CRITERION II: TEACHING-LEARNING AND … - II.pdf · Different categories of persons with disabilities Special concern is shown to the differently-abled students of all categories

Criterion II Teaching, Learning and Evaluation

J. A. College 42 NAAC - SSR

CRITERION II: TEACHING, LEARNING AND EVALUATION

2.1 Student Enrolment and Profile

2.1.1 How does the College ensure publicity and transparency in the

admission process?

Publicity in admission process

Advertisements on admission to UG, PG, M.Phil. and Ph.D.

programmes are published in the leading regional newspapers in Tamil

and English, and notified in the college website www.annejac.com

An up-dated prospectus is issued along with the application forms for

admission. This contains the details of programmes offered, eligibility

and procedure for admission to different programmes, learning

resources, hostel and other facilities, fee-structure and scholarships

available to students.

Admission notification is displayed on the college notice board.

Information on PG and M.Phil. and Ph.D. programmes is intimated to

the final year students before the closure of the academic year.

Transparency in admission process

Details of all the applicants as given in their application forms are

computerized and categorized community-wise on the basis of subject

and marks in the college office.

Admission Committee, comprising the Principal as Chairperson,

General and Province Co-ordinator of Higher Education of the

Management Committee, three senior faculty members, (one from

Science, one from Arts and one representing SC/ST Community)

selects students for admission to all the programmes on merit basis,

adhering to Government norms for Minority Colleges.

The selection list is displayed on the college notice board and the

admission cards are sent to the selected candidates.

2.1.2 Explain in detail the process of admission put in place for UG, PG

and Ph.D programmes by the College. Explain the criteria for

admission (Ex. (i) merit, (ii) merit with entrance test, (iii) merit,

entrance test and interview, (iv) common test conducted by state

agencies and national agencies (v) others followed by the College?

Process of admission

Application forms for admission to UG programmes are issued

immediately after the Higher Secondary Examinations and for PG and

M.Phil. programmes, after the qualifying Semester Examinations.

http://www.annejac.com/



The details from the filled-in application forms of the candidates for

UG, PG and M.Phil. Programmes are computerized and rank list is

prepared subject-wise. The list of candidates selected for admission by

the Admission Committee on the basis of merit and the Government

norms for Minority Colleges is displayed on the college notice board

and the admission cards are sent to the selected applicants.

Preference is given to students from upcountry and hill station;

educationally, economically, socially backward and rural areas;

orphans, first generation learners, differently-abled; and daughters of

destitutes and ex-service men.

Certificates and testimonials are verified on the date of admission and

candidates are admitted on the payment of fee.

Absence of selected candidates on the scheduled dates of admission

will lead to the cancellation of their admission. Such vacant seats are

filled up with the candidates on the waiting list.

After the last date for admission, nominal roll is prepared for all the

courses, allotting a register number to each of the students.

Criteria for admission to UG, PG and M.Phil. programmes

The required percentage of marks in the subjects of the qualifying

examination is the criterion followed by the college for admission to

UG, PG and M.Phil. programmes. In addition to academic

qualification, competency of the applicants in Physical education and

other co-curricular and extra-curricular activities is favourably

considered for admission to all the UG and PG programmes.

Merit of the students and norms of the Government are strictly adhered

to for admission.

The aspiring students are admitted to various Certificate, Diploma,

Advanced Diploma and PG Diploma courses.

Criteria for admission to Ph.D. programmes

11 faculty members have obtained Ph.D. guideship from different

Universities and 6 Major Research Projects from UGC.

Advertisements for the selection of candidates for projects are given in

leading regional newspapers.

Project Fellows are selected based on the results of a written test

conducted by the Guide and an interview by a panel comprising the

Principal Investigator, Co-investigator (if applicable), the Principal, the

HOD, a senior faculty member and an external subject expert.



A written test (to the candidates who have not cleared NET / SET

examinations and selected as Project Fellows) is conducted by MTWU,

Kodaikanal for Ph.D. registration.

Departments of Zoology and History are recognized as Research

Centres by MTWU, Kodaikanal. Research Scholars are admitted for

Ph.D. programmes under the recognized guides of these departments.

2.1.3 Does the College have a mechanism to review its admission process

and student profiles annually? If yes, what is the outcome of such

an analysis and how has it contributed to the improvement of the

process?

Yes, the College has the following mechanism to review its admission

process.

Review of Admission Process

After admission, the review of the admission process by the Admission

Committee and HODs in the Staff Council on the demand of the

programmes ascertains the need and relevance of the existing

programmes.

The subjects with high demand ratio necessitate the introduction of

new programmes under Self-Finance stream. Suitable measures are

planned to augment the demand for programmes with less demand

ratio.

Outcome of the Analysis

As Commerce was found out to be the most sought after course, a UG

programme in Commerce (C.A.) was started in the year 2008-2009.

PG programmes in Chemistry and Commerce were started in 2008-

2009 and 2011-2012 respectively.

The departments with less demand intensified their publicity

mechanisms, by conducting exhibitions and workshops for school

students to increase the student enrolment.

Student Profiles

Student profiles are categorized and maintained in the college office,

after admission.

Resumes of individual students are kept updated by the mentors in the

departments.

Counselling by the mentors help the students to identify their aptitude

and needs and enable them to make the correct choice of subjects for

further study.



2.1.4 What are the strategies adopted to increase / improve access to

students belonging to the following categories - SC/ST, OBC,

Women, Different Categories of persons with disabilities,

Economically weaker sections, Outstanding achievers in Sports

and extracurricular activities?

SC / ST / OBC / Economically Weaker Sections

In accordance with Government norms, the candidates from SC/ST and

OBC communities, first generation learners, rural, educationally,

economically and socially backward classes of the society are given

priority in admission. They are admitted through the management

quota, if not possible through the Government reservation policy.

Remedial coaching given to the slow learners of these communities,

enable them to join the mainstream.

Scholarships are procured for them to ease their financial constraints.

Tuition fee is completely waived for daughters of destitute widows.

Besides tuition fee, bus and mess fee concession, free accommodation

in the hostel and free lunch are provided to students from the

economically weaker sections.

These are the strategies adopted to improve access to the students

belonging to the above mentioned categories.

Women

The Congregation of St. Anne of Trichirapalli has founded this college

exclusively for the empowerment of rural women students.

Different categories of persons with disabilities

Special concern is shown to the differently-abled students of all

categories in admission.

Care is taken to provide them with friendly infrastructure and other

facilities in the college campus for them. (Kindly refer answer to Qn.

No. 4.1.4)

All possible efforts are made to get them scholarships from various

sources.

Outstanding achievers in Sports and Extra-curricular activities

Excellent performers in sports and extra-curricular activities are given

preference to get admission to the courses of their choice through

Government or Management quota.



Full Concession in term fee, examination fee, bus fee, hostel

establishment charges and mess fee is extended to them on the

recommendation of the Coaches and Physical Directress.

Nutritious high quality special diet is provided to the players.

2.1.5 Furnish the number of students admitted in the College in the last

five academic years.

Table 2.1. Number of Students in the College

Category 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

A UA A UA A UA A UA A UA

SC 369 117 355 105 329 115 305 137 282 167

ST 2 - 3 - 1 - 1 - - -

OBC 975 555 917 501 873 524 823 557 801 574

Others 8 6 7 10 4 11 4 5 5 9

Total 1354 678 1282 616 1207 650 1133 699 1088 750

Grand

Total

2032 1898 1857 1832 1838

*A – Aided *UA – Self-Finance

2.1.6 Has the College conducted any analysis of demand ratio for the

various programmes offered by the College? If so, indicate

significant trends explaining the reasons for increase / decrease.

Yes. The details of demand ratio are maintained in the college office.

The following table shows the demand ratio for various programmes

offered by the college, for the past five years.

Table 2.2. Demand Ratio for Aided Programmes

Programme Demand Ratio

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

B.A. History (EM) 1 : 1 1 : 1 1 : 1 1 : 1 1 : 1

B.A. History (TM) 1 : 1 1 : 1 1 : 1 1 : 1 1 : 1

B.A. English 7.01 : 1 8 : 1 7.45 : 1 8.14 : 1 8.40 : 1

B.A. Tamil 1.70 : 1 1.54 : 1 1.60 : 1 1.21 : 1 1.70 : 1

B.Com. 2.03 : 1 1.90 : 1 1.10 : 1 1.24 : 1 1.80 : 1

B.Sc. Mathematics 4.02 : 1 6.61 : 1 7.71 : 1 7.91 : 1 7.05 : 1

B.Sc. Physics 1.05 : 1 1.60 : 1 3.80 : 1 2.84 : 1 2.80 :1



B.Sc. Chemistry 2.60 : 1 3.50 : 1 4.20 : 1 1.84 : 1 3.24 : 1

B.Sc. Zoology 1.75 : 1 1.43 : 1 1.60 : 1 1.90 : 1 2.40 : 1

M.A. History 1.10 : 1 1 : 1 1.09 : 1 1.00 : 1 1 : 1

M.Sc. Mathematics 1.90 : 1 1 : 1 1.74 : 1 1.48 : 1 1.04 : 1

M.Sc. Zoology 1.55 : 1 1.70 : 1 1.05 : 1 1 : 1 1 : 1

Table 2.3. Demand Ratio for Self-Finance Programmes

Programme Demand Ratio

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

B.Sc. Physics 1 : 1 1.30 : 1 1.05 : 1 1.10 : 1 1.07 : 1

B.Sc. Zoology 1 : 1 1 : 1 1 : 1 1 : 1 1 : 1

B.Sc. Computer

Science

4.80 : 1 2.30 : 1 3.15 : 1 3.60 : 1 3.70 : 1

B.B.A. 1 : 1 1 : 1 4 : 1 1 : 1 1.15 : 1

B.Com. (C.A.) 4.34 : 1 3.80 : 1 3.60 : 1 3.01 : 1 3.40 : 1

M.A. Tamil 1 : 1 1 : 1 1 : 1 1 : 1 1.07 : 1

M.A. English 1 : 1 1 : 1 1.14 : 1 2 : 1 1.92 : 1

M.Sc. Physics 1 : 1 1 : 1 1.05 : 1 1.15 : 1 1.13 : 1

M.Sc. Chemistry 1.10 : 1 1 : 1 1 : 1 1 : 1 1.25 : 1

M.Sc. CS & IT 1.20 : 1 1.25 : 1 1.20 : 1 1.14 : 1 1.14 : 1

M.Com. - - - 1.60 : 1 1.10 : 1

M.Phil. History 1 : 1 * 1 : 1 1 : 1 1 : 1

M.Phil. Zoology 1 : 1 1 : 1 1 : 1 1 : 1 1 : 1

*No candidate is admitted.

Results of the analysis of Demand Ratio

Above table shows that there is

high demand for English, Mathematics, Computer Science, and

Commerce (C.A.)

less demand for Commerce, Physics, Chemistry and Zoology

still less demand for other Aided and Self-Finance programmes

For PG and M.Phil. programmes, all applicants are given admission.



Reasons for increase / decrease of demand ratio

The more / less scope for placement is the reason for the increase /

decrease in demand for the UG, PG and M.Phil. programmes. Less

demand ratio for PG programmes is due to the interest of students and

their parents in B.Ed. programme which is the minimum qualification

to become a teacher leading to life settlement.

Job Oriented Certificate / Ancillary / Elective Courses like Tourism

and Travel Management, Health and Nutrition, Printing Technology

and Journalism have vocationalized the UG programmes in History,

Zoology, Chemistry and Tamil to increase their demand among

students. Counselling for the UG students regarding the availability of

diverse job / research opportunities motivates them to take up PG

programmes.

Additional seats are sought from the affiliating University, for the

programmes with high demand. To cater to the increasing demand,

steps are taken to introduce an additional section for the existing UG

programmes like English and Mathematics.

2.1.7 Was there an instance of the College discontinuing a programme

during last five years? If yes, indicate the reasons.

No programme was discontinued during the last five years.

2.2 Catering to Diverse Needs of Students

2.2.1 Does the College organize orientation / induction programme for

freshers? If yes, give details of the duration of programme, issues

covered, experts involved and mechanism for using the feedback in

subsequent years.

Yes, the College organizes a Bridge Course and induction programme

for freshers on their entry in the college and Orientation course for the

senior students, after the reopening of the college.

1. Bridge Course for Freshers

Duration of the Course

Freshers constituted mostly of the students from the disadvantaged

sections of society, socially and economically backward

communities and first generation learners. To impart

communication skills, to prepare them to bridge the gap between

school education and collegiate education and to cope with

learning their subjects through English Medium, an intensive ten

day Bridge Course in English is designed and conducted before the

commencement of the regular classes for the freshers. 590 freshers

attended the Bridge Course in June 2012.



Issues covered

The new entrants are acquainted with the Language Skills, Vision

and Mission, Goals and Objectives of the College, Autonomy,

Semester Examination system, CBCS, Moral, Spiritual and Social

values, Career Oriented Courses, Skill Based and Job Oriented

Courses offered at the college.

Experts involved

The faculty members of Department of English impart Language

Skills and those of other departments handle other topics in Bridge

Course.

Mechanism for using feedback in subsequent years

Feed back is collected from individual participants at the end of the

Bridge Course. The observations and responses of the participants

are used for planning this course in the subsequent years.

2. Induction Programme for freshers

Induction Programme is organized for the freshers of UG and PG and

their parents on the first day of their entry. The vision, mission, goals

and objectives, rules and regulations of the college, code of conduct

and dress, available facilities, additional courses offered and values

nurtured are highlighted by the Principal, the Secretary, the Warden

and the HODs.

Meetings are held subject-wise by the departments for the freshers and

their parents. Detailed information on the nature of the programme,

teaching, learning and evaluation process and other practices of the

department is provided by the HoD or a senior teacher in the

department. The doubts are clarified by the HoD and their suggestions

and recommendations are recorded for consideration.

The filled-in copies of a structured profile with the particulars of the

students and their parents and the photographs of the parents are

maintained in the departments.

The new entrants undertake an entourage around the campus,

accompanied by the senior students of the departments.

3. Orientation Course for inmates

Duration of the Course

Orientation Course is arranged for the II and III UG and II PG

students to induct and tune them to study after the summer

vacation.



Issues covered

The faculty members deliberate on wide range of topics – Mass

Media, Websites, Mobile Technology and Internet, Yoga

Demonstration, Communicative Skills, Right to Information Act,

Indian Culture, Aims of Higher Education, Personal Hygiene and

Positive Attitudes.

Experts involved

The faculty members of Department of English impart Language

Skills and those of other departments handle other topics in

Orientation Course.

Mechanism for using feedback in subsequent years

Feed back is collected from individual participants at the end of the

Orientation Course. The observations and responses of the

participants are used for planning this programme in the

subsequent years.

4. Soft skill training

Soft skill training to the final year UG and PG students and Spoken

English classes to the first year UG and PG students are conducted by

Nurture Resources, Chennai and Anugraha Institute of Social Sciences,

Dindigul.

5. Communicative Skills Training

Trainers from i360 Dynamic Development Centre, Bengaluru were

invited to train the first year UG and PG students in Communicative

Skills through theory and practical sessions in the Language

Laboratories and Computer Centres at the college.

2.2.2 Does the College have a mechanism through which the

“Differential requirements of student population” are analyzed

after admission and before the commencement of classes? If so,

how are the key issues identified and addressed?

Yes, the College has the following mechanisms to analyze the

“Differential requirements of student population” after admission and

before the commencement of classes.

The department entrusts the new entrants to the care of mentors who

analyze their academic standard, socio economic status, parentage, the

interests and achievements of the students. The analysis of the resume

enables the mentors to classify the differential capabilities and

requirements of the students. They address the needs of the students if

necessary, with the help of the counsellors.



Academic standard of the students is measured through informal tests

conducted by the departments to study their differential requirements.

Identification of their struggle to learn through English Medium and

their needs for communication skills, computer applications and

vocational skills have led to the adoption of bilingual teaching as a

strategy only in the beginning of their study. The motivation to join

the Certificate Course in Communicative English and the Career

Oriented Certificate, Diploma and Advanced Diploma Courses in

Communicative Skills and Functional English and other Job Oriented

Certificate Courses and the judicious selection of SBE and NME

Courses hone one’s vocational and technical skills.

Difference in the level of knowledge of computers is identified among

I UG students and they are streamlined into three categories, Stream-A

(Students of Mathematics, Physics, Chemistry, Computer Science and

Commerce (C.A.)), Stream-B (Students of Business Administration

and Commerce) and Stream-C (Students of Zoology, Tamil, English

and History) to enrich them in Computer Literacy and Applications.

Level of I UG students in understanding Part II English is identified to

vary between students of different disciplines and hence there is a plan

to streamline the students into three groups for learning Part II English.

Remedial Coaching is arranged for slow learners and special coaching,

for advanced learners in all departments.

2.2.3 Does the College provide 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?

Yes, Bridge Course for I UG and I PG students, Orientation Course for

II UG, III UG and II PG students, Remedial Course for the slow

learners in all categories and add-on (Career Oriented) courses for all

UG students are offered at the college.

Bridge Course and Orientation Course

The Ten day Bridge Course initiates the I UG students into Higher

Education and helps them to improve the Language Skills and study

their subjects through English Medium.

The Two day Orientation Course rejuvenates the vigour of the students

in Communicative Skills and directs their attention to the in-depth

study of their subjects.

The timetable for these courses is prepared by the HODs and

conducted on the dates given in the Academic Calendar. Other details

of Bridge Course and Orientation Course are furnished in the answer to

Qn. No. 2.2.1.



Remedial Course

Slow learners are identified through their performance in CIA by the

course teachers in every department. A structured time table specifying

the day, class, faculty and the unit of the course is followed by the

concerned course teachers to coach them in the weak areas between

3:00 p.m. and 4:00 p.m. every day. UGC Grant for Remedial

Education to SC/ST and Minority Communities serves as an impetus to

provide intensive remedial coaching to the slow learners of the said

communities from 3:00 p.m. to 4:00 p.m. every day.

Table 2.4. Number of students benefitted by remedial coaching

Year

No. of students benefitted

by remedial coaching

SC ST Minority

2008-2009 319 2 257

2009-2010 333 - 256

2010-2011 303 - 258

2011-2012 267 1 249

2012-2013 255 - 265

All slow learners are evaluated through unit tests and their marks are

maintained in a separate register to assess their progress in study.

Add - on courses

UGC sponsored add - on (Career Oriented) course in Communicative

Skills and Functional English and Office Automation is offered by the

Department of English and Commerce respectively at three levels,

Certificate, Diploma and Advanced Diploma, from 3:00 p.m. to 5:00

p.m. on four days of the week and on holidays. A batch of students

pursue Certificate Course in Communicative Skills and Functional

English in the I year, Diploma Course in the II year and Advance

Diploma Course in the III year of their UG programme.

Table 2.5. Details of Career Oriented Course

Year Course No. of

students

Duration

2010-2011 Certificate 49 Theory - 180 hrs

Practicals -120 hrs 2011-2012 Certificate 40

Certificate 41

Diploma 49

2012-2013 Certificate 43

Diploma 32

Advanced Diploma 45



Students who complete the course at all the three levels are eligible for

Honours degrees from the affiliating University.

UGC sponsored add-on (Career Oriented) course in Office Automation

is offered by the Department of Commerce from 2013-2014.

2.2.4 Has the College conducted a study on the incremental academic

growth of different categories of students; - student from

disadvantaged sections of society, economically disadvantaged,

physically handicapped and slow learners etc.? If yes, give details

on how the study has helped the College to improve the

performance of these students.

Yes, IQAC of the college has conducted a study on the incremental

academic growth of different categories of students (SC, ST and OBC

communities, physically handicapped).

The close observation of the classroom behaviour of the mentees and

the evaluation of their performance in their tests help the mentors to

identify the different levels of students.

Table 2.6. Incremental academic growth of UG students

Batch Category Percentage of Pass in Semester

I II III IV V VI

2008-2011 OBC 70 71 71 81 84 82

SC 61 61 63 71 64 77

ST 100 50 100 50 100 -

PH 25 25 25 50 75 75

2009-2012 OBC 66 55 66 69 76 80

SC 35 29 33 42 45 47

ST - - - - - -

PH 50 50 50 50 100 100

2010-2013 OBC 67 63 68 70 73 71

SC 69 60 67 64 87 80

ST - - - - - -

PH 100 - - - - -

PH - Physically Handicapped



Table 2.7. Incremental academic growth of PG students

Batch Category Percentage of Pass in Semester

I II III IV

2008-2010 OBC 66 67 77 76

SC 75 61 86 89

ST - - - -

PH 100 100 100 100

2009-2011 OBC 77 95 77 97

SC 63 88 88 83

ST - - - -

PH - - - -

2010-2012 OBC 65 64 70 75

SC 43 54 54 63

ST - - - -

PH 100 100 100 100

2011-2013 OBC 64 64 68 68

SC 72 50 56 72

ST - - - -

PH 100 100 100 100

PH - Physically Handicapped

The course teachers and the mentors counsel them to free them from

inhibitions and instill confidence in them to focus their concentration

on studies. The mentors help them to find out the reasons for their poor

performance and suggest remedial measures to rectify them. Special

attention is given to them through remedial coaching.

Lessons are simplified and explained in English as well as in the

vernacular language. Peer group study, supervised study and peer

coaching are arranged. Unit tests are conducted for the thorough

understanding of the lessons.

The impediments due to financial constraints are removed by

providing free lunch, free bus pass, concession in term fee and

examination fee to the day-scholars from the economically

disadvantaged sections. Concession in hostel fee, mess fee, term fee



and examination fee are extended to the students of such categories in

the hostel.

The concern and assistance of the peer group and faculty members to

the physically challenged and the disadvantaged students is a notable

feature of the college. Their acceptance amidst the peer group has

broken the barriers in their studies and led to incremental growth in

their performance.

2.2.5 How does the institution identify and respond to the learning needs

of advanced learners?

Interactive participation in learning and good performance in

examinations of the meritorious students draw the attention of the

course teachers and the mentors. The advanced learners are enthused

to keep up their morale to enhance their academic record.

Challenging assignments and projects are given to them to hone up

their intellectual calibre, sharpen their inquisitiveness, induce them to

experience the thrill of learning and enjoy the pleasure of achievement.

They are motivated to take up self study courses for independent

pursuit of higher studies.

Table 2.8. Number of students opted self study courses

Department Course Number of students

Physics Programming in C++ 39

Computer Science

Software Project Management 136

Software Testing 21

Component Based Technology 22

Web Technology and Web

Services

8

Peer teaching to the slow learners by the advanced learners, the

disadvantaged and the physically challenged students is encouraged to

broaden their knowledge and humanitarian outlook towards the fellow

students.

Leadership roles as class representatives, office bearers of the College

Union, JACSAFA-Youth Parliament, Department Associations,

various clubs and cells are assigned to them to promote their

personality development traits.

Thrust in research is whetted by motivating them to attend summer /

winter schools in research institutes, apply for students’ projects from

funding agencies, participate and present research papers in seminars /



conference at collegiate / inter-collegiate / state / regional / national

levels and publish articles in reputed journals.

Responsibilities to organize department and college level meetings and

functions and act as Masters of Ceremonies and commentators are

offered to them to improve their managerial and communication skills.

Their proficiency in studies is recognized, appreciated and rewarded

with medals on the College Annual Day and their photos are displayed

on the department notice boards and published in the college

magazine.

2.2.6 How does the institution cater to the needs of differently-abled

students and ensure adherence to government policies in this

regard?

The College caters to all the needs of the differently-abled students.

Pre-admission counselling brings out their aptitudes and interest that

enable the teachers to motivate them to join the course comfortable for

them.

Preference in admission is given to them by adhering to Government

norms. The financial needs are attended to through scholarships from

the Government and by the management.

The disabled-friendly ramps, special toilets, furniture in the classrooms

and the Library are the infrastructure facilities available for them in the

college. Their peers and faculty members help them with care, love

and concern in all their needs. Peer coaching by the advanced learners

make their learning feasible.

Mobility Device Centre is established under HEPSN to train them in

physical exercise to ease their discomforts and keep them fit. HEPSN

helped them to get national identity cards. It has brought all the special

Government schemes to enrich their knowledge for placement and self

employment. The College celebrates the Disabled Day on 15th March

and conducts competitions to make them aware of their latent

potentials.

2.3 Teaching-Learning Process

2.3.1 How does the College plan and organize the teaching, learning and

evaluation schedules? (Academic Calendar, Teaching Plan and

Evaluation Blue Print, etc.)

The Academic Calendar, a part of the College Hand book, is prepared

by the HODs and Vice-Principals headed by the Principal and provided

to all the teachers and students at the beginning of the academic year.

It includes the dates of re-opening, bridge course, orientation course,



mid and end semester examinations, submission of question papers,

submission of mark registers, commencement of semester

examinations, important functions of the college and Government,

local and institutional holidays etc.

A Syllabus Book which contains the syllabi of all the courses in a

programme with the credits and hours allotted to each course,

components and question pattern of CIA and semester examinations

and calculation of CGPA (Cumulative Grade Point Average), is

provided to all students and departments before the commencement of

the programmes.

The unitized teaching schedule, portions for mid and end semester

examinations, assignments, seminar and details of teaching techniques

adopted by the teachers are planned and presented as Master Plan to

the Principal at the commencement of every semester.

The Action Plan for academic oriented activities like seminars /

workshops / conferences to be organized, subject experts to be invited

for Guest lectures, Library books and equipments to be purchased,

cultural programmes for various activities, schedule of UG and PG

project reviews are decided in the respective departments / committees

/ clubs etc., presented in the Planning and Evaluation Committee

meeting and submitted to the Principal before the commencement of

the academic year. The evaluation of the action plan is reviewed by

Planning and Evaluation Committee at the end of the academic year.

The departments plan Remedial Education for the poor performers in

the internal tests to help them get through the semester examination.

The Examination and Awards Committee plans the dates for mid

semester, end semester and semester examinations, appointment of

chief superintendent, issue of hall tickets, conduct of practical and

theoretical examinations, valuation of answer scripts and publication of

results and decides revision of norms of valuation, if needed.

Evaluation is done according to the Scheme of Valuation prepared by

the external question setter and submitted to the COE, which gives due

weightage to all the units in keeping with the norms of TANSCHE.

The change in the teaching, learning and evaluation schedule will take

place to comply with the needs of the students and parents discussed in

the mentoring sessions and PTA meetings respectively and in

accordance with the Government order through TANSCHE. The

recommendations of BoS, the Academic Council, the Governing Body

and Board of Management are accounted for change in plan after the

review of the results in semester examinations.



2.3.2 Does the College provide course outlines and course schedules

prior to the commencement of the academic session? If yes, how is

the effectiveness of the process ensured?

Yes, the details of semester system, the course outline, the course

schedule, CBCS, the components of CIA and semester examinations

and its rules and regulations are provided to the freshers orally in the

Bridge Course. A copy of the Hand book and Syllabus, detailing the

semester-wise course pattern, units of syllabus with credits, hours

allotted for teaching the units and CGPA, the titles of course texts, the

list of books for reference, the question pattern, the components of CIA

and semester examinations, types of questions, and the marks allotted

to each section of questions, is given to each and every student at the

beginning of the academic year. The students become very much

familiar with the course requirements at the commencement of the

academic session itself.

2.3.3 What are the courses, which predominantly follow the lecture

method? Apart from classroom interactions, what are the other

methods of learning experiences provided to students?

Lecture method is predominantly followed in courses like humanities

and management studies. The percentage of lecture hours for UG and

PG Courses vary based on the nature of the subject.

Table 2.9. Percentage of hours for teaching methods

Teaching method Arts Science

Lecture method 60% 40%

Other methods 40% 60%

Apart from classroom interactions, the departments organize variety of

teaching and learning activities with audio visual aids and ICT gadgets

which facilitate conducive environment for active and participatory

learning.

Practical sessions enable the students to acquire the practical skills of

respective subjects. Some of the methods of learning activities

provided to the students are:

• Role-play • Guided assignment • Seminar • Group discussio • Debate

• Guided peer-group teaching and study • Quiz • Problem-solving

session • Brain-storming session • Computer assisted learning

• Computer program writing • Individual and group projects • Hands-

on training in hospitals and clinics • Industrial training programme

• Field trips • Visits to industry, factory, bank, botanical garden, Court,

archives, University Library, Sericulture centres, Aquaculture centres,



National Parks and Sanctuaries, Monuments, Planetarium, Museum,

Zoo, Star Hotels and Places of Historical importance • Educational tour

and • Case study to impart skills and enhance students interaction and

involvement in learning process.

Another mode of providing learning experience to students is

arranging guest lectures, invited talks and student’s seminars by the

Department Associations.

2.3.4 How ‘learning’ is made more student-centric? Give a list of

participatory learning activities adopted by the faculty that

contribute to holistic development and improved student learning,

besides facilitating life-long learning and knowledge management.

Learning is made more student-centric by various methods of

participatory learning by which the students become more active

participants than remaining passive listeners in the teaching - learning

process. The participatory activities contribute to self-management,

knowledge development and skill formation at personal and inter-

personal levels.

Student-centric learning is provided in the practical sessions and

Language laboratories.

Experiential learning is ensured through individual or group projects,

hands-on training, on-job training, visit to courts, banks, University

Libraries, Star Hotels and industrial training programme.

Creativity of the students is kindled through the presentation of a

poem, a prose lesson, a short story in the form of a skit or tableau,

collection of paper clippings and display on the department notice

boards, program writing, computer assisted learning and preparation of

models, charts and posters.

Competitive and Team Spirits are developed through group

discussions, debates and panel discussions.

Unity and fellowship result from teacher-guided peer-group teaching

and learning.

Ability of problem solving is attained through algorithmic approach.

ICT based learning is promoted through web-assignment, web-quiz,

and web-essay.

Analytical and presentation skills are shaped through case study.

Interest in research is inculcated through paper presentation and

publication.



2.3.5 What is the College policy on inviting experts / people of eminence

to provide lectures / seminars for students?

Policy:

To exchange and share the expertise of scholars of eminence through

seminars / conferences / workshops by tapping funds from different

agencies and to have atleast two guest lectures in all departments and

make learning more participatory.

Departments are at liberty to invite experts in the relevant field of

specialization to deliver lectures, chair and moderate session in

seminars. Honorarium is paid to the experts from the fund meant for

such activities following the prescribed norms.

2.3.6 What are the latest technologies and facilities used by the faculty

for effective teaching? Ex: Virtual laboratories, e-learning, open

educational resources, mobile education, etc.

The use of Interactive Board and ICT enabled classrooms has made

teaching and learning innovative.

The digital library with INFLIBNET is a great resource repository that

caters to the requirements of teachers.

Internet and ICT facilities are tapped to enrich their deliberations

through power point presentation in seminars.

ETNL Software installed in the Language laboratory is used for

imparting communicative skills that enable self learning.

Subject related documentary films are screened for visual presentation

of theoretical study of the texts.

Digital camera is used by the students of SBE course in Digital

Photography for developing the technical skills.

Molecular model kit is used by the students for structuring complex

chemical structures.

2.3.7 Is there a provision for the services of counsellors / mentors /

advisors for each class or group of students for academic, personal

and psycho-socio guidance? If yes, give details of the process and

the number of students who have benefitted.

Yes. Anugraha Institute of Social Sciences, Dindigul conduct

Certificate Course in Basic Counsellor Training Programme for faculty

members and students in the college. During the conduct of this

course, students are provided with opportunity to get counselling from

the faculty members of that institute.



The trained counsellors address the psycho / social needs of the

students after the regular class hours or as and when necessity arises at

the Guidance and Counselling Cell in the college campus.

Table 2.10. No. of students benefitted through Guidance and Counselling Cell

Year Number of students counselled for major problems

Family Social Career Friendship Sexual Total

2008-2009 8 10 6 15 9 48

2009-2010 7 6 5 16 2 36

2010-2011 7 5 7 5 3 27

2011-2012 9 3 5 7 7 31

2012-2013 5 4 5 8 12 34

As mentors and advisors of the students, nearly 20 students are

entrusted to each faculty member. The mentors sort out the personal

issues, academic and non-academic problems of their mentees and

provide counselling and guidance.

The students, who underwent training in Counselling Course, are able

to overcome their difficulties in all dimensions.

2.3.8 Are there any innovative teaching approaches / methods / practices

adopted / put to use by the faculty during the last five years? If

yes, did they improve the learning? What methods were 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?

Yes. Innovative teaching ensures students’ participation, interaction

and involvement and links learning with life. The following teaching

and learning practices are used by the faculty to observe their impact

upon the students.

Department of English shows special interest in improving the

communication skill of students by using the ETNL Software in

Language Laboratory. The students are guided to listen to the

Communicative English audio and video cassettes and CDs played in

the classes.

ICT enabled teaching is practiced by the faculty of all departments.

Teaching through Interactive Board makes learning interesting and

participatory.



Dry and wet land birds’ watch and visits to National Museum and

Aquarium promotes the ecological concern among students.

Chemistry teachers engage their students in farmer friendly activities

of soil and water analysis to make cultivation feasible in the aerable

lands.

Students of Mathematics are familiarized with algorithmic approach

for problem solving which has eternal relevance to life.

On-job training, hands-on experience and industry visits are mandatory

for the students of some disciplines that provide practical training to

develop professional skills required for successful employees.

The impact of such teaching practices is evaluated by the respective

teachers through the exercises like assignment, field study, reports,

projects, group discussion, seminar etc. IQAC collects feedback on the

performance of teachers from all the students in a structured

questionnaire which includes components on the innovative teaching

practices adopted by the faculty.

The College recognizes and appreciates the teachers in the department,

Staff club and Staff Council meetings.

2.3.9 How does the College create a culture of instilling and nurturing

creativity and scientific temper among the learners?

The mandatory UG and PG projects in the final year create interest for

research among the learners.

The self study courses deepen the knowledge and make them self-

reliant besides gaining extra credits.

Field trips and assignments based on the field trip demand the

scientific study and methodical presentation of their findings.

Participation and presentation of papers by UG and PG students in

conferences and seminars provide a platform for interaction with peer

group.

Publication of articles in National / International journals instills

confidence and inculcates involvement in research activities.

IISc., TNSCST and UGC sanctioned grants for Summer Research

Fellowship, Student Project Scheme and PG Merit Scholarship

respectively for a few students.

The news of the week and a talk on a current issue in the assembly

improve public speaking skill of the students.



Various competitions and cultural programmes conducted by the

departments / committees / clubs in and out of the college provide

opportunities for the students to widen their creativity.

Writing articles / poems / short stories and drawing competitions

develop students’ creativity.

Preparing reviews on books and films is one of the practices to make

students creative and evaluative.

JACSAFA-Youth Parliament provides ample opportunities to the

members to develop their leadership and public speaking skills and

make them responsible citizens.

Training in mushroom cultivation and vermicompost, cottage goods

and trade show make the students productive and self-employable.

2.3.10 Does the College consider student projects a mandatory part of the

learning programme? If so, for how many programmes is it made

mandatory? * Number of projects executed within the College *

Names of external institutions associated with the College for

student project work * Role of the faculty in facilitating such

projects.

Yes, student projects are

mandatory for all 14 UG, 9 PG

and 2 M.Phil. programmes in the

final semester. It is also

mandatory for the II UG

Computer Science Students in the

IV Semester.

Names of external institutions

associated with the College for

student project work

Table 2.11. Collaborating institutions / organizations for student project work

Department Collaborating Institutions / Organizations

Tamil

Department of Christianity, Madurai Kamaraj

University, Department of Tamil, Madurai Kamaraj

University, General Library, Madurai Kamaraj

University.

Figure 2.1. Number of Student Projects

executed within the College



Commerce

Renuga Textiles Ltd., Theni, Indian Overseas Bank,

Theni, Madura Coats Private Ltd., Madurai, Maria

Joseph Mills, Theni, Sivasakhthi Food Products Private

Ltd., Cumbum, Prajaa Cool Drinks, Cumbum, CIBI

Krishna Textiles, Lakshmipuram, Nisha Kishan

Spinning Mills, Aundipatty, Krishna Traders, Dindigul,

Raj Shree Sugar Chemicals Ltd, Vaigaidam, Lakshmi

Krishna Textiles Pvt Ltd, Theni, Blossom Peat,

Lakshmipuram, Sri Panpalani Condiments, Theni,

Centre for Human and Natural Resources Development,

Batlagundu, KPS Oil Store, Rajapalayam, Kodiakannel

Co-operative Store Ltd., Kodiakannel,

Vaithiyanathapuram Primary Agricultural and Co-

operative Bank, Periyakulam, Lakshmi Vilas Bank,

Theni, Sri Krishna plastic Industries, Theni, SST

Retreading Company, Rajapalayam, Sri. Kani dall Mill,

Theni, Bharath PVC Pipe Industries, Cumbum, SNP

Dairy Milk Industry, Madurai, Sri Krishna Dhal and

Flour Mill, Theni, Shri Ram Chits Private Ltd., Theni,

Teddy Exports Private Ltd., Thirumanagalam, Boja Raja

Mill Private Ltd., Trichy, Rane Brake Lining Ltd.,

Trichy, Kanan Devan Hills Plantation Company Private

Ltd., Munnar, Interlink Textiles Private Ltd.,

Lakshmipuram, Praveen Industry, Rajapalayam,

SARWODEEP, J. A. College, Co-operative Bank,

Andipatty, Co-operative Bank, Periyakulam, HDFC

Bank, Theni, Suzuki, Periyakulam, IOB, Theni, Canara

Bank, Theni, LIC, Periyakulam.

Business

Administration

Pepsico India holdings Private Ltd., Madurai, Shri

Renuga Soft-X Towels, Theni, Kannan Devan Hills

Plantations Company (P) Ltd., Munnar, Kerala, Tata

Coffee Ltd., Jeyamangalam, Theni, Anil Vermicelli,

Dindigul, Suma Agro Products (P) Ltd., Dindigul,

Balaranka Dhal Mills, Theni, Madura Steel Industries

Private Ltd., Dindigul, Scot - Free Steels Ltd., Palakkad,

HI - FIT Elastomers Pvt. Ltd., Madurai, Magaraja Sri

Ponpalani Condiments, Theni, The Midland Rubber and

Products Company Ltd., Kochi, M/S Gabriel India Ltd.,

Hosur, Sarr Senbegham Spin Tex, Theni, Eastern

condiments (P) Ltd., Theni, Frontier Knitters, Tirupur,

Anna Co-opertive Spinning Mill, Aundipatti, Ior

Techiquo f2 Industrial Estate, Dindigul, Hindustan

Essentials Oil and Co., Nilakottai, Sugana Phenumatics,

Coimbatore, Prajaa Pvt. Ltd., Narayanathevan Patti,



Theni, Murugan and Co., Dindigul, Saffire Industries,

Sivakasi, G.H.C.L. Ltd., Madurai, Ammarun Foundries,

Coimbatore, Export Quality Neem Oil and Neem Cake

Manufacturers, Theni, Theni Gurukrishna Textile Mills

(P) Ltd., Theni, Kamayam Sivasakthi Food Products (P)

Ltd., Theni, Indian Foods (P) Ltd., Aruppukkottai,

Monarch Industrial Products (P) Ltd., Theni, S. K.A.

Industries, Theni, Pushpak Fragrances (P) Ltd.,

Nilakottai, M.M. Synthetics, Theni, Goldsun Auto (P)

Ltd., Coimbatore, Gemraj Plantations, Kerala, L.S. Mills

Ltd., Theni, K.A.R. Leathers (P) Ltd., Dindigul, TVS

Srichakra Ltd., Madurai, VVV and Sons Edible Oil Ltd.,

Virudhunagar, V. K. Samy Confectionary and Biscuits

Manufacturers, Usilampatti, Hi-Tech Arai Private Ltd.,

Madurai, Naga Foods Ltd., Dindigul, Kalis Sparkling

Kiater (P) Ltd., Dindigul, Guru Krishna Textile Mills (P)

Ltd., Theni, NSN Coconut Copra and Coconut Oil,

Tirupur.

Physics

Gandhigram Rural Institute, Gandhigram, N.M.S.S.V.N.

College, Madurai, Thiagarajar College of Engineering,

Madurai, V.H.N.S.N. College, Virudhunagar,

Kalasalingam University, Krishnankoil, MGM College,

Pollachi, Madurai Kamaraj University, Arul Anandar

College, Karumathur, Government Arts and Science

College, Melur.

Chemistry

Thiyagaraja Engineering College, Madurai, Alagappa

University, Karaikudi, Pondicherry University,

Puducherry.

Zoology

Leonard Hospital, Batlagundu, Christian Mission

Hospital, Periyakulam, Holy Redeemer Hospital, Theni,

Government Girl’s Hr. Sec. School, Periyakulam,

Government Boy’s Hr. Sec. School, Periyakulam,

Horticulture Research Institute, Periyakulam, Lady Doak

College, Madurai, Smart Biosolutions, Chidambaram,

The American College, Madurai, Government Hospitals

- Vadugapatti, Aundipatti, Bodi, Cumbum, Periyakulam

and Theni, Vaigai Scan Centre, Theni, Vikram Clinical

Laboratory, Theni, Krishnammal Nursing Home, Theni,

SACON, Coimbatore, ICMR, Madurai, Vel’s

University, Chennai, BNHS Centre, Point Calimere,

Nagapattinam.



Computer

Science

Cygnet Software, Chennai, GI - Tech Terminal Pvt. Ltd.,

Chennai, TCS, Chennai, HCL, Chennai, Dot Com Info

Way Ltd., Madurai, Jiffy Solutions, Adambakkam,

Chennai, Blue Chip Technologies, T.Nagar, Chennai,

Allied Biztech Solutions Pvt Ltd., Annasalai, Chennai,

Banyan Technology Solutions, Arcot Road, Porur,

Chennai, District Rural Development Agency, Theni Dt.,

R.K. Gut Hospital, Dindigul, Horizone Technology,

Chennai, Qtech Solutions, Bengaluru, Syntel Limited,

Chennai, Blue Berry Softwares, Chennai, Zohar Yahel

Company, Chennai, Evolvus Solutions, Bengaluru,

Roland Technology, Chennai, Sans Pareil IT Services

Private Ltd., Chennai, Marvel Soft-Tech, Bengaluru,

HCL (P) Ltd., Coimbatore, Smart Clixx Technologies

(P) Ltd., Chennai.

Role of the faculty in facilitating such projects

Faculty members are the project guides who facilitate the students

from the selection of the topic till viva-voce.

They make them understand the importance of the project and the

procedure for implementation giving room for student’s

innovation.

They guide them in the experimental work, collection of primary

and secondary sources, analysis and interpretation of the data of the

project.

Internal marks are awarded by the guide after two reviews and

internal viva-voce.

They help the students in preparing the report accurately and

present it in the viva-voce effectively.

2.3.11 What efforts are made to facilitate the faculty in learning /

handling computer-aided teaching / learning materials? What are

the facilities available in the College for such efforts?

The software ETNL installed in the Language Laboratory eased the

work of the English language teachers in imparting communication

skills.

The INFLIBNET in the Central Library enables the teachers and

students to have access to the e-resources.

The selected teachers from each department are given training by the

faculty of Computer Science in handling computer based courses.



Training by experts for using Interactive Board helps the faculty to

handle their subjects in an effective manner.

Staff are allowed to enrich their knowledge by attending relevant

courses such as PGDCA, DCA etc.

The facilities available for faculty in the College are

Laptops and LCD for all the departments

An Internet connection extended to all the departments

4 Interactive Boards

3 Internet laboratories

2 Language laboratories

3 Computer laboratories

Auditorium and Conference Hall with LCD installation.

2.3.12 Does the College have a mechanism for evaluation of teachers by

the students / alumni? If yes, how is the evaluation used in

achieving qualitative improvement in the teaching-learning

process?

Yes, a structured questionnaire is prepared to evaluate the overall

performance of the teachers.

The evaluation of the teachers is carried out at the end of the academic

year by all the students of UG and PG programmes. It is consolidated

at IQAC office and a copy of the report is handed over to the faculty

members individually by the Principal with appreciation for the

worthiness and corrective measures for the lapses in their performance.

After identifying the requirements of the faculty members to improve

their competency and their subject knowledge, the management

arranges for in-service training programmes to upgrade them. It also

allows the faculty members for Orientation and Refresher Courses and

motivates them to attend seminars / conferences / workshops / short

term courses to keep them abreast of the advanced trends in their

subjects.

2.3.13 Does the institution face any challenges in completing the

curriculum within the planned time frame and calendar? If yes,

elaborate on the challenges encountered and the institutional

approaches to overcome these.

No. The College completes the curriculum within the planned time

frame and calendar. The loss of working days due to the challenge



posed by the announcement of holidays from the Government caused

by unforeseen circumstances will be compensated within the semester

that exceeds 90 working days.

If long leave is availed by any staff, substitute teachers are appointed

to handle the classes.

The HODs monitor the completion of curriculum by each and every

staff in the department as per the scheduled dates in the master

(teaching) plan and the College Hand Book.

2.3.14 How are Library resources used to augment the teaching-learning

process?

The Computerized Central Library has a total collection of 38,793

Books; 7,200 Text Books; 25,738 Reference Books; 5,855 General

Books; 1,919 Back Volumes; 57 Magazines; 86 Journals; M.Phil.

Dissertations and Ph.D. Theses.

It functions from 8:30 a.m. to 6:30 p.m. on working days and from

10:00 a.m. to 1:00 p.m. on holidays. The freshers are oriented towards

the proper use of books and the rules and regulations to be observed in

the Library.

The Book Bank contains text books that are lent to the economically

poor students for one semester on request to the Principal. Books on

Competitive Examinations are lent to the needy on request to the

Librarian.

The Internet facility is used by students and staff. INFLIBNET

installed in the Library has made it a repository for e-resources. Open

Access System provides an easy access to the required books.

A separate collection of books, journals and other learning resources

are maintained in some department Libraries for reference by the

faculty and the students of the respective departments.

These resources enable the faculty and students to update their

knowledge on the subject and pursue research activities.

2.3.15 How does the institution continuously monitor, evaluate and

report on the quality of teaching, teaching methods used,

classroom environments and the effect on student performance.

The Principal observes the teaching quality of the faculty members in

person, during class hours.

HODs get feedback on the teaching process of the faculty members

informally from the students and faculty members are appreciated or

given suggestions for improvement during the department meetings.



A structured questionnaire is used to evaluate the quality of teaching of

individual faculty by all the students annually. It is processed by IQAC

and submitted to the Principal.

On realizing the need to orient faculty members towards quality

teaching, the Principal conducts an Orientation Programme for junior

faculty members with less than three years of experience in the

beginning of academic year.

Before the commencement of the academic year, all faculty members

are reoriented with innovative teaching techniques, communication and

other skills necessary for quality teaching.

Self appraisal of the faculty, forwarded to the RJDCE for Career

Advancement, reveals their own quality of teaching.

The Vice-Principals look into the needs of the physical facilities in the

classrooms to create an atmosphere conducive for learning. The

requirements of the classrooms reported by the HODs are fulfilled by

the management.

Efficient teaching, suitable teaching techniques and proficiency in

language skills of the faculty members have made learning qualitative

and a remarkable improvement is evinced in the performance of the

students shown in their results year after year.

2.4 Teacher Quality

2.4.1 What is the faculty strength of the College? How many positions

are filled against the sanctioned strength? How many of them are

from outside the state?

Out of the sanctioned strength of 73 in the aided section, 59 have been

filled up and 14 remain vacant. The vacant posts are filled temporarily

by the management.

54 teachers are appointed by the management in the self-finance

section, which include the vacant posts of the aided section.

Of the total of 113 faculty members, two are from outside the state.

2.4.2 How are the members of the faculty selected?

The Appointment Committee consisting of the Mother General,

Mother Provincial, Mother Superior and General Co-ordinator for

Higher Education from the Congregation, the Secretary, the Principal,

External Subject Expert and the HoD of the concerned discipline

selects the faculty for appointment.



Selection of faculty for Aided Section

i. When vacant posts in the aided section are sanctioned by the DCE

of the Government, an advertisement inviting applications for the

post is given in the leading newspapers. Interview cards are sent to

all the eligible applicants.

ii. Interview panel, consisting of the Appointment Committee

members, conducts a written test and an interview. Candidates are

selected based on their basic and additional academic qualification,

knowledge of the subject, teaching ability, communication skills,

teaching methodology, experience, and their performance in the

interview.

iii. Appointment Committee prepares the rank order by consensus and

the Secretary issues the appointment order.

Selection of faculty for Self-Finance Section

The same procedure is followed for appointment of eligible candidates

to fill up the vacancies in self-finance section.

2.4.3 Furnish details of the faculty

Table 2.12. Details of the faculty (2012-2013)

Highest

qualification

Associate

Professor

Assistant

Professor Librarian

Physical

Directress Total

Aided faculty

Ph.D. 23 03 01 - 27

M.Phil. 19 11 - - 30

PG 01 01 - - 02

Self-Finance faculty

Ph.D. - 04 - - 04

M.Phil. - 29 - 01 30

PG - 20 - - 20

2.4.4 What percentages of the teachers have completed UGC-CSIR-

NET, UGC-NET, and SLET exams? In that what percentage of

teachers are with PG as highest qualification?

Aided faculty

3.4% ((2/59)*100) have completed UGC-CSIR-NET, UGC-NET

and SLET exams. In that 50% ((1/2)*100) are with PG as highest

qualification.



Self-Finance faculty

1.9% ((1/54)*100) have completed UGC-CSIR-NET, UGC-NET

and SLET examinations. None is with PG as highest qualification.

2.4.5 Does the College encourage diversity in its faculty recruitment?

Provide the following departments-wise details.

Yes, the College encourages diversity in its faculty recruitment.

Table 2.13. Diversity in recruitment of Aided faculty

Department

% of faculty who

are product of the

same College

% of faculty from

other Colleges

within the State

Tamil 71 29

English 57 43

History 17 83

Mathematics 22 78

Physics 0 100

Chemistry 20 80

Zoology 11 89

Commerce 25 75

Library 100 -

Table 2.14. Diversity in recruitment of Self-Finance faculty

Department

% of faculty who

are product of the

same College

% of faculty from

other Colleges

within the State

Tamil 25 75

English 80 20

Mathematics 100 -

Physics 57 43

Chemistry 33 67

Zoology 50 50

Computer Science 36 64

Commerce 40 60

Commerce (C.A.) 20 80

Business

Administration

20 80

Physical Education 0 100



2.4.6 Does the College have the required number of qualified and

competent teachers to handle all the courses for all departments?

If not, how do you cope with the requirements? How many faculty

members were appointed during the last five years?

Yes, the College has the required number of qualified and competent

teachers to handle all the courses for all departments.

In the aided section, till the vacant posts are approved by the

Government, the vacancies are filled up with eligible candidates by the

management.

Vacancies in the self-finance section are filled, as and when required,

by the management.

The following table shows the number of faculty members appointed

during the last five years.

Table 2.15. Appointment of faculty members

Year Aided Section Self-Finance

Section FDP Vacancy

2008-2009 - - -

2009-2010 01 8 08

2010-2011 - 5 04

2011-2012 - 5 -

2012-2013 - 5 -

2.4.7 How many visiting Professors are on the rolls of the College?

No visiting Professor is on the rolls of the college.

Technical experts and Guest lecturers are invited for Certificate

courses like Computer Maintenance and Hardware, Printing

technology, Basic Counsellor Training Programme and SBE courses

like Mobile Technology etc.

Hindi Master is invited to teach Part - I Hindi.

2.4.8 What policies / systems are in place to recharge teachers? (e.g.:

providing research grants, study leave, nomination to national /

international conferences / Seminars, in-service training,

organizing national / international conferences etc.)

IQAC organizes faculty development programmes for all the faculty

members and a few programmes for the newly appointed aided and

Self-Finance faculty members.



Departments are encouraged to avail funds from various funding

agencies to organize regional / national seminars / conferences /

workshops on recent developments in their fields.

Aided departments, which do not get fund from other agencies, are

funded by UGC Autonomous Grant and Self-Finance departments by

the management to organize Regional / National level seminars /

conferences / workshops.

Management encourages and promotes teacher development by

permitting the teachers to attend seminars, conferences, workshops,

Refresher courses, Orientation programmes, Short term academic

programmes, FDP and other staff development programmes, by

granting “On other Duty”.

Apart from FDP, faculty can avail leave to complete their Ph.D. thesis.

The Self-Finance faculty with 5 years of experience receives a research

grant of ₹2500/- for publishing papers in reputed journals once in 2

years.

Research grants are given to faculty members to meet the expenses on

presentations / publications of research articles.

Management encourages faculty members to present papers in

conferences / seminars abroad and apply for major and minor research

projects.

Faculty members, who publish papers in reputed journals and who

complete major and minor research projects, are honoured with medals

on the College Annual Day.

Proposals are forwarded to avail Travel Grant from the UGC for

faculty members who present papers in conferences / seminars abroad.

2.4.9 Give the number of faculty who received awards / recognitions for

excellence in teaching at the state, national and international level

during the last five years.

Table 2.16. Awards / Recognitions received by the faculty members

Year

Number of faculty members who received

Awards Recognitions

National

level

State

level

International

Level

National

level

State level

2008-2009 2 9 - - 4 2009-2010 3 - 1 3 3 2010-2011 3 - - 2 3 2011-2012 1 2 2 - 6 2012-2013 1 - - 1 4



2.4.10 Provide the number of faculty who have undergone staff

development programmes during the last five years. (Add any

other programme if necessary)

Table 2.17. Number of Faculty undergone Staff Development Programmes

Academic Staff Development

Programmes

Number of faculty members

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013

Refresher Courses 1 2 - - 3

Orientation programmes - - 3 - 6

Staff training conducted by the

College

103 114 110 96 113

Staff training conducted by

University / other Colleges

4 6 1 2 12

Summer / Winter Schools,

Workshops, etc.

- 7 10 - 3

Any other (please specify)

1. NSS Orientation Programme - - 1 2 1

2. AIACHE and Xavier Board

Programmes

1 4 4 3 4

3. YRC Programmes - 1 1 1 1

4. Other Programmes 4 10 5 9 3

2.4.11 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.

Figure 2.2. Percentage of faculty as resource persons, participants and paper

presenters



industrial engagement

A few faculty members have association with industries for students

project work as given in answer to Qn. No. 2.3.10. and Ph.D.

programmes.

2.4.12 How often does the College organize academic development

programmes for its faculty, leading to enrichment of teaching –

learning process? * Curricular Development * Teaching –

learning methods * Examination Reforms * Content / knowledge

management * Any other (please specify)

BoS meeting followed by Academic Council is conducted every year.

All the departments organize seminars, conferences, workshops and

guest lectures throughout the year. IQAC organizes faculty

development programmes on quality issues twice a semester.

Curricular Development

Curriculum Committee meets once a year to evaluate the feasibility

and effectiveness of the syllabi prescribed by all the departments and

discusses the advanced courses to be introduced in accordance with the

needs of the stakeholders and norms of TANSCHE.

Teaching - learning methods

Orientation on innovative teaching techniques and faculty development

programme on teaching - learning methods are organized once a

semester.

Examination Reforms

Examination and Awards Committee meets once a year to discuss the

examination reforms suggested by the COE, Chief Superintendent,

Chairman and paper valuers. IQAC organized seminar on

‘Examination Reforms’ twice during the assessment period.

Content / knowledge management

National / State level seminars / conferences / workshops, 2 Guest

lectures / year / department and Study Circle once a month are

arranged every year by the departments.

Any other (please specify)

Besides these programmes, various other programmes on Teacher

effectiveness, Effective communication, Neurolinguistic programme,

Leaders Skill-Self awareness etc. are organized to motivate the

teaching community.

The management encourages the staff to pursue research in the areas of

their interest by doing Ph.D., undertaking major / minor research



projects and publishing research papers in reputed journals to update

and enrich themselves and the students too.

2.4.13 What are the teaching innovations made during the last five years?

How are innovations rewarded?

The following are the teaching methods adopted by the faculty in

addition to conventional method of chalk and talk, realizing the

emerging challenges in higher education, to enhance quality in

teaching-learning.

• Guided Assignment • Web assignments • Demonstration • Role-

play • Guided Peer-Group Teaching and Study • Brain-Storming

sessions • Computer Aided Learning • Program writing in Computer

courses • Hands-on Training in Hospitals and Clinics • Learning in

real situation • Industrial Training Programme • Interactive Board

• e-learning • Enhancement of Communicative English through

Language laboratory • IT-enabled assignments and projects • Video-

conferencing and Virtual classes by EVERONN-Satellite based

education

These innovations have resulted in the active participation of the

students in the learning process, have helped to enrich their knowledge,

develop their communication and entrepreneurial skills and inculcate

interest in team spirit and experiential learning. Faculty members are

appreciated in the Staff meetings.

2.4.14 Does the College have a mechanism to encourage

Mobility of faculty between institutions for teaching?

Yes. Faculty from Anugraha Institute of Social Sciences, Dindigul

handle the Certificate Course in Basic Counsellor Training

Programme.

Faculty exchange programmes with national and international

bodies?

The Management plans to have an exchange programme with

Liverpool Hope University, U.K.

2.5 Evaluation Process and Reforms

2.5.1 How does the college ensure that all the stakeholders are aware of

the evaluation processes that are operative?

Details regarding examination and evaluation are discussed in the

Examination and Awards committee and faculty members are made

aware of this, through the HODs.



The evaluation methods are communicated to the freshers and their

parents on the re-opening day by the Principal and their respective

HOD.

Before the commencement of the programme, students are informed

about the evaluation methods during the Bridge Course and

Orientation Course.

The College handbook given to each student details the rules and

regulations of examinations, and the dates of mid, end semester and

semester (theory and practical) examinations.

Syllabus book intimates each student the details of all the courses,

hours, credits, components and question pattern of CIA and semester

examinations.

Students are reminded on the rules and regulations of examinations

through the course teachers and mentors.

The mid and end semester marks with attendance are sent to the

parents through the progress cards and the performance of the students

in semester examinations is discussed in the Parent-Teacher Meet.

Fee details and time table for mid, end semester, semester and

supplementary examinations are displayed on the department notice

boards, well in advance.

In the assembly, students are reminded of the examination rules by the

Principal before the commencement of the examinations.

2.5.13 What are the major evaluation reforms initiated by the College

and to what extent have they been implemented in the College?

Cite a few examples which have positively impacted the evaluation

management system?

Table 2.18. Evaluation reforms and impact

Year Reform Impact

2007

onwards Preparation of Question

Bank for all the courses of

all the programmes

All possible questions from all the

units of the syllabus promoted

intensive study.

2009-2010 PG students are allowed to

write arrear exams in all

semesters.

Students are able to clear the

papers before the completion of the

course.

2010-2011 Entry of CIA marks

through Intranet

Authenticity of mark entry is

ensured.

2011-2012 If necessity arises for third

valuation in PG, the

Fair valuation of answer scripts is

affirmed.



average of two marks

closer to each other will

be taken as the final mark.

2011-2012 Security features in Mark

Statement is increased

from 4 to 6.

Certificate issued by the college is

made more authentic.

2011-2012 Method of calculation of

CIA for theory papers is

changed.

Weightage given to attendance

marks is reduced leading to more

weightage to subject components.

2011-2012 Components of

Foundation Courses are

changed.

More weightage is given to

understanding and case study.

2012-2013 For PG, the difference in

marks between first and

second valuation is

increased from 10 to 15,

for third valuation

Early publication of results

2012-2013 Internal Improvement

Examination

It is a boon to the candidates who

could not get a minimum pass in

the aggregate of CIA and semester

examination marks due to very low

marks in the CIA, even after

passing twice in the semester

examinations, to get through in

those papers without appearing

again for the semester examination.

2.5.3 What measures have been taken by the institution for continuous

evaluation of students and ensuring their progress and improved

performance?

In each semester, for theory papers (CIA weightage 40%), centralized

mid semester and end semester examinations, seminar, quiz and

assignments are given for continuous assessment.

Practicals (CIA weightage 50%) are conducted by the respective

departments with various components suitable to their subjects.

UG, PG and M.Phil. Projects (CIA weightage 50%) are continuously

reviewed by the faculty members.

Progress reports are sent by the mentors to the parents, immediately

after the mid and end semester examinations with attendance marks.



Course teacher and mentor continuously monitor over the performance

of the students and provide academic guidance and psychological

counselling.

Slow learners are identified after the mid semester examinations and

remedial coaching is given to them after the regular class hours.

Special periodical remedial coaching is given to the SC, ST and

Minority Students and it is monitored by the Minority Coaching Cell.

2.5.4 What percentage of marks is earmarked for continuous internal

assessment? Indicate the mechanisms strategized to ensure rigour

of the internal assessment process?

CIA for UG and PG theory papers carries a weightage of 40%.

Table 2.19. Components of CIA during 2008-2011

Components UG PG

Test 25 Marks 25 Marks

Assignment / Quiz 05 Marks -

Seminar 05 Marks 10 Marks

Attendance 05 Marks 05 Marks

Total 40 Marks 40 Marks

Table 2.20. Components of CIA during 2011-2014

UG PG

Components Marks Components Marks

Test – I 30 Test 25

Test – II 30 Seminar 10

Seminar / Quiz 10 Attendance 05

Assignment 05 Total 40

Attendance 05

Total 80

Internal mark 80÷2=40

For practicals and projects, internal and external valuations carry equal

weightage.



Internal Assessment Process

Schedule for mid and end semester examinations, venue, and list of

invigilators are prepared by the Vice-Principals and forwarded by the

Principal to the departments.

Examination schedule is displayed on the department notice boards.

Examination schedule with venue is displayed on the college notice

board.

Retests are conducted for students who absent themselves for valid

reasons. The requisition letter of the student passes through the HoD

to the Principal who forwards it to the Vice-Principals.

Students, who could not get a minimum pass in the aggregate of CIA

and semester examination marks due to very low marks in the CIA,

even after passing twice in the semester examinations, can appear for

Internal Improvement Examination, after duly sanctioned by the

Principal, and get through in those papers without appearing again for

the semester examination.

After consolidation of all CIA components at the end of the semester,

CIA marks are sent to the office of CoE through Intranet.

The marks are maintained class-wise in the department registers signed

by the students, course teachers, HODs and the Principal.

Consolidated Mark Statements of CIA are printed and forwarded from

the office of the CoE to the HODs for verification.

After verification, mistakes are noted down in a prescribed format by

the course teacher and forwarded to the CoE through the HOD.

The corrected marks are entered and sent to the office of CoE through

Intranet by the course teacher.

2.5.5 Does the College adhere to the declared examination schedules? If

not, what measures have been taken to address the delay?

Yes, the College strictly adheres to the examination schedules and

hence there is no delay in the examinations.

2.5.6 What is the average time taken by the College for declaration of

examination results? Indicate the mode / media adopted by the

College for the publication of examination results e.g., website,

SMS, email, etc.

The examination results are declared within 20 days after the

completion of the semester examinations. Results are published in

printed format in the Examination and Awards Committee meeting and



the copies of which are displayed on the department notice boards and

also on the college notice boards.

Office of the CoE has a plan to upload the semester examination

results in the college website www.annejac.com

2.5.7 Does the college have an integrated examination platform for the

following processes?

Pre - examination processes - Time table generation, OMR,

student list generation, invigilators, squads, attendance sheet,

online payment gateway, etc.

The examination processes are carried out systematically.

Guidelines and required materials are sent to the question paper setters

well in advance to get the semester examination question papers ready.

Copies of notice regarding the details of examination fee are displayed

on the department notice boards.

Nominal roll, with the name, register number and the subject codes of

courses (regular and arrear), is verified and signed by the students and

examination fee is paid through Bank in the college campus.

Students’ name list for examination is drafted based on the Nominal

Roll in CoE Office.

Time table of the semester examination is framed at the office of the

COE. The dates and sessions are finalized in the Examination and

Awards Committee meeting, one month prior to the commencement of


Copies of the finalized time schedule are displayed on the notice

boards till the last date of semester examination.

A senior faculty member is appointed as Chief Superintendent of

semester examination by the Principal.

Main and additional answer sheets, hall tickets, coding sheets, foil

cards and attendance sheets are printed before and kept ready for the

semester examination.

Hall tickets are issued to students on the date mentioned in the college

hand book.

Internal and external invigilators, for theory papers, are appointed by

the Principal and examiners for practicals and project viva-voce are

appointed by the COE.

Exchange of invigilators, with intra and inter-university colleges, is in

practice for semester examination.

http://www.annejac.com/



Room allotment, number of students and seating arrangement are

entrusted to the College Administrative Office.

Internal examiners are appointed for paper valuation and appointment

orders are issued by the CoE to the individual faculty members.

Examination process - Examination material management,

logistics.

Science, Language and Computer practical examinations and project

viva-voce are conducted by external and internal examiners before

semester examination.

Question papers in sealed covers are handed over to the Chief

Superintendent by the CoE and are opened in the presence of internal

and external invigilators on the day of each examination.

Chief Superintendent carries out and supervises the proceedings of

semester examinations.

Answer sheets submitted by the invigilators are verified by the Chief

Superintendent, sealed in covers and handed over to COE.

Post examination process – attendance capture, OMR based exam

result, auto processing, generic result processing and certification.

Single Central Valuation is held by internal examiners for UG

programmes, Certificate, Diploma, PG Diploma and Advanced

Diploma Courses.

Double valuation (central valuation by internal examiner and door

valuation by external examiner) is held for PG programmes.

Valued papers are counter checked by the Chairmen of Examination

Boards of all disciplines.

The in-built software (Flair) is used in the office of CoE to process and

generate the results automatically.

The results are declared in the Examination and Awards Committee

meeting, read out in the classes and copies of which are displayed on

the department notice boards.

Mark statements are issued to individual students.

Supplementary examinations are conducted for UG students in VI

Semester and IV Semester for PG students, who have failed only in

two papers in the VI and IV Semesters only respectively provided they

have passed in all papers in the previous semesters.

Provision for revaluation is available for the UG students with arrears

on recommendation of the course teacher and HOD.



2.5.8 Has the College introduced any reforms in its Ph.D. evaluation

process?

The College adheres to the norms of the Universities, which

recognized faculty members as Research Supervisors, in the process of

Ph.D. evaluation.

2.5.9 What efforts are made by the College to streamline the operations

at the Office of the Controller of Examinations? Mention any

significant efforts which have improved process and functioning of

the examination division / section?

Mid, end semester and semester examinations are planned in keeping

with the dates specified in the college hand book.

The introduction of new software (Flair) has automatized the office of

COE.

Adequate technical and administrative staff are appointed.

Training in the software programs is imparted to the technical staff in

the office of CoE and faculty members.

Required infrastructure facilities are provided including Intranet for the

entry of CIA marks.

These efforts have improved the processing and streamlining of the

operations at the office of the CoE in the conduct of examinations

punctually and systematically.

2.5.10 What is the mechanism for redressal of grievances with reference

to evaluation?

The grievances pertaining to evaluation are addressed to the Grievance

Redressal Cell, with the Principal as the Chairman and the CoE as one

of the members.

If questions in semester examinations are out of the prescribed

syllabus, the scheme of valuation, given by the external examiners, can

be changed by the internal examiners, after due representation to the

Chairman and COE.

After the publication of results, students with arrears can apply for

revaluation with the recommendation of the course teacher and the

HOD.

Students, who could not get a minimum pass in the aggregate of CIA

and semester examinations marks, due to very low marks in the CIA,

even after passing twice in the semester examinations, can appear for

Internal Improvement Examination, after duly sanctioned by the



Principal, and get through in those papers without appearing again for


2.6 Student Performance and Learning Outcomes

2.6.1 Does the College have clearly stated learning outcomes for its

programmes? If yes, give details on how the students and staff are

made aware of these?

Yes. Teaching is planned in such a way as to bring out the desired

outcome as stated in the syllabus.

Expected learning outcomes (Objectives) of all the courses of all UG,

PG and M.Phil. programmes are framed by the faculty members during

the preparation of the syllabus for each course and clearly stated in the

course content which is passed in the BoS and Academic Council.

The copies of syllabus containing the objectives of the courses are

distributed to students in the beginning of the academic year.

Students are motivated towards the learning outcomes, throughout the

course of the programme by the course teacher.

Special Orientation Programmes on learning outcomes are conducted

to the newly appointed staff by the Principal and the HoD at the

commencement of the academic year.

2.6.2 How does the institution monitor and ensure the achievement of

learning outcomes?

The learning outcomes of the students are monitored by the course

teachers through regular class tests, mid and end semester

examinations, practicals, reviews, etc.

Sending progress reports on the performance of the students to the

parents after the mid and end semester examinations is another

measure to monitor and ensure the better performance.

The realization of objectives of teaching and learning is measured

through the feedback from students, alumni and parents and self

appraisal of the teachers themselves.

Discussion and analysis of results with the students, in the department,

in the Staff Council and in the Governing Body Meeting affirms the

achievement of specified learning outcomes.

The learning outcomes are ensured by placement record, getting

projects sanctioned, winning of merit scholarships by the UG and PG

students and the rate of students going for higher studies.



2.6.3 How does the institution collect and analyze data on student

learning outcomes and use it for overcoming barriers of learning?

IQAC collects feedback from the students, alumni and parents in a

structured questionnaire, which consists of components on learning

outcomes and analyzes the data using SPSS software.

The result of the analysis is provided to the concerned course teachers

by the Principal with her remarks and suggestions.

Discussions on the results of semester examinations are held in the

Examination and Awards Committee and the suggestions are analyzed

in the Staff Council and implemented, if applicable.

The course teachers redesign the teaching plan based on the

observations and suggestions received after the analysis of the

feedback to gain students’ attention and make learning more effective.

The departments identify the reasons for the lapses in students’

achievement and provide remedial coaching to the slow learners.

The course teachers encourage the high achievers through special

attention to their studies and honour them by displaying their photos on

the department notice boards.

They are also applauded with medals and certificates on the College

Annual Day and their photos are published with their ranks in the

college magazine.

Soft skill training and Campus drives are arranged by the Placement

and Career Guidance Cell which find employment opportunities for the

eligible students.

Guidance and Counselling is given to the students to overcome the

barriers and improve their learning.

2.6.4 Give Programme – wise details of the pass percentage and

completion rate of students.

Table 2.21. Pass Percentage and Completion Rate (CR) of UG Programmes

Department 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

Pass

%

CR Pass

%

CR Pass

%

CR Pass

%

CR Pass

%

CR

Tamil 64 83 83 83 66 89 68 78 46 83

English 73 79 74 83 86 99 92 91 82 92

History (EM) 91 85 100 79 91 77 75 67 100 100

History (TM) 94 78 52 80 72 78 58 63 83 82



Commerce 73 88 71 93 88 87 67 77 59 75

Business

Adminis-

tration

72 85 81 74 87 84 91 80 92 80

Commerce

(C.A.) - - - - 95 88 79 94 71 96

Mathematics 86 86 88 100 95 98 98 100 84 85

Physics(Aided) 90 87 87 89 79 85 97 84 88 90

Physics

(Self-Finance) 75 92 52 88 83 86 86 97 85 87

Chemistry 84 93 56 98 74 88 87 97 83 95

Zoology (Aided)

82 86 97 92 97 95 76 85 97 90

Zoology

(Self-Finance) 76 81 87 96 83 78 83 75 68 97

Computer

Science 89 100 91 81 98 98 85 81 97 87

Table 2.22. Pass Percentage and Completion Rate (CR) of PG Programmes

Department

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013 Pass

% CR

Pass

% CR

Pass

% CR

Pass

% CR

Pass

% CR

Tamil 75 100 80 79 100 89 100 88 100 100

English 43 93 90 83 100 100 100 75 67 100

History 44 89 75 80 100 100 100 73 100 67

Commerce - - - - - - - - 65 100

Mathematics 71 100 82 100 86 88 94 90 95 95

Physics 20 100 80 91 67 92 76 90 54 100

Chemistry - - 72 90 57 88 94 95 67 100

Zoology 79 100 100 95 94 100 80 56 100 100

CS & IT 70 91 100 78 88 88 90 100 100 100



Table 2.23. Pass Percentage and Completion Rate (CR) of M.Phil. Programmes

Department

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013 Pass

%

CR Pass

%

CR Pass

%

CR Pass

%

CR Pass

%

CR

History 100 100 - - 100 100 100 100 - -

Zoology 100 100 100 100 100 100 100 100 # 100

# Dissertation yet to be submitted

Any additional information regarding Teaching, Learning and

Evaluation, which the institution would like to include.

1. No Capitation Fee for admission to any programme

2. Suggestions and recommendations of NAAC Peer Team and

implementation:

NAAC Peer Team appreciated the strengths of the college in teaching,

learning and evaluation process, during re-accreditation in 2008. In

view of its suggestion to have more number of Ph.D. holders, and as

the results of the steps taken by the management, 22 faculty members

have completed Ph.D. and 22 faculty members are pursuing Ph.D.

during the past five years.

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