan PCS (Main) 2010 1 UP PCS (Prelims) 2011 4 UP PCS (Mains) 2010 1 KAS (Mains) 2010 2 2013 2 Assistant Commandant 2010 1 2012 2 UP PCS (ADO) 2011 1 IBPS (Written) 2013 1

5.1.12 Mention the policies of the University for enhancing student participation in sports and extracurricular activit ies through strategies/schemes such as

� Additional academic support and academic flexibility in examinations -

� Special dietary requirements, sports uniform and materials � Any other (please specify)

The Aligarh Muslim University is known for its sports and other extracurricular activities related to performing art, literature, culture, debates, etc. A look at the list of illustrious alumni in the Executive Summary is evident enough in this regard. Flexibility that the



University offers to the outstanding sport persons: students pursuing sports are provided relaxation in the mandatory classroom attendance that they need to take the examinations. For further information please see items 2.1.5, 4.1.8 & 5.1.3.

5.1.13 Does the University have an institutionalized mechanism for students’ placement? What are the services provided to help students identify job opportunities, prepare them for interview, and develop entrepreneurship skills?

Training and Placement Office (General) and Training and Placement Office of the Z.H. College of Engineering & Technology help students in getting placements, arranging Summer training and organising Workshops, lectures and mock interviews.

The job responsibilities of the Training & Placement Office (General) include:

� Dissemination of the job related information in various Departments of studies.

� To coordinate with the placement coordinators/TPOs of the respective Departments like, Business Administration, Commerce, Law Economics, Women’s college etc.

� To organize job awareness related workshops for both Govt. and private sector. Companies like Genpact, Wipro, ICICI Bank, Soft Nic Inc. have organized workshop on the themes like “College to Corporate”, “What a corporate needs”, “How to prepare for the job market” and jobs in Govt. sector through SSC.

� To approach and invite the companies for the campus placements � To coordinate the off campus interviews � To provide placement training to the job seekers, like Mock Group

Discussions, Interviews, and training on writing a CV. � To invite speakers from the corporate world for regular Guidance

and Motivation to the students. � To organize the Career Councelling workshops in Halls of

Residence for the students to provide them an opportunity to make right decisions regarding their job/Career Planning.

Activities being conducted for preparing the students for job opportunities:

� Apart from regular mock interview and guidance sessions on individual basis and corporate talks, the TPO (General) is running a Career Forum, (A TPO (G) and students’ initiative) with the objective to train the students in Aptitude building, Group Discussions, Mock Interviews and Personality Development. Around 200 students are being trained in the first batch of the forum, both in the main campus as well as in the Women’s



College of the University. TPO (G) and the University administration from the coming session is going to make the soft skills and personality development course mandatory to all the final year students of the Professional courses.

� The TPO (G) is running couple of other clubs in association with the students for the personality development and the awareness regarding the job opportunities for the students like- Google students’ Club, AISSEC (AMU Chapter), XFI Marker research Club, Plan Harbour Cell, Mozilla Club.

� Regular training workshops by the corporate houses, like Ducat, CAT-7, etc.

� The TPO (General) organizes Job & Career Fairs with the objective to provide door step job Opportunities & Guidance to the University Students.

� The TPO (General) is planning to open an HR club in association with a Delhi based organization, which will conduct HR conclaves & corporate training to the students of Professional Post Graduate courses.

In order to include the Entrepreneurship skills among the students, TPO (General) organizes Workshops for the students of “How to be an Entrepreneur” in association with the District Industrial Centre and NSIC, Aligarh.

5.1.14 Give the number of students selected during campus interviews by different employers (List of Employer and the number of companies who visited the campus during last four years)

As the TPO (General) was established only one and a half year ago, the placement record, consisting of companies visited, courses and selection from April 2012 till May 2013 and the companies visited from May 2013 till date and the forthcoming companies is mentioned:

Details of Placements from April, 2012 till April, 2013. Benefic Media & entertainment New Delhi

MBA & graduates 09

AA consultants, Ghaziabad BSC & MSC ( Physics, Math’s &

Chemistry) 11

India Mart, Noida MBA 04 Express KCS, Gurgaon BFA /BA/BSC 04 IBM, Noida MBA/ BCA 02

HCL, Noida MBA(Finance)/ MFC/ MA

Economics 26

Kavilya education Foundation, New Delhi

MA 06

Kotak Securities, New Delhi MBA/ MFC/ MCOM/ MA (Eco) 17



Genpact, Gurgaon MBA/ MFC/ MA(Eco), MTA

/BA/BCOM 11

India infoline, New Delhi MBA, MFC, MBA (Agri

business), MA (economics), MCom.

10

Vaibhav Pariwar, New Delhi MBA, MFC,MSW, MBA (agri

business) 5

ICICI Bank, New Delhi Graduates 27 GE Capital, Gurgaon Graduates 13 Asian Paints, NOIDA Graduates & PGs (Chemistry) 07 GL Bajaj group of institutions M. Tech- Civil & Mechanical 05 Integral University, Luck now M. Tech. 02 Teethankar University, Moradabad

M. Tech. 04

Ashiayana Services, Delhi BA/BSc/BCom 05 ICICI Bank & Ashiayana Services

BA/BSC/BCOM(Centre of Distance Education)

50

HCL, Noida LLB 02 WIPRO Technologies, Noida BCA/BSC 33 App Studioz, Noida MCA 02 SoftPro, Lucknow MCA 06 Mangalam Electricals, New Delhi

MBA/MFC/MCOM/MA Economics/BE ( Electrical)

09

Soft nice corporation, US ( for Baroda office)

MBA 04

CSC ( Computer Science Corporation), Noida

BCA/BSC/Dip. Engg 11

Genpact, Gurgaon BCOM/ BA 29 Islam World TV, Delhi Mass Com 04

Asian Paints, Greater Noida MSC/Chemistry/Industrial

chemistry 04

ZMQ Software Solutions, New Delhi

MCA 04

SRIJAN, New Delhi MA( Economics/ MSW 02 ( MA

Economics) Pulse Associates, New Delhi MSW 06 ICICI Bank, New Delhi BA/BSC/BCOM 113 Tech Drive, New Delhi BA/BCOM 06 PRADAN, New Delhi LLM/LLB 02 PRAVAH, New Delhi MSW 02

Kayem Foods, Gurgaon Dip. Engg (

Mechanical/Electrical) 04

Genpact, Gurgaon BCOM 08 Dominos, Jubilant food works, Noida

BA/BCOM 22

Apex Services( Vodafone), New Delhi

BA/BCOM 14

Kanchhal group, Lucknow MBA ( Main campus/

Mallapuram/Murshidad 13

Mind works Global, Noida BA/BSC/BCOM 04



Eeshha Personal Care, Gurgaon MSC- Industrial Chemistry 02 GE Capital, Gurgaon BA/BCOM 12

L&T, New Delhi Dip. Engg

40 shortlisted( the company has started

the process of finalizing the candidates)

Ranbaxy, Indore MSc( Industrial chemistry) 02 Kyoni Travels, New Delhi MTA 01 Azeem Premji Foundation MA( History) 01 AIR/ETV Urdu Diploma in Urdu Journalism 05

Total number of Placements (Excluding the shortlisted students) – 545, from April, 2012 till April, 2013

Placements from May, 2013 till date S.No. Company Course Selection

01 IBM Dip. Engg. 04 02 Viaom Networks Dip. Engg 07 03 ICICI Bank MBA 03 04 Aon Hewitt Graduates 08 05 India Mart MBA (Mallapuram) 02 06 Softnice MBA (Murshidabad) 06 07 Genpact Graduates 30

08 Aon Hewitt Graduates,2013 batch Graduates, 2014 batch

Selected -08 Shortlisted -23

09 Apex Services (Vodafone) Graduates 09 10 ICICI Bank Graduates 70 11 Wipro Technologies BCA/BSC 16 12 Wipro (ITES) Graduates 10 13 ZMQ MCA 04 14 Tenext MCA 02 15 Allyzone MCA 04 16 Wild net Technologies MCA 02 17 Ajani Technologies MCA 17 ( Shortlisted)

Note: Results awaited of the following companies: Safenet- MCA, EXL Services- MCA, JK techno soft- MCA, Smart cubes- MBA, SRF- MSW, Thomson & Reuters- Law.

Forthcoming Companies & Events (confirmed till now): Cease fire Industries- MBA, Srijan (NGO) – MBA/ MSW/ MA, Law, HDFC Bank- Graduates, Machintel- Graduates & PGs, NIIT- BCA/ BSC, Pradan- MSW, MA, Pravah, MSW, MA, Teethankar Mahaveer University- PHDs, Premier Biosoft- Biochemistry, PHDs, Azim Premji Foundation- MAs, Prayas- MSW, ICICI Bank- MBAs, Bharti Foundation- MSW



Job Fair in the month of April, 2014.

The required details, provided by the TPO ZHCET are as follows:

2012 - 2013 Batch No. of Companies

Name of the companies

Date of Visit

No. of students selected

Branches Appeared

Salary Package

1 M/s. Telcon - New Delhi

21/08/2012 1 B.Tech.

Mechanical Engg. Rs. 06.97 Lacs P.A.

2

M/s. GS Engineering & Construction India Pvt. Limited Gurgaon

22/09/2012 1 B.Tech.

Mechanical Engg. Rs. 04.30 Lacs P.A.

3

M/s. Tata Consultancy Services – New Delhi

10/10/2012 to

12/10/2012 144

B.Tech. All Branches & MCA

U.G.Rs. 03.16 Lacs

P.A. P.G.Rs. 03.36 Lacs

P.A.

4 M/s. Adobe Systems India Limited – Noiuda

22/11/2012 to

23/11/2012 3

B.Tech. Electronics

Engg.& Computer Engg.

Rs. 10.00 Lacs P.A.

5 M/s. Computer Science Corporation – Noida

03/12/2012 to

04/12/2012 8

B.Tech. Electronics

Engg.& Computer Engg.& Electrical Engg. and MCA

Rs. 03.27 Lacs P.A.

6 M/s. Windmoller & Holscher - New Delhi

06/12/2012 2

B.Tech./B.E. Mechanical

Engg.& Electrical Engg.

Rs. 03.00 Lacs P.A.

7

M/s. Rancore Technologies Private Limited – Mumbai

19/12/2012 5

B.Tech. Electronics


Rs. 05.00 Lacs P.A.

8 M/s. Blue Star – New Delhi

20/12/2012 to

21/12/2012 3

B.Tech./B.E. Mechanical Engg.

Rs. 04.30 Lacs P.A.

9 M/s. Larsen & Toubro - New Delhi

09/01/2013 to

10/01/2013 8

B.Tech. Mechanical

Engg./Electrical Engg./Civil

Engg./Chemical Engg.&

Architecture Engg.

Rs. 3.80 Lacs P.A.



10 M/s. Google - Bangalore

24/01/2013 M.Tech./B.Tech. Computer Engg.

M.Tech. Rs. 21.35 Lacs

P.A. B.Tech. Rs. 20.37 Lacs P.A.

11 M/s. Tejas Networks - Bangalore

28/01/2013 to

29/01/2013 4

B.Tech. Computer Engg.&

Electronics Engg.

Rs. 05.50 Lacs P.A.

12 M/s. ETA General – New Delhi

18/02/2013 1 B.Tech./B.E.

Mechanical Engg. Rs. 3.00 Lacs

P.A.

13 M/s.Iffco – Dubai 19/02/2013

to 21/02/2013

3

B.Tech./B.E. Mechanical Engg. / Electrical Engg./ Electronics Engg.

Rs. 12.00 Lacs P.A.

14 Mangalayatan University – Aligarh

19/02/2013 8

M.Tech. Mechanical


Rs. 3.60 Lacs P.A.

15 M/s. Samsung Heavy Industries – Noida

22/02/2013 1 B.Tech./B.E. Civil Engg.

Rs. 04.00 Lacs P.A.

16 M/s. RNF Technologies – Noida

09/03/2013 to

10/03/2013 4

B.Tech./B.E. All Branches and MBA/MCA

Rs. 06.00 Lacs P.A.

17 M/s SRF - New Delhi

11/03/2013 to

12/03/2013

B.Tech./B.E. Electrical

Engg./Electronics Engg./ Computer Engg.and MCA

Rs.04.50 Lacs P.A.

18 M/s. Zia Semi Conductor - New Delhi

14/03/2013 6 B.Tech.

Electronics Engg. Rs. 02.50 Lacs P.A.

19 M/s. Landis Gyr Toshiba - Noida

08/04/2013 to

09/04/2013 2

B.Tech. Computer Engg./ Electronics Engg./ Electrical

Engg.

Rs. 03.60 Lacs P.A.

20

M/s. Valdel Engineers & Constructors Private Limited – Noida

17/04/2013 to

18/04/2013 2

B.Tech./B.E. Civil Engg.&

Chemical Engg.

Rs. 03.00 Lacs P.A.

21 M/s. Secure Meters - Gurgaon

17/04/2013 to

19/04/2013 16


Engg./ Electrical Engg./ Electronics

Engg.

Rs. 03.80 Lacs P.A.



22 IFTM University - Moradabad

07/05/2013 12

M.Tech. Mechanical Engg./ Civil

Engg./ Electrical Engg./ Electronics Engg./ Computer

Engg.

Rs. 04.20 Lacs P.A.

23 M/s. Cat Vision - New Delhi

21/06/2013 3 B.Tech.

Electronics Engg. Rs. 03.00 Lacs P.A.

237 Total No. of Selected Student - 237

2009 - 2010 Batch

No. of Companies


Visit on dated


Branches Appeared

Salary Package

1 M/s. Tejas Network – Bangalore

24/08/2009 2 B.Tech.

Electronics Engg. Rs. 4.2 lacs

P.A.

2 M/s. Energy Infratech Private Limited – Gurgaon

05/09/2009 7

B.Tech. Mechanical Engg., Civil


Rs. 3.96 lacs P.A.

3

M/s. Abdulaziz & Saad Almoajil Company - Dubai (2009 Batch)

24/06/2009 2 B.Tech.

Mechanical Engg.

SAR 3500 + Accommodati

on + Transport Allowance P.M. for training period)

4 M/s. ACC Concrete – New Delhi

14/12/2009 6

B.Tech. Electrical Engg.,

Mechanical Engg. & Civil Engg.

Rs. 3.00 lacs P.A. for training period

5 M/s. Vedanta – New Delhi

23/12/2009 to

24/12/2009 10

B.Tech. Electrical Engg.,

Mechanical Engg. & Chemical

Engg.


6

M/s. Tata Consultancy Services - New Delhi

06/01/2010 to

08/01/2010 101

M.Tech./B.Tech./B.E. all branches & MCA, M.Sc.

(Physics, Maths & Statistics)


7 M/s. Accenture Services Private Limited – Bangalore

16/01/2010 to

17/01/2010 52 B.Tech./B.E. all

branches & MCA


8 M/s. Larsen & Toubro - New Delhi 17/02/2010 17

B.Tech. Mechanical Engg., Civil


Rs.2.97 lacs P.A. for training period



9 M/s. DRDO – Delhi 14/01/2010 2

B.Tech. Mechanical

Engg., Electronics Engg. &

Computer Engg.

As per Govt. Rule

10 M/s. Adobe Systems (India) Private Limited – Noida

02/04/2010 to

03/04/2010 5

B.Tech. Computer Engg.

Rs. 6.20 lacs P.A.

11 M/s. Kunal Conchem Private Limited – Faridabad

23/04/2010 5 B.Tech. Civil

Engg. Rs. 15,

000.00 P.M.

12 M/s. Computer Science Corporation – Noida

31/05/2010 to

01/06/2010 41

B.Tech. All Branches & MCA

Rs. 3.50 Lacs P.A.

13 M/s. Tractebel India Limited - New Delhi

04/06/2010 1

B.Tech. Civil Engg. / Electrical

Engg.& Mechanical Engg.

Rs. 2.96 Lacs P.A.

251 Total No. of students selected – 251



Date of Visit


Branches Appeared

Salary Package

1 M/s. Energy Infratech Private Limited – Gurgaon

18/10/2010 5 B.Tech./B.E. Civil Engg. &

Mechanical Engg.

Rs. 2.52 Lacs P.A.

2 M/s. Lurgi India – New Delhi

01/11/2010 2 B.Tech.


P.A.

3 M/s. Adobe Systems – Noida

30/11/2010 to

01/12/2010 1


Rs. 7.84 Lacs P.A.

4 M/s. Tecpro Systems – Delhi

03/12/2010 to

04/12/2010 8

Mechanical Engg., Electrical Engg. & Civil

Engg.

Rs. 2.16 Lacs P.A.

5 M/s. Tata Consultancy Services – Delhi

05/12/2010 to

08/12/2010 157

M.Tech./B.Tech./B.E. All Branches

& MCA

U.G Rs. 3.16 Lacs P.A.

P.G. Rs. 3.31 Lacs P.A.

6 M/s. Secure Meter – Delhi

13/12/2010 to

14/12/2010 3 Electrical Engg.

Rs. 3.00 Lacs P.A.

7 M/s. Accenture Services – Bangalore

14/12/2010 to

15/12/2010 27

M.Tech./B.Tech./B.E. All Branches

& MCA

Rs. 3.00 Lacs P.A.

8 M/s. CAT VISION – Delhi

23/12/2010 3 B.Tech. Electrical

Engg. & Electronics Engg.

Rs. 1.80 Lacs, during

Training Period. After Training 3.00

Lacs P.A.



9 M/s. SMEC India Private Limited – Gurgaon

04/01/2011 6


Engg., Electrical Engg. & Civil

Engg. and M.Tech. Civil

Engg.

Rs. 2.40 Lacs P.A.

10 M/s. Tega Industries Limited – Kolkata

06/01/2011 to

07/01/2011 4

B.Tech. Mechanical

Rs. 3.10 Lacs P.A.

11 M/s. Tejas Network - Bangalore

13/01/2011 to

14/01/2011 5

B.Tech. Electronics Engg.

& Computer Engg.

Rs. 4.50 Lacs P.A.

12 M/s. Blue Star – Gurgaon

31/01/2011 3 B.Tech. / B.E.

Mechanical Engg. Rs. 4.20 lacs

P.A.

13 Mewar University - Chittorgarh (Rajasthan)

04/02/2011 to

05/02/2011 10

M.Tech. All Branches & Ph.D

Mathematics, MBA

Rs. 4.20 Lacs P.A.

14 Sharda Group of Institution – Agra

10/02/2011 18 M.Tech. All

Branches Rs. 4.40 Lacs

P.A.

15 M/s. Windmoller & Holscher India Ltd. – New Delhi

07/03/2011 1 B.Tech./B.E.

Electrical Engg. & Mechanical Engg.

Rs. 3.00 Lacs P.A.

16 M/s. Unitech Limited – Gurgaon

15/03/2011 6 B.Tech. Civil

Engg. Rs. 2.75 Lacs

P.A.

17 ERA Group 28/03/2011 3 B.Tech. Civil

Engg. Rs. 2.60 Lacs

P.A.

18 Integral University – Lucknow

18/04/2011 to

20/04/2011 7 M.Tech. All

Branches Rs. 15600 - 39100 P.M.

19 M/s. Freescale - New Delhi 15/05/2011 2 B.Tech.

Electronics Engg. Rs. 5.50 Lacs

P.A.

20 M/s. Valdel – Noida 30/05/2011 1 B.Tech. Mechanical Engg.

Rs. 3.00 Lacs P.A.

21 M/s. Lupin Limited - Mandideep (Rajasthan)

01/06/2011 2 B.Tech. Chemical Engg.

Rs. 3.00 Lacs P.A.

22

M/s. Oil and Natural Gas Corporation Limited (ONGC) – Dehradun

10/06/2011 to

11/06/2011 5

B.Tech. Mechanical

Engg., Electrical Engg.&

Electronics Engg.

Rs. Rs. 10.05 Lacs P.A.

279 Total No. of selected Students - 279



Date of Visit


Branches Appeared

Salary Package

1 M/s. Tata Consulting Services – New Delhi

10/11/2011 to

12/11/2011 121

M.Tech./B.Tech./B. All Branches &

MCA

U.G.- Rs. 3.16 Lacs P.A. P.G.

3.36 lacs P.A.



2 M/s. Lurgi India Company Private Limited - New Delhi

01/11/2011 3

B.Tech. Mechanical


Rs. 3.60 Lacs P.A.

3 M/s. Larsen & Topubro - New Delhi

29/11/2011 10

M.Tech. / B.Tech. Mechanical Engg., Civil

Engg.& Electrical Engg. and B.Arch.

Rs. 3.12 Lacs P.A.

4 M/s. Tega Industries Limited – Kolkata

19/12/2011 to

21/12/2011 2

B.Tech. Mechanical Engg.

Rs. 3.10 Lacs P.A.

5 M/s. Steller Group - Noida

17/01/2012 1 B.Tech. Civil

Engg. Rs. 2.75 Lacs

P.A.

6 M/s. Gaursons - Delhi

27/01/2012 1 B.Tech. / B.E. Civil Engg.

Rs. 2.80 Lacs P.A.

7 M/s. Wipro BPO (Technology Department) - Delhi

28/01/2012 4 B.Tech./B.E.

Electrical Engg. & Electronics Engg.

Rs. 3.00 Lacs P.A.

8 M/s. ERA Groups - New Delhi

03/02/2012 3 B.Tech./B.E. Civil Engg.

Rs. 2.16 Lacs P.A.

9 (a) M/s. Computer Science Corporation- Noida

15/02/2012 to

16/02/2012 11

B.Tech./B.E. Electrical Engg.,

Electronics Engg.& Computer Engg. and MCA

Rs. 3.27 Lacs P.A.

9 (b) M/s. Computer Science Corporation- Noida

15/02/2012 to

16/02/2012 10 Science Graduates

Rs. 1.80 Lacs P.A.

10 M/s. Catvision Limited – Noida

17/02/2012 to

17/02/2012 4

B.Tech. Electronics Engg.

Rs. 2.00 Lacs P.A.

11 Mewar University – Chittorgarh

22/02/2012 6

M.Tech. Chemical Engg./ Electronics Engg. / Electrical

Engg./ Mechanical Engg.

Rs. 3.60 Lacs P.A.

12 M/s. Windmoller & Holscher - New Delhi

15/03/2012 1



Rs. 3.00 Lacs P.A.

13 M/s. BGR Energy Systems - New Delhi

16/03/2012 to

17/03/2012 13


Engg., Electrical Engg.& Civil

Engg. M.Tech. Structure

Rs. 2.76 Lacs P.A.

14 M/s. Wipro Infotech- 19/03/2012 B.Tech./B.E. Rs. 3.00 Lacs



New Delhi Electrical Engg./ Electronics Engg.

& Computer Engg.

P.A.

15 M/s. Protiviti - New Delhi

19/03/2012 B.Tech. Computer

Engg. Rs. 3.00 Lacs

P.A.

16 M/s. Fiserv - New Delhi

24/03/2012 B.Tech. Computer

Engg. Rs. 3.00 Lacs

P.A.

17 M/s. IFFCO – DUBAI

26/03/2012 to

28/03/2012 3

B.Tech./B.E. Electrical Engg.,

Electronics Engg., Mechanical

Engg.& Chemical Engg.

Rs. AED 5000/- P.M.

18 M/s. Mott MacDonald - New Delhi

12/04/2012 2


Engg./ Electrical Engg.& Civil

Engg.

Rs. 3.60 Lacs P.A.

19 Mangalayatan University – Aligarh

19/04/2012 5 M.Tech. Civil


Rs. 4.20 Lacs P.A.

20

M/s. Valdel Engineers & Constructors Pvt. Limited – Noida

20/04/2012 1 B.Tech. Civil

Engg. Rs. Rs. 2.97

lacs P.A.

21 M/s. Oil & Natural Gas Corporation – Dehradun

02/05/2012 2 B.Tech./B.E.

Mechanical Engg. Rs. 10.05 lacs

P.A.

22 M/s. Tejas Networks – Bangalore

14/05/2012 2

B.Tech./B.E. Electrical Engg., Electronics Engg.

& Computer Engg.

Rs. 5.50 Lacs P.A.

23 Visheshwarya College – Noida

16/05/2012 6 M.Tech. Civil

Engg. & Mechanical Engg.

M.Tech. Civil - Rs.40, 000 to Rs.50,000 P.M. M.Tech. Mechanical

Rs. 30, 000 to Rs. 35,000

P.M.

24 Adobe Systems – Noida

24/05/2012 to

25/05/2012 3


Rs. 9.20 Lacs P.A.

25 M/s. Bharat Electronics Limited – Ghaziabad

23/06/2012 3 B.Tech.


P.A.

217 Total No. of selected Students - 217



5.1.15 Does the University have a registered Alumni Association? If yes, what are its activities and contributions to the development of the University?

To optimize the efforts of alumni community as also to bring in synergy, Alumni Affairs Committee (AAC) has been set up by the Vice Chancellor vide Ref. No. D 751/Reg/Sectt dated 23-07-2013. The objectives behind setting up of the Committee are:

1. To ensure effective interface with the alumni body worldwide 2. To facilitate fructification of ongoing initiatives 3. To leverage the potential of international alumni network to

explore new avenues for cooperation/collaboration with institutions abroad.

Prior to this another very active and effective body, AMU old boys Association of Aligarh and Delhi are registered bodies, which participate actively in the affairs of the University. As members of the AMU Court comprising a total of 180 members, the highest Governing Body of the University, the alumni occupy a major share by being elected in different categories like Old Boys, Donors, AMU Educational Conference and others. Besides, among six elected members from the AMU Court (non employees of AMU), the majority is generally that of alumni.

The alumni, therefore, contribute in almost all affairs of the University by virtue of being Members of AMU Court and the Executive Council.

5.1.16 Does the University have a student grievance redressal cell? Give details of the nature of grievances reported. How were they redressed?

Besides provisions in Ordinances, the University constituted a Student Grievance Cell in 2010 in each Department and Halls of Residence, consisting of the Chairman / Provost as the Head and couple of faculty members with student representatives.

At the University level, the Vice Chancellor, along with all Deans and Officers of the University, meets students on each Saturday from 3.30 – 4.30 pm to give a hearing to their grievances formally and informally and to provide redressal. The students have often got their grievances redressed even by reaching out to the University officials, including the Vice Chancellor, through email.

Most of the grievances are related to their examinations, results and residential life on the Campus.

In addition to these, the University under the provisions of its Act 29(1) (m) and Ordinances (Academic) Chapter XI constituted the Discipline Committee. Details in this regard and about “Students’



Conduct & Discipline Rules, 1985” approved by the Academic Council is available on the AMU Website (www.amu.ac.in).

5.1.17 Does the University promote a gender-sensitive environment by (i) conducting gender related programmes, (ii) establishing a cell and mechanism to deal with issues related to sexual harassment? Give details.

The University has CASHFGS Rules and Procedures of CASHFGS (Committee against Sexual harassment and for Gender Sensitization) state gender-sensitization as essential function of the Committee. It has “to conduct at least one major activity per academic year involving large sections of the University community”. It has to organize regular programmes for sensitization through workshops, seminars, posters, film-shows etc.

At the Centre for Women’s Studies � Regular academic courses, conferences/seminars, refresher courses � Gender Awareness workshops with students � Sensitization through discussions, film screenings, poster-

making, essay writing competitions etc. � Photo exhibition on ‘Celebrating Women’s Movement’ and

‘Women Breaking Stereotypes’ in Arts faculty lawns, Women’s College and Senior Secondary School

� Nukkad Natak (street play) on violence against women and for awareness of the Domestic Violence Act.

The UGC Capacity Building Workshop of Women Managers in Higher Education (Sensitization, Awareness and Motivation/SAM) organized by the Centre for Women’s Studies, 8-12 March 2011.

At Centre of Continuing and Adult Education and Extension: � Gender Sensitization Orientation workshops with student

volunteers and community members, � Sensitization Through appeals, handbills and posters, � Through Kala jathas, nukkad natak, and cultural programmes.

Activities around International Women’s Day in the University: � AMUTA invited Dr. Charu Walikhanna, member NCW to speak

on GSCASH rules and experiences on the occasion of International Women’s day, 2012.

� Week long International Women’s Day celebration at Women’ College (in 2008) -- discussion on ‘Representation of Women in the Media’, poster-making, skit, nukkad natak, etc.

� On the occasion of International Women’s Day 2011, the students of BALLB (Law) in their legal literacy camp staged a nukkad natak at the Centre of Continuing and Adult Education and Extension.



5.1.18 Is there an anti-ragging committee? How many instances, if any, have been reported during the last four years and what action has been taken in these cases?

A heartening fact is that AMU has been almost a zero-ragging campus in the recent years.

In each Department of Studies and Halls of Residence, there is Anti-ragging Committee which is very vigilant and active throughout the year. Chairmen of the Departments & the Provosts of the Halls of Residence also sensitize the students about the menace of ragging particularly as per the guidelines of the Hounorable Supreme Court.

5.1.19 How does the University elicit the cooperation of all its stakeholders to ensure the overall development of its students?

All stake holders of the University viz. students, teaching faculty and non-teaching employees, Alumni, are involved in all decision making processes by way of getting their representatives elected/ nominated in various statutory bodies e.g. AC, EC, AMU Court.

Besides, in the cultural, academic and intellectual events the stake-holders are innately associated; invited to participate and sometimes to sponsor as well; co-opted as members in the regulatory bodies like the Board of Studies in the Department of Studies.

5.1.20 How does the University ensure the participation of women students in intra- and inter-institutional sports competitions and cultural activities? Provide details of sports and cultural activities where such efforts were made.

Women students at AMU avail themselves of equal opportunities and facilities in all the activities and they have often brought laurels to the University even in sports and cultural programmes, besides academics. If Poonam Chandra, an Astronomer working at National Centre for Radio Astrophysics, is considered for academics and research, one cannot miss Anju Raj Singh (Gold Medal Winner in Shooting, the last Commonwealth Games) and Sara Naqvi (Representing Junior Team of India in Badminton).

This has been possible only because the University makes all efforts and ensures that women students do not lag behind in sports and cultural activities.

The Women’s College of Aligarh Muslim University is a space exclusively for women. There are very active sports section and NCC cadets in the Women’s College.

The University gym has separate timing for the women visitors.



Women’s College, Abdullah Hall, S. N. Hall, I. G. Hall, BSJ Hall for girls organize special sports events for the women students regularly every year.

Similarly, the cultural activities for which all the hostels and halls of residence are earmarked a fund, is given separately to the girls’ hostels too. All the girls’ hostels organize annual hall week which comprises of various cultural events over a week and which culminates into a big cultural evening on the final day. Moreover, there is an active participation of girls in the events and programmes of the boys’ halls too.

Women have been actively participating in the students’ union elections as well.

5.2 STUDENT PROGRESSION

5.2.1 What is the student strength of the University for the current academic year? Analyse the Programme-wise data and provide the trends for the last four years.

The students’ strength in the current academic session 2013-14 is as follows:

U.G. 3823 P.G. 2024 M.Phil./Ph.D. 710 (100+610)

Analysis of the available data reveals that there is steady increase in the strength of students admitted in the U.G. and P.G. courses during the last four years, while there is a decrease in the student enrolment in M.Phil./Ph.D. courses. However, the number of students in M.Phil. and Ph.D. courses depends on the availability of seats with the teachers in the University. As per the University rules a Professor can have a maximum of five research scholars, an Associate Professor can have four and an Assistant professor can have three at a time.

Fig : 5.2.1(a)



Fig : 5.2.1(b)

Fig : 5.2.1(c) 5.2.2 What is the programme-wise completion rate during the time span

stipulated by the University?

Students Pass %age

Programme 2009-10 2010-11 2011-12 2012-13 U.G. 88.5% 87.8% 87% 90% P.G. 77% 75% 79% 75% M.B.B.S./B.U.M.S/M.D. 87% 98.7% 97% 87% B.Tech./B.Arch. 88% 89% 82% 85%

5.2.3 What is the number and percentage of students who appeared/ qualified in examinations like UGC-CSIR-NET, UGC-NET, SLET, ATE/CAT/GRE/TOFEL/GMAT/Central/State services, Defense, Civil Services, etc.?

The number of students who qualified UGC-NET, SLET Examinations during the last four years is 709.



5.2.4 Provide category-wise details regarding the number of Ph.D./ D.Litt./D.Sc. theses submitted/accepted/resubmitted/ rejected in the last four years.

Student details of M.Phil./Ph.D.

Year M.Phil. Awarded Ph.D. Awarded 2010

1.1.2010 to 31.12.2010 83 259

2011 1.1.2011 to 31.12.2011

70 274

2012 1.1.2012 to 31.12.2012

41 276

2013 1.1.2013 to 31.12.2013

24 294

5.3 Student Participation and Activities

5.3.1 List the range of sports, cultural and extracurricular activities available to students. Furnish the programme calendar and provide details of students’ participation.

AMU has a rich and glorious tradition of games and sports and has produced a number of Olympians, International, National and State level players in various games, especially in Hockey, Football, Tennis and Riding club. The AMU Hockey Club has a very glorious past. AMU has the honor to have an Astro-Turf Hockey ground beside a very attractive grass ground. Indoor Badminton Hall facility is also available. The AMU won three North Zone Intervarsity Tournaments during 2012-13 namely Cricket (Men), Badminton (Women) & Tennis All India Tennis Intervarsity (Men). During 2013-2014, AMU won the North zone Inter varsity Hockey Tournament and Women’s badminton team stood 4th in All India Inter University tournament. The team was the runners up in the North Zone. Boys Tennis team was the winner of North Zone Inter Varsity tournament. Table Tennis team also qualified for the ALL India Inter University Tournament. One member of Badminton team, Ms. Sara Naqvi represented India in Korean Junior Badminton championship held at Seoul, South Korea. AMU IS THE ONLY UNIVERSITY in India to have a Horse Riding Club. The Riding Club participates in the National Equestrian Championship and the Delhi Horse Show every year and invariably wins several medals. The University also runs Hiking and Mountaineering Club which has won the Gold Medal in Advance Mountaineering Climbing Competition conducted by Himalayan Mountaineering Institute, Darjeeling.

It is significant to mention that AMU has a residential school for visually challenged students (Ahmadi School for Visually



Challenged) and its students participate in all sports and cultural activities. AMU Visually Challenged Cricket team representing UP participates in National Cricket Tournament for the Visually Challenged, organized by Dirshtiheen Kirera Parishad and wins the championship.

Important Projects in the Pipe line

1. Olympic Size Swimming Pool 2. The construction of indoor shooting range and Riding Club stables

are under active consideration 3. Riding School 4. Sports Hostel for 500 sportspersons 5. Synthetic Athletics Track (400 meter 8 Lane Synthetic Track) 6. Construction of Artificial Climbing Wall (Hiking& Mountaineering) 7. University is also planning to establish Shooting Club and Golf Club

(a) Games and Sports Facilities Game Facilities Available

Athletics Athletics Ground with 8 lane 400 meters track and field facilities and spectators stand

Lawn Tennis 13 grass courts, one clay court, one hard court, One Flood Lighted Court.

Horse Riding 20 Horses with Riding Field.

Gymnasium Facilities for Body Building, Weight. Lifting and Power Lifting.

Roller Skating Roller Skating Rink with flood light. Wrestling 50 Wrestling Mats. Badminton 2 Indoor Halls for Badminton. Table Tennis Indoor Hall facilities. Basket Ball 18 Basketball Courts. Volley Ball 18 Volleyball Courts.

Hockey 01 Astroturf Hockey ground & 01 Hockey Grass field with spectator stand.

Football 01 Separate Football ground with spectator stand.

Cricket Cricket ground with changing Rooms and spectator stands and Pavilion.

Swimming Indoor Swimming Pool with water cleaning plant and changing Rooms.

Hiking & Mount.

Students are being sent for Adventure and Trekking Tours to Gharwal/Kumaun Mountains. Students are being sent for Basic and Advance Mountaineering courses to Mountaineering training Institute in Manali, Darjeeling & Mount Abu.

Volume of students Participation (approximately 50%)

The University has 19 Halls of residence and four schools for boys and three for girls and the total student strength is around 30,000.

In Inter University tournaments the University participates in 15 games and locally the University Games Committee organizes the annual Inter Hall tournament in almost all field of sports.



AMU Riding Club enrolls about 1200 members every year and in swimming club more than 5000 students take part which includes an annual Open School Districts Competition.

a. At Inter Hall Competition : 7800 b. Riding Club : 120 c. Swimming Club : 5000 d. Other Clubs : 2000 e. Inter University Competition : 380

TOTAL : 15300

For detail information separate tables are attached.

(b) General Education Centre conducts nine different cultural and literary clubs, which are as follows:

(i) University Hindustani Music Club (ii) University Drama Club (iii) University Literary Club (iv) University Film Club (v) University Fine Arts Club (vi) University Western Music Club (vii) University Fusion Music Club (viii) Club for Short Evening Courses (ix) University Hobbies Workshop The above mentioned clubs of GEC conducted cultural and literary activities throughout the year.

5.3.2 Give details of the achievements of students in co-curricular, extracurricular and cultural activities at differen t levels: University/State/Zonal/National/ International, etc. During the last four years.

(a) Game & Sports Activities.

Students Participations (Inter University and other tournaments)

Game 2013-14 2012-13 2011-12 2010-11 Athletics 21 -- 37 28 Badminton 11 11 11 11 Basketball 24 24 24 24 Cricket 34 34 34 34 Football 18 18 18 18



Hiking & Mount. 25 52 70 39 Hockey 18 18 16 18 Horse Riding 3 12 7 8 Physical Culture -- 7 3 4 Roller Skating 13 15 10 18 Swimming 10 8 9 7 Table Tennis 6 11 11 11 Tennis 5 5 5 5 Volley Ball 24 24 24 24 Wrestling 16 13 9 9 TOTAL 228 252 288 254

0

10

20

30

40

50

60

70

Athletics Cricket Hockey RollerSkating

Tennis

2013-14

2012-13

2011-12

2010-11

Tournaments organized

� North Zone Intervarsity Hockey (M) tournament 2013-14 � North Zone Intervarsity Cricket (M) Tournament 2012-13 � North Zone Intervarsity Tennis (M) Tournament 2010-11 � Inter Hall/Inter School/Inter faculty Tournaments of various games � Mountaineering Courses � Marathon Race every year

All India Positions last four years

2010-2011 Badminton Qualified for All India Intervarsity as finalist of North Zone

2010-2011 Tennis Winners (North Zone)

2010-2011 Tennis Qualified for All India Intervarsity as winner of North Zone

2011-2012 Badminton Qualified All India Intervarsity as finalist of North Zone

2011-2012 Tennis Qualified All India Intervarsity as finalist of North Zone (on basis on 2010-2011)

2012-2013 Badminton (W) Winner North Zone (Women) team Qualified for All India

2012-2013 Cricket

Winner North Zone (Men) Qualified for All India Selected for Toyota Universities Cricket Championship



2012-2013 Wrestling All India Intervarsity II Place - 84 Kgs All India Intervarsity III Place - 96 Kgs

2012-2013 Tennis North Zone Intervarsity Winner All India Intervarsity Winner

2013-2014 Tennis North Zone Intervarsity Winner Qualified for All India Intervarsity

2013-2014 Hockey North Zone Winner Qualified for All India

2013-2014 Table Tennis North Zone Intervarsity Runners up Qualified for All India Intervarsity

2013-2014 Badminton (W) North Zone Intervarsity Runner up All India Intervarsity (IV Place)

Eminent Players

2012-2013

Badminton Club

Sara Naqvi, � Selected for World Universities 2012-2013 for giving

best performance during North Zone/All India Intervarsity by winning all the matches.

� Represented Junior Indian Badminton team in Korea Open International Badminton Championship at Seoul, Korea and reached up to quarter final.

� Selected in U-19 Indian badminton team for Hungry Jr. International Badminton tournament

� Participated in Tata Open International Badminton tournament at Mumbai

� Participated in Syed Modi Memorial International Badminton tournament held at Lucknow

� Bronze Medal in All India U-19 Badminton Tournament in Cochin 2012

� Third place in Junior National Championship at Chandigarh

� Third place in All India U-19 Badminton Tournament at Hyderabad

� Won UP State Badminton Championship both at senior and junior group.

Manjay Yadav � Represented UP Badminton Team (Senior) in National

Badminton Championship held at Srinagar (J&K) � Represented UP team in East Zone Badminton

Tournament held at Cuttack (Orissa) and won the tournament

Kanwaljeet Kaur � Runner up in UP State Badminton Championship

Cricket Club

Imtiyaz Ahmad Ex-Captain AMU represented UP in the Ranji Trophy for the 5th consecutive year and North Zone for the Deodhar Trophy and the Mushtaq Ali trophy; he was the highest wicket taker for UP in this season with 37 wickets. In the light of this performance, he was also



selected in Chennai Super Kings team to play in IPL 6. These players were selected for different states, Taha Ali Indian Railways U-25, Rohit Saini Delhi U-25, Ravindra Singh UP U-25, Amit Kumar Singh the Indian Railways U-19 & Gabender Goswami the Indian Railways U-19. Players selected for North Zone Vizzy Trophy team Meraj Ahmad (Captain), Mohd Mansur Ahmad, Yassir Kaleem, Abhinav Kataria, Danish Ali, Taha Ali, Rohit Saini, Ravender Singh

Hiking &Mout. Club

Wakeeluddin, Captain, Hiking and Mountaineering Club won the Gold Medal in Advance Mountaineering Climbing Competition conducted by Himalayan Mountaineering Institute, Darjeeling. He also got “best student of the course” award (Basic Skiing course-21) & Excelled in Langlauf and Slalom competition organized by Jawahar Institute of Mountaineering & Winter Sports at Gulmarg (J&K) and secured 1st Position.

Hockey Club

Tariq Mohammad was selected for senior National Hockey Championship held at Bangalore (Karnataka). Mohammad Akaram was selected for Senior National Hockey Championship held at Bangalore (Karnataka).

Riding Club Talha Anees won Bronze Medal in Tent Pegging Event in the National Equestrian Championship, the Delhi Horse Show

Skating Club

Waseem Rehman, Mohd Shadab, Atif Hasan, Ahmad Kamal Baig, Mohd Yaqzan, Mohd Harris, Saadullah Khan, Mohd Umar Arif, Ashab Ahmad, Mohd Areeb, Adeeb Anwar Mustafa, Santosh GM, Tarukh Mohsin, Ifham Ahmad were selected in UP team for participation in 50th National Roller Skating Championship held at Belgaum.

Table Tennis Club

Faisal Ali won 2nd State Ranking Junior Table Tennis tournament held at Bareilly organized by UP Table Tennis Association. S. Turab Ali secured 3rd Place in State ranking youth Table Tennis Tournament at Lucknow.

Tennis Club

Chandril Sood, Lakshit Sood, SaimFarooqui, Mohammad Nasir and Fawad Naqvi won the All India as well North Zone Intervarsity Tennis (Men) tournament held at Dr. BRA NIT Jalandhar.

Wrestling Club

Adesh Yadav won Silver Medal in 84 Kgs in All India Intervarsity Wrestling at Amravati University (MS) Subodh Yadav won Bronze Medal in 96 Kgs in All India Intervarsity Wrestling Competition at Amravati University (MS)

2011 - 2012

Badminton Club Saurav Agarwal , Captain of AMU Badminton Club won several medal in state and national Level badminton



Tournaments. He was Singles Winner in Senior State Badminton Tournament held at Bareilly in Sep. 2011. Represented UP State Badminton team in East Zone Senior Badminton Championship & won the title after beating West Bengal in final match held at Madhubani Bihar in September 2011 and was also Runner’s up in Senior State Badminton Tournament held at Lucknow in November 2011. Doubles Winner in Senior State & Inter District Badminton Tournament held at Gorakhpur in November & December 2011. Represented UP State Senior Badminton team in Inter State & Senior National Badminton Championship held at Bangalore in January 2012. Rasheed Misbah Ansari, Member of AMU Badminton Club also won several medals in state and national level badminton tournament. He was Doubles Winner in Senior State Badminton Tournament held at Bareilly in Sep. 2011. Represented UP State Badminton team in East Zone Senior Badminton Championship & won the title after beating West Bengal in final match held at Madhubani Bihar in September 2011. Doubles Winner in Senior State & Inter District Badminton Tournament held at Gorakhpur in November & December 2011. Represented UP State Senior Badminton team in Inter State & Senior National Badminton Championship held at Banglore in January 2012. Ms. Kanwaljeet Kaur, Member of AMU Badminton Women team won all her matches in North Zone Intervarsity Tournament upto Quarter Final held at PTU Jalandhar. Represented UP State Badminton team in East Zone Senior Badminton Championship. Winner in Women Singles in Senior State Badminton Tournament held at Lucknow in November 2011.

Cricket Club

Imtiyaz Ahmad Ex-Captain AMU Cricket team represented UP in the Ranji Trophy for the 4th consecutive year. Imtiyaz Ahmad was also selected in Pune Warriors Team to Play in IPL4 in April- May 2011.

Football Club

Lokesh Raghav member of football club was selected U-19 UP state team and participated in U-19 state level Football tournament held at Meerut. Danish Ahmad, member of Football club selected in Senior National (Santosh Trophey) camp at District Banka (Bihar).

Riding Club

Mohd. Umair Khan Sherwani, Talha Anees, Zainus Salikin Siddiqui, Bilal Ahmad Siddiqui, S. Anwar Hussain Mashhadi, Ms. Nudra Qadri, Ms. Nida Quadri, Ms. Madhavi Singh won 25 medals (6 Gold + 12 Silver + 7 Bronze) in the Great Ghaziabad Horse Show and 04 medals (1 Gold + 3 Bronze) in Delhi Horse Show

Skating Club

Anoop Kumar, Mohd Faizan, Atif Hasan, Ahmad Kamal Baig, Mohd Adnan Khan, Mohd Yaqzan Mohd Harris TahasinMondal members of AMU Skating club represented UP State Skating team in 49th National Roller Skating Championship held at Kurukshetra organized by Roller Skating Federation of India in January 2012.



2010 - 2011

Badminton Club

Anurag Sharma, member of AMU badminton club was (1) Winner in Senior U.P. State Badminton Championship (Singles) held in August 2010. (2) Winner in Second Senior Major Ranking Tournament held at Jhansi in November 2010. (3) Runner’s up in East Zone Badminton Tournament (Doubles) held at Jamshedpur (Jharkhand) in the month of October 2010. (4) Represented AMU Badminton team in North Zone and Qualified for All India Intervarsity 2010 held at Vijaywada. Rasheed Misbah Ansari a member of AMU badminton club was (1) Winner in Senior U.P. State Badminton Championship (Doubles) held in August 2010. (2) Represented AMU Badminton team in North Zone and Qualified for All India Intervarsity 2010 held at Vijaywada Saurav Agrawal member of AMU badminton club was (1) Winner in doubles title in Senior State Badminton Championship held in August 2010. (2) Winner in Lucknow Zone Badminton Championship held at Pilibhit in July 2010 (3) Runner’s up in East Zone Badminton Tournament Doubles) held at Jamshedpur (Jharkhand) in the month of October 2010. (4) Runner’s up in Second Senior Major Ranking Tournament held at Jhansi in November 2010.(5) Represented AMU Badminton team in North Zone and Qualified for All India Intervarsity 2010 held at Vijaywada

Cricket Club

Imtiyaz Ahmad AMU Cricket Captain represented UP in Ranji Trophy for 3rd consecutive year. Imtiyaz Ahmad also selected in Pune Warriors cricket team to represent in DLF-IPL (India Premier League) in May 2011. Danish Ali, member of AMU Cricket Club Represented Indian Railways Cricket team under 22. Tahmeed Ahmad member of AMU Cricket club represented Indian Railways Cricket team under 19

Hiking &Mout. Club

Suhail Ahmad member of AMU Hiking & Mountaineering Club selected in XIX Common Wealth Games-Delhi 2010 as Volunteers. Mohd Hassan member of AMU Hiking & Mountaineering Club selected in XIX Common Wealth Games-Delhi 2010 as Volunteers.

Riding Club

Mohd Anas Raushan, Captain of AMU Riding Club selected in Republic Day/NCC Day Riding Camp held at Lucknow/Delhi and representing UP State NCC in team Riding Competition on the occasion of Republic Day. Mohd Anas Raushan secured Bronze Medal in



APRC Individual Tent Pegging event in Delhi Horse Show. Mohd Umair Khan Sherwani secured Silver Medal in APRC Individual Tent Pegging event in Delhi Horse Show.

Skating Club

Aamir Khan, Anoop Kumar, Mohd Faizan, Atif Hasan, Mohd Shadab, Mohd Adnan Khan, Mohd Mohsin Khan, Momin Pal, Shariq Vali Khan, Ramiz Khan & Umar Sherwani members of AMU Skating club represented UP State Skating team in 48th National Roller Skating Championship held at Vishakapatnam (AP) organized by Roller Skating Federation of India.

Table Tennis Club

Faisal Ali, member of AMU Table Tennis club was (1) Runner-up in 3rd UP State Table Tennis Ranking Championship (Junior Group) held at Lucknow in November 2010. (2) Winner in 3rd UP State Table Tennis Ranking Championship (Youth Group) held at Lucknow in November 2010. (3) Runners-up (Junior Group) in UP State Championship held at Varanasi in December 2010. (4) Represented UP T.T. team in National Table Tennis Championship held at Ahmadabad (Gujarat) February 2011.

Tennis Club

SaimFarooqui, Mohd Nasir, Lakshit Sood, Chandril Sood, and Sunil Chaudhary, were the winner of North Zone Intervarsity Tennis Tournament and represented the AMU Tennis Team in All India Intervarsity Tennis Tournament held at BHU Varanasi in Feb 2011 Lakshit Sood and Chandril Sood achieved National Ranking in doubles.

General Education Centre, AMU Brief Report of Four Years (From 2010 to 2013)

(b) Extra curricular

Please see Criteria 4.1.8 and 5.3.1 for achievements related to extracurricular, curricular and cultural activities .

(c) NATIONAL SERVICE SCHEME (NSS)

The University has the chapter of NSS which is a voluntary organization with a purpose to inculcate among the students the spirit of service to the people. The students get themselves enrolled in large numbers for the following purposes. The students union inculcates the spirit of participation among their members and helps the organization to achieve the following objectives.

� Blood donation camp � Pulse Polio Program.



� Awareness Campaign about hygiene to slum dwellers in and around Aligarh.

� Provide woolens like blankets, shawl, clothes to the needy and squatters.

� Help the sufferers of natural calamities like floods, earthquake etc. by organizing donation camps for them and then distributing the materials to the affected.

� Traffic control exercise during large crowds like Aligarh exhibition and during various competitive examinations held in Aligarh in which around 30000 candidates commute the town in a single day.

� Visiting the orphanages, old-people’s homes, sanatoriums etc in and near Aligarh to learn the community service lessons from the Missionary organizations and to participate in the charity services.

Also see criterion 3.6.3

D. NCC: For details please see criterion 3.6.3.

5.3.3 Does the University conduct special drives/campaigns for students to promote heritage consciousness?

Heritage preservation does not figure as a formal agenda on the campus however Lectures/talks are organized to promote knowledge among students and faculty members.

Moreover the campus houses many heritage buildings in which even today some of the hostels and offices run. This leads to an inherent and intense exposure to the architectural fineness and the longevity of such buildings through which the students and teachers acquire knowledge about the past traditions of the building and history of the region.

5.3.4 How does the University involve and encourage its students to publish materials like catalogues, wall magazines, college magazine, and other material? List the major publications/ materials brought out by the students during the last four academic sessions.

Every Hall of residence and the NRSC Hall appoints Chief Editor and Assistant Editor for the publication of their respective Hall Magazines. The entire exercise of publication is done by the students, thus at least 19 full length Magazines and other material are published by the students in English Hindi and Urdu.

Besides, an Annual English Aligarh Magazine is published with the Department of English and an Annual Urdu Magazin, Raftaar: is published by the Department of Urdu. Both these have been very old student magazines solely executed and published by the students’ editorial boards with the help of a managerial assistance provided by some teachers. Old issues of these magazines have been used by historians as source of history writing.



5.3.5 Does the University have a Student Council or any other similar body? Give details on its constitution, activities and funding.

There is Students’ Union for boys and girls. These Unions have their constitution, funding scheme through compulsory fixed contribution in the monthly fees. The Student Union organizes seminars, conferences, debates, Mushaira, and Parliamentary Practices, Invited lectures by eminent personalities.

5.3.6 Give details of various academic and administrative bodies that have student representatives on them. Also provide details of their activities.

The students are elected to AMU Court, the highest governing statutory body. Students have also been given statutory representation to the Academic Council.


Volume I: SSR: Criterion VI Page 171 of 199

CRITERION – VI: GOVERNANCE , LEADERSHIP AND MANAGEMENT

6.1 Institutional Vision and Leadership

6.1.1 State the vision and the mission of the University.

The AMU carries forward the vision of its founder, Sir Syed Ahmad Khan, which is undoubtedly relevant even today, premised on the upliftment and advancement of Indians in general and Muslims in particular out of their socio-economic and educational backwardness, without any discrimination on grounds of religion, language, caste, creed or race, amalgamating lessons of traditions with modernity, large-hearted tolerance and pure morality, and pursuing excellence in higher learning with competitive edge at global level.

The mission was to incorporate lessons of modernity, rationality, religion with science, Oriental with the Western, promoting values of free enquiry and tolerance while retaining cultural heritage and values through imparting training in globally recognized disciplines maintaining the essence of past bonds and culture in line with founder’s actions and vision of a residential University.

The ‘Vision and Mission’ as stated by the Vice Chancellor is as follows:

VISION STATEMENT

� AMU to be ranked as India's No.1 University by 2017 and be amongst the top 200 Universities of the world by 2020.

MISSION STATEMENT

� Implement Sir Syed's mission of imparting modern, scientific education, particularly for the "Millat" and in doing so uphold the "Tehzeeb", traditions and culture for AMU.

� Our over-riding priority will be restoration of the minority character of AMU as envisaged in AMU (Amendment) Act 1981 Section 5(2) (c).

� AMU must emerge as the hub of original research and innovative thinking. Our research must be productive and driven by passion.

� AMU must be recognized for the breadth of quality research and as the largest provider of quality education in India. The revised syllabi must cater for the needs of industry and requirement of competitive exams for Government Service/PSUs/Private Sector.

� AMU must be known for the diversity of its teachers and students, from across the globe, and the quality and employability of its graduates, in diverse fields.

� We must produce top leaders, scholars and international level sports persons.

� We must transform into a university of a global standards, which makes a significant contribution to nation building.

� AMU must be an intellectual and cultural power house. It must provide


Page 172 of 199 Volume I: SSR: Criterion VI

comfortable housing, proper meals, adequate games facilities, modern class rooms, labs and requisite where with-all to further teaching/learning experience.

� Our feeder institutions, AMU Schools, must be progressively elevated and revitalized to KV norms.

� AMU Centers must be at par with facilities, as available in the mother university, so as to ultimately be elevated to full fledged universities.

� Jawaharlal Nehru Medical College must be modernized and upgraded to an All India Institute of Medical Sciences without dilution of its control under AMU.

� Zakir Husain College of Engineering & Technology must achieve the standards comparable to IITs.

� AMU must become the first green university in the country. � We must harness the devotion of our Alumni towards their alma mater

and seek their "Time", "Talent" and "Treasure".

6.1.2 Does the mission statement define the institution’s distinctive characteristics in terms of addressing the needs of the society, the students it seeks to serve, the institution’s tradition and value orientations, its vision for the future, etc.?

AMU’s engagement with Extension and Outreach Programmes through its long standing Center for Promotion of Educational and Cultural Advancement of Muslims of India (CEPECAMI), Center for Promotion of Science, Center for Distance Education, Center for Professional Course, National Social Services, and National Cadet Corps define the University’s distinctive characteristics in addressing the needs of the society. The University further carries out its mission of providing education in terms of inclusivity, access and equity by admitting from distant states not adjoining UP and the educationally backward districts. The long presence of Ahmadi School for Visually Challenged students reflects the University’s concern for the differently-abled. Career Planning Center exclusively addresses the professional expectations of girls and the Residential Coaching Academy provides coaching and guidance and prepares our students to face different competitive examinations at the national and state levels.

In the background of the Sachar Committee Report (2005) and the mandate to promote educational and cultural advancement of Muslims enshrined in Section 5(2)(c) of the AMU Amendment Act 1981, the AMU has responded to the call of the day to take up the leadership role by launching special centers in Muslim majority areas of the country.

The Departments of Community Medicine, Pediatrics, Social Work and Center for Continuing and Adult Education are dedicated to the issues of health, nutrition, hygiene and skill development of the marginalized section of the society. The Department of Theology,



General Education Center and the literary and cultural activities in the Halls of Residence have been orienting and reinforcing the Institution’s traditions and cultural norms.

ICT driven Innovative approaches to pedagogy by providing smart classrooms and other initiatives such as Adjunct Professor program, where our students would not only learn in formal class room education but also through their participation and interaction with accomplished leaders engaged in cutting edge research reflect the Vision statement of the Vice Chancellor for the future to make AMU India’s first ranking University and be ranked among the top 200 universities in the world by 2020 and to produce global thought leaders of tomorrow.

Details about the extension and outreach programmes of the University can be seen in criterion 3.6 (3.6.1-3.6.8): Extension Activities and Institutional Social Responsibility (ISR).

6.1.3 How is the leadership involved?

� in ensuring the organization’s management system development, implementation and continuous improvement?

Regular meetings and interactions with the stakeholders are held. A continuous process of democratic brainstorming and discussions on the issues at hands for the University are taken up by the leadership with each and every representative body of the teachers, students and non-teaching staff in valid mediums of interaction. During the past four years there have been 27 meetings of the Academic Council, 38 meetings of the Executive Council and 06 meetings of the AMU Court. In these meetings the representation of various categories / professions are made, besides the participation of representatives of students, teachers and the University administration.

� in interacting with its stakeholders

Stakeholders are members of various statutory bodies and various committees. The meetings are held regularly and views of all stakeholders are represented.

� in reinforcing a culture of excellence.

Statutory bodies regularly monitor these as proposals of the Board of Studies are scrutinized at Faculty level, then at the level of CASR, chaired by the V.C. and the Academic Council.

� in identifying organizational needs and striving to fulfill them.

Interaction with all stakeholders on regular basis in the above mentioned meetings ensures it.



6.1.4 Were any of the top leadership positions of the University vacant for more than a year? If so, state the reasons.

Except Chancellor, Pro Chancellor and Honorary Treasurer no other statutory positions have ever remained vacant for more than one year.

6.1.5 Does the University ensure that all positions in its various statutory bodies are filled and meetings conducted regularly?

Every effort is made to fill vacancies created in the statutory bodies at the earliest and regular meetings are held. For example during the past four years, there have been 27 meetings of Academic Council, 37 meetings of Executive Council and 06 meetings of AMU Court. The decisions of the meetings of the statutory bodies are followed up and reported to its next meeting.

6.1.6 Does the University promote a culture of participative management? If yes, indicate the levels of participative management.

The statutory bodies primarily run the University where decisions are taken with full participation of its members that include elected members from the various segments of stakeholders, including faculty, non-teaching, alumni and external members, to give objectivity to the participation, apart from the statutory post holders and leadership of the University. The Agenda to be discussed is distributed well in advance to provide full opportunity for an informed participation.

All faculties are members of their respective Board of Studies, all the Chairmen, Professors, senior most Associate and Assistant Professors of the Department of Studies are members of the Faculty, chaired by Dean. All the Deans of the Faculties, Principals of Colleges, Chairmen of Department of Studies, Proctor and Provosts of Halls of Residence and elected representatives from among the faculty and students are members of the Academic Council, chaired by the Vice Chancellor. The Executive Council, chaired by the Vice Chancellor, comprises Deans of the Faculties, Principal of Colleges, Proctor, Provosts and elected representatives from amongst the faculty and AMU Court. There are external members in each of the above statutory bodies, including from the Visitor’s and Rector’s nominee.

6.1.7 Give details of the academic and administrative leadership provided by the University to its affiliated colleges and the support and encouragement given to them to become autonomous.

Not applicable as AMU is a unitary University

6.1.8 Have any provisions been incorporated/introduced in the University Act and Statutes to provide for conferment of degrees by autonomous colleges?

Not applicable as AMU is a unitary University



6.1.9 How does the University groom leadership at various levels? Give details.

Apart from provision of membership in all the bodies, all teaching staff, non-teaching staff and technical staff have their own democratic associations and their representatives participate in the decision making process. Rotation of Chairman, Dean and their participation in administration inculcates leadership quality among these faculties. University statutes ensure student representation in the AC as well as AMU Court. Besides these students elect their representatives to their union and the gap is bridged between teachers and taught.

6.1.10 Has the University evolved a knowledge management strategy? If yes, give details.

Knowledge created and generated in the University is documented at a Central place and is made available through electronic and print media.

The Maulana Azad Library has separate sections in which important knowledge documents have been preserved from the past.

The University has its Gazette which publishes, puts on record and thus documents the knowledge based achievements, discussions and decisions of the University. The issues of the Gazette are maintained and kept in record for any reference.

The University funds some prestigious journals and magazines published exclusively for the purpose of generating space for the knowledge datum and preservation.

6.1.11 How are the following values reflected in the functioning of the University?

� Contributing to national development AMU produces professionally and technically qualified human resources contributing towards nation building. During the past five years it has produced 500 Doctors at PG Level, 760 Doctors at UG Level, 2000 Engineering graduates and 600 management graduates. Apart from producing professional workforce, it also produces educated citizens in the field of humanities, pure sciences and religious studies and so on. Teachers contribute significantly to the national research output.

� Fostering global competencies among students Students are promoted and facilitated to engage in activities like online courses in the foreign universities, participating in the online discussion forums and groups, attending live lecture-cast from some prestigious scientists or writers outside India, giving online presentations in the Conferences, seminars etc.

� Inculcating a sound value system among students Courses dealing with humanities and essentials of religious teachings are part of the curriculum at UG Level.



An informal but very strong culture of instilling value-system prevails in the University through which the students imbibe the values by way of experience and interaction with their seniors in the hostels as well as cultural bodies on the campus.

� Promoting use of technology Besides availability of computer lab with internet facility for students in the Departments and Halls of Residences and PCs for faculty, the University has initiated the process of building IT enabled classroom spread over different faculty. The teachers are also encouraged to have their own websites and upload their lectures and reading materials accessible through intranet.

� Quest for excellence All the above activities ensure that there is excellence in teaching and research.

6.2 Strategy Development and Deployment

6.2.1 Does the University have a perspective plan for development? If yes, what aspects are considered in the development of policies and strategies?

• Vision and mission: The vision and mission of the Aligarh Muslim University (AMU) is to promote innovation, scientific spirit and critical thinking, along with the retention of old traditions and wisdom. An institution like AMU has a responsibility to explore new terrain and seek new insights but retain Indo-Islamic flavor in a secular environment.

• Teaching and Learning: The various plan proposals that are regularly debated within the University and sent up to higher bodies such as University Grants Commission, the Department of Science and Technology, Ministry of Education, Ministry of Human Resources Development and Department of Electronics. Development plans / proposals are focused on the following: Vision and Mission, Teaching and Learning, Research and Development, Community Engagement, Human Resource Planning and Development, Industry Interaction and Internationalization.

• Research and development Research is a major engagement at AMU. It is ensured in the curriculum design and development in the following ways:

� Research aptitude is enhanced by providing flexibility and diversification in curriculum and streamlining syllabi from UG to doctoral level so that the students are able to identify their interest areas and further them into full-fledged specialization in an integrated manner. Research capability of students is enhanced by introducing project work at UG and PG level.



� The research skills of students are enhanced through introduction of courses, activities and contents that include literature survey, data collection, data analysis etc.

� Team work is promoted through group projects. � Field trips/educational tours are arranged to research

laboratories of national importance and other research centers. � Research orientation is enhanced by visit of students at premier

research institutes. � Teaching beyond syllabus, value added courses encourage

students to take up research.

• Community engagement: Many informal groups and associations within the teaching faculty are functional to monitor the trends and issues regarding developments in Open Source Community and integrate its benefits in the University’s educational processes. There are various designated groups like Raleigh Literary Society, Philosophy Society and others in ZH College of Engineering & Technology.

• Human resource planning and development The University is going to conduct various audits like Academic Audit, Gender Audit, Disability Audit in times to come. These audits will take proper care of planning and development in this regard. Besides Training and Placement Cells are going to be more and more organised and modernised

• Industry interaction: In professional courses, there is strong industry-academia interface. A large number of students undergo internship in reputed organisations and carry out live projects. During the past five years, number of students who have undergone such training in Management and Engineering. During the period under assessment 283 students in Management and 171 students in Engineering underwent summer training.

The University interacts on regular basis with industries by:

� Organizing special lectures by experts from the industry and corporate leaders.

� Tie up for organizing academic events. � Interaction during placement, summer training and

internship programmes. � Inviting personnel from industries as members of Board of

Studies particularly in the Faculties of Engineering and Management.

� Permitting Executive Doctorate. � PG Diploma in Islamic Banking is the benefit / outcome

of such interactions. � Incorporating suggestions and opinions from recruiting

companies and experts, for example, Adobe proposed to



start a course in Engineering College. � Active involvement of civil society like Old Boys’ Association (a

body of AMU Alumni) in the academic activities.

• Internationalisation: The University, through MoUs with several universities across the globe and faculty exchange programmes among others, strives to internationalise itself in terms of research, teaching and related activities.

6.2.2 Describe the University’s internal organizational structure and decision making processes and their effectiveness.

The Vice Chancellor who is the academic and administrative head of the University, is assisted in discharging his duties by the Pro-Vice Chancellor. The Deans are the academic and administrative heads of the Faculties and are assisted by the Chairmen of the Departments of Studies. The Chairmen are responsible for the academic and administrative aspects of the Department of Studies assisted by the faculty. The University has a Registrar, Controller of Examinations and Finance Officer who are assisted by Deputy Registrars, Deputy Controllers and Deputy Finance Officers, and other subordinate staffs to run the domain of their jurisdiction.

The decision making process of the University is decentralized and well established. All academic proposals are initiated at the Departmental level with full participation of the faculty. The proposal is discussed in the meeting of the respective Faculty, which has representation of all cadres of teaching staff. At the Faculty level there is Committee of advance Study and Research (CASR) with representation from all Departments of the Faculty and Chaired by the Vice-Chancellor. The Committee approves all the research proposals including M.Phil. and Ph.D. themes and respective Supervisors. Next it goes to the Academic Council in which Chairmen of all Departments participate and if the matter requires executive approval, it is sent to the Executive Council. All proposals are placed before the AMU Court, a body comprising 180 members representing all walks of life and finally it is placed in the parliament of the Country.

The following flowchart explains the internal organization in the best manner:



Visitor (President of India)

Chancellor

AMU Court

Chief Rectar

Pro Chancellor

Vice Chancellor

Pro Vice Chancellor

Honorary Treasurer

Executive Council

Academic Council

Finance Committee

Registrar Finance Officer

Controller of Examination

Institutes Faculties Women’s College

AMU Centres Affiliated Schools

Departments Interdisciplinary Centres/Institutes

Advanced Study Centres

Department under special programme

Specialised Research Centres

Auxilary Units

Maulana Azad

Library Hospital

Computer Centre

University Games

Committee

Proctorial Board

Press Publications

& PRO

6.2.3 Does the University have a formal policy to ensure quality? How is it designed, driven, deployed and reviewed?

At all levels, highest level of transparency is being practiced. Entire activities of the University can be grouped into three categories: admissions, examinations and employment.

� Admissions: Students are admitted to each course through a common entrance test conducted by the University. An up to date IT based system is in place for evaluation of the tests. Complete information is uploaded on the website. Cf 2.1.1.

� Examinations: Examinations are conducted on time and the results are declared within the stipulated time period. More than 50% examiners are appointed from outside the University. The performance of the students is reviewed by Standing Committee of the Deans under the chairmanship of the Vice Chancellor.

� Employment: Vacant posts are duly advertised through national dailies, vernacular newspapers, Employment News, website and notice boards. All positions are filled through expert committees constituted by the competent authorities of the University.



6.2.4 Does the University encourage its academic Departments to function independently and autonomously and how does it ensure accountability?

There are statutory provisions to ensure this and hitherto it has been in operation without any departure. The procedure followed in the University is thoroughly democratic and follows a bottom-up strategy of planning, executing and implementing, as mentioned in Criterion 1.1.2.

AMU being a Central University provides independence and autonomy to all stake holders, while at the same time the accountability is ensured by various means as a part of administrative system, which has already been discussed in Criterion 6.2.2.

6.2.5 During the last four years, have there been any instances of court cases filed by and against the institute? What were the critical issues and verdicts of the courts on these issues?

There have been instances of court cases filed by and against over issues pertaining to admissions, examinations, University property, suspensions and terminations, etc. During the last four years, total number of cases filed against the University in various categories is listed below:

Sr Nature of cases filed 2010-11 2011-12 2012-13 2013-14 1. Filed 99 83 91 114 2 Disposed off 50 48 63 58 3 Pending 49 35 28 56

6.2.6 How does the University ensure that grievances / complaints are promptly attended to and resolved effectively? Is there a mechanism to analyse the nature of grievances for promoting better stakeholder-relationship?

At each level, a well-designed grievance handling procedure is in place. For students related grievances like evaluation, a mechanism for re-evaluation exists, for handling use of unfair means in the examinations students are given an opportunity to appear before the Examination Committee, for discipline related issues, they present their case before Discipline Committee; the recommendations of which are perused and approved by the VC.

The students have under the provisions of the AMU (Amendment) Act, 1981, the opportunity to address their grievance before the Executive Council, which has a standing Grievance Committee.

The Grievance Committee is also available as part of the redressal system for the employees of the University. With regard to appointment the Executive Council has laid down clear procedure for redressal of grievance.



For women related issues Gender Sensitization Committee is in place. Any other issue can be addressed to the Vice Chancellor who may dispose of the matter himself or, if deems appropriate, place the matter before the Executive Council under the statutory provisions of the AMU Act.

6.2.7 Does the University have a mechanism for analyzing student feedback on institutional performance? If yes, what was the institutional response?

The University recently has formally evolved a mechanism for obtaining feedback from students, teachers, alumni and employers regarding curriculum and infrastructural facilities and services through a proforma grading impact.

6.2.8 Does the University conduct performance audit of the various Departments?

It is published in the form of annual report, which is scrutinized by the AMU Court and then placed before the Parliament.

6.2.9 What mechanisms have been evolved by the University to identify the developmental needs of its affiliated institutions?

AMU is a unitary University and has no affiliated college.

6.2.10 Does the University have a vibrant College Development Council (CDC)/Board of College and University Development (BCUD)? If yes, detail its structure, functions and achievements.

AMU is a unitary University and has no affiliated college.

6.3 Faculty Empowerment Strategies

6.3.1 What efforts have been made to enhance the professional development of teaching and non-teaching staff?

� For teaching staff has, UGC- Academic Staff College organizes regular programme. It has organized 20 Orientation Programmes and 60 Refresher Programmes which benefitted around 3135 participants

� In addition it has organized in house training programme benefitting more than 1400 teachers.

� Three years paid leave is granted to teachers to obtain Ph.D. � One year leave with full pay is granted for working on a project. � Many conferences and seminars have been organized. � Teachers are encouraged to participate in national and

international conferences. � Similarly, the non- teaching staff is provided with in-house

training. They are also facilitated to have personal growth as they can pursue their higher education in the University as Private candidates. They are given training in short term



training courses provided by various administrative and Financial Professional Organizations.

� Non teaching staff members are supported to fully grow within their professions and they eventually achieve some of the top administrative position in the University.

For further information please see Criterion 2.4.6.

Efforts made by the University to enhance the professional development of teaching

6.3.2 What is the outcome of the review of various appraisal methods used by the University? List the important decisions.

Based on various appraisals certain courses are dropped while certain new courses are introduced. Innovative methods of teaching are devised. Midsession tests are evaluated by the board of teachers and feedback is given to the students, for instance Department of History.

Based on the recommendations of experts on published works of the teachers, promotions are either granted or denied. PBAS based API scores determine eligibility and carry weight in recruitment/ proportions.

For the Departments which are awarded SAP out of UGC appraisal, the University acknowledges their accomplishment and provides them extra space.

6.3.3 What are the welfare schemes available for teaching and non-teaching staff? What percentage of staff have benefitted from these schemes in the last four years? Give details.

Various schemes are available to benefit the teaching and non-teaching staff of the University. Details are as under.

Details of various schemes available for benefit of teaching and Non-teaching staff:

Nature of assistance provided

No. benefited in 2010-11

and amount

No. benefited in 2011-12 and

amount

No. benefited in

2012-13 and amount

No. benefited in 2013-14 and amount till 15.1.2014

Festival Advance

2475/ Rs. 7428000

2383/ Rs 7149000

2240/ Rs. 6720000

2121/ Rs. 6363000

Medical Attendance Scheme

Rs. 38776221/-

Rs. 39370349/- Rs.

71097460/- Rs. 20210067/-

Conveyance 96/ Rs.

4944000/- 194/ Rs.

7906000/- 101/ Rs.

4482000/- 129/ Rs.

6452000/-

Computers 9/360000/- 112/ 3366000/- 82/

2460000/- 112/ Rs. 3360000/

HBL 16/ Rs.

7113420 02/ Rs.

1012480/- 04/ Rs.

1528300/- 03/ Rs. 2025640/-



6.3.4 What are the measures taken by the University for attracting and retaining eminent faculty?

To attract eminent faculty, an offer of appointment is sent by the vice chancellor in accordance with discretionary power vested in him/ her by the University on behalf of the Executive Council. At times, additional advance increments are also offered to extraordinary scholars.

Conducive academic atmosphere (including spacious residences) is provided to retain faculty members which is testified by the fact that resignation rate is almost negligible.

6.3.5 Has the University conducted a gender audit during the last four years? If yes, mention a few salient findings.

Though any formal gender audit is not conducted but the University keeps a track on enrolment of gender-wise admissions and employment

Following table presents the data

Sr. No. Sessions Males

Students Female

Students Male

employees Female

employees 1 2010-11 17302 10908 5801 835 2 2011-12 17447 11377 5487 836 3 2012-13 19535 13004 5403 913 4 2013-14 20819 12905 5625 991

6.3.6 Does the University conduct any gender sensitization programmes for its faculty?

� Centre of Continuing and Adult Education and Extension: • Gender Sensitization Orientation workshops with student

volunteers and community members • Sensitization Through appeals, handbills and posters • Through Kala jathas, nukkad natak, and cultural programmes

� Activities around International Women’s Day in the University: • AMUTA invited Dr. Charu Walikhanna, member NCW

to speak on GSCASH rules and experiences on the occasion of International Women’s day, 2012.

• Week long International Women’s Day celebration at Women’ College (in 2008) - discussion on ‘Representation of Women in the media’, poster-making, skit, nukkad, etc.

• On the occasion of International Women’s Day 2011, the students of BALLB (Law) in their legal literacy camp staged a nukkad natak at the Centre of Continuing and Adult Education and Extension.

Please see Criterion 5.1.7 for programms conducted by Centre for Women Studies.



6.3.7 What is the impact of the University’s Academic Staff College Programmes in enhancing the competencies of the University faculty?

Kindly consult 2.4.8 & 3.6.1 for detailed information.

6.4 Financial Management and Resource Mobilization

6.4.1 What is the institutional mechanism available to monitor the effective and efficient use of financial resources?

The effective and efficient use of available financial resources of the University is ensured through a proper system adopted by the University. As per the need of each Department of the University, the funds are allocated or grants are applied for as per UGC schemes for the Building/development projects of the institution. Income/ expenditure is closely monitored by the accounts office. Proper demand in writing is made from the concerned Department with full details of the requirement of the apparatus, equipments, maintenance and infrastructure etc. Proper procedure for purchases is adopted as per GFR, 2005, notified by Department of Expenditure, Ministry of Finance, Government of India and adopted by Competent Governing bodies of the University

A statement of accounts detailing income/expenditure, including budgetary, is placed before the Finance Committee, which has nominees from the Ministry of HRD and UGC, the Executive Council and AMU Court for its consideration and approval after which it is placed before the Parliament for approval

6.4.2 Does the University have a mechanism for internal and external audit? Give details.

The University has a mechanism for adequate internal check through continuous auditing of its financial transactions. There is a regular scrutiny of account records pertaining of the revenue and other receipt and of all expenditure as prescribed in the Manual of Office Procedure of the Finance and Accounts Department.

The annual accounts of the University has been audited at least once every year, at interval of not more than fifteen months, by the Principal Accountant General, U.P. Allahabad on behalf of the Comptroller and Auditor General of India as per clause 35 (i) of A.M.U. Act XL of 1920.

6.4.3 Are the institution’s accounts audited regularly? Have there been any major audit objections, if so, how were they addressed?

The institution’s accounts have been audited regularly by the AGUP, Allahabad. As and when audit objections/observations are made, these are adequately addressed. On the basis of proper reply, most of the objections were dropped by the office of the AGUP, Allahabad and final audited account report approved. The University also adheres to guidelines /suggestions received (if any) from AGUP.



6.4.4 Provide the audited income and expenditure statement of academic and administrative activities of the last four years.

Copy of the audited income and expenditure statement of academic and administrative activities of the last four years is enclosed as Annexure II .

6.4.5 Narrate the efforts taken by the University for Resource Mobilization.

University is making efforts on regular basis to mobilize resources. In this regard, University is looking for alumni, various ministries etc to meet out the developmental activities apart from the sanctioned amount from the UGC. The University is also generating fees by running self finance/ evening courses. The University also generates resources from its maintain institutions viz Central Automobiles works with automobile fuel distribution, Land & Garden, LPG Distribution agency, Centre for Distance Education.

6.4.6 Is there any provision for the University to create a corpus fund? If yes, give details.

Apart from the grants received from the UGC/MHRD, the University makes all efforts to generate revenues from other sources. The detail of the created corpus fund of the University is given as:

Description of sources

Funds generated in

2009-10

Funds generated in 2010-11




(Rupees in Lacs) Corpus funds 1892.93 1905.75 1914.36 1925.16 148.31 Development Corpus funds 4.30 5.98 7.12 8.34 9.10

Alumni -- -- -- -- 89.62 6.5 Internal Quality Assurance System

6.5.1 Does the University conduct an academic audit of its Departments? If yes, give details.

Academic output of the majority of the Department of the universities has been reviewed and audited by different regulatory bodies such as UGC, AICTE, MCI, DCI, AYUSH, NCTE and these Departments are granted academic status in terms of CAS/SAP and other financial and infrastructural benefits.

6.5.2 Based on the recommendations of the academic audit, what specific measures have been taken by the University to improve teaching, learning and evaluation?

On the recommendation of the visiting/inspecting team of the above regulatory bodies various measures were enforced from time to time.



6.5.3 Is there a central body within the University to continuously review the teaching learning process? Give details of its structure, methodologies of operations and outcome?

The statutory bodies constantly keep a watch on entire process of teaching learning.

Board of studies of the Department monitors the syllabus. The Chairman of the Department and Dean of the Faculty monitors the delivery. The assessment is monitored by moderation committee. The Academic Council approves the examiners’ list. The Committee for Advance Studies and Research scrutinizes the research proposals. Likewise all bodies ensure that quality is maintained in the teaching learning process.

6.5.4 How has IQAC contributed to institutionalizing quality assurance strategies and processes?

IQAC is in the pipeline to be formed.

6.5.5 How many decisions of the IQAC have been placed before the statutory authorities of the University for Implementation?

IQAC is yet to be formed.

6.5.6 Does the IQAC have external members on its committees? If so, mention any significant contribution made by such members.


6.5.7 Has the IQAC conducted any study on the incremental academic growth of students from disadvantaged sections of society?


6.5.8 What policies are in place for the periodic review of administrative and academic Departments, subject areas, research centers, etc.?

We have an innovation committee constituted on 05.07.2013, to assess the status of research and innovations in the University.


Volume I: SSR: Criterion VII Page 187 of 199

CRITERIA – VII: INNOVATIONS AND BEST PRACTICES

7.1 Environment Consciousness

7.1.1 Does the University conduct a Green Audit of its campus?

The University has an active eco-club and is in the process of conducting an internal audit, while external audit would be carried out shortly on an annual basis by an external agency.

In addition, the Vice-Chancellor’s vision plan focuses extensively on increasing and enhancing our capabilities in the areas mentioned below

� Conserving Energy � Harnessing solar power � Reducing Carbon emissions � Rain water harvesting and � Developing waste management systems

7.1.2 What are the initiatives taken by the University to make the campus eco-friendly?

Energy conservation:

Use of LED and CFL lights, Power Factor Control, Centralized VRV Air Conditioning are some of the technologies used to conserve energy in the campus. Project “Uddharak”, a green campus initiative, has been started by the University to create awareness among students and staff about the sustainable use of electricity. It has also conducted an audit in the Campus regarding the usage of electricity in various Departments.

Use of renewable energy: University has installed solar water heating systems at many places in the University, especially in the Halls of residences of students.

Rain Water harvesting: The University is making provisions for Rain Water Harvesting wells on the Campus to recharge the underground water.

Efforts for Carbon neutrality : Regular plantation of trees, use of renewable energy, awareness for energy conservation and adoption of energy conservation technologies are some of efforts undertaken by University for the carbon neutrality.

Plantation: University is set in a green landscaped ambience and every year around more than 1500 trees are planted. The entire campus is covered with many big trees, especially Mango, Neem and Sal trees, vegetation and well manicured gardens and lawns. The University has a separate Department called as “Lands and Gardens” which looks after the maintenance of greenery, lawns and orchards, on the campus.



Hazardous waste management: Proper waste management techniques have been adopted for all types of wastes. The University has a sewage treatment plant and is a zero-effluent organization. In the University hospital and health service, color coded dustbins are delineated for specific type of waste. There is a huge fully functional incinerator capable of handling 200 kg/day of waste.

E-waste management: For e-waste management AMU has initiated the process of establishing an e-waste management system to ensure that e-waste is properly stored and given to an approved agency for the disposal.

As Aligarh is an educational hub, the University is surrounded by schools and colleges. Some of these colleges are run by charitable organizations and NPOs. Many Departments in the University donate semi-obsolete computers to such institutions who effectively utilize them for educational purposes.

In some instances, photocopying machines and other office peripherals are replaced under buy-back schemes.

Any other (please specify): The University and its maintained institutions regularly conduct awareness programs on environmental issues. University has conducted number of workshops and seminars on Waste Management (Hazardous and E-Waste), Rain Water harvesting, Energy Conservation, and Water quality management.

The University has an “Eco-Club” which provides a platform to engage students in environment related activities.

M.Tech. course in Environmental engineering, compulsory environmental science course at the undergraduate level and regular refresher course on environmental sciences conducted by academic staff college are indicators of the eco concern of this University.

7.2 Innovations

7.2.1 Give details of innovations introduced during the last four years which have created a positive impact on the functioning of the University.

1. Implementation of Higher Education and Research Module through Aligarh Muslim University Information Management System (AIMS): AIMS has the capability to record employee data and information at one place, process payroll in house and process employee requests online.

AIMS has been able to provide AMU with real-time access to student data, employee data, and seamless integration of data across all units. It is a single portal with complete and controlled access to the entire data,



information, and knowledge resources. As a result, flow of communication among different units on the campus has improved.

2. Establishment of Smart Classrooms: The University has smart-classrooms in most of the faculties and Departments. This has facilitated the use of the state-of-art technology in pedagogy. Efforts are underway to convert another seventy (70) classrooms across different Departments into fully equipped smart classrooms.

3. Establishment of Innovation Council: In recognition of the fact that innovation is the key to success in knowledge-based economy, the University has established an innovation council. This underlying objective of the council is to make knowledge creation productive for the society. To achieve this objective, the council is tasked to foster and promote innovation in teaching, research and administration.

4. Partnerships and Collaborations: The AMU has signed a significant number of Memorandums of Understanding (MoU) with leading foreign universities and organizations to foster quality research and cross functional collaborations.

Strengthening synergy with advanced centers of learning spread across the globe has always been at the top of the University’s agenda. Some of the major areas of academic and research cooperation are listed below:

� On April 21, 2009, a MoU between Department of History, AMU and Georgia State University of USA and its College of Arts & Science was signed for the exchange of information necessary for educational and research advancement and the interchange of students and academic staff.

� On July 01, 2009 the Academic Staff College and Embassy of the United States of America, New Delhi signed an agreement under English Access Micro-scholarship Programme to provide access to learning English language among the poor and down trodden students.

� Darussalam Institute of Islamic Studies, Indonesia and Aligarh Muslim University signed a MoU on December 15, 2009 for collaboration in educational matters and to prepare a long term strategy for Human Resource Development.

� On March 26, 2010, MoU between Department of Zoology and University of Belfast, UK was signed for the implementation of a



project on Combating Infectious Diseases of Livestock for International Development (ClOUD).

� On April 17, 2010, the Department of Chemistry and University of Sain, Malaysia signed a MoU to establish closer ties enabling both the institutions to work together in the area of collaborative research and training of Graduate/ Postgraduate/ Ph.D. students of these institutions.

� On June 8, 2010, MoU between AMU and the University of North Carolina Chapel Hill University, USA was signed to encourage cooperation in disciplines that are studied at both the Institutions.

� An MoU was signed on July 22, 2010 with Mr. Ameer Ahmed, Chairman & Managing Director, Agnice Fire Protection Ltd, G.K. Industrial Estate, Alapakkam, Porur, Chennai, for construction of a new Hi-tech institutional complex for Faculty of Management at AMU.

� On August 5, 2010, MoU between the Faculty of Unani Medicine and University of Western Cape, South Africa was signed for promotion of Unani Tib in South Africa.

� On March 11, 2011, a high-powered delegation of Qasim University, Saudi Arabia visited Zakir Husain College of Engineering and Technology and discussed the areas of cooperation between the two institutions including engineering and computer sciences.

� On April 2, 2011, MoU was signed between University of Colombo, Rajagiriya, Sri Lanka and A.K. Tibbiya College to promote individual contacts among scholars, students and personnel of both the institutions to promote links in teaching and research activities and to provide opportunities for both staff and student exchanges.

� On June 3, 2011, a delegation of Medicine Faculty, Northern Border University, Arar, Kingdom of Saudi Arabia made a three-day visit to the University. The University has worked out initial modus operandi for an extended collaboration in the field of medical research, medical education technology, student and staff exchange and curricular development.

� On November 1, 2011, the Chief Minister of Sarawak State of Malaysia visited the Aligarh Muslim University along with a high power team of statesmen to explore the prospects and areas of mutual cooperation and academic and research collaboration.

� On January 28, 2012, a memorandum of Understanding between the Centre of Advance Study in History of the Aligarh Muslim



University and the Iranian Universities and Institutions was signed at the Iran Culture House, New Delhi to undertake joint research ventures and exchange of faculty members, research scholars through holding of seminars, conferences, lectures as well as refresher courses for faculty and students studying classical Persian.

� On May 15, 2012, the Aligarh Muslim University signed a Memorandum of Understanding (MoU) for a Trilateral Research Collaboration Project involving Universities of Bristol (UK), Ohio State University, USA and the Aligarh Muslim University. A pilot project will be launched under the tri-lateral research and education partnership to establish a STEM Research and Education Centre at Aligarh as a model for a larger initiative involving universities in UK, USA and India. The project would be supported by IndoGenius, an education consultancy, which is developing the intervarsity approach to supporting Indian higher education and research.

� On January 28, 2012, a memorandum of Understanding between the Centre of Advance Study in History of the Aligarh Muslim University and the Iranian Universities and Institutions was signed at the Iran Culture House, New Delhi to undertake joint research ventures and exchange of faculty members, research scholars through holding of seminars, conferences, lectures as well as refresher courses for faculty and students studying classical Persian.

� On August 6, 2012, The Centre for Promotion of Science, Aligarh Muslim University signed a Memorandum of Understanding (MoU) with Vigyan Prasar, Department of Science and Technology, Government of India to facilitate collaboration in printing and publishing science resource material in Urdu.

� An MoU was signed between the Centre for Distance Education, AMU and Lal Bahadur Shastri National Academy of Administration, Mussoorie on June 6, 2013.

� AMU signed an MoU with the Michigan State University College of Engineering, USA on June 19, 2013 for faculty and students exchange and cooperation in teaching and research.

� AMU signed an MoU with Morehouse College, Atlanta, USA on June 25, 2013

� AMU signed an MoU with The Sir Syed Education Society of North American United States of America on June 25, 2013



� AMU signed an MoU with Youngstown State University, USA on October 15, 2013

� AMU signed an MoU with Ohio State University, Columbus, Ohio, USA. November 11, 2013.

7.3 Best Practices

Give details of any two best practices which have contributed to better academic and administrative functioning of the University.

Best Practice I

Title of the Practice Title of the Practice “Outstanding teaching-learning and research experience”

1. Objective of the Practice � Achieving self sufficiency on all fronts to ensure qualitative

teaching-learning practices. � Providing quality education, student-centered teaching-learning

processes and state-of-the-art infrastructure � Imparting education that encourages independent thinking,

develops strong domain knowledge, owns contemporary skills and develops holistic growth of young minds.

� Designing, developing and implementing educational programmes aimed at the demand of the industry and country.

� Transforming Aligarh Muslim University into a centre of academic and research excellence.

� Enhancing infrastructure facilities for research & development in select areas.

� Harnessing research potential of faculty members.

2. Need Addressed and the Context

� AMU aims at excellence in research and high quality in higher education. Further, the research potential of faculty members is sought to be extended by bridging the hiatus between industry-academia. The University endeavors to fill up this void this through consultancy service to industry, and by providing learning experiences to students in industrial settings.

� Enhancement of opportunities for faculty development through participation in seminars, paper submission and pursuing research degrees and projects.

� Assure access to relevant, current information and library resources.

� Recruiting and retaining faculty and staff.



� The Growth in quality of education through boards of studies (BOS), committee for advanced and scientific research (CASR) and Academic Council comprising of Head of the Departments, Deans, PVC and with the VC in chair.

3. The Practice: Board of Studies in the Department is the essential body for monitoring of academic design of curriculum and delivery processes which covers:

� Curriculum and syllabi review � Class room delivery, � Appointment of examiners and paper setters, � Appointment of panel of experts for selection committees, � Approval of new courses/programmes and all other academic

issues which are under the purview of the Department. � This is further debated in the highest academic body of the

University; the academic council, and each proposed change, modification, new proposal/s is/are thoroughly deliberated and debated upon. The academic council comprises of all the Head of the Departments, Deans, PVC and with the VC in chair, elected members from the teaching faculty and student’s representative.

� The University has fully functional library committee to ensure that the ever expanding universe of resources is made available to the students and staff.

� The University has a well established practice which comprises of expeditious processing of research projects, special grants for all kinds of research activity (including 100% cost reimbursement for attending workshops and seminars), merit-based incentives to faculty especially after the advent of PBAS under the VI pay commission recommendations.

5. Evidence of Success: The Aligarh Muslim University has been ranked 50 among top 100 institutions of higher learning in BRICS (the group of newly developed and industrialized countries including Brazil, Russia, India, China and South Africa), while Jawaharlal Nehru University, New Delhi holds 57th position.

In a study conducted by the Times Higher Education, UK for the year 2014, ten Indian institutions of higher learning figure in the ranking of institutions of BRICS and emerging economies.

AMU is an institution of choice amongst students as the number of applications from prospective students for both post-graduate and undergraduate and doctoral programs has witnessed remarkable



increase. Furthermore, overseas students have evinced keen interest for admission to the University and AMU students are employed globally and nationally in all conceivable positions and industry.

AMU is also preferred choice among the faculty as the attrition rate of faculty is well below 1%.

6. Resources: The infrastructure, human resources and training resources have kept pace with the growth of the University. To cater to ever increasing demand for resources, innovative solutions for raising resources are being implemented including raising funds from various funding agencies and alumni support.

Best Practice II

Title of the Practice “Leveraging Information technology for Communication and Knowledge Management”

1. Objectives of the Practice

� To ensure that the University leverages its IT resources and capabilities to create an appropriate identity.

� To ensure that all the stakeholders have access to timely and updated information.

� To provide an opportunity to all staff and Department to create a knowledge management system.

� To provide all staff and students with a window to the world. � To provide parents with timely and updated information regarding

their wards. � To provide prospective students, employees and employers to

virtually experience the AMU brand. � To initiate steps for bringing in e-governance in the University

administration 2. The Context: Multiple programs, expectation of stakeholders and

technology options make management of higher education sites a major challenge. Websites and information management systems are high-value assets and they should be given priority and actively managed instead of updating it in an ad hoc manner. Information management must be an ongoing process, not a one-time project. Prospective students, employers, employees, parents, alumni and other stakeholders visit the website and it will be their first contact and impression of the University. Failure to effectively manage the web presence may eventually affect employability of AMU graduates and rankings.



3. The Practice: The University has a recently appointed a cross functional team consisting of experts from various faculties and designated a team which has been given overall accountability for the website. Sections within the website have “owners” who are accountable for updating the information in these sections, but the website committee is responsible for the entire website as an entity.

Content development and maintenance has been decentralized but the overall control of programming rests with a single individual who along with the committee is tasked to provide an ongoing and holistic perspective to the web presence.

Major practices to ensuring our website achieves best in class

� User Experience Design � Instantly engage students with compelling visuals as photos can tell

powerful stories. Visually driven features on unique aspects of life at the University have been created to reinforce the same

� The prospective parents, alumni and employers are provided with an experience of the University from a credible source, namely the University.

� Simple, elegant design creates a strong first impression and creates an instant affinity with prospective students with a focus on providing a strong feel of the University experience.

� The AMU website has intuitive navigation system and information architecture.

� It is probably one of the sites in the country where the each individual/unit/Department has/have been given the authority and responsibility to maintain their own web-pages for timely updating of web content.

4. Evidence of the Success: The revamped website has helped AMU to generate the following tangible and intangible benefits

� Parents and students can access their monthly attendance records and notices from their Departmental homepage and keep track of the same. Take corrective actions as and when required. Informal feedback from parents vindicates the success of such a practice.

� All faculty members have uploaded their latest CV and resumes on the University website which has created visibility and provided them with a window to the world. Many have been appointed as experts in different committees, resource persons and as examiners of other institutions of national and international repute.



� Online applications for admissions have resulted in significant saving of resources and have proven to be highly efficient.

� As most of the information is available on the website, addressing RTI queries has become more efficient leading to little or no diversion of resources.

5. Resources Required: Problems encountered were solved through brain storming sessions with teachers, technical experts and the team members and by making use of the resources available on the campus.

Any other information regarding Innovations and Best Practices which the University would like to include.

Aligarh Muslim University has numerous best practices which are followed at both the macro and micro level. An additional few of them are being highlighted here

• The Engineering College is using a fully computerized coordination of academic programmes for students. The registration of courses has been started on-line. Students' registration record, attendance, and results are available on the website which visitors can access. In Engineering College students can print consolidated grade transcripts in as many original copies as they require. They can even take interim transcripts at any stage of the programme and in multiple originals.

• Students' Grievance Committee to address student’s issues. • The University actively encourages faculty members to apply for

international conferences and ensures sponsorship. The applications are invited round-the-year and turnaround time for processing is very short. This ensures effective and efficient utilization of funds.

• Recently started practice of providing retiring staff their retirement benefits on the last working day.

• The University provides technical skills for visually challenged students which in turn generates resources. University also provides academic and research activities for visually challenged students.

• The Distance Education programmes provide an opportunity for students of distant places especially from a poor background and enables people to access education.

• The General Education Centre of the University promotes engagement of students from diverse disciplines in cultural and literary activities and performing arts.

• Another best practice that the University follows is in the area of competitive examinations. To ensure transparency in all admissions



a carbonless copy of the response sheet (OMR) and question booklet attempted by candidate is provided to the candidate by the University. � The Answer Keys are uploaded on the University website to

enable the candidate to file an objection, if any, challenging any question giving sufficient proof / documents in support of his contention.

� In case of objections to any question in the Question Booklet a team of experts from amongst the senior teachers of the relevant discipline is appointed by the Vice-Chancellor to evaluate the veracity of the claim of the candidate, which after evaluating all the grievances of the candidates prepares its report and proposes any deletion / addition / modification in the Answer Key.

� After the redressal of objections the answer key for evaluation is finalized and the OMR sheets are evaluated with the amended Key

� The results comprising both selected and waitlisted candidates and cut offs are declared separately for each test on the University website.

� The AMU has another best practice in terms of providing textbooks at a highly subsidized rate through Book Banks.The students pay 15% of the total cost of the books for the semester and return the books after the examinations are over.Engineering, Management and Medicine Faculty are examples where such practice has been in place for many years.Such a mechanism ensures that students from poor background can also afford the same high quality resources.



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Annexure – I: Criterion 3.2.6: Completed and on-going projects in the last four years

ALIGARH MUSLIM UNIVERSITY, ALIGARH Running Projects (Last Five Years)

S.No. Schemes/Projects Duration of

Projects Sanction Amount

(Amount in Lacks)

1. Major Indo Portuguese project under Dr. Abdul Malik, Department of Agri. Microbiology

2011-14 4.58

2. Major Project Abdul Malik, Department of Agriculture Microbiology

2012-13 20.50

3. Major Project, Department of Faculty of Agriculture Science 2013-14 150.00

4. Major Project Dr. Ali Mohd, Department of Applied Chemistry

2012-15 8.25

5. Major Project Under Inamuddin, Department of Applied Chemistry

2012-15 8.12

6. Major Project under Dr. Inamuddin, Department of Applied Chemistry

2012-15 26.38

7. DRS Applied Physics 2010-15 32.00

8. Major Project under Dr. Syed Asad, Department of Applied Physics.

2012-15 18.60

9. UPCST Project under Prof. A.H. Naqvi, Department of Applied Physics

2009-14 203.92

10. (DRS-III) Biochemistry 2013-18 74.90

11. Major Project Medha Priyadarshni, Department of Bio-Chemistry

2011-16 35.00

12. Major Project under Dr. Saher Waris, Department of Biochemistry JNMC

2012-17 35.00

13. Major Project Under Dr. Najmul Islam, Department of Biochemistry JNMC

2010-13 19.15

14. Major Project Under Dr. Asif Ali, Department of Biochemistry JNMC

2010-13 5.46

15. Major Project Dr. Khursheed Alam, Department of Biochemistry JNMC

2012-15 14.20

16. Major Project Dr. Inamuddin, Department of Applied Chemistry

2012-15 8.53

17. Major Project Under Prof. Mohd Anees, Department of Botany

2012-15 9.96

18. Major Project Under Prof. Nafees A. Khan, Department of Botany

2011-14 9.11

19. Major Research Project Under Dr. Qamar Abbas Naqvi, Department of Botany

2012-15 10.03

20. Major Project Under Dr. Moinuddin, Department of Botany 2012-15 14.86

21. Major Project Under Dr. M. Masroor A Khan, Department of Botany

2011-14 11.61

22. Major Project Botanical Garden Prof. Arif Inam, Department of Botany

2012-14 39.20

23. Major (BRNS) Project under Dr. M. Masroor A. Khan, Department of Botany

2013-16 33.80

24. Major project under Dr. Anees Ahmad, Department of Botany 2008-13 68.13 25. Major project under Dr. Mohd Anis, Department of Botany 2012-15 23.91

26. Major (SERB) Project, Dr. Syed Aiman Hasan, Department of Botany

2012-15 21.10

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27. Major Project Dr. Moin Ahmad Khan, Department of Botany 2012-15 23.00

28. Major Project Dr. Mehrajul Islam Robab, Department of Botany

2012-15 25.00

29. Major Fist Programme, Department of Botany 2012-17 77.00

30. Major (SERB)Project under Dr. Ankita Varshney, Department of Botany

2013-16 23.35

31. Major (SERB) Project under Dr. M.U Naeem, Department of Botany

2013-16 25.00

32. Major Project under Dr. Shiwali Sharma, Department of Botany

2013-16 24.70

33. Major Project Dr. Naseem Ahmad, Department of Botany 2009-12 15.70 34. Major Project Sana Chaudhary, Department of Botany 2013-16 20.00

35. Major Project under Dr. Riyazuddin, Department of Chemistry

2012-15 13.93

36. Major Project Under Prof M. Muneer, Department of Chemistry

2010-13 80.29

37. Major Project Under Prof M. Muneer, Department of Chemistry

2011-14 10.43

38. Major Project Kabiruddin, Department of Chemistry 2012-15 25.55 39. Major Project Mohd Shahid, Department of Chemistry 2012-15 18.35 40. Major- Fist Programme, Department of Chemistry 2012-15 150.00

41. Major Project Dr. Devendra Pal Singh, Department of Chemistry

2012-15 19.56

42. Major Project Prof. Syed Hussain Ashraf, Department of Commerce

2012-15 6.89

43. Major Project under Dr. Nafees A. Khan, Department of Commerce

213-15 8.90

44. Major Project under Dr. S.M Javed Akhtar, Department of Economics

2012-15 6.83

45. DRS Economics 2011-16 48.00 46. Major Project under, Department of Distance Education 2013-16 74.80 47. DRS Electronics 2009-14 64.50

48. Minor Project Under Prof. Jamal Ahmad, Department of Endocronology

2013-16 12.44

49. Major Project under Dr. Rehan, Department of Civil Engineering

2011-2014 10.47

50. DRS Civil Engineering 2012-17 52.00

51. MHRD/NPIU under TEQIP-II Principal Z.H. College of Engineering & Tech.

2011-14 1000.00

52. IIT Kanpur Grant ERP Project of NMC-ICT under Prof. Nesar Ahmad, Department of Computer Engineering

2010-14 79.25

53. Major-Fist Programme, Department of Electrical Engineering 2012-17 98.00

54. Major- Fist Programme, Department of Mechanical Engineering

2012-17 128.00

55. Major Project under Dr. Nadeem Khalil, Department of Civil Engineering

2012-15 225.46

56. Major Project Under Dr. Abu Bakar KK, Department of English

2012-14 4.16

57. Major Project under Dr. Rashid Nehal, Department of English 2010-12 42.77 58. DRS English 2011-16 42.50

59. Major Project Dr. Mohd Idrees, Department of Environment Science

2012-15 12.70

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60. Major Research Project Under Dr. Badar Jahan, Department of Fine Arts

2012-14 3.63

61. Major Project Dr. Hifzur Rehman, Department of Geography 2011-14 6.30 62. Major Project Dr. Farasat Ali, Department of Geography 2011-13 7.59 63. DRS Geography 2010-13 22.50

64. Major Project Under Dr. Shadab Khursheed, Department of Geology

2011-14 3.79

65. Major Project Dr. Qazi Fariduddin, Department of Geology 2011-14 8.81 66. Major Project Dr. Abdullah Khan, Department of Geology 2011-14 7.89

67. Major Research Project Under Dr. M.E.A. Mondal, Department of Geology

2011-14 8.11

68. Major Project Under Dr. A.H.M Ahmad, Department of Geology

2011-14 3.80

69. Major Project under Dr. Mahsher Raza, Department of Geology

2013-16 12.53

70. Major Project under Dr. Sarfaraz Ahmad, Department of Geology

2013-15 9.09

71. Major Project under Dr. Abu Talib, Department of Geology 2012-15 5.00 72. DRS Geology 2010-14 50.00 73. Major Project under Dr. S. Farooq, Department of Geology 2011-14 60.00 74. Major Project Dr. Mahshar Raza, Department of Geology 2010-13 18.79 75. Major Project Dr. Rashid Umar, Department of Geology 2011-14 11.83

76. Major Research Project Under Dr. Shahul Hameed, Department of Hindi

2012-14 5.45

77. Minor Project under Dr. Pankaj Parashar, Department of Hindi

2013-14 1.40

78. Major Project under Dr. M. Waseem Raja, Department of History

2013-16 5.85

79. CAS History 2011-14 70.50 80. DRS-I, Department of Ilmul Advia 2011-14 32.40

81. Major Project under Dr. M. Anees Ansari, Department of Kulliyat

2013-16 13.50

82. Major Project under Dr. Naushad Ali P.M, Department of Library Information Science

2012-15 7.55

83. DRS Linguistic 2009-14 38.00 84. Major Life Long Learning & Extension 2010-13 15.00 85. Major Project under Dr. Salma, Department of Management 2013-15 6.51

86. Major Project under Dr. Yasir Mehfooz, Department of Management

2011-13 5.21

87. Major MRP under Dr. Shakir Ali, Department of Mathematics 2010-13 8.95 88. Major Project under Dr. Kaleemuddin, Department of Math 2013-16 11.41 89. DRS Infrastructure grant, Department of Mathematics 2010-12 20.00 90. DRS Mathematics 2013-14 60.00

91. Major Project Prof Qamrul Hasan Ansari, Department of Mathematics,

2012-15 15.90

92. Major Project Dr. Rais Ahmad, Department of Mathematics 2010-13 8.99

93. Major-Migration, under Dr. Zulfia Khan, Department of Community Medicine

2011-14 16.35

94. Major Project Under Prof. Nujum, Department of MOI 2012-14 6.27 95. Major Project Under Dr. Kranti Pal, Department of MOI 2012-14 4.39

96. Major Project under Dr. Fatima Khan, Department of Microbiology

2013-16 25.00

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97. Major Project Under Dr. M. Haris Khan, Department of Microbiology JNMC

2012-15 6.45

98. Major Project under Dr. Rajendra Singh, Department of PH & SE

2013-16 9.17

99. Major Project under Dr. Brijbhushan Singh, Department of Physical Health

2013-16 10.08

100. Major Project under Dr. Ikram Husain, Department of PH & SE

2009-14 8.95

101. DRS Physical Health and Sports Education 2009-14 39.75

102. National rural health mission Microbiology Lab, Department of Paediatrics

2013-14 20.16

103. NRHM Project sick new born baby, Department of Paediatrics

2013-15 17.92

104. NRHM under Dr. Manazir Ali, Department of Paediatrics 2012-15 13.20 105. Major Project Prof. Wasi Haider, Department of Physic 2011-14 9.84 106. Major Project Prof. Tauheed Ahmad, Department of Physic 2012-14 29.90 107. Major- Fist Programme, Department of Physics 2011-16 234.60 108. Major Grid Project M. Irfan, Department of Physics 2010-13 19.90

109. Major (SERB) under Dr. Mohd Sajjad Athar, Department of Physics

2013-16 28.52

110. Major (SERB) under Dr. B.P Singh, Department of Physics 2013-16 25.14 111. Major Project Dr. Shikha Chauhan, Department of Physics 2011-14 17.04

112. GOI (Major BRNS) Project under Dr. B.P Singh, Department of Physics

2013-16 14.39

113. Major Project under Dr., Department of Iqbalur Rehman Political Science

2012-15 5.53

114. Major Project Under Dr. Shabbir Ashraf, Department of Plant Protection

2012-15 11.18

115. Major Project Under Dr. M. R Khan, Department of Plant Protection

2012-15 9.76

116. Major Project Dr. Mujeebur Rehman Khan, Department of Plant Protection

2010-13 32.34

117. DRS Psychology 2012-14 39.50

118. Major Project under Dr. Saleem Anwar Khan, University Polytechnic

2012-15 19.44

119. DRS Sociology 2011-16 35.00 120. DRS Statistics 2010-15 33.00 121. DRS Infrastructure grant, Department of Statistics 2012-14 20.00

122. Major Research Project Under Dr. Zafar Ahmad, Department of Urdu

212-14 9.50

123. CAS URDU -I 2011-14 47.50 124. Major Project under Dr. M. Owais, Department of I.B Unit 2012-15 42.68

125. Major Project Under Dr. Rizwan H. Khan, Department of Biotechnology

2010-11 5.05

126. Major Project Under Dr. Asadullah Khan, Department of I.B Unit

2013-16 20.64

127. Major Project Under. Dr. Rizwan H. Khan, Department of Biotechnology Unit

2010-11 3.78

128. Major Project Under. Dr. Asad U. Khan, Department of Biotechnology Unit

2010-11 15.28

129. Major Project Under. Dr. Asad U. Khan, Department of Biotechnology Unit

2013-16 9.00

130. Major Project Sub DISC, Department of Biotechnology 2010-14 14.14

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131. Major Project Under. Dr. Asad U. Khan, Department of Biotechnology Unit (award)

2013-16 8.80


2012-15 54.40


2009-12 17.14

134. Major Project Dr. Asad Ullah khan, Department of I.B Unit 2013-16 21.52 135 Major Assistance to the, Department of West Asian Studies 2010-14 52.55

136. Establishment of Area Study Centre on the South African and Brazilian Studies, Department of West Asian Studies

201-14 24.00

137. Major Project Dr. Orus Ilyas, Department of Wild Life Science

2012-15 20.71

138. Major Project Dr. Shahina Parveen, Department of Wild Life Science

2013-16 24.10

139. Major MRP under Dr. GGHA Shadab, Department of Zoology

2011-14 3.65

140. Major Project Dr. Yasir Hasan Siddiqui, Department of Zoology

2011-14 7.26

141. Major Project Dr. Waseem Ahmad Faridi, Department of Zoology

2011-14 6.92

142. Major Project Dr. Anwar Shahzad, Department of Botany 2011-14 6.27 143. Major Project Dr. S.B Zeya, Department of Zoology 2011-14 3.20 144. Major Project Under Dr. Ayesha Qamar, Department of Zoology 2011-14 6.73 145. Major Project Dr. Afzal Khan, Department of Zoology 2012-15 9.81 146. Major Project under Dr. Qudsia Tahseen, Department of Zoology 2010-14 22.67

147. Major Project Botanical Survey Dr. M. Hayat, Department of Zoology

2013-16 47.04

148. Major Project Dr. M. Kamil Usmani, Department of Zoology 2012-15 25.72 149. Major Project Under Dr. Iqbal Parver, Department of Zoology 2013-14 6.72

150. Minor Project Under Yasir Hasan Siddiqui, Department of Zoology

2013-16 12.72

151. Major project under Dr. Iqbal Parvez, Department of Zoology 2011-14 34.63

152. Major (SERB) Project under Dr. Arif Ahmad, Department of Zoology

2011-14 23.00

153. Major Project Dr. Yasir Hasan Siddiqui, Department of Zoology 2012-15 16.50 154. Major Project Dr. Mohd Afzal Khan, Department of Zoology 2013-16 47.27 155. Major Project under Dr. Shoeb Ahmad, Department of Zoology 2013-16 23.35 156. Major Project Dr. Yasir Hasan Siddiqui, Department of Zoology 2012-15 13.14

157. BBSRC -UK-CDLID Project under Dr. S.M. Abidi, Department of Zoology

2010-2014 59.65

158. Major Project Dr. Orus Ilyas, Department of Wildlife Sciences 2011-14 8.17 159. Major Residential Coaching Academy 2010-13 1328.78 160. Major Nehru Studies 2010-12 7.50 161. Union School Grant 201-17 482.14

162. Major Project under Residential Coaching Academy (Minority Community)

2013-14 57.42

163. Major Builder Programme 2012-17 978.50 164. Major -Grant PG Programme (M.Tech.) Nanotechnology 2008-14 274.00 165 Nalanda Project 2013-14 17.98 166. N.S.S. Grant 2013-14 7.13

Total: 8633.54

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Annexure II (Criterion 6.4.4)

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Documents

ALIGARH MUSLIM UNIVERSITYALIGARH MUSLIM UNIVERSITY SELF STUDY REPORT (Two Volumes) Submitted to National Assessment and Accreditation Council (NAAC) TRACK ID: UPUNGN11257Table of Contents