Criterion II Teaching, Learning and Evaluation
J. A. College 42 NAAC - SSR
CRITERION II: TEACHING, LEARNING AND EVALUATION
2.1 Student Enrolment and Profile
2.1.1 How does the College ensure publicity and transparency in the
admission process?
Publicity in admission process
Advertisements on admission to UG, PG, M.Phil. and Ph.D.
programmes are published in the leading regional newspapers in Tamil
and English, and notified in the college website www.annejac.com
An up-dated prospectus is issued along with the application forms for
admission. This contains the details of programmes offered, eligibility
and procedure for admission to different programmes, learning
resources, hostel and other facilities, fee-structure and scholarships
available to students.
Admission notification is displayed on the college notice board.
Information on PG and M.Phil. and Ph.D. programmes is intimated to
the final year students before the closure of the academic year.
Transparency in admission process
Details of all the applicants as given in their application forms are
computerized and categorized community-wise on the basis of subject
and marks in the college office.
Admission Committee, comprising the Principal as Chairperson,
General and Province Co-ordinator of Higher Education of the
Management Committee, three senior faculty members, (one from
Science, one from Arts and one representing SC/ST Community)
selects students for admission to all the programmes on merit basis,
adhering to Government norms for Minority Colleges.
The selection list is displayed on the college notice board and the
admission cards are sent to the selected candidates.
2.1.2 Explain in detail the process of admission put in place for UG, PG
and Ph.D programmes by the College. Explain the criteria for
admission (Ex. (i) merit, (ii) merit with entrance test, (iii) merit,
entrance test and interview, (iv) common test conducted by state
agencies and national agencies (v) others followed by the College?
Process of admission
Application forms for admission to UG programmes are issued
immediately after the Higher Secondary Examinations and for PG and
M.Phil. programmes, after the qualifying Semester Examinations.
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The details from the filled-in application forms of the candidates for
UG, PG and M.Phil. Programmes are computerized and rank list is
prepared subject-wise. The list of candidates selected for admission by
the Admission Committee on the basis of merit and the Government
norms for Minority Colleges is displayed on the college notice board
and the admission cards are sent to the selected applicants.
Preference is given to students from upcountry and hill station;
educationally, economically, socially backward and rural areas;
orphans, first generation learners, differently-abled; and daughters of
destitutes and ex-service men.
Certificates and testimonials are verified on the date of admission and
candidates are admitted on the payment of fee.
Absence of selected candidates on the scheduled dates of admission
will lead to the cancellation of their admission. Such vacant seats are
filled up with the candidates on the waiting list.
After the last date for admission, nominal roll is prepared for all the
courses, allotting a register number to each of the students.
Criteria for admission to UG, PG and M.Phil. programmes
The required percentage of marks in the subjects of the qualifying
examination is the criterion followed by the college for admission to
UG, PG and M.Phil. programmes. In addition to academic
qualification, competency of the applicants in Physical education and
other co-curricular and extra-curricular activities is favourably
considered for admission to all the UG and PG programmes.
Merit of the students and norms of the Government are strictly adhered
to for admission.
The aspiring students are admitted to various Certificate, Diploma,
Advanced Diploma and PG Diploma courses.
Criteria for admission to Ph.D. programmes
11 faculty members have obtained Ph.D. guideship from different
Universities and 6 Major Research Projects from UGC.
Advertisements for the selection of candidates for projects are given in
leading regional newspapers.
Project Fellows are selected based on the results of a written test
conducted by the Guide and an interview by a panel comprising the
Principal Investigator, Co-investigator (if applicable), the Principal, the
HOD, a senior faculty member and an external subject expert.
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A written test (to the candidates who have not cleared NET / SET
examinations and selected as Project Fellows) is conducted by MTWU,
Kodaikanal for Ph.D. registration.
Departments of Zoology and History are recognized as Research
Centres by MTWU, Kodaikanal. Research Scholars are admitted for
Ph.D. programmes under the recognized guides of these departments.
2.1.3 Does the College have a mechanism to review its admission process
and student profiles annually? If yes, what is the outcome of such
an analysis and how has it contributed to the improvement of the
process?
Yes, the College has the following mechanism to review its admission
process.
Review of Admission Process
After admission, the review of the admission process by the Admission
Committee and HODs in the Staff Council on the demand of the
programmes ascertains the need and relevance of the existing
programmes.
The subjects with high demand ratio necessitate the introduction of
new programmes under Self-Finance stream. Suitable measures are
planned to augment the demand for programmes with less demand
ratio.
Outcome of the Analysis
As Commerce was found out to be the most sought after course, a UG
programme in Commerce (C.A.) was started in the year 2008-2009.
PG programmes in Chemistry and Commerce were started in 2008-
2009 and 2011-2012 respectively.
The departments with less demand intensified their publicity
mechanisms, by conducting exhibitions and workshops for school
students to increase the student enrolment.
Student Profiles
Student profiles are categorized and maintained in the college office,
after admission.
Resumes of individual students are kept updated by the mentors in the
departments.
Counselling by the mentors help the students to identify their aptitude
and needs and enable them to make the correct choice of subjects for
further study.
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J. A. College 45 NAAC - SSR
2.1.4 What are the strategies adopted to increase / improve access to
students belonging to the following categories - SC/ST, OBC,
Women, Different Categories of persons with disabilities,
Economically weaker sections, Outstanding achievers in Sports
and extracurricular activities?
SC / ST / OBC / Economically Weaker Sections
In accordance with Government norms, the candidates from SC/ST and
OBC communities, first generation learners, rural, educationally,
economically and socially backward classes of the society are given
priority in admission. They are admitted through the management
quota, if not possible through the Government reservation policy.
Remedial coaching given to the slow learners of these communities,
enable them to join the mainstream.
Scholarships are procured for them to ease their financial constraints.
Tuition fee is completely waived for daughters of destitute widows.
Besides tuition fee, bus and mess fee concession, free accommodation
in the hostel and free lunch are provided to students from the
economically weaker sections.
These are the strategies adopted to improve access to the students
belonging to the above mentioned categories.
Women
The Congregation of St. Anne of Trichirapalli has founded this college
exclusively for the empowerment of rural women students.
Different categories of persons with disabilities
Special concern is shown to the differently-abled students of all
categories in admission.
Care is taken to provide them with friendly infrastructure and other
facilities in the college campus for them. (Kindly refer answer to Qn.
No. 4.1.4)
All possible efforts are made to get them scholarships from various
sources.
Outstanding achievers in Sports and Extra-curricular activities
Excellent performers in sports and extra-curricular activities are given
preference to get admission to the courses of their choice through
Government or Management quota.
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Full Concession in term fee, examination fee, bus fee, hostel
establishment charges and mess fee is extended to them on the
recommendation of the Coaches and Physical Directress.
Nutritious high quality special diet is provided to the players.
2.1.5 Furnish the number of students admitted in the College in the last
five academic years.
Table 2.1. Number of Students in the College
Category 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013
A UA A UA A UA A UA A UA
SC 369 117 355 105 329 115 305 137 282 167
ST 2 - 3 - 1 - 1 - - -
OBC 975 555 917 501 873 524 823 557 801 574
Others 8 6 7 10 4 11 4 5 5 9
Total 1354 678 1282 616 1207 650 1133 699 1088 750
Grand
Total
2032 1898 1857 1832 1838
*A – Aided *UA – Self-Finance
2.1.6 Has the College conducted any analysis of demand ratio for the
various programmes offered by the College? If so, indicate
significant trends explaining the reasons for increase / decrease.
Yes. The details of demand ratio are maintained in the college office.
The following table shows the demand ratio for various programmes
offered by the college, for the past five years.
Table 2.2. Demand Ratio for Aided Programmes
Programme Demand Ratio
2008-2009 2009-2010 2010-2011 2011-2012 2012-2013
B.A. History (EM) 1 : 1 1 : 1 1 : 1 1 : 1 1 : 1
B.A. History (TM) 1 : 1 1 : 1 1 : 1 1 : 1 1 : 1
B.A. English 7.01 : 1 8 : 1 7.45 : 1 8.14 : 1 8.40 : 1
B.A. Tamil 1.70 : 1 1.54 : 1 1.60 : 1 1.21 : 1 1.70 : 1
B.Com. 2.03 : 1 1.90 : 1 1.10 : 1 1.24 : 1 1.80 : 1
B.Sc. Mathematics 4.02 : 1 6.61 : 1 7.71 : 1 7.91 : 1 7.05 : 1
B.Sc. Physics 1.05 : 1 1.60 : 1 3.80 : 1 2.84 : 1 2.80 :1
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B.Sc. Chemistry 2.60 : 1 3.50 : 1 4.20 : 1 1.84 : 1 3.24 : 1
B.Sc. Zoology 1.75 : 1 1.43 : 1 1.60 : 1 1.90 : 1 2.40 : 1
M.A. History 1.10 : 1 1 : 1 1.09 : 1 1.00 : 1 1 : 1
M.Sc. Mathematics 1.90 : 1 1 : 1 1.74 : 1 1.48 : 1 1.04 : 1
M.Sc. Zoology 1.55 : 1 1.70 : 1 1.05 : 1 1 : 1 1 : 1
Table 2.3. Demand Ratio for Self-Finance Programmes
Programme Demand Ratio
2008-2009 2009-2010 2010-2011 2011-2012 2012-2013
B.Sc. Physics 1 : 1 1.30 : 1 1.05 : 1 1.10 : 1 1.07 : 1
B.Sc. Zoology 1 : 1 1 : 1 1 : 1 1 : 1 1 : 1
B.Sc. Computer
Science
4.80 : 1 2.30 : 1 3.15 : 1 3.60 : 1 3.70 : 1
B.B.A. 1 : 1 1 : 1 4 : 1 1 : 1 1.15 : 1
B.Com. (C.A.) 4.34 : 1 3.80 : 1 3.60 : 1 3.01 : 1 3.40 : 1
M.A. Tamil 1 : 1 1 : 1 1 : 1 1 : 1 1.07 : 1
M.A. English 1 : 1 1 : 1 1.14 : 1 2 : 1 1.92 : 1
M.Sc. Physics 1 : 1 1 : 1 1.05 : 1 1.15 : 1 1.13 : 1
M.Sc. Chemistry 1.10 : 1 1 : 1 1 : 1 1 : 1 1.25 : 1
M.Sc. CS & IT 1.20 : 1 1.25 : 1 1.20 : 1 1.14 : 1 1.14 : 1
M.Com. - - - 1.60 : 1 1.10 : 1
M.Phil. History 1 : 1 * 1 : 1 1 : 1 1 : 1
M.Phil. Zoology 1 : 1 1 : 1 1 : 1 1 : 1 1 : 1
*No candidate is admitted.
Results of the analysis of Demand Ratio
Above table shows that there is
high demand for English, Mathematics, Computer Science, and
Commerce (C.A.)
less demand for Commerce, Physics, Chemistry and Zoology
still less demand for other Aided and Self-Finance programmes
For PG and M.Phil. programmes, all applicants are given admission.
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Reasons for increase / decrease of demand ratio
The more / less scope for placement is the reason for the increase /
decrease in demand for the UG, PG and M.Phil. programmes. Less
demand ratio for PG programmes is due to the interest of students and
their parents in B.Ed. programme which is the minimum qualification
to become a teacher leading to life settlement.
Job Oriented Certificate / Ancillary / Elective Courses like Tourism
and Travel Management, Health and Nutrition, Printing Technology
and Journalism have vocationalized the UG programmes in History,
Zoology, Chemistry and Tamil to increase their demand among
students. Counselling for the UG students regarding the availability of
diverse job / research opportunities motivates them to take up PG
programmes.
Additional seats are sought from the affiliating University, for the
programmes with high demand. To cater to the increasing demand,
steps are taken to introduce an additional section for the existing UG
programmes like English and Mathematics.
2.1.7 Was there an instance of the College discontinuing a programme
during last five years? If yes, indicate the reasons.
No programme was discontinued during the last five years.
2.2 Catering to Diverse Needs of Students
2.2.1 Does the College organize orientation / induction programme for
freshers? If yes, give details of the duration of programme, issues
covered, experts involved and mechanism for using the feedback in
subsequent years.
Yes, the College organizes a Bridge Course and induction programme
for freshers on their entry in the college and Orientation course for the
senior students, after the reopening of the college.
1. Bridge Course for Freshers
Duration of the Course
Freshers constituted mostly of the students from the disadvantaged
sections of society, socially and economically backward
communities and first generation learners. To impart
communication skills, to prepare them to bridge the gap between
school education and collegiate education and to cope with
learning their subjects through English Medium, an intensive ten
day Bridge Course in English is designed and conducted before the
commencement of the regular classes for the freshers. 590 freshers
attended the Bridge Course in June 2012.
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Issues covered
The new entrants are acquainted with the Language Skills, Vision
and Mission, Goals and Objectives of the College, Autonomy,
Semester Examination system, CBCS, Moral, Spiritual and Social
values, Career Oriented Courses, Skill Based and Job Oriented
Courses offered at the college.
Experts involved
The faculty members of Department of English impart Language
Skills and those of other departments handle other topics in Bridge
Course.
Mechanism for using feedback in subsequent years
Feed back is collected from individual participants at the end of the
Bridge Course. The observations and responses of the participants
are used for planning this course in the subsequent years.
2. Induction Programme for freshers
Induction Programme is organized for the freshers of UG and PG and
their parents on the first day of their entry. The vision, mission, goals
and objectives, rules and regulations of the college, code of conduct
and dress, available facilities, additional courses offered and values
nurtured are highlighted by the Principal, the Secretary, the Warden
and the HODs.
Meetings are held subject-wise by the departments for the freshers and
their parents. Detailed information on the nature of the programme,
teaching, learning and evaluation process and other practices of the
department is provided by the HoD or a senior teacher in the
department. The doubts are clarified by the HoD and their suggestions
and recommendations are recorded for consideration.
The filled-in copies of a structured profile with the particulars of the
students and their parents and the photographs of the parents are
maintained in the departments.
The new entrants undertake an entourage around the campus,
accompanied by the senior students of the departments.
3. Orientation Course for inmates
Duration of the Course
Orientation Course is arranged for the II and III UG and II PG
students to induct and tune them to study after the summer
vacation.
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Issues covered
The faculty members deliberate on wide range of topics – Mass
Media, Websites, Mobile Technology and Internet, Yoga
Demonstration, Communicative Skills, Right to Information Act,
Indian Culture, Aims of Higher Education, Personal Hygiene and
Positive Attitudes.
Experts involved
The faculty members of Department of English impart Language
Skills and those of other departments handle other topics in
Orientation Course.
Mechanism for using feedback in subsequent years
Feed back is collected from individual participants at the end of the
Orientation Course. The observations and responses of the
participants are used for planning this programme in the
subsequent years.
4. Soft skill training
Soft skill training to the final year UG and PG students and Spoken
English classes to the first year UG and PG students are conducted by
Nurture Resources, Chennai and Anugraha Institute of Social Sciences,
Dindigul.
5. Communicative Skills Training
Trainers from i360 Dynamic Development Centre, Bengaluru were
invited to train the first year UG and PG students in Communicative
Skills through theory and practical sessions in the Language
Laboratories and Computer Centres at the college.
2.2.2 Does the College have a mechanism through which the
“Differential requirements of student population” are analyzed
after admission and before the commencement of classes? If so,
how are the key issues identified and addressed?
Yes, the College has the following mechanisms to analyze the
“Differential requirements of student population” after admission and
before the commencement of classes.
The department entrusts the new entrants to the care of mentors who
analyze their academic standard, socio economic status, parentage, the
interests and achievements of the students. The analysis of the resume
enables the mentors to classify the differential capabilities and
requirements of the students. They address the needs of the students if
necessary, with the help of the counsellors.
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Academic standard of the students is measured through informal tests
conducted by the departments to study their differential requirements.
Identification of their struggle to learn through English Medium and
their needs for communication skills, computer applications and
vocational skills have led to the adoption of bilingual teaching as a
strategy only in the beginning of their study. The motivation to join
the Certificate Course in Communicative English and the Career
Oriented Certificate, Diploma and Advanced Diploma Courses in
Communicative Skills and Functional English and other Job Oriented
Certificate Courses and the judicious selection of SBE and NME
Courses hone one’s vocational and technical skills.
Difference in the level of knowledge of computers is identified among
I UG students and they are streamlined into three categories, Stream-A
(Students of Mathematics, Physics, Chemistry, Computer Science and
Commerce (C.A.)), Stream-B (Students of Business Administration
and Commerce) and Stream-C (Students of Zoology, Tamil, English
and History) to enrich them in Computer Literacy and Applications.
Level of I UG students in understanding Part II English is identified to
vary between students of different disciplines and hence there is a plan
to streamline the students into three groups for learning Part II English.
Remedial Coaching is arranged for slow learners and special coaching,
for advanced learners in all departments.
2.2.3 Does the College provide bridge / Remedial / add - on courses? If
yes, how are they structured into the time table? Give details of
the courses offered, department-wise/faculty-wise?
Yes, Bridge Course for I UG and I PG students, Orientation Course for
II UG, III UG and II PG students, Remedial Course for the slow
learners in all categories and add-on (Career Oriented) courses for all
UG students are offered at the college.
Bridge Course and Orientation Course
The Ten day Bridge Course initiates the I UG students into Higher
Education and helps them to improve the Language Skills and study
their subjects through English Medium.
The Two day Orientation Course rejuvenates the vigour of the students
in Communicative Skills and directs their attention to the in-depth
study of their subjects.
The timetable for these courses is prepared by the HODs and
conducted on the dates given in the Academic Calendar. Other details
of Bridge Course and Orientation Course are furnished in the answer to
Qn. No. 2.2.1.
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Remedial Course
Slow learners are identified through their performance in CIA by the
course teachers in every department. A structured time table specifying
the day, class, faculty and the unit of the course is followed by the
concerned course teachers to coach them in the weak areas between
3:00 p.m. and 4:00 p.m. every day. UGC Grant for Remedial
Education to SC/ST and Minority Communities serves as an impetus to
provide intensive remedial coaching to the slow learners of the said
communities from 3:00 p.m. to 4:00 p.m. every day.
Table 2.4. Number of students benefitted by remedial coaching
Year
No. of students benefitted
by remedial coaching
SC ST Minority
2008-2009 319 2 257
2009-2010 333 - 256
2010-2011 303 - 258
2011-2012 267 1 249
2012-2013 255 - 265
All slow learners are evaluated through unit tests and their marks are
maintained in a separate register to assess their progress in study.
Add - on courses
UGC sponsored add - on (Career Oriented) course in Communicative
Skills and Functional English and Office Automation is offered by the
Department of English and Commerce respectively at three levels,
Certificate, Diploma and Advanced Diploma, from 3:00 p.m. to 5:00
p.m. on four days of the week and on holidays. A batch of students
pursue Certificate Course in Communicative Skills and Functional
English in the I year, Diploma Course in the II year and Advance
Diploma Course in the III year of their UG programme.
Table 2.5. Details of Career Oriented Course
Year Course No. of
students
Duration
2010-2011 Certificate 49 Theory - 180 hrs
Practicals -120 hrs 2011-2012 Certificate 40
Certificate 41
Diploma 49
2012-2013 Certificate 43
Diploma 32
Advanced Diploma 45
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Students who complete the course at all the three levels are eligible for
Honours degrees from the affiliating University.
UGC sponsored add-on (Career Oriented) course in Office Automation
is offered by the Department of Commerce from 2013-2014.
2.2.4 Has the College conducted a study on the incremental academic
growth of different categories of students; - student from
disadvantaged sections of society, economically disadvantaged,
physically handicapped and slow learners etc.? If yes, give details
on how the study has helped the College to improve the
performance of these students.
Yes, IQAC of the college has conducted a study on the incremental
academic growth of different categories of students (SC, ST and OBC
communities, physically handicapped).
The close observation of the classroom behaviour of the mentees and
the evaluation of their performance in their tests help the mentors to
identify the different levels of students.
Table 2.6. Incremental academic growth of UG students
Batch Category Percentage of Pass in Semester
I II III IV V VI
2008-2011 OBC 70 71 71 81 84 82
SC 61 61 63 71 64 77
ST 100 50 100 50 100 -
PH 25 25 25 50 75 75
2009-2012 OBC 66 55 66 69 76 80
SC 35 29 33 42 45 47
ST - - - - - -
PH 50 50 50 50 100 100
2010-2013 OBC 67 63 68 70 73 71
SC 69 60 67 64 87 80
ST - - - - - -
PH 100 - - - - -
PH - Physically Handicapped
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Table 2.7. Incremental academic growth of PG students
Batch Category Percentage of Pass in Semester
I II III IV
2008-2010 OBC 66 67 77 76
SC 75 61 86 89
ST - - - -
PH 100 100 100 100
2009-2011 OBC 77 95 77 97
SC 63 88 88 83
ST - - - -
PH - - - -
2010-2012 OBC 65 64 70 75
SC 43 54 54 63
ST - - - -
PH 100 100 100 100
2011-2013 OBC 64 64 68 68
SC 72 50 56 72
ST - - - -
PH 100 100 100 100
PH - Physically Handicapped
The course teachers and the mentors counsel them to free them from
inhibitions and instill confidence in them to focus their concentration
on studies. The mentors help them to find out the reasons for their poor
performance and suggest remedial measures to rectify them. Special
attention is given to them through remedial coaching.
Lessons are simplified and explained in English as well as in the
vernacular language. Peer group study, supervised study and peer
coaching are arranged. Unit tests are conducted for the thorough
understanding of the lessons.
The impediments due to financial constraints are removed by
providing free lunch, free bus pass, concession in term fee and
examination fee to the day-scholars from the economically
disadvantaged sections. Concession in hostel fee, mess fee, term fee
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and examination fee are extended to the students of such categories in
the hostel.
The concern and assistance of the peer group and faculty members to
the physically challenged and the disadvantaged students is a notable
feature of the college. Their acceptance amidst the peer group has
broken the barriers in their studies and led to incremental growth in
their performance.
2.2.5 How does the institution identify and respond to the learning needs
of advanced learners?
Interactive participation in learning and good performance in
examinations of the meritorious students draw the attention of the
course teachers and the mentors. The advanced learners are enthused
to keep up their morale to enhance their academic record.
Challenging assignments and projects are given to them to hone up
their intellectual calibre, sharpen their inquisitiveness, induce them to
experience the thrill of learning and enjoy the pleasure of achievement.
They are motivated to take up self study courses for independent
pursuit of higher studies.
Table 2.8. Number of students opted self study courses
Department Course Number of students
Physics Programming in C++ 39
Computer Science
Software Project Management 136
Software Testing 21
Component Based Technology 22
Web Technology and Web
Services
8
Peer teaching to the slow learners by the advanced learners, the
disadvantaged and the physically challenged students is encouraged to
broaden their knowledge and humanitarian outlook towards the fellow
students.
Leadership roles as class representatives, office bearers of the College
Union, JACSAFA-Youth Parliament, Department Associations,
various clubs and cells are assigned to them to promote their
personality development traits.
Thrust in research is whetted by motivating them to attend summer /
winter schools in research institutes, apply for students’ projects from
funding agencies, participate and present research papers in seminars /
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conference at collegiate / inter-collegiate / state / regional / national
levels and publish articles in reputed journals.
Responsibilities to organize department and college level meetings and
functions and act as Masters of Ceremonies and commentators are
offered to them to improve their managerial and communication skills.
Their proficiency in studies is recognized, appreciated and rewarded
with medals on the College Annual Day and their photos are displayed
on the department notice boards and published in the college
magazine.
2.2.6 How does the institution cater to the needs of differently-abled
students and ensure adherence to government policies in this
regard?
The College caters to all the needs of the differently-abled students.
Pre-admission counselling brings out their aptitudes and interest that
enable the teachers to motivate them to join the course comfortable for
them.
Preference in admission is given to them by adhering to Government
norms. The financial needs are attended to through scholarships from
the Government and by the management.
The disabled-friendly ramps, special toilets, furniture in the classrooms
and the Library are the infrastructure facilities available for them in the
college. Their peers and faculty members help them with care, love
and concern in all their needs. Peer coaching by the advanced learners
make their learning feasible.
Mobility Device Centre is established under HEPSN to train them in
physical exercise to ease their discomforts and keep them fit. HEPSN
helped them to get national identity cards. It has brought all the special
Government schemes to enrich their knowledge for placement and self
employment. The College celebrates the Disabled Day on 15th March
and conducts competitions to make them aware of their latent
potentials.
2.3 Teaching-Learning Process
2.3.1 How does the College plan and organize the teaching, learning and
evaluation schedules? (Academic Calendar, Teaching Plan and
Evaluation Blue Print, etc.)
The Academic Calendar, a part of the College Hand book, is prepared
by the HODs and Vice-Principals headed by the Principal and provided
to all the teachers and students at the beginning of the academic year.
It includes the dates of re-opening, bridge course, orientation course,
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mid and end semester examinations, submission of question papers,
submission of mark registers, commencement of semester
examinations, important functions of the college and Government,
local and institutional holidays etc.
A Syllabus Book which contains the syllabi of all the courses in a
programme with the credits and hours allotted to each course,
components and question pattern of CIA and semester examinations
and calculation of CGPA (Cumulative Grade Point Average), is
provided to all students and departments before the commencement of
the programmes.
The unitized teaching schedule, portions for mid and end semester
examinations, assignments, seminar and details of teaching techniques
adopted by the teachers are planned and presented as Master Plan to
the Principal at the commencement of every semester.
The Action Plan for academic oriented activities like seminars /
workshops / conferences to be organized, subject experts to be invited
for Guest lectures, Library books and equipments to be purchased,
cultural programmes for various activities, schedule of UG and PG
project reviews are decided in the respective departments / committees
/ clubs etc., presented in the Planning and Evaluation Committee
meeting and submitted to the Principal before the commencement of
the academic year. The evaluation of the action plan is reviewed by
Planning and Evaluation Committee at the end of the academic year.
The departments plan Remedial Education for the poor performers in
the internal tests to help them get through the semester examination.
The Examination and Awards Committee plans the dates for mid
semester, end semester and semester examinations, appointment of
chief superintendent, issue of hall tickets, conduct of practical and
theoretical examinations, valuation of answer scripts and publication of
results and decides revision of norms of valuation, if needed.
Evaluation is done according to the Scheme of Valuation prepared by
the external question setter and submitted to the COE, which gives due
weightage to all the units in keeping with the norms of TANSCHE.
The change in the teaching, learning and evaluation schedule will take
place to comply with the needs of the students and parents discussed in
the mentoring sessions and PTA meetings respectively and in
accordance with the Government order through TANSCHE. The
recommendations of BoS, the Academic Council, the Governing Body
and Board of Management are accounted for change in plan after the
review of the results in semester examinations.
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2.3.2 Does the College provide course outlines and course schedules
prior to the commencement of the academic session? If yes, how is
the effectiveness of the process ensured?
Yes, the details of semester system, the course outline, the course
schedule, CBCS, the components of CIA and semester examinations
and its rules and regulations are provided to the freshers orally in the
Bridge Course. A copy of the Hand book and Syllabus, detailing the
semester-wise course pattern, units of syllabus with credits, hours
allotted for teaching the units and CGPA, the titles of course texts, the
list of books for reference, the question pattern, the components of CIA
and semester examinations, types of questions, and the marks allotted
to each section of questions, is given to each and every student at the
beginning of the academic year. The students become very much
familiar with the course requirements at the commencement of the
academic session itself.
2.3.3 What are the courses, which predominantly follow the lecture
method? Apart from classroom interactions, what are the other
methods of learning experiences provided to students?
Lecture method is predominantly followed in courses like humanities
and management studies. The percentage of lecture hours for UG and
PG Courses vary based on the nature of the subject.
Table 2.9. Percentage of hours for teaching methods
Teaching method Arts Science
Lecture method 60% 40%
Other methods 40% 60%
Apart from classroom interactions, the departments organize variety of
teaching and learning activities with audio visual aids and ICT gadgets
which facilitate conducive environment for active and participatory
learning.
Practical sessions enable the students to acquire the practical skills of
respective subjects. Some of the methods of learning activities
provided to the students are:
• Role-play • Guided assignment • Seminar • Group discussio • Debate
• Guided peer-group teaching and study • Quiz • Problem-solving
session • Brain-storming session • Computer assisted learning
• Computer program writing • Individual and group projects • Hands-
on training in hospitals and clinics • Industrial training programme
• Field trips • Visits to industry, factory, bank, botanical garden, Court,
archives, University Library, Sericulture centres, Aquaculture centres,
Criterion II Teaching, Learning and Evaluation
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National Parks and Sanctuaries, Monuments, Planetarium, Museum,
Zoo, Star Hotels and Places of Historical importance • Educational tour
and • Case study to impart skills and enhance students interaction and
involvement in learning process.
Another mode of providing learning experience to students is
arranging guest lectures, invited talks and student’s seminars by the
Department Associations.
2.3.4 How ‘learning’ is made more student-centric? Give a list of
participatory learning activities adopted by the faculty that
contribute to holistic development and improved student learning,
besides facilitating life-long learning and knowledge management.
Learning is made more student-centric by various methods of
participatory learning by which the students become more active
participants than remaining passive listeners in the teaching - learning
process. The participatory activities contribute to self-management,
knowledge development and skill formation at personal and inter-
personal levels.
Student-centric learning is provided in the practical sessions and
Language laboratories.
Experiential learning is ensured through individual or group projects,
hands-on training, on-job training, visit to courts, banks, University
Libraries, Star Hotels and industrial training programme.
Creativity of the students is kindled through the presentation of a
poem, a prose lesson, a short story in the form of a skit or tableau,
collection of paper clippings and display on the department notice
boards, program writing, computer assisted learning and preparation of
models, charts and posters.
Competitive and Team Spirits are developed through group
discussions, debates and panel discussions.
Unity and fellowship result from teacher-guided peer-group teaching
and learning.
Ability of problem solving is attained through algorithmic approach.
ICT based learning is promoted through web-assignment, web-quiz,
and web-essay.
Analytical and presentation skills are shaped through case study.
Interest in research is inculcated through paper presentation and
publication.
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J. A. College 60 NAAC - SSR
2.3.5 What is the College policy on inviting experts / people of eminence
to provide lectures / seminars for students?
Policy:
To exchange and share the expertise of scholars of eminence through
seminars / conferences / workshops by tapping funds from different
agencies and to have atleast two guest lectures in all departments and
make learning more participatory.
Departments are at liberty to invite experts in the relevant field of
specialization to deliver lectures, chair and moderate session in
seminars. Honorarium is paid to the experts from the fund meant for
such activities following the prescribed norms.
2.3.6 What are the latest technologies and facilities used by the faculty
for effective teaching? Ex: Virtual laboratories, e-learning, open
educational resources, mobile education, etc.
The use of Interactive Board and ICT enabled classrooms has made
teaching and learning innovative.
The digital library with INFLIBNET is a great resource repository that
caters to the requirements of teachers.
Internet and ICT facilities are tapped to enrich their deliberations
through power point presentation in seminars.
ETNL Software installed in the Language laboratory is used for
imparting communicative skills that enable self learning.
Subject related documentary films are screened for visual presentation
of theoretical study of the texts.
Digital camera is used by the students of SBE course in Digital
Photography for developing the technical skills.
Molecular model kit is used by the students for structuring complex
chemical structures.
2.3.7 Is there a provision for the services of counsellors / mentors /
advisors for each class or group of students for academic, personal
and psycho-socio guidance? If yes, give details of the process and
the number of students who have benefitted.
Yes. Anugraha Institute of Social Sciences, Dindigul conduct
Certificate Course in Basic Counsellor Training Programme for faculty
members and students in the college. During the conduct of this
course, students are provided with opportunity to get counselling from
the faculty members of that institute.
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The trained counsellors address the psycho / social needs of the
students after the regular class hours or as and when necessity arises at
the Guidance and Counselling Cell in the college campus.
Table 2.10. No. of students benefitted through Guidance and Counselling Cell
Year Number of students counselled for major problems
Family Social Career Friendship Sexual Total
2008-2009 8 10 6 15 9 48
2009-2010 7 6 5 16 2 36
2010-2011 7 5 7 5 3 27
2011-2012 9 3 5 7 7 31
2012-2013 5 4 5 8 12 34
As mentors and advisors of the students, nearly 20 students are
entrusted to each faculty member. The mentors sort out the personal
issues, academic and non-academic problems of their mentees and
provide counselling and guidance.
The students, who underwent training in Counselling Course, are able
to overcome their difficulties in all dimensions.
2.3.8 Are there any innovative teaching approaches / methods / practices
adopted / put to use by the faculty during the last five years? If
yes, did they improve the learning? What methods were used to
evaluate the impact of such practices? What are the efforts made
by the institution in giving the faculty due recognition for
innovation in teaching?
Yes. Innovative teaching ensures students’ participation, interaction
and involvement and links learning with life. The following teaching
and learning practices are used by the faculty to observe their impact
upon the students.
Department of English shows special interest in improving the
communication skill of students by using the ETNL Software in
Language Laboratory. The students are guided to listen to the
Communicative English audio and video cassettes and CDs played in
the classes.
ICT enabled teaching is practiced by the faculty of all departments.
Teaching through Interactive Board makes learning interesting and
participatory.
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Dry and wet land birds’ watch and visits to National Museum and
Aquarium promotes the ecological concern among students.
Chemistry teachers engage their students in farmer friendly activities
of soil and water analysis to make cultivation feasible in the aerable
lands.
Students of Mathematics are familiarized with algorithmic approach
for problem solving which has eternal relevance to life.
On-job training, hands-on experience and industry visits are mandatory
for the students of some disciplines that provide practical training to
develop professional skills required for successful employees.
The impact of such teaching practices is evaluated by the respective
teachers through the exercises like assignment, field study, reports,
projects, group discussion, seminar etc. IQAC collects feedback on the
performance of teachers from all the students in a structured
questionnaire which includes components on the innovative teaching
practices adopted by the faculty.
The College recognizes and appreciates the teachers in the department,
Staff club and Staff Council meetings.
2.3.9 How does the College create a culture of instilling and nurturing
creativity and scientific temper among the learners?
The mandatory UG and PG projects in the final year create interest for
research among the learners.
The self study courses deepen the knowledge and make them self-
reliant besides gaining extra credits.
Field trips and assignments based on the field trip demand the
scientific study and methodical presentation of their findings.
Participation and presentation of papers by UG and PG students in
conferences and seminars provide a platform for interaction with peer
group.
Publication of articles in National / International journals instills
confidence and inculcates involvement in research activities.
IISc., TNSCST and UGC sanctioned grants for Summer Research
Fellowship, Student Project Scheme and PG Merit Scholarship
respectively for a few students.
The news of the week and a talk on a current issue in the assembly
improve public speaking skill of the students.
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Various competitions and cultural programmes conducted by the
departments / committees / clubs in and out of the college provide
opportunities for the students to widen their creativity.
Writing articles / poems / short stories and drawing competitions
develop students’ creativity.
Preparing reviews on books and films is one of the practices to make
students creative and evaluative.
JACSAFA-Youth Parliament provides ample opportunities to the
members to develop their leadership and public speaking skills and
make them responsible citizens.
Training in mushroom cultivation and vermicompost, cottage goods
and trade show make the students productive and self-employable.
2.3.10 Does the College consider student projects a mandatory part of the
learning programme? If so, for how many programmes is it made
mandatory? * Number of projects executed within the College *
Names of external institutions associated with the College for
student project work * Role of the faculty in facilitating such
projects.
Yes, student projects are
mandatory for all 14 UG, 9 PG
and 2 M.Phil. programmes in the
final semester. It is also
mandatory for the II UG
Computer Science Students in the
IV Semester.
Names of external institutions
associated with the College for
student project work
Table 2.11. Collaborating institutions / organizations for student project work
Department Collaborating Institutions / Organizations
Tamil
Department of Christianity, Madurai Kamaraj
University, Department of Tamil, Madurai Kamaraj
University, General Library, Madurai Kamaraj
University.
Figure 2.1. Number of Student Projects
executed within the College
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J. A. College 64 NAAC - SSR
Commerce
Renuga Textiles Ltd., Theni, Indian Overseas Bank,
Theni, Madura Coats Private Ltd., Madurai, Maria
Joseph Mills, Theni, Sivasakhthi Food Products Private
Ltd., Cumbum, Prajaa Cool Drinks, Cumbum, CIBI
Krishna Textiles, Lakshmipuram, Nisha Kishan
Spinning Mills, Aundipatty, Krishna Traders, Dindigul,
Raj Shree Sugar Chemicals Ltd, Vaigaidam, Lakshmi
Krishna Textiles Pvt Ltd, Theni, Blossom Peat,
Lakshmipuram, Sri Panpalani Condiments, Theni,
Centre for Human and Natural Resources Development,
Batlagundu, KPS Oil Store, Rajapalayam, Kodiakannel
Co-operative Store Ltd., Kodiakannel,
Vaithiyanathapuram Primary Agricultural and Co-
operative Bank, Periyakulam, Lakshmi Vilas Bank,
Theni, Sri Krishna plastic Industries, Theni, SST
Retreading Company, Rajapalayam, Sri. Kani dall Mill,
Theni, Bharath PVC Pipe Industries, Cumbum, SNP
Dairy Milk Industry, Madurai, Sri Krishna Dhal and
Flour Mill, Theni, Shri Ram Chits Private Ltd., Theni,
Teddy Exports Private Ltd., Thirumanagalam, Boja Raja
Mill Private Ltd., Trichy, Rane Brake Lining Ltd.,
Trichy, Kanan Devan Hills Plantation Company Private
Ltd., Munnar, Interlink Textiles Private Ltd.,
Lakshmipuram, Praveen Industry, Rajapalayam,
SARWODEEP, J. A. College, Co-operative Bank,
Andipatty, Co-operative Bank, Periyakulam, HDFC
Bank, Theni, Suzuki, Periyakulam, IOB, Theni, Canara
Bank, Theni, LIC, Periyakulam.
Business
Administration
Pepsico India holdings Private Ltd., Madurai, Shri
Renuga Soft-X Towels, Theni, Kannan Devan Hills
Plantations Company (P) Ltd., Munnar, Kerala, Tata
Coffee Ltd., Jeyamangalam, Theni, Anil Vermicelli,
Dindigul, Suma Agro Products (P) Ltd., Dindigul,
Balaranka Dhal Mills, Theni, Madura Steel Industries
Private Ltd., Dindigul, Scot - Free Steels Ltd., Palakkad,
HI - FIT Elastomers Pvt. Ltd., Madurai, Magaraja Sri
Ponpalani Condiments, Theni, The Midland Rubber and
Products Company Ltd., Kochi, M/S Gabriel India Ltd.,
Hosur, Sarr Senbegham Spin Tex, Theni, Eastern
condiments (P) Ltd., Theni, Frontier Knitters, Tirupur,
Anna Co-opertive Spinning Mill, Aundipatti, Ior
Techiquo f2 Industrial Estate, Dindigul, Hindustan
Essentials Oil and Co., Nilakottai, Sugana Phenumatics,
Coimbatore, Prajaa Pvt. Ltd., Narayanathevan Patti,
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Theni, Murugan and Co., Dindigul, Saffire Industries,
Sivakasi, G.H.C.L. Ltd., Madurai, Ammarun Foundries,
Coimbatore, Export Quality Neem Oil and Neem Cake
Manufacturers, Theni, Theni Gurukrishna Textile Mills
(P) Ltd., Theni, Kamayam Sivasakthi Food Products (P)
Ltd., Theni, Indian Foods (P) Ltd., Aruppukkottai,
Monarch Industrial Products (P) Ltd., Theni, S. K.A.
Industries, Theni, Pushpak Fragrances (P) Ltd.,
Nilakottai, M.M. Synthetics, Theni, Goldsun Auto (P)
Ltd., Coimbatore, Gemraj Plantations, Kerala, L.S. Mills
Ltd., Theni, K.A.R. Leathers (P) Ltd., Dindigul, TVS
Srichakra Ltd., Madurai, VVV and Sons Edible Oil Ltd.,
Virudhunagar, V. K. Samy Confectionary and Biscuits
Manufacturers, Usilampatti, Hi-Tech Arai Private Ltd.,
Madurai, Naga Foods Ltd., Dindigul, Kalis Sparkling
Kiater (P) Ltd., Dindigul, Guru Krishna Textile Mills (P)
Ltd., Theni, NSN Coconut Copra and Coconut Oil,
Tirupur.
Physics
Gandhigram Rural Institute, Gandhigram, N.M.S.S.V.N.
College, Madurai, Thiagarajar College of Engineering,
Madurai, V.H.N.S.N. College, Virudhunagar,
Kalasalingam University, Krishnankoil, MGM College,
Pollachi, Madurai Kamaraj University, Arul Anandar
College, Karumathur, Government Arts and Science
College, Melur.
Chemistry
Thiyagaraja Engineering College, Madurai, Alagappa
University, Karaikudi, Pondicherry University,
Puducherry.
Zoology
Leonard Hospital, Batlagundu, Christian Mission
Hospital, Periyakulam, Holy Redeemer Hospital, Theni,
Government Girl’s Hr. Sec. School, Periyakulam,
Government Boy’s Hr. Sec. School, Periyakulam,
Horticulture Research Institute, Periyakulam, Lady Doak
College, Madurai, Smart Biosolutions, Chidambaram,
The American College, Madurai, Government Hospitals
- Vadugapatti, Aundipatti, Bodi, Cumbum, Periyakulam
and Theni, Vaigai Scan Centre, Theni, Vikram Clinical
Laboratory, Theni, Krishnammal Nursing Home, Theni,
SACON, Coimbatore, ICMR, Madurai, Vel’s
University, Chennai, BNHS Centre, Point Calimere,
Nagapattinam.
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J. A. College 66 NAAC - SSR
Computer
Science
Cygnet Software, Chennai, GI - Tech Terminal Pvt. Ltd.,
Chennai, TCS, Chennai, HCL, Chennai, Dot Com Info
Way Ltd., Madurai, Jiffy Solutions, Adambakkam,
Chennai, Blue Chip Technologies, T.Nagar, Chennai,
Allied Biztech Solutions Pvt Ltd., Annasalai, Chennai,
Banyan Technology Solutions, Arcot Road, Porur,
Chennai, District Rural Development Agency, Theni Dt.,
R.K. Gut Hospital, Dindigul, Horizone Technology,
Chennai, Qtech Solutions, Bengaluru, Syntel Limited,
Chennai, Blue Berry Softwares, Chennai, Zohar Yahel
Company, Chennai, Evolvus Solutions, Bengaluru,
Roland Technology, Chennai, Sans Pareil IT Services
Private Ltd., Chennai, Marvel Soft-Tech, Bengaluru,
HCL (P) Ltd., Coimbatore, Smart Clixx Technologies
(P) Ltd., Chennai.
Role of the faculty in facilitating such projects
Faculty members are the project guides who facilitate the students
from the selection of the topic till viva-voce.
They make them understand the importance of the project and the
procedure for implementation giving room for student’s
innovation.
They guide them in the experimental work, collection of primary
and secondary sources, analysis and interpretation of the data of the
project.
Internal marks are awarded by the guide after two reviews and
internal viva-voce.
They help the students in preparing the report accurately and
present it in the viva-voce effectively.
2.3.11 What efforts are made to facilitate the faculty in learning /
handling computer-aided teaching / learning materials? What are
the facilities available in the College for such efforts?
The software ETNL installed in the Language Laboratory eased the
work of the English language teachers in imparting communication
skills.
The INFLIBNET in the Central Library enables the teachers and
students to have access to the e-resources.
The selected teachers from each department are given training by the
faculty of Computer Science in handling computer based courses.
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J. A. College 67 NAAC - SSR
Training by experts for using Interactive Board helps the faculty to
handle their subjects in an effective manner.
Staff are allowed to enrich their knowledge by attending relevant
courses such as PGDCA, DCA etc.
The facilities available for faculty in the College are
Laptops and LCD for all the departments
An Internet connection extended to all the departments
4 Interactive Boards
3 Internet laboratories
2 Language laboratories
3 Computer laboratories
Auditorium and Conference Hall with LCD installation.
2.3.12 Does the College have a mechanism for evaluation of teachers by
the students / alumni? If yes, how is the evaluation used in
achieving qualitative improvement in the teaching-learning
process?
Yes, a structured questionnaire is prepared to evaluate the overall
performance of the teachers.
The evaluation of the teachers is carried out at the end of the academic
year by all the students of UG and PG programmes. It is consolidated
at IQAC office and a copy of the report is handed over to the faculty
members individually by the Principal with appreciation for the
worthiness and corrective measures for the lapses in their performance.
After identifying the requirements of the faculty members to improve
their competency and their subject knowledge, the management
arranges for in-service training programmes to upgrade them. It also
allows the faculty members for Orientation and Refresher Courses and
motivates them to attend seminars / conferences / workshops / short
term courses to keep them abreast of the advanced trends in their
subjects.
2.3.13 Does the institution face any challenges in completing the
curriculum within the planned time frame and calendar? If yes,
elaborate on the challenges encountered and the institutional
approaches to overcome these.
No. The College completes the curriculum within the planned time
frame and calendar. The loss of working days due to the challenge
Criterion II Teaching, Learning and Evaluation
J. A. College 68 NAAC - SSR
posed by the announcement of holidays from the Government caused
by unforeseen circumstances will be compensated within the semester
that exceeds 90 working days.
If long leave is availed by any staff, substitute teachers are appointed
to handle the classes.
The HODs monitor the completion of curriculum by each and every
staff in the department as per the scheduled dates in the master
(teaching) plan and the College Hand Book.
2.3.14 How are Library resources used to augment the teaching-learning
process?
The Computerized Central Library has a total collection of 38,793
Books; 7,200 Text Books; 25,738 Reference Books; 5,855 General
Books; 1,919 Back Volumes; 57 Magazines; 86 Journals; M.Phil.
Dissertations and Ph.D. Theses.
It functions from 8:30 a.m. to 6:30 p.m. on working days and from
10:00 a.m. to 1:00 p.m. on holidays. The freshers are oriented towards
the proper use of books and the rules and regulations to be observed in
the Library.
The Book Bank contains text books that are lent to the economically
poor students for one semester on request to the Principal. Books on
Competitive Examinations are lent to the needy on request to the
Librarian.
The Internet facility is used by students and staff. INFLIBNET
installed in the Library has made it a repository for e-resources. Open
Access System provides an easy access to the required books.
A separate collection of books, journals and other learning resources
are maintained in some department Libraries for reference by the
faculty and the students of the respective departments.
These resources enable the faculty and students to update their
knowledge on the subject and pursue research activities.
2.3.15 How does the institution continuously monitor, evaluate and
report on the quality of teaching, teaching methods used,
classroom environments and the effect on student performance.
The Principal observes the teaching quality of the faculty members in
person, during class hours.
HODs get feedback on the teaching process of the faculty members
informally from the students and faculty members are appreciated or
given suggestions for improvement during the department meetings.
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J. A. College 69 NAAC - SSR
A structured questionnaire is used to evaluate the quality of teaching of
individual faculty by all the students annually. It is processed by IQAC
and submitted to the Principal.
On realizing the need to orient faculty members towards quality
teaching, the Principal conducts an Orientation Programme for junior
faculty members with less than three years of experience in the
beginning of academic year.
Before the commencement of the academic year, all faculty members
are reoriented with innovative teaching techniques, communication and
other skills necessary for quality teaching.
Self appraisal of the faculty, forwarded to the RJDCE for Career
Advancement, reveals their own quality of teaching.
The Vice-Principals look into the needs of the physical facilities in the
classrooms to create an atmosphere conducive for learning. The
requirements of the classrooms reported by the HODs are fulfilled by
the management.
Efficient teaching, suitable teaching techniques and proficiency in
language skills of the faculty members have made learning qualitative
and a remarkable improvement is evinced in the performance of the
students shown in their results year after year.
2.4 Teacher Quality
2.4.1 What is the faculty strength of the College? How many positions
are filled against the sanctioned strength? How many of them are
from outside the state?
Out of the sanctioned strength of 73 in the aided section, 59 have been
filled up and 14 remain vacant. The vacant posts are filled temporarily
by the management.
54 teachers are appointed by the management in the self-finance
section, which include the vacant posts of the aided section.
Of the total of 113 faculty members, two are from outside the state.
2.4.2 How are the members of the faculty selected?
The Appointment Committee consisting of the Mother General,
Mother Provincial, Mother Superior and General Co-ordinator for
Higher Education from the Congregation, the Secretary, the Principal,
External Subject Expert and the HoD of the concerned discipline
selects the faculty for appointment.
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Selection of faculty for Aided Section
i. When vacant posts in the aided section are sanctioned by the DCE
of the Government, an advertisement inviting applications for the
post is given in the leading newspapers. Interview cards are sent to
all the eligible applicants.
ii. Interview panel, consisting of the Appointment Committee
members, conducts a written test and an interview. Candidates are
selected based on their basic and additional academic qualification,
knowledge of the subject, teaching ability, communication skills,
teaching methodology, experience, and their performance in the
interview.
iii. Appointment Committee prepares the rank order by consensus and
the Secretary issues the appointment order.
Selection of faculty for Self-Finance Section
The same procedure is followed for appointment of eligible candidates
to fill up the vacancies in self-finance section.
2.4.3 Furnish details of the faculty
Table 2.12. Details of the faculty (2012-2013)
Highest
qualification
Associate
Professor
Assistant
Professor Librarian
Physical
Directress Total
Aided faculty
Ph.D. 23 03 01 - 27
M.Phil. 19 11 - - 30
PG 01 01 - - 02
Self-Finance faculty
Ph.D. - 04 - - 04
M.Phil. - 29 - 01 30
PG - 20 - - 20
2.4.4 What percentages of the teachers have completed UGC-CSIR-
NET, UGC-NET, and SLET exams? In that what percentage of
teachers are with PG as highest qualification?
Aided faculty
3.4% ((2/59)*100) have completed UGC-CSIR-NET, UGC-NET
and SLET exams. In that 50% ((1/2)*100) are with PG as highest
qualification.
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Self-Finance faculty
1.9% ((1/54)*100) have completed UGC-CSIR-NET, UGC-NET
and SLET examinations. None is with PG as highest qualification.
2.4.5 Does the College encourage diversity in its faculty recruitment?
Provide the following departments-wise details.
Yes, the College encourages diversity in its faculty recruitment.
Table 2.13. Diversity in recruitment of Aided faculty
Department
% of faculty who
are product of the
same College
% of faculty from
other Colleges
within the State
Tamil 71 29
English 57 43
History 17 83
Mathematics 22 78
Physics 0 100
Chemistry 20 80
Zoology 11 89
Commerce 25 75
Library 100 -
Table 2.14. Diversity in recruitment of Self-Finance faculty
Department
% of faculty who
are product of the
same College
% of faculty from
other Colleges
within the State
Tamil 25 75
English 80 20
Mathematics 100 -
Physics 57 43
Chemistry 33 67
Zoology 50 50
Computer Science 36 64
Commerce 40 60
Commerce (C.A.) 20 80
Business
Administration
20 80
Physical Education 0 100
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2.4.6 Does the College have the required number of qualified and
competent teachers to handle all the courses for all departments?
If not, how do you cope with the requirements? How many faculty
members were appointed during the last five years?
Yes, the College has the required number of qualified and competent
teachers to handle all the courses for all departments.
In the aided section, till the vacant posts are approved by the
Government, the vacancies are filled up with eligible candidates by the
management.
Vacancies in the self-finance section are filled, as and when required,
by the management.
The following table shows the number of faculty members appointed
during the last five years.
Table 2.15. Appointment of faculty members
Year Aided Section Self-Finance
Section FDP Vacancy
2008-2009 - - -
2009-2010 01 8 08
2010-2011 - 5 04
2011-2012 - 5 -
2012-2013 - 5 -
2.4.7 How many visiting Professors are on the rolls of the College?
No visiting Professor is on the rolls of the college.
Technical experts and Guest lecturers are invited for Certificate
courses like Computer Maintenance and Hardware, Printing
technology, Basic Counsellor Training Programme and SBE courses
like Mobile Technology etc.
Hindi Master is invited to teach Part - I Hindi.
2.4.8 What policies / systems are in place to recharge teachers? (e.g.:
providing research grants, study leave, nomination to national /
international conferences / Seminars, in-service training,
organizing national / international conferences etc.)
IQAC organizes faculty development programmes for all the faculty
members and a few programmes for the newly appointed aided and
Self-Finance faculty members.
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Departments are encouraged to avail funds from various funding
agencies to organize regional / national seminars / conferences /
workshops on recent developments in their fields.
Aided departments, which do not get fund from other agencies, are
funded by UGC Autonomous Grant and Self-Finance departments by
the management to organize Regional / National level seminars /
conferences / workshops.
Management encourages and promotes teacher development by
permitting the teachers to attend seminars, conferences, workshops,
Refresher courses, Orientation programmes, Short term academic
programmes, FDP and other staff development programmes, by
granting “On other Duty”.
Apart from FDP, faculty can avail leave to complete their Ph.D. thesis.
The Self-Finance faculty with 5 years of experience receives a research
grant of ₹2500/- for publishing papers in reputed journals once in 2
years.
Research grants are given to faculty members to meet the expenses on
presentations / publications of research articles.
Management encourages faculty members to present papers in
conferences / seminars abroad and apply for major and minor research
projects.
Faculty members, who publish papers in reputed journals and who
complete major and minor research projects, are honoured with medals
on the College Annual Day.
Proposals are forwarded to avail Travel Grant from the UGC for
faculty members who present papers in conferences / seminars abroad.
2.4.9 Give the number of faculty who received awards / recognitions for
excellence in teaching at the state, national and international level
during the last five years.
Table 2.16. Awards / Recognitions received by the faculty members
Year
Number of faculty members who received
Awards Recognitions
National
level
State
level
International
Level
National
level
State level
2008-2009 2 9 - - 4 2009-2010 3 - 1 3 3 2010-2011 3 - - 2 3 2011-2012 1 2 2 - 6 2012-2013 1 - - 1 4
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2.4.10 Provide the number of faculty who have undergone staff
development programmes during the last five years. (Add any
other programme if necessary)
Table 2.17. Number of Faculty undergone Staff Development Programmes
Academic Staff Development
Programmes
Number of faculty members
2008-
2009
2009-
2010
2010-
2011
2011-
2012
2012-
2013
Refresher Courses 1 2 - - 3
Orientation programmes - - 3 - 6
Staff training conducted by the
College
103 114 110 96 113
Staff training conducted by
University / other Colleges
4 6 1 2 12
Summer / Winter Schools,
Workshops, etc.
- 7 10 - 3
Any other (please specify)
1. NSS Orientation Programme - - 1 2 1
2. AIACHE and Xavier Board
Programmes
1 4 4 3 4
3. YRC Programmes - 1 1 1 1
4. Other Programmes 4 10 5 9 3
2.4.11 What percentage of the faculty have
been invited as resource persons in Workshops / Seminars /
Conferences organized by external professional agencies.
participated in external Workshops / Seminars / Conferences
recognized by national / international professional bodies.
presented papers in Workshops / Seminars / Conferences
conducted or recognized by professional agencies.
Figure 2.2. Percentage of faculty as resource persons, participants and paper
presenters
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industrial engagement
A few faculty members have association with industries for students
project work as given in answer to Qn. No. 2.3.10. and Ph.D.
programmes.
2.4.12 How often does the College organize academic development
programmes for its faculty, leading to enrichment of teaching –
learning process? * Curricular Development * Teaching –
learning methods * Examination Reforms * Content / knowledge
management * Any other (please specify)
BoS meeting followed by Academic Council is conducted every year.
All the departments organize seminars, conferences, workshops and
guest lectures throughout the year. IQAC organizes faculty
development programmes on quality issues twice a semester.
Curricular Development
Curriculum Committee meets once a year to evaluate the feasibility
and effectiveness of the syllabi prescribed by all the departments and
discusses the advanced courses to be introduced in accordance with the
needs of the stakeholders and norms of TANSCHE.
Teaching - learning methods
Orientation on innovative teaching techniques and faculty development
programme on teaching - learning methods are organized once a
semester.
Examination Reforms
Examination and Awards Committee meets once a year to discuss the
examination reforms suggested by the COE, Chief Superintendent,
Chairman and paper valuers. IQAC organized seminar on
‘Examination Reforms’ twice during the assessment period.
Content / knowledge management
National / State level seminars / conferences / workshops, 2 Guest
lectures / year / department and Study Circle once a month are
arranged every year by the departments.
Any other (please specify)
Besides these programmes, various other programmes on Teacher
effectiveness, Effective communication, Neurolinguistic programme,
Leaders Skill-Self awareness etc. are organized to motivate the
teaching community.
The management encourages the staff to pursue research in the areas of
their interest by doing Ph.D., undertaking major / minor research
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projects and publishing research papers in reputed journals to update
and enrich themselves and the students too.
2.4.13 What are the teaching innovations made during the last five years?
How are innovations rewarded?
The following are the teaching methods adopted by the faculty in
addition to conventional method of chalk and talk, realizing the
emerging challenges in higher education, to enhance quality in
teaching-learning.
• Guided Assignment • Web assignments • Demonstration • Role-
play • Guided Peer-Group Teaching and Study • Brain-Storming
sessions • Computer Aided Learning • Program writing in Computer
courses • Hands-on Training in Hospitals and Clinics • Learning in
real situation • Industrial Training Programme • Interactive Board
• e-learning • Enhancement of Communicative English through
Language laboratory • IT-enabled assignments and projects • Video-
conferencing and Virtual classes by EVERONN-Satellite based
education
These innovations have resulted in the active participation of the
students in the learning process, have helped to enrich their knowledge,
develop their communication and entrepreneurial skills and inculcate
interest in team spirit and experiential learning. Faculty members are
appreciated in the Staff meetings.
2.4.14 Does the College have a mechanism to encourage
Mobility of faculty between institutions for teaching?
Yes. Faculty from Anugraha Institute of Social Sciences, Dindigul
handle the Certificate Course in Basic Counsellor Training
Programme.
Faculty exchange programmes with national and international
bodies?
The Management plans to have an exchange programme with
Liverpool Hope University, U.K.
2.5 Evaluation Process and Reforms
2.5.1 How does the college ensure that all the stakeholders are aware of
the evaluation processes that are operative?
Details regarding examination and evaluation are discussed in the
Examination and Awards committee and faculty members are made
aware of this, through the HODs.
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The evaluation methods are communicated to the freshers and their
parents on the re-opening day by the Principal and their respective
HOD.
Before the commencement of the programme, students are informed
about the evaluation methods during the Bridge Course and
Orientation Course.
The College handbook given to each student details the rules and
regulations of examinations, and the dates of mid, end semester and
semester (theory and practical) examinations.
Syllabus book intimates each student the details of all the courses,
hours, credits, components and question pattern of CIA and semester
examinations.
Students are reminded on the rules and regulations of examinations
through the course teachers and mentors.
The mid and end semester marks with attendance are sent to the
parents through the progress cards and the performance of the students
in semester examinations is discussed in the Parent-Teacher Meet.
Fee details and time table for mid, end semester, semester and
supplementary examinations are displayed on the department notice
boards, well in advance.
In the assembly, students are reminded of the examination rules by the
Principal before the commencement of the examinations.
2.5.13 What are the major evaluation reforms initiated by the College
and to what extent have they been implemented in the College?
Cite a few examples which have positively impacted the evaluation
management system?
Table 2.18. Evaluation reforms and impact
Year Reform Impact
2007
onwards Preparation of Question
Bank for all the courses of
all the programmes
All possible questions from all the
units of the syllabus promoted
intensive study.
2009-2010 PG students are allowed to
write arrear exams in all
semesters.
Students are able to clear the
papers before the completion of the
course.
2010-2011 Entry of CIA marks
through Intranet
Authenticity of mark entry is
ensured.
2011-2012 If necessity arises for third
valuation in PG, the
Fair valuation of answer scripts is
affirmed.
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average of two marks
closer to each other will
be taken as the final mark.
2011-2012 Security features in Mark
Statement is increased
from 4 to 6.
Certificate issued by the college is
made more authentic.
2011-2012 Method of calculation of
CIA for theory papers is
changed.
Weightage given to attendance
marks is reduced leading to more
weightage to subject components.
2011-2012 Components of
Foundation Courses are
changed.
More weightage is given to
understanding and case study.
2012-2013 For PG, the difference in
marks between first and
second valuation is
increased from 10 to 15,
for third valuation
Early publication of results
2012-2013 Internal Improvement
Examination
It is a boon to the candidates who
could not get a minimum pass in
the aggregate of CIA and semester
examination marks due to very low
marks in the CIA, even after
passing twice in the semester
examinations, to get through in
those papers without appearing
again for the semester examination.
2.5.3 What measures have been taken by the institution for continuous
evaluation of students and ensuring their progress and improved
performance?
In each semester, for theory papers (CIA weightage 40%), centralized
mid semester and end semester examinations, seminar, quiz and
assignments are given for continuous assessment.
Practicals (CIA weightage 50%) are conducted by the respective
departments with various components suitable to their subjects.
UG, PG and M.Phil. Projects (CIA weightage 50%) are continuously
reviewed by the faculty members.
Progress reports are sent by the mentors to the parents, immediately
after the mid and end semester examinations with attendance marks.
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Course teacher and mentor continuously monitor over the performance
of the students and provide academic guidance and psychological
counselling.
Slow learners are identified after the mid semester examinations and
remedial coaching is given to them after the regular class hours.
Special periodical remedial coaching is given to the SC, ST and
Minority Students and it is monitored by the Minority Coaching Cell.
2.5.4 What percentage of marks is earmarked for continuous internal
assessment? Indicate the mechanisms strategized to ensure rigour
of the internal assessment process?
CIA for UG and PG theory papers carries a weightage of 40%.
Table 2.19. Components of CIA during 2008-2011
Components UG PG
Test 25 Marks 25 Marks
Assignment / Quiz 05 Marks -
Seminar 05 Marks 10 Marks
Attendance 05 Marks 05 Marks
Total 40 Marks 40 Marks
Table 2.20. Components of CIA during 2011-2014
UG PG
Components Marks Components Marks
Test – I 30 Test 25
Test – II 30 Seminar 10
Seminar / Quiz 10 Attendance 05
Assignment 05 Total 40
Attendance 05
Total 80
Internal mark 80÷2=40
For practicals and projects, internal and external valuations carry equal
weightage.
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Internal Assessment Process
Schedule for mid and end semester examinations, venue, and list of
invigilators are prepared by the Vice-Principals and forwarded by the
Principal to the departments.
Examination schedule is displayed on the department notice boards.
Examination schedule with venue is displayed on the college notice
board.
Retests are conducted for students who absent themselves for valid
reasons. The requisition letter of the student passes through the HoD
to the Principal who forwards it to the Vice-Principals.
Students, who could not get a minimum pass in the aggregate of CIA
and semester examination marks due to very low marks in the CIA,
even after passing twice in the semester examinations, can appear for
Internal Improvement Examination, after duly sanctioned by the
Principal, and get through in those papers without appearing again for
the semester examination.
After consolidation of all CIA components at the end of the semester,
CIA marks are sent to the office of CoE through Intranet.
The marks are maintained class-wise in the department registers signed
by the students, course teachers, HODs and the Principal.
Consolidated Mark Statements of CIA are printed and forwarded from
the office of the CoE to the HODs for verification.
After verification, mistakes are noted down in a prescribed format by
the course teacher and forwarded to the CoE through the HOD.
The corrected marks are entered and sent to the office of CoE through
Intranet by the course teacher.
2.5.5 Does the College adhere to the declared examination schedules? If
not, what measures have been taken to address the delay?
Yes, the College strictly adheres to the examination schedules and
hence there is no delay in the examinations.
2.5.6 What is the average time taken by the College for declaration of
examination results? Indicate the mode / media adopted by the
College for the publication of examination results e.g., website,
SMS, email, etc.
The examination results are declared within 20 days after the
completion of the semester examinations. Results are published in
printed format in the Examination and Awards Committee meeting and
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the copies of which are displayed on the department notice boards and
also on the college notice boards.
Office of the CoE has a plan to upload the semester examination
results in the college website www.annejac.com
2.5.7 Does the college have an integrated examination platform for the
following processes?
Pre - examination processes - Time table generation, OMR,
student list generation, invigilators, squads, attendance sheet,
online payment gateway, etc.
The examination processes are carried out systematically.
Guidelines and required materials are sent to the question paper setters
well in advance to get the semester examination question papers ready.
Copies of notice regarding the details of examination fee are displayed
on the department notice boards.
Nominal roll, with the name, register number and the subject codes of
courses (regular and arrear), is verified and signed by the students and
examination fee is paid through Bank in the college campus.
Students’ name list for examination is drafted based on the Nominal
Roll in CoE Office.
Time table of the semester examination is framed at the office of the
COE. The dates and sessions are finalized in the Examination and
Awards Committee meeting, one month prior to the commencement of
the semester examination.
Copies of the finalized time schedule are displayed on the notice
boards till the last date of semester examination.
A senior faculty member is appointed as Chief Superintendent of
semester examination by the Principal.
Main and additional answer sheets, hall tickets, coding sheets, foil
cards and attendance sheets are printed before and kept ready for the
semester examination.
Hall tickets are issued to students on the date mentioned in the college
hand book.
Internal and external invigilators, for theory papers, are appointed by
the Principal and examiners for practicals and project viva-voce are
appointed by the COE.
Exchange of invigilators, with intra and inter-university colleges, is in
practice for semester examination.
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Room allotment, number of students and seating arrangement are
entrusted to the College Administrative Office.
Internal examiners are appointed for paper valuation and appointment
orders are issued by the CoE to the individual faculty members.
Examination process - Examination material management,
logistics.
Science, Language and Computer practical examinations and project
viva-voce are conducted by external and internal examiners before
semester examination.
Question papers in sealed covers are handed over to the Chief
Superintendent by the CoE and are opened in the presence of internal
and external invigilators on the day of each examination.
Chief Superintendent carries out and supervises the proceedings of
semester examinations.
Answer sheets submitted by the invigilators are verified by the Chief
Superintendent, sealed in covers and handed over to COE.
Post examination process – attendance capture, OMR based exam
result, auto processing, generic result processing and certification.
Single Central Valuation is held by internal examiners for UG
programmes, Certificate, Diploma, PG Diploma and Advanced
Diploma Courses.
Double valuation (central valuation by internal examiner and door
valuation by external examiner) is held for PG programmes.
Valued papers are counter checked by the Chairmen of Examination
Boards of all disciplines.
The in-built software (Flair) is used in the office of CoE to process and
generate the results automatically.
The results are declared in the Examination and Awards Committee
meeting, read out in the classes and copies of which are displayed on
the department notice boards.
Mark statements are issued to individual students.
Supplementary examinations are conducted for UG students in VI
Semester and IV Semester for PG students, who have failed only in
two papers in the VI and IV Semesters only respectively provided they
have passed in all papers in the previous semesters.
Provision for revaluation is available for the UG students with arrears
on recommendation of the course teacher and HOD.
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2.5.8 Has the College introduced any reforms in its Ph.D. evaluation
process?
The College adheres to the norms of the Universities, which
recognized faculty members as Research Supervisors, in the process of
Ph.D. evaluation.
2.5.9 What efforts are made by the College to streamline the operations
at the Office of the Controller of Examinations? Mention any
significant efforts which have improved process and functioning of
the examination division / section?
Mid, end semester and semester examinations are planned in keeping
with the dates specified in the college hand book.
The introduction of new software (Flair) has automatized the office of
COE.
Adequate technical and administrative staff are appointed.
Training in the software programs is imparted to the technical staff in
the office of CoE and faculty members.
Required infrastructure facilities are provided including Intranet for the
entry of CIA marks.
These efforts have improved the processing and streamlining of the
operations at the office of the CoE in the conduct of examinations
punctually and systematically.
2.5.10 What is the mechanism for redressal of grievances with reference
to evaluation?
The grievances pertaining to evaluation are addressed to the Grievance
Redressal Cell, with the Principal as the Chairman and the CoE as one
of the members.
If questions in semester examinations are out of the prescribed
syllabus, the scheme of valuation, given by the external examiners, can
be changed by the internal examiners, after due representation to the
Chairman and COE.
After the publication of results, students with arrears can apply for
revaluation with the recommendation of the course teacher and the
HOD.
Students, who could not get a minimum pass in the aggregate of CIA
and semester examinations marks, due to very low marks in the CIA,
even after passing twice in the semester examinations, can appear for
Internal Improvement Examination, after duly sanctioned by the
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Principal, and get through in those papers without appearing again for
the semester examination.
2.6 Student Performance and Learning Outcomes
2.6.1 Does the College have clearly stated learning outcomes for its
programmes? If yes, give details on how the students and staff are
made aware of these?
Yes. Teaching is planned in such a way as to bring out the desired
outcome as stated in the syllabus.
Expected learning outcomes (Objectives) of all the courses of all UG,
PG and M.Phil. programmes are framed by the faculty members during
the preparation of the syllabus for each course and clearly stated in the
course content which is passed in the BoS and Academic Council.
The copies of syllabus containing the objectives of the courses are
distributed to students in the beginning of the academic year.
Students are motivated towards the learning outcomes, throughout the
course of the programme by the course teacher.
Special Orientation Programmes on learning outcomes are conducted
to the newly appointed staff by the Principal and the HoD at the
commencement of the academic year.
2.6.2 How does the institution monitor and ensure the achievement of
learning outcomes?
The learning outcomes of the students are monitored by the course
teachers through regular class tests, mid and end semester
examinations, practicals, reviews, etc.
Sending progress reports on the performance of the students to the
parents after the mid and end semester examinations is another
measure to monitor and ensure the better performance.
The realization of objectives of teaching and learning is measured
through the feedback from students, alumni and parents and self
appraisal of the teachers themselves.
Discussion and analysis of results with the students, in the department,
in the Staff Council and in the Governing Body Meeting affirms the
achievement of specified learning outcomes.
The learning outcomes are ensured by placement record, getting
projects sanctioned, winning of merit scholarships by the UG and PG
students and the rate of students going for higher studies.
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J. A. College 85 NAAC - SSR
2.6.3 How does the institution collect and analyze data on student
learning outcomes and use it for overcoming barriers of learning?
IQAC collects feedback from the students, alumni and parents in a
structured questionnaire, which consists of components on learning
outcomes and analyzes the data using SPSS software.
The result of the analysis is provided to the concerned course teachers
by the Principal with her remarks and suggestions.
Discussions on the results of semester examinations are held in the
Examination and Awards Committee and the suggestions are analyzed
in the Staff Council and implemented, if applicable.
The course teachers redesign the teaching plan based on the
observations and suggestions received after the analysis of the
feedback to gain students’ attention and make learning more effective.
The departments identify the reasons for the lapses in students’
achievement and provide remedial coaching to the slow learners.
The course teachers encourage the high achievers through special
attention to their studies and honour them by displaying their photos on
the department notice boards.
They are also applauded with medals and certificates on the College
Annual Day and their photos are published with their ranks in the
college magazine.
Soft skill training and Campus drives are arranged by the Placement
and Career Guidance Cell which find employment opportunities for the
eligible students.
Guidance and Counselling is given to the students to overcome the
barriers and improve their learning.
2.6.4 Give Programme – wise details of the pass percentage and
completion rate of students.
Table 2.21. Pass Percentage and Completion Rate (CR) of UG Programmes
Department 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013
Pass
%
CR Pass
%
CR Pass
%
CR Pass
%
CR Pass
%
CR
Tamil 64 83 83 83 66 89 68 78 46 83
English 73 79 74 83 86 99 92 91 82 92
History (EM) 91 85 100 79 91 77 75 67 100 100
History (TM) 94 78 52 80 72 78 58 63 83 82
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Commerce 73 88 71 93 88 87 67 77 59 75
Business
Adminis-
tration
72 85 81 74 87 84 91 80 92 80
Commerce
(C.A.) - - - - 95 88 79 94 71 96
Mathematics 86 86 88 100 95 98 98 100 84 85
Physics(Aided) 90 87 87 89 79 85 97 84 88 90
Physics
(Self-Finance) 75 92 52 88 83 86 86 97 85 87
Chemistry 84 93 56 98 74 88 87 97 83 95
Zoology (Aided)
82 86 97 92 97 95 76 85 97 90
Zoology
(Self-Finance) 76 81 87 96 83 78 83 75 68 97
Computer
Science 89 100 91 81 98 98 85 81 97 87
Table 2.22. Pass Percentage and Completion Rate (CR) of PG Programmes
Department
2008-
2009
2009-
2010
2010-
2011
2011-
2012
2012-
2013 Pass
% CR
Pass
% CR
Pass
% CR
Pass
% CR
Pass
% CR
Tamil 75 100 80 79 100 89 100 88 100 100
English 43 93 90 83 100 100 100 75 67 100
History 44 89 75 80 100 100 100 73 100 67
Commerce - - - - - - - - 65 100
Mathematics 71 100 82 100 86 88 94 90 95 95
Physics 20 100 80 91 67 92 76 90 54 100
Chemistry - - 72 90 57 88 94 95 67 100
Zoology 79 100 100 95 94 100 80 56 100 100
CS & IT 70 91 100 78 88 88 90 100 100 100
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J. A. College 87 NAAC - SSR
Table 2.23. Pass Percentage and Completion Rate (CR) of M.Phil. Programmes
Department
2008-
2009
2009-
2010
2010-
2011
2011-
2012
2012-
2013 Pass
%
CR Pass
%
CR Pass
%
CR Pass
%
CR Pass
%
CR
History 100 100 - - 100 100 100 100 - -
Zoology 100 100 100 100 100 100 100 100 # 100
# Dissertation yet to be submitted
Any additional information regarding Teaching, Learning and
Evaluation, which the institution would like to include.
1. No Capitation Fee for admission to any programme
2. Suggestions and recommendations of NAAC Peer Team and
implementation:
NAAC Peer Team appreciated the strengths of the college in teaching,
learning and evaluation process, during re-accreditation in 2008. In
view of its suggestion to have more number of Ph.D. holders, and as
the results of the steps taken by the management, 22 faculty members
have completed Ph.D. and 22 faculty members are pursuing Ph.D.
during the past five years.