Teaching and Learning Process by Karunya Institute of Technology and Sciences

COIMBATORE – 641 114, Tamil Nadu, India

POLICY ON TEACHING AND LEARNING PROCESS

June 2020

Policy on Teaching and Learning Process

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1. Preamble 1.1 The policy statement on Teaching and Learning highlights the importance of curricula and syllabi rooted in current advancements in science and technology as well as in other relevant areas with special emphasis on design, program and product development by the student community aiming at the overall wellbeing of the society. To utilize the potential of technology and improve the quality of education the Teaching Learning Policy shall be implemented in true spirit and intent. 1.2 The policy reflects the importance of paradigm shifts in pedagogy and fundamental changes in higher education with emphasis on practical and skill oriented exercises dealing with innovation, incubation, start-ups, entrepreneurship and product development based teaching and learning experience. 1.3 In order to achieve these targets, there is also a need to introduce more laboratory and field activities, exposure to industry and manufacturing units, farms and rural areas and also optimally making use of the online platforms for teaching and learning. 1.4 It also calls for interactive teaching aids and methods, seminars, minor and major projects by students towards designing and developing socially relevant products. 1.5 Moreover, dedicated and efficient monitoring, and modern evaluation techniques are to be in place, thereby moulding a learned community of young citizens capable of contributing to human welfare. 1.6 Such an approach will require reconfiguring teaching learning process by combining both conventional and digital practices and focusing on technology missions to ensure cohesion and synergy between the Courses and Programs offered by the University. 2. Philosophy of Teaching Learning Process 2.1 Karunya is committed to offering students a globally acceptable, advanced, evidence-based and inclusive educational experience ingrained in a vibrant research, mission-oriented and product-based environment in which students become partners in shaping their learning experience. 2.2 Aligning with the Vision and Mission of KITS, Outcome Based Education (OBE) is provided to students. The Programme Education Objectives (PEOs) shall be framed based on the input from stakeholders, program criteria and mission statements. The Programme Outcomes (POs) shall be aligned to the 12 Graduate Attributes enumerated by the Accreditation Bodies and Programme Specific Outcomes (PSOs) framed based on the guidelines of the professional bodies. The curriculum shall be structured to reflect the learning outcomes and the Course Outcomes for every course shall be formulated to assess the learning levels of Bloom’s Taxonomy. 2.3 Considering the extraordinary influence education has in the community and vice versa, a fourpronged mission has been evolved to build a robust knowledge society. • •

Providing a wide range of inter-disciplinary Courses with emphasis on innovation and high order skills under the Choice Based Credit System (CBCS). Designing an innovative and responsive curriculum that is technology-based, industrycompliant, skill-oriented, value-enriched and community-driven that would challenge all the

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stakeholders involved in Higher Education to play a significant role in the socio-economic development of our nation. Ensuring that students learn under the able guidance and supervision of experienced and competent teachers by providing Continuous Professional Development (CPD) to the faculty. Assessing the performance of students using a time-tested methodology that is also in accordance to the 21st century, while maintaining the credibility of the system.

3 Road Maps, Strategy and Input 3.1 Road Map 1: Innovative Approach Karunya shall review the curricula, provide time and space for innovation in education, encourage multidisciplinary activities and motivate the students to reflect and integrate their learning. •

Strategy: The strategy includes trans-disciplinary studies and activities; knowledge application in new contexts; broadening of expertise; appropriate assessment procedures.

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Input: The Institute will facilitate expertise for the statuary academic bodies and support innovative ventures including skill, design, programme and product development and review undergraduate and postgraduate curricula from time to time.

3.2 Road Map 2: Novel Methods & Techniques KITS shall introduce new methods and techniques to create an active learning and teaching environment covering all programs keeping of from traditional classroom lecture sessions and moving towards interactive digital learning. •

Strategy: Students will be supported in research projects and product development by their active involvement and contribution individually and collectively as a team.

•

Inputs: Expertise in identified areas will be made available. The space in the campus including the farm and facilities will be provided for interactive sessions, labs, incubation and start-ups as per the requirements of the departments/ programs. Assessment, evaluation and auditing facilities will also made available as per the requirements. The best practices in other reputed institutions of higher learning will be benchmarked and adopted if found appropriate.

3.3 Road Map 3: Academic Ecosystem The Institute shall nurture a community with different backgrounds and cultures and evolve a unique culture for Karunya that fully recognizes the values of diversity and inclusivity. •

Strategy: The creation of a congenial ecosystem is essential to inculcate a sense of community, and a concerted effort will be made to evolve a unique Karunya culture. The strategies will cover inclusive learning, encouraging innovation and student involvement for positive change. Such an approach will evolve a tradition where teaching and research go hand in hand.

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Inputs: These changes may call for quality improvement of faculty and staff; awarding scholarships and grants to students; augmenting student services to achieve the targets by establishing equality, inclusivity and diversity among the campus community.

3.4 Road Map 4: Technology Enabled Teaching & Learning In line with modern institutions of higher learning, KITS shall transform into a hub of digital learning and teaching, using the latest technological advancements to deliver a globally accepted education experience. •

Strategy: Digital learning leads to: (i) Experience - enhancing the learning experience of the students; (ii) Innovation - developing creative and effective technology to help in interactive teaching and sense of community feeling among the students and faculty; (iii) Extension: uplifting Karunya as a global leader in digital learning by providing online courses which are open and accessible in solving the challenges faced by humanity.

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Inputs: KITS will provide a Digital Learning Hub and Different Platforms for enhancing digital learning. The policies with regard to these are given in the document.

3.5 Road Map 5: Student Partnership Karunya shall endeavour to place the students at the centre of curriculum development and pedagogic evolution, taking into cognizance the fact that partnership with students is the key to the fulfilment of outcomes. •

Strategy: Student engagement brings about positive changes, thereby contributing to the educational experience of themselves and their peers as co-creators of teaching innovations. Their engagement will develop novel ways of innovative partnership leading to a new culture which will make campus activities vibrant.

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Inputs: KITS will provide a platform to develop a new scheme for student and faculty partnership. Students and research scholars will be given opportunities to translate research output into curriculum development for effective learning.

3.6 Road Map 6 : Education and Beyond Teaching Learning Process should lead to career development either through job opportunities, entrepreneurship or higher education. Recognising the importance of this factor, Karunya has scaled up its skill development process in its teaching pedagogy, leading to coveted core placements and best of higher education opportunities. Strategy: Product, Process and Program oriented Courses have been designed in consultation with Industry captains and other relevant stakeholders. Infrastructure facilities have been upgraded to cater to the requirements. Inputs: Incubation and innovation cells, entrepreneurship and start-up units are being established to motivate student involvement leading to product development. Faculty members are offered Fellowship for industry internship in upskilling themselves for Policy on Teaching and Learning Process

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translational teaching process. Quality Improvement Programs in reputed institutions are offered to faculty members. 4. Policy Statement on Curriculum Development 4.1 Curriculum Development Bodies: The four tier academic system shall consist of a Curriculum Consultative Committee (CCC), Curriculum Development Committee (CDC), Board of Studies (BoS) and Academic Council (AC) to formulate, scrutinize, finalize and approve the curricula considering the latest guidelines of statutory and accreditation requirements. This will take into consideration the advancements in the Programs or Courses, innovations in teaching and learning process and the requirements of the stakeholders or employers. 4.1.1 Curriculum Consultative Committee (CCC): Comprises of industrial experts, eminent scientists and engineers from R&D institutions and other relevant organizations to serve as a Thinktank to provide a broader framework for Curriculum development. The Committee constituted department-wise shall meet twice in an academic year under the chairmanship of the Dean of the School. 4.1.2 Curriculum Development Committee (CDC): Comprises of the Dean of the School, Professors, Associate Professors, senior Assistant Professors and two student representatives of the Department with the Head of the Department as the Chairman. While formulating the syllabi for interdisciplinary or trans-disciplinary Courses, the faculty members with specializations in those areas from other Departments shall be co-opted. The CDC shall meet twice every year before the meetings of BoS for drafting curricula and syllabi and prepare the agenda for discussion at BoS. The advancements in each area should be reviewed at the CDC and the guidelines of UGC and other government statutory bodies concerned be referred to at the meetings. 4.1.3 Board of Studies (BoS): Comprised of Professors, Associate Professors, senior Assistant Professors from the Department and other relevant Departments (wherever inter-disciplinary or trans-disciplinary areas are covered) and six eminent external members – three of them to be present in person and three others to be available on online platforms. The constitution of six of the external members shall be: two members each from industry, academia and alumni. The major functions of the BoS are to decide on: the new Programs/Courses and activities, the criteria on credit allocation, the relevance of the objectives/outcomes /topics/case studies/ design/products/ reference materials to be included, the relevance of the program/ course/syllabi from the point of view of the advancements in the area and the guidelines of statutory bodies. The BoS shall decide on the core and elective subjects to be taught according to the guidelines of the statutory bodies and the practices followed in reputed academic institutions in India and abroad. The discussions and deliberations at the BoS are expected to be crucial in introducing the advancements in the area in the curricula and deciding the objectives and outcomes of Courses considering the Blooms taxonomy and the six levels of learning. Also, BoS shall endeavor to ensure successful functioning of the interactive mode of teaching and learning, making the process more practical, skill based and product oriented. 4.1.4 Academic Council (AC): Is constituted following the guidelines of UGC/MHRD with the Vice Chancellor as Chairman. The AC shall have 15 eminent external members – five each from academia, industry and alumni. Care shall be taken to give coverage to most of the branches and disciplines represented in KITS. Inter-disciplinary experts with wide experience also can be included as external members within the stipulated number. Apart from the external members, the Pro Vice Policy on Teaching and Learning Process

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Chancellors, Deans and Heads of Departments (Academics) shall be the Members of AC. The Registrar shall serve as the Member Secretary. Any other academician or official of KITS may be co-opted or invited by the Chairman for the meetings of the AC. The major functions of AC include recommending for approval the curricula and syllabi, which have been drafted and examined by the CDC and BoS, recommending for approval the decisions of the Board of Research and Consultancy (BRC), and suggesting, recommending and deciding on all other academic matters related to credits, add-on and non-academic programs, relevance of practical/product and design oriented Courses. The AC shall also deliberate on all other matters related to teaching and learning, research, consultancy, product development and extension. While recommending the Courses and Programs considering their respective objectives and outcomes, the AC shall ensure that as much as possible all these fall in line with the vision and mission and the identified focal areas of KITS.

4.2 Courses and Credits

4.2.1 KITS focuses on interactive teaching and learning process and also gives importance to practical application of the subjects taught from the point of view of skill and product development. This involves inculcating design and programming competence, incubation and start-up training and building professional, entrepreneurial, business and managerial capacities. 4.2.2. Classification of Courses In the context of interactive teaching and learning process highlighted in 2.2.1 the Courses taught are classified into the following 10 categories. 1. Core and Elective Courses - Technology Driven Courses, Courses related to water, food, healthcare and sustainable energy (thrust areas of KITS) and cross cutting issues 2. Practical Courses - fabrication, field tests in science and engineering, case studies, survey, field data collection in management and development of farm machinery, post harvesting technology, irrigation and precision farming in agriculture 3. Theory cum Practical Integrated Courses (Design, Programming and Laboratory testing) 4. Analytical Courses 5. Skill Development Courses 6. Value Added Courses 7. Research and Project Based Courses 8. Product and Entrepreneurship Oriented Courses 9. Service Learning Courses 10. Massive Open Online Courses (MOOC) Courses are offered on a blended mode and includes: • Remote-Digital Teaching & Learning (Theory) and Virtual Lab (Practical). • Conventional- Class Room Teaching and Learning (Theory) and Lab & Workshop practices • Industry - Training /Internships /Projects /Product Development

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S.No.

Name of the Degree Program

1 B.Tech. 2 M.Tech. 3 B.Sc. (Hons) Agriculture 4 B.A./ B.Sc. / B.Sc.(Hons) Optometry / B.Com. 5 M.A. / M.Sc. 6 MBA * Applicable with effect from Academic year 2020-21

Minimum number of Credits required* 165 70 186 136 -140 90 112

4.3 Curriculum Design and Development 4.3.1 In order to incorporate active learning strategies into every Course, the syllabus is framed to include concepts to gain knowledge, case-based research projects to analyse, synthesize & apply principles, Innovation and entrepreneurship skills and industry applications to empower students for placement.  The syllabus should undergo revision of a minimum of 25% of the content once in a year by a competent Board of Studies.  New Courses and Programs should be introduced based on Industry requirements at least once in 2 years if not earlier. 4.3.2 Objectives & Purpose  To cultivate a strong character and devotion to commitment among students in their pursuit of learning and leadership.  To enable students acquire knowledge.  To develop analytical, problem solving and logical reasoning skills in students.  To sensitize students to the needs in the community.  To train students in preparing products that would address / solve problems in the society.  To provide opportunities for a gamut of learning practices such as review based learning, computer based learning, problem based learning, project based learning and product based learning.  To encourage creativity and critical thinking in order to develop skills for innovation and lifelong learning. 4.3.3 The syllabi of Courses, which are meant to impart basic theory and fundamentals, shall be formulated in such a manner that in each unit the application of the theory with relevance to the specific program has to be taught and demonstrated. The distribution of marks shall be in accordance with blooms taxonomy or according to the stipulation of the statutory body concerned. This calls for orienting the faculty members, if required, to cater to the exact requirements of students pursuing a Program. Interactive sessions and tutorial classes shall be an integral part of all Courses. The syllabi for these subjects shall be formulated accordingly; the objectives, outcomes, classification of units/modules and references shall fit into the framework highlighted under this. This interactive mode shall be implemented for all Programs. For all Programs in Agriculture the syllabi pattern will follow as per ICAR Norms. 4.3.4 The syllabi of Courses, which have theory combined with or meant for design, analysis, testing, verification and programming shall have equal weightage for theory as well as design, experiments, tests, and programming. These Courses, preferably minimum of two in a semester, may be conducted Policy on Teaching and Learning Process

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in the laboratory or field stations. The syllabi for both theory and practical shall be combined and formulated to fulfill these requirements. The objectives, outcomes, classification of units and references shall fit into the framework highlighted under this. This interactive mode shall be implemented for all UG and PG Programs. 4.3.5 The syllabi of purely practically oriented Courses, the teaching of which lead to product, model, process, innovative ideas for incubation, entrepreneurship, business models, etc., shall be formulated in such a manner that the students come out with products, processes, programs, models, etc. as a result of those subjects being taught in an interactive mode. At least one such subject shall be taught in each semester during the academic year 2020-21 and shall have a minimum of two such Courses in each semester in the subsequent years. The faculty shall be oriented to take up such interactive sessions if needed and give opportunity to undergo industrial exposure. As part of such Courses, the students shall be exposed to industrial, farm, business house environments and virtual laboratories. The Centers of Excellence at Karunya are expected to be of great help in this context. External experts and alumni shall be included as partners in conducting such Courses. The objectives, outcomes, classification of units/modules and references shall fit into the framework highlighted under this. This interactive mode shall be implemented for all Programs. The Course in first semester shall focus on technologies and products in the focal areas of water, food, healthcare and sustainable energy. 4.3.6 Value Added Courses: The value added courses in emerging, advanced and cutting edge areas are essential for students to have creative thinking and innovative approach for product, model, process and programme development. Each department shall conduct two value added courses in each semester to cater to the additional knowledge requirements of the Courses taught, in consultation with the CDC and BoS. The syllabi of these Courses of a minimum of 30-hr duration may also be approved by the BoS. Those who undergo such value added Courses may be given one credit after proper checking of their attendance and evaluation of performance. This is applicable for all UG & PG Programs. However there can be offered without credit but with certification. 4.3.7 Community and Service Learning: Social work forms an integral part of a comprehensive education system. Considering the importance of these activities in a university environment and also taking into cognizance the focal areas of the University namely Water, Food, Healthcare & Sustainable Energy addressing the livelihood issues of people, the students shall involve in extension and Service learning to earn credits. For the students of B.Sc. (Hons) Agriculture RAWE & ELP will be considered equivalent to Community Development & Service learning. This Program shall be prepared and approved in advance by the statutory bodies of KITS. S.No. 1 2 3

Program B.Tech. M.Tech. B.Sc. (Hons) Agriculture

B.A., B.Sc., B.Com., B.Sc.(Hons) Optometry M.A., M.Sc., MBA

Semesters II, III, IV, V, VI & VII I & II VII – RAWE VIII – ELP (2 modules) II, III, IV & V

Credit 1 per Semester 1 per Semester 20 Credits 10+10 Credits 1 per Semester

I & II

1 per Semester

Those involved in NCC shall also be eligible for two credits during the entire Program. This is applicable for all UG and PG Programs. Policy on Teaching and Learning Process

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4.3.8 Value Education: Students attend the Morning Assembly (1st Hour) on all working days. Attendance shall be taken and important announcements / academic instructions are given. The Assembly shall be led by students & faculty with sessions on personality development, character building, life values and leadership. 4.3.9 Practical Classes and Workshop Practice: KITS is committed to establish several state-ofthe-art laboratories and field stations on its own and in collaboration with reputed companies and provide all necessary scientific and technical infrastructure needed for academics and research. As far as possible, the practical classes, workshop practice and Farm experience shall be integral parts of theory Courses. Wherever it is not feasible, it may be dealt with separately. However, detailed laboratory manuals shall be available for the students and equipment and instruments shall be in the best of condition for use. Relevant theory classes shall be conducted in the laboratories, libraries or farm stations. The syllabi shall clearly state the details of experiments, outcomes and their relevance to the theory in the given area. The syllabi or list of experiments and works shall be approved by the BoS/AC along with the relevant theoretical components. 4.3.10 Bridge Courses: Students who are undertaking programs in branches and disciplines requiring additional knowledge of basic sciences and languages will be offered Bridge Courses for a seamless transition. 4.3.11 Voluntary and Self Study Courses Apart from the induction program conducted for the I year students for three weeks and the Course on Environment as per the stipulations of the statutory bodies, self-study Courses shall be offered in the following areas: 1. Ecosystem Conservation 2. Gender Issues 3. Language Proficiency 4. Skill Development 5. Indian Constitution The members of faculty and external experts will give online lectures for the students in these topics. 4.4 Industry and Field Exposure 4.4.1 Industrial Visit: The students shall visit reputed industries, business houses, R&D institutions and farms relevant to their program in consultation with the Head of the Department for which a total of one credit shall be given in an academic year. The visit shall be planned in advance and the students shall submit a report and present a seminar after the visit. A credit of 0.5 shall be given based on the report and the seminar. Such activities are also expected to provide the students with the communication and organizing skills apart from exposing them to the challenges in their profession and science & technology. This shall be applicable to all UG and PG students. 4.4.2 Industry Internship: Training and internship in industry, farms, R&D institutions and business houses for relevant Programs during the summer and winter vacation shall be mandatory. The Heads and faculty members shall contact the appropriate agencies and provide opportunities for the professional growth of their students through training and internship. The approach is expected to develop skills and knowledge about products and best practices which would help students in their Policy on Teaching and Learning Process

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placement. The students shall be given one credit for a training/ internship of 10 or more days and two credits for 20 or more days. 4.5 Project Work and Product Development 4.5.1 Minor Project: Students shall be encouraged to take up a minor project in every semester and present it in a seminar specifically conducted for the purpose. The project work and seminar performance shall be reflected in the internal marks given to the student in that specific or related subject area. A paper based on the minor-project of PG students can be published in journals and those of UG students either in a conference or a journal depending on the quality of work. The entire group exercise shall be interactive and participation of faculty members ensured. These projects shall be related to the technology missions of Karunya. All UG and PG students can be part of this minorproject mission. 4.5.2 Major Project: The quality of projects taken up by the final year UG and PG students shall be of high quality and products and papers shall emanate from them, which can be patented or published. The faculty and students shall do these works in an interactive mode so that quality publications can be made which will help in the career development and improve the ranking of the Institution. The students shall be given 12 credits for the final year full semester project. 4.5.3 Product Development: In addition to the above projects emphasis is given for development of products in the focal areas of the University through the activities of CCAC and the parent Department for minimum of 6 or 4 credits for UG Programs and 2 credits for PG Programs. This shall be accomplished individually or by groups of not more than four students. The product will be assessed on the basis of its utility and commercial potential.

5. Interactive Learning and Inculcation of Creativity 5.1 Hackathons and Interactive Workshops: Hackathons shall be conducted class-wise and department-wise, especially on topics of interest to the Program and also in the focal areas of the Institute. Besides, common hackathon sessions shall be conducted frequently by the faculty and staff attached to the central facility. Interactive workshops shall be conducted every week for students by the scientists and faculty members attached to the different Centers of Excellence and their laboratory facilities be made available to the students. 5.2 Guest Lectures and Collaborative Courses 5.2.1 Departments shall organize online/offline guest lectures and virtual labs by collaborating with other institutions of higher education, industries and alumni of KITS. A minimum of one such program shall be organized every week apart from giving opportunity for the student community to interact with experts in their area, who are invited to the campus exclusively for this purpose. This is expected to help students in placement and higher studies. 5.2.2 The academicians from reputed universities in India and abroad as well as experts from industries and alumni shall be invited to conduct online courses in an interactive mode and visit the Institute once in a semester to interact with the student community. A minimum of one Course in advanced areas shall be conducted by academicians or experts from reputed institutions abroad so as Policy on Teaching and Learning Process

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to give an exposure to the student community the methods of teaching followed in those countries. The tests and evaluation can be done online by these academicians and experts. 5.3 Summer Training and Project Work Abroad: The students shall be encouraged to go abroad for summer or winter training and also for internship, research, training and project work abroad. This shall enable the students to make use of the opportunities opened by KITS in reputed universities abroad and also make full use of the opportunity provided under IAESTE Program. Appropriate credits shall be given to the students depending on the program offered, namely training, internship, project work, etc. 5.4 Incubation, Patenting and Start-up Initiatives 5.4.1 Recognizing the need for creative thinking and the importance of innovation, invention and product and process development, KITS encourages incubation, patent filing, product development and start-ups by students. 5.4.2 Each department shall encourage a minimum of five groups of students to initiate incubation in each semester with the support of faculty members. The common facilities, laboratories, infrastructure in the departments and Centres of excellence shall be optimally utilized to achieve this target. The policies of Karunya facilitates incubation initiatives of students. 5.4.3 Each department shall encourage development and filing of patents by the student community within the framework of the policies available and the support extended by KITS. It is envisaged that a minimum of five patents will be filed by the students of each department in a semester, especially based on the product oriented Courses being taught. 5.4.4 The faculty and student community of each department shall initiate a minimum of three startup ventures in each semester. The policy framework in this regard provides support to all those involved in these activities. 5.5 Training for Competitive Examinations and Placement: Students who desire to take up any one or a maximum of two of the competitive examinations such as GATE, GMAT, SAT, TANCET, TOFEL, IAS, NDA, IMA will be provided necessary training and can earn one non-academic credit each upon completion of the Course.

6. Monitoring of Academic Assignments 6.1 Online and Offline Teaching Learning: The teaching learning process shall be monitored systematically by the Heads of Departments and Deans and limitations if any, communicated to the faculty and rectified from time to time. The faculty members shall systematically maintain the Blue Book / e-Book in which the lecture plan, date of completion of lectures, schedule and date of completion of online tests and mid-semester tests shall be recorded by the faculty member. It also shall contain the details of attendance and the performance of the students. The details on tests and marks obtained by each student shall also be recorded in this book or online. The monitoring shall be also done using the ERP (EduServe) and communicated to the faculty and students. The attendance status of students, their performance in the online tests and mid-semester tests shall be viewed in the ERP and monitored by the Heads. Shortfalls if any shall be communicated to the Policy on Teaching and Learning Process

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students and their guardians. The performance of the teachers in covering the syllabi with respect to the lecture plan shall also be monitored periodically.

6.2 Student Feedback: The student feedback shall be obtained every thirty days analyzed by the IQAC and communicated to the faculty through Heads and Deans. Necessary actions shall be initiated to rectify the limitations, if any. Systematic monitoring shall be done to ensure that the faculty members are student friendly and perform their functions to the best of their ability. Such an approach will help the student community to understand and learn the subjects in a congenial environment through an interactive mode. 6.3 Student Mentoring: There shall be one faculty member for mentoring a group of 20 students. The HoDs shall assign the mentors in the beginning of the academic year, who will closely interact with the students assigned to them and liaise with the other faculty members, wardens, parents and counsellors. The separate policy available for mentoring shall be followed by the mentors to make the life in the fully residential campus of Karunya a pleasant experience for the student community. 6.4 Advanced and Slow Learners: The advanced and slow learners shall be identified during the Three-Week Student Induction Programme (SIP) and the Internal Assessments based on their performance. Remedial Coaching shall be organised to enhance their knowledge and skills and their improvement shall be monitored continuously.

7 Evaluation Pattern and Mechanism 7.1 Pattern: Internal Assessment weightage : 60% End Semester examination weightage : 40% Internal IA S.No. IA Marks Assessment (IA) Weightage 1 Online 40 15 x 3 = 45 2 Written (2 tests) 2 x 40 = 80 Quality 3 10 10 Assessment 4 Attendance 5 5 Total 60

Policy on Teaching and Learning Process

End Semester (ESE)

ESE Marks

ESE Weightage

Online / Written

100

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Internal Assessment: Degree Program

Internal Assessment

Weightage (60%)

Online/Written

IA 2

Online/Written

IA 3

Online/Written

5 60

Online Assignment, MCQ, Case Study, Concept Paper, Review of Literature, Seminar, Model preparation Attendance Total

IA 1

Online/Written

IA 2

Online/Written

IA 3

Online/Written

5 60

B.Sc. (Hons) Agriculture & Horticulture

Marks

IA 1

B.Tech./ M.Tech.

B.A., B.Sc., B.Com./ M.A., M.Sc.

Mode

Mid-Term

Online assignment, MCQ, Case study, Concept paper, Review of Literature, Seminar, Model preparation Attendance Total Written / Online

Assignment

Remark Units 1&2 Units 3&4 Units 5&6

Unit 6

Units 1&2 Units 3&4 Units 5&6

Unit 6

50% of the Syllabus

7.2 Mechanism: The Internal and End Semester Question papers shall be prepared to assess the different levels of Bloom’s Taxonomy and mapped with COs. The attainment of COs shall be evaluated for each course and the Course Articulation Matrix (CAM) shall be prepared to evaluate the learning objectives and course syllabus. With the present generation of students being raised in a technology-driven society, it is necessary to prepare them for jobs that don’t exist now by providing new skills. The NBA Graduate Attributes/ attainment of POs shall be measured on the basis of the performance of students during the degree program. 8. E-Auditing: Each faculty member shall submit the e-Book along with other performance evaluation forms at the end of the semester to the IQAC for auditing. There shall be an External Audit of the academic performance by a team of experts who will evaluate the e-Course files. The Policy on Teaching and Learning Process

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report of the auditors shall be communicated to the Heads and the faculty concerned to initiate necessary action to improve the performance. The compliance shall also be systematically monitored by the Heads and Deans.

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