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largely are pertaining to curriculum content and transaction, chiefly in terms
of its learning value and usefulness to address real life situations and
problems. o While most alumni express satisfaction with respect to curriculum,
its transaction and efforts towards training and placement their feedback is
actively considered towards enrichment of the existing practices. o Continued
association with the campus is ensured by encouraging alumni members to share
their feedback about on campus and on field/ realtime experiences with existing
students so as to motivate them explore better opportunities in career.
Feedback from parents is obtained during the Parents’ Teachers’ meets,
orientation programs and counseling sessions. o Most parents express
satisfaction over evolving teaching learning process, mentor mentee association
and other developmental efforts implemented by the university however, inputs
and concerns are actively followed up at respective platforms. o Their emphasis
regarding establishment of formal collaborations with foreign universities for
student exchange programmes, inclusion of more handson/ onfield exposure and
improving life on campus have been actively considered for amending
institutional policies and practices. Feedback from employers is formally
obtained during the placement drives, industry academia meets and board
meetings. o In general, experts from recruiting industries in various domains
have recognized the curricula across the University to have a great learning
value. o Their constructive suggestions over enhancing technical strength of
the curricula, laboratory exposure as well as soft skills and communication
skills with respect to enhance students’ employability, are considered at the
level of curriculum design. Board of studies includes industry experts to
facilitate the same. o Industry guided research projects are increasingly
undertaken to strengthen the industry academia association. Feedback from
academic peers is obtained during associations and interactions at various
levels. o Academic peers largely express great satisfaction for the framework,
contents, method of coverage and outcome based learning model of curriculum. o
Occasional tips to enrich the teaching learning process and curricula received
from concerned academic peers have been considered for further development. o
Academic peers are active members

CRITERION II – TEACHING- LEARNING AND EVALUATION
2.1 – Student Enrolment and Profile
2.1.1 – Demand Ratio during the year

Name of the Programme Number of seats Number of Students Enrolled
Programme Specialization available Application received
No Data Entered/Not Applicable !!!
View File

2.2 – Catering to Student Diversity
2.2.1 – Student - Full time teacher ratio (current year data)

Year Number of Number of Number of Number of Number of
students enrolled students enrolled fulltime teachers fulltime teachers teachers
in the institution in the institution available in the available in the teaching both UG
(UG) (PG) institution institution and PG courses
teaching only UG teaching only PG
courses courses
2018 5567 1121 150 9 273

2.3 – Teaching - Learning Process
2.3.1 – Percentage of teachers using ICT for effective teaching with Learning Management Systems (LMS), E-
learning resources etc. (current year data)