National Assessment and Accreditation Council (NAAC ......symbolizes. The achievements of the...

NAAC Self-Study Report 2017

S V C E T R a j u r i , P u n e : 4 1 2 4 1 1

Page 1

SELF-STUDY REPORT

(Supplementary)

National Assessment and

Accreditation Council (NAAC),

Bangalore, India

SAHYADRI VALLEY COLLEGE OF ENGINEERING &

TECHNOLOGY

A/P: Rajuri- (412411)

Kalyan - Ahmednagar Highway, Dist. Pune (Maharashtra, India)

CYCLE-I

March - 2017



Page 2

PREFACE

SVCET is established in the year 2011 under the dedicated efforts

of the Maharia Charitable Trust, Mumbai, which is the governing body

formed in 2001, with an intention to promote and provide technical

education in the remote areas of Maharashtra. The main motto of the

trustees of Maharia charitable Trust is to carve the Youth as competent,

dynamic, valued and enlightened professionals who shall become

instruments in the nation building process in the 21st century. Our Nation

today needs a balanced and sustainable growth with better facility of

technical education to be provided at remote areas. Maharia Charitable

Trust is dedicated to fulfill this aim. The aim of the college has always

been to provide an adequately skilled manpower having the appropriate

knowledge, skills and attitude for industry, commerce and the public

sector. Students become representatives of the college and all that it

symbolizes. The achievements of the college will be borne out in your

conduct and performance during the periods of training for the world of

work.

Features of SVCET

UG & PG Affiliated to university of Pune and Approved by AICTE.

- Recognized by Govt. of Maharashtra &DTE, Mumbai - Well-equipped excellent laboratories & Workshop. - Computer lab with 24 hours internet broad band & multimedia

connectivity.

- Separate hostels for Girls and Boys. - Highly Qualified & Experienced Faculty. - Buses Available for students and Staff from nearby area. - Special cell for Training, Development and placement of Students. The management and faculty members of the institute have initiated

the best practices since its inception. Amongst the different initiatives

taken by the institute, the national integration & cultural development

and the industrial training have remain as the best practice of the

institute. The students admitted in the institute are being guided for

employment as well as different career options inclusive of civil

services.

Though the institute is quiet young, two batches are pass out from

the institute, the institute is continuously implementing the best

practices and systems for quality improvement. The application to

National Assessment and Accreditation Council is one such initiative.

Dr. Sanjay B. Zope

Principal



Page 3

INDEX

Part/Criteria Description Page No.

Part-A

List of Abbreviation 6

Executive summary 8

SWOC analysis 11

Part-B Institute Profile 13

Part-C Criteria wise Evaluation Report 23

Criteria-1 Curriculum Aspects 24

1.1 Curriculum Planning and

implementation 25

1.2 Academic Flexibility 28

1.3 Curriculum Enrichment 31

1.4 Feedback system 36

Criteria-2 Teaching-Learning and Evaluation 38

2.1 Student enrollment and profile 39

2.2 Catering to Student Diversity 42

2.3 Teaching-Learning Process 45

2.4 Teacher Quality 49

2.5 Evaluation Process and Reforms 55

2.6 Student performance and Learning

Outcomes 58

Criteria-3 Research, Consultancy and Extension 66

3.1 Promotion of Research 67

3.2 Resource Mobilization for Research 70

3.3 Research facilities 71

3.4 Research Publication and Awards 72

3.5 Consultancy 77

3.6 Extension Activities and Institute

Social Responsibility 78

3.7 Collaborations 82

Criteria-4 Infrastructure and Learning

Resources 86

4.1 Physical Facilities 87

4.2 Library as Learning Resource 92

4.3 IT infrastructure 95

4.4 Maintenance of Campus facilities 99

Criteria-5 Student Support Services 102

5.1 Student Mentoring and Support 103

5.2 Student progression 109

5.3 Students Participation in Activities 112

Criteria-6 Governance. Leadership and

Management 115

6.1 Institutional vision and Leadership 116



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6.2 Strategy Development and

Deployment 126

6.3 Faculty Empowerment Strategy 136

6.4 Financial management and Resources

Mobilization 142

6.5 Internal Quality Assurance System 146

Criteria-7 Innovation and Best Practices 152

7.1 Environment Consciousness 153

7.2 Innovation 153

7.3 Best Practices 153

Part-D Evaluative Report of the Department 157

1 Computer Engineering 158

2 Civil Engineering 168

3 Mechanical Engineering 177

4 Electronics and Telecommunication

Engineering 190

Part-E Declaration 209

Part-F Annexure 211

1 AICTE approval letter 212

2 University affiliation letter 215



Page 5



Page 6

LIST OF ABBREVIATIONS

AICTE All India Council for Technical Education DTE Directorate of Technical Education Maharashtra State

SPPU Savitribai Phule Pune University

BoS Board of Studies

CET Common Entrance Test

CEO College Examination Officer

BE Bachelor of Engineering

ME Master of Engineering

AMC Academic Monitoring Committee

AY Academic Year

COs Course Objectives / Outcomes

HoD Head of Department

CAP Centralized Admission Process

CBCS Choice Based Credit System

CCTV Close Circuit Television

CNC Computerized numerical control

DSE Direct Second Year

EBC Economically Backward Class

FDP Faculty Development Programme

IEEE Institute of Electrical and Electronics Engineers

IETE Institution of Electronics and Telecommunication Engineers

ISTE Indian Society For Technical Education

IIT Indian Institute of Technology

JEE JEE Joint Entrance Examination

J&K J&K Jammu and Kashmir

LAC Library Advisory Committee

LAN Local Area Network

LIC Local Inquiry Committee LMC Local Managing Committee

NPTEL National Program on Technology Enhanced Learning

MoU Memorandum of Understanding N. A. Not Applicable

NGO Non-Government Organizations

OBC Other Backward Class PG Post Graduate PhD Doctor of Philosophy SC Scheduled Cast

ST Scheduled Tribe TFWS Tuition Fees Wavier Scheme TPC Training and Placement Cell

UG Under Graduate

UGC University Grants Commission

VLSI Very Large Scale Integration



Page 7

PART A

EXECUTIVE SUMMARY

SWOC ANALYSIS



Page 8

EXECUTIVE SUMMARY Sahyadri Valley College of Engineering and Technology is established with aim to develop the intellectuals that can contribute in the

development of the motherland. In this mission, the institute has planned its

activities and curriculum and designed the quality learning systems at the

institute. The brief summary of these efforts in line with the NAAC criteria

are summarized below.

Criteria 1: Curriculum Aspects

The institute is affiliated to the Savitribai Phule Pune University, Pune. It is

mandatory for the institute to follow the curriculum developed by the

university. However, the institute has developed the effective mechanism,

process and structure for implementation for the curriculum. The university

calendar, departmental calendar and lesson plans developed by the teacher

ensure effective delivery of the program. The departmental calendar is

developed keeping the learning outcomes at front end. The academic

flexibility is implemented as per the university norms. The institute

organizes enrichment program, industrial visits, expert lectures for

enhancing the employable skills of the students. The feedback is obtained at

the end of course teaching at the end of each semester, feed-back at the end

of each year and exit survey. The feed-back is also obtained from the

employee and alumna. The feed-back so obtained is analyzed and remedial

measures are taken. The institute has also appointed Academic Monitoring

committee to ensure student centric education and to obtain the feed-back

on curriculum implementation from the internal stakeholder. The report of

the academic monitoring committee is utilized for developing Teaching-

Learning processes at institute. The institute also identifies the weak

students based on their performance in examination and the remedial

lectures are conducted for weak students.

Criteria 2: Teaching, Learning and Evaluation

The institute is the part of centralized admission process conducted by

government of Maharashtra regulatory authority. The merit and

reservations are strictly followed as per the admission procedures and

norms. The list of admitted candidates is further scrutinized and approved

by university authorities and admission regulation body. The students are

admitted from different categories and state. The required facilities like

ramps and wash room are provided to the physically challenged students.

The institute has well defined system to identify weak students and fast

learners. The appropriate teaching methods such as case studies,

assignments, field visits, expert lectures are arranged for the students. The

extra lectures are organized for weak students. The evaluation reforms

brought by the university are followed strictly by the institute. Proper

awareness and dissemination is done amongst the students and staff



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through meeting and programs.

Criteria 3: Research, Consultancy and Extension Activities

The institute has research promotion committee. The institute offers two

post-graduate programs having the base of research. The research

promotion committee has recommended many decisions for promoting the

research. The seed money to student‘s project, leave for higher education

and financial assistance to attend conference and seminar is provided by the

institute. As a result of this, the students are r=taking interdisciplinary

projects. The consultancy activity is yet to develop. The extension activities

are conducted for local community and different community development

programs are arranged through NSS camp, computer literacy programme,

blood donation, tree plantation, etc.

Criteria 4: Infrastructure and Learning Resources

The institute has land, building and infrastructure facilities as per the

AICTE norms. The institute has also taken initiative to provide the

additional facilities like transport, hostel and internet to meet the local

needs. The library is well equipped and fully automated with OPAC

system. The reading room is open for 24X7. The campus has 311

computers that are connected in LAN. The Wi-Fi is provided on the

campus. The maintenance of the facilities are done internally as well as

through outsourcing/rate contract.

Criteria 5: Student Support and Progression

The institute provides the counseling facilities to the students. The dropout

rate is almost nil. The percentage of student passing has positive trends and

majority of the students are placed in the industry. The institute conducts

employability and enrichment programme for professional development

and aptitude development. The job fairs are conducted and the students are

also sent for pool campus. The students participate in curricular, co-

curricular and extracurricular activities. The students also attend industrial

visits and participate in the competition.

Criteria 6: Governance, Leadership and Management

The institute has been set up by the group of individuals associated with

industry but interested in human development. The visionary group has

well defined mission and vision for the institute. The quality learning

systems, policies, mechanism and organization structure is developed at

institute level. There is participative approach and almost all faculty

members are involved in different committees. The institute promote

leadership by involving the faculty members and students in the decision



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making process and in the administration of the institute. The governing

council meeting takes many decisions in view of the development of the

institute. The short term and long term goals are defined by the institute.

The mandatory committees such as women grievances, anti-ragging and

students grievances are appointed at institute level.

Criteria 7: Innovation and best practices

The institution has gone for green audit. The solar panels at hostel are

erected. The institution building as well as the hostel has provided with the

rain water harvesting system. The innovation in the institute includes

national anthem in the morning and evening, Departmental library for

career development and industrial training. The institute has earmarked

these as the best practices of the institute.



Page 11

SWOC ANALYSIS

STRENGTH: Visionary management

Young and dynamic staff

Student centric education

Infrastructure

Quality learning systems

Internet and library facilities

Transport facilities

WEAKNESS Input profile

Social context

OPPORTUNITIES Rural based programs

Incubation centers

Research grants based on rural digitalization and smart village concept

Skill development programs

Research Centre

CHALLENGES Admission trends

Competition in local institutes

Enhancing employability

Employment opportunities for students



Page 12

PART-B

INSTITUTE PROFILE



Page 13

1. Profile of the Affiliated / Constituent College

1. Name and Address of the College:

Name : Sahyadri Valley College of Engineering & Technology

Address : A/P- Rajuri, Taluka- Junnar, Dist.-Pune 412411

City : Rajuri State : Maharashtra

Website : [email protected]

2. For Communication:

Designation Name

Telephone

with STD

code Mobile Fax Email

Principal Dr. Zope S. B. O:9767590000 9823284461 02132-

203410

sahyadri101@gm

ail.com

Vice Principal (Admin.) Prof. Shinde B E O:9767580000

9881209881

bes4you@gmail.

com

Vice-Principal(Acade.) Prof. P.

Balaramudu O:7875992622 8308822191

balram9hossanna

@gmail.com

Steering Committee

Coordinator Prof.Manoj Kumar.

O:9405600932

9890372841

Manoj1985.111

@rediffmail.com

3. Status of the Institution: Affiliated College: - Yes

4. Type of Institution:-

i For Men -

ii For Women -

ii For Co Education Yes

a. By Gender:-

b. By Shift:-

i Regular Yes

ii Day -

ii Evening -

5. It is a recognized minority institution?

NO

mailto:[email protected]



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If yes specify the minority status (Religious/linguistic/ any other)

and provide documentary evidence.

NA

6. Sources of funding:

Grant-in-ad

Self-financing YES

Any other

7. a. Date of establishment of the college: (23/11/2011)(CA/2552)

b. University to which the college is affiliated /or which governs the

college (If it is a constituent college)

Savitribai Phule Pune University, Pune

c. Details of UGC recognition:

Under Section Date, Month & Year

Remarks(If any)

i. 2 (f) NOT APPLICABLE

ii. 12 (B) NOT APPLICABLE

(Enclose the Certificate of recognition u/s 2 (f) and 12 (B) of the

UGC Act)

d. Details of recognition/approval by statutory/regulatory bodies

other than UGC (AICTE, NCTE, MCI, DCI, PCI, RCI etc.)

Under

Section/

clause

Recognition/Approval

details Institution/

Department Programme

Day,

Month

and

Year

Validity

Remarks

i. F. No. Western /1-

2809664780/2016/EOA

30/04/2016 1 Years We have

Applied For

EOA 2017-18

(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?

YES

If yes, has the College applied for availing the autonomous status?

NO



Page 15

9. Is the college recognized?

a. by UGC as a College with Potential for Excellence (CPE)?

NO

If yes, date of recognition:-

b. for its performance by any other governmental agency?

NO

If yes, Name of the agency NA and Date of recognition: - NA

10. Location of the campus

and area in sq. mts:

Location * Rural

Campus area in sq. mts. 56757.1613 sq. mts.

Built up area in sq. mts. 12393.58 sq. mts.

(* 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:- YES

• Sports facilities

∗ Play ground: - YES

∗ Swimming pool: - NO

∗ Gymnasium: - YES

• Hostel

Boys‘ hostel

i. Number of hostels: - 0 1

ii. Number of inmates: - 120

iii. Facilities (mention available facilities)

Water Heater, Purified Water, Generator Backup,

Wifi, Television.



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Girls‘ hostel

i . Number of hostels:- 01 i i . Number of inmates:- 30 iii. Facilities: - Water Heater, Purified Water,

Generator Backup, Wi-Fi

Working women‘s hostel

i. Number of inmates: - 30

iii. Facilities: - Water Heater, Purified Water, Generator Backup, Wi-Fi

• Residential facilities for teaching and non-

teaching staff (give numbers available — cadre

wise)

• Cafeteria — YES

• Health Centre –YES

First aid, Inpatient, Outpatient, Emergency care facility, Ambulance…….

Health Centre staff –

Qualified doctor Part-time YES

Qualified Nurse Part-time YES

• Facilities like banking: - NO

Post office:-NO

Book shops:-YES

• Transport facilities to cater to the needs of students and staff: -

YES

• Animal house: - NOT APPLICABLE

• Biological waste disposal: - NOT APPLICABLE

• Generator or other facility for management/regulation of electricity

and voltage

• Solid waste management facility: - YES

• Waste water management: - YES

• Water harvesting: - YES



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12. Details of programmes offered by the college

13. Does the college offer self-financed Programmes?

If yes, how many?

14. New programs introduced in the college during the last five years

if any?

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 programs. Similarly, do not list the departments

offering common compulsory subjects for all the programs

like English, regional languages etc.)

Faculty Departments UG PG Research

ENGINEERING

Mechanical Engg. YES YES NO

Civil Engg. YES NO NO

Computer Engg. YES NO NO

E&TC Engg. YES YES NO

16. Number of Programs offered under (Programme means a degree course like BA, BSc, MA, and M.Com…)

A Annual system NO

B Semester YES

C Trimester system NO

Sr. No.

Programme

Level

Name of the Programme/ Course

Duration

Entry

Qualificat

ion

Medium of

instruction

Sanctioned/ approved Student strength

No. of

students

admitted

1

Under-

Graduate

Mechanical Engg.

4 Years

HSC,

10+2,

ITI 2nd

Year English

120 13

2 Civil Engg. 60 11

3 Computer Engg. 60 09

4 E&TC Engg. 60 00

5 Post-

Graduate

E&TC Engg.

2 Years

BE 24 01

6 Mechanical Engg. BE 24 01

YES

6

No



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17. Number of Programs with

A Choice Based Credit System 4 UG + 2 PG

B Inter/Multidisciplinary Approach -

C Any other (specify and provide details) -

18. Does the college offer UG and/or PG programs in Teacher

Education?

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?

NO

19. Does the college offer UG or PG programme in Physical

Education?

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?

NO

20. Number of teaching and non-teaching positions in the Institution

NO



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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

06 - 20 - 62

- 24 -

-

-

Yet to recruit 06 - 20 06 00 - - -

Sanctioned by the

Management/ society or

other authorized bodies

Recruited

02 - - - 56 - 24 - - -

Yet to recruit 04 - 20 - 06 - 00 - - -

*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

Ph.D. 02 00 00 00 00 00 02

PG 00 00 00 00 40 16 56

22. Number of Visiting Faculty /Guest Faculty engaged with the College. : 21

23. Furnish the number of the students admitted to the college

during the last four academic years.

Categories

2013-14 2014-15 2015-16 2016-17

Male Female Male Female Male Female Male Female

SC 4 3 1 0 1 1 3 2

ST 0 0 0 0 0 0 0 0

OBC 36 6 14 7 37 12 11 8

General 68 12 32 15 111 18 35 11

Others 8 7 7 8 7 4 16 6



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24. Details on students enrollment in the college during the current academic

year:

Type of students UG PG Total

Students from the same state where the

college is located 92 02 94

Students from other states of India 03 0 3

NRI students 0 0 0

Foreign students 0 0 0

Total 95 2 97

25. Dropout rate in UG and PG (average of the last two batches)

UG NIL PG NIL

26. Unit Cost of Education

(Unit cost = total annual recurring expenditure (actual) divided by

total number of students enrolled)

(a) Including the salary component Rs. 1, 29,500/-

(b) Excluding the salary component Rs.----

27. Does the college offer any programme/s in distance education mode

(DEP)?

If yes,

a) is it a registered Centre for offering distance education

programs of another University.

NO

b) Name of the University which has granted such registration.

-------------

c) Number of programmes offered -

d) Programs carry the recognition of the Distance Education

NO



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Council.

NO

28. Provide Teacher-student ratio for each of the programme/course

offered: 1:15

29. Is the college applying for?

Yes, Accreditation: Cycle 1

Re-Assessment: ---

30. Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4

and re-assessment only)

Cycle 1: 30/03/2017 Accreditation

Outcome/Result….…....

31. Number of working days during the last academic year: 216

32. Number of teaching days during the last academic year: 184

(Teaching days means days on which lectures were engaged

excluding the examination days)

33. Date of establishment of Internal Quality

Assurance Cell (IQAC) IQAC : - NA

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)

35. Any other relevant data (not covered above) the college would like

to include. (Do not include explanatory/descriptive information)



Page 22

PART-C

CRITERIA WISE EVALUATION REPORT



Page 23

CRITERION I: CURRICULAR ASPECTS



Page 24

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.

Mission: ―SVCET is striving to provide high quality technical education,

strongly integrated with human values of equality, compassion and

best corporate social responsibility.‖

Vision: ―To provide best technical intellectuals who will serve motherland in

the development process as technocrats having eco-friendly attitude

and aptitude.‖

Objectives of institute:

1. To educate and train the aspirants for successful employment, entrepreneurship and lifelong learning in the technology domain.

2. To educate and train globally competent learners for business and industry.

3. To set the state-of-art of learning system for holistic development of the learners.

4. To focus on development of eco-friendly systems and applications/products.

5. To collaborate with industry and business for training and research.

6. To collaborate with globally positioned research and training organization.

7. To set the virtual class room and ICT enabled learning facilities at institute.

8. To establish incubation Centre and research facilities at institute. 9. To undertake community development projects. 10. To mentor and motivate learners and society for career and

societal development.

The following methodologies/strategies are adopted for dissemination of

the mission, vision and objectives of the institute.

Publication on web site

Publication in the official documents of the institute

Display on prominent locations of the institute

Presentation and discussion during stakeholders meeting

Multi-lingual display boards for greater dissemination amongst the stakeholders

1.1.2 How does the institution develop and deploy action plans for



Page 25

effective implementation of the curriculum? Give details of the

process and substantiate through specific example(s).

Setting up of the academic advisory board at institute level Following the university academic calendar Pre-admission/In-admission/post-admission/career & guidance Developing the students profiles/portfolio Developing department wise academic calendar to attain the

curriculum objectives

Preparing institutional/departmental plans Developing the curriculum for effective implantation Defining PEOs/POs and PSOs Developing lesson plan at course/subject level Periodic performance assessment of students Remedial measures based on the performance assessment to

address weak students and advanced learners

Curriculum and performance review meetings twice in the semester

Feed-back at the end of course teaching Enrichment / value added programs and activities for

enhancement of academics and employability

Academic audit Result review Assessment of departmental/institutional plans and remedy

for future actions

1.1.3 What type of support (procedural and practical) do the teachers receive (from the University and/or institution) for effectively

translating the curriculum and improving teaching practices?

a. Training to faculty on content updating b. Research grants c. Training on evaluation reforms d. E-learning e. Support for seminar/conference

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.

a. Faculty training b. Quality learning system development c. Transforming the university curriculum in to OBE

framework

d. Department level academic calendar e. Development of lesson plans/laboratory instructional plans

for effective instructions



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f. Use of ICT in the class room g. Developing Smart class room at institute h. Developing learning material such as power point

presentations/videos/question bank

i. Guidance & counseling j. Mentoring k. Expert lectures l. Industrial visits m. Industrial training n. Academic audit o. Digital library p. Internet/Wi-Fi on campus

1.1.5 How does the institution network and interact with beneficiaries such as industry, research bodies and the university in effective

operationalization of the curriculum?

i. Academic advisory to department/institute ii. Conducting industrial visits

iii. Expert lectures iv. Industrial training to students v. Sponsored projects

vi. Development of learning material vii. Research projects

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. : Nil

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.: No

1.1.8 How does institution analyze/ensure that the stated objectives

of curriculum are achieved in the course of implementation?

a. PEOs/POs/PSOs/COs are defined by the university

curriculum

b. The instructional plans for lecture and practical are designed

to address the POs and course outcomes

c. The assessment tools are design and implemented to assess

the course outcomes/programme outcomes

d. The feed-backs are also obtained from the students on the

attainment of the course objectives



Page 27

e. The direct method (examination results) and indirect method

(surveys) are analyzed to measure the attainment of course

objectives.

f. The remedial measures are taken to address the gaps. The

time-table for remedial lectures will be put before the

committee at the time of experts visit.

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.

Training Programme on “Aptitude & Communication Skills”.

Syllabus:-

Session Wise Topic Wise Plan for Aptitude and Soft Skills

Trainings for Sahyadri Valley College of Engineering

1. Numbers Different concepts of Divisibility, Power Cycle, and Factors covered along with examples.

2. Interests and Partnerships Concept of Simple Interest and Compound Interest. Problems on partnerships.

3. Ratio and Proportion Concepts of Ratio, Proportion & Direct and Inverse Variation and examples.

4. Mixtures and Allegations Concept of Typical Milk & Water

based Problems along with concept of Removal &

Replacement.

5. Profit and Loss working on the concept of Percentage along with all kinds of problems based on CP, SP, MP & Discount.

6. Time, Speed and Distance Concepts of Average Speed, Relative Speed and Problems on Boats & Streams, Linear &

Circular race.

7. Time and Work Concept of Work Equivalence w.r.t. Time and Problems on the same.

8. Clocks and Calendars Details on Second, Minute and Hour Hands of Clocks and Days and Dates of Calendars.

9. Permutations and Combinations discussing the concept of Fundamental Principal of Counting along with Probability.

10. Logical Reasoning (Analytical and Verbal) Introduction to case lets based questions, typically Linear/Circular

Arrangements, Set Theory, etc.



Page 28

11. Data Interpretation and Sufficiency Solving Problems on Data Interpretation and Data sufficiency.

12. Tests Post Training Assessment + 2 Mock Online Tests based on MNC Test Patterns.

13. Getting out of Comfort Zone Why it‘s hard? And why you should?

14. Time Management Planning, Prioritizing your Time and Schedule.

15. Goal Setting goals and boosting motivation, self-confidence.

16. Communication Need of Effective Communication Skills.

17. SWOT Analysis and Resume Writing Assessing Self Factors and How to write an Effective and impressive Resume.

18. Personal Interviews FAQs in Interviews. Interviews Tips and Tricks.

19. Interview Techniques Interview Dos and Don‘ts. Mock Interviews.

20. Group Discussions Facing Group Discussions. Dos and Don‘ts in Group Discussions.

The institute is also offering the enrichment programme in association with INTEL.

o The INTEL workshops are conducted for students of computer science in specific and it is also open for

students of other branch of engineering.

o The details of the content will be put before the committee at the time of experts visit.

1.2.2 Does the institution offer programmes that facilitate twinning

/dual degree? If ‗yes‘, give details.: No

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:

The institute is affiliated to Savitribai Phule Pune University, Pune.

It is mandatory to follow the university curriculum to the institute.

The institute follow the mandate of university with respect to electives and choice based credit system



Page 29

Choice Based Credit System and range of subject options as per the university curriculum (a sample example is provided

below)

Courses offered in modular form- No. Not part of university mandate

Credit transfer and accumulation facility- No. Not part of university mandate

Lateral and vertical mobility within and across programmes and courses- Yes

Enrichment courses- Yes

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.

The institute is self-finance type of institute.

All programmes offered by the institute are self-financed and the fee is regulated by the Fee Regulation

Committee of Govt. of Maharashtra.

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.

The following is the list of the programme.

Sr.

No.

Title of the program Date of event Department

level/ institute

level

1 Emergia 2k16 21st March 2016 Institute Level

2 Meditation & Stress

Management

25th March 2015 Department Level

3 Aptitude & Communication

skill

Yearlong activity Institute level

4 Entrepreneurship

Development

March 2016 Institute level

5 Intel Training Yearlong activity Institute level

6 Participation in Science

Exhibition

2.3.2017 Institute level

7 E-motor bike championship

competition

13.3.2016 National level

participation

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‖



Page 30

If ‗yes‘, how does the institution take advantage of such provision for

the benefit of students?

The University does not 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‖.

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?


framework






The list of enrichment programmes is as stated below.

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?

The following are the programmes/activities conducted by the institute.



Page 31

Sr.

No.

Title of the program Date of event Department level/

institute level


2 Meditation & Stress

Management

25th March 2015 Department Level

3 Aptitude & Communication

skill

Yearlong activity Institute level

4 Entrepreneurship

Development

March 2016 Institute level


6 Participation in Science

Exhibition

2.3.2017 Institute level


competition


participation

Industrial visits organized for the student‘s enrichment.

Sr.

No.

Type of *

interaction/collaboration

Date Name of industry

1 Industry Visit 01st Oct 2015 STSDU&PS ltd,

Sangamner

2 Industry Visit 14thMar 2014 ST Workshop,

Narayangoan

3 Industry Visit 5th Sept 2015 B G Shirke, Const Tech

Pvt Ltd

4 Industry Visit 8th March 2015 PMC Sewage Plant

5 Industry Visit 6th March 2016 Gagan New Life Pvt ltd.

Lonavala

6 Industry Visit 11th Mar 2013 Lavasa City, Pune

7 Industry Visit 10th Jan 2015 Copper Track Industry,

Nashik

8 Industry Visit 31st Jan 2015 Air Station Ahmednagar

9 Industry Visit 5th Feb 2016 BSNL Exchange & Air

Station Ahmednagar

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?

Swacch Bharat Abhiyan

Celebration of environment day

Appointment of women‘s grievances cell

Setting up Smart class rooms

Providing internet facilities in institute, hostel and library

Wi-Fi campus



Page 32

Enrollment/facility for NPTEL courses

1.3.4 What are the various value-added courses/enrichment

programmes offered to ensure holistic development

of students?

§ Moral and ethical values:

Meditation and stress management

§ Employable and life skills Aptitude and Communication skill enhancement

programme;

Industrial visits;

Meditation and stress management programme;

Entrepreneurship development programme;

Sports & cultural activities.

§ Better career options Expert lecture by entrepreneurs and experts

Departmental library equipped with the books on civil service examination, CAT and GATE

NPTEL courses.

§ Community orientation

Sr. No. Title of the activity Date Nature of

activity*

1 Engineers Day Celebration 15 Sept 2015 Social

2 Tree plantation & clean India Mission 03 Oct 2015 Environmental

3 Women‘s Day celebration 08 March 2016 Social

4 Sahyadri Primer League 05 March 2016 Sports

5 Shivjayanti Celebration 19 February 2016 Social

6 Motivational Guest Lecture 12 February 2016 Motivational

7 Blood Donation Camp 08 February 2016 Social

8 Kite Festival 14 January 2016 Sports



Page 33

9 E Bike championship participation 13 March 2016 Research


11 Participation In Science exhibition

Khodad, Pune

02 March 2017 Research

12 Women Sexual Harassment Prohibition

At Work Places

01 March 2017 Social

13 Women‘s Health Awareness Program 18 March 2017 Social

1.3.5 Citing a few examples enumerate on the extent of use of the

feedback from stakeholders in enriching the curriculum?

The feedback from stakeholders has resulted enriching the curriculum. The following are few examples;

o Aptitude and communication skill development programme;

o Industrial Training for 3rd year and final year students;

o Industrial visits.

1.3.6 How does the institution monitor and evaluate the quality of

its enrichment programmes?

The academic monitoring committee is appointed at institute level. The committee constitution is stated below

in the table.

The committee performs the following functions. a. Validation of the academic calendar b. Obtaining the feedback from the speaker c. Obtaining the feedback from participants



Page 34

Academic Monitoring Committee

Sr. No

Name

Designation

1 Dr. Sanjay Bhaskar Zope Principal

2 Mr. B.E. Shinde Vice- Principal(Admin)

3 Mr. Perumalla Balaramudu Vice-Principal(Acad.)

4 Mr.Manoj Kumar HoD E&TC Engineering

5 Mr. Amol Patil HoD Mechanical Engineering

6 Mr. Bhushan Bhorade HoD Computer Engineering

7 Mr. Vishal Bhujabal HoD Civil Engineering

8 Mr.Rohidas Shelake FE Co-ordinator

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?


framework








Page 35

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?

Yes.

The input/feedback obtained by the industry/stakeholder is shared by written letter to the university

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?)

Two PG programmes; o Master of Engineering (Mechanical Design); o Master of Engineering (VLSI & Embedded Systems).



Page 36

CRITERION II: TEACHING - LEARNING AND EVALUATION



Page 37

2.1 Student Enrollment and Profile

2.1.1 How does the college ensure publicity and transparency in the

admission process?

The institute has participated in the government admission process mechanisms

The statutory reservations are followed strictly as per the rules.

The prospectus is published every year.

The information on admission process, documents required, etc. is provided on public domain.

The pre-admission and in-admission counseling facilities are provided

The list of admitted candidates is approved from university and admission regulatory authority.

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.

The Institute provides technical education in UG/PG level.

The Admission process schedule is prepared by DTE and uploaded on their website and also published in newspaper

to make students aware about process.

According to process application kits are distributed to students from Application Receipt Centre (ARC) provided

login ID and password to each student through which they

can fill all required information, and submit application

along with Xerox copies of required documents to ARC.

Admission process is based on the MHT-CET score and JEE-Mains score and an aggregate score of Higher

Secondary Examination marks in Mathematics, Physics

subjects and Chemistry or any vocational subject

mentioned in DTE information brochure.

On the basis of that DTE prepare the merit list and seats are distributed as per rules made by State Govt. of

Maharashtra. Merit list is prepared by the DTE and

uploaded on DTE website.



Page 38

For UG admission, minimum requirements are given below (prescribed by the State Government):

Sr. No Seat

Distribution%

Entrance

Test Criteria for Admission

1 65% MHT-CET

Open category candidate: Non

Zero score in MHT-CET, 50%

marks in 12th

Physics, Mathematics

and chemistry or any vocational

subject mentioned in the DTE

information broacher.

SC/ST/NT category candidate: Non Zero score in MHT-CET, 45%

marks in 12th



subject mentioned in DTE


2 15% JEE-Mains

3 20% Management

Seats

Non Zero score in MHT-CET, 50%

marks in 12th



subject mentioned in DTE




Page 39

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.

Sr.

No

Admission

Year

Name of

College

Minimum % of

marks for

admission entry

level

Maximum% of

marks for

admission entry

level

1 2013-14

SVCET 62 81

SGOICOE 42 51

SPCOE 102 133

JPCOE 82 115

2 2014-15

SVCET 44 64

SGOICOE 35 55

SPCOE 52 82

JPCOE 50 69

3 2015-16

SVCET 64 105

SGOICOE 50 64

SPCOE 98 119

JPOE 82 115

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?

Yes.

The benefits are; - Providing facilities to rural students for transport and

hostel

- Guidance on scholarships - Planning academic calendar of the institute

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.



Page 40

The following table describes the data for admissions to mandatory reservations/inclusion

Categories 2013-14 2014-15 2015-16 2016-17

Male Female Male Female Male Female Male Female

SC 4 3 1 0 1 1 3 2

ST 0 0 0 0 0 0 0 0

OBC 36 6 14 7 37 12 11 8

General 68 12 32 15 111 18 35 11

Others 8 7 7 8 7 4 16 6

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

actionsInitiated for improvement.

The institute is the part of centralized admission process of government of Maharashtra;

The admission process is centrally organized and the options and priorities are invited from the students for admission;

As a result of this process, it is difficult to count the number of applications received for admission to the institute;

However, it is experienced that, the allotment trend is increasing under centralized allotment process (CAP).

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?

The following facilities are provided:

- Ramp - Wash Rooms - Separate sitting arrangements in library/examination - Wheel chair

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.

The students profiles are collected

The students history is collected and analyzed



Page 41

Aptitude tests are conducted

The portfolio based approach is implemented to analyze the skills/aptitude

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?

The remedial lectures are conducted for the slow learners

The following add-on/enrichment programmes and activities are conducted by the institute.

The following are the programmes/activities conducted by the institute.

Sr. No. Title of the program Date of event Department level/

institute level


2 Meditation & Stress Management 25th March 2015 Department Level

3 Aptitude & Communication skill Yearlong activity Institute level

4 Entrepreneurship Development March 2016 Institute level


6 Participation in Science Exhibition 2.3.2017 Institute level


competition


participation

Industrial visits organized for the student‘s enrichment.

Sr. No. Type of * interaction/collaboration Date Name of industry

1 Industry Visit 01st Oct 2015 STSDU&PS ltd,

Sangamner

2 Industry Visit 14thMar 2014 ST Workshop,

Narayangoan

3 Industry Visit 5th Sept 2015 B G Shirke, Const

Tech Pvt Ltd

4 Industry Visit 8th March 2015 PMC Sewage Plant

5 Industry Visit 6th March 2016 Gagan New Life

Pvt ltd. Lonavala

6 Industry Visit 11th Mar 2013 Lavasa City, Pune

7 Industry Visit 10th Jan 2015 Copper Track

Industry, Nashik

8 Industry Visit 31st Jan 2015 Air Station

Ahmednagar

9 Industry Visit 5th Feb 2016 BSNL Exchange &

Air Station

Ahmednagar



Page 42

2.2.4 How does the college sensitize its staff and students on issues

such as gender, inclusion, environment etc.?

Swacch Bharat Abhiyan

Celebration of environment day

Appointment of women‘s grievances cell

Mentoring system

The example of such efforts is elaborated in below table.

Sr. No. Title of the activity Date Nature of activity*

1 Engineers Day Celebration 15 Sept 2015 Social

2 Tree plantation & clean India

Mission 03 Oct 2015 Environmental


4 Sahyadri Primer League 05 March 2016 Sports

5 Shivjayanti Celebration 19 February 2016 Social

6 Motivational Guest Lecture 12 February 2016 Motivational

7 Blood Donation Camp 08 February 2016 Social

8 Kite Festival 14 January 2016 Sports

9 E Bike championship participation 13 March 2016 Research


11 Participation In Science exhibition

Khodad, Pune 02 March 2017 Research

12 Women Sexual Harassment

Prohibition At Work Places 01 March 2017 Social

13 Women‘s Health Awareness

Program 18 March 2017 Social

2.2.5 How does the institution identify and respond to special

educational/learning needs of advanced learners?

Deputing/promoting to participate in competition

Awards/prizes

Scholarship for advanced learners

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)?

Entry qualification Student portfolio/profile at the time of admissions Performance in class test/assignment Result analysis



Page 43

Feed-back Mentoring

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.)

Setting up of the academic advisory board at institute level

Following the university academic calendar Pre-admission/In-admission/post-admission/career &

guidance

Developing the students profiles/portfolio Developing department wise academic calendar to

attain the curriculum objectives

Preparing institutional/departmental plans Developing the curriculum for effective implantation Defining PEOs/Pos and PSOs Developing lesson plan at course/subject level Periodic performance assessment of students Remedial measures based on the performance

assessment to address weak students and advanced

learners

Curriculum and performance review meetings twice in the semester

Feed-back at the end of course teaching Enrichment / value added programs and activities for

enhancement of academics and employability

Academic audit Result review Assessment of departmental/institutional plans and

remedy for future actions

2.3.2 How does IQAC contribute to improve the teaching –learning

process?

The institute has academic monitoring committee at place.

The IQAC is in the process of formation as the institute is going for first cycle of NAAC

The reports of academic audit are utilized to improve the teaching-learning system in the institute.

The academic monitoring committee also obtains the feedback from faculty and students

2.3.3 How learning is made more student-centric? Give details on



Page 44

the support structures and systems available for teachers to

develop skills like interactive learning, collaborative learning

and independent learning among the students?

The institute follows outcome based education system which is student centric

The PEOs/Pos and Cos are developed to guide the students and teacher snd to enhance the efficiency of

Teaching-Learning process

The student centered teaching methods like assignment, case studies, mini-projects, seminars are

implemented in the T-L processes

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?

Field based assignment

Mini-projects

Deputing students to participate to conferences and publish the papers

Organizing workshops and seminars

Organization of expert lectures

Conducting/deputing for project competitions

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.

Internet facilities Wi-Fi Digital library Smart Class room NPTEL courses Moodle Use of e-learning systems

2.3.6 How are the students and faculty exposed to advanced level

of knowledge and skills (blended learning, expert

lectures, seminars, workshops etc.)?



Page 45

The following activities are conducted and initiatives are conducted in view of advancing the level of knowledge;

o Aptitude & Communication skill development programmes;

o Industrial visits; o Industrial training for students of 3rd year and final

year of engineering;

o Promoting students to participate in competitions; o Expert lectures from industry experts; o NPTEL courses

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?

Tutor Teachers are allotted for every class for academic and

personal activities.

Tutor teacher is allotted for every 20-25 students. They provide academic, non-academic and personal

guidance to the students.

Tutor meetings are conducted in every week to understand academic, non-academic problems of

students.

Academic suggestions of students are also discussed are in tutor meetings.

If there is any problem related to academic and non-academic then problem is solved by tutor teacher.

Doctors are available in the campus.

A Physical checkup camps are conducted regularly for the students to identify the problems of the students.

A Counselor is available to solve some problems in specific cases.

Rectors, supervisors and assistant have been appointed is the hostel to address the boys and girls.

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?

Field based assignment Sponsored projects/Project method Problem solving



Page 46

Case studies Group discussion E-learning Self-learning packages/individualized learning

2.3.9 How are library resources used to augment the teaching-

learning process?

Library

holdings

Year -1 Year - 2 Year - 3 Year - 4

Number Total

Cost

Number Total

Cost

Number Total

Cost

Number Total

Cost

Text books 300 325664 310 124000 277 110800

Reference

Books

111 90339 349 175664 470 1684136 370 220688

Journals/

Periodicals 46 83249 46 102900 40 60000 40 64500

e-resources Rs. 9,00,000.00 for IEEE/Gate/ASTM digital library

These resources are used by students for academic studies, projects,

paper presentation.

2.3.10 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

2.3.11 How does the institute monitor and evaluate the quality of teaching

learning?

The academic monitoring committee is appointed at institute level. The committee constitution is stated below

in the table.

The committee performs the following functions. A. Validation of the academic calendar B. Obtaining the feedback from the speaker C. Obtaining the feedback from participants/students D. Report on T-L processes to th individual faculty and

department.



Page 47

Academic Monitoring Committee

Sr. No

Name

Designation

1 Dr. Sanjay Bhaskar Zope Principal

2 Mr. B.E. Shinde Vice- Principal(Admin)

3 Mr. Perumalla Balaramudu Vice-Principal(Acad.)

4 Mr.Manoj Kumar HoD E&TC Engineering

5 Mr. Amol Patil HoD Mechanical Engineering

6 Mr. Bhushan Bhorade HoD Computer Engineering

7 Mr. Vishal Bhujabal HoD Civil Engineering

8 Mr. Rohidas Shelake FE Coordinator

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 Faculty Profile:

Sr.

No

Name of the faculty

member

Educational

qualification

Experience No. of

publicatio

ns

Ph.D.

guided Patents

Projects

work Teaching Industry

Mechanical Engineering

1 Dr. Zope Sanjay Bhaskar ME ,PhD 21 00 5 Yes No No

2 Mr. Patil Amol Ramesh M E 7 3 8 No No No

3 Mr. Kale Mangesh .S ME 8 0 1 No No No

4 Mr. Bhagwat Manohar. R ME Pursuing 4 4 3 No No No

5 MR.Deepak Kumar ME 2.2 00 0 No No No

6 Mr. Bhalerao Ganesh .N ME 4 0 3 No No No

7 Mr.Lembe N.S ME 4 06 1 No No No

8 Mr.Siddharth Suman ME 2.5 1.5 3 No No No

9 Mr. Sonawane Devendra ME 2 5 4 No No No

10 Mr. Bawaskar Subhash ME 9 5 4 No No No

11 Prof. Shinde Mahesh D. M.E. 4 0 0 No No No 12 Prof.Waranghuse S. L. M.E. 4 0 0 No No No 13 Prof. Rijumon k Raghavan M.E. 8 0 0 No No No 14 Prof. Anantharaja M.H M.TECH. 3 0 0 No No No 15 Prof. Borude Srikant M.E. 3 0 0 No No No 16 Prof. Palde Yogesh M.E. 2 0 0 No No No 17 Prof. Dhamak Chetan M.E. 3 0 0 No No No



Page 48

Electronics and Telecommunication Engineering

1 Prof. DR. Ajit Barbadekar PhD 10 0 02 No No No

2 Mr. B.E. Shinde PhD Pursuing 13 0 2 No No No

3 Mr. P. Balaramudu PhD Pursuing 8 0 13 No No No

4 Mr. Manoj Kumar ME(DC) 2 0 2 No No No

5 Prof. Gaikwad S. ME(VLSI &ES) 2 0 0 No No No

6 Mrs. Gajbhiye R. ME(VLSI&ES) 6 0 1 No No No

7 Ms. Bhor Deepali ME(VLSI&ES) 1.5 2 2 No No No

8 Mr. Patil Swapnil ME(Microwave 1.5 0.8 6 No No No

9 Mr. Mahamine Sagar ME(VLSI&ES) 2 0 2 No No No

10 Ms. Korde Rajshri MTECH( VLSI) 6.5 0 0 No No No

11 Mr. Gawade Pavan ME(VLSI&ES) 2 2 2 No No No 12 Prof. Mahesh Khose ME(E&TC) 3 0 0 No No No 13 Prof. Deshpande Chinmay v ME(VLSI&ES) 2 0 0 No No No 14 Prof. Kore Dheeraj ME(VLSI&ES) 4 0 0 No No No 15 Prof. Rajesh Kumar R. M.TECH(Mic.) 3 0 0 No No No 16 Prof. Dasture Vaibhav ME(VLSI&ES 5 0 0 No No No 17 Prof. Argade G. A. ME(VLSI&ES) 1 0 0 No No No

Civil Engineering

1 Mr. Bhujbal V. S. M.E(App.) 02 0 0 No No No

2 Mr. Nimbalkar A. R. M.E(App.) 02 0 0 No No No

3 Miss. Kakde Sampada M.E (App.) 0.4 0 0 No No No

4 Miss. Swati Ghuge M.E (App.) 0.3 0 0 No No No

5 Miss. Deshmukh P. BE 0.2 0 0 No No No

6 Mr. Khese. S.R M.E 1 0 0 No No No

7 Mr. Sagar Mhaske ME 2 0 0 No No No

Computer Engineering

1 Mr. Borhade B. M. M.E. 3 0 0 No No No

2 Mr. Bansode P. A. M.E 0.4 0 0 No No No

3 Mr. Ganesh N. R. M.E 1 0 0

No No No

4 Miss. Kale P. S. M.E. 0.3 0 0

No No No

5 Mr.. Vaibhav S. T. M.E.

1.2 0 0

No No No

6 Prof. Pooja Kumbar M.E.

1.3 0 0

No No No

7

Prof. Lande Ankita A.

M.E. 1

0 0 No No No

8

Prof. Malpure Vinit D.

M.E. 1.3

0 0 No No No



Page 49

9 Prof. Ashwini R. G M.E.

1.5 0 0

No No No

10 Prof. Mujawar Salman M.E.

1 0 0

No No No

11 Prof. Gaikwad S. M. M.E.

1 0 0

No No No

12 Miss. Kandalkar S. A. M. E. 5 0 0

No No No

13 Prof.Vaibhav Subhash M.E.

1 0 0

No No No

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.

The institute does not offer the specialized programmes.

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

List of FDP attended in last three years

Sr. No. Name of Faculty

Member Title of FDP

Duration of

FDP Name of Organizer

1. Mr. Bhagwat Manohar. R

Syllabus

Implementation 02 day

Bhivrabai savant COE,

Pune.

Syllabus Detailing 01 day VIIT, Kondwa

Syllabus Detailing 01day SAE Kondwa

2. Mr. Kale Mangesh

Shantaram

Syllabus

Implementation 01day Triniti COE,Kondwa Pune.

3. Mr. Khatal Ganesh

Dasharath FDP On Master CAM 02days JCOE,KUran Pune.

4. Mr. Deepak Kumar FDP On Master CAM 02 day SCOE, Kopargoan,

Ahmednagar

5. Mr. P. Balaramudu FDP and SKEP

Program 2 days SVCET, Rajuri

6. Mr. Manoj Kumar FDP and SKEP


7. Ms. Korde Rajashree FDP and SKEP


8. Mr. Gawade Pavan FDP and SKEP 2 days SVCET, Rajuri



Page 50

Program

9. Ms. Bhor Deepali FDP and SKEP


10. Mr. Patil Swapnil FDP and SKEP


11. Mr. Mahamine Sagar FDP and SKEP


12. Ms. Kardile Snehal FDP and SKEP


13. Mr. Kore Dhiraj FDP and SKEP


14. Ms. Korde Rajashree RF System and

Design 4 days SIT, Pune

15. Mr. P. Balaramudu

FDP & Awareness of

IEEE 1 day SVCET, Rajuri

Mathematical

Modelling for

Programs and

Advanced

Microprocessor

Techniques

2 days PK Technical Campus

16. Mr.Manoj Kumar FDP & Awareness of


17. Ms. Bhor Deepali FDP & Awareness of


18. Rajiv S. R.

Management

Effeciency 3 days

Moodlakatte Institute of

Tech. Kundapura

Establishment of

Incubation center 12days NITK, Suratkal

19. Miss. Shaikh T S Microprocessor Lab 1Day AISSMS Pune

20. Miss. Kandalkar S A Object Oriented

Programming 3Days Wadia Pune

21. Miss. Deore M R Advanced Data

Structure 1Day MIT Kothrud

22. Mr. Bhamare V B

Computer

Organization

Architecture

1Day SKNCOE, Vadgaon

23. Mr. Pinjarkar N R

Mobile Computing 2Days GH Raisoni Wagholi

Wireless Sensor

Network 1Day BVCOE Pune

Computer Lab-I 2 Day GH Raisoni Wagholi

b) Faculty Training programmes organized by the institution to

empower and enable the use of various tools and

technology for improved teaching-learning

Teaching learning methods/approaches: Yes

Handling new curriculum: Yes



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Content/knowledge management: Yes

Selection, development and use of enrichment materials: Yes

Assessment: Yes

Cross cutting issues: Yes

Audio Visual Aids/multimedia: Yes

Teaching learning material development, selection and use: Yes

c) Percentage of faculty

Invited as resource persons in Workshops / Seminars / Conferences organized by external professional

agencies: 5%

Participated in external Workshops / Seminars / Conferences recognized by

national/ international professional bodies: 70%

Presented papers in Workshops / Seminars / Conferences conducted or recognized by professional

agencies: 70%

2.4.4 What policies/systems are in place to recharge teachers?

Deputing faculty members to attend the workshop/training/conference

Promoting publication in research conference Providing research grants, Study leave, Support for research and academic publications Teaching experience in other institutions

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. NIL

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?

The institute has introduced the teacher evaluation by students.

The feed-back is obtained from the students at the end of



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course/subject teaching.

The Head of Department is authorized to assess the performance of faculty members from the respective

departments.

The performance of teachers is also revived by the principal of the institute.

The evaluation of the teacher by students/peer members has benefited in the enhancement of teaching learning in

the institute and also to take certain initiatives like ICT

in the class room and conducting the faculty

development programmes (FDP).

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?

The evaluation process is uploaded on the institute web site

The HOD conduct meeting of faculty members in the beginning of every term to aware on the evaluation

process.

The institute conducts in-house training as and when the evaluation reforms are taken at university level.

The evaluation process is presented before the students during orientation/induction programme every year.

The individual faculty members disseminate the evaluation process of the respective course.

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?

Online examination Continuous assessment/evaluation Credit system/grading

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?

By deputing faculty members to attend the training organized by the university.

Creating facilities; such as equipping computer centers for online examinations.



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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.

Formative Assessment:

a. Unit test

b. Continuous assessment

c. Term work/sessional work evaluation

Summative assessment:

a. End semester theory examination

b. End semester practical examination

c. End semester viva-ors

d. Project work evaluation

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 behavioral aspects, independent

learning, communication skills etc.

a. The answer books of internal test are shown to students for immediate knowledge of result (IKR).

b. The continuous assessment is conducted to assess the behavioral aspects.

c. 5% weightage is assigned to the behavioral aspects. d. The seminar is conducted for assessment of

communication skill.

e. The assignment/independent learning is part of the sessional/internal assessment.

2.5.6 What are the graduate attributes specified by the college/

affiliating university? How does the college ensure the

attainment of these by the students?

The graduate attributes are defines by the university. These graduate attributes are published in the

syllabus/curriculum.

The institute follows the same graduate attributes. The institute has also developed programme specific

outcomes (PSOs) as per the guidelines of the National

Board of Accreditation (NBA).

The departmental academic plans are designed and



Page 54

developed based on the graduate attributes and PSO.

The assessment tools are developed to address/assess Pos and course outcomes (Pos).

The institute employ direct and indirect method to evaluate the graduate attributes.

The following are the graduate attributes as stated in the syllabus/curriculum of the university.

o An ability to apply knowledge of science, mathematics, and engineering.

o An ability to design and conduct experiments. o An ability to design a system, component, or process

to meet desired needs within realistic constraints such

as economic, environmental, social, ethical, health

and safety, manufacturability, and sustainability

o An ability to function on multidisciplinary teams. o An ability to identify, formulate, and solve

engineering problems.

o An understanding of professional and ethical responsibility.

o An ability to communicate effectively. o The broad education necessary to understand the

impact of engineering solutions in a global, economic,

environmental, and societal context,

o A recognition of the need for, and an ability to engage in life-long learning,

o A knowledge of contemporary issues, and o An ability to use the techniques, skills, and modern

engineering tools necessary for engineering practice

2.5.7 What are the mechanisms for redressal of grievances with

reference to evaluation both at the college and University level?

The redressal of grievances regarding evaluation at the college

and University level for various examinations is as under:

No redressal of grievances facility is available for online exam because it is done by computer/software.

The subject teacher evaluates the students TW/PR by referring college format for internal assessment of

TW/PR. The mechanism is transparent & marks are

assigned to the experiment regularly in presence of

student. Student signs on the documents of internal

assessment.

For the grievances against the university theory results (if any) reevaluation and rechecking facility is available in



Page 55

the SPPU Pune. The schedule of the same is informed to

the students time to time and interested students act

accordingly and avail this facility.

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?

Yes. The college has clearly stated learning outcomes.

The learning outcomes are published in the curriculum.

The course level learning outcomes are also published in the syllabus.

The institute has conducted in-house training programme on implementation of Outcome based Education for

teachers of the institute.

The institute and department disseminate these during the beginning of each year/term.

The LOs are published in the identified locations in the institute.

The student‘s charter as per the NAAC guidelines is also published to motivate the

students.

List of Program Outcomes / Programme Learning Outcomes

An ability to apply knowledge of science, mathematics, and engineering.

An ability to design and conduct experiments. An ability to design a system, component, or process

to meet desired needs within realistic constraints such

as economic, environmental, social, ethical, health and

safety, manufacturability, and sustainability

An ability to function on multidisciplinary teams. An ability to identify, formulate, and solve engineering

problems.

An understanding of professional and ethical responsibility.

An ability to communicate effectively. The broad education necessary to understand the

impact of engineering solutions in a global, economic,

environmental, and societal context,

A recognition of the need for, and an ability to engage in life-long learning,



Page 56

A knowledge of contemporary issues, and An ability to use the techniques, skills, and modern

engineering tools necessary for engineering practice

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.

The institution monitors and communicates the progress and performance of students through the

duration of the course/programme in the following

way.

The performance is discussed with the individual

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