Teaching & Learning Process

Teaching is a process in which one individual teaches or instructs another individual. Teaching is considered the act of imparting instructions to the learners inside and outside the classroom situation. The teaching and learning process is the part and parcel of the education system. The whole education system depends on the aims and objectives of the teaching & learning process.

Learning may be defined as any relatively permanent change in behaviour or behavioural pattern. Various perspectives on learning have emerged – behaviourist, cognitivist and constructivist.

Diversity of learners in respect of their background, abilities and other personal attributes will influence the extent of their learning. The teaching-learning modalities of the institution are rendered to be relevant for the learner group. The learner-centered education through appropriate methodologies such as participative learning, experiential learning and collaborative learning modes, facilitate effective learning. Teachers provide a variety of learning experiences, including individual and collaborative learning. Interactive and participatory approaches, if employed, create a feeling of responsibility in learners and makes learning a process of construction of knowledge. Of late, digital resources for learning have become available and this makes learning more individualized, creative and dynamic. Quality of learning provided in the institution depends largely on teacher readiness to draw upon such recently available technology supports and also the initiative to develop such learning resources to enrich teaching learning; on teacher’s familiarity with Learning Management Systems (LMSs), other eresources available and how to meaningfully incorporate them in one’s scheme of teaching-learning. Initiatives have been made towards tutorial system and remedial teaching for the weaker students which could be further strengthened. The teaching-learning process is strengthened through periodical seminars, field visits, intensive laboratory courses,Internship,  Group project for UG Programmes and compulsory project work for all the PG programmes.

In order to facilitate an easy transition from School to College environment, Bridge Courses are offered toall the first year students to all the Departments. Toenhance the Listening, Speaking, Reading and Writing skills of the learners the special spoken English classes were conducted .

• Reference material for competitive exams
• Editors in departmental newsletters
• Participations in seminars and workshop state and national level by various institutions
• Internship
• Group Discussion
• Debate
• NPTEL, SWAYAM Enrollment
• E-Content Development
• Organizing Skill developmentprogrammes andaluminae webinar series
• Preparation of research articles and book chapters
• Competitions like Quiz, PPTs, models and poster presentation

• Remedial Coaching
• Special coaching
• Counseling

 ‘Teacher quality’ is a composite term to indicate the quality of teachers in terms of qualification of the faculty, teacher characteristics, the adequacy of recruitment procedures, faculty availability, professional development and recognition of teaching abilities. Teachers take initiative to learn and keep abreast of the latest developments, to innovate, continuously seek improvement in their work and strive for individual and institutional excellence. Teachers use ICT enabled tools including online resources for effective teaching and learning process

The college academic calendar is prepared well in advance before the commencement of the yeardistributed to all the staff and students and is made available on the college website. It Comprises of List of Teaching & Non-Teaching staff, Library, Vision, Mission & Objectives of the college, history, Courses offered, Components of CIA, Fee regulation, Scholarships, Attendance, Code of conduct,hostel rules & regulations, number of working days and their day order, last working day for each Semester, Internal tests (I, II ,III, CIA test), CIA marks Publication, celebrations and Examination schedule and are strictly adhered to. Faculty prepare the preference-based workload, timetable and lesson plans for each paper in advance and submit them to the Principal and the HODs for approval which are periodically monitored to check the progress of syllabus completion.

The college academic calendar is prepared well in advance before the commencement of the yeardistributed to all the staff and students and is made available on the college website. It Comprises of List of Teaching & Non-Teaching staff, Library, Vision, Mission & Objectives of the college, history, Courses offered, Components of CIA, Fee regulation, Scholarships, Attendance, Code of conduct,hostel rules & regulations, number of working days and their day order, last working day for each Semester, Internal tests (I, II ,III, CIA test), CIA marks Publication, celebrations and Examination schedule and are strictly adhered to. Faculty prepare the preference-based workload, timetable and lesson plans for each paper in advance and submit them to the Principal and the HODs for approval which are periodically monitored to check the progress of syllabus completion.

The college academic calendar is prepared well in advance before the commencement of the yeardistributed to all the staff and students and is made available on the college website. It Comprises of List of Teaching & Non-Teaching staff, Library, Vision, Mission & Objectives of the college, history, Courses offered, Components of CIA, Fee regulation, Scholarships, Attendance, Code of conduct,hostel rules & regulations, number of working days and their day order, last working day for each Semester, Internal tests (I, II ,III, CIA test), CIA marks Publication, celebrations and Examination schedule and are strictly adhered to. Faculty prepare the preference-based workload, timetable and lesson plans for each paper in advance and submit them to the Principal and the HODs for approval which are periodically monitored to check the progress of syllabus completion.

Evaluation The performance of a student in each Course is evaluated in terms of percentage of marks with a provision for conversion to grade points. Evaluation for each Course shall be done by a continuous internal assessment (CIA) by the Course teacher concerned as well as by an end semester examination and will be consolidated at the end of the semester. The components for continuous internal assessment are:

Continuous Internal Assessment (CIA):
UG – Distribution of CIA Marks
Passing Minimum: 40 %

. EXAMINATION
Continuous Internal Assessment (CIA):
PG – Distribution of CIA Marks
Passing Minimum: 50 %

• Evaluation Process and Reforms

Outcome-Based Education(OBE) is adopted and implemented by the institution to meet stated goals and objectives for holistic student development. Programme Outcomes (POs), Programme Specific Outcome (PSOs) and Course outcomes(COs) are correlated with the Vision ,Mission of the college and the Departments.  The POs, PSOs and COs for each programme are framed by the respective department faculty members and sent along with syllabi to external subject experts for suggestions and finalized in Board of Studies.

• Each course’s COs are mapped to PSOs andPOs to ensure that all teaching and learning activities are aligned to its respective COs, PSOs and POs.Principles of Bloom’s Taxonomy are used to design learning outcomes, objectives and assessments to facilitate higher-order learning.  Mapping with PSOs and POs, COs are analyzed and finalized by the Curriculam Development cell (CDC) and attainment levels are assessed and suitable actions are taken. The PSOs, POs and Os of all the programmes are displayed in the website. Hard and soft copies of syllabus with Course Outcomes are shared with the teachers and students and hard copy of the same is maintained in CDC and department for any further  Attainment of Programme outcomes and course outcomes are done forUndergraduate, Postgraduate  courses under the Faculty of Arts, Commerce and Science. For these programs and courses, the curriculum of the institute is based on those structured by the Parent University, TANSCHE and UGC. The Programme outcomes and course outcomes are evaluated by the institution by direct and indirect methods. For assessing course outcome attainment, Direct tools including internal tools assessments such as tests, assignments, seminars and attendance and External assessment tools such as End Semester Examination are employed.Indirect tools include Course Exit Survey and Student feedback. For PO, PSO attainment the direct tools include End semester Examination and Indirect tools include programme exit survey through student feedback and alumni. Mappings and attainment are evaluated in terms of Low, Medium and High levels. Exit surveys from students opting for higher studies, alumni as successful professionals, entrepreneurs and employees of reputed organizations, number of placements, alumni employed in Government organizations and Civil Services are used as  indicators of the attainment of Programme Outcomes.

All the efforts of teachers and the institution to make learning a meaningful process can be considered impactful only to the extent students perceive it to be meaningful. Their satisfaction level is decided by the kinds of experiences they undergo, the extent of the “comfort” feeling as well as intellectual stimulation the learning situations provide. Their feedback significantly showcases the actual quality of teaching learning process enabling identification of the strengths of teaching as well as the possible improvements. Student satisfaction, thus, is a direct indicator of the effectiveness of teaching learning in the institution. A feedback survey to assess the student’s satisfaction on the curriculum, teaching, learning, student support and infrastructure was made. Every year student satisfactory survey was conducted and  displayed in the college website.