MANGALORE - St. Ann's College of Education

1

(AUTONOMOUS) MANGALORE

VOLUME – I

Submitted for Assessment and Re-accreditation

to

National Assessment and Accreditation Council (NAAC) P.O.Box No. 1075, Nagarbhavi, Bangalore-560 072.

2

Est. 1943

(AUTONOMOUS)

Opp. Head Post Office, Rosario Church Road, Mangalore – 575 001.

VOLUME - I

Submitted for

Assessment and Re-accreditation to

National Assessment and Accreditation Council (NAAC) P.O.Box No. 1075, Nagarbhavi,

Bangalore-560 072.

3

VISION

Drawing inspiration from CHRIST THE LIGHT

Women Graduate and Post-graduate Teachers and Research Scholars

will be LIGHTED TO LIGHT

Young minds amidst the complex National and Global challenges,

Imbued with Human Values, Towards building up precious Human

Resources for Society

4

MISSION

THE STAFF OF ST. ANN’S COLLEGE OF

EDUCATION

Imbued with FAITH IN GOD

will prepare Teachers for Modern Society

with Personal, Academic, Research and

Professional Excellence

to spread the light of Wisdom and

Knowledge to Humanity

5

CONTENTS

VOLUME – I Page PART – I : 1. Institutional Data 7-43 PART – II : 1. Evaluative Report 46-48 2. Criterion-wise Analysis :

Criterion I : Curricular Aspects 50-99

Criterion II : Teaching Learning and Evaluation 100-168 Criterion III : Research, Consultancy and Extension 169-241 Criterion IV : Infrastructure and Learning Resources 242-275 Criterion V : Student Support and Progression 276-349 Criterion VI : Governance and Leadership 350-407 Criterion VII : Innovative Practices 408-433

3. Mapping of Academic Activities of the Institution 434 4. Declaration by the Head of the Institution 435

6

PART – I

INSTITUTIONAL DATA

7

PART - I : INSTITUTIONAL DATA

A. Profile of the Institution 1. Name and address of the institution: St. Ann’s College of Education , (Autonomous) Opp. Head Post Office, Mangalore – 575 001.

2. Website URL : www.stannscollege.net

3. For communication: Office

Name Telephone Number with STD Code

Fax No E-Mail Address

Head/Principal 0824 - 2444047 0824 - 2427360 [email protected] Vice-Principal 0824 - 2427360 0824 - 2427360 [email protected] Self – appraisal Co-ordinator

0824 - 2427360 0824 - 2427360 [email protected]

Residence

Name Telephone Number with STD Code

Mobile Number

Head/Principal 0824 - 2423641 9449526312 Vice-Principal 0824 - 2423641 9480141165

Self - appraisal Co-ordinator 0824 - 2443550 9448150896

4. Location of the Institution: Urban Semi-urban Rural Tribal

Any other (specify and indicate)

√

8

5. Campus area in acres: 6. Is it a recognized minority institution? Yes No 7. Date of establishment of the institution: Month & Year 8. University/Board to which the institution is affiliated: 9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act. Month & Year 2f Month & Year 12B

10. Type of Institution a. By funding i. Government ii. Grant-in-aid iii. Constituent iv. Self-financed

v. Any other (specify and indicate)

MM YYYY

07 1943

MM YYYY

07 1981

MM YYYY

04 1993

8.00

√

Mangalore

√

9

b. By Gender i. Only for Men ii. Only for Women

iii. Co-education c. By Nature i. University Dept. ii. IASE iii. Autonomous College iv. Affiliated College v. Constituent College vi. Dept. of Education of Composite

College

vii. CTE

viii. Any other (specify and indicate) 11. Does the University / State Education Act have provision for autonomy? Yes No If yes, has the institution applied for autonomy? Yes No - Autonomous Status granted from 2007-2008

- Granted Extension of Autonomous Status for a period of six year w.e.f. 2012-2013 to 2017-2018 including ex-post facto approval for the period 2011-2012.

√

√

√

√

10

12. Details of Teacher Education programmes offered by the institution: Sl. No.

Level Programme/ Course

Entry Qualification

Nature of Award

Duration Medium of instruction

i) Pre-primary Certificate Dip. in PPTT PUC Diploma 1 Year English Degree

ii) Primary/ Elementary

Certificate Diploma Degree

iii) Secondary/ Sr. secondary

Certificate Diploma Degree

iv) Post GraduatePGDCA Graduation Diploma 1 Year English M.Ed. B.Ed. Degree 1 Year English

v) Other (specify)

Certificate Diploma B.Ed. B.A./B.Sc. Degree 1 year English Ph.D. M.Ed. Degree 4 Years English

(Additional rows may be inserted as per requirement)

13. Give details of NCTE recognition (for each programme mentioned in Q.12 above)

Level Programme Order No. & Date

Valid upto Sanctioned Intake

Pre-primary

Primary/Elementary

Secondary/ Sr.secondary

Post Graduate M.Ed. 23-07-1996

18-11-2010

Permanent

- do -

30

35

Other (specify) U.G. B.Ed. 23-07-1996 Permanent 100


11

B) Criterion-wise inputs

Criterion I: Curricular Aspects 1. Does the Institution have a stated

Vision Yes No

Mission Yes No

Values Yes No

Objectives Yes No

2. a) Does the institution offer self-financed programme(s)?

Yes

If yes,

a) How many programmes?

b) Fee charged per programme

* Course not conducted for lack of students

3. Are there programmes with semester system

4. Is the institution representing/participating in the curriculum development/ revision processes of the regulatory bodies?

Yes No

If yes, how many faculty are on the various curriculum development/vision committees/boards of universities/regulating authority.

M.Ed. : Rs. 8,000/- PGDCA : * DPPTT : Rs. 14,500/-

3

8

√

√

√

√

√

√

Yes

12

5. Number of methods/elective options (programme wise)

D.Ed.

B.Ed.

M.Ed. (Full Time)

M.Ed. (Part Time)


M.Ed. - K.S.O.U.

6. Are there Programmes offered in modular form

Yes No

Number

The non-core subjects with the modular approach are introduced by this Institution.

7. Are there Programmes where assessment of teachers by the students has been introduced

Yes No

Number

8. Are there Programmes with faculty exchange/visiting faculty

Yes No

Number

2

4

3

2

√

√

√

Four

5

--

13

9. Is there any mechanism to obtain feedback on the curricular aspects from the

• Heads of practice teaching schools Yes No

• Academic peers Yes No

• Alumni Yes No

• Students Yes No

• Employers Yes No

9. How long does it take for the institution to introduce a new programme

within the existing system?

10. Has the institution introduced any new courses in teacher education

during the last three years?

Yes No

Number

11. Are there courses in which major syllabus revision was done during the last five years?

Yes No

Number

12. Does the institution develop and deploy action plans for effective

implementation of the curriculum?

Yes No

13. Does the institution encourage the faculty to prepare course outlines?

Yes No

3 Months

√

√

√

√

√

√

4

√

√

√

14

Criterion II: Teaching-Learning and Evaluation 1. How are students selected for admission into various courses?

a) Through an entrance test developed by the institution

b) Common entrance test conducted by the

University/Government

c) Through an interview

d) Entrance test and interview

e) Merit at the qualifying examination

f) Any other (specify and indicate) (If more than one method is followed, kindly specify the weightages)

2. Furnish the following information (for the previous academic year):

a) Date of start of the academic year : B.Ed. M.Ed. PGDCA DPPTT

20-11-2012 06-08-2012 -- 18-06-2012

b) Date of last admission B.Ed. M.Ed. PGDCA DPPTT

20-12-2012 06-09-2012 -- 18-07-2012

c) Date of closing of the academic year B.Ed. M.Ed. PGDCA DPPTT

07-09-2013 11-05-2013 -- 31-03-2012

d) Total teaching days B.Ed. M.Ed. PGDCA DPPTT

210 200 -- 200

e) Total working days B.Ed. M.Ed. PGDCA DPPTT

220 220 -- 220

√

50

√

√

15

3. Total number of students admitted

Programme Number of students Reserved Open

M F Total M F Total M F Total

D.Ed. --- --- --- --- --- --- --- --- ---

B.Ed. --- 99 99 --- 49 49 --- 50 50

M.Ed. (Full Time)

--- 27 27 --- --- --- --- 27 27

M.Ed. (Part Time)

--- --- --- --- --- --- --- --- ---

PGDCA --- -- -- --- --- --- --- --- ---

DPPTT --- 30 30 --- --- --- --- 30 30

4. Are there any overseas students? Yes No

5. What is the ‘unit cost’ of teacher education programme? (Unit cost = total annual recurring expenditure divided by the number of students/ trainees enrolled).

a) Unit cost excluding salary component b) Unit cost including salary component

(Please provide the unit cost for each of the programme offered by the institution as

detailed at Question 12 of profile of the institution)

6. Highest and Lowest percentage of marks at the qualifying examination considered for admission during the previous academic session

Programmes

Open Reserved

Highest

(%)

Lowest

(%)

Highest

(%)

Lowest

(%)

D.Ed. --- --- --- ---

B.Ed. 91% 51% 83% 50%

M.Ed. (Full Time)

88% 58% --- ---

M.Ed. (Part Time)

--- --- --- ---

√

36,174/-

1,39,320/-

16

7. Is there a provision for assessing students’ knowledge and skills for the programme (after admission)?

Yes No

8. Does the institution develop its academic calendar?

Yes No

9. Time allotted (in percentage)

Programmes Theory Practice Teaching Practicum

D.Ed. --- --- ---

B.Ed. 60% 20% 20%

M.Ed. (Full Time) 95% --- 5%

M.Ed. (Part Time) --- --- ---

P.G.D.C.A. 60% 10% 30%

D.P.P.T.T. 60% 20% 20% 10. Pre-practice teaching at the institution

a) Number of pre-practice teaching days b) Minimum number of pre-practice teaching lessons given by each student

11. Practice Teaching at School

a) Number of schools identified for practice teaching b) Total number of practice teaching days c) Minimum number of practice teaching lessons given by each student

√

√

30 days

12

09 days

45 days

30

17

12. How many lessons are given by the student teachers in simulation and pre-practice teaching in classroom situations?

Number of Lessons in simulation

Number of Lessons Pre-practice teaching

13. Is the scheme of evaluation made known to students at the beginning of the

academic session?

Yes No

14. Does the institution provide for continuous evaluation?

Yes No

15. Weightage (in percentage) given to internal and external evaluation

Programmes Internal External

D.Ed. --- ---

B.Ed. 40 60

M.Ed. (Full Time) 20 80

M.Ed. (Part Time) --- ---

PGDCA 50 100 Theory+ 50 Practicals

DPPTT 25 100

16. Examinations

a) Number of sessional tests held for each paper

b) Number of assignments for each paper

Number : 4 + 4 = 8

Number : 12

√

√

2

2

18

17. Access to ICT (Information and Communication Technology) and technology.

Yes No

Computers √

Intranet √

Internet √

Software / courseware (CDs) √

Audio resources √

Video resources √

Teaching Aids and other related materials

√

Any other (specify and indicate) Language Lab.

√

18. Are there courses with ICT enabled teaching-learning process?

Yes No

Number

19. Does the institution offer computer science as a subject?

Yes No

If yes, is it offered as a compulsory or optional paper?

Compulsory Optional

√

√

Four

√

19

Criterion III: Research, Consultancy and Extension 1. Number of teachers with Ph. D and their percentage to the total faculty strength

2. Does the Institution have ongoing research projects?

Yes No

If yes, provide the following details on the ongoing research projects

Funding agency Amount (Rs) Duration (years)

Collaboration, if any

UBCHEA - Study of Local Knowledge and its

effect on attitude towards Social Diversity, with special reference to tribal culture, through Service Learning Approach”

1,18,000/- One Year ----

UGC Minor Research Project : - A study on Internet use, parental

monitoring and Achievement of Pre-University students of Mangalore

- A study on the construction and validation of a tools measure ability for expression

- A study to develop Awareness on Bioethical issues among Pre-service Teachers

- A Specially designed Instructional Package to Develop Scientific Thinking among Student Teachers of Science Methodology

75,000/-

35,000/-

32,500/-

40,000/-

One Year

One Year

One Year

One Year

---

---

---

---

(Additional rows/columns may be inserted as per the requirement)

Percentage : 50%

√

20

3. Number of completed research projects during last three years.

4. How does the institution motivate its teachers to take up research in

education? (Mark for positive 5. response and X for negative response)

Teachers are given study leave

Teachers are provided with seed money

Adjustment in teaching schedule

Providing secretarial support and other facilities

Any other specify and indicate - Teachers are trained to write research proposals. - They are trained in research skills to undertake research projects/activities. - They are encouraged to do their M.Phil. and Ph.D. Studies. - They are encouraged to participate and present Research Papers at

the State/National/International Conferences , Seminars and Workshops

5. Does the institution provide financial support to research scholars?

Yes No

Number

6. Number of research degrees awarded during the last 5 years. a. Ph.D. : College is recognized as Research Centre for Ph.D. Studies in

Education from 2008-09. 20 students have registered for Ph.D. at this Centre. 16 Research Scholars faced Viva Voce and obtained Ph.D. Degree in Education from Mangalore University. In the year 2011, Nine Research Scholars and in 2012, Eight Research Scholars have completed their Ph.D. Course Work and in 2013 Nine Research Scholars have registered for Ph.D. in Education.

b. M.Phil.

√

√

√

7

√

√

√

6

--

21

7. Does the institution support student research projects (UG & PG)?

Yes No

8. Details of the Publications by the faculty (Last five years)

Yes No Number

International journals √ --- 10

National journals – referred papers

Non referred papers

√

--- 66

Academic articles in reputed magazines/news papers

√

--- 38

Books √ --- 16

Any other (specify and indicate) --- --- ---

9. Are there awards, recognition, patents etc received by the faculty?

Yes No

Number

10. Number of papers presented by the faculty and students (during last five years):

Faculty Students

National seminars

International seminars

Any other academic forum

11. What types of instructional materials have been developed by the institution? (Mark ` ’ for yes and `X’ for No.)

Self-instructional materials

Print materials

Non-print materials (e.g. Teaching Aids/audio-visual, multimedia, etc.) Digitalized (Computer aided instructional materials)

Question bank

√

√

√

9

37 7

18 --

--- --

√

√

√

√

22

Any other (specify and indicate) - Worksheets to be used during teaching learning - Working models - Self-appraisal/Self-evaluation proformas to be used as part of teaching. 12. Does the institution have a designated person for extension activities?

Yes No

If yes, indicate the nature of the post.

Full-time

Part-time

Additional charge

13. Are there NSS and NCC programmes in the institution?

Yes No

14. Are there any other outreach programmes provided by the institution?

Yes No 15. Number of other curricular/co-curricular meets organized by other

academic agencies/NGOs on Campus

Yes No

16. Does the institution provide consultancy services?

Yes No In case of paid consultancy what is the net amount generated during last three years. 17. Does the institution have networking/linkage with other institutions/

organizations? Local level √

State level √ National level √ International level √

Rs. 40,000/-

√

√

√

√

√

√

√

23

Criterion IV: Infrastructure and Learning Resources 1. Built-up Area (in sq. mts.)

2. Are the following laboratories been established as per NCTE Norms?

a) Methods lab Yes No

b) Psychology lab Yes No

c) Science Lab(s) Yes No

d) Education Technology lab Yes No

e) Computer lab Yes No f) Workshop for preparing teaching aids Yes No

3. How many Computer terminals are available with the institution?

4. What is the Budget allotted for computers (purchase and maintenance) during the previous academic year?

5. What is the Amount spent on maintenance of computer facilities during the previous academic year?

6. What is the Amount spent on maintenance and upgrading of laboratory facilities during the previous academic year?

7. What is the Budget allocated for campus expansion (building) and upkeep for the current academic session/financial year?

2904.93

5,00,000/-

84,450/-

√

√

√

√

√

√

83

50,000/-

15,00,000/-

24

8. Has the institution developed computer-aided learning packages? Yes No

9. Total number of posts sanctioned Open Reserved

Teaching

Non-teaching

10. Total number of posts vacant Open Reserved

Teaching

Non-teaching

a. Number of regular and permanent teachers Open Reserved (Gender-wise)

Open Reserved Lecturers

Readers

Professors

b. Number of temporary/ad-hoc/part-time teachers (Gender-wise) Open Reserved

Lecturers

Readers

Professors

c. Number of teachers from Same state

Other states

15

M F M F

--- 1

---

F

---

---

---

---

--- 11

--- 13

---

---

---

---

--- 6

--- --

---

---

---

---

1 5 --- ---

--- 2

--- ---

---

---

---

---

--- --- --- ---

---

M F M F

M F M F

M M F

9

√

25

12. Teacher student ratio (program-wise)

Programme Teacher student ratio

D.Ed. --- B.Ed. 1 : 13 M.Ed. (Full Time)

1 : 6

M.Ed. (Part Time)

----

PGDCA --- DPPTT 1 : 15

13. a. Non-teaching staff Open Reserved

Permanent

Temporary

b. Technical Assistants Open Reserved

Permanent

Temporary

14. Ratio of Teaching – non-teaching staff

15. Amount spent on the salaries of teaching faculty during the previous academic session (% of total expenditure)

16. Is there an advisory committee for the library?

Yes No

15 : 10

F

1 7 --- ---

--- --- --- ---

M M F

F

1 1 --- ---

--- --- --- ---

M M F

√

97.16%

26

17. Working hours of the Library

On working days

On holidays

During examinations

18. Does the library have an Open access facility

Yes No

19. Total collection of the following in the library

a. Books

- Textbooks

- Reference books b. Magazines

e. Journals subscribed

- Indian journals - Foreign journals (International)

f. Peer reviewed journals g. Back volumes of journals - Research Oriented - Subject Oriented

h. E-information resources - Online journals/e-journals

- CDs/ DVDs

- Databases

- Video Cassettes

- Audio Cassettes

* Online Journals from INFLIBNET, DELNET and SAGE * All the online Journals/E-Journals of Mangalore University.

8.15 - 5.30 p.m.

----

12462

18500

30

31

10

750

341 CDs

255

8.00 - 5.30 p.m.

√

325

59

Available *

14

27

20. Mention the

Total carpet area of the Library (in sq. mts.) Seating capacity of the Reading room

21. Status of automation of Library

Yet to intimate

Partially automated

Fully automated

22. Which of the following services/facilities are provided in the library?

Circulation

Clipping

Bibliographic compilation

Reference

Information display and notification

Book Bank

Photocopying

Computer and Printer

Internet

Online access facility

Inter-library borrowing

Power back up

User orientation /information literacy

Any other (please specify and indicate)

- Psychological Tests - Computers with internet facility - Overnight borrowing - Teaching Aids

216.60

136

√

√

√

√

√

√

√

√

√

√

√

√

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28

23. Are students allowed to retain books for examinations?

Yes No

24. Furnish information on the following

Average number of books issued/returned per day

Maximum number of days books are permitted to be retained

by students

by faculty

Maximum number of books permitted for issue

for students

for faculty

Average number of users who visited/consulted per month

Ratio of library books (excluding textbooks and book bank

facility)to the number of students enrolled

25. What is the percentage of library budget in relation to total budget of the

institution

300/100

30 days

115:1

3600

8 days

6

10

√

5%

29

26. Provide the number of books/ journals/ periodicals that have been added to the library during the last three years and their cost.

2009- 2010 2010- 2011 2011- 2012 2012- 2013 2013- 2014

(as on 16-06-2014)

No.

Total cost (in Rs.)

No.

Total cost (in Rs.)

No.

Total cost (in Rs.)

No.

Total cost (in Rs.)

No.

Total cost (in Rs.)

Text books 238 78,979 377 53,525 426 99,389 187 35,206 800 1,37,903

Other books

250 1,42,985 379 1,30,215 361 1,06,758 257 96,863 440 1,41,637

Journals/ Periodicals

60 35,740 58 33,997 61 50,913 63 50,088 71 74,744

Any others specify and indicate a) Maps and Charts b) Globes c) CD’s d) Psycholo -gical tests

54 - 64 19

3,780 - 11,436 15,141

- - - -

- - - -

197

16

10

-

25,640

6,000

4,416

-

61

-

13

-

19,145

-

3,737

-

25

-

15

28

2,676

-

2,152

21,210

(Additional rows/columns may be inserted as per requirement)

Any Other :

Other Facilities available in the library

a) Educational/Psychological Tests

b) Teaching Aids : Maps, Charts and Globe, Mathematics Kit

c) Facility is provided for the Staff members and students within the campus, to make use

of the library

d) Internet facility is provided for the Research Scholars

e) Membership provided for the outsiders and for the K.S.O.U. Students.

30

Criterion V: Student Support and Progression 1. Programme wise “dropout rate” for the last three batches

Programmes Year 1 Year 2 Year 3 D.Ed. B.Ed. - 3 1 M.Ed. (Full Time)

- - 1

M.Ed. (Part Time)

2. Does the Institution have the tutor-ward/or any similar mentoring system?

Yes No

If yes, how many students are under the care of a mentor/tutor?

3. Does the institution offer Remedial instruction?

Yes No

4. Does the institution offer Bridge courses?

Yes No

5. Examination Results during past three years (provide year wise data)

2010 - 2011

UG – B.Ed. PG – M.Ed. P.G.D.C.A. DPPTT

I II III I II III I II III I II III

Pass percentage 100% 100% -- 100%

Number of first classes

34 - - 13 1 - - - - 9 9 3

Number of distinctions

64 16 - 5

Exemplary performances (Gold Medal and university ranks)

I Rank received with Gold Medal


--- ---

10

√

√

√

31

2011 - 2012

UG – B.Ed. PG – M.Ed. P.G.D.C.A. DPPTT




34 - - 11 - - - - - 9 3 1


52 19 - 10


I Rank received with Cash Prize

I Rank received with Cash Prize

--- ---

2012 - 2013

UG – B.Ed. PG – M.Ed.

P.G.D.C.A. DPPTT




38 4 - 7 - - - - - 4 4 1


54 20 - 17




--- ---

32

6. Number of students who have passed competitive examinations during the last three years (provide year wise data)

I II III

NET 2 4 6

SLET/SET 10 9 10


7. Mention the number of students who have received financial aid during the past three years.

Financial Aid 2010-2011 2011-2012 2012-2013 2013-2014

Merit Scholarship 7 9 4 - Merit-cum-means scholarship 29 25 33 23 Fee concession - 6 - - Loan facilities - - 2 - Any other specify and indicate: a) Founded Scholarships b) Minority Scholarship c) SC/ST

29 9 8

28 8 9

26 20 4

34 - 8


8. Is there a Health Centre available on the campus of the institution?

Yes No

9. Does the institution provide Residential accommodation for:

Faculty Yes No

Non-teaching staff Yes No

10. Does the institution provide Hostel facility for its students?

Yes No

If yes, number of students residing in hostels

Men

Women

-

24

√

√

√

33

11. Does the institution provide indoor and outdoor sports facilities?

Sports fields Yes No

Indoor sports facilities Yes No

Gymnasium Yes No

12. Availability of rest rooms for Women

Yes No

13. Availability of rest rooms for men

Yes No

14. Is there transport facility available?

Yes No

Two Bicycles are available for the use of non-teaching staff.

15. Does the Institution obtain feedback from students on their campus experience?

Yes No

16. Give information on the Cultural Events (Last year data) in which the institution participated/organised.

Organised Participated Yes No Number Yes No Number Inter-collegiate

√ 5

Inter-university

National √ 7 Any other (specify and indicate) : Inter-school

√

10

√

8 (Excluding college day celebration)

√

√

√

√

√

√

√

34

17. Give details of the participation of students during the past year at the university, state, regional, national and international sports meets.

Participation of students (Numbers)

Outcome (Medal achievers)

State

Regional

National

International

- Annual Sports Meet is conducted every year and all the students participa- Students participated in the half marathon race to encourage sports and

games, to keep the city clean, cross country race, youth rally, Road Sapthaha week, Rally on Heart Day etc.

18. Does the institution have an active Alumni Association?

Yes No

If yes, give the year of establishment

19. Does the institution have a Student Association/Council?

Yes No

20. Does the institution regularly publish a college magazine?

Yes No

21. Does the institution publish its updated prospectus annually?

Yes No

1967

√

√

√

√

35

22. Give the details on the progression of the students to employment/further study (Give

percentage) for last three years

Year 1

(%)

Year 2

(%)

Year 3

(%)

Higher studies 30% 40% 50%

Employment (Total) 90% 90% 90%

Teaching

Non teaching

80% 80% 80%

10% 10% 10%

23. Is there a placement cell in the institution?

Yes No

If yes, how many students were employed through placement cell during the past three

years.

1 2 3 75 70 80

24. Does the institution provide the following guidance and counselling services to

students?

• Academic guidance and Counseling Yes No • Personal Counseling Yes No

• Career Counseling Yes No

√

√

√

√

36

Criterion VI: Governance and Leadership

1. Does the institution have a functional Internal Quality Assurance Cell (IQAC) or

any other similar body/committee

Yes No

2. Frequency of meetings of Academic and Administrative Bodies: (last year)

Governing Body/management Once a month

Staff council Once a month

IQAC/or any other similar body/committee Once a month

Internal Administrative Bodies contributing to quality improvement of the institutional processes. (mention only for three most important bodies)

Library Committee Research Committee Student Welfare Committee

3. What are the Welfare Schemes available for the teaching and non-teaching staff of

the institution?

Loan facility Yes No

Medical assistance Yes No

Insurance Yes No

Other (specify and indicate) Yes No

4. Number of career development programmes made available for non-teaching staff during the last three years

2 3 5

√

√

√

√

37

5. Furnish the following details for the past three years a. Number of teachers who have availed the Faculty Improvement

Program of the UGC/NCTE or any other recognized organisation

b. Number of teachers who were sponsored for professional development programmes by the institution

National International

c. Number of faculty development programmes organized by the Institution:

d. Number of Seminars/ workshops/symposia on Curricular development, Teaching- learning, Assessment, etc. organised by the institution

e. Research development programmes attended by the faculty

f. Invited/endowment lectures at the institution

Any other area (specify the programme and indicate)

5. How does the institution monitor the performance of the teaching and non-teaching staff? a. Self-appraisal Yes No b. Student assessment of faculty performance Yes No c. Expert assessment of faculty performance Yes No d. Combination of one or more of the above Yes No

e. Any other (specify and indicate) Yes No Alumnae, teachers of practicing schools and parents’ assessment of

faculty performance.

---

18 5 13

10 3 7

11 10 15

8 15 18

6 6 13

5 8 10

√

√

√

√

√

38

7. Are the faculty assigned additional administrative work?

Yes No If yes, give the number of hours spent by the faculty per week

8. Provide the income received under various heads of the account by the institution for previous academic session

Grant-in-aid

Fees

Donation (Management)

Self-funded courses


U.G.C. Grant (Autonomous)

9. Expenditure statement (for last two years) Year 1 Year2

Total sanctioned Budget 30 Lakhs 50 Lakhs% spent on the salary of faculty 56.28 57.08 % spent on the salary of non-teaching employees 16.52 14.58 % spent on books and journals 1.93 2.90 % spent on developmental activities (expansion of building)

4.53 4.31

% spent on telephone, electricity and water 1.73 1.59 % spent on maintenance of building, sports facilities, hostels, residential complex and student amenities, etc.

2.17 2.31

% spent on maintenance of equipment, teaching aids, contingency etc.

6.85 8.42

% spent on research and scholarship (seminars, conferences, faculty development programs, faculty exchange, etc.)

0.89 0.84

% spent on travel 1.59 0.60 Any other (specify and indicate) : College Activities

6.19

7.37

Total expenditure incurred 98.68 100.00

3 hrs.

1,00,05,172/

11,55,475/-

10,00,000/-

-

17,33,146/-

√

39

10. Specify the institutions surplus/deficit budget during the last three years? (specify the amount in the applicable boxes given below)

Surplus in Rs. Deficit in Rs.

11. Is there an internal financial audit mechanism?

Yes No 12. Is there an external financial audit mechanism?

Yes No

13. ICT/Technology supported activities/units of the institution:

Administration Yes No

Finance Yes No

Student Records Yes No

Career Counselling Yes No

Aptitude Testing Yes No

Examinations/Evaluation/ Yes No Assessment

Any other (specify and indicate) Yes No

- Research Activities

68,025/-

52,782/-

67,142/-

√

√

√

√

√

√

√

√

√

40

14. Does the institution have an efficient internal co-ordinating and monitoring

mechanism?

Yes No

15. Does the institution have an inbuilt mechanism to check the work efficiency of the

non-teaching staff?

Yes No

16. Are all the decisions taken by the institution during the last three years approved

by a competent authority?

Yes No

17. Does the institution have the freedom and the resources to appoint and pay

temporary/ ad hoc / guest teaching staff?

Yes No

18. Is a grievance redressal mechanism in vogue in the institution?

a) for teachers

b) for students

c) for non - teaching staff

19. Are there any ongoing legal disputes pertaining to the institution?

Yes No

20. Has the institution adopted any mechanism/process for internal academic audit/quality checks?

Yes No

21. Is the institution sensitised to modern managerial concepts such as strategic planning, teamwork, decision-making, computerisation and TQM?

Yes No

√

√

√

√

√

√

√

√

√

√

41

Criterion VII: Innovative Practices 1. Does the institution has an established Internal Quality Assurance

Mechanisms ? Yes No

2. Do students participate in the Quality Enhancement of the Institution? Yes No

3. What is the percentage of the following student categories in the institution?

Category Men % Women % a SC - - 5 3% b ST - - 3 2% c OBC - - 59 41% d Physically challenged - - - - e General Category - - 31 21% f Rural - - 71 49% g Urban - - 75 51% h Any other ( specify) :

Minority Christians - -

48

33%

4. What is the percentage of the staff in the following category ?

Category Teaching staff

% Non-teaching

staff

%

a SC - - b ST - - c OBC - - d Women 14 93% 8 80%

e Physically challenged - - f General Category 4 27% 3 30%

g Any other (specify) :

Minority

10

66% 5

50%

√

√

42

5. What is the percentage incremental academic growth of the students for the

last two batches?

B.Ed.

Category At Admission On completion of the course

Batch I 2012-2013

Batch II 2013-2014

Batch I 2012-2013

Batch II 2013-2014

SC 63 67 73 69 ST 60 66 64 70 OBC 65 74 84 78 Physically challenged

- - - -

General Category 78 70 81 74 Rural 66 64 73 67 Urban 69 73 75 76 Any other ( specify) : Minority Christians

60

80

86

83

M.Ed.

Category At Admission On completion of the

course Batch I

2012-2013 Batch II

2013-2014 Batch I

2012-2013 Batch II

2013-2014 SC - - - - ST - - - - OBC - - - - Physically challenged

- - - -

General Category 75 77 93 79 Rural 76 74 79 77 Urban 73 76 78 82 Any other ( specify) : Minority

88

86

97

92

43

P.G.D.C.A.


Batch I 2012-2013

Batch II 2013-2014

Batch I 2012-2013

Batch II 2013-2014

SC - - - - ST - - - - OBC - - - - Physically challenged

- - - -

General Category - - - - Rural - - - - Urban - - - - Any other ( specify) : Minority

- - - -

D.P.P.T.T.


Batch I 2012-2013

Batch II 2013-2014

Batch I 2012-2013

Batch II 2013-2014

SC - - - - ST - - - - OBC - - - - Physically challenged

- - - -

General Category 49 51 51 54 Rural 53 55 56 57 Urban 59 63 64 69 Any other ( specify) : Minority

60

63

65

70

44

Part II

The Evaluative Report

45

Executive Summary

46

Part II – The Evaluative Report

1. Executive Summary:

St. Ann's College of Education, Mangalore, Karnataka State, and South India, established in 1943 has several firsts to its credit: It is the first College of Education along the West Coast under Madras Presidency, the first private college of education as well as one for women in Karnataka state, the first college of education that sought Assessment and Accreditation in Karnataka and only one to be given the FIVE STAR status and only one to be given C.G.P.A 3.63/4 at re-accreditation by NAAC among colleges of Education in India and among all the colleges under Mangalore University and finally the only College of Education that has been granted the Autonomous Status by the UGC with approval by the Government of Karnataka. It surely proves the comment exclaimed by Dr.Lakshmanaswami Mudaliar, the Vice-Chancellor of Madras University and later the Chairman of the Mudaliar Education Commission (1952-1953), when he visited St. Ann's with a high ranking team, on 5th March, 1943, as Chairman of the Inquiry Committee for the Affiliation of St. Ann's Training College: "If your secondary trained teachers are so good, how much better your graduate trained teachers will be!". Hence, the College is a Government Aided, Autonomous, Christian Minority College, under Mangalore University and is managed by the Sisters of the Apostolic Carmel Congregation who pioneered the cause of women’s education and empowerment in 1870.

The College is involved basically with under-graduate pre-service teacher

training for secondary schools since 1943, the M.Ed. Degree Course since 1992, the one year course, Post Graduate Diploma in Computer Applications (PGDCA) with a paper on "Teaching Computer Science" since 1996 and the Ph.D. in Education since 2008. The college has started the Diploma Course in Pre-Primary Teachers’ Training since 2004. The UGC, State Government of Karnataka and Mangalore University bestowed the ‘Autonomous Status’ on the college in 2007-2008 and the Mangalore University granted the ‘Ph. D. Research Centre’ to the college in 2008. Nineteen research scholars have already obtained Ph.D. degree and twenty six more have registered under five faculty who are recognized research guide under Mangalore University. The college is also a Study Centre for the M.Ed. course, of the Karnataka State Open University (K.S.O.U.) and a ‘Partner Institute’ of the Indira Gandhi National Open University (IGNOU) to offer four courses in teacher education. There are thirteen teaching staff members in the college out of whom seven are Ph.D. degree holders and five have registered for Ph.D. The number of support staff is ten.

47

The faculty of the College is involved in innovative in-service programmes and projects related to Action Research, Value Education, Environmental Education, Women's Issues, Service Learning, Teaching for Thinking and Creativity, Institutional Planning, Sustainable Development, Human Rights Education, Life Skills Education and the like, for College Teachers, Teacher Educators, Secondary School and Primary School teachers. Several minor and major research projects of the College as well as of the UGC, UNESCO, UBCHEA and Sarva Shiksha Abhiyan have been undertaken by them. They have been involved as resource persons in the preparation of Instructional Material/ Modules in the above areas, at the Local, State and National levels. Number of publications are brought out and papers are presented at National and International Conferences by the faculty members. Several outreach programmes in rural based primary schools and with women's group are being organized with the involvement of teacher trainees. A new concept of providing academic and research basis for outreach service has been provided through Service Learning which has also been institutionalized.

The college maintains a healthy and cordial relationship with the practicing teaching schools and the wider community. Through continuous interaction with the management, the heads and teachers of practicing schools, the institution works hard to make the practice teaching programme quality based. Planning, execution and evaluation / feedback of the lessons of students during practice teaching and internship is done based on the suggestions given by the teachers. Through ‘Working with the Community’, ‘Service Learning Progammes’ and ‘Extension Activities’ the college continuously assesses the academic and service needs of the community and attempts to respond to them. Creating awareness on various trends and issues, material and human resource sharing and human resource development are the main approaches, towards community development. The college organizes number of trend based in-service programmes for school teachers, college faculty, teacher educators and for it’s alumnae periodically. It has also indentified material and human resources from the community and uses the same to enhance the quality of teacher education by making use of the financial assistance from UGC

The performance of our students has always been creditable, securing the best results in the state through the years bagging the first rank and other ranks both in the B.Ed. and M.Ed. Examinations.

The college has collaborations and linkages with foreign and international institutions such as United Nations Educational, Scientific and Cultural Organization (UNESCO) as the Associated Institution, World Council for Curriculum and Instruction (WCCI), International Association of Educational Research (IAER), United Board for Christian Higher Education in Asia (UBCHEA), Asia Pacific University Community Engagement (APUCEN), International Association of Educators for World Peace (IAEWP), Asian Christian Faculty Federation (ACFF), Hong Kong, Lingnan University in Hong Kong, Sun Yat-sen University in Guangzhou, China, Miriam College - Manila, Assumption College – Manila, etc.

48

The institution has very rich human and material resource potential. It includes flexibility in effective curriculum transaction, variety in teaching methods, high calibre of work in Research, informal Consultancy and Extension, action oriented plans for value based education, its latest hardware and software resources and periodic feedback evaluation procedures, competent and highly qualified staff working in a team spirit etc. The publication of projects, innovative research based instructional material and research reports are the major highlights of the institution.

The college is administered by the Apostolic Carmel Educational

Society, Mangalore. Being an ‘Autonomous Institution’ it has its other administrative and academic bodies such as Governing Body, Academic Council, Board of Studies, Finance Committee, Board of Examiners and many other supportive committees.

The college has been following constructivistic approach to teaching-learning and development of relevant skills in their trainees. It has already evolved and validated ICT based lessons, ICT based instructional material and as a future plan the institution is hoping to intensify the use of ICT for teaching and training. It also feels the need to utilize the potentials of the Alumni Association further and to organize more of women empowerment programmes for teachers and students.

Challenges faced by the institution in building a quality institution:

The college is Government Aided institution; however, for the last twenty years no teaching and non-teaching vacancies of the staff are approved by the State Government. As a result, the Management has to bear a heavy financial burden of paying the salary of the staff appointed after 1994. At present 60% of the faculty members are paid the salaries by the Management. Since about 70% of the students who seek admission into this institution are poor from the rural and socially backward areas, this additional expenditure has become a burden on the Management.

The college also faces the problem related to recruitment of teachers and

admission of students created by the present scenario of the large mushrooming growth of teacher training colleges whereby the students seek admission in colleges in the vicinity. Decrease in the number of graduates coming out from under-graduate colleges has further aggravated the situation. Due to long delay in the B.Ed. admission procedure of Government of Karnataka, the academic year cannot be commenced in time. This delay affects adversely the practice in teaching and other school related activities of B.Ed. programme.

The college though autonomous, does not enjoy the full extent of

autonomy as per UGC guidelines due to too many restrictions laid down by the parent university

49

CRITERION-WISE ANALYSIS

50

Criterion - I Curricular Aspects

51

Criterion- Wise Analysis :

Criterion I: Curricular Aspects 1.1 Curricular Design and Development:

1. State the objectives of the institution and the major considerations addressed by them? (Intellectual, Academic, Training, Access to the Disadvantaged, Equity, Self development, Community and National Development, Issue of ecology and Environment, Value Orientation, Employment, Global trends and demands, etc.)

Objectives/Goals of St. Ann’s College of Education: To develop among student teachers:

To attain these objectives the following major areas have been focused in the curriculum. a. To develop Spiritual Competencies through spiritual enrichment

programmes. Religious/Moral and Value Education is built into the curriculum.

Retreat and spiritual orientation days are organized to strengthen the same and each class begins and ends with a prayer.

Regular Value Education classes are conducted throughout the academic year.

Every day Morning Assembly for the students is preceded by training in singing general prayer songs at which every student takes a turn to give reflection on a theme.

Spiritual Competencies through

‐ spiritual enrichment programmes

Academic and Professional

Competencies through

‐ discipline based programmes

Research Competencies through

‐ research oriented programmes

Personal Competencies through

‐ personality development programmes

Social Competencies through

‐ community oriented developmental programmes

52

A meaningful inter-religious prayer service is part of all the days of

national and international significance and at all the college celebrations. An inter-religious prayer room is set up for staff and students to spend moments of silent reflection.

Value Education is also offered as an optional subject to the B.Ed. students as part of B.Ed. syllabus, in which students are provided with practical experience of taking value education classes to the primary/secondary/higher secondary school students.

Global values and Indian constitutional values are highlighted through different subjects of study as well as orientation programmes on Peace Education.

All the B.Ed. students are trained to take up Value Education classes to Primary/Secondary/Higher Secondary School students highlighting Indian constitutional and global values through direct, infusion and integrated approaches.

Training in yogic exercises is provided by inviting resource persons from the community and provision is made in the time table to practice yogic exercises and self defensive exercises for women regularly.

b. To develop Academic and professional competencies through discipline

based Programmes. The curriculum has given due importance to thrust areas such as ICT,

Peace Education, Education for Sustainable Development, Human Rights Education and Citizenship Education along with academic and professional training by implementing the following strategies.

Computer Education is offered as compulsory subject (B.Ed. 04) A certificate course on ICT Education is provided to all the students. Computer facility with free internet access is provided to all the

students. Value Education is offered as an optional subject to the B.Ed. students

in which students are provided with practical experience of taking value education classes to secondary school students.

Global Values and Constitutional Values are highlighted through different subjects of study.

All the B.Ed. students are trained to take up Value Education classes to school students highlighting constitutional and global values through direct and infusion approaches.

Knowledge base of Peace Education and Global Education is given through different subjects of study by following infusion and integrated approach.

Environmental Education is offered as an optional subject to B.Ed. students.

Education for Sustainable Development is built into the curriculum by integrating it with Biological Science, Physical Science, Social Science and Philosophical and Sociological Perspectives of Education.

53

Global concerns (thrust areas) such as Human Rights Education, Citizenship Education, Inclusive Education and Education for Sustainable Development are included in general subject (B.Ed. 01, B.Ed. 02 and B.Ed. 03) syllabus and theoretical base is provided to students through direct and integrated approach.

Content Based Instructional Methodology approach is used for teaching Physical Science, Biological Science, Mathematics, Social Science, Kannada and English to enhance the content mastery along with pedagogical skills.

Content Based Instructional Methodology to teach Physical Science and Content Based Instructional Methodology to teach Social Science are organized to train the students to teach Chemistry and Physics together as well as Civics, Economics, Geography and History respectively, instead of training them as separate subjects inorder to cater to the requirements of secondary/ higher secondary schools and give greater access for recruitment in schools.

Theoretical base on Micro teaching, different methods, approaches and strategies are given through lecture classes in different content based methodology subjects.

Students are provided with micro-teaching experience to master the core teaching skills by giving theoretical orientation followed by demonstration of selected micro skills and practicing of eight micro skills spread over for a period of one month.

Demonstration of lessons by experts are arranged to imbibe the innovative teaching skills and managerial skills through observation and training to observe/supervise and critically analyse the lesson as well as to train B.Ed. students to observe peer lessons during practice-in-teaching.

To acquire and master the pedagogical skills they are given training through practice-in-teaching prgoramme which is spread over for a period of one month.

Workshops on ‘lesson planning’ are conducted for B.Ed. students to provide training in retrieve reference materials from online resources, encyclopedias, reference books as well as to develop instructional materials using computer multimedia, planning and preparing resource units, unit plans, lesson plans following different methods and approaches. To strengthen the professional competencies training in reflective practices in teaching is provided during micro teaching through orientation and demonstration and practiced during practice-in-teaching and internship programme.

Conceptual base on Continuous and Comprehensive Evaluation (CCE) is given in B.Ed. 03 subject as well as through Content Based Methodology subjects and skills of preparing different tools for conducting CCE is provided through workshops.

54

Workshops on ‘Construction of test materials’ are conducted to train the

students to prepare various tools for CCE, preparation of objective based objective type tests, balanced question papers and unit tests.

Theoretical base on ‘Models of Teaching’ is provided through lectures under B.Ed.03 subject and practical experience is provided through workshops in which demonstrations are given by the faculty and models are practiced by the students in simulated condition.

To strengthen the pedagogical skills as well as the managerial skills of students a two week post B.Ed. internship in rural schools of Karnataka State under the guidance of the staff of schools is organised.

c. To develop Research Competencies through Research Oriented inputs

Research projects are undertaken by identifying the thrust areas like Education for Sustainable Development, Peace Education, Disaster Management, Reflective Teaching, Service Learning, ICT, Teacher Education and Women Education.

Presentation of research proposal and synopses before the research committee by the M.Ed. students. PG students and research scholars are exposed to Ph.D. open viva-voce.

Research colloquium for M.Ed. students and Ph.D. Research Scholars is organized where the faculty of the college, external research experts also participate actively.

Fundamentals of Research Methodology and Statistics are introduced in M.Ed. course for First and Second semester respectively followed by taking up a research project with preparation and validation of at least one research tool.

Action Research is included in B.Ed.03 paper for B.Ed. students. Every student teacher undertakes Action Research for the problem they identify in the classroom during practice-in-teaching.

Theoretical input on different types of tests is given in B.Ed. 03 paper and practical experience of preparing rating scales/ questionnaire/ opinionnaire/ interview schedule is given as related to their assignment in different subjects and to facilitate CCE by organizing Workshop on CCE.

Projects based on thrust areas as a part of their methodology/ optional/science club activity/B.Ed. 01 and B.Ed. 03 papers are carried out.

Research competencies such as identification of the problem, preparation of research tool, collection of data, tabulation of data, descriptive analysis, reporting and presenting is done by every B.Ed. student based on their assignment topics especially under general are papers.

55

d. To develop personal competencies through Personality Development

Programmes : Intervention programmes are organized to strengthen the basic generic

skills such as reading, writing and speaking skills both in Kannada and English.

Workshop on ‘Communication Skills in English’ is organized for B.Ed. students and exposure to Language laboratory is provided to all to improve their communication skills in English.

Daily copy writing in English and Kannada to improve their handwriting skill.

Vocabulary display boards are maintained by the students by writing one new word with its meaning in Kannada and English to enrich Kannada and English vocabulary of the B.Ed. students.

Vocabulary diary is maintained by the students based on the words learnt through vocabulary board.

Discipline based projects are undertaken by the B.Ed. students to strengthen their problem solving ability, thinking skills and research skills.

Essay writing, composing poetry and elocution competitions are organized for B.Ed. students in Kannada and English.

Every student is trained to develop leadership skills by organizing various non-scholastic activities in the college under the guidance of the faculty and these skills are further strengthened by providing scope for organizing activities in the schools during practice-in-teaching and internship.

Science Club, Kannada Sangha, Human Rights Cell and Women’s Cell organize number of activities to strengthen their knowledge base in their respective discipline.

Religious and Moral Education is built into the curriculum. Annual Retreat and recollection days are organized to provide time for building inner strength through reflection and input sessions.

Value Education is offered as optional subject in the B.Ed., besides, every student gives a minimum of two value education lessons to primary/secondary/higher secondary school students during Practice-in-teaching/Internship.

Trained in Team Teaching and Co-operative Learning during Content Based Instructional Methodology classes and general classes.

Every student is trained in seminar presentation through discipline based seminars organized in general and methodology classes.

Trained in written communication skills in general and report writing in particular by training them to write report of every activity undertaken in the college.

Market Oriented Productive Skills are fostered by organizing workshops on preparing Socially Useful Productive Work (S.U.P.W.) under B.Ed.-09 which is preceded by theoretical input on S.U.P.W. by the faculty.

56

Action Plan is developed by the students in the beginning of the academic year and periodic self evaluation of the efforts to fulfill the plan is conducted.

Well equipped library facility with online access to internet is provided. Guided library hours for reference work to discover knowledge as well as to strengthen concentration.

One week Citizenship Training Camp to strengthen citizenship values. Practice-in-teaching is carried out by the students under the leadership

and guidance of Heads of the institution/practicing school teachers and faculty members of the college at which they are given training to take feedback with a positive frame of mind.

Environmental values are integrated with methodology of teaching Physical Science, Biological Science, Mathematics, Social Science, Languages and B.Ed.01 papers.

Regular physical exercises through physical and health education classes and yogic exercise and self defensive exercises for women are conducted to maintain health and physical fitness.

Value added course on ‘Life Skills Training’ is offered to all the B.Ed. students.

e. Social Competencies through Need Based Community Oriented Programmes

Service Learning is institutionalized whereby the students use the approach of planning and implementing the service activities with a research base focusing on learning and rendering service to society.

Sensitivity to social issues and special concern for the socially and economically disadvantaged is strengthened among student teachers through the following activities.

i) Various activities like visiting homes for the aged/ differently abled children, organizing sports meet for the school children of the community is a part of the curriculum.

ii) Gifting the Instructional Materials prepared by the student teachers to the needy primary and secondary schools brings out the spirit of giving and sharing.

One week Citizenship Training Camp, Educational Tour for all the students develops the attitudes of living in harmony and fraternal fellowship.

Days of National and Cultural significance such as Independence Day, Republic Day, Founders Day, Harmony day and Christmas Day are celebrated.

Organizing and participating actively in the community awareness rallies, Jathas (issues related to gender sensitivity, sustainable development, cleanliness drive, health awareness, etc.) to develop sensitivity towards community issues of concern and to strengthen social values.

57

Social Values are promoted through inbuilt Institutional Environment, Value Education, Service Learning programmes and S.U.P.W. activities.

Students with academic and financial needs are assisted by the Principal, faculty members and alumnae of the college by providing scholarships to the needy and additional guidance and coaching through remedial classes.

Field trips are oganised to ‘Balashrams’, ‘Vriddhashrams’ ‘Homes for Differently Abled Children’ to create an awareness on the problems faced by the less privileged and to develop social values.

Sustainable development competencies are developed through a special training programme on Education for Sustainable Development (ESD). Concepts on ESD are taught through integrated approach through general subjects and Methodology subjects.

Environmental Education is offered as an optional subject in the B.Ed.. besides Environmental Values are integrated in the methodology of teaching Physical Science, Biological Science, Mathematics, Social Science, Languages and B.Ed. 01.

Projects on Environmental issues are undertaken by Environmental Education students, by the Social Science Methodology students, optional students and by the Science Club members.

Cleanliness of the college and campus is maintained by the students considering the environmental and sustainable development issues.

Environmental friendly behaviour is practiced by the students and faculty by reducing the use and reusing plastics, maintaining flower garden and disposing Bio-degradable and non-degradable/ waste separately.

Preparation of Vermi compost by using Bio-degradable waste by the students under the guidance of science faculty.

‘Stree Utsav’ is celebrated by the college Women’s Cell to develop gender sensitivity among B.Ed. and M.Ed. students by organizing talks on gender sensitivity issues, honouring great women achievers, compiling the works of great women who contributed for the empowerment of the women at the national and international level, organizing symposium on women empowerment, seminars on women education and empowerment. A very creative pedagogy related to Women’s Studies is developed by faculty incharge of the subject. A publication ‘Exploring Women’ on this pedagogy is brought out by the college.

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59

iii) In addition to the above mentioned mechanism, oral feed back is sought through formal and informal meetings with Alumni and Heads of the Institutions, during Co-operative Teachers Meeting, Examiners Meeting, Headmistress/ Head Masters Meeting, Alumni Executive Committee Meeting and General Body Meeting of the Alumni Association.

iv) Faculty feedback is sought at every staff meeting as well as during the sessions held for the purpose. Every faculty makes specific observations during transaction of the curriculum and the need for change is noted and reported to the Principal and to the members of Board of Studies.

v) Feedback from academic experts is obtained during the meetings of Board of Studies, Academic Council, Governing Body, Board of Examiners and Faculty Meetings of the college. The information (data base) is recorded in the proceedings of such meetings.

Phase II : Preparation of Curriculum Frame Work and Draft Curriculum. i) Faculty meeting is held to discuss about the revision of the

existing curriculum/ development of new curriculum according to the need and feedback.

ii) Detailed curriculum Frame Work is prepared based on the need and feedback keeping in view of the objectives of Autonomous Status.

iii) Responsibilities are shared among the faculty members to prepare the draft curriculum, update or revise the existing curriculum and different committees are formed to prepare the syllabus for different subjects.

iv) First phase of validation of the draft curriculum is done by the faculty members as a team.

Phase III : Validation of the First draft Curriculum and Preparation of the second draft curriculum.

i) The first draft curriculum is presented before the experts during the meetings of Board of Studies, Academic Council and Faculty meeting.

ii) The second draft is prepared based on the suggestions made by the experts and initial validation is done by the faculty as a team work.

Phase IV : Preparation of the Final Curriculum. i) The Second draft is presented before the statutory academic bodies

for approval. ii) Minor modifications suggested by the bodies are incorporated and

the final curriculum is prepared.

60

3. How are the global trends in teacher education reflected in the curriculum and existing courses modified to meet the emerging needs?

The following global trends have been focused and specific strategies have been

followed to attain the identified global trends. a. Generic Skills: Basic generic skills such as reading, writing and speaking skills

both in Kannada and English are strengthened through Workshop on ‘Communication Skills in English’ is organized for all the

B.Ed. students. Special projects are undertaken by English methodology students to

strengthen their written and oral communication. Essay writing and Elocution competitions are conducted both in English

and Kannada for B.Ed. students. Copywriting, Bulletin display and seminar presentation in Kannada and

English language is done by every student. Every student is trained in writing the report of every activity,

maintaining student diary, internship diary, delivering welcome speech, proposing vote of thanks and taking up the responsibility of Master of Ceremony (M.C) to develop their written and oral communication skills.

Language laboratory experience is given to all the students to improve their communication skills in International language English.

Vocabulary boards are maintained by the students by writing one new word every day with its meaning in Kannada and English to enrich Kannada and English vocabulary of the B.Ed. students.

Vocabulary diary is maintained by the students based on the words learnt through vocabulary board.

Every student is provided with an opportunity to present ‘thought for the day’ reflectively and news headlines in English. Sufficient training is given to conduct morning assembly effectively by the faculty and students cabinet to those student who are week in communication.

b. Application Skills: Application skills which are very essential for teachers

to discharge their professional responsibilities are considered and emphasized in the curriculum through the following programmes and activities. Micro teaching experience is provided to master the core teaching skills. Workshops to train in preparing lessons plans and teaching / learning

aids are carried out systematically. Demonstration of lessons to develop skills of observation and analysis

of an effective lesson. Practice-in-teaching for a period of one month followed by fifteen to

eighteen days of internship programme. ICT skills are developed by providing graded computer education and

offering Computer Educational Applications as a compulsory subject and prepare a lesson-based ICT software.

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Students are given training for online retrieval of reference materials and to develop instructional material using computer multimedia.

Conceptual base on Continuous and Comprehensive Evaluation (CCE) is given through B.Ed. 01 subject as well as Content Based Methodology subjects and skills of preparing different tools for conducting CCE is provided through workshops.

Workshop on ‘Construction of Test Materials’ is conducted to train the students in preparing objective based objective test items, balanced question paper and unit test.

Workshop on Models of Teaching is organized for B.Ed. students and practical experience is provided by practicing with peer group and integrating the skills learnt with macro lessons.

Content Based Instructional Methodology is offered to have content mastery along with pedagogical skills.

Workshop on preparation of Diagnostic Test and Remedial Teaching is organized to train the students to identify students with learning difficulties and plan remedial instruction for them.

c. Life Skills: To develop and enhance life skills such as leadership, decision making, co-operation, problem solving, learning to live together etc., the following programmes are inbuilt in the curriculum.

A special value added course on Life skills is organized with special emphasis on family life education, leadership training, communication skills, community living and developing citizenship values. Under this course one week citizenship training camp is organized, seminar on communication skills in English have been organized.

In addition to this special course other courses such as Service Learning, Guidance and Counseling, Religious and Moral Education, Computer Education and Physical and Health Education are offered in the curriculum which include the components of life skills too.

Neuro Linguistic Programme (NLP) is organized to improve their personality and strengthen inter personal skills.

4. How does the institution ensure that the curriculum bears some thrust on national issues like environment, value education and ICT?

To ensure that the curriculum bears some thrust on National issues like Environment, Value Education and ICT:

Environment Education : Environmental Education is offered as an optional subject in B.Ed. and

issues on the Environment (Edn)/ aspects are highlighted in the general subject syllabus.

Environmental Education is built into the curriculum and significance is highlighted by integrating it with Social Science, Physical Science and Biological Science syllabus of B.Ed. course.

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Environmental Education is institutionalized through the activities like campus cleaning, maintaining the garden (decorative plants and medicinal plants), regular bulletin display on environment issues and celebrating World Environment Day.

Projects on Environment issues are undertaken by members of Science Club, Environmental Education optional student teachers and Social Science methodology students. Some of the significant projects undertaken on environmental issues during last five years are - A study on the Flora of St. Ann’s College of Education college

campus through eco auditing. - Projects related to Bio-diversity. - A project on the maintenance of vermin compost pit and preparation of

vermin compost manure. - Visit to solid waste management unit of Mangalore City Corporation

and preparation of a report. - An environment and Health Awareness Programme through

community based activities – A Service Learning Programme with focus on Solid Waste Management (UBCHEA).

- Training Programme to Develop Competencies among pre-service Teachers to promote Sustainable Development through Specially Designed Packages (UNESCO).

Seminar presentations on current environment issues are being done as part of science club activities and Environmental Education classes.

Special training is provided to develop Education for Sustainable Development (ESD) competencies. In addition awareness of ESD is given through integrated approach in methodology subjects.

Frequent field trips are organized for B.Ed. students to gain awareness on environmental issues such as waste management, preparation of compost manure etc.

Value Education : Religious and Moral Education forms a part of the curriculum. Retreat

and Recollection days are organized to strengthen spiritual values. Value Education is offered as an optional subject highlighting Universal

Values, Traditional Values, Indian Constitutional Values and Value Education optional subject students get special training in preparing lessons on Value Education by following different techniques like, story telling, use of value analysis techniques, role playing, dialogue method, field visits and also through the use of ICT. Besides, all the students take up value education classes during practice-in-teaching and internship with due preparation.

Culture of peace is given due importance in every scholastic and non-scholastic activity. Project on Preparing, Validating of Instructional Modules and Strategies on Peace Education and Training Student Teachers for using Peace Education Strategies at Secondary School Level (UNESCO).

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All are given theoretical input related to integrating values in their

methodology subjects. Every student teacher gets practical knowledge while preparing and teaching value integrated lessons during practice-in-teaching. A classroom strategy is evolved and renewed by the college for the purpose.

Training is given through specially developed Instructional Package to develop Peace Education competencies.

National and universal/global values, social values are being highlighted in every curricular and co-curricular activities of the institution.

ICT Education :

Computer Applications to education is offered as an compulsory subject since the academic year 2012-2013.

During the academic year 2009-2010, 2010-2011 and 2011-2012 Computer Applications to Education was offered as an optional paper.

Graded Computer Education is provided to all the student teachers to develop/ upgrade their skills in ICT.

The students are provided with free internet access and computer facility to upgrade and master ICT skills. Each student is trained in creating an e-mail ID, and to have online communication as well as browsing through using different search engines.

Students are encouraged to use ICT facilities to prepare their assignments, to carryout projects and for preparation of lesson plans.

The Multimedia approach is made use of by the teacher educators during their methodology classes and demonstration lessons and the M.Ed. students too make use of this approach for Seminar presentations.

5. Does the institution make use of ICT for curricular planning? If yes give

details.

The institution makes use of ICT to upgrade the curriculum based on the latest trends in teacher education as mentioned below. To identify advanced knowledge in each subject. By downloading data base related to new trends in education,

methodology and techniques in teacher education. Retrieve information from different websites related to education in

general and teacher education in particular in view of periodic revision, updating of the curriculum and in order to validate the curriculum.

To validate parallel information from other universities. To get Audio and Visual support and to evaluate the ICT related skills of

students.

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1.2 Academic Flexibility: 1. How does the institution attempt to provide experiences to the students

so that teaching becomes a reflective practice?

The institution provides the following experiences to the student teachers so that teaching becomes a reflective practice. Preparation of personal action plan based on the College Objectives as

related to the Curriculum content and practices at the time of commencement of the new academic year and periodic evaluation of the same and maintaining a personal diary based on implementation of personal action plan.

Orientation to reflective teaching is given through B.Ed.03 paper and personal reflections are recorded after every micro and macro lesson.

Self evaluation after each lesson, based on the specific proforma provided to them.

Receiving and giving feedback on teaching is inbuilt in the practice-in-teaching programme and observation of lessons by the experts and of their peers to gain competence.

Analyzing and compiling self-evaluation data and identification of areas to be further strengthened.

Maintaining internship diary and recording of the critical analysis of each lesson.

2. How does the institution provide for adequate flexibility and scope in the

operational curriculum for providing varied learning experiences to the students both in the campus and in the field?

For providing varied learning experiences the institution provides adequate flexibility to the student teachers as mentioned below.

i) Students are provided with Flexibility in terms of selection of, Topics for micro teaching; Topics for examination lessons; Choice of Optional Subject Specialization; Areas of specialization according to their aptitude; Nature of Service Learning Activities and S.U.P.W. activities Choice of Schools for practice-in-teaching and internship at the end

of the course Topics for assignments Medium of instruction to teach and choice of languages to answer

the tests, examinations and to present the assignments / preparation of project reports.

Selection of companions to participate in the co-curricular activities. Flexibility regarding use of resource material for theoretical

learning, preparation of assignments etc. Organising co-curricular activities in practicing and internship

school.

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ii) There is Flexibility in terms of identification of, Learning activities and instructional materials in their respective

areas of specialization. Methodology strategies for planning lessons and use of teaching

learning aids. Choice of Competition Activities to participate from a varied of

items and to function autonomously in groups formed by them.

iii) Flexibility is provided in terms of planning and organizing, Co-curricular activities in the college and during internship. Outdoor activities under Service Learning Citizenship training camp activities. Project work, club and cell activities (Science Club, Kannada

Sangha, Human Rights Cell, Women Cell and Literary Club) Sports and games during the year and in particular in preparing and

participating in Sports Day activities.

3. What value added courses have been introduced by the institution during the last three years which would for example : Develop Communication Skills (verbal and written), ICT Skills, Life Skills, Community Orientation, Social Responsibility etc.

The following value added courses have been introduced by the institution to strengthen the curriculum.

Value Added Courses

Community Education

Life Skills Education

ICT Education

A course on Communicative

Enligsh

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a. Community Education Course is carried out in three phases.

Phase I : Students are given the theoretical inputs on service learning by

highlighting the objectives of Community Education ; meaning, concept and method of implementing service learning in the institutions/community.

Phase II : Planning of Community Education Projects. The faculty members discuss about various projects that can be

undertaken and select three activities and evaluation criteria is decided and proforma for the same is developed.

Responsibilities are shared among the faculty members regarding coordinating these projects.

Students are divided into groups based on the nature of the projects.

The students and staff-in-charge plan the programme based on the objectives of Community Education.

Phase III : Execution and Evaluation/Reflection. The students and staff-in-charge visit the community and

organize/conduct the service learning programmes. Students performance is evaluated based on the evaluation,

criteria/proforma developed by the college. Along with the staff in-charge the students reflect and analyse the

learning outcome of the Community Education Project. The total learning process is recorded and reported.

b. Life Skill Education as a value added course which includes basics of Family Life Education, Leadership Skills Training, Neuro Linguistic Programme (NLP), Guidance and Counselling and Citizenship Training. Under this course regular seminars on Family Life Education,

Georontolgy and Workshops on Leadership Skills have been organized.

One week Citizenship Training Camp is organized in which every student experiences community living, develops social skills, leadership skills and communication skills.

Guidance and Counselling Programme is organised to enable student teachers to acquire the counseling skills and assume the responsibility of a counselor in the teaching profession.

Seminars and workshops on Guidance and Counselling are organized. Practical experience is given by undertaking action research and case studies.

Physical and Health Education is provided to every student to maintain their physical and mental health.

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Students perform regular morning physical exercises and yogic exercises under the guidance and supervision of the Physical Director.

Yoga classes and training in self defensive skills for women are conducted after the regular class hours by inviting experts in the field from the community.

c. ICT Education : Graded Computer Education is provided for all the student teachers to develop/ upgrade their skills in ICT, based on their initial knowledge in the area.

During this course student teachers are also taught to have online communication by providing practical experience in creating an e-mail ID, drafting and mailing letters, browsing through internet using different search engines.

Preparing power point slides for classroom teaching. Preparing instructional/learning material based on school education

using ICT. Referring and collecting instructional and resource material from

various educational websites. d. A Course on Communicative English as a value added course was

introduced with the following major objectives : • To develop Oral Communication Skills in English. • To develop Written Communication Skills in English

To attain these objectives a detailed syllabus which includes the theory

and practicals have been evolved. The theoretical input includes

o General orientation on Communicative English . o Communicative Skills in English – ‘Phonetics’ in English. o Concept of Micro Teaching. o Theory related to Micro Teaching Skills. o Skills in fluency of questioning ; Probing in questioning ; Reading

aloud ; Illustrating with example ; Experimentation ; Explaining the Concepts.

o Orientation to all the co-curricular activities undertaken by the college (Mentioned in Section II).

As part of the practical work the following strategies have been used to develop Oral Communication Skills in English. • Micro Teaching skill practice in the Peer Group in all the

Methodology classes. - Skill of Fluency in Questioning. - Skill of Probing in Questioning. - Skill of Reading Aloud - Skill of Illustrating with Examples

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- Skill of Experimentation. - Skill of explaining concepts.

• Models of Teaching – Peer Practice - Verbal instruction and demonstration are given by the faculty to

guide the student teachers. • Regular guided individual turns for the Morning Assembly to present

‘Thought for the Day’ and Reflection. • Presenting the Current Events (Guided) • Practice in Teaching in two Phases • Internship in Rural Schools. • Workshop in Communicative English - Phonetics. • Language Lab Exercises • Planning and Execution of co-curricular activities as part of following

- Science Club - Kannada Sangha - Human Rights Cell - Women’s Cell

• College co-curricular Activities for the entire group : - College Inaugural - Citizenship Training Camp - Sports Meet - St. Ann’s Feast – Our Patron’s Day - Memorial Lectures Seminars and Workshops - Yoga - Family Life Education - Counselling Skills - Retreats/Prayer Days - Pedagogical Trends and Practices.

• Celebration of significant Days : - Harmony Day - ‘Stri Utsav’ Day - Independence Day - Republic Day - Christmas - Deepavali - Onam - Environment Day - Graduation Day

• Group and Pair discussions • Individual Training for Social Communication Skills – Welcoming,

Thanking, Mastering the Ceremonies, Presenting Reports etc. • Presentation of Research Reports by the P.G. Students • Presentation of Analysis and Research Findings by the P.G. Students. • Seminar Presentation by the M.Ed. and B.Ed. students.

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The following Strategies have been used to develop Written Communication Skills in English and Kannada (Regional Language) • Micro Teaching Lesson Plans • Copy writing in English and Kannada • Bulletin Displays • Preparation of Learning Aids with attractive captions • Reference and Note Taking Skills. (Library and E-Library) • Macro Teaching – Writing of Lesson Plans • Models of Teaching - Lesson Plans • Planning and execution of Co-curricular activities • Practice of Black Board – Artistic and Regular writing • Writing of Assignments Reports • Writing Leave notes, Autographs, Diary Writing • Lesson Plans for Multimedia • Self Study units are given from the syllabus to train Reference Skills

and Note making. • Report Writing • Dissertation Report preparation for M.Ed. Students.

4. How does the institution ensure the inclusion of the following aspects in

the curriculum?

i) Interdisciplinary/Multidisciplinary: Interdisciplinary/multidisciplinary approaches have been followed

throughout for undergraduate (B.Ed.) and Post Graduate (M.Ed.) Courses Value Education is integrated with Physical Science, Biological

Science, Social Science, Mathematics, Languages, and B.Ed. 01, B.Ed. 02, B.Ed. 03 (general papers).

Physics and Chemistry are integrated through Content Based Instructional Methodology I – Physical Science.

Physical Science, Biological Science and Mathematics are integrated.

History, Civics and Economics are integrated and taught under Content-Based Instructional Methodology II – Social Science.

Computer Education and Science Education. Computer Education and Humanities. Environmental Education and Social Science. Environmental Education and Science subjects Environmental Education, Science subjects and Social Science. Cultural studies and Kannada language are integrated.

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ii) Multi-skills development: Multi-skills development is emphasized in the curriculum through

various programmes. Generic Skills such as reading, writing and speaking both in

Kannada and English is strengthened through organizing i) A course on Communicative English. ii) Special projects undertaken by English Methodology students

to strengthen their written and oral communication skills. iii) Copy writing, Bulletin Display and seminar presentations in

Kannada and English language. iv) Language laboratory exercises. v) Kannada Sangha Programmes vi) Maintaining Vocabulary Board in Kannada and English. Academic Skills through teaching ICT, Value Education and

Environmental Education along with General, Optional and Methodology subjects.

Professional Skills : Teaching Skills through micro teaching, observation of demonstration of lessons by experts, practice-in-teaching and internship and models of teaching workshops. Preparing for teaching through different approaches of constructivism - active learning strategies, co-operative learning, multi-media approach, discovery learning and problem based learning approach.

Evaluation Skills through workshop on test construction, diagnostic testing and remedial teaching, preparation of question bank, preparing and administering unit test, through critical analysis of existing question bank/previous question papers.

Life Skills – through a special course on life skills. Seminars on Family Life, Leadership training, gerontology guidance and counselling are organized under this. It includes one week citizenship training also. Life skills training is provided through other courses such as Course in Communicative English, Community Education, Spiritual Value Education and Physical and Health Education. Leadership skills are also strengthened by providing the responsibility and conducting co-curricular activities, citizenship training camp activities, S.U.P.W. and service learning activities, preparing practice-in-teaching time table and planning and organizing co-curricular activities for school children.

Social Skills through Community Education Activities, Citizenship Training Camp, Educational Tour, S.U.P.W. activities, practice-in-teaching, internship, Field trips, Project work and Co-curricular activities.

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ICT Skills are developed/ enhanced by providing graded computer

education in addition to compulsory paper on Computer Applications to Education. Every student is provided with free computer facility and internet access. Multi-media skills are strengthened by providing training to prepare multi-media based instructional materials.

iii) Inclusive Education: To develop the skills and attitude towards Inclusive Education in

student teachers, the B.Ed. curriculum has the following programmes. Under B.Ed 09(B) Socially Useful Productive Work, students are

trained to prepare products which could be taught to Differently Abled Children, e.g. Book Binding, Preparation of Candles, Phenol, Preparation of Soaps and Detergents, Purse, Dolls, Decorative Flowers, Screen Painting, Greeting Cards etc.

Theoretical knowledge and practical assignments on Inclusive Education is provided under B.Ed. 02 paper by including one unit on education of children with special needs and challenges and an exposure programme is organized for them to study the behaviour and needs of specially challenged children.

Theoretical input followed by Assignments based on inclusive education are given to M.Ed. students as well as Case studies on Special Children are undertaken by them.

The student teachers are trained to identify the students with special needs using appropriate psychological tests.

From 2012-2013 ‘Special Education’ as an ‘Area of Specialization/Optional Subject’ is offered and Inclusive Education is part of this paper. Those students who have opted for this paper are trained to identify children with special academic needs and in strategies of imparting Inclusive Education through theory, practicals and project method. They undertook a major project titled ‘Integration of Inclusive Education in Teacher Education Involving Teacher Educators and Pre-service Teachers and Institutions for Special Education through Service-Learning Approach’ sponsored by UBCHEA under the guidance of Principal and concerned faculty.

iv) Practice teaching : A comprehensive practice-in-teaching programme is organized by the

college focusing on quality, organizational as well as teaching inputs. The specifications of the programme are given below. Practice-in-teaching is carried out in two blocks for a period of

one month. In addition, they are sent for a period of 15 to 18 days internship programme to schools of their choice and convenience.

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Students teach 15 macro lessons in each of the methodology

subjects by following different methods and approaches and observe 20 lessons in each methodology subject during practice-in-teaching.

More than 10 lessons are taught in each method during internship. Students shoulder the major responsibilities of a teacher during

internship under the guidance of the mentor teacher. Student teachers also observe the school teachers’ lessons during

practice in teaching. They teach Value Education, Physical Education lessons too. Conduct unit tests, diagnostic testing, action research and remedial

teaching during practice-in-teaching. They organise various co-curricular activities and competitions for

school children during practice-in-teaching and internship.

v) School experience/internship: The following school experience is provided to each student during

their practice-in-teaching and internship programme. Planning and organizing co-curricular activities for the students. Conducting tests/examinations: practical, theoretical and remedial

aspects of evaluation and testing is taken care of. Preparing time tables, consolidated marks sheet and progress

reports. Maintaining school records, attendance and laboratory stock

records and instructional materials. Interacting with teachers and the principal. Sharing in the maintenance of school discipline Training students to conduct morning assembly and related

activities. Training students to participate in inter-school competitions. Preparing for Annual Day Programme, conducting Annual Sport

Meet. Stock taking and maintaining laboratory equipment and chemicals. In addition to these by practicing teaching in three different schools

and two examination lessons in two different schools students experience the culture of five different schools during their training programme.

vi) Work experience/SUPW: A well planned programme of SUPW is offered by the institution under

B.Ed. 09 (B) – Socially Useful Productive Work with the following objectives: i) To develop an understanding of the concept, objectives and salient

features of SUPW programme. ii) Plan and execute the SUPW activities.

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iii) Develop creative, innovative and leadership skills iv) Develop the values and positive attitudes towards manual labour. v) To develop social and economic values (such as saving, service,

caring, sharing etc). vi) To provide opportunities to interact with various resource persons

from the community who teach them these skills.

To attain these objectives the programme is carried out in five phases. Phase I : Theory input Faculty members teach the content of S.U.P.W. based on the syllabus

prepared for the purpose.

Phase II : Planning the SUPW Activities. Faculty meeting is held to select and plan the activities and share the

responsibilities among the faculty members based on the present needs and trends of the society. The other criteria of selecting S.U.P.W. activities are skills involved, availability of the resources, cost factor, material and human resources, marketability, and usefulness to the society. Staff incharge plan the details and ask the students to opt for different activities of their choice. They also prepare the evaluation proforma for the assessment of students.

Phase III : Execution of the Activities.

The faculty member incharge takes the responsibility of organizing the activity for the group of students who opt to learn a particular product.

Phase IV : Evaluation of the Activities. After the completion of a particular activity the staff-in-charge seeks

oral feedback from the students and shares her observations and evaluates students performance based on the evaluation criteria proforma developed for the purpose.

Phase V : Writing of Report. Students write a detailed report on the activity which includes the

objectives, procedure of the activity and the learning outcomes by the students.

The institution organizes preparation of two activities during which the students are trained to produce marketable products like soap, hand purse, decorative flowers, fancy jewellery, dolls, decorative items, food items wealth out of waste, art and craft, painting etc. These products are prepared with the help of the experts from the community as well as the faculty members of the college.

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vii) Any other (specify and give details): Peace Education, Value Education and Environmental Education form an integral part of the curriculum in order to develop social skills, life skills and skills of community living and civic values. a. Graded Computer Education is provided to all the students to

upgrade their skills in ICT. b. To enhance the life skills – a special value added course in life

skills is provided which include family life education, leadership training, citizenship training and communication skills training, yogic exercises, physical exercises, retreat, recollection days/prayer days are conducted regularly.

These aspects have been incorporated in DPPTT and M.Ed. courses too.

1.3 Feed back on Curriculum:

1. How does the institution encourage feedback and communication from the Students, Alumni, Employers, Community, Academic peers and other stakeholders with reference to the curriculum ?

The institution encourages feedback and communication from students by following different techniques.

The regular feedback from the students is communicated to the principal by the cabinet members.

Feedback is sought by administering the specific evaluation proforma developed for the purpose.

At the end of every academic year each student gives a written feedback to the principal by evaluating the curricular and co-curricular activities of the course.

Every student gives specific feedback on their respective methodology subjects to the respective teacher educators.

After every major activity both curricular and co-curricular, the staff in-charge evaluates the programme with the students who have participated in it and students written feedback is taken.

Feedback from alumni, teachers and employers is sought through the specific evaluation proforma prepared for the purpose. In addition to this oral feedback is sought during co-operative teachers meeting, examiners meeting, formal and informal meetings with the alumnai during practice-in-teaching, alumni executive committee meetings and alumni general body meeting. Feedback thus obtained is scrutinized and compiled.

Feedback from the other stake holders also is sought by the principal during Headmasters/ Headmistress meetings and through formal and informal meetings with the correspondents of the schools and parents of the B.Ed., M.Ed. and DPPTT students.

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Feedback from the mentor teachers is taken at the end of practice

teaching and internship programmes. Every faculty member mentors 10 to 12 students and the Principal

meets every student individually and regularly. During these interactions feedback is obtained from the students.

2. Is there a mechanism for analysis and use of the outcome from the

feedback to review and identify areas for improvement and the changes to be brought in the curriculum? If yes give details on the same.

Yes. The following mechanism is adopted for analysis and use of the

feedback. i) Curricular feedback, analysis and suggestions to incorporate the

feedback in the curriculum is presented by the principal during the institutional planning.

ii) The same is discussed and reviewed by the faculty members. iii) Summarizing the information and planning for changes to be made. iv) Required changes are made in the curriculum based on the feedback

and future courses are planned accordingly. v) Changed curriculum is presented to experts for validation. vi) Validated curriculum is analyzed further and is finalized by the

faculty. vii) Suitable measures are taken to implement the changes.

According to the new curriculum, the teaching-learning resources are

added/ upgraded as mentioned below. Computer laboratory is upgraded by installing latest software for all

the computers and additional computers are bought as well as provision for internet access to all of them is provided.

Library facilities are increased with extended timings, issue of reference books for overnight use, to make easy access to library information it is being computerized, book bank facility is given to all the needy students. Books for examination purpose are given to all of them during the revision period, additional books are bought and more journals are subscribed to.

Health care centre is established, midday meals facility, public telephone facilities are provided.

Subscription to e-journals of SAGE publication, INFLIBNET, DELNET is made.

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3. What are the contributions of the institution to curriculum

development? (Member of BOS/sending timely suggestions, feedback, etc.) :

The staff members of the institution render their service to the curriculum development in general and Teacher Education curriculum in particular by being members of various bodies of Higher Education such as Universities, NCTE, NAAC, DIET, DSERT, AIAER, CTE.

The details are given in 6.2 Q.No. 4 1.4 Curriculum Update: 1. Which courses have undergone a major curriculum revision during

the last five years? How did these changes contribute to quality improvement and student satisfaction? (Provide details of only the major changes in the content that have been made).

The following courses have undergone major curriculum revision. - B.Ed. - M.Ed. - Ph.D. In order to update the curriculum in the light of the objectives of

Autonomous Status of the institution quality sustenance and enhancement in teaching learning and evaluation were considered as the major areas.

B.Ed. Degree Course : Theory : B.Ed. 01 : Philosophical and Sociological Perspectives of Education B.Ed. 02 : Psychological Perspectives of Education B.Ed. 03 : Secondary Education and Educational Technology B.Ed. 04 : Computer Education B.Ed. 05 : Content Based Instructional Methodology of Teaching - I : English Kannada

B.Ed. 06 : Content Based Instructional Methodology of Teaching - II : Social Science Mathematics Biological Science B.Ed. 07: Area of Specialisation : A. Educational Guidance and Counselling B. Health and Physical Education C. Special Education D. Value Education E. Environmental Education

Physical Science

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B.Ed. 08 : Practicum - I B.Ed. 09 : Practicum - II B.Ed. 10 : Community Orientation and Personal Competency Learning : A. Physical Education and Sports B. Socially Useful Productive Work (S.U.P.W.) C. Service Learning D. Co-curricular Activities

E. Citizenship Training Camp and Educational Tour/Field Trip

• The following changes were made in the syllabus. i. B.Ed. 01 : Paper has been upgraded by giving emphasis to Life Skills

Education, Right to Education (RTE) and Education for Sustainable Development.

ii. B.Ed. 02 : Subunit on Individual differences was included. Emphasis was given to Inclusive Education.

iii. B.Ed. 03 : has been upgraded by giving emphasis to Active Learning Strategies and including rule units on strategies and methods and Marzano and Kendalls’ taxonomy of educational objectives.

iv. B.Ed. 04 : Computer Applications to Education was introduced as a general paper.

v. B.Ed. 05 and B.Ed. 06 : Active Learning Approaches, constructivist pedagogy and Continuous and Comprehensive Evaluation (CCE) has been included in all the papers.

vi. Vedic Mathematics and ABACUS were included in CBIM – Mathematics.

vii. B.Ed. 07 : Environmental issues related to local environment was included.

To improve the teaching learning aspects of curriculum the following

changes have been made. Syllabus of B.Ed. course has undergone major changes like • Content-Based Instructional Methodology of Teaching Kannada,

English, Social Science, Physical Science, Biological Science and Mathematics to enhance the content mastery skills of the student teachers along with pedagogy.

• Content-Based Instructional Methodology of teaching Chemistry and content-cum-methodology of teaching Physics so that the student teachers are trained in teaching both Physics and Chemistry.

• Content-Based Instructional Methodology of teaching Social Science is introduced instead of content-cum-teaching of History and Geography so that the student teachers are trained to teach History, Geography, Civics and Economics.

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• General subjects syllabus was updated by including :

i. Major National and Global Issues in Education such as Human Resource Development, Value education as well as global concerns in education like Universalisation of Primary Education, Women’s Education, Education for Harmony and Peace, Education for Human Rights and Environmental Education under B.Ed. 01: Philosophical and Sociological perspectives of Education.

ii. A unit on education for children with special challenges is included under B.Ed. 02 : Psychological Perspectives of Education .

• B.Ed. 03 : Secondary Education and Educational Technology has been introduced as an emphasis on Educational Technology along with knowledge base on secondary education in the place of Edn 3: Secondary Education and Teacher Functions.

• The syllabus of Optional subjects is upgraded to include theoretical and practical knowledge on the latest trends in education.

• Computer Education Applications, Optional subject syllabus has been upgraded by including the essential theoretical and practical knowledge on ICT.

• Syllabus on Environmental Education has been upgraded by including a unit on sustainable development and latest issues on Environmental Education.

• Internship training is strengthened by increasing the duration and practical activities such as observation of micro-lessons, models of teaching macro lessons, team-teaching to B.Ed students and demonstration lessons in different methodology subjects.

• Qualitative changes are brought in teaching learning strategies: i. Seminar presentation for M.Ed. students based on their subject

assignment work. ii. Workshop for presentation of research proposal iii. Power point presentation of research synopsis by all PG

students. • Integrated approach to value education has been practiced in every

methodology subject. Theory on constructivist approaches are included in the Methodology papers and students are trained in those approaches.

• Integrated approach to Environmental Education has been practiced in Social Science, Physical Science and Biological Science.

• Activity oriented Competency Based Teaching Learning is practiced in every subject. Theory on constructivist approaches is included in the Methodology papers and students are trained in these approaches.

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• From the year 2011-12, a new paper, B.Ed. 04 – Computer

Education is included as a part of the syllabus. Graded computer course is offered to all students based on their initial knowledge of computer and accordingly practical work is assigned. The major skills students develop with respect to learning of computers:

Preparation of Secondary school based exercises using MS-Word.

Preparation of lessons using advanced features of MS-Power Point.

Computer based assignments using Windows Movie Maker to bring animations to the still pictures.

Preparation of multimedia lessons, worksheets and other assignments.

Browsing useful information for the preparation of lessons and assignments.

Preparing multimedia based lessons and e-lessons. Training in Creation and use of e-mail ID’s.

• Participatory teaching learning is practiced during methodology as well as general subjects which the student teachers employ even during service learning and practice-in-teaching. Besides, Team Teaching and co-operative learning strategies too are practiced.

• Assignments for developing and enhancing the research skills are given in every subject.

• Projects are conducted by student teachers under the Science Club, Human Rights Cell, Women’s Cell and Literary Clubs in addition to Methodology and general subjects.

• Remedial teaching is taken up by the students during practice-in-teaching and internship.

• Evaluation programme has been improved qualitatively. i. Continuous and Comprehensive Evaluation has been in vogue in

the college. ii. Every activity is evaluated using tools developed and validated

by the staff. iii. Evaluation proforma of Micro-teaching (B.Ed.) is updated,

evaluation proforma to evaluate M.Ed. students internship programme, i.e., supervision of Micro teaching lessons of B.Ed. students and practice-in-teaching observation schedule are updated. This practice for M.Ed students is unique in this college.

iv. The practice-in-teaching and examination lessons (practical) of B.Ed. students are evaluated using a specific proforma developed and validated by the faculty members. Besides, a Self- evaluation proforma for student teachers is prepared, updated and validated by the faculty members.

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v. Students are trained in Reflective Practices and write their reflections after every activity in general and every lesson in particular.

vi. Students are trained to prepare diagnostic tests and teach remedial lessons for which workshops are conducted on ‘Construction of Test Materials’ to construct objective based objective type test items, balanced question papers and unit tests.

To enhance students’ personal and social competencies the following value added courses/programmes are introduced/ upgraded in the curriculum:.

Community Education Life Skills Education ICT Education A course on Communicative English

The details of these courses are given under 1.2 Q. No. 3.

• The M.Ed. curriculum has undergone major revision in order to introduce the semester scheme from the academic year 2003-2004, following the steps mentioned in 1.1 Q.No. 2 and the following subjects were offered in the curriculum:

First Semester: M.Ed. 401 : Philosophy of Education M.Ed. 402 : Advanced Educational Psychology – I M.Ed. 403 : Research Methodology and Statistics in Education – I M.Ed. 404 : Optional Course – I M.Ed. 405 : Optional Course – II M.Ed. 406 : Computer Education and Applications The following Optional subjects were provided for in the college for

M.Ed. 404 and M.Ed. 405. 1. Educational Technology 2. Elementary Education 3. Experimental Education and Human Learning 4. Non-formal Education. 5. Special Education 6. Educational Planning 7. Comparative Education 8. Educational measurement and evaluation 9. Social Psychology and group dynamics.

Second Semester: M.Ed. 451 : Sociology of Education M.Ed. 452 : Advanced Educational Psychology - II M.Ed. 453 : Research Methodology and Statistics in Education – II M.Ed. 454 : Optional Course – III M.Ed. 455 : Optional Course – IV M.Ed. 456 : Dissertation

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The following Optional subjects were offered for M.Ed.454 and M.Ed.455

1. Multi-Media Technology 2. Secondary Education 3. Women’s Education 4. Curriculum Development 5. Teacher Effectiveness and Analysis 6. Educational Supervision and Leadership

• Internship in teaching introduced at M.Ed. is a unique feature of this college and includes supervision of Micro Teaching, Models of Teaching and Macro Teaching lessons of B.Ed. students.

• After attaining Autonomous status the College has revised the curriculum (2007-2008) based on the feedback of stake holders and the modern trends in the field of education in general and teacher education in particular.

• The Curriculum has been upgraded by including units which are relevant to teacher education and based on national values.

• Instead of overall choice for Optional Course I and II similarly Optional Course III and IV, choice for each option is offered as mentioned below :

M.Ed. 404 : 1. Educational Technology 2. Educational Planning 3. Non-Formal Education 4. Special Education

M.Ed. 405 :

1. Elementary Education 2. Comparative Education 3. Educational Measurement and Evaluation 4. Social Psychology and Group dynamics.

M.Ed. 454 :

1. Multimedia technology in Education 2. Secondary Education 3. Educating the Disabled 4. Curriculum Development

M.Ed. 455 :

1. Women’s Studies 2. Educational Management 3. Teacher Effectiveness – Analysis and Assessment 4. Guidance and Counselling

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• The following changes are made in the syllabus. i. M.Ed. 403 - Paper has been upgraded by giving emphasis to

Qualitative Research. ii. M.Ed. 404 – One sub unit on System Analysis is included. iii. M.Ed. 451 – Major Sociological Perspectives are included

(Scientific, Humanistic, Integration – Scientific and Humanistic).

Ph.D. Course Work As per the guidelines for Implementation of Regulation Governing

the Degree of Doctor of Philosophy (Ph.D.) (Framed as per Clause (12) of the Regulation Governing Ph.D. Degree notified on 03-09-2010).

Syllabus for the following papers was framed and validated by the

experts. Paper One : Research Methodology Paper Two : Theoretical Foundations in Research in Education Paper Three: Recent Development in Education

2) What are the strategies adopted by the institution for curriculum

revision and update? (need assessment, student input, feedback from practicing schools etc.)

The strategies adopted by the institution for curriculum revision and

update are given under 1.1 Q. No. 2. 1.5 Best Practices in Curricular Aspects : 1. What is the quality sustenance and quality enhancement measures

undertaken by the institution during the last five years in curricular aspects ?

The institution has undertaken many major quality sustenance and

enhancement measures since the previous assessment and accreditation of the College: • The following value added courses have been introduced in the

curriculum - A course in Community Education - A course in Life Skills Education - A course in ICT Education - A course in Communicative English (Reference 1.2 Q.No.3)

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• Community Education, Value Education and Environmental Education were inbuilt in the curriculum to develop Social Skills, Life Skills and skills related to Community living.

• In addition to compulsory paper on ‘Computer Applications to Education’ Graded Computer Education is provided to all the students to upgrade their skills in ICT. Evaluation is made continuous and comprehensive.

• To make feedback mechanism more formal and systematic specific evaluation proforma were prepared based on the related criteria to get feedback from the students, alumni and employers about various aspects of the courses offered. These proforma are modified.

• Proforma to get feedback from mentor teachers from practicing schools and internship schools are prepared. Feedback thus obtained is scrutinized, compiled and used to enhance the quality of concerned courses.

• Specific evaluation proforma are developed to get students feedback with regard to Content Based Instructional Methodology subjects.

• Self evaluation proforma is prepared for students to evaluate their performance in practice in teaching lessons after every class.

• Additional Self Evaluation proforma is developed based on the analysis of self evaluation data of the first block of practice in teaching to identify the areas the students need to be strengthened.

• In order to update the curriculum in the light of the objectives of Autonomous Status of the institution, quality improvement in teaching learning and evaluation is considered as the major areas and the following changes have been made and practiced. (Reference - 1.4 Q.No. 1)

2. What innovations/ best practices in ‘Curricular Aspects’ have been

planned/ implemented by the institution? The following innovations and best practices have been planned and

implemented by the institution. a) The following value added courses have been provided in the

curriculum (Reference 1.2 Q.No. 3) b) Interdisciplinary/ multidisciplinary approaches have been followed

throughout for the under graduate and post graduate courses. (Reference 1.2 Q.No.4)

c) Multi-skills development is emphasized in the curriculum through various programmes (Reference 1.2 Qn.No.4)

d) Qualitative changes are brought in teaching/learning by implementing the following strategies (Reference 1. 4 Q.No.1)

e) To strengthen the pedagogical skills of student teachers in addition to the mandatory practice-in-teaching programme a ‘two-week internship in secondary schools’ progamme is included and implemented.

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f) The college has introduced an unique practice of the M.Ed. students

supervising the Micro-Teaching, Practice-Teaching and Models of Teaching Lessons of B.Ed. students and giving them feedback. Note : Best Practices ‘I’ and ‘II’ have been highlighted on the following pages.

Additional Information to be provided by Institutions opting for Re-accreditation/ Re-assessment.

1. What are the main evaluative observations/ suggestions made in the first assessment report with reference to curricular aspects and how have they been acted upon ?

The peer team during the previous assessment suggested that • Certificate courses could be introduced for students and the public (Part time

and Evening Course) • INFLIBNET and DELNET could be added in the library to receive E-

journals. • Computer Lab be further expanded and strengthened.

The institution has considered the suggestions made in the previous assessment

report with reference to the curricular aspects and the appropriate measures have been taken to improve the same. Certificate courses on Computer Education and on Communication Skills

have been offered on part time bases for students studying in other institutions on the campus and to the public.

INFLIBNET and DELNET are added to the library to receive E-journals and books.

Computer laboratory has been upgraded by extending it and installing the latest software for all computers and additional computers are bought as well as provision for internet access to all the staff and students free of cost has been made.

2. What are the major quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation.

Following major quality sustenance and enhancement measures have been

undertaken by the institution since the previous assessment and accreditation. More Research Projects are undertaken by the staff to generate more

resources for the institution and in keeping with the latest trends in education system.

The college has identified specific objectives/goals and made strategic plans to attain the same.

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Graded computer courses are offered to the students to enhance their ICT

skills. Students are given training to retrieve reference materials from online

resources and develop instructional material using computer multimedia as well as to have online communication by providing practical experience in creating an e-mail ID, drafting and mailing letters, browsing through internet using different search engines and preparing power point slides for classroom teaching.

Language Laboratory is upgraded with more language exercises, additional provision for student booths as well as increase in the duration of language exercises.

Specific Evaluation Proformas are prepared to get feedback from the students, alumni, parents, employers (Heads of the Institutions) about the various aspects of the course.

Specific Evaluation Proformas with suitable criteria are developed to get students feed back with regard to Content Based Instructional Methodology subjects.

Self Evaluation Proforma is prepared for students to evaluate their performance in practice in teaching lessons after every class.

Additional Self Evaluation Proforma is developed based on the analysis of self evaluation data of the first block practice in teaching to identify the areas the students need to be strengthened.

Action Plan is evolved at the beginning of the academic year and periodic evaluation of the same is being done. Besides, students trained to maintain their internship diary.

Content Based Instructional Methodology of teaching Physical Science is introduced instead of Content-cum-Methodology of teaching Chemistry and Content-cum-Methodology of teaching Physics so that student teacher will acquire the pedagogic skills of teaching both Physics and Chemistry and stand better opportunity for placement.

Content Based Instructional Methodology of teaching Social Science is introduced instead of Content-cum-Methodology of teaching History / Geography so that student teachers will acquire the pedagogic skills of teaching History, Geography, Economics and Civics and stand better opportunity for placement.

Optional syllabus is upgraded by including theoretical and practical knowledge on latest trends in the respective subjects. Two additional papers are offered Women’s Education and Non-formal Education. Instead of Computer Education, Computer Educational Applications is offered with the essential theoretical and practical knowledge of ICT.

To provide opportunities to develop skills in imparting Inclusive Education an additional optional paper on ‘Special Education’ is introduced from 2012-2013. The syllabus of this paper is updated in 2013-2014.

The value added courses have been provided in the curriculum. (Reference 1.2 Q.No.3)

Best P

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Best Practice - I :

Title of the Best Practice : Introduction of Value Added Courses. Goal:

1. To inculcate value system in student teachers. 2. To develop leadership skills, life skills and skills of community living. 3. To enable the students to maintain physical and mental health. 4. To enable the student teachers to acquire pedagogic skills with respect to

Communicative English. 5. To enable the student teachers to acquire counseling skills. 6. To enable the student teachers to acquire ICT skills and to gain skills of

preparing software for teaching.

The Context: Globalization and development in the field of Information and Communication Technology (ICT) has brought about social, cultural, technological and economic changes in the Indian Society. Adolescents are affected adversely in their thinking and competencies due to the values of consumerism, individualism, invasion of alien culture, unhealthy competitions and rampant unemployment. To shoulder the gigantic responsibilities of guiding the adolescents the prospective teacher is required to practice universal values like world peace, justice, freedom, equality, fellowship, compassion and unity along with the established social and civic values as integrated in Indian Constitution. In the absence of much needed guidance and counselling cell in our schools, the teacher is expected to play the role of an effective counsellor. Hence, on attaining the Autonomous Status the College was urged to revamp the existing practices by upgrading them with value added courses in order that the prospective teachers acquire the essential qualities and competencies to face the new challenges. The Practice: Community Education : It is carried out in three phases

Phase I : Students are given the theoretical inputs on Community Education by

highlighting the objectives of Community Education, meaning, concept and method of implementing Community Education in the institutions.

Phase II : Planning of Community Education based Projects. The faculty members discuss about various projects that can be undertaken and

select three activities and evaluation criteria are decided and proforma is developed.

Responsibilities are shared among the faculty members regarding coordinating these projects.

Students are divided into groups based on the nature of the projects.

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The students and staff-in-charge plan the programme based on the objectives of Service Learning.

Phase III : Execution and Evaluation/Reflection.

The students and staff-in-charge visit the community and organize/conduct the Community Education programmes. Eg. - Community Service Activity for Inmates of Old Age Homes of the

Community - Community Service Activity for Disadvantaged Orphan Children of the

Community. - Community Service Activity to reach out to the Specially Challenged

Children of the Community. - Community Service Activity to provide Computer Education to needy

students. - Community Service Activity to provide awareness on domestic waste

management to community members. - Survey of Child Rights Violation in the Community - Organise Women Empowerment programme to women in the Community - Educational survey of a Slum/Backward Area - Health Education to the School Children of Rural Community

Students performance is evaluated based on the evaluation proform developed.

Along with the staff in-charge the students reflect and analyse the learning outcome of the Community Education Project.

The total learning process is recorded and reported.

Life Skills Education as a course which includes basics of Family Life Education, Leadership Skills Training, Guidance and Counselling, Neuro Lingustic Programme (NLP), Communication Skills and Citizenship Training.

Under this course regular seminar on family life education, workshop on leadership skills and workshop on communication skills have been organized.

One week Citizenship Training Camp is organized in which every student will experience community living, and develop social skills, leadership skills and communication skills.

Guidance and Counselling Programme is organised to enable student teachers to acquire the counseling skills and assume the responsibility of a counselor in the teaching profession.

Seminars and workshops on Guidance and Counselling are organized. Practical experience is given by undertaking action research and case studies.

Physical and Health Education is provided to every student to maintain their physical and mental health.

Students perform regular morning physical exercises and yogic exercises under the guidance and supervision of the Physical Director.

Yoga classes are conducted after the regular class hours by inviting experts in the field from the community.

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Self-defensive exercises for women are taught to develop required skills as

ours is an institute for women. ICT Education Graded Computer Education is provided for all the student teachers

to develop/ upgrade their skills in ICT, based on their initial/previous knowledge of the subject.

During this course student teachers are also taught to have online communication by providing practical experience in creating an e-mail ID, drafting and mailing letters, browsing through internet using different search engines.

Preparing power point slides for classroom teaching. Preparing instructional/learning material based on school education using

ICT.

Communicative English as a value added course is introduced with the following major objectives :

• To develop Oral Communication Skills in English. • To develop written Communication Skills in English

To attain these objectives a detailed syllabus which includes the theory and practicals

have been evolved. The theoretical input includes

o General orientation on Communicative English . o Communicative Skills in English – ‘Phonetics’ in English. o Concept of Micro Teaching. o Theory related to Micro Teaching Skills. o Skills in fluency of questioning ; Probing in questioning ; Reading aloud ;

Illustrating with example ; Experimentation ; Explaining the Concepts. o Orientation to all the co-curricular activities undertaken by the college

(Mentioned in Section II).

As part of the practical work the following strategies have been used to develop Oral Communication Skills in English. • Micro Teaching skill practice in the Peer Group in all the Methodology classes.

- Skill of Fluency in Questioning. - Skill of Probing in Questioning. - Skill of Reading Aloud - Skill of Illustrating with Examples - Skill of Experimentation. - Skill of explaining concepts.

• Models of Teaching – Peer Practice - Verbal instruction and demonstration are given by the faculty to guide the

student teachers.

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• Regular guided individual turns for the Morning Assembly to present ‘Thought

for the Day’ and Reflection. • Presenting the Current Events • Practice in Teaching in two Phases • Internship in Rural Schools. • Workshop on Communicative English - Phonetics. • Language Lab Exercises • Planning and Execution of co-curricular activities as part of the following

- Science Club - Kannada Sangha - Human Rights Cell - Women’s Cell

• College co-curricular Activities for the entire group : - College Inaugural - Citizenship Training Camp - Sports Meet - St. Ann’s Feast – Our Patron’s Day - Memorial Lectures

Seminars and Workshops - Yoga - Family Life Education - Counselling Skills - Retreats/Prayer Days - Pedagogical Trends and Practices.

• Celebration of significant Days : - Harmony Day - ‘Stri Utsav’ Day - Independence Day - Republic Day - Christmas - Deepavali - Onam - Environment Day - Graduation Day

• Group and Pair discussions • Individual Training for Social Communication Skills – Welcoming, Thanking,

Mastering the Ceremonies, Presenting Reports etc. • Presentation of Research Reports by the P.G. Students • Presentation of Analysis and Research Findings by the P.G. Students. • Seminar Presentation by the M.Ed. and B.Ed. students.

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The following Strategies have been used to develop Written Communication Skills in English and Kannada (Regional Language) • Micro Teaching Lesson Plans • Copy writing in English and Kannada • Bulletin Displays • Preparation of Learning Aids with attractive captions • Reference and Note Taking Skills. (Library and E-Library) • Macro Teaching – Writing of Lesson Plans • Models of Teaching - Lesson Plans • Planning and execution of Co-curricular activities • Practice of Black Board – Artistic and Regular writing • Writing of Assignments Reports • Writing Leave notes, Autographs, Diary Writing • Lesson Plans for Multimedia lessons. • Self Study units are given from the syllabus to train in Reference Skills and

Note making. • Report Writing • Dissertation Report preparation for M.Ed. Students.

Evidence of Success : Student teachers have

strengthened their value system. acquired pedagogic skills with respect to Value Education. learnt to organize intra school and inter school competitions developed skills to provide carrier guidance as well as counseling to their

students. learnt to communicate effectively in English and Kannada. participated in inter college/ state level elocution, essay, quiz and debate

competitions and won prizes. learnt to organize community service programmes and to participate in it

whole heartedly. learnt to maintain good health through regular physical exercises and

pranayama. learnt to make use of internet for reference work and communication. learnt to prepare power point slides. prepared CDs on e-learning. learnt to protect themselves and report to the concerned authorities when

they are sexually harassed.

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Problems Encountered and Resources Required:

There have been a few minor problems while introducing these courses. However they have been solved successfully. A few of them are mentioned below:

• Adjusting the college time table to make provision for these courses without disturbing the basic courses as required by the university guidelines. This has been solved by extending the working hours of the college in the morning as well as in the evening and on Saturday.

• Adjusting the work load of the staff members teaching the additional courses was solved by preparing a special time table which indicated the working timings and theory and practical classes to be handled as part of different courses.

• It was difficult for the college to provide computers with internet provision for 100 students at a single time. Hence, the students are divided into groups (batches) based on their initial knowledge of Computer Education and a special time table indicating their practical and theory classes is prepared and implemented. Computers are upgraded by installing the latest software and with internet connections.

• To value service learning programmes community support is needed according to our flexibility and based on our course objectives. This challenge was faced by establishing personal contacts with the persons / organizations concerned.

• Availing of Qualified resource personnel as Guest Faculty to conduct the seminars, workshops on ‘Communication Skills’, ‘Guidance and Counselling’ and ‘Family Life Education’. The institution has identified experts in these areas and community resource file has been maintained by the staff incharge so that these value added courses are conducted effectively.

Best Practice - II : Title of the Practice: Special Internship programme for B.Ed. trainees in Secondary Schools

The context that required initiation of the Practice: The effectiveness of teacher training programme depends on the opportunities provided to teacher trainees to gain field experiences. Any number of simulated experiences may not be equivalent to the real field experience. Hence, our teacher training programme though consists of simulated practices like Micro teaching, Innovative teaching, Models of teaching etc., the practice of all these in the field is essential. Through practice in teaching in two blocks student teachers are given opportunities to experience the role of a subject teacher. Here, the student teachers concentrate more on the lessons to be taught, observations of the lessons of their peers and experienced teachers lessons etc. We have felt that other than theses a student teacher is supposed to know many other tasks like writing teacher’s diary, marking attendance and finding out the reasons for the absence of a student, maintaining stock records, conducting co-curricular activities, meeting parents

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personally, organizing PTA meetings, invigilation of tests/examination of students, maintaining a school library etc. This can be learnt through an internship programme.

Objectives of the Practice:

- To develop in the student teachers, teaching and related competencies in actual school set up.

- To strengthen their professional competencies by putting into practice the skills and competencies already learnt during theory classes and practice in teaching.

- To facilitate student teachers to involve themselves in school activities and to experience the role and responsibilities of a secondary school teacher.

- To develop professional and personal competencies and a sense of belonging to the school, among student teachers.

The Practice:

The Internship programme is organized for a period of 15 to 18 days at the end of the B.Ed. programme, but just before the final theory examination. Each student teacher selects a school of her choice for Internship. The student teacher is asked to contact the school of their choice and get permission to be interned in it. The following are the roles and responsibilities of the student teachers during the internship programme.

1. Report on the assigned date and meet the Head of the School and the Mentor Teacher.

2. Know and follow the rules and regulations of the school. 3. Be an integral part of the school by functioning as an extra teacher of the school.

4. Take active part in all the school activities even by taking up simple

responsibilities. 5. Request for duties from Headmaster/Headmistress and Mentor Teachers 6. Teach lessons assigned by the Mentor Teachers of which atleast four lessons in

each method are guided and supervised by the teachers. 7. Conduct at least one co-curricular activity along with other Student Teachers/

Teachers of the School and prepare a report of the same. 8. Maintain a diary of the day’s work and get the signature of the Mentor Teacher. 9. Prepare the lesson notes as guided by the Mentor Teachers and get their signature

prior to teaching. 10. Submit the diary to the Teacher Educator of the College on the specified days

after the internship. 11. Any other activities such as conducting Physical Education Classes, Value

Education classes guiding the students to conduct School Assembly, revision of lessons, school related SUPW activities, training the students for various competitions, serving midday meal, correction of students’ work, invigilation of test/examination as well as maintenance of school library etc. as per the needs of the School.

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The roles and responsibilities of Head of the School, Teachers of the School, Teacher Educator and the Principal of the College of Education are as follows :

Principal of the College of Education:

1. Orienting the Student Teachers for the Internship Programme. 2. Sending a Letter of request to schools after the student teacher chooses the school

with oral consent. 3. Orienting the School Teachers for Internship programme. 4. Allotting Teacher Educators for school visits. 5. Attesting the certificate of Student Teachers for Internship which is already

certified by the head of the institution.

Teacher Educators: 1. Orienting the Student Teachers for the Internship prior to the programme. 2. Visit schools to observe the Internship programme at least once wherever

possible. 3. Guide the Mentor Teachers and Student Teachers as and when required. 4. Collect and maintain all the documents related to Internship of the Student

Teachers.

Head of the Institution: 1. Maintaining a separate attendance register for Student Teachers, supplied by the

College. 2. Allotting mentor teacher/s according to the teaching subject of the Student

Teachers. 3. Certifying the students Internship Programme. (Certificate provided by the

College). Teachers of the School:

1. Allotting work for the Student Teachers. 2. Guiding and supervising the Student Teachers’ work and guiding in the

planning and execution of lessons, evaluation, maintenance of records and co-curricular activities.

3. Supervising and signing the daily diary of Student Teachers. 4. Giving constructive suggestions to the Student Teachers. 5. Reporting the performances of the Student Teachers to the Head of the

Institutions Impact of the Practice :

• The internship programme being practiced in our institution is recognized as best practice as it is practiced only in our college in the state of Karnataka and is well appreciated by the stake holders.

• The schools where the student teachers are interned are happy about the performance and commitment of our student teachers who are help to them, specially in the absence of a teacher, they turned out to be full time teachers. They appreciated and supported our students in organizing co-curricular activities.

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• The student teachers felt happy and expressed their satisfaction in learning not only the teaching skills but also for learning the various roles of a teacher in the school. The pupils of the schools also actively participated in the co-curricular activities organized by our students during internship programme. This innovation is a satisfactory experience to all of us in the institution.

• The internship experience facilitated our student teachers towards job placement. Most of them were employed in the school where they had gone for internship.

• Every year the heads and staff of schools in our state look forward for our student teachers to be interned in their institution.

Best Practice - III : Title of the Practice: Institutionalizing Service Learning Goal: To integrate Service-learning into Teacher Education course:

• to prepare new teachers to use service-learning as a teaching method with their Secondary school students;

• to help socialize teachers in the essential moral and civic obligations of teaching, including teaching with "care," fostering life-long civic engagement, adapting to the needs of learners with diverse and special needs, and having a commitment to advocate for social justice for children and families;

• to enhance pre service teachers' ability to reflect critically on current educational practices and their own teaching;

• to accelerate the process of learning how to perform a variety of roles needed to meet the needs of students such as counselor, community liaison, and moral leader; and

• to develop human service-oriented teachers who can work effectively in schools and in the community with integrated services or other social service settings.

The Context Working with the Community has been a regular practice in Teacher Education having a focus on community service based on Volunteerism and short term service. In order to give an experience of Service, Learning and Reflection in a broader and realistic perspective and involving the partnership of various local agencies the curriculum was redesigned and an attempt was made to Institutionalise Service learning. This curriculum initiative in Teacher education has made Community service more of a learning experience and has given an opportunity to address social problems. The exposure and practice of Service Learning strategy has been a unique opportunity to faculty and students of St. Ann’s College of Education to reflect on the usual practice and redesign the pedagogical practice with a new perspective. The Service Learning strategy has given more meaning to learning through service by making it community oriented using local materias, local agencies and human resources, and has emerged as a force to address the social problems.

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The Practice The service Learning activities designed and practiced at St. Ann’s College of Education to address the social issues include the target groups namely, Specially challenged children from the community, Elderly people in the old age homes and hospitals, unaffordable poor children of the community, rural school teachers and students, Socially and economically deprived (Poor, orphans, destitute, single parent….) children of the Community and the target areas also include Literacy, Competency Building, Peace Education, Sustainable Development, Environmental and Health Education etc. Service Learning in Teacher Education programme involves reciprocal relationships with organizations in which the service reinforces and strengthens the learning in the academic units like inclusive education, Gerontology and Social stratification & so on. The Partnership with a number of agencies have been sought to organize relevant activities for these target groups and in these areas in order to sensitize the student Teachers towards social problems and enabling student teachers to realize that Service Learning strategy is indeed an effective strategy to solve the globally faced social Problems and to develop most needed social values such as co-operation, responsible leadership, concern for others, service mindedness, social accountability, tolerance, empathy, mutual adjustment and communal harmony. This initiative has enabled us to prepare teachers who are committed to meet the current needs of the society, thus fulfilling the aims of Teacher education. The following are the Service Learning activities designed and practiced at St. Ann’s College of Education in 2009 to 2014. Service Learning Activity with the Specially Challenged

Target Group: Specially Challenged group Community Agency: St. Agnes Special School Learning and Service Goals • To experience the nature of specially challenged children, identify their

characteristics, know their differences compared to that of non challenging children, understand their physical, social and emotional behaviour. – A part of a general paper on Psychological Perspectives of Education

• To organize sports meet for specially challenged children • To observe the methods of teaching adopted by special educators • To serve and teach simple lessons to specially challenged children – A

pedagogical Practice • To provide an opportunity to specially challenged to take part in sports

activities, to cater to their physical needs • To assist the special educators in preparing learning aids for specially

challenged children.

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In order to confirm the need and feasibility of this activity a need analysis was done. The staff members decided to select St. Agnes Special School for this activity. The staff and students met the headmistress and staff of St. Agnes Special School. Information regarding the number of students, categorization of students, number of classes etc. was collected. A group of students met the assigned special educator and took the teaching units to be taught. The student teachers were asked to get the list of teaching aids the special educators need to teach the specially challenged. It was planned to organize the activity on specific days, time table and other details were worked out. The group met together for half a day and planned the lessons and action songs to be taught to the specially challenged. The student teachers made a list of learning materials to be prepared and brought during the activity. The organization of the sports meet was also planned in smaller groups under the guidance of the physical director. Action: The planned service learning activity was implemented systematically. All the staff and students reached the place at the scheduled time and as per the planning the activity was executed. The following photographs represent the Service Learning Activity Execution with the Specially Challenged. Sports meet was executed by the staff and students at the Special school grounds as planned and the winners were awarded. Reflection: Reflection is the key to get meaning from the service experience. It is a process by which Service Learners think critically about their experiences. It is an opportunity to think about their Service – Learning experiences and apply insights to academic and social context. Hence, the service action was reflected on the next day of the activity every week. Celebration: The service experience was celebrated in the college by giving opportunity to student teachers to express their experiences individually and in smaller groups. Evaluation: The Service activity was assessed using a specific criterion. The activity was reflected on and evaluated at a staff meeting to find the effectiveness in achieving the objectives of the service action.

Service Learning Activity with the Elderly Target Group: Elderly people Community Agency: St. Antony’s Ashram, Jeppu; Prashanth Nivas – Home for the Aged, Jeppu,; Home for the Aged, Bajjodi, Mangalore Learning and service goals

• To experience the nature of elderly, their physical and emotional characteristics. • To entertain them with a well planned programme and catering to the

relaxation of mind and body of the elderly. • To spend time with them and cater to their loneliness. • To teach them habits of Cleanliness

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Service Learning Activity of providing Computer Literacy training to unaffordable children of Kannada Medium Primary School.

Target Group: Higher Primary Kannada Medium School Children Community Agency: St. Ann’s Higher Primary School (Kannada Medium) – Staff,

Students and Parents. Learning and Service goals.

• To practice the Computer knowledge and skills learnt in the course by teaching it to the poor and needy students of Kannada primary schools.

• To plan, design and implement the Computer Literacy programme required for Primary School children.

• To teach and test the Computer Skills of Kannada primary school children.

Service Learning Activity of serving the Rural School Teachers

Target Group: Rural School Teachers Community Agency: Six Rural Schools of Mangalore Taluk. Learning and Service goals

• Learning the skills to prepare relevant and effective learning aids in their respective methodology subjects for classroom teaching and learning

• To assist the rural teachers by preparing the learning aids they require for classroom teaching and learning

• To learn to demonstrate the use of learning aids prepared by them to the teachers so that the learning aids may be used appropriately.

• To enable the rural school teachers to conduct various competitions for their students and awarding the winners, thus identifying and developing the talents in rural school children.

Service Learning Activity with the Socially and Economically deprived children

Target Group: Socially and economically deprived (Poor, orphan, destitute, children with single parent….) children Community Agency: NGO-Prajna Counselling Center ; Department of Women and Child Welfare, Mangalore, Government of Karnataka; Snehalaya, a Charitable Trust, Mangalore; Bal Yesu Nilaya, Mangalore. Learning and Service goals. • To understand the background of socially and economically deprived children. • To teach general knowledge and present value oriented stories to the deprived

children • To teach simple drawing and Craft (using paper, straw and other low cost

material), in order to bring out their creative abilities. • To teach them group dance and songs, mime, dramatization etc., so that the

children are confident to put up and participate in stage programmes.

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Service Learning Activity with rural school children of organizing sports meet

Target Group: Rural School children Community Agency: Four Rural Schools Learning and Service goals.

• To understand the background of rural school children. • To conduct sports meet for rural school children • To identify good sportsmanship in rural school children and to enhance it by

awarding prizes to the winners. • To learn the skills of organizing sports meet in a school.

Evidence of Success Institutionalizing Service Learning has sensitized the student Teachers towards social problems and enabled them to realize that Service Learning strategy is indeed an effective strategy to solve the social Problems. This practice has developed among student Teachers the most needed social values such as co-operation, responsible leadership, concern for others, service mindedness, social accountability, tolerance, empathy, mutual adjustment and communal harmony. This initiative has enabled us to prepare teachers who are committed to meet the current needs of the society, thus fulfilling the aims of Teacher education.

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Criterion-II: Teaching – Learning

and Evaluation

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Criterion-II: Teaching – Learning and Evaluation 2.1 Admission Process and Student Profile 1. Give details of the admission processes and admission policy (criteria for

admission, adherence to the decisions of regulatory bodies, equity, transparency, etc) of the Institution:

The admission procedures are followed adhering to the rules of the regulatory

bodies in relation to each of the courses. Equity measures have been specially taken care of by reserving seats for the categories of students mentioned in the regulations. Transparency in admission has been maintained by making provision for open discussion with the chairperson of the admission committee by the students and parents. The details of each of these aspects are given below:

The college offers FOUR COURSES namely, B.Ed., M.Ed., Ph.D. and

Diploma in Pre Primary Teachers’ Training (DPPTT). The mode of admission for each of these courses is different and is explained here below:

i. B.Ed. Course: The admission of students for B.Ed. in the college is done by two agencies, namely, The State Government Education Department (Central Admission Cell) and the College. The allotment of 50% of the students to the college is done by the government and the admission of the other 50% is done by the college (As per the regulations of the state government of Karnataka). The admission criteria given by the state government is strictly adhered by the college at the time of admitting the students and they are as follows:

B.Ed Course : Candidates who have obtained the B.A/ B.Sc. degree from

Mangalore Universities outside Karnataka State shall have studied in addition to the language subject at least TWO elective subjects in their three year course of study in B.A/ B.Sc. by appearing in one subject for at least two years and the principal subject for all three years in the University Examination.

The Government of Karnataka has changed the admission criteria for the

year 2013-2014 as explained below : Eligibility for Admission :

- A candidate who has passed any undergraduate and/or any post graduate degree and/or any equivalent examination offered by the universities having U.G.C. recognition.

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Affiliation :

- There shall be relaxation of 5% marks in favour for SC/ST, Category – I /Physically Challenged candidate. Reservation of seats for different categories are in accordance with Government order issued from time to time.

- If the candidate has not studied the subjects taught in school as optional at Bachelors degree level for all the three years/two years at PG level, than candidate has to select one or two content courses as per the syllabus prescribed by the university and write an examination for 100 marks conducted by university and study content cum methodology course in the same subject in the B.Ed. course.

Students of Universities outside the Karnataka State should produce the

Eligibility Certificate from Mangalore University, at the time of admission. The application form is obtained from the Registrar, Mangalore University, Mangalagangothri.

Students of Universities other than the Mangalore University should

produce the Migration Certificate. ii. M.Ed Course Candidates who have passed the B.Ed. Degree Examination of

Mangalore University or the B.Ed. (Regular or Distance or Special Education) of any other University and B.A.Ed/ B.Sc.Ed., recognised by the NCTE and considered as equivalent thereto by the Mangalore University with 55 percent marks (50 percent in case the SC and ST ) are eligible for admission to the programme. However in the cased of in-service teachers a relaxation of 5 percent marks shall be provided, if they have put in at least three years of service as certified by the D.D.P.I. of the concerned region.

Students of Universities other than Mangalore University should produce

the Migration Certificate. Students of Universities other than Mangalore University should produce

the Eligibility Certificate from Mangalore University, at the time of admission.

Admission Process by the College: The college has an admission committee consisting of a Chairperson

(Principal), a Co- Coordinator (Vice Principal) and two Staff members. The process of admission is solely managed by the committee.

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The criteria for the admission of students to the Course: The College is bound to adhere to the norms of three bodies, namely, the Central Admission Cell, Government of Karnataka, National Council of Teacher Education and Mangalore University, in terms of eligibility of subjects, percentage of marks as the basic criteria for the admission. The equity measures are taken care of by the committee by giving special consideration for minority students (College is recognized as a minority institution) as well as socially and economically backward students.

The college has been transparent in the process of admission The

information related to the course and admission procedure is made available to the public by the college. The candidates will be selected through different screening procedures: 1. The applicants are checked to ensure whether they fulfil the criteria

prescribed by the three authorized bodies mentioned above. 2. The candidates are interviewed to check whether they possess the pre-

requisite abilities required of a teacher. The dates of interview will be announced as well as informed to candidates individually by mailing the letters.

3. Thirdly, the candidates will be counselled and explained about the nature and expectations of the course, in order to ensure their preparedness.

After these three stages, the list of selected candidates will be announced on the notice board for the reference of students and parents. The students and parents can clarify about the allotment of seats by meeting the chairperson/principal personally.

M.Ed.: The admission for M.Ed. is made on the merit basis and the students initially selected will be screened through a counselling session to ensure their aptitude and preparedness for the course.

DPPTT: The course being a need based one, admission is done on the basis of required academic qualification plus the intensity of the need of each student to do the course. They are selected through an interview.

Ph.D. in Education : After getting autonomous status, the college is

recognized as a Research Centre for Education by the Mangalore University in their notification MU/ACC/RI/CR/28/2006-07. Six senior faculty members have been recognized as guides. The research students are selected through an entrance examination where in they are required to answer two papers. This will be followed by an interview and admission is done based on their performance in examination and interview. Utmost care is taken to see to the equity aspects by reserving seats for different categories of students as per the regulations of the government as well as university. These students selected by the college are required to take up a ‘course work’ for six complete months and answer an examination conducted by the university. The syllabus for the course work is prepared

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selected faculty members of the college visit different feeder colleges and give orientation about the different courses offered by the college. This has been planned in the form of exposure activity for half a day for undergraduate students.

(iii) Advertisement through alumnae of the College: The alumnae of the college are provided with a brief orientation on the courses available in the college during their annual get together. Many of the alumnae are working in different institutions at different capacities and they act as liaison personnel and motivate students to join the college. Details of all the courses of the college are also printed in the Alumnae Newsletter which is published annually.

(iv) Advertisement in different Community Centres: Handouts about the

courses available in the college have been distributed and exhibited in different community centres like churches, educational institutions, social organisations, community centres, consultancy centres etc.

(v) Informal Support of the Community Members : Informally lot of

dissemination about the courses in the college takes place through community members, parents of our former students, alumnae, staff of practicing schools, academic and supportive personnel of the college.

Ph.D course: The information about the vacancies for Ph.D. course is announced on the Website of Mangalore University and in local Newspapers.

3. How does the institution monitor admission decisions to ensure that the

determined admission criteria are equitably applied to all applicants? The process of admission ensures that the admission criteria are equitably

applied to all the applicants. While selecting the students for admission, these criteria are kept in mind and based on the set of criteria only, the students are admitted. Once the admission list is finalized, the members of the admission committee along with the clerical staff check the list of candidates selected along with the related details, to ensure whether determined admission criteria are equitably applied.

The institution gives further scope to check this aspect again by the

applicants by announcing the list of the selected candidates on the notice board and thus ensures transparency by another body, closely concerned with the issue. Time and opportunity are provided for the students to meet the principal in case of any doubt or ambiguity.

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4. Specify the strategies if any, adopted by the institution to retain the diverse

student population admitted to the institution.(e.g. individual diverse economic, cultural, religious, gender, linguistic, backgrounds and physically challenged)

The college works with the basic understanding that each student admitted to

the institution is unique and possesses different needs and characteristics because of different socio economic and cultural backgrounds. Efforts are made to help students to learn with ease and without any problems that would arise out of these diversities. Each issue related to each of the area of diversity has been taken care of using different strategies.

Strategies for individual/personal diversity: Basic facilities : Basic facilities like food, water etc are taken care of so that

no student will face any problem to lead a secure life in the college premises. Apart from these some specific strategies have been followed to ensure provision for the individual needs. They are

Personal counselling: Each student is counselled frequently by the teaching

faculty of the college. Two hours per week are exclusively allotted for students to meet the staff and share their experiences, needs, difficulties. Problems related to academics, finance, cultural differences, language difficulties are shared by the students and addressed by the teachers during these sessions.

Health assistance: There are cases in the college where students come from

low economic status and as a result suffer from many ailments. The college renders medical assistance by taking them to specialists and takes care that the treatment is available free of cost. The faculty takes keen interest in such cases.

Hostel accommodation: The B Ed section of the college is basically meant

for girl students and security of these students is completely taken care of. There is secured hostel facility with an efficient warden and all the requirements of these inmates are taken care of by the institution.

Pace setting strategies: Utmost care is taken to provide learning

experiences according to the ability of students. There are students with high, moderate and low abilities as far as different aspects of the course are concerned. Allotment of topics, schools and activities during practice teaching and other activities in the college is made keeping in mind this criterion so that students with low abilities will find it possible and students with above average ability will find the tasks quite challenging. The students are guided with different teaching methods, strategies according to their cognitive level.

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Mentor system: Individual attention is given to each of the students

through mentor system. Each faculty is allotted with ten to twelve students for observation, mentoring and guidance. Each faculty member will focus his/her attention more on these allotted students and note down their growth process.

Strategies for economic diversity: Incentives: The institution gives financial assistance in different ways. There

are number of scholarships founded by the management, alumnae, retired staff and benefactors. These scholarships are given to the students who need financial assistance. There are number of governmental scholarships for different categories of students. The college takes immense care to make these scholarships available for the needy students.

Finding Sponsors: Every year the principal of the college makes special

attempts to find some sponsors to assist the needy students of the coming year. A few sponsors are thus identified every year and the needs of students are taken care off.

Provision to pay fee in easy installments: In order to accommodate students

to pay the fee without any burden, provision is made for them to pay fees in easy installments.

Strategies for cultural diversity:

Accommodating space and time for adjustment: The students coming from different cultural background find difficult to adjust to new environment. Enough time and space is provided for them to adjust with the new environment. Hence enough care is taken to give time for them to learn and also to interact and become familiar with rest of the group.

Peer training and Diverse grouping: The students need to work in

different groups in the accomplishment of many tasks especially in the beginning. Hence attempts are made to mix students from different cultural and geographical background so that they will be able to know one another.

Celebrations of special days and cultural festivals: The institution

encourages and celebrates the festivals and special days of all religions like Deepavali, Onam, Christmas, etc. to make students of each group feel at ease and also learn the tenet of other religions and to realize the harmony in all religions.

Special events: Competitions like culture depiction, singing of patriotic

songs in different languages also put students in multi cultural environment.

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Strategies for religious diversity:

Scripture reading: Number of occasions are created where scriptures and life based ideas of all religion are read, by the students. This not only puts the students at ease but also helps them to see the harmony among the ideas of different religions.

Multi lingual prayer sessions: Twice a week, moral education classes are

held to create opportunity for the students belonging to different religions to share their ideas and understand the unifying ideas of different religions.

Strategies for linguistic diversity: Flexible medium of instruction: Students are given option to choose the

medium of instruction to study and answer the examination. Instruction is given both in English and regional language. Books and other software facilities required to study in any of these medium is provided in the institution.

Using local language for communication: Most of the time the medium

of communication is Kannada, i.e the local language. The students are free to converse in the language they feel easy and fluent.

Strategies for Challenged Students: The number of physically challenged students taking admission is very less

for this course. However, the necessary provision like use of green boards, arranging classes and practical work on the ground floor etc have been taken care of by the institution. Due of ailment and physical incapacity when they cannot perform certain activities, alternative activities are planned for them.

5. Is there a provision for assessing students’ knowledge/needs and skills

before the commencement of teaching programme? If so, give details on the same.

Yes, the students’ knowledge, skills and aptitude for teaching are tested before they commence the teaching programme. The assessment is done with the following objectives and sequence

Teacher Aptitude Test: As soon as the students are admitted to the course,

within a fortnight, Teacher Aptitude Test is administered to all students. This will reveal the initial requirement of the course. Those with less aptitude are identified and are motivated to have more interest in the profession. A record of the aptitude scores of each student is maintained and is made available for the reference of teachers and student teachers.

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Knowledge Assessment: An initial test is given to all the students in their respective methodology subjects to ensure the required competency in the subjects they are going to teach. Students with less proficiency are encouraged and guided for more self study in the required subjects.

Assessment of Communication Ability: Since communication forms an important attribute of teaching, students’ communication ability is informally assessed by the faculty. Though a separate measurement test is not administered, assessment of communication is done at the time of students giving micro teaching lessons. Students with poor communication skills are trained individually through different programmes of the college and specifically in methodology classes and language lab exercises.

This is followed by formal and informal assessment of the knowledge and skills; a list of above average, average and below average students are prepared by the faculty to decide the type of input required for each of these groups.

2.2 Catering to Diverse Needs 1. Describe how the institution works towards creating an overall

environment conducive to learning and development of the students? The institution has clearly identified the required environment that would

facilitate learning and development of the students. The components of the total environment also have been identified, number of provisions are made and different activities have been planned to create such an environment.

Promoting academic environment: Physical Facilities: The institution is keen on creating an academic

environment by providing facilities like a standard computerised library with adequate number of books, national and international journals, periodicals, instructional material, photo copying, printing and internet facilities. Access for preparing multimedia instructional material is provided and the necessary software is made available in the library.

Demonstrations: Any work assigned to the students will be demonstrated

by the faculty members and then only students are initiated to the same. Model demonstrations of class room lessons, lesson planning etc are given to create a conducive environment.

Assigned Work: Students are assigned with interesting and challenging

tasks with the aim of completing them with perfection. All necessary guidance is given prior to prescribing assignments and students are specially trained to use the library resources in this context. The method of consulting dictionaries, encyclopaedia, and use of any type of information search skills are specifically taught so that students can use the resources with ease. Students get motivated through these initial sessions.

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Discussion and related Activities: Scope is provided for students inside and

outside formal classes to discuss their ideas. The classes to a large extent are interactive and students’ ideas are always respected. Students have access for the guidance and sharing with teachers.

Updated Pedagogy: The institution is keen on updating the pedagogic

process each year. The syllabus is revised each year, as a result of previous years’ experience and feedback from students and stakeholders.

Taking care of Global Needs: Special emphasis on coping with global

needs create a positive environment in the institution. Students are trained specially for communication in English and the use of Information Communication Technology in the process of teaching and learning.

Creating Professional Environment:

The institution takes special care to create a good professional environment through different measures.

Special Orientations: Students are exposed to special orientations on new and effective methodologies of teaching learning process. Specialists in the subject area, senior faculty in schools give orientations to students on their new try outs and experiments. Students are made to observe good lessons of other senior teachers and companions.

Special Training in Instructional Material: Special training is given to prepare effective instructional material, good test items and balanced question papers. Workshops and group work sessions are planned and executed to teach students in these tasks.

Exposure to New Trends and Experiments in Education: The faculty members update themselves in new trends and experiments in education and translate the same in their classes. Trends like constructive teaching, reflective pedagogy have motivated students and created a challenging professional environment.

Creating Emotional Environment:

Constructive Feedback: Students are emotionally trained to accept positively feedback given to improve their abilities. Always faculty is keen on giving constructive feed back in each situation. Any comment is preceded by a suggestion.

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Personal Guidance and Counselling: Faculty gives personal guidance to

students to learn at one’s own pace. Care is taken not to disturb the self-esteem of students either during feedback session or during discussion session. Every act of students is supported with some kind of positive reinforcement.

Promoting Semantic Environment: Constructive feedback taking care of the affective aspects in

Communication: While giving feedback to students attempts are made to make the students understand the point to be improved, without disturbing the self respect and self esteem of students. Focus is more on how the student teacher can change her behaviour rather than focusing on what was wrong.

Positive Remarks: Special care is taken to express and write positive

feedback without fail during teaching and related sessions. Semantic Environment: Congenial semantic environment is created by

careful and continuous interpersonal communication among the members of the institution. Quotations and statements reflecting the values to be lived are focused by printing the same in the calendar and boards meant for the purpose.

Promoting Social Environment: Group learning: Number of situations are created for students to learn in

social situations. Group activities form an inevitable part of almost all major tasks. The students learn in groups and get motivated to learn further.

Special Social Inputs: Number of activities like community prayer, service learning, implementing action plans and socially productive activities are undertaken in groups in order to provide a social atmosphere for learning.

Exposure to Community Needs: Students are exposed to different socially and economically deprived situations of the society in order to identify the need for working for their cause. Number of activities are envisioned in the curriculum to develop close link with the people of the community. The students visit the immediate community frequently, learn their needs and plan the activities accordingly through service learning approach.

Bringing community to school: On special occasions the community representatives are brought to college either for some exposure programmes or to rejoice along with the students. The economically deprived children are brought to school especially on the occasion of Christmas and other festivals to celebrate the days of cultural significance.

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2. How does the institution cater to the diverse learning needs of the students?

The institution values diversity and provides opportunities for students and staff to understand the role of diversity and equity in teaching learning process. The following measures are in vogue to cater to the diverse needs of students.

The diverse needs are identified and focused throughout the course by providing congenial institutional climate and special focus in teaching learning process.

Providing congenial institutional climate: The overall course is structured in such a way that it caters to the diverse

needs of the students. The special focus given in this regard is as follows: Special focus during practice teaching: The students with average and

above average abilities are grouped in pairs to help them to learn from one another and the method masters guide them together as to how to go about doing the different tasks related to teaching learning process. The instructional materials are prepared in groups so that students with different type of abilities can contribute for the needs of one another.

Flexibility to select Subjects: The institution provides flexibility to select

subjects according to the needs, interests and abilities of students especially in optional paper, socially useful productive work and non scholastic activities. The students have wide choice under these and are allowed to select the subject they find suitable for them as per their aptitude and ability.

Varied Activities under Clubs and Sanghas: There is scope for various

activities under Science Club, Kannada Sangha, Women’s Cell, Human Rights Cell etc. like undertaking projects, organizing guest lectures, maintaining labs and gardens, interviewing special guests, organizing quiz competitions etc. Students have freedom to choose the activities of their choice.

Option to choose the Schools for Practice Teaching and Internship: To

cater to students with different socio economic backgrounds, provision is made to select the practicing schools for practice teaching and internship so as to help them in mobility and also to help them to serve an institution of their choice.

Choice in selecting Roles and Responsibilities: There are ample opportunities throughout the course to play roles of varied skills, capability and challenges. These form organizational tasks like collaborative tasks, leadership tasks, managerial tasks, collating tasks, planning tasks, supervisory tasks etc. These roles are distributed according to the choice and varied abilities of students.

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Special focus in teaching learning process to cater to the diverse needs: Teaching and learning to cater to students with different learning styles:

Having identified the fact that the students learn in different styles-like visual, auditory and kinaesthetic each teacher educator plans leaning experiences catering to each of the type of needs. Hence, lectures, visual inputs, demonstrations focusing mainly the interaction of students form the basic inputs of the classroom teaching learning process.

Planning the Assignments: The assignments are planned according to the

different needs of students. The assignments are graded according to difficulty level. Difficulty to cater to the students with different abilities. Variety is taken care of while giving assignments to suit the interest and varied capabilities of taking up challenges by student teachers.

Helping student teachers with different Teaching Styles: Realizing the

fact that the student teachers have different styles of teaching, appropriate inputs are provided. Different methods/strategies/ methods of teaching are identified - like teaching using innovative approaches, specialized techniques using SMART boards, project methods, CCE based lessons, team teaching, experimental method, co-operative learning, discovery learning, teaching through interactive lecture method, source method-and students are guided according to their needs and abilities.

Assigning individual and Group Tasks: Both individual and group tasks

are assigned for students so that scope is created for the expression of individual abilities. These individual activities pose challenges for students and demand higher competency in the related tasks.

Preparatory workshops for Practice Teaching: Prior to practice teaching,

workshops are conducted at two phases to help students of all levels to prepare adequately for practice teaching programme. During these workshops individual guidance is given by the method masters to plan the lessons and to prepare appropriate teaching learning material.

Pre task Demonstrations: Every major task assigned to the students is

demonstrated by the faculty of the college before expecting the students to execute it. This is done with the main objective of facilitating students of different abilities to perform the tasks to the maximum level possible.

Individual Guidance: Availability of books and Resource Materials: Books and materials are

made to be available in the library for students with different ability level. They are made to select the books to learn for themselves as well as to plan teaching activities. The students select the books and materials according to their choice and interest.

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Encouraging learning in Pairs: Paired learning is encouraged many a times so that the students learn mutually as per their abilities and the problems in learning are easily solved.

Planning graded Learning: The learning tasks of student teachers are graded in such a way that it is easy to learn for students of all levels. The learning tasks like preparation of lesson plans, instructional material, and teaching are divided into smaller learning tasks and these tasks are collated to form the whole. Hence the objectives of teaching, the phases of teaching, the exercises for strengthening learning, home assignments, closure activities are taught and learnt separately and collating all these aspects result in the preparation of effective lesson plans and the task also becomes easy for all.

Administering Tests: Tests are administered to help students to know themselves- like interest, intelligence, aptitude and learning styles-and the procedure of administration also is taught to help them to know their students.

Varied types of Demonstrations: Demonstration of lessons are conducted by the faculty as well as experienced school teachers and care is taken to cater to the needs of all types of student teachers to plan the lessons. Each student teacher decides the type of lesson she wants to plan, based on her abilities. These demonstrations will be normally in experimental method, multi media lessons, regular class room interactive lessons, activity focused lessons, lessons in models of teaching etc.

Offering Multiple Activities: The institution organizes multiple activities

and gives choice for student teachers to select activities according to their abilities and interests. However, these opportunities help them to know their level of accomplishment and allows students to take challenges also.

3. What are the activities envisioned in the curriculum for student teachers to understand the role of diversity and equity in teaching learning process?

Number of activities and measures ensure the understanding of the role of

diversity and equity in the total programme. Competency Based Teaching and Learning: Since the basic philosophy of

competency based teaching is achieving equity, this focus forms the core of preparation of lesson planning with the objective of developing expected competencies among all students. The lessons are planned in a graded fashion in order to facilitate students with different abilities to achieve the goal.

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Continuous and Comprehensive Evaluation based Teaching and Learning : The students are given enough knowledge about the ways of achieving equity and diversity through continuous and comprehensive evaluation based teaching and learning. While continuous learning aspect caters to the equity aspect, comprehensive learning caters to the diversity aspect and students are trained to take care of both the needs while planning inputs through scholastic activities. The related process of evaluation also is made clear for the student teachers.

Preparation of Graded Lesson Plans: The student teachers are guided to plan the lessons for different level of students. The inputs catering to the above average level students, average level students and below average level students are planned by the student teachers under the guidance of method masters. This is taken care of especially while preparing unit plans and resource units.

Preparation of Balanced Question Papers: While guiding the students to prepare balanced question paper, guidance is focused to prepare question items catering to the needs of different levels of students by incorporating questions with high difficulty level, average difficulty level and low difficulty level.

Guidance for preparation of varied Instructional Strategies: Student

teachers are taught with number of strategies of teaching, catering to different levels of students and students from different background. This helps the student teachers to cater to different needs of students.

Preparation of different kinds of Evaluation Tools: Students are guided

to use and prepare different types of evaluation tools and helping them to assess students’ abilities and competencies. This helps them to ensure equity and catering to diverse needs.

Diagnostic Testing: Teaching the procedure of diagnosis forms an integral

part of the teaching process and student teachers diagnose the subject, content related problems through systematic procedures. This helps them to know about diversity in terms of abilities and understanding.

Remedial Teaching: The procedure of giving remedial instruction is

taught and accordingly student teachers execute the procedures of diagnosis and remedial instruction especially during practice teaching and internship.

Planning Graded Assignments: Student teachers are trained to prepare

guided assignments for their students during practice teaching. Teacher Educators also plan graded assignments for student teachers in different pedagogic subjects.

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Administration of Psychological Tests: The procedure of taking, administering, interpreting psychological tests is taught to the student teachers and it is mandatory to administer a set of tests to the students by the student teachers. This reveals the need to focus on equity and the procedure of handling the problems of equity as well as diversity.

Value Education Classes: Value education classes focus on the needs of

differently abled children and children with low socio and economic background. Stress on caring and educating such children is given through value education lessons. This awareness of caring for socially deprived flows through the lessons given by student teachers in schools.

Problem Based Learning: An instructional material on Problem based

Learning in Science using Concept Attainment Model is prepared and the students are helped to develop flexible knowledge, effective problem solving skills, self directed learning, effective collaboration skills and intrinsic motivation through the same.

Blended Learning: This approach combines traditional face to face

classroom methods with modern computer mediated activities. A specially designed instructional material based on blended learning I s prepared on achievement in English thus facilitating a simultaneous independent and collaborative learning experience.

4. How does the institution ensure that the teacher educators are

knowledgeable and cater to the diverse student needs?

The institution makes deliberate attempts to ensure that the teacher educators are knowledgeable and cater to the diverse needs. Each activity followed in this regard ensures both the aspects simultaneously.

Maintenance of diary by the teacher educators: The teacher educators maintain an academic diary where in the content and methodology used is detailed and submitted once in a month to the Head of the Institution. This diary highlights the traditional, incidental, and innovative strategies used by the teacher. This gives a clear picture of the status of knowledge of teacher educators.

Periodic Orientation and follow up: Focused attempts are made to give orientation on different need based issues-like new trends in education, research, communication etc-periodically. To ensure the registration of knowledge the action plans related to the learning outputs are framed and the use of knowledge gained is ensured. During these action plans the teacher educators reveal how they have understood the input given and management suggests the necessary plan of action to be taken in this regard in collaboration with the plans suggested.

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Review of new Text Books: Every time the school text books are reviewed and redesigned a few members of the staff are involved by the Government of Karnataka and the information related to the revision of textbooks are shared among the members of the staff. The institution takes immense trouble to get the text books as soon as they are available and the teacher educators make critical analysis of the new text books.

Staff meetings, Formal and Informal interaction: Staff meetings are

best used for the purpose of ensuring the knowledge of teacher educators and in these meetings attempts are made to update teachers with recent issues related to education. The teacher educators whole heartedly share their expertise and enlighten mutually the rest of the staff members.

Referring to Library Registers: The library entry and accession registers

are checked periodically to ensure the maximum use of library resources by the teacher educators. The new arrivals are made known to the teacher educators through their display.

Visits of people from departments like CTE, DSERT etc: Educators

from different departments and universities frequently visit our institution and have discussion with the members of the staff. This opportunity also is used to ensure the upgradation of knowledge by teacher educators.

Visits of Committees and Commissions to the College: Visits of number of committees like committees to review autonomous status, NAAC Peer Team members etc have good interaction with the staff members and this gives some indication about the knowledge of teacher educators.

Preparation of Proposals and submission: There are number of instances

in the institution for teacher educators to prepare proposals for various projects and experiments in research. On these occasions the teacher educators are asked to work on contemporary trends and issues and need based projects. The responses of teacher educators in these situations are made note of.

Involvement in Projects and related Activities : The institution takes up

number of projects during the academic year. This requires updated knowledge and skills in the process of planning and execution. The involvement of the faculty in these projects is used as an indicator of the possession of upgraded knowledge.

Contribution for College and other Journals: The teacher educators are motivated to contribute articles for the college and other journals of National and International repute. They are also motivated to disseminate the results of the experiments and projects conducted by students. The response of teacher educators for such demands are noted.

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Presentation of Papers at National and International Conferences:

Ample opportunities are provided to present papers at national and international conferences. TA and DA facilities are also provided. The teacher educators are expected to prepare and present papers in this context. Teacher educators are encouraged to be innovative, creative and enterprising through these opportunities.

Publications of Teacher Educators: Teacher Educators are encouraged to

publish books, articles, handouts etc. Provisions are made for bringing out publications in the college through the fundings from UGC, UNESCO, UBCHEA etc. The responses of teacher educators are noted. Contribution of Teacher Educators inside and outside the College for academics: There are number of occasions where the knowledge of teacher educators are expected to be revealed during the course like preparation of tools, instructional material, question banks, guiding dissertations, sharing experiences and information about the programmes participated and in all these occasions their involvement in the expected activities is ensured.

Demonstration by Teacher Educators : Teacher educators of our institution are expected to give demonstrations on almost all the tasks. These demonstrations especially of the lessons to be given in schools and models of teaching are recorded through the audio video mode and played back whenever necessary.

Involvement in work outside the Institution: There is constant request

for the involvement of the faculty members from universities and other educational institutions outside. It may be for quality enrichment, orientation, training, consultancy, evaluation and publication tasks. The involvement of the staff in these tasks is ensured.

Involvement in upgrading the Academic and Professional Skills: The

extent of teacher educators volunteering to upgrade themselves through taking higher examinations, publishing papers in journals of repute, taking up research projects, research work leading to Ph.D. degree, Post Ph.D. etc are analysed and expected tasks are ensured.

School Teachers’ Feedback: The feedback given by student teachers

based on the performance of students reveal clearly how knowledgeable teacher educators are. This feedback is taken periodically in writing as well as in face to face sessions.

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Student Teachers’ Feedback: The periodic feedback is taken from student teachers. This feedback is taken both in writing and through suggestion box. This is one of the indicators to ensure the expected knowledge on the part of teacher educators.

Preparation of Instructional Materials by the Teacher Educators: The

teacher educators are expected to prepare instructional material either in written form (hard copy) or in the form of soft material and made available for students. These materials reflect the knowledge level of teacher educators.

IQAC Meetings: All the members of teaching faculty are the members of Internal Quality Assurance Cell. The meetings of IQAC are held frequently, i.e. atleast once a month, the evaluation of the work done is conducted and action plan for further improvement is framed.

Interaction with Educationists: Number of educationists visit the institution as resource persons for special lectures, seminars, workshops, conferences and symposiums. The interaction of staff members during these sessions is ensured.

5. What are the various practices that help student teachers to develop

knowledge and skills related to diversity and inclusion and apply them effectively in classroom situations?

The practices are mentioned under Criterion II, 2.2. Q.n no 1 and additional information is given below:

Exposure to Inclusion Programmes: Number of programmes are

organised in the college to orient student teachers about the nature and instructional procedures for inclusive education. Specialists in the field normally take up an orientation cum workshop programme.

Theory and field Exposures: Focused orientation on the characteristics of children with challenges and special academic needs is given under general paper, and is followed by a visit to special and integrated school. The student teachers observe the type of learning input, type of instruction and teaching strategies and instructional material prepared for inclusive education.

Special Orientations: Special lectures are arranged in the institution

about different types of children with challenges and special needs followed by discussions.

Focused Assignments: Assignments focusing on inclusive education,

including personal observation of their academic and related characteristics are given to student teachers under general subjects.

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Focused Projects: Number of projects are undertaken in the college,

especially on learning disabled children and completed successfully. Execution of the input given during practice teaching and internship

programmes: The students are encouraged to deal exclusively atleast with one child with specific challenges, especially in relation to learning tasks either during practice teaching (II block) or internship.

Offering a separate subject for study: College offers ‘Special

Education’ as a subject of study under which student teachers learn about challenged children-different types, educational provisions and programmes.

Focused assignments under different subjects: There are different

subjects as Area of Specialisation/Optional Subject where there is scope to study special children. In such subjects assignments are focused to learn more about the nature and instruction for such students. Under Educational Guidance and Counselling, one of the optional courses, each student takes up a case study of a special child.

2.3 Teaching – Learning Process 1. How does the institution engage students in “Active Learning”(Use of

learning resources such as library, website, focus group, individual projects, simulation, peer teaching, role-playing, internships, practicum etc.)

Active learning is any strategy adopted in teaching in which the students are

kept active in the process of learning. The practices of the college have built in scope for active learning and some of them are briefly described as follows:

Engaging students in Library Work: • General Use of library resources: Library has been utilized as a very

important source both by the faculty and the students. Every lesson is supplemented by some work for which the students are made to refer to library resources.

• Pre Reading: The students are given some specific tasks in both general and methodology classes to be completed before they come to class. This strategy has been followed in the context of constructive teaching. The concepts, issues are discussed in the class with the help of what students have already learnt or come prepared to discuss.

• Library Based Assignments: The assignments given are such that they are based on library work. The reference work made by the students is considered as one of the criteria for assessment of seminar papers and assignments and it is made known to the students in advance.

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• Seminar Presentation: The students are expected to present papers

during seminars. The presentation necessitates students to refer to library resources and the students learn and develop the library reading skills in the course of study.

• Orientation to use the Library Resource: A workshop is organized in the beginning of the course to make students aware of the ways of using different library resources. The students are actively involved in this process by involving functionally. The ways of using dictionaries, encyclopaedias, internet, bibliographical references, finding different instructional materials like maps, charts etc in the library, ways of locating books and other materials are taught during this workshop. This workshop becomes very handy for the students to use the library resources further.

• A source to plan activities on different occasions: The students are normally engaged in the library work to plan activities for different occasions. Activities for occasions like Independence Day, Republic Day, Women’s Day, Rajyotsava Day, Dr.Ambedkar Jayanthi, Deepavali Christmas, Onam etc as well as for special occasions under club, cell and sangha activities are planned using mainly the library resources.

• Preparation for Leadership Activities: There are number of occasions in the college to execute leadership activities like planning programmes, moderating, delivering welcome speech and vote of thanks, communicating the significance of different days of celebration etc. Library resources are used to a large extent by students in these situations.

• Using to plan the Morning Assembly: Each student, in turn, will lead the daily morning assembly and the programme of morning assembly is systematically structured. It starts with a ‘thought for the day’ with reflections, an appropriate prayer to suite each day’s context, presentation of current events etc. The students use the library resources to prepare for morning assembly.

• Focus on using Varied Resources of the Library: Preparation of the utilization of varied library resources has been made mandatory in the college. The students are required to consult dictionaries, encyclopaedia, available CDs, instructional materials, as well as browse information whenever needed. The students are engaged in these tasks as the need arises.

• Maintenance of Journal Reading Diary: The students are guided to refer to the educational journals without fail. They are guided to read atleast two articles a week from an educational journal (avoiding repetition of the journal) and maintain a record of the articles in terms of problem, procedure and results. The students are actively engaged in executing this work.

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• Preparation of Bibliographical References: The students are

encouraged to prepare bibliographical references for different themes to be trained in preparing the same. The students have already prepared bibliographical references for different themes and they have been collated.

• Utilizing Instructional Resources: Map, CDs etc: The students are actively engaged in utilizing the instructional resources of the library. They identify the technological and non technological resources that can be used during teaching which are available in the library and try its usability and decide to use the same in teaching sessions. Hence they are actively involved in dealing with library resources for effective instruction in schools.

• Preparation of Instructional Material: Student teachers prepare instructional material like unit plans, resource material, self learning modules etc. Number of resource materials are available in the library to understand the theory about instructional material, procedure of preparation, models of instructional material and hence students work rigorously in the library during preparation of various instructional materials.

• Presentation of Papers: Students are expected to present papers-research and theory based- in classrooms to facilitate the understanding of concepts and to ensure the understanding of the same. Hence library reference becomes a pre requisite to this activity.

• Identification of Research Problems: The M.Ed. students are required to take up a research project as ‘dissertation’ and identification of a research problem is the initial task in this regard. The students peruse through the related literature to find significant problem and also to avoid repetition.

• Group Learning: The students are assigned guided group learning tasks where in they are assigned some concepts/issues to work together and deduct knowledge. This activity is given sometimes along with resource references and sometimes without resource references. In both the cases the students work in the library and learn on their own and present the deductions in the class for the whole group.

• Learning new Songs and Creative Pieces: There are number of occasions during the course where students have chances to present number of stage activities as part of co-curricular programmes. Hence students learn songs, skits, dramas based on library resources. A few students learn songs from internet and teach all the other students during community singing sessions.

• Team Teaching: Team teaching is one of the pedagogic aspects in the total teaching learning process of the institution. Hence a group of students as part of a team take up a portion of the whole unit and teach the whole group. The student teachers make ample references for this task based on library resources.

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• Planning for Instruction: Instruction during practice teaching and

internship requires a lot of preparation at different phases, like identifying objectives, development of lessons, strengthening activities, identifying activities at different levels etc. In each of these situations student teachers use library resources extensively.

• Preparing Evaluation Tools: In the process of undertaking the research, students are required to construct and validate number of tools. This requires referring to parallel tools, tools measuring different traits, some theoretical base on preparation of tools etc. The college has acquired large number of psychological and research tools for the reference by faculty, students and research scholars. The students work in the library throughout this process.

• Preparing Personal Dictionaries: Each student is advised to prepare a personal dictionary. The student after getting the content from school to teach during practice teaching are expected to identify all the words, concepts, idioms and proverbs found in these lessons specially in language lessons. After this the students are guided to find meaning/ meanings of each item and arrange them alphabetically. Library is the only authentic source for this work and as they do this work they are engaged in library work throughout outside the classrooms.

• Preparing/ writing scripts for Instructional and Non scholastic programmes: The students use role plays or skits for instructional purposes while introducing, developing or summarising the lesson. They also use skits, plays etc during number of co-curricular programmes. They are actively engaged in the library to prepare the script for these skits and plays.

• Concept Analysis: Before the students start writing the lesson plans they are advised to clarify all the concepts to be taught, analyse their components and prepare a note on each of the concepts. This is possible only if they refer to the sources like dictionaries and encyclopaedia and are naturally engaged in this work prior to practice teaching and internship.

• Project Work: The students are involved in number of individual projects undertaken by the science club or other groups. Some projects are fundamentally based on library resources (a biographical resource on scientists and mathematicians referred in secondary level text books) and accordingly student teachers work actively using library resources to accomplish the goal.

• To collect Current Events: Referring to current events is an essential activity of a teacher and stress is laid on the same during the course. The students are made to read the current events, discuss the same and use during practice teaching and internship. Hence students read news papers, magazines in the library.

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• Use of Websites: The students use web based material for their assignments, preparation of lesson plans, to prepare programmes for different occasions (download songs and scripts, download content), to prepare seminar papers, to collect additional information about the concepts in the syllabus. The internet facility is freely provided, hence they access to websites creatively for, a. Information Collection: Students are guided to collect all the possible

data about selected topics (especially in relation to dissertation work) to enable them to know the scope of the selected problem and related studies. After downloading the data they are guided to learn the skill of processing the information.

b. Web-based Lessons: The faculty with the help of students work on preparing web based lessons on different topics. The readymade lessons for some concepts are available on the internet and they are downloaded in order to prepare creative lessons for teaching based on the content and visuals available on the internet.

c. Meet U-online: The students are encouraged to open their e-mail account through this strategy. Everyone is supposed to give their e-mail address to the College Office. This has motivated all the students to check their e-mail and in fact, just opening the mail account helped them in many ways. The students have started interacting with one another through e-mail, sending notes prepared by them to one another, enjoying sending unique web based information and the like.

• Learn with Focus Groups: The students learn by interacting themselves with different focus groups like people of the community, small children and teachers. They go to the community to know them, to see their ways of living, just to interact with them and sometimes to give some awareness programmes. The students also work with small children for conducting sports meet, celebrating festivals etc. They interact with teachers to know their academic needs and assist them through teaching aids etc. within their limitations.

• Individual and Group Projects: This is one of the ways that is followed to cater to the diverse needs of the students. Individual projects are given to the ones with greater capacity and group projects to those who find it difficult to manage individually. Undertaking at least one project is part of their assignment and this keeps them active in the process of learning. Self directed learning skills are especially focused in these project works.

• Peer Teaching: The College has found peer teaching as an effective strategy especially to train the teacher trainees for different types of lessons. They have peer teaching during micro teaching, practice teaching, models of teaching and during ICT integrated lessons. This helps them to be more at ease to share feedback with their classmates and also to learn from one another. As stated earlier the students who had given good lessons during the first block of teaching present the same lessons to their peers as model lessons to inspire them during the second block of practice teaching.

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• Alternative approach to peer teaching: A few students are assigned

different topics (especially to break monotony) before hand and the necessary details are also provided by the teacher educators. The student teacher is supposed to plan all the ways in which the content can be presented in the classroom. The students think intelligently and critically during these sessions. When given such situations, the students have used different creative strategies of presentation such as use of the OHP, alternate presentations by two or three students, question answer presentations, dialogue, role playing etc.

• Internships: Internship is a unique practice followed only by this institution in the whole of Karnataka. Internship is well planned, highly structured and the feedback from schools and students reveal that it has been very successful. The students are interned in schools, providing all precise details in terms of the functions and role of student teachers, mentor teachers and the head of the institution. The students work under the guidance of the mentor teacher for fifteen to eigtheen days and are certified for the same. The student teachers are given an additional certificate on the completion of internship programme only after which they take the theory examination. The students are trained for a number of tasks of a teacher besides teaching, during internship such as maintaining different registers in school, invigilation, test paper valuation, conducting sports and games, organizing morning assembly, co- curricular activities, counselling, maintaining school library, laboratory, imparting value education, physical education, home assignment correction, serving midday meal etc.

• Role Playing: Role playing as a technique is used in two ways, namely, as a model and as a technique. Role playing as a model is put to execution with all its syntaxes and as a technique is used at different stages of the classroom lesson, i.e., introduction, development, closure in order to bring variety in teaching.

• Peer Group Discussions: Peer group discussions are often used by the teacher educators for different purposes. To quote a few, a. to discuss the educational implications of concepts b. to take stand on controversial issues after discussing the issues in the

class c. to plan activities for the class for practice teaching d. to plan co curricular activities e. to brainstorm what they know about a familiar concept before

understanding it in depth to prepare questions for question bank f. to present the answers prepared by them on given topic-especially in

the context of preparing them for examinations • Hands on Experiences: The contexts wherever hands on experiences are

required, students are given such experiences, especially in lab activities, computer based tasks and language lab activities.

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Special orientation to new techniques and strategies: UBUNTU Software -The student teachers are trained in using instructional

software UBUNTU to teach mathematics. This exposure helps them to plan their teaching learning plans with creative expressions. Teachers from neighbouring schools are trained to use this software as a part of content enrichment programme based on high school syllabus.

Field visits: Field visits form a very important activity in the college curriculum. Science students visit industries and arts students visit important historical places in the locality like forts, temples, churches, Basti, museums, art galleries etc.

Experiential learning activities: The students are taught through experience especially in the tasks related to service learning activities. The joy of learning about and serving the society is made to be experienced by the students. Hence celebration of learning is considered to be an integral part of service learning activities.

Guided discovery: The student teachers are taught to prepare the teaching plans based on CCE approach. This helps the student teachers to gain insights and make new generalisations that can be tested out on future tasks.

Field based learning: Most of the assignments given for students require field visits. These are deliberately planned to give firsthand knowledge as well as to provide constructive environment for students to learn.

Reflection Sessions: Reflections form an important aspect of all activities. The students are guided to reflect at three levels in relation to each task, especially the tasks related to teaching. i.e, Pre task reflections, reflections during the task and post task reflections.

Besides these strategies a numbers of other active learning strategies are

used while teaching in the class. They are highlighted below: • Pair up techniques/buzz sessions: This has proved to be a very

effective active learning strategy in the classroom. After discussing a few points the students are asked to pair up in twos and discuss the points (one or two or three based on the scope of the points) and shared randomly with the class.

• Interaction based on documentaries: The students are presented with good documentaries before which some questions are given to them to answer based on what they see in visuals. Sometimes they are asked to ask questions based on the documentary. To quote one such example, recently the students (M.Ed.) were presented with a documentary on “International Women’s Court” wherein the women from different countries have spoken about the rights violated in each of their cases. The students responded very well to the extent that how the documentary has motivated them to think in a positive way about women.

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• Interactions based on films: The students are exposed to films related

to the curricular issues and are encouraged to share their reflections as critical review on them, e.g., after watching a film on exploitation of women (munnudi) the responses by them were heartening and insightful, in fact, more than the expectations of the faculty.

• Simulations: The simulations are used in many ways during teaching sessions. Practice teaching and models of teaching sessions are planned in simulated situations. The students too are helped to simulate the conditions related to the environment and the community, e.g., the students watched advertisements telecasted in the television on women and shared their reflections and common discussion about the way women are depicted in advertisements. The students were asked to think of new advertisements upholding the status of women and act out in the class. The students (M.Ed.) performed marvellously well in this activity.

• Seminar presentations: Seminar presentation is one of the traditional practices of the institution. The students are given the topics much in advance and are expected to prepare for seminar presentation. The presentations are made using power point slides followed by intensive discussion. In some subjects the students are required to prepare the synopsis of their presentation and distribute the copies of the same to their classmates at least three days in advance and the students are expected to come prepared for the presentations. In such cases the students come prepared to participate in the presentation and contribute a lot for discussion.

• Aloud Reflection sessions: Here the students are encouraged to reflect

on a specific topic aloud. They are expected to share their ideas with others as they think. The validity of the ideas are not focused but they are validated in the process. For e.g.: the merits and limitations of the transition of caste system in India.

• Silent Reflection sessions : The students are given time to reflect and record ideas related to different issues (at least two) such as educational implications of the theories of learning, ways of encouraging upward mobility, teachers’ role in social change etc.

• Off the cup sessions: This is an active learning strategy used in classes similar to extempore technique. The students are given some time to think about a topic, process their thinking and come to the dais and share. Only those who like to share are encouraged to share.

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• Sharing sessions: There are instances in the classroom where students

have their unique experiences related to the issues discussed. In such situations the students are given time to share. It is made sure that other students listen to the one who is sharing.

• Response generation: It has been used mainly for generating as many responses as possible about a particular concept. For example, a question is posed to the students like ‘What is education?’ Validity of the response is focused. If the answer is not appropriate, the answer is corrected with the help of related and counter questions.

• Brain storming sessions: It has been used normally when the students need to experience the effect of free and creative thinking and they find the class monotonous in some sense. The responses are generated for the arrival of a problem solving situation, in particular, the current application for theoretical issues in the various subjects, e.g., ‘the measures to improve the quality aspect of education in the present scenario of globalization’ etc.

• Hit the task: It has been used when students have to think of their role in responding to the situation. This was recently used in the context of sensitizing students about global warming issues. The students suggested that each one of them would take an oath to respond to the consequences of global warming. After a web based power point slide presentation, the students discussed different issues related to global warming and took specific personal oaths.

• Burst out sessions: There are specific situations while teaching where students want to share their deep feelings. (This has been used while discussing the concept of ‘discipline and freedom’, oppression of women in the society etc). They were made to write one such feeling and contemplate and share the same with their friends sitting next to them.

• Matchless thinking: We realize that the students can come out with ideas that no books mention and report and thus, grow in creative thinking. It is a means to provide good scope for such ideas they are guided to ‘think of ideas in such a way that gives ones those ideas no one so far has thought about, e.g., ways of achieving universalisation of education within ten years. The validity of these ideas are also taken into consideration at the time of generation and acceptance of ideas. Some ideas given for this question were: abolish all formal schools and start non formal centres, make learning more informal, start open schools, open nature schools etc.

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• Think contrary: This strategy was used to make the lessons interesting and meaningful by putting them in divergent situations, e.g., while teaching about modern Indian education, the students were questioned ‘What would have happened if the right to education was not given to people?’ This was meant to make them understand the merits of constitutional provisions in India. The students are expected to think and share with the companions sitting alongside any two consequences.

• Think parallels: ‘This strategy was used to make the students to suggest ways of bringing about positive changes in the society. They were required to think of parallel unique strategies and any ten students would come to the board and write ten phrases indicating the strategies they had thought of’. It was not only educative but also gave scope for active participation by the students.

• Lab sessions: Lab sessions are a regular feature of the science classes. The student teachers are trained for different lab skills in regular class sessions with demonstrations both by the staff and the students.

• Do the impossible: In this strategy, the students were asked ‘what would you do to make the impossible possible?’ For example, the dull and monotonous classes are one of the causes for stagnation. What would you do to make the classes interesting and lively?

• Query: The students were made to think deeply into the past and the present to answer questions like, ‘Why were people of India not in favour of British Education? Why are we still not able to achieve universalisation of primary education in India? Why is the status of women in India still very low? They were required to write the answers, i.e., only one significant answer on a slip of paper and exchange it with someone in the class as they are seated and reflect on the answer written by another student and share the reflections with the entire group, thus giving credit to the ideas of one another.

• Make note of: This has been used mainly to develop the expression and listening ability of students in language classes. Each student is expected to present orally their ideas on a specific topic and the other students are expected to make note of the points presented in order to generate and collect ideas, like an idea bank while individual students would grow in language competencies.

• Reveal cycles: This has been used as an active learning technique for a recapitulation activity when there are a large number of learning points. After the points were discussed in the class, each student was made to mention any one point and the process would continue till all the ideas were exhausted, while trying to avoid repetition. It has worked very well as a recapitulation activity.

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• Interrogate: This has been used with the purpose of accelerating their thinking and stabilizing their learning points. Instead of the teacher asking questions to the students, they themselves would formulate questions and ask their companions as individuals or as a group. This could not only develop creativity but also put them in a positive competitive spirit.

• Appreciate: ‘Tell me what you liked about my teaching?’ was the question asked by students to her companions with a view to getting a positive feedback from one another. This worked as a motivating factor as well as a feedback strategy. This was used also in the classroom by the faculty members.

• Please suggest : Once in four months the students are asked to give suggestions in writing to improve their learning environment in the class. This and the one mentioned above have been considered as active learning strategies as the students are made to be active in thinking about how the classes should be.

2. How is ‘learning’ made student-centred? Give a list of participatory

learning activities adopted by the institution and those, which contributed to self – management of knowledge and skill development by the students?

Deliberate attempts are made to make the learning students centred. Most of the activities planned and executed are structured in this fashion. The curriculum is framed in such a way that it takes care of students’ needs and interests. Hence syllabus focuses on the present competencies, abilities, skills and development of attitudes required of a teacher. Number of activities are planned and executed in this regard.

I. The content aspect of learning (The ‘what’ aspect of learning): The

learning needs of the students in relation to the content aspect is scrupulously thought of to be based on , related literature, community needs, discussions and feedback of teachers and community. Accordingly, the syllabus is prepared by the college and the additional input apart from the syllabus required of students to learn from their own point of view, is also taken care of in the total curriculum framework. This included the regular content under the syllabus as well as the supportive exposure and input such as computer education, family life education, life skills education, counselling skills, yoga education, value education, service learning education etc.

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II. The methodology aspect of learning (The ‘how’ aspect of learning):

The ‘how’ aspect in making learning student centred was taken care of keenly and with care by following all the active learning strategies mentioned under 2.3 Q.No. 1 which would allow students to be participants in the learning situations. The major participatory learning activities that contributed to self management of knowledge and skill development were mainly a. Workshops on practice teaching, models of teaching, preparation

of teaching aids and preparation of test material: The students are specially trained for self directed learning in such workshops. Identifying objectives, resource identification, planning, executing and learning are done mainly by the students.

b. Seminar presentations: These sessions have given a lot of input to the students to generate knowledge on their own. The students were exposed to internet browsing, trained for data collection from different sources, explore different media to gather the required information and also to process and present the content in a systematic manner.

c. Preparing Library based assignments: The assignments in most of the subjects are deliberately planned in such a way that the students cannot complete them without the help of library reference work. The students have developed the skill of resource searching, the use of dictionary, the skills to use encyclopaedia and year books, learn to refer to different journals and periodicals.

d. Focus group programmes: These programmes have given insight into their own surroundings which has helped them to know their neighbourhood. They developed the skills of keen observation, reading on and studying the needs of the society along with a number of affective skills like growth in cooperation, concern, empathy, understanding, responsibility etc.

e. Individual projects: These projects give the students a lot of exposure to the world, the society outside and its varied issues. The students have become more independent in dealing, thinking and have developed great confidence in undertaking projects through a variety of activities.

f. Practice Teaching: Practice teaching is a key programme which contributes immensely the opportunities for self learning as well as learning skills. The students develop the skills of planning, identification of academic resources, developing graded lessons for different situations, preparation of instructional material, development of evaluation strategies, managerial skills, as well as number of affective skills to deal with the students in the classroom.

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g. Internship: This intensive programme has developed a number of managerial skills of a class teacher such as maintenance of records, conducting tests and examinations, preparing report cards, organizing programmes and also the skills of managing challenging situations in schools. They have been trained to manage the classes in the absence of teachers, preparing for inspection visits and also preparing students for competitions and examinations.

h. Peer teaching: This strategy has developed in the students intense reference skills along with confidence to face a group, responsibility, discipline, co-operation and objective thinking for they are to share their knowledge with their own peer group.

i. Group work sessions: The students have grown in the qualities of self-respect, confidence, trust, inter dependability, sharing, sensitivity to others’ needs through these sessions. They learn to appreciate others and their points of view mainly from this type of activities.

j. Socially Useful Productive Activities: This activity developed dignity of labour, sacrifice, respect for companions, co-operation and to some extent entrepreneurship.

k. Organizing co curricular programmes based on academic issues especially Women’s Day, Harmony Day, Human Rights Day etc: Curricular and co-curricular issues are blended in these programmes which have promoted both academic and organizational skills. The students have to do lot of library based work while preparing for such activities.

l. Assignments: Individual assignments form integral aspects of the whole curriculum. The students are expected to identify the objectives, find resources, plan the tasks required, execute and report the whole process. Number of self managing skills are developed through this task.

m. Leadership Activities: Students are given opportunities to manage number of programmes, where in they are supposed to plan the activities, invite guests, organize functions, introduce guest speakers, anchoring, etc. Each of these skills are developed with due focus among student teachers during these activities

n. Service Learning Activities: These are the activities focused to make student teachers learn about the community situations and needs and at the same time serve them. This gives opportunities to develop skills of identifying needs, developing strategies of handling the situation, communication, finding creative solutions etc.

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3. What are the instructional approaches (various models of teachings used)

and experiences provided for ensuring effective learning? Detail any innovative approach/ method developed and used

Lecture, Discussion, Demonstration, Seminar, Source, Project, and Computer based, Competency based teaching • Instructional Methods and Approaches: This is understood as being

broad and comprehensive approaches for instruction in the college. Hence, a variety of approaches commonly used in instruction are followed under instructional methods and approaches as well as innovative techniques that have relevance to the situation. Apart from this, the specific ‘models of teaching’ developed by Bruce Joyce also have been used by the teacher educators as well as by the student teachers. The specific methods that have been used in the institution are briefed below: a. Discussion Method: This is the method often used for instruction in

the college. Sometimes discussions are followed by deductive approaches sometimes with inductive approaches. There will be some discussions for some specific purposes that are flexible.

b. Demonstration Method: Demonstration forms a very important method throughout the course. Almost all the activities to be undertaken by the students are demonstrated by the faculty and only after this the students are expected to do the tasks. This is practiced in different contexts like, leading assemblies, greeting others on special days, teaching using multi-media, writing of lesson plans, identification of resources etc.

Apart from these general demonstrations, demonstration as a strategy is used in specific subjects like SUPW classes and basically for methodology classes.

c. Seminar Approach: The students are given specific topics before

hand, are guided on the modalities of preparing and presenting their papers during seminars organized for them. The synopsis of the paper is distributed to the rest of their companions two or three days in advance so that they could come prepared to take an active part during the presentation. The students have presented their papers using power point slides or the OHP slides followed by discussion with the group and the coordinator of the programme consolidated the points at the end of the session.

d. Source Method: This method has been frequently used while teaching History to train the students to use the same in their classes. The extracts of the sources are used mainly to deduct the historical evidences. The college has compiled ‘a treasure book of sources’ as an outcome of the work of our students.

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e. Project Method: The project method has been used with some modifications. The students have been oriented on the different steps of the project method after which they worked in small groups to plan and implement the projects. These projects are undertaken mainly by the science and history methodology students.

f. Lecture cum Discussion Method: This also has been used often by the teacher educators where students have guided discussions on various themes on the content. This serves the purpose of handling issue based topics and included the deductive, questioning, narrative, descriptive, storytelling and many more approaches in the process.

g. Computer Based Methods: Ready available CDs have been used and new lessons based on web material have been prepared for lessons where ready lessons were not available. Computer has also been used to prepare power point slides to present the content and small projects on computer based instruction too have been utilized.

h. Competency based Chaitanya Method: Developing competencies has been the focus here. Six stages/ four stages Chaitanya method (validated by the government of Karnataka) have been strictly followed in this method. This has been an activity based method where the process stresses on using activities and the product expected is development of competencies. The students are trained to use it for their practice teaching sessions.

i. Lessons based on Continuous and Comprehensive Evaluation

(CCE): The recently recommended approach i e., CCE is used in teaching and evaluating students’ learning. Attempts are made in this regard to see that the learning is comprehensive to include life skills and continuous enough to associate previous learning to present learning content.

Other Approaches used: The following approaches are judiciously used according to the requirements of the topics under study: • Inductive approach • Deductive approach • Inductive deductive approach • Questioning approach • Narrative approach; • Descriptive approach; • Problem solving approach • Discovery approach • Story telling approach • Constructive approaches

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Specific Models of teaching: The models proposed and consolidated by

BRUCE JOYCE is the major source for these methods adopted by the institution for instruction.

Innovative Approaches Evolved by the College: Validation of Instructional Methods for Women’s Studies :

The institution has come out with number of innovative approaches in different contexts and all of them have been validated by the experienced faculty members. Some of the approaches/ strategies developed by the faculty have been given below:

Seven innovative Approaches for instruction in the area of Women Studies have been evolved by one of the staff members, Dr Shashikala A, which was validated in the year 2014 with the same batch of M Ed students. The approaches evolved are the following:

Instructional Approaches for Women’s Studies: 1. Film Analysis 2. Advertisement Analysis 3. Autobiography Writing 4. Biography Writing 5. Role Playing 6. Interview 7. Events Writing

The details of validation of each of the methods and the ways these

methods can be used have been documented in the form of a book titled “Exploring Women –Instructional Methods in Women’s Studies”, Published by St Ann’s College of Education , Mangalore.

Constructive Strategies: as given by the NCF 2005, college has validated number of constructive strategies to teach through constructive ways. They are as follows: Reflective teaching/ Learning Strategies: The College has made substantial contribution in the field of Reflective Teaching/ Learning activities. One of the staff members has completed a project on the validation of a Special Innovative Reflective Teaching Model in the context of Teacher Education. The details of the model are given below:

Preparation of the Instructional Material using Reflective Teaching Strategy

Experimental strategy planned in the study involved the use of instructional material through Reflective Teaching Training to develop the Knowledge of Reflective Teaching and to enhance the Teaching Skills of B.Ed. Students.

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The steps of the Model are as follows:

Self prepared instructional material based teaching: More focus is given on preparation of instructional material by the student teacher to be used while teaching. The student teachers are trained to prepare instructional material in the form of work sheets, information broachers for the whole sub unit. As a result of this the institution has compiled a ‘multiple worksheet treasure’ which could be used by other teachers at secondary level.

Phase I : Presentation of the Event - Teacher presents a classroom scenario /teaching Transcript /video clipping

Phase I I: Study and Analyses of the Event - Student Teachers identify the +ve points to be strengthened

Phase III: Critical Reflection on the event Student teacher’s will be directed to reflect on the Event in terms of - Presage variable - Context variable - Process variable - Product variable

Phase IV: Review and Response to the event Student-Teachers review the event and plan precautions to Minimize the threats noticed in the event and control factors to be considered

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CCE Based teaching and evaluation: The government of Karnataka has come out with a new strategy for teaching based on Continuous and Comprehensive evaluation. This demands to identify the cognitive and non cognitive based objectives, plan lessons accordingly and evaluate holistically. Hence the institution has validated instructional strategy in four phases and the students are trained to teach using this cotemporary trend.

Constructive approaches for teaching Science, Humanities and

languages: a. Constructive approaches for teaching Science In order to help students develop a full understanding of a lesson

concept, the science teachers make use of the 5E instructional model developed by Rodger W. Bybee in the 1980s, a model specifically designed to promote constructivist approach to science education while incorporating aspects of behaviourism and cognitivism. The model has been widely adopted by science educators and is useful in other subject areas like humanities and languages as well. The 5E Instructional Model is as follows:

1. Engage: Access prior knowledge and engage the new concept

through short activities that promote curiosity. 2. Explore: Provide a common base of activities in which current

concepts are identified and conceptual change is facilitated. 3. Explain: Focus on a particular aspect of engagement to provide

opportunities to demonstrate conceptual understanding, process skills, or behaviours. This phase also provides an opportunity for teachers to directly introduce a concept, process, or skill to guide students toward a deeper understanding.

4. Elaborate: Challenge conceptual understanding and skills through new experiences to develop deeper and broader understanding and application.

5. Evaluate: Students assess their understanding and teacher evaluates student progress toward educational objectives

b. Constructive approaches for teaching Humanities:

In order to use the prior knowledge and develop explanations for their hands- on o experiences of historical phenomena, the students are taught lessons through the constructivistic approach that consists of the following steps: • The first goal in the lesson cycle is to engage the student. At this

first stage, the teacher captures their interest and stimulates their thinking. Access to their prior knowledge about the subjects also dealt with. This will set the frame for learning.

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• The explore portion of the lesson cycle gives students time to

experience, think and investigate the subject or concept. An activity that encourages them to probe, inquire, and collect information will allow them to create initial understanding, establish relationships, and make preliminary decisions. This is an ideal time to use cooperative learning or manipulatives.

• The explain portion of the lesson is where students are introduced to new content or concepts. It is the phase where the most traditional social studies techniques are frequently utilized. It is where most of the direct teaching occurs.

• After students have learned some content knowledge, the next goal is to have them elaborate. Students’ thinking is expanded or solidified in this phase. It is their opportunity to apply their new learning to real world situations or extend the concepts and skills to new situations.

• The 5th E stands for evaluate. The key is to form student learning with a lot of opportunities for practice before their summative evaluation.

c. Constructive approaches for teaching Language: To help students think critically and associate prior knowledge with the

new concepts, the 5E Model of constructivism was implemented in the teaching of Language. The Model is as follows:

The 5E Model of Constructivism Engage :

• Picks student's curiosity and generates interest • Determines students' current understanding (prior knowledge) of a

concept or idea • Invites students to express what they think • Invites students to raise their own questions

Explore : • Encourages student-to-student interaction • Observers and listens to the students as they interact • Asks probing questions to help students make sense of their

experiences • Provides time for students to puzzle through problems

Explain : • Encourages students to use their common experiences and data from

the Engage and Explore lessons to develop explanations • Asks questions that help students express understanding and

explanations • Requests justification (evidence) for students' explanations

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• Provides time for students to compare their ideas with those of

others and perhaps to revise their thinking • Introduces terminology and alternative explanations after students

express their ideas

Elaborate : • Focuses students' attention on conceptual connections between new

and former experiences • Encourages students to use what they have learned to explain a new

events or idea • Reinforces students' use of scientific terms and descriptions

previously introduced. • Asks questions that help students draw reasonable conclusions from

evidence and data.

Evaluate : • Observes and records as students demonstrate their understanding of

the concepts and performance of skills • Provides time for students to compare their ideas with those of

others and perhaps to revise their thinking • Interviews students as a means of assessing their developing

understanding • Encourages students to assess their own progress

d. Special strategies for Service learning instruction and execution: The College has institutionalized service learning and identified special

strategies for the same. Accordingly, each academic course identifies the service based activities and the same are assigned to students as ‘assignment’ or project work under the supervision and care of method master. Apart from this the whole group tries to learn the needs of the neighbourhood community and designs action plans. Hence the college has identified four centres of neighbourhood community to work in this direction.

• Computer based instruction: The College has evolved a special strategy for developing computer based lessons. (i) Identification of Objectives, specifying in terms of student behaviour to be highlighted (ii) Visual/ auditory stimulus to explore the previous knowledge of students and link it with the present, (iii) development of the content/ concept (iv) evaluation activities. These were the four main broad phases on which the lessons were prepared.

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• Strategic approach for Bulletin Board Display and preparation

of Wall Magazine : This has been developed as a Specific participatory learning activity. Four phases have been identified for Bulletin Board Display Activity. They are : (i) Identification of the purpose (i.e. strengthening the concept taught, to give instruction, to develop unique presentation skills, to bring awareness about a particular theme etc)and the ways of presentation. (Pictorial, verbal, flow chart, graphic, descriptive), (ii) Collection of material and preparation of captions/ print, (iii) Processing the material and (iv) Presentation or display. The students have actively participated in this activity. Subject wise Wall Magazines are prepared based on Bulletin Board Displays.

• Active learning approaches: Almost all the strategies mentioned above under 2.3 Q.No. 1 are the product of faculty’s thinking research and experimentation. This is the unique contribution of the college for instructional purposes.

• Development of strategic plan structure for every activity: The college has identified and validated a strategic plan that can be applied for any activity of the college. The college believes that every activity has to be planned with at least four phases and the same strategy has been used for almost all activities. They are: (i) Identification of Objectives ( of the programme, activity etc) (ii) Planning the input/ Experiences (iii) Evaluation (iv) Record the merits and limitations

e. Specific evaluation approaches/strategies –both cognitive and non

cognitive: The college has developed specific evaluation schedules for number of purposes. These are the observation schedule used to evaluate student teachers in different situations. Some are listed below:

- Schedule to evaluate SUPW (Phase 1,2,3 and 4) - Schedule to evaluate Service Learning Activities (Phase 1,2,3) - Schedule to evaluate co-curricular activities - Schedule to evaluate practice teaching lessons - Schedule to evaluate examination lessons - Schedule to evaluate internship activities - Schedule to evaluate term end and course end performance by the

faculty and students. - Self rating teaching evaluation schedule

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All these tools are prepared and validated by the faculty of the college. These tools mainly serve to plan the follow up activities and to know the effectiveness of learning input provided. • Strategies of teaching English as first language • Creative letter writing strategies • Developing handwriting skills through creative strategies • Strategies to develop phonetic consciousness • Validated language games • Mathematics games

A. Value Integration Approach: This strategy was evolved by the

college for the purpose of value education classes based on the suggestion by the Kothari Commission (1964-66) to use ‘Plug Points’ for teaching values. The students have been integrating this approach in their regular practice teaching programme. The College has also carried out experiments on this approach. The Syntax was worked out as follows:

Stage I : Formulation of instructional objectives Stage II : Planning learning experiences at sub-units Stage III : Identification of Value at Plug Point of one sub-unit Teaching Process: Stage I : Teaching the Lesson as per the plan Stage II : Guided Discussion on Value at the Plug Point

a. Qualities of the value based on the lesson b. General Value Application c. Personalization of Value

Stage III : Continuation of the Lesson

B. Methodology of teaching drama lessons using dramatization (in the context of Kannada) This methodology has been evolved by the faculty of the college. The objectives of teaching drama has been identified mainly as development of listening (with clarity and comprehension) and speaking (with clarity, proper intonation, pitch and expression) skills. The phases of teaching drama are identified as: (i) Orienting students on about the theme of the play

(ii) Silent reading by the students (meanings of difficult words put

up on the board) (iii) (a) Loud reading with the teacher taking the role of a character

and shares the rest of the characters with students (b) Loud reading by the students reading their roles aloud (c) Analysis of the content of the drama

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(iv) Analysis of the components of drama: theme, characterization,

style, etc (v) Final reading by students experiencing the play (vi) Appreciation based on analysis

4. Does the institution have a provision for additional training, in models of teaching? If yes. Provide details on the models of teaching and number of lessons given by each student.

Yes, the college gives an additional training in models of teaching using the workshop approach as a part of the process of training with demonstrations after which the student teachers use the models as a part of their teaching approach in secondary schools. This workshop is of one week duration and four models focused primarily are, o Concept Attainment Model o Inquiry Training Model o Synectics Model o Jurisprudential Model

The faculty members lead the entire workshop for six complete days. The details of the workshop are given below:

Day One: A general orientation on models (concept, philosophy,

need, direct and nurturing effects, major terminologies used in the context etc) is being given in the morning session. The students discuss the concepts to be taught during the sessions in smaller groups. Then they discuss with their respective method teachers greater specifications of the model, e.g., its meaning, syntax, tag and all the other related issues to get a very clear understanding of the process of using the model.

Day Two: The students are taught the procedure of planning a lesson

for the selected model. The teacher educator demonstrates the procedure by developing one complete lesson based on the model. One more lesson based on the model is developed by the teacher with the help of students as an aid for them to work it out independently. The students are then guided to select a topic and come prepared with an outline of the model plan the following day.

Day Three: The students develop the plan for the lesson selected

based on the model. They complete the plan on the same day and are ready to give the lesson the day after.

Day Four: The students teach the model based lesson in peer groups

along with feedback and discussion.

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Day Five and Day Six: The same procedure is repeated for a second

model in the second method of teaching in order that they use this model in both their methods of teaching. Hence, each student gives at least two lessons using two different models.

Extended use of Models : The students apply these models in

different contexts during their second block of practice in teaching and also at the time of internship. These models are used innovatively at different stages of the lesson, namely, introduction, development and closure.

5. Do the student teachers use micro-teaching technique in developing

teaching skills? If yes, list the skills practiced and number of lessons given by each student per skill.

Yes, Micro Skills are practiced intensely by each student teacher in each method of teaching. The student teachers teach the micro lessons in a simulated set up. Two cycles are followed for each skill; hence, the lessons given by each student teacher per skill are two. The students are given theory cum demonstration in each method for each skill and after which they commence planning their own lessons, towards, ‘Plan – Teach – Feedback – Re-plan – Re-teach – Re-feedback’ as different stages followed during the execution of the lessons. Skills appropriate to each method are identified separately, hence, the skills learnt and practiced by arts and science students vary as well as the emphasis too varies in implementation. The student teachers who are week in Micro skills are given more opportunities to continue the Micro-teaching process until they more or less master the skills.

Micro skills practiced in Physical Science, Mathematics and

Biological Science: o Skill of Writing Instructional Objectives o Skill of Introducing the lesson o Skill of Fluency in Questioning o Skill of Probing Questioning o Skill of Using the Black Board o Skill of Conducting Experiments o Skill of Illustrating with Examples

Micro skills practiced in Social Science:

o Skill of Writing Instructional Objectives o Skill of Introducing the Lesson o Skill of Fluency in Questioning o Skill of Probing Questioning o Skill of Using the Black Board

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o Skill of Explaining the Concepts o Skill of Increasing Pupil Participation

Micro skills practiced in Languages (English and Kannada):

o Skill of Writing Instructional Objectives o Skill of Introducing the Lesson o Skill of Fluency in Questioning o Skill of Reading for Comprehension o Skill of Using the Black Board o Skill of Explaining the Passage o Skill of Re-enforcement o Skill of Illustrating with Examples

6. Detail the process of practice teaching in schools. (lessons a student

gives per day, lessons observed by the teacher educators, peers/school teachers, feedback mechanism, monitoring mechanisms of lesson plans, etc)

The process of practice in teaching is a unique feature of the college. All the members of the college are involved at different stages of this programme.

The Process: Practice teaching mainly consists of three main phases: Phase I: Pre practice teaching preparation: This stage involves

number of following activities: The Principal gives an orientation to the students about the

philosophy, concept, objectives and the programme outline; Exposure to teaching by observing lessons in different schools; Collection of teaching units from the Practicing Schools from the co-

operating teachers; Collection of Time Table from the school, of the classes in which

they would be teaching; Preparation of individual Time Table by the student teachers for

taking up lessons; Intensive guidance by the teacher educators in terms of theory input

and demonstration of lessons, for planning the lessons; Demonstration lessons by the school teachers for a few teaching

units; Planning of lessons by student teachers, correction, re-plan, re-

correction during workshops, groups, individual working situations, until they attain a level of competency in preparing notes of lessons;

Practicing of prepared Macro Lessons with their peers or in the presence of method masters.

The student teachers also submit their lessons plans to the school teachers in whose class they will be teaching.

Orientation towards the duties of leaders appointed for each school by the staff in charge of the practice teaching programme.

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Execution of the planned programme:

The students go to the assigned schools and execute the lessons according to the plans prepared. Both the teacher educator and the school teachers supervise the lessons executed by the students, whereby the former take turns to visit the different schools selected for practice in teaching.

After the students execute the lesson they receive the feedback from the teacher educator, school teachers as well as peers which they incorporate as suggestions given, in the subsequent lessons. Immediately after the execution of the lesson the student teacher also rates her lesson on the ‘self evaluation rating scale’ provided by the college for the purpose, which is duly signed by the teacher educator who has supervised her lesson.

Feed back and follow up activities:

After the practice teaching programme is completed, a meeting of the co-operative teachers is held in the College presided over by the Principal, for which at least two mentor teachers from each school bring the feedback from their colleagues and the head of the institution participate. The positive points and the aspects to be improved are discussed and are made note of while schools too are given feedback if necessary.

This feedback is shared with the students in the College Assembly and the tips to improve on the points suggested are given by the Principal and the students note down these points for incorporating them in the subsequent period of practice teaching.

All the teacher educators who are method masters also give feedback and suggestions to their respective method students in tier class to improve their planning and teaching skills.

The lessons given by students per day: The Teaching Programme is divided into two blocks of teaching practice:

Number of total lessons taught: A total of fifteen lessons are given by each student teacher in two blocks. Thus the total number of lessons for two methods will be thirty. They are divided as convenient to the schools, the college and the student teachers.

Lessons observed by the teacher educator: At least twelve lessons of each student teacher are officially supervised by the teacher educator. However, the teacher educators try their level best to be present for all the classes, managing to see each class at least for twenty minutes.

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Lessons observed by the peers: The student teachers are required to observe at least fifteen lessons in each method with a total of twenty lessons. Out of these a few lessons are observed of other disciplines/subjects.

Lessons observed by school teachers: The regular teachers of a particular class are present in the class without fail. Therefore the school teachers observe all the lessons given by the students in her subject and assess the lessons other than the ones assessed by the College Faculty. It is very rare to see the co-operating teachers being not present when a student teacher is taking her class.

Feedback Mechanism: Feedback is given to each student teacher by teachers, teacher educators and peers. While giving feedback, the rest of the students from that school too are present to gain from the feedback given to their companions. General feedback collated from the College Faculty after Practice in Teaching and given by the Principal to the whole group is of great help both for the teacher educators and students in enhancing the quality of planning and teaching.

Monitoring Mechanism: The programme of planning, managing and monitoring practice teaching is done by the faculty members by taking turns annually as one of them takes charge of by coordinating it every year. Other faculty members help the co-coordinator to assign students to different schools, to prepare the consolidated time table for every school etc. The supportive staff also help in this process.

Monitoring Mechanisms of lesson plans: The students are guided intensively to prepare plans for their lessons. The students are supposed to execute the lessons only after the lesson plans are approved and initiated by the method masters and cooperating teachers. Even during practice in teaching period the method masters make themselves available to student teachers for correction of lesson plans and for giving guidance to the students.

7. Describe the process of Block teaching/ Internship of student in

vogue. Process of Internship programme: The unique feature of the college is to make it a full proof programme

which has been further improved under the autonomous status. This programme is planned and executed by the college very meticulously and has been proved to be a very good practice in the teacher education context. The following are the different phases of the internship programme:

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I. Pre internship planning and preparation: • Managerial Preparation by the Principal and Office Staff:

The Principal and the office staff identify the schools, write request letters to allow our students for internship, and send the necessary information to the schools who grant permission.

• Student preparation: The student teachers are prepared deliberately for different tasks to be undertaken by them in schools and are oriented towards their specific duties and role.

• Preparation by school personnel: The principal, mentor teachers and the other teachers are made aware of their role in internship programme with the help of written instructions.

• Allotment of schools by the managerial staff: The students are allotted to different schools based on the convenience of the students and the details of the programme are given.

II. The process in the school: The head of the institution appoints mentor teachers to guide and supervise the student teachers during this programme. Besides teaching, the different tasks assigned for student teachers during internship are • Planning and organizing co-curricular activities • Conducting tests/examinations • Preparing time table, consolidated marks sheet and progress

reports • Maintaining school records and registers- attendance, laboratory

stock register, instructional material • Training students to conduct morning assembly • Training students for co-curricular activities • The student teachers maintain a separate diary during their

internship in schools and a certificate of completion is issued to them jointly by the school and college at the completion of the internship

III. Feedback by the Principal : The student teachers are given a consolidated feedback by the Principal based on the feedback given by the teachers from the schools.

8. Are the practice teaching sessions/plans developed in partnership,

cooperatively involving the school staff and mentor teachers? If yes, give details on the same.

The teachers and mentor teachers are actively involved and an inevitable part of the practice teaching programme. They are involved in planning the managerial part, guiding students before and after teaching, interacting with the college staff after the programme. • Teachers and student teachers plan the managerial part jointly:

The student teachers meet the mentor teachers on the day fixed for the

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purpose (mentor teachers are informed about it before hand), and plan the periods for practice teaching. Based on the requirement of each block the mentor teachers allot them the topics and the classes. Based on this the student teachers prepare their individual time table and submit it to the college.

• Guide students for planning and execution: The student teachers initially prepare the lesson plans based on the guidance given by method teachers. Scope for flexibility is taken care of at this stage. The student teachers meet the mentor teachers a day ahead of the programme, discuss with them and make alterations if needed. The mentor teachers provide the instructional aids available in the school, suggest additional activities and give necessary tips. The suggestions of the mentor teachers are considered final because they work in the actual classroom. The mentor teachers give feedback to students after they complete teaching each lesson and thus support them at each stage

• Interaction with faculty: The school teachers interact with college faculty and give feedback about the lessons and suggest modifications if required. They also join the faculty members for post practice teaching meeting to help to improve the programme.

9. How do you prepare the student teachers for managing the diverse learning needs of students in schools?

The learning needs of student teachers are basically identified based on the learning needs of students in schools. The details on these needs of student teachers are detailed under section 2.2 Q.No. 2. In addition to these, the students’ diverse needs have been taken care of and the related input given to manage these needs are cited below:

The focused needs are: • Content competency: Regular revision of content to train student

teachers for content mastery, exposure to different multimedia material on different concepts to be studied, library based assignments, library work, context test as part of internal assessment etc.;

• Development of Service attitude and working for the community: Service learning activities, Citizenship Training Camps to help them grow in teacher commitment.

• Fostering leadership skill: Managing different co curricular activities, practice teaching programme, Service Learning activities, etc. to guide the pupils in activities;

• Participation in Sports and Games : Physical education classes, organization of Sports day, making student teachers take part compulsorily in games and sports activity as a secondary school teacher needs to take up a few of these classes;

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• Organizing co-curricular programmes: Student teachers themselves conduct the programmes and learn the procedure needed as regular teachers;

• Communication ability: There is scope to develop communication ability throughout the course. Especially during practice teaching, seminar sessions, SUPW and Service Learning Activities students improve their communication skills.

• Developing the quality to work in groups, cooperation: This is developed through almost all group activities as collaboration is a basic need as a teacher;

• Competency for Socially Useful Productive Work: Special training both theoretical and practical has been a part of the course;

• Awareness of and living for human rights: Special awareness programmes have been organized so that they respect every person in their school and the society;

• Development of life skills: Social skills, emotional competency, aesthetic competency, health and hygiene skills, managerial skills, spiritual skills etc are the focus here. These are developed through activities inside and outside the class, Games and sports, yoga exercise;

• Development of patriotism: Opportunities are provided to grow in this much needed quality through regular classes on theory subjects, national and international festivals, library work etc.

The College also has taken care of the diversity in the nature of learning among students and inputs given to manage such situations too with focus for attention and activities on, • Students belonging to above average group • Students belonging to average group • Students belonging to below average group • Creative students • Students with physical and mental challenges

These needs are catered through the following Strategies: • Training to have flexibility in planning • Planning extra activities • Providing for individual guidance • Training to prepare individual assignments • Training with the identification procedure of students with special

challenges. • Diagnostic testing and remedial lessons – planning and execution. • Preparing and using needed learning material • Training to prepare theory examination • Organizing tutorials for needy students. Such inputs to the student teachers have given confidence to cater to

diverse needs of students.

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10. What are the major initiatives for encouraging student teachers to use/ adopt technology in practice teaching?

The students are encouraged continuously to use different technology based instructional material during practice teaching. The major initiatives in this regard are the following:

1. Students are Trained for different skills needed to use technology, They are: • Skill of Internet browsing • Skill of using audio and visual material • Skill of preparing worksheets based on the focused concept

through computer assistance • Skill of preparing charts, maps, diagrams, models and other

visuals • Skill of using mass media based material • Skill of collecting information from the web to prepare lessons • Skill of mailing the information through the internet • Skill of using different technology based learning aids • Skill of bulletin board displays. • Skill of collecting instructional material for lessons from print

and web media • Skill of developing computer based material.

2. Using technology based learning material has been made a

mandatory practice during practice teaching: In order to encourage students to use technology based material, the use of technology based learning aid has been made compulsory during practice teaching.

3. Encouraged to prepare technology based learning material during Workshops on lesson planning and preparation of learning aids by exposing students to technology based learning material to experience the additional effect that it would give on teaching process.

4. Identifying ‘preparation and use of technology based learning material’ as a criteria for assessment of teaching. Ten marks are exclusively allotted for the use and preparation of learning material for each lesson as one of the components under the total practicum.

2.4 Teacher Quality 1. Are the practice teaching plans developed in partnership, co operatively

involving the school staff and mentor teachers? If so give details. The teaching plans are deliberately developed in co operation of teacher

educator, student teacher and mentor teachers in schools. The planning for teaching takes place in Six Phases: 1. Orientation of teacher educator to student teachers about planning for

teaching

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2. Orientation of teacher educator to student teachers about getting units for instruction

3. Initial Interaction of student teachers with school staff and mentor teacher 4. Interaction between student teachers and teacher educator 5. Interaction between student teachers and mentor teacher 6. Execution of teaching plans by the student teachers

2. What is the ratio of student teachers to identified practice teaching

schools? Give the details on what basis the decisions have been taken? The ratio of student teachers identified for practice teaching in schools range

from 8 to 12. The basis for identification: The number of student teachers to be allotted to

different schools for the purpose of practice teaching has been decided based on the following aspects: • Number of sections for each class in the school. • Number of student teachers opting for each methodology. • Sections available for each (Kannada, English) medium of instruction • Availability of classrooms in the school. • Availability of infrastructure especially to accommodate student teachers • The nature of students in schools (highly active classes are avoided for

students who are diffident initially to face the class). • Subject availability (some schools do not offer English as first language).

3. Describe the mechanism of giving feedback to the students’ and how it is

used for performance improvement Feedback mechanism is built into the very structure of the course throughout

the year: Every activity is followed by feedback and the incorporation of the same is observed continuously by the personnel concerned. Feedback has been an inevitable part especially in the following situations.

Teaching: The feedback mechanism for teaching has been taken care of as essential for the programme. The students get the feedback from (i) teacher educators who supervise their lessons (ii) the mentor/cooperative teachers (iii)peers. The student teachers are given feedback on the same day either soon after the session or at the end of the day. The student who gives the lesson is supposed to make note of the feedback written by each student companion for the lesson. A general feedback is given by the Principal after getting the same from mentor teachers. The other aspects for which feedback is specifically given are: a. General Behaviour of Students: The general behaviour of the students

that has a bearing on their commitment as teachers and relationships has been keenly observed by the faculty and the Principal and any behaviour found not desirable is immediately brought to the notice, in a very polite manner and the same is corrected.

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b. Behaviour related to college code and ethics: Punctuality, regular attendance, taking care of the facilities provided are other aspects which are considered to be the responsibility of student teachers in the college. Any aspect of the behaviour which is not in keeping with teaching profession is pointed out and a change is effected.

c. Co Curricular activities: The students are given specific feedback regarding these aspects, so as to develop expected competencies towards quality in performance

d. Physical education activities: Feedback in this context is provided basically by the Physical Education Director, Principal as well as by the staff members for healthy practices.

e. Tests and Assignments: The test papers are corrected with feedback written on the same, and in some specific situations the feedback to be given is noted down by the teachers and explained during class time while presenting the answer papers. Special input is provided to overcome the mistakes and thus proficiency is focused. The feedback already given by different people in different contexts is almost known to all the faculty of the college and the same is observed continuously (especially in general and specifically in relation to teaching) and guided towards perfection.

4. How does the institution ensure that the student teachers are updated

on the policy directions and educational needs of the schools?

The awareness of policy directions and educational needs of the institution to the student teacher is ensured through:

a. Personal contacts: The teacher educators meet the heads of the institutions when they go for supervision of students lessons and discuss with them about these issues. Specific enquiry is made about the student teachers’ general and teaching behaviour and on areas that need modification of behaviour;

b. Observation during practice teaching: The teacher educator remain in the school throughout the day and keep observing the student teachers;

c. Maintenance of Records: The student teachers are supposed to maintain a diary about their life in the school. The same is referred by the teachers for guidance;

d. Leaders’ note: The Leader of the group of students during practice in teaching is expected to take initiative regarding the policy directions of the schools. This is ensured through a discussion with the leaders;

e. Co-operating teachers’ meeting: This gives direct information about the attempts made by student teachers to update their knowledge about school policies. The awareness of educational needs for student teachers has been ensured in the same ways and also through direct observation of lesson.

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5. How do the student and faculty keep pace with the recent developments in the school subjects and teaching methodologies?

The faculty members keep abreast of the recent development by being

actively involving themselves in the academic and professional bodies: a. Faculty involvement in the preparation/ scrutiny/ revision of syllabus/

curriculum at the primary and secondary teacher education and post graduation levels keep them updated with recent development in subjects as well as methodologies;

b. Exposure to research and general literature in education: The faculty is exposed continuously to the literature on research out of personal academic interest as well as to fulfill the required guidance to the students including the Ph. D. students. There is enthusiasm and personal interest to avail of opportunities to update knowledge in methodologies and subject content. Apart from this the faculty members keep track of the mass media for any additional information.

c. Students’ exposure to mass media: Students are exposed to mass media and given specific guidance on responding to it through lessons and value classes and take trouble to update the knowledge.

d. Faculty involvement in different academic and professional bodies • Exposure to research and general literature in education • Exposure of the staff in conferences/ Workshops • Exposure to mass media.

6. What are the major initiatives of the institution for ensuring personal and professional/ career development of the teaching staff of the institution (training, organizing and sponsoring professional development activities, promotional policies etc)

The major initiatives of the institution for ensuring personal, professional, career development of the teaching staff are:

Training Organizing Professional Development Activities: • Seminars, Conferences, workshops on contemporary trends in

education and research • Publication of instructional material involving the staff members • Undertaking projects • Encouraging teaching staff to present papers in national and

international conferences • Journal publication • Encouraging to take membership of various academic associations at

national and international level.

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Promotional Policies:

• Encouraging for higher studies • Encouraging to organise and conduct workshops/seminars • Publication of books/ papers • Encouraging to take up consultancy and to be resource person at

workshop, conference and seminars. 7. Does the institution have any mechanism to reward and motivate staff

members for good performance? If yes, give details. The college motivates the faculty by publishing their achievements in the

College Alumnae News Letter, College Report and College Website. The faculty is provided opportunity to attend conferences, publish articles and research papers. The college also publishes the articles of staff members in its annual journal.

2.5 Evaluation Process and reforms 1. How are the barriers to student learning identified, communicated and

addressed? (conducive environment, infrastructure, access to technology, teacher quality etc)

The barriers to student learning are identified in different situations, through different ways by different people. The process towards providing conducive environment, infrastructure, and access to technology and teacher quality is carried out as follows: • Close Observation by the teaching and non teaching staff • Personal feedback from students • Group feedback from students: • Personal counselling sessions • Informal talks and interviews • Written feedback • Suggestions given by them through the use of Suggestions Box • Performance in tests • Supervision of the infrastructure by the persons concerned (Principal and

Administrative Staff) • Documented points in Teachers’ diaries • Documented points in Students’ diaries

The barriers identified have been communicated to the persons concerned

orally. Some of the ways the barriers have been addressed are quoted below: • Working hours of the library have been adjusted as per the needs of the

students; • Securing more copies of reference books in the library;

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• More number of computers have been provided for practice • Access for Technology lab is made easy and to every student; • Internet facility has been provided for all. • Teachers given opportunities to participate in intensive orientation

workshops for enrichment of content as well as methodology; • The approach of dealing with students has been changed by the authority

when noted. More details on measures taken in this area are explained in 2.3 Q.No.6 and

2.4 No.2 Close observation of teaching, personal feedback, group feedback, personal

counselling, informal talks, written feedback, suggestion box, performance in tests, supervision of the infrastructure, documentation point in students’ diaries.

2. Provide details of various assessment/ evaluation processes (Internal

assessment, midterm assessment, term end evaluations, external evaluation) used for assessing student learning?

The college follows strictly the concept of continuous and comprehensive

evaluation. The evaluation is comprehensive, in the sense that it takes into consideration both cognitive and non cognitive aspects. Both these aspects are evaluated on a regular basis making the system of evaluation continuous. Evaluation of all the theory subjects and practicum come under Cognitive Evaluation and SUPW, Service Learning, Physical and Health Education, Co curricular activities come under Non Cognitive Evaluation. a. Internal and External Ratio: The internal and external ratio of

assessment is 40:60. There is external evaluation for theory subjects and practical examination. Other non cognitive aspects are evaluated by the faculty members of the institution.

b. Midterm and end term examinations: B.Ed is under the annual scheme with one end term examinations. Two tests are conducted in each of the theory subjects in two terms.

c. The Process: The process of evaluation in each situation is structured and completely validated by the faculty members of the college. Both cognitive and non cognitive aspects are measured following valid criteria.

Tools used: The following strategies of evaluation are in practice to assess the B.Ed.

students learning. • Cognitive Evaluation: Teacher made tests • Non Cognitive Evaluation: Rating Scales (SUPW, Service Learning,

Physical and Health Education) • Continuous and comprehensive evaluation programme is being

carried out in the college.

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• Students’ initial knowledge on Secondary School content with respect

to their Content Based Instructional Methodologies is tested by administering a content test prepared by the faculty members.

• Initial level of life skills and teaching aptitude are tested by using a test constructed and validated by the faculty members.

• Students core teaching skills are assessed by the faculty during microteaching using a specified Performa developed for the purpose.

• Student teachers practice teaching lessons are assessed by the College faculty as well as by the school teachers/subject teachers based on the evaluation Performa developed for the purpose.

• Students do self evaluation of their teaching after every lesson using the Self Evaluation Performa provided.

• Students’ ability to observe and critically analyse the classroom lessons are assessed through their observation record written based on the format specially prepared for student teachers by the faculty.

• Student teachers ability to plan classroom instruction is assessed by their detailed lesson plan and unit plans written based on the format provided.

• Students’ practical knowledge of Models of teaching is assessed by observing the lesson on different models of teaching with the help of a specified evaluation proforma.

• Ability to construct objective based objective type test items, are assessed by evaluating the test items prepared by the students on secondary school syllabus based content.

• Ability to prepare a balanced question paper is done by assessing the unit test question paper prepared by the student teachers.

• Content knowledge on secondary school subjects related to Content Based Instructional Methodology are assessed through a content test prepared administered and evaluated by the faculty.

• Theoretical knowledge on curricular subjects is assessed through two internal tests, one before the midterm vacation and second at the end of the academic year by following the External Examination question paper pattern.

• Students’ ability to study any topic related to their subject is judged through their assignment work based on the tools used, method followed and conclusions drawn as well as reference and field work done.

• Student ability to shoulder responsibilities as a regular teacher is being assessed and certified by the Heads of Institutions during internship.

• S.U.P.W. activities are assessed based on the participation during the activity, quality of the product and the report. Separate evaluation proformas are prepared for each activity. Finally the scores are converted into grades based on the pre-determined range.

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• Service Learning Activities are assessed considering their participation in planning and execution of the activity. Evaluation of each activity is done using the specified Performa developed for the purpose.

• Co-curricular Activities are organized to develop students’ leadership skills. Each student in organizing the assigned co-curricular activity is assessed based on the evaluation proforma developed for the purpose.

• Community living skills and life skills are assessed during Citizenship Training Camp through kit inspection, observation of students participation during camp activity by the staff in-charge and every night before going to sleep, evaluation of the duties of different groups is done and feedback about their performance is told to the students.

• External Examination on curricular subjects’ theory is conducted annually as per the university norms for autonomous structure and coded central evaluation is followed.

• External Examination of practical (Teaching) is done at the end of academic year for a week. Students are allotted for two different schools to teach two lessons. Panel of examiners are decided by the college to each school. A specified evaluation proforma has been developed to evaluate the lesson. Average of the scores is considered as the performance level of the student.

The M.Ed. students’ learning is also assessed continuously • As a post-graduate student, the ability to make an in-depth study of a

subject and present the same before the group is assessed through Seminar Presentation of the Assignment Work by the faculty in all the subjects.

• Knowledge of theory is tested through internal test conducted following the external examination pattern in both the semesters.

• External examination on theory is conducted following the semester scheme as per the university norms.

• Internship training which includes supervision of micro-teaching, practice-in-teaching (macro lessons) and Models of teaching of B.Ed. students are assessed based on the records maintained by the students and their involvement in the growth of student teacher using the specified proforma constructed of the purpose. Finally the scores are converted into grades.

• Dissertation work is evaluated based on the research skills acquired by the student. A specified evaluation proforma has been developed by the faculty members. The dissertation work is assessed by the supervisor (faculty member) based on the criterion mentioned in the tool and the work done as internal valuation. The work is also assessed by an external examiner. The average mark is considered.

• The total weightage for dissertation work is 100 out of which twenty marks are for viva voce which is conducted by the Board of Examiners.

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3. How are the assessment / evaluation outcomes communicated and used in improving the performance of the students and curriculum construction?

The assessment outcomes are communicated in different ways: • Group communication: • Individual communication. • Through Counseling sessions • Informal sittings • Formal deliberate interaction with individual students

- The test results are communicated at the time of giving the valued answer papers. Suggestions to improve are communicated and the students are personally contacted when such need arises.

- The outcome of assessment of non-cognitive aspects is normally communicated in groups.

- Students and teacher educators together plan the ways and methods of performance improvement or follow up activities.

- Every staff member takes measures to plan and re-plan curriculum transaction strategies using the feedback received from students’ assessment/evaluation regarding practice in teaching, written tests, assignments and project reports submitted, results of psychological tests administered on student teachers, observation made and feedback given by the peers, Principal and school teachers and feedback given by the students themselves.

4. How is ICT used in assessment and evaluation process?

Language Lab and Computer Lab are used to assess students’ communicative skills and to train them as per the requirement. OHP, LCD and Computers are used for Seminar Presentation, to present the synopsis of Dissertation Work, Project Work, Activities of Science Club, Environmental Study Group, Human Rights Cell, Literary Club and Kannada Sangha. In this process students’ Organization Skills, Communication Skills, Management Skills, Leadership Skills, Social Skills etc are assessed and evaluated as per the criteria of assessment for each of the above mentioned activities. Computer based evaluation process is followed to assess the B.Ed., PGDCA and M.Ed. students in the area of computer practical work as part of their respective computer education courses.

Computers are being used in the assessment process in preparing the data

entry sheets to be distributed to the staff subject wise/ activity wise and the collected data is fed into the computer for further processing and printing reports. Ms-Excel worksheet is used for data processing. Since, the college now has ICT facility, attempts are made to post the results of the students through our website. It has ensured that each student has an operative e-mail account.

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Best Practices - I Title of the Practice : Value Integration through different Disciplines. The context that required initiation of the Practice : Education at present, with its emphasis on consumerism and competition for

achievement, has sidelined its central concern for the full development of the persons being educated. The important dimension of education, i.e., the development of the social, moral, aesthetic and spiritual side of human personality through the process of education is not given the priority it deserves. Value education has been the integral part of education from several decades, even the at times people look at the lack of education when something bad happens. Many a times it is the teachers who are blamed of the lack of values in the younger generation. Hence, it is not only in value education classes the students are given opportunities to reflect and personalize certain values, it should happen in every discipline and by every teacher. Every teacher teaching any discipline like Physical Science, Biological Science, Maths, Social Science or Mathematics needs to make attempt to Integrate Values through the disciplines they teach. This attempt has been made in our institution in a specific way by training the student teachers to plan lessons with value integration.

Objectives of the Practice :

• To orient the students teachers to the concept and importance of value integration.

• To help the student teachers to understand the phases of value integration. • To assist the student teachers to identify value plug points in their own

disciplines. • To guide the student teachers to develop lesson plans by integrating values

using the phases of value integrated approach in their disciplines. • To help the student teachers to use various techniques in value

internalization. The Practice : The student teachers are given a general orientation on the concept and

importance of value integration. The student teachers are exposed to the phases that could be used in value integration. The phases are as follows :

Phase 1 : Planning the Lesson in a Discipline (as usual) Phase 2 : Value Internalisation

Step 1 a: Identification of the value and its plug point in the appropriate learning point

1 b : Framing of Instructional objectives for the value identified and to be considered

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Step 2 : Discussion for value clarification Step 3 : Application of the value considered a) General b) Personalisation

Phase 3 : Continuation of the Lesson as usual The student teachers of all methodologies are given teacher demonstrations

to clarify value internalization. The student teachers are then guided to write lessons for value internalization in the phases mentioned above as follows :

Phase 1: Planning of a normal lesson which includes organization of learning points, listing of instructional objectives and methods and techniques to be used.

Phase 2 : Value Internalisation : Step 1 a : The student teacher is guided to do content analysis

and identify the values lived or upheld by the persons/objects/things/events/ happenings etc. These values are embedded in the content at a particular point of significance and appear to fit in well into the content at that significant point. At this point of the content, a class room teacher can highlight the value identified. At this point it can be emphasized, discussed, clarified and personalized. This point where value identified can be given emphasis for personalization and integrated into the content, is termed as the plug point. The student teachers identify the plug point.

Step 1b : Student teachers are guided to frame instructional objectives for the valued identified.

Step 2 a : Discussion for value clarification : After teaching the content of the learning point in

which a plug point for value consideration is located, the teacher pauses to dwell on that value. A number of techniques that can be used here are discussed with the student teachers. They include, use of pictures, newspaper clippings, role play, use of quotations, songs and poems, buzz sessions etc.

Step 2 b: Discussion on the value identified through probing and correlation questions. The student teachers are guided how to incorporate the value identified, in the discussion through questions. Then they are guided to devise activities to bring in correlation inorder to analyse the values of particular characters or situations and one’s personal values.

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Step 3 : Application of the value considered :

a) General : Here the student teachers are guided to incorporate the activities that encourage the students to consider situations in one’s day to day life which provide for the practice of the value considered.

b) Personalisation : The student teachers are guided to help

the students to make their personal choice of adopting the value in their pattern of life and help them to formulate personal action plans and make personal resolutions.

Phase 3 : Continuation of the Lesson as usual :

The student teachers are guided and suggested to continue the lesson and give an appropriate home assignment related to the value clarified.

Obstacles faced if any and strategies adopted to overcome them :

The value integration in disciplines like Science and Mathematics is found to be difficult and does not occur naturally. Thus a discussion with the senior teachers teaching the subject may help in identifying appropriate plug points. In future lesson planning workshops, an attempt will be made to train the student teachers to identify plug points and to work on value integration.

Impact of the Practice :

The practice of Value Integration in every discipline is indeed an unique attempt made by the institution to emphasize on creating a value oriented society. This practice has helped our student teachers to appreciate the values practiced not only by great people like scientists, poets, authors, historians etc. but also by all common people. This practice has helped them to reflect on the values and personalise them at their level before trying to adapt them in their lessons. The impact of this practice is seen among the teachers of co-operative schools. The school teachers have appreciated this practice and have asked us to continue the same. The practicing school teachers too have been applying this approach in their classroom teaching.

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Best Practice-II Title of the practice: Developing and fostering reflective thinking practices among Student Teachers. The context that required initiation of the Practice:

Reflective thinking is a part of the critical thinking process referring specifically to the process of analyzing and making judgments about what has happened. Dewey 1933 suggests that reflective thinking is an active, persistent, and careful consideration of a belief or supposed form of knowledge, of the grounds that support that knowledge, and the further conclusions to which that knowledge leads. Learners are aware of and control their learning by actively participating in reflective thinking – assessing what they know, what they need to know, and how they bridge that gap – during learning situations. Reflective thinking focuses on the process of making judgments about prompting learning during complex problem-solving situations because it provides students with an opportunity to step back and think about how they actually solve problems and how a particular set of problem solving strategy is appropriated for achieving their goal. Thinking, particularly reflective thinking or inquiry, is essential to both teachers’ and students’ learning. The documents in the past 10 years, especially the ‘National Curriculum Framework -2005’ and ‘National Curriculum Framework for Teacher Education-2009’ have focused on the importance of developing reflective thinking practices among students and student teachers. Modern society is becoming more complex, information is becoming available and changing more rapidly prompting users to constantly rethink, change directions, and change problem-solving strategies. Thus, it is increasingly important to promote reflective thinking during learning to help learners develop strategies to apply new knowledge to the complex situations in their day-to-day activities. Reflective thinking helps learners develop higher-order thinking skills by prompting learners to a) relate new knowledge to prior understanding, b) think in both abstract and conceptual terms, c) apply specific strategies in novel tasks, and d) understand their own thinking and learning strategies. Hence special attempts were made by the faculty of the institution to develop reflective thinking among students. Objectives of the Practice:

To develop reflective thinking practices among student teachers in the institutional set up in such a way that the student teachers will be able to transfer the same practices in the schools where they would teach in the coming years and also in their every day life situations to make their life better.

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Specific Objectives:

1. To develop reflective thinking practices in the context of Practice Teaching Programme of B Ed course.

2. To develop reflective thinking practices in the context of Service Learning Programme of B Ed course.

Strategies used for the Practice : (Objective One)

To achieve this objective, reflective practices and evaluation are adopted throughout Practice Teaching Programme. The strategies are followed at three levels namely Presage Strategies, Context Strategies and Output Strategies. Presage Strategies:

Preparation for practice teaching: Orientation about the concept of practice teaching for acquiring the skills of teaching is given. Continuous guidance about preparation of lessons and learning material, content delivery strategies are also given to the student teachers. After this the students are made to reflect on the preparation made. The students are made to prepare a check list and are guided to check whether the preparation made is appropriate. This is followed by deductions by the students which help them to reorganize their lesson as far as preparation is concerned. The major components of reflection at this stage are Planning, Content Mastery, Confidence and Technical Preparation. Tool used: check list Procedure: Analysis Context Strategies: The students are encouraged to teach based on the preparation made in the first stage. During and after each lesson the students are made to contemplate and reflect on the following points. Execution of teaching points (Accuracy, Pace, Clarity, Comprehensiveness) Inter-action (Teacher-pupil, Pupil-Pupil), Communication (Clarity, Affective base), Use of technical support (Black Board, Learning Aids), Concern for students’ learning, Evaluation (apt, Comprehensive). After reflection student teachers are encouraged to re-plan in such a way that they would avoid what is not required and work on strengthening the positive points. Tool used: Self evaluation proforma Procedure: Analysis and recording

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Output Strategies: The students are made to reflect on the following aspects at this stage: Achievement of Objectives Feeling of the teacher After this the students are made to reflect on the consolidated feed back of teachers, peers and self reflection and prepare for the next class accordingly. Obstacles: Since the student teachers are new to the field of teaching, in the beginning reflections are not deep and accurate. As they continue with teaching and reflective practices reflections become more meaningful and comprehensive. Strategies used for the Practice: (Objective Two) To achieve this objective, reflective practices and evaluation were adopted at the end of the service learning programme. Strategies adopted to develop reflective thinking during service learning Programme. Service learning being a major activity of the college there is scope to develop reflective thinking and hence this activity is selected for the purpose. Output Strategies: Students are made to analyse the needs of the society, plan and execute the programme as per the plans. After students execute the plan they are made to come together and reflect on how the programme is executed. The objectives which are made clear in the beginning of Service Learning Programme are brought again to recall and each one is made to reflect about the extent and ways of achieving the goals. The students reflect and identify the merits and limitations. The programme ends by ‘celebration’ for achieving the set goals to the possible extent. Impact of the Practice: The students are able to introspect and reflect their teaching preparation, teaching execution and are able to identify the merits and limitations specifically. Transfer is seen in other context like post field trip evaluation, individual work reflection etc. Resources Required: Human Resources: Initiation, continuous guidance and support by the members of the faculty. Material resources: Printed check lists, Self Evaluation proforma- prepared by the institution.

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Best Practice-III Title of the practice: “Developing and fostering learning skills and achievement through Constructive Approaches” The context that required initiation of the Practice: Educational practices, especially in the field of methodology have shifted from cognitivism to behavourism and today to a very meaningful philosophy, Constructivism. This is a way of learning where learners construct the knowledge on their own based on the experiences provided to them. Researchers like Piaget, Viogotsky have demonstrated the advantages of constructivism over cognitivism and behaviourism. The contemporary situation calls for teaching students the methods of learning rather than teaching the content matter. Realising this the government of India has given a call to all the teachers from class 1-XI to adopt constructive methodology which has been detailed in the document ‘National Curriculum Framework 2005”. This has necessitated all the teachers to discover ways of teaching students to learn and also exposing students to diverse experiences so that the students construct knowledge on their own. Hence the institution has tried to validate some constructive methodologies for teaching Science, Social Science and Language. Objectives of the Practice: To help students to create knowledge on their own. To help students to learn the skills of learning. Specific Objectives:

1. To enable student teachers to be independent learners 2. To enable students to learn through the experiences and exposure provided and

thus validate a specific constructive strategy known as ‘ 5 E MODEL’.

Strategies used for the Practice: (Objective One) ‘5 E Strategy’ is adopted to develop self learning skill and promote the focused learning output among students. This involves the following five steps: Engage: Number of activities are provided to access prior knowledge and engage the students in new concept. Short activities that promote curiosity and interest were given. Explore: A common base of activities is provided in which current concepts are identified and conceptual change is facilitated Explain: The teacher explains the concept in focus and provides opportunities to demonstrate conceptual understanding, process skills/ behaviours. Elaborate: the teacher challenges conceptual understanding and skills through new experiences through number of activities. Evaluation: Students assess their understanding and teacher evaluates student progress in relation to the objectives.

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Obstacles: It is a challenge for teachers to think of number of activities and to retain the students’ interest throughout... Impact of the Practice: The students are able to think of number of activities and comparatively become more independent to learn as they are exposed to different ways of learning. The students are able to work better in group situations. Resources Required: Human Resources: Initiation, continuous guidance and support by the members of the faculty, Teacher needs to be highly resourceful. Material resources: Work sheets and a place to conduct different activities. Additional Information to be provided by Institutions opting for Re-accreditation/Re-assessment:

1. What are the main evaluative observations/suggestions made in the first assessment report with reference to Teaching Learning and Evaluation and how have they been acted upon ? • The previous Assessment Report does not make any suggestions with

reference to Teaching Learning and Evaluation. However, the college enhanced further the facility of using the computers by the staff and students.

• The student teachers can easily browse the Internet, watch the multimedia and use the same for practice teaching. Special periods are allotted in the time-table for the purpose. They are also provided with additional time and guidance outside class hours to acquire communication skills, computer literacy and computing skills besides offering a graded computer course.

• The college has identified specific objectives based on the vision and mission of the college and strategic plans are made to attain the same. The teaching, learning and evaluation strategies of the college reflect the goals/objectives of the college. The strategic action plans made every year have facilitated to enhance the quality of teaching, learning and evaluation.

• Library hours and facilities have been extended to suit the students’ needs. • A special evaluation criterion has been developed by the institution to

collect and compile the feedback from the student teachers. • Special strategies like group counseling, personal counseling have been

developed and strengthened as feedback mechanism. • Criteria are developed to evaluate the teaching and personal competencies

accomplished by the student teachers. • Open Book Testing, Online Testing etc are introduced for B.Ed. and M.Ed.

Courses.

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2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation?

The regular meetings conducted and action plans evolved and executed by IQAC have facilitated the institution to evolve creative strategies for teaching, learning and evaluation. These are detailed in 2.3 Q.No. 1, 2, 3 and 4.

Few of such strategies are :

• All the assignments and projects of students are based on ICT. • Syllabus of all the courses is upgraded and updated every year under

autonomous status, based on new trends in education and to meet the needs of globalized society.

• Evaluation is made more objective by introducing objective type test items as part of internal tests and final examinations for B.Ed., M.Ed. and DPPTT Courses.

• Evaluation criteria for all the curricular and co-curricular activities have been evolved, e.g., Micro-teaching, Practice-teaching, Internship, Practical Examinations, S.U.P.W. Activities, Service-Learning Activities, Sports and Games, Citizenship Training Camp, Fieldtrips /Excursion, organizing co-curricular activities such as Academic Club, Cells and Sangha activities and days of celebration. These criteria have been made known to students at the beginning of the academic year.

• Self-evaluation/Self-appraisal strategies for students and staff are evolved, evaluated and used by the respective groups regularly.

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Criterion III

Research, Consultancy and Extension

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Criterion III : Research, Consultancy and Extension 3.1 Promotion of Research 1. How does the institution motivate its teachers to take up research in

education?

Research is an integral part of quality practice in our teacher education institution. In order to keep abreast of current knowledge and development in the field , the institution motivates its teachers through the following activities.

Faculty development programmes : The college organizes conferences, workshops and seminars at international, national and local levels, to keep abreast and to enhance research skills of the staff. The management encourages the staff to present research papers at international, national and local level conferences, workshops and seminars. Financial assistance is provided by U.G.C through the college to the faculty to attend international and national conferences and to present papers.

Undertaking Research Projects and Consultancy: The college encourages

the staff to write research proposals to undertake research projects with the various funding agencies such as UGC, UNESCO, ICSSR, UBCHEA, DIET and DSERT. It provides necessary facilities to implement the accepted Research projects. It invites experts from different universities to validate the research work undertaken by the staff members. A prize has been instituted by the college for the student who scores the highest in dissertation paper and this acts as a motivating factor for teachers to guide their students effectively. The institution encourages the staff members to provide consultancy to the Non Governmental Organizations and Governmental Organization such as University Faculty, DIET, CTE, DSERT, schools and other institutions in their research projects. Seven UGC minor research projects have been completed in the past five years by the college. Three UGC minor research projects are in progress. Two major research projects for UNESCO and three major projects for UBCHEA have been completed. One UBCHEA funded major research project is in progress.

Pursuing Higher Education: The Institution encourages the staff members to

pursue their higher studies. In the past five years one staff member has been awarded Ph.D. degree in Education, five have been registered for Ph.D. degree in Education, one has cleared NET, three members have completed their post graduation, one is pursuing Post Graduation studies.

Publication: The institution motivates its teachers to publish their research

articles in the leading peer reviewed Journals. • Dissertation Abstract: The institution encouraged the staff to compile and

edit the work of the M.Ed. student’s dissertation of the past 10 years (2003-2012) and has published a book ‘Collate Anns’-Volume 2.

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• Upgrading the college Journal : The college journal published annually has been upgraded with an ISSN assignment and college staff are encouraged and motivated to publish research articles in the College journal “St. Ann’s National Journal of Education”. In the first issue of 2014 all the staff members have published their research articles.

Research Facilities: The College has upgraded the following facilities and provided opportunities to the staff members to enhance their research skills. • Library Enrichment: A number of research journals specially peer

reviewed journals are subscribed to the library. Library is networked with INFLIBNET and DELNET and access is available to the staff and students. A number of books on research methodology and statistics have been added to the library.

• Research Centre: The Research centre established in the year 2008 , has been upgraded with required infrastructure for the staff. A separate staff cabin has been provided with online computer and Printer facilities.

Research Guidance: Apart from the 4 staff members who have been recognized as Ph.D. guides, additional 2 staff members have obtained guideship in 2012 under Mangalore University. Under the guidance of the faculty, 20 Research Scholars had registered for Ph.D. in Education during 2008-2009, out of which 15 Research Scholars faced Viva Voce and obtained Ph.D. Degree in Education and Four Research Scholars have submitted their Final Thesis. In the year 2011, Nine Research Scholars and in 2012, Eight Research Scholars have completed their Ph.D. Course Work and in 2013 Nine Research Scholars have registered for Ph.D. in Education. The college faculty are actively involved in Guiding the M.Ed. and M.A (Education) students of Mangalore University, KSOU and IGNOU every year.

Research Cell: The college has established a Research cell. This cell

undertakes a number of activities related to research .Research cell gives scope for the faculty and the students to undertake research work and for sharing research work of faculty through publications. The cell has organized a number of exposure lectures and Programmes for the faculty by inviting experts from India and Abroad.

Every year about twelve research colloquiums are organized by the cell in

which the research experts, faculty, Ph.D. scholars and M.Ed. students participate and discuss various research issues. These have been very fruitful exercises to all the participants to grow in research skills and culture.

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Teacher involvement : The College encourages the faculty members to get involved in committees related to research such as Research Expert Committee, Ph.D. Committee, Research Project Committee etc. under Mangalore university and other universities .The faculty members are encouraged to do the adjunction of Ph.D. Thesis of Mangalore University and other universities.

2. What are the thrust areas of research prioritized by the institution?

Research on Teaching: • Meta cognition, Constructive pedagogy, ICT pedagogy, Multimedia

pedagogy, Value integration • Inter disciplinary education, music education, management education,

business education, peace education, NLP education, service learning, sustainable development.

• Reflective Practices • Development of skills: Guidance and Counseling Skills, Life Skills, Soft

Skills, Thinking Skills, Problem Solving Skills, Creative Thinking Skills, Environmental Skills, Geo-spatial Thinking Skills, Multiculturalism etc.

Environmental Sustainability : • Environmental awareness, Bio ethical Awareness • Eco-friendly behavior • Eco-auditing • Preparation of wealth out of waste • Solid waste management

Programme Evaluation : • SSA Programme –Midday Meals, Samudayadatta Shale • ICT progamme –Mahiti Sindu

3. Does the institution encourage Action Research? If yes, give details on

some of the major outcomes and the impact Yes, the institution encourages and provides facilities to the faculty and

students to undertake Action Research Projects in the institution and seeks support from the practice teaching schools to enable the students to undertake Action Research Projects by the students. It is compulsory for all the B.Ed. students to implement the Action Research Project. Each student is expected to complete an assignment based on action research planned and executed. As an outcome of the action research the students develop the ability to • identify classroom problems • analyze the problem • devise strategies to solving the problem • draw an action plan • use descriptive statistics

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• write action research project report • share the action research project experiences with their companions.

Undertaking action research by the staff and students of the institution has a great impact to solve classroom problems and thus acts as a Quality Sustenance Measure.

4. Give details of the conference/ Seminar/ Workshop attended and/ organized

by the faculty members in the last five years

1. Dr. Sr. Leonilla Menezes, A.C. I. Significant Conference/Seminar/Workshop Attended:

• Attended an Assessors Interaction Meeting (AIM) for Teacher Education, organized by National Assessment and Accreditation Council, Bangalore, and held at National Law School of India University (NLSIU), Bangalore on 21st and 22nd January, 2010.

• Participated in a National Workshop on Autonomous Colleges from February 22– 26, 2010 at National University of Educational Planning and Administration (NUEPA), New Delhi.

• Participated in the World Conference – Teacher Education : Emerging Challenges and Responses, held at Dayanand Institute of Education Management and Research, DAV Public School Campus, Mumbai, on 10th and 11th December, 2011. Paper Presented titled, “Humanistic Approach to Teacher Education”.

• Participated in the Third Nitte International Conference on Development Challenges : Global Aspirations and Local Realities, held at Justice K.S. Hegde Institute of Management, NMAMIT, Nitte, on 29th and 30th December, 2012. Paper Presented titled, “Fine tuning Higher Education for Sustainability Initiative”.

• Participated in the National Conference for Vice-Chancellors and Principals of Member Institutions held at Christ University, Bangalore on 1-3rd May, 2013 on the theme Inspiring Higher Education Institutions for Nation Building Opportunities and Challenges. Paper Presented titled “Human Values Development for Nation Building”.

• Attended a Seminar for Sisters teaching in Colleges on the theme “Leadership and Effective Administrative Skills”, at Apostolic Carmel Generalate, Bangalore from 25th to 30th May,2013.

• Participated and was the Convener in the XXVII AIFUCTO statutory conference 2013 and NUEPA sponsored National Seminar on ‘Changing Paradigm of Higher Education-XII Five Year plan initiatives, at St.Aloysius College (Autonomous), Mangalore held on December 1st 2013.

• Attended a workshop on ‘Crises Management’ organised by The Apostolic Carmel Educational Society, at St. Ann’s Convent, Mangalore held on 18th January, 2014.

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II. Participated as resource person in following Workshops and Seminars:

• Served as a Resource Person at a Seminar on “Innovative Approaches in Teaching and Learning Process” to the Faculty Members of Jnanodaya Bethany Institution, Nellyadi, on 22nd May, 2009

• Served as a Resource Person at an Orientation to the Staff of Carmel English School, Mangalore, and guided them in their institutional planning, 2009.

• Seminar on ‘Service Learning’ for college teachers at St. Ann’s College of Education on 12th and 13th March, 2009.

• Served as panelists for panel discussion on “Social Responsibilities of educational Institutions – Role of teachers and Teachers association, organized by Canara First Grade College, Mangalore, 2010-11.

• Nominated by U.G.C., New Delhi, to be a Member of the Expert Committee for conferment of extension of Autonomous Status to Meston College of Education, Chennai, on 16th and 17th November, 2012.

• Served as a resource person at the orientation programme to the staff of Carmel College, Modankap, Bantwal, Staff and Students of Prestige International School and Presidency School, Mangalore, 2012-13.

• Served as Chairperson, Local Inquiry Committee for Inspection of four Colleges of Education for Grant of Renewal of Affiliation for the academic year 2013-2014.

• Served as one of the panalists and presented a paper titled ‘Practicing Service Learning in Teacher Education as a force to address Social Problems’ in the 4th Asia-Pacific Regional Conference on Service-Learning set for 4-7 June 2013 at Lingnan University in Hong Kong and Sun Yat-sen University in Guangzhou, China.

• Conducted an Orientation Programme for the faculty of St. Agnes P.G. Centre on the topic ‘Innovative Instructional Approaches and Research’, on 2nd July, 2013.

• Nominated by the NAAC to be a Member of Peer Team for Assessment and Accreditation of Twelve Colleges of Education in Maharastra, Andhra Pradesh, Kerala, Uttar Pradesh and Tamil Nadu, during the year 2012, 2013 and 2014.

• Nominated by Southern Regional Committee, NCTE, Bangalore, to be a Member of the Expert Committee for inspection of Two Institutions in Kodagu District, Karnataka, 2013.

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• Served as an Expert Vice Chancellor’s Nominee for the selection of

candidate for the post of Principal, Dr. Dada Vaidya College of Education, Ponda, Goa, on 30th October, 2013.

• Served as UGC nominee for granting Autonomous Status to St. Thomas College, Thrishur, in May, 2014.

III. Workshops Organized: • A workshop on developing Communication Skills was organized for

all the staff and students on 7th February 2009. Dr. (Sr.) Lydia Fernandes, the former principal of our College was the resource person.

• A two-day U.G.C. Sponsored State Level Workshop on “Service Learning Training Programme to develop Service Learning Skills among College Lecturers”. was organized for the staff and 35 college lecturers of other colleges, it was held on 12th and 13th March, 2009.

• A workshop on Training in Animation Techniques through Flash was arranged for our staff members and they have derived much benefits from it. Mrs. Ahalya the Head of the Department, Computer Education, St. Agnes College was the resource person.

• A two-day Seminar on ‘Trends in Research in Education’ was organized by the College to develop and strengthen the Research Skills of the Staff and Research Scholars on 26th and 27th August, 2009. Dr.T.S Rao was the resource person.

• A one day Seminar on ‘Education for Sustainable Development” Was organized by the college sponsored by UNESCO, New Delhi, 2010. Dr. (Sr.) Leonilla Menezes, A.C., Dr. (Sr.) Maria Roopa A.C, Dr. (Mrs.) Vijaya Kumari S.N, Dr. (Mrs). Flosy D’Souza, Mrs. Sharmila Mascarenhas and Mrs. Annie Dimple Castelino were the resource Persons.

• A two day workshop on Qualitative Research in Education was organized for staff and M.Ed students of our College. Dr. K. Subbammal, Dean, Dept. of Edn., Vinayak Mission University, Tavalakuttam , and Dr. K. Nirmal, Professor and Head, Department of Education, Periyar University, Salem were the Resource Persons.

• A one day workshop on Gender Sensitization was conducted for our staff and students sponsored by AIACHE. Prof. Kishori Nayak K., Director, Centre for Women’s Studies, Mangalore University was the resource person.

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• A one day workshop on ‘Preparing, Validating Instructional

Modules and Strategies on Peace Education and Training Student Teachers for using Peace Education Strategies at Secondary School Level’, organized by the college sponsored by UNESCO, New Delhi, 2011. Dr.(Sr.) Leonilla Menezes A.C., Dr. (Sr.) Maria Roopa A.C, Dr. ( Mrs.) Shashikala A, Dr. (Mrs.) Vijaya Kumari S.N, Dr. (Mrs). Flosy D’Souza, Sr. Maria Myrtle, Mrs.Sharmila Mascarenhas, Mrs. Jasmine Elvita D’Souza and Mrs. Deepti Nayak were the resource Persons.

• A two day workshop on “Research in Education” was organized for our staff. Finances were met from UGC Autonomous Grant. Dr. A.G Bhalwankar was the Resource Person.

• The college using financial assistance from UGC under Autonomous Grant organized a Two Day Workshop on ‘Qualitative Research’. And a Two Day Workshop on I.C.T. in Education and Statistical Analysis and Interpretation in 2012.

• U.G.C. Sponsored National Level Conference on ‘Education and Women Empowerment’ held on 12th and 13th September, 2013 in collaboration with Department of Women and Child Development, Mangalore, Government of Karnataka, for Teachers, Teacher Educators, Research Scholars, Specialist in different fields and intellectuals.

• One day International Seminar On ‘Accountable Education’ was organized on March 23, 2013. Dr. Clay M. Starlin, Director, International Educational System Projects, Worcestar and Sue Fan Foo, Associate Professor of Education, Worcester, USA were the Resource Persons.

• One day seminar was organized for our B.Ed. Students on ‘Developing Communication Skills’ in 2010, 2011, 2012, 2013 and 2014.

• One day seminar on Neuro Linguistic Programming was organized for our B.Ed. students in 2011, 2012, 2013 and 2014.

• Seminar on ‘Guidance and Counselling’ was orgnaised for the B.Ed. students in 2011, 2012, 2013 and 2014.

• One day seminar on ‘Waste Management’ for B.Ed. Teacher Trainees was held on 8th July 2013.

• One day workshop on ‘Singing of Bhavageethe’ for B.Ed. Kannada teacher trainees was held on 16th April, 2013. Shri Sandeep R. Ballal, Music Lecturer, Sarasa Arts and Science College, Mangalore was the Resource Person.

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• One day workshop on ‘Continuous Comprehensive Evaluation (CCE)’ for B.Ed. Teacher Trainees was held on 9th July 2013. Dr. Kumaraswamy, Professor, College of Teacher Education, Mangalore was the resource person.

• One day workshop on ‘Concepts of Socialism, Liberty, Equality and Fraternity’ was held for faculty and M.Ed. students on 9th January, 2014.

• Workshop on ‘Management Crises and Effective Management’ held on 18th January, 2014. 95 Heads of Institutions and alumnae of the college participated in this workshop.

• Workshop on Constructivistic Pedagogy for English Teachers held on 1st February, 2014.

• Workshop on ‘Skills of Communicative English’ for High School teachers of Karnataka in May, 2014.

• Workshop on ‘Training in Service Learning Strategies’ for High School teachers of Karnataka in May, 2014.

• Workshop on ‘Self Defensive Skills’ for B.Ed. Teacher Trainees was held on 19th and 25th May, 2014.

• Workshop on ‘Learning Phonetics in English’ for B.Ed. Teacher Trainees was held on 30th May, 2014.

• Workshop on ‘Continuous Comprehensive Evaluation (CCE) in teaching of Physical Science’, Mathematics, Social Science and Kannada for B.Ed. Teacher Trainees was held on 7th June 2014. Mr. Subramanya Shastry, Graduate Assistant, Badriya Composite P.U. College, Mr. Gopalakrishna Bhat, Graduate Assistant, St. Aloysius High School, Mrs. Vinaya Kumari Y., Graduate Assistant, Bharat High School, Ullal, Mr. Joel Lobo, Graduate Assistant, Goverbnment High School, Bantwal, Mr. Ananthapadmanab, Graduate Assistant, Government High School, Mangalore were was the resource persons.

• Workshop on ‘Methods of Teaching Geography for Social Science B.Ed. teacher trainees held on 10th June, 2014. Sr. Sylvette, A.C., Retd. Professor, St. Agnes College, Mangalore, was the resource person.

• Spiritual Orientation Programme for B.Ed. teacher trainees held on 13th June, 2014. Fr. Praveen Leo Lasrado, St. Josephs Seminary, Jeppu, Mangalore.

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2. Dr. (Sr.) Maria Roopa, A.C.

I. Significant Conference/Seminar/Workshop Attended:

• Attended a UGC sponsored workshop on ‘Capacity Building of Women Manager in Higher Education’ organized by Mangalore University from 7th to 11th December, 2009.

• Attended a National Seminar on ‘Religious Pluralism and Higher Education’ held on 11th to 12th February, 2010 organised by Asian Centre for Cross-Cultural Studies, Chennai.

• Attended a three day National Seminar on ‘St. Tresa of Avila’ held on 13th to 15th February, 2011 at Madarshen Aluva, Kerala.

• Attended an International Conference of AIAER on ‘Learning Community for Global Education Reform’ held on November, 18-20, 2011, at Institute of Professional Studies, Gwaliar and presented a paper “Teacher in the Context of Globalization”.

II. Participated as resource person in workshops and seminars:

• Served as Resource Person for the Sunday School Teacher Training Programme for KTC students at Bailur on 22nd April, 2010 organised by Karnataka Theological College, Mangalore.

III. Research Papers Presented:

• Attended an International Conference of AIAER on ‘Learning Community for Global Education Reform’ held on November, 18-20, 2011, at Institute of Professional Studies, Gwaliar and presented a paper “Teacher in the Context of Globalization”.

IV. Workshops Organized:

• Workshop on “Neuro Linguistic Programme” at St Ann’s College of Education (Autonomous), Mangalore in 2011, 2012, 2013 and 2014.

2. Dr. Sr. Maria Myrtle A.C. I. Significant Conference/Seminar/Workshop Attended:

• Attended a State Level workshop on ‘Service Learning Projects for College Teachers’ sponsored by UGC at St. Ann’s College of Education, Mangalore, on 12 to 13th ,March 2009.

• Attended a Seminar – cum-workshop on’ Advancing ESD in Teacher Education – Trends and Prospects in Educational Research’, Conducted by a collaborative effort of the Centre for Environment Education, Bangalore with the National Council of Teacher Education and several Teacher Training Institutions in Bangalore, IASE, R.V. Teacher’s College, Bangalore from 19 to 21st March 2009.

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• Attended a National Seminar on Value Education and Catechetic (for Catechetics and Teachers), NBCLC , NBCLC of the Catholic Bishops’ Conference of India Bangalore, India, from 4th to 14th May 2009.

• Participated in the Faculty Development Program on Statistical Techniques and Data Analysis using SPSS, organized by SPSS South Asia and St. Agnes College, Mangalore, from 16 Seminar on Trends in Research in Education th and 17th July 2009.

• Participated in the Seminar on Trends in Research in Education, organized by St. Ann’s College of Education, Mangalore from 26th & 27th August 2009.

• Attended a UGC Workshop for Teacher Educators and research Scholars on “Writing Research Papers”, organized by IQAC and R&D Cell, Sri Sharada College of Education, Salem, from 19th and 20thMarch 2010.

• Attended the Ninth Annual Convention and International Seminar of Council for Teacher Education on Peace Education: An Orientation for Gen Next and presented the paper on “Value Based Approach to promote Peace Education” at St.Thomas College of Teacher Education, Pala from 13th and 14th of August,2010.

• Attended the National Seminar on ‘Assimilating Recent Developments of ICT in Education’ and presented the paper on “Perspectives on ICT Integrated Approach at Teacher Education Level” at Kuvempu University, Shimoga District from 8th and 9th of October 2010.

• Attended a National Level Seminar cum Workshop on the theme “Autonomy: Concept, Issues and Challenges” at St.Aloysius College, Mangalore on 23rd and 24th October, 2010.

• Attended an International Seminar cum Annual Conference of All India Association for Educational Research on Teacher Empowerment and Institutional Effectiveness and presented the paper on “Metacognitive-Cooperative Learning Approach to enhance Mathematics Education” at Maharaja Madakarinayaka First Grade College and Department of P.G. Studies Chitradurga from 1st to 3rd November, 2010.

• Attended the Five Days Seminar and training programme on Life Skill Education, organized by Southern Region of CTE and Rajiv Gandhi University of Youth Development at Maria Bhavan Trivendrum, Kerala, from 22nd November to 26th November, 2010.

• Attended a two days Workshop on Research in Education at St.Ann’s College of Education Mangalore from Aug 16th and 17th 2011.

• Attended one day Workshop on teaching of Science and demonstration at St.Agnes College Mangalore in collaboration with Pilikula Science Centre Mangalore, on 14th Feb. 2012.

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• Attended two days seminar on ‘Peace Building and Conflict Resolution”, organized by The Action Research Centre team CODP, Mangalore from 27th and 28th March, 2012.

• Attended a workshop on Contributions of Coastal Karnataka Christians to the Society on the Silver Jubilee Celebration of the Establishment of Diocesan Chair in Christianity in Mangalore, organized by Chair in Christianity in Mangalore, Mangalore University, on 21st November, 2012.

• Attended an International Workshop on “Accountable Education” at St.Ann’s College of Education Mangalore on 23rd March,2013.

• Participated in the Valedictory and Diamond Jubilee and 21st Triennial Conference 2013 of Xavier Board of Higher Education in India on the theme “ Social Inclusion in Higher Education, India”, at Prabhodhana, Pallottine Theological Centre, Sriramapura, Mysore from 27th to 30th, April, 2013.

• Attended a seminar for Sisters teaching in Colleges on the theme “Leadership and Effective Administrative Skills”, at Apostolic Carmel Generalate, Bangalore from 25th to 30th May,2013.

• Attended one day Workshop on Continuous Comprehensive Evaluation, at St.Ann’s College of Education Mangalore on 9th July,2013.

• Attended one day Workshop on recent Documents in Education and their Implications to Methodologies of Teaching Different Subjects for Faculty Members, at St.Ann’s College of Education Mangalore on 16th and 17th August, 2013.

• Attended a National Level Conference on Education on “Education and Women Empowerment” and presented the paper on “Perspectives of Women Empowerment through Value Education” sponsored by UGC organized by St.Ann’s College of Education Mangalore and Department of women and Child Development, Government of Karnataka, Mangalore from 12th and 13th September,2013.

• Attended two day seminar on “Improving Productivity at Work Place and Mission Orientation” at St. Ann’s Provincial House Mangalore on 4th and 5th November, 2013.

• Attended a one day seminar on Necessity and Method to obtain Minority Certificate at St. Aloysius High School, Mangalore on 5th March, 2014.

• Attended a workshop on ‘Crises Management’ organised by The Apostolic Carmel Educational Society, at St. Ann’s Convent, Mangalore held on 18th January, 2014.

• Attended a workshop on ‘Continuous Comprehensive Evaluation’ organized by the College of Teacher Education, Mangalore held on 27th May, 2014.

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II. Participated as resource person in following workshops and seminars:

• For the Sunday School Teachers Training Program for KTC Students on “Preparing and Using Teaching Aids in Sunday Schools” at Bailur on 22nd April,2010 organized by Karnataka Theological College Mangalore.

• Three day Teachers Training programme “Towards Effective Teaching and Learning” given a Value Orientation programme for the teachers of Vishwa Mangala High School, at Mangalore University campus, Mangalagangothri, Mangalore on 26th May, 2011.

III. Workshops Organized:

• One day State Level Workshop on Mathematics for High School and PU College Mathematics Teachers in honour of Srinivas Ramanuja’s 125th Birth Anniversary was held on 13th February, 2012.

• Workshop on “Content Enrichment Programme in Mathematics through Origami and Embroidary” for B.Ed. Teacher Trainees of Mathematics Methodology at St.Ann’s College of Education Mangalore held on 24th November, 2012.

• One day Seminar on “Content Enrichment programme in Mathematics on new CBSE Syllabus for Class VIII” for B.Ed. Teacher Trainees of Mathematics Methodology at St.Ann’s College of Education Mangalore held on 10th December, 2012.

• Demonstration Lesson in Mathematics based on new CBSE Syllabus for class VIII for B.Ed. Teacher Trainees of Mathematics Methodology at St.Ann’s College of Education Mangalore held on 12th December, 2012.

• Workshop on “Preparation of Teaching Learning Material in Mathematics” for B.Ed. Teacher Trainees of Mathematics Methodology at St.Ann’s College of Education Mangalore held on 11th February, 2013.

• One day workshop on “How to create Interest in Mathematics” for B.Ed. Teacher Trainees of Mathematics Methodology, St.Ann’s College of Education Mangalore held on 2nd March, 2013.

• One day workshop on “Preparation of Teaching Learning Material in Mathematics” for B.Ed. Teacher Trainees of Mathematics Methodology at St.Ann’s College of Education Mangalore held on 23rd April, 2013.

• One day workshop on “Effective use of ICT in Mathematics using Geogebra for B.Ed. Teacher Trainees of Science Methodology at St.Ann’s College of Education Mangalore held on 8th June, 2013.

• One day workshop on “Demonstration Lesson in Mathematics based on CBSE Syllabus for class IX using New Constructivist Approach held on 5th February, 2014.

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3. Dr. (Mrs. ) Padmavathi M. I. Significant Conference/Seminar/Workshops Attended:

• Attended two day Workshop on ‘Research in Education’ at St.Ann’s College of Education Mangalore on August 16th and 17th 2011.

• Attended an International Conference on Education 2012 at Lovely Professional University, Jalander, Punjab from 6.4.2012 to 8.4.2012 and presented a paper titled ‘Shaping Future Class Rooms’.

• Attended an International Conference at Massachusettes Institute of Technology, Massachusettes, U.S.A , “Sixth International Conference of MIT’s Learning International Networks Consortium (LINC)” and presented a paper titled ‘Impediments to Bringing Education to All’ from June 16 -19, 2013.

• Participated and Chaired a session at the National Level Conference on Education on “Education and Women Empowerment” and presented the paper on “Perspectives of Women Empowerment through Value Education” sponsored by UGC organized by St.Ann’s College of Education, Mangalore and Department of Women and Child Development, Government of Karnataka, Mangalore on 12th and 13th September,2013.

• Attended an International Workshop on “Accountable Education” at St. Ann’s College of Education Mangalore on 23rd March,2013.

• Attended one day workshop on ‘Continuous Comprehensive Evaluation’, at St.Ann’s College of Education Mangalore on 9th July,2013.

• Attended one day workshop on Recent Documents in Education and their Implications to Methodologies of Teaching Different Subjects for Faculty Members, at St. Ann’s College of Education, Mangalore on 16th and 17th August, 2013.

• Participated in the XXVII AIFUCTO statutory conference 2013 and NUEPA sponsored National Seminar on ‘Changing Paradigm of Higher Education-XII Five Year plan initiatives, at St. Aloysius College, Mangalore from November 30th to Dec 2nd 2013.

II. Participated as Resource Person in following Workshops and Seminars:

• Served as a Resource Person for the Degree College Teachers of Mangalore University on “Innovative Practices in Teaching Learning Process” organized by Canara College, Mangalore, on 22nd August, 2009.

• Served as a Resource Person at a Workshop for the Faculty organized by G.M. Vidyaniketan Public School, Brahmavar, Udupi, 2011-2012.

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• Served as Resource Person at the Workshop on “10wμ° q®Š®S®r‡®± vær°‡®±

„Â¯Çμ CºTåÇ¬ ïÇ®‡®±u® y®j®ãy®¼š®ÙN®u® Ÿî®¾¯âŸr” held at College of Teacher Education, Mangalore, from 16th to 19th September, 2013.

III. Workshops Organized:

• A workshop on “Communicative Skills in English’ was organized for B.Ed. student teachers of St. Ann’s College of Education, Mangalore, in 2009, 2010,2011,2012 & 2013.

• A workshop was organized for B.Ed. student teachers of English Methodology on “Developing Environmental Awareness among B.Ed. Non Science student teachers of English Methodology in 2011.

• Two day workshop on “ICT in Education and Statistical Analysis and Interpretation” was organized for the faculty of St.Ann’s College of Education on 30th and 31st August, 2012.

• A workshop was organized for the faculty of St.Ann’s College of Education on ‘Research Trends and Statistics in Educational Research’ in 2012.

• Workshop on Constructivistic Pedagogy for English Teachers held on 1st February, 2014.

4. Dr. (Mrs.) Shashikala A. I. Significant Conference/Seminar/Workshop Attended:

• Seminar on ‘Service Learning’ for college teachers at St. Ann’s College of Education on 12th and 13th March, 2009.

• Attended number of workshops organized by DSERT, Bangalore on preparation of textbooks.

• Attended workshop on the preparation of an encyclopedia in Kannada on Education, organized by KSOU, Mysore.

• ‘Should the quality standards at the school education level in India be fixed, if so, at what level ?’- A paper presented at the International Conference on ‘Learning Community for global education reform’ by AIAER and the Institute of Professional Studies, Gwalior, Madhya Pradesh, held from 18th to 20th Oct 2011.

• Participated in a two day national conference on ‘Women and Development’ organized by the centre for Women’s Studies, Mangalore University, 2012.

• Focusing on an imperative philosophical dimension to derive goals and standards for Higher Education’ – A paper presented at the Third NITTE international conference on ‘Global Aspirations and Local Realities’ held at Justice K S Hegde Institute of Management, NITTE, on 29th and 30th Dec 2012.

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• Participated and presented a paper “ A Qualitative Study of Four Primary School to Deduct Post Universalization Goals’– A paper presented at an International Conference at Banaras Hindu University, Varanasi from 16th to 18th Nov 2013.

• Participated in the XXVII AIFUCTO statutory conference 2013 and NUEPA sponsored National Seminar on ‘Changing Paradigm of Higher Education-XII Five Year plan initiatives, at St. Aloysius College, Mangalore from November 30th to Dec 2nd 2013.

• Attended workshop on the School Leadership, organized by NUEPA, New Delhi and Sarva Shiksha Abhiyana, Bangalore held at Grant INN Hostel, Bangalore on 8th January, 2014.

II. Participated as Resource Person in following Workshops and Seminars: • Served as resource person at the Workshop on the occasion of ‘World

Physiotherapy Day’ to Physiotherapy faculty and students, on “Constructive Teaching and Creative Thinking” at M.V. Shetty College of Physiotherapy, Mangalore, on 8th September, 2009

• Served as resource person at a workshop on ‘Towards Creating New Teaching Models’ at Sridevi Institution of Physiotherapy, Mangalore, on 8th September, 2009.

• Appointed by the Government of Karnataka, as the chair person of writing text book for 8th Standard, Kannada language, Text Book association, Bangalore. Served as a Resource person in a Seminar on “Action Research” at Beary’s College of Education, Kundapur, 2010-11.

• Served as Advisor for the Preparation of Encyclopedia in Kannada, at Karnataka State Open University, Mysore.

• Served as resource person in a workshop on ‘Effective Practices in Teaching’ for teachers of GM Vidyanikethan, Public School, Bramhavar, Udupi 2012

• Nominated by Southern Regional Committee, NCTE, Bangalore, to be a Member of the Expert Committee for inspection of Three Institutions in Hyderabad, from 7th to 12th June, 2012.

• Served as resource person at a Workshop for Teachers of G.M. Vidyaniketan Public School, Brahmavar, Udupi District, 2012.

• Appointed as the Member, Advisory Board, Karnataka State Open University, Mysore, for the preparation of Encyclopedia in Education (Kannada Version) and published 14 articles in the same, 2012.

• Served as the Chairperson for the Preparation of 8th Std. Third Language Kannada Text Book, Government of Karnataka,2012.

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• Served as resource person at a training programme on ‘Development

of Skills related to Contact Programme for Open University Courses (UGC Sponsored), to the teachers of affiliated colleges and post graduate departments of Mangalore University held on 25th March, 2014 at Mangalore University.

III. Workshops Organized: • A two day workshop on writing Instructional objectives using new

pedagogy, organized for the teaching faculty. • Health Awareness Programme through Community Based Activities

in rural areas for the in-service Teachers and School Students of Dakshina Kannada District, through Service Learning Approach.

• Organized a National Level Conference on ‘Education and Women Empowerment’ held on 12th and 13th September, 2013 in collaboration with Department of Women and Child Development, Mangalore, Government of Karnataka, for Teachers, Teacher Educators, Research Scholars, Specialist in different fields and intellectuals.

• Two day workshop for the Faculty of St.Ann’s College of Education on ‘Recent Documents in Education and their implication to Methodologies of Teaching Different Subjects’ was held on 16th and 17th August, 2013.

5. Dr. (Mrs.) Vijaya Kumari S.N. I. Significant Conference/Seminar/Workshop Attended:

• Participated in a Implementation of Sustainable Development at Teacher Education Level-An Action Plan: National Seminar on Education the Sine Qua Non for Sustainable Development at St.Thomas College of Teacher Education Pala, Kerala on 20th and 21st August 2009.

• Participated in the Perspectives on Multimedia Teaching and Learning in the Context of Learning Centered Education -National Conference on “Technology Mediated Learning for Professional Development of Personnel at Teacher Education Level” at J.S.S. College of Education and P.G. Centre in Education, Bijapur, Karnataka, 20th and 21st August, 2010.

• Participated and presented a paper titled Constructivist Approach to Teacher Education : An Integrative Model for Reflective Teaching”.- World education Conference – Teacher Education Emerging Challenges and Responses, held at Dayananda Institute of Education Management and Research, DAV Public School Campus, Mumbai, on 10th and 11th December, 2011.

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• Perspectives on Adolescents Leadership in the Context of Women Education and Empowerment –UGC Sponsored National Conference on “Education and Women Empowerment” Organized by St. Ann’s College of Education(Autonomous), Mangalore, on 12th and 13th September, 2013.

• Participated in a UGC Sponsored National Conference on “Education and Women Empowerment” Organized by St. Ann’s College of Education(Autonomous), Mangalore, on 12th and 13th September 2013 and presented a paper “ Perspectives on Adolescents Leadership in the Context of Women Education and Empowerment.”

• Participated in the XXVII AIFUCTO statutory conference 2013 and NUEPA sponsored National Seminar on ‘changing paradigm of Higher Education-XII Five Year plan initiatives, at St. Aloysius College ,Mangalore from November 30th to Dec 2nd 2013.

• Participated in the National University of Educational Planning and Administration (NUEPA) sponsored National Seminar on Changing Paradigm of Higher Education XII Five Year Plan Initiatives held on December 1st 2013 at St. Aloysius College (Autonomous), Mangalore.

II. Participated as Resource Person in following Workshops and Seminars: • National Seminar on “Education the sine qua non for Sustainable

Development and presented a paper on, “Implementation of Sustainable Development at Teacher Education Level – An Action Plan”, at St. Thomas College of Teacher Education, Pala, on 20th and 21st August, 2009.

• Workshop on Question Bank Project on General Intelligence and Reasoning conducted by Staff Selection Commission, at Bangalore, on 10th July, 2009 and 10th and 11th September, 2009.

• Served as a Resource Person at y®ä…ºuÂ® î®±ºl®wμ “y®äš®±Ùq® y®‹°£¯ y®u®Ür‡®±

š¯uÂ®N® „¯uÂ®N®S®¡®±” – ýμ¶£®pN® ïX¯Š®Sμ²°™Õ, š®ºq® zÃŒμ²°ï±w¯ y¹älÂ®ý¯Œμ, y®¼q®²ÙŠ®±, vw¯ºN® 08-09-09.

• Workshop on Question Bank Project on General Intelligence and Reasoning. Briefing Session and main session conducted by staff selection commission Karnataka Kerala Region Bangalore on 10th July and 10th and 11th of September 2009.

• Workshop on Action Research for D.Ed. College lecturers conducted by DIET Mangalore on 14th and 15th of December, 2009.

• DSERT sponsored project ‘Development and Organization of Laboratory Activities in Science with reference to High School Subjects at IASE R.V.Teacher’s College Bangalore August, 2010.

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• National Conference on “Technology Mediated Learning for

Professional Development of Personnel at Teacher Education Level” at J.S.S. College of Education & P.G. Centre in Education, Bijapur, Karnataka, 20th and 21st August, 2010.and presented a key paper “Perspectives on Multimedia Teaching and Learning in the Context of Learning Centered Education.”

• Workshop on NTSE and NMMS Examination Question Bank on General Mental Test for the academic year 2010-2011 at DSERT Bangalore on 20th and 21st of September 2010.

• Teacher Empowerment Training for Assistant Professors organized by Govt. of Karnataka, Department of Collegiate Education at S.D.M.College Ujire from 8-5-2011 to 14-5-2011 and at Vivekananda College Puttur from 12-6-2011 to 18-6-2011.

• Teacher training programme ‘Towards Effective Teaching and Learning’ at Vishwamangala High School Mangalore University Campus Mangalagangotri on 26th May, 2011.

• Workshop on NTSE and NMMS Examination Question Bank on General Mental Test for the academic year 2011-2012 at DSERT Bangalore on3rd and 4th of October, 2011.

• Capacity Building Training for B.Ed. College Teaching Faculty conducted by CTE Mangalore at St. Ann’s College of Education from 12th to 14th of October 2011.

• Orientation programme on Action Research for CTE faculty members conducted by CTE Mangalore on 19th July 2012.

• “Research for Novice” National level seminar organized by Zulekha Nursing College Bunder, Mangalore on 7th and 8th of August 2012 and delivered lecture on “Research Process, Selecting and Developing Research Problem.”

• Workshop on NTSE and NMMS Examination Question Bank on General Mental Test for the academic year 2011-2012 at DSERT Bangalore on30th September and 1st of October, 2013.

• Severed as resource person at 1st Refresher Course in Educational Studies on the Thrust Area – Trends in Educational Research organized by UGC – Academic Staff College, University of Mysore on 19th March, 2014.

• Severed as resource person at a training programme on ‘Development of Skills related to Contact Programme for Open University Courses (UGC Sponsored), to the teachers of affiliated colleges and post graduate departments of Mangalore University held on 25th March, 2014 at Mangalore University.

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6. Dr. (Mrs.) Flosy C.R. D’Souza I. Significant Conferences/Seminars/workshops attended

• Participated in a two day seminar on “Trends in Research in Education”, at St. Ann’s College of Education, Mangalore, in August, 2009.

• Participated and presented a paper at the 14th World Conference in Education at the University of Pec’s , Hungary, on the theme ‘Defining Democracy, Freedom and Entrepreneurship in the context of a globalised Society”, held from 7th to 19th of July, 2010.

• Participated and presented a paper at the National Conference on “Education for Socially and Economically Deprived” at the School of Education, Pondicherry Central University in March, 2010.

• Participated in the National Workshop on “Writing Research/Scholarly articles” organized by AIAER, at St. Aloysius Institute of Education, Mangalore in October, 2010.

• Participated and presented a paper at the International Conference in Education on “Learning Communities”, with the paper titled: “Differentiated Instruction a Global need in Education” at Gwalior organized by AIAER, from the 18th to 20th of November, 2011.

• Participated in the seminar on ICT in Education & Statistical Analysis and Interpretation seminar for Teacher Educators at St. Ann’s College of Education on 30th and 31st of July, 2012.

• Participated in the seminar on Qualitative Research for Teacher Educators at St.Ann’s College of Education on 1st and 2nd of August 2012.

• Attended a three day “Inter-National Conference on Education For Achieving Millennium Development Goals” held at Banaras Hindu University, Varanasi and presented a paper ‘Differentiated Instructional Practices : A Global Need towards Quality in Education’ and ‘Academic Session – 5 : Education for Ensuring Environmental Sustainability’ on 16-18 November, 2013.

• Participated and chaired a session in the National Conference on Education and Women Empowerment at St. Ann’s College of Education on the 12th and 13th of September, 2013.

• Participated in the International Workshop on Accountable Education for Teacher Educators and Teachers at St. Ann’s College of Education on the 23rd of March, 2013.

• Participated in the XXVII AIFUCTO statutory conference 2013 and NUEPA sponsored National Seminar on ‘Changing Paradigm of Higher Education-XII Five Year plan initiatives, at St. Aloysius College, Mangalore from November, 30th to December, 2nd 2013.

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II. Participated as Resource Person in following Workshops and Seminars Served As a Resource Person: • At a Workshop for Government Secondary School teachers on

Educational Technology- Computer as a Multimedia Tool organized by CTE, Mangalore in September, 2009.

• At a Workshop for Government Secondary School teachers on Models of Teaching organized by CTE, Mangalore in September 2009.

• At a one day seminar for Post graduate Physiotherapy students of the Karnataka state organized by M.V. Shetty College of Physiotherapy on ‘Teaching and Thinking Skills’ in November, 2009.

• At a one day Faculty development programme on ‘Learning to think creatively’ at Jnanodaya Bethany School at Nelyadi, in September, 2009.

• At a one day Faculty development programme on developing Research skills at St. Aloysius Institute of Education, Mangalore, in January, 2010.

• At the National level workshop on “Innovation in Nursing Education”- New Vision & Venture on the topic “Micro Teaching” organized by City College of Nursing, in Mangalore on the 12th and 13th January, 2010.

• At a UGC Sponsored National Seminar for Teacher Educators on “Techno Pedagogy” and presented theme papers on “E-learning” & “E-Assessment” at St. Josephs Women’s College of Education, Kochi, Kerala State on the 21st and 22nd of July, 2011.

• At the 2 day Competency building workshop for the Commerce Post Graduate faculty and students on “Effective Lesson Planning in Commerce” organized by the PG Department of Commerce, on the 28th and 29th of October 2011, at St. Agnes College, Mangalore

• Addressed the Parents of students of SMS English medium School, Brahmavar, on Effective Parenting Styles on the 4th of August, 2012.

• At a Training cum Workshop for CBSE & ICSE School teachers of Dakshina Kannada and Udupi Districts on “Classroom Management Techniques” organized by the Association of CBSE & ICSE School teachers on 12th of July, 2012.

• At a one day Faculty development programme on “Innovative Strategies of Teaching at College level” at St. Agnes First Grade College(Autonomous), Mangalore, on 5th of October, 2012.

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• At a UGC Sponsored State Seminar for Teacher Educators on “Integration of ICT & E-Resources in effective Teacher Training Programme” and and presented theme papers on “E-Resources” and “Essentials of an Effective E-presentation” at Kamala Baliga College of Education, Kumta, Karnataka state on the 11th and 12th January, 2012.

• At a two day Workshop on “Innovative Strategies of Teaching” to Undergraduate College Teachers of Mangalore University, organized by Mangalore University Teachers Association, at University College, Mangalore on 27th of December, 2013.

• At the Faculty Development programme for the Pre University Teachers on “Innovative Approaches and strategies of Teaching” at St.Aloysius Pre University College Mangalore, in May 2013.

• At a National Seminar for Teacher Educators on “Innovative Approaches and strategies of Digital Pedagogy” and presented theme paper on “Integration of Digital Pedagogy in Teacher Education through E-learning and Multimedia” organized by Zainab College of Teacher Education , Kasargod, Kerala state, on the 7th and 8th of March, 2013.

• At a one day Faculty development programme on “Innovative Strategies of Teaching Mathematics” at St. Agnes Pre University College, Mangalore, on 25th of February, 2013.

II. Workshops organized:

• A two days workshop on “Qualitative Research” was organized for the Faculty of St.Ann’s College of Education on 1st and 2nd September, 2012.

• One day Seminar on ‘Gerentology’ was held was held annually in 2009, 2010, 2011, 2012 & 2013.

• Seminar on ‘Inclusive Education’ on 25th May, 2013 by Sr. Maria Jyothi A.C. for B.Ed. Teacher Trainees to understand and care for the less privileged of the society was held annually in 2009, 2010, 2011,2012, 2013 and 2014.

• Two days Seminar was organized on ‘Family Life Education’ to positively assist, support and sustain student teachers to build caring and loving families was held annually in 2009, 2010, 2011, 2012, 2013 and 2014.

7. Mr. Suresh Kumar T. I. Significant Conference/Seminar/Workshop Attended:

• Attended and presented a paper at the International Seminar on “Physical configuration in Talent identification and development in sports” at St.Mary’s Syrian College, Brahmavar on 29th of January, 2010.

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• Participated in an International Seminar on Physical Education, Recreation and Yogic Science

• On “How sports psychology improves performance” at Banaras Hindu University, Varanasi, U.P on the 19th January, 2010.

• Participated in a University level workshop on Emerging trends in sports (attended) Government 1st Grade College, Kavoor Mangalore, 23rd April, 2010.

• Participated in a National level conference on Sports injuries and Rehabilitation ‘how to prevent sports injuries’ at St.Mary’s Syrian College, Shirva, on the 2nd and 3rd March, 2012.

• Participated and was the Co-Chairperson at the National level conference on ‘The importance of research for development of physical Education Sports and Yoga ‘ at Cavery College, Virajpet ,South Kodaggu, 18th and 19th March, 2012.

• Participated in a State level Seminar on Human Rights in emerging Era , Government 1st Grade College, Kavour Mangalore, 10th December 2012.

• Participated in a National seminar on changing paradigms of Higher Education : XII Five Year plan initiatives, St.Aloysius College, Mangalore , November 30th to December 2nd 2013.

• Participated and was the Convener in the XXVII AIFUCTO statutory conference 2013 and NUEPA sponsored National Seminar on ‘Changing Paradigm of Higher Education-XII Five Year plan initiatives’, at St.Aloysius College ,Mangalore from November 30th to Dec 2nd 2013.

• Attended an International Workshop on “Accountable Education” at St. Ann’s College of Education Mangalore on 23rd March,2013.

• Attended one day Workshop on Continuous Comprehensive Evaluation, at St.Ann’s College of Education Mangalore on 9th July,2013.

• Attended a National Level Conference on Education on “Education and Women Empowerment” and presented the paper on “General Self Efficacy and Empowerment of Women Teachers” sponsored by UGC organized by St.Ann’s College of Education Mangalore and Department of Women and Child Development, Government of Karnataka, Mangalore from 12th and 13th September, 2013.

• Attended the Mangalore City and Dakshina Kannada District Police Annual Sports Meet – 2013 held on 19th to 21st December, 2013 at Police Parade Ground, Mangalore.

• Attended two day National Seminar on “Yoga : A Panacea for Lifestyle Diseases’ from 23rd and 24th January, 2014 at St.Thomas College of Teacher Education, Pala.

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• Served as an official, South Zone, Inter University Volley ball Tournament, held at Dr. N.S.A.M. First Grade College, Nitte on 4th January, 2009.

• Served as one of the technical official, All India Inter University Volley ball Tournament held at S.D.M. College, Ujire from 10th to 13th January 2009. He also served As one of the Chief Referees of Mangalore University, Inter Collegiate Athletic Tournament held at S.M.S. College, Brahmavar in February, 2009.

• Served as one of the members, Karnataka State Police Sub-Inspectors Selections trails Physical Std, Tests from 24the August to 3rd September, 2009.

• Mr. Suresh Kumar, Physical Director, served as a Chief Official, State Level Inter Polytechnic Athletic Meet, Karnataka – Polytechnic College, Mangalore., Selected as a technical Official IWAS – WORLD GAMES held at Bangalore, 2010-11.

• Worked as a chief Official, Mangalore University, Inter collegiate Athletic Meet held at Alvas College, Moodbidri, served as a Resource Person at University Level Workshop on Emerging Trends in Sports, at Government First Grade College, Kavoor, Mangalore, 2010-2011.

• Served as Resource Person at the Mangalore University Intercollegiate Men and Women Athletic Championship held at Mangala Stadium, Mangalore, from 1st to 3rd December, 2012.

• Served as Resource Person at South Zone Inter-University Women Kho-Kho Tournament, held at St. Mary’s Syrian College, Brahmavar, on 26th November, 2013.

• Served as Resource Person at the Mangalore University Intercollegiate Men and Women Athletic Championship held at Mangala Stadium, Mangalore, from 10th to 12th December, 2013.

• Served as Resource Person at the 34th Seniors National Sports Meet – 2014 held at Mangala Stadium, Mangalore from 6th to 9th February, 2014.

8. Ms. Sharmila Mascarenhas: I. Significant Conferences/ Seminars/ Workshops attended:

• State level Workshop on Service Learning Projects for College Teachers at St. Ann’s College of Education, (Autonomous), Mangalore, 12th and 13th March, 2009.

• Seminar on Trends in Research in Education at St. Ann’s College of Education, (Autonomous), Mangalore, 26th & 27th August 2009.

• National Level Seminar on Religious Pluralism and Higher education at Asian Centre for Cross Cultural Studies, Chennai 11th & 12th February, 2010.

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• National Conference on Biodiversity, Bioprospecting and Conservation, Department of Applied Botany, Mangalore University31st March, 2010.

• Orientation Programme on “Campus Environmental Audit” sponsored by United Board Heber Partnership for Environment Action United Board for Christian Higher Education in Asia at Bishop Heber College, Tiruchirappalli28th and 29th October, 2010.

• National Conference on “Inclusive and Greener Cities Urban Opportunities in the face of Climate Change”, CHF International at Christ University, Bangalore 24th and 25th January, 2011.

• Workshop on Research in Education, St. Ann’s College of Education, (Autonomous), Mangalore, 11th and 12th August, 2011.

• Workshop for Young Lecturers of Christian Colleges in India “Towards developing Foundational Leadership All India Association for Christian Higher Education, at St. Philomena’s College, Mysore, 9th and 10th July, 2012.

• Workshop on ‘Qualitative Research at St. Ann’s College of Education St. Ann’s College of Education, Mangalore, 1st and 2nd August 2012.

• Workshop on I.C.T. in Education and Statistical Analysis and Interpretation at St. Ann’s College of Education St. Ann’s College of Education, Mangalore, 30th and 31st July 2012.

• International Workshop on Accountable Education St. Ann’s College of Education, (Autonomous), Mangalore, 23rd March 2013.

• Workshop to reflect over the Syllabus of B.Ed. Course with the objective of familiarizing the faculty with the salient features of NCF 2005, NCFTE 2009, RTE 2009, and CCE and their implications for educational practices, St. Ann’s College of Education, (Autonomous), Mangalore on 8th and 9th August 2013.

• Attended a National Level Conference on Education on “Education and Women Empowerment” and presented the paper on “Stress Management among Women” sponsored by UGC organized by St.Ann’s College of Education Mangalore and Department of women and Child Development, Government of Karnataka, Mangalore from 12th and 13th September,2013.

• National Level Seminar on Sciencing- Learning Science by doing --Presented a paper titled ‘Scientific Attitude among prospectice Science Teachers’, held at PKM College of Education, Madampam, Kannur, 5th and 6th December, 2013.

• UGC Sponsored National Conference on Feminine Qualities and Leadership – FEMCON – 2014 organised by Department of Post Graduate Studies in Commerce in association with Department of Studies and Research in Commerce at University College on 22nd and 23rd April 2014. She also presented a paper titled ‘Contribution of Outstanding Women’.

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II. Workshops organized:

• State Level two day workshop on Content Enrichment and Innovative Methods of Teaching in Mathematics and Science for High School Mathematics and Science Teachers (August 2013)

• A one day workshop on ‘Preparation and Demonstration of Models and their Application to Science Teaching’ was organized for the students of Science Methodology 2012-2013.

9. Mrs. Rose Kiran Pinto I. Significant Conferences/ Seminars/ Workshops attended:

• Attended a National Level Seminar on Today’s Lifestyles - A Challenge for wellbeing organized by M.S.W Department of St Aloysius College (Autonomous), Mangalore on February 5th, 2009.

• Attended a Guest Lecture on “Learning to Learn – New Concepts and Paradigms”, organized by AIMIT, Aloysius Institute of Management and Information Technology(AIMIT), Beeri on December 13th , 2010.

• Attended a workshop on “Capacity Building Training for Teacher Educators” organized by St Ann’s College of Education, on September 10th to 12th, 2011.

• Attended a one Day International Workshop on Accountable Education at St. Ann’s College of Education, Mangalore on 23rd March, 2013.

• Attended a Two day IQAC sponsored National Seminar on Benchmarking: Modalities for Creation and Evaluation of Institutional Practices” held on March 27-28, 2013 at SDM College of Bantwal.

• Attended a Course on Journalism organized by Sandesha Foundation, Mangalore, and Canara Communication Centre, held from August 5th to 22nd, 2013.

• Attended a National Level Conference on Education on “Education and Women Empowerment” and presented the paper on “Self Efficacy and Self Esteem among Employed and Unemployed Married Women” sponsored by UGC organized by St.Ann’s College of Education Mangalore and Department of women and Child Development, Government of Karnataka, Mangalore from 12th and 13th September, 2013.

• National Level Seminar on Sciencing- Learning Science by doing - held at PKM College of Education, Madampam, Kannur, 5th and 6th December, 2013.

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• UGC Sponsored National Conference on Feminine Qualities and Leadership – FEMCON – 2014 organised by Department of Post Graduate Studies in Commerce in association with Department of Studies and Research in Commerce at University College on 22nd and 23rd April 2014. She also presented a paper titled ‘Gender Discrimination in Education’.


10. Mrs. Deepthi Nayak I. Significant Conferences/ Seminars/ Workshops attended:

• A three days International Conference on “Learning Community for Global Education Reform of AIAER’ at the Institute of Professional Students, Gwalior, Madhya Pradesh held from 18th to 19th November 2011.

• A two days Workshop on “Research in Education” at St. Ann’s College of Education. 1st-2nd –August -2012

• A two Days Workshop on ‘Qualitative Research at St. Ann’s College of Education Workshop on I.C.T. in Education and Statistical Analysis and Interpretation at St. Ann’s College of Education. 30th,31st-July-2012.

• A six Days RGNIYD organized Workshop on ‘Training in Life Skills’ in collaboration with Council for teacher Education (CTE), South Zone at Trivandrum, Kerala from 22nd- 26th November-2010.

• Attended a one day International Workshop on Accountable Education at St. Ann’s College of Education, Mangalore. 23rd March 2013.

• Attended a two days IQAC sponsored National Seminar on Benchmarking: Modalities for Creation and Evaluation of Institutional Practices” held on March 27-28,2013 at SDM college of Bantwal.

• Attended a National Level Conference on Education on “Education and Women Empowerment” and presented the paper on “Women Empowerment and Information Technology” sponsored by UGC organized by St.Ann’s College of Education Mangalore and Department of women and Child Development, Government of Karnataka, Mangalore from 12th and 13th September, 2013.

• Attended a One day NAAC sponsored National Seminar on Human Rights Advocacy: A Step To Prevents Human Right Violation” held on 19th December, 2012 at SDM College of Business Management, Mangalore.

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• Attended a Three day “Inter-National Conference on Education For Achieving Millennium Development Goals” held at Banaras Hindu University, Varanasi and presented a paper ‘Gender Based Attitude of Teachers at Primary and Secondary Levels’ on 16-18 November 2013.


11. Mrs. Laveena Reshma D’Sa I. Significant Conferences/ Seminars/ Workshops attended:

• Attended ‘Workshop on ICT in Education and Statistical Analyses and Interpretation’ held at St.Ann’s College of Education, Mangalore on 30th and 31st July, 2012.

• Attended National Seminar on ‘Human Rights Advocacy: A step to prevent Human Right Violation’ organized by SDM College of Business Management, Mangalore on 19th December, 2012.

• Attended one day international Workshop on ‘Accountable Education’ at St.Ann’s College of Education, Mangalore on 23rd

March 2013. • Attended ‘Regional Seminar on ‘Maulana Abdul Kalam Azad’s

Vision on India’s Freedom and Education’ organized by Besant Women’s College, Mangalore on 27th March, 2013.

• Attended a National Level Conference on Education on “Education and Women Empowerment” and presented the paper on “Role Conflict among Married Working Women” sponsored by UGC organized by St.Ann’s College of Education Mangalore and Department of women and Child Development, Government of Karnataka, Mangalore from 12th and 13th September,2013.

• Attended ‘Workshop on ‘Validation of Standard X-Social Science Text Book held at Collegiate of Teacher Education, Mangalore on 25- 28th November , 2013.

• UGC Sponsored National Conference on Feminine Qualities and Leadership – FEMCON – 2014 organised by Department of Post Graduate Studies in Commerce in association with Department of Studies and Research in Commerce at University College on 22nd and 23rd April 2014. She also presented a paper titled ‘Women Entrepreneurship in India’.


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• Served as Resource Person at the Workshop on ‘Validation of Standard X Social Science Text Book’ held at College of Teacher Education, Mangalore, from 25th to 28th November, 2013.

III. Workshops Organised

• One day workshop on ‘Approaches to teach Geography’ was held on 15th June 2013. Sr. M. Sylvette, A.C., Retd. Professor, St. Agnes College, Mangalore was the Resource Person.

3.2 Research and Publication Output: 1. Give details of instructional and other materials developed including

teaching aids/ or used by the institution for enhancing the quality of teaching during the last three years. • The College faculty have developed and validated the modules on

‘Peace Education’ for Secondary school Teachers under a project sponsored by UNESCO.

• The College faculty have developed and validated the modules on ‘Sustainable Education’ for Secondary school Teachers under a project sponsored by UNESCO.

• OHP slides are prepared every year by each staff member as a teaching aid.

• ‘Discussion notes’ is a regular feature of instruction of each staff member.

• Standard learning aids are prepared, like working models, improvised apparatus, static models every year and are distributed to needy secondary schools.

• Psychological tests have been constructed by all our M.Ed. Students and Research Scholars under the guidance of the faculty and they have been validated by the Research Experts.

• Source based material has been prepared by the Social Science faculty members for the teaching of History and Geography.

• Reference based bibliography of volumes available in the college has been prepared for selected subjects.

• A glossary of the textual words along with its meaning has been prepared by the Kannada faculty members.

• Question banks on objective type questions and essay type questions separately have been updated in each subject based on the respective syllabus by every faculty.

• Separate question banks have been prepared subject wise by the students and faculty on secondary school subjects and have been validated by experts.

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• Instructional material on ‘Integrated Approach to Value Education’ has been prepared and validated by the faculty and students of the college.

• Instructional material on ‘Models of Teaching’ has been developed and validated by the faculty and students.

• Instructional material based on ‘New Instructional Objectives’ have been prepared and validated by the faculty.

• An activity resource bank in each of the methodology subjects – Physical Science, Biological Science, Mathematics, Languages and Social Science.

• The faculty has prepared a set of specific objectives, rules and regulations and criteria for evaluation for about twenty five different co-curricular activities.

The following Specific Learning Materials have been prepared by B.Ed.,

M.Ed. Students and Research Scholars under the Guidance of the Faculty of the institution.

Dr. Sr. Leonilla Menezes, A.C.

• Instructional Material to develop values among Secondary School students.

• Instructional Material to develop Environmental Competencies among Primary School students.

• Instructional Material to develop Dynamic Learning among Secondary school students using Neuro Linguistic Programming.

• Instructional Modules on Peace Education . • Instructional Modules on Education for Sustainable Development • Multi-media Instructional modules to develop self directed learning

among secondary school students.

Dr. Sr. Maria Roopa, A.C. • Self Instructional Material on developing Right to Education Awareness

among Teachers. • Instructional Modules on Peace Education • Instructional Modules on Education for Sustainable Development • Instructional Modules on Intervention Programme to develop Leadership

competencies of Pre-University Colleges Teachers.

Dr. Padmavathi • Effective Communication Skills in English for Nursery .This book

Authored by Dr.Padmavathi is published by Emmess Medical Publishers, Bangalore in 2010.

• Developing Peace Awareness through English Literature. • Remedial programme for Std. VII Students in catering to Learning

Difficulties in Mathematics for Dyscalculic Children.

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• Teaching Spelling for Dysgrapic Children in 2011-2012. • Teaching Spelling for Normal Misspellers in rural context 2013. • Electronic Material on Listening : Speaking ; Reading and writing skills

by B.Ed. student teachers 2012-2013.

Dr. Shashikala • Guided Ph D scholars to develop instructional material in four major

areas: music education, business education, managerial education and slum education

• Worked as the chairperson for the committee for preparing text books for class VIII, Third language, Kannada Text Book for the state schools under Government of Karnataka in 2012.

• Worked as a member of advisory committee for the preparation of Kannada Encyclopedia of Education, KSOU Mysore, till date.

• Prepared question banks in the curricular areas- Elementary Education, Philosophy of Education, Sociology of Education and Women’s Studies for M Ed and Philosophical and Sociological Perspectives of Education for B.Ed. course.

• Instructional Modules on Peace Education • Instructional Methods in Women’s Studies – Exploring Women.

Dr.Vijayakumari S.N.

• Involved in the preparation of Material for Staff Selection Examination, (KKR)Bangalore, Government of India, A Question Bank project on General Intelligence and Reading.

Instructional Materials for Teacher education • Instructional Modules on Education for Sustainable Development • Instructional Modules on Peace Education • Reflective Teaching Training Package • Soft Skills Training Packages

Instructional Material for Secondary and Higher Secondary Education

Instructional Material to teach Social Sciences • Bio-centric Approach lennus in Geography • Problem based Learning Approach • Problem based Learning Approach with Scaffolding • PQ4R –Meta cognitive strategy

Instructional Material to teach Science and Mathematics • Socio scientific issue based Instructional Material to teach

chemistry

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• 5E Model of Constructivism lesson to teach higher secondary Physics.

• IDEAL Meta cognitive strategy for Higher secondary Physics Instructional Material to teach English • Guided Discovery – Individual guided and co-operative Guided

lessons • Meta cognitive strategy Instruction to teach Second Language

English.

Dr. Flosy D’souza Instructional Material for Secondary Education • Instructional lessons on the use of Spelling Strategies to develop

Spelling ability in English. • Lessons on use of Lecture Discussion Model in Chemistry. • Lessons on Value Integration in Teaching of Physical Science. • Instructional lessons on Application of Constructivist Learning Design

in Science. • Instructional lessons on Application of Information Mapping Strategy

in Mathematics. • Instructional lessons on the Use of Game Based Approach in learning

English Grammar. • Instructional lessons on the Integration of Learning Strategy Instruction

In Physical Science. • Instructional lessons on Application of Advance Organiser Model in

English. • Peer Mediated Instructional Lessons for Slow Learners

Instructional Material for Teacher Education • Skill Sheets on developing the skill of using Scientific Equipments. • Instructional Modules on Peace Education • Instructional Modules on Education for Sustainable Development

Dr. Sr. Maria Myrtle, A.C. • Instructional Material on Application of Strategies based on Bruner’s

Instructional Design such as Individual Guided Discovery Learning Method and Co -operative Guided Discovery Learning for Mathematics Learning at Secondary School level

• Instructional Modules on Peace Education

Mrs. Sharmila Mascarenhas • Instructional package in Biology on Advance Organizer Model of

Teaching to develop Science Process Skills for Higher Secondary School Students.

• Instructional Material on Bio-ethical issues for pre-service teachers – a project sponsored by UGC.

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• Instructional Modules on Peace Education • Instructional Modules on Education for Sustainable Development

Mrs. Deepthi Nayak • Audio resource Material for Secondary Schools on Kannada Poetry. • An instructional material on the information and contributions of the

Kannada Poets was prepared by the Kannada method students. • An ICT based instructional material in Kannada to develop communicative

skills for pre-service teachers. • Instructional Modules on Peace Education

Mrs. Rose Kiran Pinto • A study on Spiritual Intelligence and Academic Achievement among the

pupils of Secondary School of Mangalore Taluk. Mrs. Laveena Reshma D’Sa

• Instructional Material on Reflective Teaching Training to enhance Teaching Skills and Knowledge of Reflective Teaching among B.Ed students.

• Instructional material on reflective teaching strategies 2. Give details on facilities available with the institution for developing

instructional materials-Computer system and related equipment Material facilities

• Availability and access of individual online computer system • A well furnished computer laboratory with required software like UBANTU

scanning and printing facilities. • Availability and access to all electronic gadgets, LCD Projectors, Razor Bee,

Teachers aids, Digital Camera, Digital Video Camera, LED, DVD, CD’s and DVD Players, Epidiascope

• Laboratory facilities –Science, Maths Lab, Psychology Lab, Technology Lab -equipments, materials and specimen .

• Availability and access of audio material like cassettes, visual aids like ready slides and audio –visual aids.

• Availability of computer multimedia hardware and software, down loading of trial version software such as Statistical Software Packages, Concept Mapping Software and GIS.

• Access to a well furnished library with good number of books encyclopedias, year books, subject wise dictionaries, latest journals and magazines, daily news papers along with their back volumes and lots of activity books on all disciplines, book banks, book borrowing facilities. Reprographic facility in the Library.

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Human Resource Facilities • Guidance by the faculty • Assistance of co-operative teachers in schools • Organization of workshops and seminars ,focused on material development • Induction and orientation programmes by external experts • Use of software packages by faculty and external experts

3. Did the institution develop any ICT/ Technology related instructional

materials during the last five years? Give details. Yes , the following multimedia materials have been prepared by the students under

the guidance of faculty members . • Computer Multimedia Package to Enhance Achievement in Geography • Computer Multimedia Instructional Package on developing silent reading

comprehension ability of students • Gagne’s Events of Instruction in multimedia environment to enhance

Achievement in Biology • Instructional lessons using Computer Animation in learning English

Vocabulary for Second Language English learners • Computer Multimedia Instructional Package on developing selected concepts

in geometry among the pupils. • ICT related Instructional Material has been prepared to Demonstrate lessons to

B.Ed Students in Mathematics, Science, Social Science of class VIII and class IX.

• Computer multimedia approach on enhancing the academic achievement in geography

• Computer Multimedia packages to improve achievement in Indian history among the pupils

• A number of computer Assisted Instructional packages are developed in different subjects.

• The M.Ed. students under the guidance of faculty have developed an instructional material on ‘Contributions of Great Women’ and have released a C.D in a formal programme on ‘Women’s Day Celebration’ every year since 2009. Prepared instructional material on ‘Great Indian Women Icons’ in cooperation with M Ed students

• Similarly B.Ed. students have developed instructional resource materials for in-service teachers on the ‘Contribution of Scientists’ and have released a C.D in a formal programme of the Science Club.

• The Human Rights cell members have developed an instructional material on Human Rights Awareness.

• The B.Ed. students have developed CDs on reports of Science Investigatory Projects every year.

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• The staff and students have developed several classroom teaching resources and demonstration lesson using ICT tools.

• Instructional Materials like, ICT based resource material on Kannada literature from 8th, 9th and 10th Std text book.

• Soft ware available in the market have been purchased and used regularly for instruction (CDs, VCDs, slides and movies with academic value).

• Students of Mathematics methodology were trained to use Razor Bee as well as E-library search and they used E-library facilities in the curriculum transaction.

• Students of Mathematics used OHP and computer PPT slides for peer group teaching, team teaching and seminar presentation.

• All the students of Mathematics methodology are trained to prepare computer PPT lessons and they taught to the peer group.

• Mathematics methodology students used active learning strategies and worksheets content transaction during teaching practice and practical examination.

• An activity resource bank is prepared in each of the methodology subjects – Physical Science, Biological Science, Mathematics, Languages and Social Science to enhance continuous and comprehensive evaluation.

• Instructional materials based on ‘Std.VIII and IX Lessons’ are prepared by the B.Ed. students.

4. Give details on various training programs and /or workshops on material

development (both instructional and other materials)

Yes, Workshops on textbook preparation and writing articles for encyclopedia organized by DSERT and KSOU respectively A number of training programmes and workshops on material development have been organized by the institution for school/college teachers and teacher educators.

For faculty: • A two day workshop on new approach to writing instructional objectives at

secondary school level was organized for teacher educators, 2009. • A two days seminar on ‘Service Learning Projects’ was organized for college

teachers, 2009. During this seminar cum workshop 25 project proposals on service learning were prepared.

• A programme on FLASH was organized to facilitate the faculty to develop lessons based on ICT in 2009.

• A two day workshop on ‘Education for Sustainable Development’ -Preparation for Instructional Module organized for teacher educators in 2010.

• Capacity building workshop for teacher educators - to develop ICT related Instructional Material in 2012.

• A two day workshop on “Peace Education - Preparation of Instructional Module” organized for teacher educators in 2012.

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• Workshop on ‘Recent Documents in Education and their implications to

methodology of teaching different subjects’ in 2013. • One day workshop on Constructivistic Pedagogy for teachers of English in

2014. • A one day workshop on ‘Service Learning Projects’ was organized for school

teachers in 2014.

For Students • One day workshop on mathematics student teachers on the topic ‘Preparation

of Teaching Learning Material in Mathematics in 2013-2014. • Preparation and demonstration of models and application to science teaching

‘for B.Ed. students in 2013, 2014. • One day Workshop for the B.Ed. students to develop tools required for

Continuous and Comprehensive Evaluation in 2009- 2014. • Workshop on use of UBANTU software for Mathematics in-service teachers

and B.Ed. Students in 2012, 2013, 2014. • Two days workshop for B.Ed. Arts students on preparing Activity based

Instructional Material in Geography in 2013, 2014. • Two days workshop on integrating music and singing in ‘Teaching of

Kannada’ (local language) in 2012, 2913,2014.

Attended by the staff: Training Provided to the Staff:

• A training programme was provided to all the teaching staff on ‘Use of Animation Software for class room teaching’ by Mrs. Ahalya, Lecturer, St. Agnes College, Mangalore, 2009.

• A training programme was provided to all the teaching staff on “Use of SPSS Statistical Package” for Research data Analysis.

• A training programme was provided to our staff on ‘Creating Data Base for Computerising the Library’ by Mr. Anil Frank, Software Engineer, Mangalore in 2009, 2012, 2013 and 2014.

• A training programme was provided to all the teaching staff on ‘Use of Interactive Board for Classroom Teaching and Learning’ in 2013 and 2014.

• A training programme was provided to all the teaching staff on Use of “ Razor Bee – Teacher’s aid” . (For more details kindly refer 3.1 Q.No. 4)

5. List the journals in which the faculty members have published papers in the last five years.-

Dr. (Sr.) Leonilla Menezes, A.C. : • ‘Awareness on Environmental Issues and Social Commitment’- published in

the International journal, New Frontiers in Education, New Delhi Jan – March 2009.

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• ‘Curriculum for Ethics and Values through Human Rights Education’, in the

Journal of St. Ann’s College of Education, Vol. 36, January, 2009. • ‘Trend Analysis in Open Distance Education Research in India’, In weekly

Journal of Higher Education, University News, New Delhi, Vol. No.46, No. 16, April 21-27, 2008 and ‘Edutracks’ a monthly Scanner of Trends in Education, Vol. 8, No. 11, 2009.

• Role of Teachers and Social Responsibility in the Journal of St. Ann’s College of Education, Vol. 38, January, 2011.

• Biodiversity and the Bible in the Journal of St. Ann’s College of Education, Vol. 38, January, 2011.

• Humanistic Approach to Teacher Education in the Journal of St. Ann’s College of Education, Vol. 39, January, 2012.

• A Study on the Effect of Activity Based Instructional Material on Developing Awareness in Selected Human Rights among the Pupils of Standard Nine, in the Journal of Educational Research and Extension, Vol. 49 (2) – April – June 2012, published by Sri Ramakrishna Mission Vidyalaya College of Education, Coimbatore and Edutracks a monthly Scanner of Trends in Education, Vol.11, No.3, 2011.

• Fine Tuning Higher Education for Sustainability Initiative in the Journal of St.Ann’s College of Education, Vol. 40, January, 2013.

• Human Values and Development for Nation Building published in the International Journal, New Frontiers in Education, New Delhi, Vol.46, No.3. July– September, 2013.

• Human Values Development for Nation Building in the Journal of St.Ann’s College of Education, Vol. 41, January, 2014.

• Practicing Service Learning in Teacher Education as a Force to address Social Problems in the St.Ann’s National Journal of Education, Vol. 41, January, 2014.

Dr. (Sr.) Maria Roopa, A.C. :

• ‘Curriculum for Peace Education’, in the Journal of St. Ann’s College of Education, Vol. 36, January, 2009.

• “A study on teacher Effectiveness and Temperament Variables of Secondary School Teachers of Mangalore Taluk ”, New Frontiers in Education, Vol. 43, No 2, April-June 2010.

• ‘Teachers in the Context of Globalization’ in the Journal of St. Ann’s College of Education, Vol. 39, January, 2012.

• ‘Neuro Linguistic Programming’ in the Journal of St. Ann’s College of Education, Vol. 40, January, 2013.

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Dr. Padmavathi

• Journal of St. Ann’s College of Education, Mangalore in 2009,2010, 2011, 2012, 2013 & 2014

• E-journal of the Lovely Professional University 2012. • ‘The Effectiveness of the Instructional Package in Developing the

Environmental Awareness among the Non-Science B.Ed. student teachers of Mangalore Taluk’ in the St. Ann’s National Journal of Education, Vol. 41, January, 2014.

Dr. Shashikala A.

• ‘Demands of Elementary Education in the Context of Constructivism and the Related Status of Preparedness of Teacher, Student Teachers and Teacher Educators, in the Journal of St. Ann’s College of Education, Vol. 36, January, 2009.

• ‘Nμ²j¯‹ þ£®o B‡μ²°S® î®±q®±Ù y®j®ãN®äî®±’, in the Journal of St. Ann’s College of Education, Vol. 37, January, 2010.

• ‘Should the Quality Standards in Secondary Education Level in India be fixed ? if so, at what level ?’ in the Journal of St. Ann’s College of Education, Vol. 39, January, 2012.

• Focusing on the Imperative Philosophical Dimension to derive Global Standards at Higher Education Level’ in the Journal of St.Ann’s College of Education, Vol. 40, January, 2013.

• Articles published in Encyclopedia of Education in Kannada, titled Dependency Theory, Reading Habits, Defence Mechanism, Sex Education, New Taxnomy of Education, Mind Mapping, Death Education, Dependency Theory, Reading Corner, Cohort Analysis, Life Long Learning, Foreign students in India, Legal Literacy, Centre for Cultural Resource and Training, National Talent Search Examination, Karnataka State Open University, Mysore, Vol.I & II, 2013.

• ‘Qualitative Study of Multiple Primary Schools to Derive Post Universalization Goals’ in the St. Ann’s National Journal of Education, Vol. 41, January, 2014.

• ‘Group Learning Behaviour and the Academic Achievement of Secondary School Students of CBSE Schools’ in the St. Ann’s National Journal of Education, Vol. 41, January, 2014.

Dr. Vijaya Kumari S.N.

• ‘Need of Learning Organizations in the Context of Globalization’, in the Journal of St. Ann’s College of Education, Vol. 36, January, 2009.

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• Implementation of Sustainable Development at Teacher Education Level-An Action Plan –Proceedings of National Seminar Education the Sine qua for sustainable Development published by St.Thomas College of Education ,Pala , Kerala , 2009.

• Social Issues and Environment – Project report on Education for sustainable development ,Published by St.Ann’s College of Education ,Mangalore 2010.

• Peace through World Mindedness’ Project Report on Peace Education, Published by St.Ann’s College of Education ,Mangalore 2011.

• Meta cognitive –Cooperative Learning Approach to enhance Mathematics Education –International Journal of Education and Research –New Frontiers in Education Oct.Dec.2011,Vol.44.No.4 Pg no.416-426.

• ‘Main and Interaction Effects of Strategies Based on Bruner’s Instructional Design and Cognitive Styles on Achievement in Mathematics’ International Journal of Education and Research –New Frontiers in Education -Vol.47.No.1. Jan. .March.2014. and in the St. Ann’s National Journal of Education, Vol. 41, January, 2014.

• ‘Perspectives on Adolescents Leadership in the Context of Women Education and Empowerment’ in the St. Ann’s National Journal of Education, Vol. 41, January, 2014.

Dr. Flosy C.R. D’Souza

• ‘Application of Gagne’s Instructional Design to Science Instruction’, in the Journal of St. Ann’s College of Education, Vol.36, January, 2009.

• DIET Publication: A research paper on “Effectiveness of Service Learning Training Programme on providing Awareness and developing Skills to undertake Service Learning Projects among in-service teachers of Secondary Schools” published by DIET, Mangalore, Karnataka State in December, 2009.

• ‘A Study on the Entry Behaviour of B.Ed. Teacher Trainees on Life Skills’, in the Journal of St. Ann’s College of Education, Vol. 37, January, 2010.

• I-manager’s Journal of Educational Psychology: ‘Effectiveness of Gagne’s Instructional Design (ID) in improving the Thinking Skills at the Secondary School Level’ – a Research Article published in, Vol.3. No.3, November 09-January, 2010.

• World Council for Curriculum and Instruction: ‘Integrating Environmental Sustainability towards a New Entrepreneurship” – A Research paper Presented at the 14th World Conference in Education at the University of Pec’s , Hungary, held from 7th to 19th of July 2010, published by WCCI & St. Ann’s College of Education, Mangalore .

• Journal of Extension and Research: ‘’Instructional Strategies for improving Problem Solving Skills’ – A research Article published by Gandhigram Rural Institute, Deemed University, Gandhigram, Tamilnadu, ISSN No. 0972-351x, Volume XII, No.2, January, 2011.

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• ‘Differentiate Instruction : A Global Need in Education’ in the Journal of St.Ann’s College of Education, Vol. 39, January, 2012.

• ‘Effectiveness of Value Integration Approach on the Value Attainment and Achievement in Science of Secondary School students’ in the Journal of St.Ann’s College of Education, Vol. 40, January, 2013.

• ‘Differentiated Instructional Practices : A Global Need towards Quality in Education’ in the St.Ann’s National Journal of Education, Vol. 41, ISSN 2321-5402, January, 2014.

• ‘General Self Efficacy and Empowerment of Women Teachers’ in the St.Ann’s National Journal of Education, Vol. 41, ISSN 2321-5402, January, 2014.

• ‘Practicing Service Learning in Teacher Education as a Force to Address Social Problems’ in the St.Ann’s National Journal of Education, Vol. 41, ISSN 2321-5402, January, 2014.

Sr. Maria Myrtle, A.C.

• International Journal of Education and Research –New Frontiers in Education, ‘Perspectives of Accountability in Education’ ,Jan-March 2010, Vol.43, No.I,Pg.72-76 and the Journal of St. Ann’s College of Education, Mangalore, Vol. 34, January, 2009.

• Edutracks , “Perspectives on ICT Integrated Approach at Teacher Education Level”, Jan.2012, Vol.11, No.5, Pg.11.

• International Journal of Education and Research –New Frontiers in Education , “Perspectives on ICT Integrated Approach at Teacher Education Level”, April-June 2011, Vol.44,No.2,Pg.192-200.

• International Journal of Education and Research –New Frontiers in Education, “Metacognitive-Cooperative Learning Approach to enhance Mathematics Education”, Oct.-Dec.2011, Vol.44,No.4,Pg 416-426.

• International Journal of Education & Psychological Research –E Journal, “Metacognitive-Cooperative Learning Approach to enhance Mathematics Education”, Oct.-Dec.2011, Vol.44,No.4,Pg 416-426, Volume 2, Issue 2, May 2013, Pg.111-119, ISSN: 2279 – 0179.

• International Journal of Education and Research –New Frontiers in Education , “Value Based Approach to promote Peace Education”, Jan.- March.2013, Vol.46,No.1,Pg 9-21.

• ‘Main and Interaction Effects of Strategies Based on Bruner’s Instructional Design and Cognitive Styles on Achievement in Mathematics’ International Journal of Education and Research –New Frontiers in Education -Vol.47.No.1. Jan. .March.2014. and in the St. Ann’s National Journal of Education, Vol. 41, January, 2014.

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Mr. Suresh Kumar T. :

• ‘International Character of Physical Education and Sport’, in the Journal of St. Ann’s College of Education, Mangalore, Vol. 36, January, 2009.

• ‘The importance of Physical Education Programmes’, in the Journal of St.Ann’s College of Education, Mangalore, Vol. 37, January, 2010.

• How sports psychology can improve performance, in the Journal of St. Ann’s College of Education, Mangalore, Vol. 39, January, 2012.

• General self efficacy and Empowerment of women Teachers, in the St.Ann’s National Journal of Education, Vol. 41, January, 2014.

Mrs. Sharmila Mascarenhas

• Health Related Skills and Values , Journal of St. Ann’s College of Education- Vol 39, January, 2012.

• Sustainable Development and the Millenium Development Goals, Journal of St. Ann’s College of Education- Vol 40, January, 2013.

• Stress Management among Women in St. Ann’s National Journal of Education, Vol. 41, January, 2014.

Mrs. Deepthi Nayak

• “Reflective Practices Teachers at Secondary Level”, Journal of St. Ann’s College of Education- Vol 39, January, 2012.

• Gender Based Attitude of Teachers at Primary and Secondary levels in St. Ann’s National Journal of Education, 41, January, 2014.

Mrs. Laveena Reshma D’Sa

• Effectiveness of Reflective Teaching Training on Enhancing Teaching Skill among B.Ed. students in St. Ann’s National Journal of Education, 41, January, 2014.

Mrs. Rose Kiran Pinto

• Self Efficacy and Self Esteem among Employed and Unemployed Married Women in St. Ann’s National Journal of Education, 41, January, 2014.

6. Give details of the awards, honours and patents received by the faculty

members in last five years.

Dr. Sr. Leonilla Menezes, A.C. : • Best Teacher Award on Teachers Day by Alvas Educational Foundation,

Moodbidri, in September 2009. • Three Ph.D. Degrees are awarded to students guided for Doctoral Research

and two have submitted their final thesis.

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Dr. Padmavathi • Four Ph.D. Degrees are awarded to students guided for Doctoral Research

and one more has submitted the final thesis. Dr. Shashikala

• Four Ph.D. Degrees are awarded to students guided for Doctoral Research.

Dr. Vijayakmari • Four Ph.D. Degrees are awarded to students guided for Doctoral Research

and one more has submitted the final thesis

Dr. Sr. Maria Myrtle, A.C. • Prathibha Vignana –General Competitive Exam-2009-2010 - National Level

Organizing Teacher. • Chinthana Competitive Exam-Best Organizer 2009-2010 and 2011-2012. • National Level General Competitive Exam 2010-11 and 2011-2012 -

National Level Organizing Teacher. • National General Competitive Exam 2013-14-National Level Organizing

Teacher.

Mr. Suresh Kumar • Suvarna Karnataka District Rajyothsava Award.

7. Give details of the minor/ major research projects completed by staff

members of the institution in last five years.

• A DIET Sponsored Research project “A Study on Teacher Accountability and academic achievement of students of primary schools” 2009, for DIET, Dakshina Kannada.

• An UNESCO sponsored major research project on “Training Programme to enhance Sustainable Development Competencies among Pre-service Teachers through Specially Developed Instructional Package” completed by the faculty of St.Ann’s College of Education in 2011.

• A UGC sponsored Minor Research Project “A study on designing special instructional material in History to develop constructive Competencies” completed by Dr.Sr. Leonilla Menezes, A.C.in 2011.

• A UGC sponsored Minor Research Project “Developing Extensive Reading habits among student learners of English Methodology” completed by Dr.Padmavathi, 2011.

• A major Research Project titled “An Environment and Health Awareness Programme through Community Based Activities in rural areas by the in-service Teachers and School Students of Dakshina Kannada District, through Service Learning Approach” funded by United Board for Christian Higher Education (UBCHEA) 2009-2011, completed by Dr.Sr. Leonilla Menezes, A.C. and Mrs. Sharmila Mascarenhas.

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• An UNESCO sponsored major research project on “Preparing Validating

Instructional Modules and Strategies on Peace Education and Training student Teachers for using Peace Education Strategies at Secondary School Level”, completed by the faculty of St.Ann’s College of Education, 2012.

• A UGC sponsored Minor Research Project “A study on preparing students teachers to develop Disaster management Awareness and skills through secondary school curriculum” completed by Dr.Shashikala in 2013.

• A UGC sponsored Minor Research Project “The Effect of instructional package in developing environmental Awareness and its Qualitative improvement among B.Ed. Non science student teachers of St. Ann’s College of Education ,Mangalore Taluk” completed by Dr. Padmavathi in 2013.

• A UGC sponsored Minor Research Project Preparation of Instructional Package on Reflective Teaching Strategies to enhance Teaching Skills Among Pre-Service Teachers, completed by Dr. Vijayakumari , 2013.

• A UGC sponsored Minor Research Project “Effectiveness of Service Learning Training Programme to Develop Knowledge and Ability to undertake service learning projects among pre-service teachers of Mangalore taluk” completed by Mrs. Jasmine D’Souza in 2013.

• UBCHEA sponsored Research Project on Integration of Inclusive Education in Teacher Education involving Teacher Educators and Pre-service teachers and institutions for Special Education through Service-Learning Approach, 2012 to 2013,completed by Dr. Sr. Leonilla Menezes and Mrs. Deepthi Nayak.

• A UGC sponsored Minor Research Project on Developing Awareness on Bio-ethical Issues among Pre-Service Teachers, 2013 to March 2014, completed by Mrs. Sharmila Mascarenhas.

• A UGC Sponsored Minor Research Project on “A study on Internet Use, Parental Monitoring and Achievement of Pre University Students of Mangalore Taluk”, 2012-2103 completed by Dr. Flosy D’Souza .

• A UGC Sponsored Minor Research Project on “A study on the Construction and Validation of a Tool to measure Ability for Expression”, 2012-2013 completed by Mrs. Deepthi Nayak.

• A UGC Sponsored Minor Research Project on “A Specially Designed Instructional Package to develop Scientific Thinking among Student Teachers of Science Methodology”, 2013-2014 by Mrs. Rose Kiran Pinto

• UBCHEA sponsored ongoing Major Research Project on “Study of Local Knowledge and its effect on attitude towards Social Diversity, with special reference to tribal culture, through Service Learning Approach”, To enable Teacher Educators, Pre-service Under Graduate Teachers and Post Graduate Teacher Trainees through Service Learning to make indepth study of selected tribal cultures, develop positive attitude and work for the empowerment of tribals through education.

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3.3 Consultancy :

1. Did the institution provide consultancy services in last five years? If yes, give details.

Yes. The institution has provided consultancy to teachers, Alumnae, parents, teacher educators of different educational institutions including different NGO’s and GO’s

All staff members of college provide consultancy formally and informally. All faculty provide consultancy services to Practice teaching School teachers on subject related content clarifications and CCE. All the faculty members provided consultancy services to B.Ed. students and M.A.(Edu.) students of IGNOU (2009-2011) and P.G. students of K.S.O.U.( 2009-2014).

However the following faculty are consulted often on various occasions. Dr. Sr. Leonilla Menezes, A.C.

• Provides consultancy to primary schools on ‘Institutional Planning’ and on conducting evaluation of teachers, Mangalore.

• First grade colleges under Mangalore University and University of Goa on preparation for accreditation and assessment by NAAC, and on writing proposals to obtain financial assistance from UGC.

• Research Consultancy to Ph.D. and M.Phil students of Madras Christian College, staff of PG Departments of St. Agnes College (Autonomous), Mangalore.

• Colleges of Education in Karnataka and Kerala on preparation to obtain UGC grant and Autonomous status from UGC.

• To students and parents of the community regarding choice of courses of study and a career.

• Consultancy to the Managements of Colleges in Kolkatta, Goa, Patna and Karnataka to apply to NCTE to establish College of Education/Department of Education.

• To the Staff of colleges of Teacher Education of Mangalore University on Administrative Skills.

• Ph.D. Thesis Evaluation.

Dr. Sr. Maria Roopa, A.C. • Provides consultancy on Neuro Linguistic Programming (NLP)

Dr. (Mrs.) Padmavathi M.

• Provided consultancy to First and second language English Language teachers on “Constructive Pedagogy”.

• B.O.S Member ,University of Mysore . • Text book validation of DSERT.

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Dr. (Mrs.) Shashikala A. • Ph.D. Thesis Evaluation • In Organizing Pedagogic programmes for teachers in Higher Education,

Critical Edge, Bangalore. • Provided counselling related to the behavior problems of students as a

result of overloaded academics: parents and students of 10th std. • to the teachers of local high schools regarding recent methods of

teaching. • to students and parents of the community.

Dr. (Mrs.) Vijaya Kumari S.N.

• Ph.D. Thesis Evaluation.

Dr. (Mrs.) Flosy C.R. D’Souza • Provided Consultancy to the staff of College of Teacher Education,

Mangalore on Ordering Psychological tests, administration, scoring and interpretation of Psychological Tests.

• Provided Research Consultancy to the staff of College of Teacher Education, Mangalore on writing Research Project Proposals to be submitted to various agencies.

• Provided Consultancy to College Teachers of various disciplines, Mathematics Teachers, Commerce Teachers and Science teachers to adopt ‘Innovative Strategies in college Teaching’.

• Provided Research Consultancy to Research Scholars of Mangalore University on Statistical Analysis.

• Provided Consultancy to the Parents of local schools. • Provided Career Guidance and administered Psychological tests to UG

students of the Locality. Mr. Suresh Kumar : As a Physical Director he has provided following consultancy to various

institutions in the areas of sports and games. • Technical Official and starter at the World Games –Bangalore –India-

2009. • Official at the All India Inter University Men Vollyball-2009. • Technical Official at the 72nd all india inter university athletic

championship - 2011. • Official at the South Zone Inter University women Kho-Kho Tournament

-2013. • Official at the All –India Inter University Women Kho-Kho Tournament-

2014. • Consultancy to staff and physical directors on the campus and of other

institutions in the locality regarding organization of Sports Day, Citizenship Training Camp etc.

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2. Are faculty/staff members of the institute competent to undertake

consultancy? If yes, list the areas of competency of staff members and the steps initiated by the institution to publicize the available expertise.

Yes, the faculty members of the institution are competent to undertake

consultancy. Areas of Consultancy

• Educational Research – for writing research proposals, statistical analyses and interpretation

• Action research • Education for Sustainable Development • Psychological test administrations and interpretations • Counselling Skills • Education and Service Learning. • Computer multimedia based on instructional material • Computer Assisted Instructional and testing material • Mathematics Teaching and Learning • Language Education • In-service Education • Value Education/Peace Education • Physical Education and Yoga • Continuous and Comprehensive Evaluation • Marzano’s Taxonomy of educational objectives • Educational guidance and counseling –career guidance • Web-based education • Sports and Games • Effective Management • Special Education/Inclusive Education

The following faculty provide Consultancy in their Specialized areas Dr. Sr. Leonilla Menezes, A.C. Teacher Education ; Service Learning ; Value Education; Peace Education

Education for Sustainable Development; Effective Management; Construction and Validation of Psychological Tools; Constructive Pedagogy Career Guidance.

Dr. Sr. Maria Roopa, A.C. Teacher Education, Value Education, NLP, Career Guidance, Leadership

Skills, Constructive Pedagogy, Sustainable Development, Preparation of Research Proposals to funding agencies.

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Dr. Sr. Maria Myrtle, A.C. Mathematics Education ; Use of IT tools for Mathematics Teaching and

Learning ; Constructive Pedagogy; Value Education, Service Learning. Dr. Padmavathi

English Language Teaching and Literature ;Communicative Skills in English; Projects and Research in Guidance in Educational Research ;Counseling Skills; Effective Communicative Skills.

Dr. Shashikala Elementary Education: Academic planning, Teaching learning strategies; -

Women’s studies: Programmes for women empowerment; -Special Education: With special reference to learning disabilities; -Higher education: Validation of methodologies; -Epistemological foundations of methodologies for different disciplines.

Dr. Vijaya Kumari Teacher Education; Constructive Pedagogy ; Pedagogy of Teaching

Science; Educational Measurement and Evaluation ; Curriculum Development; Environmental Education -Education for Sustainable Development.

Dr. Flosy D’Souza ICT and Education; Computer Multimedia Education, Constructive

Pedagogy; Research data tabulation using IT tools; Educational Statistics; Use of Statistical Packages; Psychological testing and Interpretation; Service Learning. Preparation of Research Proposals to funding agencies.

Mr. Suresh Kumar Sports and Games; Health Education; Yoga Training; Aerobics,

Citizenship Training. Mrs. Sharmila Mascarenhas Pedagogy of Teaching Science, Constructivist Model of Teaching,

Programmes for Environment Education, Service Learning, Guidance and Counselling, Use of ICT in Teaching and Learning, Validation of Research Tools, Models of Teaching, Audio-Visual aids in Teaching.

Mrs. Rose Pinto ICT and Education, Language Laboratory for effective communication skills, Preparation of Instructional materials in science , Service Learning, Report Writing, Media Education ; Communication Skills in English, Special Education.

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Mrs. Laveena Rehma D’Sa Service Learning Activities, Validation of Research Tools, ICT Based Teaching Material in Social Science, Human Right Cell, Guidance and Counselling, Models of Teaching, Audio-Visual Aids, Computer Practical classes.

Mrs. Deepthi Nayak Pedagogy of teaching Kannada Language, Special Education, Service Learning, Use of ICT in Teaching and Learning, Validation of Research Tools, Guidance and Counselling, Constructivist Model of Teaching, Construction and Validation of Expression Scale in Kannada. The institution publicizes the expertise of the faculty by publishing their achievements and curriculum vitae in the College website, college report, college Journal and Alumnae news letter, annually.

3. How much revenue has been generated through consultancy in the last five years? How is the revenue generated, shared among the concerned staff members and the institution?

Most of the time the staff members provide free consultancy services. But, some times when the consultancy is provided to the institutions, remuneration is received by the concerned staff members.

4. How does the institution use the revenue generated through consultancy?

The management of the college allows the concerned staff members to use the remuneration earned by them for consultancy, to enhance their professional development.

3.4 Extension Activities: 1. How has the total community benefited from the institution?

(Contribution of the institution through various extension activities, outreach programmes, partnering with NGO’s and GO’s)

The effort and enthusiasm of the college to reach out to the community has

been very useful and fruitful. • The faculty has served as Resource persons in Schools and Colleges in

the locality, in the district, State and outside the state too. They have addressed several PTA meetings, Inaugurated the Camps and other programmes of schools and colleges, Presided over Annual Day Programmes and other significant programmes in and around Dakshina Kannada and Udupi Districts.

• The faculty are involved in various Academic and Research Committees of Mangalore University, Mysore University, Bangalore University, Kuvempu University, Karnatak University, Kannur University, University of Goa etc.

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• The College has organized a number of Workshops and Seminars for the

benefit of Teachers in the Community by lending the services of the faculty and also inviting resource persons from the Community.

• The Research Scholars of the institution have visited the ‘Self Help Groups” in the state and have surveyed the possibilities of Women Empowerment.

• The Service Learning programmes have enabled us to plan service learning activities which have equally benefitted the students and the community at large. Hence, service learning here is not a voluntary service but a learning experience. It is a teaching learning strategy. This gives an opportunity to experience and serve the disadvantaged groups such as specially challenged, illiterate, destitute, orphans, aged inmates in old age homes and children with poor socio-economic status. This learning experience has made our students sensitive to the needs of the community and serve and learn from them and also share their experience with peers and teachers.

• Institutionalized service learning activities focus many of the needs of the community members, like computer education, sports education, health education, ICT based teaching, guidance and counseling. Service has been rendered in the form of human resource training through seminars, workshops, small group activities and through one to one conact.

• Through different cells and club activities the students have served the community. Eg. the Human rights cell has rendered services to children of ‘Chinnara Thangudhama’

• The service rendered by our students in Practice Teaching schools spread out around the city and internship Schools spread out all over the Karnataka state, has been reported by the beneficiaries as a service to the Community. The student teachers in these schools totally get involved in the school activities by occupying classes in teachers absence conducting co curricular activities, assisting regular teachers with their administrative work and the like.

• The student teachers organize Career Guidance programmes in nine schools for students every year.

• Through Socially Useful Productive Work (SUPW) Programmes, the students teachers have trained children and adults in rural based schools to prepare wealth out of waste, small scale industry products like soap making, preparation of detergents, stitching garments, preparing craft items, decorative flowers and articles, soft toys, food preservatives, candle making, book binding, stitching attractive purses and hand bags, preparation of files, and the like.

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• On the occasions of special significance like the feast of the College, i.e., St Ann’s Feast, Christmas etc. games and recreational activities have been organized for focus groups such as economically needy and socially backward students, inmates of homes for the aged. They are given prizes, gifts and sweets out of the financial help collected through generous gesture by the staff and students.

• The Institution in collaboration with Prajna Counselling Centre, NGO, organized remedial teaching for poor destitute children.

• Training programme towards Awareness on Rights of Women and Strategies for the Empowerment of Women is organized in collaboration with Catholic Association of South Kanara (CASK) and local NGO.

• Awareness programmes for rural poor women are organized in collaboration with DEEDS, a NGO who works for the empowerment of women.

• The college provides Teaching Learning materials to six different Community schools every year. The students make a survey of the needs of the neighbouring schools in terms of learning aids and prepare and provide them to respective schools for instructional purposes.

• The college lends the physical facilities to the different groups of the community to organize their own programmes. Some of the organizations benefited are the State Government Education Department, Police Department, Mangalore City Corporation etc.

• The college lends its infrastructure facilities, multi-gym, sports facilities and academic facilities to the schools situated on the campus. The students of Kannada Primary, the high school, D.Ed. college, teachers on the campus have made use of the language laboratory, library, computer system, multi-gym and computer laboratory and software material. The student teachers of the college also train the students of primary schools for different co-curricular activities.

• The college faculty continuously guides the teaching personnel of the community giving timely help and training in academic aspects. Number of teachers and professionals who have undertaken doctoral studies, M.Phil studies and other post graduate studies from other universities come to the institution seeking guidance and their needs are taken care of.

• Vocational guidance and psychological testing facility is provided to young students on request to enable them to choose the right profession.

• The teaching learning aids prepared by the B.Ed. students are shared with the needy schools in the district and the research tools and psychological tools are shared with the needy institutions on request.

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2. How has the institution benefited from the community ? (Community participation in institutional development, institution-community networking, institution-school networking etc).

Community involvement and dissemination has helped us in Quality

maintenance in the following ways • Feedback: Community gives regular feed back to the institution.

Feedback from Practice in Teaching schools, Internship schools have helped us to modify our programmes. The Feedback from employers have always motivated us in undertaking Job specific tasks. Feedback from Parents and stakeholders have enabled us to revise or formulate rules and regulations for stakeholders. Feedback received from NGO’s have initiated us to plan structured outreach programmes. The Research data collected from the Community by our students has helped us to plan Community Awareness Programmes such as Awareness on Right to Education programmes for teachers and the like.

• School Community Network: The important institutions of the community are the cooperating schools. All the schools where our students are interned have been with us for over five decades. The college can boast of their unstinted support in allowing the college to re-adjust their time table to accommodate our students and to guide them only out of good will and the spirit of sharing. Providing academic guidance to the students during practice teaching, mentoring students during internship, providing jobs for student teachers after they complete their course, are the major contributions of school community.

• Community Support for Academic and Research Activities:

Whenever the college has approached centres of academic interest and other places of academic gain, they have willingly permitted us. Field trips and service learning projects, data collection for M.Ed. dissertation have been areas wherein the College has had complete support from the community. When B.Ed., M.Ed, DPPTT and Ph.D. students of the Institution contact schools and other organizations from community, they co-operate to collect data for their assignments, project work and dissertations.

• Knowledge Enhancement and Civic Awareness: The members of the

community visit the college on different occasions and have enlightened the staff and students on different issues. Some of the best awareness programmes are: traffic signal awareness, fire extinguishing process, first aid, disaster management, legal rights of women, maintaining compost pit, solid waste management, environmental protection etc. Our students have participated in a number of Community Awareness programmes such as Half Marathon, National Youth Festival, Protest

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Rally on Social issues, Rally’s organized on AIDS Awareness Day, World Environment Day, Traffic weak, Heart Foundation Day, International Women’s Day, Human Rights Day, World Literacy Day etc.

• Support of Skilled Professionals: Health and Medical support is

rendered by Medical practitioners associated with the institution. The members of the community have joyfully involved in the total process of students growth by assisting the faculty. Students have been trained for dramatization skills, craft skills, art skills, good hand writing, public speaking, environmental projects, preparation of working models in science, preparation of low cost/no cost teaching aids, etc by experts from the community. The community has also supported us by giving Civic awareness programmes such as Child Rights, Rights of Women, Road safety and Traffic rules.

• Sharing of Knowledge: Community based projects undertaken by the

NGOs are shared with the college and they are executed in a collaborative manner. This has contributed for upgrading the knowledge of staff and students about the status of community.

• Security Services: The college has a close association with the police

personnel of the city which has been possible by keeping contact with them by inviting them on different occasions and having interactions. These personnel have been giving orientations on various issues to students and also provide support to the institution for ensuring a safe learning environment for the stakeholders specially to women students.

• Support for Non Scholastic activities: The members of the community voluntarily participate in the programmes of the college by taking the role of judges for different competitions, resource persons, guest speakers on different occasions.

• Financial Support: Some of the seminars and conferences organized by the college are supported by the members of the community as sponsors and benefactors through financial assistance as well as by providing expertise. Besides, a few benefactors and well-wishers of the college have founded merit scholarships for the deserving students.

3. What are the future plans and major activities the institution would like

to take up for providing community orientation to students? • To orient students more on the degraded status of women in the

community through field work and to expose them to real situations and develop a sort of awareness and develop functionality to work towards desirable change.

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• To undertake more and more focused research on developing social values.

• To develop Citizenship values and skills through focused Non scholastic activities. The celebrations of days of national significance to inculcate citizenship values, patriotism and social values.

• To strengthen Service Learning Programmes with greater coverage and areas of special social concern as well as to take up projects like adopting schools, to cater to the academic needs of the socially disadvantaged and underprivileged children of the immediate community. Towards this we propose to work hand in hand with the NGOs in a more vigorous manner involving all the student teachers functionally in the service based activities

• To strengthen networking with international institutions and to work out exchange programmes and sharing of ideas.

• To have a documentation cell known as ‘DHANYAVAD’ in which each and every (small or big) help rendered by the community is recorded and kept open to the public and students to make the students know that how much has been received from the community by the institution and to develop in them a positive attitude to serve their community.

4. Is there any project completed by the institution relating to the community development in the last five years? If yes, give details.

• A Service Learning Training Programme to develop Service Learning Skills among in-service Teachers of Dakshina Kannada District sponsored by UBCHEA conducted in 2009-2010.

• An Environment and Health Awareness Programme through Community Based Activities in rural areas by the In-service Teachers and School Students of Dakshina Kannada District, Karnataka through Service-Learning Approach sponsored by UBCHEA conducted in 2009-2010.

• An UNESCO sponsored Project on Training Programme to Enhance Sustainable Development Competencies among Pre-service Teachers through Specially Developed Instructional Package conducted in 2009-2010.

• UBCHEA sponsored Research on “Pedagogical Practice of Service Learning in Teacher Education” conducted in 2010-2011.

• An UNESCO sponsored Project on Preparing, Validating Instructional Modules and Strategies on Peace Education And Training Student Teachers for using Peace Education Strategies at Secondary School Level conducted in 2011-2012.

• A survey on Solid Waste Management and Domestic Waste Management for the benefit of pre-service teachers and members of community sponsored by college conducted in 2010, 2011 and 2012.

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• A survey on Awareness of Child’s Rights for the benefit of pre-service teachers and school teachers sponsored by college conducted in 2010, 2011, 2012.

• Study of domestic waste management practices among employed and unemployed women in rural and urban areas and creating awareness in community on sustainable development issues specially on solid waste management conducted in 2010, 2011, 2012.

• A UGC sponsored Project on “Effectiveness of service learning training programme to develop knowledge and ability to undertake service learning projects among pre-service teachers of Mangalore taluk” conducted in 2012-2013.

• A survey of the Flora of our College by the pre-service teachers sponsored by college conducted in 2012-2013.

• Projects related to teaching of Chemistry for pre-service and in-service teachers sponsored by college conducted in 2010, 2011, 2012, 2013.

• UBCHEA sponsored Research Project on Integration of Inclusive Education in Teacher Education involving Teacher Educators and Pre-service teachers and institutions for Special Education through Service-Learning Approach conducted in 2012-2013.

• A UGC sponsored Project on Developing Awareness on Bio-ethical Issues among Pre-Service Teachers conducted in 2013-2014.

Apart from the above Projects undertaken, the institution has

institutionalized service learning. Service learning is a teaching and learning method that links community service experiences with academic learning, personal growth and civic responsibility. This approach enriches learning by engaging students in meaningful service to their schools and communities. Students apply academic skills to solving real world issues and meet community needs. Under this Service Learning Project, the institution had undertaken a number of sub programmes in the last five years. They are listed below : • Service Learning by creating awareness on waste management and HIV

AIDS to students and parents in 2009, 2010 and 2011. • Service Learning by Providing computer literacy to economically needy

students of the campus from 2009 to 2014. • Service Learning by tutoring and Providing the infrastructure, sports

facilities and learning resources to needy five primary schools 2009-2014.

• Service Learning by Tutoring on sports skills and Providing sports facilities and infrastructure facilities to special school from 2009 to 2014.

• Service Learning by interacting with the aged, entertaining them, sharing gifts and eatables with them from 2009 to 2014.

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Through Service Learning activities and curricular related assignments orientation about the local community is given ( For Example: Assignments related to literacy rate among women and girls in the community, Women’s status in the society etc.

5. How does the institution develop social and citizenship values and skills

among its students? Social Values through

• Service Learning : Service based programmes are organized to develop sensitivity about the needs of the community and also to respond to them with one’s limitations

• Club and Cell Activities: Through Science Club, Human Right Cell, Women’s Cell, Kannada Sangha Programmes tremendous opportunities are given to develop social and citizenship values apart from subject specific learning.

• Celebration of festivals: The religious festivals of different religions are celebrated to develop awareness of the basic tenets of common religions of India.

• Leadership Training: The institution provides a number of opportunities to take up leadership for scholastic and non scholastic activities in order to develop leadership skills.

Citizenship Values and Skills Through

• Citizenship Training Camps: Students are specially trained to be aware of their duties and responsibilities, to develop leadership skills, to think creatively, organize activities to develop patriotism etc during this camp.

• Excursions: Excursions/ Field trips are organized to educate the students especially to develop organizational skills, personal skills, social and emotional skills, awareness regarding Human Rights etc.

• Celebrations: The National festivals celebrated on the campus to develop Patriotism and a sense of National Integration in students.

• Regular campus cleaning programmes: The students regularly clean the college campus once a week. They are also trained to maintain cleanliness every day. These exercises help them to strengthen their social/citizenship skills such as adjustment, cooperation, dignity of labour, health care, unity and sense of belongingness to the institution.

• Campus Culture: Systematic training to follow the college culture (cleanliness, co-operative work, safeguarding the property of the institution, using the resources with care etc)

• Out door activities: the students are taken out of the college campus like visit to Ice Factory, MRPL, Museums, Science Centre, Solid Waste Re-cycling Centre, Zoo, Water Parks, Cottage industries, exhibitions, etc, which are basically planned by the students under the guidance of the staff members.

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3.5. Collaborations: 1. Name the national level organizations, if any, with which the institution

has established linkages in the last five years. Detail the benefits resulted out of such linkages

- University Grants Commission(UGC) - All India Association for Educational Research (AIAER). - All India Association for Christian Higher Education (AIACHE). - National University of Educational Planning and Administration

(NUEPA) - Xavier Board for Higher Education in India (XBHEI) - Centre for Cultural Resources and Training (CCRT) - National Council for Teacher Education (NCTE) - Indian Association of Teacher Education (IATE) - Indian Education Congress (IEC) - International Association of Educational Research (IAER) - Council for Teacher Education (CTE)

National Linkages

UGC

AIAER

AIACHE

NUEPA

XBHEI

CCRTNCTE

IATE

IEC

IAER

CTE

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• University Grants Commission (UGC) has provided financial grant to undertake Minor Research Projects. Three of our faculty members obtained travel grant to go abroad to attend conferences and present papers.

• A number of faculty have participated in the All India Association for Educational Research (AIAER), National and International Conferences.

• Xavier Board for Higher Education, India, All India Association of Christian Higher Education (AIACHE) and All India Association of Educational Research are the main organizations, the college has close links as a life member and participation in its activities and programmes benefiting the staff towards greater efficiency and the students have enjoyed the benefits of its programems and scholarships. Xavier Board for Higher Education, India, has also sponsored two value education and orientation programmes for students of the institution. The faculty members have served these organizations as collaborators. Number of scholarship are provided by AIACHE for the needy students of the college. AIACHE and XBHEI have been conducting annually essay competition on important topics at national level for college students. Our students have won first and second prizes in these competitions on several occasions.

• Four of our faculty members have been trained by CCRT to impart

culture education.

• As life members of IEC, IATE, CTE faculty members have been actively engaged in the activities of these organization.

• Dr. (Mrs) Flosy D’Souza was on research committee of the Xavier

Board for Higher Education, India. Title of the major research project completed was a ‘Campus Culture of Colleges in India – A Comparative Study.

• Dr. Shashikala member of International Association of Educational

Research, was able to attend number of conferences within and outside India and shared ideas through presenting papers

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2. Name the international organizations, with which the institution has

established linkage in the last five years. Detail the benefits resulted out of such linkages.

International Organizations:

- Asia Pacific University Community Engagement (APUCEN) - United Board of Christian Higher Education (UBCHEA), New York - World Council for Curriculum and Instruction (WCCI), New York - United Nations Educational, Scientific and Cultural Organization

(UNESCO) - International Association of Educational Research (IAER) - Asian Christian Faculty Federation (ACFF), Hong Kong - International Association of Educators for World Peace (IAEWP)

The Institution has established linkage with the above International

organizations. The Principal and the Faculty have participated in their conferences in different parts of the globe and assisted through the conduct of projects. These opportunities have given an awareness to decide the priorities to be focused in education today and also have expanded the territory of working of the faculty. The UNESCO has provided financial grant to undertake 2 major projects on ‘Peace Education’ and ‘Sustainable Education” for Sustainable Development.

International Linkages

APUCEN

UBCHEA

WCCI

UNESCOIAER

ACFF

IAEWP

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3. How did the linkages if any contribute to the following? (Curriculum

Development, Teaching, Training, Practice Teaching, Research Consultancy, Extension Publication. Student Placement)

• Curriculum Development: - University Grants Commission (UGC) has provided Travel grants to

faculty to attend International and National Conferences and as a result of this the faculty have explored new areas and current trends to improve the quality of Curriculum.

- The World Council for Curriculum and Instruction has its focus in this direction. The faculty members have identified creative areas in the context of teacher education, e.g., curriculum for Peace Education, curriculum for sustainable education, Human Rights Education and Ethics and conducted experiments on different aspects of the curriculum as papers that were presented.

- United Board for Christian Higher Education in Asia (UBCHEA) has provided training to the faculty to develop curriculum for environmental education for sustainable development and for institutionalizing service learning and have taken up activities related to these themes.

- The faculty members were exposed to various issues on curriculum development through their participation in the international conferences organized by World Council for Curriculum and Instruction (WCCI).

• Teaching: - School Network all over the state has enriched our Internship

programme and has given an opportunity for our students to experience teaching in rural schools.

- NGO’s have supported the institution in Institutionalizing Service Learning.

- These have given new visions for teaching, by giving scope for introspection. The current practices such as co-operative learning, active learning, service learning, soft skills learning, multi sensory learning, self directed learning, participatory learning have been actualized in the institutional context partially because of the motivating boosters of these organizations.

- The faculty members have gained competency in teaching the current area of the curriculum known world-wide as service learning rather than an activity of social service. They are invited as resource persons in this area.

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• Training: - The contribution received through various linkages has resulted in

knowledge enhancement. This knowledge enhancement has enriched training, enabled us to prepare good Instructional modules, update Curriculum, enabled interaction and sharing of our expertise.

- The Alumnae network all over the country has provided opportunities to the faculty to be the key resource persons at the National level conferences and be a part of training the teachers all over.

- The linkages have helped us to develop community relationships through research projects and out reach programmes sponsored by various agencies.

• Practice in Teaching : - The school network helps us to plan our Practice Teaching

programme, it enables us to try out new methods/strategies of Instruction and Evaluation. Schools collaborate with us by giving feedback to our students. The school network provides an opportunity to our students to plan and execute non scholastic activities, provide tutorials to the needy, undertake Case study on problem cases and execute Action research projects.

- Practice teaching is a time when teaching skills are actualized. The focused areas are taken into consideration and infused into the regular class lessons and thus these organizations provide good ground to decide the way the teaching to be guided.

- The skills developed through the collaborative programmes of the UBCHEA and UNESCO have been responsible to give additional inputs through workshops to the students.

• Research:

- Network with a number of Institutions have enabled our Ph.D. Scholars and PG students to collect research data, consult experts for statistical data analysis and share research results with various Institutions.

- UNESCO sanctioned two Projects on Preparation and validation of Peace Education and Preparation and Validation of Modules on Edcuation for Sustainable Development by providing financial assistance and thus enabling the staff to enhance their research skills.

- University Grants Commission (UGC) has provided financial grant to undertake Eleven Minor Research Projects in the past five years, seven of the projects have been completed and four are on going.

- A number of faculty have Participated in the All India Association for Educational Research (AIAER), National and International Conferences.

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- UBCHEA sanctioned a project to the institution by providing financial assistance to develop research skills and leadership competencies in the faculty of the college. Three major Research projects on institutionalization of service learning and leadership are the outcome of the financial grant from this agency.

- Faculty members who have retired have been the originators of the All India research on Campus Culture of Colleges in India sponsored by Xavier Board and Dr. Flosy D’ Souza continued on the project and the publication of this study has been brought out.

• Extension Activities : - The Projects on Service Learning had an essential extension service

directed aspect, namely, training secondary school teachers in service learning in order that the concept and programmes of service learning takes root in all the schools through which the community benefits. A large number of parents and community workers also participated in these projects.

- The institutionalization of service learning has been responsible for the extension service work of the faculty and the students as a part of the Working With the Community progarmmes.

• Publications : - AIACHE publishes an International Journal, ‘The New Frontiers of

Education’ which has assisted the faculty members to publish the research projects and in the dissemination of research findings to the wider academic community. ‘The New Frontiers in Education’ has published a number of research articles of the faculty during the past five years.

- AIAER publishes a National journal, ‘Journal of Educational Research’ which has assisted the faculty members to publish the research articles and enabled the faculty in the dissemination of research findings to the wider academic community.

4. What are the linkages of the institution with the school sector? (Institute

school community networking) The institution has a strong linkage with the schools for most of the major

activities. The academic calendar of the college is planned based on the school activities. The institution depends on the schools for demonstration lessons, practice teaching, practical examination, internship programme outreach activities organizations of competitions, resource persons for conducting workshops and training programme etc. The institution has built up a good relationship with the schools and trains the student teachers to cope up with the changes in the school and to meet the standard of the school.

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The institution has strong linkage with the community , has a strong Alumnae Association. A number of activities such as service learning, SUPW, Citizenship Training Camp, field trips and educational tours are planned and executed with the community support. A number of NGO’s help us in executing these activities. The institution invites and involves the school personnel for all important programmes. In all the workshops, seminars, and other training programmes of the college teachers from community are involved as resource persons or participants. Resource persons from different sectors are invited for seminars, workshops and conferences to enrich the quality of our training. The guidance and counseling seminars ,family life education seminar, NLP seminar, Workshops on CCE, preparation of improvised aids, ICT, are organized with the help of the eminent resource persons identified from the community. The schools are closely knit with the institution. The link works beyond just practice teaching. The needs of the community are studied, especially in terms of academics. The needed learning material in the form of charts, models, printed materials, CDs etc are provided to the schools. The teachers constantly keep coming for guidance, consultancy, seek clarifications and they also contribute to the institutions on special occasions like college festivals etc, participating as judges, guidance workers and counselors. The institution helps the schools with trained teachers as per their requirements. This is most valuable service rendered by the institutions to schools. More examples of linkages of the institution with school sector are given in 3.4 Q.No.1 and 2.

5. Are the faculty actively engaged in schools and with teachers and other school

personnel to design, evaluate and deliver practice teaching? If yes give details. Yes, the faculty is actively engaged in practice teaching programme along with school personnel. • Through continuous interaction with teachers, the institution works earnestly

at making the practice teaching programme quality based. The faculty of the college prepares the time table, identifies leaders among students, assigns specific duties to be undertaken in the school, takes the mentor teachers into confidence to provide academic guidance allowing for maximum freedom for the mentor teacher to guide the trainee, based on the specific needs of the school.

• The college faculty interacts with the staff members and head of the institution of practicing schools at each step of the practice teaching programme. Each task is planned based on the suggestions and advice given by the teachers. Both school teachers and college faculty evaluate most of the lessons executed by the trainee. The faculty members take feedback from the co-operating teachers on each individual student and efforts are made jointly by the college and school staff to contribute towards the growth of the trainee. Each student teacher receives feedback both from the lecturers and

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the school teachers. The feed back given by the school teacher is considered very significant and it is compiled and used for future reference.

Design practice teaching : The practice teaching programme is planned in consultation with the school

personnel. The number of lessons in each block of practice in teaching is decided based on school acceptance and convenience. The students meet the school teachers and decide the content and time table of practice teaching. The college faculty discuses closely with the teachers of the schools , the content and strategies to be followed during practice in teaching and come to a consensus.

Evaluate practice teaching:

- The practice teaching programme is evaluated in collaboration with school personnel. The co-operative teachers meetings are held twice during an academic year to orient the teachers about the evaluation pattern and their suggestions are accepted.

- The personnel of the college and the school personnel both evaluate the practice teaching programme and provide necessary feedback to individual students and record the feedback in the ‘supervisor’s diary’.

- The personnel also make sure that the lessons are observed by the other B.Ed. students and ‘observation record’ is maintained .

- The record of self evaluation is also signed by the school/institute personnel and sufficient feedback is given to enhance ‘Self esteem’ of student teachers.

Execution of practice teaching: - The practice teaching programme is executed with the co-operation and

support of school personnel. The head of the institution orients our students at the beginning of the practice teaching programme and informs the rules regulations and timings of the school. An attendance Register is kept in Head Master’s room to enable our students to mark their attendance every forenoon and afternoon. The schools co-operate with us and adjust their time-table and give sufficient time to our students for executing lessons.

- The basic pedagogic process is decided in collaboration with school teachers. - The school teachers also give ‘Demonstration lessons’ when requested and

our students benefit a lot from their lessons. - The schools permit our students to observe the lessons of their peers and

provide necessary infrastructure in the classroom to accommodate our students and staff observing and supervising their lessons.

- The schools also make use of the opportunities during practice teaching to avail of the services of our faculty and student during practice teaching as judges at competitions, chief guests of school co-curricular activities, resource persons to deliver talks during PTA meetings, students to maintain discipline etc.

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6. How does the whole faculty collaborate with school and other college or university faculty? • There is lot of scope for the faculty of the college to collaborate with school,

college and university faculty. • The faculty responds functionally to the needs of all these three groups. • It is imperative for the faculty to work in collaboration with practice teaching

schools. But the college also extends its help to schools other than practicing schools. The learning aids required by the schools(at least six per year) is taken note of and prepared and given to the schools. The college organizes workshops based on the felt needs of the school teachers.

• The faculty collaborate with internship schools to plan ,evaluate and deliver internship programme. The faculty plans the demonstration lessons in collaboration with school personnel. The faculty plans the practical exam in collaboration with school personnel.

• The faculty takes interest in attending the seminars /workshops/conferences organized by other colleges and discusses academic matters with the organizers and participants.

• Organizes need based programmes for teacher educators of the university. • University faculty are invited to give theme based lectures for faculty and

students. • College /university faculty are approached to be judges for the co-curricular

activities organized in the college. • Collaborates and contributes in number of activities of school/colleges

/universities. • The Institution Collaborates with the expert committee of universities and

schools in Curriculum development, Material development and Instructional design.

• The faculty works in close collaboration with the first grade colleges. Whenever a seminar or workshop is planned, their needs are also taken care of, where both faculty members work together. Recently organized seminars on service learning and soft skills are the examples. Number of academic/educational problems selected for Ph.D. study by the students demand interaction with other college teachers. The college teachers have presented papers during the seminars organized by the college.

• Number of teachers from the first grade colleges visit our college to enlighten the students on different issues. Some of them are Observation of celestial bodies, Preparing compost manure, global warming, local art Yakshagana, Dramatization and Education, solid waste management, creative writing, innovative approaches to the teaching of Science, Mathematics, English, Social Science and Kannada. Humor in teaching etc. The Ph.D. students of these colleges often come for guidance to our college faculty.

• The faculty of the institution also offers consultancy to the faculty of different institutions in their research and skills training.

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• College works in close collaboration with the university in different ways. Two

of the staff members have been the “Deans of the faculty of Education”, three of our faculty have been members of Academic Council, Syndicate members, Faculty of Education and Principal has been a member of Mal-practice enquiry committee for past four years and have worked with the faculty members both at challenging and usual situations. Academic exchange with the university faculty at times is a regular feature. University faculty is invited by the college staff members for discussions on number of topics. The Vice Chancellors and Registrars have been the Chief Guests of college, ‘Graduation Day’ at different times.

• Three of our faculty members have rendered service to faculty of Mangalore University in training them to prepare ‘Self Instructional Material’ for distance education and on effective pedagogy of teaching.

• The college faculty, being the members of BOS, BOE, Board of Faculty of Education, Mal-Practice Enquiry Committee, Academic Council, Syndicate Bodies, of Mangalore University and other universities have worked in collaboration with university teachers of parent university and other universities within and outside the state.

• The faculty members of the institution are on different national level teams such as NAAC peer team, NCTE Affiliation committee, University Affiliation committees, University Co-ordination committees, on UGC expert committees as members to grant fresh autonomy to college or to renew it Local Inspection Committee etc.

• The institution being an autonomous one, has University faculty members as university nominees on its Board of Studies, Academic Council and Governing Body.

• The faculty of the institution also work in collaboration with all the Universities of Karnataka, Goa, Kerala and Chennai.

• The college intends to start a network of teachers on line so that all teachers starting from primary upto post graduate level get a platform to interact with one another.

3.6 Best Practices in Research, Consultancy and Extension :

1. What are the major measures adopted by the institution to enhance the quality of research, consultancy and extension activities during the last five years?

Research:

• The College has established the Ph.D. Research Centre under Mangalore University. From 2008 to 2014 and 46 research scholars have registered for Ph.D. Degree. 16 students have been awarded doctoral degree in Education. The Research center has been upgraded with a number of computers with online facility.

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• A good number of psychological and research tools are prepared, validated , acquired and are added to the college research centre.

• A research cell has been established under the research centre to promote quality research. Standardization of psychological and educational evaluation tests has been already undertaken by the faculty under the auspices of the Research Cell and constant interaction with experts in the field has been giving scope for enhancing these activities. College Research Cell under the leadership, every member organizes periodical research colloquiums for Ph.D. and M.Phil. students, M.Ed. students of college, parent university and other universities along with the faculty and some times with guest research experts.

Consultancy:

• Readily made available informal consultancy services for the alumnae, teachers, parents and community

• Placement services have been provided and related consultancy is kept open to whoever is interested.

• The student teachers –present and past – as well as students of other colleges of education benefit from such services.

Extension:

• Service learning has been institutionalized. Service learning activities have been deliberately planned and executed to different groups like senior citizens, members of children’s homes, women, teachers, schools, etc

• Collaborate with local and outside NGOs for extension work.

2. What are the significant innovations/ good practices in research, consultancy and extension activities of the institution?

Good Practices in Research:

• Every student is trained to undertake Field based assignments. The assignments are to a large extent research based and students learn the important processes of research like the identifying the objectives, preparation of tools, collection of data, analysis of data, arriving at conclusions and sharing research findings of their Interaction with research experts on new trends and techniques of research, publishing an annual research journal on education. As well as publishing research articles in it and in other national and international journals, presenting research based papers at national and international conferences are other ways of enhancing research in the institution as a good practice.

• Attempts are made every year to study new trends in research and education. Hence recent trends/topics like qualitative research, cooperative learning, constructive pedagogy, affective skills, semantic environment, spiritual intelligence have been considered for the study.

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• All the B.Ed. students have been trained to prepare Research Tools for evaluating the students through CCE.

• All the staff members undertake Action Research Projects on Student Teachers.

• All the staff members are trained to prepare proposals for research projects to be submitted for financial assistance to UGC, UNESCO, UBCHEA, ICSSR, Government agencies and NGOs. All of them have undertaken either minor or major research projects under the provision of UGC grants UNESCO and UBCHEA and they were all involved in the projects undertaken by the college for the state government.

• Establishment of Research Cell as an umbrella agency to disseminate research findings.

• The College has contributed a number of Instructional Materials both published and unpublished for the ready use of Secondary teachers, Primary teachers and Teacher Educators as an outcome of Research.

• Research studies on issues of Global concern –Life Skills Education , Peace Education, Education for sustainable Development, Education for Culture of Peace and Planet Earth have been a major contribution of the Institution.

Consultancy: • The college offers consultancy on all related issues like academic,

employment, guidance and counseling, research, evaluation and psychological testing etc. at the primary school, secondary schools, colleges of education, the department of education regularly. (More details on consultancy are provided under 3.3 Q.No. 1 and 2).

Extension: • The significant innovations/ good practices in extension of activities are

the Institutionalization of Service Learning activities through which systematic service activities are taken up for the community as gains to them and academic and non-cognitive gains to the staff and students.

• Providing need based seminars and workshops for Teachers of the community.

• Resources sharing with the needy schools with social and charitable institutions in terms of preparation and providing teaching aids to the rural based and other schools, as well as guiding them to prepare them in particular, ICT based teaching aids etc. Resource Development among staff and students of rural schools. (More details on this are given in 3.4 Q.No. 1 and 2, 3.5 Q.No. 2 and 3.6 Q.No. 6)

• Validation of number of methodologies for women’s studies like Feminist film analysis, Advertisement reviews, event analysis etc.

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Additional information to be provided by the institution opting for Re – accreditation / Re – assessment 1. What are the main evaluative observations/ suggestions made in the first

assessment report with reference to Research Consultancy and Extension and how have they been acted upon?

• No specific mention in relation to research, consultancy and extension is made

in the previous assessment, except for one suggestion, namely, ‘More Research Projects could be undertaken by the staff’ to generate more funds and to be in touch with the latest trends in education system.

• The Institution has motivated the staff to undertake more and more Research Projects as a result of this 2 major UNESCO projects were completed by the entire faculty of the College. Apart from this most of the faculty members obtained UGC Grant for undertaking UGC Minor research Projects and 9 projects have been completed in the past five years and are in the process of completion. The College also completed 3 Major Projects of UBCHEA. Through these projects college has earned teaching learning resources like computers, educational CDs, books and journals.

• Three Major research Project proposals are being sent to UGC, UBCHEA and ICSSR for acceptance.

2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation?

• The college Journal has been upgraded as a National Research Journal with an ISSN assignment. The entire faculty has contributed their research article for the College Journal. The research scholars of the college are encouraged to publish their research articles in the Journal.

• Has worked with commitment in maintaining the quality of research and also in the dissemination of research findings in various ways. The college has taken trouble to see that the M Ed and Ph.D. students prepare and validate at least one tool of research and not just borrow the tools which are readily available during their research project.

• Has increased on subscribing to more research related journals and library books to facilitate the teachers and students to be in tune with the recent developments in research in education and in the multi disciplinary approach to education. A good number of standardized research tools have been added to the research section of the library.

• Has provided free access to the internet to all the staff and students to browse material for the teaching learning as well as research purposes as a result of which accessing to information has become the order of the day.

• Has maintained the quality of articles to be published in college journal and have also published in other standard journals.

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Best Practices I: Title of the Practice : Establishment of ‘Samshodhana Kuteera’ –A research cell

Goal: • To strengthen the quality of research undertaken by the staff and students by

imbibing scientific thinking. • To disseminate research findings of immediate and global contexts. • To enable M.Ed. students, Ph.D. Scholars and campus staff and students and

Alumni to take part in open colloquium presentation of research undertaken in college.

The Context: • Developing research skills among students is one of the important

requirements of teacher education programme. The total environment in such institutions should be planned in such a way that the inmates imbibe, develop and perpetuate the skills required for scientific thinking.

• There are four courses in the college viz B.Ed., M.Ed., Ph.D., DPPT where students are to be exposed to research skills which in turn empower them to take up research in their own contexts in future. Research in curriculum development, instruction and evaluation are the three major contexts for which student teachers need to be trained.

The Practice: • The research cell consists of the honorary president, the Principal of the

college, the coordinator (Dr. Vijaya Kumari) and members (Dr. Padmavathi, Dr.Shashikala, Dr. Flosy D’Souza and Dr. (Sr.) Maria Myrtle, A.C.) Developing research skills is a continuous process and hence activities related to research have to be planned throughout the course. All the activities and programmes are carried out with a scientific spirit and a research perspective.

• Having realized this fact, planned activities planned based on the objectives were, sharing research work of faculty members by them, sharing the research work of Ph.D. students with the faculty and students, organizing exposure lectures from experts, guiding students for action research projects, collecting research papers from the faculty for publication in different national and international journals, continue the practice of publishing the journal of education with articles basically on research in education, with mainly the college faculty and research scholars being the contributors annually.

• The research cell of the college, periodically organsies ‘Research Colloquiums’’ where research issues in education are presented, shared and discussed by the research scholars of the college, faculty and some times external research experts also are invited to participate in the same.

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• The college faculty members are continuously engaged in conducting experiments in education and presenting papers in seminars, workshops, conferences at national and international level. Every Tuesday and Friday afternoons are set aside to share the experiences and findings of research of the faculty and students. Once a year an expert in the field of education is invited to enlighten on the latest issues in educational research. A Specialists in the field of research are invited to validate the research undertaken by M.Ed. students and Ph.D. students.

• Each student studying in B Ed course has been trained to take up an action research project and is guided to sense a problem during practice in teaching and guided to prepare an action plan after coming back from their practice teaching programme. The students are encouraged to execute the action plan during second block of practice in teaching.

• The members under the guidance of the Principal and the coordinator compiled the abstracts of 227 M.Ed. dissertations from 2003 to 2012 in a publication titled ‘Collate Anns – Volume – II.

• The cell has planned to reach out to in-service teachers interested in research and guide them to take up meaningful experiments. Towards this end already sessions are being taken up by the faculty members for the primary and secondary school teachers to plan and implement projects in schools scientifically.

Evidence of Success: • The B Ed students after the input for action research is given, have been

capable of identifying a problem in school situation, prepare a plan of action and execute the same. They have expressed their satisfaction in learning to identify a problem, work out an action plan and execute it.

• The M Ed students at the end of the academic year are seen to possess a number of research competencies such as, identification of problem, formulating the objectives, preparation of a tool to study the objectives, data collection, analysis of data and arriving at conclusions. They have expressed that the validation sessions and discussion sessions have contributed to think about problems in a more vivid and comprehensive way, to be more specific. They are confident to identify a problem, to prepare/ validate a tool in different situations according to the objectives.

• The outgoing M Ed students are keen on registering themselves for Ph.D. studies because of the confidence gained in the college. They are also competent to undertake and guide research projects, present and publish research papers during seminars at national and international level.

• The college faculty has gained greater confidence in taking up research projects and experiments in education and the number of publications and presentations is increasing each year. The college journal publishes at least one research paper from 90%of its faculty members. There was overwhelming support and desire to start the research centre on account of this confidence and competence gained.

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• The faculty members are well equipped and are really competent to prepare

research proposals for financial assistance, to undertake research projects and to offer research consultancy as part of extension and consultancy services.

• The alumni of our college i.e. B.Ed., M.Ed. and Ph.D. holders of the college have been efficient to write research proposals and to undertake research projects in their educational institutions, for the Government and NGO. Research experience in the college has also helped them for better placement and to offer research consultancy to others. Some of them have taken up jobs in other countries.

Best Practice 2: Title of the Practice: Research on issues of Global Concern – Peace Education,

Education for Sustainable Development, Life Skill Education and Human Rights Education

Goal: • To undertake research related to priority areas of Global Concern. • To measure the awareness of stakeholders on Global Concerns • To develop ready to use Instructional materials for Education related to issues

of Global concern. The Context :

• Sensitizing teachers towards issues of Global Concern is one of the most important goal of Teacher Education programme. The teachers should be able to develop Instructional Materials and implement it in classrooms inorder to find ways and means of solving problems related to the issues of Global Concern.

• The faculty and Ph.D. Scholars encouraged to write research proposals related t issues of Global Concern and submit to various agencies like UGC, UNESCO, UBCHEA, ICSSR etc. and undertake relevant research.

The Practice : • The entire faculty have been a part of two UNESCO projects related to

‘Peace Education’, ‘Education for Sustainable Development’ and UBCHEA, UGC projects on ‘Service Learning.

• The B.Ed. student teachers have been a part of the experimentation of projects on ‘Peace Education’ and ‘Sustainable Education’ and have developed skills of providing ‘Peace Education’, ‘Sustainable Education’, ‘Service Learning’ and ‘Human Rights Education’ to secondary school students.

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• The M.Ed. students and Ph.D. scholars have undertaken research on Human

Rights Education, Environment Education, Sustainable Education, Peace Education, Soft Skills Education, Neuro Linguistic Programme (NLP) Education, Life Skills Education etc.

Evidence of Success :

• The B.Ed. students after being a part of the experimental group and getting sufficient input on ‘Peace Education’, ‘Human Rights Education’, ‘Sustainable Education’ have been capable of implementing the strategies on secondary school students.

• The M.Ed. students and Ph.D. scholars are sensitized to issues on Global Concerns and they have undertaken related studies.

• The faculty have developed instructional material on issues of Global Concern and have validated it on pre-service teachers. These materials have been printed by the college with ISBN marking.

• The faculty of the college also have developed expertise to be resource persons on these issues of Global Concern and to undertake major and minor research projects and to present and publish research papers on these themes.

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Criterion IV Infrastructure and Learning

Resources

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Criterion IV: Infrastructure and Learning Resources 4.1 Physical Facilities : 1. Does the institution have the physical infrastructure as per NCTE norms?

If yes, specify the facilities and the amount invested for developing the infrastructure. Enclose the master plan of the building.

The following are the specifications of the NCTE norms.

a) There shall be provision for adequate number of classrooms, hall, laboratory space for conducting instructional activities for approved intake of 100 students, separate rooms for the principal, faculty members, office for the administrative staff and a store. The size of instructional spaces shall not be less than 10 sq. ft. per student.

b) There shall be a library equipped with text and reference books related to the prescribed courses of study, educational Encyclopedia, yearbooks, electronic publications (CD-ROMs) and journals on teacher education.

c) There shall be games facilities with a playground. Alternatively, the playground available with the attached school/college may be utilized and where there is scarcity of space as in metropolitan towns/hilly regions, facilities for yoga, indoor games may be provided.

d) To provide these facilities, the Management / Institutions shall, at the time of making application, have in its possession adequate land / land and building on ownership basis free from all encumbrances. Govt. land acquired on long-term lease as per the law of the concerned State / UT will also be considered valid for the purpose. Pending construction of permanent building in the above land, the institution may provide these facilities in suitable temporary premises up to a maximum period of 3 years, before expiry of which the institution should shift to its permanent building.

• The physical infrastructure of the institution is for above the NCTE Norms.

The following are the infrastructural facilities available in the institution: There is a well established and well equipped campus The building has more space than the requirement with tiled flooring

and adequate ventilation Adequate number of well equipped classrooms and Halls for General

classes, Methodology classes and Science Laboratory with audio visual aids.

Well equipped Principal’s room, office and staff rooms. A conference hall for conferences, seminars, workshops and co-

curricular activities.

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Well to do ICT facilities which include computer laboratory with

internet facility, Multimedia Technology room, internet browsing centre, Language Laboratory, LCD’s, over head projectors, CCTV, digital camera and reprography facilities.

Psychology Laboratory with a variety of apparatus and a large number of psychological tests.

Library with a rich collection of text and reference books related to the prescribed courses of study, educational Encyclopedia, yearbooks, electronic publications (CD-ROMs) and journals on teacher education.

Research centre with computers, internet and reprography facilities. Computers placed in cubicles with access to the internet for Ph. D. and

M.Ed. students. Separate computers for the staff to maintain confidentiality and privacy.

Study centre room for KSOU and IGNOU courses. Well furnished Meeting Room and a mini conference hall. Outdoor stadium and Playground and a 24 steps multi gymnasium for

physical and health education. A multipurpose hall for various occasions such as indoor games, group

activities. Garden and Guest room, Wash room facilities, resting room for

students, clean and purified drinking water facilities for staff and students.

Hostel facility on the campus with all the requisites. Self start generator, backup battery for computers. Vehicle parking place for staff and students. Well equipped canteen Museum and showcases to display teaching learning aids.

( Master Plan of the Building will be appended)

2. How does the institution plan to meet the need for augmenting the infrastructure to keep pace with the academic growth?

• The institution utilizes the grants available from the UGC, under the autonomy

• The institution with the financial support from the UGC has constructed a playfield, a new hostel and a canteen on the campus. Since one of the blocks of college building constructed in 1944, it needed renovation and major repairs. The institution sent proposals to UGC and obtained financial aid in 2009-2010 for this purpose. The institution also obtained financial assistance for construction of additional wash rooms, rest rooms for women students and computers with internet facilities.

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• The college Building has been equipped and well maintained by the

following measures: Timely colour wash of the Building Tiled flooring Renovation and equipping the Science lab with reference to the

updated Secondary School Curriculum. Equipping the Mathematics Methodology room with the ‘Math Lab’. Maintenance of the existing furniture and including new furniture

such as cupboards for the library with a purpose of maintaining the audio visual aids, thesis, bound back volumes of Journals and other materials/

More and flexible seating arrangements in the classes.

• The institution has enhanced ICT facilities and Learning resources by adding following facilities. Extra computers, laptop, printers, scanners and LCD projectors. Fixed large screen for LCD projector in the conference hall. Video cameras and I-Pads for documentation of all the scholastic and

non-scholastic activities and for recording Micro-Teaching sessions to provide live feedback to students.

Educational CDs on all school subjects and Teacher Education subjects.

Erection of Interactive Boards with LCD in the M.Ed. classroom and in the lecture hall to bring in quality in the process of teaching and learning.

Razor Bee a teaching aid, an instructional device: for an innovative method of instruction.

LED TVs, DVD player, CD players. Furnishing the Multimedia Technology room with sound surround/

Home theatre. Procuring journals, books, audio visual aids and other related

material for the library CCTV, digital cameras and I-Pads for recording the activities of the

institution Internet facility for all computers and separate telephone line

connections to speed up browsing the internet. Overhead Projectors (OHP) in all classrooms and a common OHP

for programmes. Backup battery for computers and a self start generator. Museum and Teaching –Learning aids.

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3. List the infrastructure facilities available for co-curricular activities

including games and sports.

• Play Ground : A new playground is constructed with the financial support from the UGC. The playground includes an athletic track, throw ball and volley ball court, badminton and Tenni-coit, Kho-Kho, Kabaddi and a pavilion on two sides.

• Indoor Games : Facilities for aerobic exercises and indoor games such as carom, chess, table tennis.

• Drill Equipments : Equipments for drill display like Lazieum, wands, flags, hoops and dumb bells are available in sufficient quantity.

• Gymnasium : There is 24 step multiple gymnasium, weight training equipment and cycling.

• Multipurpose Hall : Facilities for ‘yogasana’ and Self Defense Training for 100 students at a time. The multipurpose room is used for indoor games during rainy season and for recreational games.

Facilities for games and sports

Play ground

Indoor games

Drill Equipments

Multi Purpose Hall

Gym

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• Conference Hall : The conference hall with a stage is used for major programmes such as conferences, seminars, guest lectures, workshops, campus get-to-gathers, alumnae meetings, memorial lectures, morning assembly and for conducting of co-curricular activities.

• Classroom for SUPW activities : The classrooms have been used for SUPW activities.

• Multipurpose hall for practices : The multipurpose room is used for

practices for co-curricular activities. • Music Corner : Musical instrument like drums, symbols, morocco,

Tabla, keyboard, harmonium and CD and DVD Players. • Audio-visual Equipments : Tape recorders, CD Players, MP3s,

Costumes and stage requirements. • Drama Costumes : The College has a costume cupboard that can be

used by our students for a variety of occasions.

Facilities forco-curricular and extra curricular

activities

Conference Hall

Classroom for SUPW activities

Multipurpose hall for

practices

Music Corner

Audio-visual Eauipments

Dram Costumes

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4. Give details on the physical infrastructure shared with other programmes

of the institution or other institutions of the parent society or university. The college physical infrastructure is shared by other institutions and by other

programmes as shown in the table: College facilities

D.Ed High school

PU College

Teachers from the

co-operating schools

Primary schools

Staff of the

campus

Alumnae

Library

√ √ √ √ √ √ √

Technology lab

√ -- -- -- √ √ --

Computer lab

√ -- -- √ √ √ √

Multi gym

√ √ -- -- √ √ --

Language lab

√ -- -- -- -- √ --

College ground

√ √ √ -- √ √ --

Conference hall

√ √ -- √ -- √ √

• The college physical infrastructure is shared by other institutions and by other programmes as shown in the table.

• The institution is a study centre for M.Ed. KSOU and IGNOU programmes.

• The classrooms, library, and laboratories are used to organize conferences, workshops and seminars for school and college teachers at local, state and national level.

• Being an autonomous college, the meetings of the Governing Body, Finance committee, Academic Council, Board of Studies, Board of Examiners and central valuation of College and Mangalore University are held in the institution.

• The Alumnae association uses the college facilities for its Executive Committee meetings, General Body meetings, annual get-together and training and exposure programmes.

• The Management of the college uses the college infrastructure facilities to organize workshops and orientation programmes for the staff of the campus institution and that of other institutions of the management.

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• The neighbouring institutions on the campus make use of the facility of the playground, gymnasium, language laboratory, library, psychological tests, computers, internet and the furniture of the college. Campus get-togethers are preferably held in our institution. The computer centre of the college is being utilized by the staff and students of our sister institutions on the campus. The economically poor students of primary schools have been trained to use the computers. The gymnasium of the college is being used by the students of Secondary Schools as a part of their Physical Education Activity and training for sports events.

• Hostel facilities are extended to students studying in other institutions and other working women of the community. Canteen facilities and vehicle parking facilities are extended to the staff and students of the sister institutions on the campus.

• Different educational managements use the college facilities to conduct campus interviews for recruiting teachers to their institutions.

• Entrance Examinations of other universities are held in our institution. • The College of Teacher Education (CTE) and Police Department use the

infrastructure to organize their programmes. 5. Give details on the facilities available with the institution to ensure the

health and hygiene of the staff and students (rest room for women, wash room facilities for men and women, canteen, health centre, etc.)

• The institution has taken immense care to ensure the facilities associated

with the health and hygiene. • Separate wash room facilities are provided for staff and students and for

men and women students. • Purified Drinking water facility is extended to our staff and students. • Students have a room to take rest in case of emergencies and sickness • The institution has a good quality canteen on the campus to cater to the

needs of staff and students with beverage, snacks and lunch with concessional rate. The other sister institutions on the campus also make best use of the canteen facility.

• The gymnasium of the college helps the staff and the students to keep themselves physically fit. Training in yogic exercises is provided to students.

• Annual health check up of the students is carried out by professional doctors. A ready first-aid box is provided and students are trained in basic first aid.

• The B.Ed. teacher trainees are trained with ‘Self-defensive Skills’ for women.

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• First Aid and Health Care facilities are provided to all the staff and students.

• The supporting staff ensures that cleanliness and sanitation is maintained in the wash rooms and rest room. Cleanliness is maintained in and outside the campus throughout.

• The students of the college are actively involved in maintaining the college and campus clean.

• Awareness is created in students regarding issues related to health and hygiene during camp and family life education seminars.

6. Is there any hostel facility for students? If yes, give details on the

capacity, no. of rooms, occupancy details, recreational facilities including sports and games, health and hygiene facilities etc.

• There is hostel facility for students. • The old hostel building has 11 rooms with capacity of 44 occupants. • The following are the facilities provided in the hostel:

Indoor games and a recreation hall with a TV and a DVD Player A common study hall with a capacity of 100 students. Prayer room for meditation and silence. Intercom and phone facilities Clean and hygienic wash room facility including the western system

of wash room for needy students. Hygienic food and Hot water service. Electricity and power back up facility. First Aid and Health Care facility. A flower and vegetable garden closer to hostel building to provide a

healthy ambiance for stay and study. Good source of clean water exclusively for the inmates of the

hostel.

• A new hostel building is constructed on the campus with the financial support from the UGC. The capacity of the new hostel building is 12 rooms. The main purpose of this is to accommodate many students who are in need. The hostel also ensures the security and safety of students.

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4.2 Maintenance of Resources 1. What is the budget allocation and utilization in the last five years for the

maintenance of the following? Give justification for the allocation and unspent balance if any? The following amount has been budgeted and spent for the maintenance of the infrastructure during the last five years.

Facilities Budgeted Spent Building Rs. 12,25,000/- Rs. 12,25,000/- Maintenance is done by

the Management Laboratories Rs. 70,000/- Rs. 70,000/- For purchasing

chemicals and maintaining all the Laboratories.

Furniture Rs. 6,25,000/- Rs. 6,25,000/- Spent from the Management Fund towards purchasing

Equipments and Computers

Rs. 6,00,000/- Rs. 6,00,000/- Spent from the Management Fund towards purchasing

• Building: The maintenance of the building include major and minor

repairs and inclusions with need based modifications in the aspects of electrical, ventilation, painting, plumbing and flooring. Safety measures and hygienic issues are also taken into consideration.

• Laboratories: The institution is equipped with the language laboratory, Science laboratory, Multi media laboratory, Computer laboratory and Psychology laboratory. Defects in machinery and electrical connections are attended to at the earliest and regularly. Replacement of out of stock chemicals and broken apparatus is seen to as per the need. Addition of some amenities and furniture items when required is done. Importance is given to keep the laboratory facilities in working condition for their smooth functioning.

• Furniture: The furniture of the institution is well maintained from time to time. New furniture has been prepared for some of the classrooms and the old but usable is donated to needy schools of the Management. More cupboards are installed in the library. The staff have been provided with new cupboards. Frequent care and maintenance is ensured to safeguard the furniture.

• Equipments: New equipments have been added to the infrastructure of the institution, such as self start generator, backup battery, LCD Projectors, LED TVs, musical instruments such as keyboard, CCTV, sound system and home theatre etc.

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• Computers: There are 83 computers in the institution. They are used for office administration, library work, research and for curriculum transaction. The computers are in constant use by students and staff. These need frequent maintenance and up-gradation.

• Transport/ Vehicle: The staff and students prefer the local services for transport, since they are convenient and more economical and hence the need does not arise.

2. How does the institution plan and ensure that the available infrastructure

is optimally utilized? The institution plans to ensure that its infrastructure is put to optimal use. The

teaching Staff, Ph.D. Scholars, M.Ed., B.Ed. and DPPTT students and the non- teaching staff make use of the instructional infrastructure.

Library and Research centre: The institution has a well equipped library

with a large collection of Reference Books, Educational and Research Journals, Thesis, Encyclopedias, Audio Visual Equipment, Educational CDs and magazines. The institution has been recognized by Mangalore University as a research centre for Ph.D. studies. The research section of the library is equipped with research volumes, research encyclopaedia, dissertation of M.Ed. regular and KSOU M.Ed. students, Ph.D. Theses and reports of research projects. There are computers with internet connectivity placed in cubicles which enable the research scholars and M.Ed. students for better performance.

A large number of Psychological tests and research tools both prepared and readymade are available in the library and research centre.

Multipurpose Hall: It is used by the institution for indoor games especially

during rainy season, for group work and for practices of non Scholastic Activities.

Teaching Learning Resources: The institution possesses a rich stock of

teaching aids which are either purchased or developed by teacher trainees. They are used by the teacher trainees for micro teaching, practice teaching and during internship. Useful and relevant teaching aids are donated to schools for under privileged.

Psychology Lab: There is a well developed Psychology Lab with a variety of

psychology tests equipments and apparatus. These facilities are used by B.Ed., M.Ed. and DPPTT students and research Scholars.

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Meeting Room: A spacious meeting room with elegant furniture, air

condition and round table is available. The meetings of the Board of Studies, Academic Council, Governing Body and any other meetings related to official visits by the external experts and inspecting committees are held here.

Conference Hall: The conference hall of the institution is used for all major

and minor programmes of the institution, such as national and state level seminars, conferences and workshops, guest lectures, various cultural activities and activities of the alumnae association. In addition to this, it is also been used for morning assembly, yogasana classes, demonstration of lessons, micro teaching sessions, SUPW activities, group discussion and for group activities.

Lecture Hall: The B.Ed. classroom is well equipped with a fixed LCD

Projector, Interactive Board and a computer and an over head projector to conduct technology based lessons. Mike and sound box facility is made available to make the lecture classes effective. There is sufficient seating capacity for more than hundred students. Boards for Bulletin display by the students method wise and club/cell wise and a huge show case with teaching aids and SUPW products of students is part of lecture hall. The M.Ed. classroom is fitted with an Interactive Board to facilitate the staff and students to get acquainted with the latest technology of teaching.

Method Class Rooms: The method class rooms and laboratories are put to

maximum use which are equipped with Teaching Aids, Over Head Projectors with Screens and necessary equipments.

Computer Laboratory: There is a well equipped computer Laboratory with

42 computers to conduct the smooth progress of the computer practical of the B.Ed., M.Ed. and DPPTT students.

Language Lab : A well equipped digital Language Lab of the college is

used to train the students of B.Ed., M.Ed. and DPPTT courses to improve their communication skills through phonetics. These facilities are also used by staff and students of some of the sister institutions, alumni of the college and outsiders to improve their pronunciation mainly in English.

Gymnasium: The 24-step multi gymnasium of the institution is put to use by the B.Ed. students as a part of their physical education activities.

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Outdoor Stadium and Playground: A well built outdoor stadium and playground are used for all the physical and health education activities and for organizing the sports day activities. Every day in the morning before the morning assembly physical jerks and exercises are conducted for B.Ed. students by the Physical Director. These facilities are also used by all the sister institutions of the campus, occasionally by the staff of BSNL, Post office and Telephone exchange department, local NGOs, Club and Association members for games, sports and for other recreational activities.

Refer to section No. 4.1, Q.No. 4 for more details on the response of this

question. 3. How does the institution consider the environmental issues associated with

the infrastructure?

• The institution makes sure that the surrounding area and the atmosphere are maintained suitable and are conducive for teaching and learning.

• The college building is kept clean and pollution free. The rooms of the institution have wide windows that allow sufficient ventilation.

• The garden of the institution is well maintained with adequate organic manure. A variety of potted plants are maintained that enhances the aesthetic sense and creating awareness to keep the environment beautiful.

• Colour wash of the college building is done by the Management regularly keeping in view of aesthetic sense.

• The institution has an ongoing vermin-compost project taken up by the students of environmental education. The vermin compost produced is used as manure for all the plants and trees in the institution’s campus.

• A fruit or ornamental plant sapling is planted every year to mark the celebration of world environment day.

• There are sufficient facilities to maintain personal hygiene and cleanliness so as to ensure a healthy environment in the campus.

• Weekly cleaning of the college building and surroundings is done by our B.Ed. students under the supervision of the staff. This also ensures the inculcation of dignity of labour and social skills among the teacher trainees.

• Environmental awareness programmes are organized to develop in the students love and belongingness towards nature and the institution.

• Colour wash of the buildings is done regularly, keeping in view the aesthetics;

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• World Environmental day is celebrated on June 5th and a new plant is planted and maintained every year and projects related to the Environment are conducted as part of Environmental Education, science club activities and social science methodology. Classification of biodegradable and non-biodegradable waste maintenance is done before the disposal of waste. The students are trained in waste management skills.

• Indian toilet facility is more common to reduce water consumption and tiles are used for flooring to reduce the use of water while cleaning and maintenance of the building;

• While constructing the building, fiber material is used instead of wood and plastic chairs and steel chairs are used to reduce the use of wood.

• Students are trained to use and handle college furniture and other infrastructure facilities judicially and carefully.

4.3 Library as a learning Resource 1. Does the institution have a qualified librarian and sufficient technical

staff to support the library (materials collection and media / computer services)?

• The institution has qualified librarians and adequate technical staff to

support the functioning of the library. The library staff includes the head librarian, one assistant and support staff.

• They see to the collection and distribution of reading material, audio visual aids and ICT based facilities.

• The computer maintenance services are being provided by a private company on annual contract basis. Care is taken to ensure that the technical services are received throughout the working hours.

• The head librarian is on the Library Committee of the college. The librarians attend workshops and seminars periodically on e-learning and on latest trends in library science.

2. What are the library resources available to the staff and students? (no. of

books – volumes and titles, Journals – National and International, Magazines, audio visual teaching learning resources, software, internet access etc.

• The library of the institution has a total of 31500 books and is subscribing

for 71 journals. • There are separate cupboards for books pertaining to various subjects. • The journals and other magazines are displayed on the racks for easy

access.

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• The following resources of the library are available to the staff and students of Ph.D., M.Ed., B.Ed., DPPTT, KSOU M.Ed., IGNOU students and the staff and students of neighbouring institutions, Alumni, faculty of other institutions in the district.

Reference Books, Books in the Book Bank, Encyclopedias, Dictionaries, Year Books.

M.Ed. Dissertations and Ph.D. Thesis. Indian, foreign and peer reviewed journals and Magazines Bound back volumes of the journals Psychological tests Audio visual learning resource such as Maps and charts, Globes,

Mathematical equipments. E-books and E-journals through sage Publication, INFLIBNET and

DELNET E-cataloguing through Unique Lib Software and updating it

frequently. Subject oriented and general educational C.D.s Support materials such as display boards, pointers, tape recorders, CD

players and MP3s for teaching and learning aids. News Paper cuttings documented subject wise and theme wise. Bibliographical index of journals and special themes are made

available Computers with internet access free of cost and Reprography facility.

(Appendix will be appended) 3. Does the institution have in place a mechanism to systematically review the

various library resources for adequate access, relevance etc. and to make acquisition decisions. If yes, give details including the composition and functioning of the library committee.

• There is a library committee which includes the librarian, representatives

from the staff and two student representatives each from M.Ed. and B.Ed. The committee periodically chalks out the issues related to adequate access and relevance.

• The following are the members of the library committee for the year 2014. Incharge : Dr. (Mrs.) Shashikala A, Associate Professor Members : Dr. (Mrs.) Flosy C.R. D’Souza, Associate Professor Mrs. Sharmila Mascarenhas Assistant Professor Mrs. Cecelia D’Souza, Librarian Mrs. Divya, Assistant Librarian M.Ed. Representatives (Two) B.Ed. Student President, Vice-President

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• The objectives and functions of the library committee are to ensure the

maintenance of the library with respect to the infrastructure and other learning resources.

• The committee also assesses the needs of staff and students as per the changing and updated curriculum of various courses and recommends to the Principal /Librarian, the type of books to be purchased for the library. The entire faculty also has been given freedom to order for required new books for the library as per the availability of funds.

• Students and faculty give their suggestions about the need based reading material. The members of the committee along with the head of the institution and the opinion and suggestions taken from the staff and students make decisions to purchase material for the library.

• The new arrivals are displayed as well as information is verbally conveyed to the staff and students.

• The library staff extend their maximum help to the staff and students to get the required reading material.

• The institution also gives due consideration to the suggestions given by the University Committee and UGC Committee towards the improvement of library facilities, during review of the Autonomy Status of the college.

4. Is your library computerized? If yes, give details.

• The library of the institution is computerized. • The ‘Unique Lib’ software that operates with a login name and a password

is installed for accessing the books available in the library. The login username and password is provided to all staff and students. Books can be accessed based on the title of the book or author or the subject area. This helps in browsing the availability of the books.

• New arrivals are updated as and when books are purchased. • The major concern of the future is to introduce the Bar coding system to

enhance better functioning in view of accession, issuing and maintenance of stock of the library. This process is already initiated.

LIBRARY SOFTWARE is accessed to,

• Search By – Author, Title and Subject – for the Staff and Students; • Login By - User 1. Staff - Password 2. Student – Password • Login by – Librarians (for Librarians all the options are available)

1. Name and Password, 2. In Master Option – Books, Title, Author, Subject 3. We can Add, Modify, Delete, Search, Print 4. In File Option: Logout, Change Password, User Master, Exit 5. After your work, Logout and Take Backup → Backup completed –

Ok

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5. Does the institution library have computer, internet and reprographic

facilities? If yes, give details on the access to the staff and students and the frequency of use.

• The institution’s library has computers, printers, internet and reprographic

facilities. • There are a total of 27 computers in the library; every computer has been

connected to the internet. A new laser printer and two dot matrix printers are available in the library.

• The computers at the librarians counter has the library software which can be accessed by staff and students.

• The use of computers and internet is available for every staff and student, at any time during the day. The reprography facilities such as photocopying and printing are made available to the staff and students as per their requirement. An average of 300 copies are been photocopied per day.

• The staff have a separate cubicle provided with four computers and both laser and dot matrix printing facility, which assists them in maintaining confidentiality and privacy with respect to their work.

• The B.Ed. students are provided with the internet facility during their computer classes and during library hours. These facilities are used to enrich their content for practice in teaching, preparation of worksheets, preparation of power point and multimedia lessons, projects, and any other related assignments.

• The M.Ed. students use the internet facility in the preparation of seminar presentation and assignments. They also use it for review of related literature of their research work.

• The Ph.D. scholars avail the facilities of the library computers, internet and photocopying facility as per their need when they visit the college.

• During their course work attendance is compulsory for Ph.D. scholars. During this entire period of six months, most of the time they are in the library and internet facilities.

• The students of DPPTT are given additional certificate course on ICT education in the context of Pre-primary education. They use the college computer centre and internet facilities for the purpose.

6. Does the institution make use of INFLIBNET, DELNET, IUC facilities? If

yes, give details.

• The institution has the facility of INFLIBNET and DELNET for browsing.

• The password to link to INFLIBNET is provided to all staff and students. • E-books are available through INFLIBNET.

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• There are 2100 e-journals including current issues on INFLIBNET and DELNET.

• Also subscribed for SAGE E-Publications. • The staff, Ph.D. scholars, M.Ed. and B.Ed. students make use of these

facility. 7. Give details on the working days of the library. (Days the library is open in

an academic year, hours the library remains open per day etc)

• The library can be accessed on all working days, except on Sunday’s and public holidays. The staff follow the shift system and every day the library is open from 8.30a.m to 5.30p.m, on Saturdays from 8.30a.m. to 4.00p.m. When required the library is kept open on holidays.

8. How do the staff and students come to know of the new arrivals?

• The lists of the new arrivals are displayed on the library notice board with all the relevant details.

• For a period of two weeks the new arrivals are displayed in a cupboard so that the staff and students familiarize themselves with the new books.

• The library staff members take personal interest and verbally convey the message to staff and students about the new arrivals.

9. Does the institution’s library have a book bank? If yes, how is the book

bank facility extended to the students?

• Yes, the institution’s library has the book bank facility. For the past five years the book bank books are extended by 6%.

• A list of books from the book bank is displayed on the student notice board. Every student of B.Ed. and M.Ed. is given a minimum of 2-3 books based on their preference. At the same time, the librarians and the library committee along with the principal ensures that equity is maintained while issuing the books from book bank.

• The students are allowed to keep the books from book bank issued to them, throughout the academic year.

10. What are the special facilities offered by the library to the visually and

physically challenged persons?

• Facilities are made available as and when the need arises. Students with temporary physical challenges are provided with free mobility to all the sections of the library. Orders for photocopying are taken and provided to them as per their need. Books of their requirement are issued and supplied in the classrooms.

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4.4 ICT as a Learning Resource 1. Give details of ICT facilities available in the institution (Computer Lab,

Hardware, Software, Internet Connectivity, access, audio visual, other media and materials) and how the institution ensures the optimum use of the facility.

The following are the ICT facilities available in the institution: • Well equipped computer laboratory and internet facility for computer

practicals and helping the teacher trainees in the preparation of e-lessons. • The computers in the Research centre and Library with internet

connectivity which is in use by B.Ed and M.Ed. Students, Ph.D. scholars and the staff in the preparation of teaching material, lecture notes, seminars, downloading useful information, preparation of worksheets and preparation of e-lessons.

• The computers in the M.Ed. classroom, lecture hall and conference hall are also provided with internet facility for quick access of information.

• The UBUNTU software is installed in the computer lab, which is helpful in the teaching and learning of Mathematics.

• Modern Digital Language Lab to improve the communication and language skills of the trainees.

• Educational technology Lab with appropriate sound system and Home Theatre to watch educational CD’s and films.

• Interactive Boards with LCD Projectors to provide practice exercises to the staff and teacher trainees for the teaching learning process.

• LCD Projectors and Over Head Projectors are in use for academic and co-curricular activities

• Razor Bee, a multimedia based instructional device, which has ready downloaded material making easy for the preparation of instructional material.

• Film projectors, slide projectors to watch educational films and slides, dark room with an Epidiascope to enlarge the images and pictures for chart/visual teaching aids preparation.

• LED T.Vs with Blue Ray, Videos, Home Theatre to watch News, Education Films, Videos and Photographs as feedback mechanism of Micro Teaching and other curricular and co-curricular activities. These facilities are also used for Value Education classes and clubs and cell activities.

• Mathematics Laboratory is well equipped with mathematics models and they used in the process of teaching and learning.

• Subject wise Museum is established in which related teaching learning aids are displayed by the staff and students which are acquired from various sources.

• Video cameras, digital cameras, I-Pad etc are made use of by the college to document all the activities held in the college for service learning activities, for Micro Teaching and Research.

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• Tape recorders, CD players, MP3s in Technology Lab are used for the teaching learning process, Value Education and Service Learning Activities.

• Language Lab and the ICT facilities are made use of by the D.Ed. students and staff of the campus as well as B.Ed., M.Ed., PGDCA, DPPTT students, K.S.O.U. and IGNOU students to improve their communication skills.

2. Is there a provision in the curriculum for imparting computer skills to all

students? If yes, give details on the major skills included.

• There is a provision in the curriculum for imparting computer skills to all students.

• Till the year academic year 2010-2011, an optional paper Computer Educational Applications and an additional certificate course in computers was extended to all students with one hour each for theory and for practicals per week. In this course the students were guided to use MS- Office tools with maximum application to Secondary School.

• It was made mandatory for every student to prepare at least six exercises related to MS-Word and a lesson using Power point features. Every student was helped to create e-mail ID and to use it for communication purpose.

• Students were also assisted to browse useful information from the various websites in preparation of the lesson plans and in the celebration of co-curricular activities

• From the year 2011-12, Mangalore University introduced Computer Education as a compulsory subject for B.Ed. course. In addition to this paper graded computer course is offered to all students based on their initial knowledge of computer and accordingly practical work is assigned.

• The major skills, the students develop with respect to learning of computers:

Preparation of Secondary school based exercises using MS-Word. Preparation of lessons using advanced features of MS-Power Point. Computer based assignments using Windows movie maker to bring

animations to the still pictures. Preparation of multimedia lessons. Preparation of worksheets and other assignments Browsing useful information for the preparation of lessons and

assignments. Preparing multimedia based lessons and e-lessons. Training in Creation and use of e-mail ID’s.

• Preparing and presenting service-learning activity reports and research project reports through PPT and Animation using computers.

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• Computer skills are used as part of the activities related to Days of Celebration and Human Rights Cell, Kannada Sangha, Science Club and Women’s Cell.

• The M.Ed. course has a separate paper on Computer Educational Applications during their first semester. Secondary school exercises using MS-Word, MS-Excel and MS-Power point are a part of their practical work. Students make use of the computer for the preparation and presentation of seminars, research review, research data analysis and research reporting.

• The B.Ed and M.Ed. Students have undertaken computer based Simple Programming Activities /Assignments: - CAI Tutorial modes to teach topics like Structure of a Plant Cell,

Electrical Wiring, Bonding etc. - Graphical Representation of Students’ Progress. - Computerized Scoring and Analysis of Psychological Tests like

High School Personality Questionnaire (HSPQ), Ravens Progressive Matrices (RPM), Adult Personality Questionnaire (APQ)

• The list of Educational CDs prepared by B.Ed. and M.Ed. students will be appended.

3. How and to what extent does the institution incorporate and make use of

the new technologies / ICT in the curriculum transactional processes?

• The knowledge of ICT is significant in its use in practical situations in the teaching learning process. The teaching faculty and teacher trainees make use of the internet for advanced knowledge and up to date information. Online browsing of information through INFLIBNET and DELNET is a special feature of quick access of information.

• The UBUNTU software is installed in the computer laboratory, a software that enhances teaching and learning of Mathematics.

• Reprography facilities such as the printer, scanner and photocopying are made available to the staff and students. Subject oriented and general educational C.D.’s are available as a learning resource.

• The staff make use the power point presentations in the process of teaching and learning.

• The Ph.D. scholars and the M.Ed. students make use of ICT for their research work, mainly for research reviews, data analysis and research reporting.

• Some of the faculty members, M.Ed. and B.Ed. students and Research Scholars have prepared Multi Media packages as part of research projects and research studies.

• ICT has been used to prepare resource material by the faculty for teaching, to conduct workshops seminars to present papers at national and international conferences and to bring out college publications.

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• The teacher trainees are exposed to demonstration lessons by the teaching staff using multimedia. They make use of ICT in the preparation and execution of lessons, seminars, team teachings, assignments and any other related work.

• The teacher trainees are given feedback through video recording for micro teaching sessions, which has been helpful in giving a positive feedback to the students for improving their teaching skills.

• The institution gives utmost priority in the use of new technology and ICT for day to day teaching. (Refer Section 4.4 Q.No.2 for the use of ICT in Curriculum Transaction)

4. What are the major areas and initiatives for which student teachers use/

adopt technology in practice teaching? (Developing lesson plans classroom transactions, evaluation, and preparation of teaching aids)

• The teacher trainees browse the internet and get adequate and up to date

information to enrich their teaching content and identify suitable and relevant teaching learning activities to prepare well for the practice teaching and practical exam lessons.

• The teacher trainees are given training to browse the internet using appropriate keywords ( Keyword searching)

• They prepare technology based lessons and worksheets. They are required to demonstrate at least one technology based lesson during the practice teaching and internship programmes. The teacher trainees are trained to give lessons using multimedia i.e. include animations, videos, graphics and sound while transacting the content in the classroom.

• The teacher trainees are trained to use the ‘Interactive Board’ and ‘Razor Bee’ to make the delivery of the content effective.

• The SMART CLASS teaching approach in practice teaching schools is used by the teacher trainees for the transaction of the content. Some of the teacher trainees utilize it for conducting their final lessons, (Practical Examination Lessons) based on the availability of the facility in the school.

• Mobile technology (M-Technology) is used by the student teachers to transact the content for recitation of poetry, playing relevant songs, to document the information, to phograph the information narration of Biography and inventions.

• The teacher trainees also prepare two dimensional, three dimensional working and non working models.

• This provision makes the application and the use of technology a must for every B.Ed. teacher trainee. Thus, using technology in the curricular transaction is a prominent aspect in the institution.

(Refer Section 4.4 Q.No. 1, 2 and 3)

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4.5 Other Facilities

1. How is the instructional infrastructure optimally used? Does the institution share its facilities with others, for eg. Serve as information technology resource in education to the institution (Beyond the program), to other institutions and the community?

( Refer to Section 4.1, question no. 4)

• The infrastructure of the institution is used for all the activities of the institution.

• The institution is a study centre for M.Ed. KSOU and IGNOU programmes.

• The neighbouring institutions on the campus make use of the facility of the playground, gymnasium, language laboratory, computers, internet and the furniture.

• Seminars, workshops and other training programmes for the in service teachers are held in our institution.

• Staff and students of various colleges visit our institution to learn from the different infrastructure associated with our pedagogic practices.

2. What are the various audio visual facilities/ materials (CD’s, Audio and

Video cassettes and other materials related to the program) available with the institution? How are the student teachers encouraged to optimally use them for learning including practice teaching?

• Various audio-visual facilities / materials CDs, (as enlisted in section 4.4.1) and the audio and video cassettes are used for learning and practice teaching by the B.Ed. teacher trainees.

• Audio cassettes are in use for cultural programmes. • Educational CD’s in all the core subjects, value education, physical

education, encyclopaedia and Britannica CDs, entertainment and curriculum activities are used.

• MP3, CD Players and the tape recorder are also used in methodology classes to conduct listening activities.

• The language lab provides training to students to develop their communication skills and pronunciation.

• The students use Mobile Phones, I-Pads, I-Pods and Lap Tops for practice teaching, internship lessons and practical examination lessons to use e-material.

• The science laboratory is used to practice to science experiments before they are demonstrated in the real classroom situation.

• The students are trained to prepare and use educational CDs. • The teacher educators use the audio-visual facilities in their class and this

indirectly encourages the students to use the same. They are also used by the students to enhance their knowledge in their respective subjects.

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• Audio visual materials are used for organizing co-curricular activities

during practice-in-teaching and internships and for inter school competitions in the college.

• Student teachers are encouraged and motivated to use the material from CDs to enrich the content as well as to make use of the above facilities in the classroom, peer teaching as well as for service learning activities.

• Students use audio cassettes to record songs and to teach in the class. There is a collection of CDs in the library and in the multimedia lab for the use of students. Besides, the educational technology room, the institution has the facility of the LCD, LED TV with home theatre and connection to the computer. This facility is used for power point presentation and to view educational CDs.

3. What are the various general and method laboratories available with the

institution? How does the institution enhance the facilities and ensure maintenance of the equipment and other facilities? • The following are the general laboratories available with the institution:

Computer Lab Language Lab Psychology Lab Internet Centre Educational Technology room Physical and Health Education Lab/Multi GYM

• The following are the Method Labs: Science Lab Mathematics Laboratory Social Science Class with Social Science Museum English Lab Kannada Lab

Besides, there is a newly established Museum with provision for the display of teaching-learning resources and objects on all the Methodology subjects.

• As the need arises, the facilities for the following labs have been enhanced.

The computer lab has been renovated and new computers with flat screen monitors have been installed. The partition of the computer laboratory has been removed to accommodate more number of students and facilitate the staff for better supervision of students work.

The computer lab has been provided with internet connectivity helping students in preparation of e-lessons and browse useful information.

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The internet centre is a part of the library and research centre. Four computers with two printers in a separate cabin are meant for staff use only. The other computers are in use by students of B.Ed., M.Ed. and Ph.D. scholars. The computers of the computer lab and internet centre are been continuously maintained by a local agency on annual contract basis.

The educational technology room has a LCD TV and Home Theatre. General and educational C.D’s are displayed for ready use. Shelves are made to display the teaching learning aids pertaining to each method.

The science lab has been renovated with reference to the building and adequate ventilation is provided. More equipments are purchased based on the need of the Secondary School curriculum. Stock checking of the apparatus is done at the end of academic year. The science faculty and the Science students see to the cleanliness and maintenance of the apparatus and stock taking of the science lab.

The Mathematics classroom has been provided with a new cupboard/ showcase to display the various visual teaching learning materials as part of Mathematical Lab.

The Psychology Laboratory is well equipped with adequate tests and equipments for experiments and research and maintenance is ensured.

Painting, electrical related work has been ensured from time to time. All the laboratories and classrooms are cleaned once a week to keep the rooms are free.

Stock registers of all the infrastructure facilitated of the college are maintained and are scrutinized by the Principal and inspecting authorities.

As per the need availability of financial facilities, objects, models, samples of teaching-learning material for every subject, lab have been prepared or purchased and the students of respective methodology group have been trained to maintain the same.

Weekly cleaning of the Method laboratories is done by the students themselves under the supervision of the staff.

The staff members having assessed the need of the institution based on their personal observation and feedback given by the students, plan periodically about the new facilities to be added to each laboratory.

Maintenance of the stock taking of the laboratories is done by the student teachers under the guidance of the teacher educators as a part of their training as teachers.

Files and records are created for practice and the ones that are not needed are deleted regularly and systematically in the computer lab.

Electricity points are checked regularly and repairs undertaken with care.

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4. Give details on the facilities like multipurpose hall, workshops, music and sports, transports etc. available with the institution.

• The institution has a Multipurpose Hall, which is used for various activities such as indoor games during rainy season, group activities, recreational activities, practices for sports day and practices for co-curricular activities.

• The Conference Hall is used for seminars, workshops, conferences, co-curricular activities and any other major or minor occasions based on the need. Morning assembly, demonstration of lessons, team teaching sessions, group activities, competitions, training in yogic exercises are held in this hall.

• The Music Corner in the institution has a music cupboard with drums, symbols, morocco, Tabla, keyboard, harmonium and CD and DVD Players. These instruments are being used by the staff and students on various occasions. Audio cassettes are available to learn prayer songs, and for co curricular activities.

• The Mini Conference Hall is used for meetings of the Alumnae Association, meetings with the co-operating teachers, campus interviews and get-togethers.

• The Meeting Room is available to conduct the meetings of the Governing Body, Finance Committee, Academic Council, Board of Studies and Board of Examiners.

• The 24-step Multi Gymnasium of the institution is put to use by the B.Ed students as a part of their physical education activities and staff and students of sister institutions also use this facility.

• A well built playground and outdoor stadium are used for all the physical and health education activities and for organizing the sports day activities.

• Workshop Rooms are used for writing instructional objectives, preparing lesson plans, for preparing unit plans, for practicing models of teaching, preparation of test materials, preparation of teaching learning material, preparation and use of ICT materials for B.Ed., M.Ed. and PGDCA students, They are also used for planning and execution of curriculum transaction and project work

• Workshop places have been identified in the college. SUPW activities like preparation of detergents, soaps, phenol, candle making, purse making, decorative flowers preparation are taken up in different rooms in the college. The different places such as kitchen, canteen, mini-conference halls, conference hall, reading room, social science room, science laboratory, lecture hall, multi purpose hall etc are used for the above SUPW activities.

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5. Are the classrooms equipped with the use of latest technologies for teaching? If yes, give details. If no, indicate the institution’s future plans to modernize the classrooms. • The classrooms are modernized and equipped to use the latest

technologies for teaching. • Interactive Boards are set up in the classrooms to enable the student

teachers and student teacher educators to practice and use them in the regular classroom teaching. All the staff and students are trained to use them maximally.

• The P.G. Classroom has a computer with a permanently installed LCD Projector to enable the staff to instruct through power point sessions. The PG students make use of this facility to present their seminars and work related to their research. Internet access is an additional facility offered as a quick access for searching information.

• The lecture hall of the B.Ed. course has a computer with a permanently installed LCD projector and an Interactive Board to enhance effective transaction of content. Internet connectivity is provided for quick access of information.

• The methodology classes have the facility of Overhead Projectors (OHP). • The staff and students are trained to use the Razor Bee, an instructional

device, an innovative method of instruction. • Multi-Media Lab and Conference Hall (rear side) with LED T.V. and

Blue Ray Home Theatre are used as classrooms to demonstrate the lessons with Multi-Media approach.

• On the front side of the Conference Hall LCD Projector with large screen is permanently displayed. These facilities are used for workshops, seminars, conferences, morning assembly, viva-voce of Ph.D. Scholars, for research colloquiums, co-curricular activities, club and cell activities and also for multi-media lessons.

• LCD projectors and LED TV are available in the conference hall and in the educational technology room.

• I-Pad, Video Cameras, Digital Cameras and Lap tops are used by the faculty and students as part of teaching learning strategy in the classroom both in the college, during practice in teaching and during internship.

• The future plan of the institution is to equip all the method classrooms with Interactive Boards.

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4.6 Best Practices in Infrastructure and Learning Resources

1. How does the faculty seek to model and reflect on the best practices in the diversity of instruction, including the use of technology?

• In the areas of higher education, development of skills, transferability of

knowledge and skills, competence and learning and experimental learning are gaining more importance than the knowledge competent.

• The major responsibility of our institution is to shift our focus from knowledge concentrated curricula to competency building of learners through suitable and fitting learning provisions.

• The institution focuses on the right priorities and responsibilities especially with reference to teaching and learning as their primary mission. For this purpose, the faculty uses technology for teaching and to provide conducive learning environment.

• Learning with the help of these supportive learning resources is an advanced skill in today’s contemporary society. This is being practiced in the institution during the teaching learning interaction/process.

• Keeping in mind the diverse needs of the society and the role of teachers and teacher educators, for the purpose of curriculum transaction teacher educators access to the material from the internet, attend seminars, workshops, present papers, conduct workshops, train teachers, undertake research projects, make a study of the journals, periodicals, encyclopedias to grow in their knowledge base and competencies. They utilize the same in the development of the curriculum, classroom transactions, academic consultancy and dissemination of the same in various ways.

• All the faculty members make use of Computers, Laptop, I-Pad, LED T.Vs with Computers, MP3, DVD Players, O.H.P., L.C.D facilities, tape recorders, Razor Bee for the teaching learning process and to make curriculum transaction innovative as well as to make use of active learning methods such as cooperative learning, seminars, presentations, group discussions, team teaching using the institutional facilities to help in discovery of knowledge and self learning and to make the classroom learning interactive and participatory. They create a healthy environment in the college to enable the student teachers to make good use of the infrastructure facilities and specially ICT facilities.

2. List innovative practices related to the use of ICT which contributed to

quality enhancement. • The teacher educators could obtain proper references from online and

digital resources for their teaching and to enhance their content knowledge enrichment. As a result of this, they could provide better and latest instructional inputs to teacher trainees. As a result of better teaching, quality of learning by the teacher trainees has improved.

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• More provision to access the internet has contributed to prepare better teaching learning material both for the staff and students. Internet facility has promoted research quality. It has helped to improve the quality of education.

• Installation of LCD’s and INTERACTIVE Boards in the classroom. • The Razor Bee as an innovative instructional device is used in the

effective transaction of the content. • The institution ensures that all the B.Ed. students become ICT literates

during their course of study, by providing graded computer courses. • The teacher trainees are given training in Communicative English through

digital Language Laboratory exercises • Video recording of micro teaching sessions to improve the teacher quality

and teaching skills through constructive feedback. • The syllabus of graded computer certificate course for B.Ed. students is

periodically updated to make it more relevant for teacher education and school education. As a result better placement for our outgoing students.

• ICT is used for enhancement of library holdings and services. The ‘unique lib’ software is used in library cataloguing. There is provision for online references through INFLIBNET and DELNET. Bar coding of the library resource is in process.

• All the students of B.Ed., M.Ed. and DPPTT courses are taught to use Microsoft Office tools such as MS Word, MS Excel, MS Power Point for the academic and administrative purposes, to use e-content development to prepare movie clippings, learning aids to use in the teaching learning process. They have developed and used instructional aids with the help of ICT for the regular classroom transaction.

• The Value Education Series, namely, Joyful Living Series, developed by the Management for Value Education are used with the help of the multimedia facilities for teaching media based values.

3. What innovations/ Best Practices in ‘Infrastructure and Learning Resources’

are in vogue or adopted/ adapted by the institution? Refer 4.6, question no. 2

• The institution has been providing computer literacy training in communicative English and training in ICT to staff and students of other institutions on the campus, the members of the management, staff and students of co-operating schools, staff of other teacher education colleges of Mangalore University etc. in order that all use the ICT for learning, correspondence and other academic needs;

• The Library with very many facilities and the ICT is used for organizing various seminars and workshops at local, state level and national level so that the college reaches out to the academic community as consultants and resource persons.

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4. Additional information to be provided by Institutions opting for Re-accreditation/ Re-assessment/Cycle -3

1. What were the evaluative observations made under infrastructure and learning resources in the previous assessment report and how have they been acted upon?

Suggestion - 1: INFLIBNET and DELNET could be added in the library to

receive E-journals. • The institution has subscribed for INFLIBNET and DELNET. • Password has been given to staff and students. • The librarians, staff and students have been trained to use INFLIBNET and

DELNET facilities. • The librarian also attended one day national workshop on effective use of

DELNET facilities. • The staff, students and research scholars have been availing these facilities

for study, reference work and research by using on line journals and books.

Suggestion - 2: Computer Lab be further expanded and strengthened. • The institution had 62 computers in 2008-2009. In 2013-2014 it has been

increased to 83 computers. Almost all the computers have been given internet connection. All the old model computers are replaced with new. Internet facility is available for staff and students free of cost from 8.30a.m. to 5.00p.m. New software has been installed in computer power back up units and down loading capacity has been increased. Better seating arrangement with better furniture is provided in computer labs. Physical structure of the lab also is expanded.

• Most of the faculty members have been trained to provide computer education and training to the teacher trainees.

• Use of the Computer Lab facilities has been further strengthened by offering more computer based certificate courses to our regular students and to needy students of our campus.

2. What are the other quality sustenance and enhancement measures

undertaken by the institution since the previous Assessment and Accreditation with regard to infrastructure and learning resources? • The syllabus of DPPTT is modified and updated. The students of this

course are offered additional computer certificate course related to pre-primary education.

• As per UGC norms the institution has been offering Course Work in Ph.D. in education for Ph.D. Scholars for a period of six months. The books, journals, e-journals, psychological and research tools needed to conduct this course has been added to the library and research centre. A separate classroom with required research facilities has been set up for this purpose.

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• A new software has been installed in the existing language lab and use of the language lab is increased by taking up additional classes before and after the working hours and on Saturday afternoon.

• An additional class has been arranged for computer education and language lab training in the B.Ed. time-table.

• Two Interactive Boards have been installed to improve the quality of teaching learning and all the staff members have been trained to use the same.

• Purchase of additional Video Cameras, Digital Cameras of better qualities and I-pad has enabled the institution to apply ICT to teaching learning and research process effectively and to improve the task of documentation. As a result the institution could improve the techniques and quality of its Annul Digital Report, Reporting of co-curricular activities to digital and print media and publication of News letters, College Journal and other college publications.

• A Museum with wall cupboards has been constructed to provide opportunities for staff, students, alumni and well wishers of the college to collect and display teaching learning resources in a systematic and attractive way on S.U.P.W. and all the methodology subjects.

• The physical structure of Multi purpose Hall, College Garden, Compound Hall has been improved to add aesthetic sense and cultural value and thus to create a better learning ambiance.

• College garden has been given a new look and the students have been given responsibility to maintain the same.

• A spacious Mathematical Lab with suitable mathematical instruments and teaching learning aids have been installed.

• Facilities in science laboratory have been improved through renovation and adding modern equipments and better storage facilities.

• The use of newly installed Interactive Boards in the college has provided added opportunities to students to use SMART Boards facilities in practicing and internship schools.

• The College library has been computerized and it has access to classification of the catalogue, i.e., Author wise catalogue; Title wise catalogue and the Library working hours have been extended with shift system.

• A new Multipurpose Hall has been provided. • More space for students for rest and relaxation. • Additional computers with internet facilities have been installed and auto-

start eco-friendly generator facility is provided. All the B.Ed. students are given computer literacy training in a graded form, Internet facility has been made available to all the staff and students on a continuous basis and the students have been trained for preparing e-content development and small film clippings. Besides, teacher educators make use of ICT for the classroom transaction regularly.

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• Power back up facility is provide for all the computers in the college. • A spacious outdoor stadium has been constructed with the financial

assistance from the Management and UGC. • A new hostel with adequate canteen facilities has been constructed on the

campus. • Additional computers and storage facilities are added to the office and

examination room. LCD facilities are made use of for the co-curricular activities.

• Additional furniture is provided to classrooms, multi-purpose hall, administrative office, library and laboratories. More books for Book Bank and Reference Section are added and additional journals especially in the area of Research and Educational Technology are added.

• Physical and Health Education facilities are further strengthened and put to maximum use.

• Water facilities for drinking and for other purpose have been improved by taking better city supply connections and by installing additional motor pump to a near by well on the campus.

Best Practices :

Best Practice I :

Regular use of the Multi‐gym of the College

Best Practice I I :

Use of Multi‐media facilities for Education

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Best Practice I : Best Practices in Infrastructure and Learning Resources: Title of the Practice : Regular use of the Multi-gym of the College

• The College has a multi gym with 24 stations. They provide value to the physical well being of the learners and help them to bring out their latent talents in sports and games. Regular use of the Multi-gym towards maintaining Physical Fitness has become a practice.

• A healthy person is a wealthy person and an asset to the society. In this regard to maintain good health all put in more (extra) effort, by keeping a strict diet or by early rising and having morning and evening walks regularly, jogging, practicing yogasanas. St. Ann’s College of Education also pays much attention to this by providing the facility of the multi gym and facility for daily exercise. Its main aim is to make the student teachers and those who use it physically fit, with which they will be able to concentrate in their studies or in their work in a better manner.

• The institution offers the facility of multi gym not only for the staff and students of the institution but also for the staff and students of the campus, so that all may be physically fit and enjoy a state of well being.

• More infrastructure facilities are required to train the sports persons, so that they can perform well on a continuous basis. The indoor stadium and gymnasium facility are helpful for regular maintenance of body fitness.

• Even though we envisage the difficulty of adjustments regarding time schedule and guidance to the students on making the proper use of each equipment we realize that we have been taking real trouble to make it a reality.

Best Practice II : Title of the Practice : Use of Multimedia facilities for Education:

• In this age of science and technology whereby all the aspects of life have undergone a change under the impact of science, we realize that the teaching learning programmes have to be re-shaped. Each class will be a laboratory with different hardware such as projector, tape recorder, record player, over head projector, epidiascope and computers. The process of teaching learning depends upon the different type of equipment available in the class room. In the absence of the audio-visual aids the classrooms will be considered traditional ones. The use of educational technology in the field of teaching and learning has been provided to all the student teachers through the use of computer multimedia in all core subjects.

• As part of this practice often classes are held in the Educational Technology Lab, for M.Ed., B.Ed. and DPPTT students. Every teacher educator prepares the power point presentation and teaches through Multi-Media approach and gives them the idea of how the classes can be held by using computer

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multimedia. To make the classes interesting and realistic they have also been preparing multimedia lessons. With this practice the students learn better and have better participation in the classroom. Here the teacher educators also use CD Rom, MP3, DVDs, VCDs available in the market.

• Prepared and readymade Multi-Media packages have been used by the M.Ed. and Ph.D. students for the research as instructional packages and as statistical data analysis tools.

• Students too have been using the power point presentation for their research work presentation and content based power point presentation for secondary school children on a topic of their choice.

• Provision has been made in the curriculum for imparting computer skills to all students. Student teachers have been taught to prepare e-content development, video clippings based on subjects that they are going to teach as regular teachers. They not only prepare it as their project on computer based education, but also present it in the classroom. They have been trained to use multimedia computer programmes to present seminars as well as the dissertation summary with the help of the MS Power Point slides and animation techniques.

• E-content and E-lessons prepared by our staff and students have been shared with teachers and teachers educators of other institutions.

• Value education has been taught by using the computer multimedia. After the show on video clippings the lesson is continued with discussion and value clarification. The students share their reflections in smaller and larger groups and arrive at an action plan to personalize values presented through video clippings, films on biographies of great personalities. Value education classes using computer multimedia are conducted twice a week.

• Computer facilities and other ICT facilities of the college have been used to prepare question banks for the institution and schools, to prepare Activity Bank, Work Sheets Bank and Research Tools Bank to be incorporated in Continuous Comprehensive Evaluation (CCE) technique by the teacher educators, student teachers, research scholars and school teachers.

• M.Ed. students under the guidance of their respective faculty member have evolved a multi-media technology/strategy approach to ‘Women’s Studies’.

• Multi-media technology has been used for online testing and evaluation. To begin with readymade package has been used in ‘Research Methodology’.

• Some of the faculty members have been trained to use advanced version of multimedia packages related of education.

• Some of the M.Ed. students and Ph.D. scholars have prepared Multi-media packages on various subjects under the guidance of the faculty members, as part of their research study to enhance the achievement of school students in their respective subjects. The institution has validated these materials, prepared hard and soft copy of the same and has made them available in the library for other use.

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Criterion V

Student Support and Progression

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Criterion V: Student Support and Progression

5.1 Student progression 1. How does the institution assess the students’ preparedness for the

programme and ensure that they receive appropriate academic and professional advice through the commencement of their professional education programme (students’ pre-requisite knowledge and skill to advance) to completion? The mechanism followed for assessing the preparedness of the students at the commencement of the programme is:

The Principal’s Initial Orientation: As a part of the admission procedure the Principal conducts an orientation interview in which she shares the details regarding the course, opportunities and possibilities they get to grow academically as well as to grow in all round development and the challenges they have to face in undergoing this B.Ed. training. This interview helps them to prepare themselves for the B.Ed. programme. This also develops in them readiness for the course as well as it motivates them to continue the course.

The staff members who are the members of admission committee probe into the attitude of the aspirant to the B.Ed Course, the teaching aptitude and interest in the teaching career. This develops in them the interest in the teaching profession.

Orientation Programme: An orientation programme is initially conducted

by the Principal at the commencement of the B.Ed. Course. During the assembly on the re-opening day the students are introduced to the motto, vision and mission of the College, based on this the thought for the day is given. All the staff members introduce themselves to the students followed by students individually coming to the stage to introduce themselves to their companions and staff members. During their self introduction they are asked to share about their talents and leadership qualities, their previous experience, exposure etc if any. This would help the staff members to provide them opportunities to organize programmes at the later stage.

After their brief self-introduction the Principal divides them at random into smaller groups of 8 to 10 student teachers and assigns each staff member to mentor them. The staff members then meet them in smaller groups to orient them towards the College as well as the entire B.Ed. course. The staff members orient the students to the B.Ed. course where they explain the objectives and curriculum of the course. Academic guidance is offered to them to give the details of the requirement of the course. The idea about

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the practical work that needs to be undertaken by the students throughout the year is given to them. Detailed criteria of evaluation procedure is also explained to them. Thus they are helped to familiarize with the nature of the programme that they need to undergo. This orientation programme is spread over for 3 to 4 days.

Collection of Students Profile: Students are asked to write their Personal

Profile and through which their past accomplishments, their strengths and limitations and their problems are assessed by the staff members/ mentor teachers.

Conducting Entry Level Pre-test: To assess the pre-requisite knowledge and skills of student teachers a specific Performa has been developed. A pre-test on Life Skills, Rating scale on Pre-Practice Teachers’ Behavior, Teacher’s Attitude Scale are administered to them as soon as they come to the College i.e., after the 1st week of the commencement of B.Ed. Course. This assesses their entry behavior for the teaching carrier. This assessment covers following aspects: content mastery, ability to manage classroom, readiness to help others, ability to shoulder responsibility, confidence in facing the class, ability to cope up with stress, critical thinking, creative thinking, self-awareness ,time management, effective communication, interpersonal skills, decision making and problem solving ability. The analysis of the data helps the faculty members to identify their entry level, knowledge and skills and also to provide guidance based on their competencies.

Befriending Days: The first days are befriending days, where the staff members try to befriend the students and learn them well, by knowing their strengths, limitations and challenges they face. The staff members expose them to the College campus and to the facilities available in the College. A bird’s eye view of the academic courses in St.Ann’s College of Education is also given to the students to give insight into the academic ambience in which they become the part of the College. Extra information regarding the activities of the College as well as functioning of the Club activities are given to them.

Writing of Auto Biography: Students are asked to write their Auto-Biography during Value education and to be collected by the Staff members in the mentoring group, this enables the concerned staff members to understand the students to a great extent.

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The mechanism followed to ensure the development of appropriate academic and professional enhancement is as follows :

The role of Principal: The Principal meets the students individually in the Office Room after class. During the Morning Assembly and also during the class she gives them suggestions and feedback in order to help the students to get adjusted with the College environment and also with the course activities. As soon as the Principal gets the information regarding students facing any personal problems, academic problems and adjustment problems, she meets them and gives guidance and counseling, thus to ensure students progress. The Principal also gives the feedback to the staff members based on their responsibility related to students progress and provides suggestions for improvement.

After a week, based on the College Calendar, the Principal explains the history of the College and gives the orientation on College Vision, Mission and Objectives. Principal with the cooperation of the faculty helps the students to look at the curriculum and the calendar and asks them to prepare an personal action plan i.e., to realize the objectives during the B.Ed. course. The common aspects from all the students personal action plan are put together and a copy of the same is distributed to all. Every month during the Moral Science/ Value Education the action plan is evaluated. This orientation gives them the motivation to take up the challenges of the B. Ed course and also of their personal life.

The role of the Staff Members: The staff members help the students at any time of their difficulty. They motivate them to take up responsibilities and also to face the challenges regarding teaching profession. Time table is prepared in the College in a such way so as to ensure that the students receive appropriate academic and professional guidance. Staff members prepare the students for teaching profession by giving them orientation to Micro teaching through different Micro teaching skills and help them to practice these skills in their Methodology groups and provide necessary guidance in order to improve teaching skills and assess them using the Performa prepared for the purpose.

Staff members train the students by providing demonstration of lessons, by guiding them to observe them and by discussing the same at the end. They are taught to write instructional objectives and lesson plans. Students are allotted to different schools for practice teaching based on their ability. Self-evaluation to be done by the individual students after teaching. They teach them different techniques and active learning strategies based on constructivistic approach to teach a particular topic of a subject.

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Staff members are allotted to organize different significant activities in the College and to train the students to participate in them. Student teachers are divided for different co-curricular activities such as celebration of Women’s Day, Harmony Day and Environment Day etc. They celebrate the significance of the day uniquely and in a creative way under the guidance of each staff member.

The staff members also see that students develop the leadership qualities and self - confidence among them through their participation in various activities such as Celebration of Christmas, College Inaugural, Patron’s Day and Graduation Day and give them the opportunity to organize the programme, to do the master of ceremony, welcoming the guests and to propose vote of thanks.

Apart from this, student teachers are also divided for different activities such as SUPW, Service learning, Citizenship Training Camp, field trip/tour. This develops among them life skills such as leadership qualities, helping nature, thinking, reasoning, self-confidence, inter personal skills, time and stress management, communication skills, decision making etc. Opportunities are provided for the students to participate in the co-curricular activities within and outside the College academic activities and participate in different competitions such as rangoli, flower arrangement, culture depiction, competition on creative advertisement, essay writing, collage and answering different competitive exams and secure certificates, thus to promote all round development in them. Hence the faculty makes sure that students receive appropriate academic and professional advice and suggest measures for improvement.

The role of the Mentor in the Counseling Group: The Principal and the

staff members are always prepared to render guidance and assistance to students through the Counseling group. Each staff is assigned to a counseling group of 8 to 10 students. As mentor teachers they meet them periodically and provide group counseling and individual counseling whenever required. This counseling helps the weak and timid students to get adjusted with the strenuous situation. This also helps them to cope up with the personal fear specially at the beginning of the microteaching process and during practice in teaching in schools. Once they adjust to the situation they volunteer to participate in course activities. Staff members provide extra personal guidance to the emotionally week students.

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Role of the Student Council and Club Activities: When the students are familiar with the Course and the, College Environment, election of the cabinet members is held, which includes secretaries for various methodology subjects. The Principal explains the procedure of the election, and orients them regarding their responsibilities in the College, and then the elections are held. Student Council takes up their responsibilities and ensures development in various areas. The Principal co-ordinates the activities of the student council.

The faculty members conduct the election, of the office bearers of various clubs, and associations such as Science Club, Kannada Sangha and Human Right Cell, Women’s Cell and plan the activities for the year. Each subject teacher acts as Staff advisor and coordinates the activities of the club. The staff ensures that students receive proper academic and professional guidance through various activities.

Formation is given through Assembly and through co-curricular

activities: Morning Assembly is conducted every day in the College in a unique way. The Principal and the staff members demonstrate to the students how to conduct the Assembly; they give them the lead, followed by students conducting the assembly. Before the assembly prayer songs in different languages familiar to the students are taught and practiced.

During the Morning Assembly the Principal gives them instructions and general awareness of the College activities. The Principal appreciates students’ performance at various occasions and situations and provides them suggestions where they need to improve and how to improve academically and professionally by practicing self-discipline and time management. Students are motivated to do their responsibilities in an effective manner. Through the assembly students develop creativity, self-initiative and self-confidence. The assembly also helps them towards formation of teacher personality and develops in them leadership qualities. The pattern of the Assembly is as follows:

- Thought for the day with suitable reflections - Prayer followed by prayer song - Presentation of the current events - Attendance Marking - Message by the Principal - College Anthem on Mondays - National Anthem on other days

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The role of the Method Masters: Role of the Method master is very significant. Beginning from the Micro teaching skill, macro lessons, innovative lessons, multi -media lessons are systematically taught by giving the demonstration of each lesson. Method masters teach Content based Instructional Material and Methodology of teaching the particular subjects. They teach them different appropriate techniques and active learning strategies to teach a particular subject. They use audio-visual aids, activity aids, projected aids and teach them through multimedia presentation.

Students are trained to write instructional objectives for the lesson and workshops are organized in the classroom by each method master on lesson plan writing, unit plan writing, preparation of unit test and test material. They are taught to observe the lessons, to give feedback, write the observation of the lessons and also to do their self- evaluation. Hence the method masters make sure that students receive appropriate academic and professional advice and suggest measures for improvement. Students are taught to maintain observation diary during teaching practice and internship diary during internship where they meet the Cooperative Teachers, Supervisors, Mentor Teachers after teaching every lesson and obtain academic and personal guidance, thus to develop personal and professional competencies.

Library reference skills are taught to them during structured guided library hours hence they prepare their lessons as well as assignments well. Students are taught how to prepare and present the seminar papers, team teaching and peer teaching. Apart from the academic and professional guidance College provides students emotional as well as spiritual guidance through spiritual orientation programmes.

These are some of the strategies that help the progress of the students for

the effective completion of the course

2. How does the institution ensure that the campus environment promotes motivation, satisfaction, development and performance improvement of the students? College environment incidentally and deliberately promotes motivation and ensures satisfaction and development in number of ways

The role of the Management: The management always supports all the activities of the College and ensures academic excellence. The facilities provided by the management help the students to bring out good performance. It provides adequate infra-structure, good building with all the requirements, furniture, recent and good books to the library, Computers which help the students in their development and excel in the academic achievement. This good atmosphere in the College influences the students

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positively. Management sees to the repairs, furnishing and maintenance of the building. The management also sees to the upliftment of poor and needy students by providing them all the facilities and the scholarships.

The Principal’s Leadership Role: The Principal plays a pivotal role in motivating the students. The empathetic approach and compassionate interaction style of the Principal encourages the students to share their troubles and problems with her. The Principal also sees to the upliftment of poor and needy students by providing them all the facilities and the scholarships. The Principal meets each student teacher individually and identifies the strengths and weaknesses of theirs by making a SWOT analysis of all the students leading to the provision of opportunities to empower them to overcome the challenges and weaknesses. Whenever the Principal meets the students they are encouraged to bring out the best in themselves.

The faculty’s Role: The faculty members play a great role in encouraging the students to perform in a better manner. Rapport is built up between the faculty and students to interact freely with them on academic matters. They motivate them to take up responsibilities and also to face the challenges regarding teaching profession. They teach them different techniques and active learning strategies to teach a particular subject. The staff members also see that students develop the leadership qualities and self-confidence among them through their participation and involvement in various activities. Hence the faculty makes sure that students receive appropriate academic and professional guidance and suggest measures for improvement.

The invited Guest’s role: All the College activities, the club activities and

the subject activities are planned in such a manner that plenty of subject experts from the community are invited to the College to share their expertise and to interact with the students. These resource persons encourage the students for a balanced living and value oriented life that is expected by the College as per its Motto, Vision and Mission.

Awards and Scholarships: A wide variety of awards, endowments and scholarships are instituted in the College to encourage the students to perform well. There are proficiency prizes, endowment awards, UGC and other scholarships and special financial aid to economically weaker students. Other than these students are encouraged to participate in Competitive Exams, Essay Writing, Article Writing, Poem Writing, Quiz Competition, Mime Show at Inter Collegiate Level and competitions organized by Xavier Board, AIACHE and other organizations. Students have won laurels and have received medals, cash prizes as well as the certificates.

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Continuous and Comprehensive Evaluation: The evaluation in the College is Continuous and Comprehensive. Even the minor initiatives are taken into account in the evaluation. All the practical works and performance and teaching strategies adopted and even the attendance of the candidate is taken into account in the process of evaluation. The periodical tests help the students to be vigilant all the time. Two Internal assessment tests are also conducted at the end of the two terms. Continuous and Comprehensive Evaluation helps to maintain the standard of the College to enhance the quality of Teacher Education.

Integral Personality Development Programmes: The institution provides an effective and conducive environment to the prospective teachers for the effective learning and overall development including academic, physical, social, moral, cultural and spiritual aspects of personality which in turn results in the actualization of the four pillars of education: learning to learn, learning to do, learning to be and learning to live together. Multifaceted progrmmes are organized in the College through the methodology and club activities to bring about Integral Personality Development of the students.

Spiritual Orientation: For Morning Assembly, Prayer songs are taught to the students, Provision to visit the prayer room is made. Students take turns to prepare and present the thought for the day. Classes begin and end with a prayer. For special occasions prayer services are conducted by including the scripture passages from different religions. Once a month Spiritual Orientation/ recollection and two days of Retreat/spiritual orientation annually is provided for all the students. Apart from the academic and professional guidance, College provides them emotional as well as spiritual guidance through spiritual orientation. College provides clean and calm atmosphere required for academics, concentration. Hence they develop faith in God, belief in themselves, concern for others and a homely atmosphere.

Feedback Mechanism is applied for all the activities. Entry level, knowledge and skills are assessed by conducting a pre-test on Life Skills, Rating scale on Pre-Practice Teachers Behavior and Teacher’s Attitude Scale is administered on them as soon as they join the B.Ed. course. This assesses their entry behavior for the teaching carrier and provides guidance based on their competencies.

Feedback on the teaching practice(academic) as well as on their behavior part is collected from observation and feedback by peers, cooperative teachers/mentors, supervisors and self- assessment and also from the cooperative schools and the schools where they have been placed for teaching during internship and suggest measures for improvement in a positive manner. Students are asked to maintain observation and supervisors’ diary during teaching practice and internship diary during internship and to receive feedback from the mentor teacher and to incorporate the suggestions given.

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Evaluation is done after every activity and feedback is taken from the

students and they are asked to write the report. College provides periodical activities, lesson demonstration, periodical and continuous assessment, practicing teaching skills in phases to improve performance, motivation as well as to sustain their interest and enable them to use variety of teaching learning techniques. Hence the faculty members make sure that students receive appropriate academic and professional advice and suggest measures for improvement. Formative and summative evaluation is done throughout the course. Continuous and comprehensive evaluation is carried out for all the scholastic and non-scholastic aspects of the course.

Periodical review of action plan is done during value education classes and during spiritual orientation and this helps them in ensuring motivation and in the developmental process. At the end of the year feedback in all the subjects from each student is collected orally as well as in writing in prescribed formats. Continuous reinforcement during feedback is given to the students and motivation is provided throughout the course.

Having Regular reflective practices: Regular reflective practices are done as Pre-practice reflection, Teaching reflection and Post teaching reflection. Students are encouraged to do the reflection for all the major activities of the College such as Celebration of Christmas, College Inaugural, Women’s Day, Science, Kannada and Human Rights Club Activities, Harmony Day, Environment Day and Graduation Day, Service Learning Activities-conducting sports meet to the Kannada medium schools, visit to the Special School and Old Age Homes, SUPW Activities, Sports Day, Educational Tour/ Field Trips, Citizenship Training Camp, Yogic Exercises. For service learning activities students not only learn the situation but they also give the services. This helps them to celebrate the learning they have acquired.

Graded Planning of the Course: To check the entry behavior of the students for the teaching career and to provide guidance based on their competencies feedback on their entry level, knowledge and skills are assessed by administering a pre-test on Life Skills, Rating scale on Pre-Practice Teachers Behavior, Teacher’s Attitude Scale after the 1st week of the commencement of the College.

Time table is prepared in such a way that it makes provision for training the students for micro teaching, observation of demonstration lessons and discussion of the lessons, to write instructional objectives, lesson plan guidance, lesson plan writing, and self-evaluation by the individual students after teaching each micro and macro lessons. For all these activities self assessment and feedback by peer group, mentor teachers and supervisors is given Self- assessment rating based on the teaching criteria provided by the institution provides opportunities for the students to receive feedback from themselves.

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Workshops are conducted for the preparation of unit plan, preparation of unit test, test material, models of teaching, multimedia lessons and motivation is inculcated in them. Through the demonstration of the lessons teaching skills are taught to the students in phases. College also encourages them to make use of Computer Multimedia to make their lessons effective and creative. Periodical activities are conducted and continuous assessment is done to sustain their interest and enable them to use variety of teaching learning techniques and active learning strategies. Staff has been mentoring and conducting tutorials for those students who are weak in studies and motivate them to do better.

College conducts two Internal Assessment tests, Practical Examination in teaching methodology, and the final theory examination. Revision is done before the tests/exam and after they receive their valued answer sheets, feedback is given to improve their performance. At the end of the year feedback in all the subjects of each student is collected orally as well as in writing using the performa prepared for the purpose.

Hence the faculty makes sure that students receive appropriate academic

and professional guidance and support and suggest measures for improvement.

Performance Improvement Programmes

Improvement of teaching skills: Micro teaching sessions, demonstration lessons, peer teaching, innovative lessons on models of teaching and multimedia lessons are organized to attain and improve various teaching skills. Proper feedback is given by teacher educators as and when needed.

Improvement of teacher behavior: Students are encouraged to teach their peers before going for the teaching practice and get enough guidance–simulated situations are provided to them. Proper feedback and guidance are given at the time of practice teaching to improve teacher behavior.

Improvement in theoretical achievement: Institution adopts diverse teaching learning strategies to cater to the needs of slow, average and gifted students. Remedial programmes are organized to improve achievement of the student teachers. Daily tutorials are conducted to have a healthy interaction with students which in turn help the student teachers make attitudinal changes, sharpen skills and develop cognitive base of the pedagogy. Continuous mentoring helps to maintain mental health and good study habits of the students.

Improvement in the practical work: The student teachers are assisted to develop high quality teaching aids for the effective functioning of practical work. Application oriented topics are selected for the practicum which helps in the development of social intelligence and integrity. The student

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teachers are given training in the use of hardware like LCD, OHP, Interactive White Boards, Razor Bee Instructional Aid, I-Pad, Laptops and Desktops. ICT enabled teaching strategies are adopted during practice teaching and internship.

3. Give gender-wise drop-out rate after admission in the last five years and

list possible reasons for the drop-out .Describe (if any) the mechanism adopted by the institution for controlling the drop-out. Drop-out rate after admission in the last five years

Year Drop-out rate after admission in the last five years Reason B.Ed. M.Ed. PGDCA

Total Admission

Drop out in %age

Total Admission

Drop out in %age

Total Admission

Drop out in % age

2009-10 99 1 26 1 6 -- Shashikala- Ill health

2010-11 95 -- 30 -- -- -- - 2011-12 89 3 30 -- -- -- Deepa- Ill health

Vasudha- Ill health Akshatha-Ill health

2012-13 99 1 28 4 -- -- Divyashree - Ill health

2013-14 99 -- 27 -- -- -- Rajeshwari H.C. – admitted by CAC - Not reported to the college

The reasons for the drop outs:

Health problems Mechanism adopted by the institution for controlling the drop-out

Attempts were made to meet parents and guardians and retain them through personal counseling. The institution provides opportunities for students for getting re-admission to the course.

The Principal and the Staff meet the potential dropouts soon after identifying such cases due to apprehensions about their ability to cope with teaching and give personal guidance, take initiative to meet the parents, take their support in encouraging and convincing the student teacher to continue the course.

Providing group and individual counseling from the beginning of the year

and being alert about their feelings and fears;

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Encouraging every student teacher to feel good and do better by starting the feedback with positive statements followed by suggesting what way the skills could be improved during practice-in-teaching and at other times of performance appraisal.

When the principal and faculty sensed that some students were planning to leave the course due to poverty and other family problems, they were helped through financial assistance, medical facilities and also by counseling the family members.

Providing support materials and sufficient practice in peer groups to develop confidence in order to bring about performance improvement and providing relaxation for submitting assignments by extending the dates in specific cases.

When some students have absented themselves for a longer period the faculty have visited their homes to council and encourage them and have succeeded in bringing them back to college.

Providing extra coaching to specific cases in particular during the practice teaching period and other times of stress;

Peer pairing of student teachers to receive encouragement and support from one another.

4. What additional services are provided to students for enabling them to

compete for the jobs and progress to higher education? How many students appeared/qualified in SLET/ NET, Central/ State services through competitive examination in the last two years?

To compete for Jobs In order to compete for the jobs following types of assistance are offered in the

College. They are: Enhancement of Intellectual Inputs: Enhancement of intellectual inputs are

provided based on following activities: Quality teaching training; Career coaching; Career talks ; Visits by professionals ;Visit to Service Sectors/ Centre’s; Incorporating community resources; Remedial coaching for filling knowledge gaps

NET/SET Coaching: the College provides plenty of opportunities for helping the students to clear qualifying examinations like NET and SET. The institution provides study material for the students and arranges coaching for NET/SET by incorporating community resources. More emphasis and guidance is given during general class, in the classroom regarding answering NET/SET and students queries are also clarified on NET/SET questions. Since passing NET/SET depends also on logical reasoning, general knowledge on education, reflective thinking, problem solving abilities, every day related activities are conducted for B.Ed. and M.Ed. students to acquire these skills.

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Motivation: Opportunities are provided to realize the dignity of labour and significance of hard work and to maintain enthusiasm and confidence. During career guidance staff incharge give the information regarding answering different type of competitive exams, similarly they encourage them to answer NET,SET, KAS, KES, PACE, Banking exams. Students are encouraged to do M.Ed. and Ph.D. studies.

Emotional Support: Continuous interaction with the students is maintained to empower them emotionally. Opportunities are provided to the students through group guidance and counseling for emotional expression. Mentoring is also given as and when needed. Co-curricular activities are organized in the College in such a manner so as to maintain emotional balance. Many co-curricular activities and spiritual/value oriented programmes are ogransied for the development of emotional intelligence.

Personality Development: The institution offers thorough training in developing teacher personality. Various programs as part of social, national and religious celebrations are organized for the student teachers for developing leadership qualities and social intelligence.

Computer and Internet: A basic as well as graded course in computer education is provided by the institution to all student teachers to equip them to use the computers efficiently in schools. An advanced course is provided to those who join the course with programming background or animation techniques. This course helps them to enhance their knowledge and use the computer efficiently for teaching learning process and to design or to prepare e-material for the teaching and learning. Hence the ICT course conducted at the College helps the students to gain confidence to keep abreast with the knowledge explosion, trends in teaching profession, compete for the jobs and get well equipped to function in high-tech schools.

Internship Programme: A special feature of this College under the autonomous structure is the inclusion of a fortnight period of Internship in Secondary Schools. Internship introduced in schools is indeed an opportunity to the students to learn all those experiences that cannot be simulated. It gives an opportunity to them to work in the field and learn to be competent teachers to compete for the jobs in the job market.

Service Learning Activities: Service Learning Activities, a special feature of this College, are the innovative activities introduced in the institution, where the student gets an opportunity to Serve and Learn. Through service learning activities students’ work in collaboration with community members, teachers and peers to meet real community needs. Today, in the job market, teachers with service learning experience are preferred. Besides, they grow to be persons with commitment and concern for the society.

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Life Skill Training: Life Skill Training is given to develop abilities for adaptive and positive behavior which helps the trainees to deal effectively with the demands and challenges of everyday life. Life skills such as communication skills, problem solving skill, negotiation skills, critical thinking, decision making skill, self-management skill, creative thinking, time management, stress management, leadership qualities are focused in life skill training. Life skills are taught during value education classes.

Vocational Guidance Services: The vocational guidance is given to students. The placement cell gives opportunity for campus recruitment. Online tutoring system is also taken up by students after getting training towards it.

Communication Training Programme: Facilities provided by the College such as Communicative English programme, speech and oratory course, language lab facility, providing opportunity to conduct morning assembly and co-curricular activities strengthens the potential of the students. Students are given special opportunities for overcoming their weaknesses in areas of communication. They are also trained in the skills of facing the interviews for job.

Campus Interviews for Job Placement: are organized frequently inviting various managements and organizations. These opportunities provide practice and self-confidence for our B.Ed., M.Ed. and DPPTT students.

Language Lab Facility is provided to our students as well as for our sister institutions to improve their communication skills and also gain self-confidence to face any challenges regarding the job.

Library Facility: Reference skills are taught to the students and they make use of the library in the mornings, evenings and during their library as well as free period. For B.Ed., M.Ed. students daily issue, overnight issue facility - latest and good reference books, Book bank facility are given. Students of B.Ed., M.Ed., K.S.O.U., M.Ed., Ph.D. scholars of our College and others as well as campus staff make use of the library in a best manner. Library has been computerized to access to the author, subject and topic section as well as to search the articles from different journals.

Competitive Exams: College encourages the students to participate in all the following exams : State Level Eligibility Test (SLET), National Eligibility Test (NET), Teacher Eligibility Test (TET), Karnataka Public Service Commission (KPSC), Union Public Service Commission (UPSC), Probationary Officers Bank Exams, Postal Exams, Staff Selection Commission, Institute of Banking Personal Selection (IBPS), Banking Service Recruitment Board (BSRB).

Competitions : To bring out their inner ability and talents students are asked to participate in different competitions such as Essay Writing, Writing

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Articles, Composing poems, quiz competition, half marathon race, cross country race organized by the University Colleges, Xavier Board, AIACHE, NGOs and other organizations and students have won laurels and obtained cash prizes as well as the certificates. This helps them to secure good jobs.

Practice of Innovative Methods of Teaching: An effort is made by the

institution to demonstrate and practice innovative methods of teaching such as Models of Teaching, and use of Computer Multimedia Approach, 5E Model Lessons and many such practical approaches and Active learning strategies are taught to the students specially to incorporate in their lessons during practice teaching and internship.

To progress towards Higher Education To progress towards higher education the staff and the students are encouraged

to continue their studies by going for higher studies through the distance mode. In order to help the students to aspire for higher education the following strategies are effectively adopted:

Participation in Intercollegiate activities: The students are provided opportunity to visit the department of education, other departments in various universities and various other Colleges and Institutions for Higher Learning and to participate in different activities such as essay writing, article writing, elocution competition, singing competition, debate, quiz competition, extempore etc. They are encouraged to participate in the competitive exams. This helps the student teachers to be inspired to pursue the higher education.

Participation in Seminars and Conferences: Students are provided opportunities to participate in the seminars and conferences organized by National and International Organizations. The staff members help the student teachers to conduct action research and they involve the students in conducting the minor and major research projects as co-researchers and research assistants. This helps them to develop the positive attitude towards higher education.

Participation in debates and open defence : The graduate and post graduate students are given opportunity in the institution to participate in the debate competition and open defence session of the Doctoral degree in education.

Team teaching and seminar presentation: Both graduate and post graduate students are given chances in the College to actively participate in the Team teaching and seminar presentation of their topics in all the subjects. Post graduate students are provided the opportunity for their synopsis presentation of their dissertation and to participate in research colloquium. This gives them the opportunity to interact with the other post graduate students, research scholars and research experts.

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Experience shared by the Staff members: Teachers of the College share their experience of the post-graduation and the Ph.D. coursework with other staff members and the students. This sharing of their experience helps all to grow intellectually as well as professionally. This sharing also encourages the students to go for higher studies.

Staff members also share their experience, knowledge and expertise

after they attend the seminars, workshops and conferences at National and International level. This sharing helps the students and the rest of the staff to improve themselves.

Interaction with the Postgraduates and Ph.D. Scholars: Staff members

come to know about M.Ed. and Ph.D. Scholars’ knowledge regarding research and guide them accordingly and help them to do better. In the College, the B.Ed. students get the opportunity to interact with the M.Ed. students and Ph.D Scholars. The post graduate students and the B.Ed. students have plenty of opportunities to mingle with one another, especially during micro teaching, macro teaching and innovative lessons. M.Ed. students observe B.Ed. students’ lessons and give feedback and support them in facing the challenges of the course.

Informal Guidance provided to the students :The Principal and the staff

members provide the student teachers with informal guidance directing them to take up higher studies. Since the B.Ed. course ends by October every year, every student is incouraged and guided by the principal to register for a post graduation study of their choice since most of them will join the teaching profession only in next June.

Career Guidance and Counselling is provided through : seminars and workshops by inviting the experts as resource persons. Resource materials on availability of courses of studies and job facilities besides teaching profession is made available in the college library. Students are also introduced to various website to obtain such information. News Paper clippings on career information have been colleged. A separate notice board is maintained to display such information.

The student teachers are given sufficient knowledge about the necessity of answering NET/SLET/K.P.S.C/K.A.S exams and are provided with sufficient support materials to appear for the exams. Incidentally students are prepared for competitive exams and hence 30 M.Ed. students have cleared NET/SLET/KES/KAS Examination during last five years. 2009 2010 2011 2012 2013 2014UGC/NET/SLET/KPSC/K-SET/IBPS

1 2 4 5 6 10

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2008-2012

2011-2015 2012-2018 2013-2017

Ph.D. Registered 20 9 8 9 Completed and received Ph.D. Degree

16

--

--

--

Completed Course Work

-- 9 8 Under going Ph.D. Course work

5. What percentage of students on an average go for further studies/choose

teaching as a career? Give details for the last three years? Majority of the students consider teaching as their career and are working in

various government/unaided/aided/public schools and Colleges on regular/temporary/part time /guest/contract basis. However, more than 80% of them continue their studies while in job. Along with their teaching 20% of our student teachers go for higher studies privately through the distance mode. Only few students study regularly MA/M.Sc/ M.Ed/ M.Phil. and research in the university

The following table shows the transfer certificates issued to student teachers from the College for the last five years after the completion of B.Ed., M.Ed., PGDCA to persue their higher studies

Year B.Ed M.Ed PGDCA Higher Studies opted by

students 2009-10 60 10 -- MA/MSC/MED/M.Phil/Ph.D2010-11 47 9 -- MA/MSC/MED/M.Phil/Ph.D2011-12 43 20 -- MA/MSC/MED/M.Phil/Ph.D2012-13 41 10 2 MA/MSC/MED/M.Phil/Ph.D2013-14 15 -- MA/MSC/MED/M.Phil/Ph.D

6. Does the institution provide training and access to library and other

education related electronic information,audio/video resources, computer hardware and software related and other resources available to the student teachers after graduating from the institution? If yes give details on the same.

Yes. The institution provides training and access to library and other education related electronic information, audio/video resources, computer hardware and software related and other resources available to the student teachers after graduating from the institution. If they need to use these facilities for a continuous and longer period of time library membership is offered. A separate register is maintained for the use.

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The following facilities are accessible to former students (Alumni)by the permission of the Principal:

Library Facility: Those who pursue higher education can have access to the library for reference purposes. The library is accessible the Alumni members of the College and staff members of sister institution. The following facilities provided in the Library are: Journals, newspapers, periodicals, news paper clippings filed and documented, magazines, CD’s, reference books, thesis, dissertations, research tools, e-journals, e-books, bound volumes of previous journals.

Computer and Internet facilities : The Alumni members of the College can access the computer lab for higher studies and research. The Alumni executive members visit the College frequently and use the computers for electronic communication among members and to prepare the Alumni newsletter.

Educational CD’s : To prepare the power point presentation for the class, the staff members use the educational CD’s. The power point presentation prepared by the staff members as resource material is also shared with the Alumni members to improve their teaching in the respective schools.

Teaching aids : The teaching aids and models kept in the College are shared with the Alumni members who use them for teaching purpose, to give demonstration lessons and to organize departmental activities in their schools.

Study Material: The model lesson plans on Models of Teachings are shared with the Alumni members to improve their quality of teaching.

School Networking: The expertise of the faculty members are continuously shared with the Alumni members through social networking.

Guidance and Counseling: Personal and professional guidance and consultancy are offered to the Alumni members by the faculty of the College face to face as well as through telephonically and electronic messages as and when required.

Sharing of College Gym, ground and Volley Ball Court: The Alumni members and sister institutions access the College Gym, Volley Ball Court and the play ground with prior permission of the Principal .

Language lab facility is provided to our Alumni members as well as for our sister institutions to improve their communication skills and also gain self- confidence to face any challenges regarding the communication.

Job Placement : Career placement training is provided to the Alumni of the college through counseling and through the use of learning resources in the college library.

Additional Computer Courses: A basic course and an advance course in computer education is provided by the institution to Alumni members on request as well as the members of our sister institutions to equip themselves to use the computers efficiently in schools.

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7. Does the institution provide placement services? If yes, give details on the services provided for the last two years and the number of students who have benefitted? Yes, there is a placement cell in the college that caters to the needs of students related to employment. The cell provides support to the student teachers in seeking employment at different educational institutions. The student data such as address, phone numbers, jurisdiction/ area in which the trainee wants to work, e-mail address etc. are collected. The letters of request received from schools and colleges seeking candidates to be employed are filed and the vacancy is noted down. Suitable candidates are identified and communicated through e-mail/telephone/ post. The student teachers are asked to inform the institution immediately after securing the job. The placement cell provides information regarding candidates on enquiry from schools/educational institutions.

A placement display board is maintained in the college for the purpose of the current batch of students. The request letters/ publications are displayed on the board. The student teachers who need the job, approach the Placement Officer and seek guidance to apply for the same.

The Principal takes immense trouble to place the students in different schools even before the commencement of their classes. She along with other members of the cell with the objective of assisting the B.Ed., M.Ed., PGDCA and DPPTT students assists to find the right job with good working and financial conditions.

Placement cell of the College assists the student teachers towards placement by arranging job interviews and examinations on the campus by the private and Multinational companies in India. The cell also supports students by giving counseling and through personality development programmes. Timely information about different job openings in different sectors of the Indian job market is provided to students through notices and circulars displayed on the notice board.

B.Ed., M.Ed., PGDCA, DPPTT students are placed in different schools soon after the completion of their courses. Thus students find the right job with good working conditions. The principal and placement officer ensures that employers pay adequate salary to the out going trainees of the college, since most of the students of the college are women, their safety is ensured in the workplace.

Outstanding schools from Karnataka and even from different parts of India hold Campus interviews in our College and students get selected to teach in their prestigious schools.

An e-mail account for placement cell service at the institution is available with e-mail address [email protected] for the purpose of correspondence with the Students located at different parts of the world. A register is maintained of those students who are in need of placement.

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Through the Alumni News Letter, the alumni of the college are informed

to contact the placement cell and the principal of the college when they are in need of a teaching job.

The services provided for the last two years regarding the job placement and the number of students who have benefitted are given in the table Number of students who have benefitted through the Placement Cell

Year Number of students benefitted 2011-12 More than 72%2012-13 More than 75%

8. What are the difficulties (if any) faced by placement cell? How does the

institution overcome these difficulties?

The following are some of the difficulties faced by placement cell and strategies adopted to overcome:

Difficulties faced by placement cell Strategies adopted to overcome Lack of communication from the employers and employees when the vacancy is filled

The graduate teachers are asked to inform the College/ Placement Officer immediately after meeting and confirming the job with the Heads of schools. The employers are informed to communicate to the Placement Officer if they employ the trained graduates sent by the institution. Sometimes such communication is not done by the either of the parties.

Difficulty of ensuring the working conditions, accommodation and salary

When the requests are made from schools located far away, to ensure the working conditions and accommodation becomes a difficulty. The Principal/staff members incharge of placement cell assist in contacting a known person of the place to ensure the conditions of the school before placement. In most of the schools teachers are paid a low salary and it is difficult to suggest to our students to work in such schools.

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Efforts are made to convince the employers to increase the salary and pay a reasonable amount if they need quality teachers.

The course timing adopted by the university of Karnataka poses some challenges in finding placement for the teacher trainees. The course commences in November/December/ January and ends in October/November/December while the school academic programmes commences in June. The advertisement for teacher recruitment is usually done during summer vacation in private schools (April, May).

The College / institution organizes campus placement in October/ November/December and students are identified then and recruited for the next academic year. Whenever there is need for teachers, College immediately gets in touch with the students. College focuses on sending our students to different type of schools even to fill the leave vacancies for few days/months.

The schools demand the command over English language and some students who join the course do not have communicative competency

There is a literary club, workshop on communicative English as well as Language lab facility which is working with a view to develop competency in English Language. Along with this students are given opportunity to do master of ceremony, proposing vote of thanks, welcoming the resource persons in English, and teaching in the class is in English, conducting morning assembly is in English. Hence these opportunities ensure the development of the command of English Language. The students who are poor in communicative English are paired with those who have command over the language. This helps them to improve their language skills.

The schools require the proficiency in the use of ICT and some students who join the course do not have the same.

In order to develop ICT skills of student teachers additional computer course along with the innovative teaching methods are taught to them. This course gives them hands on training of using computers and also teaches them how to use computer multimedia to do the transaction in the class

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9. Does the institution have arrangements with practice teaching schools for

placement of the student teachers? • Yes, The institution has arrangements with practice teaching schools for

placement of the student teachers but the number is limited. Most of our practice teaching schools are grant-in-aid schools where the vacancies are filled only when the government gives permission which is not often but they recruit our teachers for leave vacancies or on temporary basis. Apart from this when need arises practice teaching schools inform the College well in advance to recruit the teachers for them, along with this Practice teaching schools inform that they need teachers in their neighbouring schools too. Our institution caters to the needs of the practice teaching schools. There is a great demand for our student teachers. Observing their skills of teaching and good conduct during practice in teaching, internship and practical examination, the heads of the institutions book the teachers well in advance to be placed in their school immediately after the student completes her B.Ed. course.

There are many requests from practice teaching schools but the type of candidates requested often are those who have taken Science and Mathematics and English as first language. To fulfill this request it is difficult at times. The practice teaching schools have been asked to make written request for the vacancy available in their schools.

10. What are the resources (financial, human and ICT) provided by the

institution to the placement cell? Resources provided by the institution to the placement cell are:

Financial: The cost of maintaining the display board, of informing the employer and the employee and of organizing campus interviews etc., is borne by the institution. The College provides financial support to the placement cell to collect information and to maintain the records. Registers with particulars of B.Ed., M.Ed. and DPPTT trainees who have moved out f the institution.

Human Resource: One of the staff members is appointed as the Placement Officer of the placement cell and is assigned the responsibility of the cell. Few staff members are members of this cell. But all the staff members co-operate with the Placement Officer in identifying the jobs and placing right candidates in the right school. They play a unique role in identifying vacancies in different schools in their locality and student teachers are assigned to report to the respective schools. Principal along with the members of the Placement cell ensures the appointments of the students. The registered lists of the student teachers are carried over to the future years. The institution maintains the rapport with the employers, heads of the institutions for effective functioning of the placement cell.

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ICT Resources: ICT facility is provided to the placement cell by the institution to record information and takes active role in identification and dissemination of placement information to all. A register is maintained of the B.Ed., M.Ed. and DPPTT students who need placement service. A register of E-mail addresses is maintained of all the students. The e-mail address, [email protected] is operated by the Placement Officer. Students are communicated through e-mail/post card/ telephone and they are asked to inform to the College immediately after securing the permanent job. Paper clippings of job requirements, notices and circulars on vacancy in schools are documented and displayed on the notice board in the Job Placement Corner.

5.2 Student Support 1. How are the curricular (teaching-learning process), co-curricular and

extracurricular programme planned, (developing academic calendar, communication across the institution, feedback) evaluated and revised to achieve the objectives and effective implementation of the curriculum?

Evaluation of the entire course of the past year: The institution conducts a two-day Institutional Planning involving the entire staff before the commencement of the new academic year and extensively evaluates the feedback and suggestions offered by the previous batch of students. In accordance with the suggestions an institutional curriculum framework which helps for the all - round development of the student teachers’ personality is prepared. On the first day of the institutional planning curricular and co-curricular activities the previous academic year are reviewed and evaluated in view of the vision, mission and objectives of the college.

Development of a Calendar: As an outcome of the feedback drawn from this exercise summarization is done with highlights inorder to incorporate the feedback in the following year’s planning and execution of curricular and co-curricular activities along with the working out of the Calendar of Events and sharing of responsibilities. The staff members take into account the total number of periods for each subject, the preparation of time table and all the important activities connected with the teacher training, post-graduation as well as programme of Course Work for Ph.D. research scholars are discussed. Individual duties of each staff in organizing co-curricular activities as well as core subjects to be taught by different staff members is explained by the Principal so that when the course commences everything is kept ready by each staff for the students. Staff members dealing with arts section and the science section discuss different micro teaching skills to be taught to the students. Any changes to be brought in the core subjects as well as in evaluation procedure, preparation of objective based test items and their modification also discussed. Method of writing lesson plans, question paper pattern, change of syllabus according to the high school syllabus is also discussed and accordingly the staff members plan to keep ready.

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Through the elaborate discussion various responsibilities are shared among the

members of the faculty. The staff members are given various responsibilities like staff secretary, staff editor for the college journal, incharge of tour/field trip, allotting the students for practice in teaching and practical examination, internship programme, preparation of the time table, the responsibility of documentation, incharge of different cells, different competitions to be organized and activities-SUPW and Service Learning to be conducted for the students, incharge of different clubs, maintenance of log book, staff secretary etc.

The academic calendar developed is used for communicating with the heads

of institutions of practice teaching schools, schools for internship regarding the availability of the schools for the process of practice in teaching and other activities as the schools are main collaborators of the training programme. The schedule for practice in teaching in two blocks, time for practical exam and internship is scheduled so that the teacher educators can plan and train the student teachers to use appropriate methods and techniques of teaching. Based on the decisions taken the rest of the curricular and co-curricular activities are finalized and the college calendar is prepared accordingly. The feedback is taken from the staff, previous batch of student teachers, heads of institutions and teachers of cooperating schools and suitable suggestions from them too are incorporated in organizing curricular activities. The teaching learning process is evaluated continuously on a daily basis by the teacher educators and major curricular activities such as micro-teaching, practice teaching, innovative teaching, internship programme etc., are evaluated by all the staff members at a general session and based on the suggestions changes are done for the following year.

The Principal and the staff as a team choose the most appropriate co-curricular

activities such as celebration of Human Rights Day, Harmony Day, Women’s Day, Environment Day, Independence Day, Dr. Ambedkar Jayanthi, Patron’s Day and incorporate them in the academic calendar at the beginning of the year. Each of these activities is planned by an individual staff and the programme is witnessed by all the staff and students. Every activity is evaluated immediately after its completion at a staff meeting and the need for changes is considered for the following year.

In order to motivate the students and to give them ample opportunities for

growth, efforts are made by the institution to conduct various competitions. A set of competitions are chosen at the beginning of the year such as the Culture Depiction, Bhava Geethe, Drama Character Portrayal, Rangoli, Flower arrangement, Essay writing, Poetry writing, Collage Competition etc. One of the staff members is put in charge of each activity. The rules and regulations and criteria for evaluation are set by the staff with the help of the Principal and 8 to 10 student volunteers help in planning and organizing each competition. The winners are awarded at the end of the year during the Graduation Day

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Programme. Time table for the whole year is also planned keeping in mind the major events suitable for B.Ed and M.Ed Course. Discussion on IQAC activities of the past year and planning for the present year is also discussed.

Election of the College Cabinet or student council: The student council is

democratically selected team representing twelve student teachers. The Principal takes up the responsibility of monitoring the activities. Student council formulates the general policy and also takes initiative and assists the staff members to organize the activities of the institution. For major activities student cabinet takes up over all leadership in organizing it.

Subject wise planning: Each faculty member plans the activities of the

respective subjects as well as an optional class ahead of the commencement of the academic year, conducts a discussion with the senior teachers and then with the students and finalizes the course of action.

Optional association planning: Each optional class plans the activities of the

association after conducting a detailed discussion in the class. Planning of the club activities: Each club has four executive members,

monitored by a coordinating teacher. The executive committee is democratically selected giving representation to each optional group. A president and a secretary are selected from among the four executive committee members. The coordinator in charge and the executive committee members conduct a discussion at the commencement of the academic year and action plan is drawn out for the year.

Dissemination of the Action Plan: College Calendar: The College calendar is effectively used as a tool to

disseminate the action plan. It gives the vision, mission, goal, strategies to be practiced in day to day activities. A detailed picture of the B.Ed. and M.Ed. courses including the syllabus, basic requirements, scheme of examination etc., are also given in the calendar.

Morning Assembly: Morning assembly is organized every day. The Principal

and the staff members demonstrate how to conduct the Assembly; they give the lead, followed by students conducting the assembly. Before the assembly prayer songs are practiced. The pattern of the Assembly is as follows: Thought for the day with reflection, Prayer followed by prayer song,-Reading the current events from the news Paper, Attendance Marking, Message/ information/suggestions by the Principal, College Anthem on Mondays, other days National Anthem. The Principal judiciously uses the occasion to give awareness about the activities that would commence in the near future.

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Notices: There are situations where the students need to be informed about the details of the programmes of the college. The Principal gives short notices briefing the forth coming event during the assembly. Principal appreciates students’ performance at various occasions and situations and provides them suggestions where they need to improve and how to improve academically and professionally by practicing self -discipline and time management. Students are motivated to do their responsibilities in an effective manner. Through the assembly students develop among themselves creativity, self-initiative and self-confidence. The assembly also helps them to develop leadership qualities.

Notice Boards: The notice boards are used to display the future course of action.

Bulletin boards for each method are maintained and each student creatively displays innovative ideas of the subjects. Subjectwise ‘Wall Magazines’ are prepared by the students.

Evaluation: The following are the methods of collecting feedback : Feedback Mechanism is maintained in the College throughout the course for all

the activities. Feedback on their entry behaviour is assessed by conducting a pre-test on Life Skills, Rating scale on Pre-Practice Teachers Behavior, Teacher’s Attitude Scale. This assesses their entry behavior related to the teaching carrier.

Feedback based on the teaching practice(academic) as well as on their behavior is

collected from Observation and feedback by Peers, Cooperative teachers/mentors, Supervisors and Self-Assessment from the Cooperative schools and the schools where they have been placed for teaching during internship. Students are asked to maintain supervisors’ diary during teaching practice and internship diary during internship and to receive feedback from the mentor teachers and to incorporate the suggestions given.

Evaluation is done after every activity and feedback is taken from the

students and they are asked to write a descriptive report including the evaluation of the activity. College provides periodical activities, lesson demonstration, periodical and continuous assessment, practicing teaching skills in phases to improve performance, motivation as well as to sustain their interest and enable them to use variety of teaching learning techniques. Hence the faculty members make sure that students receive appropriate academic and professional advice and suggest measures for improvement. Formative and summative evaluation is done throughout the course. Continuous and comprehensive evaluation is carried out for all the scholastic and non-scholastic aspects of the course.

Periodical review of action plan is done during value education classes and during spiritual orientation and this helps them in ensuring motivation and in the developmental process. Continuous reinforcement during feedback is given to the students and motivation is provided throughout the course.

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Adding to these periodic evaluation of the course by the students and, periodic evaluation of the staff performance by the students is done.

Periodic staff meetings are held to evaluate all the activities and planning for

the coming months. A suggestion box is kept in the library where the students can drop their

suggestions. The feedback is taken from the staff, previous batch student teachers, heads of institutions and teachers of cooperating schools and suitable suggestions from them too are incorporated in organizing curricular activities. The teaching learning process is evaluated continuously on a daily basis by the teacher educators and major curricular activities such as micro-teaching, practice teaching, innovative teaching, internship programme etc., are evaluated by all the staff members at a general session and based on the suggestions revisions are done for the following year.

Students write the Self-Evaluation after each teaching lesson The faculty’s personal interaction with the students is another technique for

collecting feedback from the students At the end of the year feedback in all the subjects of each student is collected

orally as well as written one.

Analysis and Revision: The collected feedback is analysed by the Principal and the faculty. Discussions on required changes are conducted and decisions are taken for effective implementation of academic activities. The entire staff before the commencement of the new academic year extensively evaluates the feedback and suggestions offered by the previous batch. In accordance with the suggestions an institutional curriculum framework which helps for the all - round development of the student teachers’ personality is prepared. On the first day curricular and co-curricular activities of the previous academic year are reviewed and evaluated in view of the objectives. This analysis helps in bringing the required changes in the curricular and co-curricular activities of the College.

2. How is the curricular planning done differently for physically challenged

students?

The College does not have physically challenged students on the whole even though we look out for their admission. Physically challenged students are very small in number. When we admit a couple of them the college makes appropriate arrangements like furniture facility, access to classes on ground floor, for the sake of partially sighted students green boards are provided, alternative arrangements regarding Sports and Games, Educational Tour, Citizenship Training Camp are done to meet their needs.

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3. Does the institution have mentoring arrangements? If yes, how is it organized? Yes, the institution has mentoring arrangements to cater to the diverse needs of the learner. Mentoring is an essential and integral part of the course

Faculty-faculty relationship: The faculty members are actively involved in discussions and networking for professional development. Senior teachers help the junior teachers in their responsibility in guiding them in all aspects.. The faculty acknowledges the achievement of professional growth of the members.

Faculty-student relationship: At the beginning of the year the larger group is

divided into smaller groups depending on the strength of the staff. Usually about 9 groups are made, each consisting of 9 to 10 students and a Mentor Teacher is appointed. The mentor teacher meets the group periodically and provides personal/group Guidance.

Greater care is taken of the students prior to and during the practice teaching period when the students have high level of doubt and anxiety. The specific students with low confidence, low self- esteem who may be potential drop outs are identified and personal counseling is provided to them in order to retain them. This process is continued throughout the year until the course comes to an end. Once a fortnight mentor teacher meets the students and oftener if needed and their problems are tackled. Mentor teacher goes through their diary and identifies their problems. Separate arrangement of mentors during the internship is done and the students are asked to submit their internship diary in these mentor teachers.

Student-student relationship: Here the staff members identify intelligent students and employ to provide peer mentoring to slow learners. Opportunities are provided in the College for peer teaching and demonstration. This helps to reduce frustration and failure among slow learners.

4. What are the various provisions in the institution, which support and enhance

the effectiveness of the faculty in teaching and mentoring of students?

The Institution supports and enhances the effectiveness of the faculty in teaching and mentoring the students by making the following provisions.

Encouragement in faculty development programme: Facilities and opportunities are provided to the faculty members to grow professionally. The institution • encourages and motivates the faculty members to participate and present

papers and serve as resource persons in Local, State, National and International conferences, workshops and seminars.

• provides financial assistance to present papers at national and international level conferences and attend orientation programmes and refresher courses to update their knowledge.

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• encourages them to do the publication of their articles in the renowned

journals. • motivates the faculty members to upgrade themselves to pursue Ph.D

Studies, encourages them to undergo training in research related issues, skill based training in ICT, Journalism, to pursue higher education, and provides coaching for competitive exams. Hence enhances their professional expertise.

• provides additional ICT training to the staff in order to use the IT software and hardware available in the College for teaching and learning.

• provides Computer off line and on line access and Printing access to the staff at all times by making available and setting aside some Computers for the exclusive use of the staff.

• provides a Resourceful Library and staff are granted special permission to take home a sizeable number of books for reference, in fact as their need demands, which helps in preparing for teaching research activities and to provide consultancy.

• provides access to the Science /Psychology Laboratory Equipment, Materials and tests, in order to enable the teachers to try out experiments and tests and then use them for classroom teaching and learning.

• provides opportunity for academic sharing with experts and manages the financial expenses by inviting Resource Persons from various disciplines and organizing seminars, workshops and training programmes.

• The research skills of the staff are developed and strengthened by providing encouragement, opportunities and financial help to take up research projects, to provide research consultancy and to guide the research projects of our students and also staff of other institutions.

• IQAC of our College periodically organizes workshops, guest lectures and seminars in which all faculty members enrich themselves through periodic presentation of papers on innovative trends associated with collaborative interaction.

• provides opportunity for staff interaction with the experts in education and research skills. The staff interaction sessions help in knowing the students better and mentor the students in the right manner.

Creative administrative system with decentralization of power: The administrative system of the College is very effective in utilizing the human resource input. The funds from the UGC are effectively utilized for improving the training of the personnel as well as the quality of the institution. Each member of the faculty is assigned with the responsibility of clubs, associations, cells and other miscellaneous responsibilities. Each one is accountable to the management and Principal for the performance of the assigned duties.

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Mentoring the students through the Counseling group: In this system where a group of nine to ten students are assigned to a faculty member for both academic and personal guidance. This mentoring strategy is helpful to enhance the success and quality of students. Faculty and students meet and interact continuously for growth.

Students and Staff tour : The institution organizes one day tour programme for both students and staff members annually and non- teaching staff accompany the group.

Staff get-together : The institution organizes staff get-together periodically in order to strengthen the interpersonal relationship and the family bond of the members of the staff.

5. Does the institution have its website? If yes, what is the information posted

on the site and how often is it updated?

Yes, www.stannscollege.net is the website of the College. The website is frequently updated. The website contains the following information: - Academic Programmes - Home Page -About us, Faculty, Alumni, Facilities, NAAC, Programmes

Research, Contact us. - About as - History of the College, Photos of Principals who served St.

Ann’s College of Education from 1943 till date, Vision, Mission and Goals, Committees for 2013-2014.

- Faculty - B.Ed. Staff, M.Ed. Staff, Ph.D. Guides - Alumnae - Origin, Mother Josephine Memorial Lecture, Membership. - History - Origin, Foundress, Affiliation. - Facility - Computer Centre, Language Lab, Meeting Room, Internet

Facility, Prayer Room, Museum, Technology Lab, Library, Outdoor Stadium, Hostel, GYM and Research Centre.

- NAAC - NAAC Assessment highlights, overall analysis by the Peer

Team, Commendable remarks about Institutions approach to quality assurance and standards, certificate of Accreditation.

- Programmes - B.Ed., M.Ed. (Regular/Open University), PGDCA, DPPTT, Ph.D. and IGNOU Courses.

- Research Project undertaken by the Institution. - Academic Results - Contact us- Information for contacting and the form to be used for

contacting.

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6. Does the institution have a remedial programme for academically low achievers? If yes, give details.

Yes, the Institution has a remedial programme for academically low achievers. At the initial stage, diagnosis is done to identify the low achievers in the following ways: • Based on General observation by the staff • Based on initial tests and assignments, through formative and summative

evaluation and periodic evaluation • Based on rating by staff, rating the pre-practice teaching behaviour of

student teachers which covers the (content mastery, transaction of the content, language fluency, tone and voice, confidence, control of emotions etc.)

• Based on the results of the above diagnosis the remedial programmes are planned : a. Continuation of micro teaching cycles for those weak in teaching

skills and with low self confidence b. Use of team teaching technique c. Peer Pairing up the students and enabling them to learn from one

another. d. Staff members make themselves available to meet the low achievers

and provide tutorial/practice/guidance to the students usually before and after class hours.

e. Planning and organizing need based enrichment programmes such as - Teaching of Phonetics - Improvement of handwriting through copy writing - Computer hands on experience - Guided Library hours - Additional turns for conducting morning assembly and news

presentation - Giving Assignments according to their interest and Aptitude - Giving additional tests and assignments to students who perform

very low in the previous tests and assignments.

• Based on the analysis remedial programmes are conducted in order to equip them for practical exam and final theory examinations. The institution as a whole takes up the responsibility and the remedial programmes are conducted using the human resources from the college and outside.

Subject-wise Guidance: The faculty members at first make an analysis of the performance of the students in their respective classes. Members of the faculty adopt separate measures to help the students individually to build the intellectual and personality gaps so that they develop congruent personality.

The focus area are: Development of • Study habits • Reading skills

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• Library reference skills • Writing skills • Specific teaching skills • Using Computer and Internet skills • Time management skills

Guidance and Counseling Group Programme: In this programme, a group

of nine to ten students are assigned to a faculty member for remedial education, academic and personal guidance. This mentoring strategy is helpful to the student teachers to develop study skills and overcome academic problems. The focus areas are :

- Development of social skills - Guidance - Solving adjustment problems - Inculcation of innovative teaching skills - Inculcation of teacher values

Peer Based Remediation: There is a programme called each one teach one.

The advanced learners become leaders in helping the target group. The focus is on:

- Academic remediation - Practice teaching orientation - Group based teaching - Leadership system

In addition to these programmes students are encouraged to participate wholeheartedly in remedial progrmmes, communicative English course through language lab, life skill programme, ICT course to upgrade oneself and secure a certificate.

The above programmes help the low achievers to score high marks and show self-initiative and self- confidence in the curricular and co-curricular activities.

7. What specific teaching strategies are adopted for teaching a) Advanced

learners and b) Slow learners Specific teaching strategies adopted for teaching a) Advanced learners and b) Slow learners are: a) Advanced Learners:

• Providing an opportunity to take up innovative and enriching projects and assignments and giving them an opportunity to present them to the entire class using variety of techniques.

• Assisting the advanced learners to use innovative and challenging methods of teaching the lessons and multimedia lessons during practice-in-teaching in schools as well as during Practical Exams.

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• Giving them freedom to organize creative and innovative games/competitions in schools in consultation with the heads and teachers of the school.

• Assigning the duty to the advanced learners as remedial instructors to help slow learners

• Enabling the slow learners to observe good peer demonstrations and learn from them. Opportunities are provided for seminar presentation as part of peer group teaching and team teaching

• They are given extra counseling and guidance to perform better in extra-curricular activities and extra library hour is provided to them so that they can participate in extension lectures by eminent educationists.

• Ability based assignment is given to them. They are encouraged to give extra multimedia lessons in the College during method classes

• Opportunities are provided to the advanced learners to organize co-curricular activities and also to take leadership in the clubs.

• They are provided opportunities to exhibit their expertise in volunteering to teach English and also take up reading practice in English to present thought for the day and to read current events for their weaker companions and to teach computer for unknowers among their companions, to teach prayer song for morning assembly and dancing for any co-curricular activities.

b) Slow Learners: • Helping them to grow in self-confidence and ensuring accuracy of the

content to be taught in schools, opportunities are provided to the student teachers to get individual attention, guidance for lesson planning and encouraging them to rehearse the lessons with the help of peers.

• The slow learners are paired up with average/above average learners to perform better.

• The teacher educators make themselves available after or before class to provide individual guidance and special instruction to the slow learners.

• Some of the measures taken to help the academically low achievers are also applied to slow learners.

• Enabling the slow learners to observe good peer demonstrations and learn from them. Opportunities are provided for seminar presentation among the peer group teaching and involved in the team teaching programme.

• They are given extra counseling and guidance to perform better and extra library hour is provided to them to improve their reference skills

• Those who are weak in Micro teaching opportunities are provided to improve the skills.

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• Students skills of spoken English are strengthened through Language lab exercises and improved the command over English language by providing them opportunities to present the thought for the day, to read current events, to introduce the chief guest, to propose vote of thanks and also to organize co-curricular activities and club activities. Slow learners and low learners are provided additional turns to present thought for the day and the current events. The faculty members take immense trouble to train them well for to speak in English. (Ref 5.2 Q. No. 6)

8. What are the various guidance and counseling services available to the students? Give details

The following guidance and counseling services are available to the students Guidance and Counselling Cell: In this cell about 9 to 10 students are allotted

to a staff, where they meet regularly and discuss their problems and difficulties. Through this group guidance session, individual students who need personal guidance are identified. Personal guidance sessions are planned by teacher educators according to the convenience and need of the student teachers. The Principal meets all students individually at least twice a year to understand their difficulties and to offer suitable help.

Guidance to write the personal diary: Training is given by the staff to write the personal diary. In order to help them, initially the diaries are checked and the ideas are given how a dairy can be written in detail and they continue this practice.

Guidance and Counselling Course: A Course on guidance and counseling is organized by the college. The objectives of this course are to help the student teachers to understand the adolescents, identify their guidance needs and help them acquire skills of empathy. Resource persons are invited from outside the institution to take up these sessions.

Neuro Linguistic Programming (NLP): To provide individual and group counseling services a NLP course is conducted for the students for two days aiming at self awareness and help them to know about themselves. Follow up of students is done in NLP.

Academic guidance services : All faculty members provide academic guidance services in their own subjects before the Internal assessment tests as well as for the final theory examination. Extra help is provided for the weaker students and revision of the portion and difficult topic is taught again for their sake. Method Masters provide extra guidance for the weaker students in teaching and help them in the lesson planning as well as to rehearse their lessons before they go for practice in teaching to schools.

At the time of admission : At the time of the interview the Principal gives vocational counseling giving an insight into the B.Ed., M.Ed. and DPPTT courses, the requirements, the challenges and career possibilities.

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Counseling by faculty members: All faculty members give guidance and counseling when and where required. All the teaching faculty members offer academic, social and vocational guidance periodically for the successful completion of the courses. When the students face adjustment problems individual guidance and counseling is offered.

Placement guidance and vocational guidance services: During the course the Principal arranges the campus interviews for the students as well as send the students to the schools where the teachers are required soon after their final exams. Most of the students are placed soon after the B.Ed., M.Ed. and DPPTT course. Remaining students’ address and personal information is recorded in a register and as soon as any vacancy is felt in schools our students are placed in those places. Many school managements approach the Principal and the placement officer for teachers to be employed in their institution. Such needs arise throughout the academic year. They are helped with the help of students registers.

Guidance and counseling optional paper: Guidance and counseling techniques are taught to the student teachers and simple techniques are explained how to give Academic Guidance and Counseling to other children in the school. They are taken to some counseling centres to give exposure regarding skills of counseling students.

Guidance and counseling seminar: Recourse persons are invited to the college to explain Guidance and Counseling techniques to all the student teachers and they are taught simple techniques to give Guidance and counseling to other children in schools.

Retreat: A spiritual and value based retreat is organized every year to help the students to adjust with themselves, teacher education course, other students and members of the family. Retreat is group guidance programme for inculcating values and developing spiritual intelligence. Spiritual orientation programmes are conducted regularly to help them to cope up with the emotional problems. Family life education is provided elaborately and students are given extra guidance to face their personal problems.

Family counseling programme: The Principal plays a unique role in this. A unique programme is offered by the institution in connection with the students leaving the college or when they face personal problems family counseling is given. Formation of an integral teacher personality is inseparably connected with family environment and parental influence. So the institution enthusiastically offers counseling to parents on various occasions and in various manner. It is done by meeting the parents/guardians, at the time of interview as well as when issues emerge in their life, i.e., issue based guidance/counseling is given to them.

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9. What is the grievance redressal mechanism adopted by the institution for students? What are the major grievances redressed in last two years?

Grievance redressal cell is established in the College. Its purpose and functions are explained to the students. The students are asked to put forward their grievances. The suggestion boxes are left in the library to collect grievances. Students are asked to address their complaints to the Principal who then passes them on to the staff council. Serious issues are discussed in the staff meetings and the rest are sorted out in an informal manner. Students’ feedback about teachers and teaching is collected regularly and communicated to the staff concern. It has become the basis for quality improvement.

The institution has a grievance redressal cell with a committee consisting of

three staff members along with the student council. The problems of students are reported to this cell. There were no major grievances put forth by the students at any time. However, the students prefer sharing their feelings and difficulties with the staff members during personal guidance. Sometimes they share with the college cabinet members to be represented to the Principal.

10. How is the progress of the candidates at different stages of programs

monitored and advised?

• The progress of the candidates at different stages of the programmes is monitored continuously through constant observation and timely advice given as per requirements. The curriculum is transacted in such a way that the students develop cognitive, affective, psychomotor and creative domains.

The following are monitoring and advising procedures for Intellectual and academic domain: - Supervision and seeing to the overall performance and proper

channelizing by the Principal. - Daily classroom observation by the subject teachers.

• Assessing the Internal assessment tests, seminars and discussions, peer

teaching and team teaching, assignments, practicum and final theory examinations - Opportunities to participate in co-curricular activities are provided and

leadership qualities are assessed and suggestions are given. After every activity the personal reflection and feedback is collected from the students.

- The periodical guidance and suggestions are given as per the monitoring system as said above. Apart from this academic aspects of the course, every student is assessed in detail.

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• The student-teachers in this course usually pass through several stages of gradual progression as indicated below and the staff members monitor the progress of every student at these stages. - Micro teaching stage - Practice teaching stage - Innovative teaching stage - After every internal assessment test etc.

The institution ensures the students’ competency to begin practice teaching in the following ways: • Through micro teaching cycle the mastery of essential skills is ensured

through the repetition of the practice. The skills to be mastered are identified separately for different subjects. To integrate all the skills practiced, demonstration of lessons are arranged.

• Through Demonstration of lessons the following are taught to them: Observation of demonstration lessons given by the method masters and experienced teachers and identifying the stages of a lesson help the students to plan for the actual classroom teaching. Discussion and analysis of the demonstration lessons followed by suggestions for improvement help them to prepare the lesson plan well and also help them to observe the lessons in a focused manner and to record the observation.

• Through individual lesson plan guidance for writing and revising the lesson plans their performance is monitored and provided extra help for the weaker students. Subject teachers ensure that content mastery is done by the student teachers thoroughly and encouraged to use library and ICT facilities inorder to enrich their lesson plans as well as their daily class notes.

• Through guidance to use the equipment/materials of science/ mathematics laboratory for classroom activities and content transactions.

• Through good peer demonstrations and through rehearsal of all the experiments/ activities to be conducted in schools, simulation is provided to the students in order to build confidence in teaching.

• Each of the teaching stage has periodical reflection and feedback given by peers, stakeholders, supervisors, cooperative teachers in the practice teaching schools, mentor teachers and headmaster/mistress, which is collected with the help of the specific Performa, which is prepared for the purpose.

Apart from the external feedback the institution provides the student teachers with self appraisal scale, which helps the students to reflect and rate their own performance thus to feel satisfied about the progress made. This process also urges them to do better. • The progress is also monitored by giving regular theory tests and

assignments. The marks scored by the student teachers and the comments written by the teacher educators, help in taking timely advice and attempting for improved performance.

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• Through the participation in co-curricular activities such as SUPW, Service learning, CTC, field trip/tour and the Celebration of Christmas, College Inaugural, Women’s Day, Science Club, Kannada Sangha and Human Rights Club activities, Harmony Day, Environment Day and Graduation Day celebration they are given the opportunity to work in a group and to organize the programme, to do the master of ceremony, welcoming the guests and proposing vote of thanks.

• With this they develop among themselves leadership qualities, helping nature, thinking, reasoning, self-confidence, inter personal skills, time and stress management, communication skills, decision making. Through all the above activities leadership qualities are assessed and suggestions are given.

• Through Internship programme they are placed under mentor teachers. They receive from the mentor teachers appropriate academic and professional guidance.

• Periodical review of action plan is done during value education classes and during spiritual orientation and this helps them in ensuring motivation and guides them in the academic development.

• Apart from the academic and professional guidance, institution also provides them emotional as well as spiritual guidance through prayer days, retreat and spiritual orientation.

• Spiritual Intelligence Empowerment Programmes: The institution organizes following programmes for value inculcation and spiritual intelligence empowerment: - Invited talks - Annual retreat - Spiritual Orientation - Prayer day/ recollection day - Inter religious prayer - Morning prayer - Morning Assembly - Thought for the day - Prayer services on different occasions such as Harmony day, Women’s

day, Human Rights Day, Environment day, College Inaugural, College Patron Feast

- Yoga - Field visits to less fortunate and socially/economically deprived.

• Student recreation: The institution has various facilities for students recreation like - Provision for indoor games - Provision for outdoor games - Training in Aerobics - Sports day celebration - Daily physical exercises and games - Use of College Gym. T.Vs., Recreational CDs, Musical Instruments

etc.

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• Staff has been mentoring those students who are weak in studies and provides remedial programme and motivation to do better.

• At the end of the year feedback in all the subjects from each student is collected orally as well as written one. Hence the progress of the students at different stages of the programmes is monitored and the students are appropriately advised.

11. How does the institution ensure the students’ competency to begin practice teaching(pre- practice preparation details) and what is the follow-up support in the field (practice teaching) provided to the students during practice teaching in schools?

Pre- practice preparation • General theoretical over view of lesson planning: At the beginning of the

academic year, the general theoretical overview of the lesson planning keeping in mind the philosophical, sociological, psychological and technological theories of teaching is explained to the student teachers. During this period the part of the preparatory work to be followed is emphasized:

• Microteaching sessions: Orientation on microteaching is organized for all the students, followed by theory and demonstration of each skill is given by the method masters. Demonstration of the skill is observed by the students. After which the students practice atleast six selected skills in different methodology using microteaching cycle. Students’ microteaching lessons practiced among the peer group in each methodology are video graphed which are viewed and analysed for improvement. Through micro teaching cycle the mastery of essential skills is ensured through the repetition of the practice. The skills to be mastered are identified separately for different subjects. To integrate all the skills practiced, four to five demonstration lessons are arranged.

• Demonstration of lessons: The students are given opportunities to observe demonstration of lessons by subject teachers, experienced teachers and expert alumni members. The demonstrators of lessons also give a model lesson plan on their lesson.

• Analysis of the Demonstration lessons: During this stage of demonstration lessons are discussed and analysed followed by suggestions for improvement to help them to prepare the lesson plans well and also help them to observe the lessons in a systematic and effective way and to record the observation. Through this they learn to identify the stages of the lesson and it helps them to plan for the actual classroom teaching.

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• Methodological theory: The various methods and approaches with their advantages and limitations, techniques and active learning strategies are introduced to the students. They are first demonstrated by the Method Masters.

• Pedagogical Theory: The various pedagogical aspects of the content,

specific approaches and learning input that suit the content also are discussed and preparation of content analysis for the particular topic is explained to students and they areasked to prepare for their topic. This helps them to write the instructional objectives in an appropriate manner and to prepare to write the lesson plans.

• Lesson planning: The theory of the activity based/ constructivist approach

to lesson planning is explained to the students in detail. Selection of the content for the particular topic, writing of the general objectives with their specifications, development of the lesson and evaluation strategies are identified and listed at this stage.

• Preparation of lesson plans: During the preparation of the lesson plans the

method masters guide the students and go through the lesson plans prepared by each student individually and give suggestions to modify and prepare a better one.

Hence the training is given in the form of workshops to develop micro teaching skills, macro teaching- writing of instructional objectives and lesson planning. The practice of micro teaching, macro teaching among the peers equips the student teachers for actual practice teaching.

• Peer demonstration: After their preparation of the lessons, before going

for the teaching practice students teachers volunteer to teach their lessons in the class in the simulated situation and positive points of their teaching as well as suggestions for improvement are given to the students .

Hence this class is considered as criticism lesson which is subjected to

critical evaluation by the method master and the whole group of respective methodology students. This help the student teachers to understand the pitfalls and the probable strategies for improving their performance.

Practice teaching and follow-up- support in the field:

Support of heads of the schools is ensured: The Principal requests all the heads/representatives of the practice teaching schools to ensure smooth functioning of the practice teaching and discusses among them the requirements of the practice teaching in teacher education curriculum. She communicates to them all the probable difficulties the student teachers would face and asks them to provide necessary guidance to the student teachers during teaching practice.

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Orientation: The principal and the faculty members give proper directions and guidance to the student teachers before the commencement of the practice teaching.

Practice teaching: The students are supposed to teach thirty lessons during practice teaching in two methodology subjects. They also teach value education/physical education to the students. But they give extra lessons during their internship programme.

Workshop on preparation of Teaching Learning Aids : As part of preparation for practice-teaching workshops on preparation of effective and less cost and no cost teaching learning aids are arranged by the respective method masters. This also includes preparation of ICT based teaching-learning aids. They are also trained in the skill of using these teaching-learning aids effectively in the lesson.

Preparation of Work Sheets and Self-Evaluation Performa : Work Sheets serve as effective means to improve the quality of teaching-learning by ensuring active participation of students in the lesson. Student teachers are trained to use ICT based resources to prepare creative work sheets and self evaluation proforma. - The student teachers are instructed and trained to use worksheets, self-

evaluation proforma and record the observation of lessons of their B.Ed. peers and experienced school teachers during practice-in-teaching and internship effectively.

- From 2011-2012 onwards the B.Ed. students are trained to incorporate Continuous and Comprehensive Evaluation (CCE) and constructivistic approach to teaching and learning in their lessons.

The following follow up support is provided to the students during practice

teaching in schools. • Student teachers are sent to the respective cooperative teaching schools and are

asked to submit their lesson plans to co-operative teachers before beginning their teaching. Cooperative teachers scrutinize their lesson plans and provide measures for improvement and implementation.

• Monitoring and supervision: The smooth and effective functioning of the practice teaching is ensured by the regular visits of the faculty members and the M.Ed. students to practicing schools. M.Ed. students consider this as part of their internship programme. During the visit, teacher educators meet the heads of the schools and concerned subject teachers for getting feedback of classes taken by student teachers. Arrangements are made to observe the classes either by the teacher educators and/or by the subject teachers of the school. There are provisions to observe subject teacher’s lessons as well as peer observation and

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to document in the respective observation record and also to provide feedback by the student teachers. Supervision of the lesson is done by the college supervisors and the school teachers and provision is made to write the positive comments and suggestions for improvement in the supervisor’s dairy.

• Reflection: To do the reflection of their lessons, College provides the opportunity to reflect on the lesson taught and they are asked to fill in a self-appraisal Performa and to grade their personal performance.

• After the completion of practice teaching, leaders hand over the attendance register and the sealed evaluation proforma sent by the schools to the Principal. In the methodology class each and every student teacher shares her experiences of practice teaching.

• First block of practice in teaching is held after two months of commencement of the B.Ed. course. After the first block every student teacher is given feedback and further guidance by the method masters based on their self reflection and evaluation, feedback from the college staff, teachers of practicing schools, M.Ed. students and B.Ed. peers. This support and guidance helps them to improve their teaching in the second block and during internship.

• The observation records and supervisor’s diaries of every student teachers are scrutinized by the method masters and they are given further guidance to improve the skills of observation of lessons and to record the observation effectively during the second block.

• Even after every activity evaluation of the activity is done, feedback is collected from them and student teachers write their reflection in the report and submit to the concerned staff members.

5.3 Student Activities

1. Does the institution have an Alumni Association ? If yes, (i)List the current office bearers

Yes, the institution has an Alumni Association Our Alumnae Association continues to strive to provide a link between the Alma Mater and her past students, with a view to sustaining a sense of belonging, as well as to serve as a placement bureau for our Alumnae. It was established in 1967. The membership of the Association at present is 3,380 out of whom 4 are Benefactor Life Members, 20 are Sponsor Life Members and 3,356 are Life Members.

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Congregation, India on the occasion of its ‘Golden Jubilee’ (1943). Every year the Alumnae Association of the college organizes this lecture inviting eminent educationists.

Activities of the Alumnae Association from January 2009 to May 2014 :

• The Mother Josephine Memorial Lecture is an annual feature of the Alumnae Annual Day. This is organized for the Alumnae, on the day convenient to the Alumnae with an objective of enabling them to benefit from these programmes and keep in touch with the Alma Mater.

• These lectures were followed by an open discussion. A good number of participants have been participating in this open discussion. This is followed by General Body Meeting of the Alumnae Association, recreation and fellowship lunch.

• Every year about 100 Alumni from various walks of life and about 100 educationists attend these memorial lectures. The electronic and print media have been giving wide publicity to these Alumni Day programmes and ‘Memorial Lectures’. These presentation have been serving intellectual feast to the participants.

Date Topic Guest Designation 08-02-2014 Quality Discourses

and Silence of the Voices of Teachers

Dr. Sudhanshu Bhushan

Professor and H.O.D. of Higher & Professional Education in the National University of Educational Planning and Administration (NUEPA)

09-02-2013 Empowerment of Women Through Employment – some Relevant Issues

Dr.Naveenchandra K. Tingalaya

Chairman, Justice K.S. Hegde Institute of Management, NITTE

11-02-2012 Value and Education Maulana Abdul Aziz, Darimi

Director, Talent Research Centre, Mangalore.

19-02-2011 Personality Development : Key to Success and Happiness in Life.

Dr. Derek Lobo Rtd. Regional Advisor, United Nations Organisation,World Health Organisation

20-02-2010 Education for Harmony

Dr.(Fr.)Terence Farais S.J.

Rector, Jesuit Nivas, Bangalore.

14-02-2009 Women and Legal Education

Ms. Flavia Agnes Women’s Activist & Senior Advocate, Mumbai.

16-02-2008 Role of Women in Building a Value Based Society

Justice N. Santhosh Hegde

Lokayuktha, State of Karnataka, Former Judge, Supreme Court of India, Bangalore.

10-02-2007 Service Learning: Community Service as an Aid to Learning

Dr. Betty Cernol Mc-CANN

Vice President for Programmes of the United Board for Christian Higher Education in Asia

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• The Mother Josephine Memorial lecture, titled “Women and Legal

Education” was delivered by Mrs. Flavia Agnes, Advocate and Human Rights Activist, Mumbai on 14th February 2009.

• The Mother Josephine Memorial lecture, titled “Education for Harmony” was delivered by Dr.(Fr.)Terence Farais, S.J. Rector, Jesuit Nivas, Bangalore on 20th February 2010.

• The Mother Josephine Memorial lecture, titled “Personality Development : Key to Success and Happiness in Life.” was delivered by Dr. Derek Lobo, Rtd. Regional Advisor, United Nations Organisation, World Health Organization, on 19th February 2011.

• The Mother Josephine Memorial lecture, titled “Value education” was delivered by Maulana Abdul Aziz, Darimi, Director, Talent Research Centre, Mangalore on 11th February 2012.

• The Mother Josephine Memorial lecture, titled “Empowerment of Women Through Employment – some Relevant Issues” was delivered by Dr.Naveen Chandra K. Tingalaya, Chairman, Justice K.S. Hegde Institute of Management, Nitte, on 9th February 2013.

• The Mother Josephine Memorial lecture, titled “Quality Discourses and Silence of the Voices of Teachers” was delivered by Dr. Sudhanshu Bhushan, Professor and Head, department of Higher and Professional Education, National University of Educational Planning and Administration (NUEPA), New Delhi, on 8th February 2014.

The Institution has been constantly striving to improve the Quality in

Education. To achieve this objective, Secondary School Teachers specially the alumnae of the college were provided with opportunities to participate in various training programmes. To improve the quality of education specially by enhancing professional and personal competencies of teachers in the globalized society, the following activities were conducted by the college in collaboration with the Alumnae Association for college lecturers, and school teachers. Most of the participants were the alumnae of the college.

• Two day U.G.C. Sponsored State Level workshop on “Service

Learning” was organized for the College Teachers of Karnataka State in 2009. Dr. Jacintha D’Souza, Principal, School of Social Work, Roshni Nilaya, Mangalore was the Chief Guest. Dr. Anandi Martis Rtd. professor, Dr. Sr. Leonilla Menezes, A.C., the Principal and Staff of St. Ann’s college of Education, Dr. Mrs. Shashikala, and Dr. Mrs. Flossy C.R. D’Souza served as the resource persons for this two days workshop. Around fifty participants from various colleges benefited from this programme. A large number of our Alumnae have benefited from this workshop.

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• Two days Workshop on Research Projects in Education was organized

for fifty alumnae of our college who serve in Secondary Schools as Teachers in 2010. During this workshop they presented the reports of research activities conducted by them in their institutions. Resource persons: Dr. Mrs.Vijaya Kumari S.N., Professor, Dr. Mrs. Flossy C.R. D’Souza, Reader, St. Ann’s college of Education.

• One day Workshop was organized for 35 school teachers of 13 institutions to provide training to conduct the research project titled “ An Environment and Health Awareness Programme through Community based Activities in rural areas by the In-service Teachers and School Students of Dakshina Kannada District, Karnataka through Service Learning Approach” in 2011. Resource Persons: Mrs. Sharmila Mascarenhas, Lecturer, St. Ann’s college of Education and Mrs. Vinitha K. Professor, School of Social Work, Roshni Nilaya,Mangalore. About 200 students and 1500 parents and community members too participated in this project.

• Two day Workshop on “Research on Training” was held for the faculty

of St. Ann’s college of Education in 2011. The resource person was Dr. A.G. Bhalawankar, Director of Society for Pedagogical Sciences and Research and former Registrar, S.N.D.T. Women’s University, Mumbai. Few Alumnae also participated in this workshop.

• The faculty of St. Ann’s College of Education were the resource

persons for a three day seminar on Capacity Building Training for the faculty of 18 Colleges of Education of Mangalore University held at St. Ann’s college of Education under the sponsorship of D.S.E.R.T. Bangalore in 2011. Most of the participants were our college Alumnae and Ph.D. Research Scholars.

• One day Workshop on Mathematics was organized for High School and

P.U.College Mathematics teachers in honour of Shrinivas Ramanujan’s 125th Birth Anniversary in 2012.. Mr. U.R. Madhyastha, Counsellor, IGNOU Study Centre, Dr.T.M.A.Pai College of Education Udupi, and President, Mathematics and Science Teachers’ Forum Udupi and Mr. Nandakeshan, Headmaster, Government High School, Udyavara, Manjeshwar were the resource persons.60 teachers of Mathematics and

Science participated from this programme. Most of them were the Alumnae of St. Ann’s college of Education.

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• An International workshop on ‘Accountable Education’ was organized in 2013. Dr. Clay M. Starlin, Director, International Educational System Projects, Worcester, and Sue Fan Foo, Associate Professor of Education, Worcester, USA were the resource persons. The main objective was to expand awareness regarding the distinction between Performances and Learning Assessment and sharing some best practices in teaching tactics. About thirty Alumnae of our college benefitted from this workshop.

• To upgrade the Professional growth of In-service teachers, the College organized a State Level two day workshop on Content Enrichment and Innovative Methods of Teaching in Mathematics and Science in 2013. A good number of our Alumnae benefited from these workshops.

• Three days workshop on two phases was conducted by the college in collaboration with the Alumnae Association on ‘Effective Administration and Management Crises’ in 2013. About 95 alumnae who are heads of various educational institution benefitted from this workshop.

• One day workshop on ‘Constructivist Pedagogy to English as First Language’ was conducted for 35 alumnae who are teachers of English in schools in 2014.

A large number of our Alumni especially from Dakshina Kannada and Udupi Districts have benefited from these workshops.

Another important area through which the Alma Mater helps the

alumnae is job placement. A significant number of Alumnae were assisted in securing jobs through the services of the Alma Mater. • Gold Medals have been founded for the B.Ed. and M.Ed. Rank Holders

by the Alumnae Association from 2009 and cash prizes for other toppers.

• The Alumnae help the college as Demonstrators of Lessons, Practice Teaching Supervisors, Resource Persons for workshops, External Examiners for Practical Examinations, Internship Supervisors, Judges for Competitions and Providing Job placement to our outgoing students.

• Most of the heads of Institutions in our district are the Alumni of our college. They co-operate with us to conduct service learning activities, research projects, practice-in-teaching, internship and various co-curricular activities.

• They also encourage eligible candidates to join the M.Ed., B.Ed., DPPTT (Diploma in Pre Primary Teacher training) and Ph.D courses.

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(iv) Give details of the top ten alumni occupying prominent position

Sl.No

Name of the Alumni Position Held Address

1. Mrs. Philomena Lobo Director Rastriya Madhyamika Shikashana Abhiyana (RMSA), Bangalore.

2. Mr. Sudhakar Block Educational Officer (B.Ed.)

Mangalore City Range, South Kanara.

3. Mr. Sheshashayana K BEO Bantwal Taluk

4. Mr. Lokesha BEO Mangalore Eastern City Range, South Kanara

5. Mrs. Sunitha Police Sub-Inspector 6. Ms. Kavitha Sub-Registrar D.C. Office, Mangalore 7. Sr. Willberta, B.S. Superior General Bethany Congregation

8. Sr. Doreena UFS Superior General Ursuline Francican

Congregation

9. Dr. Sr. Lydia, A.C. General Councillor of Apostolic Carmel Congregation

Bangalore.

10. Sr. Mirabelle, A.C. Provincial Superior Apostolic Carmel Congregation, Eastern Province.

11. Sr. Linette, A.C. Provincial Superior Apostolic Carmel Congregation Karnataka Province.

12. Dr. Sr. Ancilla, A.C. Provincial Superior Provincial Superior, Apostolic Carmel Congregation Southern Province.

13. Ms. Judith Mascarenhas Ex-Mayor Mangalore City Corporation

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(v) Give details on the contribution of alumni to the growth and

development of the institution The Alumni of the College support whole heartedly towards the growth

and development of the Institution: • Bring out every year an Alumnae Newsletter with useful news of the

college, alumnae and with good articles on quality education. • Sponsoring prizes and scholarships • Gold Medals have been founded for the B.Ed. and M.Ed. Rank Holders

and cash prizes for other toppers of these courses. • Providing financial aid as scholarships to needy students of the college. • Providing Job Placement to the trained teachers and teacher educators of

the institution. • Contribution of articles to the Newsletter and College Journal. • Providing suggestions during General Body Sessions and Governing

Body sessions of the Association for the quality enhancement of the college.

• Rendering their co-operation in organizing demonstration lessons, practice teaching, Internship programme and also for practical examination.

• Providing human resources as resource persons for our seminars and workshops, judges for various competitions.

• Contribution of Books to the college library and Book Bank. • Collaborators with the college in assisting B.Ed, M.Ed., DPPTT, KSOU,

and Ph.D. students to carryout their assignments, project work and dissertations especially during data collection and field work.

• Felicitation for Ph.D. Degree holders through Memento and Certificate. • Alumni members serve the institution as members of Board of

Examiners, Finance Committee, Board of Studies, Governing Body, Academic Council and IQAC of the college.

• They also encourage the eligible candidates to join B.Ed., M.Ed, DPPTT and Ph.D. courses of the college.

2. How does the institution encourage students to participate in

extracurricular activities including sports and games? Give details on the achievements of students during the last two years. The institution encourages students to participate as well as provides opportunity to participate in extracurricular activities including sports and games and to take leadership to organize the competitions under the guidance of the staff in the following manner: • The students are grouped, so as to get a sure opportunity to take part in the

celebration of National /Cultural/Social days of significance. Sports and games is a daily feature. Every morning starts with regular mass drill exercises, yogic exercises, self defence exercises for forty minutes. An hour in a week is set aside in the time table for learning the

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theoretical/practical aspects of sports and games. Interested students are encouraged to take up physical education as an optional subject. Sports day is an annual feature where the students are encouraged to take part in the activities in which they are interested and win prizes. Two week preparation and training to participate in Sports events prior to the Sports Day is organized. The institution’s multi-gym facility is available to the students. The students are trained and encouraged to use the multi-gym equipments regularly. Apart from this Yogasanas are taught to the students.

• The institution develops the leadership qualities of the students through their participation and involvement in various institutional activities such as Celebration on the occasion of Christmas, College Inaugural, Women’s Day, Science, Kannada Sangha and Human right club activities, Harmony Day, Environment Day and Graduation Day by giving them the opportunity to organize the programme. Thus College encourages the students by presenting them prizes, medals and certificates for those students excelling in curricular and co-curricular activities.

• College organizes number of activities such as service learning activities, SUPW activities, sports and games, educational tour, field trips, citizenship training camp, yogic exercises, competitive exams, rangoli and flower arrangement competitions, culture depiction competition, essay writing, creative advertisement, collage competition, drama character portrayal etc. and encourages every student teacher to participate actively in all the activities. College organizes the sports meet and asks the students to participate in all the sports and games. Medals, Prizes and certificates are given to those students who win the championship as well as those who win in the sports and games events. Hence College maintains the balance between curricular and co-curricular activities, spacing co-curricular activities throughout the academic year and thus to sustain their motivation and not to cause stress to students.

• Club activities such as Science Club, Kannada Sangha, Women’s Cell and Human Rights Cell are conducted regularly once a week and students actively participate in them. The staff members encourage the students to take part in club activities. The office bearers are elected from among the members of the club, the activities are planned, executed, reported and evaluated.

• The institution provides following infrastructure facilities in order to participate in extracurricular activities including sports and games:

- A well-equipped Conference hall, classrooms and multipurpose hall to practice programmes

- Technical support received from the teaching as well as non-teaching staff

- A spacious ground to conduct sports meet and daily physical exercises - To keep oneself fit and healthy there is a Multi Gym in the College - The institution has equipment for indoor and outdoor games, volley ball

court and tennis court facility.

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• Students participated in the essay writing competition organized by Xavier Board, AIACHE, Rama Krishna Mission, Mangalore University, Chintana Prathibha Vijnana and other organizations and won laurels, cash prizes and certificates.

• Along with the staff members they organize interschool competitions such as bhava-geethe singing, short story telling competition, preparation of working models in science, poetry recitation competition, quiz competition, and elocution competition to the students of Cooperative schools as well as schools of Mangalore. Participants and winners have been awarded Mementos, Prizes, and Certificates.

• Students are encouraged to participate in the half marathon race to encourage sports and games, to keep the city clean, cross country race, youth rally, Road Sapthaha week, Rally on Heart Day etc.

• The institution encourages the best performers in the extracurricular activities, by giving recognition through public announcement system, recognition in the morning assembly by the Principal, by giving them certificates, awards, prizes and medals .

• The students are encouraged to take part in inter collegiate competitions. Our students have participated in the following competitions in the past four years: - In the Essay writing competition on “The role of Science and Religion

in Environmental Conservation” organized by St. Aloysius College, Jabalpur, Sr. Juliana Lasrado won the prize in 2010.

- Two B.Ed. students participated in the All India Essay Writing Event 2010 organised by Shri Ram Chandra Mission in collaboration with the United Nations Information Centre for India and Bhutan in 2010-11 and Ms. Aruna Kumari secured First Prize.

- Four students participated in the Essay writing Competition on the topic ‘Message of Peace’ organized by the Humanity Forum Bhatkal Unit in 2011.

- 11 students participated in the Essay writing Competition in 2012 organized by Brahmashree Narayana Guruswamy and Charitable Trust ( R ), Mangalore and Divya G.P. and Ramya E secured a Consolation prize.

- In Viveka Sahithya Sinchana organized by Vivekananda College of Education, Puttur, Winnie Violet D’Souza secured Ist place and Shwetha Diana Rodrigues secured 3rd place. Aruna Kumari secured a Ist place in essay writing Competition.

- C. Usha, B.Ed. student took part in Essay writing Competition organized by Karnataka ‘Child Rights Observatory Centre’, and won the Third Prize at state level.

- 100 B.Ed students and 25 M.Ed. students participated in the Inaugural function of 17thNational youth Festival 2012 at Mangala Stadium, Mangalore on 12th January, 2012.

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- 11 B.Ed students along with the staff member participated in an International Day Against Drug Abuse and Illicit Trafficking organized by K.S Hegde Medical Academy Department of Psychiatry Deralakatte, on 26th January, 2012.They participated in Essay Competition, Collage and Slogan Writing competitions.

- 9 B.Ed. and M.Ed. students participated in Women’s Day Essay Writing Competition organized by Tanisque, India National Jawahar, Titan Industries Limited. Balmata, Mangalore and three of them won first three prizes.

- One day work shop on Teaching of Science and Demonstration arranged for Teacher trainees at St.Agnes College on 14th February, 2012. 30 B.Ed. Science Teacher Trainees along with the faculty member participated. In the quiz conducted on this occasion three students won the prizes.

- 31 B.Ed. students answered National General Competitive Examination organized by Prathibha Vignana Davanagere and received medals and certificates . Among them

- 1-National level 1- State level 2-District level won the prizes.

- 48 B.Ed students answered National Level Chinthana Competitive Examination organized by Chinthana PrathibhaVignana Chithradurga and received medals and certificates . Among them 1- State level 2-District level 2- Taluk Level won the prizes.

- 3 B.Ed students participated in national Science day held on 25th February, 2012 and secured 1st place in Drawing,2ndplace in Essay Competition and for Quiz they received participation certificate

- 6 B.Ed. students and one staff member attended one day seminar on a Curruption Free Society-Possible? At Fathima Retreat House, Mangalore on 15th March,2012

- 2 Ph.D. students presented the paper at Dr. Nitte Shankara Adyanthyaya Memorial 1st Grade College Nitte and attended one day National Conference on Quality Enhancement in Higher Education: Issues and Concerns held on 25 and 26th March,2012

- 20 B.Ed Educational Guidance and Counseling Optional group students along with the staff member visited Chinnara Thangudhama Bijai, Kapikad, Mangalore on 10thApril,2013

- 33 B.Ed students as members of Human Rights Cell along with the staff members visited Snehalaya Charitable Trust Talapady on 13th April,2013.

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- 56 B.Ed. students answered National General Competitive

Examination organized by Prathibha Vignana Davanagere on 20th April, 2013 and received medals and certificates . Among them

- 1-National level 4- State level 3-District level 22 -Distinctions 22 -I Class 4 – Pass

- 22 B.Ed students as members of Environmental Education Optional group along with the staff members visited Waste Management and Recycling Unit at Vamanjoor on 27thApril, 2013

- 2 B.Ed students participated in the Nomination Debate Competition held on 19th August,2013 in connection with Hindi month celebration 2013 under the auspicies of TOLIC, Mangalore.

- A District Level Philatelic Exhibition organized by Mangalore Postal Division on 26th March 2014 at Rosario Church Hall, Mangalore. 95 B.Ed. students along with staff members participated in this exhibition and viewed different display of collections. 8 students participated in the quiz competition on Philatelic Exhibition and three groups of students were selected and won First Place, Second Place and Third Place.

3. How does the institution involve and encourage students to publish materials like catalogues, wall magazine, college magazine and other material. List the major publications /materials brought out by the students during the previous academic session.

The institution involves and encourages students to publish materials like bulletin board display, catalogues, wall magazine, media publications, college journal and other material in following ways:

• Bulletin Board display: Students are trained to have bulletin board

display in all the methodology classes and exhibit their talents by displaying the neat , creative and innovative bulletin boards. It also provides opportunity to every student to display subject related bulletin work on the bulletin board. Each student gets at least two opportunities for display.

Encouraging students and providing an opportunity to present and maintain a wall magazine in all the methodology subjects as well as in different clubs related to environment, human rights, languages social science, science and mathematics etc.

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• College Journal: The faculty member is given charge of encouraging and providing an opportunity to our students to write articles for our College Journal and publish them. Staff members and students are asked to contribute articles to the college journals. College journal published annually gives opportunities to students to express their literary skills.

• Providing resources for writing articles: Providing subject wise catalogue of the articles of the Journals in the library, which can be used as a resource.

• Assembly thoughts: A compilation of the work of students on Morning Assembly thoughts of the past years is done.

• The staff and M.Ed./Ph.D. students jointly publish research articles in National and International Journals. They are encouraged to attend the conference, to present research papers and to publish them

• Students of Science methodology prepared a CD as a Science project on the contribution of scientists that they come across in class VIII and IXStd Science text books of Karnataka State.

• Compilation of M.Ed dissertation of ten years is done by the College in the book form and it named as Collate Ann Volume II. Dr. Vijaya Kumari S.N. was the editor.

• Question banks are prepared by the staff and updated every year to make the students to prepare themselves well for the exams

• Students are trained to conduct morning assembly everyday i.e., to prepare thought for the day, and to present current events of the day

• In respective methodology groups, students are trained to conduct projects, competitions for their peers and school children.

• Innovative and Creative Instructional Materials prepared as part of their research by the M.Ed. and Ph.D. scholars in various subjects are validated, printed and published by the college considering the guide and students as authors.

• The M.Ed. students under the guidance of Dr.Shahsikala have been bringing out a CD every year since 2009 on the achievements of 30 great women of India. A book has been published on ‘Exploring Women – Instructional Methods in Women’s Studies’ as an effort of their work as part of women’s studies.

• CDs on E-lessons on various school subjects are prepared by the B.Ed. students with the guidance of the faculty and have been distributed to school teachers.

• Students participation and achievement in various activities has been published regularly in local news papers, T.V. Channels and National/International level websites.

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4. Does the institution have a student council or any similar body? Give

details on –constitution, major activities and funding • Yes, the institution has a student council. The student council is

formulated in the beginning of the academic year through election. • The Student Council consists of: Student President, Student Vice

President, Secretaries for English, Kannada, Social Science (2), Physical Science, Biological Science, Mathematics and Sports.

• For each club and cell activity students have election and they elect president, secretary, treasurer

Major activities include: 1. Coordinating with the students and staff to take leadership in

organizing curricular activities such as seminars, workshops and co-curricular activities of the college such as interschool singing competition, quiz competition, debates, story telling, caption writing, preparing working models in science competition, seminar presentation, essay writing, collage competition, poster competition, organizing sports meet and College tour/ field trips.

2.Coordinating with faculty to celebrate national days like Independence Day, Dr. Ambedkar Jayanthi, Teacher’s Day, Peace Day, Women’s Day and the days of significance such as Onam, Deepavali, Christmas, College Inauguration, Harmony Day, Environment Day, Graduation Day, Alumnae Association Annual Day.

3. Taking initiative in maintaining college discipline. 4. Taking initiative in keeping the college premises clean and tidy. 5. Cooperating with the staff in charge of each methodology subject in

carrying out different activities and responsibilities. 6. Cooperating and coordinating with the Principal, Teaching staff,

Administrative staff and the students regarding maintenance, administration and development of the College.

7. Coordinating the activities of all clubs, cells and associations. 8. Maintaining healthy link between the public and the college.

A small amount of money is collected from the students at the time of their admissions towards their activities during the academic year. Besides UGC financial assistance also used to students curricular and co-curricular activities.

5. Give details of the various bodies and their activities (Academic and

Administrative) which have student representation on it. The institution has various bodies which have the representation of students for academic, co-curricular and administrative levels. The vision, mission, goal and of the college make provision for the active participation of the students in all the area of the B.Ed teacher training programme.

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The following are the bodies where there is student representation.

The Academic and Administrative Bodies of the institution in which there is students representation :

Academic and Administrative Bodies

Activities

The Student Council

assists in co-ordinating with the students and staff and to take leadership in organizing curricular activities,

assists in the celebration of national days and the days of significance,

take initiative in maintaining college discipline, takes initiative in keeping the college premises

clean and tidy, co-operates with the staff in charge of each

methodology subject in carrying out different activities.

Cooperates and coordinate with the Principal, Teaching staff, Administrative staff and the students regarding maintenance, administration

Cells

& Committees

Internal Quality

Assuracne Cell Student

Council

Anti‐Ragging Cell

Sexual Harassment Prevention

Cell

Equal Oppotunity

CellLibrary

Committee

Grievance Cell

Student Welfare

Committee

Job Placement Committee

Research Committe

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and development of the College. Coordinates the activities of all clubs, cells and

associations.Student Welfare Committee and Equal Opportunity Cell

As part of the objectives of ‘Student Welfare Committee and Equal Opportunity Cell’ following support system is provided to students.

College provides them the opportunity and training to organize the programmes.

Students conduct morning assembly everyday having a reflective thought for the day and with presentation of the current events.

Students organize and participate in curricular programmes such as seminars, workshops and debates and co-curricular activities of the college such as interschool singing competition, preparation of working models, seminar presentation, essay writing, article writing, collage competition, poster competition, mime show, bhavageethe singing, elocution competition, citizenship training camp, yoga exercises, competitive exams, Spiritual Orientation/ retreat, SUPW, Service Learning Activities. They are involved in Club activities actively such as Science Club, Kannada Sangha, Women’s Cell, Human Rights Cell, Eco-Club and conduct the meeting of their associations regularly.

College encourages the students by awarding them prizes, medals and certificates for those excelling in curricular and co-curricular activities.

Scholarships and founded prizes are awarded to the students who secure highest marks, those who excel in curricular and co-curricular aspects. Cash prizes and special scholarships, freeships, are given to the needy students as well as those with the economically backward students. The principles of equity and inclusiveness is followed in rendering any type of help to students.

Additional computer facility and Language Lab exercises are provided to all.

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Library Committee Library Committee plays an active role in providing following resource facilities to staff and students.

Library is computerized. Computers for viewing educational CDs by the

staff and students are available. Based on the suggestions made by the students

the timings of library are extended and more books in Kannada version in all the subjects are purchased by the Library Committee.

As per the students need latest and good books are ordered to the library. Bookbank facility, daily issues, issuing reference books through overnight facility, and to prepare for examination, books are provided for all the students.

Multimedia CD’s and Razor Bee the instructional aid are made available to the students in the library to help them in helping in the teaching and learning process

Internet facility is made available for all the students in the library.

Scholarship and founded prizes are given to those students who make maximum use of the library.

Staff members also are given all these facilities in the library. They are given Inflibnet password to access the e-journals. For staff separate computers are made available with the printing facility.

Library Committee also takes suggestions from staff and students to improve the facilities in the library.

The student council assists the library staff in maintaining required discipline in the library.

Grievance Cell Anti -Ragging Cell Sexual Harassment Prevention Cell

Grievance redressal cell, Anti-Ragging Cell, Sexual Harassment Prevention Cell, are established in the College. Their purpose and functions are explained to the students during the first week of course commencement.

The students are asked to put forward their grievances. The suggestion boxes are left in the library to collect grievances. Students are asked to address their complaints to the Principal who then passes it on to the staff council. Serious

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issues are discussed during the staff meetings and the rest are sorted out in an informal manner. Students’ feedback about teachers and teaching is collected regularly and communicated to the staff concernd. It has become the basis for quality improvement.

The problems of students are reported to this cell. The students prefer sharing their feelings and difficulties with the staff members during personal guidance. Sometimes they share with the college cabinet members to be represented to the Principal.

The Principal and the staff are more sympathetic towards this issue especially to those who are experiencing difficulties. College takes the immediate action regarding Anti -Ragging and Sexual Harassment Prevention issues. Students are given awareness by organizing rally in protesting Ragging and Sexual Harassment experienced by the campus students as well as our own students. Police protection is also sought for these issues.

College has been giving training to students (female) to develop self-defence skills.

Job Placement Cell There is a placement cell in the college that caters to the needs of students related to employment. The cell provides support to the student teachers in seeking employment at different schools in following ways:

The students’ data such as address, phone numbers, jurisdiction/ area in which the graduate wants to work, e-mail address etc. are collected and maintained in a register.

The letters received from schools and colleges seeking teachers are filed and the vacancy is noted down. Suitable candidates are identified and communicated through e-mail/telephone/post.

The outgoing students are asked to inform the institution immediately after securing the job.

The placement cell provides information regarding candidates on enquiry from schools. The placement cell also organizes campus interview.

A placement display board is maintained in the college to help the current batch of students and the alumni who visit the college.

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The request letters/ publications are displayed on the board. The student teachers who need the job approach the Placement Officer and seek guidance to apply for the job.

The Principal takes immense trouble to place the students in different schools even before their commencement of their classes. There is a gap between completion of their graduation/post-graduation and commencement of B.Ed. course. Economically needy students are provided pre-training employment by the Principal and this helps them to earn money to pay their college fees. Principal along with other members of the cell work hard with the objective of assisting the B.Ed., M.Ed. and DPPTE students to find the right job with good working and financial conditions.

The Placement cell functions in the College to assist the student teachers by arranging job interviews and examinations by the private and Multinational companies in India.

The cell also supports students by giving counseling and through personality development programmes. Timely information about different job openings in different sectors of the Indian job market and in other countries is provided to students through notices and circulars displayed on the notice board.

B.Ed, M.Ed, DPPTT students are placed in different schools soon after their exams results. Thus students find the right job with good working conditions.

Outstanding schools from Karnataka and even from different parts of India and outside India hold Campus interviews in our College and students get selected to teach in their prestigious schools.

An e-mail account for placement service at the institution is available with e-mail address [email protected] for the case of correspondence to the Students located at different parts of the world. A register is maintained of those students who are in need of placement.

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6. Does the institution have a mechanism to seek and use data and feedback from its graduates and from employers to improve the preparation of the programme and the growth and development of the institution? Yes, the institution has a mechanism to seek and use data and feedback from its graduates and from employers to improve the preparation of the programme and the growth and development of the institution. The institution has adopted well oriented mechanism for collecting feedback and exchange of information with regard to the curricular and co-curricular aspects of the programme being run in the institution. For getting feedback on curriculum following practices are adopted:

• Feedback from graduates: The institution has tried its best to cater to the needs of the students, society and nation through best practices in curriculum. Student teachers’ views and suggestions on the curriculum are collected for making necessary modifications and improvement in the curriculum transaction. For this purpose the institution uses two tools.

- Inviting student teachers’ feedback on proforma through which student teachers rate the complete course and the curriculum of the various subjects. They are asked to give the written evaluation as well as oral on the curricular and co-curricular aspects of the B.Ed. programme

- The suggestion box is made available for the students to offer their suggestions about requirements and academic needs

• Feedback from Alumnae, mentor teachers during internship, cooperative school teachers, parents and Employers(Headmaster/mistress/Principal): Informal and oral feedback is obtained periodically through staff meeting, cooperative teachers meeting after the teaching practice. Their feedback is taken using a specific proforma. The specific areas covered would include enrichment programmes/Activities organized and is organized by the college, Placement facility, is strengthened in teacher trainees and so on. The feedback data is analysed, shared and used to bring about improvement in future programmes leading to the growth and development of the institution. - Alumni who work in different professional organizations as well as in

different schools give feedback about the effectiveness of the academic training they underwent in the institution. Similarly, employers who interact with the Placement cell give valuable inputs on student capabilities.

- The feedback received from various employers of students is highly encouraging. The feedback is that the teachers are very confident in coordinating programmes both academic and administrative areas. There is great demand for the students from various educational institutions from this institution and we find it difficult to cater to all the requests.

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5.4 Best Practices in Student Support and Progression

1. Give details of institutional best practices in Student Support and Progression?

Institutional best practices in student support and progression: Measurement of Entry Behaviour :

- The Rating Scale on Pre-Practice Teacher Behaviour, Teacher Attitude Scale, and Achievement Motivation Scale are prepared, validated and administered on B.Ed Students by the Staff Members to check their Knowledge, Need and Skills regarding the teacher training programme.

Extensive External Feedback on Teaching Skills : - The teacher trainees are asked to record in the record books supplied to

them, Peer Feed Back, Mentor Feed Back and Self Reflection for Micro Teaching skills, for Teaching Practice and for internship programme. With the help of the proforma, feedback is collected from Headmaster /mistress/ Principal/Teachers/Parents and Mentor report are collected after the teaching practice and after the Internship and consolidated. The feedback and recording are scrutinized and compiled.

Formal mechanism for collecting feedback from students on the various

aspects of their learning experience at different levels: Feedback from students, graduates i.e., Alumnae and Employers is taken using specific proformas. The specific areas covered in the Alumnae feedback would include enrichment programmes/Activities organized and to be organized by the college, Placement facility, skills to be strengthened in teacher trainees and so on. - The institution has a mechanism to seek and use data and feedback from its

students and from employers to improve the preparation of the programme and the growth and development of the institution. The institution has adopted well oriented mechanism for collecting feedback and exchange of information with regard to the curricular and co-curricular aspects of the programme being run in the institution. (Refer 5.3 Q.No.6)

Reflective Thinking and Evaluation : College provides the opportunity to students to reflect on the lesson taught

and asks them to fill in a self-appraisal Performa and to grade their self- performance.In the methodology class each and every student teacher shares their experiences. After every activity evaluation is done, feedback is collected from them and student teachers are asked to write their reflection in the report and submit to the concern teachers. Reflective practices are done by the students after every curricular as well as co-curricular activities

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Remedial Programmes: The Institution organsises remedial programmes through the tutorials for academically low achievers. At the initial stage, diagnosis is done to identify the low achievers in the following ways: • Based on General observation by the staff • Based on initial tests and assignments through formative and summative

evaluation and periodic evaluation • Based on a rating by staff, rating the pre-practice teaching behaviour of

student teachers which covers the (content mastery, transaction of the content, language fluency, tone and voice, confidence, control of emotions etc.)

• Based on the results of the above diagnosis the remedial programmes are planned : a. Continuation of micro teaching cycles for those who are weak in

teaching skills and with low self confidence b. Use of team teaching technique c. Peer Pairing up of the students and enabling them to learn from one

another. d. Staff members make themselves available to meet the low achievers

and provide tutorial/practice/guidance to the students usually before and after class hours.

e. Planning and organizing need based enrichment programmes such as - Teaching of Phonetics - Improvement of handwriting through copy writing - Computer hands on experience - Guided Library hours - Additional turns for conducting morning assembly and news

presentation - Giving Assignments according to their interest and Aptitude - Giving additional tests and assignments to students who perform

very low in the previous tests and assignments. • Based on the analysis, remedial programmes are conducted in order to

equip them for Practical exam and final theory examinations. The institution as a whole takes up the responsibility and the remedial programme is conducted using the human resources from within and outside the institution.

Subject-wise Guidance: The faculty members at first make an analysis of the performance of the students in their respective classes. Members of the faculty adopt separate measures to help the students individually to build the intellectual and personality gaps so that they develop congruent personality.

The focus area are: Development of • Study habits • Reading skills • Writing skills

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• Library Reference skills • Specific teaching skills • Use of Computer and Internet skills • Time management skills

Guidance and Counseling Group Programme: In this programme, a group

of nine to ten students are assigned to a faculty member for remedial education, academic and personal guidance. This mentoring strategy is helpful to the student teachers to develop study skills and overcome academic problems. The focus areas are :

• Development of social skills • Personal and academic skills • Solving adjustment problems • Inculcation of innovative teaching skills • Inculcation of teacher values

Peer Based Remediation: There is a programme called each one teaches one.

The advanced learners become leaders in helping the target group The focus is on:

• Academic remediation • Practice teaching orientation • Group based teaching • Leadership system

In addition to these programmes students are encouraged wholeheartedly on remedial progrmmes, communicative English course through language lab, life skill programme, ICT course to upgrade oneself with a certificate. The above programmes help the low achievers to score high marks and show self-initiative and self- confidence in the curricular and co-curricular activities.

Specific teaching strategies adopted for teaching a) Advanced learners and b) Slow learners (Refer 5.2. Q.No.7,8,9 and 10)

Value added Courses such as ICT Education, Life Skill Education- For Life

Skills education following guest lectures, seminars, workshops are organized: A Guest Lectures on Women Diet, Gerontology, Guest lecture on Inclusive Education, Seminar on Family life Education, and Guidance and counseling and work shop on Neuro Linguistic Programme and citizenship training camp.

Course on Communicative English-workshop on Phonetics, Exposure and

practice in language laboratory exercises, Community education-Service learning activities- conducting sports meet in rural primary schools, Activities are conducted at Chinnara Thangudhama, St. Agnes Special School, Prashanth Nivas Orphanage.

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Access to Computers is strengthened: The institution has taken utmost interest in providing maximum access to the students to use IT and ICT resources as well as internet facilities. Students are grouped according to the computer knowledge as basic group and advanced group and taught some additional applications for the advanced group. The time table has been rescheduled to give maximum access to the students on and off class hours to use online and off line computers and to practice in Digital Language Laboratory and Educational Technology Laboratory.

Compulsory Additional Computer Courses : To provide this course a

syllabus on ICT Education is prepared and implemented. Certificate is given by the college based on their performance. All the students are trained to use e-library and to search for the books from the library through on line facilities. They are taught to prepare and use multimedia based PPT, e-mail creation, surfing the web. They are trained to prepare innovative lessons through Razor Bee and the Interactive Board for the curriculum transaction. As an assignment they are taught to browse the web and to collect information from the internet on the contribution of Scientists, Poets, and Mathematicians and make their assignments Web based learning. Opportunity is given for the students to teach through computer PPT during the teaching practice. Students present seminars using OHP, Computer PPT . Computer training is given for all based on their needs. Language lab facility and Internet facility is given for all. All the students prepare atleast one ICT Lesson in their respective subjects and executed in the Cooperative Teaching school and if there is no chance to teach, they teach for peer group in the College. ICT Lesson Plans and CD’s from each Method group are collected and displayed in library.

Opportunities to develop Citizenship Values :

• Conducting Daily Morning Assembly by the students • Everyday Physical Exercises in the morning and games once a week - Use

of Multi-gym Facility, Practising Yogasanas, Self defense training to be given for B.Ed student. This makes them healthy and physically fit persons

• Cleaning the College campus once a week by all the students and every Wednesday’s cleaning the methodology classes

• Students have maintained the new word Vocabulary in English and in Kannada –displayed on the Green Board. They have maintained the Vocabulary Board to focus on the High School text Books and also maintained Vocabulary Diary.

Internship in secondary schools at the end of the B.Ed. Course : is a unique practice towards student support and progression- Internship programme is organized for the students in their own locality. They carry out all the responsibilities assigned by the schools along with their teaching, they conduct co-curricular activities, teach SUPW activities to the students, organize talks for the parents on any of these topics- on Disaster Management/AIDS Awareness /health and Hygiene/Waste Management.

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Placement services are strengthened: The institution has set up an organized Placement Cell. A placement officer is appointed, who gives information to students about placement cell and collects necessary information from students and maintains records. Campus interviews are arranged. Twice a year meetings of the past students who need a job are held and they are guided regarding placement. Most of our students were suitably placed on jobs even before completed their courses. Alumni association of this college is very active and plays an important role in shaping and developing the institution and they also help in the placement of students in respective schools. • Guided Library Hour is given to the students soon after they collect the

units for the Teaching practice, this helped them to prepare their lessons well.

• Activity Resource Bank is prepared in all Methodology and source is mentioned and is given to the schools as resources.

• Students are trained to prepare the Wall Magazine • Bulletin board display is maintained in all methodology ,optional subjects

and by all the clubs • Publication of students’ and staff research articles in our College journal,

now it has got ISSN Number and alumnae newsletter is published in an innovative manner.

• Human Rights Cell, Guidance and Counseling group have taken immense trouble to sensitize gender issues and have maintained the corner for gender issues. New Paper cuttings on women issues have been carried out by the M.Ed. Students as a part of Women Studies.

• Community singing is arranged twice a week and on other days prayers songs for morning assembly are taught to the students.

• Constructivism -5E Model and IDEAL is used in the Methodology and students are trained to develop CCE Lessons in Methodology.

Additional Facilities and Student Support : • Bookbank facility, overnight issuing the reference books and other facility

is also given. • Students are oriented about the college and its facility at the beginning of

the academic year. • Committee for prevention/action against sexual harassment of women

students issues are addressed. Safety and security of the students, faculty and the institutional assets have seen too.

• Big playground with throw ball/valley ball court facility, indoor games facility in the multi-purpose room

• Work sheets are prepared as part of teaching practice as well as for practical examination

• Provision is made to opt for the area of specialization according to their own choice.

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• Alumnae of the college felicitated the 15 Ph.D degree holders of St.Ann’s College of Education, Mangalore with a memento.

• Students are motivated continuously to perform better, to those who excell in the curricular as well as co-curricular aspects they are provided with continuous reinforcement through awards and scholarships. Needy students are supported financially and given scholarships. Economically backward, sickly and needy students are helped by our College faculty by seeing to their medical bills as well as by paying their college fees.

• In the last three years more than 20 students of this college have passed UGC/NET/SLET.

• Canteen facility is provided on the campus. • Three more cells such as Anti Ragging Cell, Sexual Harassment Prevention

Cell and Equal Opportunity Cell have been constituted during the last two years and have been functioning smoothly.

Additional Information to be provided by Institutions opting for Re-

accreditation/Re-assessment/Cycle - 3

1. What were the evaluative observations made under Student Support and Progression in the previous assessment report and how have they been acted upon?

The following evaluative observations were made under student support and progression in the previous assessment report made by the NAAC Peer Team:

The NAAC Peer Team identified the following strengths and best practices

of the institution. • Student-Centered approach followed in many areas like Language Skills,

Life Skills, Communication Skills and Service Learning. • Liberal use of ICT is provided for Staff and Students. • Students and Staff are engaged in Research Activities, organizing

Seminars, Conferences • Graded computer courses are provided to students. • Providing adequate facilities to suit different requirements of the students. • Conducive teaching learning environment is provided to the students • College organizes many faculty development programmes. • Good relationship with stakeholders is maintained. • A strong Alumni Association which contributes to the growth and

development of the college. • Mentor system is in practice • Counseling and grievance mechanism are established

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2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous Assessment and Accreditation with regard to Student Support and Progression?

Quality Sustenance and Enhancement measures undertaken by the institution since the previous Assessment and Accreditation are:

Organized different committees to be functioned in the college • Anti Ragging Cell • Sexual Harassment Prevention Cell • Equal Opportunity Cell • IQAC • Admission Committee • Library Committee • Job Placement Committee • Student Welfare Committee • Grievance Cell • Research Committee

- For each committee staff members and students’ participation is ensured

- A formal Grievance redressal mechanism for students is established - Student evaluation of Teachers is made mandatory - Formal placement cell is further strengthened - College Alumni Association is further strengthened. It has undertaken

more need based activities. - More scholarships have been founded for needy students. - More prizes have been founded for those who excel in scholastic and

non-scholastic activities. - Scholastic and non-scholastic activities have been focused on

developing various skills in students. - Student teachers preparing ICT lessons and implementing the same is

made mandatory. - Offering need based Computer Courses is taken care of. - Improvement in the feedback mechanism is done by using appropriate

proforma. - Upgradation and enhanced access to the infrastructure facilities to

students. - Improvement is done in the campus environment. - Reflective thinking practices have been applied to all student activities. - Value added certificate courses to students have offered to enhance the

scope for employability.

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Two of the Best Practices in Student Support and Progression are highlighted here below. Best Practice

Best Practice I : Title of the Practice : Value Added ICT based Computer Course The context used for the initiation of the Practice :

The students who seek admission for B.Ed. course in our institution mostly come from rural areas and from poor economic back ground, with practically very little knowledge of computers and use of ICT in Education.

As ICT is becoming an integral element for educational reforms and innovations in primary and secondary schools, this situation calls for an enhancement of pre-service education on ICT for prospective teachers.

Best Practice I :

Value Added ICT Based Computer Course

Best Practice II :

Contribution by the Alumnae towards the Scholarship for

Needy Students

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It is observed that knowledge of computers, instructional software, telecommunications and the Internet is far from central to the teacher preparation experience in most colleges of education. Most new teachers graduate from teacher preparation institutions with limited knowledge of the ways technology can be used in their professional practice.

Therefore St. Ann’s College of Education from last ten year has been offering ICT based Computer Education as value added course to B.Ed. students. This has been one of the best practices of the college related to student support and progression.

This institution offers need based graded computer course to B.Ed. students to enhance their knowledge about computers and use of ICT in Education. This is done by framing an ICT based syllabus in Education which combines both practical and theory oriented concepts. A certificate at the end of the course is given by the college based on their performance. All the students are trained to use e-library facilities. They are taught to prepare and use multimedia based PPT, e-mail creation, surfing the web. They are trained to prepare innovative lessons through Razor Bee and use the Interactive Board for the curriculum transaction.

To upgrade the knowledge about Web based learning, students are taught to browse the web and collect the required information on the contributions of Scientists, Poets, and Mathematicians and to prepare assignments. The students are given opportunities to impart their Teaching Practice lessons using PPT presentations.

The presentation of the seminars by the students are boosted up though the effective use of multimedia. Computer training is given for all the students based on their needs and previous knowledge. The students are equipped with the effective use of computers. The students prepare atleast one ICT Lesson in their respective subjects and execute it the practicing schools or for peer group in the College. ICT Lesson Plans and CD’s from each Method group are collected and displayed in the library.

The Objectives of the Practice are: To

- be equipped with the basic computer knowledge necessary for information processing in the present situation of the society.

- realize the relevance of computers in the effective transaction of the school curriculum, in particular at the secondary level.

- develop skills of using Ms- Word, Ms- Excel and MS-power-point and use computer as a supporting tool in the teaching learning environment.

- understanding the use of computers in enhancing the quality of teaching and learning processes.

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- develop a general awareness about Information and Communication

Technology and its use to teachers and learners. - develop the skill of using of innovative instructional aids - develop the use of ICT in Planning, Learning, Teaching and Evaluation

Sources Utilized: A spacious Computer Lab with 41 computers and 24 computers with internet

facility and services of five faculty members who are experts in computer and ICT based education.

Strategies used for the Practice:

i) The students are grouped on the basis of their abilities and the knowledge they have about computers. This assessment takes a period of two days where the students are enquired about their basic knowledge on computers, their qualifications and the courses that they have studied before taking admission to B.Ed. course.

ii) The B.Ed. students who are 100 are divided into 5 groups based on their previous knowledge in computers and each lecturer is in charge of a group. The groups who are computer knowers are rated as Advanced Group and Computer unknowers as Basic Group. The staff in charge impart computer education to following ICT syllabus both theory and practicals.

iii) A test to evaluate the students performance based on their Computer Skills is conducted at the end of the instruction and projects based on the ICT syllabus are assigned as part of practical experience and testing their ICT based competencies.

Impact of the Practice

i) Enhancing learning The computers have been used mainly as an aid to support or enhance

normal teaching activities. It has brought about many changes and trends in digital learning. Some of the changes are exploration, errorless performance, teach problem solving, learner choices, empowering the learner and transferring skills of experts to novice.

ii) Changes in approaches to teaching and learning : The use of new technologies has become a major factor contributing to a

shift away from traditional or conventional approaches to instruction and toward new or reform approaches to teaching and learning.

iii) The New Paradigm Learning through computers has set standards for dynamic teaching

approaches, learner centered methods , extended blocks of multidisciplinary instruction, active and interactive modes of instruction, collaborative and cooperative learning.

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iv) ICT in Education influences the quality of learning through

• Students taking a more active role in the learning process. • Teachers presenting course content in a variety of formats. • Students and teachers employing techniques that recognize a variety of

learning styles. • Bringing a broader array of resources to the classroom and the students. • Increasing opportunities for interactions between teachers and students

and among students. • Finally this ‘Best Practice’ has been providing better employment

opportunities to our outgoing teacher trainees. Best Practices II : Title of the Practice : Contribution by the Alumnae towards the Scholarship for

Needy Students . The context used for the initiation of the Practice :

Most of the B.Ed. and M.Ed. students who seek admission in this institution are economically very poor. They also come from rural areas. But the Management of the college supports the poor girls to complete their B.Ed. and M.Ed. courses and to take up teaching profession. Few scholarships are established by the Management to achieve this objective by taking help from well wishers and few generous parents of school children studying in its schools. The Practice :

The scholarships founded by the Management are distributed to economically needy students of B.Ed. and M.Ed. courses to meet part of their course expenditure. At the end of the course they are also helped with placement. Every year about 35 students are helped by the Management. Before they leave the college, the principal who is a member of College Management Committee asks the students to make a written commitment that once they get a job would contribute in a small or big way towards the educational expenditure of other needy students of the college. They prepare two copies of this written commitment and one copy is kept in the college file and another is taken by them. Most of such alumnae who are the beneficiaries, remember their commitment and contribute generously by handing over an amount which is part of their salary, to the principal within two or three years after leaving the college. If any student does not respond, the principal sends a gentle reminder regarding their commitment.

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Impact of the Practice :

• The scholarships established by the Management, get multiplied. • Many more needy students of the college benefit from this practice. • The students who are helped by the management through the principal learn the

value of helping others, to be grateful, to be empathetic, to be generous. • This practice empowers women students of the college as they are able to

complete their study and be employed. • The principal communicates about this practice to the rests of the students, staff,

parents, members of college academic council, governing body and alumnae. • Some of the external members of Academic Council and Governing Body also

generously surrender their sitting fee (remuneration) to the Principal to help the needy students.

• This practice enables the Principal to help about forty five needy students every year.

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Criterion - VI Governance and Leadership

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Criterion VI : Governance and Leadership

6.1 Institutional Vision and Leadership:

1. What are the institution’s stated purpose, vision, mission and values ? How are they made known to the various stakeholders?

St. Ann’s College of Education (Autonomous), Mangalore has its clear

purpose, definite vision, mission, goals and values. Purpose

• To realize the vision and mission of the institution which is in tune with the objectives of the Higher Education policies of the Nation.

• To dispel the darkness of ignorance and illiteracy in all forms through the light of knowledge and wisdom.

• To build up precious human resources of our country. • To develop ideal global citizenship.

VISION

Drawing inspiration from CHRIST THE LIGHT

Women Graduate and Post-graduate Teachers and Research Scholars will be

LIGHTED TO LIGHT Young minds amidst the complex National and Global challenges,

Imbued with Human Values, Towards building up precious Human Resources for Society

MISSION

THE STAFF OF ST. ANN’S COLLEGE OF EDUCATION

Imbued with FAITH IN GOD will prepare Teachers for Modern Society

with Personal, Academic, Research and Professional Excellence to spread the light of Wisdom and Knowledge to Humanity.

VALUES

Our college aims at imparting Academic, Personal, Spiritual, Social, Environmental, Cultural, National, Global and Aesthetic Values.

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GOALS To develop among Student Teachers and Research Scholars

2. Spiritual Competencies through - spiritual enrichment programmes. 3. Academic and Professional Competencies through

- discipline based programmes

4. Research Competencies through - research oriented programmes

5. Personal Competencies through

- personality development programmes

6. Social Competencies through - community oriented developmental programmes.

The Vision statement is translated into goals through the following programmes and activities.

Programmes and Activities to accomplish the Goals

1. Spiritual Competencies through Spiritual Enrichment Programmes • Spiritual Orientation • Morning Assembly with Reflective Thought for the Day • Prayer Days and Retreats • Sharing of Prayer and Faith Experiences • Reading Holy Scriptures • Pilgrimage to Places of Worship • Value Education • Celebrating Days of Religious Significance • Value Integration Practices

2. Academic and Professional Competencies through Discipline Based

Programmes • Activity Based Teaching Learning • Teaching Learning Based on Constructivism • Team Teaching • Practice in Teaching and Internship • Reflective Teaching Practices • Structured Guided Library Work • Content Enrichment Programmes • Designing Activity Banks

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• Bulletin Board Displays and Wall Magazines • Workshops on Generic Skills Development and Creative Expression • Discipline Based Instructional and Evaluation Material • Remedial and Enrichment Programmes • ICT Based Instruction • Digital Language Lab Exercises • Simulated Activities • Discipline Based Field Visits • Science Club, Literary Club, Women’s Cell and Human Rights Cell

Activities

3. Research Competencies through Research Oriented Inputs Training in Action Research Participating in Major and Minor Research Projects Project Based Assignments Construction ad Validation of Research Tools Publication of Research Articles and Research Resources Participation and Presentation of Papers in Conferences and Seminars Case Studies Dissertations Training in the use of Statistical Software Participating in Research Colloquiums

4. Personal Competencies through Personality Development Programmes

• Life Skills Training • Value Integration Practices • Socially Useful Productive Work (SUPW) • Workshops on Effective Communication Skills • Non-scholastic Activities • Capacity Building Programmes • Health and Physical Fitness Programmes

5. Social Competencies through Need Based Community Oriented Programmes • Service Learning Programmes • Sustainable Development Programmes • Celebrating Days of National and Cultural Significance • Community Oriented Field Visits • Participating in awareness promoting ralleys • Outreach Programmes for Socially and Economically Disadvantaged • Programmes for Gender Sensitivity and promotion of Human Rights and

Child’s Rights • Organizing Citizenship Training Programmes • Eco-club/Environment Friendly Activities • Community Singing Programmes

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The purpose Vision, Mission, Goals and Values of the Institution are made

known to the stake holders by means of orientation to the faculty, parents, student teachers, alumni, heads of practicing schools and various committee members of the college by the Principal and Management representatives. They are printed n the college calendar and copies of which are given to these stakeholders. They are also put on college Website and are highlighted in print in the college premises.

2. Does the mission include the institution’s goals and objectives in terms of

addressing the needs of the society, the students it seeks to serve, the school sector, education institution’s traditions and value orientations ?

Yes. The mission include Institution’s Goals and Objectives in terms of

addressing the needs of the society, the students it seeks to serve, the school sector, education institutions traditions and value orientations. Being an autonomous institution the faculty and other stakeholders contribute towards integrating and reflecting of Vision, Mission and Values at the college in the curriculum. They are highlighted in the college objectives/goals.

3. Enumerate the top management’s commitment, leadership role and

involvement for effective and efficient transaction of teaching and learning processes (functioning and composition of various committees and board of management, BOG, etc.)

The top commitments of the management are

• To create and provide environment conducive to the attainment of institutional goals focusing on the clear Motto, Vision and Mission of the institution.

• To provide the needed infrastructure and equipments that foster the academic and professional excellence.

• To foster the growth and development of staff and students of the institution towards their qualitative enhancement.

• To ensure mechanism to monitor and sustain healthy and an efficient work culture in the institution.

• To encourage and support innovative and best practices of the institution.

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The Organizational Structure of St. Ann’s College of Education :

The Apostolic Carmel Educational Society

Governing Body

College Managing Committee

Joint Secretary

Principal

Vice Principal

Teaching Staff Non-Teaching Staff Clerical Staff Non-Clerical Staff The Management of St. Ann’s College of Education is vested in The

Apostolic Carmel Educational Society, Karnataka registered under the Societies Registration Act XXI 1860.S.No.4 of 1957, enjoying the Minority Rights according to the Government Order No.DPAR 28 SBC 76 dated, 1st October, 1977, applicable to recruitment of employees and admission of students. The Principal of the college is one of the members of Governing Body of this society. The Governing Body of the Apostolic Carmel Educational Society has formed a Managing Committee for the college. The Principal, Vice Principal and the two of the senior members of the faculty are members of this Committee along with parents and the other Management representatives.

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The Apostolic Carmel Educational Society (ACES)

Objectives:

a) To promote education to all, especially of girls and women, by all kinds of educational, technical, social and cultural works in the Apostolic Carmel Karnataka Province, through its institutions, which are run by the Apostolic Carmel Sisters who belong to the Apostolic Carmel Congregation.

b) To establish, take over, manage, maintain, administer and conduct educational institutions – universities, colleges, schools, centres for persons with special needs ; professional, technical, social and cultural institutions, for the benefit of Christians/Catholics and to others without distinction of caste or creed and to close down the same.

c) To establish, take over, manage and conduct, wherever possible, hostels, boarding houses and children’s homes (orphanages), rehabilitation and health care centres.

d) In pursuance of the said objects : • To administer, preserve and improve or dispose of the properties ;

movable or immovable belonging to the society. • To acquire movable or immovable property by way of lease,

exchange, gift, endowment or any other form of acquisition at such rates, terms and conditions as the Governing Body of the Society may agree to.

• To alienate by way of sale, transfer, mortgage, exchange, gift or in any other manner whatsoever the ‘properties’ of funds of the Society or any portion thereof, as from time to time may seem necessary or appropriate.

• To provide residential accommodation, either free of cost or for consideration and to educate, train and assist financially or otherwise students, orphans, staff, social workers and other personnel for the purposes of the Society.

• To raise funds and to receive and use any gift, donation, endowment or foundation in cash or other movable property of all descriptions and to undertake and carry out the officers and duties and functions of trustees, manager and administrators solely or jointly with others, in respect of any such gifts, donations, endowments and foundations whether vested in the society of otherwise.

• To apply for, obtain and receive Government Grants and/or any other grants and donations and legacies in respect of universities, colleges, schools, centres for persons with special needs; professional, technical, social and cultural institutions, the Society may run.

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• To subscribe or give donations to and financially or otherwise to aid

any other Society, Educational and other Institutions, for acquiring land, building, furniture and other capital assets which are to be used only for educational purposes.

• To establish and maintain a Reserve Fund of such amount as the Governing Body may think fit for the promotion of the activities of the Society and the training of personnel for the purposes of the Society, provided that the amount standing to the credit of this account shall or not be used other than for the objects of the Society.

• To enter into and carryout arrangements for joint working and transfer of personnel or for amalgamation with any other Society or Institutions in the Apostolic Carmel Congregation having objects similar to the objects of the Society.

• To do all other such lawful acts and deeds as are essential for conducive to the attainment to the objects of the Society.

• To invest the funds of the Society in the modes specified under the provisions of Section 13(10 (d) read with Section 13 (50 of the Income Tax Act, 1961), as the Governing Body many decide.

Composition of the Governing Body:

a) The management and control of the Society and its affairs shall vest in a Governing Body consisting of not less than eight members, of whom the Superior General, Bursar General, Provincial Superior, Provincial Bursar and Provincial Councillors of the Apostolic Carmel Karnataka Province will be the ex-officio members who shall not be liable to retirement form the Governing Body while they hold their respective offices. The other Five members shall be elected at the Annual General Meeting and will hold office for a period of one year.

b) The Superior General shall be the President of the Society, the Provincial Superior of the Apostolic Carmel Karnataka Province, the Executive Vice-President and Chairperson and the Provincial Bursar, the Treasurer. A Secretary and a Joint Secretary will be appointed by the President/Executive Vice-President (Chairperson) from among the members of the Governing Body.

c) Meetings of the Governing Body shall be called by the Secretary in consultation with the President/Executive Vice President (Chair-person). In the absence of the President and Executive Vice President (Chair-person) any member of the Governing Body present may be elected to preside at the meeting.

d) Five members including the President/ Vice-President (Chair-person) or one third of the total number of members thereof whichever is less shall form the quorum for all meetings of the Governing Body.

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e) In the event of any vacancy arising among the ordinary members of the Governing Body by resignation, leaving the Congregation, expulsion from the Congregation or death, such vacancy shall be filled by the Governing Body by a simple majority of votes from among the members of the Society within three months of the vacancy arising and members so appointed shall hold office only until the next Annual General Meeting of the Society. The Governing Body shall have power to act notwithstanding any vacancy in its number.

f) The Governing Body shall have the entire control and management of the business and affairs of the society and shall have all such powers of the Society enabling them generally to carry out objects of the Society as are by the Act required to be exercised or done by the Society in General Meeting.

Managing Committee of St. Ann’s College of Education:

Composition: - President : Provincial Superior, The Apostolic Carmel Congregation, Karnataka Province. - Vice-President : One of the Provincial Councillors - Secretary : Superior/Qualified Senior Sister (if the Superior is the

head of the Institution) - Head of the Institution - Vice -Principal - Senior lay staff - Two parent representatives - Three nominated members by the Governing Body Powers and Functions:

• The Secretary shall, subject to the general superintendence and control of the Managing Committee, be the Chief Executive of the institution in all matters pertaining to the private educational institution and all acts done by the Secretary in connection with the affairs of the educational institution shall be binding on the Governing Council provided that the governing council may within a period of fifteen days from the date of the aforesaid acts of the Secretary, modify or cancel such act.

• The Secretary shall be custodian of all its property and records and shall be responsible for their proper custody, maintenance and safety. She shall exercise such other powers and perform such other duties as may be prescribed by the Governing Body.

• To carry on the general administration of the private educational institution.

• To make known the vacancies to the Governing Body by 31st March which will see to the advertising of vacancies; and

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• To initiate the process of appointment of teachers and other employees of the educational institutions except the head following the department procedure of the selection committee, interview and placing its proceedings before the Governing Body for final appointment.

• To take disciplinary action against the teachers and other employees except the head of the institution.

• To supervise and control the employees of institution; and • Any other matters which may be prescribed; • Any decision or action taken by the Managing Committee shall be

communicated by the Secretary to the Governing Council within fifteen days therefrom. Any decision or action taken and so communicated shall be deemed to be the decision or action taken by the Governing Council unless the Governing Council with a period of twenty-one days from the date of receipt of the communication rescinds or modifies it.

Responsibilities of Joint Secretary of the College:

• She is the local representative of the managing body and is therefore the link between the management and the college.

• She should be competent and knowledgeable of the rules and regulations of the institution as well as that of the department/ government.

• She transmits to the Head of the institution and the staff the communications from the management and sees to the implementation of the policies of the congregation.

• Keeps the Secretary of the A.C.E. Society informed about the progress of the institution.

• Supervises the work of the Head of the Institutions and gives necessary directives to her as per notices sent by the management.

• She is responsible to issue memos to and call for explanation from the staff and the Head of the Institution as and when necessary and forward the result to the Secretariat.

• She sanctions the Casual Leave (C.L.) of the Head of the Institution and all other kinds of leave other than C.L. of the teaching and non-teaching staff on the recommendation of the Head of the Institution.

If the leave is more than 90 days she forwards the leave note in the prescribed form in duplicate to the secretary for sanction.

She will verify and sign 1) Service Register of the Principal 2) The annual financial statements 3) The annual budget of the Institution 4) The confidential report of the Head of the Institution to be sent to the

department. 5) Pension Papers.

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• She will give the Principal the freedom to function in the day to day work without having to interfere in any of the internal working of the Institution.

• She recognizes the outstanding achievements of the Institution and excellence in teaching or other extra ordinary work performed by the staff in the field of education and brings it to the knowledge of the management.

• She attends the meetings of the A.C.E. Society when called for. • She is responsible for recruitment of teaching and non-teaching staff of

the institution. She is member on the selection committee for recruitment of the institution.

In the process of achieving the vision, mission and objectives of our

Institution the top management works to promote quality education specially of girls and women by all kinds of educational, technical, social and cultural works. In achieving the objectives of the Intuition the top management has given the role of a leader to the principal who functions with the collaboration of the vice principal and the staff members. Every staff member is allotted definite tasks to be performed. The principal in collaboration of the vice principal and other staff members, plans programmes to achieve the mission, vision and objectives of the Institution. Periodically these plans are evaluated and further steps are taken for their improvement.

4. How does the management and head of the institution ensure that

responsibilities are defined and communicated to the staff of the institution?

The Management and head of the Institution ensure that responsibilities are

defined and communicated to the staff of the Institution by providing code of Ethics and Service regulations to the staff during the time of appointment. The staff members’ performance is monitored by the management and the Principal based on these regulations and the feedback is given to them periodically specially during staff meeting and individually if needed. Keeping in mind the changing needs of society and the institution the rules and regulations regarding their service are revised and communicated to them by the Management through the Principal. The management representatives specially the President, Secretary and Joint secretary visit the college periodically and give orientation to staff and students and make note of the achievement and contribution of the staff towards the achieving of the Vision and Mission of the College.

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5. How does the management/head of the institution ensure that valid

information (from feedback and personal contacts etc.) is available for the management to review the activities of the institution?

Feedback is sought by the staff during annual get-together of the management

and staff. Management representatives attend all the major activities of the college. Periodic intimation about the institution is made available to the management through following reports: a) Thrice a year reports of all the activities of the institution are presented to

the management to review. b) The minutes/proceedings of the staff council meetings which include

feedback received from staff, students, practicing school teachers and employers of our alumni are accessible to the management for appraisal.

c) Log Book (college diary) is maintained and is made available to the management periodically.

d) Financial Accounts which reflect the activities of the college are being audited and are available to the management for scrutiny.

e) Financial Annual Budget is prepared by the Principal and Finance Committee of the college keeping in mind the various needs of the college and approval of the management is sought for the same.

f) The Principal is a member of the Governing Body of the Apostolic Carmel Educational Society (the management). During its regular meetings she reports to the management about the various activities of the college.

6. How does the institution identify and address the barriers (if any) in achieving the vision/mission and goals?

Reflection on the Functioning of the College : • Through self reflection by the Management, Faculty, Alumni, Parents

and Students on achieving vision/mission and goals. • Peer discussion by the stakeholders. • Through the observation/supervision of the activities of the college by

these stakeholders.

Staff Meetings : • The staff council meetings that are conducted every month and often

when needed, give opportunities to analyse the activities to realize the achievement of the vision/mission and goals of the institution that help to identify the barriers.

• Concrete suggestions are worked out and implemented to overcome the barriers.

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Preparation and Implementation of the Action Plan :

At the beginning of the academic year personal Action Plan is prepared by the staff and students based on the vision, mission and goals of the institution and periodically evaluated. Based on this evaluation the action plan is revised.

Committees/Clubs/Association/Union : • The barriers in achieving the vision/mission and goals are identified by

the committee/associations, clubs and cells of the institution and are communicated to the head of the institution.

• Interaction and discussions are held in these groups to evolve suggestions to overcome the barriers. The management, head of the institution and concerned faculty who are the co-ordinators of these committees try to implement these remedies.

Cooperating Schools/Governing Body/Academic Council/Board of Studies/Board of Examiners :

The heads and staff of cooperating schools (practice in teaching schools) and the external members of Governing Body, Academic Council, Board of Studies and Board of Examiners during their regular meetings interact with the faculty of the college who are the internal members, and help the institution to identify and address the barriers if any in achieving the vision/mission and goals.

7. How does the management encourage and support involvement of the staff for improvement of the effectiveness and efficiency of the institutional processes?

The management encourages and supports involvement of the staff for improvement of the effectiveness and efficiency of the institutional processes. • The management encourages the participation of the staff in the process of

decision making in institutional functioning. • Encourages the faculty to do research leading to M.Phil., Ph.D., Minor

and Major research projects. • Provides various technological and infrastructural resources for

strengthening research activities. • Promotes the staff to acquire additional qualification and skills. • Motivates and supports to attend professional development programmes

such as seminars, conferences, workshops orientation and refresher courses at regional, national and international level.

• Encourages the faculty to serve as resource persons at various institutions, organizations and universities.

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The staff members share the human and material resources of the college for their personal and professional development and for the effective functioning of the Institution. Their opinions and suggestions are considered for planning of the infrastructure and various activities of the college. Every staff member is encouraged to participate actively in the Institutional Planning at the beginning of every academic year, during periodic staff meetings and during academic meetings. The staff members represent all the administrative and academic committees of the college. The staff is encouraged to render consultancy in educational research and other related areas. Management allows the staff to use the remuneration earned through consultancy for their professional development.

8. Describe the leadership role of the head of the institution in governance and management of the curriculum, administration, allocation and utilization of resources for the preparation of students.

The role of the Principal of the College is multidimensional and reflects the vision and mission of the institution. The leadership role of the institution is as follows : • The responsibilities of the Head of Institution are to provide instructional

leadership and to manage the day-to-day activities in the College, to direct the educational programs, set educational standards and goals and to establish the policies and procedures to achieve them in association with the faculty members.

• The Principal motivates, encourages and monitors the faculty members on the effective transaction of the curriculum using the resources available.

• Supports and guides the administrative staff to provide effective services to the institution.

• Represents the Management to the institution and also acts as link between the Management and Staff, students, parents and community. Special needs and suggestions of staff, students, parents are placed in writing before the management, by the Head of the institution.

• Develops academic programs, monitors students’ educational progress, their personal development and trains and motivates the staff members.

• Along with the teaching and administrating staff she prepares systematic plans and executes them regarding utilization of resources for the development of students.

• Provides feedback to the staff either individually or during staff meeting for their personal and professional development.

• Encourages the staff to attend conferences, seminars and workshops and to take up additional responsibilities in different educational institutions, organizations and universities.

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• Indentifies and procures various human and material resources for the

qualitative enhancement of the college. • Provides scholarship from the management, alumni, faculty, government,

UGC, NGOs and well wishers of the college, to needy students. Helps in job placement, provides personal guidance to students and monitors their progress as per the needs, goals and objectives of the college.

• Organises special training to faculty and staff to meet the changing needs of teacher education and school education and to meet the present and future needs of the society.

• Guides and supports the college cabinet to be effective leaders. • Plays a major role in assessing the needs of the institution and identifies

and procures human and material resources and makes them available for staff and students development.

• Motivates the students to work hard to achieve qualitative development and keep abreast with the national and global requirements.

• Principal is responsible for all correspondence with the Management, Department of Education, Mangalore University, University Grants Commission and other stakeholders of the College.

• As the chairperson of different committees in the college the Principal monitors the progress and development of the college.

• As the Chairperson of Board of Studies and Academic Council, the principal takes initiative to discuss with the faculty of the college and other experts in the subjects to modify and improve the existing curriculum and evaluatory system.

• As the Drawing and Disbursing officer for the College, the Principal assumes responsibilities for all financial transaction of the institution facilitating audit of the college accounts.

• The Principal of the institution is available to faculties, administrative staff, students and parents for the redressal of their grievances.

6.2 Organizational Arrangements: 1. List the different committees constituted by the institution for

management of different institutional activities? Give details of the meetings held and the decisions made, regarding academic management, finance, infrastructure, faculty, research, extension and linkages and examinations during the last year.

The institution for the management of different institutional activities has

constituted various committees. They are • Staff Council • Finance Committee • Admission Committee

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• Planning Committee • Library Committee • Evaluation and Examination Committee • Grievance redressal Committee • Sexual Harassment Prevention Committee • Publication Committee • Student Welfare Committee • Job Placement Committee • Anti Ragging Committee • IQAC • Research Committee • Equal Opportunity Cell • NAAC Core Committee

Details of the Meetings held : Staff Council meets once a month and all other committees meet atleast once

in three months and often if needed. Specific objectives and guidelines for working of each committee are evolved.

Decisions made in the last year : Academic Management :

• To prepare the academic calendar before the commencement of the academic year.

• To evaluate the previous academic year and to prepare the institutional planning for the new academic year.

• To plan and adopt innovate and creative teaching learning strategies such as constructivistic approach through project method, self learning, cooperative learning, reflective teaching, continuous and comprehensive evaluative measures for the academic assessment of students.

• To prepare and execute monthly and weekly plans based on the institutional planning, college calendar for the year and evaluate the same periodically.

• To organize scholastic and non scholastic activities. Financial and Infrastructure Management :

• To prepare and forward proposals for grant in aid to UGC and other funding agencies e.g. United Board for Christian Higher Education in Asia.

• To ensure the effective utilization of financial resources keeping in mind the welfare of the staff and students.

• To indentify and purchase technological and other infrastructure facilities for the qualitative development of staff and students.

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• To purchase more computers, additional LCD Projectors, Interactive

Boards and Digital Cameras for scholastic and non scholastic activities. • To undertake maintenance, major repairs and modification of existing

infrastructure facilities. To make adequate budget allocation for the same. Faculty :

• To promote faculty development programmes through refresher and orientation programmes.

• To encourage the faculty members to undertake Ph.D. programme. • To organize staff upgrading programmes on research. • To encourage faculty to undertake research guideship. • To encourage and guide the staff to prepare and send Minor and Major

research proposals to different funding agencies. • To invite resource persons from India and abroad for student and faculty

enrichment. • To encourage the faculty to participate and present papers at National and

International conferences. • To encourage and support the faculty to organize workshop for

B.Ed./M.Ed. students, school teachers and specially invite the Alumni to attend the same.

• To contribute as subject experts and educationists towards the staff development in educational institutions at different levels.

Research : • To obtain ISSN for college research journal and ISBN No, for other

college publications. • To write research articles and publish them in the college journal and

other reputed journals. • To encourage the faculty to undertake minor and major research projects. • To publish the research abstracts of M.Ed. and Ph.D. dissertations. • To extend research consultation by the faculty to research scholars of

other colleges and universities. • To encourage local school teachers to undertake action research and

minor research projects. • To encourage the faculty to go abroad to attend educational conferences

and to present papers. • To identify books and journals related to educational research and to

recommend to finance committee to do the purchasing. • To organize research colloquium once a month involving Research

Experts, Faculty and Research Scholars (M.Ed. and Ph.D. Scholars).

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Extension and Linkage :

• To send faculty for various training programmes conducted by Mangalore University, College of Teacher Education, Department of Education, other Universities and First Grade Colleges.

• To establish linkages with professional bodies like Council for Teacher Education (CTE), All India Association for Educational Research (AIAER), Association of Mangalore University College Teachers (AMUCT), United Nations Educational, Scientific and Cultural Organisation (UNESCO), National University of Educational Planning and Administration (NUEPA), All India Association for Christian Higher Education (AIACHE) etc.

• To organize national conference in collaboration with UGC, Department of Women and Child Welfare, Mangalore and Council for Teacher Education (CTE).

• To collaborate with research programmes of Departments of Education of various Universities and Mangalore University.

• To establish linkages with foreign universities specially related to Service Learning, Sustainable Development, Peace Education and Research Education e.g. with Sun-Yat-Sen University, China ; Lingnan University, Hong Kong, Miriam University, Manila, Assumption University, Manila, Catherine of Siena Virtual College, London,

• To establish linkage with NGOs such as VISWAS, VALARODE, CASK, UBCHEA, WCCI, ACFF, DEEDS, Prajna, Akshara Foundation to organize Service Learning Activities.

Examinations :

• To constitute B.O.E. for B.Ed., M.Ed. and Ph.D. Course work. • To conduct B.O.E. meetings periodically. • To evolve innovative evaluative tools for internal and external

assessment. • To build up question bank both objective type and essay type questions. • To prepare set of criteria for internal assessment of various components of

curricular and co-curricular activities. • To monitor the printing of question papers. • To arrange for valuers for valuing the B.Ed., M.Ed. and Ph.D. course

work examinations. • To conduct internal assessment tests periodically for all the subjects. • To introduce Bar Coding and other security features for Marks Cards and

Library Books. • To organize and conduct B.Ed. practical examination. • To introduce online testing and open book exam.

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The examination work of the institution is planned and coordinated by the

Controller of Examinations of the College along with the Chairperson of the Board of Examiners (BOE). The functions of BOE are listed under Criteria 6.2 Q. No. 2.

The Finance Committee under the leadership of the Principal plans the

income and expenditure towards the infrastructure, staff upgradation, students’ activities, extension and the maintenance of the college. Its functions are listed under Criteria 6.2 Q.No. 2.

1. Name of the Committee: Admission Committee

Objectives: • To prepare the eligibility criteria for admission to all the courses

that the college offers. • To provide needed information to the candidates through proper

channels. • To process the applications for the admission. • To council the candidates to choose appropriate courses of study. • To conduct the entrance test and interviews for the selection of

candidates. • To finalize the admission list.

Activities Undertaken (2013-2014) :

• The committee met twice a month from April to August (2013) to carryout the responsibilities regarding the admission.

• They guided the parents, family members and probable candidates to choose the right course of study.

• They prepared the prospectus for each course highlighting the date of admission, eligibility criteria, fee pattern and subjects offered.

• Two of the members visited six feeder colleges to guide the undergraduates to select the right courses.

• The members conducted the entrance tests and interviews to select the candidates for various courses.

• The list of admitted candidates was finalized for each of the courses. The list of candidates on the waiting list was maintained.

2. Name of the Committee: Students Welfare and Co-curricular

Activities Committee Objectives :

• To collect feedback from students. • To provide better guidance and counseling service to the students. • To organize the activities of the placement cell

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• To identify potential drop outs and exercise control mechanism to retain drop outs.

• To orient, prepare, encourage and provide support materials to students to appear for NET/SLET/KAS/ other Government Service Examination.

• To find out the ways and means of generating resources for providing scholarships/ loans to needy students.

• To identify students excelling in co-curricular activities and sports and provide them opportunities to participate in local, university / state level competitions.

• To organize co-curricular and extra curricular activities of the college.

• To identify the talented students in co-curricular activities and award them by giving certificates and scholarships.


• The members of the student welfare committee met together and divided the whole group of 97 students randomly into 10 small groups. Each group was assigned to a staff member for mentoring, guidance and counselling. The day, time and the rooms in which the group would meet was decided. A copy of this was displayed on the staff and students notice boards. A regular meeting of the group was ensured.

• The members also decided to inform the staff to identify the students excelling in sports, games and other co-curricular activities. It was informed that if any potential dropout is identified, the staff to inform student welfare committee inorder to provide personal guidance and counseling to specific cases.

• The members of the student welfare committee met together and divided the 97 students for co-curricular activities such as Harmony Day celebration, Environment day celebration, Human Rights day celebration and Women’s day celebration. The rules, regulation, criteria for participation and evaluation for each of these activities were drawn up and were communicated to students. The copy of the same was displayed on the staff as well as students notice boards with the list of concerned staff members.

• The members of the student welfare committee met together to organize the activities of the placement cell.

1) To orient the students about placement cell. 2) To identify and register the names of students who are in

need of placement immediately after B.Ed./M.Ed./DPPTT Courses.

3) To maintain the job placement bulletin board and to inform the students about the job vacancies.

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• The members discussed based on above objectives and worked in collaboration with the Job Placement Committee.

• The members of the SWC met together to discuss and implement the ways in which the students could be oriented and encouraged to appear for NET/SLET/KAS or other Government Service Exams.

• The committee took initiative to meet the B.Ed./M.Ed./PGDCA/DPPTT students separately and orient them to the need and benefits of answering these exams and also to inform them about the library facilities and online facilities available for preparing for such exams.

• The members motivated the Alumni and outgoing students to contribute generously towards the ‘Poor Students Fund’.

3. Name of the Committee: Grievance Committee

Objectives : • To identify the needs of students with special reference to academic,

social and emotional life. • To identify ways of building the needs of students by providing

timely counseling. • To identify the problems faced by the students in academic and non-

academic matters. • To maintain a healthy emotional climate and learning environment

in the college. • To strengthen the bond among staff and students. • To promote harmony among diverse groups of students.

Activities Undertaken (2013-2014) : • The grievance committee met once a month to plan suitable

strategies to achieve these objectives. • Action Plan was drawn to meet the students regularly, to listen to

their problems and help them to find solutions. Staff services were made available to the students.

• Students were provided with good reading material to develop healthy minds.

• Each staff member was given ten students and staff members met these students either in group or individually and rendered services specially with regard to academic and non-academic problems.

• A box was kept in the library where in the students were free to drop their complaints or grievances in writing and the members of the grievance committee attended to this.

• The committee members shared their observations with the entire staff during monthly staff meetings regarding the problems of some of the individual students so that the entire staff could plan out suitable strategies to help them.

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4. Name of the Committee: Library Committee

Objectives : • To ensure the maintenance of the library both the infrastructure

and the library resources • To identify the needs of students with special reference to the

books, journals and CDs. • To identify ways of fulfilling the needs of staff and students

regarding library resources by planning the available financial resources.

• To identify the ways of disseminating information about library resources to the users.

• To make provision for easy access to library facilities to students of all the four courses.

• To plan regarding the updating of library periodically according to the changes made in the syllabus of all the courses.

Activities Undertaken (2013-2014): The members of the library committee met every month.

• They made a study of staff and students suggestions to improve the library facilities.

• Identified the subjects in which new books to be bought. • The committee members visited the libraries of other colleges of

education within and outside the state. • Recommended the new research journals to be subscribed for the

institution. • As per the recommendations of the committee more books in

Kannada version, Women’s Studies and Book Bank are bought. • A display board is maintained to announce the new arrivals to the

library. Few cupboards are set aside to display the new arrivals for two weeks.

• To improve the sitting arrangement in the library more tables and chairs are added.

• The working duration of the library is increased specially on Saturdays and during examinations.

• As per their suggestions more computers with internet facilities are added to the library internet centre.

• Down loading capacity of computers through the internet in the library has been increased.

• A documentation section is maintained in the library. • Bar coding of library books has been initiated. • More research journals have been subscribed.

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• Librarian is trained regarding the use of DELNET facilities. • College cabinet members are given the responsibility to maintain

better discipline regarding the use of library. 5. Name of the Committee: Research Committee

Objectives: • To develop basic research skills among students of B.Ed. and M.Ed.

course by a) Giving theoretical and practical knowledge on construction of

tools, validating them, data collection and analysis of the data to B.Ed. students.

b) Organizing proposal and synopsis presentation for M.Ed. and Ph.D. students.

• To strengthen the research skills among staff members by b) Organizing seminars and workshops on latest trends in

Educational Research and Educational Statistics. • To disseminate research experience of individuals staff members

among the staff and students by a) Organizing research forum to present research abstracts and

experiences by the staff members based on seminars and conferences attended.

b) Publishing the research articles in the college journal and other journals of repute.

c) Printing the research material specially the instructional material and making it available for staff, students, research scholars, alumnae and teachers of other institutions.

• To strengthen theory base of Teacher Education by a) Planning and undertaking major and minor research projects. b) Encouraging and guiding Ph.D. students to undertake research in

latest trends in education and teacher education in particular. • To organize Research Colloquium involving research experts,

faculty and research scholars. Activities Undertaken (2013-2014) : The members of the Research Committee met six times during this

academic year to plan and carryout the following activities. • Research Proposals of M.Ed. students were scrutinized and were

finalized by the committee members. • M.Ed. students’ research synopsis presentation through power point

slides was organized and the committee offered its suggestions for improvement.

• Conducted a workshop for B.Ed. students in two phases to prepare research tools to collect data for their assignments in B.Ed. 01 and B.Ed. 02 and analyse the data and interpret the results.

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• Organized research forum to present research abstracts and experiences by the staff members who had participated in International Conferences at Hong Kong, China, California and Varanasi (India).

• The members guided the junior staff members of the college to prepare and present research papers in education during national and state level conferences.

• Proposals for major and minor research projects were prepared and submitted to UGC for financial assistance.

• Prepared syllabus for Ph.D course work examination and constructed multiple choice question papers for the entrance test.

• Prepared a format for the research proposal of Ph.D. studies. • Edited and printed 277 research abstracts of M.Ed. Dissertations

from 2003 to 2012 as ‘Collage Ann’s – Volume – II’. • Organised research colloquium every month involving research

experts, faculty and research scholars. • Ph.D. students were guided by the Research Committee to select the

topics on latest trends in education. Six faculty members obtained Ph.D. guideship from Mangalore University. As a result 19 research scholars completed their thesis and 16 have obtained Ph.D. Degree and three are awaiting to face viva-voce examination.

• The Committee made a study of good new journals and books available on research methodology and submitted the list to the Library Committee.

• Published research articles in journals of repute. • Research material, specially the teaching/learning material was

printed and made it available for others use. • Guided the research scholars and alumnae and teacher educators of

other institutions to write and publish research articles. 6. Name of the Committee: Job Placement Committee

Objectives: • To build and maintain good relationship with the educational

institution. • To identify the schools where there are teachers’ vacancies. • To inform the students about the available vacancies. • To maintain a job placement bulletin board. • To allot students to different schools based on the requirement of

schools and the ability of students. • To counsel and guide the students to face the challenges of teaching

profession. • To maintain a record of the placement. • To maintain a register of outgoing students with all the particulars

related to their job requirements.

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• To get feedback on past students performance in the teaching profession.

Activities Undertaken (2013-2014) : The committee functions under the leadership of Job Placement Officer.

The members of the committee met every month. • They worked in collaboration with Student Welfare Committee. • They arranged for a display board on which letters and telephonic

messages requesting for teachers for schools and colleges were displayed.

• The campus interviews were arranged. • The students were guided to select suitable schools for placement.

• The committee members guided the students to write the

applications for job. • They kept track of all advertisements related to the teaching posts

and communicated them to students.. • They continued the contact with the employers to see to the welfare

of the schools as well as to guide the former students regarding their professional growth.

• The Committee members compromised with the employers to pay due salary to the teachers employed from the institution.

• A file of the request letters is maintained. • Information regarding the functioning of the Job Placement Cell was

published in Alumni News Letter. • A database of job placement of all the students who are already

employed is maintained. • A separate e-mail ID is created to enable the former students to

contact the job placement officer. • Maintained a database on profiles of outgoing students

7. Name of the Committee: Internal Quality Assurance Cell (IQAC)

Committee

Objectives: • To identify quality measures for the institution. • To plan quality related activities in the institution. • To prepare an action plan for the Internal Quality Assurance based

on the objectives of the college. • To prepare an evaluation criteria for the qualitative assessment of the

student teachers’ personal, academic and professional competencies. • Train the student teachers to evaluate themselves periodically the

acquisition of personal, academic and professional competencies through the evaluation criteria.

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• To analyse the acquisition level of the competencies acquired by the student teachers.

• To prepare a report for the academic year based on the accomplishment of the college objectives.

Activities Undertaken (2012-2013) : The members of IQAC met every month and planned and implemented

the following activities Students :

• Four Capacity Building Workshops for pre-service Mathematics Teachers, Science Teachers and Geography Teachers.

• Three Seminars for Pre-service Mathematics Teachers for content

enrichment and Innovative Methodology of Teaching Mathematics. • Continuous and Comprehensive Evaluation and its effective

implementation in schools – a seminar for all B.Ed. students of the college.

• Planning and Implementation of computer multi-media lessons by B.Ed. students in practice teaching and internship schools.

• Organisation and participation in the International Workshop on Accountability in Education and National Conference on Education and Women Empowerment.

• Participation in the National Youth Festival. • Emphasis on Language Laboratory Exercises and Computer

Practical Exercises. • Training and practice in taking Physical Education classes by every

student teacher. • Upgrading and improving qualitative and quantitative assessment

tools to assess student teachers. Faculty :

• Faculty development programme for 2 days on ‘Constructive Pedagogy’.

• A seminar on Implementation of CCE in Schools. • Organisation, participation and presentation of papers in the

International and National Conference on ‘Accountability in Education’, ‘Education and Women Empowerment’.

• Participation and presentation of papers in the International Conference, National Level Workshops and Seminars.

• Training in the of ‘Interactive Board’ for effective Technology Integration in the classroom.

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Community :

• Workshop for the science teachers of Mangalore Taluk on ‘Use of Improvised Teaching Learning Aids’ in the classroom.

• Mother Josephine Memorial Lecture organised by the Alumnae Association.

• Organisation of an International Conference on ‘Accountability in Education’ and a National Conference on ‘Education and Women Empowerment’.


• Modification of the Vision, Mission and Goals of the college. • Planning suitable strategies to achieve the goals, objectives of the

college with a special emphasis on vision of the college. • Based on constructivistic approach to teaching and learning new

strategies have been developed and implemented in all subjects. • Innovative teaching learning strategies for ‘Women Studies’ in

M.Ed. syllabus have been evolved and validated and publication is brought out.

• Question bank on all the subjects is further strengthened. • On line testing and open book testing has been planned and

initiated. • Structured guided library hours in Methodology Subjects have been

introduced. • Autobiographical method for personal counseling and to impart

value education has been planned and implemented. • Need based E-resource material for teaching and learning has been

prepared. • Seminar presentation by every student for methodology and areas of

specialization papers is made compulsory. • Personal action plans by the staff and students separately are

prepared based on vision, mission and goals of the college and evaluated frequently.

• Revision and validation of the tools on evaluation. • Planning and Executing the conduct of seminars and workshops for

the students, alumnae and the experienced teachers of schools based on the trends in curriculum.

• Encouraging and guiding the faculty research scholars and alumni to publish ‘Research Papers’ in reputed journals.

• Planning and Executing the projects for Specially Challenged. • ‘Action Research’ programmes are extended to teaching of ‘General

Subjects’ of B.Ed. curriculum. • Publishing subject wise ‘Wall Magazines’ by the B.Ed. students.

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• Guiding the Junior Faculty to write research proposals to UGC and other funding agencies.

• Implementing Bar Code on Marks Cards and Certificates. • A number of Service Learning projects are undertaken coordinating

with NGOs as initiated by IQAC. • Improving the quality of College Journal and News Letter. • Indentifying and inviting experts and resource persons to conduct

workshops, seminars and conferences for staff, students and alumnae.

• Indentifying financial resources to establish additional scholarships for needy students.

• Strengthening mentoring system of the college. • Introducing reflective practices for student teachers through self

assessment of their teaching. • Introduction of maintaining ‘Vocabulary Diary’ and ‘Current

Events Diary’ for student teachers. Establishing subject wise ‘College Museum’.

• Integrating ‘Continuous and Comprehensive Evaluation’ in B.Ed. syllabus and practice in teaching programme.

2. Give the organizational structure and the details of the academic and

administrative bodies of the institution. The organizational structure of the institution is given in Criteria 6.1 Q.No.

1 The details of the academic and administrative bodies of the institution:- Besides the Governing Body of the Management and Managing

Committee of the college, under the Autonomous Structure, the College is governed by various administrative bodies. The college was granted Autonomy vide Nos. ED60/UNE/2007 dated 22-05-2007 of Government of Karnataka and No.MU/ACC/CR.7/2007-08/A7 dated 11-06-2007 of Mangalore University, Mangalore, from the academic year 2007-2008. Under the provisions of Autonomy, various bodies are constituted. Accordingly, the college has constituted Governing Body, Academic Council (AC), Board of Studies (BOS), Board of Examination (BOE) and Finance Committee. The structure and functions of these academic and administrative bodies are listed here below:

Governing Body: Composition:

• Five members from the Management/Trust as per the Constitution or Byelaws with the Chairperson or President/Director as the Chairperson.

• Two teachers of the College/Institution nominated by the Principal on seniority for two years.

• An Educationist or Industrialist nominated by the Management.

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• A nominee of the University Grants Commission. • A nominee of the State Government (an academician not below the

rank of a Professor or a State Government official of the Directorate of Collegiate Education/Higher Education/State Council of Higher Education).

• A nominee of the University. • The Principal of the College/Institution shall be the Ex-officio

Member. Powers and Functions: Subject to the existing provision in the byelaws of autonomous college and

rules laid down by the state government, the governing body of the Autonomous colleges shall have the following powers and functions: • To lay down conditions of service of teaching and non-teaching staff

including their emoluments and allowances. • To provide for procedure for selection of teaching and non-teaching

staff and to make their appointments. • To be disciplinary authority for the teaching and non-teaching staff in

accordance with rules and procedure to be laid down by it. • All financial matters including investment of college money and

raising resources for the College/Institution. • Fixing the fee and other charges payable by the students of the

College/Institution on the recommendation of the finance committee. • To delegate administrative and financial powers to the Principal and

other teaching and non-teaching staff of the College/Institution. • To institute Scholarships, Fellowships, Studentships, Medals, Prizes

and Certificates on the recommendation of the Academic Council. • To accept donations, endowments to the College. • To approve institution of new programmes of study leading to

Degrees and Diplomas. • To constitute Committees for special academic purposes. • To perform such other functions and institute committees, as may be

necessary and deemed fit for the proper development, and fulfil the objectives for which the college has been declared as autonomous.

Academic Council: Composition: The Academic Council of the College shall consist of :

• The Principal who shall be the Chairperson. • All the Heads of the Departments of the College. • Four teachers of the college representing different faculties by rotation

on the basis of seniority of service in the college.

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• Not less than four outside experts representing such areas as Industry, Commerce, Law, Education and Management, nominated by the Governing Body.

• Three nominees of the University. • A faculty member nominated by the Principal shall be the Member

Secretary. Functions: Without prejudice to the generality of functions mentioned, the Academic Council will have the following powers: • To scrutinize and approve the proposals with or without modification

of the Boards of Studies with regard to courses of study, academic regulations, curricula, syllabi and modifications thereof, instructional and evaluation arrangements, methods, procedures relevant thereto etc., provided that where the Academic Council differs on any proposal, it will have the right to return the matter for reconsideration on any proposal, it will have the right to return the matter for reconsideration to the Board of Studies concerned or reject it, after giving reasons to do so.

• Make regulations regarding admission of students to different programmes of studies in the College/Institution.

• Make regulations for sports, extra-curricular activities, proper maintenance and functioning of the playgrounds and hostels.

• Recommend candidates for conferment of Degrees or Diplomas by the University.

• Make recommendation to the Governing Body for the institution of scholarships, studentships, fellowships, prize and medals and to frame regulations for the award of the same.

• Make recommendation to the Governing Body proposals for institution of new programmes of study.

• Advise and assist the Governing Body on Academic matters as it may be called upon and perform such other functions as may be assigned to it by the Governing Body, so that the aims and objectives of granting Autonomous Status are achieved.

Board of Studies: The Board of Studies is the basic constituent of the academic system of an

autonomous college. Every department shall have a Board of Studies in the College.

Composition: • Head of the Department concerned shall be the Chairperson of the

Board. • All the teachers of the Department.

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• Two experts in the subject from outside the College/Institution nominated by the Academic Council.

• One expert to be nominated by the Vice-chancellor from a panel recommended by the College Principal or on his own.

• One representative from industry/corporate sector/allied area relating to placement.

• One post-graduate meritorious alumnus nominated by the Principal. • The Chairman, Board of Studies, may with the approval of the

principal of the college, co-opt. • Experts from outside the college whenever special courses of studies

are to be formulated. • Other members of staff of the same faculty.

Powers and Functions:

• To prepare syllabi for various courses keeping in view the objectives of the College interest of the stakeholders and national requirement for consideration and approval by the Academic Council.

• To suggest methodologies for innovative teaching and evaluation techniques.

• To suggest panel of examiners. • To co-ordinate research, teaching, extension and other academic

activities in the department/college. Board of Examiners: Composition, Powers and Functions:

• The Principal shall be responsible for the conduct of examinations in the College. He/She shall with the help of Board of Examiners (BOE) in each subject, co-ordinate the matters relating to the proper conduct of the examinations. He/She shall notify the calendar of events of the examinations.

• There shall be a Board of Appointment of Examiners (BOAE) for the appointment of examiners for the examination of each course/subject. The Principal shall be the Chairman of the BOAE. Besides the Principal, the Chairman of Board of Studies concerned and the Senior most Teacher from the Department concerned shall be the members of the BOAE.

• The BOAE shall constitute the BOEs and prepare the list of examiners for each subject/course, from out of the panel of examiners prepared by the concerned Board of Studies and submit it for approval of the Governing Body.

• The Governing Body shall not make any change in either the BOE or the list of examiners prepared by the BOAE except by passing a resolution clearly stating the reasons for making the change in the list.

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• The Board of Examiners shall perform functions relating to the conduct of examinations and shall perform such other functions as may be assigned to it by the Academic Council.

Finance Committee: Composition:

• The Principal shall be the Chairperson. • One person nominated by the Governing Body of the College for a

period of two years. • One senior-most teacher of the College nominated in rotation by the

Principal for two years.

Functions: The Finance Committee will be an advisory body to the Governing Body and

will meet at least twice a year to consider. • Budget estimates relating to the grant received/receivable from UGC,

and income from fees, etc. collected for the activities to undertake the scheme of autonomy, and

• Audited accounts.

3. To what extent is the administration decentralized? Give the structure and details of its functioning.

The administration of the Institution is totally decentralized. Different

committees are constituted with an organizational structure in a democratic way. Various need based committees are formed under the direction of Governing Body of the college.

Each faculty is the co-ordinator of different committee which has the

flexibility in decision making and implementation with the principal as the ex-officio. Most of the committees have administrative staff and student representatives as members.

The functions of the institution and its academic administrative units are

in accordance with the principles of participation, accountability, decentralization and transparency.

The principal is the head of the institution and sees to over all functioning

of the college. The entire teaching and on-teaching staff share the responsibilities of administration of the college. Each one’s responsibilities are specified in the form of workload at the beginning of every academic year during the Institutional Planning. They are given the freedom to take initiative in planning and performing their responsibilities. The teaching and non teaching staff members give an accountability of their responsibilities to

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the principal individually as well as to the entire staff during the staff meetings when an open evaluation is taken up. The entire staff functions as a team and collaborates with the Management and Principal, in the administrative and academic functioning of the college.

The structure of various administrative committees is given below. Their objectives and functioning during 2012-2013 has been given under 6.2 Q.No.1.

4. How does the institution collaborate with other sections/departments and

school personnel to improve and plan the quality of educational provisions ?

The College has a cordial relationship with the Parent University, Department

of Education (DSERT), and Teacher Educational Institutions within and outside the state, other colleges and schools in the locality, other Universalities and Educational Institutions. The faculty members have been serving various academic bodies and organizations as follows :

Dr. Sr. Leonilla Menezes, A.C. : Member of Academic Bodies:

1. Member, Research Committee, NITK, Surathkal. 2. Nominated by the NAAC to be a members of the Peer Team for

Assessment and Accreditation of seven Colleges of Education in Maharastra, Kerala and Tamil Nadu, Bihar, Andhra Pradesh and Uttar Pradesh.

3. Coordinator, K.S.O.U., M.Ed. Study Centre, St. Ann’s College of Education, Mangalore.

4. Member, Board of Studies in Education for B.Ed. and M.Ed. Courses, Mangalore University.

5. Member, Board of Studies in Education, Kannur University, Kerala (UG & PG combined).

6. Life member of AIAER, CTE Indian Association of Teacher Educators. 7. Member of Aided Colleges of Education, Karnataka. 8. Vice President of Asian Christian Faculty Fellowship, Karnataka Unit. 9. Examiner to University of Goa, K.S.O.U., University of Mysore,

Kuvempu University and Kannur. 10. Examiner to Kannur University, Kuvempu University and University of

Mysore for M.Ed. Course. 11. Member, Research Committee, DIET, Dakshina Kannada. 12. Member, Academic Council, Mangalore University (2008-2012). 13. Member Executive Committee, Chair of Christianity, Mangalore

University (2008-2012). 14. Member, Governing Body, St. Agnes College (Autonomous), Mangalore. 15. Member, Governing Body, Apostolic Carmel Educational Society,

Mangalore.

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16. Joint Secretary, Apostolic Carmel Educational Society, Mangalore. 17. Examiner, Central Admission Cell for B.Ed. Course, Karnataka State. 18. Nominate by U.G.C. New Delhi, to be a member of Expert Committee

for conferment of Autonomous Status to Meston College of Education, Chennai, St. Thomas College, Trissur, Kerala, K.V.R. Government College for Women, Kurnool, Andhra Pradesh.

19. Nominated by southern Regional Committee, NCTE, Bangalore to be a member of the Expert Committee for inspection of two institution in Kodagu district, Karnataka.

20. Member, Composite Board of Studies in Education, Mangalore University.

21. External Examiner, Ph.D. (Education) Viva Voce Examination, Kannur and Goa University, Kerala University, Mysore University and Kadi Sarva Vishwavidyala, Gujarath.

22. Chairperson, Ph.D. (Education) Viva Voce Examination, Mangalore University.

23. Member, Advisory Committee, Corporation Bank Chair, Mangalore University.

24. Member, Mal practice Inquiry Committee, Mangalore University (2009-2014).

25. Member, Sports Advisory Committee, Mangalore University (2013-2015).

Dr. (Mrs.) Padmavathi M. Member of following Academic Bodies:

1. Dean, Faculty of Education, Mangalore University, Mangalore. 2. Chairperson Composite Board of Studies, Mangalore University. 3. Academic Council Member, Mangalore University. 4. Special Invitee for attending Higher Level Meeting on Trends in

Teacher Education, Hyderabad, New Delhi. 5. NCTE Inspecting Team Member to Gulbarga University, Dr. Ambedkar

Open University, Hyderabad, Sri Krishnadevaraya University, Anantapur, Mangalore University.

Dr. (Mrs.) Shashikala A :

1. Member, Board of Examiner (BOE), K.S.O.U., M.Ed. Degree Exams, 2009-10.

2. Member, Board of Examiner (BOE), Mysore University, 2009-10. 3. Member, Board of Examiner (BOE), M.Ed. Mysore University, 2009-

10. 4. Governing Council Member St.Ann’s College of

Education(Autonomous) Mangalore 2010-2012. 5. Member Board of Examiner (BOE), Entrance Examination M.Ed.,

K.S.O.U., 2011, 2012, 2013.

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6. Member, Board of Studies (BOS), M.Ed. Mysore University, 2012-14. 7. Member of Board of Studies(BOS St.Ann’s College of

Education(Autonomous) Mangalore 2009-2014. 8. Chairperson of Board of Studies (BOS St.Ann’s College of

Education(Autonomous) Mangalore 2013-2014 Dr. (Mrs.) Vijaya Kumari, S.N.

1. Member, Board of Studies (BOS), Kuvempu University – 2008-2011. 2. External Expert in Doctoral Committee of Kuvempu University 2010. 3. Member of Academic Council St.Ann’s College of Education

(Autonomous) Mangalore 2009-2014 4. Member, BOE, M.Ed Degree Examination(RIE) scheme of Mysore

University – 2009-2010. 5. Member Local Inspection Committee for inspection of B.Ed. colleges

for grant of renewal of affiliation for the academic year 2010-2011. 6. Chairperson BOE for M.Ed. degree examinations of St.Ann’s College

of Education(Autonomous) Mangalore for the academic year 2010-2011

7. Member, BOE, M.Ed Degree Examination(RIE) scheme of Mysore University – 20011-2012.

8. External Expert member of “Three Member Committee” University of Mysore for assessment of research work to recommend the research scholar for Senior Research Fellowship 2012.

9. BOE member for M.Ed. degree examinations of St.Ann’s College of Education (Autonomous) Mangalore for the academic year 2012-2013.

10. Member Doctoral Committee of Mangalore University 2013. 11. Member, BOE, M.Ed Degree Examinations of Mysore University –

20014-2015. 12. Member, BOE, (composite board) Master of Special Education

(M.S.Ed.) Examinations of Mysore University – 20014-2015. Dr. (Mrs.) Flosy D’Souza

1. Member of Academic Council and Board of Studies from 2009-2014, St.Ann’s College of Education (autonomous), Mangalore.

2. Chairperson, Board of Examiners, B.Ed.examinations-2010, St. Ann’s College of Education (autonomous), Mangalore.

3. Chairperson, Board of Examiners, M.Ed. examinations- 2011, St. Ann’s College of Education (autonomous), Mangalore.

4. Member of Board of Examiners at the Under Graduate (B.Ed.) 2009, 2012 and Post Graduate Level (M.Ed.) 2010, 2013 in Education, St. Ann’s College of Education (autonomous), Mangalore.

5. Serving as a Visiting faculty, KSOU, M.Ed. Study Centre, 2009-2014, St. Ann’s College of Education, Mangalore.

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6. Served as a Visiting faculty for IGNOU, M.A (Education) and B.Ed. Study Centre, 2010-2014, St. Ann’s College of Education, and Mangalore.

7. Research Project Team Member of a UNESCO sponsored ‘Peace Education’ – A research project 2011

8. Research Project Team Member of a UNESCO sponsored ‘Education for Sustainable Development’ – A research Project 2010

9. Life Member of All India Association for Educational Research (AIAER)

10. Annual member of World Council of Curriculum and Instruction (WCCI)

11. Life Member of Council of Teacher Education (CTE) 12. Life member of Association of Mangalore University College

Teachers (AMUCT) Dr. Sr. Maria Roopa, A.C.

1. Chairperson of Board of Examination (BOE), M.Ed. St.Ann’s College of Education(Autonomous) Mangalore 2010.

2. Chairperson of Board of Examination (BOE), B.Ed. St.Ann’s College of Education(Autonomous) Mangalore 2012.

3. Controller of Examination B.Ed. and M.Ed., 2008-2013.

Mr. Suresh Kumar T. 1. Served as an Official for D.K. District Police Meet every year. 2. Technical official for Inter Collegiate Mangalore College Athletic

Meet. 3. Served as an Official for District level Primary and High School

Sports Meet. 4. Served as Technical Official for IWAS World Games – 2009 on 2nd

November to 2nd December in Bangalore. 5. Official for State Junior Athletic Championship held from 5th

November to 7th November, 2010, Swaraj Maidhan, Moodbidre. 6. Official for 33rd State Level Inter Polytechnic Sport Meet, 27th to 28th

March, 2010 held at K.P.T., Mangalore. 7. Official for All India Inter University Men Volley Ball Tournament

10th to 13th January, 2010. 8. Official for 72nd All India Inter Championship, 17th to 21st December,

2011 held at Swaraj Maidhan, Moodbidre. 9. Convener of National Youth Festival 2012. 10. Official for South Zone Inter University Women Kho-Kho tournament

held at St. Mary’s Syrian College, Brahmavar on November, 2013. 11. Served as an Official for D.K. District Green Marathon run 2013,

Mangalore. 12. Official for Half Marathon NITTE University, 2013. 13. Official for women’s pyka Urban and Rural Sports Meet, 2013.

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14. Mangalore University Inter Collegiate Athletic meet held from 10th to 12th December, 2013.

15. Official for Dk. District Police Meet held on 19th to 21st December, 2013.

16. Technical official for All India University Women Kho Kho tournament, Mangalore University, Mangalagangothri, Konaje, January, 2014.

17. Official for Half Marathon NITTE University and S.K.A.A.A., 2014. 18. Official for Masters National Athletic Meet held on 6th to 9th

February, 2014.

Dr.Sr. Maria Myrtle, A.C. 1. Assistant Coordinator, KSOU, M.Ed. Study Centre , St. Ann’s

College of Education, Mangalore, 2007-2012. 2. Coordinator, IGNOU, Study Centre, St. Ann’s College of Education,

Mangalore. 3. Life Member of All India Association for Educational Research

(AIAER) 4. Examiner, B.Ed. Examination, Mangalore University. 5. Controller of Examination, St. Ann’s College of Education

(Autonomous), Mangalore, 2013-2014. 6. Member of Academic Council, St. Ann’s College of Education

(Autonomous), Mangalore, 2013-2014. 7. Chairperson, Board of Examination (BOE) in Education, St. Ann’s

College of Education (Autonomous), Mangalore, 2012-2013. 8. Member of Governing Body, St. Ann’s College of Education

(Autonomous), Mangalore,2013-2014. 9. Member of Board of Studies (BOS), St. Ann’s College of Education

(Autonomous), Mangalore, 2007-2014.

Besides undertaking above mentioned responsibilities the institution collaborates with other sections/departments and school personnel in following ways. Other Sections/Departments : • The B.Ed., M.Ed., DPPTT students and Ph.D. scholars share

infrastructure facilities, library resources, computer lab, language lab and other teaching learning resources.

• The senior and junior faculty share mutually their competencies and expertise.

• All the faculty members take responsibility to guide B.Ed., M.Ed. and DPPTT students and Ph.D. scholars regarding teaching assignment and research activities related to their respective subjects as the need arises.

• The B.Ed. M.Ed., DPPTT students and Ph.D. students also interact with each other during co-curricular activities regarding use of ICT based facilities and library resources.

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• There is effective internal co-ordination and monitoring mechanism between these courses.

School Personnel : • Teaching faculty meets the school personnel for the provision of

practice teaching at their institutions. • An orientation is given to the school authorities and teachers before

the practice teaching. • Gets feedback from all the schools where the teacher trainees go for

practice teaching.

School Students :

• Teacher trainees take classes on cleanliness and environmental awareness.

• Teacher trainees clean the school surroundings during practice teaching period.

• Teacher trainees support the institution in all the activities as well as take up duties as per the instruction given by the school authorities.

• Remedial teaching is given to school students by our teacher trainees. • Value orientation is given to school students during teaching practice

period. • Students of the schools are also given awareness on communicable

diseases. • Students of the schools are given awareness on zero waste

programme.

Other Institutions : • Other institutions visit our institution to get guidance on the

infrastructure, laboratories and NAAC preparation. • Nearby institutions utilize our institutional play ground, and multi-

gym for practice. • Our faculty and students are invited to nearby institutions as judges of

science exhibition and art fest. • The faculty go as resource persons to other institutions to take classes

and seminars. • The faculty goes to academic staff colleges as resource persons for

orientation and refresher courses. • The faculty goes to other colleges and schools as invitees of women’s

cell, resource person and panelist for seminars and to take classes in PG Departments.

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5. Does the institution use the various data and information obtained from the feedback in decision –making and performance improvement? If yes, give details.

Yes. The Institution uses the various data and information obtained from the feedback in decision making and performance improvement. Feedback is collected on regular basis either written/oral from employers, employees, academic peers, student trainees, heads and staff of the practice teaching schools, alumni, parents/guardians, Board of Studies, Finance Committee, Board of Examiners and other stake holders such as external members of College Governing Body and Academic Council.

Teaching Faculty During the monthly staff meetings the entire staff evaluates

the previous month’s activities and gives feedback. This feedback is recorded and is used for further planning and re-planning of college activities.

At the end of the academic year, the entire faculty evaluates all the activities of the academic year and workout concrete suggestions and solutions towards qualitative enhancement of B.Ed., M.Ed. and DPPTT programmes and these suggestions are incorporated in the next years Action Plan.

Supportive Staff: From time to time the Principal meets the non-teaching staff

in group as well as individually to evaluate their performance. Periodically they are given feedback obtained from teaching staff, parents, students and the Management.

Feedback taken for Decision Making

Teaching Faculty

Supportive Staff

StudentsCooperating Teachers

Community

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Students: Students are encouraged to give their feedback regarding the functioning of the college, facilities provided and their learning experiences. Every year a written evaluation of students is taken at the end of the academic year. The college has evolved feedback format based on the guidelines given by the NAAC. The students’ feedback and suggestions are compiled and used to enhance the quality of the college.

Cooperating Teachers: Periodically the teachers from our practicing schools

are invited specially to evaluate the performance of our students during practice in teaching, internship and practical examination. They are also asked to give suggestions with regard to the improvement of students teaching and their dealings in the school and on the curriculum of the college.

Community: The community which includes the parents of our students, employers of our students and the other public do give us feedback during the informal interaction with them. From last four years formal feedback is taken from the employers of our outgoing teacher trainees. This feedback is used for the quality enhancement of the college. Besides, valuable feedback is received from the Alumni, members of Governing body, Academic Council, Board of Studies and Finance Committee of the College for quality sustenance and enhancement of all the programmes of study offered.

The outcomes of feedback : Decisions made and performance improvement undertaken.

• To make necessary changes in the daily time table keeping in mind the special needs of the staff and students.

• To make necessary changes in the curriculum in order to integrate Constructivistic Approach and Reflective Thinking in teaching learning.

• To improve the examination system with special reference to evaluative process and tools such as introducing open book test, online testing, strengthening the question bank.

• To arrange for additional input to improve the self concept, ICT skills and communication skills of students.

• To institutionalize service learning activities based on institutional and societal needs.

• To strengthen the existing certificate courses and introduce the new. • To enhance the quality of B.Ed., M.Ed. and DPPTT courses in terms of

skills and competency training. • To provide in service training in the use of technology, continuous and

comprehensive evaluation, planning and conducting research projects, improving communication skills, innovative teaching approaches etc for the staff of the college and that of other educational institutions specially the alumnae of the college who are employed in various educational institutions.

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• To strengthen and improve guidance and counselling activities. • To update learning resources and to provide additional supplementary

learning material in the library and computer centre. • To identify action research areas/ problems. • To print and publish innovative and ICT based teaching learning material. • To train the students to maintain vocabulary diary and current events diary. • To increase the downloading capacity of computer in the internet centre. • To increase the number of computers with internet facilities. • To subscribe more research journals. • To improve the facilities in Ladies Room.

6. What are the institution’s initiatives in promoting co-operating, sharing of

knowledge, innovations and empowerment of the faculty? (Skill sharing across departments’ creating/ providing conducive environment).

The institutions initiative for promoting co-operation, sharing of knowledge,

innovation and empowerment of the faculty include the following : Promoting co-operation and sharing of knowledge :

• During every staff council meeting the principal and the staff members discuss all the activities of the college and work earnestly to promote cooperation, innovations and to create healthy and conducive environment for working on the college campus.

• Delegation of responsibility to every faculty member for various institutional activities to committees, which allows the collective inputs and co-operative action.

Promoting Innovation and Empowerment of Faculty : • The faculty and research scholars are encouraged to focus on research

trends. • Orientation and exposure is provided to faculty, through conferences,

seminars, workshops, field visits and ICT facilities to innovative practices in education.

• Through these means faculty is exposed to recent development in education.

• Faculty is provided access to updated modern equipment in educational technology in the institution.

• Support for faculty to avail travel grants to go aboard and other financial assistance from UGC, to undertake minor/major research projects, to attend conferences, seminars and workshops within the country, to undergo skill based training etc.

• The junior faculty members are given special facilities to persue their Ph.D. studies through the college research centre.

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• Teaching faculty conducts an informal discussion in smaller groups and

gives suggestions to each other to improve their performance. • Sharing of knowledge, experience and expertise with each other among the

faculty is part of college culture. • The staff members are actively involved in academic and research

activities within the institution as well as in the extended academic community. They are also involved in guiding the dissertations of other universities’ research scholars.

• Research tools of Ph.D., M.Phil. and M.Ed. students are validated by all the approved research guides and faculty of the college.

• Guiding Ph.D. studies, M.Phil. and M.Ed. dissertations have been a collaborative task. Every faculty member shares with other members her expertise, knowledge and innovative ideas specially during research colloquium and contribute towards qualitative enhancement of research activities.

• Whenever any additional training exposure and expertise are acquired by the individual staff members, the same is shared with the other staff members of the institution during the academic meetings.

• The major responsibilities of individual staff members are shared and supported by the other members of the staff e.g. Sports Day, Excursion/Field Trips, Citizenship Training Camp, Preparation of Time-Table for Practice in Teaching, Service Learning Activities, College Inaugural, Graduation Day, S.U.P.W. activities and other minor scholastic and non-scholastic activities.

• The minor and major research activities specially the research projects are carried out in smaller teams.

• The administrative staff such as library and office staff work as collaborators and supportive staff to the principal and teaching staff in all the administrative, academic and extension activities of the college.

• Most of the subjects are taught for B.Ed., M.Ed. and Ph.D. Course work students in collaboration with each other. Two or three faculty share the same subject. They are a great support to one another.

• Whenever any staff member is on leave, those present willingly share their responsibilities.

• Faculty also share the responsibilities of organizing intra and inter collegiate competitions, conducting examinations and various club activities.

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6.3 Strategy development and deployment : 1. Has the institution as MIS in place, to select, collect align and integrate

data and information on academic and administrative aspects of the institution?

The institution has a Management Information System (MIS) in place, to

select, collect, align and integrate data and information on academic and administrative aspects. The college has installed the hardware and networked its academic and administrative units such as teaching learning resources, admission, attendance, accounting, correspondence, reporting, examination, preparation and use of teaching learning material. Special software has been designed and the staff is being trained to use it. The library is computerized. Digital interactive language lab is maintained in the institution. Interactive Boards and LCD Projectors are installed. Closed Circuit T.V. is in place which helps the Principal, Faculty and students to get linked easily.

2. How does the institution allocate resources (human and financial) for

accomplishment and sustaining the changes resulting from the action plans?

The Institution uses both human and financial resources in accomplishing and

sustaining the changes resulting from action plans. Keeping in mind equity and equality, action plan is prepared. Well trained human resources among the faculty members and from the community are involved to organize workshops on developing communication skills, soft skills, ICT based skills, computation education, research skills, service learning strategies and innovative approaches to teaching and learning for staff and students.

At the commencement of the academic year the Principal orients the

students regarding the vision, mission and objectives/goals of the Institution. The students are then guided to prepare the action plan using value clarification technique. Need based, priority based and discipline based action plan is prepared. To accomplish and sustain this action plan students are given all the help. Seminars and workshops on Family Life Education, Neuro Linguistic Programming (NLP), Guidance and Counselling, Value/Spiritual Orientation, Yoga and Health Education are conducted. Special emphasis is given to the use of ICT in Education. Financial assistance from the Management, UGC developmental grant and students’ fee is used for this purpose.

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3. How are the resources needed (human and financial) to support the

implementation of the mission and goals, planned and obtained? As per the need and programmes of the institution, it has made use of the

qualified resource persons among the faculty and from the community to organize workshops, seminars and conferences. With the help of research committee and administrative staff, the principal submits proposals to UGC, Government and NGOs seeking financial aid to support the implementation of the mission and goals of the college. To meet the expenses of various programmes the Institution receives grant from Government and other agencies such as, UGC, AIACHE, CODP, Alumnae Association, UBCHEA (Project), UNESCO (Project), SSA (Project) and DIET (Project). The financial resources received from these organizations are also used to provide study loan, freeships and scholarships, book bank facilities, additional computer facilities, medical health care to needy and meritorious students. Annual Budgeting the income and expenditure of college is followed.

4. Describe the procedure of developing academic plan. How are the practice

teaching school teachers, faculty and administrators involved in the planning process?

The development of the prospective academic plan is initiated keeping in

view the National policies for higher education, local needs and vision, mission and goals of the college. It begins with informal consultations with a cross section of stakeholders including community leaders, prominent academicians, employers of outgoing teacher trainees, heads and teachers of practicing schools, faculty members, staff and students.

At the beginning of the year the staff members are allotted work load by

the Principal in consultation with them at the meeting for Institutional Planning. The general time table is prepared and every staff member follows it meticulously. Another important feature of the college is preparing Institutional Planning. Preparation of Academic Calendar is part of Institutional Planning. During the institutional planning the staff members evaluate the previous years activities and based on the evaluation and feedback given by the students, practicing school teachers, alumni, parents and employers, programmes are planned for the year. A definite action plan is prepared and responsibilities of carrying out the same is shared among the faculty.

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The staff members prepare their individual action plan and submit it to the

Principal. School calendars and time tables of our practicing schools are collected. The college then prepares programme of practice in teaching. The college has personal touch with the heads of the practice in teaching schools. After the first block and second block of practice in teaching and before the practical examination, cooperating school teachers’ meeting is conducted. Based on the previous years feedback and suggestions given by the schools, students are guided and oriented and are sent to schools to collect teaching units. The feedback given by the school teachers is incorporated during the workshop on lesson planning. During practice in teaching programme the teacher educators of the college meet the heads and teachers of practicing schools personally and obtain feedback and suggestions about student teachers behaviour and performance. The same is incorporated in the academic action plan of the institution. Before finalizing the academic plan for the year, suggestions from the administrative staff is taken.

5. How are the objectives communicated and deployed at all levels to assure

individual employee’s contribution for institutional development? The institution’s objectives are also communicated to the stakeholders by

means of orientations to parents and teacher trainees at the time of admission. The objectives of the college are communicated and deployed at all level through the college calendar and college website to assure individual employee’s contribution for institutional development. The college Action Plan, Individual Action Plan of the staff and students is based on the college objectives. The college common Action Plan evolved is evaluated periodically by the staff and students in group as well as individually.

During individual and group counseling through the mentoring system, the

students are made aware of the objectives of the college and evaluation of the processes of their efforts to achieve the same is made.

6. How and with what frequency are the vision, mission and implementation

plans monitored, evaluated and revised? The vision, mission and objectives are revised once in three years and

implemented every year. During the monthly staff meetings, during the annual evaluation of the activities of the entire academic year, during institutional planning and as part of IQAC activities, evaluation is done to see how far we have implemented the vision, mission and objectives/goals of the college.

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7. How does the institution plan and deploy the new technology? The institution plans to apply latest technology to planning, teaching learning

and evaluation processes to make them more effective and generative for the global needs. • The Finance Committee, IQAC, Research Committee and Library

Committee along with the Principal and Vice-Principal of the college plan the new technology to be added and put to use in the institution. This is subjected to the availability of the financial sources and the need to enhance the quality of teacher education programmes in the institution.

• The staff and students make use of T.V., V.C.D., D.V.D. player, Digital Camera, LED, TV, Laptop, Computers, Interactive Boards, Razer Bee, I-Pad and Video Camera for teaching, learning and research.

• The staff members enrich their lessons by using OHP, LED T.V., Interactive Boards and computers.

• Students are taught to use MS office and its application. They are also trained in the uses of CAI Programmes.

• Internet facilities and CDs are used by the staff and students to enrich their teaching/learning.

6.4 Human Resource Management :

1. How do you identify the faculty development needs and career progression of the staff?

The needs of faculty development are assessed, keeping in view the changes taking place in higher education, changes in school curriculum, changing needs of the society and also institution requirements. The Principal evaluates the self appraisal reports of the faculty members. The staff members are encouraged to serve as resource persons in the areas of their interest expertise. They are given additional training when they have to teach newly introduced subjects/topics.

The institution is aware of the departmental rules and regulations and the new trends in teacher education. To meet these challenges and departmental requirements and the needs expressed by the staff regarding the use of Technology, facilities are provided by the college. The staff members are given opportunities to attend seminars, workshops, conferences and skills training programmes. The college has identified the preference and aptitude in staff members and they are given the opportunities to develop them. Five of our staff members are pursuing their higher studies while in service. Being an autonomous institution the college updates curriculum periodically and provides training to the staff to acquire new skills to meet these changes. Staff members are qualified to use ICT effctively in the teacher education programmes. The major responsibilities related to administrative and academic activities of the college are assigned to staff members in rotation. Additional training and guidance is given to them to carryout these new responsibilities.

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2. What are the mechanisms in place for performance assessment

(teaching, research, service) of faculty and staff? (Self-appraisal method, comprehensive evaluations by students and peers). Does the institution use the evaluations to improve teaching, research and service of the faculty and other staff?

Faculty assessment are made on the basis of self-appraisal reports, students

and stake holders feedback. For performance assessment of the non-teaching staff, feedback is obtained from the primary recipients of the support services provided by them, viz., students, parents/guardians, teachers and other stake holders who interact with them. From time to time performance assessment in teaching, research and service of faculty is done through self-appraisal method, comprehensive evaluation by students, peers, management, the employers of students and practicing schools. Separate proformas are prepared and validated for the purpose. The institution uses the evaluation to improve teaching and research and service of the faculty and other staff by incorporating the feedback from evaluation in the Institutional planning and periodic Action Plans. Based on the feedback on above mentioned performance assessment, the staff is given additional skill training in the areas such as use of ICT, guidance and counseling communication, research, soft skills, value education, innovative approaches to teaching learning, crises management etc.

3. What are the welfare measures for the staff and faculty ? (mention only

those which affect and improve staff well-being, satisfaction and motivation).

• Advanced payment of salary to the staff when needed is provided by the

management. Financial assistance is provided to attend conferences/ seminars/workshops.

• Founded Prizes, scholarships and financial assistance towards education for the children of the non- teaching staff are given.

• Gifts in cash and kind to the staff members are given during the special occasion and needs like marriage, building a new house, ill health, death in the family etc.

• The staff members and their children have access to infrastructure and library resources in the college.

• Encouragement to participate in seminars, workshops and conferences is given. Whenever possible the college has paid Registration Fee to attend workshops, seminars and conferences.

• Staff members are allowed to use the earnings through consultancy and undertaking research projects for their personal use and professional development. and professional development.

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• They are freed from college work whenever they attend such programmes and organize any activities outside the college campus.

• The college resources such as material, academic and human resources of the college e.g. library, computers, psychological tests, staff assistance, clerical assistance are made available to the faculty to be used for their professional and personal up-gradation.

• They are provided with vehicle parking facility and canteen facility. • Faculty members of the college are given preference while admitting

candidates for Ph.D. programme through the college Research Centre. • The college also marks and sets aside a sizeable amount of money in the

college Autonomous budget and as part of UGC development grant towards training and retraining of faculty and towards participating and organizing workshops, seminars and conferences for faculty and students.

• A separate room for rest and relaxation is provided to be used when needed.

• Giving periodic increment and revision of salary scale for faculty. • Interest free loan to meet crises and emergency needs in their family. • Giving additional skill based training as per the changing needs of the

institution. • EPF, ESI and Gratuity facility to management employed un-aided staff . • Bi-annually staff get-together with the Management representatives. • Well furnished instructional and other infrastructure facility. • Conducive and warm environment for work and growth is provided.

4. Has the institution conducted any staff development programme for

skill up-gradation and training of the teaching and non-teaching staff ? If yes, give details.

The institution has organized the following programmes for teaching and non-teaching staff for skill up-gradation and training. Sl. No.

Staff development Programme

Staff Members participated

Resource Person

1. Research on Teaching All the members Dr. A.G. Balawankar

2. Qualitative Research in Education’

All the members Dr. K. Subbammal Dr.K. Nirmala Jayaraj

3. Accountable Education and Evaluation

All the members Dr. Clay M. Starlin Dr. Sue Fan Foo

4. Continuous Comprehensive Evaluation (CCE)

All the members Mrs. Hilda Pinto Mrs. Agnes Pinto

5. ICT in Education and Statistical Analysis and Interpretation

All the members Mr. Sujithran Mr. Biju

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6. Qualitative Research All the members Dr. D. Kumaran 7. Recent documents in

Education and their implications to methodologies of teaching different subjects

All the members Dr. Kumara Swamy

8. Management Crisis and Effective Management

Dr. Sr.Myrtle, A.C. Sr. Dorothy, A.C.

Prof. Aloysius Sequeira

9. Democratization of Information using ICT : Role of Libraries for School Enlightenment

Ms. Divya N. Dr. M. Khaisar Khan

10. Training for UGC NET Examination

Mrs. Sharmila Mascarenhas Mrs.Rose Pinto Mrs. Lavina D’Sa

Dr. T. C. Tankachan

11. Demonstration lesson in Mathematics based on CBSE Syllabus for IX using New Constructional Approach

Dr. Sr.Myrtle, A.C.

Mr. Raghunath Bhat

12. Workshop on Approaches to teach Geography

Sr. Dorothy, A.C. Mrs. Lavina D’Sa

Sr. M. Sylvette

13. Content Enrichment and Innovative Methods of Teaching in Physical Science and Mathematics

All the members Mr. Roshan Pinto

14. Workshop on DELNET : Resource, Services and Facilities & Koha : An Open Source Integrated Library System.

Ms. Divya N. Dr. H.K. Kaul Dr. Sangeeta Kaul

15. Workshop on Self Defensive Skills

Mr. Suresh Kumar T.

Mr. Lester Vinod Saldanaha

16. Training in Photography and Visual Media

Mrs. Deepthi Nayak Mrs.Rose Pinto Mrs. Sharmila Mascarenhas Mrs. Lavina D’Sa Dr. Sr.Myrtle, A.C.

Mr. Naveen Kumaar Mr. Ajay Kumar

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Besides the above programmes the teaching and non-teaching staff are trained in following skills.

Staff upgradation: • Gardening skills • Food Preservation skills • Candle Preparation • Soap and Phenol preparation • Toy making • Book Binding • Flower Bouquet preparation • Purse making • Fancy jewelry preparation • Art and Craft such as preparation of decorative flowers, stitch craft,

drawing, painting and mask preparation. • Skills of turning wealth out of waste • Vermi-Compost manure preparation • Preparing of eco-friendly material such as paper bags and files, jute

bags etc.

5. What are the strategies and implementation plans of the institution to recruit and retain diverse faculty and other staff who have the desired qualifications, knowledge and skills (Recruitment policy, salary structure, service conditions) and how does the institution align these with the requirements of the statutory and regulatory bodies (NCTE, UGC, University etc.) ?

The college recruits faculty members as per the need and requirement of the college keeping in mind the NCTE, UGC and Mangalore University norms. The recruitment policy, salary structure and service conditions of these statutory and regulatory bodies are followed for grant-in-aid posts. Other staff members are appointed by the management. The selection is done by the Management on the merit of the candidates as per the requirement of qualification, capability and experience. Due preference is given to minority candidates.

Grant-in-aid is not provided by the Government for the M.Ed., P.G.D.C.A. and DPPTT Courses, hence,

- The staff members are recruited on availability of qualified persons, either through advertisement or personal contacts. However, they are selected by the Management Committee followed by an appointment letter with the fixing of the Scale of Pay.

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6. What are the criteria for employing part-time/Adhoc faculty ? How are the part-time/Adhoc faculty different from the regular faculty ? (e.g., salary structure, workload, specializations).

For PGDCA course a part time instructor is employed to handle programming, project and web designing as per the need and requirement of the course. This part time instructor visits the college thrice a week. She is paid honorarium for the total time she spends in teaching and guiding the students.

7. What are the policies, resources and practices of the institution that

support and ensure the professional development of the faculty? (e.g., budget allocation for staff development, sponsoring for advanced study, research, participation in seminars, conferences, workshops etc. and supporting membership and active involvement in local, state, national and international professional associations).

The college makes provision for the staff to be involved in the academic activities of other universities and colleges. The college time table is adjusted for the purpose whenever necessary. They are freed from college responsibility to offer any academic and research consultancy to outsiders. As per the need and depending on the availability of funds the college has ensured the professional development of the faculty members. Every year a certain amount of money is set aside in the college budget for staff development programme by the management. • The college also marks and sets aside a sizeable amount of money in the

college Autonomous budget and as part of UGC development grant towards training and retraining of faculty and towards participating and organizing workshops, seminars and conferences for faculty and students.

• A small financial fund is established by the former Principal to help one non-teaching staff every year in rotation.

• During major illness of the staff, death in the family, financial assistance is given by the management.

• Every year during Christmas, financial assistance is given to the non-teaching staff.

• The college has taken life membership of certain national and international professional associations eg. AIACHE, AIAER, CTE, Xavier Board for Higher Education, United Board for Christian Higher Education. As a result the staff of the college benefit from these associations for their professional development.

• The staff members are encouraged to take membership for various professional associations and to take active part in their programmes. The details are listed in Criteria 3.1 Q.No. 4 and Criteria 6.2 Q.No. 1.

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8. What are the physical facilities provided to faculty? (Well-maintained and functional office, instructional and other space to carry out their work effectively).

Individual rooms and cabins with adequate furniture and lighting facility are provided to the faculty members to carry out their work effectively. A conference hall to conduct assembly and programms is provided. Two separate halls for small discussion are provided. A separate computer lab with internet facility is set aside for the exclusive use of the staff. Boiled and cooled water for drinking, guest rooms with beds and attached toilet cum bathing rooms for resting when needed is provided for the staff (Refer 6.4 Q.No.3).

9. What are the major mechanisms in place for faculty and other

stakeholders to seek information and/or make complaints?

Functional website (online) is the major mechanism in place for faculty and other stakeholders to seek information. • The faculty and other stake holders have the freedom to approach the

Management, i.e. Secretary of the Educational Society. • The staff meetings provide the opportunity and facility to air out

grievances or problems and seek suitable solutions. • The faculty members have the freedom to approach the Principal with

their grievances or problems. • The other stake holders such as students, their parents, alumni,

employers of students and teachers from practice in teaching schools too approach the Principal and College office frequently to seek clarification and information on different issues related to teacher education programmes.

• The alumni, eligible candidates seeking admission for various courses of the college constantly approach the college office and the principal through e-mails and telephone seeking relevant information and guidance.

10. Detail on the workload policies and practices that encourage faculty to

be engaged in a wide range of professional and administrative activities including teaching, research, assessment, mentoring, working with schools and community engagement.

Every year the work load is assigned to the individual staff members during the ‘Institutional Programming’ at the beginning of the academic year keeping in mind the need of the institution, qualification and area of specialization of the staff, their special aptitude etc. Before finalizing the workload, other than teaching, the principal consults the staff concerned regarding their preference, health condition and availability to carry out major responsibilities related to co-curricular activities. Work load includes teaching, organizing co-curricular activities such as days of celebrations,

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Sports, Citizenship Training Camp, organizing value adding courses and programmes, S.U.P.W. Activities, Service Learning Activities, Excursion, Practice Teaching and Internship Programmes, periodic upgradation of the curriculum, Practical Examination, Mentoring students, undertaking Major and Minor research projects, bringing out College Publications, conducting evaluation/examination work etc. Major duties of the college are assigned to staff members in rotation. Their special requests and representation also is kept in mind while planning the workload. Every staff member is given opportunities and provided with facilities to take up research projects. Junior most staff members are assigned the task of research assistants to work with the experienced staff members in carrying out all the research activities. This policy gives opportunities to all the staff members to gain expertise in different areas of work and encourages them to be engaged in a wide range of professional and administrative activities including teaching, research, assessment, mentoring, working with schools, community engagement.

11. Does the institution have any mechanism to reward and motivate staff

members? If yes, give details.

The institution has mechanism to reward and motivate staff members. The mechanisms to reward and motivate are :

The institution • encourages the participation of the staff in the process of decision making

in institutional functioning. • encourages the faculty to do research leading to Ph.D. Minor and Major

Research Projects. • provides various technological resources for strengthening the teaching

learning processes. • promotes the staff to acquire additional qualifications and skills. • motivates to attend professional development programmes such as

seminars, conferences and workshops. • encourage the faculty to go as resource persons to other universities,

colleges and schools. • The management provides human and material resources for the staff in

the institution for their effective functioning in the institution and for their personals and professional growth.

• The staff members are encouraged and given sufficient freedom to take up consultation at various institutions and the department of education and they are granted the facility of On Other Duty (OOD) and the remuneration they earn as resource persons is not claimed by the Management.

• Gives appreciation and recognition to those teachers who excel in various fields such as recognition of achievements at national and international level longest service to the institution, innovation in teaching process, acquire Ph.D. Degree.

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• The achievements of the staff are published/announced in local news papers, local T.V. Channels, college website, local news websites like www.daijiworld.com and www.mangalorian.com. The entire college is made known of staff achievements through the announcement during Morning Assembly and Staff Meetings.

• The college News Letter, College Annual Report, Annual Report to Management and College Journal also highlight the efforts and achievement of staff in various fields. The Management makes special mention to their achievements during its General Body Meeting and Annual Staff get-together on the college campus and appreciates its contribution to enhance the quality of Teacher Education.

• The major co-curricular activities of the college are attended by the Secretary or the Joint Secretary. They take these occasions to appreciate the staff for their hard work towards students growth.

6.5 Financial Management and Resource Mobilization:

1. Does the institution get financial support from the government? If yes, mention the grants received in the last three years under different heads. If no, give details of the source of revenue and income generated.

St. Ann’s College of Education is an aided Institution. It gets financial assistance from the government and U.G.C.

Year Source of the

Grant Purpose of the Grant Amount

Received 2009-2010 UGC Autonomous Grant Rs. 9,00,000/-

UGC General Development Grant

Rs. 5,42,688/-

Government Salary Grant Rs. 31,61,341/-2010-2011 UGC Autonomous Grant Rs. 9,00,000/-


Rs. 32,07,278/-



Rs. 32,88,545/-



Rs. 17,33,146/-

Government Salary Grant Rs.1,00,05,172/-2013-2014 UGC Autonomous Grant Rs. 9,97,850/-


Rs. 17,45,180/-

Government Salary Grant Rs. 87,13,526/-

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2. What is the quantum of resources mobilized through donations? Give

information for the last three years.

No resource is mobilized by donations. The college collects developmental fee from the students admitted under the Management Quota as permitted by the Government of Karnataka, which is used to maintain the building and infrastructure of the college.

Year Students admitted

Under Management

Quota

Development fee collected from each student

Total development fee

collected

2011-2012 50 Rs. 5,000/- 2,50,000/-

2012-2013 53 Rs. 5,000/- 2,65,000/-

2013-2014 53 Rs. 5,000/- 2,65,000/-

3. Is the operational budget of the institution adequate to cover the day-

to-day expenses? If no, how is the deficit met?

The operational budget of the institution is adequate to cover the day-to-day expenses.

4. What are the budgetary resources to fulfill the missions and offer quality

programs ? Budget allocations over the past five years, depicted through income expenditure statements, future planning, resources allocated during the current year, and excess/deficit).

The development grant and Autonomous grant received from UGC is used very meticulously and systematically to improve the infrastructure facilities and learning resources such as library, language laboratory, psychology laboratory, multimedia laboratory and computer laboratory to fulfill the mission of the intuition and to offer quality programmes.

Budget allocation over the past five years - Appendix will be appended 5. Are the accounts audited regularly? If yes, give the details of internal

and external audit procedures and information on the outcome of last two audits. (Major pending audit paras, objections raised and dropped).

Accounts of the management are audited every year by the auditors

appointed by the Apostolic Carmel Educational Society (Management). • The accounts related to the department of education are audited by the

auditors appointed by the Educational Department.

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The auditors’ reports - Appendix will be appended • The institution has computerized its finance management. The Tally

programme is used for the purpose. 6. Has the institution computerized its finance management systems ? If

yes, give details. The finance management system is computerized. The accounting,

Income Tax calculations and preparation of salary bills are done through computerized system.

6.6 Best practices in Governance and Leadership : 1. What are the significant best practices in Governance and Leadership

carried out by the institution ? The significant best practices in Governance and Leadership carried out

by the institution. • Decentralization of leadership through committees, staff council,

student council, associations, clubs and cells. • Democratic decision making system. • Well planned and flexible time table with due weightage to

curriculum and co-curricular activities for the all round development of the students.

• Development of well defined duties and responsibilities. • Well defined academic planning with the participation of the staff

council. • Encouragement to the faculty to be resource persons and consultants

outside the college. • Academic autonomy to the staff to evolve and implement creative

and innovative strategies for teaching and evaluation. • Transparent academic administration. • Skill development of the teaching and non-teaching staff especially

in the area of ICT. • Freedom to the faculty to contribute towards updating and renewing

the curriculum/syllabus of various courses of the institution. • Providing opportunity to every faculty member in rotation to take up

various responsibilities of the institution. • Financial support to the school going children of non-teaching staff. • Institutional Planning at the end of the academic year to evaluate the

strengths and limitations of the year and to re-formulate objectives, programmes and creative strategies for the new academic year.

• Staff meetings prior to every academic or general programme during the year to work on more effective performance.

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• The Management has availed of the services of an experienced government official to provide guidance to the office staff on maintenance of office records after checking them and to acquaint them with new and revised procedures and rules. This has helped the office staff to function more efficiently and with greater confidence while it serves as quality check for the management.

• Systematic Institutional Planning is done at the beginning of the Academic Year.

• Preparation of Personal Action Plan by the Staff and students based on Vision, Mission and Objectives (Values) of the institution, at the beginning of the Academic Year and periodical evaluation of the same.

• The teaching and non-teaching staff members working as a team with mutual co-operation and in collaboration with the Management and the Principal for the effective functioning of the college.

Additional Information to be provided by Institutions opting for Re-accreditation/Re-assessment.

1. What were the evaluative observations made under Governance and Leadership in the previous assessment report and how have they been acted upon?

Suggestions given by the Peer Team

• The disparity in the salary of aided and un-aided staff could be reduced. The management has revised the salary of the un-aided staff periodically depending on the availability of financial resources in the college. A suitable salary scale is prepared to ensure periodic increment in salary. This scale is revised once in three years as per the needs of the staff. The unaided staff are also provided welfare schemes like ESI, EPF and Gratuity.

• Four staff members are appointed on state scale and approval of State Government is already obtained.

2. What are the other quality sustenance and enhancement measures undertaken

by the institution since the previous Assessment and Accreditation with regard to Governance and Leadership?

Quality sustenance and enhancement measures undertaken by the institution since the previous Assessment and Accreditation with regard to Governance and Leadership:

a. Emphases are given to skill training and development of teaching in the context of ICT development and trends of Globalised Society.

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b. All the teaching staff members are provided with exposure, training and opportunities to take up research projects and to be engaged in research related activities in the college as well as in other educational and research institutions.

c. More skill training programmes, seminars, workshops and conferences are organized by the college and attended by the teaching and non-teaching staff members at state, national and international level, since the previous accreditation.

d. College Governance and Leadership has become more participatory, a co-operative and collaborative venture and the staff have grown in their sense of accountability and responsibility.

e. Team spirit and sense of loyalty to the institution among the staff members is further strengthened.

f. The Management continuously monitors, orients and supports the administrative and academic activities of the college.

g. Due to the encouragement received by the management and the principal more faculty members have shared their human resources and expertise with other institutions and community through consultancy and as resource persons.

h. Every staff member has undertaken major or research projects within and outside the country.

i. Due to the encouragement and support from the Management and Principal one faculty completed her Ph.D. and five others have registered for the same.

j. During last five years six faculty members have obtained Ph.D. guideship. As a result 19 Ph.D. scholars have completed their research work and 26 more candidates have registered.

k. Providing additional financial support to un-aided staff and their family members in time of need.

l. Due to constant support and encouragement by the Management and Principal even the junior most faculty members have been able to take up minor research projects with financial assistance from major responsibilities in the college.

m. Every staff member is provided opportunities to take up major responsibilities in the institution besides teaching.

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Criterion VII

Innovative Practices

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Criterion VII: Innovative Practices St. Ann’s College of Education (Autonomous) has been striving hard to achieve its academic excellence with a special focus on its Vision, Mission and Objectives of the college. The aforementioned criteria portrays all its ventures towards achieving its all dimensions of the student teachers personalities. The Key Focus of the Criterion : 7.1 Internal Quality Assurance System: 1. Has the institution established Internal Quality Assurance Cell (IQAC) ? If

yes, give its year of establishment, composition and major activities undertaken.

Yes. Establishment of IQAC : IQAC was established in the year 2003-2004. The

committee was constituted under the leadership of the Principal. Composition :The IQAC composition of 2013-2014 is given below :

Sl.No.

Name and Address Address Designation Type of Membership

1. Dr. Sr. Leonilla Menezes, A.C.,

Principal, St. Ann's College of Education, Mangalore - 575 001.

Head of the Institution

Chairperson

2. Dr.(Mrs.)Flosy Clara Roshan D'Souza,

Associate Professor, St. Ann's College of Education, Mangalore - 575 001.

Faculty Co-ordinator

3. Dr.(Mrs.) Padmavathi M.,


- do - Member

4. Dr.(Mrs.) Shashikala A.,


- do - - do -

5. Dr.(Mrs.) Vijaya Kumari S.N.,


- do - - do -

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6. Mr. Suresh Kumar T.

Physical Director, St. Ann's College of Education, Mangalore - 575 001.

- do - - do -

7. Dr. Sr. Maria Myrtle, A.C.,

Assistant Professor, St. Ann's College of Education, Mangalore - 575 001.

- do - - do -

8. Mrs. Sharmila L. Mascarenhas,

Assistant Professor, St. Ann's College of Education, Mangalore - 575 001.

- do - - do -

9. Dr. Sr. M Shalini, A.C.,

Joint Secretary, St. Ann’s College of Education, Mangalore - 575 001.

Nominated by the

Management

- do -

10. Mrs. Grace Noronha,

Principal, Gonzaga CBSE School, St. Aloysius College Campus, Kodialbail, Mangalore – 575 003.

Alumnae - do -

11. Ms. Judith Mascarenhas,

Ex-Mayor, Mangalore City Corporation, Lalbagh, Mangalore – 575 006.

Alumnae Member

12. Sr. M. Elena, A.C.

Headmistress, St. Ann’s High School, Mangalore – 575 001.

Employer - do -

13. Prof. Rolphie Mascarenhas,

Director, Kanachur Academy of General Education, University Road, Derlakatte, Mangalore – 575 185.

Employer - do -

14. Mr. Marcel Monteiro,

‘Vijaya’, Vas Lane, 3rd Cross, Mangalore – 575 001.

Nominee from Society

- do -

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15. Mr. Bejami D'Souza P.,

Administrative Staff, St. Ann's College of Education, Mangalore - 575 001.

Administrative Staff

- do -

16. Mrs. Lavina Pereira,

Administrative Staff, St. Ann's College of Education, Mangalore - 575 001.

- do - - do -

17. Mrs. Cecilia D'Souza,

Librarian, St. Ann's College of Education, Mangalore - 575 001.

- do - - do -

18. B.Ed. Representatives (Two)

St. Ann's College of Education, Mangalore - 575 001.

Student - do -

19. M.Ed. Representatives (Two)

St. Ann's College of Education, Mangalore - 575 001.

- do - - do -

Major Activities undertaken by the College IQAC from 2009 to 2014 :

• Modification of the Vision, Mission and Goals of the college. • Planning suitable strategies to achieve the goals, objectives of the college with

a special emphasis on vision of the college. • Based on constructivistic approach to teaching and learning new strategies have

been developed and implemented. • Strategies to develop reflective thinking have been evolved and implemented. • Suitable active learning strategies have been identified for each subject and

practiced. • Innovative teaching learning strategies for ‘Women Studies’ in M.Ed. syllabus

have been evolved and validated and publication is brought out. • Question bank on all the subjects is further strengthened. • On line testing and open book testing has been planned and initiated. • Structured guided library hours in Methodology Subjects have been

introduced. • Autobiographical method for personal counseling and to impart value

education has been planned and implemented. • Relevant ‘Models of Teaching’ have been identified and used to impart value

education and to strengthen life skills. • Need based E-resource material for teaching and learning have been prepared. • Concrete programmes and activities to accomplish the goals of the

college/various courses have been indentified and implemented.

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• Preparatory motivation exercises in methodology and general subjects are further strengthened.

• Seminar presentation by every student for methodology and areas of specialization papers is made compulsory.

• Personal action plans by the staff and students separately are prepared based on vision, mission and goals of the college and evaluated frequently.

• Revision of curriculum based on the changes and trends in Secondary School Curriculum.

• Regular revision of curriculum in all the disciplines based on contemporary needs.

• Developing criteria to evaluate the different activities of the college. • Revision and validation of the tools on evaluation. • Planning and Executing the conduct of seminars and workshops for the

students, alumnae and the experienced teachers of schools based on the trends in curriculum.

• Updating the Library resources, books and the e-library resources regularly. • Planning and Executing new strategies of teaching through multimedia. • Identifying Need Based Innovative projects, planning and executing them. • Enhancing professional development of the faculty by encouraging them to

participate and present papers for National and International Conferences. • Encouraging and guiding the faculty to publish ‘Research Papers’ in reputed

journals. • Planning and Executing the projects for Specially Challenged. • Publishing the Theory and Research based Material on the input and output of

the projects undertaken by the college. • ‘Action Research’ programmes are extended to teaching of ‘General Subjects’

of B.Ed. curriculum. • Publishing subject wise ‘Wall Magazines’ by the B.Ed. students. • Guiding the Junior Faculty to write research proposals to UGC and other

funding agencies. • Establishing Science, Maths and Language Laboratories and upgrading them

regularly. • Improving infrastructural facilities for the sports. • Organize National Conferences on ‘Women and Education’. • Organizing International Workshop on Accountability and Evaluation in

Education. • Implementing Bar Code on Marks Cards and Certificates. • A number of Service Learning projects are undertaken coordinating with NGOs

as initiated by IQAC. • Maintaining Personal Diaries by the student teachers and work done reports

(regularly) by the faculty members are some of the special features of the college, initiated by the IQAC.

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• Integrating Value Education in schools as well as in college curriculum through

Planning and Execution of lessons and celebration of National significant days was further strengthened.

• Improving the quality of College Journal and News Letter. • Indentifying and inviting experts and resource persons to conduct workshops,

seminars and conferences for staff, students and alumnae. • Indentifying financial resources to establish additional scholarships for needy

students. • Strengthening mentoring system of the college. • Planning the syllabus for value added programmes for the B.Ed., M.Ed. and

DPPTT students. • Introducing reflective practices for student teachers through self assessment of

their teaching. • Introduction of maintaining ‘Vocabulary Diary’ and ‘Current Events Diary’ for

student teachers. Establishing subject wise ‘College Museum’. • Integrating ‘Continuous and Comprehensive Evaluation’ in B.Ed. syllabus and

practice in teaching programme. 2. Describe the mechanism used by the institution to evaluate the achievement

of goals and objectives.

Mechanisms Used : The college has identified the goals and objectives very clearly. They have been revised/updated every year and the same have been printed in the prospectus of the course and college calendar. The students are provided with inputs to clarify the goals, vision and mission of the college at the commencement of the course. The goals of the college are concretized as an action through a strategic procedure as follows:

• Preparation of an action plan: The students are made clear about these goals

within two weeks of their admission to the college. The student teachers and the teacher educators sit together and work out a personal action plan to be followed during the year in order to achieve the goals of the college. The students decide their specific behaviors in the course of time to achieve the goals of the college. The teacher educators assist them in the process. Every student actively participates in preparing the action plan.

• Regular Staff Meetings : Focused discussions, are held to plan and execute

innovative practices keeping in mind the Vision, Mission and Goals of the college. The college calendar of events will demonstrate the due emphasis given to achieve personal, value oriented, professional, intellectual, research and social competencies by the students. During staff meetings every faculty member comes prepared to share the evaluator aspects based on the achievements of goals of objectives.

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• College being an Autonomous Institution, regular meetings of Finance Committee, Board of Studies, Board of Examiners, Academic Council and Governing Body are held. During these meetings the external members also participate in evaluating the goals and objectives of the college and give concrete suggestions towards imparting qualitative teacher education.

• SWOT analysis : Along with IQAC members SWOT analysis of the college is done in the light to the goals and objectives of the college

• Cooperative teachers : Formal and informal meetings are held with heads and teachers of practicing schools regularly to discuss the students teachers’ performance and valid suggestions are rendered by the teachers to improve the quality of teaching.

• Alumnus meetings are held formally every year (Governing Body and General Body meetings). Discussions are held and suggestions are rendered by the Alumnae to enhance the quality of teacher training in the institution.

• Staff orientation progammes are held at different phases and Action Plan for the year is drafted for staff and students. The faculty of the college and the Principal constantly guide the students to execute the plan, throughout the academic year.

3. How does the institution ensure the quality of its academic programmes?

The college is very keen on the quality of all the academic programmes. The quality of each programme is maintained to the level possible strictly by abiding to a strategy set by the institution for the purpose. Each activity of the college is undertaken without neglecting any one of the aspects identified. This is a unique feature as well as a best practice of the college, wherein every activity is categorically designed based on the steps given below:

Individual academic activity: (like teaching, carrying out individual responsibilities, writing research papers etc)

• Identification of objectives • Designing a plan for the activity • Planning for the activity • Execution • Evaluation

Group Academic Activity: ( like practice teaching, internship etc) • Identification of the specific academic activity: • Identification of the objectives (of the activity) • Planning by the members concerned • Validation of the planning by the faculty • Finalisation of planning by the members concerned • Execution of the activity as per the plan • Evaluation by the members involved (both teachers and students) • Reporting to the principal at staff meeting.

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Eg: Practice Teaching: • Identification of the objectives • Plan for the activity • Discussion of the plan by the staff • Finalisation of the plan by the members concerned. • Putting the plan into action (Practice teaching execution) • Evaluation by the students/ staff/ school teachers • Record the observations/ suggestions given.

The same procedure is applied to all the activities, and no activity ends up without evaluation and recording of observations. The feedback is taken into account by the members concerned in the next activity of the same kind. Besides the above mentioned measures the following practices also contribute to ensure the quality of academic programs of the institution.

• Qualified and competent teachers are appointed in the institution according to the norms of Mangalore University, NCTE and UGC. Efforts are made by the Management to enhance their personal and professional competencies.

• Strengthening the spirit of professionalism among staff. • Up gradation of teachers’ knowledge through orientation, refresher

courses and new courses. • Continuously enhancing professional growth of the teachers by

encouraging them to participate in seminars, workshops, conferences etc.

• Opportunities for updating their knowledge by referring latest advanced books, articles, internet etc.

• Giving appreciation, recognition and awards to those teachers who excel in various fields.

• Infra structure facility is updated every now and then. • Ensuring the execution of the action plan as desired by the periodical

meeting of staff council. • Timely suggestions and feedback from the management council,

Principal as head of the institution, staff council and constant interaction between stake holders ensures the quality of academic programmes.

• Innovative practices in transacting curriculum are implemented.

4. How does the institution ensure the quality of administration and financial management processes?

Quality of Administration : • The quality of administration is mode transparent as the teaching and non-

teaching faculty is involved in planning and execution of all the activities of the college.

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• The constant visits to other Universities, NCTE visits, NAAC Peer Team

Visits to other colleges, Board of Examiners (B.O.E.) Meetings, Board of Studies (B.O.S.) Meetings, Expert Committee Meetings and visits to other colleges, participation in the National and International Conferences, LIC visits organized by the Parent University (Mangalore University), by the Principal and faculty of the college is of great help to ensure the quality of administration of the college.

• The administration is decentralized and is made transparent. • The administrative responsibilities of every administrative and teaching staff

are specified at the beginning of the academic year. • Teaching and non-teaching staff participate in the administrative work headed

by the principal. They work in a team spirit and are very supportive of the management.

• Each one is given clear guidelines by the management through the principal in the form of service conditions and code of conduct.

• Wherever possible major responsibilities are assigned to the staff in rotation considering their expertise, aptitude and personal and professional needs.

• During staff meetings (teaching and non-teaching separately), an evaluation of various activities has been done and orientation is given by the management and the principal for qualitative improvement of their performance.

• Periodically Skill based training specially in technology and life skills is provided to all the staff members through exposure programmes, seminars, conferences and workshops either organized by the management, college or other educational institutions (Refer 6.2 Q.Nos. 2 and 3).

Quality of financial management: • The financial resources of the college are budgeted annually. • The finance committee and the governing body of the college scrutinize and

approve the budget and the income and expenditure. They give suggestions if needed for proper utilization of financial resources.

• The financial resources are utilized as per the needs of the institution, student teachers, faculty, and non-teaching staff and the extended community. However quality improvement has been the priority while using the financial resources.

• The financial accounts are checked by the management every month and annually.

• They are also audited by the auditors appointed by the management and by the auditors of educational department.

• Proper filing of documents of income tax paid by the staff, is done.

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• Alumnae Newsletter: A Newsletter is brought out by the Alumni

Association wherein the main features of the college during the year, along with the involvement of the students are published. The major practices of the college are communicated to the former students through this practice. This newsletter has wide publicity.

• Presentation of the College Report: The report of the college including the best practices is presented to a vast audience of teachers, teacher educators, at primary and secondary level. A large number of people approach the principal and the college office for different types of information telephonically, online and in person. In this process details about the programmes and good practices of the college are disseminated.

• Paper presentation in Seminars and Workshops: The results of the best

practices are presented in the form of papers by the members of the faculty during national and international conferences.

- One of the ‘Best Practices’ of this institution has been published in the publication on ‘Best Practices in Higher Education’ by NAAC.

Reference : Case 2 : Title : Developing Research Competencies in Teacher Trainees. Chapter – IV Best Practices in Research, Consultancy and Extension.

• Course Orientation: The members of the faculty approach different

undergraduate colleges to orient the students about the available courses and the best practices of the college. At the end of the presentation the institution and the students are given hand outs containing the highlights and the best practices of the college. These hand outs are also sent to far off first grade colleges to be displayed on their staff/students notice boards.

• Publication in Websites and Local, Regional and National News

Papers: The institution regularly sends the reports of its extra ordinary activities and achievements with suitable photographs to various websites such as www.daijiworld.com and www.mangalorean.com and local, regional and national newspapers and local TV channels. These media have been giving wide publicity to the good practices of the institution.

• College Website (www.stannscollege.net) : All the major activities and

achievements of the institution are also uploaded regularly and periodically on the college website.

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• Informal ways of sharing the best practices:

Visits by the members of the faculty and students of other colleges: The teachers and students of other colleges are invited to the college, to observe, to judge, to give feedback on different occasions especially regarding the best practices. They are invited as guests to witness the college programmes. This is a usual way of communicating the practices. Whenever an activity of B Ed and M Ed students is found useful and relevant by the teachers in the campus, they bring their students along with to witness the same. This is one way of informal dissemination of the practices.

• Workshops and Seminars for Inservice Teachers : Every year the

college organizes five to six workshops and seminars for school teachers on various subjects. So a large number of teachers visiting our institution and interacting with us observe and appreciate the ‘Best Practices’. Most of these teachers are from our Management Schools.

• Alumnae sharing the practices in their schools: The student teachers

become teachers in regular schools after completing the course. They apply the practices of the college in their own institutions about which the other teachers of the school also come to know about. An illustration would be the College Festival as done by the College to tap talents of all the students has been taken up by many schools after our students have shared them in their institutions.

• Visit of the Faculty to other Universities and Institutions: The Principal

and faculty regularly visit other universities and their educational institutions as Chief Guest, Resource Persons, Inspecting Authorities, Special Invitees etc. They use these occasions to share the good practices of our college with authorities, faculty and students of these institutions.

• Former Faculty and Alumnae of the Institution: who serve as teachers

and teacher educators also share the good practices of our institution in their work place.

• Service Learning Activities : As the college organizes talent search

programmes to children of Primary and Secondary Schools of the district, children along with their teachers visit our institution and observe the ‘Best Practices’. Some of these institutions come under our Management.

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7.2 Inclusive Practices:

1. How does the institution sensitize teachers to issues of inclusion and the focus given to these in the national policies and the school curriculum?

Sensitizing students to issues of inclusion has been dealt emphatically in the institution following different programmes. The programmes planned and executed by the college for the purpose are detailed below : • Inclusive Practices in Admission Procedure : Admission policies ensure

the inclusion of all irrespective of caste, religion, ability, social and economic background etc.

Development of competencies to address the students with disability has

been identified as one of the objectives of the institution. The students are sensitized more for the inclusive methods rather than segregated methods. They are sensitized with input related to awareness, attitude formation and necessary skills.

Awareness: Not to address children by their disability – use appropriate

vocabulary like physically challenged children, children with problems etc The student are made aware of the fact that they also have the equal right to

get education, and other facilities compensatory devises and mechanisms needed in each case of disability.

Method: Direct instruction Attitude formation: Developing positive attitude about educating the

children with special challenges, positive attitude to nullify differences. Method: Daily instruction, value education, incidental method Identifying the type of disability in each case: Helping the student

teachers to identify different challenged children especially with learning disability, using specific behavioral characteristic schedule.

Method: Training with appropriate tools. A special exposure programme for students in a segregated

(challenging) situation Service Learning programme on sensitizing students to the segregated set

up to make them aware of the inclusive set up: This programme included the following aspects:

- Exposure to the education of mentally challenged children in the actual set up.

- Teaching the mentally challenged children - Conducting games and sports activities to mentally challenged

children. - Preparing learning aids to meet the needs of these children

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• To sensitise Faculty towards Inclusive Practices :

- Faculty members are sensitized towards national policies and the school curriculum for Inclusive Practices through participation in seminars, workshops, in-service teacher training courses.

- They are exposed to the concept of inclusive education, need based pedagogy on principles of effective teaching as part of inclusive education, such as class room organization, seating arrangement, examination and evaluation process.

- Are given orientation on different disabilities. - Initiated to take research projects based on inclusive education.

• Special initiatives to women empower students specially from rural

/tribal area : - Remedial classes for students - Coaching classes for competitive exams - Financial aid through scholarships and interest free loans. - Hostel facility - Communicative English course - ICT based education - Course on Life Skills - Training in Yoga and Self Defensive Skills - Awareness and training in gender issues - All the faculty members are actively involved in carrying these

programmes.

2. What is the provision in the academic plan for students to learn about inclusion and exceptionalities as well as gender differences and their impact on learning.

Theoretical input: There is provision to learn the concept; ways and means of identification of differently abled children ; and measures to educate these categories in B.Ed. 01 : Philosophical and Sociological Perspectives of Education B.Ed. 02 : Psychological Perspectives of Education B.Ed. 07 : Special Education M.Ed.402 : Advanced Educational Psychology - I M.Ed.451 : Sociology of Education M.Ed.452 : Advanced Educational Psychology - II

Gender differences and their impact on ‘Learning’ : has been focused at M.Ed. level in M.Ed. 455 : Women’s Studies. • M.Ed. students are trained to prepare, validate and research the

pedagogical practices and instructional packages on gender related issues. A publication titled, “Exploring Women” is brought out by college on 1st April, 2014.

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• M.Ed. students are also guided to select gender as a variable in their

research based dissertation. • The students are encouraged and guided to organize and participate in

Jathas and Rallys whenever gender related and human rights related issues arise. - ‘Sthri Utsav’ (celebration of Womanhood) is organized in a large scale

in which besides the faculty and students, women and other members of the society also participate. From last five years the M.Ed. students have been bringing out a CD documenting the achievements and contribution of 30 great women of India. As part of Sthri Utsav this CD is released and screened for the benefit of B.Ed. and DPPTT students and the public. On this occasion special lectures and interactive sessions on various gender issues are arranged. Great women achievers are invited and felicitated during the ‘Sthri Utsav’ programme.

Identification/Diagnosis of Exceptionalities and Related Research Activities : M.Ed. as well as B.Ed. student teachers are trained to administer various tests (standardized tests). For instance, Raven’s Progressive Matrices ; Adjustment Inventories ; Aptitude and Interest Scales ; Tests to measure Emotional, Social Intelligence are administered, results are analysed and the findings are incorporated and used for the purpose of research as part of dissertation both at M.Ed. and Ph.D. level. At B.Ed. level the students are guided to undertake assignments and research projects related to learning backwardness, rural poor, empowerment of SC/ST, Tribal Culture, Child’s Rights, Women Backwardness and empowerment, Human Rights, Educational and Social backwardness and empowerment etc. These assignments and projects are skill based and practical oriented. Identification of problem, need assessment, preparation of tools, data collection, analysis and report righting etc are part of the process which is guided by the faculty of the college. B.Ed. 01 : Philosophical and Sociological Perspectives of Education and M.Ed.451 : Sociology of Education make provision to learn about economic, academic and social status of women, SC/St and rural people and means to empower them. A unit/subunit each on Human Rights Education is part of these papers which make provision to the students to learn about inclusion and exceptionalities. The institution also organizes National Conference, Seminars and Workshops on Women Education and gender issues.

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3. Detail on the various activities envisioned in the curriculum to create learning environments that foster positive social interaction, active engagement in learning and self-motivation.

Scope is provided in the curriculum to foster positive social interaction, active engagement in learning as well as self – motivation. Number of activities planned under the curriculum create a positive environment and they can be classified as follows. In all the following ‘Working with Community Activities’, ‘Schools/Colleges related Activities’ the faculty and all the students of the institution work with the public, community representatives, NGOs and Civil Authorities. • Working with the community in different contexts :

- Data collection for project work and dissertation, - Assignments preparation, - SUPW activities, - Excursions and field visits - Awareness Rallys on Road Safety, Gender Issues, Health Issues etc. - Service learning activities through Community Oriented Projects, - College festival, - Citizenship training camp, - Festivals like Christmas, Onam, Deepavali - Celebrations of days of national and international significance like

World Environment Day, Women’s Day, Dr. Ambedkar’s Jayanthi, Harmony Day, Human Rights Day, etc.

- Activities associated with NGOs. • Working with schools in different contexts :

- Practice teaching, - Internship, - Presenting different cultural programmes on different occasions, - Preparation of learning aids for schools and presenting the same, - Conducting talent search competitions in schools and in the college for

school children. - Conducting in-service subject based training/exposure programmes for

school teachers. • Learning environment within the institution : There are number of

opportunities within the institution that foster social interaction and active engagement in learning. They are: - Peer group work in the context of preparing for practice teaching and

internship - Group discussions on various academic aspects in teaching learning

situation - Celebrating days of national and international significance - Physical exercises, Gym exercises and Health Education

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- Service Learning Activities - Field trips - Structured guided library hours - Preparation of assignments in groups - Cleaning of the college once a week and on special occasions - Micro teaching sessions - Models of teaching/Innovative teaching sessions - Co-operative learning, Team teaching, seminar presentation by the

students - Preparation of learning aids for students of primary schools / special

schools. - Annual Sports Day celebration - College festival - Significant days of celebration in the college –Inaugural day,

Graduation day, Teachers day, Annual Alumnae day, Valedictory Programme, etc.

- Club and Cell activities/Meetings. - Preparing project proposals and the execution of the same. - Language Lab exercises to develop communication skills - Computer Education – theory and practicals in smaller groups - Workshops on preparation and use of teaching learning aids for general

education and inclusive education. - Research Colloquium organized periodically.

• Library Facilities : A well equipped library, easy access to the library, Guided library work, Free internet facility, Multi-media classes, Discipline based soft material is prepared and procured from the market and e-library is being established and used.

• Digital Language Lab facility is extended to all the students and the needy students of the campus (who have no language lab facility).

• Visits : Special visits are organized to St. Agnes Special School, Chinnara Thangudama (Orphanages), St. Antony’s Ashram, Prashanth Home (Homes for the Aged and Destitutes) to develop sensitivity towards these socio-economic and cultural issues among the students of the college.

• UGC Sponsored Projects are undertaken by the faculty to address the ‘Disaster Management’.

• Special talks cum demonstration are organized during the Citizenship Training Camp regularly (every academic year).

• Inter and Intra Collegiate and school based competitions (Literary, Culture, Science and Maths based are organized)

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• There is scope for continuous and comprehensive evaluation of all the ‘Activities’ executed by the Principal and the faculty (Teaching and Non-teaching), Cooperative teachers and Heads of the Institution to improve and enrich the above mentioned activities.

• Personal counseling is in practice to enhance the quality of teaching, learning, research and ethical behaviour.

4. How does the institution ensure that student teachers develop proficiency

for working with children from diverse backgrounds and exceptionalities ?

Student teachers are then guided with special techniques that cater to the needs of children from diverse backgrounds and follow up of implementation of these inputs is thoroughly made. A few examples are quoted below :

Planning : The students teachers are made aware of the ways to cater to the needs of the students with diverse background and they are expected to plan for the activities based on these ideas. Specially, in teaching, this aspects are inbuilt as part of the lesson. For example, Mathematical problems for different levels of students are thought of by the student teachers while planning the lesson. Same procedure is followed while teaching English, Kannada, Social Science and Science. Conducting diagnostic tests and remedial measures : Conducting diagnostic tests analysing the results and planning remedial lessons are part and parcel of internship programme. General Observation and feedback follow up : The teachers and teacher educators while observing the lessons focus on particular needs of the class and give related feedback. This feedback is followed up. Graded Assignments : The student teachers are guided and trained to give graded home assignments and follow up activities to school children as part of practice teaching, internship and practical examination. Exposure to Inclusive Education : All the B.Ed., M.Ed. and DPPTT students are exposed to ‘Inclusive Education’ through theory and practicals. An awareness is created towards diagnosis, preparation of teaching learning material, teaching strategies, evaluation and remedial teaching strategies related to ‘Inclusive Education’.

5. How does the institution address to the special needs of the physically challenged and differently abled students enrolled in the institution ?

The institution has made attempts to take care of their special needs by providing the physical facilities required and also by taking extra care of their emotional needs.

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The student teachers who have special needs are provided with additional

academic support through tutorial/remedial teaching, pairing with advanced learners, peer tutoring, other peer support to cope up with the challenges of the course, constant encouragement and appreciation by the principal, faculty and peers.

They are also provided with monitory help and fee concession, personal and academic counselling, alternative teaching learning facilities such as choice of schools for internship, practice teaching, physical education, assignments and topics for practice in teaching and practical examination as per their interest and ability. They are also given additional time to complete test and examination papers. The heads and staff of practicing schools and internship schools also are requested to help out such student teachers to the extent possible. Incase of inability to climb the staircase classes, library facilities, toilets and drinking water facilities are provided on the ground floor.

6. How does the institution handle and respond to gender sensitive issues (activities of women cell and other similar bodies dealing with gender issues)?

The college being a women’s institution is keen on gender sensitive issues. The attempts made in this regard: • The college offers a special paper on ‘Women’s Studies’ with sufficient

input to achieve the objective of gender sensitization. As part of Women’s Studies and Women’s Cell ‘Sthri Utsav’ (celebration of woman hood) is organized in more meaningful and effective way (Refer 7.2 Q. 2)

• There is substantial theoretical input on women’s education in B Ed syllabus also.

• The college takes part functionally whenever anti women issues are flaring up in the locality, by sensitizing students as to how to respond to it (Eg Recent issue of attack on young girls in a resort, the principal took active part in presenting a memorandum to the District Commissioner along with other women leaders and NGOs.)

• When a former student of the campus was raped and murdered in the city, all the faculty and students actively participated in the protest rally organized by the Management of the college. Whenever anti-women issues take place or reported in the media, an analysis of the same is done with the students and they are asked to come out with probable solutions to such problems.

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• The students are exposed to different films and clippings, other media

presentations related to gender sensitization issues. • The college has good contacts with the NGOs working for the cause of

women and works jointly with them for the empowerment of women of the community. Some of these NGOs with whom the college is working on gender issues and Human Rights related issues are ‘Prajna Counselling Centre’, ‘DEEDS’, ‘CASK’, ‘VALAROD’, ‘Teacher Foundation’, ‘Inner Wheel’ etc and Department of Women and Child Welfare, Karnataka State.

• The college also identifies and honours one woman achiever of the State of Karnataka every year.

• A training programme on Family Life Education has been organized every year during which the experts present most needed knowledge on Marriage, Challenges of married women/ life, health and nutrition for women, legal rights of women, self defensive strategies for women and issues related to women.

• Value Education classes, Human Rights cell activities, Women Cell activities focus on gender sensitive issues, Child Abuse/Rights, Human Rights protection/promotion etc. Experts from the community provide input on these issues to our faculty and students.

• International Women’s Day and Human Rights Day are celebrated in the college during which a meaningful programme is planned to create awareness among staff and students regarding gender issues. Periodically experts in this area are invited to interact with the staff and students.

• College organized National Conference on ‘Education and Women Empowerment’. About 150 great women, men and research scholars participated. About 50 participants presented papers on following Sub-themes :

- Education and Women Empowerment - Legal Education and Women Empowerment - Education for Political Involvement and Women Empowerment. - Science Education and Women Empowerment. - Value Education and Women Empowerment. - Education for Culture and Women Empowerment. - Management Education and Women Empowerment. - Health Education and Women Empowerment. - Media Education and Women Empowerment. - Educational Policies and Women Empowerment. - RTE and Women Empowerment. - Human Resources Education and Women Empowerment.

These papers are printed and published by the college.

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• To sensitize on gender issues the B.Ed. and M.Ed. students are guided to

undertake assignments on topics such as factors promoting Women Empowerment, Women Rights, Child Abuse/Rights, Women in Literature, Gender issues in school text books, Women and Religion, Women in Political field, Women and Empowerment, Women and Economic Development, Women and Environmental Protection, Women and Sustainable Development etc.

• ‘Mother Josephine Memorial Lecture’ every year is the special feature of the college. Great women and men of our country are invited to deliver special lecture on women’s rights, needs, significance of gender issues and so on. The Alumnae who have acquired greater positions in their career have been felicitated by the college.

• The college library is well equipped with books, journals and other learning mate

• rial such as CDs, Internet facilities on gender issues. A number of dissertations have been completed on gender issues and education by M.Ed. and Ph.D. students.

• A separate Bulletin Board is maintained to highlight ‘Gender Issues’.

7.3 Stakeholder Relationships : 1. How does the institution ensure the access to the information on

organizational performance (academic and administrative) to the stakeholders ?

The role of the Institution in accessing the academic and administrative

information regarding its performance : • The Vision and Mission are quoted and displayed at the entrance of the

institution • The institutional calendar gives the objectives, annual action plan and all

the relative information regarding the institution which reaches each students house hold.

• The achievement and activities of the institution are highlighted through Log book, Souvenir, College Journal, Class magazine, Newsletters, Newspapers, Website, local T.V. channels and publication of resource material by the college on different subjects and distribution of the same among practicing schools, alumnae etc. Proper recording of news clippings and documentation is done.

• The college organizes meetings of heads and teachers of institutions in connection with practice teaching.

• Annual Report of the institution is presented on the screen through animation during college Graduation Day and is published in the college Journal.

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• The institution maintains good contact with the parents and ensures their support and cooperation.

• Alumni association of the institution constantly supports all the activities. • Good relationship is maintained between the Principal, Staff, Students

and the stake holders. • Regular staff meetings are organized to provide information regarding

the academic and other development of the institution. • Faculty members establish wide relationship with other organizations and

institutions. • The co-operation of the non-teaching staff is always felt in each and

every activity of the institution. • The institution has linkages with other organizations and sister

institutions which help it to excel. • The service extended by faculty members as resource persons and

consultants helps to establish linkages in various fields. Thus we have established a good rapport with the society.

• College has created a website which is visited by the Alumnae and other Educationists throughout the world.

• Meetings – Board of Studies, Academic Council and Governing Body Meetings, Conferences, Seminars.

• Visits by faculty to other Universities. • Letters and Telephonic Communication to Heads of the Schools and

other stakeholders. • College functions • Inviting the University and Government Officials involved in our college

affiliation and administration as Chief Guests and Presidents of various co-curricular activities.

• Training/Exposure programmes for in-service teachers of school/alumnae who are in service, by the institution to provide access to the information on organizational performance.

2. How does the institution share and use the information/data on success

and failures of various processes, satisfaction and dissatisfaction of students and stakeholders for bringing qualitative improvement ?

The information/data, feed back received from students and other stake

holders is used by the institution for qualitative improvement at two levels : i) At Management level ii) At Faculty level

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i) At Management level : The Governing Body and Managing Committee of

the college analyse this information/data and make strategic plans keeping in mind the vision, mission and objectives of the institution and recommend the same to be implemented.

The areas that have been considered are :

- Re-structuring admission Policy for ‘Management Quota’ to admit socially and economically needy students.

- Welfare measures for staff and students - Fee pattern - Service rules and code of conduct for staff - Suggestions for improvement of the curriculum - Offering need based courses - Disciplinary measures for students - Improvement in infrastructure facilities - Recognizing the extra ordinary achievement by the faculty and

students ii) At Faculty level : The faculty of the college also reflects upon the

information/data and feed back given by the students and other stake holders, during the annual and periodic evaluation of academic and administrative activities and incorporate the same in the institutional planning that which is possible as mentioned below.

- During staff meetings the Principal and the teachers discuss the success and failures of various teaching learning processes, share their opinions, make suggestions, make necessary decision etc.

- Suggestion boxes are placed in the library and the student is free to write their suggestions and drop them in the box. Frequently they are opened and care is taken to solve the problems.

- Through meetings with the parents the institution shares the opinions and suggestions with them.

- The help of students’ representatives are also taken to know about the causes of students’ dissatisfaction if any of various processes of the institution.

- The institution accepts feedback from management, students, parents, heads of practice teachings schools, employers of out going teacher trainees and alumni towards quality improvement.

- The success and failures are discussed with students. The success are appreciated and the failures are rectified.

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3. What are the feedback mechanisms in vogue to collect, collate data from students, professional community, Alumni and other stakeholders on program quality? How does the institution use the information for quality improvement ?

The institution collects feed back annually from students, professional

community, Alumni and other stake holders on programme quality using separate proforma evolved and validated for the purpose. The feed back collected is collated and used for curriculum preparation for the new courses and curriculum revision for the existing courses and also incorporated in the institute planning. While planning the activities of the college, academic calendar, faculty personal action plan, students’ personal action plan etc. the feed back collated from various stake holders is taken into consideration. Those suggestions which support the vision, mission and objectives of the college are given priority. This feed back is also considered while revising the vision and mission of the college. The more details on feed back mechanism are given in 1.3 Q.Nos.1, 2 and 2.3 Q.No. 2

Additional information to be provided by institutions opting for Re –accreditation. How are the core values of NAAC reflected in the various functions of the institution? The core values of NAAC have been reflected in the various functions of the institution with a special emphasis to • Value oriented education; • Quest for excellence; • Promoting the use of technology; • Fostering Global competencies; • Contribution to National Development

These have been the core values of this Institution from times immemorial. However the institution has specially emphasized the afore mentioned values in all the curricular and co-curricular activities of the college.

The Goals/objectives/values of the college reflect these core values (Refer 1.1 Q.No.1, 2, 3, 4 and 5). The institution takes various measures to ensure the core values of NAAC through the following programmes and activities planned and implemented. 1. Spiritual Competencies through Spiritual Enrichment Programmes (Value

Oriented Education)

• Spiritual Orientation

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• Morning Assembly with Reflective Thought for the Day • Prayer Days and Retreats • Sharing of Prayer and Faith Experiences • Reading Holy Scriptures • Pilgrimage to Places of Worship/spiritual significance • Value Education • Celebrating Days of Religious Significance • Value Integration Practices • Reading the lives of spiritual leaders for inspiration

2. Academic and Professional Competencies through Discipline Based Programmes (Fostering Global competencies and promoting the use of Technology)

• Activity Based Teaching Learning • Teaching Learning Based on Constructivism • Team Teaching • Practice in Teaching and Internship • Reflective Teaching Practices • Structured Guided Library Work • Content Enrichment Programmes • Designing Activity Banks • Bulletin Board Displays and Wall Magazines • Workshops on Generic Skill Development and Creative Expression • Discipline Based Instructional and Evaluation Material • Remedial and Enrichment Programmes • ICT Based Instruction • Digital Language Lab Activities • Simulated Activities • Discipline Based Field Visits • Science Club, Literary Club, Women’s Cell and Human Rights Cell

Activities

3. Research Competencies through Research Oriented Inputs (Fostering Global competencies)

Training in Action Research Participating in Major and Minor Research Projects Project Based Assignments Construction and Validation of Research Tools Publication of Research Articles and Research Resources Participation and Presentation of Papers in Conferences and Seminars Case Studies

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Dissertations Training in the use of Statistical Software Participating in Research Colloquiums

4. Personal Competencies through Personality Development Programmes (Quest for Excellence)

• Life Skills Training • Value Integration Practices • Socially Useful Productive Work (SUPW) • Workshops on Effective Communication Skills • Non-scholastic Activities • Capacity Building Programmes • Health and Physical Fitness Programmes

5. Social Competencies through Need Based Community Oriented Programmes (National Development)

• Service Learning Programmes • Sustainable Development Programmes • Celebrating Days of National and Cultural Significance • Community Oriented Field Visits • Outreach Programmes for Socially and Economically Disadvantaged • Programmes for Gender Sensitivity • Organizing Citizenship Training Programmes • Eco-club/Environment Friendly Activities • Programmes for promotion of Child Rights

MANGALORE - St. Ann's College of Education

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