|
CRITERIA 2 |
|
|
| |
|
|
2.1: Student Enrollment and Profile
|
| |
|
|
2.1.1: Enrolment percentage
|
Click Here...!
|
| |
|
| |
|
|
2.1.2: Percentage of seats filled against reserved categories (SC, ST, OBC etc.) as per applicable reservation policy for the first year admission during the last five years
|
Click Here...!
|
| |
|
| |
|
| |
|
|
2.3: Teaching- Learning Process
|
| |
|
|
2.3.1: Student centric methods, such as experiential learning, participative learning and problem solving methodologies are used for enhancing learning experiences and teachers use ICT- enabled tools including online resources for effective teaching and learning process
|
Click Here...!
|
| |
|
| |
|
| |
|
|
2.4: Teacher Profile and Quality
|
| |
|
|
2.4.1: Percentage of full-time teachers against sanctioned posts during the last five years
|
Click Here...!
|
| |
|
|
2.4.1:DVV_Clarification on Sanction letters indicating number of posts including Management sanctioned posts.
|
Click Here...!
|
| |
|
| |
|
|
2.4.2: Percentage of full time teachers with NET/SET/SLET/ Ph. D./D.Sc. / D.Litt./L.L.D. during the last five years (consider only highest degree for count)
|
Click Here...!
|
| |
|
| |
|
|
2.4.2:DVV_Clarification
|
Click Here...!
|
| |
|
| |
|
| |
|
|
2.5: Evaluation Process and Reforms
|
| |
|
|
2.5.1: Mechanism of internal/ external assessment is transparent and the grievance redressal system is time- bound and efficient
|
Click Here...!
|
| |
|
| |
|
| |
|
|
2.6: Student Performance and Learning Outcomes
|
| |
|
|
2.6.1: Programme Outcomes (POs) and Course Outcomes (COs) for all Programmes offered by the institution are stated and displayed on website
|
Click Here...!
|
| |
|
| |
|
|
2.6.2: Attainment of POs and COs are evaluated. Explain with evidence in a maximum of 500 words
|
Click Here...!
|
| |
|
| |
|
|
2.6.3.2: Number of final year students who appeared for the university examination year-wise during the last five years
|
Click Here...!
|
| |
|
| |
|
|
2.6.3_DVV_Clarification
|
Click Here...!
|
| |
|
| |
|
| |
|
| |
|