1 Self Study Report Cycle-ii of Urdu Education Society’s
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- Highest qualification Professor Associate Professor Assistant Professor Total
- Academic Staff Development Programmes Number of faculty nominated
- Appendix XV
- Ms. Syeda Arshia Quadri
- Appendix XIV 2.5 Evaluation Process and Reforms
- Post Graduate Results 2010-11 M.A Urdu
- M.A History
- M.A Political Science
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Appendix XIV Self-Study Report - Affiliated College Page 42 2.3.3 How is learning made more student-centric? Give details on the support structures and systems available for teachers to develop skills like interactive learning, collaborative learning and independent learning among the students? Planning of the academic activities in the beginning of the year is done keeping students at the centre. The academic calendar is designed to provide all types of activities that lead towards mental, physical development and learning of life skill and lifelong learning. All these are reflected through institute curricular, co-curricular and extra-curricular activities. Sports department, NSS Unit, Home Science and Geography department plays an important role in developing life skill among students. Teachers are supported in terms of knowledge gearing through the Library providing detailed syllabus, previous years question papers, Journals and Magazines, more number of Reference books and facility of using internet through the Centre available at the campus. 2.3.4 How does the institution nurture critical thinking, creativity and scientific temper among the students to transform them into life-long learners and innovators? The institution nurture the critical thinking about positive thinking, asking questions and clearing their doubts. Teacher nurture the creativity through poetry, recitation, imaginations keen observation, nurture the scientific temper through the educational tour, practical’s. Scientific thoughts of the eminent person, give them some minor projects, some questionnaire. These activities increased the research ability and creativity of the students, their thoughts turn into new vision. Teachers also increase the verbal ability and general awareness among students through lecture series. 2.3.5 What are the technologies and facilities available and used by the faculty for effective teaching? Eg: Virtual laboratories, e-learning - resources from National Programme on Technology Enhanced Learning (NPTEL) and National Mission on Education through Information and Communication Technology (NME-ICT), open educational resources, mobile education, etc. Teachers follow all the possible teaching learning method to make learning easier. The common method followed are lecture method, interactive method, experimental learning. Occasionally project based learning computer assisted learning and seminars are also followed. 2.3.6 How are the students and faculty exposed to advanced level of knowledge and skills (blended learning, expert lectures, seminars, workshops etc.)? Students and faculty keep pace with the research development on the various subjects through the journals and magazines available in the library and internet facilities available at the computer Centre. Institute also arranges lecture series by the guest and visiting faculty at UG & PG level for students to expose them to the advanced level of knowledge. Faculty members are encouraged and permitted to attend seminars, workshops etc. outside the institute to oriented themselves in the latest knowledge of the subject. Details are mentioned in the appendix. Appendix XXVIII Self-Study Report - Affiliated College Page 43 2.3.7 Detail (process and the number of students \benefitted) on the academic, personal and psycho-social support and guidance services (professional counseling/mentoring/academic advise) provided to students? Institute composed a grievance redressal cell and career guidance committee and NET/SET guidance committee every year for guiding students on the academic, personal and Psycho-social support for students. Every year an average of 25 to 30 students get benefitted. 2.3.8 Provide details of innovative teaching approaches/methods adopted by the faculty during the last four years? What are the efforts made by the institution to encourage the faulty to adopt new and innovative approaches and the the impact of such innovative practices on student learning? Faculty adopted different methods of teaching that is question-answer method, lecture method, Discussion method and project method. The institution also provide OHP (Over Head Projectors) and Internet Facility for teaching through audio, Video aids. Study tours and monumental studies of the area through videos and onsite visits are also used to teach in innovative way. 2.3.9 How are library resources used to augment the teaching-learning process? Library is the major resource Centre at present to augment the teaching learning process. The major teaching method at institute is the class-room lecture method. So the faculty uses the references available at the College library to enriched themselves. Besides library also provides the details of the curriculum and question paper of the university to teachers and students. Thus Library is used as the major resource to augment the teaching learning process. 2.3.10 Does the institution face any challenges in completing the curriculum within the planned time frame and calendar? If ‘yes’, elaborate on the challenges encountered and the institutional approaches to overcome these. Institute in the beginning of the curriculum chalk out the academic calendar and accordingly systematic teaching plan is chalked out. The teaching plan is then carried out by maintaining daily teaching schedule. So far institute has not faced any challenges in completing the curriculum according to the plan. 2.3.11 How does the institute monitor and evaluate the quality of teaching learning? Institute monitors the teaching learning process though the College curricular co-curricular committee. Institute also collect the feedback from the learners on teachers performances and implement the suggestions. Self-Study Report - Affiliated College Page 44 2.4 Teacher Quality 2.4.1 Provide the following details and elaborate on the strategies adopted by the College in planning and management (recruitment and retention) of its human resource (qualified and competent teachers) to meet the changing requirements of the curriculum Highest qualification Professor Associate Professor Assistant Professor Total Male Female Male Female Male Female Permanent teachers D.Sc./D.Litt. -- -- -- -- -- -- -- Ph.D. -- -- 02 -- 08 02 12 M.Phil. -- -- -- -- 02 02 04 PG -- -- -- -- 03 01 04 Temporary teachers Ph.D. -- -- -- -- -- -- -- M.Phil. -- -- -- -- 01 - 01 PG -- -- -- -- 02 05 07 Part-time teachers Ph.D. -- -- -- -- -- -- -- M.Phil. -- -- -- -- -- -- -- PG -- -- -- -- -- -- -- Appendix VI 2.4.2 How does the institution cope with the growing demand/ scarcity of qualified senior faculty to teach new programmes/ modern areas (emerging areas) of study being introduced (Biotechnology, IT, Bioinformatics etc.)? Provide details on the efforts made by the institution in this direction and the outcome during the last three years. College appoint additional faculty as per the rule of the University to teach new courses. For teaching PG and new subjects at UG i.e. Islamic Studies College appointed six personnel at CHB basis. The procedure for full time appointment is in process. Self-Study Report - Affiliated College Page 45 2.4.3 Providing details on staff development programmes during the last four years elaborate on the strategies adopted by the institution in enhancing the teacher quality. a) Nomination to staff development programmes Academic Staff Development Programmes Number of faculty nominated Refresher courses 06 HRD programmes - Orientation programmes 01 Staff training conducted by the university - Staff training conducted by other institutions - Summer / winter schools, workshops, etc. 74 Appendix XV b) Faculty Training programmes organized by the institution to empower and enable the useof various tools and technology for improved teaching- learning Teaching learning methods/approaches Handling new curriculum Content/knowledge management Selection, development and use of enrichment materials Assessment Cross cutting issues Audio Visual Aids/multimedia OER’s Teaching learning material development, selection and use Institute does organized time to time programmes that enable the faculty to use and improve various new phenomena in teaching learning method. c) Percentage of faculty invited as resource persons in Workshops / Seminars / Conferences organized by external professional agencies 20% of faculty invited as resource persons in Workshops / Seminars / Conferences organized by external professional agencies. Appendix XV participated in external Workshops / Seminars / Conferences recognized by national/ international professional bodies 90% of faculty participated in external Workshops / Seminars / Conferences recognized by national/ international professional bodies. presented papers in Workshops / Seminars / Conferences conducted or recognized by professional agencies 60% of faculty presented papers in Workshops / Seminars / Conferences conducted or recognized by professional agencies. Self-Study Report - Affiliated College Page 46 2.4.4 What policies/systems are in place to recharge teachers? (eg: providing research grants, study leave, support for research and academic publications teaching experience in other national institutions and specialized programmes industrial engagement etc.) Management provides duties leaves to the faculty for attending and organizing national international seminars, orientation and refresher courses regularly. There are provision for research grant and study leave but so far no one availed the faculty. During the last three years 18 out of 20 faculty availed the facility of attending orientation, refresher and many such professional development programmes. Research Grants received from various agencies: Sr.no Agency Grants Received Year 1 UGC 2,49,250 2006 to 2009 2 Dr. BAMU Abad 10,000 2009 to 2010 3 Dr. BAMU Abad 1,000 2010 to 2011 4 UGC 199000 2011 – 2012 5 UGC 72500 2011 - 2012 2.4.5 Give the number of faculty who received awards / recognition at the state, national and international level for excellence in teaching during the last four years. Enunciate how the institutional culture and environment contributed to such performance/achievement of the faculty. Founder Chairman Hon’ble Late Mr. Abdul Azeem has been Honoured posthumously jointly by Govt. of Maharashtra’s Commission, Maharashtra State National Council for promotion of Urdu Language, Urdu Sahitya Academy, Sikandar Ali Wajad Memorial Trust, Aurangabad and Federation of Minority Education Organization with the title “IFTEQAR-E- MILLAT”. The honor was conferred upon him in a Programme at Parbhani ‘URDU KE AANGAN MEIN’ with the hands of Chief Minister of Maharashtra Hon’ble Prithviraj Chavan in Oct 2011. Dr.Syed Iqbal Majaz : Lifetime Education Achievement Award 2008.(Warded in 2009) Kohinoor of Award 2009. Rashtriya Shiksha Ratan Award 2009. International Gold Star Award 2009 (Bangkok Indonesia) The Pride of India Gold Medal Award 2009. Dr.Sk Afsar Awarded Ph.D by Dr. BAMU, Aurangabad in Physical Education dated 6.7.2009 “Comparative Study within Cross Country and Non-Cross Country Players”. Self-Study Report - Affiliated College Page 47 Mr. Jadhav Sunil A Awarded M.Phil by Dr. BAMU, Aurangabad in Pol. Science Dated 30.7.2009 on “Khultabad Nagar Parishadecha Rajkiya Abhyas.”. Ms. Shaikh Shaista Yakub Awarded M.Phil by SNDT University, Pune in Geography Dated 20.7.2009 on “A Geographical Study of Tourism Potential: A Case Study of Khuldabad Taluqa”. Dr.Akhtar Sultana Awarded Ph.D by Dr. BAMU, Aurangabad in Urdu dated 23.4.2007. She researched on “Yousuf Nazem Hayat aur Aadbi Khidmat”. Ms. Syeda Arshia Quadri Awarded M.Phil by Dr. BAMU, Aurangabad in English dated 31.5.2008 on “African American Critics: A Study of the Writings of Houston A. Baker Jr. and Henry Louis Gates Jr.” Dr.Bhalerao Ashok Shahji Awarded Ph.D by Dr. BAMU, Aurangabad in Geography dated 02.06.2011 on “Aurangabad jilliyatil Samajik Vanikaranacha Bhaugolik Abhyas”. Appendix XVI 2.4.6 Has the institution introduced evaluation of teachers by the students and external Peers? If yes, how is the evaluation used for improving the quality of the teaching-learning process? Yes, there is mechanism of feedback from students on teachers performance. The feedback collected from the students getsanalyzed and the suggestion or instruction are intimated to the concerned teachers based on the collected feedback. These suggestions or instruction helps to improve the quality of teaching-learning process. Appendix XIV 2.5 Evaluation Process and Reforms 2.5.1 How does the institution ensure that the stakeholders of the institution especially students and faculty are aware of the evaluation processes? In the introductory lecture of the Principal to the students , the method of teaching and evaluation is put forward. Later on , the schedule of the tests anf tutorials are displayed on the notice boards of the institute. The tests arranged twice yearly by the institute are made mandatory to the students. Self-Study Report - Affiliated College Page 48 2.5.2 What are the major evaluation reforms of the university that the institution has adopted and what are the reforms initiated by the institution on its own? Previously the institute use to conduct first semester exams every year on its own. Later in the year 2009 – 2010 the university has introduced the semester pattern and arrangement of I semester and II semester exams are arranged according to the guidelines of the university. Besides this institute also evaluate the students through the class wise tests and tutorials term wise every year. 2.5.3 How does the institution ensure effective implementation of the evaluation reforms of the university and those initiated by the institution on its own? College ensures the effective implementation of the evaluation reforms of the university and institution through composing an examination body duly approved by the Principal and Management. The body consists of a chief superintendent, an understudy, clerical support and class IV support to management the examination procedure of the university and of the institution. 2.5.4 Provide details on the formative and summative evaluation approaches adopted to measure student achievement. Cite a few examples which have positively impacted the system. Evaluation details of the institution are as under: Institution forms the detailed semester wise tests of all the subjects at UG & PG level and implements the same with systematic planning Likewise University exams are also conducted smoothly through well planned strategies. At the beginning of the year a committee is formed to maintain the record of last year results of the whole performance of the students. This is beneficial in identifying slow and advance learners. Then plan to deal with the matter is chalked out. 2.5.5Enumerate on how the institution monitors and communicates the progress and performance of students through the duration of the course/programme? Provide an analysis of the students results/achievements (Programme/course wise for last four years) and explain the differences if any and patterns of achievement across the programmes/courses offered. Examination result committee monitors the progress and performance of students and counseling and guidance committee guides the students for improvement in their performance. Teacher also individually guides the students in their studies as well as participation in other activities such as elocution competition, sports and many such competitions. The academic result and achievements the students for the last four years are as under. Self-Study Report - Affiliated College Page 49 General Result of B.A III Year of last Four Year (2009-2012) Year Particulars 2009 2010 2011 2012 Passing Percentage 66.85% 63.71% 96.68% 86.83% Division I 10 09 12 65 II 108 139 100 30 Passed Class 03 03 34 37 Total Passed 121 151 146 132 Failed/ M.P Cases/ Absent 60 86 05 38 Total Appeared 181 237 151 170 Post Graduate Results 2010-11 M.A Urdu Sr.no Subject Appeared Passed Failed Percentage (%) 1 I Semester 05 05 -- 100% 2 II Semester 09 09 -- 100% 3 III Semester 02 02 -- 100% 4 IV Semester 11 11 -- 100% M.A Marathi Sr.no Subject Appeared Passed Failed Percentage (%) 1 I Semester 07 05 02 85.00% 2 II Semester 42 23 19 54.76% 3 III Semester 02 01 01 50.00% 4 IV Semester 08 08 -- 100% M.A History Sr.no Subject Appeared Passed Failed Percentage (%) 1 I Semester 11 11 -- 100% 2 II Semester 38 25 13 65.00% 3 III Semester 05 03 02 60.00% 4 IV Semester 26 21 02 80.76% M.A Political Science Sr.no Subject Appeared Passed Failed Percentage (%) 1 I Semester 14 12 02 85.71% 2 II Semester 42 39 03 92.85% 3 III Semester 16 14 02 87.00% 4 IV Semester 17 11 06 64.70% |
