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Dr. Anita S. Goswami-Giri
IQAC – coordinator
VPM’s B. N. Bandodkar College of Science, Thane
Curricular Aspects (2)
1
Quality of
teaching and
effective learning
is an attitude
Criterion-wise differential weightages
Criteria University Autonomous
College
Affiliated/
Constituent
Colleges
I Curricular Aspects 150 150 100
II Teaching-Learning and
Evaluation
200 300 350
III Research, Consultancy
and Extension
250 150 150
IV Infrastructure and
Learning Resources
100 100 100
V Student Support and
Progression
100 100 100
VI Governance Leadership
Leadership and
Management
100 100 100
VII Innovations and Best
Practices
100 100 100
Total Score 1000 1000 1000 2
Ensure that the Curriculum is consistent with
institutional vision/ mission – Go beyond University -
1. Autonomous and Add-on Certificate, Diploma
programs & self-financing programs
2. Explore for Cafeteria mode with CBCS
3. Upward integration with PG/ M.Phil / Ph.D. programs
4. Effective planning, implementation and monitoring
systems
5. Feedback mechanism from user sectors/students on
curriculum
Curricular Aspects (2)
3
Criterion-II Teaching-Learning and Evaluation (350)
1. Student Enrolment and Profile 30
2. Catering to Diverse Needs of Students 50
3. Teaching Learning Process 100
4. Teacher Quality 80
5. Evaluation Process & Reforms
50
6. Student Performance &
Learning Outcomes 40
Key indicators
4
Academic calendar
* Admission policy and transparency
* Internal mechanism to review admission process and student profile –
outcome
* representation of student community from different geographical areas and
socio-economic, cultural and educational backgrounds (Diversity and
inclusion )
* Sensitizing faculty to issues on inclusion , Collaborative and independent
learning ,Nurturing generic competencies
* Use of technology
* Qualified senior faculties in emerging areas?
* Faculty development / recharge
* Learning outcomes
2.1. Student Enrolment and Profile (30)
5
• The institution assesses the learning levels of the students,
after admission and organises special programs for advanced
learners and slow learners
6
Data Requirement for last five years:
Number of students enrolled from other states and countries
Total number of students enrolled
Total Number of students admitted
Total number of sanctioned seats
2.1. Student Enrolment and Profile (30)
2.2. Catering to Diverse Needs of Students (50)
• needs of the students from diverse backgrounds including backward community as
well as from different locales.
• special efforts to bring in students from special categories
• Gender sensitization
• Data Requirement for last five years (year wise):
• Total number of students enrolled in the institution
• Total number of full time teachers in the institution
• Total number of differently abled students on roll in the institution
• Total number of students on roll in the institution
• Number of students admitted from the reserved category
• Total number of seats earmarked for reserved category as per GOI or State
Government rule
7
Innovation
and creativity
in teaching-
learning
Continuous Internal Evaluation
1. Appointment Policy and Process
2. Comprehensive Academic Calendar
3. Promotion of Learner-centric teaching/learning
4. Planned Faculty Development / Enrichment programs
5. Ensure faculty accountability -
(a) Performance Monitoring and Appraisal
(b) Objective and efficient Students Evaluation of Teachers
(c) Follow up of Professional Code of Conduct
7. Ensure transparent, efficient and objective examination system
8. Ensure that each department defines Learning Outcomes of
programs, and monitor the outcomes
Data Requirements: Number of teachers using ICT (LMS, e-resources)
Number of teachers on roll ICT tools and resources available
Number of students assigned to each Mentor
2.3. Teaching-learning process (100)
8
Student centric methods, such
as experiential learning,
participative learning and
problem solving methodologies
are used for enhancing learning
experiences
2.3. Teaching-Learning Process (100)
Diversity of learners in respect of their background, abilities and
other personal attributes will influence the extent of their
learning
The learner-centered education through appropriate
methodologies such as -
• participative learning,
• experiential learning and collaborative learning modes,
• facilitate effective learning.
• library resources used to augment the teaching-learning
process 9
10
Interactive and participatory approaches,
Teacher’s familiarity with Learning Management Systems
(LMSs), other e-resources available
Teachers provide a variety of learning experiences,
including individual and collaborative learning.
2.3. Teaching-Learning Process (100)
innovative teaching approaches/methods adopted by the faculty –
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 (OERs), mobile education, NPTEL etc
• meticulously plans and organizes its teaching schedule
• system of mentor-mentee to meet the academic and personal needs of students.
• recognition to innovative and creative contributions of its faculty and students.
• Projects / field experiences
• formal linkages with national agencies
11
2.3. Teaching-Learning Process (100)
2.4 Teacher Profile and Quality (80)
• Quality of teachers in terms of their qualification
• Teacher characteristics, adequacy of recruitment procedures,
• faculty availability,
• professional development and recognition of teaching abilities.
• Teachers take initiative to learn and keep abreast with the latest
developments, to innovate, continuously seek improvement in their
work and strive for individual and institutional excellence.
12
13
Data Requirement for last five years:
Number of full time teachers
Number of sanctioned posts
Number of full time teachers with PhD
Total number of full time teachers
Name of the full time teacher
Name of the department
Number of years of teaching experience (years and months)
Number of full time teachers receiving awards from State, National,
International level
Total number of teachers
Number of full time teachers from other states
Total number of sanctioned posts
2.5 Evaluation Process and Reforms (50)
• Assessment of teaching, learning and evaluative processes reforms,
• Increase the efficiency and effectiveness of the system
• To provide development-inducing feedback,
• Innovative evaluation process is to gauge the knowledge and skills acquired at
various levels of the programmes.
• well the examination system actually tests quality of questions, extent of
transparency in the system, extent of development inducing feedback system and
regularity in the conduct of examinations and declaration of results as well as the
regulatory mechanisms for prompt action on possible errors.
14
examination related grievances is transparent, time-bound and efficient
internal assessment is transparent and robust in terms of frequency and variety
2.6 Student Performance and Learning Outcomes
• student performance in the examinations is seen as per realization of
learning outcomes
• Documents Requirement:
• Upload COs for all courses (exemplars from Glossary- Notes) Upload
a description of Mechanism of Communication
• Data Requirement for last five years:
• Program Code Name of the program
• Number of students appeared
• Number of students passed
• Pass percentage
15
Attainment of program
outcomes,
program specific
outcomes and course
outcomes are evaluated
by the institution
2.7 Student Satisfaction Survey
• Teachers and the institution to make learning a meaningful
• feedback significantly showcases the actual quality of teaching
learning process enabling identification of the strengths of
teaching improvements.
• Student satisfaction, thus, is a direct indicator of the
effectiveness of teaching learning in the institution.
16
Data Requirement:
Name/ Class/ Gender
Student Id number/ Adhar Id number
Mobile number
Email id
Degree programme
17

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Criteria 2 NAAC New guideline ppt

  • 1. Dr. Anita S. Goswami-Giri IQAC – coordinator VPM’s B. N. Bandodkar College of Science, Thane Curricular Aspects (2) 1 Quality of teaching and effective learning is an attitude
  • 2. Criterion-wise differential weightages Criteria University Autonomous College Affiliated/ Constituent Colleges I Curricular Aspects 150 150 100 II Teaching-Learning and Evaluation 200 300 350 III Research, Consultancy and Extension 250 150 150 IV Infrastructure and Learning Resources 100 100 100 V Student Support and Progression 100 100 100 VI Governance Leadership Leadership and Management 100 100 100 VII Innovations and Best Practices 100 100 100 Total Score 1000 1000 1000 2
  • 3. Ensure that the Curriculum is consistent with institutional vision/ mission – Go beyond University - 1. Autonomous and Add-on Certificate, Diploma programs & self-financing programs 2. Explore for Cafeteria mode with CBCS 3. Upward integration with PG/ M.Phil / Ph.D. programs 4. Effective planning, implementation and monitoring systems 5. Feedback mechanism from user sectors/students on curriculum Curricular Aspects (2) 3
  • 4. Criterion-II Teaching-Learning and Evaluation (350) 1. Student Enrolment and Profile 30 2. Catering to Diverse Needs of Students 50 3. Teaching Learning Process 100 4. Teacher Quality 80 5. Evaluation Process & Reforms 50 6. Student Performance & Learning Outcomes 40 Key indicators 4 Academic calendar
  • 5. * Admission policy and transparency * Internal mechanism to review admission process and student profile – outcome * representation of student community from different geographical areas and socio-economic, cultural and educational backgrounds (Diversity and inclusion ) * Sensitizing faculty to issues on inclusion , Collaborative and independent learning ,Nurturing generic competencies * Use of technology * Qualified senior faculties in emerging areas? * Faculty development / recharge * Learning outcomes 2.1. Student Enrolment and Profile (30) 5
  • 6. • The institution assesses the learning levels of the students, after admission and organises special programs for advanced learners and slow learners 6 Data Requirement for last five years: Number of students enrolled from other states and countries Total number of students enrolled Total Number of students admitted Total number of sanctioned seats 2.1. Student Enrolment and Profile (30)
  • 7. 2.2. Catering to Diverse Needs of Students (50) • needs of the students from diverse backgrounds including backward community as well as from different locales. • special efforts to bring in students from special categories • Gender sensitization • Data Requirement for last five years (year wise): • Total number of students enrolled in the institution • Total number of full time teachers in the institution • Total number of differently abled students on roll in the institution • Total number of students on roll in the institution • Number of students admitted from the reserved category • Total number of seats earmarked for reserved category as per GOI or State Government rule 7 Innovation and creativity in teaching- learning Continuous Internal Evaluation
  • 8. 1. Appointment Policy and Process 2. Comprehensive Academic Calendar 3. Promotion of Learner-centric teaching/learning 4. Planned Faculty Development / Enrichment programs 5. Ensure faculty accountability - (a) Performance Monitoring and Appraisal (b) Objective and efficient Students Evaluation of Teachers (c) Follow up of Professional Code of Conduct 7. Ensure transparent, efficient and objective examination system 8. Ensure that each department defines Learning Outcomes of programs, and monitor the outcomes Data Requirements: Number of teachers using ICT (LMS, e-resources) Number of teachers on roll ICT tools and resources available Number of students assigned to each Mentor 2.3. Teaching-learning process (100) 8 Student centric methods, such as experiential learning, participative learning and problem solving methodologies are used for enhancing learning experiences
  • 9. 2.3. Teaching-Learning Process (100) Diversity of learners in respect of their background, abilities and other personal attributes will influence the extent of their learning The learner-centered education through appropriate methodologies such as - • participative learning, • experiential learning and collaborative learning modes, • facilitate effective learning. • library resources used to augment the teaching-learning process 9
  • 10. 10 Interactive and participatory approaches, Teacher’s familiarity with Learning Management Systems (LMSs), other e-resources available Teachers provide a variety of learning experiences, including individual and collaborative learning. 2.3. Teaching-Learning Process (100) innovative teaching approaches/methods adopted by the faculty – 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 (OERs), mobile education, NPTEL etc
  • 11. • meticulously plans and organizes its teaching schedule • system of mentor-mentee to meet the academic and personal needs of students. • recognition to innovative and creative contributions of its faculty and students. • Projects / field experiences • formal linkages with national agencies 11 2.3. Teaching-Learning Process (100)
  • 12. 2.4 Teacher Profile and Quality (80) • Quality of teachers in terms of their qualification • Teacher characteristics, adequacy of recruitment procedures, • faculty availability, • professional development and recognition of teaching abilities. • Teachers take initiative to learn and keep abreast with the latest developments, to innovate, continuously seek improvement in their work and strive for individual and institutional excellence. 12
  • 13. 13 Data Requirement for last five years: Number of full time teachers Number of sanctioned posts Number of full time teachers with PhD Total number of full time teachers Name of the full time teacher Name of the department Number of years of teaching experience (years and months) Number of full time teachers receiving awards from State, National, International level Total number of teachers Number of full time teachers from other states Total number of sanctioned posts
  • 14. 2.5 Evaluation Process and Reforms (50) • Assessment of teaching, learning and evaluative processes reforms, • Increase the efficiency and effectiveness of the system • To provide development-inducing feedback, • Innovative evaluation process is to gauge the knowledge and skills acquired at various levels of the programmes. • well the examination system actually tests quality of questions, extent of transparency in the system, extent of development inducing feedback system and regularity in the conduct of examinations and declaration of results as well as the regulatory mechanisms for prompt action on possible errors. 14 examination related grievances is transparent, time-bound and efficient internal assessment is transparent and robust in terms of frequency and variety
  • 15. 2.6 Student Performance and Learning Outcomes • student performance in the examinations is seen as per realization of learning outcomes • Documents Requirement: • Upload COs for all courses (exemplars from Glossary- Notes) Upload a description of Mechanism of Communication • Data Requirement for last five years: • Program Code Name of the program • Number of students appeared • Number of students passed • Pass percentage 15 Attainment of program outcomes, program specific outcomes and course outcomes are evaluated by the institution
  • 16. 2.7 Student Satisfaction Survey • Teachers and the institution to make learning a meaningful • feedback significantly showcases the actual quality of teaching learning process enabling identification of the strengths of teaching improvements. • Student satisfaction, thus, is a direct indicator of the effectiveness of teaching learning in the institution. 16 Data Requirement: Name/ Class/ Gender Student Id number/ Adhar Id number Mobile number Email id Degree programme
  • 17. 17