Self Study Report of JIS COLLEGE OF ENGINEERING (AUTONOMOUS)

2.3

Number of students appeared in the examination conducted by the Institution, year-wise during the last
five years

2018-19 2017-18 2016-17 2015-16 2014-15

2177 2261 2398 2599 2713

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2.4

Number of revaluation applications year-wise during last five years

2018-19 2017-18 2016-17 2015-16 2014-15

87 104 107 114 121

3 Teachers
3.1

Number of courses in all programs year-wise during last five years

2018-19 2017-18 2016-17 2015-16 2014-15

891 759 759 680 680

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3.2

Number of full time teachers year-wise during the last five years

2018-19 2017-18 2016-17 2015-16 2014-15

206 202 208 202 204

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3.3

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Number of sanctioned posts year-wise during last five years

2018-19 2017-18 2016-17 2015-16 2014-15

206 202 208 202 204

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4 Institution
4.1

Number of eligible applications received for admissions to all the programs year-wise during last five
years

2018-19 2017-18 2016-17 2015-16 2014-15

639 609 771 742 693

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4.2

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

2018-19 2017-18 2016-17 2015-16 2014-15

298 301 321 315 360

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4.3

Total number of classrooms and seminar halls

Response: 34

4.4

Total number of computers in the campus for academic purpose

Response: 360

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4.5

Total Expenditure excluding salary year-wise during last five years ( INR in Lakhs)

2018-19 2017-18 2016-17 2015-16 2014-15

1246.65011 1218.51453 1476.68235 1256.59334 1387.68954

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4. Quality Indicator Framework(QIF)

Criterion 1 - Curricular Aspects

1.1 Curriculum Design and Development

1.1.1 Curricula developed and implemented have relevance to the local, national, regional and
global developmental needs which is reflected in Programme outcomes (POs), Programme Specific
Outcomes(PSOs) and Course Outcomes(COs) of the Programmes offered by the Institution.

Response:

Concept of Curriculum Development:

Growth of Engineering Skill, Leadership Capability and Domain Specific Knowledge development among
students are the main criteria of curriculum design. This process is enhanced periodically by addressing
Local, National, Regional and Global Developmental requirement in addition to consonance with the
AICTE Model Curriculum. It is further enriched by including specific courses as per extensive review of
available literature on developmental needs. Inclusion of Academic and Industry professionals in the
statutory bodies play a major role in development of curriculum along with suggestion from
different stakeholders.

Six Factors are Considered towards the Curriculum Development:

1.Emerging Technology and Innovations

2.Developmental needs at various levels
3.Opinion of Stake holders
4.Suggestions from Professional Bodies
5.Review of Curriculum of National & International Universities
6.Standardized tests and competitive exams at end of program (GATE, GRE, IES etc.)

The most relevant citations of survey related to Global/National/Regional level issues address are well
illustrated in folllowing table:

Table 1: Global, National & Regional Issues Survey Citation Summary

Issue Global National Regional

Climate Change Cubasch, U. et. al., Saran.S, “India’s “State of Environment
“Climate Change 2013: Climate Change Policy: Report West Bengal
The Physical Science Towards a Better 2016”, West Bengal
Basis”, Cambridge Future” , Ministry of Pollution Control Board.
University Press 2013. External Affairs
Website, November 08,
2019.
Economic Inequality World Inequality Chancel.L, “Indian West Bengal: Poverty,
Report 2018. income inequality, Growth &
1922-2015: From Inequality, June 20,
British Raj to 2017.

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Billionaire Raj?”, July

2017.
Future Health “Research for universal R. Srinivisan, “Annual “Plan of Action
health coverage: World Report Of Department 2011-2015” , The Chief
health report 2013”, 15 Of Health And Family Minister, West Bengal.
August 2013. Welfare
2017-18”,Health Care
In India-Vision
2020Issues And
Prospects.
Future of the “World Economic “India’s Readiness for Srija.A.,“The Fourth
internet/Fourth Forum: Fourth Industry 4.0”, Industrial Revolution:
Industrial Revolution Industrial Revolution”, CII, 2018.
WEF 2019. Realizing India's
Demographic Dividend”,
Centre of Sustainable
Development, Azip
Premji University, 2018.
Employability “The Human Capital Government of India: “Database On Labour &
Report 2015”, World Ministry of Labour & Employment Statistics of
Economic Forum Development: Annual West Bengal -2014”,
Report, 2015. Report 2015-16. W.B Government.

World Economic
Forum Report, “The
Future of Jobs CII:India Skills Report
Employment, Skills and 2015.
Workforce Strategy for
the Fourth Industrial
Revolution”.
Water Crisis “Water: a shared Central Water “West Bengal Drinking
responsibility” United Commission: Annual Water Sector.
Nations. Report 2015-16.
Improvement Project”,
W.B Government.
Global Warming Global Climate in India’s Progress in “State Action Plan On
2015-2019:Climate Combating Climate Climate Change”, W.B
change accelerates. Change, December, Government.
2014.
Woman Security “The Global Gender “Report on the Status “Department of Women
Gap Report 2015”. of Women in India”. & Child Development
and Social Welfare”.

Annual Report &

Publication 2015 – 2016.
Above Table depicts that POs, PSOs and COs quite clearly reflect Local, National, Regional and
Global developmental needs which is in complete coherence with the curriculum and content of the
syllabus. Attainments of POs, PSOs, COs are quantifiable and are achieved by individual programmes.

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1.1.2 Percentage of Programmes where syllabus revision was carried out during the last five years.

Response: 100

1.1.2.1 Number of all Programmes offered by the institution during the last five years.

Response: 11

1.1.2.2 How many Programmes were revised out of total number of Programmes offered during the
last five years

Response: 11

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Minutes of relevant Academic Council/BOS View Document

meeting

Details of program syllabus revision in last 5 View Document

years(Data Template)

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1.1.3 Average percentage of courses having focus on employability/ entrepreneurship/ skill

development offered by the institution during the last five years

Response: 4.68

1.1.3.1 Number of courses having focus on employability/ entrepreneurship/ skill development year-
wise during the last five years..

2018-19 2017-18 2016-17 2015-16 2014-15

40 36 36 32 32

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Programme / Curriculum/ Syllabus of the courses View Document

MoU's with relevant organizations for these courses, View Document

if any

Minutes of the Boards of Studies/ Academic View Document

Council meetings with approvals for these courses

Average percentage of courses having focus on View Document

employability/ entrepreneurship(Data Template)

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1.2 Academic Flexibility

1.2.1 Percentage of new courses introduced of the total number of courses across all programs
offered during the last five years.

Response: 12.62

1.2.1.1 How many new courses are introduced within the last five years

Response: 294

1.2.1.2 Number of courses offered by the institution across all programmes during the last five years.

Response: 2330

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meetings

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1.2.2 Percentage of Programmes in which Choice Based Credit System (CBCS) / elective course
system has been implemented (Data for the latest completed academic year).

Response: 100

1.2.2.1 Number of Programmes in which CBCS / Elective course system implemented.

Response: 11

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meetings

Institutional data in prescribed format View Document

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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 into the Curriculum

Response:

Cross-cutting issues are integrated prominently in curriculum. As per the regulatory authority
environmental science and human values has been incorporated into all our curriculum. Curriculum
structure integrates all the essential ingredients associated with the following:

(i) Environment and Sustainability.

(ii) Human Values and Professional Ethics.

The details of the course content inclusion/exclusion related to Environment & Sustainability, Human
Values and Professional Ethics into each regulation(2014,2016,2018) of the Curriculum are presented in
the following table.

Environment and Sustainability :

Stream Regulation 16 (Paper Regulation 18 (Paper

name & Code) name & Code)
Regulation 14 (Paper
name & Code)
EE, ME & IT Basic Environment & Environmental Science Environmental Science
Elementary Biology (HU 501 for EE & HU
(CH-401) 401 for ME, IT) (MC 301 for EE, ME &
· Inclusion of resources MC-401 for IT) •
(Basic concept of categorywise, green
Environment: Air, Water, chemistry, pollutants in Inclusion of ‘Resource
Land, Sound pollution, detail’, radiation hazards, part (Concise), E-Waste,
Ecology & Resources) Exclusion of material Disaster management,
balance ‘Maximum Sustainable
Yield’
• Exclusion of green
chemistry & biological

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cycles
ECE Environmental Studies Environmental Science Environmental Science
(CH-301) (HU-501) (MC 401)
Inclusion of resources
(Basic concept of categorywise, green • Inclusion of ‘Resource
Environment: Air, Water, chemistry, pollutants in part (Concise), E-Waste,
Land, Sound pollution, detail’, radiation hazards, Disaster management,
Ecology & Resources) Exclusion of material ‘Maximum Sustainable
balance Yield’
• Exclusion of green
chemistry & biological
cycles
CE, CSE & BME Environment & Ecology Environmental Science Environmental Science
(CH-401 for CE, CSE & (HU-401) (MC-501 for CE, CSE
CH-201 for BME) Inclusion of resources
categorywise, green & MC-401 for BME)
(Basic concept of chemistry, pollutants in
Environment: Air, Water, detail’, radiation hazards, • Inclusion of ‘Resource
Land, Sound pollution, Exclusion of material part (Concise), E-Waste,
Ecology & Resources) balance Disaster management,
‘Maximum Sustainable
Yield’
• Exclusion of green
chemistry & biological
cycles

Human Values and Professional Ethics :

Stream Regulation 14 (Paper Regulation 16 (Paper Regulation 18 (Paper

name & Code) name & Code) name & Code)
EE,ME,IT,BME,CE,CS Values and Ethics in Values and Ethics in Values and Ethics in
E Profession (HU801)-EE Profession (HU702) Profession (HU 401)

Values & Ethics Inclusions: Inclusions:

(HU501)-ME
psychological Measurement of
Values & Ethics on theories of moral Emotional
Profession (HU201)-IT, development, Intelligence
BME view of Kohlberg,
Maslow’s Needs Service Learning,
Values and Ethics in hierarchy. Civic Virtue,
Profession (MC-401)-CE Inclusion of Stress and stress
Module on self Management
Values & Ethics in development,
Profession (HU Concept of Exclusions:
701)-CSE Emotional

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(Basic concept of human intelligence, Character strengths and

values, professional character virtues
ethics, societal values, strengths and
effects of technological virtues
growth)
Exclusions:

Aesthetic values:
Perception and enjoyment
of beauty, simplicity,
clarity

The above mentioned table represents that all the cross-cutting issues are addressed by the curriculum. The
regulation wise modification of syllabus is prominently visible in case of Professional Ethics, Human
Values, Environment and Sustainability. It is purely justified that institute integrates crosscutting issues in
curriculum and syllabus.

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address the Gender, Environment and Sustainability,
Human Values and Professional Ethics into the
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1.3.2 Number of value-added courses for imparting transferable and life skills offered during last
five years.

Response: 119

1.3.2.1 How many new value-added courses are added within the last five years

2018-19 2017-18 2016-17 2015-16 2014-15

32 27 25 21 14

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