Criteria 2: TEACHING-LEARNING AND EVALUATION

TEACHING-LEARNING AND EVALUATION


2.1 – Student Enrollment and Profile:


2.1.1: Enrolment Number

2.1.1.1 – Number of students admitted during the year

Year 2020-21
Number 339

Total number of Students admitted (Excel Template): Click here

Total number of available seats for new admission (Excel Template): Click here

2.1.1.1 Number of sanctioned seats during the year

Year 2020-21
Number 504

Total number of Sanctioned seats (Excel Template): Click Here

Total number of Sanctioned seats : Click Here

2.1.2 Number of seats filled against seats reserved for various categories (SC,   ST, OBC, Divyangjan, etc. as per applicable reservation policy during the year  

2.1.2.1. Number of actual students admitted from the reserved categories during the year

Year 2020-21
Number 235

Number of Students admitted from the reserved category (Excel Template): Click Here

Total number of seats earmarked for reserved category as per GOI or State government rule: Click Here


2.2. Catering to Student Diversity


2.2.1  The institution assesses the learning levels of the students and organizes special Programmers for advanced learners and slow learners

At VBKCOE, we believe in outcome-based learning processes, where we identify students as slow learners and advanced learners based on the prerequisite tests, class interaction, test performances. We at the institute, give emphasis on improving the performance of slow learners by providing remedial programs which are conducted outside regular classes. Specifically, for difficult subjects of respective department from each semester, mentor-mentee system (TGS) also provide all kinds of support to the slow learners. The strenuous efforts taken by the faculty towards the slow learners have resulted in students’ understanding of their chosen domain,. The mentor also identifies other skills and strengths and encourages them to build self-confidence resulting in improvement in academic performance also. The mentor takes extra effort to understand the socio-economic backgrounds also which is sometimes a reason for poor performance. All necessary emotional and professional counseling is also provided whenever required. The Institute ensures that a slow learner clears all his courses within stipulated four years of Engineering and provides extra attention to build additional skills which makes them employable. Parents of students are informed in case of poor academic performance and psycho-social problems whenever necessary.

Advanced learners are given opportunities to be part of innovative projects and other technical initiatives of the institute. From the advanced learner, Class Representatives are appointed so as to give a chance to develop their communication, leadership &team-building skills. They are also given an opportunity to be office bearers of the student council and various professional bodies and lead professional activities at the University and National Levels. This initiative teaches them to strike a perfect balance between academics and extra & co-curricular activities which goes a long way in achieving success in their professional career. They are given the opportunity to participate in Paper Presentations, Project Competitions and participate in Projects and Internships. We also encourage advanced learners to participate in online workshops, webinars, and other technical skill-oriented programs to improve their knowledge.

Department of Civil Engineering: Click Here

Department of Computer Science & Engineering: Click Here

Department of Electrical Engineering: Click Here

Department of Mechanical Engineering: Click Here

2.2.2 Student- Full time teacher ratio (Data for the latest completed academic year)

Year 2020-21
Number of Students 913
Number of teachers
56

Total number of Students enrolled in the Institution (Excel Template): Click Here

Total number of full time teachers in the Institution (Excel Template): Click Here


2.3. Teaching- Learning Process


2.3.1  Student centric methods, such as experiential learning, participative learning and problem solving methodologies are used for enhancing learning experiences

Padm. Dr. V. B. Kolte College of Engineering provides an effective platform for students to develop latest skills, knowledge, attitude, values to shape their behaviour in the correct manner. All departments conduct innovative programs which stimulate the creative ability of students and provide them a platform to nurture their problem-solving skills and ensure participative learning. The institute organizes an annual technical competition, TECH-TANTRA in which students showcase their learning in the form of innovative projects. Also, students are motivated to participate in inter-college as well as national-level competitions. Faculty members make efforts in making the learning activity more interactive by adopting the below-mentioned student-centric methods.

  1. Experiential Learning: Each department conducts add-on programs to support students in their experiential learning. The institution imparts the following experiential learning practices to enhance the creativity and cognitive levels of the students –
  • Internship -Students get hands-on training while working in the company.
  • Add-on Courses on latest technologies
  • Project development on latest technologies by students
  • Industrial Visits to engage them in experiential learning while visiting the organization.
  • Certification Courses (Value Added Courses) by the industry experts to develop their expertise
  1. Participatory Learning: In this type of learning, students participate in various activities such as seminars, group discussions, posters, projects, and skill-basedadd-on courses. Students are encouraged to participate in activities where they can use their specialized technical or management skills, such as
  • Annual Tech Competition – It is organized every year for engineering students where selected projects are displayed at the larger platform.
  • Techno fest- This is organized every year by the engineering students in which students from different colleges participate and learn from each other.
  • Annual cultural program – This is organized every year for the students of the college to give a vent to their creativity.
  • Seminar Presentation – Students develop technical skills while presenting papers in seminars.
  • Presentation and publishing of papers in conferences and journals – The objective is to give them exposure to learn and imbibe new skills.
  1. Problem-solving methods: Departments encourage students to acquire and develop problem-solving skills. For this, the college organizes expert lectures on various topics, motivate students to join MOOC courses, participate in various inter-college and intra-college technical fests and other competitions such as:
  • Mini Project development
  • Class presentations
  • Participation in Inter-college events

Additional Documents: Click Here

2.3.2  Teachers use ICT enabled tools for effective teaching-learning process.

The use of ICT in education adds value to teaching and learning, by enhancing the effectiveness of learning. ICT can lead to improved student learning and better teaching methods. It’s a rising trend where education has outgrown the physical constraints of classrooms and acquired mobility. Students access information whenever and wherever they want. It enables students to become better informed in their fields of specialization. The entire campus is having an internet facility to make available resources. Many classrooms are equipped with Projector, and Green Boards. In addition to the chalk and talk method of teaching, the faculty members are using IT-enabled learning tools such as PPT, Video clippings, Audio systems, to expose the students to advanced knowledge and practical learning. Most of the faculty use interactive methods for teaching. The major emphasis is on classroom interaction in terms of seminars, group discussions, assignments, tests/viva. Teachers use various ICT tools for conducting workshops on the latest methods such as Programming languages, simulations, etc. NPTEL video lectures are made available to students for long-term Learning and future referencing. Students are counselled with the help of Zoom / Google meet applications.

Additional information: Click Here

ICT tools link: Click Here

2.3.3 Ratio of mentor to students for academic and other related issues

Year 2021
Number of mentors
56

Formula: Mentor: Mentee    1:15

Total number of Students enrolled in the Institution (Excel Template): Click Here

Mentor Mentee ratio: Click Here

Circulars pertaining to assigning mentors to mentees: Click Here


2.4 Teacher Profile and Quality


2.4.1 Number of full time teachers against sanctioned posts during the year

Year 2020-21
Number
56

Total number of full time teachers in the Institution (Excel Template): Click Here

List of the faculty members authenticated by the Head of HEI: Click here

2.4.2  Number  of full time teachers with Ph. D. / D.M. / M.Ch. / D.N.B Super speciality / D.Sc. / D.Litt. during the year

Year 2020-21
Number 7

Number of full time Teachers with Ph.D (Excel Template): Click Here

Additional information: Click Here

2.4.3 Number of years of teaching experience of full time teachers in the same institution

Year 2020-21
Number 315

Number of full time teachers with years of teaching experiences (Excel Template): Click Here


2.5. Evaluation Process and Reforms


2.5.1  Mechanism of internal assessment is transparent and robust in terms of frequency and mode

Transparency initiatives at the institute level: There is a standard process of internal examination in the college. According to the academic calendar, a student must appear in 2-class tests in each semester. The schedule of the internal examination is decided at the beginning of the session, in the form of an academic calendar. According to the academic calendar, a teacher has to take the class test, which may be in the form of a written test/MCQ based test on online platforms, power-point presentation, oral viva on the subject, or by another method, which the subject teacher decides. The marks of the unit test are shown in the classrooms and each student can ask about its performance. They can observe their test copies. If there is any difference or discrepancy in their marks, it can immediately be corrected. The test copy of class test is shown to students for their observation. Further, the test copy of one student is allowed to interchange for observation to other student, at the time of distribution of the answer-sheet in the classrooms. The concerning subject teacher keeps the record of all internal exams, e.g. class test. After showing the answer sheet to students, the copy of the student is submitted to college test in charge.

Additional Information: Click here

2.5.2 Mechanism to deal with internal examination related grievances is transparent, time- bound and efficient

The college follows strictly the guidelines and rules issued by the affiliating university while conducting internals and semester-end examinations.

At Institute level: At the Institute level, an examination committee, comprising of senior staff as an officer in charge of Examination and other teaching and non-teaching staff as members, is constituted to handle the issues regarding the evaluation process. The staff distributes evaluated answer sheet to students, and any clarifications or grievances are addressed by the teacher. The internal marks are displayed on the notice board. If any discrepancy like mistakes in the question paper, mark allocation, correction is noticed by the students, the concerned teacher will resolve the discrepancy, and the necessary corrections will be made. If a student is not satisfied with the marks awarded even after being resolved by the teacher, then he may represent the same to the HOD concerned. All such representations are taken positively and are reassessed by another teacher if necessary. Parents are informed about their ward’s performance. Students are counseled by the faculty mentor, and remedial classes are conducted for students who have failed in the examinations. Retest for the Internal Assessment is conducted for Students who remain absent for internal exams due to genuine reasons. Within a time-bound, the Internal Assessment marks are entered in the University web portal for further process.

At University level:  If students have grievances related to the evaluation of the university answer sheet. Students can bring their grievances by applying for the following university re-evaluation procedure:

Re-Evaluation: Students can apply for re-evaluation of their answer sheet within a week from the declaration of results if they are not satisfied with their results. The results of re-evaluation will be announced as per the university norms.

Challenge Evaluation: If the re-counting/re-evaluation results are not satisfactory, a student can apply for challenge evaluation within a week after the announcement of the revaluation results. The evaluation process is carried out by two subject experts. The result will be announced before the commencement of the University Examination and the fees will be refunded to the students if he/she clears the paper. So maximum chances are given to the students to clear the subject. The entire process is maintained transparent, and time bound by the university.

Additional Information: Click here


2.6 Student Performance and Learning Outcome


2.6.1  Teachers and students are aware of the stated Programme and course outcomes of the Programmes offered by the institution.

In strict compliance with the objectives of Outcome Based Education (OBE), the Program Outcomes (POs), and Course Outcomes (COs) are framed by the department offering the concerned program after rigorous consultation with all faculty and the stakeholders. After attainment of consensus, the same are widely propagated and publicized through various means such as display and/or communication specified hereunder.

  • Website
  • Curriculum /regulations books
  • Department Notice Boards
  • Laboratories
  • Student Induction Programs
  • Meetings/ Interactions with employers
  • Parent meet
  • Faculty meetings
  • Alumni meetings

While addressing the students, the HODs create awareness on POs, and CO’s. The faculty members, class teachers, mentors, also inform the students and create awareness and emphasize the need to attain the outcomes.

Program Outcomes (POs) are broad statements that describe the professional accomplishments which the program aims at, and these are to be attained by the students by the time they complete the program. POs incorporate many areas of inter-related knowledge, skills, and personality traits that are to be acquired by the students during their graduation.

Course outcomes (COs) are direct statements that describe the essential and enduring disciplinary knowledge, abilities that students should possess, and the depth of learning that is expected upon completion of a course. They are clearly specified and communicated. The Course Outcomes are made available in the university syllabus by BOS members.

additional information: Click here

CO of all subjects of Department of Mechanical Engineering Department: Click here

2.6.2 Attainment of Programme outcomes and course outcomes are evaluated by the institution

Response: The assessment tools and processes used for measuring the attainment of each of the Program Outcomes and Program Specific Outcomes are mentioned below:

Method of assessment of POs / PSOs

The program outcomes and Program Specific outcomes are assessed with the help of course outcomes of the relevant courses through direct and indirect methods.

Direct methods are provided through direct examinations or observations of student knowledge or skills against measurable course outcomes. The knowledge and skills described by the course outcomes are mapped to specific problems on University Examination, internal exams and home assignment.

Finally, program outcomes are assessed and HOD concludes the PO attainment level.

At the end of each semester, university conducts examinations based on the result published by university the course outcomes are measured.

Two assignments are given in each semester. The assignments are provided to students and they refer the text books and good reference books to find out the answers and understand the expected outcome of the given problem.

Two internal tests are conducted per semester for the following purposes:

To ensure that students have achieved desired level of competencies at module level.

To evaluate, whether corresponding COs are achieved or not. According to the performance of the student in answering each question, mapping is carried out with the respective COs for assessing the attainment level of the specific CO of the subject.

Alumni survey is an important assessment tool to find out following important factors: Indirect once in a year Level of relevance of the curriculum with the expected skills of the industries. The level of attainment of goal for the specified program.

Employer surveys are conducted for finding out whether the knowledge, skill and attitude learned from this institution is adequately satisfying their expectation or not.

The objective the conducting the student exit survey is to identify several factors for future strategy framing once in a year. To understand the impact of training they understand the strength and weakness of various value added courses and pre-placement training imparted.

Attainment Sheet: Click Here

2.6.3  Pass percentage of Students during the year

Previous completed academic year
Number of students appeared 213
Number of students passed 202

Number of students passed and appeared in the final year examination (Excel Template): Click Here


2.7 Student Satisfaction Survey


2.7.1 Student Satisfaction Survey (SSS) on overall institutional performance

Student Satisfactory Survey Website Link: Click Here