Self Study Report of JIS COLLEGE OF ENGINEERING (AUTONOMOUS)

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added courses

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1.3.3 Average Percentage of students enrolled in the courses under 1.3.2 above.

Response: 56.12

1.3.3.1 Number of students enrolled in subject related Certificate or Add-on programs year wise
during last five years

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

1465 1604 1486 1290 1272

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1.3.4 Percentage of students undertaking field projects/ internships / student projects (Data for the
latest completed academic year)

Response: 25.52

1.3.4.1 Number of students undertaking field projects / internships / student projects

Response: 598

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undertaking field projects / internships / student
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1.4 Feedback System

1.4.1 Structured feedback for design and review of syllabus – semester-wise / year-wise is received
from 1) Students, 2) Teachers, 3) Employers, 4) Alumni

Response: B. Any 3 of the above

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report as minuted by the Governing Council,
Syndicate, Board of Management

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1.4.2 The feedback system of the Institution comprises of the following :

Response: C. Feedback collected and analysed

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Criterion 2 - Teaching-learning and Evaluation

2.1 Student Enrollment and Profile

2.1.1 Average Enrolment percentage (Average of last five years)

Response: 75.72

2.1.1.1 Number of students admitted year-wise during last five years

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

592 567 702 678 631

2.1.1.2 Number of sanctioned seats year wise during last five years

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

783 792 846 828 948

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

Response: 57.7

2.1.2.1 Number of actual students admitted from the reserved categories year wise during last five
years

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

170 179 184 202 182

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 Self Study Report of JIS COLLEGE OF ENGINEERING (AUTONOMOUS)

2.2 Catering to Student Diversity

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

Response:

Faculty members of JIS College of Engineering are carrying out a continuous evaluation process to
determine the student’s ability so that students have been classified into categories of slow and advanced
learners. Based on the ability of knowledge acquiring, some students are provided guidance and some
students have been assigned more activities with regular attention.

Students' learning ability is identified after admission through various performances in the induction
program followed by diagnostic tests on Basic Science and Humanity subjects, through a trusted third-
party portal dedicated to the Institute. Students learning ability in successive years done through the
analysis of qualifying examination score before admission to undergraduate program, communication and
soft skills, behavioral traits, theory and practical class attendance, performance in Class test/ Online test/
Practical experiment etc, participation in co-curricular activities. Activities of slow learners are done by
taking more care by the mentors. He discusses the things with parents and teachers to motivate them with
contemporary examples to learn engineering. They paired with brighter students in group activities to
create a healthy and conducive environment to improve their pace and arrange extra remedial classes,
lecture and soft skill training. Advanced learners are motivated to work with slow learners in practical
hours, splitting them for group activities, mapping them for projects based on their choice of topic,
mapping them for extra-curricular (through Mandatory Additional Requirement (MAR)) and co-curricular
activities (through Massive Open Online Courses (MOOCs)), digital content, quiz competitions through
online platform, promoting them to take part at various places viz. Inter college / State level /National
Level competitions, guiding topic selection to complete NPTEL/SWAYAM online courses, leadership in
group activity for assignment/Project task and providing the Course beyond Curriculum training. The
Institute offers several opportunities for advanced learners to augment their talent and meet their learning
needs by awarding the bright UG students for attendance, score in semester, best performance in co-
curricular and extracurricular activities. Institution exposes advanced learners (5 from each department
/year) to international internships by sponsoring 100% expenses for the duration. Students are encouraged
to make research contributions through paper publication at National and International conferences under
mentor’s guidance; The Institute organizes technical symposium and conferences for students to take part
as participants or organizing members. Earn while you learn provision has been made for UG, PG students
for part time jobs from Institute’s project to learn state of the art techniques of Industry. Peer learning
provided to help the slow learners in their class and juniors of the class.In this learning method, senior
students share their learning to juniors for skill awareness and upgradation. Furthermore, the Institute
motivates students to participate in seminars, group discussions to develop active learning, public
participation and social skills among them at the global needs. The Institute also encourages students to go
for innovation to solve local problems and entrepreneurship with the opportunities to earn while they learn.

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

Response: 11:1

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

Response:

In the JIS College of Engineering, the concept of Flipped learning, project-based learning and experiential
learning etc. have been used to implement the student centric methods for enhancing their learning
experiences.

The Flipped learning activities are divided into three parts: Pre-Class, In-Class and Post-Class.

Pre-Class:

Students are allowed to go through online resources prepared by the faculty members before attending the
class as pre class activities.

In-Class :

• On attending classes students are asked relevant questions by the instructor to bring the attention on
the subject topic.

• Students respond to the Instructor and peer group members,

• Instructor reviews student responses,

• Instructor divide the student in small group of three persons,

• Students discuss their thinking and answers with their peers in the form of group discussion ,
Students then commit again to an individual answer,

• The instructor again reviews responses and decides whether more explanation is needed before
moving on to the next concept

Post-Class :

• PPT preparation on the topic discussed in the class

• 3 minutes of Video prepared at digital studio based the assignment given in the class

Project Based Learning and Innovative Activities:

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According to AICTE guidelines in the year 2018, all courses follow project-based learning in every
semester. Every semester students’ have been assigned to project class on semester subject and innovative
work through small group division. Subject faculty members are assigned to project class for prototype
realization of the innovative idea cultivated through the knowledge acquired from the subject .The faculty
members are also the guide to the students in the process of preparation of projects in Hackathons and for
the development of new product/ Business Plan/ registration of start-up.

Objective of project classes are:

– Understanding the skills required through the survey on specifications, input and output
characteristics of related products already developed, research articles and Intellectual properties.

– Develop effective communication, cooperation with other team members including planning, time
management, leadership and peer discussion.

– Personal growth (increase self-esteem and self-confidence)

– Professional growth (publish IPR, research articles, startup initiatives)

– Increase responsibility for own learning

– Reflective practices (reviewing and planning for the future improvement).

Following are the listed outcomes:

– Ability to perform group activities,

– Focus on self-reliant learning,

– Improve self-assessment and time planning,

– Demonstrate project work through oral and written expression skills.

– Improve academic performance and greater persistence in the study.

Experiential learning:

Beyond the traditional ways of experiential learning, the faculty members/alumni share their learning
experience to educate students to be aware about the current industry needs. Faculty members deliver
experiential content to students through demonstration with visual aids, periodical industrial visit
experiences, presenting relevant research papers, analyzing case studies and conducting quizzes on relevant
topics to make them industry ready.

Faculty members motivate students to participate in seminars/conferences to present the papers on

contemporary topics of industry visit followed by project done on relevant topic to enrich their learning
experience.

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2.3.2 Teachers use ICT enabled tools including online resources for effective teaching and learning
process.

Response:

Institute strives to invite all best methods and tools for effective teaching and learning. Faculty members
were encouraged to participate in different training to use ICT tools for effective learning of students.
Before 2014 few smart classes were equipped with ICT tools.

ICT enabled teaching practiced through Wi-Fi enabled classrooms, interactive smart boards, language lab,
FLIP classrooms with E-learning resources, virtual classroom links the guest lecture of eminent persons to
develop the core knowledge in the subject. The institution adopts digital pedagogy in line with emerging
trends to enhance the teaching-learning process. After the implementation of flipped learning in the
Institute, the number of FLIP classrooms increased with ICT facilities. At present almost 100% faculty
members upload their subject content digitally and share the link to students for pre-class activity.

Digital content sharing by faculty members to the students before the class enables questions from the
student at the in-class activity. Group discussion during the in-class activity requires internet search for
more digital resources. Faculty members take the help of internet resources for audio visual demonstration
to the students’ queries. All faculty members of the institute are now taking classes, giving assignments
with deadlines, taking tests through the Learning Management System. Regular practical sessions, 3
minutes video assignment to students, online test through google form, use of LCD projectors for seminars
and workshops, productive use of educational videos, accessibility of non-print material for students,
online courseware for students.

Digital studio in the institute is updated with Apple computer, Movie camera, acoustic design,good
microphone for better audio quality. Students are allotted slots to appear in the digital studio for video
assignment submission. Communication skills training is provided to students during language lab
sessions. In the Institute, the online courseware, lecture talks, motivational talks, educational videos,
webinars and web references have been uploaded to support the teaching-learning process in digital mode.
All the departments provide online instructional materials to the students for easy follow-up/ understanding
the concepts on the Institute website. Learning resources in the form of text and video and useful websites
are made available in the Institute website, which serve as a ready link to access the portals of information
and gain knowledge.

Faculty members of the Institute have adopted digital mode through the Learning Management Software
(LMS) Google classroom, CANVAS, Microsoft Team for class lecture delivery, student’s assessment,
conference meeting conduction etc.

Below are the list of examples of ICT enabled tools for effective teaching and learning processes.

Infrastructure at Institute level for ICT

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Digital Studio - 2

ICT LABS: 4

Smart Classrooms: 8

Flip Classroom:15

Interactive White Boards or Smart Boards: 10

A desktop computer to access online resources

General ICT tools for teaching and learning Available in Institute

A projector with interactive whiteboard functionality.

Computers
Laptops
Internet Connectivity
Wifi access for document sharing and device connectivity.
Audio Systems
Recording hardware/software for podcasting e.g. microphone, headphone and speakers
Printer
Scanner

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tools including online resources for effective
teaching and learning process

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

Response: 24:1

2.3.3.1 Number of mentors

Response: 97

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2.3.4 Preparation and adherence of Academic Calendar and Teaching plans by the institution

Response:

Institiute is providing academic calander for academic flexibility to their stake holders, particularly the
students and the faculty membersis for Outcomes Based Education . The Institute prepares academic
calendar that includes uploading of routine, conduction of two class test examinations, submission of class
test examinations, Conduction of Practical examinations and commencement of Semester End
Examinations along with the vacation period before the commencement of each semester . These
information also published on the Institute website for easy access of stakeholder. Based on the academic
calendar prepared by the institutes, departments prepare the academic calendar for the smooth functioning
of co-curricular as well as extra-curricular activities i.e. conduction of seminar, Innovative Idea
competition, Parent Teacher Meeting, etc planned in the semesters. This displayed on the notice board of
respective departments. Each subject teacher prepares their own course material based on the prescribed
syllabus given by the institute, which distributes to the students for reference as per academic calendar.
Total number of teaching days is fixed i.e. 90 days. Monthly review meeting conducted as per the
Academic Calendar; in case of emergencies the date of the said meeting extended till 10th of the respective
month. Holiday of the Institute is fixed as per the Academic Calendar. Each department should organize at
least one National Conference in a year. Submission of Lesson plan, evaluation of end semester
examination answer script, etc are followed as per the academic calendar. Students can appear for the
university examination, only if he/she attains a minimum of 75 percentage attendance on each subject.
Monthly attendances publish as per the scheduled date in the academic calendar in order to aware the
students about their attendance status. The assignments are given within a set of timeframes. The students
have to complete them within the time given to adhere to the institute’s timeline. The average obtained
from both class test examinations has been calculated to attain the final internal marks of the individual
student. These marks are also used to decide the methodologies of teaching for slow learners and identify
their learning ability of the concerned subject before going to attempt external examination. As part of the
continuous internal evaluation, the assignments given to the students and the semester end examination
involve course outcomes to achieve the Program Outcomes. Remedial classes organized from departmental
initiatives before each semester end examination. Courses beyond curriculum, innovative competition etc.
help the students to attain knowledge beyond the syllabus, as majority of these topics are not covered by
the exams conducted by the autonomous framework following the institute’s guidelines. In the semester
gap industry oriented training provided to the students to know the current advancement of industrial
progress.

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five years

2.4 Teacher Profile and Quality

2.4.1 Average percentage of full time teachers against sanctioned posts during the last five years

Response: 100

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Head of HEI

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

Response: 25.14

2.4.2.1 Number of full time teachers with Ph.D./D.M/M.Ch./D.N.B Superspeciality/D.Sc./D’Lit. year

wise during the last five years

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

48 47 57 52 53

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

Response: 5.61

2.4.3.1 Total experience of full-time teachers

Response: 1155

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2.5 Evaluation Process and Reforms

2.5.1 Average number of days from the date of last semester-end/ year- end examination till the
declaration of results year-wise during the last five years

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