22 CRITERION II: TEACHING-LEARNING AND EVALUATION 2.1

Student Enrolment and Profile

2.1.1

How does the university ensure publicity and transparency in the admission process?

University through print and electronic media ensures publicity for admission in different courses. The information regarding admission, we upload it on university website regularly. 2.1.2

Explain in detail the process of admission put in place by the university. List the criteria for admission: (e.g.: (i) merit, (ii) merit with entrance test, (iii) merit, entrance test and interview, (iv) common entrance test conducted by state agencies and national agencies (v) other criteria followed by the university (please specify).

University follows different criteria for admission in different courses. In P.G. Courses in traditional subjects, admissions are made strictly on merit (mark obtained in previous examination). The self financing courses like M.B.A., B. Lib. & I. Sc, P.G.D.G.C., B.Tech. and M.C.A. courses, admissions are made on written examination followed by interview and group discussion. 2.1.3

Provide details of admission process in the affiliated colleges and the university’s role in monitoring the same.

The affiliated colleges follow admission through the process laid down by the university. The university also monitors admission process through its agencies, so that transparency in admission process may be ensured. The admission in B.Ed. courses, a

23 common entrance test is being conducted. 2.1.4

Does the university have a mechanism to review its admission process and student profile annually? If yes, what is the outcome of such an analysis and how has it contributed to the improvement of the process? The University was evolved a mechanism to review admission process on the basis of inflow of students for getting admission in P.G./Ph.D./other vocational courses under self-financing scheme. We also analyse annually the students’ profile, so that enrollment of different strata of society may be ensured. Further, efforts are underway to start common entrance test for B.Ed. courses so that no more transparency in admission is ensured and there is no cause of complaint. We decide to increase the strength of enrollment on the basis of number of applications received for a particular course.

2.1.5

What are the strategies adopted to increase / improve access for students belonging to the following categories:  SC/ST  OBC  Women  Persons with varied disabilities  Economically weaker sections  Outstanding achievers in sports and other extracurricular activities The University strictly follows the reservation policy of the State Govt. in admissions. We give wide publicity to the admission notice and also give sufficient time to the students of far fleeing areas to respond to the charge of

24 admission in a hush-hush manner. Faculty members also encourage and guide downtrodden students. University strictly follows the reservation policy of the state government and accordingly takes admission of different categories of students. We also widely publish admission notice so no such aspirant left to the admission. Faculty members also encourage and guide downtrodden students.

2.1.6

Number of students admitted in university departments in the last four academic years: Categories

Year 1

Male Female

Year 2

Male

Year 3

Year 4

12-13

13-14

Female Male

Female

Male

Female

SC

113

132

92

39

ST

1

2

74

44

OBC

385

270

206

138

General

264

415

396

306

Others

28

40

5

2

791

859

773

529

Total

1650*

1710*

* detail not available 2.1.7

Has the university conducted any analysis of demand ratio for the various programmes of the university departments and affiliated colleges? If so, highlight the significant trends explaining the reasons for increase / decrease.

25 Programmes

Number of

Number of students Demand Ratio

applications

admitted

1500

1300

1490

1080

UG PG Integrated Masters M.Phil. Ph.D. Integrated Ph.D. Certificate Diploma PG Diploma Any other (please specify)

We have noticed a sharp rise in demand for admission in PG and Ph.D. courses. Perhaps this is due to rise in employment in recent past.

2.1.8

Were any programmes discontinued/staggered by the university in the last four years? If yes, please specify the reasons. No Programme was discontinued nor was any programme staggered.

2.2

Catering to Diverse Needs of Students

2.2.1

Does the university organize orientation / induction programme for freshers? If yes, give details such as the duration, issues covered, experts involved and mechanism for

26 using the feedback in subsequent years. At the departmental level, first month of the new session usually in July faculty members take initiative to acquaint the students of the syllabus and the mode of evaluation and the implementation of 75% attendance. Faculty members collect feedback through mentor system as well as with personal touch and also from the parents in Teacher- Parent meet. 2.2.2

Does the university have a mechanism through which the “differential requirements of the student population” are analysed after admission and before the commencement of classes? If so, how are the key issues identified and addressed? At the beginning of each academic session, efforts are made to identify differential requirements of the students. The students directly contact the respective Head and other faculty members on telephone in case their meeting in the campus does not take place. The members of the Disciplinary Committee/Anti Ragging Committee regularly resolve the problems of the students. The University takes necessary action for maintenance of hostels, canteens and also student’s amenities before admission and commencement of regular classes. The warden too takes keen interest on Hostel maintenance with the help of the engineering section of University. The common room and recreation facilities are regularly monitored by even high ups of University administration and necessary steps are taken to improve facilities in the hostels. A separate wing is allocated in the hostel for newly admitted students to procedure the possibility of ragging of fresher. However, such incidence has not yet been reported.

2.2.3

Does the university offer bridge / remedial / add-on courses? If yes, how are they structured into the time table? Give details of the courses offered, department-

27 wise/faculty-wise? University offers different types of bridge/remedial courses to the students of weaker

sections

and

minorities.

Remedial

Coaching

for

PG

students

of

OBC/SC/ST/Minorities, Entry into Services, NET Coaching, Career and Counseling Cell, equal opportunity cell etc are some important UGC sponsored cells to provide special classes for weaker sections for the preparation of P.G. Courses and other competitive examination. Soft skill trainings are also provided to our students through Career and Counseling Cell. At the Departmental level, special classes are also organized to bridge the knowledge gap of enrolled students with the help of Mentor teachers. Printed materials and help books are provided to encourage such students. 2.2.4 Has the university conducted any study on the academic growth of students from disadvantaged sections of society, economically disadvantaged, physically handicapped, slow learners, etc.? If yes, what are the main findings? University Departments assesses regularly the academic growth of economically and socially disadvantaged students, slow learner, physically- abled students and policies are framed in departmental council for such sections of students. University also directs Head of the Departments to be sensitive to the needs of such students and motivate them. As a result, large numbers of students of these sections are now enrolled and actively taking advantage of the facilities provided to students of marginalized sections. 2.2.5 How does the university identify and respond to the learning needs of advanced learners? The faculty members are our main source of identifying fast learners in the class. Through mentor system, department provide additional information and reading materials

28 to such students. 2.3

Teaching-Learning Process

2.3.1

How does the university plan and organise the teaching, learning and evaluation schedules (academic calendar, teaching plan, evaluation blue print, etc.)? The University prepares an academic calendar every year and accordingly set schedule of teaching, evaluation and other co-curricular activities. The teaching plans are prepared at departmental level in the meeting of departmental council and departmental research council keeping in view the number of actual working days for teaching. The evaluation of students are made both at the departmental level and the university level.

2.3.2

Does the university provide course outlines and course schedules prior to the commencement of the academic session? If yes, how is the effectiveness of the process ensured? Usually in July, Departmental Council meeting is held in which entire academic activities are discussed including teaching plan, mode of evaluation, provision of extension activities and so on. The midterm evaluations are also made to assess the effectiveness of different programmes and policy set earlier. On the basis of feedback from students and faculty, further strategies are discussed to ensure the effectiveness of various programmes in the larger interest of students.

2.3.3

Does the university face any challenges in completing the curriculum within the stipulated time frame and calendar? If yes, elaborate on the challenges encountered and the institutional measures to overcome these. Sometimes we face the challenges to complete the curriculum within stipulated

29 time frame due to loss of teaching days due to natural calamities or local problems like election etc. In such circumstances, special classes in holidays are organized so that students do not suffer. 2.3.4

How is learning made student-centric? Give a list of participatory learning activities adopted by the faculty that contributes to holistic development and improved student learning, besides facilitating life-long learning and knowledge management.

Our approach always remains student-centric with regard to teaching-learning process for all-round personality development in general and better understanding of concerned subject in particular. The ultimate goal of the education is to develop rationality and good citizenship behaviour in students, so holistic approach are taken and emphasis are made on participative learning. 2.3.5

What is the university’s policy on inviting experts / people of eminence to deliver lectures and/or organize seminars for students? The University under different UGC schemes, invites eminent faculty of other universities to deliver lecture under visiting fellow scheme and organizing seminar/workshop/ conferences. This policy provides quality education in the university.

2.3.6

Does the university formally encourage blended learning by using e-learning resources? Yes. Every department has the ICT facility and students/faculty members are encouraged to web surfing to get updated literatures.

2.3.7

What

are

the

technologies

and

facilities

such

as

virtual

laboratories,

30 e-learning, open educational resources and mobile education used by the faculty for effective teaching? This university has the facility of virtual class/laboratories, e-learning, mobile education and facility of INFLIBNET to access free e-books and e-journals. 2.3.8

Is there any designated group among the faculty to monitor the trends and issues regarding developments in Open Source Community and integrate its benefits in the university’s educational processes? NO

2.3.9

What steps has the university taken to convert traditional classrooms into 24x7 learning places? The university consistently endeavors to convert traditional classrooms into 24 X 7 learning places. Facility of internet in every department and at central library with INFLIBNET facility, provision of TV with DTH connection to provide virtual classes of UGC on DD portal etc are some steps toward 24 X 7 learning places.

2.3.10

Is there a provision for the services of counsellors / mentors/ advisors for each class or group of students for academic, personal and psycho-social guidance? If yes, give details of the process and the number of students who have benefitted. At departmental level, the provision of faculty member as mentor to a group of students and Career and Counseling Cell at university level provide career counseling and psycho-social guidance.

2.3.11

Were any innovative teaching approaches/methods/practices adopted/put to use by the faculty during the last four years? If yes, did they improve learning? What were the methods used to evaluate the impact of such practices? What are the efforts made by the

31 institution in giving the faculty due recognition for innovation in teaching? During last two to three years, traditional classes have undergone change in their functioning. The teaching modules are displayed manually or through interactive/smart board. The facility of projector and use of Power Point Presentation as audio-video aid by faculty members attracted students to come to the classes. The classes have not only became interesting but interactive too. 2.3.12

How does the university create a culture of instilling and nurturing creativity and scientific temper among the learners? The university has laid emphasis on extensive activities and co-curricular activities, so that creativity and scientific temper in our students may be developed.

2.3.13

Does the university consider student projects mandatory in the learning programme? If yes, for how many programmes have they been (percentage of total) made mandatory?  Number of projects executed within the university Till date student project is not mandatory. However, most of the Departments have included project work in their curricula.  Names of external institutions associated with the university for student project work  Role of faculty in facilitating such projects Faculty members role are restricted to guidance.

2.3.14

Does the university have a well qualified pool of human resource to meet the requirements of the curriculum? If there is a shortfall, how is it supplemented?

The University has well qualified pools of human resource and in case of shortfall

32 we supplemented from our constituent colleges and UGC/ICHR/ICPR fellows along with new innovative system of Mobile Teaching has been adopted to fulfill the gap, if any.

2.3.15

How are the faculty enabled to prepare computer-aided teaching/ learning materials? What are the facilities available in the university for such efforts? Every department has been provided with laptop/desktop with internet connection. The supporting staffs help our faculty members to prepare computer aided teaching materials.

2.3.16

Does the university have a mechanism for the evaluation of teachers by the students / alumni? If yes, how is the evaluation feedback used to improve the quality of the teaching-learning process? The evaluation of teachers by alumni / students is not in practice. But the university appreciates such feedbacks indirectly.

2.4

Teacher Quality

2.4.1

How does the university plan and manage its human resources to meet the changing requirements of the curriculum? Most of faculty members are Internet savvy, consequently they are familiar with the latest developments in their area. They participate in National and International workshops/seminars where they interact with teachers of eminence and update themselves. The university also invites eminent scholars as visiting fellow, experts of subjects in curriculum design and for evaluation of Ph.D. thesis, our faculty during interaction with them get advantages of their expertise.

33 2.4.2

Furnish details of the faculty Highest

Professors

Qualification Male

Female

Associate

Assistant

Professors

Professors

Male

Female

Male

Total

Female

Permanent teachers D.Sc./D.Litt.

01

00

00

01

00

00

02

Ph.D.

58

05

33

07

0

0

103

M.Phil.

0

0

0

0

0

0

0

PG Temporary teachers Ph.D. M.Phil. PG Part-time teachers Ph.D. M.Phil. PG

34 2.4.3

Does the university encourage diversity in its faculty recruitment? Provide the following details (department / school-wise). Department

% of

% of faculty

% of faculty

% of faculty

/ School

faculty

from other

from

from other

from the

universities

universities

countries

same

within the

outside the

university

State

State

PG Deptt.

2.4.4

45%

54%

2%

0

How does the university ensure that qualified faculty are appointed for new programmes / emerging areas of study (Bio-technology, Bio-informatics, Material Science, Nanotechnology, Comparative Media Studies, Diaspora Studies, Forensic Computing, Educational Leadership, etc.)? How many faculty members were appointed to teach new programmes during the last four years? The faculty members are recruited by the Selection Committee or Bihar State University Service Commission as per instruction of State Government. The teachers are strictly appointed on the guidelines of UGC through interview. Due weightage of academic qualification and interview are given as per the guidelines of the State Government. No appointments have been made in the last four years.

2.4.5

How many Emeritus / Adjunct Faculty / Visiting Professors are on the rolls of the university? Visiting fellows are invited to engage classes periodically, out of the grant made available by the UGC under visiting fellow scheme. There are no Emeritus / Adjunct

35 faculty / Visiting Professor on the rolls of the University. 2.4.6

What policies/systems are in place to academically recharge and rejuvenate teachers (e.g. providing research grants, study leave, nomination to national/international conferences/seminars,

in-service

training,

organizing

national/international

conferences etc.)? 

University provides study leave of Academic Development – University provides study leave/academic leave for academic/intellectual pursuit.



Funds for organizing seminars/conferences The UGC grants for organizing seminar/conference are provided to different departments. In case of non availability of UGC grants, university also provide fund out of its internal resources.



Nominate for national/international seminars University

also

nominate

eminent

faculty

to

participate

in

National/Internal seminar and academic exchange. 2.4.7

How many faculty received awards / recognitions for excellence in teaching at the state, national and international level during the last four years? List of faculty received awards are given below:

1. Dr. Saket Kushwaha- VC 2. Dr. S. Mumtazuddin-PVC 3. Dr. B.S. Jha- Professor of Zoology 4. Dr. Dhrub Kumar- Development Officer 2.4.8

How many faculty underwent staff development programmes during the last four years (add any other programme if necessary)?

36 Academic Staff Development Programmes Refresher courses

8

HRD programmes

-

Orientation programmes

5

Staff training conducted by the university

-

Staff training conducted by other institutions

-

Summer / Winter schools, workshops, etc. 2.4.9

Number of faculty

10

What percentage of the faculty have  been invited as resource persons in Workshops / Seminars / Conferences organized by external professional agencies?

-10%

 participated in external Workshops / Seminars / Conferences recognized by national/ international professional bodies?

-10%

 presented papers in Workshops / Seminars / Conferences conducted or recognized by professional agencies?

-20%

 teaching experience in other universities / national institutions and other institutions?

2.4.10

-10%

 industrial engagement?

-NO

 international experience in teaching?

-NO

How often does the university organize academic development programmes (e.g.: curriculum development, teaching-learning methods, examination reforms, content / knowledge management, etc.) for its faculty aimed at enriching the teaching-learning process? The University usually organizes such programmes for academic development

37 twice in a year 2.4.11

Does the university have a mechanism to encourage  Mobility of faculty between universities for teaching?  Faculty exchange programmes with national and international bodies? If yes, how have these schemes helped in enriching the quality of the faculty? Mobility of faculty between universities is usually not in practice. For participation in orientation/refresher courses or in seminars, faculties use to visit other universities.

2.5

Evaluation Process and Reforms

2.5.1

How does the university ensure that all the stakeholders are aware of the evaluation processes that are operative? The evaluation processes are well defined and through print and electronic media, we publicized our process, so stakeholders are aware of process.

2.5.2

What are the important examination reforms initiated by the university and to what extent have they been implemented in the university departments and affiliated colleges? Cite a few examples which have positively impacted the examination management system Earlier annual examinations were conducted by the university. Now we have introduced semester system in P.G. and other vocational courses examination. The proposals are in pipeline to introduce semester system in all examinations. There is a provision of internal evaluation which has 20% weightage.

2.5.3

What is the average time taken by the University for Declaration of examination results? In case of delay, what measures have been taken to address them? Indicate the

38 mode / media adopted by the University for the Publication of examination results (e.g. website, SMS, email, etc.). Usually entire examination process right form filling of examination forms to publication of result takes two to three months time. The results are uploaded on the university website where students can easily access. The automation of examination system is in process which will rule out delay in publication of results. would not happen. Meanwhile, we are getting the services private sector working in this area. In Semester system, students do not have to wait for examination result for promotion to next class. 2.5.4

How does the university ensure transparency in the evaluation process? What are the rigorous features introduced by the university to ensure confidentiality? The transparency in evaluation processes are ensured at all levels. The answer sheets are coded at the university level, to ensure confidentiality. The answer sheets of Bachelor Degree Part-III level onward are evaluated in other universities. In those cases, where answer sheets are evaluated at university level, panel of teachers are prepared and approved by the VC and accordingly teachers are appointed to evaluate answer sheets at different centres. Those teachers having their ward in the examinations are not allowed to evaluate answer sheets.

2.5.5

Does the university have an integrated examination platform for the following processes? 

Pre-examination processes – Time table generation, OMR, student list generation, invigilators, squads, attendance sheet, online payment gateway, etc.

-Yes

39 

Examination process – Examination material management, logistics, etc. - Yes



Post-examination process – Attendance capture, OMR-based exam result, auto processing, generic result processing, certification, etc. -Yes

2.5.6

Has the university introduced any reforms in its Ph.D. evaluation process?

University has introduced new system of Ph.D. Programme as per the guidelines of UGC regulation 2009. We have introduced six month course work for Ph.D. students which is followed by presentation of synopsis, thesis before departmental council at different stages and the evaluation of thesis by external experts both within and outside the State are some important reforms introduced to produce quality research. 2.5.7

Has the university created any provision for including the name of the college in the degree certificate?

2.5.8

-NO

What is the mechanism for redressal of grievances with reference to examinations? The redressal of grievances is monitored at different levels in this university. For Degree students, Principal of concerned college, Controller of Examination at the university level redress the grievances. At the top level, PVC/VC and Examination Board etc. take up the grievances and address them.

2.5.9

What efforts have been made by the university to streamline the operations at the Office of the Controller of Examinations? Mention any significant efforts which have improved the process and functioning of the examination division/section. University has already introduced semi automation of examination departments.

40 All information is prepared in soft and hard copy. This has streamlined the functioning of examination system. Some new computer knowing personnel have been recruited to prepare entire data and results in soft copy. The university has made an agreement with SIT to make this department fully automated. 2.6.

Student Performance and Learning Outcomes

2.6.1

Has the university articulated its Graduate Attributes? If so, how does it facilitate and monitor its implementation and outcome? Yes, graduate attributes of the University are articulated through the vision and mission of the University. The academic programmes are designed in such a way as to enhance the conceptual, technical, critical thinking and life skills. Knowledge and employability of the students are also enhanced to cater to the growing needs of the industry and society. The practical and tangible skills of the students are supported by a strong and solid base of ethical values and moral standards. From time to time the University monitors the ongoing programmes and revises them as per the need of the hour.

2.6.2

Does the university have clearly stated learning outcomes for its academic programmes? If yes, give details on how the students and staff are made aware of these?

The University stated learning outcomes of academic programme through various office order, notice etc circulated among students and staffs. Their outcomes are mentioned in the prospectus/admission booklet/syllabus of each programme. The same are uploaded on its website also. 2.6.3

How are the university’s teaching, learning and assessment strategies structured to

41 facilitate the achievement of the intended learning outcomes? The syllabus of each programme is taught as per the schedule. Course objectives are met by involving internal tests and assignments. Teachers are given exposure by means of training courses, workshops, extension activities and special lectures. The pedagogical skills of the teachers are honed this way and the results are translated into teaching and assessment strategies. Interactive learning, use of ICT, smart classrooms, and access to open learning resources are made available to students. Innovative teaching – methods encourage the students to concentrate on the process of teaching – learning. Fully transparent internal assessment strategies facilitate a conducive environment and provide a good platform for effective teaching and learning in the University. 2.6.4 How does the university collect and analyse data on student learning outcomes and use it to overcome the barriers to learning? The University collects and analyzes student learning outcomes through continuous internal assessment tests, assignments, presentations, seminars and term-end examinations. In addition to these, students’ feedback mechanism has been used in order to take steps to overcome teaching-learning difficulties. Special classes are arranged for the slow learners. Special emphasis are also given on practical classes/field work. The performance of students is reviewed and internal quality is monitored regularly by the university departments. The recommendations of expert committees are incorporated to develop future strategies for enhancing learning environment on the campus. 2.6.5 What are the new technologies deployed by the university in enhancing student learning and evaluation and how does it seek to meet fresh/ future challenges?

42 The University has provided ICT facility, Smart Board, projector, computer, eclassrooms, departmental libraries, well-equipped laboratories, and modern class room in all the departments to meet the growing needs and challenges of teaching and learning. The internet facility, NKN, V-SAT etc also deployed for students learning. University has introduced semester system in which class room teaching assessments are incorporated in the final results. The computerization of examination department has been partially completed. Soon full automation will be done to meet future challenges. To meet out the future challenges, the University has made a strategy for establishing advanced research laboratories, digital library and developing of virtual classrooms, online learning resources etc. The total focus of the University has been to develop an inbuilt quality check mechanism.