2.1.1  Average Enrolment percentage (Average of last year)
Response:96.80

2.1.1.1  Number of students admitted year-wise during last  year.

2.1.1.2  Number of sanctioned seats year wise during last  year.

2.1.2 Average percentage of seats filled against reserved categories (SC, ST, OBC, Divyangjan, etc. as per applicable reservation policy ) during the last  year ( exclusive of supernumerary seats))
Response: 54.04

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

2.2.1  The institution assesses the learning levels of the students and organises special Programmes for advanced learners and slow learners

Response :

The students admitted in the college are coming from various economic sections and communities of the society. Most of the students are from backward categories i.e. ST, SC, and OBC, EBC etc. The college is very much aware about their overall growth and social upliftment in the society. College has a fair system for admission process and all the guidelines/norms of Central Govt and State Govt are strictly followed.. The students are admitted in the institution without considering caste, creed, and gender and religion, social and economic status. The reservation policy is strictly adhered, while admitting the students during each academic year. After the completion of admission process, regular classes commence as per the college time table and academic calendar which are published well in advance. After admissions college adopts a process to identify slow and advance learners among students. Advanced learners and slow learners are identified as per their responses in the class room as well as the performance in the Unit tests, internal examinations etc. After knowing slow and advanced learners, the teachers prepare separate list of slow and advance learners and conduct extra lectures for weaker students. The teachers observe that whether the students easily understand the lesson. If they do not understand the topic or teaching of a teacher, the same is explained again in an easy way with few examples. This is the formal way to complete the teaching-learning process and it is also convenient to both teacher and students. For better understanding, use of PPTs, animation, practicals, field visits, expert lectures etc is done. Advanced learners are encouraged to raise their queries freely and teachers clear it till students get satisfied. Students are motivated to refer reference books, hand-books, IS,DIN standards etc and other standards, journals, manuals of various companies for bettering their understanding in terms of real life problems and expose them to different concepts ,products available in the market .Home assignments, projects, seminars on emerging technologies, elective subjects on latest trends, GDs, Quizes ,webinars of experts from industries etc are arranged as well as students and teachers are motivated to attend webinars/seminars of their own interest ,in order to enhance quality in teaching-learning process. They are also encouraged to apply for different competitive examinations. They are motivated to participate in seminar presentation,poster presentations, quiz competition, debates at university level and college etc. Following activities are done by teachers for students: Slow learners: 1. Individual counseling. Advance learners: 1. Advance notes 2. Seminar sessions 3. Participative learning sessions: Group task, presentations 4. Experimental learning sessions i.e. Industrial Tour, lab experiments. 5. Projects 6. Assessments 7. Group discussion sessions etc.

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

Response : 13.1

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

Response :

College conducts various student centric activities throughout the year. The learning becomes more experiential, participatory and socialistic by organizing activities like group discussions, model making, field visits, debates, quiz, assignments, seminars, project work, visit to industrial exhibitions, and display of wallpapers, writing articles, poetry recitation and power point presentations etc. The college organizes co-curricular activities, extra-curricular activities, sports and cultural events which help the students for their all-round personality developments. Team spirit and leadership qualities are developed in the students through group discussions, project work and organizing workshop on useful topics like stress management, communication skills, personality development and time management. The college promotes creativity amongst students by encouraging them to publish articles in the college magazine and wall papers. The college has annual publication (magazine) “KSHITIJ”, where students are assigned different tasks related to magazine viz proof reading, typing, editing etc which help to improve their creative and administrative skills. To imbibe patriotic and College conducts various student centric activities throughout the year. The learning becomes more experiential, participatory and socialistic by organizing activities like group discussions, model making, field visits, debates, quiz, assignments, seminars, project work, visit to industrial exhibitions, and publication of wallpapers, writing articles, poetry recitation and power point presentation. The college organizes co-curricular activities, extra-curricular activities, sports and cultural events which help the students for their all-round personality developments. Team spirit and leadership qualities are developed in the students through group discussions, project work and organizing workshop on useful topics like stress management, communication skills, personality development and time management. The college promotes creativity amongst students by encouraging them to publish articles in the college magazine and wall papers. The college has annual publication (magazine) “KSHITIJ”, where students are assigned different tasks related to magazine viz proof reading, typing, editing etc which help to improve their creative and administrative skills, to imbibe patriotic

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

Response :

The classrooms and labs are ICT enabled with projectors installed and the campus is enabled with high speed Wi-Fi connection. The faculty use various ICT enabled tools to enhance the quality of teachinglearning ,which are listed below and were predominantly used in COVID pandemic.

1. Google classroom is used to manage and post course related information- learning material, quizzes, lab submissions and evaluations, assignments, etc.

2. Virtual labs are used to conduct labs through simulations.

3. Online drawing tools like concept maps, mind maps, are used to perform student centric activities.

4. The PPTs are enabled with animations and simulations to improve the effectiveness of the teachinglearning process.

5. The online learning environments are designed to train students in open problem-solving activity .

6. Media lab facility is used to create video lectures and upload in appropriate platforms for students to use as extra learning resources.

7. Lab manuals are mailed to students well in advance the experiment is performed.

8. Online quizzes and polls are regularly conducted to record the feedback of the students.

9. To teach mathematical subjects in online mode, teachers use various online tools like- whiteboard in Microsoft teams, Jam board in Google meet, etc.

2.3.3   Ratio of students to mentor for academic and other related issues (Data for the latest completed academic year )

Response : 13.1

2.3.3.1 Number of mentors

Response : 79

2.4.1   Average percentage of full time teachers against sanctioned posts during the last year.

Response : 95.41

2.4.2   Average percentage of full time teachers with Ph. D. / D.M. / M.Ch. / D.N.B Superspeciality /D.Sc. / D.Litt. during the last year. (consider only highest degree for count)

Response : 5.32

2.4.2.1   Number of full time teachers with Ph. D. / D.M. / M.Ch. / D.N.B Superspeciality / D.Sc. / D.Litt. year wise during the last year.

2.4.3 Average teaching experience of full time teachers in the same institution (Data for the latest completed academic year in number of years)

Response : 5.24

2.4.3.1   Total experience of full-time teachers

Response : 413.58

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

Institute has constituted Examination cell with CEO being the head of the cell and is responsible for smooth conduct of Institute’s all internal exams as well as the University exams, which includes online, offline, theory & non-theory exams. The Admin office handles with the assistance of teachers of respective departments/sections etc. The registration of students for exams, payment of exam fees of University, seating arrangements as well as the staff render their support for conduct of exams, result/mark sheet(s) distribution etc. is done.

The examination pattern, marking scheme and Term work assessment scheme are communicated to the students at the beginning of the semester.

The policy for internal assessment is as follows:

In the internal assessment, weight age is given to:

• The attendance in theory class and practical sessions
• Understanding by the student
• Presentation skills of the student
• Timely submissions of journal, write-ups and assignments.
• Performance in tests and tutorials.
• Independent learning through projects and presentations
• Communication skill and oral examinations.

The unit test answers and marking scheme is discussed by the faculty with the students. Final year students are given self-evaluation sheets for their projects.

2.5.2   Mechanism to deal with internal/external examination related grievances is transparent, timebound and efficient

Response :

Internal Assessment: For it, in the examination cell of the college in consultation with HoD and Subject Teacher, address the grievance (if any) of the students(s). during declaration of results, the answer sheet(s) are shown to the students and if the grievance is not resolved the students(s) can approach the concerned Head of Department or Principal. Similarly, the same mechanism is adopted for T.W. assessment.

End Sem Assessment : If students have grievance regarding End Semester evaluation, the students are assisted by our admin staff to apply for Re-evaluation or Re-checking of answer sheet to the office of Chief Controller of Exams ( now it is Director -Exams) of affiliating University. The application is to be done within 10days, after the declaration of results. It is made known to class teachers who tell it to the students

2.6.1   Programme and course outcomes for all Programmes offered by the institution are stated and displayed on website and communicated to teachers and students.

Response :

SRCOE is established with a vision to impart quality technical education to the student community. The vision and mission of the institution are established after continuous deliberations with all its stakeholders.In the process of realizing the vision, mission, Program Outcomes (POs), PSOs, COs the organization took utmost care to circulate all the above to its students and staff of the institution. SRCOE ensures quality in teaching learning process through realizing its vision and mission. Course Outcomes (COs) are derived at Department Committee meetings. Department committee also approves the objectives and outcomes for each course after discussions with the teaching faculty of that course along with one subject expert. The course outcomes and their mapping with program outcomes and program specific outcomes are elaborately discussed and derived by the committee members. Even though the COs are given by the SPPU along with the syllabus, if necessary, the COs are modified and reframed by the course committee members for better content delivery. COs are communicated to the students during the introduction class itself. COs along with lesson plan are prepared and issued to the students during the first class. During the discussion of the course, the outcomes of the course are also focused. During the commencement of each unit and after the completion of the unit, the course outcomes are reviewed.

2.6.2   Attainment of programme outcomes and course outcomes are evaluated by the institution.

Response :

The development expected in students on completion of the program of study is informally repeated by teachers to make students aware of the same. Teachers prepare learning objectives of the subjects they teach and the same is shared with students. It is also documented in academic activities files. General expectations of student enrichment are displayed on the campus at places frequently visited by students.Students learning outcome of the program of study is shared with students in the department by teachers. In addition to this, all the key stakeholders are made familiar with program outcomes through faculty workshops, student workshops, student induction programs, faculty meetings, parent teacher interaction,Industry interaction etc. The Course Outcomes are communicated to the students by the respective faculty.In addition to this the course outcomes of all subjects are hosted in the college website. Course outcomes of laboratory courses are published in the respective laboratory and in the lab manual.

2.6.3   Average pass percentage of Students during last year.

Response : 91.94

2.6.3.1   Number of final year students who passed the university examination year-wise during the last year.

2.6.3.2   Number of final year students who appeared for the university examination year-wise during the last year.

2.7.1   Online student satisfaction survey regarding teaching learning process

Response :