AQAR for the year 2017-18 - Geethanjali Group of …AQAR for the year 2017-18 GCET –AQAR for...

GCET –AQAR for 2017-18

AQAR

for the year

2017-18


Part – A

1. Details of the Institution

1.1 Name of the Institution

1.2 Address Line 1

Address Line 2

City/Town

State

Pin Code

Institution e-mail address

Contact Nos.

Name of the Head of the Institution:

Tel. No. with STD Code:

Mobile:

Name of the IQAC Co-ordinator:

+919866308257

Geethanjali College of Engineering and Technology

SY NO: 33&34

Cheeryal (Village)

Keesara (Mandal), Medchal (Dist)

Telangana

501301

[email protected]

Dr S Udaya Kumar

+919866308257

+919866308257

Dr Ch Ramesh Babu


Mobile :

IQAC e-mail address:

1.3 NAAC Track ID

1.4 NAAC Executive Committee No. & Date:

1.5 Website address:

Web-link of the AQAR:

For ex. http://www.ladykeanecollege.edu.in/AQAR2012-13.doc

1.6 Accreditation Details

Sl. No. Cycle Grade CGPA

Year of

Accreditatio

n

Validity

Period

1 1st Cycle A 3.36 09/06/2017 5

1.7 Date of Establishment of IQAC: DD/MM/YYYY

1.8 AQAR for the year (for example 2010-11)

1.9 Details of the previous year’s AQAR submitted to NAAC after the latest Assessment and

Accreditation by NAAC ((for example AQAR 2010-11submitted to NAAC on 12-10-2011)

i. AQAR ________________NOT APPLICABLE_________(DD/MM/YYYY)

2017-18

www.geethanjaliinstitutions.com

11-06-2012

[email protected]

+919985677767

F.19.26/EC[SC-25]/DO/2017/13.1 Dated 9th June 2017

TSCOGN23593\1st CYCLE


1.10 Institutional Status

University State Central Deemed Private

Affiliated College Yes No

Constituent College Yes No

Autonomous college of UGC Yes No

Regulatory Agency approved Institution Yes No

(eg. AICTE, BCI, MCI, PCI, NCI)

Type of Institution Co-education Men Women

Urban Rural Tribal

Financial Status Grant-in-aid UGC 2(f) UGC 12B

Grant-in-aid + Self Financing Totally Self-financing

1.11 Type of Faculty/Programme

Arts Science Commerce Law PEI (Phys Edu)

TEI (Edu) Engineering Health Science Management

Others (Specify)

1.12 Name of the Affiliating University (for the Colleges)

1.13 Special status conferred by Central/ State Government-- UGC/CSIR/DST/DBT/ICMR etc

Autonomy by State/Central Govt. / University

-

- √

√

- √

√

B.TECH,M.TECH, MBA

- - - - -

-

UGC

√

√

- -

-

- √

√

JNTUH, Hyderabad

√

√

-

- -

√

√

-

- - -

-

√

√

-

-

-

- √

-


University with Potential for Excellence UGC-CPE

DST Star Scheme UGC-CE

UGC-Special Assistance Programme DST-FIST

UGC-Innovative PG programmes Any other (Specify)

UGC-COP Programmes

2. IQAC Composition and Activities

2.1 No. of Teachers

2.2 No. of Administrative/Technical staff

2.3 No. of students

2.4 No. of Management representatives

2.5 No. of Alumni

2. 6 No. of any other stakeholder and

community representatives

2.7 No. of Employers/ Industrialists

2.8 No. of other External Experts

2.9 Total No. of members

2.10 No. of IQAC meetings held

2.11 No. of meetings with various stakeholders. No. Faculty

Non-Teaching Staff Students Alumni Others

NA

NA

NA

NA

NA

NA

NA

NA

NA

02

01

01

02

01

02

02

06

17

01 02

01 01 00

04


2.12 Has IQAC received any funding from UGC during the year? Yes No

If yes, mention the amount

2.13 Seminars and Conferences (only quality related)

(i) No. of Seminars/Conferences/ Workshops/Symposia organized by the IQAC

Total Nos. International National State

Institution Level

(ii) Themes

2.14 Significant Activities and contributions made by IQAC

2.15 Plan of Action by IQAC/Outcome

The plan of action chalked out by the IQAC in the beginning of the year towards quality

enhancement and the outcome achieved by the end of the year 2017-18

Plan of Action Achievements

Ensure Preparation of academic

schedule

Detailed Academic Calendar/schedule for the

academic year 2017-18 was prepared in time,

communicated to all concerned and posted the same

on the college notice boards/website

Increase in facilities and as well

as provide incentives for quality

research output.

Towards achieving the goal of quality research

output, the college is providing the state of the art

research facilities as well as extending all the

support including publication charge for refereed

journals and paid leave for attending conferences.

Providing one day paid leave per week for those

pursuing research degree (PhD)

• Sensitization of all stakeholders towards quality sustenance through

workshops.

• Assurance of timely conduct of academic schedule and monitoring the

teaching-learning process through feedback from stake holders and

sharing the same with Principal

• Increase in research outputs as evidenced by increase in research

publications.

• Conduct of academic audit and submission of report on the same to all

departments for quality enhancement of the programs offered by the college.

-

--

0 0 0 0

0

- √


Provide a thrust to Industry -

Institute Collaborations

New linkages have been established and regular

meetings with representatives of industries have

been conducted and various MoUs with Industries

are signed.

Strive for Increase in research

grants

The teachers were constantly encouraged to submit

research proposals to various funding agencies

Propose establishment of

Finishing school

Finishing school has been established wherein

critical programming skills are imparted to students

with emphasis on data structures and algorithms. In

addition, aptitude skills training is provided to

ensure a large number of students clear the aptitude

test during placement drive.

Facilitating younger faculty

perform better by assigning

mentor for each of them based on

their specialization

Value added teaching learning process

Promoted research culture

Establishment of second rung leadership in

various specializations.

Creation of a fairly good talent pool in various

areas of specializations facilitating departmental

development.

* Attach the Academic Calendar of the year as Annexure.

2.15 Whether the AQAR was placed in statutory body Yes No

Management Syndicate any other body

Provide the details of the action taken

The proposed plan of action has been placed before the Governing body for

discussion and approval. The AQAR has been scrutinized and approved, for

implementation, by the governing body.

√

√


Part – B

Criterion – I

1. Curricular Aspects

1.1 Details about Academic Programmes

Level of the

Programme

Number of

existing

Programmes

Number of

programmes

added during

the year

Number of

self-financing

programmes

Number of value

added / Career

Oriented

programmes

PhD - - - -

PG M.Tech,MBA - - -

UG B.Tech(CES,EC

E,EEE,ME,CE)

- - -

PG Diploma - - - -

Advanced

Diploma

- - - -

Diploma - - - -

Certificate - - - -

Others - - - -

Total 07 - - -

Interdisciplinary - - - -

Innovative - - - -

1.2 (i) Flexibility of the Curriculum: CBCS/Core/Elective option / Open options

(ii) Pattern of programmes:

1.3 Feedback from stakeholders* Alumni Parents Employers Students

(On all aspects)

Mode of feedback : Online Manual

Co-operating schools (for PEI)

*Please provide an analysis of the feedback in the Annexure

Pattern Number of programmes

Semester 07(UG:05 PG:02)

Trimester -

Annual -

√

√

√

√

√

√

--


1.4 Whether there is any revision/update of regulation or syllabi, if yes, mention their salient

aspects.

1.5 Any new Department/Centre introduced during the year. If yes, give details.

YES, for AR-16 Regulations, curriculum for 3rd and 4th Year was revised and approved by

the respective Board of Studies (BoS) of each department.

By offering soft core electives along with their associated laboratory component

student has been given the option to major in a particular field of specialization.

Several professional elective courses are also offered in emerging areas of

technologies.

A plethora of open electives are offered there by facilitating students to choose

courses pertaining to other branches of engineering and humanities and management

depending on the student's interest.

For AR-18 program structure for First Year Eengineering in all branches of engineering

was designed based on AICTE Model curriculum and submitted to Academic council and

respective Board of Studies (BoS) for approval and the same was approved with minor

modifications.

YES, Established

1. IBM Centre of excellence in emerging technologies such as Big data, Data analytics and

cyber security.

2. IoT lab through Redpine signals

3. Finishing school

4. Additional project lab for facilitating creativity and innovation among students

5. Additional computer centre.

6. Additional Engineering Workshop


Criterion – II

2. Teaching, Learning and Evaluation

2.1 Total No. of permanent faculty

2.2 No. of permanent faculty with Ph.D.

2.3 No. of Faculty Positions

Recruited (R) and Vacant (V)

during the year

2.4 No. of Guest and Visiting faculty and Temporary faculty

2.5 Faculty participation in conferences and symposia:

No. of Faculty International level National level State level

Attended Seminars/

Workshops

31 20 00

Presented papers 75 14 00

Resource Persons 5 2 12

Total Asst.

Professors

Associate

Professors

Professors Others

261 169 53 39 --

Asst.

Professors

Associate

Professors

Professors Others Total

R V R V R V R V R V

11 0 11 0 11 0 02 0 35 0

54

- - -


2.6 Innovative processes adopted by the institution in Teaching and Learning:

Innovations in Student's Learning Practices

Following are the innovative teaching-learning practices, which our faculty adopt to inculcate in

the students:

A. Collaborative Learning that facilitates student

1. Discuss ideas with classmates, in particular Engage in subject specific discussions with

peers and get feedback from classmates

2. Learn how to work cooperatively with classmates and support each other

3. Assimilate multiple views to deepen knowledge and promote critical thinking

4. Look for opportunities to work in groups

5. Teach and learn from one another thereby mitigating learner isolation

6. Interact with classmates in and outside of class thereby promoting out-of-class learning

7. Class activities require students to be active participants

8. Develop effective teamwork and communication (including interpersonal and cross

cultural awareness) skills

9. Foster individual accountability to the team

10. Develop independent learning strategies

B. Interaction with Instructor in and outside of class obtaining Feedback, wherein,

student

1. Interacts with instructor in and outside of class as instructor guides learning, rather

than lecturing, and instructor gives detailed feedback on student's work frequently

2. Understands assignments and class activities are interrelated that enunciate clear

expectations

C. Group Learning, Developing Professional Competences: Group Skills are developed,

wherein student

1. Discusses ideas and develop ways to resolve conflict and reach agreement

2. Is aware of feelings of members in a group

3. Listens to ideas of others with open mind

4. Always looks for opportunities to work on collaborative projects as a member of a

team

Instructor Specifies instructional objectives in which he/she determines what to achieve through

the small group activities, both academically (e.g. knowledge of a topic) and socially (e.g. listening

skills). The activity relates closely to the course objectives and class content and is designed to help

students learn, not simply to occupy their time.


When deciding whether or not to use group work for a specific task, we consider these

questions:

What is the objective of the activity?

How will that objective be furthered by asking students to work in groups?

Is the activity challenging or complex enough that it requires group work?

Does the project require true collaboration?

Is there any reason why the assignment should not be collaborative?

D. Learning through value added courses, wherein, student

1. Develops critical thinking on advanced / emerging topics

2. Gains experience in working on state of the art technologies

E. Experiential Learning Facilitates Development of Problem-Solving Skills in the students

through project based learning, in particular, develop an ability to

1. Design a system, object, product, etc

2. Solve an unstructured problem

3. Identify knowledge resources, interacting with peers to solve problem

4. Evaluate arguments and evidence of competing alternatives

5. Apply an abstract concept or idea to a real problem

6. Divide problems into manageable components

7. Clearly describe a problem orally

8. Clearly describe a problem in writing

9. Develop several methods to solve unstructured problems

10. Identify tasks needed to solve an unstructured problems

11. Visualize how the product of a design would look

12. Weigh the pros and cons of possible solutions to a problem

13. Write a concise technical report on the problem solved

F. Facilitating interaction with various experts in the field through Guest Lectures,

Industrial Visits, Field trips thereby making them familiar with occupational

awareness, wherein, student develops an ability to understand

1. What engineers do

2. The language of design

3. Engineering has a non-technical side also

4. The process of design

5. Importance of societal development

6. Importance environmental issues etc


2.7 Total No. of actual teaching days during this academic year

2.8 Examination/ Evaluation Reforms

Initiated by the Institution

2.9 No. of faculty members involved in curriculum

Restructuring/revision/syllabus development

as member of Board of Study/Faculty/

Curriculum Development workshop

2.10 Average percentage of attendance of students

2.11 Course/Programme wise distribution of pass percentage:

Title of the

Programme

Total no.

of

students

appeared

Division

Distinction

%

I % II % III % Pass %

B.TECH(ECE) 209 53 88 32 - 82.77

B.TECH(CSE) 215 30 87 58 - 81.39

B.TECH(EEE) 58 04 32 08 - 75.86

B.TECH(IT) 54 05 25 07 - 698.51

B.TECH(ME) 115 11 45 23 - 68.69

PG: M.Tech(ES) 06 04 - - - 66.66

PG:

M.Tech(VLSI)

05 03 - - - 60

PG: M.Tech(CSE) 06 04 - - - 66.66

PG: M.Tech(PE) 06 01 - - - 16.66

PG:MBA 42 03 13 22 - 90.47

180

Bar Coding, Double Valuation in revaluation, Online

Multiple Choice Questions, assessment based on

Bloom’s taxonomy.

260

77

260 260


2.12 How does IQAC Contribute/Monitor/Evaluate the Teaching and Learning processes:

The IQAC in close coordination with administrators and other officials has taken several

steps to ensure implementation of teaching, learning and evaluation processes with the

aim of achieving high standards.

IQAC contributions:

Sensitization of all stakeholders towards quality sustenance through workshops.

Conduct of academic audit and submission of report on the same to all departments.

Ensuring timely conduct of academic schedule

Facilitates conduct of:

Student feedback on teaching leaning process

Class review meetings

Course end survey

IQAC checks whether the following have been conducted:

Weekly reports on syllabus coverage

Remedial classes

Question paper evaluation committee meetings

Evaluation of Course outcomes

Evaluation of Program outcomes

Mapping of Course outcomes to Program outcomes and Program Specific

Outcomes.

Checks whether Evaluation results in the examination followed Normal

distribution

Evaluation of teaching learning process is done through Academic Audit once a

year using a structured questionnaire and physical verification of records.

Meetings of faculty with various group heads

Visits to various R and D establishments and industries which have been facilitating

collaborations.

At the end of the academic year, it submits a report on the impact of all the above on the overall

functioning of the college


2.13 Initiatives undertaken towards faculty development

Faculty / Staff Development Programmes Number of faculty

benefitted

Refresher courses 61

UGC – Faculty Improvement Programme 2

HRD programmes

Orientation

programmes

Research 27

Teaching 59

Mentoring 68

Faculty exchange programme

Staff training conducted by the university

19

Staff training conducted by other institutions 16

Summer / Winter schools, Workshops, etc. 375

Others

2.14 Details of Administrative and Technical staff

Category Number of

Permanent

Employees

Number of

Vacant

Positions

Number of

permanent

positions filled

during the Year

Number of

positions filled

temporarily

Administrative

Staff

48 0 7 0

Technical Staff 38 0 3 0


Criterion – III

3. Research, Consultancy and Extension

3.1 Initiatives of the IQAC in Sensitizing/Promoting Research Climate in the institution

3.2 Details regarding major projects

Completed Ongoing Sanctioned Submitted

Number 00 2 2 8

Outlay in Rs.

Lakhs

00 21.5+45.71=67.21 - 293.52

3.3 Details regarding minor projects

Completed Ongoing Sanctioned Submitted

Number 1 1

Outlay in Rs. Lakhs 2

3.4 Details on research publications

International National Others

Peer Review Journals 162 06

Non-Peer Review Journals 12 00

e-Journals 01 00

Conference proceedings 40 02

3.5 Details on Impact factor of publications:

Range Average h-index Nos. in SCOPUS

The IQAC in coordination with Dean-R&D periodically checks whether

Workshops have been conducted for sensitizing and promoting research culture in

the College.

Guest lectures have been conducted inviting experts working in R and D

establishments from several specializations for the benefit of faculty.

Visits have been arranged to various R and D establishments and industries thereby

facilitating collaborations with various professionals working in various R and D

organizations.

Faculty members have been sensitized to obtain research grants for conducting

quality research and publishing research findings in peer reviewed, impact factored

journals.

Meetings of faculty members with various group heads took place to promote

research culture.

At the end of each academic year, it evaluates the impact of all the above on the overall

research output of the college and submits a report to that effect.

0.3-6.5 2.81 21 19


3.6 Research funds sanctioned and received from various funding agencies, industry and other

organisations

Nature of the Project Duration

Year

Name of the

funding Agency

Total Grant Sanctioned

Rs Lakh

Received

Major projects 3 yrs DRDO 45.81 -

DST 21.50 19.50

Minor Projects 2 Yrs UGC 02.00 -

Interdisciplinary Projects - - - -

Industry sponsored - - - -

Projects sponsored by the

University/ College 1 yr GCET 03.00 03.00

Students research projects

(other than compulsory

by the University)

- - - -

Any other(Specify) - - - -

Total 72.31 22.50

3.7 No. of books published i) With ISBN No. Chapters in Edited Books

ii) Without ISBN No.

3.8 No. of University Departments receiving funds from

UGC-SAP CAS DST-FIST

DPE DBT Scheme/funds

3.9 For colleges Autonomy CPE DBT Star Scheme

INSPIRE CE Any Other

3.10 Revenue generated through consultancy

3.11 No. of conferences organized by the Institution

Level International National State University College

Number 1 1 - - -

Sponsoring

agencies

GCET GCET

(Bhaswara2k17)

Rs 6 lakhs/year

-

- - 01

- -

- - -

- - -

03 01


3.12 No. of faculty served as experts, chairpersons or resource persons

3.13 No. of collaborations International National Any other

3.14 No. of linkages created during this year

3.15 Total budget for research for current year in lakhs:

From funding agency From Management of University/College

Total

3.16 No. of patents received this year

3.17 No. of research awards/ recognitions received by faculty and research fellows

of the institute in the year

3.18 No. of faculty from the Institution

who are Ph. D. Guides

and students registered under them

3.19 No. of Ph.D. awarded by faculty from the Institution

3.20 No. of Research scholars receiving the Fellowships (Newly enrolled + existing ones)

JRF SRF Project Fellows Any other

3.21 No. of students Participated in NSS events: 220

University level State level

National level International level

Type of Patent Number

National Applied 05

Granted

International Applied

Granted

Commercialised Applied

Granted

Total International National State University Dist College

0 0 0 0 0 0 0

26

00 03 00

02

02.50 Lakhs

Rs.03.0

0 Lakhs

05.50 Lakhs

03

05

00

00

0 0 0 0

216 04

00


3.22 No. of students participated in NCC events: 00



3.23 No. of Awards won in NSS : 00



3.24 No. of Awards won in NCC: 00



3.25 No. of Extension activities organized: 06

University forum College forum

NCC NSS Any other

3.26 Major Activities during the year in the sphere of extension activities and Institutional Social

Responsibility:

S. No. Activity

1. Blood donation camp

2. Swach Bharat

3. Dental camp

4. Eye camp

5. Health camp

6. Distribution of stationery

to Govt. School students in Cheeryal village

00 00

00 00

00 00

00 00

00 00

00 00

00 00

00 06 00


Criterion – IV 4. Infrastructure and Learning Resources

4.1 Details of increase in infrastructure facilities:

Facilities Existing Newly

created

Source of

Fund

Total

Campus area 10 acres - GCET 10 acres

Class rooms 53 - GCET 53

Laboratories 68 09 GCET 77

Seminar Halls 5 - GCET 5

No. of important equipments purchased

(≥ 1-0 lakh) during the current year.

1691 383 GCET 2074

Value of the equipment purchased during

the year (Rs. in Lakhs)

502.45 180.75 GCET 683.20

Others - - - -

4.2 Computerization of administration and library

Examination branch, accounts section, student attendance, faculty attendance, transportation are

computerized.

GCET Library and Information centre automated its housekeeping operations by using EZ

Library: integrated Library automation software.

Library created its resources Database and provided Online Public Access Catalogue (OPAC)

through which users can be accessed from any of the computer connected in the campus LAN to

know available resources and the status of the book.

Institute Library & Information is subscribing online e-books and e-journals databases as per the

requirement of the institute and also AICTE. Provided login credentials based access and these

journals can be accessed from any computer connected in the campus LAN.

It has subscribed Federated Search tool i.e. IEEE, K-Hub and DELNET to search the articles

from multiple databases

It has an exclusive Server with Content Management Software for e-learning. This facility

enables the staff and students to access e-learning resources such as NPTEL Lectures, MIT

Lectures etc..

GCET Library & Information centre is part of Resources sharing Networks such as DELNET

and British Council

Library has an exclusive Library Website: http://www.geethanjaliinstitutions.com


4.3 Library services:

Existing

Up to 09/06/2017

Newly added

10/06/2017 to

till D ate

Total

No. Value No. Value No. Value

Text Books 32581 8326861 1310 627505 33891 8954366

Reference Books

e-Books 1080 104000 2290 57820 3370

161820

Journals 959 2956719 155 386901.

5

1114 2995409

e-Journals 13000 8573812 2290 543797 15290 9117609

Digital Database Delnet 23000 Delnet 13500 Del net 36500

CD & Video 1222&4

182

... .... ... .... ....

Others (specify) British

Library

30000 British

Library

8500 British

Library

38500

4.4 Technology up gradation (overall)

Total

Computers

Compute

r Labs Internet

Browsin

g

Centres

Computer

Centres Office

Depart

-ments

Other

s

Existing 1571 37 48 Mbps 1 1 5

Added 393 8 100

Mbps

1 1 0

Total 1690 45 132

Mbps

2 2 5


4.5 Computer, Internet access, training to teachers and students and any other programme for

technology upgradation (Networking, e-Governance etc.)

4.6 Amount spent on maintenance in lakhs:

i) ICT

ii) Campus Infrastructure and facilities

iii) Equipments

iv) Others

Total:

Up-gradation of hardware and software has been carried out on regular basis. Antivirus

software and Microsoft Licensed Software under Campus Agreement have been

procured and supplied to departments of the College for installation in all desktop

computers/ laptops purchased

The website is updated regularly.

Training has been given internally to faculty and staff on the use of MS word and MS

Excel

High speed internet and computer facility are given to all Professors and Associate

Professors in each department.

Internet facility with a system is provided for every group of three/four Assistant

Professors in each department.

Campus wide LAN is available with w-ifi facility

20.95

27.64

7.65

459.58

515.82


Criterion – V

5. Student Support and Progression

5.1 Contribution of IQAC in enhancing awareness about Student Support Services

5.2 Efforts made by the institution for tracking the progression

5.3 (a) Total Number of students

(b) No. of students outside the state

(c) No. of international students

Men Women

Demand ratio : 1:10 Dropout %: 1

UG PG Ph. D. Others

3916 156 - -

No %

2531 62

No %

1541 38

Last Year This Year

General SC ST OBC Physically

Challenged

Total General SC ST OBC Physically

Challenged

Total

1575 447 158 1691 0 3871 1688 482 189 1713 0 4072

The College has several support services and general facilities for students. The IQAC ensures all information pertaining to student services and facilities is made available through circulars, notice boards, and also on the College website. It provides awareness to all students on the availability of following services, but not limited to

Mentoring mechanism and its importance Academic and Career Guidance Student Clubs and their activities Student Workshops/Competitions/Hackathons conducted in and outside the

college Guest lectures being organized Soft skills development centre Business English Certificate program Creative Writing program Training for Placements Schedule of placements specifying the organizations which recruit students Finishing School program Schedule of Examinations

The College ensures efficient student progression through timely intervention and counselling

through class mentors.

The mentoring system in the College also ensures retention and progression of students into

various careers being chosen by the students.

The respective departments keep track of student progression.

The training and placements cell ensures employability skills are provided to students through

finishing school

10

02


5.4 Details of student support mechanism for coaching for competitive examinations (If any)

No. of student beneficiaries:

The institute library is well equipped with periodicals, competitive examination books

and other required materials for preparation

Computer labs with internet and Wi-Fi are provided to students beyond the class hours

to facilitate preparation for the competitive exams.

Career Guidance Cell, in coordination with Training and Placement Office also

facilitates expert lectures to bring awareness about various career options available to

the students

Valuable suggestions and support is extended by the faculty, as and when required.

Activities like mock group discussions, quizzes, spoken English exercises also help the

students for preparation

Geethanjali College of Engineering and Technology in association with T.I.M.E.

(Triumphant Institute of Management Education) conducts a comprehensive student

development programme with an objective to enhance employability and professional

development skills of its students. The program focuses on cultivating positive

personality traits and developing problem solving skills.

The training module covers the areas of Functional grammar in Standard English and

Tips on improvement of Vocabulary, Listening skills, Speaking skills, Public Speaking,

and Effective Writing.

Coaching for GATE is provided.

Finishing School:

• Finishing School was setup so as to equip students with programming skills needed

for good campus-placements.

• This is being offered for third year students and fourth year students of all

branches.

Aims of Finishing School:

• To enable students to practice programming using tasks so that they are well-

equipped with practical knowledge for Campus Placements readiness.

• To widen student's intellectual capacity through knowledge, vision, responsibility,

hard work, kindness and enthusiasm.

• To enable students to appreciate co-operation when working in groups.

Highlights:

• Finishing school is 100% practice-based and conducted in computer labs.

• Item-F is new and unique, to keep up with web-development expectations from

companies.

• Item-G is towards equipping students with intellectual knowledge and motivation

to do well in all walks of life.

• Contents:

• Practice of programming tasks from companies covering C, Data-Structures, Java,

MySQL, Web Technologies.

1068


5.5 No. of students qualified in these examinations

NET SET/SLET GATE CAT

IAS/IPS etc State PSC UPSC Others

5.6 Details of student counselling and career guidance

No. of students benefitted:

5.7 Details of campus placement

On campus Off Campus

Number of

Organizations

Visited

Number of Students

Participated

Number of

Students

Placed

Number of Students Placed

66 600 432 96

The faculty members are nominated as class teacher and mentors for counseling the student of

their respective classes assigned, regarding attendance Semester End Examination mark

/sessional marks, personal problems, etc.

CAREER AND ACADEMIC GUIDANCE (CACG) of GCET aims to train the students by

providing assistance and advice for their future career prospects.

It creates awareness towards focusing on their choices of careers by providing updated

information about Jobs, Opportunities, resources etc.

It is an observed fact that the students’ options change from time to time.

CACG of GCET enables students opt their suitable and appropriate choices of careers by

conducting number of Career awareness sessions, entrepreneurial exposure through industry

interaction, exposure and training for global placements etc. At the beginning of every

semester CACG conducts a survey to identify the students’ career options through a

questionnaire.

00

00

00

00

02

00

04

08

701


5.8 Details of gender sensitization programmes

5.9 Students Activities

5.9.1 No. of students participated in Sports, Games and other events

State/ University level National level International level

No. of students participated in cultural events

State/ University level National level I International level

5.9.2 No. of medals /awards won by students in Sports, Games and other events

Sports : State/ University level National level International level

Cultural: State/ University level National level International level

5.10 Scholarships and Financial Support

Number of students Amount

Financial support from institution 59 2,04,500

Financial support from government 1674 7,51,90,500

Financial support from other sources 0 0

Number of students who received

International/ National recognitions

0 0

It is part of student curriculum with 3 periods per week for all second year second semester

students An activity “Gender Sensitization under Gender Champion (UGC) & Women in

Engineering (IEEE-WIE)” was conducted in the college. The activity includes Poster and

painting competitions, Debate and Guest Lecture.

Poster and painting competitions includes the main topics: 1) Women Empowerment; and

2) Social evils related to women.

The objective of debate is to promote gender equality through group discussions so that

women in India will find a better standing in the society. The discussions were held in an

open corrival manner to bring out the need for gender equality.

Two speakers delivered guest lecture and the topics are:

Topic: The batten is in your hands

Speaker-1: Ms Dibya Maheswari, Software Engineer Analyst ,Accenture, Hyderabad,

Public

Topic: You meets you

Speaker-2: Ms.Sridatri Panda, Manager, Talent Development, Optum Global Solutions

0 0 03

01 0 0

03 0 0

01 01 0


5.11 Student organised / initiatives

Fairs : State/ University level National level International level

Exhibition: State/ University level National level International level

5.12 No. of social initiatives undertaken by the students

5.13 Major grievances of students (if any) redressed: NO

03

0

0 0

0 0

2


Criterion – VI 6. Governance, Leadership and Management

6.1 State the Vision and Mission of the institution

6.2 Does the Institution have a Management Information System

Vision: Geethanjali visualizes dissemination of knowledge and skills to students, who would

eventually contribute to well being of the people of the nation and global community.

Mission:

To impart adequate fundamental knowledge in all basic sciences and engineering,

technical and Inter-personal skills to students.

To bring out creativity in students that would promote innovation, research and

entrepreneurship.

To Preserve and promote cultural heritage, humanistic and spiritual values promoting

peace and harmony in society.

Management Information System exists in the institute covering the following aspects:

Student attendance

Lecture schedules with facility to post learning material

Time tables

Fee collection

Library

Transportation (GPS enabled services)

Faculty and staff attendance

Examinations related information

Salary remittance


6.3 Quality improvement strategies adopted by the institution for each of the following:

6.3.1 Curriculum Development

As per the UGC norms and after due consideration of the recommendations of the departmental

committees and Stakeholders, the respective Boards of Studies of different departments have

been developing new curricula updating the syllabi.

Quality improvement strategies:

The curriculum facilitates major and minor specializations

Soft core subjects are provided with laboratory work which facilitates students to

choose specializations.

Raptor tool is introduced in the B.Tech first year, specifically to help students have a

deeper understanding of the logic building, visualize the algorithms they develop and

avoid syntactic errors in programming.

Logical reasoning course is introduced in B.Tech second year, thereby facilitating them

with analytical/critical thinking and help build logic / reasoning in the solution to a

given problem.

Foreign language courses are introduced in B.Tech Third year as open electives, which

facilitate students with thinking in a second language that reduces deep-seated,

misleading biases that unduly influence how risks and benefits are perceived. Research

has shown that early exposure to a second language increases divergent thinking

strategies, helping not only in language-related tasks, but also in areas such as

mathematics. Students may have different ways of expressing themselves, such that

they better understand there is more than one way to look at a problem and that there is

more than one solution. We also provide BEC (business English certificate) to enhance

students' articulation skills.


6.3.2 Teaching and Learning

The College encourages additional related methods of learning such as field visits/work,

industrial visits, mentoring and other remedial measures.

Younger faculty are addressed by the senior faculty on teaching learning

process.

Group heads counsel their mentee faculty in their respective specialized fields.

Peer learning activities are encouraged during the summer break.

Number of students are limited to 48 per section instead of 60 thereby

facilitating

o Better student teacher interaction

o Two students per workbench instead of three.

o 16 students per mentor instead of 20

We facilitate junior faculty attend senior faculty lectures to learn pedagogical

techniques for imparting quality instruction.

Mentoring of students

In addition to the above measures, a plethora of innovative teaching learning practices

mention earlier in section 2.6 are carried out.


6.3.3 Examination and Evaluation

6.3.4 Research and Development

Continuous internal assessment through internal examinations, assignments, tutorial

classes and Mentoring.

Transparent evaluation and sharing the midterm exam answer scripts with students.

One additional chance given to students to attempt for midterm examinations if they

are absent for any one of the internal examinations due to unavoidable reason.

Double revaluation ,recounting for the evaluated answer scripts

Spot valuation for better control valuation and early result declaration.

Bar coding and encrypted student data

Automated result processing.

Facilities for Research and Development are provided to encourage research and

development ensuring their optimal use and proper maintenance, and conducting training

programmes, resulting in research publications with good impact factor.

Incentives are provided to faculty for publishing their research work in reputed

journals.

One day leave per week is sanctioned to faculty to pursue their research program

Faculty are encouraged by sponsoring the faculty to participate in faculty

development, workshops and conferences.

Paid leaves are also given to faculty to faculty to attend /present /pursue research

program.


6.3.5 Library, ICT and physical infrastructure / instrumentation

6.3.6 Human Resource Management

Library & Information Centre provides uncompromising information and intellectual support

to its students and faculty with user-friendly approach. It offers a fully integrated and dynamic

environment for conducting academic study. Library is fully computerized with bar-coding

system.

Computerization of the GCET Central Library automated its housekeeping operations by

using EZ library: integrated Library automation software developed by Volk soft

• Library created its resources Database and provided Online Public Access Catalogue

(OPAC) through which users can be accessed from any of the computer connected in the

campus LAN to know available resources and the status of the book.

• Institute Library & Information is subscribing online e-books and e-journals databases as per

the requirement of the institute and also AICTE. Provided User ID and Password based access

and these journals can be accessed from any computer connected in the campus LAN.

• It has subscribed IEEE (ASPP) K-Hub and DELNET to search the articles from multiple

databases.

• GCET Library & Information centre is part of Resources sharing Networks such as

DELNET, British Council and AICTE-INDEST.

Faculty members have been sponsored to various programs organized by

various organizations.

Training programmes on various aspects pertaining to pedagogical techniques,

assessment and evaluation methods are conducted.

Faculty members have been sponsored to participate in Faculty development

/Orientation Programmes.

Faculty are encouraged to participate in national and international conferences

with paid leave.

All eligible staff are covered under ESI Scheme.

Interest free loan facility is provide to all staff and faculty

All motivational incentives are given to faculty and staff as per our HR Policy.

Additional leave with pay is sanctioned for faculty, pursuing Ph.D. prior to

thesis submission.


6.3.7 Faculty and Staff recruitment

6.3.8 Industry Interaction / Collaboration

6.3.9 Admission of Students

Faculty are recruited through a stringent selection process by, a committee comprising at

least two external subject experts from academia, two university nominees as subject

experts, among others.

The number of Ph.D holders among the staff increased from 39 to 54 during the year by

inviting faculty to join the college from various organizations.

The student teacher ratio during the year was better than 1:15, as a result of fresh

recruitments, even though the normative ratio is 1:20.

Staff are recruited through a committee, comprising Administrative Officer, Accounts Officer,

Registrar, among others.

The Management of Geethanjali is focused keenly on Industry-Institute interaction. With constant

endeavor the departments have entered into many MoUs with industry leaders such as Tech Mahindra,

IBM, Oracle Academy etc. to provide summer internships, set up laboratories (Emerging Technology

Lab was set up with an MoU from IBM, IoT Lab was set up in association with Redpine Signals) and

disseminate professional certification courses (with Oracle academy and IBM). Training programs are

also conducted for both students and the staff.

Several experts from industry are invited to deliver Guest Lectures for students, Invited talks for

Faculty Development Programs, Members of Board of Studies for curriculum development, etc.

The admission process followed in the college is through two categories namely Category-A

(Convener quota) and Category-B (Management) as per the norms prescribed by the State

Government.

Category-A (Convener quota):

In category-A, 70% of the seats are filled through convener quota following reservation norms

specified by the government.

UG: Admissions into UG programmes in the college are made by Convener, EAMCET, who is

nominated by the State Government. The admissions are based on the state-wide ranks obtained by

students in EAMCET entrance exam.

PG: Admissions into PG programmes are based on the merit of candidates in GATE, PGECET and

ICET conducted by TSCHE. These admissions are made by Convener, PG Admissions.

Category-B (Management):

In Category-B, 30% of the seats are filled by merit order (based on the percentage of marks)

UG: The admissions though based on merit, the merit criteria is decided by the

State Government from time to time like, AIEEE/IIT JEE mains, EAMCET ranks,

Intermediate Public Examinations (IPE) marks.

PG: The admissions are based on merit: the order of merit is GATE score,

PGECET ranks for ME/Match, ICET ranks for MBA and the left over seats, if any are filled on the

basis of UG marks.


6.4 Welfare schemes for

Teaching Following are the some of the efforts in this direction:

FDPs and Workshops on Pedagogy for newly appointed staff.

Senior Faculty Members of the department act as resource persons in the college

FDPs/Workshops/Seminars/Conferences/Technical Paper Contests.

Faculty are sent to National and International FDPs/Workshops/Seminars/

Conferences/ Short-Term Courses with needy financial assistance which include

Registration Fees, Travelling Allowance, Local Conveyance,

Lodging and Boarding Expenses within and outside the state

Departmental strategies to further improve the quality of TLP.

Department’s academic and R&D plan for forthcoming semesters.

Departments are well-equipped to enhance advanced and self learning modules.

Institute has tie-ups with IUCE Webinars, Online NPTEL Audio Visual lectures.

Financial and Non Financial Motivation/Incentives for Higher qualification.

Financial assistance to the faculty members, interested to get registered to obtain

memberships in professional associations.

Financial assistance to the Technical Training Programmes for Technical and

Non Teaching Staff members

Financial and Non Financial Incentives to the faculty members for publishing in

national and international journals.

Senior Faculty Members Train the Technical Staff in labs periodically for better

maintenance of equipment.

Skill development programs such as Soft-Skills and Computer Knowledge on

MS Office Tools are organized both for Teaching and Non teaching staff for

better documentation and filing.

Non-

teaching

Students Scholarships and Free Ships: From time to time details about the scholarships and

free-ships are displayed on the notice board of the institution. The scholarship

coordinator takes care of the various scholarships that the students receive as part of

welfare schemes introduced by the government from time to time. The college

provides them free-ship on the basis of their performance in the academics, sports or

extra-curricular activities. Similarly scholarships received from various central, state

and other agencies are disbursed without any delay to the students.


Geethanjali College of Engineering and Technology is providing Scholarships to

Students for their proven academic excellence. Raja Reddy Memorial Award for

academic excellence are given to the topper in each branch for all years of students.

Two ATMs are made available in the college premises. In each block separate rest

rooms are made available to both boys and girls for the convenience of students.

Medical: College has an In-house Medical Centre/ Dispensary is appointed with a

fulltime staff nurse to provide medical assistance to students and staff in need. In

case of Emergency, an ambulance with Oxygen Cylinder, Stretcher is available in

the college campus. In Needy Cases the college bares all medical expenditure.

Ambulance with Oxygen Cylinder and Stretcher

Other accessories like B.P Apparatus, Tablets, Ointments, cotton and

bandage.

Skill Development: CACHE department of the college is responsible for Career

Guidance, Training and Placement and Entrepreneurship development. It is a unique

initiative of Geethanjali. Its features are � Deals with Career Guidance, Training,

Placements and Entrepreneurship � With the intention of enhancing the students

understanding of employability. � Training imparted to students from their freshman

year. Trained to be an asset to their employers. � Various innovative methods of

teaching are implemented � A special syllabus is planned keeping in view the

industry requirements and constraints of regular syllabus. � Focus is on

Communication Skills, Aptitude, and Soft Skills, developing the Confidence of

Students, improving their Body Language, inculcating Creativity and into making

them responsible individuals. � A special collection of books is maintained at

CACHE to draw students to books and the healthy habit of reading. � Forging

fruitful and mutually beneficial linkages with industries and professional

organizations � Getting live projects as well as providing placement assistance to its

students. � By organizing guest lectures and seminars. Other Welfare Schemes

include

1) Arrangement of buses for students and staff.

2) Bus facility beyond college hours for students and staff who are using Library and

Sports

3) Providing separate recreation halls for boys and girls

4) Neat and clean canteen providing Food Stuff at reasonable prices


6.5 Total corpus fund (Capital) generated

6.6 Whether annual financial audit has been done Yes No

5) Providing facilities for various club activities run by the students beyond college

hours.

6) Financial support to students College Fests, Annual Day, Fresher’s Day, etc.

7) Stationery and photocopying Shop

8) Provision of 3000 ltrs per day of mineral water for drinking purpose.

9) Library facility beyond college hours.

10) Honoring students presenting papers in international journals.

11) Encouraging Top rankers.

12) Gold medals and academic awards for excellent performance of the students by

various sponsors.

Centre for Advancement of Career and Human Excellence (CACHE) is the

department of the college responsible for Career Guidance, Training, and Placement

and Entrepreneurship development. It is a unique initiative of Geethanjali. It was

started in 2005 with an intention to enhance the students’ understanding of

employability and Professional Development. It works on the basic premise that

learners are dynamic. Its salient features are: � Deals with Career Guidance,

Training, Placements and Entrepreneurship � Training is imparted to students from

their freshman year as they are considered greenhorns in the field of engineering and

other related courses. � The students are trained to be an asset to their employers. �

Various innovative methods of teaching are implemented � A special syllabus is

planned keeping in view the industry requirements and constraints of regular

syllabus.

Focus is on Communication Skills, Aptitude, and Soft Skills, developing the

Confidence of Students, improving their Body Language, inculcating Creativity and

into making them responsible individuals.

Rs 6,69,75,803/-

√

--


6.7 Whether Academic and Administrative Audit (AAA) has been done?

Audit Type External Internal

Yes/No Agency Yes/No Authority

Academic YES GCET

Administrative YES GCET

6.8 Does the University/ Autonomous College declare results within 30 days?

For UG Programmes Yes No

For PG Programmes Yes No

6.9 What efforts are made by the University/ Autonomous College for Examination Reforms?

6.10 What efforts are made by the University to promote autonomy in the affiliated/constituent

colleges?

The college has integrated software for the purpose of academic and examinations.

The features of the software package are:

• Pre-Examination processes: OMR generation, list generation, attendance sheet,

online

payment gateway for exam fee payment, seating plan, D-form generation etc.

• Examination Process - Examination material like bar-coded OMR for main answer

book.

• Post examination: Attendance capture, OMR based exam result, auto processing,

moderation, generic result processing and grade sheet printing etc.

NA

√ --

√ --


6.11 Activities and support from the Alumni Association

6.12 Activities and support from the Parent – Teacher Association

6.13 Development programmes for support staff

6.14 Initiatives taken by the institution to make the campus eco-friendly

Geethanjali College of Engineering and Technology has Geethanjali Alumni Association

• After the discussion on the future developments the alumni came up with many

suggestions regarding the syllabus, laboratory development etc.

• They also offered their services for the growth of Departments.

• Many of the Alumni have been helping Geethanjali in training, placement, development

of modern laboratories and delivery of expert lectures in emerging areas of technology.

• Feedback is also collected from alumni regarding the organizational aspects of the

Meet and their suggestions for improvement in professional training at Geethanjali

.• The Alumni Meet concluded at a very emotional note. However, everyone appreciated

the efforts for organizing the Meet.

• Everyone parted with a resolve to visit again and spread the message amongst all who

could not visit this time.

The Parent-Teacher meetings are conducted to get inputs for improving the teaching and

learning environment. Head of the Institution, HoD's and teachers interact with the parents

as and when required to communicate academic progress, attendance and their behavioural

issues, if any. Distinguished parents provide valuable feedback on curriculum

development, teaching-learning, research and infrastructural facilities, library, sports and

canteen facilities, etc, which contributes to the overall development of Institute.

The supporting staff members are encouraged to upgrade their skills by being deputed to

relevant authorized /recognized training centers in their respective trades/fields.

Some of the initiatives taken by the institution to make the campus eco-friendly are

plantation drives, rain harvestings, save energy campaigns, save water campaigns, Swachh

Bharat programmes, generation and use of solar energy, construction of check dams, etc.


Criterion – VII

7. Innovations and Best Practices

7.1 Innovations introduced during this academic year which have created a positive impact on

the functioning of the institution. Give details.

Innovation are made in the following area to strengthen the functioning of the institution

Though restricted by the limited academic freedom of an affiliated institution, the college has

introduced a spectrum of transformative and innovative options during last four years to respond to the

complex needs of its stakeholders, as mentioned hereunder.

The innovations that are introduced during the last four years which have created a positive impact on

the functioning of the college are:

Outcome Based Education

Project based learning wherever applicable

Active Feedback System

Problem Enrichment and Value added Courses

Holistic Education

Academic Innovations

Online daily attendance with SMS to parents

Group mail Ids for faculty, staff and students

VCHE center.

Outcome based and Feedback System:

College has EZ school software to maintain student and faculty details.

Students give the feedback about the faculty, program outcomes and course learning outcomes

during the semester and at the end of each semester.

Students are expected to do so for all the faculties concerned with their classes.

Informal interaction between students and the class teacher / HOD / principal about issues

pertaining to teaching quality is also encouraged.

Faculties are counseled by the HOD and Principal regarding improvements in course

understanding / teaching skills.


Enrichment and value added courses:

The College supplements the University curriculum through value added courses, capstone

courses and enrichment courses that help enhance the employability of the students.

Introducing professional electives and inter departmental elective courses to Improve the

knowledge of students which meets the industry needs.

Centre for Advancement of Career and Human Excellence (CACHE) is the separate

department which is responsible for Career Guidance, Training, and Placement and

Entrepreneurship development. It is a unique initiative of Geethanjali

Geethanjali College of Engineering and Technology in association with T.I.M.E. runs a

comprehensive student development programme with an objective to build employability

skills of students. The program focuses on honing various personality and problem solving

skills.

Pre-placement training (CRT and soft skills) classes are conducted to improve their

performance in the placement interviews.

The College is providing Academic Support for Students by arranging Remedial

classes. It helps slow-learners or weak students in learning difficult topics.

Holistic Education:

The purpose of holistic education is to make the students ever ready to meet the challenges

of living as well as academics. Holistic education is especially important for young people

to learn and understand about themselves, maintain healthy relationships and pro-social

behavior. This in turn aids in social and emotional development.

The college has started a nodal centre of excellence, with the support of Ramakrishna

Mutt, Domalguda. As a nodal centre, the college organizes many lectures to motivate the

young engineers to invent and also helps them in becoming engineers with values. The

guest lectures delivered by learned Swamijis of the Mutt, aid the engineers to become

responsible citizens.

Holistic education aims to call forth from people an inherent respect for life and a

passionate love of learning.

The institute through its curriculum provides a sound base for students to become

responsible citizens of this world.


Arranged a Guest Lecture for B.Tech students on “ETHICAL & MORAL VALUES IN

LIFE” by Brahmakumari’s Eswaria Viswa Vidyalaya Mount Abu.

Dr.Kambhampati Subrahmanyam Pro-Chancellor S-Vyasa University Bengaluru delivered a

Guest lecture on Holistic Development on 5th November 2014.

One –Day Session on Philosophy of Life and Work Ethics by Dr. Pradeep Kumar Ramancharla

IIIT Hyderabad for Faculty under Career Guidance Programme was conducted on 13th

December, 2014. He highlighted the various aspects of personal and professional lives of

individuals. He focused on understanding harmony at various levels- starting from the human

being and going over to understanding of harmony in the family, in the society, in the nature

and finally in the entire existence. Also on the implication of the Right understanding in life

and profession, throwing light on human values, the definitiveness of ethical human conduct,

humanistic education, and humanistic constitution and provided a vision for the holistic way of

living.

VCHE center

Vivekananda Center for Human excellence of RK Mutt was inaugurated on 15th

September at GCET by Swamy Bhodmayanandaji. The programme was initiated to

inculcate positive thinking, self-confidence, moral values among students which would

help in building their positive personality and would result in holistic development of

the students. The idea behind opening a nodal center is to conduct sessions on various

topics including scienctific advancement, morals motivational sessions, softskills etc.

by resource persons deputed by VCHE-RK Mutt at our college bi-monthly, giving

exposure to various issues, and transform themselves into human individuals

b) Academic Innovations:

The need for engineers has enormously increased in the recent past which has resulted in starting of

more and more number of engineering colleges opening the gates for higher education in the technical

field. The institutions are compelled to take extra efforts to leverage the below average students as well,

through innovative teaching learning process which will guarantee a decent degree in the stipulated

period.

GCET organizes paper contests, poster presentations, technical exhibitions and project exhibitions for

all students (BHASWARA) for every academic year.


7.2 Provide the Action Taken Report (ATR) based on the plan of action decided upon at the

beginning of the year

Regular meetings were held with Dean-Academics, Course Co-ordinators, Program Co-ordinators and

Academic Schedules were prepared well ahead of the beginning of the Academic Year. Steps were taken

in to ensure the schedules were communicated to all concerned and also posted a college website.

In association with Dean-R & D, representations were submitted to management to continue to provide

the existing lab and equipment facilities for research work, and where possible, to increase the same.

The need for providing incentives, both monetary and non-monetary. In order to motivate the faculty to

do research work and apply for research grants was emphasized in all forums of the college.

Co-ordinated with In-charge Institute-Industry-interface cell and Placement officer and identified

potential new companies for collaboration. Visits were organized to these companies.

Based on the feedback received from campus recruiters, it was felt that establishing a “Finishing

School” would improve the chances of recruitment of our students. Accordingly, a proposal was put-up

to management for establishing a Finishing School on the lines of such schools already existing in a few

colleges.

The staff members are encouraged to participate in short-term courses, staff development programs and

workshops on advanced topics to enhance their level of knowledge and also as a means to constantly

upgrade their knowledge.

Guest Lectures/ workshops are organized by experts / resource persons on advanced topics for the

benefit of students and faculty.

Teachers deliver “Content beyond syllabus” during their classroom instruction.

Industrial tours are arranged for the students for practical exposure.

Faculty members are encouraged to participate / present papers at national/ international seminars /

conferences.

College has the students’ chapters of professional bodies like IEEE, ISTE, and CSI which organizes

events to expose the students to advanced level of technology.

With this in mind, the following academic road map was designed to be adopted.


7.3 Give two Best Practices of the institution (please see the format in the NAAC Self-study

Manuals)

*Provide the details in annexure (annexure need to be numbered as i, ii,iii)

7.4 Contribution to environmental awareness / protection

Annexure - II

Geethanjali College of Engineering and Technology is located in a serene environment.

The college is away from the hustle and bustle of the city. It is located in a lush green

campus. GCET Management are cognizant and extremely serious about conservation of

environment. We are committed to promote a clean and green environment fostering

creativity and originality. Geethanjali believes in ‘Innovation is life.’ With this in mind, to

support the theoretical knowledge gained, practical exposure is provided for students. This

amalgamation of theory and practice enhances confidence and also creativity among the

students.

The college conducts Green audit of its campus The faculty teaching environmental

science carry out the audit. They set objectives of the audit and standards for good

environmental management. They evaluate the practices in the college with respect to the

laid down standards for the criteria of management and recommend corrective actions

where necessary. Large scale plantation is done to balance the emissions and earn

adequate carbon credits. Plantation/Greening Drives, Plantation programme has been

taken up by the ECO-CLUB unit to increase the Green Cover in the village. Every year,

tree plantation is being done for making the campus green. The Gardeners take care of the

lawn and plants in the college.

Eco-club ECO-CLUB: ‘Save Today – Survive tomorrow’ is the motto of our E-Club. The

committee works towards creating awareness of the hazards of environmental pollution

among the students and involving them in tasks to minimize wastage of water, usage of

plastics and increase of green cover. The club‘s motto is- “Geethanjalites Go Green

(GGG)”. As a part of Adhira foundation, ECO-CLUB has organized many eco-friendly

events. Environmental consciousness is spread among the students and the villagers. The

students actively involved in creating awareness towards environmental issues while

elebrating Diwali. The institution is aware of its responsibilities in protecting the

environment and conducts Green Audit of its campus and facilities.


7.5 Whether environmental audit was conducted? Yes No

7.6 Any other relevant information the institution wishes to add. (for example SWOT Analysis)

Introduction

The Strengths, Weaknesses, Opportunities, and Challenges (SWOC) analysis provides a

framework for educational administrators to focus better on serving the needs of their

Institutions.

GCET has recently carried out a series of surveys (e.g., employers, graduating senior students,

alumni, members of professional bodies, parents and faculty members) to obtain feedback on

some key issues related to its engineering programs, facilities, and policies. These survey

results, along with available external evaluations and observations regarding developments of

different dimensions of the institution (academics and administration), are used to develop a

detailed SWOC analysis for the whole college, students, faculty, and facilities.

Strengths

Most Prominent

1. Permanent Affiliation - provides opportunities to its stakeholders and establishes itself and

excels as the provider of quality engineering education through acquired UGC 2 (f) and 12 (b)

status and thereby attaining autonomous status for the college.

2. Qualified and Experienced Faculty

Strong work ethics

Commitment to quality

Positive outlook

Perseverance in face of adversity

3. Management’s Motto

provide service to the people

outreach to the public

4. Infrastructure

State of the art computing facilities (Hardware and Software)

High-speed campus network with wi-fi facility

State–of-the-art labs across disciplines

E-learning facilities in the classrooms

Excellent transport facilities (for faculty, staff and students)

Good sports facilities

5. Excellent HR Policies with motivational initiatives for faculty, staff and students

Moderately Prominent

6. Quality of Teaching Learning Process

Fairly Good quality of students

√ --


Student centered learning

Imparting skills to enhance employability

Creative and innovative teaching pedagogy by senior and middle level faculty

Student clubs - Fine Arts club, Robotics club, Environmental club, NEN, Technical

Associations, etc.

7. Growing Research Culture Among Faculty

Well motivated middle level faculty pursuing research

In the last four years, TEN faculty have been awarded PhD.

One faculty member completed defense and waiting for award of Ph.D

Three faculty members submitted thesis and are waiting for defense

More than 300 research papers published by faculty in national and international

refereed journals

and conferences in various departments

About 30 faculty members are pursuing research actively

8. Recognition as Scientific and Industrial Research Organization (SIRO)

The college has been recognized as " Scientific and Industrial Research Organization

(SIRO)" by Directorate of Scientific and Industrial Research (DSIR), New Delhi, in March

2011 for three years. The status of the same has been extended by Three more years till March

2017.

9. Good Industry Linkage and MoUs, Tie-ups with Foreign University Prominent

Industries

Tech Mahindra

Dark Horse Consulting

Zenopsys

Data 64 solutions

University of Illinois at Spring Field, Chicago

10. Fairly Good Campus Placements

250+ placements - batch graduated in 2014



500+ placements -batch graduating in 2017

11. Accreditation

Three B.Tech Programs, namely, CSE, ECE and IT eligible for Accreditation were

accredited by National Board of Accreditation (NBA) in September 2012. Two programs

namely, B. Tech in CSE and ECE are re-accredited and B. Tech in EEE accredited in July

2015 for three years.


Weaknesses

Most Prominent

1. Less Motivation among Younger Faculty - Due to abundant opportunities available in the

industry and with the result, low percentage of youngsters embracing teaching profession.

Reasons

Higher Monetary benefits

Diversity in job profiles

Awareness towards foreign education

Operational Plan in Vogue

Mentor (Senior Faculty Member) – Mentee (Junior Faculty Members) System providing rich

exposure of teaching pedagogy. The junior faculty members are also encouraged to take up

research work under the close supervision of senior faculty. This practice has proved to be a

driving force for the junior faculty members and there is a gain in the momentum. Few PhDs and

quality publications have resulted out of this rich exercise.

2. Lack of on campus Residential Accommodation – faculty, staff and students prefer to stay in

city (personal and professional reasons)

3. Operational Plan in Vogue

Hired accommodation in close vicinity for those interested

Excellent transportation facilities at staggered timings as per requirements

Resulted in quality student activities and faculty research output

4. Less Industry Institute Interaction – Reason - far away from the city

Opportunities

1. Grant of Autonomy

An opportunity to initiate new programs such as

PG (M. Tech)

PG Diplomas

Skill Based Certificate Courses - Enhancing Employability and Enhancing Skills for

Personnel of Industry

Revision of UG Curriculum – Introduction of New Subjects

• Aptitude Skills

English Language Skills

Logical Reasoning

Quantitative Aptitude

Soft Skills

• Foreign Language

• Banking and Non Banking Finance courses

• Professional Ethics, Human Values and IPR


2. Flow of Research Funds – Recognition as SIRO by DSIR facilitates funding for research

activity

resulting in faculty motivation, growth and retention

3. Engineering and IT hub - Scope for future growth due to the close proximity to

The largest campus of the second biggest IT company of India (Infosys) - under

construction

Raheja Mindspace – IT Park (Already available)

4. Establishment of Faculty Development Center

Mushrooming growth in Engineering Colleges

Great demand for qualified and passionate faculty members

Availability of Senior and Passionate faculty members at GCET acting as Mentors

Already Providing Training to Various Other Engineering Colleges on Accreditation

aspects

through Osmania University Nodal Center, under which our college is NBA Training

Center

Strong Platform to Share Rich Expertise and Best Practices of Teaching Pedagogy

Challenges

Most Prominent

Mushrooming growth of Engineering Colleges

Impact of Globalization

Entry of Foreign Universities

Moderately Prominent

Government Restrictions on Fee Structure

Less Prominent

Lack of Awareness of Emerging Technologies


8. Plans of institution for next year

Name: Prof. Dr Udaya Kumar Susarla Name: Dr Ch Ramesh Babu

Chairperson, IQAC Coordinator, IQAC

Principal, GCET

Signature of the Chairperson, IQAC Signature of the Coordinator, IQAC

______***_______

1. To revise Programme Structure, and Syllabus of UG and PG programmes based on

AICTE’s Model Curriculum.

2. To Revise Academic Regulations of UG and PG Programmes.

3. Increase the number of collaborations with industry.

4. Expand the infrastructure for creating more classroom/labs.

5. Conduct pedagogical techniques faculty development program for faculty, especially

for all those with experience less than 10 years.

6. Continuously monitor Teaching-Learning Process.

7. Conduct Academic Audit with external members

8. Monitor conduct of FDPs/Workshop/Seminars/Conferences.

9. Monitor attainment of Course/Program outcomes.

10. To mobilize the department’s faculty to work towards securing NBA Accreditation for

B.Tech (Mechanical) Programme.


Annexure I

Academic Calendar for the academic year 2017-86


Annexure - II

Two Best Practices of the institution

Best Practice I

1. Title of the Practice:

Outcome Based Education, Assessment and Continuous Improvement- Interpret, analyze and

evaluate.

2. Goal: We at Geethanjali believe in the popular adage ‘Nothing is permanent except change.’

The outcome based education helps both the faculty and the learners to understand the desired

behavior that is expected of by the end of the course. This practice provides right direction to

carefully interpret, analyze and evaluate various situations and changes to me made wherever

and whenever necessary. This kind of objective based and outcomes oriented teaching is

definitely the need of the hour to provide stable and right direction to implement strategies that

facilitate in motivating the students towards their continuous up gradation.

3. Context: With the changing economy and global trends the demand for engineering education

is increasing day by day. This has also implications on the intake of the students. Students

securing high ranks are also admitted in the course. Apart from that faculty also should be

familiar and understand the importance of outcomes based education. Thus rigorous

brainstorming sessions and Faculty Development Programs were planned to acquaint the faculty

with the need to think on the lines of outcome based education, blended carefully with

continuous assessment.

4. The Practice: Outcome based education can be considered as transitional and transmissional

approach to the traditional teaching. This paradigm shift in education enables the faculty to

closely monitor and mentor the students. It is a unique approach especially in higher education

primarily for one reason that there is a close monitoring on the students and also on the

implementation of curriculum. Apart from the above mentioned, teaching of human values and

professional ethics, awareness among the students about their rich cultural heritage has brought

about tremendous change in the mind set of the students.

The OBE approach, or for that matter any approach demands the following three things from

both faculty and students.

Faculty should focus on ensuring learning rather than teaching

Students cannot learn if they do not think

Faculty has a major responsibility to help students learn how to learn.


These three things are interdependent. Students should be self responsible and should get

continued support from the teacher. This becomes contingent upon the students’ acceptance of

this responsibility. While concentrating on outcome based education, the faculty should be

careful to see that their spontaneity is not withered and initiative is not stifled. Learning

outcomes and competence descriptors are difficult and time consuming. Since course and

curriculum development is an ongoing cycle or process, all objectives and learning outcomes

need to be re-appraised continuously at regular intervals.

5. Evidence of Success: The success of any institution is closely and directly connected with the

success of the students. The steadily increasing pass percentage is the primary indicator.

Secondly, many students are being placed in reputed companies. Majority of the students are

also pursuing higher education both in the country and abroad. Evidence of the students who

have been self-employed is also a positive indicator. The growing research culture among the

students has resulted in two in-house projects by students. These projects have secured

recognition from CSI.

6. Problems Encountered and Resources Required.

Less motivation among middle cadre faculty decreases the chances for developing research

culture in the institution. Moreover, the government fixes the fee structure for the professional

colleges and as a result there is no liberty to fix the tuition fee. There is very little academic

freedom. Hence, there is very little scope to implement the changes in curriculum to reduce the

gap between academia and industry. Inadequate human resources is also a major problem. This

is mainly due to mushrooming growth of engineering colleges. Owing to this quality and

qualified faculty are scattered across institutions.

The college firmly believes in providing Outcome Based Education (OBE) clearly focusing and

organizing everything in an educational system around "what is essential for all students to be

able to do successfully at the end of their learning experiences".

All our programs start with a clear picture of what is important for students to be able to do, then

organize the curriculum, instruction, and assessment to make sure this learning ultimately

happens. Such an approach presupposes that we can determine what things are “essential for all

students to be able to do”, and that it is possible to achieve these things through an appropriate

organisation of the education system and through appropriate classroom practices.

It is our conviction that:

All students have talent and it is the job of colleges to develop it.


The role of colleges is to find ways for students to succeed, rather than finding ways for

students to fail.

Mutual trust drives outcomes based education.

Excellence is for every student and not just a few.

By preparing students every day for success the next day, the need for correctives will be

reduced.

Students should collaborate in learning rather than compete.

As far as possible, no student should be excluded from any activity in the college.

A positive attitude is essential. (If we believe that we can get every student to learn well

then they will).

We have been striving hard to ensure faculty appreciates the aspect that whatever approach to

teaching one may use, it is important to keep the following points in mind:

Faculty main focus should be on ensuring LEARNING rather than teaching.

Students cannot learn if they do not THINK.

Thinking is facilitated and encouraged by the PROCESSES that faculty use to engage

students with the content, as well as by the CONTENT itself.

The subject/course the faculties teach does not exist in isolation: Faculty have to help

students make LINKS to other subjects.

Faculties have a responsibility to help students LEARN HOW TO LEARN.

For successful learning to take place, students are encouraged to take some responsibility for

their own learning, and continued support from the teacher becomes contingent upon the

students’ acceptance of this responsibility.

Our outcomes based program includes the following:

1. A clear set of outcomes that all students will achieve (if you like, a minimum set of

outcomes). Teachers select, from all the possible outcomes, those that should be given top

priority. These are the learning outcomes that will be of most value to the students and are

written in a way that the students can understand. We provide examples to students of what

they will be able to do when they have achieved those outcomes.

2. A clear set of suitably categorized outcomes for all students. Few additional extension

outcomes provide some students with a much deeper understanding of the issues being

studied.

3. A detailed specification of the prerequisites that students must master before attempting to

achieve each new outcome.


4. Plans for several different teaching strategies that can be used to help students achieve the

desired learning outcomes.

5. A variety of tests, assignments, homework problems, tutorial sessions, guided

practice/laboratory sessions, etc provide both the teacher and the students with feedback on

their progress towards the learning outcomes achieved.

6. Resources and teaching techniques to assist students who do not master the required

outcomes as quickly as other students.

Because of its focus on student success, our outcomes based approach education places much

more importance on individual learning than many other approaches to education. One of the

key questions in our outcomes based program is “What are reasonable and attainable outcomes

for each student?” Once that question has been answered, teachers consider how they keep

records of individual students’ progress towards these outcomes. Record keeping becomes much

more important than it might be in situations where testing is a necessary evil rather than an

integral part of student learning. We involve students in this record keeping so that they are

reminded continually of the goals towards which they are working, and of the need for them to

accept some of the responsibility for achieving those goals.

To guarantee the outcome of the course, the teaching of each topic in the course contents are

designed to meet aforementioned criteria (a-m) and evaluated by a set of assessment tools.

Notice the keywords as follows: “define, repeat, remember, describe, explain, discuss, illustrate,

interpret, analysis, design, derive, apply, compare, solve, calculate, perform, produce, justify,

and evaluate.”

These keywords determine the time and effort that the instructor has to spend on each topic. It

also indicates the level of complexity for the learning process. The student’s learning outcome is

evaluated according to the keywords using the assessment tools. These outcome based course

assessment and evaluation tools are a combination of the following:

1. Homework assignments,

2. Quizzes,

3. Exams,

4. Class Attendance,

5. Design Project and laboratory written reports,

6. Design Project, its Written Report and Oral Presentation,

7. Computer Simulation using C, C++, MATLAB, LABVIEW, ANSYS, etc

8. Prototype development, if any,


9. Laboratory Testing / Project teamwork,

10. Course assessment (by students),

11. Instructor’s teaching performance evaluation (by students).

Program Outcomes (POs):

a. An ability to apply knowledge of Mathematics, Science, and Engineering to solve

complex engineering problems of Electronics and Communication Engineering systems.

b. An ability to model, simulate and design Electronics and Communication Engineering

systems, conduct experiments, as well as analyze and interpret data and prepare a report

with conclusions.

c. An ability to design an Electronics and Communication Engineering system, component,

or process to meet desired needs within the realistic constraints such as economic,

environmental, social, political, ethical, health and safety, manufacturability and

sustainability.

d. An ability to function on multidisciplinary teams involving interpersonal skills.

e. An ability to identify, formulate and solve engineering problems of multidisciplinary

nature.

f. An understanding of professional and ethical responsibilities involved in the practice of

Electronics and Communication Engineering profession.

g. An ability to communicate effectively with a range of audience on complex engineering

problems of multidisciplinary nature both in oral and written form.

h. The broad education necessary to understand the impact of engineering solutions in a

global, economic, environmental and societal context.

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

the capability for the same.

j. A knowledge of contemporary issues involved in the practice of Electronics and

Communication Engineering profession

k. An ability to use the techniques, skills and modern engineering tools necessary for

engineering practice.

l. An ability to use modern Electronic Design Automation (EDA) tools, software and

electronic equipment to analyze, synthesize and evaluate Electronics and Communication

Engineering systems for multidisciplinary tasks.

m. Apply engineering and project management principles to one's own work and also to

manage projects of multidisciplinary nature.


To guarantee the outcome of the course, the teaching of each topic in the course contents is

designed to meet the aforementioned criteria (a-m) and evaluated by a set of assessment tools

selected from the above (11) tools. Table below shows the mapping of the sample "Switching

Theory and Logic Design " course topics to criteria (a-m) and its corresponding assessment

tools.

Course Topics

Mapping to Criteria (a – m) of Program Outcomes

a b c d e f g h i j k l m

a. Explain different

Number Systems,

Codes and their

Conversions.

b. Explain Error

Detecting & Error

Correcting Codes

c. Solve typical

problems on the above.

√ √ √ √ √ √ √ √ √ √

Represent the given

Boolean / Switching

functions in various

forms, prove Boolean

Theorems, and

minimize Boolean

functions using these

Theorems. Realize

Switching functions

using basic logic

gates/universal gates.

√ √ √ √ √ √ √ √ √ √

a. Minimize the given

Switching functions in

SoP and PoS forms

using K-Map.

b. Given a switching a

function, generate the

set of Prime Implicants

using Tabular Method

and minimize the

function.

√ √ √ √ √ √ √ √ √ √

Design the different

types of combinational

logic circuits. √ √ √ √ √ √ √ √ √ √

Design combinational

logic circuits using

different types of PLDs,

namely, PROM, PLA

and PAL.

√ √ √ √ √ √ √ √ √ √

Design different types

of synchronous √ √ √ √ √ √ √ √ √ √


sequential logic

circuits.

Design fundamental

mode and pulse mode

asynchronous

sequential machines.

√ √ √ √ √ √ √ √ √ √

Design digital systems

using ASM Charts. √ √ √ √ √ √ √ √ √

Over the past three years, students' design project performance has been evaluated based on

written reports and oral presentations. The key elements that the student had to demonstrate in

their design project include

a. Were the objectives and purpose clearly stated?

b. Was the problem well defined?

c. Was the project properly justified (Why?) (Scientific, economic, value?)

d. Was the design, analysis and modelling understood?

e. The approach taken was reached as part of a selection process?

f. Are the results technically and economically feasible?

g. Effective conclusions / recommendations?

h. Quality of the work or design.

i. Was the content was well organized?

ii. Were there appropriate uses of graphs, charts, board, audio-video.

iii. Was the message clearly delivered?

iv. Was Teamwork evident in the presentation?

Faculty start by assessing the students’ prerequisite knowledge and skills; if students do not

understand essential prior knowledge or if they do not have the skills on which one wants to

build; faculty provide instruction on the prerequisites.

Next, faculty prepares the students by explaining the outcomes that they are to be achieved

(what they will be able to do when they have completed the unit satisfactorily). To be

meaningful, each outcome is placed within an appropriate context and it should be related to

one or more of the Key Competencies.

The faculty provides whatever forms of whole class instruction or individual/group work

they consider will have the best chance of enabling all the students to achieve mastery of the

unit.


Next, faculty organizes guided practice for the students so that they can be evaluated

informally and provided with feedback to enhance their learning. The emphasis here is on

successful guided practice through careful selection of examples and problems.

When most students seem to be ready to demonstrate mastery, assess their learning, or have

the students assess their own learning through an appropriate form of self-assessment or peer

assessment. This assessment should take into account the context in which outcomes should

be demonstrated.

Students who have achieved mastery work on enrichment activities while those who have

not achieved mastery receive additional instruction and practice.

All students then take a summative test. Those who do not demonstrate mastery on this test

receive an “incomplete” grade that they are required to convert to a mastery level through

additional effort.

To be useful in an OBE system, assessment should conform to the following principles:

Our assessment procedures have been found to be

1. Valid and useful - they facilitated faculty to assess what they intend the assessment

procedures to assess.

2. Reliable - they gave consistent results.

3. Fair and just - they were not influenced by any irrelevant factors such as the learner’s

cultural background.

4. Able to reflect the knowledge and skills that are most important for students to learn.

5. Able to tell teachers and individual students something that they do not already know.

That is, they have stretched students to the limits of their understanding and ability to

apply their knowledge.

6. Both comprehensive and explicit.

7. Able to support every student’s opportunity to learn things that are important; and,

8. Able to allow individuality to be demonstrated because learners are individuals.

Our observation has been that

Outcomes based program made teaching purposeful and systematic, rather than haphazard,

while still allowing students to discover, to follow their interests, to take responsibility for

their own learning, and to develop both academically, personally and professionally.

It enabled our teachers to provide students with appropriate and purposeful learning

experiences and opportunities so that they can develop originality, self-motivation and

independence at the same time as they acquire useful knowledge and skills.


Best Practices II

1. Title of the Practice:

Centre for Academic and Career Guidance-Apply, compare, perform and produce.

2. Goal: The main goal of the center is to make the students discover their inner potential and

strive to attain success in their chosen filed. The center helps the students in identifying their

talents, interests and values in making right career choices. It lends its full support to students in

academic planning and exploring future professional and placement opportunities available as

per the changing global economy.

3. The Context: The College has decided to implement this center keeping in mind the

changing market situation, volatile industry growth and demands, and availability of more

number of opportunities to students but lack of proper understanding about the opportunities

among the student community. With this humble thought the college has formed a center with

the head of the institution as the chairman. In the process of functioning of the center it is

observed that it is practically difficult in developing a common competence framework. The

center demands a diverse workforce operating through both developed and assorted networks at

all levels. The career guidance has to be widely available to a large group of students.

Sometimes it is little difficult to accomplish the needs of the students at an optimum level.

4. The Practice

The center actually starts working making the students remember Socrates and his valid

statement ‘Know thyself’. The students are made to understand about themselves thoroughly. To

achieve this, few questions that test their skills, aptitude, interests and goals are prepared and

they are expected to answer the same after a thorough introspection. This can be considered as

the first stage of the practice. With the attained clarity by answering the questions, the students

are ready to brainstorm on various career options available. This is the second stage, which can

be called as planning stage. Finally an interactive session is conducted with the students based

on their goals and their strengths. This kind of planning to make the students realize their

potential and inner talent is definitely a unique practice to be implemented in higher education.

The practice emphasizes and believes that 21st century illiterate is not a person who do not know

how to read or write, but a person who cannot learn, unlearn and relearn. The center strives to

bring in all the three phases among the students.

5. Evidence of Success: It has been observed that more number of students are showing interest

in pursuing higher studies in less known careers as well. The Alumni survey report clearly talks

about the volunteering nature of the students of Geethanjali. The Alumni is ready to talk to their


juniors on various career choices available. This is made possible with the efforts of the active

center in the college.

6. Problems encountered and Resources Required:

Major constraints or rather challenges in developing the center is less motivation and interest in

this direction among the middle cadre or young faculty joining teaching profession. The students

find it difficult to prioritize their challenges, even after the guidance, because of family or

societal constraints. Limited number of faculty with an orientation towards career guidance, and

less number of trained in-house faculties. As a result, guest lectures on the importance of ethical

behavior and proper code of conduct is provided to students at regular intervals by experts. This

has turned to be a costly affair to colleges, especially to self-financed colleges. To be an active

member of the center, people involved should constantly update themselves in all walks of life.

Though the questions framed to understand their inner potential apparently look simple, yet it is

difficult for them to answer. This first stage demands a lot of attention by the senior and

experienced faculty involved in the centre. The first stage requires a lot of clarity and positive

thought process and passion to perform even among the faculty involved.

7. Notes (Optional)

As a part of the Career Guidance Center, the college has established a nodal center in

collaboration with R.K.Mutt, Domalguda, Hyderabad, with an aim to inculcate self-confidence

and make them realize the need for self monitoring. The basic premise of the center is to

‘educate, build and reform’.

It is the conviction of the college that students who have been closely monitored and mentored

have always performed far better than others who were not monitored didn't undergo mentoring.

With this strong belief in mind, the college has established a "Center for Academic and Career

Guidance (CACG)", with the Principal as its Chairman, that facilitates academic and career

excellence of every student and to help discover his/her full potential and strive to attain success

in his/her chosen field.

Activities of the Center are as follows:

Academic Guidance

Academic Guidance is provided to the students with the following objectives:

1. It is our endeavor to further extend the existing standards of discipline, attendance, and

academic performance among students through continuous monitoring.


2. We strive to consistently and progressively effect improvement of each student in his/her

overall academic performance by identifying students falling below desired standards

and initiate remedial measures.

We fervently believe that monitoring student learning is an essential component of high-quality

education. Therefore, the centre:

Provides professional and confidential assistance in a supportive atmosphere.

Offers advice on an individual basis on academics and allied issues.

Provides counseling to students who experience academic setback, falling short of

attendance and violating/deviating from general norms of code of conduct of the college.

The Centre aims at

Reviewing student performance in the classroom through observation by the faculty who

in turn inform the mentor, analysing the performance of the student in the tests,

examinations, tutorial sessions, etc. The mentor would then suggest student to make

required adjustments in his study habits and if need he arranges remedial instruction.

Providing quality, professionally delivered counseling services to students through

external professional mentors/counselors.

Helps resolve academic difficulties of students by conducting periodic reviews and

identifying gaps in their understanding and knowledge and provides a range of supportive

activities and services aimed at enhancing the learning experience of the students.

Activities

The activities of counselling centre can be broadly classified into two heads.

1. Academic 2. Attendance & Discipline

Academic

1. An information gathered questionnaire is given to all students and information is

collected and analyzed. Subsequently academic counseling is conducted, which is done

at least twice in a semester, once at least five to six weeks before the first mid-exam with

a follow up before the exam and the second at least five to six weeks before the second

mid-exams with another follow up.

2. Students whose performance is found poor are identified and counseled to know the

reasons for their poor performance and are advised appropriately. Remedial classes are

arranged to help such students to improve their performance. These students are

monitored closely and when required are counseled more frequently until they improve

their performance.


3. Academic performance of students exposed to remedial classes is reviewed and

necessary action is taken accordingly.

4. Performance of students who are unable to earn required credits/performance has to be

intimated to their parents time to time.

Attendance

Centre ensures that:

1. Attendance is of the Day of the student is sent as SMS to his/her parents in the evening.

Further, parents are given user ID and password to login to our attendance portal and can

check his/her ward's attendance

2. Attendance of students is compiled once in a fortnight, their signature is obtained on

same against their name and displayed on the notice board.

3. The students falling short of required attendance are informed about the same after such

compilation and students are to be informed about how attendance is related to do well in

performance in all assessments namely, tests, tutorials, assignments, exams and also in

their career subsequently.

4. An undertaking is taken from students falling short of attendance.

5. Parents of such students are to be intimated as and when required and when they visit the

campus to meet the mentor their ward, their signature is also obtained.

Career Guidance

a. Offers career guidance programs and provides assistance and resources to support

students in making real life connections to academic learning.

b. Enable students to gain the skills, ability and confidence to transit successfully to further

studies/work/self-employment or any other activity in which he/she lands deliberately or

unwittingly.

c. Equip students with tools needed to answer the “Life Long Learning” questions.

Who Am I?

What Am I Doing?

Why Am I Here?

Where Am I Going?

How do I Get There?

d. Encourage students to open their mind to the numerous opportunities awaiting them.

e. Facilitates students to explore their interest and talents and to take a realistic look into the

world that awaits them.


f. Provide services which expose students to infinite possibilities available in their future;

to equip them with the tools they need to plan for future endeavors and to provide

continued support and encouragement that they need to be successful in professional

career as well as in personal life.

g. Enable students to evaluate various career options and embark on their career path to

meet their interests by showing them how to assess their interests and talents.

h. Help find answers to the following questions which pester students:

What am I going to do when I leave college?

Do I meet the entrance requirements of places of higher education?

Can I afford to study further?

Will I find a job in my chosen field and place?

Should I take a gap/break after college?

Are some places better to study than others?

Is my degree internationally recognized?

Will my job earn me the money to live the lifestyle I desire?

The college is highly confident that finding answers to these questions is easy if one has a good

understanding of himself/herself and his/her choice of careers. It is possible to find a career path

for each individual which draws on their strengths and builds on areas requiring improvement.

After facilitating students find answers to the above questions, the center

a. Assists students realize their career priorities and goals;

i. provides students with skills needed to help manage their career throughout their

professional life;

ii. helps students assess their aspirations and capabilities;

iii. advices and assists them about study opportunities, fellowships and academic

programs in the country and abroad, career choice and decision-making etc.

b. Helps the student, on an individual basis, formulate his/her own career plans as well as

determine the nature of assistance needed from the office.

c. Provides various services like:

Identifying strengths of students and guiding/counseling appropriately.

Appraisal

Follow-up

Referral (Self; faculty recommendation or formal faculty referral)

Relevant information


Discipline

1. Act of indiscipline includes non-compliance of dress code, improper behaviour in class

and premises, teasing, smoking, consuming alcohol, malpractice in examinations,

absconding from class etc.

2. Centre on the advice of CAC may constitute inter departmental disciplinary committee

which would monitor continuously to maintain discipline in the college premises.

3. Any act of indiscipline found by the disciplinary committee which comprises faculty of

various departments is brought to the notice of the centre immediately, which forwards it

to the Principal, who in turn takes necessary action.

Operationalization of the activities

1. The centre takes steps to educate students to impress upon them the importance of

maintaining discipline while in college and outside college so that they will actively and

willingly co-operate with the college authorities in maintaining highest standards of

discipline.

2. Heads of various departments are advised to nominate a few of their faculty members to

liaise with the centre on behalf of their department with regard to activities prescribed.

3. The centre conducts periodical meetings with liaison officers to monitor smooth and

effective functioning of the centre.

4. The centre designs required formats and circulate them to all HoDs to be submitted

periodically with required data for a free flow of information from each department to the

centre which can be consolidated to put up to the Principal.

5. The mentoring system of the college has been working exceptionally well.


Annexure I

Abbreviations:

CAS - Career Advanced Scheme

CAT - Common Admission Test

CBCS - Choice Based Credit System

CE - Centre for Excellence

COP - Career Oriented Programme

CPE - College with Potential for Excellence

DPE - Department with Potential for Excellence

GATE - Graduate Aptitude Test

NET - National Eligibility Test

PEI - Physical Education Institution

SAP - Special Assistance Programme

SF - Self Financing

SLET - State Level Eligibility Test

TEI - Teacher Education Institution

UPE - University with Potential Excellence

UPSC - Union Public Service Commission

***************

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