SELF STUDY REPORT

FOR

2nd CYCLE OF ACCREDITATION

NETAJI SUBHASH ENGINEERING COLLEGE

NETAJI SUBHASH ENGINEERING COLLEGE, TECHNOCITY, PANCHPOTA,
GARIA, KOLKATA-700152, WEST BENGAL, INDIA.
700152
www.nsec.ac.in

SSR SUBMITTED DATE: 20-06-2024

Submitted To

NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL

BANGALORE

June 2024

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1. EXECUTIVE SUMMARY
1.1 INTRODUCTION

Netaji Subhash Engineering College (NSEC), situated in the southern fringes of Kolkata metropolis, has earned
reputation of being one of the premier self-financed engineering and management institute in West Bengal.
Established in 1998 by the Institute of Computer Engineers (India), the college is dedicated to the memory of
Netaji Subhas Chandra Bose, and adhere the inspiring ideas of Swami Vivekananda in promoting “education is
the manifestation of perfection already in man”.

Relentless in its pursuit for attainment of academic excellence, college has been awarded with achievements
that speak high of academic and holistic gains in teaching-learning process. The college is the recipient of the
prestigious World Bank TEQIP-I Grant in 2007 for Quality Improvement in its academic and administrative
endeavours. Likewise, different programmes have been accredited multiple times by NBA since 2005,
institution is accredited by NAAC in 2019, TCS, Wipro, Capgemini, ranked by NIRF 2020 (Band: 251-300)
and ARIIA 2021 (Band B: 26-50).

College follows an admission policy governed by state government. The Institute is dedicated to quality
education for students belonging to all strata of the society and strives to improve the socio-economic status of
the economically weaker section by providing opportunities of education. Executing Social Responsibility
forms an integral part of the college programme.

Excellent infrastructure and allied facilities foster teaching-learning, research, innovation, product development
and industrial collaboration. Faculty members possess necessary domain knowledge blended with adequate
experience for grooming students into industry ready engineers or graduates aspiring for higher studies.

The institute aims to accomplish and maintain international eminence and become a model institution for higher
technical learning through a holistic development of minds, advancement of knowledge and professional
application of skills to meet the global demands. Institute promotes the culture of maintaining environmental
and professional ethics. Furthermore, the college strives to ensure a smoking-free, gender equity and a zero-
tolerant ragging-free zone. The Institute has fair and expeditious grievance redressal and anti-sexual harassment
mechanisms.

The institute is committed to provide value based technical education by continually improving the services to
produce qualified and competent technologists and to transform into a Centre of Global Excellence.

Vision

To strive continuously in pursuit of excellence in Education, Research and Entrepreneurship eventually

to become a Global Hub, and offer scientific and technological services to the society.

Mission

To impart quality education to develop innovative, entrepreneurial and ethical future

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 professionals fit for globally competitive environment.
To share with stake holders institutional experience in education and knowledge for mutual
enrichment in the field of technical education.
To create an ambiance in which new ideas, research and scholarship flourish and from which
leaders, innovators and entrepreneurs of tomorrow emerge.
To contribute to the sociology-economic development of the society through scientific and
technological services.

1.2 Strength, Weakness, Opportunity and Challenges(SWOC)

Institutional Strength

The institute has experienced and qualified faculty members and technical staff with good retention,
who are remembered with gratitude by the past students for their contribution towards academic and
personal development.
Innovative teaching learning and Outcome Based Education practices are followed.
A vibrant student community keenly interested in academic pursuit, apparent from the university results
which are consistently good for all the disciplines, as well as active in extra and co-curricular activities
earning many laurels for the institute.
Majority of the programmes are NBA accredited since 2005.
The institute has well equipped infrastructure facilities like State-of-the-art laboratories, classrooms,
extremely well equipped library with a large number of books, journals and e-journals.
Organizing and conduction of Value added training programmes on regular basis.
The institute conducts entrepreneurship development activities for encouraging development of
entrepreneurial skills in the students.
Institute promotes co-curricular and extra-curricular activities.
A generously supportive college management motivating staff members to acquire higher qualifications
(Ph. D) and self development.
Students’ placement record is excellent.
A satisfactory system of collection of students’ feedback
A good network of successful alumni.
Institution’s Innovation Council (IIC) and Entrepreneurship Development Cell (EDC) for innovation
eco-system, start-up initiative and enterprises.

Institutional Weakness

Sponsored Research Project and consultancy activities, product development need to be enhanced.
Intellectual Property Right (copy right and patents) activities are to be strengthened
Industry sponsored laboratories need to be established.
The institute needs to strengthen the Alumni Association.
Limited scope for introducing courses of choice in the University curriculum.
Structured collaboration with advanced academic and research institutes as well as industry need to be
augmented.
Organization of conference activities is to be augmented.
An effective appraisal system for the employees needs to be developed.

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Institutional Opportunity

Advantage of a good number of qualified faculty members may be effectively utilized towards
development of Centres of Excellence in cutting edge technologies, in all branches of engineering for
carrying out higher level of research.
The institute should strive for autonomous status to enrich its academic programmes and academic
activities
Collaboration with more industries/ research organizations and setting up of industry sponsored
laboratories to facilitate research, among the students and the teachers, owing to the presence of
successful alumni globally in large industrial organizations/research institutes.
Strengthening of entrepreneurship activities and appropriation of incubation centre is to be pursued for
the benefits of teachers and students.
In view of present accreditation status vigorous attempts are to be made to receive more research
funding from the industries - Non-Government and Government organizations
Advantage of multi disciplinary programmes under the same roof should be made use of to strengthen
interdisciplinary research activities.
In house research guidance is to be strengthened providing incentives to the faculty as the number of
academically qualified faculty has increased substantially.

Institutional Challenge

Space shortage for establishment and of new laboratories and augmentation and development class
rooms and other infrastructural facilities.
Evolution of the means for focused and quality Industrial training for faculty and students
Conduction of more pre-placement trainings for placements in core industrial organization need to be
organized.
Encouragement for students towards higher studies.
Enhancement of students’ skill in the areas of latest technologies, soft skills and communication
abilities through additional measures as per the continuous changes in requirements of the industry.
Admission of more number of academically good students.
Enhanced incentives for more retention of the qualified and experienced faculty members and technical
staff.

1.3 CRITERIA WISE SUMMARY

Curricular Aspects

Netaji Subhash Engineering College, affiliated to Maulana Abul Kalam Azad University of Technology
(Formerly known as West Bengal University of Technology), is a self-financing institution and follows the
curriculum provided by the University. The primary objective of the curriculum is that it has to be outcome
based education (OBE) compatible with programme outcomes (POs) defined at the national level.

Faculty actively participates in the curriculum design workshops organized by the university Board of Studies
(BOS) along with faculty from various engineering institutes to discuss and share their ideas. Continuous
feedback is provided to the BOS for up-gradation.

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Identification of the curriculum gaps in the entire sequel because of technological updating to satisfy OBE, POs
and employability. To fill up this gap extramural topics are included in the syllabus. All the programmes
introduce one or two beyond the curriculum laboratory experiment for each laboratory course. Similarly in all
the theory courses, extramural topics are included wherever necessary. A well designed curriculum delivery and
implementation of academic activities are ensured through “Ready Reckoner” a description of activities, target
date, performers and reviewing/supervising/monitoring authority. Students’ performance are evaluated and
improved through internal continuous assessments.

Social awareness and community service is inculcated in the students through various NSS and Rotaract-NSEC
activities and induction programme.Academic flexibility and bridging the gap between curriculum and
industry is achieved conducting certificate courses, seminars and tie-ups with leading industries. Innovation
ecosystem is initiated by Institution’s Innovation Council (IIC). Self-employability is encouraged by
conducting Entrepreneurship Development Programmes and well-designed curriculum of value added training
programme cater students’ and industry’s needs. Well-structured feedback system from all stake holders is
maintained to identify these values added training programmes. Graduate attributes like ethics, team spirit and
leadership are inculcated through curriculum delivery and value added programmes.

Teaching-learning and Evaluation

The institute upholds a transparent, well-established, and meticulously managed admission process, adhering to
all statutory norms set by relevant regulatory and governing bodies, including AICTE and affiliated University
guidelines. Admissions are conducted through JEE MAIN and WBJEE, strictly based on merit, without any
bias towards gender, caste, or community.

One of the key strengths of the institution is its team of dedicated, experienced, and highly qualified teachers,
who are well-versed in outcome-based education. The institute has developed a structured format called
‘Academic Activities: A Ready Reckoner.’ This includes an academic plan supported by detailed course and
lesson plans prepared by the faculty. Student-centric methods such as experiential learning, participative
management, and problem-solving techniques are implemented at the program, course, and lesson levels.

The institution encourages teachers to employ innovative teaching methods and use of ICT is mandatory. Both
students and teachers regularly utilize NPTEL and other e-resources. Teachers employ various modern tools
and software for teaching, communication, and evaluation. Google Classroom is used as the Learning
Management System (LMS), and topics are visualized using PPT.

The teaching-learning process is continuously monitored through the attainment levels of Course Outcomes
(COs), Program Outcomes (POs), and Program Specific Outcomes (PSOs) to meet the criteria of Outcome-
Based Education (OBE). CO-based question papers for internal tests and assignments, along with well-
structured student feedback mechanism, are used to improve the teaching-learning process and enhance student
satisfaction. The institute, being accredited by NBA and NAAC, undergoes external evaluation to ensure the
high standards of OBE are maintained.

Course evaluation comprises both internal and external assessments. The internal assessment follows
University guidelines and mandates a transparency policy, including the display of internal marks, student
access to evaluated answer scripts, and rubric-based evaluation in laboratories. Evaluated copies of internal
exams are also uploaded to the university portal for monitoring. Examination-related grievances are addressed
promptly, and records are maintained. Students have the opportunity for re-evaluation or review of external

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examinations if they are dissatisfied with their scores. The Officer-in-Charge monitors these processes, liaises
with students and the university, and addresses concerns within a stipulated timeframe.

Research, Innovations and Extension

Netaji Subhash Engineering College (NSEC) fosters a dynamic innovation ecosystem and enhances cognitive
abilities among technology students. The institute’s Entrepreneurship Development Cell (EDC) and
Institution’s Innovation Council (IIC) promote entrepreneurship, transforming job-seekers into job-generators
through mentorship, workshops, and industry collaborations. The collaboration with the Wadhwani Foundation
and Confederation of Indian Industries (CII), the NSEC-EDC incubation center provides mentorship and
support to students developing prototypes and participating in innovation challenges. The initiatives include
hackathons, intellectual property rights (IPR) sessions, and prototype development support.

The institution has a progressive policy to build a strong research base. Constant encouragement to participate
in workshops, conferences, and continuing education with leave and/or financial support, research assistance,
and incentives are given. A faculty-led advisory body under Internal Quality Assurance Cell (IQAC) and
guidance from Institution’s Innovation Council (IIC), share intellectual ideas for collaborative research with
institutions and industries from India and abroad. In the last five years, NSEC has secured grants from different
agencies for research projects and endowments. Faculties have published several research papers in journals,
conferences/book-chapters, reflecting a strong research culture. NSEC has also received numerous awards and
recognitions for extension activities from government bodies. Over hundred workshops, seminars, and
conferences have been organized on Research Methodology, IPR, Entrepreneurship and IEEE student branch
chapter activities. Additionally, the college has established significant functional MoUs with various
institutions and industries, promoting extensive collaborative activities.

Community engagement is prioritized, with activities led by the NSS Unit, Rotaract Club, and IEEE Student
Branch, addressing societal issues and promoting holistic student development. NSEC’s participation in
programs like Smart India Hackathon and NPTEL-Swayam has earned accolades, enhancing academic
standards and societal contributions. Recognitions from AICTE, MSME, and CII highlight the college's
commitment to innovation, entrepreneurship, and community service.

Outcome:

22 PhD degrees while in service

7 joint PhD guidance
8 patents
2 Post-Doctoral degree
1 International Conference
1 International Professional Exchange Programs

Infrastructure and Learning Resources

Physical facilities:

Located on a 3 acres (approx.) land in a rural back drop hardly 2 km away from the busy metropolitan city
thoroughfare of Kolkata and rapid public transportation system, it houses 65 classrooms, 16 tutorial rooms, 9

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seminar rooms, 2 meeting rooms, and 79 well equipped laboratories. In addition 3 conference rooms, 2
language laboratories, 2 graphics halls, 2 workshops, 1 media centre and 1 Environmental Research laboratory
need special mention. Each department maintains a project laboratory and one research laboratory with research
level equipment / instrument. Majority of the classrooms are furnished with multi-media facilities and 5
seminar halls are equipped with smart board. An ED Cell with incubation facilities for training in Technical (R
& D works) and Social Entrepreneurship have been created.

There are 2 student hostels, 1 football ground, 1 Medical Centre, 1 ambulance, 2 student common rooms one
each for boys and girls.

Library:

Although each department houses a library for its students and faculty, the Central Library of the Institute has a
rich collection of 103042 books, 13337 e-books (Knimbus), 7 print journals, 1000 IEEE/e books / e journals
(accessible off campus), 1076 CD / DVDs, lecture videos from NPTEL, all managed using ILMS. The reading
room has a seating capacity of 100 and 25 computers with internet facility on the desk.

IT infrastructure:

The college has more than thousand computers with internet connection of 1 Gbps/LAN and Wi-Fi facility.
Computer laboratories have adequate number of computers and licensed software connected with Wi-Fi
technology for the open access of internet.

Maintenance:

Different models for maintenance of infrastructure are: For building (class rooms, laboratories, etc.) and allied
services it has its own Group D staff or people hired from agencies, Computers by technical staff of Computer
Maintenance Cell, Utility Services by designated cells. Similarly general purpose laboratory equipment are
maintained by the departmental staff. Special and expensive equipment or instruments, air conditioners, water
purifiers, etc are put on AMC or maintained by empanelled service providers.

Student Support and Progression

Netaji Subhash Engineering College focuses on three core student-centric activities: (1) Career Development,
(2) Guidance and Support, and (3) Alumni Affairs.

Career Development aims to achieve internationally recognized Graduate Attributes that align with program
outcomes, encompassing academic, professional, and socio-environmental growth. It addresses academic gaps
through supplemental courses and experiments. The curriculum includes bridge and value-added courses to
further enhance learning. For professional advancement, the program features industrial visits, interactions with
professionals, and courses focused on soft skills, communication, innovation, entrepreneurship, teamwork, and
leadership skills.

The induction program and various value-added training programs aim to integrate students into society. These
focus on domain knowledge, social services, and raising awareness about issues such as Gender Equality, Anti-
Ragging, and Pollution Control. Participating in sports clubs, technical clubs like Phoenix and IEEE student
branches, Google developer students club, and numerous other clubs helps students develop leadership and

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management skills.

Guidance and Support provide continuous, embedded services within the curriculum, including mentorship,
counselling, grievance redressal, and tailored career guidance for advanced studies and competitive exams.

Alumni play a crucial role in program design and implementation. They engage with current students in
interactive sessions through back-to-class initiatives. In these sessions, they provide industry insights and
feedback, which helps the current students maintain connections with the professional world. This holistic
approach ensures students are well-prepared to integrate into both the professional and social spheres.

Governance, Leadership and Management

Established by “The Institute of Computer Engineers (India)”, a conglomerate of academicians and visionaries,
the institution has a strong governing body at the apex of its management. The Board of Governors (BOG)
holds supreme authority over academic, administrative, and financial matters within the institution's purview.
All the stakeholders are involved in evolution of institutional vision, mission and goals. Participatory
management adherence to vision and mission of the Institute, transparency, and guidance for continuous
growth, development and excellence are the characteristic features of the management.

The institute functions with decentralized administration through an organizational structure. Different
committees are formed with members from different sections to run the administrative and academic activities
of the institute with focus on the most important stakeholder i.e. students. Anti-Ragging Committee, Internal
Complaint Committee (ICC), Grievance and Redressal Committee, Academic Committee, Research and
Development (R&D) Committee, Library Committee, Institution Innovation Council (IIC), Entrepreneurship
Development Cell (EDC), Student Welfare Committee, Training and Placement Committee, to name a few
important committees that function for betterment of the Institute.

To assure the overall quality, institute has instituted Internal Quality Assurance Cell (IQAC) in 2013. It reviews
entire teaching-learning process, structures and methodologies of operation and learning outcomes of the
programmes, and administrative reforms at periodic intervals. The relevant committees independently deploy
their plans and report to the IQAC with regard to Quality Assurance. The IQAC submits the Strategic
Perspective Plan and various proposals for academics, administration, and policy formulations. Suggestions of
IQAC are incorporated while defining strategy of the institute.

Programmes for professional, academic and pedagogical development of faculty are planned regularly. Up-
gradation of staff members (through CAS) and Performance appraisal system are in place. The Institute ensures
transparency in budget and expenditure, and finalization of external audited balance sheet. Resource
mobilization and optimal utilization of funds are attempted.

To achieve e-management the planning, development, administration, finance, student support, accounts and
finance, student support system, examination system has been digitalized.

Institutional Values and Best Practices

Non sibi meaning not for self, is an unwritten motto of Netaji Subhash Engineering College, as reflected in its
policy and routine activities. The institution religiously maintains equality among its students and employees in

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academic and non-academic areas in terms of their socio-cultural, religious, financial and sexual identities. The
College has taken pride in promoting Gender Equity, safety, security and counselling of students and provision
for various amenities and facilities. The campus is “Zero Tolerance” ragging and facilitates a Green eco-
friendly campus, employs an efficient waste collection system, utilizing coloured bins for segregation of waste
materials, disabled friendly walkways, ramps, toilets and signage to help the physically challenged. The
institute maintain an eco-friendly green campus, buildings are designed with high natural lighting, ventilation
and use of LED lights. Clean and filtered drinking water facility is available in the campus.

The institute exemplifies an inclusive environment that promotes tolerance, harmony and constitutional
awareness. Various events and initiatives aim at holistic development of the students towards creation of
responsible citizens who mutually respect and celebrate cultural, regional, communal and linguistic diversities.
Since its inception, the institute demonstrates a strong commitment and proactive approach towards adapting to
the evolving dynamics at local, national, and global levels and continues to evolve new ideas/practices with the
intention of imparting quality education, good governance. Institute adopts several best practices to impart
quality education and for significant contributions to the society.

“Pursuit of excellence in Education” has been identified as the first and foremost distinctive feature in the
vision of the institute followed by two other associated features, namely, Research and Entrepreneurship. The
institution has cut out a niche in the field of engineering education in the state level, substantiated by its
demand amongst students, and success of its graduates in higher education and professional world. Utilizing the
strength and opportunities towards the endeavour of establishing a quality research culture in the institute is a
challenge. But, the institute is optimistic about its success in producing entrepreneurs and achievement of
excellence in holistic quality education at the global level.

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2. PROFILE
2.1 BASIC INFORMATION
Name and Address of the College

Name NETAJI SUBHASH ENGINEERING COLLEGE

Address Netaji Subhash Engineering College, Technocity,

Panchpota, Garia, Kolkata-700152, West Bengal,
India.

City Kolkata

State West Bengal

Pin 700152

Website www.nsec.ac.in

Contacts for Communication

Designation Name Telephone with Mobile Fax Email

STD Code

Principal Amal K 033-24364929 9830422806 033-2436128 naac.nsec@gmail.c

Ghosh 6 om

Professor Sukumar Roy 033-24361285 9433408287 033-2436128 sroybme@gmail.co

6 m

Status of the Institution

Institution Status Private and Self Financing

Type of Institution

By Gender Co-education

By Shift Regular

Recognized Minority institution

If it is a recognized minroity institution No

Establishment Details

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 State University name Document

West Bengal Maulana Abul Kalam Azad View Document

University of Technology

Details of UGC recognition

Under Section Date View Document

2f of UGC 29-01-2020 View Document

12B of UGC

Details of recognition/approval by stationary/regulatory bodies like

AICTE,NCTE,MCI,DCI,PCI,RCI etc(other than UGC)

Statutory Recognition/Appr Day,Month and Validity in Remarks

Regulatory oval details Instit year(dd-mm- months
Authority ution/Department yyyy)
programme

AICTE View Document 07-06-2023 12

AICTE View Document 07-06-2023 12

AICTE View Document 07-06-2023 12

AICTE View Document 07-06-2023 12

AICTE View Document 07-06-2023 12

AICTE View Document 07-06-2023 12

AICTE View Document 07-06-2023 12

AICTE View Document 07-06-2023 12

Recognitions

Is the College recognized by UGC as a College with No

Potential for Excellence(CPE)?

Is the College recognized for its performance by any No

other governmental agency?

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 Location and Area of Campus

Campus Type Address Location* Campus Area in Built up Area in

Acres sq.mts.

Main campus Netaji Subhash Engineering Semi-urban 3 14521.75

area College, Technocity,
Panchpota, Garia,
Kolkata-700152, West Bengal,
India.

2.2 ACADEMIC INFORMATION

Details of Programmes Offered by the College (Give Data for Current Academic year)

Programme Name of Pro Duration in Entry Medium of Sanctioned No.of

Level gramme/Co Months Qualificatio Instruction Strength Students
urse n Admitted

UG BTech,Appli 48 XII Standard English 60 9

ed in Science or
Electronics WBJEE or
And Instrum JEE Main or
entation Engi JELET Score
neering,Appl
ied
Electronics
and Instrume
ntation
Engineering

UG BTech,Biom 48 XII Standard English 60 30

edical Engine in Science or
ering,Biomed WBJEE or
ical JEE Main or
Engineering JELET Score

UG BTech,Civil 48 XII Standard English 30 0

Engineering, in Science or
Civil WBJEE or
Engineering JEE Main or
JELET Score

UG BTech,Electr 48 XII Standard English 120 120

onics And Co in Science or
mmunication WBJEE or
Engineering, JEE Main or
Electronics JELET Score
and Commun

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 ication
Engineering

UG BTech,Electr 48 XII Standard English 120 45

ical Engineer in Science or
ing,Electrical WBJEE or
Engineering JEE Main or
JELET Score

UG BTech,Infor 48 XII Standard English 180 180

mation Tech in Science or
nology,Infor WBJEE or
mation JEE Main or
Technology JELET Score

UG BTech,Mech 48 XII Standard English 60 11

anical Engine in Science or
ering,Mecha WBJEE or
nical JEE Main or
Engineering JELET Score

UG BTech,Comp 48 XII Standard English 180 180

uter Science in Science or
And Enginee WBJEE or
ring,Comput JEE Main or
er Science JELET Score
and
Engineering

UG BTech,Comp 48 XII Standard English 60 57

uter Science in Science or
And WBJEE or
Business Sys JEE Main or
tem,Compute JELET Score
r Science and
Business
System

UG BTech,Artifi 48 XII Standard English 60 60

cial in Science or
Intelligence WBJEE or
And Machine JEE Main or
Learning,Arti JELET Score
ficial
Intelligence
and Machine
Learning

PG Mtech,Electr 24 Engineering English 9 2

onics And Co Graduate or

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 mmunication GATE or
Engineering, PGET Score
Electronics
and Commun
ication
Engineering

PG Mtech,Electri 24 Engineering English 9 0

cal Engineeri Graduate or
ng,Control GATE or
and Instrume PGET Score
ntation

PG Mtech,Electri 24 Engineering English 18 1

cal Engineeri Graduate or
ng,Power GATE or
Systems PGET Score

PG MBA,Manag 24 Graduate or English 60 16

ement Studie CAT or
s,Master of MAT Score
Business Ad
ministration

PG Mtech,Comp 24 Engineering English 18 6

uter Science Graduate or
And Enginee GATE or
ring,Comput PGET Score
er Science
and
Engineering

Position Details of Faculty & Staff in the College

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 Teaching Faculty

Professor Associate Professor Assistant Professor

Male Female Others Total Male Female Others Total Male Female Others Total

Sanctioned by the 0 0 0
UGC /University
State Government

Recruited 0 0 0 0 0 0 0 0 0 0 0 0
Yet to Recruit 0 0 0
Sanctioned by the 15 15 170
Management/Soci
ety or Other
Authorized
Bodies

Recruited 8 1 0 9 8 4 0 12 95 60 0 155
Yet to Recruit 6 3 15

Non-Teaching Staff

Male Female Others Total

Sanctioned by the UGC 0
/University State
Government

Recruited 0 0 0 0
Yet to Recruit 0
Sanctioned by the 70
Management/Society or
Other Authorized
Bodies

Recruited 50 17 0 67
Yet to Recruit 3

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 Technical Staff

Male Female Others Total

Sanctioned by the UGC 0
/University State
Government

Recruited 0 0 0 0
Yet to Recruit 0
Sanctioned by the 102
Management/Society or
Other Authorized
Bodies

Recruited 67 25 0 92
Yet to Recruit 10

Qualification Details of the Teaching Staff

Permanent Teachers

Highest Professor Associate Professor Assistant Professor

Qualificatio
n

Male Female Others Male Female Others Male Female Others Total

D.sc/D.Litt/ 0 0 0 0 0 0 0 0 0 0
LLD/DM/M
CH

Ph.D. 6 1 0 8 4 0 19 11 0 49

M.Phil. 0 0 0 0 0 0 0 0 0 0

PG 0 0 0 0 0 0 56 41 0 97

UG 0 0 0 0 0 0 0 0 0 0

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 Temporary Teachers

Highest Professor Associate Professor Assistant Professor

Qualificatio
n

Male Female Others Male Female Others Male Female Others Total

D.sc/D.Litt/ 0 0 0 0 0 0 0 0 0 0
LLD/DM/M
CH

Ph.D. 1 0 0 0 0 0 5 1 0 7

M.Phil. 0 0 0 0 0 0 0 0 0 0

PG 1 0 0 0 0 0 15 7 0 23

UG 0 0 0 0 0 0 0 0 0 0

Part Time Teachers

Highest Professor Associate Professor Assistant Professor

Qualificatio
n

Male Female Others Male Female Others Male Female Others Total

D.sc/D.Litt/ 0 0 0 0 0 0 0 0 0 0
LLD/DM/M
CH

Ph.D. 0 0 0 0 0 0 0 0 0 0

M.Phil. 0 0 0 0 0 0 0 0 0 0

PG 0 0 0 0 0 0 0 0 0 0

UG 0 0 0 0 0 0 0 0 0 0

Details of Visting/Guest Faculties

Number of Visiting/Guest Faculty Male Female Others Total

engaged with the college?
2 3 0 5

Provide the Following Details of Students Enrolled in the College During the Current Academic Year

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Programme From the State From Other NRI Students Foreign Total
Where College States of India Students
is Located

UG Male 455 180 0 0 635

Female 134 26 0 0 160
Others 0 0 0 0 0

PG Male 16 0 0 0 16
Female 9 0 0 0 9
Others 0 0 0 0 0

Diploma Male 16 0 0 0 16
Female 1 0 0 0 1
Others 0 0 0 0 0

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 Provide the Following Details of Students admitted to the College During the last four Academic
Years

Category Year 1 Year 2 Year 3 Year 4

SC Male 43 45 49 36

Female 15 15 19 8

Others 0 0 0 0

ST Male 5 2 2 5

Female 0 1 0 0

Others 0 0 0 0

OBC Male 84 127 73 86

Female 18 18 25 10

Others 0 0 0 0

General Male 492 424 398 413

Female 121 149 127 113

Others 0 0 0 0

Others Male 0 0 0 0

Female 0 0 0 0

Others 0 0 0 0

Total 778 781 693 671

Institutional preparedness for NEP

1. Multidisciplinary/interdisciplinary: The institute focuses on diversity, equal access,

holistic development, and assessment reforms based
on the key principles of the NEP 2020 to equip
students with the necessary skills and competencies
to become good human beings and responsible global
citizens. We are affiliated with the Maulana Abul
Kalam Azad University of Technology (MAKAUT),
and our students get access to the latest technology
and courses. Innovative thinking has always been
promoted at the institute, and it keeps up with
developments in engineering and technological
education both in the country and globally. Students
are encouraged to seek out-of-the-box solutions for
difficult engineering problems. Apart from the

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 regular curriculum, Phoenix, the institute's official
tech club, brings students from various departments
together to engage in a variety of learning activities.
Thus, in writing computer programming code, a
student of Civil Engineering or Electrical
Engineering join hands with students from
Electronics and Communication Engineering. In this
manner, the seeds of multidisciplinary education are
sown. Emerging multidisciplinary courses viz.
Biomedical Engineering, Computer Science &
Business Systems and Artificial Intelligence &
Machine Learning have been introduced following
the technological developments and changing global
market scenario. In language laboratories,
assignments are primarily in diverse fields. Students
are free to choose or assign project work in
interdisciplinary domains. The Institution Innovation
Council (IIC) and Entrepreneurship Development
Cell (EDC) organized technical competitions in
multidisciplinary areas, cutting-edge technologies
and prototyping. Several MOUs have been signed
with industries and institutes of other disciplines to
facilitate multidisciplinary or interdisciplinary study,
research and internships. The institute's NSS and
CSR clubs organize and carry out various community
engagement and environmental protection projects.

2. Academic bank of credits (ABC): The institute agrees in principle with the Academic
Bank of Credits (ABC) to ensure transparency and
digital access to student credentials. The institute is
affiliated to the MAKAUT and is bound by the rules
of the University. The institute has been waiting for
the university’s implementation of ABC. However,
MAKAUT has introduced a digital repository for
Continuous assessments (CAs), Mandatory
Additional Requirement (MAR) points
(extracurricular activity points) for degree certificates
and credits for B.Tech Honours Degree. An
additional 20 credits are required to earn from the
Massive Open Online Courses (MOOCs) platform
for a hounours degree. The distributed credits earned
over four years are accumulated and stored digitally.
Faculty members authenticate certificates and upload
credits against students’ enrolment numbers through
the university portal.

3. Skill development: The institute takes special care in developing

technical skills and soft skills among the students so
that they can make a niche for themselves in this

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 competitive world. Various training programs such as
need-based Value-Added Training (technical and non-
technical), Industry Readiness Programs, hands-on
training, seminars, and webinars are planned
according to the needs of the students on a regular
basis in each semester. The competitive coding,
aptitude and soft skill classes are incorporated into
the class routine. As a part of experiential and skill-
based learning, the college has several collaborations
for industry-academia programs viz. NASSCOM - IT-
ITES Sector Skill Council Collaboration (Future Skill
Prime platform), NIELIT-Blockchain Certification
Courses, Accenture-International Language Program,
Wadhwani-Start-up collaboration, Google-Asia
Specific program, Global Talent Track (GTT)-Soft
Skill and Aptitude, etc.

4. Appropriate integration of Indian Knowledge The college is named after the iconic patriot Netaji
system (teaching in Indian Language, culture, using Subhas Chandra Bose, whose relentless
online course): determination and dedication are the source of our
vision in the pursuit of academic excellence. The
curriculum is taught in English, but teachers are
equipped to deliver it in vernaculars such as Hindi
and Bengali if necessary. The institute regularly
organizes workshops and interactive sessions on the
Art of Living, Yoga, and Meditation for the lifestyle
management of the students. The institute takes
special initiative in observing important dates of
Indian history and culture- Independence Day,
Republic Day, Gandhi Jayanti, Rabindra-Nazrul
Jayanti, Youth Day, World Yoga Day, Teacher’s
Day, Indian Constitution Day, Bhasha Divas, etc. to
make the students aware and be a part of India’s rich
culture, language and heritage.

5. Focus on Outcome based education (OBE): The institute extensively practiced Outcome Based
Education (OBE), a student-centric learning
methodology. All programs and courses designed and
offered by MAKAUT follow the latest AICTE
guidelines. The Internal Quality Assurance Cell
(IQAC) aligned with Program Assessment
Committee (PAC) focuses on quality initiatives,
quality sustenance, and quality enhancement in
teaching-learning processes imparting knowledge,
skills, and behavioural improvement. The Vision and
Mission of the Institute and Departments are framed
from stakeholders' feedback and disseminated
appropriately. PEOs and POs are clearly defined in
all programs based on the guidelines set by Apex

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 bodies. he course outcomes (COs) are clearly
defined, mapped using Bloom's Taxonomy, and
evaluated using rubrics. In all programs, course
outcomes are set and attainment is measured through
assessment processes and tools. The attainment of
program outcomes is compared with targets. In
accordance with the benchmarks for course outcomes
and program outcomes, appropriate action plans have
been developed.

6. Distance education/online education: The institute is affiliated with Maulana Abul Kalam
Azad University of Technology (MAKAUT) and
does not offer distance or online learning courses. All
approved programs are taught using ICT in
traditional classroom settings. However, technology-
enabled online platforms and e-resources are
integrated to support learning at the best path and
pace. Lecture materials, assignments, videos, etc., are
provided using Google Classroom. Some laboratory
experiments were conducted using virtual lab
facilities, simulation software and life
demonstrations. Several quizzes, assignments, and
MCQs are conducted online. The institute has
adequate digital infrastructure required for Distance /
Online Education. This includes a 1Gbps internet
lease line with Wi-Fi connectivity, digital and smart
online conferencing setup, digital smart boards, etc.

Institutional Initiatives for Electoral Literacy

1. Whether Electoral Literacy Club (ELC) has been Electoral Literacy Club (ELC) has been set up in the
set up in the College? College and is functioning along with NSS-NSEC
and CSR-NSEC clubs. The Dean-Academic Affairs
is the Chairperson of the ELC along with the
functioning body Officer as the faculty coordinator.
Two students have been appointed as Student
Coordinators and fifteen other students are the club
members. The primary objective of the club is
sensitizing the student community about democratic
rights which includes casting votes in elections.

2. Whether students’ co-ordinator and co-ordinating Yes, the students’ coordinators and faculty
faculty members are appointed by the College and coordinator have been appointed by the College and
whether the ELCs are functional? Whether the ELCs their names are as follows: Members of the Electoral
are representative in character? Literacy Club (ELC) Prof. Sukumar Roy -
Chairperson, Prof. Indranil Ghosh - Coordinator,

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 Prof. Narayan Chandra Biswas - Member, Prof.
Ajanta Kundu - Member, Prof. Subrata Dutta -
Member, Prof. Anshuman Sahoo - Member, Ms.
Sumita Saha - Member, Aditya Singh -NSS
Coordinator, Amelia Daspodder - CSR. Coordinator,
Sampurna Mukherjee - Member, Disha Das -
Member, Priyanshu Singh - Member, Ayush -
Member, Golam Ali Hassan Saidagar - Member, Ekta
Singh - Member, Vidyasagar Sharma - Member, Jeet
Kumar Pramanik - Member, Debdut Roy - Member,
Souvik Dey - Member, Adnan Hossain - Member,
Kausiki Talukdar - Member, Deyasini Goswami -
Member, The ELC is functioning with the following
objectives: 1. To create awareness and interest among
faculties and students through awareness activities
and camps. 2. To educate the targeted populations
about voter registration, electoral process and related
matters. 3. To familiarize the targeted populations
with EVM and educate them about the robustness
and integrity of the electoral process using EVMs. 4.
To help the targeted unaware people understand the
value of their vote to ensure that they exercise their
suffrage right confidently, comfortably and ethically.
5. To facilitate voter registration for its eligible
members who are not yet registered. 6. To develop a
culture of electoral participation and maximize
informed and ethical voting following the principle of
‘Every Vote Counts’ and ‘No Voter to be Left
Behind’. 7. To motivate the students to participate in
the ELC activities.

3. What innovative programmes and initiatives The following are the Initiatives undertaken by the
undertaken by the ELCs? These may include ELC of the NSEC: 1. Right to Vote -- Pledge 2. Right
voluntary contribution by the students in electoral to Vote -- Awareness in the Institution and nearby
processes-participation in voter registration of villages 3. Right to Vote -- Poster Competition for
students and communities where they come from, College Students 4. Right to Vote -- Participation in
assisting district election administration in conduct of Election duty 5. Right to Vote -- Promotion on
poll, voter awareness campaigns, promotion of ethical voting 6. Right to Vote -- Promotion of voting
ethical voting, enhancing participation of the under among senior citizens 7. Right to Vote -- Special
privileged sections of society especially transgender, camp for Training and integrity of the Electoral
commercial sex workers, disabled persons, senior process. 8. Right to Vote -- Educate students about
citizens, etc. their democratic rights

4. Any socially relevant projects/initiatives taken by NSEC-ELC arranged the following programs: 1.
College in electoral related issues especially research Faculty members arranged training programs for
projects, surveys, awareness drives, creating content, local school teachers and community members
publications highlighting their contribution to through extension activities. 2. Students at NSEC
advancing democratic values and participation in actively participated in the Govt. programs in the
electoral processes, etc. electoral process. 3. Students and faculty members at

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 NSEC arranged and participated in the voters’
awareness program through in-campus activities and
events aiming to inculcate research projects, surveys,
awareness drives, creating content and publications.

5. Extent of students above 18 years who are yet to be Students above 18 years are encouraged to register as
enrolled as voters in the electoral roll and efforts by voters through awareness camps and pledges. The
ELCs as well as efforts by the College to NSEC–ELC conducts year-wise camps.
institutionalize mechanisms to register eligible
students as voters.

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Extended Profile
1 Students
1.1

Number of students year wise during the last five years

2022-23 2021-22 2020-21 2019-20 2018-19

2772 2785 2739 2887 3143

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2 Teachers
2.1

Number of teaching staff / full time teachers during the last five years (Without repeat count):

Response: 261 File Description Document

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2.2

Number of teaching staff / full time teachers year wise during the last five years

2022-23 2021-22 2020-21 2019-20 2018-19

189 175 172 165 194

3 Institution
3.1

Expenditure excluding salary component year wise during the last five years (INR in lakhs)

2022-23 2021-22 2020-21 2019-20 2018-19

1592.74 662.20 669.88 1141.20 1233.53

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File Description Document

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Page 26/88 25-06-2024 05:00:42

4. Quality Indicator Framework(QIF)
Criterion 1 - Curricular Aspects

1.1 Curricular Planning and Implementation

1.1.1

The Institution ensures effective curriculum planning and delivery through a well-planned and
documented process including Academic calendar and conduct of continuous internal Assessment

Response:

Curriculum planning and delivery is one of the institutional strategic goals to create and maintain an
environment for imparting knowledge, skills, concepts, processes, values and attitudes necessary for
learners. Conscious and consistent efforts are put in to bring about desirable changes in students learning,
abilities and behaviour. The course teachers frequently assess and document learner achievement, modify
instruction to improve learner attainment, and participate in revision activities. The academic activities
focus on mainly three strategic areas:

Instructional Planning:

The central purpose is to promote student learning and satisfactorily achieve the learning objectives. The
plan includes evidence-based teaching practices, assessment and reporting procedures.

Prepare Academic Calendar in line with the affiliated university.

Formulate the Academic Activities: A Ready Reckoner, a description of activities, target date,
performers and reviewing/supervising/monitoring authority.
Prepare and update lesson plan and course file. It includes the Vision and Mission of the Institute
and the Department, PEOs, POs, PSOs, syllabus copy, COs, lesson plan, mapping of COs with
POs and PSOs, handout, lecture notes, copies of PPT, question papers, assignments, result
analysis and attainment level.
Prepare course outcome-based question bank and rubrics for evaluation.
Prepare a schedule for sustainable skill development programs, soft skills, value-added training
programs and career development.
Develop a schedule for the Induction Program and Bridge Courses.
Strengthen self-learning/learning beyond syllabus: e-books, IEEE online journals, NPTEL
(MOOC) courses, IITB Spoken tutorial courses, CDs of video lectures.

Execution:

The students are appropriately exposed to each course over the semester through teaching-learning
processes. Teachers communicate the lesson to the students using the designed teaching model/strategies.
Classroom management and mentoring get prioritized.

Familiarize the students with lesson plans, course objectives and outcomes at the onset of each
semester.
Deliver formal classroom lectures followed by presentations with visual aids and teaching

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 through smart techniques.
Conduct extensive tutorial activities and laboratory experiments.
Provide designed-based assignments, project works and seminars.
Conduct internal tests, quizzes and group discussion.
Arrange value-added training, industry visits and internships.
Arrange social service in groups and collaboration.
Remedial classes for weaker students and special classes for brighter students.
Arrange invited lectures by academicians and industry persons on the latest technologies.

Evaluation:

Student performance is measured through summative and formative assessments. Summative assessment
includes the semester-end university examination and formative assessment includes four internal
continuous assessments following the university guidelines to monitor the student's progress. The
stated objectives are analyzed /ensured by documenting the attainment of COs, POs and PSOs. The
teacher does all and ensures that the lesson is effective considering the teaching model used for a
particular class.

Direct Assessment:
1.Assignments / Internal Question Papers / Pre & Post Test Evaluation
2.Result Analysis (Internal & University Examination) and attainment of COs.
3.Project and Seminars

Indirect Assessment:

1.Feedback (Course outcome survey, students’ exit survey, co-curricular & extracurricular
activities, placement record, competitive exam record, alumni survey, employers’ survey)
2.Feedback from accreditation and professional bodies.

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1.2 Academic Flexibility

1.2.1

Number of Certificate/Value added courses offered and online courses of MOOCs, SWAYAM,
NPTEL etc. (where the students of the institution have enrolled and successfully completed during
the last five years)

Response: 200

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 File Description Document

List of students and the attendance sheet for the View Document
above mentioned programs

Institutional programme brochure/notice for View Document

Certificate/Value added programs with course
modules and outcomes

Institutional data in the prescribed format View Document

Evidence of course completion, like course View Document

completion certificate etc. Apart from the above:

Provide Links for any other relevant document to View Document

support the claim (if any)

Other Upload Files

1 View Document

1.2.2

Percentage of students enrolled in Certificate/ Value added courses and also completed online courses
of MOOCs, SWAYAM, NPTEL etc. as against the total number of students during the last five years

Response: 12.09

1.2.2.1 Number of students enrolled in Certificate/ Value added courses and also completed online
courses of MOOCs, SWAYAM, NPTEL etc. as against the total number of students during the last five
years

2022-23 2021-22 2020-21 2019-20 2018-19

201 135 100 420 876

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1.3 Curriculum Enrichment

1.3.1

Institution integrates crosscutting issues relevant to Professional Ethics, Gender, Human Values,
Environment and Sustainability in transacting the Curriculum

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Response:

The institution addresses various cross-cutting societal issues through its curriculum, various bodies,
programs, and policies. The institution has taken great care to introduce a culture of controlled behaviour,
discipline, gender sensitization, respect for elders, environmental awareness, moral values, healthy
relationships, empathy and sympathy for others.

1.Gender

1.The institution caters to all students (irrespective of gender, cast, creed etc) from a heterogeneous
socio-cultural background; introducing the idea of gender sensitization from the very early days
through the Orientation and Induction Program.
2.The issues about the relationship between men and women, caste, declining sex ratio, sexual
harassment, eve-teasing, racism, sexism, new forums for justices, etc delicately discourse through
English (HM-HU201) and Group Discussion (HU781/791) courses. A rigorous session on social
concern and group activity of preparing posters on social issues are undertaken in the Language
Laboratory (HM-HU291).
3.Awareness programs on strengthening gender equality and women’s empowerment,
psychometric counseling, and guest lectures with eminent social workers are undertaken through
courses on Extracurricular Activities.
4.The institute has an Internal Complaints Committee (ICC) consisting of a Women’s grievance
cell and an anti-sexual harassment committee to handle the sensitive issues regarding women’s
rights and security within the campus premises and counselling beyond.
5.Students attend the labs, carry out project works and participate in group discussions batch-wise
where mixing of girls and boys students is compulsory.
6.Overall, the institution treats the students exactly alike; and enjoys the same rights, resources,
opportunities and protections.

1.Environment and Sustainability

1.Environmental Sciences (MC401) and Biology for Engineering (BS401) courses are compulsory
to all branches of engineering in the second year aiming to create awareness and consciousness
among the present generation to become environmentally responsible citizens. The course
highlights the ecosystem, biodiversity and its conservation, renewable and non-renewable
resources, environmental pollution and management, pollution control acts and fieldwork.

1.Assignments on home energy saving, green home projects, home water saving, rainwater
harvesting, best use of recycling services, organic waste, composting, toxins/pollution prevention,
waste and consumption, and sustainable living are given to students in extracurricular activities
courses.
2.NSS unit conducts campus clean and green Abhiyan program under Swachh Bharat, tree
plantation, eco-rallies and arranges lectures on environment and climate issues.

1.Human Values & Professional Ethics

1.Course on Values & Ethics in Profession is integrated with all B.Tech programs. This emphasizes
Societal Values, Aesthetic Values, Psychological Values, Sustainable Development, Canon of
Ethics, etc. It facilitates the development of a holistic perspective among students towards life,

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 profession and happiness, judges the value crisis in contemporary Indian society, and trains how
to live a good professional and personal life.
2.Personality development program beyond curriculum, seminar, workshop and mentoring program
arranged to imbibe moral values, principles of personal excellence and care for others.
3.Eco-cultural, NSS and CSR clubs arrange tree plantation, blood donation and health awareness
programs, and rural upliftment activities through village adaptation under Unnat Bharat Abhiyan.

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1.3.2

Percentage of students undertaking project work/field work/ internships (Data for the latest
completed academic year)

Response: 27.63

1.3.2.1 Number of students undertaking project work/field work / internships

Response: 766

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1.4 Feedback System

1.4.1

Institution obtains feedback on the academic performance and ambience of the institution from
various stakeholders, such as Students, Teachers, Employers, Alumni etc. and action taken report on
the feedback is made available on institutional website

Response: A. Feedback collected, analysed, action taken& communicated to the relevant bodies and
feedback hosted on the institutional website

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File Description Document

Feedback analysis report submitted to appropriate View Document

bodies

At least 4 filled-in feedback form from different View Document

stake holders like Students, Teachers, Employers,
Alumni etc.

Action taken report on the feedback analysis View Document

Link of institution’s website where View Document

comprehensive feedback, its analytics and action
taken report are hosted

Provide Links for any other relevant document to View Document

support the claim (if any)

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Criterion 2 - Teaching-learning and Evaluation

2.1 Student Enrollment and Profile

2.1.1

Enrolment percentage

Response: 65.13

2.1.1.1 Number of seats filled year wise during last five years (Only first year admissions to be
considered)

2022-23 2021-22 2020-21 2019-20 2018-19

691 642 519 547 655

2.1.1.2 Number of sanctioned seats year wise during last five years

2022-23 2021-22 2020-21 2019-20 2018-19

1053 873 903 930 930

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Final admission list as published by the HEI and View Document

endorsed by the competent authority

Document related to sanction of intake from View Document

affiliating University/ Government/statutory body
for first year’s students only.

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support the claim (if any)

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

Response: 66.05

2.1.2.1 Number of actual students admitted from the reserved categories year wise during last five
years (Exclusive of supernumerary seats)

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 2022-23 2021-22 2020-21 2019-20 2018-19

32 29 22 28 31

2.1.2.2 Number of seats earmarked for reserved category as per GOI/ State Govt rule year wise
during the last five years

2022-23 2021-22 2020-21 2019-20 2018-19

43 43 43 43 43

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Institutional data in the prescribed format View Document

Final admission list indicating the category as View Document

published by the HEI and endorsed by the
competent authority.

Copy of communication issued by state govt. or View Document

Central Government indicating the reserved
categories(SC,ST,OBC,Divyangjan,etc.) to be
considered as per the state rule ( Translated copy in
English to be provided as applicable)

Provide Links for any other relevant document to View Document

support the claim (if any)

2.2 Student Teacher Ratio

2.2.1

Student – Full time Teacher Ratio

(Data for the latest completed academic year)

Response: 14.67

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

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Response:

Institute emphasizes student-centric learning and fosters a creative environment where students are
encouraged to think independently and engage with teachers and peers. The college has implemented
various student-centric methods and activities through clubs and chapters, proving highly effective in
enhancing the learning experience. Teachers utilize ICT tools and encourage students to take online
courses from reputed MOOCs platforms.

Experiential Learning

Institute fully utilizes the university curriculum's ample opportunities for experiential learning and has
developed innovative techniques to enhance this experience:

Learning through Observation: This includes virtual labs, LabVIEW, industrial equipment
models and cut sections in labs, industrial results interpretation, and understanding engineering
drawings and graphics from models.
Value-Added Training Programs: These programs acquaint students with state-of-the-art
technology and the latest industrial practices, also include soft skills training for personality
development and skill enhancement, significantly impacting students' final placements.
Extramural Laboratory Practices: Encourages creating laboratory experiments beyond the
syllabus, derived from students' project work.
Project Work: Students are assigned projects to validate theoretical concepts, thereby enhancing
practical skills and team-based experiences.
Industry Visits and Internships: Provide students with real-world practical knowledge and
understanding.

Participative Learning

Participative learning fosters self-learning and enhances students' awareness through various methods:

Teaching through Smart Techniques: Web-based teaching and learning synergies significantly
enhance the educational experience.
Teach While You Learn: Involves students volunteering to deliver a topic related to the course.
It allows to assess students' expressive abilities, analytical skills, and responsiveness to audience
queries.
Seminar/PPT Presentations: Students are inspired to delve beyond facts and explore the depths
of the subject matter, developing their reasoning and aptitude skills.
Technical Events: Students are encouraged to explore new ideas and innovative project
proposals for various national-level competitions. Active participation in organizing technical
seminars, tech fests, and cultural programs aids in developing managerial, leadership, and
teamwork capabilities.

Problem-Solving Methodologies

To enhance students' analytical abilities and problem-solving skills, these techniques are employed:

Design-Based Assignments and Industry-Related Issues: These assignments address realistic

constraints in the design process and contemporary issues commonly encountered by practicing

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 engineers.
Extensive Tutorial Work/Activities: Short questionnaires, doubt-clearing sessions, and problem
sheets are introduced in an engaging and realistic manner.
Group and Collaborative Social Services: Students are assigned various activities related to
society and the environment, fostering a concern for social issues and encouraging the application
of engineering knowledge to societal causes.

ICT-Enabled Tools for Effective Teaching-Learning

Multimedia Teaching Methods: Teachers use chalk-and-talk, PPT presentations, animations,

and video lectures to visualize concepts.
Advanced Classroom Technology: Classrooms are equipped with LCD projectors, Smart TVs
(seminar Hall), and Wi-Fi. The college uses Google Meet Classroom as LMS platforms, enabling
teachers to create, share, and upload content and conduct assessments.
Online Course Enrolment: NSEC maintains a SWAYAM-NPTEL local chapter, encouraging
students to enrol in NPTEL, Coursera, Udemy, and EdX courses to broaden their knowledge base
and earn honours degrees through MOOCs.
Library Resources: Central library has a collection of e-books and e-journals. The college is also
a member of KNIMBUS and NDLI providing resources for students and staff.*

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2.4 Teacher Profile and Quality

2.4.1

Percentage of full-time teachers against sanctioned posts during the last five years

Response: 88.09

2.4.1.1 Number of sanctioned posts year wise during the last five years

2022-23 2021-22 2020-21 2019-20 2018-19

200 177 177 231 231

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 File Description Document

Sanction letters indicating number of posts View Document

sanctioned by the competent authority (including
Management sanctioned posts)

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support the claim (if any)

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)

Response: 38.1

2.4.2.1 Number of full time teachers with NET/SET/SLET/Ph. D./ D.Sc. / D.Litt./L.L.D year wise
during the last five years

2022-23 2021-22 2020-21 2019-20 2018-19

64 65 69 66 77

File Description Document

List of faculties having Ph. D. / D.Sc. / D.Litt./ View Document

L.L.D along with particulars of degree awarding
university, subject and the year of award per
academic year.

Institution data in the prescribed format View Document

Copies of Ph.D./D.Sc / D.Litt./ L.L.D awareded by View Document

UGC recognized universities

Provide Links for any other relevant document to View Document

support the claim (if any)

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

Response:

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Netaji Subhash Engineering College (NSEC), as an affiliated institute of Moulana Abul Kalam Azad
University of Technology (MAKAUT), adheres to the evaluation scheme and process prescribed by the
University. The evaluation of students in a course consists of two components as follows:

Internal Assessment

Internal Assessment carries a weightage of 30% and is managed by the individual course faculty. It
comprises various elements such as assignments, quizzes, unit tests, online tests, and attendance.

Assignments & Quizzes: Students are required to submit time-bound assignments and quizzes
per courses in each semester. These assessments aim to foster applicative learning and submitted
physically or uploaded on Google Classroom.
Unit Tests: Each student must participate in two unit tests conducted by the individual subject
experts. Unit Test 1 occurs approximately one and a half months after the semester commences,
while Unit Test 2 is held two weeks before the semester ends. These tests cover 90% of the
course content delivered in classes.
Proctored Online Test: Conducted by the university and monitored by the college, this online
test occurs just before the semester examination.

After the completion of each of the four tests, students' evaluated answer scripts and results are shown to
them within seven days, and marks and answer scripts are uploaded to the university portal, accessible to
both the university and students through their logins. A student must maintain a minimum attendance of
75% in aggregate of all courses taken together in a semester to be eligible to appear for the examinations.
Any discrepancies in marks or attendance can be reported to the concerned teacher or authority directly.

External Assessment

The external assessment, regulated by the university and managed by the institute, comprises
examination held at the end of the semester, carrying a weightage of 70%. The institute follows the
academic calendar, ensuring students appear in all internal tests and end-semester examinations. All
examinations, including theory, practical, sessional, project reports, and any other term-end evaluation
components, are conducted by the Controller of Examinations.

Grievance Redressal System

The institute provides a time-bound and efficient grievance redressal system. A senior faculty nominated
as Officer-in-Charge and authorized by the university oversees examination-related processes such as
form filling, examination seat allotment, results, photocopies, and revaluations. If a student is dissatisfied
with their marks, they can request a rechecking of papers by submitting a prescribed form to the
university after the results are declared. Additionally, students failing in a particular subject can reappear
in the examination by submitting a backlog form along with the requisite fee to the university.

Internal Quality Assurance Cell (IQAC)

The Internal Quality Assurance Cell (IQAC) continuously monitors and evaluates the internal
mechanism to enhance the teaching-learning process. It ensures quality in all operations of various
departments and gathers feedback from students and teachers regarding the evaluation process. The cell
also addresses grievances submitted by different stakeholders. The institute strictly follows the

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 "Academic Activities - A Ready Reckoner" guidelines for scheduled monitoring and reviewing of all
academic activities throughout the year.*

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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

Response:

The institution has embraced the Outcome-Based Education (OBE) approach, shaping Programme
Educational Objectives (PEOs), Programme Outcomes (POs), Programme Specific Outcomes (PSOs),
and Course Outcomes (COs) as fundamental components. At the heart of this approach lie the Course
Outcomes (COs), which focus on measuring student performance through clearly defined outcomes.
These outcomes encapsulate the knowledge, skills, and attitudes students acquire upon completing a
course, meticulously defined by course coordinators in consultation with stakeholders. Typically, each
course outlines around six COs, crafted with Bloom's Taxonomy of Cognitive Skill in mind to ensure
meaningful, observable, and measurable learning objectives.

Additionally, Programme Specific Outcomes (PSOs) delineate explicit graduate attributes tailored to
each discipline and level of study. Typically, three PSOs are defined per program, aligning with specific
program objectives aimed at highlighting the direct implications of acquired knowledge and techniques
on societal betterment and sustainability. The institution places paramount importance on setting clear
COs and PSOs for all programs under study, ensuring alignment with overarching Program Outcomes
(POs) that students should achieve by the end of their graduation. The institute measures the level of
attainment of the program outcomes, program specific outcomes and course outcomes from all
stakeholders concerned, with modes of evaluation.

The institute's commitment to OBE is further underscored by continuous accreditation of four programs
by the National Board of Accreditation (NBA), affirming meticulous adherence to OBE principles.

To ensure transparent communication and dissemination of these outcomes, the institution employs
various channels:

All POs, PSOs, and COs are prominently featured on the departmental homepage of the institute's
website.
POs and PSOs are visibly displayed in key areas such as the Head of Department's room, faculty
rooms, laboratories, and departmental notice boards.

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 These outcomes are included in course catalogues, brochures, and news bulletins.
At the outset of each semester, subject teachers and Heads of Department elucidate the desired
course outcomes to students.
Unit test questions are meticulously crafted to align with course outcomes, with each question
addressing a specific CO. Furthermore, all COs for a subject are highlighted at the end of the
question paper to aid student recollection.
Faculty members and staff are kept abreast of all POs, PSOs, and COs through departmental
meetings, discussions, and email notifications.
Course files maintained by subject teachers include lists of all POs, PSOs, and relevant COs
necessary for assessing course outcome attainment based on internal and external assessments.
Lesson plans for each course outline all POs, PSOs, COs, and correlation matrices for CO-PO and
CO-PSO alignments, ensuring cohesive integration of learning objectives throughout the
curriculum.
Furthermore, course outcomes are clarified to the students by the course instructor/faculty in the
first few classes at the beginning of semester.

This multifaceted approach ensures that all stakeholders, including faculty and students, are well-
informed and actively engaged in achieving the institution's educational objectives.*

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2.6.2

Attainment of POs and COs are evaluated.

Explain with evidence in a maximum of 500 words

Response:

NSEC has a tradition of obtaining accreditation from NBA since 2006 and adheres to the guidelines
specified by NBA. Initially, the Course Outcomes (COs) for each course are mapped to the Programme
Outcomes (POs) and Programme Specific Outcomes (PSOs) based on their relevance, categorized as low
(1), moderate (2), or substantial (3). A correlation matrix is established between the COs and the POs and
PSOs.*

Questions and assessments are prepared using the action verbs of revised Bloom's Taxonomy. All
question papers, assignments, and quizzes are designed based on COs. The attainment of outcomes is
evaluated through 80% direct assessment and 20% indirect assessment, while CO attainment is
calculated based solely on direct assessment. The following attainment levels are set in terms of actual
percentage of students getting set percentage of marks.

Attainment Level 1: 60 % of students scoring > set percentage of marks

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 Attainment Level 2: 70 % of students scoring > set percentage of marks
Attainment Level 3: 80 % of students scoring > set percentage of marks

Direct Assessment

Direct assessment is conducted according to the guidelines prescribed by the affiliating

University, MAKAUT.
It is divided into internal examinations (30 marks) and external examinations (70 marks) for
theoretical courses, and continuous evaluation (40 marks) and final examinations (60 marks) for
laboratory courses.
Internal examinations/assessments for theory courses include Mid Semester Exam: 15 Marks,
Assignment & Quiz: 10 Marks, and Attendance: 5 Marks, totaling 30 marks. Mid semester exams
are conducted twice in a semester.
Internal examinations/assessments for laboratory courses are conducted twice in a semester,
based on day-to-day performance in laboratories, totaling 40 marks.
External examinations are conducted by the University: 70 marks for all theory courses and 60
marks for all laboratory courses, at the end of the semester.
Results from internal and external examinations are used to calculate attainment.

The overall course attainment is calculated by combining the CO attainment measured through
University examinations with the CO attainment measured through Internal Assessments. The final
course attainment is calculated as follows:

Theory courses: 0.7 * External Assessment + 0.3 * Internal Assessment

Laboratory courses: 0.6 * Final Assessment + 0.4 * Continuous Assessment

Indirect Assessment

At the end of the program, surveys such as the Graduate Exit Survey, Alumni Survey, and Employer
Survey are conducted. The attainment of a survey is calculated as the weighted average of responses
using the rubric: Strongly Agree (5), Agree (4), Neutral (3), Disagree (2), and Strongly Disagree (1). The
consolidated indirect component of PO/PSO assessment is the arithmetic average of all survey attainment
values.

Attainment of Program Outcomes & Program Specific Outcomes

Both direct assessment (DA) and indirect assessment (IA) tools are used to evaluate the attainment of PO
and PSO. The overall attainment is calculated with an 80% weightage to direct assessment and a 20%
weightage to indirect assessment. The total attainment for each PO/PSO is calculated using the following
formula:

Total Attainment (TA) = 0.8 × DA + 0.2 × IA

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2.6.3

Pass percentage of Students during last five years (excluding backlog students)

Response: 96.45

2.6.3.1 Number of final year students who passed the university examination year wise during the
last five years

2022-23 2021-22 2020-21 2019-20 2018-19

610 755 786 851 800

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

2022-23 2021-22 2020-21 2019-20 2018-19

652 757 788 877 868

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Certified report from Controller Examination of the View Document

affiliating university indicating pass percentage of
students of the final year (final semester) eligible
for the degree programwise / year-wise.

Annual report of controller of Examinations(COE) View Document

highlighting the pass percentage of final year
students

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2.7 Student Satisfaction Survey

2.7.1

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Online student satisfaction survey regarding teaching learning process

Response:

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template

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Criterion 3 - Research, Innovations and Extension

3.1 Resource Mobilization for Research

3.1.1

Grants received from Government and non-governmental agencies for research projects / endowments
in the institution during the last five years (INR in Lakhs)

Response: 86.19

3.1.1.1 Total Grants from Government and non-governmental agencies for research projects /
endowments in the institution during the last five years (INR in Lakhs)

2022-23 2021-22 2020-21 2019-20 2018-19

46.51 0 2.5 3.76 33.42

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3.2 Innovation Ecosystem

3.2.1

Institution has created an ecosystem for innovations, Indian Knowledge System (IKS),including
awareness about IPR, establishment of IPR cell, Incubation centre and other initiatives for the
creation and transfer of knowledge/technology and the outcomes of the same are evident

Response:

The institute encourages the creative energy of the students to work on new ideas and innovation. The
major focuses are to create a vibrant local innovation ecosystem and to develop better cognitive ability
for technology students. The institute’s Entrepreneurship Development Cell (EDC) aims to foster
innovation and entrepreneurship among students, encouraging start-up creation through guidance,
mentorship, and support. It promotes a culture of entrepreneurship on and beyond the campus, converting
some job-seekers into job-generators. The cell focuses on channeling student knowledge and energy
towards economic development and innovation-driven enterprises, creating employment opportunities.
Through its collaboration with the Wadhwani Foundation and later the Confederation of Indian
Industries, the NSEC-EDC incubation center provides mentorship and support to students developing
prototypes and participating in innovation challenges, demonstrating its effectiveness.

The Institution’s Innovation Council (IIC) has been constituted as prescribed by MHRD-IIC to

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methodically foster the culture of innovation as a part of the curriculum. The council encourages, inspires
and nurtures the talent of young and creative students to work on new ideas leading to establishing an
innovative ecosystem on the campus. The young and innovative minds are attracted through expert talk
sessions, periodic workshops, seminars, interactions with entrepreneurs, investors, and professionals.
Several Hackathons, idea competitions, and mini challenges with the involvement of industries are
arranged for active involvement and even encourage the students to participate at national and state
levels. Few amongst the “Job-Seekers” would be converted to “Job- Generators” through the
entrepreneurial route.

The institute has fostered a robust ecosystem for innovation and knowledge transfer through a range of
activities and initiatives through the IIC and EDC. Key initiatives include:

Awareness and Training Programs: Technical sessions on React JS, Git & GitHub, and workshops on
entrepreneurship, health, and fitness were organized. Significant emphasis was placed on intellectual
property rights (IPR), including a session on World Intellectual Property Day and workshops on IPR.

Innovation and Entrepreneurship Support: The IPR cell and incubation center facilitated various
programs such as motivational sessions by successful innovators, a hackathon on Cyber Security, and an
exposure visit to pre-incubation units. The EDC hosted workshops on design thinking, business model
canvases, and the legal and ethical aspects of startups.

Competitions and Exhibitions: Events like the Cyber D-Day Hackathon, Hult Prize contest, and inter-
college innovation competitions provided platforms for students to showcase their ideas and prototypes.
Several teams competed for funding and won.

Collaborations and Mentorship: Partnerships with industry veterans and organizations like the
Wadhwani and SwitchOn Foundation were instrumental. Mentoring events linked students with experts
for guidance on innovation and business strategies.

Celebrations and Special Events: Celebrations of National Youth Day, National Technology Day, and
World Environment Day included motivational talks, boot camps, and tree plantation drives,
respectively.

Outcomes and Achievements: Notable achievements include winning at the IIT Roorkee hackathon,
participating in Toycathon 2021, and conducting a successful multi-disciplinary hackathon “InnovatriX”
with significant student involvement. The institution's focus on IPR, coupled with hands-on workshops
and expert talks, has enhanced students' understanding and engagement in innovation and
entrepreneurship.*

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3.2.2

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 Number of workshops/seminars/conferences including on Research Methodology, Intellectual
Property Rights (IPR) and entrepreneurship conducted during the last five years

Response: 121

3.2.2.1 Total number of workshops/seminars/conferences including programs conducted on

Research Methodology, Intellectual Property Rights (IPR) and entrepreneurship year wise during
last five years

2022-23 2021-22 2020-21 2019-20 2018-19

31 6 14 28 42

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3.3 Research Publications and Awards

3.3.1

Number of research papers published per teacher in the Journals notified on UGC care list during
the last five years

Response: 0.42

3.3.1.1 Number of research papers in the Journals notified on UGC CARE list year wise during the
last five years

2022-23 2021-22 2020-21 2019-20 2018-19

29 31 13 16 20

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 File Description Document

Link to the uploaded papers, the first page/full View Document

paper(with author and affiliation details)on the
institutional website

Link to re-directing to journal source-cite website View Document

in case of digital journals

Links to the papers published in journals listed in View Document

UGC CARE list or

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support the claim (if any)

3.3.2

Number of books and chapters in edited volumes/books published and papers published in
national/ international conference proceedings per teacher during last five years

Response: 1.05

3.3.2.1 Total number of books and chapters in edited volumes/books published and papers in
national/ international conference proceedings year wise during last five years

2022-23 2021-22 2020-21 2019-20 2018-19

55 58 79 55 26

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Copy of the Cover page, content page and first View Document
page of the publication indicating ISBN number
and year of publication for books/chapters

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support the claim (if any)

3.4 Extension Activities

3.4.1

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Outcomes of Extension activities in the neighborhood community in terms of impact and
sensitizing the students to social issues for their holistic development during the last five years.

Response:

The institute firmly believes that education is not only confining to classroom activities of students but
also sensitizing them to understand the people’s life in the society and improve the living of the
underprivileged. The objective lies in taking action through community and services in creating head-on
sustainable solutions to local and world challenges. The students and faculty members regularly conduct
various extension activities in the neighboring community mainly through the NSS Unit, Rotaract Club,
and IEEE Student Branch of NSEC. The institute has also adopted five villages under Unnat Bharat
Abhiyan along with the existing social activities. Participation in extension activities transforms the
outlook of students and enlightens the spirit of social responsibility to create a peaceful society. The
Rotaract community looks forward to expanding their professional network and exchanging ideas to
cultivate life-long global friendships and highlighting the importance of community service as well as
self-service.

The Rotaract Club has initiated numerous activities, fostering social responsibility among students while
benefiting the community. Key initiatives include:

Cloth Bag Donation: Aimed at reducing plastic use, the campaign involved donating cloth bags to
promote environmental sustainability.

Independence Day Celebration with Underprivileged Children: This event revived patriotism and
involved underprivileged children in various activities, enhancing their cultural and educational
experiences.

COTS: A collaborative training seminar with multiple Rotaract clubs, focusing on personality
development and responsibilities within the Rotaract movement.

Essay Writing Competition: Commemorating Raksha Bandhan, this event encouraged participants to
express their thoughts on the festival, fostering creative expression.

Day Out with Underprivileged Children During Durga Puja: Provided a joyful experience for shelter
home children, including cultural programs and gifts.

Meals Distribution to Artisans: Distributed meals to artisans during Durga Puja, promoting shared
happiness.

Stationery Distribution among HIV affected Kids: Conducted interactive sessions and distributed
stationery to HIV affected children, spreading joy during Vijaya Dashami.

Talent Hunt: Organized talent showcases and fundraising events, supporting underprivileged children
and involving a large number of participants.

Webinar on Child Rights: Focused on human rights and women empowerment, enhancing awareness
among students.

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Street Dog Vaccination and Feeding Drive: Vaccinated and fed street dogs, addressing rabies
prevention and animal welfare.

Dengue Awareness: Distributed Odomos cream and gifts to children, promoting dengue awareness.

Gaming Event: Fundraising event involving multiple games, engaging a broad audience.

IEEE Student Branch: The NSEC IEEE Student Branch has significantly contributed to students'
technical and professional development through activities such as, (i) Workshops and Seminars:
Organized multiple events focusing on professional development, industry collaboration, and leadership
skills, (ii) Community Engagement: Conducted outreach activities with industries and academic
institutions, promoting innovation and continuous learning, (iii) Awards and Grants: Secured grants
and awards for students, facilitating participation in conferences and workshops, and supporting research
publications.

Overall Impact: Through these activities, students have been sensitized to social issues, engaged in
community activities, improved their technical skills, and developed ethical and professional qualities.
The initiatives have benefited not only the community but also the student's educational experience and
personal growth through collaboration, innovation, and continuous improvement.*

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3.4.2

Awards and recognitions received for extension activities from government / government
recognised bodies

Response:

Netaji Subhash Engineering College (NSEC) has shown unwavering commitment to social responsibility
through extensive extension activities, earning numerous awards and recognitions from government and
government-recognized bodies. These accolades highlight the college's dedication to fostering holistic
student development while addressing societal needs.

The Institute has actively participated in the Smart India Hackathon, where students have consistently
showcased their innovative solutions to real-world problems. Several students win multiple accolades,
underscoring their technical acumen and problem-solving abilities. The institute's engagement with the
National Programme on Technology Enhanced Learning (NPTEL) has also been noteworthy. Through
active participation in NPTEL-Swayam courses, students and faculty have enhanced their skills, leading
to the college being recognized as a Local Chapter with an 'A' rating multiple times. This initiative has
elevated academic standards and empowered students to contribute meaningfully to the community.

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The college's National Service Scheme (NSS) unit has been a cornerstone of its extension activities,
conducting blood donation camps, cleanliness drives under Swachh Bharat Abhiyan, and environmental
awareness campaigns. Additionally, the Rotaract Club of NSEC has been recognized for activities such
as cloth/bag donations to underprivileged children, HIV-affected kids, street dog vaccination and feeding
drives, child/human rights awareness, and women empowerment. These activities have significantly
impacted the local community, promoting health, hygiene, and sustainability.

The NSEC IEEE Student Branch has contributed to students' technical and professional development
through events focusing on professional development, industry collaboration, and leadership skills. They
have secured grants and awards for students, facilitating participation in conferences, workshops, and
supporting research publications. These activities have sensitized students to social issues, engaged them
in community activities, and improved their technical skills, fostering ethical and professional qualities.

In recognition of its contributions to technology and innovation, institute has received accolades from
bodies like the AICTE and the Confederation of Indian Industry (CII). The institute was awarded under
the SPICES initiative by AICTE, including a financial grant for community development projects.
Institute's commitment to fostering an entrepreneurial mindset has been acknowledged by several
organizations, with awards from MSME for promoting entrepreneurship through workshops and training
programs. The college's participation in the ARIIA by the Ministry of Education has also been
commendable, earning recognitions for its innovative approaches to education and community service.

The institute’s involvement in international collaborations has been significant, with students
participating in global competitions like the NASA Space Apps Challenge and the Google Summer of
Code, receiving accolades and gaining invaluable exposure to global standards and practices. The
institute has been recognized by various professional bodies, underscoring its emphasis on research and
development to contribute to societal advancement.

The awards and recognitions received during the last five years reflect a sustained commitment to
excellence in extension activities. These accolades from diverse organizations like TCS EnginX, BNCCI,
IACS, CII, AICTE, and numerous ministries of the Government of India validate the institution's efforts
in fostering a socially responsible, innovative, and technically proficient student community.*

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3.4.3

Number of extension and outreach programs conducted by the institution through organized forums
including NSS/NCC with involvement of community during the last five years.

Response: 55

3.4.3.1 Number of extension and outreach Programs conducted in collaboration with industry,
community, and Non- Government Organizations through NSS/ NCC etc., year wise during the

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 last five years

2022-23 2021-22 2020-21 2019-20 2018-19

25 6 10 10 4

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program to be made available, with specific
mention of number of students participated and the
details of the collaborating agency

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3.5 Collaboration
3.5.1

Number of functional MoUs/linkages with institutions/ industries in India and abroad for internship,
on-the-job training, project work, student / faculty exchange and collaborative research during the last
five years.

Response: 20

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Page 52/88 25-06-2024 05:00:42
Criterion 4 - Infrastructure and Learning Resources

4.1 Physical Facilities

4.1.1

The Institution has adequate infrastructure and other facilities for,

teaching – learning, viz., classrooms, laboratories, computing equipment etc

ICT – enabled facilities such as smart class, LMS etc.

Facilities for Cultural and sports activities, yoga centre, games (indoor and outdoor), Gymnasium,
auditorium etc (Describe the adequacy of facilities in maximum of 500 words.)

Response:

The institution has established physical facilities and infrastructure in line with AICTE and MAKAUT
norms to support high-quality teaching and learning processes. It offers essential facilities such as
laboratories, graphics halls, and workshops. Spanning approximately 3.0 acres, the campus includes
5,500 square meters of open space, providing an ideal setting for teaching, learning, career development,
higher education, and research.

The institution follows a policy for creating and enhancing infrastructure based on changes in
curriculum, student enrollment, or the introduction of new courses. Budgeting for these needs involves
consultation among the Heads of Departments (HODs), the Principal, and the Management, followed by
approval from the Board of Governors (BOG). Once approved, implementation is carried out with the
help of relevant professionals.

Continuous infrastructure upgrades are a priority. Overhead projectors have been replaced with LCD
projectors, classroom acoustics have been improved, and new seating arrangements have been installed.
Classrooms and laboratories have enhanced ventilation, Wi-Fi has been augmented with Alliance
services, and new printers and scanners have been added. Additionally, an extra graphics hall and
AutoCAD laboratory is now operational to accommodate first-year students.

Classrooms, laboratories, workshops, and computing equipment meet AICTE guidelines. The institution
offers a sufficient number of well-furnished, spacious, and well-ventilated classrooms. Each department
also has dedicated tutorial rooms. Multimedia facilities include audio-visual equipment and a Webinar
center for video conferencing, enhancing the learning process. Teachers are encouraged to use ICT
facilities to improve student visualization.

The institution houses a Central Library with an extensive collection of books, along with individual
departmental libraries that hold seminar reports, thesis reports, and reference books. These resources
benefit both faculty and students. Additionally, there is a fully equipped reading room and e-library to
support quiet study and research activities.

To keep up with modern teaching methods, the institute regularly upgrades its internet bandwidth,
supporting platforms like MOOCS, SPOKEN TUTORIAL, NPTEL, COURSERA, and Webinars.

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The college has nine seminar halls of varying sizes to host workshops, seminars, guest lectures, and other
programs across all departments. Five seminar halls are equipped with smart boards. Laboratories are
well-equipped and maintained to support both curriculum-based and extracurricular experiments. The
college also features two advanced language labs where students can enhance their communication skills,
monitored by qualified teachers.

The training and placement department, a key component of the Finishing School, is located on the
ground floor near the administrative block. Some departments have additional laboratories beyond the
curriculum to better prepare students for industry demands. In summary, the institution is dedicated to
maintaining and improving its infrastructure to provide a conducive environment for academic
excellence, career development, and research.*

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4.1.2

Percentage of expenditure for infrastructure development and augmentation excluding salary during
the last five years

Response: 9.12

4.1.2.1 Expenditure for infrastructure development and augmentation, excluding salary year wise
during last five years (INR in lakhs)

2022-23 2021-22 2020-21 2019-20 2018-19

349.28 0.92 2.74 63.36 67.22

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expenditure claimed for infrastructure
augmentation should be clearly highlighted)

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Page 54/88 25-06-2024 05:00:42

4.2 Library as a Learning Resource
4.2.1

Library is automated with digital facilities using Integrated Library Management System (ILMS),
adequate subscriptions to e-resources and journals are made. The library is optimally used by the
faculty and students

Response:

Name of the ILMS software: LSEase (Release 1.0)

Nature of automation: Fully automated

Version: Cloud Version

Year of automation: 2006

The Central Library began its journey in 2000 in a small room and moved to its current location in 2004.
Since then, it has grown significantly, boasting an impressive collection of resources compared to other
self-financed colleges in West Bengal. The library provides a wide range of materials, including books,
periodicals (journals and Magazines), special reports, theses, Indian standards, newspapers, and previous
semester question papers from the affiliating university.

A large reading room within the library caters to both students and teachers, and it also houses a digital
library. The library underwent digitization in 2006, adopting the ILMS software LSEase (rel.5.0) College
version for fully automation. This system, first implemented in 2006, utilizes LIBSYS with unlimited
user login capabilities. Currently a cloud-based Integrated Library Management System (ILMS) is being
used. These systems are designed to manage library operations such as Cataloging, Circulation,
Acquisitions, OPAC and Administration, all through a cloud-based platform. The advantages of using a
cloud-based ILMS is that the users can access the system from anywhere with an internet connection,
which is particularly useful for remote work and for patrons accessing the library's catalog online.

The library's collection is extensive, which includes the following:

103042 books,
07 print journals,
01 print magazine,
13337 Knimbus
e-books and 294 e-journals (accessible Off campus) and lecture videos from NPTEL.

The E-library : (Accessible on College Campus) has the following

E-books (2572 Titles)

MAKAUT Question Paper
Spoken Tutorials
PhD Thesis
NPTEl Video Library

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 E-Journals and E-Books (accessible off campus):

Elsevier Science Direct e-journals (294 Titles)

E-Books – ( 13337 Titles)
Plagiarism Checker X

The Reading Room accommodates 100 people and features 25 computers with internet access. Library
hours are 9:00 AM to 8:00 PM, Monday through Friday, and 9:00 AM to 5:00 PM on Saturday.

Continuous development is a priority for the library, with new titles, volumes, and editions regularly
added each semester. Additionally, new e-journals are procured to enhance the teaching and learning
environment.

Book purchases are driven by departmental needs, with each department submitting requests for books
and journals. These requests are reviewed and approved by the library committee. The principal oversees
the procurement process, ensuring alignment with budgetary and other provisions.

To ensure the library meets user needs, a suggestion box is available for feedback. Suggestions are
collected and analysed time to time by the Library Committee, and corrective actions are taken by the
Internal Quality Assurance Cell (IQAC) on a priority basis.

In summary, the Central Library of the institute is a well-resourced and continually evolving facility,
fully automated and digitized, providing comprehensive support to the institution's academic
community.*

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4.3 IT Infrastructure
4.3.1

Institution frequently updates its IT facilities and provides sufficient bandwidth for internet
connection

Describe IT facilities including Wi-Fi with date and nature of updation, available internet bandwidth
within a maximum of 500 words

Response:

The institute is committed to continually upgrading its internet bandwidth to meet the demands of
modern teaching and learning methods, including the use of MOOCs, SPOKEN TUTORIALS, NPTEL,
Coursera, and webinars. A dedicated server with a 20 TB HDD is maintained exclusively for NPTEL

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video streaming within the campus. Software packages are regularly updated, and industry-relevant
software purchased to ensure students are well-prepared for the workforce. The institution also
continuously upgrades its multimedia facilities, including audio-visual equipment, and has a webinar
centre for video conferencing, enhancing the teaching-learning process. All classrooms are equipped with
the latest technology projectors, enabling teachers to use audio-visual aids and show video lectures by
eminent personalities. Teachers receive ongoing training to utilize ICT facilities more effectively, and
students use these facilities to present seminars and project progress reports.

The institution allocates an adequate budget for the purchase, upgrading, and maintenance of computers,
servers, and other related equipment.

Online Library System

The entire library system is managed by Libsys Software, allowing students and faculty to access it
online from their own devices. Dedicated computers are available in the central library and reading room
for student use.

LAN and Wi-Fi Facilities

All institutional computers are connected via LAN, and the entire campus is Wi-Fi enabled.

IT Resource Upgrades

The institute has a systematic approach to updating its IT resources, including:

Wi-Fi access points increased from 15 to 127.

Internet Bandwidth Upgraded (Alliance-1GBPS,Meghbala-40MBPS,Tata-50MBPS)
247 CCTV cameras installed.
Seventy HP Core i5 Desktop purchased.
Four hundred Twenty Dell Core i7 desktops purchased.
There are 3 new labs established in the academic year 22-23.
Two 6 KVA UPS for the APC Room and R.N Tagore were purchased.
Four 10 KVA online UPS purchased for labs.
One 15 KVA UPS For Management Building
7 interactive panels for 4 departments seminar room and library and placement in 23-24
One Digital Duplicating machine was purchased.
8 HP MFP126nwAll-in One purchased.
One HP Smart Ink Tank printer was purchased.
100 number of Webcam Purchased.
14 number of computer laboratories have been modernized
Conference room has been renovated with state-of-the-art facilities to conduct the events on a
blended mode.
Seminar halls are equipped with smart boards.

Continuous IT Improvement Activities

The internal backbone network connectivity has been upgraded from STP to fibre optics.
The network environment now operates at GBPS speed.

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 Internal online mock tests are conducted for industry readiness programs.
The online e-library features over 2000 e-books and MAKAUT question papers.
Online feedback is collected after value-added training and industrial training sessions.

These upgrades and enhancements demonstrate the institute's commitment to providing a state-of-the-art
learning environment that supports the latest educational technologies and methodologies. This
continuous improvement ensures that both students and faculty have access to the resources they need to
succeed in an increasingly digital and interconnected world.*

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4.3.2

Student – Computer ratio (Data for the latest completed academic year)

Response: 2.33

4.3.2.1 Number of computers available for students usage during the latest completed academic
year:

Response: 1191

File Description Document

Purchased Bills/Copies highlighting the number of View Document

computers purchased

Extracts stock register/ highlighting the computers View Document

issued to respective departments for student’s
usage.

Provide Links for any other relevant document to View Document

support the claim (if any)

4.4 Maintenance of Campus Infrastructure

4.4.1

Percentage expenditure incurred on maintenance of physical facilities and academic support facilities
excluding salary component, during the last five years (INR in Lakhs)

Response: 47.72

4.4.1.1 Expenditure incurred on maintenance of infrastructure (physical facilities and academic

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support facilities) excluding salary component year wise during the last five years (INR in lakhs)

2022-23 2021-22 2020-21 2019-20 2018-19

627.86 308.62 363.13 544.29 685.18

File Description Document

Institutional data in the prescribed format View Document

Audited income and expenditure statement of the View Document

institution to be signed by CA for and counter
signed by the competent authority (relevant
expenditure claimed for maintenance of
infrastructure should be clearly highlighted)

Provide Links for any other relevant document to View Document

support the claim (if any)

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Criterion 5 - Student Support and Progression

5.1 Student Support

5.1.1

Percentage of students benefited by scholarships and freeships provided by the institution, government
and non-government bodies, industries, individuals, philanthropists during the last five years

Response: 14.27

5.1.1.1 Number of students benefited by scholarships and freeships provided by the institution,
Government and non-government bodies, industries, individuals, philanthropists during the last
five years

2022-23 2021-22 2020-21 2019-20 2018-19

757 522 179 232 354

File Description Document

Year-wise list of beneficiary students in each View Document

scheme duly signed by the competent authority.

Upload Sanction letter of scholarship and free ships View Document

(along with English translated version if it is in
regional language).

Upload policy document of the HEI for award of View Document

scholarship and freeships.

Institutional data in the prescribed format View Document

Provide Links for any other relevant document to View Document

support the claim (if any)

5.1.2

Following capacity development and skills enhancement activities are organised for improving
students’ capability

1.Soft skills
2.Language and communication skills
3.Life skills (Yoga, physical fitness, health and hygiene)
4.ICT/computing skills

Response: A. All of the above

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File Description Document

Report with photographs on Programmes /activities View Document

conducted to enhance soft skills, Language and
communication skills, and Life skills (Yoga,
physical fitness, health and hygiene, self-
employment and entrepreneurial skills)

Report with photographs on ICT/computing skills View Document

enhancement programs

Institutional data in the prescribed format View Document

Provide Links for any other relevant document to View Document

support the claim (if any)

5.1.3

Percentage of students benefitted by guidance for competitive examinations and career counseling
offered by the Institution during the last five years

Response: 9.97

5.1.3.1 Number of students benefitted by guidance for competitive examinations and career
counselling offered by the institution year wise during last five years

2022-23 2021-22 2020-21 2019-20 2018-19

287 265 374 279 223

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5.1.4

The institution adopts the following for redressal of student grievances including sexual harassment
and ragging cases

1.Implementation of guidelines of statutory/regulatory bodies

2.Organisation wide awareness and undertakings on policies with zero tolerance
3.Mechanisms for submission of online/offline students’ grievances
4.Timely redressal of the grievances through appropriate committees

Response: A. All of the above

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 File Description Document

Proof w.r.t Organisation wide awareness and View Document

undertakings on policies with zero tolerance

Proof related to Mechanisms for submission of View Document

online/offline students’ grievances

Proof for Implementation of guidelines of View Document

statutory/regulatory bodies

Details of statutory/regulatory Committees (to be View Document

notified in institutional website also)

Annual report of the committee motioning the View Document

activities and number of grievances redressed to
prove timely redressal of the grievances

Provide Links for any other relevant document to View Document

support the claim (if any)

5.2 Student Progression

5.2.1

Percentage of placement of outgoing students and students progressing to higher education during
the last five years

Response: 51.75

5.2.1.1 Number of outgoing students placed and / or progressed to higher education year wise
during the last five years

2022-23 2021-22 2020-21 2019-20 2018-19

520 407 455 388 270

5.2.1.2 Number of outgoing students year wise during the last five years

2022-23 2021-22 2020-21 2019-20 2018-19

652 757 788 877 868

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 File Description Document

Number and List of students placed along with View Document

placement details such as name of the company,
compensation, etc and links to Placement order(the
above list should be available on institutional
website)

List of students progressing for Higher Education, View Document

with details of program and institution that they
are/have enrolled along with links to proof of
continuation in higher education.(the above list
should be available on institutional website)

Institutional data in the prescribed format View Document

Provide Links for any other relevant document to View Document

support the claim (if any)

5.2.2

Percentage of students qualifying in state/national/ international level examinations during the last
five years

Response: 4.47

5.2.2.1 Number of students qualifying in state/ national/ international level examinations year wise
during last five years (eg: IIT/JAM/NET/SLET/GATE/GMAT/GPAT/CLAT/CAT/ GRE/TOEFL/
IELTS/Civil Services/State government examinations etc.)

2022-23 2021-22 2020-21 2019-20 2018-19

12 13 23 13 24

File Description Document

List of students qualified year wise under each View Document

category and links to Qualifying Certificates of the
students taking the examination

Institutional data in the prescribed format View Document

Provide Links for any other relevant document to View Document

support the claim (if any)

5.3 Student Participation and Activities

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5.3.1

Number of awards/medals for outstanding performance in sports/ cultural activities at University /

state/ national / international level (award for a team event should be counted as one) during the
last five years

Response: 28

5.3.1.1 Number of awards/medals for outstanding performance in sports/cultural activities at

national/international level (award for a team event should be counted as one) year wise during the
last five years

2022-23 2021-22 2020-21 2019-20 2018-19

5 4 14 1 4

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list and links to e-copies of award letters and View Document

certificates

Institutional data in the prescribed format View Document

Provide Links for any other relevant document to View Document

support the claim (if any)

5.3.2

Average number of sports and cultural programs in which students of the Institution participated
during last five years (organised by the institution/other institutions)

Response: 11.8

5.3.2.1 Number of sports and cultural programs in which students of the Institution participated
year wise during last five years

2022-23 2021-22 2020-21 2019-20 2018-19

25 3 1 20 10

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 File Description Document

Upload supporting document View Document

Institutional data in the prescribed format View Document

5.4 Alumni Engagement

5.4.1

There is a registered Alumni Association that contributes significantly to the development of the
institution through financial and/or other support services

Response:

The Netaji Subhash Engineering College Alumni Association (NSECAA), established in 2008, is
dedicated to charitable, educational, and literacy purposes, connecting its alumni worldwide irrespective
of nationality, race, gender, or discipline. This network, which has a strong global presence, holding
many reputed portfolios plays a critical role in the continuous development and modernization of their
alma mater through financial and advisory capacities.

Annual Gatherings and Sustained Engagement: NSECAA celebrates its annual alumni meet every
January 23rd during the College Foundation Day. This event fortifies the bond between alumni and
current students. This provides a solid platform for sharing valuable experiences and professional
insights. These meetings are instrumental in motivating current students and offering them direct
guidance to navigate their future careers. Additionally, department-specific gathering “reunion” under
the auspices of NSECAA enables personalized engagement, allowing alumni to directly impact their
specific departments with their success stories and strategies.

Educational Development and Infrastructure Enhancement: Alumni contributions are vital in

updating the educational facilities and identifying the curriculum gaps to make the current students ready
for the present industry standards. They help in bringing the latest technologies and practices to the
institution, ensuring that the education provided remains relevant and cutting-edge.

Empowering Current Students: The Alumni Association facilitates numerous professional growth
opportunities by organizing technical seminars, workshops, and guest lectures through its network of
industry experts. It also plays a pivotal role in arranging industrial training, field visits, and internships.
All these significantly enhance the academic and practical learning environment for students.

Back to Class Initiatives: Alumni are invited to take classes to bridge the gap between industry and
academia. The sharing of professional experiences regarding the latest technology help the present
students to understand and realign their mindset as per the industry standard and expectation.

Financial Support and Mentorship: Beyond updating infrastructure and educational content, alumni
also provide financial support for co-curricular and extra-curricular activities. They offer career
counselling and conduct pre-placement training sessions, which are crucial in preparing students for the
competitive job market and making them employable.

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Role as Mentors and Inspirational Figures: Alumni share not only their achievements but also the
challenges they have faced, providing a realistic perspective on professional life. These narratives are
invaluable for current students, giving them relatable role models who demonstrate the practical
application of their classroom learning in real-world scenarios.

Promoting Industry Connections: The Alumni Association also helps organize field trips to various
industries and companies, where alumni have prominent professional roles, providing students with first-
hand exposure to their future working environments. Alumni frequently return to campus to engage in
lectures and discussions called Back to Classroom Programs, bridging the gap between theoretical
knowledge and practical application.

Through its multifaceted efforts, the NSECAA enhances the institutional standards and enriches the
educational experiences at Netaji Subhash Engineering College. This dynamic interplay between past
and present students helps maintain the college's reputation as a progressive institution aligned with the
demands of the global marketplace, preparing students effectively for their future careers.

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Page 66/88 25-06-2024 05:00:43

Criterion 6 - Governance, Leadership and Management

6.1 Institutional Vision and Leadership

6.1.1

The institutional governance and leadership are in accordance with the vision and mission of the
Institution and it is visible in various institutional practices such as NEP implementation, sustained
institutional growth, decentralization, participation in the institutional governance and in their short
term and long term Institutional Perspective Plan.

Response:

The institution’s well articulated vision and mission guide its academic and administrative governance.

Nature of governance: Role of Board of Governors (BOG)

The Board of Governors (BOG) holds supreme authority over academic, administrative, and financial
matters within the institution's purview. BOG recognizes faculty members as pivotal to the institute's
success. Rather than micromanaging, it empowers them to lead and implement decisions, fostering a
robust academic foundation. The Board of Governors (BOG) leads policy formulation and supports
faculty members in policy implementation. It acts primarily as a facilitator, providing necessary
assistance to ensure effective execution. This approach promotes collaboration and empowers faculty
members to take ownership, enhancing the institution's overall effectiveness and success.

Perspective plans: Mission of the institute

The policies set by the Board of Governors, aligned with the institute's vision, emphasizes achieving
excellence in engineering and technological education, research, and entrepreneurship. It aims to provide
valuable services to society by encouraging innovation, knowledge dissemination, and practical skill
development, thus contributing to societal advancement and progress. The institution's vision is
actualized through perspective plans, detailed in four sequential stages of mission. These plans empower
faculty members to achieve targets with minimal guidance from the Board of Governors (BOG) or
management. This approach ensures faculty autonomy while aligning actions closely with the
institution's overarching goals and objectives. The Internal Quality Assurance Cell (IQAC) always
uphold educational standards and quality of teaching-learning.

Role of faculty members in decision making and implementation of plans

In our faculty-centric institute, faculty members encompass all course instructors and academic
administrators, including heads of departments (HODs), deans, and the Principal. In the prevailing
hierarchical system institutional governance, faculty members are empowered to make and execute
academic decisions within the framework of the institute’s vision, mission, and regulations set by
AICTE or MAKAUT, fostering alignment with comprehensive objectives and industry standards. BOG's
periodic invaluable guidance aids faculty members in advancing towards their goals.

The institute focuses on diversity, equal access and holistic development in line with National
Educational Policy to equip students with the necessary skills and competencies to become good human

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 beings and responsible global citizens. To illustrate, as the institute strives for a solid educational
foundation, the BOG has wisely stressed fostering a research culture. Faculty members have responded
aptly to this guidance; currently, 60% either hold a Ph. D degree or are pursuing one. Advanced
laboratory developments, research publications, and sponsored projects signify the thriving research
culture, propelling the institute into the next phase of its perspective plans. Some of the key decisions
predominantly initiated by faculty members include: (a) Library automation, (b) Introduction of FDP,
Value added training programmes for students, and Social Entrepreneurship Education (SEE), (c)
preparation of institute’s vision and mission statements and (d) adoption and implementation of outcome
based education, (e) preparation for accreditations like NBA and NAAC, etc.*

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6.2 Strategy Development and Deployment

6.2.1

The institutional perspective plan is effectively deployed and functioning of the institutional bodies is
effective and efficient as visible from policies, administrative setup, appointment, service rules, and
procedures, etc

Response:

The institute’s organizational hierarchy ensures clear, reliable executive processes that support effective
decision-making aligned with its purposes. Different committees within the organizational structure drive
institutional capacity and educational effectiveness through their diverse functions. The institutional
Management is logically structured for transparency and optimal outcomes. A hierarchical system
delineates duties, responsibilities, accountability, and authority levels from top management downward.
The Society, Board of Governors, the principal, Dean- Academic Affairs (AA), HODs, teaching, non-
teaching, and students work as a team to reinforce the culture of excellence. The Principal oversees
administrative and academic activities, as chairman of all the committees. Department heads manage
departmental affairs autonomously, making decisions aligned with institutional needs and possessing
academic autonomy in all aspects. The Dean-AA, Campus Administrator and Administrative Officer
assist the Principal in taking various academic and administrative decisions. The administrative activities
like civil maintenance, electrical maintenance and housekeeping effectively functions under the office of
the Campus Administrator.

The IQAC submits the Strategic Perspective Plan and various proposals for academics, administration,
and policy formulations. Approved (by Board of Governors and the Society members) proposals are
deployed and periodically reviewed by the IQAC.

Various Committees in the College independently deploy their plans and report to the IQAC with regard
to Quality Assurance. College employees adhere to existing service rules, subject to periodic

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amendments. Teaching staff selection follows standard procedures: vacancy identification,
advertisement, application submission, interviews by the Selection Committee, result publication,
document verification, recommendation submission for appointment by the Committee to the society,
and issuance of appointment letters.

The institute is unwaveringly dedicated in delivering quality education to the youth, nurturing the
development of the right attitude, professional competence, and ethical values. It implements
multidimensional strategic planning aligned with formal quality policies, ensuring alignment with the
college's vision and mission to ensure the following:

Providing excellent infrastructure and a conducive learning environment

Building a harmonious work culture and motivating everybody to contribute the best.
Proactively responding to changing needs of industry, parents, and society by embracing the
latest technological trends in the field of education and research.
Complying with latest global requirements and striving continually to improve the quality of
operations of the Institution.

To stay competitive amidst global changes, technological advancements, and digitization, institutions
must upgrade to meet stakeholder expectations. Brainstorming sessions with stakeholders led to a
strategic plan for 2019-2024. Based on SWOC analysis, this following strategic plan was developed:

Attaining academic excellence through curriculum orientation and fostering experiential learning
through ICT.
Advancing knowledge through innovation, research, and addressing societal needs.
Advocating for well-rounded individuals with global vision and social responsibility.
Continuously strive for institutional effectiveness via quality assurance systems.
Holistic institutional development, infrastructure, faculty enhancement, and examination reform
prioritized.

The strategic planning document serves as a self-appraisal and guiding tool from management to staff.
Plans are systematically deployed by empowering stakeholders and providing necessary resources.
Achievements include NBA accreditation, NIRF ranking, ARIIA, HI/BI, publications, and R&D
projects.*

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Institutional perspective Plan and deployment View Document

documents on the website

Provide Link for Additional information View Document

6.2.2

Institution implements e-governance in its operations

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 1.Administration
2.Finance and Accounts
3.Student Admission and Support
4.Examination

Response: A. All of the above

File Description Document

Screen shots of user interfaces of each module View Document

reflecting the name of the HEI

Institutional expenditure statements for the budget View Document

heads of e-governance implementation ERP
Document

Annual e-governance report approved by the View Document

Governing Council/ Board of Management/
Syndicate Policy document on e-governance

Provide Links for any other relevant document to View Document

support the claim (if any)

6.3 Faculty Empowerment Strategies

6.3.1

The institution has performance appraisal system, effective welfare measures for teaching and non-
teaching staff and avenues for career development/progression

Response:

The institute has implemented comprehensive policies to ensure the well-being of both teaching and non-
teaching staff. These policies aim to boost professional development and facilitate improved
performance.

Performance Appraisal is compulsory for staff confirmation and promotion. The process involves
evaluation by the Principal, Dean, HOD, and self-appraisal by the Appraisal Committee. The Committee,
led by an experienced academic like a Senior Professor, is appointed by the competent authority.

Self-Appraisal Form (SAF): Employees seeking confirmation or promotion must complete a Self-
Appraisal Form (SAF). Only regular employees are eligible for promotion, while temporary or
contractual employees can seek increment or contract renewal through an appraisal committee. SAF
entails necessary details and typically spans a year, aligning with contract duration.

The contents of SAF are:

Employee details
Qualifications

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 Description of job carried out in details
Achievements (related to the period concerned)
For faculty members: academic, professional membership, research and guidance, publications,
professional, innovative practices, technological developments, contributions to the institute
For non-teaching staff: job related proficiency, commendable services rendered, contributions to
the institute
Verification of authenticity of statements and appraisal with comments by HOD

Annual Performance Review (APR): Annually, the institute requests Self-Appraisal Forms (SAF) from
eligible candidates, meeting regulatory or college norms. Papers are reviewed by the Appraisal
Committee, appointed by the BOG, for personal interviews. Employees with poor ratings in the last three
Annual Performance Reviews require two excellent ratings for promotion, with one from the latest
review.

The institute offers these welfare schemes to faculty members and staff:

Netaji Subhash Engineering College Employees Cooperative Credit Society Ltd. Established in
2013 (Regd. 1/2013-14, dt. 11.04.2013) aiming at pool funds for providing loans to members,
fostering financial support and solidarity within the community.
Medical allowances component in the salary, equivalent to the state government's rates, faculty
members and staff are provided free treatment on working days at the institute's medical unit,
complimentary ambulance services for employees and their families from home to hospital and
20% discount on total medical expenses at Techno Global Hospital.
A benefit for their children's education if they attend TIG-managed Techno Model Schools and
Colleges.
Faculty members have opportunities to engage in research, including pursuing Ph.D programs,
with reduced teaching loads and flexible leave arrangements, special leave and financial support
for attending faculty development programmes, training sessions or industry visits and without
pay study leave without affecting annual increment or seniority calculations
Technical staff can enroll in qualification enhancement programs like evening B. Tech courses,
and/or M Tech/Ph.D programs with duty hour adjustments.
Non-teaching staff are urged to pursue career development programs aligning with their
aspirations.
Employees are enrolled in the EPF scheme as per rules. Employees eligible under the ESI Act are
covered by ESI, ensuring comprehensive social security benefits for all eligible individuals.
Employees are entitled to different leaves as per leave rule of the institute.

Employees’ Gratuities.*

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6.3.2

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Percentage of teachers provided with financial support to attend conferences/workshops and
towards membership fee of professional bodies during the last five years

Response: 3.8

6.3.2.1 Number of teachers provided with financial support to attend conferences/workshops and
towards membership fee of professional bodies year wise during the last five years

2022-23 2021-22 2020-21 2019-20 2018-19

3 2 2 25 2

File Description Document

Policy document on providing financial support to View Document

teachers

Institutional data in the prescribed format View Document

Copy of letter/s indicating financial assistance to View Document

teachers and list of teachers receiving financial
support year-wise under each head.

Audited statement of account highlighting the View Document

financial support to teachers to attend conferences /
workshop s and towards membership fee for
professional bodies

Provide Links for any other relevant document to View Document

support the claim (if any)

6.3.3

Percentage of teaching and non-teaching staff participating in Faculty development Programmes

(FDP), Management Development Programmes (MDPs) professional development /administrative
training programs during the last five years

Response: 28.77

6.3.3.1 Total number of teaching and non-teaching staff participating in Faculty development
Programmes (FDP), Management Development Programmes (MDPs) professional development
/administrative training programs during the last five years

2022-23 2021-22 2020-21 2019-20 2018-19

45 58 53 57 56

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 6.3.3.2 Number of non-teaching staff year wise during the last five years

2022-23 2021-22 2020-21 2019-20 2018-19

8 11 9 7 5

File Description Document

Refresher course/Faculty Orientation or other View Document

programmes as per UGC/AICTE stipulated
periods, as participated by teachers year-wise.

Institutional data in the prescribed format View Document

Copy of the certificates of the program attended by View Document

teachers.

Annual reports highlighting the programmes View Document

undertaken by the teachers

Provide Links for any other relevant document to View Document

support the claim (if any)

6.4 Financial Management and Resource Mobilization

6.4.1

Institution has strategies for mobilization and optimal utilization of resources and funds from
various sources (government/ nongovernment organizations) and it conducts financial audits
regularly (internal and external)

Response:

The college enacts self-conceived development programs, emphasizing quality, relevance, excellence,
resource mobilization, institutional autonomy with accountability, research, and equity, encompassing
academic and non-academic reforms. The major revenue is generated through tution fees paid by the
students in each semester. However, IQAC has classified activities to mobilize funds and resources for
stakeholders' benefit.

Mobilization of Funds and Resources

For a self-sponsored educational institute additional efforts to generate recurring revenue are not within
its usual scope. The major revenue (that too recurring) is raised from students’ tuition fees i.e. semester
fees. However, IQAC has categorized specific activities for mobilization of funds and resources on top of
the regular fund flow activities i.e. teaching - learning activities from and for use of its stake holders.
These are:

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 Fees for professional, soft skills, and industrial training per semester/one time.
Grants for R & D activities and consultancy, organizing seminars and conferences (funding
agencies like DST, AICTE, MHRDC (Malaviya Mission Teacher Training Centre), UGC,
DRDO, Industrial Houses, etc)
Endowment for Scholarships and Awards for academic excellence.
Donations from alumni / employers / stake holders / well-wishers / local people for specific
activities,
Revenue collected from Library Fines, deduction from Caution money of students
Rental / license fees collected from recruiting agencies like IT companies, Banking Services,
DRDO, or for academic exercises like WBJEEB, NTA, IIT GATE/JAM, etc. (laboratories, class
rooms, computers are permitted to be shared on holidays under institute supervision)
Rental from commercial organizations like Bank, Food Court located in institution’s premises (a
mutual benefit scheme)
Bank Loans, Surplus from Society funds

The institute employs a rigorous mechanism to assess the efficient use of financial resources for
academic processes and infrastructure development. The Principal prepares the annual institutional
budget, incorporating recurring and nonrecurring expenses, with input from administrative and academic
heads, as well as coordinators of various cells and submit it to the institute's Board of Governors (BOG).

The BOG makes key financial decisions based on proposals from the finance committee of the society.
The committee scrutinizes major transactions across various areas like Research & Development,
Training & Placement, and Equipment & Consumables, ensuring alignment with the institute's growth
objectives through meticulous financial planning. A flexible financial system allows spending more than
the budget allocated as per the approved budget on the benefit of demands and requirements.

Optimal utilization and execution of the budget are monitored through internal and external
auditing. Internal audit is conducted annually by:

Qualified auditor from Corporate (Society’s) Office nominated by the BOG

Institute Accountant
Office Assistant attached to institute account’s section

An annual statutory external audit is performed by chartered accountants hired by the Society's office,
examining the institute's accounts as a subsidiary of the society.*

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6.5 Internal Quality Assurance System

6.5.1

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Internal Quality Assurance Cell (IQAC) has contributed significantly for institutionalizing the
quality assurance strategies and processes. It reviews teaching learning process, structures &
methodologies of operations and learning outcomes at periodic intervals and records the
incremental improvement in various activities

Response:

As per AICTE, UGC, and NAAC guidelines, institution established its Internal Quality Assurance Cell
(IQAC) in 2013 to enhance institutional academic and administrative performance through evaluation,
assessment, accreditation, and quality improvement. The IQAC aims to foster conscious, continuous,
consistent and catalytic actions towards improvement and internalize quality culture and initiatives and
institutionalizing best practices. It monitors and reviews teaching-learning processes, and methodologies
regularly through its organizing committee and periodic meetings.

Aligning with the institution's vision and mission, as well as those of individual departments and
programs, several following best practices have been institutionalized through IQAC initiatives:

Introduced in 2013, the OBE system is rigorously followed by departments and the Institute.
Internal assessments and University results are used to calculate the attainment levels of all the
Course Outcomes, Program Outcomes and Program Specific Outcomes This helps in monitoring
the outcome attainment levels and discuss action plans for any deficiencies.
The institution has adopted an ICT-based education system as part of the teaching and learning
reforms implemented by the IQAC.
A Teaching Learning Monitoring System is used and overseen by Heads of Departments, the
Dean (Academic Affairs), and the Principal. The following parameters are considered:

1.Adherence to Academic calendar.

2.Regular and proper class conduction
3.Regular conduction of internal examination, followed by proper evaluation and result analysis
4.Continuous upgradation of study materials, assignments, course contents and laboratory manuals.
5.Continuous internal assessments
6.Regular collection of feedback from the students (for teachers and institution), analysis of the
same and appropriate action taken on the basis of the feedbacks.
7.Semester wise computation of attainment levels of Course, Programme and Programme specific
outcomes.

IQAC has initiated aptitude, soft skill & personality development and value-added training
programs for students across all disciplines for enhancement of employability.
The BOG and society was persuaded to sanction a budget for upgrading existing infrastructure
and facilities.
The IIC-NSEC and EDC-NSEC have been constituted as prescribed by MHRD-IIC to
methodically promote the culture of innovation and entrepreneurship as a part of curriculum, by
organizing workshops, seminars, and talks by industry experts, successful entrepreneurs, and
academicians to inspire students and faculty and to facilitate the development of innovative
projects and ideas through hackathons, innovation challenges, and competitions.
Under IQAC's initiative, the NSEC Incubation Center was established, later recognized as Host
Institute/Business Incubator (HI/BI)-MSME, providing students with comprehensive support in
product development, including technical and business mentoring, IPR creation, market

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 validation, startup registration, and ongoing incubation support.
Undergraduate students are trained and motivated to write research papers for journals and
conferences, based on their graduation projects, and encouraged to participate in project
presentations.
Regular performance appraisal of the faculty members and technical staff and provision for career
advancement for the faculty members and technical staff.
The IQAC and its implementing body, the Academic Committee, vigilantly monitor all academic
events in the college. Through regular and thorough academic and administrative audits (AAA),
the teaching-learning process is continuously reviewed.*

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6.5.2

Quality assurance initiatives of the institution include:

1.Regular meeting of Internal Quality Assurance Cell (IQAC); quality improvement

initiatives identified and implemented
2.Academic and Administrative Audit (AAA) and follow-up action taken
3.Collaborative quality initiatives with other institution(s)
4.Participation in NIRF and other recognized rankings
5.Any other quality audit/accreditation recognized by state, national or international agencies
such as NAAC, NBA etc.

Response: A. Any 4 or more of the above

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Quality audit reports/certificate as applicable and View Document

valid for the assessment period.

NIRF report, AAA report and details on follow up View Document

actions

List of Collaborative quality initiatives with other View Document

institution(s) along with brochures and geo-tagged
photos with caption and date.

Provide Links for any other relevant document to View Document

support the claim (if any)

Link to Minute of IQAC meetings, hosted on View Document

HEI website

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Criterion 7 - Institutional Values and Best Practices

7.1 Institutional Values and Social Responsibilities

7.1.1

Institution has initiated the Gender Audit and measures for the promotion of gender equity during
the last five years.

Describe the gender equity & sensitization in curricular and co-curricular activities, facilities for
women on campus etc., within 500 words

Response:

The ideologies of Netaji Subhash Chandra Bose are the foundation stones of the institute and that
reinforce the value of human dignity. Like Gloria Steinem, we too, believe that, ‘A gender-equal society
would be one where the word 'gender' does not exist: where everyone can be themselves’; and our every
step is directed towards that optimization.

The fundamental essence of a well-grounded socio-psychological sense of discrimination fans the very
need to consciously inject and practice a series of gender neutral activities throughout the existing set of
interdisciplinary academic orders. The institution religiously looks into the matter of providing academic
and non-academic help to students beyond their socio-cultural and sexual identities with reference to the
quoted categories:

Safety and Security: To fight and annul the discrimination on the grounds of moral, physical,
psychological and gender inequality the institution has successfully managed to introduce and run and
anti-sexual harassment committee, internal complaints committee and anti-ragging committee led and
guided by core academic members, besides organizing numerous workshops, seminars and conventions.
We believe this is worth noticing that though the institution runs with the female faculty strength
counting to a bare minimal of less than 40%; it has dexterously channelized its female power by ensuring
their involvement in almost all the functioning committees. CC cameras are installed in the classrooms,
library, parking areas and also in the office and lobbies to ensure the safety and security.

Counselling: The first step towards sensitization of students and employees of the institution to the
constitutional obligations is formulation of rules and regulations approved by the Board of Governors,
strict observance of the rules, and constitution of a Grievance Redressal Cell in case of any violation. The
rules and regulations are so framed that they are applicable to all irrespective of gender, creed and
culture. Right to Information Cell takes care of maintenance of transparency.

The students are sensitized about gender issues during the Induction programme, within a socio-cultural
and socio-academic environment. A lady psychologist offers counseling and guidance to the students
once in every week. Faculty mentor counsel and allows every individual to nurture and flourish their
talent with no gender discrimination.

The discourse continues to occupy large sections through humanities curriculum as well. Group activity
of preparing a poster (HU 181/191), preparation of technical report, to the rigorous sessions of Group
Discussion (HU 781/791), this social concern hardly runs out of focus. On International Women’s Day

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the academic committee organizes a mass awareness campaign, a cultural programme followed by a
paper presentation session. Every year the college puts in an effort to invite a guest speaker belonging to
the core field.

Common Room and Other Amenities and Facilities: The institution harvests a couple of common
rooms for both boys and girls alike. These rooms are well equipped with indoor games like chess, carom,
and table tennis and so on. Sanitary napkin vending machine has also been installed in the girls’ common
room.*

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7.1.2

The Institution has facilities and initiatives for

1.Alternate sources of energy and energy conservation measures

2.Management of the various types of degradable and nondegradable waste
3.Water conservation
4.Green campus initiatives
5.Disabled-friendly, barrier free environment

Response: A. 4 or All of the above

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Policy document on the green campus/plastic free View Document

campus.

Geo-tagged photographs/videos of the facilities. View Document

Circulars and report of activities for the View Document

implementation of the initiatives document

Bills for the purchase of equipment’s for the View Document

facilities created under this metric

Provide Links for any other relevant document to View Document

support the claim (if any)

7.1.3

Quality audits on environment and energy regularly undertaken by the Institution. The
institutional environment and energy initiatives are confirmed through the following

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 1.Green audit / Environment audit
2.Energy audit
3.Clean and green campus initiatives
4.Beyond the campus environmental promotion activities

Response: B. Any 3 of the above

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Report on Environmental Promotional activities View Document

conducted beyond the campus with geo tagged
photographs with caption and date

Policy document on environment and energy usage View Document

Certificate from the auditing agency

Green audit/environmental audit report from View Document

recognized bodies

Certificates of the awards received from recognized View Document

agency (if any).

Provide Links for any other relevant document to View Document

support the claim (if any)

7.1.4

Describe the Institutional efforts/initiatives in providing an inclusive environment i.e., tolerance

and harmony towards cultural, regional, linguistic, communal socioeconomic and Sensitization of
students and employees to the constitutional obligations: values, rights, duties and responsibilities
of citizens (Within 500 words)

Response:

Netaji Subhash Engineering College takes immense pride in fostering an environment that nurtures
tolerance, harmony, and understanding among its diverse community of students and employees. The
institute has taken various initiatives for promoting tolerance and harmony towards cultural, regional,
linguistic, communal, socio-economic, and other diversities. Under the Unnat Bharat Abhiyaan (Ministry
of HRD) the institute has adopted five villages in the district. The NSEC Rotaract club conducts special
camps in villages, slums and for pavement dwellers through student volunteers. These camps are
organized to provide services for upliftment of the downtrodden and sensitize the students to have a
harmonic approach towards the socioeconomic gap. Students from various regional and cultural
backgrounds participate in various cultural fest and technical fest. Programs like Republic Day and
Independence Day are celebrated every year in the College Campus. Fresher's Day, World Environment
Day, Engineers Day, Teachers Day, Yoga day, World Intellectual Property day, National Technology
day, etc are celebrated. These events provide an opportunity for students and employees from different
backgrounds to come together, share their traditions, and build strong bonds of friendship, fostering a
deeper understanding and appreciation of each other's customs and practices. The institute encourages
embracing various forms of social service activities including blood donation camp, encouraging the

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 noble spirit of giving back to the society.

The course ‘Values and Ethics in Profession’ is offered to the students of B. Tech programmes through
curriculum. A Case Study approach, using interactive group sessions is adopted. Student flexibility in
choice of Case Studies is an important feature of the course. This course emphasizes on Environmental
Studies, Societal Values, Aesthetics Values, Psychological values, Sustainable Development, Canon of
Ethics etc. The objective of this course is to develop a value system amongst the engineering students
who will soon turn as professionals. This course also aims to give paramount importance to ethical
behaviour which a student must possess while they fulfil their personal as well as the organizational
goals. A specific advantage for engineering students who learn about ethics is that they develop clarity in
their understanding and thought about ethical issues and the practice in which they arise. The study of
ethics helps students to develop widely applicable skills in communication, reasoning and reflection.
These skills enhance students' abilities and help them engage with other aspects of the engineering
programme such as group work and work placements.

The subject Constitution of India has been made mandatory to all undergraduate students across every
discipline, making them aware about the fundamental rights and duties as well as constitutional
obligations of every responsible citizen of the country, by instilling ethics, integrity, and civic
responsibility in the students.

In conclusion, institute exemplifies an inclusive environment that promotes tolerance, harmony and
constitutional awareness. Through the various array of events and initiatives, institute aims at holistic
development of the students towards creation of responsible citizens who mutually respect and celebrate
cultural, regional, communal and linguistic diversities.*

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7.2 Best Practices

7.2.1

Describe two best practices successfully implemented by the Institution as per NAAC format
provided in the Manual

Response:

Best Practice 1: Employability Enhancement Programmes:

Context:

Employability Enhancement Programmes in the college aim to equip students with the skills, knowledge,
and attributes necessary to succeed as workforce. These programs focus on bridging the gap between

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academic learning and real-world application, preparing students for the demands of the job market.

Objectives of the Practice:

Technology and industry change rapidly with new innovations and requirements. Consequently the
nature of jobs changes with increased competitiveness. To keep pace with the dynamic situation,
enhancing employability skill of the aspiring minds is a compulsion and the institution aims at
integrating skill based training programmes in the learning ecosystem. So, additional training programs
are offered to the students with the following objectives:

To enhance students' technical skills relevant to their chosen field of study, as well as soft skills
such as communication, teamwork, decision making, problem-solving, and leadership.
To provide students with insights into industry trends, expectations, and practices, enabling them
to adapt quickly to workplace environments and contribute effectively from day one.
To encourage entrepreneurial mindset and providing resources, guidance, and mentorship to
students interested in starting their own ventures or pursuing entrepreneurial careers.

Practice:

Various exciting beyond curriculum programs are introduced for re-skilling and up-skilling opportunities
of students. The practices include:

Inclusion of soft skill, competitive coding and aptitude training in class routine
Value Added Training in each semester
Technical webinars and Google Developer Students Club Activities
IIC& EDC activities
Academic Interface Programme
MoUs with industries for Training Activities
Collaboration for Internship programmes

Skill enhancement programmes are conducted by Great Lakes E-Learning Services Pvt. Ltd. and
Accenture. Mock personal interview for final year students and Softs skill classes for 2nd and 3rd year
students by Global Talent Track Foundation (GTTF). TCS Academic Interface Programme for Computer
Science and Business System. The Future Skills Prime (FSP) by NASSCOM for 1st and 2nd year
students.

Evidence of Success:

The campus placement is very much exciting and a large number of students undertook internships viz.
Thoughtworks, Telaverge Communication, Persistent, Amazon, Xenonstack, MAQ, Tiger Analytics,
Pinnacle Infotech, Titagarh Wagons Limited.

Problems Encountered:

However, some significant challenges to employability enhancement programmes include the following:

Lack of enthusiasm among some students

Behavioural problems in some cases within students

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 Issues in expressing the concepts in their own ways

Best Practice 2: IIC-EDC ACTIVITIES:

Context:

The Institution's Innovation Council (IIC-NSEC) serves as a catalyst for nurturing innovative mindsets
and entrepreneurial spirit within the students to work on new ideas and innovation. By providing a
structured framework and necessary resources, IIC-NSEC aims to transform the landscape of higher
education into one that actively fosters a culture of innovation and contributes to the nation's innovation-
driven growth. The major focuses are to create a vibrant local innovation ecosystem, to integrate and
streamline efforts in promoting innovative thinking and entrepreneurial skills among students and faculty
and thereby develop better cognitive ability for technology students.

The Entrepreneurship Development Cell (EDC-NSEC) was established with the objective of fostering
entrepreneurial spirit and skills among students. Recognizing the importance of entrepreneurship in
economic development, job creation, and innovation, EDC-NSEC aims to bridge the gap between
theoretical knowledge and practical entrepreneurial skills, by creating a conducive environment for
budding entrepreneurs by providing them a comprehensive support system, so that the students can be
transformed into successful entrepreneurs.

Objectives of the Practice:

The IIC-NSEC and EDC-NSEC have been constituted as prescribed by MHRD-IIC to methodically
promote the culture of innovation and entrepreneurship as a part of curriculum, by organizing workshops,
seminars, and talks by industry experts, successful entrepreneurs, and academicians to inspire students
and faculty and to facilitate the development of innovative projects and ideas. The council tries to create
an ecosystem that encourages creativity and critical thinking by providing the necessary infrastructure
and resources, such as setting up innovation labs, incubation centres, and research facilities to support the
development of new technologies and start-ups. It also builds networks with other educational
institutions, industry partners, research organizations, and government bodies and facilitates internships,
mentorship programs, and collaborative research projects to provide practical exposure and hands-on
experience.

Practice:

EDC-NSEC has formed an incubation centre and signed MOU with Wadhwani Foundation
Entrepreneurship Network (WFEN) and Confederation of Indian Industries (CII). The IIC-EDC at NSEC
works continuously to channelize the knowledge and the energy of students towards becoming active
partners in the economic development process.

Evidence of Success:

The major activities carried out by IIC-EDC:

Winning1st prize in 3M- CII Young Innovators Challenge Award 2019

Katha Sur and Karan Ghorai, students of 3rd year ECE winning1st prize in 3M- CII Young Innovators

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 Challenge Award 2019 at Bangalore in PRODUCT INNOVATION Division for their product "WHITE
COAL" from Jute Stick. They won the prize money of Rs.3 Lakh along with Trophy.

Start-up by Alumni Entrepreneur with the help of NSEC Incubation Centre

Name of company: TEAMCOGNITO TECH LLP, SANKET SARKAR, Alumni, EE, NSEC

Orientation Program for 1st Year with Prototype Exhibition, 6th Feb., 2019

A delegation team from ITALY accompanying by CII members visited this exhibition. 18 Eighteen
prototypes were exhibited in this event.

Hult Prize-19 “Idea to Prototype” 16th February, 2019.

Annual Challenge of Hult Prize is “For Us By Us” “Youth Unemployment”. 46 (Forty Six) teams
comprising 186 (One hundred eighty six) students registered in this event. Out of all registered teams 29
(twenty nine) teams were selected for delivering their ideas.

Smart India Hackathon 2018 & 2019

23 team of NSEC submitted 43 solutions. Five teams qualified for final and one team became runners-up
in SIH Hardware 2019.

Problems Encountered:

Encouraged by the motivating ecosystem students are no longer giving preference to only campus
placements and are going for deferred placement to give a chance to their dream projects. It has however
been seen that initial support to the start-ups has been one of the deterrent in the process of the launch.

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website

7.3 Institutional Distinctiveness

7.3.1

Portray the performance of the Institution in one area distinctive to its priority and thrust within
1000 words

Response:

??????Area distinctive to Vision, Priority and Thrust of the Institute

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“Pursuit of excellence in Education” has been identified as the first and foremost distinctive feature in
the vision of the institute followed by two other associated features, namely, Research and
Entrepreneurship. The institution has extensively practiced outcome based education to increase
knowledge, skills and behaviours of the learners. Student centric experimental learning, participative
learning and problem solving methodologies are adopted for enhancing learning experiences. The
teaching through smart techniques especially ICT-enabled teaching and learning synergies the learning
and make a big difference.

Institutional policy for implementation

Building Rich Resources for Teaching and Learning

The institute in its wisdom is continuously providing resources necessary to impart quality education.

Infrastructure

Modern class rooms, well equipped spacious laboratories, seminar rooms with smart board, recreation
rooms, etc. are designed for delivering high standard education both quantitatively and qualitatively.
Libraries (both central and departmental) are equipped with adequate books, specially designed reading
room, journals and modern facilities like e-journals, digital library which can be accessed from the wi-fi
enabled campus. Extramural laboratories, extramural instructions and activities continuously supplement
the programmes to bridge the gap in the curricula. Two state-of-the-art language laboratories for
enhancing soft skills and one dedicated computer centre for imparting value added training programs.

Faculty

The institute has a gamut of young, dynamic as well as senior, experienced and overall dedicated faculty
members of whom 60% are PhD degree holders. Faculty members have been trained and motivated to
design instructional delivery and internationally accepted evaluation process to obtain desired outcomes.
Modern web based teaching learning methods are made available to faculty members for up gradation of
the quality of pedagogy as well as learning process.

Research and Entrepreneurship

With an established legacy of vibrant research culture, majority of faculty members are either guiding
research work or/ and pursuing research work towards obtaining Ph. D degree. The Institution’s
Innovation Council (IIC-NSEC) and Entrepreneurship Development Cell (EDC-NSEC) have been
constituted as prescribed by MHRD-IIC to methodically promote the culture of innovation and
entrepreneurship as a part of curriculum and beyond.

Best Practices – Innovative means for up gradation

To enhance the quality of education, a number of “Best Practices” have been introduced. Some of them
are:

Employability Enhancement Programmes

IIC-EDC Activities

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 Performance of the Institution

During 2018-19, IIC-NSEC received two full golden stars 21.65/25 and 23.32/25 in 1st and 2nd quarter
respectively. Students secured 2nd position in SMART INDIA HACKATHON 2019 (Hardware) for the
prototype “Water to Thin Air” and arranged 23 Winter Internships.

During 2019-20, as one of the leading self-financed technological Institute in Eastern India, has received
accreditation by NAAC, NBA-in four premier programmes, ranked by NIRF 2020 (Band: 251-300) and
ARIIA 2021 (Band B: 26 -50), TCS, Wipro, and Capgemini. NSEC-NPTEL Local Chapter continued
position in Top 100 Colleges in India. IIC-NSEC secured 5 Star Rating from MoE’s Innovation Cell and
NSEC Business Incubator Centre (HI/BI) approved by MSME-DI. NSEC-Rotaract Club significantly
contributed to the society through outreach programmes and students won several awards and prizes in
national and international competitions and Hackathons.

During 2020-21, IIC-NSEC and EDC-NSEC has organized a series of events based on entrepreneurship,
idea to prototype competitions, prototype realization competitions, Hackathon, Entrepreneurial Talk,
3-months training programme on entrepreneurship development among students etc. During pandemic,
IIC-NSEC in collaboration with IEEE and CII has organized several webinars by Industry Professionals.
The institute has got selected as Mentor Institute by Innovation Cell of MHRD & MoE, Govt. of India,
selected as Host Institute/Business Incubation (HI/BI) Centre by MSME, Govt. of India and IIC-NSEC
has received 5-Star rating in IIC2.0 during September 2020 & 3.5 Star IIC3.0 during December 2021
from MoE’s Innovation Cell, Govt. of India.

During 2021-22, the institute has signed MoUs with Great Lakes E-Learning Services Pvt. Ltd., Global
Talent Track Foundation (GTTF) and NASSCOM for skill based training programs and internship.
Under this venture, 650 students trained with skill enhancement program through Great Learning, 25
students completed skill enhancement program conducted by Accenture under NASSCOM, 440 students
of final year experienced with mock personal interview and 310 students are trained with soft skills by
GTTF. A significant number (75) of final year students have secured internship in different industries.
Deep Narayan Bhagat, a student of information technology has been selected for Microsoft Mentee
Intern Engage 2022.

During 2022-23, the institute signed MoUs with SunEco Tech Venture Pvt. Ltd., Google Asia Pacific
Pte. Ltd. and National Institute of Electronics & Information Technology (NIELIT) for skill based
certification programs and internship. Under this venture, 25 students have been trained with skill
enhancement program through SunEco Tech. Pvt. Ltd., 550 students completed skill enhancement
program conducted by Google Asia Pacific Pte. Ltd. and 185 students completed certification course on
block chain technology from NIELIT. Fourteen faculty members certified as Training of Trainers [TOT]
for Introduction to Blcokchain Technology from NIELIT. A significant number (108) of final year
students have secured internship in different industries. Faculty members have published 26 research
papers in peer-reviewed journals and conferences this year. Students have published 6 papers in journal
and conferences.

Sri. Anirban Chatterjee a Ph. D student and his supervisor Dr. Koushik Dutta of NSEC received best
paper award on all tracks in IEEE WAMS 2023, Gandhinagar, Gujrat. Anirban Chatterjee has also
received a cash prize of Rs 15k and a travel grant. Faculty members have completed 16 FDPs. Nine

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faculty members have successfully completed 5 Days FDP on "AI & Machine Learning for Computer
Vision Applications", Electronics & ICT Academy, IIT, Roorkee.

Conclusion

Excellence has no upper limit and hence complacency while assessing success can be catastrophic. In
house research and sponsored research projects are being continuously encouraged. Utilizing the strength
and opportunities towards the endeavour of establishing a quality research culture in the institute is a
challenge. But, the institute is optimistic about its success in producing entrepreneurs and achievement of
excellence in holistic quality education at the global level will not be far.

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5. CONCLUSION
Additional Information :
Integration of the institute with the neighbourhood

The college is located at the border of a rural area near the city of Kolkata, fostering integration with the local
community, thanks to its founders' Non sibi ethos.

Economic growth of the locality

Local socio-economic growth thrives via employment opportunities and support for nearby businesses through
purchases of goods and services. Except for some local contract workers, the majority of the institute's Group D
staff hails from the nearby locality. Establishing a variety of shops, service centers and food stalls, branch of a
nationalized bank on campus, and approved student housing in nearby residences indirectly boosts the local
economy.

Development of local physical infrastructure

The institute greatly aids local road construction through contributions to the local panchayat and municipality.
The institute offers both banking and healthcare services to locals. To assist students travelling to nearby bus
and railway stations, e-rickshaw and auto-rickshaw services enhanced public transportation options
significantly.

Training on trade courses: Increase in employability

The institute utilizes resources and manpower to offer trade courses, viz. Computer basics, Mobile phone
repairs, TV repairs, Welding, Electrical Machine winding, House electrical wiring, etc. improving the
employability of local youth.

Medical facilities

The institute organizes health camps, blood donation camps and awareness programs. Local communities
benefit from subsidized medical services provided by the institute's physician and ambulance.

Environment and Pollution control

The institute's purified mini water bottling plant offers discounted water to locals. Additionally, water and soil
testing services benefit the community.

Local social service initiatives

Donating books to local by Rotaract Club of the Institute promotes literacy, empowers their education, and
fosters a love for learning. It contributes to intellectual development, expands their knowledge base, and
enhances their future opportunities. Ultimately, it cultivates a more informed and engaged citizenry, benefiting
society as a whole.

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 Organizing Cultural programmes involving local children promotes community cohesion, celebrates diversity,
and nurtures artistic talents. It fosters a sense of belonging, instills confidence, and bridges generational gaps.
Such events cultivate social skills, respect for cultural heritage, and unity, enriching the fabric of society.

Concluding Remarks :
The institute's Vision and Mission, aligned with modern global standards in engineering education, are
executed by a stakeholder team led by the Board of Governors (BOG), with faculty as the driving force,
ensuring their realization and relevance in contemporary education paradigms.

The IQAC serves as the primary policymaking body for academic and administrative matters. Faculty members
and management collaborate to enact decisions, striving to meet objectives. Inclusive of students, employers,
and guardians, stakeholders participate in activities, ensuring comprehensive engagement and effective
outcomes.

The curriculum and syllabi, established by the affiliating university (MAKAUT), initiate the educational
process. Teaching-learning endeavors adhere to both national and international standards, fostering stakeholder
involvement. The institute operates under a hierarchical management system, wielding deliberate financial and
administrative authority over academic affairs. As a facilitator, it furnishes infrastructure in compliance with
AICTE guidelines, including supplementary resources like extramural laboratories, a cell for social
entrepreneurship, and a Medical Unit, all geared towards ensuring quality education.

Adopted methods' effectiveness is gauged via feedback from students, employers, and external bodies like
AAA and NBA. This feedback informs adjustments to actions and benchmarks as needed. Student-mentorship,
a potent corrective tool, is diligently implemented, offering tailored support via remedial, career advancement,
and value-added programs. Emphasizing holistic development, students engage in industry exposure,
managerial tasks, social activities, as well as entrepreneurial and innovation initiatives through EDC and IIC
activities.

The institute has carved a niche in state and national engineering education. Research, led by a qualified
faculty, is burgeoning, with plans to enhance R&D, consultancy, and intellectual property rights, fostering
entrepreneurship and innovation.

The institute's uniqueness stems from:

Providing quality education over two decades

A distinctive integration with the local community and student development programs focused on
societal service
Consistent evolution of innovative practices for efficient academic and administrative operations.

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