Embed Size (px)
Citation preview
CHANDRADHARI MITHILA COLLEGE
(ARTS & COMMERCE)
KILAGHAT, DARBHANGA
846004
SELF STUDY REPORT
2014
SHASHI BHUSHAN SINGH
Principal
E-mail: [email protected]
www. cmcollege.org
2
PREFACE Chandradhari Mithila College (Arts & Commerce), Darbhanga, popularly known as C. M. College, was founded by a Citizen’s Committee consisting of distinguished dignitaries of Darbhanga, with a vision to impart modern higher education to the citizen of Mithila region. On 1st June 1938, when the college took its form, it had about a dozen or more students and was situated in a private building in Laheriasarai. Today, it has nearly 12 buildings, one majestic multi-purpose hall, one boys-hostel, and nearly 6000 young boys and girls striving to enhance their capabilities in order to ensure a better life chances. In addition to the lustrous and green 4.5 acres where the college is located at present, it also owns a 10 acres land in a scenic location which will be used for the implementation of future development. C M College is a Constituent College, under Lalit Narayan Mithila University, Darbhanga. It has a 12 (B) and 2 (f) status since 1976. In the current academic year, the college is offering 15 UG Programmes, 12 PG Programmes. The college also offers professional courses like BBA and BCA, Certificate, Diploma, and Advance Diploma Courses in Library & Information Science, Journalism and others courses. At present, there are 43 permanent faculty members in addition to a dozen of Guest Faculties engaging self-financed courses. There are 52 support staffs working in different offices and departments. The College has been involved in the preparation for its 1st cycle of accreditation for the past one year. In 2005, it was though accredited and was awarded Grade: B++ by NAAC. But, before elapsing the five year period it failed to move for its next cycle of assessment and accreditation. As a result, we chose to move for a fresh cycle. In the meantime IQAC of the College took initiatives for Academic Audit and the maiden Audit was completed on 01 Nov 2013. Preparation of the SSR as well as the process of Academic Audit gave us an occasion to introspect and identify our strengths and weaknesses. This journey of reflecting on the foot prints left in the past five years or so has given us insights to overcome our past weaknesses underlined by the Hon’ble members of the last NAAC Peer Team (see: Annexure-1), highlighted by NAAC in course of approving our IEQA (see: Annexure-2) and very recently by the Academic Audit Team (Annexure-3). In this backdrop, we have tried our best to realize the goal of actualising the potential of the college through strong commitment and determined action.
Furthermore, I certify that the facts and figures incorporated in this self-study report at different places are true and authentic, the evidences of which are available in the records of the College. I am aware of the fact that the Peer Team will validate the information provided in this SSR during the visit of Peer Team.
(Shashi Bhushan Singh) Principal
3
From the Side of Steering Committee
This report is the outcome of the team effort of the Members of the College performing at different levels in the hierarchy. Systematically, we started this intellectual journey almost one and half years back with the constitution of a Fact-Finding Team, the report of which later became the roadmap for preparing and wording ourselves on the various facets of Institutional life. Needless to say, IQAC has been the core of all our endeavours and activities. Over the long haul, today we are in a position to present the report for the appraisal of our College.
The Principal of the College, Dr Shashi Bhushan Singh, has been sincere and enthusiastic in the matters of academic and allied quality enhancement and also, in the making of this report in its original spirit. The Committee wishes to thank him.
This Self Study Report could not have been finished and presented without the valuable contributions of each one of us here at C M College. We extend our heartfelt thanks to all of them.
(Divakar Jha) Coordinator, Steering Committee
Contents
Sl
No
Particulars Page No
1 Preface/Cover Letter 2
1 a From the Side of Steering Committee 3
2 Executive Summary 5
3 SWOC Analyses & Strategic Plans 16
4 Profile of the College 22
5 Criteria-wise Analytical Report 33
5 a Criterion I: Curricular Aspects 34
5 b Criterion II: Teaching-Learning and Evaluation 45
5 c Criterion III: Research, Consultancy and
Extension
68
5 d Criterion IV: Infrastructure and Learning
Resources
84
5 e Criterion V: Student Support and Progression 94
5 f Criterion VI: Governance, Leadership and
Management
104
5 g Criterion VII: Innovations and Best Practices 125
6 Evaluative Report of the Departments 130
7 Post Accreditation Initiatives of the College 197
Except Annexure 4a and 4b all annexure shall be
presented before the Peer Team during visit
200 &
201
5
EXECUTIVE SUMMARY
The Self-Study Report 2014 of C M College, Darbhanga, presents wide array of evidences portraying the fact that the academic and administrative standard of the College meets the desired level of quality. Organised around the seven criteria and their different components, the SSR includes tables, graphs and charts. The document is of 150 pages in length and can be accessed on the College web-site (cmcollege.org).
The Executive Summary is based on the Self-Study Report. It presents synopsis of each Criterion and Components attached therewith. Attempt has been made to present an over-all picture of the present state of the College. As it is a summary of the entire SSR, a person who wants to go into details or specifics may track it in the main part of the present SSR.
CRITERION I: CURRICULAR ASPECTS
1.1 Curriculum Planning and Implementation
The College has clearly stated mission, vision and objective statements which guide and inform the life of the college. Essence of these statements is amply reflected by the celebrated motto of the College: ‘Tat-Twam-Asi’. It underlines our belief that there is no organic difference between teacher and student. One is a well grow-up tree, while other is a seed –having all potential for being a tree. What is needed is a right kind of environment and careful nurturing—to which we always strive. The College has been very intentional about making its commitments known to every stake-holder; they are found in all the activities and publications of the college, like prospectus, magazine (Videh), and journal (Academia) of the College.
The College has been constantly striving for academic quality enhancement. Improvement in curriculum and learning methods are the two important components of it. To accomplish it, the College has got a distinction of having a well-functioning College Education Cell (CEC) as an apex body for academic decisions and policy formulations. The IQAC of the College, through its regular monitoring and evaluations, underlines nature of the required improvements in these areas; and the CEC formulates ‘Action Plans’ which is executed by different Departmental Councils of the College. In the recent (i.e. 2013) exercise of curriculum revision undertaken by L N Mithila University, almost every department of our college has played crucial role. In fact, the Revised Syllabus of Three Years Degree Course, which has been enforced from the current academic session (i.e. 2014-15), is primarily based on the blue-print prepared by the respective Departments of our College. Effective delivery of the curriculum is ensured through Academic Planning mapped each year by the CEC and executed at the Department level. We use Mid-Term Test of our students to judge the
6
effectiveness of our curricular delivery; and final University results are also reviewed and deliberated in CEC and IQAC meeting to underline the improvement needed.
1.2 Academic Flexibility
In addition to the thirteen traditional courses in social sciences, humanities, and commerce; the College runs several skill development courses too, like BBA, BCA (Proposed), Journalism, Library and Information Science, e-commerce, and Creative Writing & Translation Course in English Language; and two enrichment programmes in the form of Remedial Coaching, and Coaching for entry into service for SC, ST, OBC & Minority . Of them, the last four skill development courses are of Dual-Degree nature. As the Credit-Based Semester System has not been introduced by our parent University as yet, hence we are restrained to offer academic flexibility to our students only in a limited sense.
1.3 Curriculum Enrichment
In order to supplement the University’s Curriculum to ensure that the academic programmes and goals and objectives of the College are integrated we have been trying to shift our focus from students’ teaching to their learning through interactive teaching; making class room teaching more and more interesting through appending lectures with real life problems, using differentiated instructions for slow learners. To sensitize our students to issues like gender, climate human rights etc. we have included all these issues in the General and Environmental Studies paper, which is a compulsory paper for all the Degree III students of BA and B Com programs. Besides, we organise time to time workshops, seminars on these issues also.
1.4 Feedback System
In absence of a formal feedback mechanism placed by our parent university, we have evolved our own mechanism under which we organise workshops and discussions to take feedback on the curriculum issue from different stakeholders of our society. In this line, different departments of our college have recently (in mid 2013) organised workshops to take feedback on the changes in UG syllabus proposed to be enforced from the Academic Session 2014-15. These workshops were attended by teachers of the respective subjects from different colleges of the locality. Some guardians also turned up to express their views on the issue. Blue print of the proposed syllabus prepared by our teachers on the basis of these feedbacks was by and large accepted by the University.
CRITERION II: TEACHING - LEARNING AND EVALUATION 2.1 Student Enrolment and Profile The complete admission process of the college is highly transparent and decentralised. The admission notices are displayed on the college notice boards
7
and Web-sites, local news papers, and local TV channels. Admission of UG and PG conventional courses are done on merit basis, while in professional courses on admission test consisting of written examination and viva-voce. Selection for UG courses are done by the Admission Committee consisting of teachers of different departments, while selection for admission in PG courses is made by the respective University Department. Reservation Policy of the government is strictly followed at all levels. Selection lists are displayed on the college notice board and Web-site. The College has been sincerely pursuing the goal of establishing and sustaining diversity, equity and inclusion in its student profile. (Page: 11-15)
2.2 Catering to Student Diversity The College has been sensitive to the reality of differing knowledge levels of students coming from different backgrounds. In the beginning of each session we have a practice of organising evaluative classes at the entry level to know the differing requirements of students and use differentiated instructions to meet the need of both advanced and slow-learners. Here these differentiated instructions include designing course contents with higher as well as simple degree of complexity. The performance of our students is subsequently analysed, on the basis of data collected by the College Nodal Officer of NMEICT, by the Student Profile Review Committee of the College and the required remedial measures are evolved and undertaken by the College Education Council.(Page: 15-17) 2.3 Teaching-Learning Process C M College has been known in Bihar for its commitment for quality teaching and effective learning. Of late, we have been trying to make our teaching more and more student-centric through interactive teaching— shifting the style of our classroom teaching from lecturing mode to discussion mode in which students are encouraged to deliberate on the topic at hand both with their classmates as well as with their teachers. Besides, assigning a common problem or project to a group of students we try to inculcate collaborative learning among them too. In order to offer opportunities to our students to explore various socio-economic issues in their own way and express their views with arguments to substantiate them, we frequently organise seminars, debates, and essay competitions in our college. All this has been helpful in promoting critical thinking, creativity and scientific temper among the students. Recently, we have been trying to encourage wider use of modern technologies in teaching and learning processes through our Central Computer Lab, Language Lab, N-LIST Programme of INFLIBNET, using projector in class-room teaching. With a view to provide psycho-social supports and guidance to our students, we have a well-functioning Mentorship System in our College, in addition to the Counselling Cell.
8
Making improvement in teaching and learning a continuous process has been the joint responsibility of the IQAC and CEC of our College. IQAC, through its Fact-Finding Committee, takes stock of the situation time to time. Its report (along with its recommendation) is sent to the CEC for deliberation and future course of action. Improvement measures resolved and recommended by the CEC is executed by the Departmental Council. IQAC keeps watch on the whole execution process and fallout effects. (Page: 18-23)
2.4 Teacher Quality To enable our faculties to update themselves regularly with new ideas and development in their respective field the College administration has been instrumental in motivating them and liberally reliving the interested teachers from the College duties, so that they may join such courses. For new branches of teaching and learning, we hire the service of able and qualified guest faculties from outside the College. In so far as research is concerned the College has put a full-fledged mechanism in place to promote research culture in the College. Under it, the College Research Cell motivates and facilitates teachers in preparing research projects and getting them approved by the UGC. To encourage publication of research papers prepared by our faculty the College publishes a Research Journal (ISSN 2321-9734) of its own in the name of “Academia”. (Page: 23-27)
2.5 Evaluation Process and Reforms In Bihar, colleges are not at liberty to devise or decide their own examination and evaluation process; rather it is decided by the parent university. At PG level we have semester system with Continuous Assessment System (CIA); while at UG level we follow annual system of examination. Provisions related with these examinations are given in the University Regulation. We have mentioned these provisions in nutshell in our College Prospectus also. In addition to these provisions, we have devised our own mechanism of internal assessment in the form of regular class-room tests and Mid-Term Test. This makes our evaluation process both formative and summative. (Page: 27-30)
2.6 Student Performance and Learning Outcomes In our College, students’ performance and learning outcomes are analysed both at micro and macro levels. At micro level it is done by the mentors in a regular manner, and at macro level it is performed by the duo of IQAC and CEC. We have been trying to make our programmes more and more socially and economically relevant through timely inclusion of pertinent issues in the courses of study, assigning projects on such issues, organising seminars and debates. Our Placement Cell is working on providing placement support to our students. (Page: 30-33)
9
CRITERION I I I : RESEARCH, CONSULTANCY AND EXTENSION
3.1 Promotion of Research
To promote research culture in our College, we have a College Research Cell. Teachers of the different departments having research orientation are its members. Principal, C M College is the Chairman of the Cell. In 2012-13, the Cell was successful in procuring UGC grants for 06 proposals which are still in progress. In 2013-14 again, the Cell has forwarded about half a dozen fresh research proposals prepared by our College teachers for approval of the UGC. To facilitate smooth progress and implementation of research projects, we have a very rich library, Central Computer Lab attached with internet, printer and copier facilities. We try to keep teachers actively engaged in research work partially relieved from other administrative assignments.
To promote scientific temper and research culture among students in our classroom teaching we have been trying to make our classroom teaching more and more case studies based so that practical applications of the theories and laws taught in classrooms may be presented before them. In addition to it to equip our students with proper research techniques we have included Research Methodology as a compulsory paper in the courses of study of the different Departments. Before the completion of courses both at UG (Professional Courses) and all of the PG courses we have made a provision for compulsory Research Projects to be done by the student as the part of their final examination. In October 2014, we organised an Intra-University Workshop on Research Methodology with view to develop research capacity among our faculty and students. Our research journal—Academia—has been quite helpful in motivating our faculty to undertake new projects and get them published. (Page: 33-36) 3.2 Resource Mobilization for Research Research in our College is by and large financed by the external funding agencies like UGC, ICHR and ICSSR. In Bihar, annual budget of different Colleges and Universities is prepared just to seek grants from State Govt to finance recurring salary expenditures of these institutions. This budget does not contain any separate provision in the form of proposed annual expenditure on teaching or research. 3.3 Research Facilities To promote research we have cooperative and collaborative faculties having wide research experience, rich Library equipped with e-granthalaya and internet facility, Centralised Computer Lab, Reading Room, subscription of N-List service of INFLIBNET, research journals related with different subjects annually subscribed. In future, we are committed to upgraded and enrich our Psychology Laboratory further, purchase newly published reference books needed for research purposes,
10
subscribe more research journals, renew the N-list program subscription, digital cataloguing of the books and journals available in the library, equip our Centralised Computer Lab more facilities and arrange separate cabin for teachers and scholars. (Page: 36-40) 3.4 Research Publications and Awards C M College publishes a Peer Reviewed Research Journal in the name of Journal of “ACADEMIA -Journal of C M College”. Senior Teachers of different Departments of Our College having research experience constitute its Editorial Board. It publishes only such research works cleared by our Peer Review Team. Our publication policy clearly states that only such research papers will be accepted for publication which has been authored by a qualified faculty of any College holding not below the rank of Assistant Professor. (Page: 40-42) 3.5 Extension Activities and Institutional Social Responsibility NSS Units of CM College have been actively involved in engaging students in various social activities with a view to contribute the good citizenship and holistic development of our students. For instance in 2013 our NSS units have actively participated and conducted State Govt’s Cycle Yojana made for encouraging girls students of village areas specifically belonging to underprivileged vulnerable sections of the society. Under this program our 60 volunteers have been actively engaged for 10 days in remote areas of Darbhanga district to make this drive successful. Besides, our NCC Units have also been instrument in this direction. Our Cadets have been called upon by the District Administration for various social services like managing the traffic post, handling the relief distribution in flood. In 2013 our NCC Unit adopted a nearby village ‘Shubhankarpur’ to generate awareness among the people of the village against various social evils. It organised weekend camps and Cadet visits to educate people about the various aspects of health and hygiene in their daily life. Our Cadets mobilised local people particularly housewives of the area to oppose alcoholism, illiteracy and evils like dowry. To promote community network we have formal body in the form of ‘Citizen Forum’ composed of eminent scholars and social workers of the neighbourhood locality. We have been inviting them time to time to give us feedback on our functioning and performances, suggest measures to improve it. Their services have been utilised time to time to maintain peace and communal harmony in the campus area. (Page: 42-45) 3.6 Collaboration
For Industry-Institution-Interaction our Placement Cell has been quite instrumental in recent years. This Cell includes leading local Entrepreneurs and business persons who generously facilitate and contribute in placement services for our students.
11
Besides, utilizing our linkages with local enterprises, we have been arranging for Summer-Training for our BBA and BCA Students. For this the College administration contacts and facilitates the participation of our students in these training at various industrial and commercial establishments. (Page: 45-47) CRITERION IV: INFRASTRUCTURE AND LEARNING R ESOURCES 4.1 Physical Facilities Our entire infrastructure has been created and developed with a sole objective of promoting effective quality education. In recent years we have accorded top priority to the construction of new classrooms to meet its acute shortage; to equip our existing classrooms with facilities required to make the use of modern technologies in the field of teaching and learning process; to enrich our libraries with modern text and reference books and updating and digitalizing its catalogue so that tracking and issuance of the book may be facilitated digitalization; to promote e-learning, equip our Central Computer Lab with sufficient number of Computer sets along with internet facility, photo copier and printer.
In so far as extra-curricular activities are concerned we have Boys Common Room (equipped with indoor facilities); Girls Common Room (equipped with indoor facilities); Play ground; Multipurpose Hall for cultural and other activities; NSS Activity Room; NCC Activity Room; Health Centre; Language Lab for Communication Skill Development; and Seminar hall. 4.2 Library as a Learning Resource C M College Library has been one of the riches libraries of our University. It is spread in almost 530 sq. mts. and contains almost 1.25 lakh books. Its Reading Room has a capacity to accommodate fifty students at a time. Both the library and the reading room attached with it operate between 10.00 am to 4.00 pm in weekdays. Recently, on the recommendation of the Library Advisory Committee we have equipped it with computer sets along with Internet facility; Home UPS for uninterrupted power supply in Library; INFLIBNET facility; installed e-granthalaya in collaboration with the National Information Centre (NIC), Darbhanga; subscribed new Research Journals; purchased of new reference and text books. 4.3 IT Infrastructure The College has fifty computers operating at different departments within the campus; while five computers have been issued to the in-charge of different programmes to facilitate their work. In coming months we have a plan to upgrade
12
and equip six of our classrooms with necessary facility for deploying IT equipments; to upgrade our Central Computer Lab for our faculty and students; to digitalize our Library and our office work completely in the next two years time. 4.4 Maintenance of Campus Facilities There is no technical person available in the College Service to do the calibration and other precision works needed for the equipment and instrument available in the College. College hires the service of outside agencies specialized in the respective areas for this purpose and pay for their services. To ensure safe life of the sensitive equipments installed in the College Campus we have powerful voltage stabilizers and UPS attached with those equipments. For uninterrupted drinking water supply for College Campus as well as Hostel there are RO System installed in every Departments, Library, Principal Chamber and Hostel. Some of these purifiers are attached with chillers also.
CRITERION V: STUDENT SUPPORT AND PROGRESSION 5.1 Student Mentoring and Support With a view to provide academic, personal and psycho-social supports to our students we have a multi-tier system under which we offer: (a) Academic Support through organising interacting sessions in the beginning of each session; (b) to provide Personal Support we have Mentorship System at each level; and (c) to provide Career Support we have Career Counselling Cell. Besides, in order to resolve issues pertaining to sexual harassment and ragging we have fully functional Sexual Harassment Prevention Cell and Anti-Ragging Committee in our College. To provide financial support to the needy students Various Scholarships offered either by the State Govt or by the local Trust Fund running in our College. To infuse creativity among our students we regularly publish our college magazine—Videh—which carries mostly the articles, poems etc written by our students. We have ramp and wheel-chair facilities for physically challenged students; and health centre for all of our employees and students. 5.1 Student Progression Our student progression to higher education during the last four years has been from UG to PG fifty to sixty percent; while from PG to Ph D has been ten to fifteen percent. To facilitate our students’ progression to higher level of education and employment we utilize the services of our Career & Counselling Cell and Placement Cell. We provide special support to students who are at risk of failure and drop out through the UGC sponsored Remedial Coaching and arranging special classes for them. Our Mentorship System also contributes in this area.
13
5.2 Student Participation and Activities Our students participate in wide range of sports and games like football, volleyball, tennis, carom, chess, kabbaddi and others. In past they have won various prises and appreciations in respectable number in different university, state and regional level events. We have been organising annual cultural function on the eve of Bihar Divas that provides our student to demonstrate their talent at home. To reflect their view and aspirations we include two students in each of our Departmental Councils. CRITERION VI: GOVERNANCE, LEADERSHIP AND MANAGEMENT 6.1 Institutional Vision and Leadership The College has a clearly stated Vision and mission reiterating its age-old commitment towards creating ‘an enriched learning environment that empowers students to transform their lives’. We intend ‘to foster intellectual growth, aesthetic appreciation, and character development in our students’. College motto inscribed inside our emblem—Tat Tvam Asi—emphasizes the same conviction and commitment of ours. Informed by our vision and mission, we have set out well-defined goals of: Creating and maintaining academic excellence and equity in all branches of teaching and learning; Enhancing faculty strength and effectiveness; Establishing leadership in research at university and state levels; Improving organisational effectiveness; Strengthening community engagement. To realise these goals we have drafted a clear-cut action plan detailed on page: 66-74 of the main document of our SSR. The IQAC and the CEC of the College work together, under the able leadership of our Principal to effectively execute this action plan. Different committees are also working in different areas promoting a participatory development and collective sense.
6.2 Strategy Development and Deployment
Our Quality Policy clearly enunciates our resolve to ensure an enriched learning environment, equitable and enabling education, and a culture of socially productive research activities. To accomplish it the College has formulated a Perspective Plan in the backdrop of the recently undertaken SOWT Analysis of the College. The decision-making agencies of the College— consisting of CEC, IQAC and Departmental Councils, in addition to the different committees working in different specific areas— have already undertaken its execution in right earnest. We have been engaging our different stake holders to give their feed-backs on this Plan. For this, we are utilising different channels established by us like, Parent-Teacher-Students Meet, student members nominated in the Departmental Council, Grievances and Suggestion Box installed in the Academic Bloc of the College, and meeting with members of the local community.
14
6.3 Faculty Empowerment Strategies To empower our faculty professionally we have been working on various levels, such as liberally enabling our teachers to participate in Professional Development Programs; organizing workshops to motivate our teachers to enhance their research capabilities; reorganising our Central Computer Lab by shifting it in the teaching block so that it should be easily accessible to all the teachers; Offering them a regular channel for their research publication in the form of our journal—Academia. With a view to enhance professional development among our non-teaching staff, we have of late equipped our different sections of the office with computer and allied items, and are in a process to train them up in a phased manner to handle all their office works on computer. 6.4 Financial Management and Resource Mobilization
We have been maintaining the norms of financial management and resource mobilisation enunciated under the Universities of Bihar Act, 1976. Our financial accounts have been regularly audited both by the internal team of our parent University and a Chartered Accountant hired by the College for this purpose. 6.5 Internal Quality Assurance System (IQAS)
College does have an Internal Quality Assurance Cell (IQAC). It was though initially established in 2006 but for one reason or the other it became fully functional since 2012. It has been constituted completely in line with the requirements set out by the NAAC. It has been actively engaged in formulation, institutionalisation and effective execution of the Quality Policy of the College. Since 2013, we have maintained a practice of Academic Audit on annual basis. IQAC and CEC of the College have been quite instrumental in all these exercises.
CRITERIA VII: INNOVATIONS AND BEST PRACTICES
7.1 Environment Consciousness
To increase environment consciousness among our students, staff and the local community we have adopted a multipronged programme comprising: (i) to educate them about the bad factors that affect environment, (ii) to motivate them to take measures to safeguard environment, and (iii) to put environmental concepts into curricula. 7.2 Innovations In academic interest we have undertaken several important innovative steps
15
reflecting our commitment towards our vision, mission and goals mentioned earlier. For example: Constitution of College Education Council in 2011 for the first time as apex academic planning and reviewing body at our College level; adoption of Academic Audit process on annual basis; Publication of Peer Reviewed Research Journal having ISSN; Constitution of College Research Cell; Conducting mid-term test both at UG & PG level. 7.3 Best Practices Introduction of Differentiated Teaching for Slow Learners, and strict adherence of the College Dress Code have been the two important Best Practices undertaken by our College in recent years.
The long drawn self-study process has been a valuable learning experience for the faculty, students, and non-teaching members of C M College, Darbhanga. Led by a dedicated Steering Committee, the College carefully considered its educational programmes and services – with particular attention on student learning and achievement – to determine how well the institution accomplishes its goals, fulfils its mission, and meets the standards of the higher learning. The process of self-study confirmed both strengths and challenges in relation to the Criteria for Accreditation and highlighted the continued work we must do to re-establish the College as a nationally recognized leader in liberal and professional education.
Following this in-depth analysis, we are confident that the evidences provided is sufficient to conclude that all Eligibility Requirements and Assumed Practices have been met, and that the College has the capacity to join the elite club of ‘A’ category colleges of India.
16
SWOC Analysis
Our Strengths:
1. Being the oldest college of Mithilanchal Region, the College has a well-established and widely acknowledged reputation as the leading modern college of Bihar, surpassing many older institutions in the region.
2. The biggest strength of C M College, as an institution, is its highly qualified, experienced, and dedicated faculty who are highly involved in their professional works.
3. We have high quality academic programmes at the undergraduate and postgraduate levels.
4. Our Departments are strongly student centred and focused. 5. We have mentorship system in operation to support and encourage the
students. 6. One of the most important sources of our strength lies with the huge
strength of learners, particularly those belonging to the weaker sections of the society (SC/ST/OBC/Minorities/Economically Backward) which stands testimony to our social commitment and the important role this institution is playing in social transformation in this officially declared educationally backward area of Bihar.
7. The College is spread in an area of 13.91 acres, which reflects its huge future expansion potentiality.
8. The College has produced a galaxy of learned persons who have made their impact felt in different fields—teaching, civil services, professional services, politics and others. In near future, this may prove to be an important source of support for the institution, as we are set to form an Alumni Association here.
9. The College has a very rich library with number of books totalling almost 1.25 lakh and equipped with INFLIBNET Facility. Morning to evening reading facility in the attached Reading Room.
Our Weaknesses:
1. Lack of competitive culture, due mainly to highly bureaucratic approach of the University as well as the State Government.
2. Little academic and financial autonomy to the College. 3. Most of our courses are of traditional nature. In recent days, some of them
are gradually losing their charms. 4. Our curricula and course structure are quite rigid and do not carry much in-
built flexibility. It lacks a credit accumulation and transfer system to enable students to pursue opportunities for life-long learning and skill development.
5. High student numbers makes it difficult to connect with students and retain our student centred focus. Moreover, high student numbers means a diverse
17
student body with diverse needs and insufficient resources to address students at both ends of the ability continuum.
6. Traditional class rooms compound our difficulty more. We are still using chalkboards as a definitive component of the classrooms, as a result we face chalk dust filling classrooms and chalk residue on our figure and in our eyes.
7. Laboratories are ill equipped to support such a large number of students in a meaningful way. Besides, apparatuses need to be updated so that students may have an exposure of up-to-date facilities.
8. As no fresh appointment of teachers has been made since last 10 years, hence the College is facing acute shortage of teachers.
9. Average age of our faculty is almost 50 years. Aging while adds experience; it also generates a knowledge gap. In this computer age almost 90 percent of our teachers have no computer literacy. For their updation, facilities need to be created urgently.
10. Supporting staffs lack proper training and motivation. They need proper training to operate modern office equipments and to orient them towards modern office management techniques.
11. Offices need to be equipped with computer networking and other modern office equipments.
12. Our library is though quite rich, but most of our books are of old edition. Visualising the ever growing number of enrolments in the College even these old books are proving insufficient.
13. We lack proper student support system in the College. We don’t have any Counselling Centre in the campus to motivate and direct the students to choose a right track; our Health Centre is not equipped to provide more that first-aid facilities; the College as well as the University is totally unaware of the very concept of some of the popular student support practices like, Student Advocate, Career Centre, Campus Ministry and others.
Opportunities Visualised:
1. We have the opportunity to use our reputation for quality programming and our geographic location to develop new programming opportunities and new modes of delivery.
2. Changing demographics in the region and a growing population afford opportunities for us in the form of assured large-scale demand for our different programmes of learning.
3. On the supply side, recent changes in the attitude of the State Government regarding liberal funding to the universities and colleges of Bihar, and the approach of the UGC as well as the Central Government to fund the institutions of higher learning under RUSA appear to provide us an opportunity to restructure, strengthen and modernise our institutional facilities and manpower.
18
4. Vocationalisation of education is the need of the day, if we want to lessen the demand-supply mismatch of our higher education system. We, in C M College, were feeling its need since long. It’s quite heartening that the newly framed RUSA has underlined such need and formulated a well designed approach to implement it at higher education level. We feel it as an opportunity to realise our dream.
5. If proper updation facilities are put in place, our faculty has definite potential to excel both in teaching and research.
6. Being a premier college of Mithilanchal region the quality of students it gets is far better than other institutions of the region. They can cope with better and tougher courses. If properly fed, they can compete with students of any corner of India.
Threats Envisioned:
1. Changing composition of our job market has reduced the number of students wishing to pursue general education making it difficult to find students for certain areas. Our exclusive preference for traditional subjects is gradually eroding our relevance and attractions. We seem to focus on education and don’t spend much time worrying about whether or not our students are prepared for a career. Our curriculum no longer reflects the need of the industry. If vocationalisation is not adhered to, we are bound to be rendered redundant.
2. Even in the case of most of the traditional subjects that we teach today, courses have not changed for years. Shut off from revision and upgradation, up against recently revised and expanded school syllabi, these antique courses are pushing students into a time warp. At the end of the college education, a cynical, disinterested, and completely disinterested youth emerges. This sense of indifference on the part of university officials is imperilling the education system as well as the society at large.
3. Today, a vicious circle has come to prevail in the higher education field. Teachers set straight and conventional questions for university examinations that a student can guess well in advance, they, therefore, need to learn only selected five to seven questions instead of the whole syllabus, and with such preparation they appear in examinations and usually get good scores also. Teachers are happy as they now need to teach selectively, students are happy as the need to prepare only selected questions, university officials and state government are happy as examinations are held peacefully and results have been declared timely. But, in all these (mis-) deeds the very meaning of higher education is being sacrificed, for which no one seems to be ready to give a serious thought. In such a situation, students feel no need to attend their classes, as they can score well even devoting a month time for such examinations. There is nothing challenging in most of the university examinations. An honest comparison of the question papers of CBSE +2 examinations and any of the university
19
examinations of Bihar can depict that even +2 questions demand more ingenuity, intelligence and intensive study than our university papers!
4. The story does not end here. Recently the State Government has devised a new formula to fund affiliated colleges of Bihar. They will get their fund on the basis of results of their respective college. As a result, when they are brought to evaluate papers, they seem have a tacit agreement among themselves to mark liberally in general, so that, they or their fellow teachers can get larger and larger fund. Hence, for their sheer survival they are again sacrificing the very cause of the education in Bihar.
5. Bihar has recently formulated Private University Act, opening the scope for private players’ entrance in the field of higher education. These universities will have their own course-structure and fee-structure. If proper functional and financial autonomy is not granted to us, in near future it will surely amplify our problems related to our aging facility and will threaten our competitiveness to maintain cutting edge research and deliver quality programmes.
6. We have been primarily a teaching institution. Research has got low priority in our scheme of things. But, funding pattern and reward system of our higher education system is highly skewed towards research orientation. This mismatch is posing serious threat to our professional progression and fund-raising capacity of the institution.
7. Politically motivated decisions about introduction of new courses and enrolment capacity therein, without keeping the required infrastructural facilities and strength of the faculty in view, is proving a threat to the high quality of our programmes and is negatively impacting our reputation as the premier institution of the region as well.
8. Acute shortage of teachers is again jeopardizing our endeavour to impart quality education. In 1982, total number of teachers working in our college was 102 and today we have 43 teachers; while the enrolment has increased from 4000 in 1982 to 6000 today. Some of the departments are finding very hard to cope with the situation. For example, in History we have 1100 students against 2 teachers, in Hindi we have 3550 students against 4 teachers, in Commerce there are 2300 students against 9 teachers! Barring a few, in most of the other popular subjects the situation is more or less the same.
Strategic Action Plan for Institutional Development Based on SWOC Analysis: On the basis of SWOT Analysis Report of the College, we envision following core challenges that we plan to meet in the coming four to five years time:
1. Upgradation of Faculty through specifically designed Development Support Programmes
2. Enhance Institution Management Capabilities
20
3. Make our Teaching and Learning Process more Effective 4. Gradual shift to more and more Vocationalisation of Education 5. Expansion and Modernisation of our Infrastructural Facilities 6. Enhance Interaction with Industries
Sl. No. (I)
Strategic Plan (II)
Critical Activities (III)
Link to SWOC (IV)
1 Faculty Upgradation
i. Organise Workshops & Refresher Courses
ii. Organise Crash/Short Courses in Computer Learning
iii. Organising Workshops on Pedagogical & Evaluation Methods;
Semester System; IT Centred Teaching Methods
iv. Encourage faculty to organise/participate Professional
Conferences v. Organising Workshop on different aspects of Student Support, such as
Counselling, Mentoring etc.
Weakness & Challenge
Weakness
Weakness & Challenge
Weakness & Challenge
Weakness
2 Management Capabilities
i. Modernisation of and Improvement in Supporting Departments ii. Organise Training Courses for College Staff in Modern Office Management Techniques iii. Organise Training Courses in Communication Skill for Office Staff iv. Organise Short Courses/Training Programme in Computer Learning for Office Staff
Weakness & Challenge
3 Effective Teaching & Learning1
i. Modernisation of Class Rooms
ii. Upgrading Learning Resources iii. Creation of Additional Posts for Popular Traditional Courses iv. Asking University and State Government to urgently Fill the Vacant Faculty Positions
Weakness & Challenge
21
4 Vocationalisation of Education
i. Four New Professional Courses to be Introduced in a Phased Manner a. Creation of Additional Posts for these Proposed Courses b. Purchase of Books for these Courses
Weakness & Challenge
5. Expansion &
Modernisation of Infrastructure
i. Modernisation & Strengthening Existing Laboratories ii. Establishment of New Laboratories iii. Procurement of Modern Furniture iv. Establishment/Upgradation of Central & Departmental Computer Centres v. Modernisation & Strengthening Library vi. Minor Civil Works vii. Modernisation/Improvement of Health Centre viii. Construction of New student Residence ix. Refurbishment of Old Student Residence xi. Organisation of Student Support Services like Cultural Society, Socialisation Club.
Weakness & Challenge
6. Enhance Interaction with
Industries
Formation of Corporate Liasoning Cell
Weakness
22
Profile of the College
1. Name and Address of the College: Name : C M College (Arts & Commerce) Address : Kila Ghat, Darbhanga
City : Darbhanga Pin : 846004 State : Bihar
Website : www.cmcollege.org
2. For Communication:
Designation and Name Telephone with STD code
Mobile Fax Email
Principal: Dr Shashi Bhushan Singh O:06272-222320
09431086602 06272-222320
Vice Principal: Dr P K Choudhary O:06272-222320
09431857500 06272-222320
Steering Committee Co-ordinator: Dr Divakar Jha
O:06272-222320
09471088103 06272-222320
3. Status of the Institution:
Affiliated College
Constituent College √
Any Other (Specify)
4. Type of Institution: a. By Gender: i. For Men
ii. For Women
iii. Co-education √
b. By Shift: Regular √
Day
Evening
23
5. It is a recognized minority institution?
Yes
No √
If yes specify the minority status (Religious/linguistic/ any other) and provide documentary evidence.
6. Sources of funding:
Government √
Grant-in-aid √
Self-financing
Any other
7. a. Date of establishment of the college: 01.06.1938
b. University to which the college is affiliated /or which governs the college (If it is a constituent college)
(dd/mm/yyyy)
c. Details of UGC recognition:
Under Section Date, Month & Year
(dd-mm-yyyy)
Remarks(If any)
i. 2 (f) 03.06.1976 ii. 12 (B) 03.06.1976
d. Details of recognition/approval by statutory/regulatory bodies other than UGC (AICTE, NCTE, MCI, DCI, PCI, RCI etc.): N A Under Section/
clause Recognition/Approval details
Institution/Department Programme
Day, Month and Year
(dd-mm-yyyy)
Validity
Remarks
i. ii. iii. iv.
(Enclose the recognition/approval letter) 8. Does the affiliating university Act provide for conferment of autonomy (as
recognized by the UGC), on its affiliated colleges?
L N Mithila University, Darbhanga
24
Yes √ No
If yes, has the College applied for availing the autonomous status?
Yes No √
9. Is the college recognized
a. by UGC as a College with Potential for Excellence (CPE)?
Yes No √
If yes, date of recognition: …………………… (dd/mm/yyyy) b. for its performance by any other governmental agency?
Yes No √
If yes, Name of the agency …………………… and
Date of recognition: …………………… (dd/mm/yyyy)
10. Location of the campus and area in sq.mts:
Location * URBAN
Campus area in sq. mts. 56292
Built up area in sq. mts. 13773 * Urban, Semi-urban, Rural, Tribal, Hilly Area, Any others specify
11. Facilities available on the campus (Tick the available facility and provide numbers or other details at appropriate places) or in case the institute has an agreement with other agencies in using any of the listed facilities provide information on the facilities covered under the agreement. • Auditorium/seminar complex with infrastructural facilities:
Multi-Purpose Hall & Seminar Hall: Available • Sports facilities
∗ Play ground: Available
25
∗ Swimming pool: Available
∗ Gymnasium: Not Available • Hostel
∗ Boys’ hostel i. Number of hostels: 01 ii. Number of inmates: 110 iii. Facilities (mention available facilities): Common
Room, Yoga Centre, Computer Facility, Safe Drinking Water, Security, Mess Facility etc.
∗ Girls’ hostel: Under Construction
i. Number of hostels ii. Number of inmates iii. Facilities (mention available facilities)
∗ Working women’s hostel: N A
i. Number of inmates ii. Facilities (mention available facilities)
• Residential facilities for teaching and non-teaching staff (give
numbers available - cadre wise): Associate Professor: 02 Assistant Professor: 12 Principal: 01 Non-Teaching Staff: 06
• Cafeteria : Available • Health centre : Available
First aid, Inpatient, Outpatient, Emergency care facility, Ambulance: Emergency Care Facility Available
• Health centre staff – Qualified doctor Full time Part-time √ Qualified Nurse Full time Part-time
• Facilities like banking, post office, book shops: Available • Transport facilities to cater to the needs of students and staff: Not
Available • Animal house: Not Available • Biological waste disposal: Available • Generator or other facility for management/regulation of electricity and
26
voltage: Available • Solid waste management facility: Not Available • Waste water management: Not Available • Water harvesting: Not Available
12. Details of programmes offered by the College (Give date for current
academic year)
SI. No.
Programme Level
Name of the Programme/ Course
Duration
Entry Qualification
Medium of instruction
Sanctioned/ approved Student strength
No. of students admitted
1 Under-Graduate
B A 3 yrs Intermediate English/ Hindi 7200 2451
B Com 3 yrs Intermediate English/ Hindi
1620 1362
B B A 3 yrs Intermediate English 180 169
2
Post-Graduate M A 2 yrs (4 semester)
B A ; B Sc English/ Hindi 2400 943
M Com 2 yrs (4 semester)
B Com English/ Hindi 480 480
3 Integrated Programmes PG
NA
4
Ph.D. Min 2 yrs Max 5 yrs
MA M Com
English Hindi
- 102
5 M.Phil. NA
6 Certificate courses including UG Diploma
160 78
7
PG Diploma NA
13. Does the college offer self-financed Programmes?
Yes √ No
If yes how many?
14. Programmes introduced in the college during the last five years if any?
05 (Five)
27
Yes √ No Number 02
15 List the departments: (respond if applicable only and do not list facilities like Library, Physical Education as departments, unless they are also offering academic degree awarding programmes. Similarly, do not list the departments offering common compulsory subjects for all the programs like English, regional languages etc.)
Faculty Departments (eg. Physics, Botany, History)
UG PG Research
Science
Arts English, History, Sanskrit, Economics, Political Science, Maithili, Sociology, Hindi, Mathematics, Urdu, Philosophy & Psychology.
12 09
Commerce Commerce 01 01 Any Other (Specify)
16. Number of Programmes offered under (Programme means a degree course like BA, BSc, MA, M Com…)
a) Annual System
b) Semester System
c) Trimester System
17. Number of Programmes with a. Choice Based Credit System Nil
b. Inter/Multidisciplinary Approach One (BBA)
c. Any Other (specify and provide details Nil
18. Does the college offer UG and/or PG programmes in Teacher Education?
04 (BA, B Com, BBA & Certificate Courses)
02 (MA & M Com)
None
28
Yes No If yes,
a) Year of Introduction of the programme(s)………(dd/mm/yyyy) and number of batches that completed the programme
b) NCTE recognition details (if applicable) Notification No: ......... Date: (dd/mm/yyyy)Validity: …….....
c) Is the institution opting for assessment and accreditation of Teacher Education Programme Separately?
Yes No
19. Does the college offer UG or PG programme in Physical Education?
Yes No
If yes,
a) Year of Introduction of the programme(s)……… (dd/mm/yyyy) and number of batches that completed the programme
b) NCTE recognition details (if applicable) Notification No: ..........Date: (dd/mm/yyyy) Validity: ….........
c) Is the institution opting for assessment and accreditation of Physical Education Programme Separately? Yes No
20. Number of teaching and non-teaching positions in the Institution
√
√
√
√
29
Positions
Teaching faculty Non-teaching
staff
Technical
staff
Professor Associate Professor
Assistant Professor
*M *F *M *F *M *F *M *F *M *F Sanctioned by the UGC / University / State Government
Recruited 33 06 50 02 Yet to recruit 07 46 Nil
Sanctioned by the Management/
society or other authorized bodies
Recruited Yet to recruit
* M= Male *F= Female 21. Qualifications of the teaching staff:
Highest qualification
Professor Associate Professor
Assistant Professor
Total
Male Female Male Female Male Female Permanent teachers D.Sc./D.Litt. Ph.D. 03 02 22 02 04 01 34 M.Phil. PG 04 01 05 Temporary teachers Ph.D. M.Phil. PG Part-time teachers Ph.D. M.Phil. PG
22. Number of Visiting Faculty/Guest Faculty engaged with the College
23. Furnish the number of the students admitted to the College during the last
four academic years
14
30
Categories
2013-14 2012-13 2011-12 2010-11 Male Female Male Female Male Female Male Female
SC 230 29 260 37 196 25 156 21 ST Nil Nil Nil Nil 01 01 Nil Nil OBC 849 228 750 198 624 127 442 138 General 480 262 538 316 286 295 361 211
24. Details on students enrolment in the college during the current academic year:
Type of students UG PG M. Phil. Ph.D. Total Students from the same state where the college is located 4060 1423 Nil 102 5585
Students from other states of India Nil Nil Nil Nil Nil NRI students Nil Nil Nil Nil Nil
Foreign students Nil Nil Nil Nil Nil
Total 4060 1423 Nil 102 5585 25. Dropout rate in UG and PG (average of the last two batches)
UG PG
26. Unit Cost of Education (Unit cost = total annual recurring expenditure (actual) divided by total number of students enrolled)
a) Including the salary component
b) Excluding the salary component
27. Does the college offer any programme/s in distance education mode (DEP)? Yes No If yes,
a) is it a registered centre for offering distance education programmes of another University Yes No
b) Name of the University which has granted such registration.
3.16 2.86
23411.00
3139.00
√
31
c) Number of programmes offered d) Programmes carry the recognition of the Distance Education
Council. Yes No
28. Teacher-student ratio for each of the programme/course offered by the College: Sl No Name of the
Course/Program Number of
Teachers available Number of
students admitted
Teacher-Student Ratio
1 B A (Hons) 31 2451 1:79
2 B Com (Hons) 8 1362 1:170
3 BBA (Hons) 14 169 1:12
4 M A 28 943 1:34
5 M Com 8 480 1:60
29. Is the college applying for Accreditation: Cycle 1 Cycle 2 Cycle 3 Cycle 4 Re-Assessment: (Cycle 1 refers to first accreditation and Cycle 2, Cycle 3 and Cycle 4 refers to re- accreditation)
30. Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4 and re-assessment only) NA Cycle 1: ................. (dd/mm/yyyy) Assessment Outcome/Result: ....... Cycle 2: ................. (dd/mm/yyyy) Assessment Outcome/Result: ....... Cycle 3: ................. (dd/mm/yyyy) Assessment Outcome/Result: ....... * Kindly enclose copy of accreditation certificate(s) and peer team report(s) as an annexure.
31. Number of working days during the last academic year.
√
270
32
32. Number of teaching days during the last academic year
33. Date of establishment of Internal Quality Assurance Cell (IQAC) IQAC: 01.04.2006
(dd/mm/yyyy)
34. Details regarding submission of Annual Quality Assurance Reports (AQAR) to NAAC: NA AQAR (i) ……………… (dd/mm/yyyy) AQAR (ii) ……………… (dd/mm/yyyy) AQAR (iii) ……………… (dd/mm/yyyy) AQAR (iv) ……………… (dd/mm/yyyy)
220
33
CRITERION-WISE ANALYTICAL REPORT
34
CRITERION I: CURRICULAR ASPECTS
1.1. Curriculum Planning and Implementation
1.1.1. State the vision, mission and objectives of the institution, and describe how these are communicated to the students, teachers, staff and other stakeholders. Our Objectives:
Our Vision
“Affirming and building upon its heritage, C M College commits to maintain high educational
standards, to foster and inspire student success, to create diverse opportunities for lifelong learning. By attracting strong leadership and distinguished
faculty to a college of excellence, we are committed to create an enriched learning
environment that empowers students to transform their lives.”
Our Mission
“The mission of C M College is to educate and develop the whole person. Our students will be equipped to become
leaders, living ethical, healthy, useful and fulfilling lives with a strong sense of personal accountability and civic responsibility. To provide a foundation for a lifetime of learning, we are dedicated to foster intellectual growth,
aesthetic appreciation, and character development in our students. The C M College community thrives on the
principle that knowledge is acquired through discipline, competence is established when knowledge is tempered by experience, and character is developed when competence
is exercised for the benefit of others.”
35
Our Objectives (Goal wise): Goal 1: Improve students’ learning and achievement
a) Create and maintain academic excellence and equity in all branches of teaching and learning.
b) Generate and sustain greater expectations among students. c) Using multimedia in teaching and learning d) Offering co-curricular/extra-curricular activities
Goal 2: Enhance faculty strength and effectiveness
a) Increase the size of the faculty b) Enhance quality of our available faculty members
Goal 3: Establish leadership in research at university and state levels
a) Identify and support those Departments whose members have potential to excel in research.
b) Arrange research publication c) Equip our library with research facilities
Goal 4: Improve organisational effectiveness
a) Acquaintance with organisational culture of the College b) Managing conflict in a constructive way c) Motivating employees
Goal 5: Strengthen community engagement
a) Associating learning with local community b) Promoting knowledge sharing c) Contributing to social work
Communication of aforesaid vision, mission and objectives are made through the following modes:-
1. College Prospectus 2. Displayed on Boards 3. Cover page of Report Card of Mid-Term Examination 4. Actions of the College in daily life 5. Website of the College 6. “Videh” the College Magazine 7. “Academia a Journal of C M College”
36
1.1.2. How does the institution develop and deploy action plans for effective implementation of the curriculum? Give details of the process and substantiate through specific example(s). Development of Action Plans for implementation of the Curriculum:-
1. IQAC is in practice of regular monitoring and assessment of the quality of academic activities of the College.
2. Identified areas of academic enhancement, including curriculum development are regularly reported by the IQAC to the Chairperson and Principal of the College for its effective execution.
Effective Implementation of the Curriculum:-
1. College Education Council, the apex body in College for academic decisions and policy formulation, chalks out the ‘Action Plans’ for effective implementation of the matters referred to it by the Chairperson of IQAC. Further, Departments of the College execute them at grass-root level.
2. To effectively implement the syllabus, the Departments at its own level, prepare the Lesson Plan in the beginning of the Session by dividing the entire Syllabus into two parts. In the mid of the academic year this is evaluated by organising a Mid-Term examination for Honours papers of different streams.
1.1.3. How does the institution develop and deploy action plans for
effective implementation of the curriculum? Give details of the process and substantiate through specific example(s). Improving Teaching Practices:
1. Interactive teaching instead of lecturing alone. 2. Audio-visual presentation of the facts. 3. Case based teaching. 4. Liberal granting of leave for Refresher Courses for
updating of knowledge and direction teaching. 5. Access to the globally knowledge base via INFLIBNET.
College is running under the direct academic control of the University and follows all the academic instructions in toto. The
37
timeframe to finish the syllabus is fixed by the University and in the courses under Semester system, an internal assessment is also scheduled by the University which give a roadmap to the teachers to do their job in an effective and efficient manner.
1.1.4. Specify the initiatives taken up or contribution made by the institution for effective curriculum delivery and transaction on the Curriculum provided by the affiliating University or other statutory agency.
1. Academic and allied Infrastructural Support – traditional as well as modern.
2. CEC’s academic decisions. 3. Academic planning in the light of Academic Calendar
framed by the University each year. 4. Assessment of the students’ improvement in knowledge
base via Mid-Term Test. 5. Strict Time Management in the Context of curriculum
delivery. 6. Evolving and cultivating a sense of Team Responsibility
among the members of the Department for timely and effective delivery of Curriculum.
1.1.5. How does the institution network and interact with beneficiaries such as industry, research bodies and the university in effective operationalisation of the curriculum?
1. College-Industry Interface through College Placement Cell comprising members from Local Industries and Commerce.
2. College Research Cell interacts with the specialised Institution engaged in Research and facilitates Research endeavour.
1.1.6. What are the contributions of the institution and/or its staff
members to the development of the curriculum by the University?(number of staff members/departments represented on the Board of Studies, student feedback, teacher feedback, stakeholder feedback provided, specific suggestions etc. Teachers from almost all Departments of the College have been on the Board of Courses of Study of the University and have consistently been contributing in the making/updating/enriching the Syllabi whenever the authorities in the matter have felt need for. Under mentioned is the list of teachers who have
38
contributed in the latest revision/up gradation of the syllabi of the various subjects and have been made effective from the session 2014-17 at undergraduate level under annual system.
1. Dr P N Jha, Dept of English. 2. Dr A R Singh, Dept of Economics. 3. Dr R N Chourasia, Dept of Sanskrit 4. Dr M Roy, Dept of English 5. Dr Narayan Jha, Dept of Maithili 6. Dr Lakshmi Choudhary, Dept of Psychology 7. Dr Bishwanath Jha, Dept of Sociology 8. Dr D P Gupta, Dept of Commerce 9. Dr Divakar Jha, Dept of Commerce 10. Prof C S Mishra, Dept of Commerce 11. Dr R K Amar, Dept of Philosophy.
Members of the Board of Studies before going to attend and suggest in the meeting formally get the feedback from Departmental Colleagues and Students.
1.1.7 Does the institution develop curriculum for any of the courses offered (other than those under the purview of the affiliating university) by it? If ‘yes’, give details on the process (’Needs Assessment’, design, development and planning) and the courses for which the curriculum has been developed. Curriculum of BCA Course:-
1. Growing demand of the course, 2. Proposal for initiation of the course sent to the
University, 3. University constituted 3 members team comprising
Dean of different Faculties to assess the need of the course and availability of infra facilities.
4. After getting the green signal from the University, a detailed course of study was framed by the Commerce Department of the College.
5. The said framed syllabus was put before the CEC for its approval.
6. After getting the CEC approval, the Syllabus was forwarded to the University for onward processing.
7. Presently the said syllabus is lying before the Hon’ble Chancellor for His approval.
39
1.1.8 How does institution analyze/ensure that the stated objectives of curriculum are achieved in the course of implementation?
1. Review of the Curriculum delivery by the College Education Council time to time.
2. Mid-Term Test is conducted to appraise the Curriculum delivery.
3. Final University results is also reviewed and deliberated in CEC and IQAC meeting to underline the improvement needed.
1.2 Academic Flexibility
1.2.1 Specifying the goals and objectives give details of the
certificate/diploma/ skill development courses etc., offered by the institution. The following Certificate/Diploma/Skill development Courses are presently running in the College defining the goals and objectives:-
1. BBA Hons 2. Journalism 3. Library and Information Science 4. e-commerce 5. Creative Writing in English Language.
Goals and Objectives of a few courses mentioned above are as under:
Goals and objectives of BBA:-
a) To impart basic management education at undergraduate level.
b) To inculcate professional sense amongst the students c) To make students fit for the professional positions by
developing the skills of decision making and strategic management.
d) To prepare students for excelling in the higher level degree in the field of management.
Goals and Objectives of Creative Writing and Translation:
a) To help students develop a personal voice and style, both in writing and for presentation before a live audience.
40
b) To develop an understanding of the conventions of submitting their creative writing for publication.
c) To train them in the art of translation, a skill which serves as a gateway to job opportunities?
1.2.2 Does the institution offer programmes that facilitate twinning /dual degree? If ‘yes’, give details. Yes. Name of the Dual Degree offered by the College under Career Oriented Programme:-
1. BBA Hons 2. Journalism 3. Library and Information Science 4. e-commerce 5. Creative Writing in English Language.
1.2.3 Give details on the various institutional provisions with
reference to academic flexibility and how it has been helpful to students in terms of skills development, academic mobility, progression to higher studies and improved potential for employability. Issues may cover the following and beyond:
• Range of Core / Elective options offered by the University and those opted by the college: Wide range of elective options has been opted by the College covering Arts, Humanities and Commerce faculties. Besides, different professional and Career Oriented Courses (COC) are also being offered by the College. College prospectus mentions these core/elective options.
• Choice Based Credit System and range of subject options:- NA
• Courses offered in modular form: - Some of the Courses are in Modular form.
• Credit transfer and accumulation facility:- No • Lateral and vertical mobility within and across
programmes and courses:- Lateral Mobility:-
1. In traditional subjects, students of Graduate Courses are required to opt two papers of
41
different courses other than their Hons Courses. 2. Students of traditional courses have the Option to
join COC.
Vertical Mobility:-
1. From UG to PG in 9 subjects out of 13. 2. In COC from Certificate to Diploma to
Advanced Diploma. • Enrichment courses:-
1. Remedial Coaching. 2. Coaching for entry into service for SC, ST, OBC
& Minority.
1.2.4 Does the institution offer self-financed programmes? If ‘yes’, list them and indicate how they differ from other programmes, with reference to admission, curriculum, fee structure, teacher qualification, salary etc. College offers the under mentioned self finance programs:-
1. BBA 2. Add-On Courses namely
a) Library and Information Science b) Journalism c) E-Commerce d) Creative Writing and Translation
3. BCA (Proposed)
All these programs differ from other programs in terms of regulations, admission procedure, and course and fee structure.
Sl No
*Self Finance Courses
Admission Process
Curriculum Fee Structure
1 BBA (Hons) Witten test & Personal interview
Separate course
structure approved
by The Chancellor
Rs 60000.00
2 BCA (Proposed) ---- ---- ----- 3 Certificate Course Direct
Admission Separate Course
Rs 6000.00
42
Structure 4 Diploma Course On
Promotion Separate Course
Structure
Rs 12000.00
5 Advance Diploma On Promotion
Separate Course
Structure
Rs 18000.00
* Ordinance and regulation annexed under A No 5(a) and 5 (b)
Sl No
Conventional Courses at UG level
Admission Process
Curriculum Fee Structure
1 B A (Hons) As per regulation
of the Parent
University
As approved
by the Parent
university
Rs 570.00 p a
2 B Com (Hons) As per regulation
of the Parent
University
As approved
by the Parent
university
Rs 579.00 p a
1.2.5 Does the college provide additional skill oriented programmes, relevant to regional and global employment markets? If ‘yes’ provide details of such programme and the beneficiaries. Yes. These are:-
1 BBA, 2 Add-On Courses namely
a) Library and Information Science b) Journalism c) E-Commerce d) Creative Writing and Translation BCA
Proposed. 4. BCA (proposed)
The prime beneficiaries of all these additional skill oriented programs are our students enrolled in particular and society at large
1.2.6 Does the University provide for the flexibility of combining the conventional face-to-face and Distance Mode of Education for students to choose the courses/combination of their choice” If
43
‘yes’, how does the institution take advantage of such provision for the benefit of students? Not provided by the University.
1.3 Curriculum Enrichment
1.3.1 Describe the efforts made by the institution to supplement the University’s Curriculum to ensure that the academic programmes and Institution’s goals and objectives are integrated? We have been trying to shift our focus from student teaching to their learning through interactive teaching; making classroom teaching more and more interesting through appending lectures with real life problems, using differentiated instructions for slow learners in order to supplement the University’s Curriculum to ensure that the academic programs and goals and objectives of the College are integrated.
1.3.2 What are the efforts made by the institution to enrich and organize the curriculum to enhance the experiences of the students so as to cope with the needs of the dynamic employment market?
Efforts made by the College to enrich and organise the curriculum have been mentioned under the point 1.4.2 and 1.4.3.
1.3.3 Enumerate the efforts made by the institution to integrate the cross cutting issues such as Gender, Climate Change, Environmental Education, Human Rights, ICT etc., into the curriculum? To make our students aware and sensitize with these cross-cutting issues we have two prompt strategies: Firstly, we have included all these issues in the General and Environmental Studies, which is a compulsory paper for all the Degree III students of BA, B Com programs. Secondly, we organise time to time workshops, seminars on these issues. Placards displayed at different places with our College Campus also witness our effort in this direction.
1.3.4 What are the various value-added courses/enrichment programmes offered to ensure holistic development of
44
students?
Employable and life skills: Creative Writing and Translation, Journalism, Library
& Information Science and e-commerce (Add-on Courses).
Better career options: BBA, BCA (Proposed)
1.3.5 Citing a few examples enumerate on the extent of use of the feedback from stakeholders in enriching the curriculum? As mentioned in Point 1.4.2 and 1.4.3.
1.3.6 How does the institution monitor and evaluate the quality of its enrichment programmes?
1. IQAC is in practice of regular monitoring and assessment of the quality of academic activities of the College.
2. Identified areas of academic enrichment, including curriculum development are regularly reported by the IQAC to the Chairperson and Principal of the College for its effective execution.
1.4 Feedback System
1.4.1 What are the contributions of the institution in the design and
development of the curriculum prepared by the University? As mentioned in Point 1.4.2 and 1.4.3.
1.4.2 Is there a formal mechanism to obtain feedback from students and stakeholders on Curriculum? If ‘yes’, how is it communicated to the University and made use internally for curriculum enrichment and introducing changes/new programmes? Though a formal mechanism to obtain feedback from students and other stakeholders on curriculum is yet to be evolved and placed by the University, yet our College have a practice to seek feedback on this front from students, guardians and teachers of the College and outside the College. In this line in 2013 we have organised Intra-University workshop for
45
different departments to obtain feedback on Curriculum issues. It was attended by the teachers of the College as well as of other Colleges of the University. Some of the Guardians also came forward to opine their views on the required changes in the existing Curriculum. On the basis of these feedbacks a blueprint of proposed modified Syllabus for different Departments were sent to the University for required action. The present Syllabus of LNMU enforced from the academic session 2014-15 is largely based on C M College recommendations.
1.4.3 How many new programmes/courses were introduced by the institution during the last four years? What was the rationale for introducing new courses/programmes?) During last 4 years the College has taken up the task of introducing two new Courses:-
1. BBA (Hons)- running from the session 2011-14. 2. BCA (Hons)- Proposed to be introduced from 2015.
The prime objectives of introducing these courses is to make available students opportunities to develop their technical/professional skills by getting Degrees in the concerned Subjects having huge demand in the present day corporate centric job market.
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: 1. College Notice Board, 2. Newspapers, 3. Local TV Channels, 4. College Website. Transparency: 1. Admission at UG level is processed through Admission
Committees of the college.
46
2. PG level admission process is centralized at University level. 3. Complete UG admission process is computerized and
remains available for any desirable persons. 4. Merit list are displayed on our College Website.
2.1.2 Explain in detail the criteria adopted and process of admission (Ex.
(i) merit (ii) common admission test conducted by state agencies and national agencies (iii) combination of merit and entrance test or merit, entrance test and interview (iv) any other) to various programmes of the Institution. Criteria adopted: 1. UG Conventional Courses:- Merit 2. UG Professional Courses:- Merit, Entrance Test and
Interview at College Level 3. PG Conventional Courses:- Merit (At University Level) 4. Vocational Courses:- Merit
Process adopted:
1. UG Conventional & Vocational Courses: - Announcement
Inviting Application, Scrutiny of application forms by the Admission Committee, Preparation of Computerized Merit List, Admission within the stipulated timeframe.
2. UG Professional – Announcement Inviting Application, Scrutiny of Application form, Admission Test is conducted for Admission comprising written Test and Personal Interview, Preparation of Computerised Merit List, Admission within the stipulated timeframe.
3. PG Conventional –Admission date is announced by the
University, Admission form is collected and Merit List is prepared at University Level under centralized admission process, accordingly admission is made at College Level.
2.1.3 Give the minimum and maximum percentage of marks for
admission at entry level for each of the programmes offered by the college and provide a comparison with other colleges of the affiliating university within the city/district. (We are in a process of obtaining data from other local colleges and will try to incorporate that at the time of sending hard copy of the SSR)
47
Sl no.
Academic Programs
Entry Level
Max % of Marks
Entry Level Min
% of Marks
OCL 1 OCL2 Remarks Max Min Max Min
1 UG
Commerce 92 45 2 Arts 95 45 3
PG Commerce 69.5 60.5
4 Arts 70.62 47.88 5
Vocational Course 70 45
6 BBA 70 45
2.1.4 Is there a mechanism in the institution to review the admission process and student profiles annually? If ‘yes’ what is the outcome of such an effort and how has it contributed to the improvement of the process? 1. Student Profile Review Committee is working in the College
to monitor the students Profiles of different Courses.
2. To review the admission Process of UG Conventional level College Admission Committees is working.
3. To review the admission process of Professional and vocational courses Advisory committees of the courses concerned are working.
4. College Education Council being an apex body at the
College level in the matters of academics reviews the matters consistently and takes appropriate decisions to improve the process and enhance the Profiles of the students.
5. The outcome of the process is obvious. Colleges has made a
good headway at the juncture of enrolment of Girls students, Minority students and students of SC, ST, OBC Classes in previous a couple of academic sessions.
2.1.5 Reflecting on the strategies adopted to increase/improve access for following categories of students, enumerate on how the admission policy of the institution and its student profiles demonstrate/reflect the National commitment to diversity and inclusion
48
Our Strategies and Admission policy to promote the National Commitment of Diversity and Inclusion- 1. College strictly follows the Reservation Policy of Govt of
Bihar for admission in different programmes. % of seats reserved for different categories is as follows- (a) SC:- 16 (b) ST:- 01 (c) OBC I:- 18 (d) OBC II:- 12 (e) OBC Women:- 03
It is Important to note here that candidates of above mentioned categories with higher marks are included in Merit List. They are not admitted against the reserved seats.
2. We try to arrange maximum possible financial assistance for
the students of Weaker and Reserved Category of the society through State Govt’s Welfare Dept, Local Funding Agencies attached with our College, Free studentship facility provided by the college etc.
3. We are in the process of constructing a separate Girl’s
hostel in the college equipped with all modern facilities like space for Indoor Games, Reading Room, Computer with Internet, Dressing Room with attached toilet etc.
4. Our endeavour has been to promote full sense of security
among girls students of the college. This has ensured equal participation of girls students in all activities of our college.
5. In light of the instructions issue by the MHRD, Govt of India include to 02 students each of the Departmental Council functioning in the college we have 01 girl student selected for this inclusion in every Department in order to promote and reflect our commitment towards Gender Equity.
6. Our preference has been to provide residential facility in
our Boys’ Hostel to the students belonging to SC, ST and OBC etc.
7. We have fully functioned Women Cell and Sexual
Harassment Prevention Cell in order to find quick redressal of any such complain.
49
The under mentioned interpretation of the Data (College Profile point no 23) reveal the fact that our admission policy and student profile is in line with the National commitment to Diversity and Inclusion:
1. Total enrolment of SC candidates increased by 24.85% in the academic session 2011-12 in comparison to 2010-11.
2. Total enrolment of SC candidate further increased by 34.38% in the academic session 2012-13 in comparison to 2011-12
3. There is almost 50% increase in enrolment of SC candidates in the academic session 2013-14 in comparison to 2010-11.
4. Enrolment of Girls candidate belonging to SC category increased by 19% in the academic session 2011-12 in comparison to 2010-11. It further increased by 43.24% in the academic session 2012-13.
5. Total enrolment of OBC candidates increased by 29.48% in the academic session 2011-12 in comparison to 2010-11. It further increased by 60% in 2012-13.
6. In the last 4 years total enrolment of OBC candidates increased by 85.68%.
7. In the last 4 years total enrolment of SC candidates increased by 46.32%
8. The trend of increase is almost similar in the case of girls candidates belonging to SC and OBC categories.
2.1.6 Provide the following details for various programmes offered by
the institution during the last four years and comment on the trends i.e. reasons for increase/decrease and actions initiated for improvement.
Programs Number of
applications
Number of students admitted
Demand Ratio
UG
Commerce
2011-14 1238 472 1:1.62 2012-15 1146 473 1:2.42 2013-16 985 480 1:2.05 2014-17 829 409 1:2.02
Arts
2011-14 670 681 1:.98 2012-15 832 832 1:1 2013-16 801 753 1:0.66 2014-17 1082 866 1:1.25
50
2010-12 146 122 1:1.19 PG
Commerce
2011-13 * 239 2012-14 * 240 2013-15 * 240
2010-12 358 319 1:1.12 Arts
2011-13 * 316 2012-14 * 494 2013-15 * 494
PhD:- Through Centralised Admission at University Level 2010-13 Nil Vocational Course
2011-14 ** 31 2012-15 ** 13 2013-16 ** 78
BBA
2011-14 112 58 1:1.93 2012-15 122 60 1:2.03 2013-16 114 56 1:2.03 2014-17 81 53 1:1.53
* Centralised admission at University level **Direct admission (first come first admission)
2.2 Catering to Student Diversity
2.2.1 How does the institution cater to the needs of differently- abled students and ensure adherence to government policies in this regard? 1. We have been trying to make our campus environment
more and more friendly for the Differently-Abled Students (DAS) such as provision of ramp facility, availability of wheel chair etc. (Braille facility in library may be inserted if provision is made)
2. Separate Counselling session for differently-abled students intended to acquaint them with the various financial and non-financial facilities available for them.
3. With an intention to provide solid support to the
Differently-Abled students we have a practice of permitting writer for Blind & other DASs in different examinations.
2.2.2 Does the institution assess the students’ needs in terms of knowledge and skills before the commencement of the programme? If ‘yes’, give details on the process.
51
Yes. To assess the student’s needs in terms of knowledge and skills we have a practice of conducting a few “evaluatory classes” at Dept level in the beginning of every session.
2.2.3 What are the strategies adopted by the institution to bridge the knowledge gap of the enrolled students (Bridge/Remedial/ Add-on/Enrichment Courses, etc.) to enable them to cope with the programme of their choice? To bridge the knowledge gap of the enrolled students and to enable them to cope with the requirements of the programme chosen by them we a practice of imparting ‘Differentiated Instructions’ under which we conduct ‘Special Classes’ based on the readiness level and learning profile of our students so that the gap can be bridged sufficiently. For example
-
(a) We have been conducting Remedial Coaching for SC, ST, OBC& Deficient students of General Category.
(b) We have been conducting Special classes in Dept. like- (i) Commerce – Students coming from Science stream
are given the fundamental concepts of Accounting and other aspects of Commerce and Management.
(ii) Economics - Economics Hons Course comprises paper of Mathematical Economics which requires the preliminary knowledge of Calculus, Algebra etc. In order to bridge the knowledge gap related with these mathematical tools the Dept conducts separate special classes in every session at the time of initiation.
(iii) Likewise other Departments of the College also
conduct separate special classes for their students to bridge the knowledge gap in their respective areas.
2.2.4 How does the college sensitize its staff and students on issues such as gender, inclusion, environment etc.? We try to sensitive our staff and students on these issues through –
52
1. Being a Co-education College and the presence of large
number of girls students in the campus itself reflect and create a sense of gender equity and inclusion.
2. In addition to that, in order to cultivate higher degree of sensitivity, we organise Debate, Essay Competition, Seminar and assignments directed specifically to these issues.
3. Organising special camps through college units of NSS and NCC in order to cultivate awareness among our students in particular and society in general towards social inclusion and environmental problems.
4. Displaying Govt Policies, Sayings of the eminent Persons,
motivational Quotations on these issues, Hoardings placed by the college within the campus and outside campus.
2.2.5 How does the institution identify and respond to special educational/learning needs of advanced learners? 1. We identify advanced learners through conducting
evaluatory classes in the very beginning of the session.
2. Our practice of conducting differentiated instructions helps meet the special educational and learning requirements of our advanced learners. Here these differentiated instructions include designing course contents with higher degree of complexity providing complex and open-ended problems encouraging greater exploration of the concepts.
2.2.6 How does the institute collect, analyze and use the data and information on the academic performance (through the programme duration) of the students at risk of drop out (students from the disadvantaged sections of society, physically challenged, slow learners, economically weaker sections etc. who may discontinue their studies if some sort of support is not provided)? 1. Collection of data related with the academic performance of
the students is conducted by the College Nodal officer of NMEICT.
2. The said data is analysed and summary results are prepared by the Student profile Review Committee to highlight
53
various dimensions of academic performance of the students.
3. The said analysis is placed before the college Education Council for Consideration and remedial measures.
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, evaluation blue print, etc.) 1. Being a constituent unit, Academic Calendar is prepared at
the University level and we are required to follow it in toto.
2. At the beginning of every academic session the College Education Council outlines, in its meeting, the broad framework of the teaching schedule to be followed in the session. This is done in light of the Academic Calendar formulated by the University for the relevant session.
3. In this backdrop Departmental Council of the different Departments chart out the portion of the syllabus to be covered during the session. In this course the complete syllabus both the UG &PG Courses is broadly divided into two parts- one to be covered before the Mid-Term Test and other after the Mid Term Test. Again each of these two parts is segmented in different modules/units to be covered in different months of the academic year.
4. The Departmental Council in its meetings held time to time during the year monitors the progress actually made in the period.
5. In so far as evaluation schedule is concerned: (a) At UG level we organise Mid-Term Test mostly in the
month of Nov-Dec. This Test has been a unique feature of our College.
(b) At PG level the Date of Internal Assessment is decided by the parent University and we organise accordingly.
(c) External examinations Schedule is decided by our parent University and we follow it.
(d) Evaluation of the internal examinations at UG and PG level is made by the college itself.
(e) Evaluation of the External examinations is organised by our parent University.
54
2.3.2 How does IQAC contribute to improve the teaching –learning process? With a view to improve the teaching learning process being carried out in the college, the IQAC of the College firstly in every section tries to take a stock of the situation. For this it constitute time to time fact finding Committee comprising teachers of the different Departments. The Report of the said committee is put before the IQAC for its consideration. Measures recommended by the IQAC for improvement in the field of teaching and learning is forwarded to the College Education Council (CEC) for deliberation and formulation of future Course of action. The decision of the CEC is circulated by the College Administration to the different Departments of the college for its execution. IQAC monitors the complete execution phase of the process. To make an objective evaluation of our effort for academic improvement we organise Academic Audit in every academic session through a set of experts belonging to outside our University preferably those attached with the accreditation process of the NAAC. For this purpose the college has evolved a separate regulation duly approved by the parent University. It is heartening for us to mention here that our University is now asking other Colleges to follow the Model of Academic Audit adopted by us. The said regulation is being annexed herewith under Annexure No:- 6
2.3.3 How learning is made more student-centric? Give details on the support structures and systems available for teachers to develop skills like interactive learning, collaborative learning and independent learning among the students? Making teaching and learning students–centric has been the prime objective of C M College in recent years. This is amply reflected in our college emblem and also in the Vision and Mission of the College. For this we promote interactive learning in our classes by shifting the style of our classroom teaching from lecturing mode to discussion mode. Here students are encouraged to deliberate on the topic at hand both with their classmates as well as with their teachers. To promote collaborative learning we often assign a particular question to a particular group of students for collective effort to solve it. In subjects which have the provision of project work we assign topic of the Project to a group of students and required them to conduct collective study of the topic. Each of the
55
students of the group is asked to prepare their own Report so that individual perception about the problem may separately be reflected. Independent learning is promoted by providing separate assignment to every students of the class.
2.3.4 How does the institution nurture critical thinking, creativity and scientific temper among the students to transform them into life-long learners and innovators? We try to promote critical thinking, creativity and scientific temper among the students through organised Debates, Discussion sessions, Essay writing competition, Seminars and Workshops and Project Works on the different socio–economic issues of the Society. Students are here required to explore the issue in their own way and to express their views with arguments to substantiate their stand. Teachers adjudge the whole exercise and make their observations known to be students so that they can amend and improve their views and arguments wherever required. The whole process is conducted in a way that trains our students to view and analyse a problem in objective manner and their arguments should be based on the cause and effect relationships. Besides, the College organises time to time cultural functions such as “Bihar Divas”, in order to promote creativity among our students. In recent years our students have won numerous prizes in the cultural functions organised by the University at Local, State and National Level. A list of Prize Winners of the College students is annexed herewith under Annexure No:-
2.3.5 What are the technologies and facilities available and used by the faculty for effective teaching? Eg: Virtual laboratories, e-learning - resources from National Programme on Technology Enhanced Learning (NPTEL) and National Mission on Education through Information and Communication Technology (NME-ICT), open educational resources, mobile education, etc. 1. We have well developed Language Lab to promote effective
language teaching and learning. 2. The college has Central Computer Lab equipped with
Internet facility to enable our students and teachers to access e-resources.
56
3. C.M. College has been regular subscriber of N-resources being made available by the joint effort of INFLIBNET and MHRD of Govt of India.
4. We have been working on NMEICT for last couple of years and Dr. Md Zafer Alam, Head, Dept of Urdu and Persian as the Nodal officer NMEICT, C M College.
2.3.6 How are the students and faculty exposed to advanced level of knowledge and skills (blended learning, expert lectures, seminars, workshops etc.)? To expose our students and faculty to advanced level of knowledge and skills we have been organising Seminars, Workshops, Expert Lectures focussing on the issues related with it.
2.3.7 Detail (process and the number of students \benefitted) on the academic, personal and psycho-social support and guidance services (professional counseling/mentoring/academic advise) provided to students? 1. To provide academic, personal and psycho-social support
and guidance to our students, we have Mentorship System fully functional both at UG and PG level. Under it in the beginning of academic session students of Hons and PG classes are allotted to the teachers of the respective Dept in accordance with their Roll No. Often in this allotment process we follow the random process so that students of composite merit may belong to every group. The concerned Mentor provides all the above mentioned services to their respective students throughout the session.
2. Besides, we have fully functional Counselling Cell in the
College. On last Saturday of every month, Counselling Cell’s Members sit together to redress the problems referred to the Cell during the month period.
2.3.8 Provide details of innovative teaching approaches/methods adopted by the faculty during the last four years? What are the efforts made by the institution to encourage the faulty to adopt new and innovative approaches and the impact of such innovative practices on student learning? 1. As mentioned earlier we are in a process shifting our
teaching approach from teacher centric to students–centric
57
methods. Teachers of the college are being oriented and motivated to adopt and follow the matter.
2. In last few years we have upgraded our class room by equipping them to apply/use modern technologies for our classroom teaching.
3. We have been following differentiated instructions method to redress the educational gap between deficient and advanced learners.
4. All these teaching methods have visibly improved the confidence level, academic performances and creativity of our students.
2.3.9 How are library resources used to augment the teaching-
learning process? 1. C M College Library has been one of the richest in L N
Mithila University, Darbhanga. It has two wings. One comprises stock of books available to be issued for our students and teachers. Reading Room constitutes the second wing of our Library. Our Library counter operates from 10:00 am to 04:00 pm on daily basis excluding Sunday. Students of our college regularly visits the Library to get the required books issued from library. In our Reading Room a good collection of reference books and selected journals and Magazines remain available for our students. This Reading Room has a capacity to accommodate a good number of students at a time. The whole function of Library and Reading Room is monitored by Library Committee of the college comprising teachers of the different Depts.
2. Recently we have made significant progress towards digitalization of our Library. We are working on this project in collaboration with the National Informatics Centre, Govt of India, Darbhanga.
3. We have Central Computer Lab and regular subscription of enlist programme of INFLIBNET which has been helpful to our teachers and students in accessing e-journals and e-books being made available by INFLIBNET services.
4. In addition to these, we encourage our students to use open access resources available through the Internet including e-granthalaya.
2.3.10 Does the institution face any challenges in completing the
58
curriculum within the planned time frame and calendar? If ‘yes’, elaborate on the challenges encountered and the institutional approaches to overcome these. Usually our effort has been to complete the curriculum within the timeframe, but sometime we do face some challenges on this front- 1. Darbhanga has been a severely flood affected area. In case
of serious flood situation our college is usually made as a Refugee Centre of the flood affected population by the District Administration. This causes serious interruption in our academic business.
2. In addition to teaching our teachers and buildings available are used by our parent University for different examination purposes. This also hampers our academic activities.
3. Election either for Parliament or of Assembly/Local bodies often cause interruption in our academic engagement as our teachers and non-teaching staff both are deployed in election works.
4. To overcome these challenges the College Education Council reviews the situation and formulated strategies to complete the left out curriculum in the available time period that includes arrangement special classes, morning classes in the case of examinations held in the 2nd half of the day, provision of classes even after filling up the examination forms.
2.3.11 How does the institute monitor and evaluate the quality of teaching learning? We have a two-tier mechanism to monitor and evaluate the quality of teaching learning:- (a) Through IQAC we regularly observe and evaluate the
quality of our teaching and learning process. Any needed improvement felt by the IQAC is formally communicated to the College Education Council. The later formulate the ways and means to effect such improvements.
(b) As mentioned earlier, C M College has been the only Institution of L N Mithila University which has the practice of Academic Audit (AA) on annual basis. This Academic Audit constitutes the 2nd tier arrangement of evaluating our teaching and learning process.
59
Observations made by the AA team are put before the IQAC for formulation of remedial measures for the shortcomings underlined by the audit team. The Report of the IQAC subsequently placed before the CEC of our College for its considerations and finalization required corrective measures.
2.4 Teacher Quality 2.4.1 Provide the following details and elaborate on the strategies
adopted by the college in planning and management (recruitment and retention) of its human resource (qualified and competent teachers) to meet the changing requirements of the curriculum
Highest qualification
Professor Associate Professor
Assistant Professor
Total
Male Female Male Female Male Female Permanent teachers D.Sc./D.Litt. Ph.D. 03 02 22 02 04 01 34 M.Phil. PG 04 01 05 Temporary teachers Ph.D. M.Phil. Part-time teachers Ph.D. M.Phil. PG To meet the changing requirements of the curriculum 1. We encourage our teachers to join Refresher courses on the
emerging themes being conducted by the different Academic staff colleges of India.
2. Our teachers have been enthusiastically using the analyst service of INFLIBNET to make themselves acquainted with the recent development in their respective areas.
3. By purchasing books and journals related with the new
60
areas of the study included in the curriculum we enable our teachers to enrich and update their knowledge base.
2.4.2 How does the institution cope with the growing demand/ scarcity of qualified senior faculty to teach new programmes/ modern areas (emerging areas) of study being introduced (Biotechnology, IT, Bioinformatics etc.)? Provide details on the efforts made by the institution in this direction and the outcome during the last three years. University Laws of Bihar though do not empower the College to recruit and appoint faculty members yet in such circumscribed situation we somehow try to arrange qualified faculty for new and modern areas of study through:- 1. Hiring well qualified Guest faculty
2. Scholars working under Rajiv Gandhi Fellowship
Programme of the Govt of India.
3. Other scholars (doing PhD) having the up to date knowledge of the modern areas of their respective fields.
4. By inviting teachers of the other Depts of our College we try to cope with inter disciplinary needs. We have been successful in running the classes of non-conventional programmes/course like BBA, BCA (earlier), Journalism, Library and Information Science, E-Commerce, Creative Writing and Translation under add-on vocational courses. Name of some Scholars engaging classes in different Depts:
1. Mr Narottam Mishra, Information Scientist, KSDSU (in BBA course)
2. Dr Shailendra Kumar Jha, Lecturer, IBM (in BBA Course)
3. Dr Anupma Jha, State Coordinator, UNICEF Health, Bihar ( in BBA)
4. Farooque Azam, Research Scholar under Maulana Azad National Fellowship, JMI, New Delhi (engaging classes in History during his field trip)
5. Ms Nishat Shaheen, Research Scholar (in Psychology)
6. Mr Shyamananda Chaudhary Research Scholar
61
under RGNF Program (in Sociology) 7. Mr Md Shabbir, Computer Instructor in BBA.
2.4.3 Providing details on staff development programmes during the last
four years elaborate on the strategies adopted by the institution in enhancing the teacher quality.
a) Nomination to staff development programmes
Academic Staff Development Programmes Number of faculty nominated
Refresher courses 19
HRD programmes Nil
Orientation programmes 17
Staff training conducted by the university Nil
Staff training conducted by other institutions 10
Summer / winter schools, workshops, etc. 40
b) Percentage of faculty
invited as resource persons in Workshops / Seminars /
Conferences organized by external professional agencies Nil
participated in external Workshops / Seminars / Conferences recognized by national/ international professional bodies 25%
presented papers in Workshops / Seminars / Conferences conducted or recognized by professional agencies 25%
2.4.4 What policies/systems are in place to recharge teachers? (eg: providing research grants, study leave, support for research and academic publications teaching experience in other national institutions and specialized programmes industrial engagement etc.) 1. In order to provide support for Research there is a fully
62
functional College Research Cell which facilitates formulation of Research Proposal, Getting it approved and forwarded to the UGC by the University, Monitors the sanctioned on-going Research projects. At the time of submission of the Project Reports the Cell deliberates on it and after being satisfied forwards the Report for final submission.
2. The college liberally help grant the study leave to teachers interested.
3. To help publish Research work made by the College Teachers the College regularly publishes its own peer reviewed Research Journal (ISSN 2321-9734) “Academia” journal of CM College.
4. In addition to our college Research journal our teachers have been regularly contributing to some other Research journals (with ISSN) being published with the active support of some our faculty members.
5. A few teachers of our College are working either abroad or in Central University as faculty member. Their teaching experiences help us improve our programs and courses.
2.4.5 Give the number of faculty who received awards / recognition at the state, national and international level for excellence in teaching during the last four years. Enunciate how the institutional culture and environment contributed to such performance/achievement of the faculty. One faculty of our College received state level award in 2012. The said award was in the field of Drama that Contributed in popularity of the subject.
2.4.6 Has the institution introduced evaluation of teachers by the students and external Peers? If yes, how is the evaluation used for improving the quality of the teaching-learning process? There is no institutional mechanism of evaluation of teachers by the students in Bihar. Our Academic Audit does include evaluation of teachers by the external peers. The observations made by the Academic Audit Team is processed and executed through IQAC and CEC of the College.
63
2.5 Evaluation Process and Reforms 2.5.1 How does the institution ensure that the stakeholders of the
institution especially students and faculty are aware of the evaluation processes? University Regulation attached with every Course explains the evaluation process to be adopted for the course. At College level both Teachers and Students are briefed about it at the Department level by their respective Heads in the beginning of the session. In so far as evaluation process of Internal examination (Introduced by the College itself in the form of Mid-Term Test at UG level) is formulated by the College Education Council and is briefed to the Students Teachers of different Depts by their respective Heads.
2.5.2 What are the major evaluation reforms of the university that the institution has adopted and what are the reforms initiated by the institution on its own? In academic session 2012-2013 Semester System was introduced by the University at PG level, in which provision for Continuous Internal Assessment (CIA) was made. Marks obtained by the Students in their CIA are to be added in their final semester and University examination. We also follow the system introduced by the University at PG level. In addition to CIA, Project work to be conducted by the students has also been made mandatory in almost all subjects at PG level. At UG level University regulation the provision of Annual Session-End Examination. In order to encourage learning continuous at UG level also we at C M College introduced Mid-Term Test System in each year in three years Degree Courses.
2.5.3 How does the institution ensure effective implementation of the evaluation reforms of the university and those initiated by the institution on its own? To ensure successful implementation of the above mentioned evaluation reforms both at UG and PG levels College Education Council plays a key role. It formulates the strategy for effective
64
implementation of such reforms and also monitors its execution.
2.5.4 Provide details on the formative and summative assessment approaches adopted to measure student achievement. Cite a few examples which have positively impacted the system. To measure students’ achievements we are in practice of applying both formative and summative assessment approaches. In so far as formative assessment is concerned our teaching has been by and large interactive. We invariably ask our Students to summarise the concept taught to them in a particular class, to know their conceptual understanding of the topic taught we assign review questions to them and assess their responses. With an intention to effect summative evaluation we are in practice of holding Mid-Term Test, Project work etc at UG and PG level.
2.5.5 Detail on the significant improvements made in ensuring rigor and transparency in the internal assessment during the last four years and weightages assigned for the overall development of students (weightage for behavioural aspects, independent learning, communication skills etc. At PG level our Internal Assessment includes assessment of behavioural aspects, communication skills, regularity in attendance for which 05 Marks have been allotted. This assessment is in practice from the Academic session 2012-2013. At UG level in our BBA Course there is a provision to assess the behavioural aspects , communication skills , independent learning of our students through organising regular seminars, workshops, Internal assessment of the BBA course, thus comprises the separate components- written examination of 10 marks and behavioural assessment of 10 marks. Marks obtained in these assessment (both at UG and PG levels) are added in the University examination result. We try to make the whole Internal Assessment System transparent by keeping the Answer Books of written examination available for students observation; marks obtained in seminars, workshops are also displayed on the Notice Board of the Dept concerned. Any grievance related either to written examination component or
65
seminar etc component of the internal assessment are quickly redressed at the Dept level.
2.5.6 What is the graduate attributes specified by the college/ affiliating university? How does the college ensure the attainment of these by the students? The concept of Graduate attributes is novel for the higher education of Bihar and, therefore, Univ/College is yet to specify explicit graduate attributes benchmarks. Nonetheless our vision and Mission do and intend to inculcate certain attributes among our graduates such as “fostering intellectual growth”, “aesthetic appreciation and character development”. To attain these objectives our delivery system and College environment has remained quite instrumental.
2.5.7 What are the mechanisms for redressal of grievances with reference to evaluation both at the college and University level? As mentioned earlier any grievance of our students related with Internal Assessment either at PG or UG level is communicate by the students to their respective Dept in written form. Concerned HOD is responsible for its early redresses. In so far as the grievance related with University examination are concerned there is a separate mechanism for their redressal at University level.
2.6 Student performance and Learning Outcomes 2.6.1 Does the college have clearly stated learning outcomes? If ‘yes’ give
details on how the students and staff are made aware of these? Learning outcomes of our different courses have clearly been stated in our Prospectus and have been displayed on our college website also. Students and staff made aware of these outcomes through the said sources.
2.6.2 Enumerate on how the institution monitors and communicates the progress and performance of students through the duration of the course/programme? Provide an analysis of the students results/achievements (Programme/course wise for last four years) and explain the differences if any and patterns of achievement across the programmes/courses offered.
66
1. The college has its mechanism to continuously monitor the
progress of its learners. For this it has a fully Functional Mentorship System.
2. To evaluate the progress and performance of our students during the course duration we have a system of regular class test after finishing the each unit/module of the syllabus.
3. Annual University examinations at UG level and semester-end examination at PG level have been another way to assess the performance. Performance- To be analysed by giving ‘Result sheet’.
2.6.3 How are the teaching, learning and assessment strategies of the institution structured to facilitate the achievement of the intended learning outcomes?
• Being a constituent unit the broader teaching learning and assessment strategies have been defined in the University laws and the college has to function within the ambit of the said laws.
• In order to facilitate our teaching-learning assessment activities we have framed out own strategies within the ambit of the Univ. laws.
• The College Education Cell (CEC) and IQAC of the college have been assigned central role in it. IQAC of our college has been engaged consistently and objectively in evaluating the measures adopted by the college to accomplish the intended goal. Any modification needed, felt by the IQAC is reported to the CEC. CEC in turn formulate the ways and means to execute such modifications at grass root level. Department of the College formally put these modifications in practice.
For instance, we have recently adopted and executed the interactive teaching and learning process through this channel.
2.6.4 What are the measures/initiatives taken up by the institution to enhance the social and economic relevance (student placements, entrepreneurship, innovation and research aptitude developed among students etc.) of the courses offered?
67
We have been trying to make our programme of learning more and more socially and economically relevant by (a) Orienting our courses of study in light of the changing job
market conditions. (b) Inclusion of project work in our syllabus at UG &PG levels
to develop Research aptitude among students. (c) Maintaining the Course flow intact, right from +2 levels to
PG level in the case of entrepreneurship as a field of study with a view to imbibe the sense of entrepreneurship among our students.
(d) Constitution of placement cell to provide our students employment support.
(e) Inclusion of a few purely job centric courses in our academic programmes keeping in view the growing demand of today’s affluent society.
2.6.5 How does the institution collect and analyze data on student performance and learning outcomes and use it for planning and overcoming barriers of learning? Performance of our students in a particular session is evaluated at two levels-First, at internal test level and Second, University examination level. In so far as internal test level is concerned the performance of our students is evaluated, analysed and summarily interpreted by the Respective Dept and the Corrective measure is accordingly formulated and executed by the Dept. Data related with the performance of our students in University examinations is centrally collected for analysis by the IQAC. The analysis report of the IQAC is placed before the CEC to formulate strategies to overcome the shortcomings.
2.6.6 How does the institution monitor and ensure the achievement of learning outcomes? At micro level Progression of learning outcomes among our students is monitored through our Mentorship System. Department coordinates the work of different Mentors with a view to ensure the achievement of learning outcomes. Further, the afore said strategies formulated by the joint effort of IQAC and CEC in order to overcome the learning shortcoming are also executed by the Dept.
2.6.7 Does the institution and individual teacher use assessment/
68
evaluation outcomes as an indicator for evaluating student performance, achievement of learning objectives and planning? If ‘yes’ provide details on the process and cite a few examples. As is mentioned above students’ performance and achievement is assessed and evaluated at the college level through our multi-tier system. At the Institution level it is assessed by the IQAC and CEC; at Dept level it is monitored by the Departmental Council and finally at group level it is assessed and monitored by the Mentors. For instance, students facing learning deficit is coached differently in separate teaching session especially designed for them by the respective Teacher. In subjects like Economics, Commerce, BBA and Psychology papers like statistics require prior knowledge of Mathematics. Students having problems in catching with the advanced learners are separately trained in elementary mathematical methods required for such papers.
CRITERION I I I : RESEARCH, CONSULTANCY AND EXTENSION 3.1 Promotion of Research
3.1.1 Does the institution have recognized research canter/s of the affiliating University or any other agency/organization? There is no Research Centre as such in our Institution. The University Act of Bihar does not provide for a College to institute separate Research Centre. Universities of Bihar are authorised to open Research Centre at their level. Accordingly our parent University has a separate research centre in the name of Late Maharajadhiraj Kameshwar Singh.
3.1.2 Does the Institution have a research committee to monitor and address the issues of research? If so, what is its composition? Mention a few recommendations made by the committee for implementation and their impact. At our College level there is a Research Cell intended to actively promote and support research activities. Teachers of the different departments having research orientation are its members. Principal, C M College is the Chairman of the Cell. Research Cell has been actively motivating teachers to undertake Research Work and also monitoring the progress of ongoing
69
Project Works in the College. It has brought good reasons in the form of regular preparation of research proposals and sustains progress in the ongoing research works. In 2012-13 the Cell was successful in procuring UGC grants for 06 proposals which are still in progress. I9n 2013-14 the Cell has forwarded about half a dozen fresh research proposals prepared by our College teachers for approval of the UGC.
3.1.3 What are the measures taken by the institution to facilitate smooth progress and implementation of research schemes/ projects?
• Autonomy to the principal investigator: There is complete autonomy to the Principal Investigator in their research pursuit. The College administration does not have any say in their Project related decisions.
• Timely availability or release of resources: In so far as availability of financial resources is concerned the College has no separate fund to finance any research project. For such projects it completely depends on the external financial agencies like UGC, ICSHR, ICSSR and others. Once the resources are made available to the College account by these agencies, it has been our endeavour to process and make such resources quickly available to our Scholars.
• Adequate infrastructure and human resources: C M College has got a very rich Library which is equipped with Internet facility along with the active subscription of N-List programme of INFLIBNET of UGC. It is heartening to mention here that C M College, Darbhanga has been among the Top 10 users of this enlist programme at the National level.
• time-off, reduced teaching load, special leave etc. to teachers: Though acute shortage of faculties compels our Members to remain available in the Campus for Classroom teaching, yet the College administration tries its best to provide time-off or special leave as and when required by
70
our Scholars.
• support in terms of technology and information needs: In addition to the facilities available in our College Library, there is a Centralised Computer Lab equipped with all the facilities like Internet, Photo copier, Printer etc to cater the need of our teachers in general and those in research work in particular.
• facilitate timely auditing and submission of utilization certificate to the funding authorities: It has been our effort to help our Scholars to get their A/C audited through the certified Chartered Accountant available with us and send the Utilization certificate to the funding agencies on time.
3.1.4 What are the efforts made by the institution in developing scientific temper and research culture and aptitude among students? To promote scientific temper and research culture among students in our classroom teaching we have been trying to make our classroom teaching more and more case studies based so that practical applications of the theories and laws taught in classrooms may be presented before them. Here we intend to acquaint our students with the factors behind the events that they face in their daily life. We hope that our effort will generate a thinking process among our students in terms of cause and effect relationship. In addition to it to equip our students with proper research techniques we have included Research Methodology as a compulsory paper in the courses of study of the different Departments. Before the completion of courses both at UG & PG levels we have made a provision for compulsory Research Projects to be done by the student as the part of their final examination.
3.1.5 Give details of the faculty involvement in active research (Guiding student research, leading Research Projects, engaged in individual/collaborative research activity, etc. List of Teachers involved in active research as Guide & Supervisor:
1. Dr P N Jha, HoD, English
71
2. Prof Indira Jha, Dept of English 3. Prof Manju Roy, Dept of English 4. Dr Priti Kanodia, Dept of English 5. Dr Mohan Mishra, HoD, History 6. Dr A R Singh, HoD, Economics 7. Dr Himanshu Shekhar, Dept of Economics 8. Dr R N Chaurasia, HoD, Sanskrit 9. Dr Girish Kumar, HoD, Political Science 10. Dr Narayan Jha, HoD, Maithili 11. Prof Bishwanath Jha, HoD, Sociology 12. Dr P K Chaudhary, Dept of Sociology 13. Dr Md Mohsin, Dept of Sociology 14. Dr Subodh Jha, Dept of Sociology 15. Dr K K Jha, HoD, Commerce 16. Mr C S Mishra, Dept of Commerce 17. Mr V N Mishra, Dept of Commerce 18. Dr D P Gupta, Dept of Commerce 19. Dr A K Poddar, Dept of Commerce 20. Dr B Sahu, Dept of Commerce 21. Dr Divakar Jha, Dept of Commerce 22. Prof B P Karyee, HoD, Hindi 23. Dr K C Jha, Dept of Hindi 24. Dr A C Mishra, Dept of Hindi 25. Dr B K Jha, HoD, Mathematics 26. Dr R K Amar, HoD, Philosophy 27. Dr Md Zafar Alam, HoD, Urdu & Persian 28. Dr Md Asadullah, Dept of Urdu & Persian 29. Dr Syed Ehteshamuddin, Dept of Urdu & Persian 30. Dr Lakshmi Chaudhary, HoD, Psychology 31. Dr N Yadav, Dept of Psychology
Name of Teachers doing Research Projects: 1. Prof B Jha, HoD, Sociology 2. Dr Bijay Kumar Jha, Dept of Mathematics 3. Dr Mohan Mishra, HoD, History 4. Dr Himanshu Shekhar, Dept of Economics 5. Dr B Sahu, Dept of Commerce
3.1.6 Give details of workshops/ training programmes/
sensitization programmes conducted/organized by the institution with focus on capacity building in terms of research and imbibing research culture among the staff and students. Of late, we have been focussing on research capacity building among our staff and students we have been trying to organise
72
workshops. For instance, during academic session 2014-15 similar such workshop was organised in the month of October in which various dimensions of research, particularly meaningful for this area was discussed.
3.1.7 Provide details of prioritized research areas and the expertise available with the institution. Our prioritized areas of research:
1. Social issues related with Mithilanchal region in particular and Bihar in general.
2. Contemporary economic issues 3. Local folk culture 4. Institutional financial Management 5. Classical Indian Scriptures and Modern Society 6. Psychoanalysis of problems related with modern life
Expertise of our faculty related with research work is enunciated in the concerned departmental profile
3.1.8 Enumerate the efforts of the institution in attracting researchers of eminence to visit the campus and interact with teachers and students? Different Departments of the College have been inviting persons of eminence, particularly those who adjudicate and visit our University to conduct viva-voce examination. They come to interact with our teachers and students of the respective Departments.
3.1.9 What percentage of the faculty has utilized Sabbatical Leave for research activities? How has the provision contributed to improve the quality of research and imbibe research culture on the campus? 10% teachers of the College have utilised sabbatical leave for their research purposes. By availing this leave they have completed their Doctoral Research Projects qualitatively and enhanced their teaching and research competence.
3.1.10 Provide details of the initiatives taken up by the institution in creating awareness/advocating/transfer of relative findings of research of the institution and elsewhere to students and community (lab to land) In order to transfer findings of our research and create awareness among our students and society at large we try our level best to get our research findings published in our own Research Journal namely ‘Academia’ and other prestigious
73
journals. Besides, we organise seminars to highlight and communicate our research findings. This also proves to be another useful channel for this purpose.
3.2 Resource Mobilization for Research
3.2.1 What percentage of the total budget is earmarked for research? Give details of major heads of expenditure, financial allocation and actual utilization. In Bihar, annual budget of different Colleges and Universities is prepared just to seek grants from State Govt to finance recurring salary expenditures of these institutions. This budget does not contain any separate provision in the form of annual expenditure on teaching as well as research. Research in these Colleges and Universities is financed largely by the National Funding Agencies like UGC, ICSSR and ICHR. The budget of our College is also prepared in the same format, hence, it is difficult to state the percentage of total budget earmarked for research.
3.2.2 Is there a provision in the institution to provide seed money to the faculty for research? If so, specify the amount disbursed and the percentage of the faculty that has availed the facility in the last four years? The Bihar State Universities Act, 1976 makes no provision for any such assistance to be given by the College to a faculty engaged in research.
3.2.3 What are the financial provisions made available to support student research projects by students? Our Courses of Study do provide for Research Projects to be carried out by the students both at UG and PG levels but there is no financial provision for this purpose. As a result Students have to conduct and complete their projects at their own expenses.
3.2.4 How does the various departments/units/staff of the institute interact in undertaking inter-disciplinary research? Cite examples of successful endeavours and challenges faced in organizing interdisciplinary research NA
74
3.2.5 How does the institution ensure optimal use of various equipment and research facilities of the institution by its staff and students? To make optimum utilization of our infrastructure including equipments we have been running our College in two shifts. In morning shift our Centralised Computer Lab, Reading Room, Library remain available for Commerce teachers, scholar and students while in day shift all these facilities are availed by our teachers of the Social Sciences and Humanities.
3.2.6 Has the institution received any special grants or finances from the industry or other beneficiary agency for developing research facility? If ‘yes’ give details. Being a College of Arts & Commerce faculty our most of the Researchers happen to be of social importance which do not benefit to a particular Industry or agency. Hence, we often fail to realise any such grants or finances from those beneficiary agencies like Industry or others.
3.2.7 Enumerate the support provided to the faculty in securing research funds from various funding agencies, industry and other organizations. Provide details of ongoing and completed projects and grants received during the last four years. In our College there is well functioning College Research Cell that continuously endeavours to encourage faculties to undertake Research Projects and to help them getting financed from different funding agencies. This Cell has been engaged in this activity since last two years. Results of its efforts are given below.
Nature of
the Project
Duration Year
From To
Title of the project
Name of the
funding agency
Total Grant Total grant
received till date
Sanctioned
Received
Minor
projects
18 month from Jan
2012
Darbhanga Pramandal ke Vikas Ka Prabhavi
Upay-Audyogic vikas UGC 86500.00 58250.00 58250.00
18 months from
Jan’12
Expansion of Christianity in Mithila During Colonial Period
UGC 107500.00 93750.00 93750.00
18 months from
Jan’12
A Study of Formation, Functioning and
Sustainability of Women UGC 111000.00 93000.00 93000.00
75
SHG under SGSY in Rahika Block of
Madhubani District
18 month from
Aug’11
Tharu Tribe in Transition: A Study in
the Perspective of Modernization and
Social Change
UGC 122000.00 81000.00 81000.00
18 month from
Jan’12
A Study of Complex Valued Non-
Commutative Probability Measure
UGC 132500.00 103750.00 103750.00
Major projects
Nil
Interdisciplinary projects
Nil
Industry sponsored Nil
Students’ research projects
Nil
3.3 Research Facilities
3.3.1 What are the research facilities available to the students and
research scholars within the campus? Research facilities available at our College are:-
a) Cooperative and collaborative faculties having wide research experience.
b) Rich Library equipped with e-granthalaya and Internet facility.
c) Centralised Computer Lab d) Reading Room e) Subscription of N-List service of INFLIBNET f) Research Journals related with different subjects
annually subscribed g) Well equipped Laboratory for Scholars in the field of
Psychology
3.3.2 What are the institutional strategies for planning, upgrading and creating infrastructural facilities to meet the needs of
76
researchers especially in the new and emerging areas of research? To meet these ends our College Education Council formulates and monitors its execution at College level. Under it we have:-
a) Upgraded and enriched our Psychology Laboratory. b) Purchased newly published reference books needed for
Research purposes. c) Subscription of Research Journals d) Renewal of enlisting program service e) Digital cataloguing of the books and Journals available in
the Library. f) Centralised Computer Lab equipped with Internet
facilities and separate cabin for teachers and Scholars.. All these facilities have been created to encourage and facilitate research work in the College. In order to get our research work published we have our own Peer Reviewed Research Journal (ISSN:2321-9734) focussing purely on research work primarily conducted by our Faculty Members.
3.3.3 Has the institution received any special grants or finances from the industry or other beneficiary agency for developing research facilities?? If ‘yes’, what are the instruments / facilities created during the last four years. We have received no such grants from any of the beneficiary agencies, primarily because our researchers are not to benefit any particular Industry or agency.
3.3.4 What are the research facilities made available to the students and research scholars outside the campus / other research laboratories? At local level a) Central Library of L N Mithila University, b) Library attached with Maharajadhiraj Kameshwer Singh Research Institute and c) Library attached with Mithila Research Institute are available for our Students Scholars. College administration encourages and facilitates our students & scholars to regularly visit for their research purposes. Besides, there are good number of Research Institutes and Laboratories available at the State level also. The College administration has been facilitating its students and scholars with all the needful assistance to avail facilities available at those centres.
77
3.3.5 Provide details on the library/ information resource centre or any other facilities available specifically for the researchers? To cater the need of researchers there is no separate facilities like Library etc. Facilities enumerated above are though amply meeting their needs but those facilities are available for other than Research Scholars also.
3.3.6 What are the collaborative research facilities developed/ created by the research institutes in the college. For ex. Laboratories, library, instruments, computers, new technology etc. All the facilities mentioned above purely of Collaborative in nature. Scholars of different departments collectively use them and collaborate as and when needed.
3.4 Research Publications and Awards 3.4.1 Highlight the major research achievements of the staff and
students in terms of
• Patents obtained and filed (process and product): NA • Original research contributing to product improvement: NA • Research studies or surveys benefiting the community or
improving the services: NA • Research inputs contributing to new initiatives and social
development: NA 3.4.2 Does the Institute publish or partner in publication of research
journal(s)? If ‘yes’, indicate the composition of the editorial board, publication policies and whether such publication is listed in any international database?
1. C M College publishes a Peer Reviewed Research Journal in the name of Journal of “ACADEMIA Journal of C M College”. Senior Teachers of different Departments of Our College having research experience constitute its Editorial Board.
2. It publishes only such research works cleared by our Peer Review Team. Our publication policy clearly states that only such research papers will be accepted for publication which has been authored by a qualified faculty of any College holding not below the rank of Assistant Professor.
3. This publication is listed with International Standard Serial Number (ISSN).
78
3.4.3 Give details of publications by the faculty and students: • Publication per faculty: 7 • Number of papers published by faculty and students in peer
reviewed journals (national / international): 138 • Number of publications listed in International Database (for
Eg: Web of Science, Scopus, Humanities International Complete, Dare Database - International Social Sciences Directory, EBSCO host, etc.): 03
• Monographs: Nil • Chapter in Books:
22 Chapters published in different books, the detail of which will be presented before the peer team at the time of visit.
• Books Edited:
06 books edited by the faculty members of the College, the detail of which will be presented before the peer team at the time of visit.
• Books with ISBN/ISSN numbers with details of publishers: A total of 44 books having ISBN have been published by the faculty members, the detail of which will be presented before the peer team at the time of visit. Although the name of the books, ISBN and Publishers’ name has been mentioned in Evaluative Report of the Departments, which is a part of this Document.
• Citation Index: 01 • SNIP: Nil • SJR: Nil • Impact factor: NA • h-index: Nil
3.4.4 Provide details (if any) of • research awards received by the faculty:
In 2012-13 1. Dr V K Jha, Mathematics 2. Dr B Sahu, Commerce 3. Dr Mohan Mishra, History 4. Dr H Shekhar, Economics 5. Dr B Jha. Sociology
• recognition received by the faculty from reputed
professional bodies and agencies, nationally and internationally: Dr Avinash Chandra Mishra, Associate Professor, Dept of
79
Hindi, C M College received “BIHAR KALA PURASKAR- 2012” in the field of performing Arts by the Directorate of Cultural Activities. Govt of Bihar.
• incentives given to faculty for receiving state, national and international recognitions for research contributions. Leave granted to Dr K K Jha to attend and participate HDCA Conference held in Athens, Greece in the first week of Sept 2014 on the theme ‘Human Development in Times of Crisis’.
3.5 Consultancy
3.5.1 Give details of the systems and strategies for establishing institute-industry interface? Bihar University Act, 1976 does not have any provision to encourage and inculcate consultancy culture in Universities and Colleges of Bihar.
3.5.2 What is the stated policy of the institution to promote consultancy? How is the available expertise advocated and publicized? NA
3.5.3 How does the institution encourage the staff to utilize their expertise and available facilities for consultancy services? NA
3.5.4 List the broad areas and major consultancy services provided by the institution and the revenue generated during the last four years. NA
3.5.5 What is the policy of the institution in sharing the income generated through consultancy (staff involved: Institution) and its use for institutional development? NA
80
3.6 Extension Activities and Institutional Social Responsibility (ISR)
3.6.1 How does the institution promote institution-neighbourhood- community network and student engagement, contributing to good citizenship, service orientation and holistic development of students? To promote community network we have formal body in the form of ‘Citizen Forum’ composed of eminent scholars and social workers of the neighbourhood locality. We have been inviting them time to time to give us feedback on our functioning and performances, suggest measures to improve it. Their services have been utilised time to time to maintain peace and communal harmony in the campus area. We are thankful that they have contributed preciously in these areas.
3.6.2 What is the Institutional mechanism to track students’ involvement in various social movements / activities which promote citizenship roles? NNS Units of CM College have been actively involved in engaging students in various social activities with a view to contribute the good citizenship and holistic development of our students. Besides, our NCC Units have also been instrument in this direction. Our Cadets have been called upon by the District Administration for various social services like managing the traffic post, handling the relief distribution in flood.
3.6.3 How does the institution solicit stakeholder perception on the overall performance and quality of the institution? As mentioned earlier ‘Citizen Forum’ of the C M College, Darbhanga has been a good source of socialising feedback and advises on the overall performance and quality of the Institution. Besides, we have been organising parents meet also to seek their perception about our performances. In so far as our students are concerned we have made a “Complain and Suggestion Box” available in the administrative building for them to redress their complain and attend their suggestions. We have Grievance Redressal Cell active in our College. Any major issues related with major quality improvement, policy decision coming from these sources is referred to the IQAC and CEC by the College administration and Grievance Redressal Cell.
3.6.4 How does the institution plan and organize its extension and outreach programmes? Providing the budgetary details for last four
81
years, list the major extension and outreach programmes and their impact on the overall development of students. Extension and outreach programs are usually planned and organised by the NSS units of our College. It does so in collaboration with the University Programme Officer and College administration. These extension and outreach programs are financed usually by the NSS Department of our University and College administration.
3.6.5 How does the institution promote the participation of students and faculty in extension activities including participation in NSS, NCC, YRC and other National/ International agencies? We try to motivate our students to participate in extension activities of NSS and NCC by explaining them the importance of NSS and NCC in their personality building and career development. NSS units of our College organise time to time student-teacher meetings to socialize them towards the functioning of NSS. Our NCC unit organised regular cadet-parade in the Campus which itself generates good amount of enthusiasm and attraction among our students to join NCC.
3.6.6 Give details on social surveys, research or extension work (if any) undertaken by the college to ensure social justice and empower students from under-privileged and vulnerable sections of society? C M College has undertaken numerous extension works related with ensuring social justice. For instance in 2013 our NSS units have actively participated and conducted State Govt’s Cycle Yojna made for encouraging girls students of village areas specifically belonging to underprivileged vulnerable sections of the society. Under this program our 60 volunteers have been actively engaged for 10 days in remote areas of Darbhanga district to make this drive successful.
3.6.7 Reflecting on objectives and expected outcomes of the extension activities organized by the institution, comment on how they complement students’ academic learning experience and specify the values and skills inculcated. Extension activities organised through our NSS and NCC units help inculcate social values and a sense of service to the society without bias among our students. Here our students learn from
82
people in those areas where these activities are carried out various problems of the locality and how to contribute in ameliorating their suffrage. It helps develop responsible character, sense of brotherhood, secular outlook and discipline among our students.
3.6.8 How does the institution ensure the involvement of the community in its reach out activities and contribute to the community development? Detail on the initiatives of the institution that encourage community participation in its activities? To ensure the involvement of community of the surrounding areas and to contribute in community development our NCC Unit & NSS Units have been engaged in undertaking various initiatives. In 2013 our NCC Unit adopted a nearby village ‘Shubhankarpur’ to generate awareness among the people of the village against various social evils. It organised weekend camps and Cadet visits to educate people about the various aspects of health and hygiene in their daily life. Our Cadets mobilised local people particularly housewives of the area to oppose alcoholism, illiteracy and evils like dowry.
3.6.9 Give details on the constructive relationships forged (if any) with other institutions of the locality for working on various outreach and extension activities. With a view to forge constructive relationship with other Institutions of the location in the field of various outreach and extension activities our NCC unit has been accommodating Cadets of different Colleges of this locality like Marwari College, Darbhanga, LCS College, Darbhanga and others. Cadets of these Colleges work together with our Cadet in various extension and outreach programmes
3.6.10 Give details of awards received by the institution for extension activities and/contributions to the social/community development during the last four years. Referred to Point no 5.2.2
3.7 Collaboration
3.7.1 How does the institution collaborate and interact with research laboratories, institutes and industry for research activities. Cite
83
examples and benefits accrued of the initiatives - collaborative research, staff exchange, sharing facilities and equipment, research scholarships etc. We encourage our Faculty Members and Scholars to avail Library facilities available in different Research Institutes at our State Capital or outside and facilitate their visits.
3.7.2 Provide details on the MoUs/collaborative arrangements (if any) with institutions of national importance/other universities/ industries/Corporate (Corporate entities) etc. and how they have contributed to the development of the institution. We have no such arrangement made as yet.
3.7.3 Give details (if any) on the industry-institution-community interactions that have contributed to the establishment / creation/up-gradation of academic facilities, student and staff support, infrastructure facilities of the institution viz. laboratories / library/ new technology /placement services etc.
1. In so far as Institution-Community-Interaction is concerned we perform through our “Citizen Forum”. Our efforts have brought a number of private scholarship funds to support meritorious and needy students. Besides, we have developed a majestic Multi-Purpose Hall largely based on the contribution liberally made by the eminent personalities of our local community of Darbhanga.
2. For Industry-Institution-Interaction our Placement Cell has been quite instrumental in recent years. This Cell includes leading local Entrepreneurs and business persons who generously for facilitate and contribute to placement services for our students.
3.7.4 Highlighting the names of eminent scientists/participants who
contributed to the events, provide details of national and international conferences organized by the college during the last four years. On 30-31 March 2014 C M College organised 36th Conference of Bihar Darshan Parishad. To eminent persons participated in the aforesaid conference besides a large number of participants. They were:
1. Professor Jatashankar, HoD of Philosophy, Allahabad University, Allahabad.
84
2. Dr Rammurty, Dept of Sanskrit, Delhi University, Delhi
3.7.5 How many of the linkages/collaborations have actually resulted in formal MoUs and agreements? List out the activities and beneficiaries and cite examples (if any) of the established linkages that enhanced and/or facilitated –
a) We have been arranging for Summer-Training for our BBA and BCA Students. For this the College administration contacts and facilitates the participation of our students in these training at various industrial and commercial establishments. Initially College administration approaches the concerned enterprise for the purpose and after getting their consent students are sent to those places for Summer Training.
b) In the field of publication we are in receipt of agreement from various Peers listed in the Peer Reviewer Team of our Research Journal ‘Academia’. They regularly provide their services in reviewing the research papers sent to them. This has immensely contributed to enhance and maintain the quality of our Journal.
3.7.6 Detail on the systemic efforts of the institution in planning, establishing and implementing the initiatives of the linkages/ collaborations. To plan, establish and implement the initiatives of the linkages College Placement Cell plays key role. It explores the possibility of establishing such linkages and prepares a blue print of the whole process. This blueprint is put before the College Education Council for consideration and formal approval. Once approved by the CEC, Coordinator of the Placement Cell is responsible to execute such linkage plan within the timeframe and approved budget.
CRITERION IV: INFRASTRUCTURE AND LEARNING R ESOURCES
4.1. Physical Facilities
4.1.1. What is the policy of the Institution for creation and enhancement of infrastructure that facilitate effective teaching and learning? Policy of the C M College with regard to creation and enhancement of infrastructure facilities has been to facilities effective teaching and learning since long.
85
a) In recent years we have accorded top priority to the construction of new classrooms to meet its acute shortage.
b) Our 2nd priority has been to equip our existing classrooms with such facilities to make the use of modern technologies in the field of teaching and learning process.
c) Our 3rd priority has been to enrich our libraries with modern text and reference books and updating and digitalizing its catalogue so that tracking and issuance of the book may be facilitated digitalization.
d) With a view to promote e-learning our next priority has been to equip our Central Computer Lab with sufficient number of Computer sets along with internet facility, photo copier and printer.
e) To promote co-curricular and extra-curricular activities among students our efforts have been to equip the College with the needed up-to-date facilities.
4.1.2. Detail the facilities available for
a) Curricular and co-curricular activities – classrooms, technology enabled learning spaces, seminar halls, tutorial spaces, laboratories, botanical garden, Animal house, specialized facilities and equipment for teaching, learning and research etc. With regard to curricular and co-curricular activities we have the following facilities available:
1. Classrooms- 25 2. Techno-centric classrooms- 06 3. Seminar Hall- 01 4. Tutorial room- 14 5. Laboratories- 01 6. Central Computer Lab- 01 7. INFLIBNET facility 8. Multipurpose Hall- 01
b) Extra –curricular activities – sports, outdoor and indoor
games, gymnasium, auditorium, NSS, NCC, cultural activities, Public speaking, communication skills development, yoga, health and hygiene etc. In so far as extra-curricular activities are concerned the following facilities are available in the College:
1. Boys Common Room (equipped with indoor facilities).
86
2. Girls Common Room (equipped with indoor facilities).
3. Play ground 4. Multipurpose Hall for cultural and other activities 5. NSS room 6. NCC room 7. Health Centre 8. Language Lab Room for Communication Skill
Development 9. Seminar hall for Public speaking
4.1.3. How does the institution plan and ensure that the available
infrastructure is in line with its academic growth and is optimally utilized? Give specific examples of the facilities developed/augmented and the amount spent during the last four years (Enclose the Master Plan of the Institution / campus and indicate the existing physical infrastructure and the future planned expansions if any). The College Education Council, the apex policy making and planning body in the College, consistently assesses the infrastructural need for effective delivery of our academic programs and formulates short term as well as long term plans for its optimal utilization and development within the available resources for the purpose. Development of new facilities and augmentation of old facilities during the last 4 years are as follows:
a) Construction of 9 new classrooms b) Construction of Seminar Hall c) Construction of new Psychology Lab d) Construction of new Language Lab e) Finishing work of K L Bhawan (Multipurpose Hall) f) Renovation work of old Academic Block g) Renovation work of old Library Building h) Renovation of Boys’ common room building i) Renovation of Vidyapati Hostel
In previous four financial years the above infrastructural bases have been developed and renovated by the College expending an amount of Rs 21721366.00 obtained from different concerned agencies like UGC and State Govt of Bihar. The Master Plan of the College consisting of a vivid description of physical infrastructure and future planned expansion, has been incorporated in the Executive Summary, under the heading ‘Strategic Plan’ which has already been submitted to the State Govt of Bihar under RUSA.
87
4.1.4. How does the institution ensure that the infrastructure facilities meet
the requirements of students with physical disabilities? We have made the provision of:
a) Ramp facility at entrance of every building. b) Wheelchairs facility
To meet the requirements of physically disabled students.
4.1.5. Give details on the residential facility and various provisions available within them:
• Hostel Facility – Accommodation available: For 110 Students.
All the following facilities located in the College Campus are available for the boarders of the hostels:
1. Computer facility including access to internet in hostel 2. Facilities for medical emergencies 3. Library facility in the hostels 4. Internet facility 5. Recreational facility-common room with audio-visual
equipments 6. Available residential facility for the staff and occupancy 7. Constant supply of safe drinking water 8. Security
4.1.6. What are the provisions made available to students and staff in terms
of health care on the campus and off the campus? Our Health Centre provides in-campus health facility for students, teachers and non-teachings staff the College.
4.1.7. Give details of the Common Facilities available on the campus–spaces for special units like IQAC, Grievance Redressal unit, Women’s Cell, Counselling and Career Guidance, Placement Unit, Health Centre, Canteen, recreational spaces for staff and students, safe drinking water facility, auditorium, etc.
1. Separate room equipped with computer facility for IQAC 2. Common space provided for GRU, WC, C&CGC and PU. 3. Separate room for Health Centre. 4. Safe Drinking Facilities for staff and student in College
Campus as well as Hostel 5. Recreational space in the form of a) Boys’ Common
Room, and b) Girls Common Room.
88
4.2. Library as a Learning Resource
4.2.1. Does the library have an Advisory Committee? Specify the composition of such a committee. What significant initiatives have been implemented by the committee to render the library, student/user friendly? Library of C M College does have an Advisory Committee. Senior Teachers of different Departments are its Members. Recently on the recommendation of the Advisory Committee following initiatives have been undertaken to make our Library more user-friendly and purposive:
1. Installation of Computer Seta along with Internet facility. 2. Installation of Home UPS for uninterrupted power supply
in Library. 3. Installation of e-granthalaya in collaboration with the
National Information Centre (NIC), Darbhanga. 4. Subscription of Research Journals. 5. Provision of INFLIBNET facility in the Library. 6. Purchase of New Reference & Text Books.
4.2.2. Provide details of the following:
• Total area of the library (in Sq. Mts.): 530 Sq. Mts. • Total seating capacity: 50 • Working hours (on working days, on holidays, before
examination days, during examination days, during vacation): 10.00 AM to 04.00 PM
• Layout of the library (individual reading carrels, lounge area for browsing and relaxed reading, IT zone for accessing e-resources) Reading Carrels: - 1000 Sq. Ft. IT Zone: - 250 Sq. Ft.
4.2.3. How does the library ensure purchase and use of current titles, print and e-journals and other reading materials? Specify the amount spent on procuring new books, journals and e-resources during the last four years.
Library holdings
2013-14 2012-13 2011-12 2010-11 No Total
Cost No Total
Cost No Total
Cost
No Total Cost
Text books 126 90699 1481 394165 145 97403 83 41971 Reference Books --- ---- 25 22625 --- ----- ---- ------
89
4.2.4. Provide details on the ICT and other tools deployed to provide
maximum access to the library collection? • OPAC • Electronic Resource Management package for e-journals:
INFLIBNET • Federated searching tools to search articles in multiple
databases: NA • Library Website: NA • In-house/remote access to e-publications: Through Internet
facility available in the Library • Library automation: In Progress • Total number of computers for public access: 10 • Total numbers of printers for public access: 01 • Internet band width/ speed: 02 mbps • Institutional Repository: NA • Content management system for e-learning: NA • Participation in Resource sharing networks/consortia (like
Inflibnet): INFLIBNET
4.2.5. Provide details on the following items:
• Average number of walk-ins: 500 • Average number of books issued/returned: 75-100/50-60 per
day • Ratio of library books to students enrolled: 19:1 • Average number of books added during last three years: 1752 • Average number of login to opac (OPAC) • Average number of login to e-resources: 21 • Average number of e-resources downloaded/printed: 500mb • Number of information literacy trainings organized: NA • Details of “weeding out” of books and other materials: Not
in practice
Journals/ Periodicals
e-resources 5000 5000 5000 5000 Computer 01 48440 02 53980 --- ---- ---- -----
Printer ---- ----- 01 7250
Internet 5082 --- ---- ---- ---- ---- ----
90
4.2.6. Give details of the specialized services provided by the library • Manuscripts: NA • Reference: 823 • Reprography: NA • ILL (Inter Library Loan Service): NA • Information deployment and notification (Information
Deployment and Notification): NA • Download: Available • Printing: Available • Reading list/ Bibliography compilation: • In-house/remote access to e-resources: Available • User Orientation and awareness: Available • Assistance in searching Databases: Available • INFLIBNET/IUC facilities: INFLIBNET and e-
granthalaya available
4.2.7. Enumerate on the support provided by the Library staff to the students and teachers of the college. Library People give students as well as teachers the support they need to use library input. Even in summer and x-mass vacation library staff support and make available books and other resources to our students. On the recommendation of the concerned Head of the Department students avail library facilities even after filling up of his/her examination form
4.2.8. What are the special facilities offered by the library to the visually/physically challenged persons? Give details. Library provides special support to the above category persons in terms of ramp facility, wheelchair, physical and moral support etc.
4.2.9. Does the library get the feedback from its users? If yes, how is it analyzed and used for improving the library services. (What strategies are deployed by the Library to collect feedback from users? How is the feedback analyzed and used for further improvement of the library services?) Our students, teachers and researchers are the prime user of our library facilities. They frequently use our library services and give us their feedback via suggestion box installed inside the library, oral suggestions to the staff and Prof-in-charge and now a days through e-mail. College administration and the library
91
committee take the suggestions seriously and as far as possible incorporate the suggestions in formulation of further strategies.
4.3. IT Infrastructure
4.3.1. Give details on the computing facility available (hardware and software) at the institution.
• Number of computers with Configuration (provide actual number with exact configuration of each available system): 110 Configuration:
1. Hp-Pavillion 2. OS:- windows 7 home basic 3. RAM:- 1 / 2 GB 4. HDD memory: 500 gb 5. Processor:- Intel-core-duo 6. Programs: MS-Office 2007 and 2010, Adobe
reader X-XI • Computer-student ratio: 50:1 (25:1 when we use in 2 shifts) • LAN facility: yes, Available • Wi-Fi facility: No • Licensed software: yes, Available • Number of nodes/ computers with Internet facility: 45
4.3.2. Detail on the computer and internet facility made available to the
faculty and students on the campus and off-campus? On the Campus computer with internet facility: - 50 Off the Campus computer with internet facility: - 05
4.3.3. What are the institutional plans and strategies for deploying and upgrading the IT infrastructure and associated facilities? According to strategies formulated by the College Education Council (CEC) in collaboration with IQAC:
1. We have a plan to upgrade and equip six of our classrooms with necessary facility for deploying IT equipments in the academic session 2014-15.
2. We are upgrading our Central Computer Lab for our faculty and students.
3. We have a plan to digitalize our Library in two years plan.
4. In next two years we are planning to computerize our office work completely.
92
4.3.4. Provide details on the provision made in the annual budget for
procurement, up gradation, deployment and maintenance of the computers and their accessories in the institution (Year wise for last four years) There is no separate provision for computer and related expenses in the Budget Format. The College procures and maintains the above under the head Equipment, the year wise expense of this head of previous 3 years are as under:
1. In 2012-13:- Rs 1691287.00 2. In 2011-12:- Rs 654691.00 3. In 2010-11:- Rs 1881147.50
4.3.5. How does the institution facilitate extensive use of ICT resources
including development and use of computer-aided teaching/ learning materials by its staff and students? As mentioned under point 4.3.3.
4.3.6. Elaborate giving suitable examples on how the learning activities and technologies deployed (access to on-line teaching-learning resources, independent learning, ICT enabled classrooms/learning spaces etc.) by the institution place the student at the centre of teaching-learning process and render the role of a facilitator for the teacher. As mentioned earlier six of our classrooms have been equipped with ICT facilities. In course of our interactive teaching and seminars organised time to time students are called upon to make their presentations. We also motivate our students to use computer and internet facilities made available for them in our centralized computer lab to prepare their answers and presentations.
4.3.7. Does the Institution avail of the National Knowledge Network connectivity directly or through the affiliating university? If so, what are the services availed of? No, although our Parent University has taken initiative in this regard and the matter is in progress at University level.
4.4. Maintenance of Campus Facilities
4.4.1. How does the institution ensure optimal allocation and
93
utilization of the available financial resources for maintenance and upkeep of the following facilities (substantiate your statements by providing details of budget allocated during last four years)? To ensure optimal allocation and utilization of available financial resources for maintenance and upkeep purpose we have two-tier mechanism:
1. The College Education Council assess the need of the maintenance and upkeep work and recommend its requirements through the College Development Committee.
2. The College Development Committee in the light of the above said recommendations made by the CEC allocates the available funds and time to time evaluates the progress of the maintenance and upkeep work undertaken by the College so that the allocated funds may be efficiently be utilized.
The budgetary allocation for the last 4 years:
2013-14 2012-13 2011-12 2010-11
a. Building 111052.00 30867.00 48499.00 692234.00
b. Furniture 25782.00 53781.00 38000.00 13750.00
c. Equipment 41033.00 47580.00 63598.00 36580.00
d computer 95635.00 109356.00 76540.00 68540.00
4.4.2. What are the institutional mechanisms for maintenance and upkeep
of the infrastructure, facilities and equipment of the college? As explained in 4.4.1 earlier.
4.4.3. How and with what frequency does the institute take up calibration and other precision measures for the equipment/ instruments? There is no technical person available in the College Service to do the calibration and other precision works needed for the equipment and instrument available in the College. College hires the service of outside agencies specialized in the respective areas
94
for this purpose and pay for their services.
4.4.4. What are the major steps taken for location, upkeep and maintenance of sensitive equipment (voltage fluctuations, constant supply of water etc.)?
1. To ensure safe life of the sensitive equipments installed in the College Campus we have powerful voltage stabilizers and UPS attached with those equipments.
2. For uninterrupted drinking water supply for College Campus as well as Hostel there are RO System installed in every Departments, Library, Principal Chamber and Hostel. Some of these purifiers are attached with chillers also.
CRITERION V: STUDENT SUPPORT AND PROGRESSION 5.1 Student Mentoring and Support
5.1.1 Does the institution publish its updated prospectus/handbook
annually? If ‘yes’, what is the information provided to students through these documents and how does the institution ensure its commitment and accountability? Yes, our prospectus is published on annual basis. Presently it is in English alone but we are in process to make it bi-lingual (Hindi) from the next session (2015-16). It comprises all the important information related with the College including subjects taught, brief outline of the nature and prospect of the subject, facilities available in the College for students, different committees functioning in the College and information related with different counters along with Helpline numbers etc.
5.1.2 Specify the type, number and amount of institutional scholarships / freeships given to the students during the last four years and whether the financial aid was available and disbursed on time? Academic year
Type Number Amount
2013-14 SC 181 815975.00 BC/EBC 153 472680.00
95
Handicapped 13 58300.00 Minority 21 80357.00
Trusts Nil Free-ship Nil
2012-13
SC 179 817329.00 BC/EBC 68 182853.00 Handicapped 5 9900.00 Minority 54 208071.00 Trusts 01 7000.00 Free-ship 104
2011-12
SC 331 1176491.00 BC/EBC Nil Nil Handicapped 9 27800.00 Minority 13 61705.00 Trusts 03 21000.00 Free-ship 70
2010-11
SC 94 309703.00 BC/EBC 88 181192.00 Handicapped 24 54915 Minority 16 41232.00 Trusts 01 7000.00 Free-ship 51
5.1.3 What percentage of students receives financial assistance from state government, central government and other national agencies?
18.57% students have received financial assistance from state and central govt at UG level in session 2011-14
5.1.4 What are the specific support services/facilities available for?
• Students from SC/ST, OBC and economically weaker sections:
1. Various Scholarships provided either by the State Govt or by the local Trust fund.
2. UGC sponsored coaching classes for SC, ST, OBC and EWS.
3. UGC sponsored coaching classes for entry in different competitive exams/services.
96
• Students with physical disabilities: 1. Ramp facility 2. Wheelchair facility
• Overseas students: NA
• Medical assistance to students: health centre, health insurance etc.: Health Centre
• Organizing coaching classes for competitive exams: UGC Sponsored coaching classes for entry in different competitive exams/services.
• Skill development (spoken English, computer literacy, etc.,): 1. Special Inter-College classes for Spoken English. 2. Creative Writing in the form of Add on Cources. 3. Language Lab 4. Special Drive to make our students literate in
Computer. • Support for “slow learners”: Differentiated Teaching for
Slow Learners. • Exposures of students to other institution of higher
learning/ corporate/business house etc.: Special Inter-College classes for Spoken English.
• Publication of student magazines: “Videh” Annual publication in the form of College Magazine carrying largely paper written by our students.
5.1.5 Describe the efforts made by the institution to facilitate entrepreneurial skills, among the students and the impact of the efforts. The efforts of the College to facilitate entrepreneurial knowledge & skills:
1. Entrepreneurship Development Text and Cases as a subject at UG level.
2. Project work/on the job training of 08 weeks at UG and PG level.
It contributes substantively in confidence building, personality development, entrepreneurial orientation and improved performance.
5.1.6 Enumerate the policies and strategies of the institution which promote participation of students in extracurricular and co- curricular activities such as sports, games, Quiz competitions, debate and discussions, cultural activities etc.
• additional academic support, flexibility in examinations:
97
1. Regular organization of Quiz competitions, Debate and Discussion.
2. Flexibility in Internal Examinations. • special dietary requirements, sports uniform and materials:
1. Special Dietary Support for NCC Students. 2. Sports Uniform and Materials and provided by the
College. 5.1.7 Enumerating on the support and guidance provided to the students
in preparing for the competitive exams, give details on the number of students appeared and qualified in various competitive exams such as UGC-CSIR- NET, UGC-NET, SLET, ATE / CAT / GRE / TOFEL / GMAT / Central /State services, Defence, Civil Services, etc. No authentic data are available on record.
5.1.8 What type of counselling services are made available to the students (academic, personal, career, psycho-social etc)?
Academic Services: Interacting Sessions organised in the beginning of the session.
Personal: personal support to the students via Mentorship Counselling.
Career: Career Guidance and Counselling time to time by the Career Counselling Cell
5.1.9 Does the institution have a structured mechanism for career
guidance and placement of its students? If ‘yes’, detail on the services provided to help students identify job opportunities and prepare themselves for interview and the percentage of students selected during campus interviews by different employers (list the employers and the programmes). We have revived and reorganised our Placement Cell to identify job opportunities and organise campus interview from the current session 2014-15.
5.1.10 Does the institution have a student grievance redressal cell? If yes, list (if any) the grievances reported and redressed during the last four years. Yes, we have Student Grievance Redressal Cell.
5.1.11 What are the institutional provisions for resolving issues pertaining to sexual harassment?
98
Sexual Harassment Prevention Cell is in our College to resolve issues related to sexual harassment. It organizes special session with girl students especially to make them aware with the different issues related with it and encourage them to freely report the matter, if any.
5.1.12 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 on these? We have fully functional Anti-Ragging Committee. Campus environment itself inhabits any such occurrences yet if any case comes before it its quick redressal has been done by the Committee. A similar case referred by the UGC to our College was appropriately redressed last year and accordingly reported to the UGC.
5.1.13 Enumerate the welfare schemes made available to students by the institution.
1. Scholarship facilities provided by State Govt and Local Agencies.
2. Free health check-up facility for Students. 3. Free studentship facility 4. Concessional ration to the Boarders of the Hostel through
Govt’s Fair Price Shop.
5.1.14 Does the institution have a registered Alumni Association? If ‘yes’, what are its activities and major contributions for institutional, academic and infrastructure development? No, we do not have a registered Alumni Association.
5.2 Student Progression
5.2.1 Providing the percentage of students progressing to higher education or employment (for the last four batches) highlight the trends observed.
Student progression %
UG to PG 50% to 60%
PG to M.Phil. NA
99
PG to Ph.D. 10% to 15% Employed • Campus selection • Other than campus recruitment
NA NA
5.2.2 Provide details of the programme wise pass percentage and
completion rate for the last four years (cohort wise/batch wise as stipulated by the university)? Furnish programme-wise details in comparison with that of the previous performance of the same institution and that of the Colleges of the affiliating university within the city/district. Table 1
Sl no.
Academic Programs
Pass Percentage OCL 1 OCL2 Remarks Pass
Percentage Pass
Percentage
1 UG 2014
Commerce 98.50%
2 Arts 98.%
3 PG 2013
Commerce 99.9%
4 Arts 95%
5 BBA -2014 76%
Table 2
Sl no.
Academic Programs
Pass Percentage of appeared student
OCL 1 OCL2 Remarks Pass
Percentage Pass
Percentage
1 UG 2013
Commerce 99.9%
2 Arts 99.8%
3 PG 2012
Commerce 98%
4 Arts 92.7%
Note: we are in the process of obtaining data of other Colleges. We will try to incorporate them in the final Document. Remaining 2 years data will also be given in the final document.
5.2.3 How does the institution facilitate student progression to higher level of education and/or towards employment?
100
To facilitate our students’ progression to higher level of education and employment we utilize the services of our Career & Counselling Cell and Placement Cell.
5.2.4 Enumerate the special support provided to students who are at risk of failure and drop out?
1. We conduct special classes under our Differentiated Teaching Program to support those students who are at the risk of failure and dropout.
2. Our Mentorship System also operates to take care of such risks
5.3 Student Participation and Activities
5.3.1 List the range of sports, games, cultural and other extracurricular
activities available to students. Provide details of participation and program calendar. We have a wide range of sports, games and other curricular activities
1. Football 2. Volleyball 3. Tennis 4. Carom 5. Kabaddi 6. Chess and others
We organise Annual Cultural Functions in the form of Bihar Diwas. Our student participate cultural functions organised at the University, State and Regional levels. We follow the Sports Calendar issued by the Parent University strictly in each calendar year.
5.3.2 Furnish the details of major student achievements in co- curricular, extracurricular and cultural activities at different levels: University / State / Zonal / National / International, etc. for the previous four years.
AWARDS RECEIVED BY THE COLLEGE IN DIFFERENT SPORTS ACTIVITIES IN THE LAST FOUR YEARS AT UNIVERSITY LEVEL TOURNAMENT (M+W).
101
YEAR -2010
S.NO. EVENTS DATE RESULT
1. FOOTBALL(M) 15-09-10 TO 19-09-10
CHAMPION
2. CRICKET(M) RUNNER YEAR-2011
S.NO. EVENTS DATE RESULT
1. FOOTBALL(M) 10-09-11 TO 13-09-11
RUNNER
2. CRICKET(M) 14-11-11 TO 23-11-11
CHAMPION
YEAR-2012
S.NO. EVENT DATE RESULT
1. CRICKET (M) 11-09-12 TO 19-09-12
CHAMPION
YEAR-2013
S.NO. EVENT DATE RESULT
1. CRICKET (M) 23-10-13 TO 01-11-13 RUNNER
AWARDS RECEIVED BY THE STUDENTS IN CULTURAL ACTIVITIES IN THE YEAR-2010 FROM SEP.6 TO SEP.9 AT UNIVERSITY LEVEL YOUTH FESTIVAL
TOURNAMENT (M+W) (RUNNER).
S.NO. EVENTS NAME OF THE STUDENTS
RESULT
1. Mimicry Mahavir Kumar 2nd 2. Classical instrument
(Non percussion) Sangeet Mallik 1st
3. Classical instrument ( percussion)
Sahitya Mallik 1st
4. Rangoli Fatama Rahman 1st 5. Poster Making Fatama Rahman 1st 6. On Spot Painting Fatama Rahman 2nd 7. Cartooning Fatama Rahman 1st 8. Collage Fatama Rahman 3rd
Overall Best Participant of the Tournament – FATAMA RAHMAN
102
AWARDS RECEIVED BY THE STUDENTS IN CULTURAL ACTIVITIES IN THE YEAR-2011 FROM OCT.19 TO OCT.22 AT UNIVERSITY LEVEL YOUTH
FESTIVAL TOURNAMENT (M+W) (RUNNER). S.NO. EVENTS NAME OF THE STUDENTS RESULT
1. Rangoli Fatama Rahman 1st 2. Collage Fatama Rahman 1st 3. On spot Painting Fatama Rahman 2nd 4. Poster Making Fatama Rahman 2nd 5. Clay Modelling Fatama Rahman 1st 6. Cartooning Fatama Rahman 2nd 7. Classical
instrument ( percussion)
Sanjeet Kumar 2nd
8. Semi Classical Vocal Solo
Sanjeet Kumar 2nd
9. Mimicry Mahaveer Kumar 1st 10. Classical Dance Sonali Kumari 2nd 11. Creative Dance Kumari Pallavi 2nd 12. Group Dance Sonali, Savita, Sudha, Pallavi,
Deepak, Dharmendra & Shahenshah
2nd
Overall Best Participant of the Tournament – FATAMA RAHMAN AWARDS RECEIVED BY THE STUDENTS IN CULTURAL ACTIVITIES IN THE
YEAR-2012 FROM NOV.1 TO NOV. 4 AT UNIVERSITY LEVEL YOUTH FESTIVAL TOURNAMENT (M+W).
S.NO. EVENTS NAME OF THE STUDENTS
RESULT
1. Classical Vocal Solo Pooja Kumari 1st 2. Semi Classical Vocal
Solo Pooja Kumari 1st
3. Light Vocal Solo Pooja Kumari 2nd 4. Classical instrument
(Non percussion) Flute Aaditya Prakash 1st
5. Classical instrument (percussion) Tabla
Sharvan Kumar 2nd
6. Light Vocal Solo Western
Deewakar Jha 1st
7. Cartooning Pragati Mishra 1st 8. Collage Pragati Mishra 1st 9. Mimicry Mahaveer Kumar 1st
103
AWARDS RECEIVED BY THE STUDENTS IN CULTURAL ACTIVITIES IN THE YEAR-2013 FROM SEP.29 TO OCT. 2 AT UNIVERSITY LEVEL YOUTH FESTIVAL
TOURNAMENT (M+W).
S.NO. EVENTS NAME OF THE STUDENTS
RESULT
1. Classical Vocal Solo Pooja Kumari 1st 2. Semi Classical Vocal
Solo Pooja Kumari 1st
3. Light Vocal Solo Pooja Kumari 2nd 4. Classical instrument
(Non percussion) Flute Aaditya Prakash 1st
5. Classical instrument (percussion) Tabla
Sharvan Kumar 2nd
6. Cartooning Pragati Mishra 1st 7. Collage Pragati Mishra 2nd
5.3.3 How does the college seek and use data and feedback from its graduates and employers, to improve the performance and quality of the institutional provisions? We are yet to formulate proper mechanism for the aforesaid purpose.
5.3.4 How does the college involve and encourage students to publish materials like catalogues, wall magazines, college magazine, and other material? List the publications/ materials brought out by the students during the previous four academic sessions. We encourage the active involvement of our students in the process of publication of our College Magazine Videh in the form of delegating responsibilities of encouraging fellow students to write articles, collect them on time and forward it to the Magazine Committee. The Magazine Committee utilises the services of our students in publication work also, for instance, contacting Publisher, putting the correction made by faculty in the process of proof reading at right places.
5.3.5 Does the college have a Student Council or any similar body? Give details on its selection, constitution, activities and funding. University Act does not provide for any such Student Council.
5.3.6 Give details of various academic and administrative bodies that have student representatives on them.
104
Student representatives are nominated in every Departmental Council primarily on the basis of merit as directed by our Parent University.
5.3.7 How does the institution network and collaborate with the Alumni and former faculty of the Institution. We maintain a regular contact with our former faculty. We invite them on different important occasions and they take interest in those activities. We also encourage them to contribute our Research Journal Academia and we have good support from them on this account also. CRITERION VI: GOVERNANCE, LEADERSHIP AND
MANAGEMENT
6.1 Institutional Vision and Leadership
6.1.1 State the vision and mission of the Institution and enumerate on how the mission statement defines the institution’s distinctive characteristics in terms of addressing the needs of the society, the students it seeks to serve, institution’s traditions and value orientations, vision for the future, etc.? Our Vision:
“Affirming and building upon its heritage, C M College commits to maintain high educational standards, to foster and inspire student success, to create diverse opportunities for lifelong learning. By attracting strong leadership and distinguished faculty to a college of excellence, we are committed to create an enriched learning environment that empowers students to transform their lives.” Our Mission:
“The mission of C M College is to educate and develop the whole person. Our students will be equipped to become leaders, living ethical, healthy, useful and fulfilling lives with a strong sense of personal accountability and civic responsibility. To provide a foundation for a lifetime of learning, we are dedicated to foster intellectual growth, aesthetic appreciation, and character development in our students. The C M College community thrives on the principle that knowledge is acquired through discipline,
105
competence is established when knowledge is tempered by experience, and character is developed when competence is exercised for the benefit of others.”
Our Emblem:
The emblem of our College reflects the same spirit. Our much celebrated motto— Tat Twam Asi— underlines our belief that there is no organic difference between teacher and student. One is a well grown-up tree, while other is a seed—having all potential for being a tree. What is needed is a right kind of environment and careful nurturing. The two hands enveloping the growing tree, shown in our emblem, represent our same aspiration.
Shifting the focus from teaching to learning, we intend to help develop among our students a right attitude towards continuous learning. It means creating in them a passion to learn from everything they find interesting that crosses their paths and continue to grow throughout their lives. Such life-long learning envisions making our students a true explorer of life and empowering them to enjoy their life to the fullest.
Our Vision, Mission and also the Emblem mentioned above give direction to our Goals and the Actions to accomplish the defined goals, an explanation of which may be enumerated as under:
Goal-1:
Improve students’ learning and achievement
i. Create and maintain academic excellence and equity in all branches of teaching and learning.
Actions:
At the heart of the quest for educational equity and excellence is the classroom: the relationship among students, teachers, and content. By addressing the needs of every student and raising
106
standards for all, College can do much to ensure equity and excellence.
a. Addressing the needs of every student: While most would agree it is impractical to try to individualize every lesson for every learner, research has shown that teaching to the middle is ineffective. It ignores the needs of advanced students, often leaving them unchallenged and bored, while it intimidates and confuses lower functioning learners. Best practice suggests an alternative: differentiated instruction. Differentiated instruction is an approach that assumes there is a diversity of learners in every classroom and that all of those learners can be reached if a variety of methods and activities are used. In this backdrop, our effort is to base our teaching on students’ own readiness levels, interests, and learning profiles so that the achievement gap among students can be minimized successfully.
b. Raising standard for all: To educational standard of our
College we have been striving first, to keep making our curricula more and more challenging and up-to-date; second, shifting our class-room instruction from lecturing alone to appending lectures with real life applications (through presenting case studies related with the matter under study); third, practicing regular tests in order to improve their ability to think critically and to communicate effectively. And, all this is done by utilizing the services of our highly qualified and caring faculty who respond to the individual needs of students, taking a genuine interest in their intellectual growth.
ii. Generate and sustain greater expectations among students
Actions
:
Student’s expectations of their own ability and academic performance exert important impact on his future. A low self-expectation limits his horizon and downsizes his achievements despite of having good potential. In an educationally backward area like Darbhanga, where people have little exposure to the outside world, this problem is more prevalent. A student, who is quite competent to clear a class one job examinations, if actually joins a clerical or BSF Jawan job, despite of repeated requests of his teacher not to do this, clearly shows his lower self-expectation. A student who should, in the eyes of his teacher, score distinction in his/her university examination, if scores 50%
107
marks and is complacent with his/her underperformance, again highlights a case of lower self-expectation. We are conscious of the fact that in such cases any improvement in learning and achievement is possible only if his/her self-expectation can be scaled up. Moreover, our experience shows that earlier it is tried, better it results. We believe that the first year on campus is critical to setting high expectations both for the quantity and quality of work. Setting high expectations in the first year establishes the tone for the rest of a student's time on campus. For this, our Counselling Cell organises seminars, special lectures (inviting external experts having motivational potential) at entry level. Besides, personal contacts with students created through our mentor system works as catalyst to this end. In all these efforts we intend to make our students believe that neither there is anything like ‘innate ability’, nor is the intelligence predetermined. Good or bad academic performance is determined entirely by the amount of rigour put forth by them.
iii. Using multimedia in teaching and learning
Actions
:
Multimedia is one of the best educational techniques because it addresses more than one sense simultaneously, as it addresses the senses of sight & hearing. With this view we supplement our class-room lectures with multimedia technology. We use it to present different drawings and pictures needed to support or clarify an idea. In subjects like Commerce and Economics students are trained to use excel-sheet to make different statistical and mathematical computations. Similarly, our History and Political Science departments instead of drawing maps manually use this technology to present them. Besides, students are informed about and encouraged to use various open-access course materials to enrich their knowledge and preparation.
108
iv. Offering co-curricular/extra-curricular activities
Mere classroom teaching is inefficient to bring about all round development of student is a major part of our perspective planning. Participation in co-curricular and extra-curricular activities is widely thought to play a key role in students’ academic success. For this our Literary Society frequently organises essay Competition, Poetry recitation, Elocution Competition, Debating Competition. We have been organising special lectures to make our students acquainted with the emerging socio-political and economic challenges and means to fight them. Our Cultural Association works for providing dais for presentation of cultural activity of students. They have repeatedly proved their leadership in inter-college, inter-university and inter-regional competitions. Our NSS and NCC Units have been organising extension works regularly.
Actions
Goal-2:
Enhance faculty strength and effectiveness
i. Increase the size of the faculty A ‘critical mass’ of faculty is necessary for quality higher education. Unfortunately, we have gone below this critical figure also. Out of the 90 posts sanctioned only 41 teachers are working today. Some of our departments have an unimaginable figure of the teacher-student ratio, for example in Commerce it comes out to be 1:270, in History and Political Science situation is not much different (while Intermediate students are not included here).
The University Act does not empower us to recruit new faculty. Yet, we have been trying to ease the situation by inviting Research Scholars to engage classes. We are considering utilizing a pool of retired faculty members with excellent educational skills.
ii. Enhance quality of our available faculty members
Improvement in teaching skill and knowledge base in our teachers are treated here as an essential ingredient for quality education. To accomplish it the College has been trying to focus on following measures:
Actions
109
a. To recall and reinforce previously acquired knowledge and skill and to acquaint them with the latest development in their subject area, teachers are encouraged to participate in Refresher Courses regularly. b. Strengthening the college library as the heart of academic excellence by regular purchases of reference books, journals and magazines. c. Encouraging teachers to use INFLIBNET and other open-access online resources more and more. d. Create a campus climate that inspires commitment and enthusiasm among teachers and find greater intrinsic satisfaction in their teaching. We have been trying to foster such enhanced motivation and an enhanced sense of involvement through our inclusive management and democratic participation policy, where the formulation, adoption, and implementation of plans and programs are completely entrusted in the hands teacher’s committees constituted for different activity areas. e. Encouraging teachers to do regular introspection to assess their own performance and tailor their own methods to effect an improvement in class-room performances. Such sel-assessment helps them learn from their own experiences. f. Encouraging faculty to support, critique, and assist each other's teaching that foster conversation about teaching, that assert a sense of common purpose, and rally dispirited or isolated faculty to a greater commitment to teaching and learning.
Goal-3:
Establish leadership in research at university and state levels
i. Identify and support those Departments whose members have potential to excel in research.
College has a fully functional Research Cell aiming to administrative and faculty collaboration for creating a culture of research in the College. It intends to raise the level of dissemination, discussion, interaction and mutual support among faculties to promote research. In every academic session it identifies the departments and teachers having research interest; motivate and support them to formulate a minor or major research project; and help get them sectioned from the UGC. Last year UGC cleared five of our minor projects; this year also a couple of projects are waiting for its clearance.
Actions
110
ii. Arrange research publication
We have found that teachers who have positive attitudes and practice self-reflection on their teaching performance do embark on research. They found satisfaction when they can share or report their findings to others. It is to support them and to promote collective sharing of research findings that we have our own peer-reviewed journal—Academia—in regular publication (with ISSN). Besides, we conduct seminars/conferences based on research findings of our faculties.
Action
iii. Equip our library with research facilities
Action
Originally, our college library was organised mostly to promote quality teaching. But, now we are in a process of equipping it with all the required materials, data, information, and literature useful for research. We are also working with the National Informatics Centre (NIC) to digitalize our library and build a scholarly publication database. Goal-4:
Improve organisational effectiveness
i. Acquaintance with organisational culture of the College
Action
Organisational structure of the colleges of Bihar is given in the University Laws. Basically, it characterises lifetime employment, collective decision making, individual responsibility, infrequent promotion, and informal evaluation. Despite of having a predetermined structure, it is a fact that every college has its own organisational culture, which establishes its identity and makes it distinct from others. An organization's culture is reflected in what is done, how it is done, and who is involved in doing it. It concerns decisions, actions, and communication both on an instrumental and a symbolic level. For an administrator to be successful it is essential for him to fully grasp the cultural dynamics of his college, so that,
:
111
conflict and adversarial relationship may be contained and collaborative work environment may be promoted and maintained.
In Bihar, principals have a fixed term of five years in one college. For a fresh administrator, proper acquaintance with the organisational culture of the college of his new posting took at least one-third of his tenure. C M College is fortunate on this account. Our present Principal has been a teacher of this college for 26 long years. Naturally, he was well aware with the organisational culture of the college at the time of posting itself. This has helped him a lot in choosing the right person for a job. This has also infused a sense of brotherhood among college staff as everybody thinks that he is from among us. Such a harmonious and collaborative environment has substantially enhanced the organisational effectiveness of the College in recent years.
ii. Managing conflict in a constructive way
Action
Such harmony does not completely rule out the possibility of any conflict in our daily life of the College. In fact, conflict is a natural part of collective human pursuit. In our observation, such conflicts usually happen to be of two kinds: First type of conflict that we often face is the Cognitive Conflict, which pertains to a conflict of ideas and disagreement about how to accomplish some task; it involves dispute over procedures and policies. Second, we sometime face Affective Conflict involving a perceived threat to one’s personal or group identity, ego, or self-respect. Under the present regime, as the Principal personally knows each and every teaching and non-teaching employee very well, he is aware of their nature, personality traits and disposition, and tries to deal each of them accordingly. That has restricted the second form of conflict to its minimum. In so far as the cognitive conflict is concerned, here too our collaborative environment, a sense of interdependence, and the recognition that both parties hold common goal create willingness among the contending parties to consider and incorporate opposing views. Such constructive dissolution of conflict through incorporation of best ideas often delivers us good results in the form of top quality decision and high mutual self-respect.
:
112
iii. Motivating employees
Action
A successful organization can generally trace its success to motivated employees. However, motivation is personal. While one employee may appreciate time off, the next may enjoy new challenges. The basic rule is to discover what employees want and create a way to give it to them or encourage them to earn it. Here too Principal’s acquaintance with employees enables him to know what his staff value and what motivates them. Besides, we have a culture of open communication, of keeping employees informed and involved, of enabling them to skill training, and helping them in crisis. This all greatly inspires motivation in our work units and enhance our productivity.
:
Goal-5:
Strengthen community engagement
i. Associating learning with local community
Action
We try to associate our teaching and learning with community at two levels: First, we usually award local subjects for project-work which is mandatory in almost all subjects at PG level and in a few subjects of social science area at UG level. This gives them an opportunity to interact with and learn about the local community, their life style, their hardships etc. Second, we frequently organise seminars, debates, and essay competition on local issues. This again opens every time a new window for them to view and learn the reality of local life.
:
ii. Promoting knowledge sharing
Action
Our NSS and NCC units time to time organise camps in village areas to make local citizen aware of their rights, different welfare schemes carried out by the union and state governments for them, various provisions under the Panchayati Raj Act, Provisions under RTI Act and Right to Service Act etc. Students and teachers attending these camps stay in the village for a day or two (depending upon the nature of the camp), closely interact with the local people and share their knowledge with them.
:
113
iii. Contributing to social work
Action
Our students have been contributing to various social works assigned to them either by the college administration or by the district administration. For example, our NCC cadets have been called several times by the local police administration to participate in management of traffic posts in Darbhanga city, so that the chaotic traffic can be managed and awareness about how to drive, how to take by-lanes etc can be created among citizen. These students perform more politely and patiently than the local policemen. Similarly, the local district magistrate has called upon our NSS volunteers to manage various camps. One such camp was recently attended by our students was to distribute old-age pension in different blocks of Darbhanga district. Darbhanga being a flood prone area, it has witnessed devastating floods more often than not. During those days of crisis, our students have organised raahat camps organised by the college administration. Here, we use the service of our students to collect contribution from local traders and general public for these camps, and also engage them to provide the required relief to the affected people.
:
6.1.2 What is the role of top management, Principal and Faculty in design
and implementation of its quality policy and plans? To design and implement quality policy and plans for the College IQAC and CEC play leading roles. IQAC regularly monitor and assess the requirements for improvement in the quality of our teaching and allied services and accordingly recommend its plan for improvement in these areas to CEC. CEC, in turn, makes these plans operational through formulating different steps to be taken at different levels i.e. at the Departmental level, at the office level and likewise. During the course of implementation IQAC is expected to monitor its progress and time to time report it to the CEC. Principal, C M College, happens to be the chairperson both IQAC and CEC, that helps coordinate the functioning of both these bodies. IQAC as well as CEC is composed of faculty Members of Different Departments and in that capacity they contribute in formulation of quality policy.
6.1.3 What is the involvement of the leadership in ensuring: As mentioned earlier the CEC plays the leading role in all the
114
areas mentioned here under 6.1.3. Principal, C M College being its chairperson plays leadership role in ensuring proper formulation of actions plans and its timely execution. In some areas like need analysis, research inputs and consultation with stakeholders, IQAC also contributes significantly. Hence, instead of the leadership of an individual the College operates in these areas through these bodies.
6.1.4 What are the procedures adopted by the institution to monitor and
evaluate policies and plans of the institution for effective implementation and improvement from time to time? In our institution IQAC has been assigned with the work of monitoring the ongoing quality improvement plans and its evaluation with a view to further reinforce and improve it in light of the past experiences. It accordingly reports and recommends the needed modifications to the CEC which, in turn, for operationalize them.
6.1.5 Give details of the academic leadership provided to the faculty by the top management? College Education Council has been designed primarily with a view to provide academic leadership at College level and it functions in this backdrop.
6.1.6 How does the college groom leadership at various levels? At College level we have different committees for academic and administrative purpose which are primarily manned by the different faculty members. They are, thus, motivated to play leading role in the respective area. At department level we have Departmental Council in which two student members are also nominated to participate in its meeting and contribute to its functioning. Here both the faculty member and student representative get proper opportunity to reflect their vision and participate in the affairs of the dept.
6.1.7 How does the college delegate authority and provide operational autonomy to the departments / units of the institution and work towards decentralized governance system? Departments of the College function through Departmental Council which comprises faculty members of the dept and student representative. In all academic affairs Departmental Council is fully
115
authorised to take decision. They are, however expected to operate within the purview of the CEC as most of the academic decisions taken by CEC get implemented at the Departmental level. In this sense, Departmental council functions as the operative organ of the CEC. Principal of the College primarily plays the coordinators role here.
6.1.8 Does the college promote a culture of participative management? If ‘yes’, indicate the levels of participative management. The above mentioned elaboration of the functioning of the College as well as the different departments clearly reflects that they have completely decentralised governance system and it ensures proper participation of all the stakeholders (faculty, student and others) at different levels.
6.2 Strategy Development and Deployment
6.2.1 Does the Institution have a formally stated quality policy? How is it developed, driven, deployed and reviewed? C M College does have a stated quality policy derived from its Vision statements. The policy:
Quality Policy
1. In pursuit of its Vision and Mission the College will strive for high quality service to all its stakeholders – students, society and staff. 2. The College will endeavour to ensure and create an enriched learning environment to empower and transform the lives of its students. 3. To ensure equity in higher education the College will offer equal opportunities of learning to all sections of the society. And to ensure equal empowerment it will device separate ways and means for those who are from poor background or are slow learners. 4. In the changing context of job market the College will try to add such vocational/professional courses to its academic portfolio that promise high employability. 5. The College will continually strive to create and improve a culture of socially productive research activities in the campus. 6. The College will be committed to manage its available resources effectively and efficiently.
6.2.2 Does the Institute have a perspective plan for development? If so,
116
give the aspects considered for inclusion in the plan. College does have a prospective plan for development. It has reframed in the background of SWOT analyses recently carried out by the IQAC of the College. Some of the important aspects considered for inclusion in plan are as follows:
1. Up gradation of Faculty through specifically designed Development Support Programs
2. Enhance Institution Management Capabilities 3. Make our Teaching and Learning Process more Effective 4. Gradual shift to more and more Vocationalization of
Education 5. Expansion and Modernization of our Infrastructural
Facilities 6. Enhance Interaction with Industries.
6.2.3 Describe the internal organizational structure and decision making processes:
117
PRINCIPAL
ACADEMIC
COLLEGE EDUCATION
COUNCIL IQAC
DEPARTMENTAL COUNCIL
MEMBERS OF THE
DEPARTMENT
ADMINISTRATIVE
GENERAL SECTION
SECTION OFFICER
(ACCOUNT)
ASSISSTANT
OF DIFFERENT
DEPARTMENTS (Including Sports & Examination)
ACCOUNT SECTION
SECTION OFFICER
(GENERAL)
ASSISSTANT OF
DIFFERENT DEPARTMENTS
COLLEGE DEVELOPMENT
COMMITTEE
118
6.2.4 Give a broad description of the quality improvement strategies of the institution for each of the following As mentioned above in our perspective plan for development.
6.2.5 How does the Head of the institution ensure that adequate
information (from feedback and personal contacts etc.) is available for the top management and the stakeholders, to review the activities of the institution? Besides personal contacts, the Principal of the College get information from the under mentioned sources:
1. Parent-Teacher-Students Meet 2. Student Members of The Departmental Council 3. Grievances and Suggestion Box installed in the Academic
Bloc of the College 4. Meeting with Members of the local community
Information procured from the aforesaid sources give valuable ideas for taking needful corrective measures to improve and enhance the system.
6.2.6 How does the management encourage and support involvement of the staff in improving the effectiveness and efficiency of the institutional processes? To encourage and support the involvement of the staff they are nominated in different committees framed with a view to ensure improvement in effectiveness and efficiency in the institutional process.
6.2.7 Enumerate the resolutions made by the Management Council in the last year and the status of implementation of such resolutions. Being a constituent unit there is no concept of Management Council as such for the College.
6.2.8 Does the affiliating university make a provision for according the status of autonomy to an affiliated institution? If ‘yes’, what are the efforts made by the institution in obtaining autonomy? The Bihar State Universities Act, 1976 does provide for according the status of autonomy to an affiliated institution.
6.2.9 How does the Institution ensure that grievances / complaints are promptly attended to and resolved effectively? Is there a mechanism
119
to analyze the nature of grievances for promoting better stakeholder relationship? There is a Grievance Redressal Cell in the College for this purpose. Any grievance demanding serious reconsideration at the higher level, the Cell forward it to the CEC where it has been taken up to ensure its proper Redressal and required corrective measures.
6.2.10 During the last four years, had there been any instances of court cases filed by and against the institute? Provide details on the issues and decisions of the courts on these? One such court case was filed in the year 2013 which was related with the containing the interference of outside rowdy elements in College affairs. This criminal case is still pending with local District Court.
6.2.11 Does the Institution have a mechanism for analyzing student feedback on institutional performance? If ‘yes’, what was the outcome and response of the institution to such an effort? Feedback of the students is usually voiced in our College at two different levels. Firstly, at the department level each and every Departmental Council comprises 02 student representatives for the same purpose. Secondly, at College level grievance and suggestion box is often used by our students to lodge their feedback. Feedback received from our student at both of these levels has helped us in improving functioning of the institution.
6.3 Faculty Empowerment Strategies
6.3.1 What are the efforts made by the institution to enhance the professional development of its teaching and non teaching staff? To promote professional development among our faculty we constantly endeavour at various levels such as:
1. Liberally enabling our teachers to participate in Professional Development Programs such as orientation courses and refresher courses being conducted time to time by the various academic staff colleges of the country.
2. Motivating our teachers to enhance their research capabilities for which we have been organizing workshops on research methodology and allied issues.
3. Reorganising our Central Computer Lab by shifting it in
120
the teaching block so that it should be easily accessible to all the teachers having leisure hours during the class period and equipping it with all modern facilities like internet, printer, Xerox machine etc. we have been a regular subscriber of N-list service of the UGC and MHRD, Govt of INDIA with a view to enable our faculty member to improve their research skills.
4. Offering them a regular channel for their research publication in the form of a peer reviewed annual research journal with ISSN in the name of “Academia”.
5. Cultivating creative writing practices among our faculty members as well as students by bringing out College Magazine in the name of “Videh” at annual basis.
6. In so far as non-teaching staff are concerned we have of late equipped our different sections of the office with computer and allied items and we are in a process to train them up in a phased manner to handle all their office works on computer.
6.3.2 What are the strategies adopted by the institution for faculty
empowerment through training, retraining and motivating the employees for the roles and responsibility they perform? Our efforts to motivate the employees for the roles and responsibilities they perform have already been elaborated in preceding point 6.3.1.
6.3.3 Provide details on the performance appraisal system of the staff to evaluate and ensure that information on multiple activities is appropriately captured and considered for better appraisal. Performance Appraisal System either for faculty or for non-teaching staff is yet to be formally introduced at our University level/State level.
6.3.4 What is the outcome of the review of the performance appraisal reports by the management and the major decisions taken? How are they communicated to the appropriate stakeholders? NA
6.3.5 What are the welfare schemes available for teaching and non teaching staff? What percentage of staff have availed the benefit of such schemes in the last four years?
121
In Bihar welfare scheme for teaching and non-teaching staff is operated at the University level in accordance with the various provisions of Bihar State Universities (BSU) Act, 1976. Data related with such schemes are, therefore, not available at College level.
6.3.6 What are the measures taken by the Institution for attracting and retaining eminent faculty? All the employees of a college in Bihar, teaching as well as non-teaching, are the employees of their parent University, though they may be posted in a College. So placement and continuance of a staff is actually governed by the will of the University administration. However, we have been trying our best to retain our faculty members especially those of high repute by representing and urging our University authorities not to engage them elsewhere. For example, recently we have brought back two of our teachers deputed as University officers in different capacities by representing and pressing our need the University level.
6.4 Financial Management and Resource Mobilization
6.4.1 What is the institutional mechanism to monitor effective and efficient use of available financial resources? In the Universities of Bihar to monitor effective and efficient use of available financial resources there is a provision of Development Committee at College level. Any expense more than rupees 10 thousand is to be approved by the Development Committee. Senior teachers of the College happen to be its member and one University representative nominated by the Parent University constitutes this committee. Besides, University Engineers, Civil and Electrical, are also its members. This Development Committee functions as the key institutional mechanism to monitor uses of available financial resources in a College like ours. In addition to this, to ensure efficient utilization of resources available to organise and conduct different professional courses in the College we have separate Advisory Committee for each of such courses. Any expense from the fund-raised for a particular course is to be made only after getting proper approval of the advisory committee.
6.4.2 What are the institutional mechanisms for internal and external audit?
122
When was the last audit done and what are the major audit objections? Provide the details on compliance. According to the provisions of the BSU Act, 1976 every college of Bihar has to be audited internally by a certified Chartered Accountant at annual basis and the report is to be submitted to the parent University. The parent University, in turn, conducts external audit of the College coming under its purview through its own agencies. This exercise of internal as well as external audit is to be carried out annually in a regular manner. The last audit of our College was conducted in the year 2012-13. Objections raised by the auditor were as under:
1. Lack of preparedness of General ledger of F/Y 2012-13. 2. Lack of preparedness of Cash Book of LNMU fund (C M
College A/C No. 1).
In compliance with aforesaid Audit objections the College has taken the following initiatives:
1. The preparation of General Ledger of 2012-13 is under process
2. There has been no practice of preparing Cash Book of LNMU fund (C M College A/C No. 1) in any College of our University.
6.4.3 What are the major sources of institutional receipts/funding and how is the deficit managed? Provide audited income and expenditure statement of academic and administrative activities of the previous four years and the reserve fund/corpus available with Institutions, if any. Major sources of College receipts/funding are as under:
1. Fees to be realised from students. 2. Income from College estates 3. Development Grants from UGC 4. Development Grants from the State Government
Deficit is met through the non developmental grants advanced by the Govt of Bihar. Audit report of the last four years is annexed herewith in ANo: 7
6.4.4 Give details on the efforts made by the institution in securing additional funding and the utilization of the same (if any). NA
123
6.5 Internal Quality Assurance System (IQAS)
6.5.1 Internal Quality Assurance Cell (IQAC)
a) Has the institution established an Internal Quality Assurance Cell (IQAC)? If ‘yes’, what is the institutional policy with regard to quality assurance and how has it contributed in institutionalizing the quality assurance processes? College does have an Internal Quality Assurance Cell (IQAC). It was though initially established in 2006 but for one reason or the other it became fully functional since 2012. The IQAC takes initiatives to effectively execute the Quality Policy of the College. The Quality Policy of the College has already been mentioned earlier in this report in point no: - 6.2.1 To institutionalise the quality assurance process IQAC has been regularly evaluating and assessing the ongoing activities of the College and suggesting measures for improvement. These suggestions of IQAC are put before CEC to make it operational.
b) How many decisions of the IQAC have been approved by the management / authorities for implementation and how many of them were actually implemented? Most of the suggestions made by IQAC have been approved by our CEC for implementation. Recently the proposal moved by the IQAC to initiate the process of Academic Audit has been widely appreciated by the College and University authorities. We have received report of the 1st Academic Audit conducted in the year 2013 and are in a process to undergo through the 2nd audit.
c) Does the IQAC have external members on its committee? If so, mention any significant contribution made by them.
Eminent educationists and social workers are the members of our IQAC who have been actively giving us their feedbacks and observations regarding our activities. An officer of District Administration also happens to be a member of our IQAC.
124
d) How do students and alumni contribute to the effective functioning of the IQAC? Various mechanisms for student feedback have been mentioned earlier in this report. Any suggestion from the side of our students related with Quality Improvement is forwarded by the department or the College administration to the IQAC which, in turn takes up the matter with all sincerity.
e) How does the IQAC communicate and engage staff from different constituents of the institution? IQAC is composed of members of different departments of the College who, in turn, represents the views and observations related with quality enhancement of their respective department and thereby communication and engagement of their constituents are ensured.
6.5.2 Does the institution have an integrated framework for Quality assurance of the academic and administrative activities? If ‘yes’, give details on its operationalisation. As elaborated earlier, IQAC and CEC taken together constitutes the integrated framework for quality assurance of the academic and administrative activities of the College.
6.5.3 Does the institution provide training to its staff for effective implementation of the Quality assurance procedures? If ‘yes’, give details enumerating its impact. NA
6.5.4 Does the institution undertake Academic Audit or other external review of the academic provisions? If ‘yes’, how are the outcomes used to improve the institutional activities? C M College is proud to be the 1st College of Bihar to undergo through the academic audit process. Our last audit was held in the year 2013 and has received its report also. We are actively working on the recommendations made by the audit team. Most of their recommendations have been met and we are ready to undergo through another cycle of annual academic audit in 2014. Copy of Academic Audit 2013 report is annexed herewith under annexure no: - 3
125
6.5.5 How is the internal quality assurance mechanisms aligned with the requirements of the relevant external quality assurance agencies/regulatory authorities? Our IQAC is completely in line with the requirements of NAAC, Bangalore. There is no such separate requirement prescribed by our parent University.
6.5.6 What institutional mechanisms are in place to continuously review the teaching learning process? Give details of its structure, methodologies of operations and outcome? For this purpose we have a fully functional CEC. It constantly reviewed the academic activities of the College. Teachers of different departments constitute its members. Coordinator of IQAC also happens to be a member of the CEC so that coordination between two bodies may be ensured. In recent years CEC has contributed a lot in improving academic environment, teaching learning process and research activities of the College. A perusal of resolutions made in different meetings of the CEC can highlight its outcome.
6.5.7 How does the institution communicate its quality assurance policies, mechanisms and outcomes to the various internal and external stakeholders? We are in a process of submitting 1st annual report of IQAC for the year 2013. Regarding academic audit our guidelines made for this purpose is duly approved by the university authorities and the report of our 1st Academic Audit has already been communicated to the parent University.
CRITERIA VII: INNOVATIONS AND BEST PRACTICES 7.1 Environment Consciousness
7.1.1 Does the Institute conduct a Green Audit of its campus and
facilities? We are conscious of making our campus and facilities more and more eco-friendly. Recently we have formally approached the concerned authority to conduct a Green Audit of our campus and facilities available thereon. We are hopeful that our performance on this account would be much better than other educational institutions of this locality.
126
7.1.2 What are the initiatives taken by the college to make the campus eco-friendly?
• Energy conservation: To conserve energy we have recently:
a) Replaced all the old electric wires and switches with new one
b) Old fans in classrooms, departments and offices have been replaced with energy saving models
c) Old bulbs have been replaced with CFL bulbs d) Boarders of the Hostel have been recently made
aware of the importance of energy conservation and are motivated to lessen the misuse of energy in hostel.
e) Electric connection of all the staff quarters of the College (Teachers flat as well as Non-teaching staff quarters have been recently bifurcated and each has been issued its own separate meters with a view to inculcate accountability among its residents and to stop rampant misuse of energy
• Water Harvesting: NA • Use of renewable energy: NA • Check dam construction: NA • Effort for carbon neutrality: NA • Plantation:
Our College is spread over a total area of 13.91 acres. Of it the built up area covers 13773 Sq Mtrs. Rest of the land is available for plantation. So, we have a regular practice of planting new trees especially fruits bearing orchard like mango, lichhi etc. For watering the plant we have a pond in our western campus.
• Hazardous waste management: NA • e-waste management: NA
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 college.
1. Constitution of College Education Council in 2011 for the first time as apex academic planning and reviewing body at our College level. In Bihar rarely any College
127
would have any such body in this form. 2. Under going through the Academic Audit process for
the first time in 2013. It was carried out by the three outside experts; two of them have been related with NAAC accreditation program.
3. Publication of Peer Reviewed Research Journal having ISSN at College level.
4. Constitution of College Research Cell in the year 2013 to inculcate research culture and stimulate faculty members to undertake research projects
5. Conducting mid-term test both at UG & PG level to maintain sustain improvement in student learning.
It is heartening to mention here that all these five innovative practices have been adopted and adhered by C M College, Darbhanga alone in the state of Bihar. These efforts immensely contributed towards improving our quality and research.
7.3 Best Practices
Best Practice I
1. Title of the Practice:
Differentiated Teaching for Slow Learners
2. Goal: To address the expectation gap and the achievement gap among our Students particularly from disadvantaged section of the Society
3. The Context: Of late we have observed some learning and achievement gaps among our students. Such gaps have been noticed at two different levels: first, many of our students are achieving less than they should at both UG & PG levels; second, there is a performance gap between students of upper class and lower class SC and minority students. Clearly, while former is a problem of expectation gap, later is related with achievement gap. We intend to minimise both of these gaps by increasing our students learning and achievement.
128
4. The Practice: In the beginning of every academic session the first few classes for the new entrants (i.e. Bachelor 1st year and Master 1st semester) are held with a view and in a manner to locate the advanced and slow learners among our Students. This is done primarily through classroom discussions and home assignments. Once identified properly we try to make up the gap felt by our slow learners through organising special classes for them keeping in view their preparedness level. We also try to make the composition of class, assignments differentiated- one, for advance learners and another for slow learners. In order to save them from being stigmatized as slow learners among their fellow students we usually spell out both type of assignments before them and give a choice to choose as they like.
5. Evidence of Success: The efforts have recently earned good results in the form of improvement in success rate and performance level of our students in University Exams. In addition to this we have noticed remarkable improvement in class room engagement of our students and their level and quality of response.
6. Problems Encountered and Resources Required:
Acute shortage of faculty has been the prime handicap for us. Besides shortage of classrooms has also been a bottleneck.
Financial constraints have inhibited us from hiring Guest Teachers to feel the faculty gap and deficiency of classrooms.
Best Practice II
1. Title of the Practice:
Dress Code for Boys and Girls Student
2. Goal: To identify students of the College and to weed out outsiders from the College Campus.
129
3. The Context: Recently we have noticed that people from the peripheral locality often come to our Campus and create indiscipline and try to damage the cohesive atmosphere of our College. To check them we have strictly enforced Dress Code and Digitalized I Card for our students.
4. The Practice: Our prospectus clearly mentions the requirement of Dress Code and its strict adherence. Our 4th Grade employee deputed at the main entrance of our Teaching Block are told not to permit entry of any students who are not in required Dress and have proper I Card.
5. Evidence of Success: This has effectively checked the new sense elements from entering and infiltrating in our College Campus. It has substantially reduced number of cases involving those outside elements.
6. Problems Encountered and Resources Required: Our cent percent students have been following dress code and digitalized I Card practices.
7. Name of the Principal: Dr Shashi Bhushan Singh
Name of the Institution: C M College (Arts & Commerce) City: Darbhanga Pin Code: 846004 Accredited Status: B++ (Lapsed in 2010) Work Phone: 06272-222320 Fax: 06272-222320 Website: www.cmcollege.org email: [email protected] Mobile: 09431086602
130
Evaluative Report of Departments
131
1. Name of the department: English 2. Year of Establishment: 3. Names of Programs/Courses offered:
UG: BA (Hons) PG: MA
4. Names of Interdisciplinary courses and the departments/units involved: NA 5. Annual/ semester/choice based credit system (Programme wise):
Annual: BA (Hons) Semester: MA
6. Participation of the department in the courses offered by other departments: BBA; Journalism
7. Courses in collaboration with other universities, industries, foreign institutions, etc.:
8. Details of courses/programmes discontinued (if any) with reasons: B Com (General): Reason: Parent University’s decisions to stop the course in ‘A’ grade Colleges like ours.
9. Number of Teaching posts
Sanctioned
Filled
Professors Nil Nil
Associate Professors 2 Nil
Asst. Professors 14 6
10. Faculty profile with name, qualification, designation, specialization:
Name And
Designation
Highest Qualification
Specialization
Experience
in Years
No of PhD
Students guided for the last 4 years
Parmanand Jha Asso. Prof.
Ph.D Indian Eng. Lit 32 08
Indira Jha Professor
Ph.D Linguistic 22 07
Manju Roy Professor
Ph.D Indian Eng. Lit 22 04
Amerandra K. Sharma (on lien) Asso. Prof.
Ph.D Linguistic 34 Nil
132
Zeenat Fatima Asso. Prof.
Ph.D African Amer. Lit.
32 Nil
Priti Kanodia Asso. Prof.
Ph.D African Literature
11 01
11. List of senior visiting faculty: NA 12. Percentage of lectures delivered and practical classes handled (programme
wise) by temporary faculty: NA 13. Student -Teacher Ratio (programme wise):
U.G -70:1 P.G - 03:1
14. Number of academic support staff (technical) and administrative staff; sanctioned and filled: NA
15. Qualifications of teaching faculty with DSc/ D.Litt/ Ph.D/ MPhil / PG.: Refer to Q No: 10
16. Number of faculty with ongoing projects from a) National b) International funding agencies and grants received: NA
17. Departmental projects funded by DST - FIST; UGC, DBT, ICSSR, etc. and total grants received: NA
18. Research Centre /facility recognized by the University: NA 19. Publications:
• Publication per faculty: 04 • Number of papers published in peer reviewed journals
(national/international) by faculty and students: 18 • Number of publications listed in International Database (For Eg:
Web of Science, Scopus, Humanities International Complete, Dare Database - International Social Sciences Directory, EBSCO host, etc.): 03
• Monographs: Nil • Chapter in Books: 03 • Books edited: 04 • Books with ISBN/ISSN numbers with details of publishers: 01
ISBN: 987-81-8337-343-7; Serials Publications, New Delhi • Citation Index: Nil • SNIP: Nil • SJR: Nil • Impact factor: Nil • h-index: Nil
20. Areas of consultancy and income generated: NA
133
21. Faculty as members in a) National Committees: 02 b) International Committees: 03 c) Editorial Board: 17
22. Student Projects a) Percentage of students who have done in-house projects
including inter departmental/programme: NA b) Percentage of students placed for projects in organizations
outside the institution i.e.in Research laboratories/Industry/ other agencies: NA
23. Awards / Recognitions received by faculty and students: 04 24. List of eminent academicians and scientists / visitors to the
department: a) Prof. M R Verma – Dean, Faculty of Humanities, Gurukul Kangri
Vishwavidyalaya, Haridwar (Uttarakhand) b) Prof. Pashupati Jha – Professor & former Head ,Dept of
Humanities & Social Sciences IIT, Roorkee (Uttarakhand) c) Dr. Neeraj Kumar – Associate Prof. Dept. of English ,Magadh
University,BodhGaya(Bihar) d) Dr. Rajesh Kumar – Associate Professor ,Dept of Humanities &
Social Sciences, IIT, Madras e) Ms Somya Choudhary –Asst. Professor , Delhi University , Delhi
25. Seminars/ Conferences/Workshops organized & the source of funding a) National: Nil b) International: Nil
26. Student profile programme/course wise:
Name of the Course/programme (refer question no. 4)
Applications received
Selected
Enrolled Pass
percentage *M *F
PG 07 04 1st Batch
UG-Hons (2011-14) 89 89 62 27 76.4% *M = Male; *F = Female
27. Diversity of Students
134
Name of the Course
% of students from the same state
% of students from other States
% of students from abroad
PG 100% Nil Nil
UG (Hons) 100% Nil Nil
28. How many students have cleared national and state competitive examinations such as NET, SLET, GATE, Civil services, Defense services, etc.?
29. Student Progression
Student progression
Against % enrolled
UG to PG 10%
PG to M.Phil. N.A
PG to Ph.D. N.A
Ph.D. to Post-Doctoral N.A
Employed • Campus selection • Other than campus recruitment
Nil Nil
Entrepreneurship/Self-employment Nil
30. Details of Infrastructural facilities
a) Library: Departmental Seminar Lib. b) Internet facilities for Staff & Students: Central Computer Lab c) Class rooms with ICT facility: Available d) Laboratories: Language Lab
31. Number of students receiving financial assistance from college, university, government or other agencies: Data not available at Departmental level
32. Details on student enrichment programmes (special lectures / workshops /seminar) with external experts: Special Lectures, Seminars, G.D, Debate organised by English Literacy Society.
135
33. Teaching methods adopted to improve student learning: Conventional cum Interaction cum Audio Visual methods adopted.
34. Participation in Institutional Social Responsibility (ISR) and Extension activities: Participation in Traffic control & clean–up operations through NSS.
35. SWOC analysis of the department and Future plans Strengths:
a) A sharp increase in the number of students offering English (Hons) course over the years.
b) A significantly high number of female students in the class is indicative of their greater motivation for higher education.
c) The English Literacy Society run by the Department organises periodical tests, seminars, debates, elocution contests, excursion tours for students, involving faculty members of other disciplines and gives away prizes to the winners.
d) Faculty Mentored Programmes take care of the individual needs of the students.
e) Language special and spoken English classes for students from other disciplines and from other colleges are held regularly.
f) The Language Lab is proving an asset in training and equipping students with the latest gadgets.
g) Nearly all faculty members are PhD degree holders and they are actively engaged in research work updating their knowledge and skill through attending seminars, workshops & conferences.
Weaknesses:
a) Students coming from a variety of backgrounds, mostly rural,
with little exposure to English Language find it difficult to cope with course offered in their majors.
b) Lack of Separate cabins for faculty members hinders ‘Off- classroom Interaction’ with students and proper utilization of time spent by faculty.
c) Irregular power supply obstructs the regular use of audio–visual methods of teaching.
d) Separate P.G. Centres at the University Headquarters and in
136
other colleges of the town severely restricts the inflow of P.G. students in the department.
Opportunities:
a) A very supportive, encouraging and motivating college administration facilitates faculty’s participation in conferences, seminars and workshops.
b) The Language lab, through its sustained training programmes, provides numerous job opportunities to students.
c) The implementation of Creative Writing and Translation Programme is likely to prove a boon in the light of the different demands of job market.
d) INFLIBNET and e-granthalaya are exposing faculty and students to the hitherto unexplored world of valuable books & journals.
Challenges:
a) To bridge the gap between students average proficiency in English at their entry level of English required to meet the demand of the courses they study in their majors.
b) Only five faculty members (one is on lien) against the sanctioned strength of 16 (sixteen) struggle to cope with the work –load.
Future Plans:
a) Formation of Alumni Association. b) Adoption of ten girl-children for grooming them to meet
challenges in future. c) Preparation of a comprehensive plan with focus on a blend of
human values and job –market relevance to neutralise the threat posed by the onrush Private Universities.
1. Name of the department: History 2. Year of Establishment: 1938 3. Names of Programs/Courses offered:
137
UG: B.A. (Hons) PG: M.A. Ph.D.
4. Names of Interdisciplinary courses and the departments/units involved: NA 5. Annual/ semester/choice based credit system (Programme wise):
UG: Annual PG: Semester
6. Participation of the department in the courses offered by other departments: Nil
7. Courses in collaboration with other universities, industries, foreign institutions, etc.: Nil
8. Details of courses/programmes discontinued (if any) with reasons: B Com (General): Reason: Parent University decision to stop the course in ‘A’ grade Colleges like ours.
9. Number of Teaching posts
Sanctioned
Filled
Professors Nil Nil
Associate Professors 01 Nil
Asst. Professors 05 03
10. Faculty profile with name, qualification, designation, specialization:
Name And Designation
Highest Qualification
Specialization
Experience in Years
No of PhD
Students guided for the last 4 years
Dr. Mohan Mishra Associate Professor
M.A. Ph.D. Modern Indian History
More than 33 Years
More than 15 Scholars
Dr. Narendra Jha Associate Professor
M A M Phil Ph.D.
Do 32 Years Nil
Prof. Raja Nand Jha Associate Professor
M.A. Do 32 Years Nil
11. List of senior visiting faculty: NA
138
12. Percentage of lectures delivered and practical classes handled (programme wise) by temporary faculty: NA
13. Student -Teacher Ratio (programme wise): UG: - 250:1 PG: - 136:1
14. Number of academic support staff (technical) and administrative staff; sanctioned and filled: Nil
15. Qualifications of teaching faculty with DSc/ D.Litt/ Ph.D/ MPhil / PG: As mentioned in point no 10
16. Number of faculty with ongoing projects from a) National b) International funding agencies and grants received: One National Project (Minor) from UGC and Rs. One Lac Fifteen Thousand grants received.
17. Departmental projects funded by DST - FIST; UGC, DBT, ICSSR, etc. and total grants received: Nil
18. Research Centre /facility recognized by the University: No 19. Publications:
• Publication per faculty: 02 • Number of papers published in peer reviewed journals
(national/international) by faculty and students: 06 (3+2+1) • Number of publications listed in International Database (For Eg:
Web of Science, Scopus, Humanities International Complete, Dare Database - International Social Sciences Directory, EBSCO host, etc.): Nil
• Monographs: Nil • Chapter in Books: 02 • Books edited: Nil • Books with ISBN/ISSN numbers with details of publishers: One +
One = Two, N. Jha –ISBN -978-81-7304-967-5, Manohar, N. Delhi, 2012
• Citation Index: Nil • SNIP: Nil • SJR: Nil • Impact factor: Nil • h-index: Nil
20. Areas of consultancy and income generated: No 21. Faculty as members in
a) National Committees
139
1. Dr Mohan Mishra Elected Member of District and State level Apex Co - operative.
2. Elected Director, Darbhanga Central Co-operative Bank ltd
3. An active member of Block and District level 20 points implementation committee
4. Member, Central Committee, Mithila Lok Manch. 5. Regional Secretary , (Human Rights Movement)
b) International Committees c) Editorial Board: Dr Narendra Jha: - ‘Academia’ and ‘Videh’
22. Student Projects a) Percentage of students who have done in-house projects
including inter departmental/programme: 35% b) Percentage of students placed for projects in organizations
outside the institution i.e.in Research laboratories/Industry/ other agencies: Nil
23. Awards / Recognitions received by faculty and students: Nil 24. List of eminent academicians and scientists/visitors to the department
a) Dr. C.B.Roy from Kolkata, University. b) Dr. K.P.Singh from Kashi Vidyapith,Varanasi. c) Dr. A.Thakur from NEHU ,Shillong. d) Dr. J.K. Choudhary from Ranchi University.
25. Seminars/ Conferences/Workshops organized & the source of funding a) National: Nil b) International: Nil
26. Student profile programme/course wise:
Name of the Course/programme (refer question no. 4)
Applications received
Selected
Enrolled Pass
percentage *M *F
B A Hons (2011-14) 229 182 162 20 78.02
M A (2011-13) At University level
114 15 82.17
*M = Male; *F = Female 27. Diversity of Students
140
Name of the Course
% of students from the same state
% of students from other States
% of students from abroad
BA Hons 100% Nil Nil
M A (2011-13) 100% Nil Nil
28. How many students have cleared national and state competitive examinations
such as NET, SLET, GATE, Civil services, Defense services, etc.?: Many students have cleared NET, Civil Services & from this subject.
29. Student Progression
Student progression
Against % enrolled
UG to PG 58
PG to M.Phil. Nil
PG to Ph.D. 11
Ph.D. to Post-Doctoral Nil
Employed • Campus selection • Other than campus recruitment
Nil Nil
Entrepreneurship/Self-employment Nil
30. Details of Infrastructural facilities
a) Library: Yes b) Internet facilities for Staff & Students: Yes c) Class rooms with ICT facility: One d) Laboratories: NA
31. Number of students receiving financial assistance from college, university, government or other agencies: Data not available at Departmental level.
141
32. Details on student enrichment programmes (special lectures / workshops /seminar) with external experts Special Lectures have been delivered by the external experts for student enrichment programmes time to time in the department.
33. Teaching methods adopted to improve student learning: 1. Conventional teaching Method 2. Interaction Method 3. ICT Audio Visual Method 4. Adoption of Mentorship System.
34. Participation in Institutional Social Responsibility (ISR) and Extension activities: Through NSS unit of the College
35. SWOC analysis of the department and Future plans Strengths:
1. Highly experienced faculty. 2. Teachers possessing Ph.D. degree and research oriented. 3. Better intake of the students. 4. Increasing trend of students’ enrolment. 5. Performing good teaching for all round development of
students 6. Debates, Seminars, Synposia held frequently in the
departments Weaknesses:
1. Shortages of teachers as half of the sanctioned posts of teachers are lying vacant.
2. No financial empowerment of the Department. 3. No add- on courses at UG level.
Opportunities: Being a premier college of the University this college and the department attracts many bright students. With the introduction of new facilities academic standards can be further improved. Challenges:
1. Privatization of education 2. No proper planning and effective implementation 3. Adverse position of the resources requirements
142
Future Plans: To improve the quality education in the department
1. Arrange seminars and lectures by distinguished scholars on a regular basis.
2. Provide a dedicated educational T.V. Channel. 3. Provide minimum TV and Radio Programmes. 4. To Establish a National Level Mechanism.
1. Name of the Department: Economics 2. Year of Establishment: 1938
3. Names of Programmes / Courses offered (UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.) : B.A (Hons), PG and PhD
4. Names of Interdisciplinary courses and the departments/units Involved: NA
5. Annual/ semester/choice based credit system (programme wise): UG- Annual; PG-Semester
6. Participation of the department in the courses offered by other Departments: BBA (Hons) (Offered by Commerce Department)
7. Courses in collaboration with other universities, industries, foreign
institutions, etc.: None 8. Details of courses/programmes discontinued (if any) with reasons: None
9. Number of teaching posts
Sanctioned
Filled
Professors
Nil Nil
143
Associate Professors
One Nil
Asst. Professors
Six Four
10. Faculty profile with name, qualification, designation, specialization, (D.Sc. /D.Litt. /PhD. / M. Phil. etc.,)
Name
Qualification
Designation
Specialization
No. of
Years of Experience
No. of Ph.D.
Students guided for the
last 4 years
Avni Ranjan Singh Ph.D. Asso. Prof. Statistics 32 Years One
Himanshu Shekhar
Ph.D. Asso. Prof Rural Economics
32 Years Eight
Shipra Sinha MA Asso. Prof Statistics 32 Years Nil
Raman Bihari Lal MA Asso. Prof Finance 32 Years Nil
11. List of senior visiting faculty: Dr. Ram Binod Singh; Dr. Chandrika Yadav.
12. Percentage of lectures delivered and practical classes handled (Programme wise) by temporary faculty: NA 13. Student -Teacher Ratio (programme wise): B.A. (Hons) –and PG-4:1
14. Number of academic support staff (technical) and administrative staff;
sanctioned and filled: NA 15. Qualifications of teaching faculty with DSc/ D.Litt/ Ph.D/ MPhil / PG.:
PG-2; Ph.D. - 2 16. Number of faculty with ongoing projects from a) National b)
International funding agencies and grants received: National -One 17. Departmental projects funded by DST - FIST; UGC, DBT, ICSSR, etc.
and total grants received: UGC-One; Grants Received: Rs. 93000/=
144
(Ninety three thousand only) 18. Research Centre /facility recognized by the University: Nil
19. Publications:
∗ a) Publication per faculty: 7
∗ Number of papers published in peer reviewed journals (National / International) by faculty and students: 23
∗ Number of publications listed in International Database (For Eg: w eb of Science, Scopus, Humanities International
Complete, Dare Database - International Social Sciences Directory, EBSCO host, etc.) ∗ Monographs: ∗ Chapter in Books: One ∗ Books Edited: One ∗ Books with ISBN/ISSN numbers with details of Publishers: Regional Rural Banks in India; By Dr. Himanshu Shekhar; ISBN-10: 817487111X, ISBN-13: 978- 8174871114; Radha Publication, New Delhi.
∗ Citation Index: ∗ SNIP: ∗ SJR: ∗ Impact factor: ∗ h-index: 20. Areas of consultancy and income generated: NA 21. Faculty as members in: a) National committees: b) International Committees: c) Editorial Boards: Avni Ranjan Singh, Academia: A Journal of C M
145
College, (ISSN: 1782 2321-9734). 22. Student projects
a) Percentage of students who have done in-house projects including inter departmental/programme: 7%
b) Percentage of students placed for projects in organizations outside the
institution i.e. in Research laboratories/Industry/ other agencies: Nil 23. Awards / Recognitions received by faculty and students: Nil 24. List of eminent academicians and scientists / visitors to the department: Nil 25. Seminars/ Conferences/Workshops organized & the source of Funding a) National: Nil b) International: Nil 26. Student profile programme/course wise:
Name of the Course/programme (refer question no. 4)
Applications received
Selected
Enrolled Pass
percentage *M *F
PG 2011-14 At University level
01 100%
UG (Hons) 50 50 36 14 82%
*M = Male *F = Female 27. Diversity of Students
Name of the Course
% of
students from the
same state
% of students
from other States
% of students from abroad
PG 100% Nil Nil
UG (Hons) 100% Nil Nil
146
28. How many students have cleared national and state competitive examinations
such as NET, SLET, GATE, Civil services, Defence services, etc.? NA 29. Student progression
Student progression
Against % enrolled UG to PG 62
PG to M.Phil.
PG to Ph.D. 7
Ph.D. to Post-Doctoral
Employed • Campus selection • Other than campus recruitment
Entrepreneurship/Self-employment
30. Details of Infrastructural facilities a) Library: Available
b) Internet facilities for Staff & Students: Available in Central Computer Lab c) Class rooms with ICT facility: One d) Laboratories: NA
31. Number of students receiving financial assistance from college, University, government or other agencies:
32. Details on student enrichment programmes (special lectures / Workshops / seminar) with external experts: Data Not Available at Department Level.
33. Teaching methods adopted to improve student learning: Making class room teaching more and more interactive instead of
lecturing. Personal communication between teacher and students under
Mentorship System. Mid-term Test to check consistency in their progress.
34. Participation in Institutional Social Responsibility (ISR) and Extension Activities: Yes; through NSS Unit of the College.
147
36. SWOC analysis of the department and Future plans: STRENGTH DEGREE OF EFFECT
• The sincerity of the students Great
• Dedicated teachers Great
• Institutional encouragement to department to organise seminars, workshops and to pursue research work, publication in various journals.
Great
WEAKNESS DEGREE OF EFFECT
• Limitation of classrooms. Great
• Low faculty strength Maximum
• College gets students with a very weak base
Medium
• Very poor language skill Great
Apart from university curriculum, the students are encouraged to inculcate in them discipline, compassion, work ethics, moral values and sincerity.
FUTURE PLANS
1. Name of the department: Psychology 2. Year of Establishment: 1938 3. Names of Programs/Courses offered:
UG: - BA (Hons) PG: - MA PhD
4. Names of Interdisciplinary courses and the departments/units involved: NA 5. Annual/ semester/choice based credit system (Programme wise):
Annual: - UG Semester: - PG
6. Participation of the department in the courses offered by other departments:
148
BBA offered by Commerce Department 7. Courses in collaboration with other universities, industries, foreign
institutions, etc.: NA 8. Details of courses/programmes discontinued (if any) with reasons:
BA Pass Course: - Our parent University decided to withdraw this course from Grade ‘A’ colleges like ours.
9. Number of Teaching posts
Sanctioned Filled
Professors Nil Nil
Associate Professors Nil Nil
Asst. Professors 04 03
10. Faculty profile with name, qualification, designation, specialization:
Name And
Designation
Highest Qualification
Specialization
Experience
in Years
No of PhD
Students guided for the last 4 years
Dr Lakshmi Choudhary PhD Pschometrics &
Educational Psychology
33 05
Dr Nathuni Yadav PhD Pschometrics &
Educational Psychology
18 06
Dr Md Zeya Haider Assist Prof (Sr Scale) Ph D
Organizational Behaviour 11 Nil
11. List of senior visiting faculty: Nil 12. Percentage of lectures delivered and practical classes handled (programme
wise) by temporary faculty: Nil 13. Student -Teacher Ratio (programme wise):
UG: - 91:01 PG: - 24:01
149
14. Number of academic support staff (technical) and administrative staff; sanctioned and filled: Demonstrator: - Sanctioned: 01, Filled: 01 Lab boy: - Sanctioned: - 01, Filled: - Nill
15. Qualifications of teaching faculty with DSc/ D.Litt/ Ph.D/ MPhil / PG. Mentioned in Point No: 10
16. Number of faculty with ongoing projects from a) National b) International funding agencies and grants received: - Nil
17. Departmental projects funded by DST - FIST; UGC, DBT, ICSSR, etc. and total grants received; Nil
18. Research Centre /facility recognized by the University: Nil 19. Publications:
• Publication per faculty: 06 (six) • Number of papers published in peer reviewed journals
(national/international) by faculty and students: 11 (eleven) • Number of publications listed in International Database (For Eg:
Web of Science, Scopus, Humanities International Complete, Dare Database - International Social Sciences Directory, EBSCO host, etc.): Nil
• Monographs: Nil • Chapter in Books: Nil • Books edited: Nil • Books with ISBN/ISSN numbers with details of publishers:
Dr Lakshmi Choudhary, Psychological Correlates of Sports & Physical Education Attitudes, S K Vidya Publication, ISBN: 81-88865-33-8.
• Citation Index Nil: • SNIP: Nil • SJR: Nil • Impact factor: Nil • h-index: Nil
20. Areas of consultancy and income generated: Nil 21. Faculty as members in
a) National Committees Dr Nathuni Yadav, member, PUCL, New Delhi.
b) International Committees c) Editorial Board:
150
Dr Md Zeya Haider, Member, Editorial Board: ‘Academia’ (ISSN:
22. Student Projects a) Percentage of students who have done in-house projects
including inter departmental/programme: Nil b) Percentage of students placed for projects in organizations
outside the institution i.e.in Research laboratories/Industry/ other agencies: Nil
23. Awards / Recognitions received by faculty and students: No 24. List of eminent academicians and scientists / visitors to the
department: Name of visitors Date of Visit Topic
Dr. Ratnesh Mishra
Asso. Prof University Dept. of Psychology
BRA Bihar University, Muzaffarpur, Bihar
03.04.2014 Emotional Intelligence
Prof. Shamin Ahmad Ansari Dept. of Psychology
Aligarh Muslim University, Aligarh. UP
11.12.2013 Human Resource Utilization
Dr Intekhabur Rahman
Asso Prof, University Dept. of Psychology
B.N.Mandal University,Madhepura Bihar
Importance of Applied Psychology
27.10.2013
Importance of Applied Psychology
151
Prof. Man Mohan Jha
HOD
University Dept. of Psychology
LNMU, Darbhanga
10.9.2012 Stress Management
Dr. Anis Ahmed
HOD Dept. of Psychology
Millat College LNMU, Darbhanga
14.05.2011
Role of HRD in Education
25. Seminars/ Conferences/Workshops organized & the source of funding: No
a) National b) International
26. Student profile programme/course wise:
Name of the Course/programme (refer question no. 4)
Applications received
Selected
Enrolled Pass
percentage *M *F
BA Hons (2011-14) 108 108 55 53 77.77%
MA (2013-15) At University level
20 52 1st Batch
*M = Male; *F = Female 27. Diversity of Students
Name of the Course
% of students from the same state
% of students from other States
% of students from abroad
BA Hons (2011-14) 100% Nil Nil
152
MA 100% Nil Nil
28. How many students have cleared national and state competitive examinations
such as NET, SLET, GATE, Civil services, Defense services, etc.? 29. Student Progression
Student progression
Against % enrolled
UG to PG 58%
PG to M.Phil. Nil
PG to Ph.D. Nil
Ph.D. to Post-Doctoral Nil
Employed • Campus selection • Other than campus recruitment
Nil
Entrepreneurship/Self-employment Nil
30. Details of Infrastructural facilities
a) Library: Departmental Seminar Library, College Library and
University Library b) Internet facilities for Staff & Students: Centralied Computer Lab,
Personal Data Card. c) Class rooms with ICT facility: One such Classroom available d) Laboratories: Very enriched laboratory available
31. Number of students receiving financial assistance from college, university, government or other agencies: Data not available at Departmental level.
32. Details on student enrichment programmes (special lectures / workshops /seminar) with external experts: Remedial Coaching and Special lectures by the Visitors to the Department.
33. Teaching methods adopted to improve student learning: Lecture method, Mentoring, Interaction Method, Through PPT at PG level and Providing practical input of the topic.
153
34. Participation in Institutional Social Responsibility (ISR) and Extension activities
35. SWOC analysis of the department and Future plans Strengths:
I. Highly Experienced faculty and teaching staff. II. All the faculty members including technical staff possess PhD
degree. III. Most of the faculty particulated in orientation & Refresher course IV. Faculties interaction with the emerging technological
environment V. ICT enabled classrooms and enriched laboratory.
VI. High level of interaction with students. ( Mentoring system) Weaknesses:
I. Not enough UG degree programmes II. Limited Parental Support.
III. No financial impowerment of the Department Opportunities: I. Capitalize on the fact that C. M. College is the premier college of
the universities Challenges:
I. Entry of Private College expected and hence risk of losing prominent faculty for genuinely better opportunities at other universities.
II. Growing competition from nearby Colleges Future Plans:
To start new courses of modern day importance like PG Diploma in Counselling
154
1. Name of the department: Commerce 2. Year of Establishment: 1946 3. Names of Programs/Courses offered:
UG: B Com (Hons) BBA (Hons) BCA (Proposed)
PG: M Com Ph D
4. Names of Interdisciplinary courses and the departments/units involved: BBA (Hons) Departments involved: Economics, Psychology, Mathematics, Sociology and English
5. Annual/ semester/choice based credit system (Programme wise): Annual System: B Com (Hons), BBA (Hons) & BCA (Proposed) Semester System: M Com
6. Participation of the department in the courses offered by other departments: Nil
7. Courses in collaboration with other universities, industries, foreign institutions, etc.: Nil
8. Details of courses/programmes discontinued (if any) with reasons: • BCA: - Reason: Owing largely to the dispute over the
nomenclature of the course. A fresh proposal to restart the course is awaiting the approval of the High Office of The Chancellor of the Universities of Bihar
• B Com (General): Reason: Parent University decision to stop the course in ‘A’ grade Colleges like ours.
9. Number of Teaching posts
Sanctioned
Filled
Professors Nil Nil
Associate Professors Nil Nil
155
Asst. Professors 13 08
10. Faculty profile with name, qualification, designation, specialization:
Name And
Designation
Highest Qualification
Specialization
Experience in Years
No of PhD Students
guided for the last 4 years
K K Jha Asso Professor
Ph D Management &
35 08
C S Mishra Asso Professor
M Com Accounts 35 04
V N Mishra Asso Professor M Com Marketing 34 02
Govind Jha Asso Professor M Com Accountancy 32 Nil
D P Gupta Asso Professor Ph D Finance 18 06
A K Poddar Asst Professor Ph D Finance 18 06
B Sahu Asst Professor Ph D Industry 29 05
Divakar Jha Asst Professor PhD Accounting &
Finance 11 05
11. List of senior visiting faculty: Nil 12. Percentage of lectures delivered and practical classes handled (programme
wise) by temporary faculty: BBA (Hons): - 10% 13. Student -Teacher Ratio (programme wise):
PG: 106:01 UG- B Com (Hons): 144:01 UG- BBA (Hons): 16:01
14. Number of academic support staff (technical) and administrative staff; sanctioned and filled: Nil
15. Qualifications of teaching faculty with DSc/ D.Litt/ Ph.D/ MPhil / PG.: As mentioned in Point No 10.
16. Number of faculty with ongoing projects from a) National b) International funding agencies and grants received One – National – UGC – Rupees:……
156
17. Departmental projects funded by DST - FIST; UGC, DBT, ICSSR, etc. and total grants received: Nil
18. Research Centre /facility recognized by the University: No 19. Publications:
• Publication per faculty; 02 • Number of papers published in peer reviewed journals
(national/international) by faculty and students: 10 • Number of publications listed in International Database (For Eg:
Web of Science, Scopus, Humanities International Complete, Dare Database - International Social Sciences Directory, EBSCO host, etc.): Nil
• Monographs: Nil • Chapter in Books: 02 • Books edited: Nil • Books with ISBN/ISSN numbers with details of publishers: Nil • Citation Index: Nil • SNIP: Nil • SJR: Nil • Impact factor; Nil • h-index: Nil
20. Areas of consultancy and income generated: No 21. Faculty as members in
a) National Committees: Nil b) International Committees: Dr K K Jha, Member, Education
group of HDCA c) Editorial Board:
• Dr D P Gupta, Member, The Research View • Dr A K Poddar, Member, Videh • Dr Divakar Jha, Managing Editor, Academia
Member, Videh
22. Student Projects a) Percentage of students who have done in-house projects
including inter departmental/programme: 37% b) Percentage of students placed for projects in organizations
outside the institution i.e.in Research laboratories/Industry/ other agencies: 06%
23. Awards / Recognitions received by faculty and students
157
24. List of eminent academicians and scientists / visitors to the department: Nil
25. Seminars/ Conferences/Workshops organized & the source of funding a) National: Workshop at University level funded by C M College b) International: Nil
26. Student profile programme/course wise:
Name of the Course/programme (refer question no. 4)
Applications received
Selected
Enrolled Pass
percentage *M *F
B Com(2011-14) 1238 540 399 72 87%
M Com(2011-13) University level
239 197 42 83%
BBA (2011-14 112 58 43 15 76% *M = Male; *F = Female
27. Diversity of Students
Name of the Course
% of students from the same state
% of students from other States
% of students from abroad
B Com 100%
M Com 100%
BBA 100%
28. How many students have cleared national and state competitive examinations
such as NET, SLET, GATE, Civil services, Defense services, etc.? NA 29. Student Progression
Student progression
Against % enrolled
UG to PG 55 PG to M.Phil. Nil
PG to Ph.D. 10
158
Ph.D. to Post-Doctoral NA Employed
• Campus selection • Other than campus recruitment
NA NA
Entrepreneurship/Self-employment NA
30. Details of Infrastructural facilities
a) Library : Available b) Internet facilities for Staff & Students: Available c) Class rooms with ICT facility: 01 Available d) Laboratories: Central Computer Lab
31. Number of students receiving financial assistance from college, university, government or other agencies: At College level
32. Details on student enrichment programmes (special lectures / workshops /seminar) with external experts: Nil
33. Teaching methods adopted to improve student learning: • Traditional Black Board • Audio-visual • Interactive ( Through Mentorship)
34. Participation in Institutional Social Responsibility (ISR) and Extension activities: Nil
35. SWOC analysis of the department and Future plans Strengths:
• First Generation Department and a Premier Seat of Learning • Experienced and Well Qualified Faculty Members
Weaknesses:
• Shortage of Faculty Members Opportunities:
• Campus Selection Opportunities Via Career Oriented Courses like BBA & BCA
Challenges: • Skill Development among Students
159
• Attitudinal Change in the Students
Future Plans: To start MBA Course in near future
1. Name of the Department: Hindi
2. Year of Establishment: 1938
3. Names of Programmes / Courses offered (UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.) : UG- B.A. (Hons), PG- M.A. & PhD.
4. Names of Interdisciplinary courses and the departments/units Involved: NA
5. Annual/ semester/choice based credit system (programme wise): UG- Annual; PG-Semester
6. Participation of the department in the courses offered by other Departments: Journalism course offered by the college.
7. Details of courses/programmes discontinued (if any) with reasons:
B.A General discontinued by the University in ‘A’ grade colleges like ours.
8. Number of teaching posts
Sanctioned
Filled
Professors Nil Nil
Associate Professors
One (01) Nil
Asst. Professors
Eight (8) Three (03)
9. Faculty profile with name, qualification, designation, specialization, (D.Sc./D.Litt./Ph.D. / M. Phil. etc.,)
160
Name & Designation
Qualification
Specialization
No. of
Years of Experience
No. of Ph.D.
Students guided for the
last 4 years Dr. Brahmadeo Prasad Karyee Professor
PhD, D.Litt. Modern Hindi
Literature
35 Yrs 01 (One)
Dr. Krishna Chandra Jha
Associate Porfessor
Ph.D. Sagun Bhakti 32 Yrs 09 (Nine)
Dr. Avinash Chandra Mishra
Associate Porfessor
Ph.D. Theatre & Poetry
32 Yrs 03 (Three)
10. Percentage of lectures delivered and practical classes handled(programme wise ) by temporary faculty: NA
11. Student -Teacher Ratio (programme wise): D-1 (Hons): 35:03; D-2 (Hons):29: 03; D-3 (Hons): 22:03; P.G 2nd Semester: 21:03; P.G.4th Semester: 29:03
12. Number of academic support staff (technical) and administrative staff;
sanctioned and filled: NA 13. Number of faculty with ongoing projects from a) National b) International
funding agencies and grants received: Nil 14. Publications:
∗ a) Publication per faculty: 12 (TWELVE)
∗ Number of papers published in peer reviewed journals (national /international) by faculty and students: B. P. Karyee : 04: : K. C. Jha : 04; A.C.Mishra-01
∗ Number of publications listed in International Database (For Eg: Web of Science, Scopus, Humanities International Complete, Dare Database - International Social Sciences Directory, EBSCO host, etc.) :Nil ∗ Monographs: Nil ∗ Chapter in Books: 01 (One): B.P.Karyee + 01(One): K.C.Jha
161
∗ Books Edited: ∗ Books with ISBN/ISSN numbers with details of publishers: B.P.Karyee : 18; K. C. Jha: 16; A.C.Mishra-02 ∗ Citation Index: 01 (One): B. P. Karyee 15. Faculty as members in: a) National committees: Nil b) International Committees: Nil c) Editorial Boards: B. P. Karyee: AAHAT; SHABDSATTA; ACADEMIA (ISSN) 16. Student projects
a) Percentage of students who have done in-house projects including inter departmental/programme: Nil
b) Percentage of students placed for projects in organizations
outside the institution i.e. in Research laboratories/Industry/ other agencies: Nil 17. Awards / Recognitions received by faculty and students: B.P.Karyee : K. C. Jha : A.C.Mishra -(01) One 18. List of eminent academicians and scientists / visitors to the department: Nil 19. Seminars/ Conferences/Workshops organized & the source of funding
a) National : Nil b) International: Nil
20. Student profile programme/course wise:
162
Name of the Course/programme (refer question no. 4)
Applications received
Selected
Enrolled Pass
percentage *M *F
B A Hons (2011-14) 29 29 13 16 75.86%
M A 07 01 100% *M = Male *F = Female 21. How many students have cleared national and state competitive examinations such as NET, SLET, GATE, Civil services, Defence services, etc.? Record not available 22. Student progression
Student progression
Against % enrolled UG to PG 57%
PG to M.Phil. NA
PG to Ph.D. 09%
Ph.D. to Post-Doctoral NA
Employed • Campus selection • Other than campus recruitment
NA
Entrepreneurship/Self-employment NA
23. Details of Infrastructural facilities: a) Library: Departmental
Seminars Library besides college Library b) Internet facilities for Staff & Students: Yes c) Class rooms with ICT facility: One d) Laboratories: NA
24. Details on student enrichment programmes (special lectures / Workshops / seminar) with external experts: Nil
25. Teaching methods adopted to improve student learning: Lecturing – cum- Interactive
163
26. Participation in Institutional Social Responsibility (ISR) and Extension Activities: Through NSS and NCC units of the college
35. SWOC analysis of the department and Future plans: Strengths: 1. Qualified, experienced and creative faculty members. 2. One of the oldest departments of Joint BIHAR. Weaknesses: 1. Less number of teachers against sanctioned strength 2. Lack of Modern Infrastructure. Opportunities: 1. World –wide recognition of HINDI jobs in different parts of the world in different sectors.
creates honourable
2. Electronic Media accepts HINDI Communicative Language.
as most
3. HINDI which needs a large number of employees.
has become OFFICIAL LANGUAGE of INDIA
Challenges: 1. Enrichment of terminology. 2. Use of HIND
I in COMPUTER in large scale.
Future Plan: 1. Enrichment of HINDI 2. Practical use of
through regional Languages. HINDI
National Language of to enable it to be recognised as
INDIA.
164
800015
165
1. Name of the Department: Mathematics 2. Year of Establishment: 1938
3. Names of Programmes / Courses offered (UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.) : UG-B.A. (Hons)
4. Names of Interdisciplinary courses and the departments/units Involved: None
5. Annual/ semester/choice based credit system (programme wise): UG-Annual
6. Participation of the department in the courses offered by other Departments: BBA (Dept. of Commerce)
7. Details of courses/programmes discontinued (if any) with reasons: B.A. (Gen) Reason – The course was withdrawn from A Grade Colleges.
8. Number of teaching posts
Sanctioned
Filled
Professors
Nil Nil
Associate Professors
Nil Nil
Asst. Professors
03 01
9. Faculty profile with name, qualification, designation, specialization, (D.Sc./D.Litt./Ph.D. / M. Phil. etc.,)
Name
Qualification
Designation
Specialization
No. of
Years of Experience
No. of Ph.D.
Students guided for the
last 4 years Dr. Bijay Kr. Jha M. Sc, Ph. D Associate
Prof. Topology &
P.D.E 32 Yrs 10
166
10. Percentage of lectures delivered and practical classes Handled (programme wise) by temporary faculty: None
11. Student -Teacher Ratio (programme wise): UG- 11:01
12. Number of academic support staff (technical) and administrative staff;
sanctioned and filled: N.A. 13. Number of faculty with ongoing projects from a) National b)
International funding agencies and grants received: National funded by U.G.C., New Delhi grant received-80000/-
14. Publications:
∗ a) Publication per faculty: 05
∗ Number of papers published in peer reviewed journals (national /international) by faculty and students:
∗ Number of publications listed in International Database (For Eg: Web of Science, Scopus, Humanities International Complete, Dare Database - International Social Sciences Directory, EBSCO host, etc.)
∗ Monographs: Nil ∗ Chapter in Books: None ∗ Books Edited: None ∗ Books with ISBN/ISSN numbers with details of publishers: None
∗ Citation Index: None 15. Faculty as members in:
a) National committees:
b) International Committees: c) Editorial Boards: 16. Student projects
167
a) Percentage of students who have done in-house projects
including inter Departmental /programme: Nil
b) Percentage of students placed for projects in organizations outside
the institution i.e. in Research laboratories/Industry/ other agencies: None
17. Awards / Recognitions received by faculty and students: None 18. List of eminent academicians and scientists / visitors to the department: Annexure 19. Seminars/ Conferences/Workshops organized & the source of funding: None
a) National
b) International:
20. Student profile programme/course wise:
Name of the
Course/programme (refer question no. 4)
Applications received
Selected
Enrolled Pass
percentage *M *F
B A Hons (2011-14) 03 03 02 01 66%
*M = Male *F = Female 21. How many students have cleared national and state competitive examinations
such as NET, SLET, GATE, Civil services, Defence services, etc.? N.A 22. Student progression
Student progression
Against % enrolled UG to PG 80%
PG to M.Phil. Nil
PG to Ph.D. 15%
168
Ph.D. to Post-Doctoral NA
Employed • Campus selection • Other than campus recruitment
NA
Entrepreneurship/Self-employment NA
23. Details of Infrastructural facilities a) Library: College Library
b) Internet facilities for Staff & Students: Central Computer Lab c) Class rooms with ICT facility: One
d) Laboratories: N.A. 24. Number of students receiving financial assistance from college, University, government or other agencies: N.A.
25. Details on student enrichment programmes (special lectures / Workshops / seminar) with external experts: Nil
26. Teaching methods adopted to improve student learning: Traditional Lecturing -cum-interactive (Through mentorship) 27. Participation in Institutional Social Responsibility (ISR) and Extension Activities: Through NCC & NSS Units of the College.
28. SWOC analysis of the department and Future plans: Strengths: 1. One of the oldest Department of the joint Bihar. 2. Students teacher ratio enabling the dept. to provide quality education to the students. Weaknesses: 1. Less number of faculty members. 2. Lack of modern Infrastructure. Opportunities: Importance of mathematics in various interdisciplinary courses. Challenges: To increase students Intake.
169
Future Plan: Planning to start P.G. Courses.
1. Name of the Department: MAITHILI 2. Year of Establishment: 1938
3. Names of Programmes / Courses offered (UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.) : U.G -Annual
P.G - Semester 4. Names of Interdisciplinary courses and the departments/units Involved: NA
5. Annual/ semester/choice based credit system (programme wise): UG-Annual; PG-Semester
6. Participation of the department in the courses offered by other Departments: Journalism
7. Details of courses/programmes discontinued (if any) with reasons: Nil
8. Number of teaching posts
Sanctioned
Filled
Professors Nil Nil
Associate Professors 01 Nil
Asst. Professors 06 01
9. Faculty profile with name, qualification, designation, specialization, (D.Sc. /D.Litt. /Ph.D. / M. Phil. etc.)
Name
Qualification
Designation
Specialization
No. of
Years of Experience
No. of Ph.D.
Students guided for the
last 4 years DR. NARAYAN JHA Ph.D Associate
Professor Vidyapati 18 02
10. Percentage of lectures delivered and practical classes handled (programme wise) by temporary faculty: Nil
170
11. Student -Teacher Ratio (programme wise): U.G - 8:1 P.G – 12: 1 12. Number of academic support staff (technical) and administrative staff;
sanctioned and filled: Nil 13. Number of faculty with ongoing projects from a) National b) International funding agencies and grants received: Nil
14. Publications:
∗ a) Publication per faculty: 09
∗ Number of papers published in peer reviewed journals (national /international) by faculty and students: 02
∗ Number of publications listed in International Database (For Eg: Web of Science, Scopus, Humanities International Complete, Dare Database - International Social Sciences Directory, EBSCO host, etc.) ∗ Monographs: Nil ∗ Chapter in Books: 02 ∗ Books Edited: ∗ Books with ISBN/ISSN numbers with details of publishers: 01 (Dr. Narayan Jha): ISBN: 978-81-925470-7-7 ∗ Citation Index: 15. Faculty as members in: a) National committees: Jury, Sahitya Academy b) International Committees: c) Editorial Boards: Videh, Academia (Research Journal) ISSN: 2321-9734 16. Student projects: PG-100 %
a) Percentage of students who have done in-house projects including inter departmental/programme:
b) Percentage of students placed for projects in organizations outside the
institution i.e. in Research laboratories/Industry/ other agencies:
171
17. Awards / Recognitions received by faculty and students: 18. List of eminent academicians and scientists / visitors to the department:
1. Prof. Bhim Nath Jha – Sahitya Academy Award received Academia 2. Prof. Sureshwar Jha - Sahitya Academy Award received Academia 19. Seminars/ Conferences/Workshops organized & the source of funding
a) National b) International : Nil
20. Student profile programme/course wise:
Name of the
Course/programme (refer question no. 4)
Applications received
Selected
Enrolled Pass
percentage *M *F
BA Hons (2011-14) 02 02 02 100%
MA (2011-13) At University level
01 100%
*M = Male *F = Female
21. How many students have cleared national and state competitive examinations
such as NET, SLET, GATE, Civil services, Defence services, etc.? 02 UPSC, Civil Services .
22. Student progression
Student progression
Against % enrolled UG to PG 62 %
PG to M.Phil.
PG to Ph.D. 07%
Ph.D. to Post-Doctoral
172
Employed • Campus selection • Other than campus recruitment
Entrepreneurship/Self-employment
23. Details of Infrastructural facilities
a) Library: Departmental Seminar Library.
b) Internet facilities for Staff & Students: Yes
c) Class rooms with ICT facility: 01 d) Laboratories: N.A 24. Details on student enrichment programmes (special lectures / Workshops / seminar) with external experts:
25. Teaching methods adopted to improve student learning: Lecturing An interactive method. 26. Participation in Institutional Social Responsibility (ISR) and Extension Activities: Activities through NSS Unit of the College.
27. SWOC analysis of the department and Future plans: Strengths: 1. Highly Experienced faculty with Ph.D. qualification.
2. Effective execution of the Course curriculum by taking mid terms Examination in each year.
Weaknesses: 1. No Support staff.
2. Only one faculty out of seven is filled. Opportunities: 1. Change in syllabus at UG Level.
2. Enhance C.M. College brand name.
3. Language Lab 4. Imparting special guidance to UPSC & BPSC aspirants in the light of Maithili‘s inclusion in the 8th scheme.
173
Challenges: 1. Decline in student enrolment.
2. Emergence of new approaches to education. Future Plan: The Department is planning to introduce a short term course to teach Maithili to Non-speakers of Maithili. 1. Name of the Department: PHILOSOPHY
2. Year of Establishment: 1938
3. Names of Programmes / Courses offered (UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.) : UG- B.A.(Hons)
4. Names of Interdisciplinary courses and the departments/units Involved: NA
5. Annual/ semester/choice based credit system (programme wise): UG- Annual
6. Participation of the department in the courses offered by other Departments: N.A.
7. Details of courses/programmes discontinued (if any) with reasons: B.A. General Reason – On account of The Policy of the University to discontinue it in A Grade Colleges.
8. Number of teaching posts
Sanctioned Filled
Professors
Nil Nil
Associate Professors
Nil Nil
Asst. Professors
05 01
174
9. Faculty profile with name, qualification, designation, specialization, (D.Sc./D.Litt./Ph.D. / M. Phil. etc.,)
Name
Qualification
Designation
Specialization
No. of
Years of Experience
No. of Ph.D.
Students guided for the
last 4 years R.K.AMAR Ph.D. Asso. Prof Indian Phil. 18 04
10. Percentage of lectures delivered and practical classes handled (programme wise)by temporary faculty: N.A.
11. Student -Teacher Ratio (programme wise): B.A. (Hons) 10:01
Sub. 65:01 12. Number of academic support staff (technical) and administrative staff;
sanctioned and filled: N.A. 13. Number of faculty with ongoing projects from a) National b) International
funding agencies and grants received: Nil 14. Publications:
∗ a) Publication per faculty: 01
∗ Number of papers published in peer reviewed journals (national /international) by faculty and students: 01
∗ Number of publications listed in International Database (For Eg: Web of Science, Scopus, Humanities International Complete, Dare Database - International Social Sciences Directory, EBSCO host, etc.): Nil ∗ Monographs: Nil ∗ Chapter in Books: 01 ∗ Books Edited: Nil ∗ Books with ISBN/ISSN numbers with details of Publishers: 01
∗ Citation Index: Nil
175
15. Faculty as members in: a) National committees: b) International Committees: c) Editorial Boards: R.K.AMAR- Member, Academia, Research Journal 16. Student projects
a) Percentage of students who have done in-house projects including inter departmental/programme: NA
b) Percentage of students placed for projects in organizations outside the institution i.e. in Research laboratories/Industry/ other agencies: NA 17. Awards / Recognitions received by faculty and students: 1. Appointed as an expert in the committee to prepare the Hindi Dictionary of Philosophy 18. List of eminent academicians and scientists / visitors to the department: Dr. Rama Ghosh , Ret. Prof. of Philosophy, B.H.U. 19. Seminars/ Conferences/Workshops organized & the source of funding –
a.) National: 36th Conference of Bihar Darshan Parisad, 30-31 March 2014, Funded by the Bihar. b.) International :
20. Student profile programme/course wise:
Name of the Course/programme (refer question no. 4)
Applications received
Selected
Enrolled Pass
percentage *M *F
BA Hons(2011-14) 04 04 04 100%
*M = Male *F = Female 21. How many students have cleared national and state competitive examinations
such as NET, SLET, GATE, Civil services, Defence services, etc.? Net-02 22. Student progression
176
Student progression
Against % enrolled
UG to PG N.A.
PG to M.Phil. N.A.
PG to Ph.D. N.A.
Ph.D. to Post-Doctoral N.A.
Employed • Campus selection • Other than campus recruitment
N.A.
Entrepreneurship/Self-employment N.A.
23. Details of Infrastructural facilities a) Library: Available b) Internet facilities for Staff & Students: Available
c) Class rooms with ICT facility: One d) Laboratories: N.A 24. Details on student enrichment programmes (special lectures / Workshops / seminar) with external experts: Nil
25. Teaching methods adopted to improve student learning: Lecturing –cum Interactive 26. Participation in Institutional Social Responsibility (ISR) and Extension Activities: Through NCC & NSS Units of the College
27. SWOC analysis of the department and Future plans: Strengths: 1. Experienced and Qualified faculty 2. Mentorship system to support the students need. Weaknesses: 1. Decreasing popularity of the subjects in the emerging Job Market. 2. Vacancy of a number of seats of teachers. Opportunities: 1. Capitalize the enthusiastic support of the management
177
of the college. 2. Get the advantage of the premiership of the institution. Challenges: 1. Improvement in the enrollment of the students. 2. Enhancement of the parental support of the students currently at lower level. Future Plan: To improve the infrastructure of the Department to Enhance the academic environment in the changing times.
1. Name of the Department: Political Science 2. Year of Establishment: 1938
3. Names of Programmes / Courses offered (UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.) : UG - (B.A Hons), PG (M.A. in Political Science)
4. Names of Interdisciplinary courses and the departments/units Involved: Nil
5. Annual/ semester/choice based credit system (programme wise): UG- Annual; PG-Semester
6. Participation of the department in the courses offered by other Departments: Journalism
7. Details of courses/programmes discontinued (if any) with reasons:
None 8. Number of teaching posts
Sanctioned Filled
Professors
Nil Nil
Associate Professors
01 Nil
Asst. Professors
07 01
178
9. Faculty profile with name, qualification, designation, specialization, (D.Sc./D.Litt./Ph.D. / M. Phil. etc.,)
Name
Qualification
Designation
Specialization
No. of
Years of Experience
No. of Ph.D.
Students guided for the
last 4 years Dr. Girish Kumar Ph.D Associate
Professor Public Admistration
18 09
10. Percentage of lectures delivered and practical classes handled (programme wise) by temporary faculty: Nil
11. Student -Teacher Ratio (programme wise): UG-275:1 PG -210:1
12. Number of academic support staff (technical) and administrative staff;
sanctioned and filled: Nil 13. Number of faculty with ongoing projects from a) National b)
International funding agencies and grants received: Nil 14. Publications:
∗ a) Publication per faculty: 05
∗ Number of papers published in peer reviewed journals (national /international) by faculty and students: 05
� Number of publications listed in International Database (For Eg: Web of Science, Scopus, Humanities International Complete, Dare Database - International Social Sciences Directory, EBSCO host, etc.): Nil
∗ Monographs: Nil
∗ Chapter in Books: Nil ∗ Books Edited: Nil
179
∗ Books with ISBN/ISSN numbers with details of publishers: Nil
∗ Citation Index: Nil 15. Faculty as members in: a) National committees: Nil b) International Committees: Honorary members of the Research Board of Advisors, the American Biographical Institute. c) Editorial Boards: 16. Student projects
a) Percentage of students who have done in-house projects including inter departmental/programme: On going projects works of 85 M.A. 4th Semester students as per their syllabus. 18%
b) Percentage of students placed for projects in organizations outside the
institution i.e. in Research laboratories/Industry/ other agencies: Nil 17. Awards / Recognitions received by faculty and students: Nil 18. List of eminent academicians and scientists / visitors to the department: Nil 19. Seminars/ Conferences/Workshops organized & the source of funding
a) National: Nil
b) International: Nil 20. Student profile programme/course wise:
Name of the Course/programme (refer question no. 4)
Applications received
Selected
Enrolled Pass
percentage *M *F
BA Hons (2011-14) 65 65 44 21 85%
MA (2011-13) University level
46 08 80%
*M = Male *F = Female
180
21. How many students have cleared national and state competitive examinations
such as NET, SLET, GATE, Civil services, Defence services, etc.? 22. Student progression
Student progression
Against % enrolled UG to PG 60%
PG to M.Phil.
PG to Ph.D. 10%
Ph.D. to Post-Doctoral
Employed • Campus selection • Other than campus recruitment
Nil Not Known
Entrepreneurship/Self-employment Not Known
23. Details of Infrastructural facilities a) Library: Departmental Seminar Library
b) Internet facilities for Staff & Students: Available c) Class rooms with ICT facility: 01 d.) Laboratories: N.A
24. Number of students receiving financial assistance from college, University, government or other agencies: Data not available at Department Level
25. Details on student enrichment programmes (special lectures / Workshops / seminar) with external experts: Nil
26. Teaching methods adopted to improve student learning: Class room teaching, counselling, tutorial, seminars, symposia, interdisciplinary study internal, social media and other innovative methods are adopted.
181
27. Participation in Institutional Social Responsibility (ISR) and Extension Activities: Through participation in NSS and other Extension activities.
28. SWOC analysis of the department and Future plans: Strengths: • Experienced and dedicated faculty • Friendly and encouraging approach of the department towards Students. • Efforts to import maximum knowledge of the different areas of the
subjects to the students with maximum capacity. Weaknesses: • Extreme scarcity of teachers. • Lack of expert teachers in different specialities of the subjects. • No professional course is attached with department. • Campus placement facility is not available. Opportunities: •With efforts to import quality education department tries to Formulate opportunities for the students to develop their personalities and Professional skills. • Study of Political Science provides a way of harmonious social life on based on scientific temperament reasoning and inclusiveness. • P.G. and U.G. degree holders in Political Science have wide career opportunities in various fields such as – NGOS, Educational organizations, Public sector organisation, journalism, Business, Interest group Advocacy, civil services, Administrative services, foreign services, ‘services’ of U.N.O and national-international organisations, University services and in many other organisations in different capacities. Challenges: • Unavailability of required teaching staff. • To conduct the vast numbers of classes from U.G. to P.G. level without sufficient teachers.
182
• To develop critical thinking and ever-changing fields of Politics. Future Plan: •The department aims at pursuing academic excellence and all rounds development of students, motivating them to acquired cognitive and Political skills, to become profound scholars, original thinkers sincere researches, good and responsible citizens capable of playing
active and effective role in the nation building. • With a view to develop professional capacity of the students we propose to start at least two of the following courses with the help of University and U.G.C. in the department:
(1) P.G. Diploma in Financial Administration.
(2) P.G. Diploma in Gender and Women Studies.
(3) P.G. Diploma/Master Degree in Journalism and Mass Communication.
(4) P.G. Diploma in Human Rights.
(5) P.G. Diploma in Tourism. • Guidance and Counselling services should be started for the students.
• Campus Placement facility should be provided to encourage the students towards study.
1. Name of the Department: Sanskrit 2. Year of Establishment: 1938
3. Names of Programmes / Courses offered (UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.) : B.A. (Hons)
4. Names of Interdisciplinary courses and the departments/units Involved: NO
183
5. Annual/ semester/choice based credit system (programme wise): UG- Annual
6. Participation of the department in the courses offered by other Departments: NO
7. Details of courses/programmes discontinued (if any) with reasons: NO
8. Number of teaching posts
Sanctioned Filled
Professors
Nil Nil
Associate Professors
Nil Nil
Asst. Professors
03 01
9. Faculty profile with name, qualification, designation, specialization, (D.Sc. /D.Litt./Ph.D. / M. Phil. etc.,)
Name & Designation
Qualification
Specialization
No. of Years
of Experience
No. of Ph.D.
Students guided for the
last 4 years Dr. R.N.Chourasia
Asst. Prof Ph.D. Sahitya 18 08
10. Percentage of lectures delivered and practical classes handled (Programme wise) by temporary faculty: Nil
11. Student -Teacher Ratio (programme wise): 5:1
12. Number of academic support staff (technical) and administrative staff;
sanctioned and filled: Nil 13. Number of faculty with ongoing projects from a) National b) International funding agencies and grants received: Proposal
Summited. 14. Publications:
∗ a) Publication per faculty: 25
184
∗ Number of papers published in peer reviewed journals (national /international) by faculty and students: 22 ∗ Number of publications listed in International Database (For Eg: Web of Science, Scopus, Humanities International Complete, Dare Database - International Social Sciences Directory, EBSCO host, etc.) Nil
∗ Monographs: ∗ Chapter in Books: 03 ∗ Books Edited: 01 ∗ Books with ISBN/ISSN numbers with details of publishers: Panchkanya: ISBN: 978-81-907282-4-9, Shlok Prakashan Darbhanga 15. Faculty as members in:
a) National committees: b) International Committees:
c) Editorial Boards: 05 16. Student projects:
a) Percentage of students who have done in-house projects including inter departmental/programme: NA
b) Percentage of students placed for projects in organizations outside
the institution i.e. in Research laboratories/Industry/ other agencies: NA 17. Awards / Recognitions received by faculty and students: 04 18. List of eminent academicians and scientists / visitors to the department: 19. Seminars/ Conferences/Workshops organized & the source of funding
a) National i. UGC Sponserd seminar on 24-25 March,2012
185
ii. Bihar Darshan Parishad, 36th conference on 30-31 March, 2014
b.)International: Nil 20. Student profile programme/course wise:
Name of the
Course/programme (refer question no. 4)
Applications received
Selected
Enrolled Pass
percentage *M *F
B A Hons (2011-14) 01 01 01 100% *M = Male *F = Female
21. How many students have cleared national and state competitive examinations
such as NET, SLET, GATE, Civil services, Defence services, etc.? 22. Student progression
Student progression
Against % enrolled UG to PG 70 %
PG to M.Phil. NA
PG to Ph.D. NA
Ph.D. to Post-Doctoral NA
Employed • Campus selection • Other than campus recruitment
NA
Entrepreneurship/Self-employment NA
23. Details of Infrastructural facilities a) Library: Yes
b) Internet facilities for Staff & Students: Yes c) Class rooms with ICT facility: No d) Laboratories: Language Lab
24. Details on student enrichment programmes (special lectures / Workshops / seminar) with external experts:
25. Teaching methods adopted to improve student learning: Conventional
186
& Interaction
26. Participation in Institutional Social Responsibility (ISR) and Extension Activities: (1) Health camp in slum area (2) Traffic Control Activities (3) Literacy Programme (4) AIDS Awareness Programme (5) Cancer Awareness Programme.
27. SWOC analysis of the Department and Future plans: Strengths: (1) Highly experienced faculty with Ph.D. Degree. (2) Faculty services to the University (Programme Co-ordinator) (3) Add on Course (Journalism) Weakness: (1) Two Faculty out of three is vacant. (2) No support staff. Opportunities: (1) Mentorship System implemented by the University. (2) College Library attached to Challenges: (1) Declining trend in student enrolment. Future Plan: (1) Planning to publish Department Journal. (2) Looking forwarded to introduce a short term course named “Sanskrit Sambhasan.” (3) To organise UGC National Seminar in 2015.
1. Name of the Department: URDU & PERSIAN 2. Year of Establishment: 1938
3. Names of Programmes / Courses offered (UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.) : UG, PG, Ph.D.
4. Names of Interdisciplinary courses and the departments/units Involved: NA
187
5. Annual/ semester/choice based credit system (programme wise): UG- Annual; PG-Semester
6. Participation of the department in the courses offered by other Departments: Language subject in Commerce Department.
7. Details of courses/programmes discontinued (if any) with reasons: Nil
8. Number of teaching posts
Sanctioned
Filled
Professors
Nil Nil
Associate Professors
Nil Nil
Asst. Professors
05 03
9. Faculty profile with name, qualification, designation, specialization, (D.Sc./D.Litt./Ph.D. / M. Phil. etc.,)
Name
Qualification
Designation
Specialization
No. of
Years of Experien
ce
No. of Ph.D.
Students guided for the
last 4 years Md. Zafar Alam Ph.D. Asso. Prof. Fiction
Criticism 32 Yrs 01
Syed. Md. Asadullah Ph.D. Lect. (Senior)
Fiction Criticism
18 Yrs 01+2=03
Syed Ehteshanuddin Ph.D. Asso. Prof. SirSyed school & fiction
18 Yrs 02+3=05
10. Percentage of lectures delivered and practical classes handled (Programme wise) by temporary faculty: N.A.
11. Student -Teacher Ratio (programme wise): UG: 20:1
188
PG: 6:1 12. Number of academic support staff (technical) and administrative staff;
sanctioned and filled: N.A. 13. Number of faculty with ongoing projects from a) National b)
International funding agencies and grants received: Nil 14. Publications:
∗ a) Publication per faculty: 10
∗ Number of papers published in peer reviewed journals (national /international) by faculty and students: 04
� Number of publications listed in International Database (For Eg: Web of Science, Scopus, Humanities International Complete, Dare Database - International Social Sciences Directory, EBSCO host, etc.) : Nil
∗ Monographs: ∗ Chapter in Books: 01 ∗ Books Edited: 01 ∗ Books with ISBN/ISSN numbers with details of publishers :
∗ Citation Index: 15. Faculty as members in: a) National committees: b) International Committees: c) Editorial Boards: (1) Managing editor of ‘Academia’ and member editorial board of “Videh”. (2) Member editorial board ‘Srijan Samvad”, ISSN 2320- 5180. 16. Student projects
189
a) Percentage of students who have done in-house projects including inter departmental/programme: Nil
b) Percentage of students placed for projects in organizations outside
the institution i.e. in Research laboratories/Industry/ other agencies: Nil
17. Awards / Recognitions received by faculty and students: 18. List of eminent academicians and scientists / visitors to the department:
(1) Dr. Shahab Zafar Azami, Professor of Urdu, Patna University,Patna.
(2) Dr. Ahamad Danish, Professor of Urdu, B.N. Mandal University, Madhepura. 19. Seminars/ Conferences/Workshops organized & the source of funding a) National
b) nternational 20. Student profile programme/course wise:
Name of the Course/programme (refer question no. 4)
Applications received
Selected
Enrolled Pass
percentage *M *F
BA Hons (2011-14) 25 25 02 23 88%
MA (2011-13) University level
01 02 100%
*M = Male *F = Female 21. How many students have cleared national and state competitive examinations
such as NET, SLET, GATE, Civil services, Defence services, etc.?: 01 22. Student progression
Student progression
Against % enrolled
UG to PG 62%
PG to M.Phil. NA
190
PG to Ph.D. 6%
Ph.D. to Post-Doctoral NA
Employed • Campus selection • Other than campus recruitment
NA
Entrepreneurship/Self-employment NA
23. Details of Infrastructural facilities a) Library: Yes
b) Internet facilities for Staff & Students: Yes c) Class rooms with ICT facility: One d) Laboratories: N.A.
24. Details on student enrichment programmes (special lectures / Workshops / seminar) with external experts:
25. Teaching methods adopted to improve student learning: Students are encouraged to develop creative skill through story writing and composing Poems, Lyrics and Ghazals. 26. Participation in Institutional Social Responsibility (ISR) and Extension Activities:
27. SWOC analysis of the department and Future plans: Strengths: 1.) All faculty have highest academic degree. Actively involved in research guidance and publication of books and research paper. 2) Participation in orientation and refreshers course for upward movement in academic profile. Weaknesses: No. of faculties are less than requirement. Opportunities: The College is situated within the area of densely populated
Urdu- speaking people. This college is the only college imparting education up to Post Graduate level.
Challenges: 1) To manage the ever increasing number of students by the decreasing number of faculties. 2) To popularize Urdu language among Hindi speaking people.
191
Future Plan: 1) P.G. Diploma course in Urdu Journalism.
1. Name of the Department: Sociology 2. Year of Establishment: 1961
3. Names of Programmes / Courses offered (UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.) : UG-B.A. (Hons), PG- M.A., PhD
4. Names of Interdisciplinary courses and the departments/units Involved: NA
5. Annual/ semester/choice based credit system (programme wise): UG- Annual; PG-Semester
6. Participation of the department in the courses offered by other Departments: BBA (Department of Commerce)
7. Details of courses/programmes discontinued (if any) with reasons: Nil
8. Number of teaching posts
Sanctioned
Filled
Professors
Nil Nil
Associate Professors
Nil Nil
Asst. Professors
05 04
9. Faculty profile with name, qualification, designation, specialization, (D.Sc./D.Litt./Ph.D. / M. Phil. etc.,)
Name
Qualification
Designation
Specialization
No. of
Years of Experience
No. of Ph.D.
Students guided for the
last 4 years Dr. Bishwanath Jha Ph.D Professor Social
Development 32 Yrs 15
192
Dr. Prabhat Kumar Choudhary
Ph.D Assoc. Prof. Rural Study 32 Yrs 12
Dr. Md. Mohsin Ph.D Assoc. Prof. Rural Study 32 Yrs 06
Dr. Subodh Jha Ph.D Assoc. Prof. Pol.Sociology 32 Yrs 08
10. Percentage of lectures delivered and practical classes handled (programme wise by temporary faculty: Nil
11. Student -Teacher Ratio (programme wise): UG-60:01
PG- 55:01 12. Number of academic support staff (technical) and administrative staff;
sanctioned and filled: Nil 13. Number of faculty with ongoing projects from a) National b)
International funding agencies and grants received: Minor Project funded by UGC-01
Grant Received -121000/= 14. Publications:
∗ a) Publication per faculty: 06
∗ Number of papers published in peer reviewed journals (national /international) by faculty and students: 24
∗ Number of publications listed in International Database (For Eg: Web of Science, Scopus, Humanities International Complete, Dare Database - International Social Sciences Directory, EBSCO host, etc.) : Nil ∗ Monographs: ∗ Chapter in Books: ∗ Books Edited: 01 (Tantranath Jha falicitation Volume) ∗ Books with ISBN/ISSN numbers with details of publishers ∗ Citation Index: 15. Faculty as members in: a) National committees: None
193
b) International Committees: None c) Editorial Boards: Dr. B.N.Jha – (1) Member, Academia, a journal of C M College, Darbhanga. (2) Editor, Society Today 16. Student projects
a) Percentage of students who have done in-house projects including inter departmental/programme: 25%
b) Percentage of students placed for projects in organizations
outside the institution i.e. in Research laboratories/Industry/ other agencies: NA 17. Awards / Recognitions received by faculty and students: 18. List of eminent academicians and scientists / visitors to the department: Annexe 1 19. Seminars/ Conferences/Workshops organized & the source of funding
a) National : Workshop -01-National b) International : Nil
20. Student profile programme/course wise:
Name of the
Course/programme (refer question no. 4)
Applications received
Selected
Enrolled Pass
percentage *M *F
BA Hons (2011-14) 69 69 38 31 86%
MA (2011-13) University level
51 69 87%
*M = Male *F = Female 21. How many students have cleared national and state competitive examinations
such as NET, SLET, GATE, Civil services, Defense services, etc.? NA 22. Student progression
Student progression
Against % enrolled
194
UG to PG 60 %
PG to M.Phil. NA
PG to Ph.D. 12%
Ph.D. to Post-Doctoral NA
Employed • Campus selection • Other than campus recruitment
NA
Entrepreneurship/Self-employment NA
23. Details of Infrastructural facilities a) Library: Available
b) Internet facilities for Staff & Students: Available c) Class rooms with ICT facility: 1 d) Laboratories: NA
24. Number of students receiving financial assistance from college, University, government or other agencies:
25. Details on student enrichment programmes (special lectures / Workshops / seminar) with external experts: Annexure-2
26. Teaching methods adopted to improve student learning: Conventional Method Interaction Method Audio-Video Method
27. Participation in Institutional Social Responsibility (ISR) and Extension Activities: Through NSS unit of the college.
28. SWOC analysis of the department and Future plans: Strengths: 1. Research oriented experienced Teachers. 2. Dalit oriented studies (Emphasis) Weakness: 1. Under staff 2. No support staff 3. Lacks any financial power.
Opportunities: Emergence of new approaches to education.
195
Challenges: Growing Competition from near by colleges. Future Plan: To start – (a) MSW at PG Level (b) Gandhian Studies.
Anexure-1
1. Dr. C.S.S. Thakur Prof. & Head, Dept. of Sociology R.D. University, Jabalpur (M.P)
2. Dr. S. Ahmed Retd. Prof. & Head, Dept. of Sociology Patna University, Patna
3. Dr. Dharmshila Prasad Retd. Prof. & Head, Dept. of Sociology Patna University, Patna 4. Dr. Birendra Kumar Singh
Dept. of Sociology BRBA University, Muzaffarpur 5. Dr. Ravishankar Prasad
Dept. of Sociology TM University, Bhagalpur.
6. Dr. Binita Singh
Ranchi University, Ranchi 7. Dr. K.N. Jha
H.S.Gaur Central University Sagar, M.P.
Anexure-2
1. Dr. C.S.S. Thakur 2011 ‘Society of Dr. B. R. Ambedkar.’
2. Dr. Dharmshila Prasad
2012 ‘Gender Inequality’
3. Dr. Birendra Kumar Singh
196
2013 ‘Panchayati Raj in Bihar.’
4. Dr. K.N.Jha 2014 ‘Education and Modernization.’
�
•
Book Publications :
•
•
�
Research Journal :
Editor- Bishwanath Jha, Society Today ( A Bi-Annual research journal), under the supervision and guidance of P.G. Department of Sociology, C.M. College, Darbhanga (Bihar),ISSN 2277-2693
197
Post-Accreditation Initiatives
On the basis of the Self Study Report submitted in November 2003, C M College was accredited and assessed first time in January 2005, and got B++ status. On behalf of NAAC, the Peer Team underlined the need of some improvements in certain specific areas, such as:
1. Identification of Specific Objectives 2. Formulation of Strategic Plans to attain objectives 3. More Course options to increase flexibility in course 4. Introduction of Vocational Courses 5. Computer access to Students 6. Strengthening of ‘Placement Cell’ and ‘Career Counselling Cell’ 7. Computer training to staff 8. Completion of the Multipurpose Hall 9. Mechanism to get feedback from student 10. Mechanism for Teachers’ Appraisal 11. Submission of UGC Research Projects 12. Computerization of Library 13. INFLIBNET connection to Library 14. More spacious building to Library 15. More Space to Psychology Department 16. Need of Alumni Association 17. Effort to get status of Autonomous College 18. Completion of Girls Hostel 19. Facilities to Physically Handicapped Students 20. More Quarters to Staff 21. Academic Audit 22. Establishment of Central Computer Lab
Out of twenty two needful improvements highlighted by the previous NAAC PEER Team, the College has successfully met eighteen in the last couple of years.
Further, in course of the assessment of the College under various Criteria, the Peer Team in its report raised the issue of Academic Audit under and observed ‘No Academic Audit has been done for the College by the University.’
In this backdrop, the College constituted a Fact Finding Committee to ascertain the readiness of the College from the point of view of its internal audit and appraisal.
198
In this light, the IQAC and the Education Council (CEC) of the College took initiative and authorised a team of teachers of the College to frame a suitable manual for the said audit. The framed Manual was later discussed and approved by the CEC and was forwarded to our Parent University. After getting approval of the latter, we proceeded for Academic Audit.
Accordingly, the maiden academic audit of our college was conducted on 01.11.2013. The Peer Team of Academic Audit-2013, in its report, drew our attention to the following deficiencies located by them:
1. Compliance with the last NAAC suggestions 2. Determination of Objectives and formulation of Strategies 3. Introduction of more vocational Courses 4. Computer Training to the staff 5. Submission of research Projects 6. Introduction of self financing programs 7. Career Counselling and Placement facilities 8. Use of ICT in teaching 9. Internet and Computer facilities to students and teachers 10. Maintenance of performance sheet of students and teachers
In compliance with the recommendation of the last NAAC Peer Team report, and the deficiencies and specific suggestions underlined by the Academic Audit Peer Team the College, of late, has taken the following initiatives to improve it:
1. A clearly defined Goals and Objectives 2. Formulation of Strategic Plans for coming five years 3. Introduction of BBA course 4. Establishment of Central Computer Lab 5. Improvement in Student-Computer ratio 6. Activation of Placement Cell, Career Counselling Cell and Women Cell 7. Organization of Computer training to staff 8. Completion of K L Bhawan, a Multipurpose Hall 9. Construction of a Seminar Hall 10. Efforts to get feedback from students 11. UGC grants for five minor research projects 12. Installation of e-granthalaya in Library 13. INFLIBNET connection 14. New spacious block for Psychology Department 15. New quarters for staff
199
16. Facilities and services to Physically Handicapped students 17. Academic Audit 2013 18. Report Card of Internal Assessment of Students
Thus, the College has taken some sincere steps to enhance the academic environment and quality of education of the College and hope to come to the expectations of quality rating agencies.
200
Annexure-4 a
201
Annexure-4 b
202
