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Vision
To develop systematic quality processes in the college for evolving, enhancing and sustaining
excellence in its academic and administrative practices and to set benchmarks for their periodic
evaluation.Mission
- To develop a conscious, consistent and catalytic quality improvement system that encourages the pursuits of the staff and students of the college.
- To promote innovative practices to continually improve the effectiveness of the teaching-learning experiences of the staff and students.
- To strive to realize the mottoes of the college through the best possible implementation of the plans and policies of the Management, University and the Government, pertaining to knowledge production and dissemination.
- To ensure a learner-centric environment equipped with the latest techniques and technologies of teaching, research and sharing knowledge.
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OBJECTIVE
- Formulation of mechanisms to link academic courses to real-life case studies for hands-on
exposure. - Conduct skill development programs to enhance the employability of the students.
- Initiation of Industrial Lecture sessions and technical sessions to bring resource persons from
local industries to share their knowledge on technology advancement and business models. - Proposal to enhance existing R&D Cell capacity by inducting research scholars and resource persons.
- To promote measures for institutional functioning towards quality enhancement through internalization
of quality culture and institutionalization of best practices.
- Formulation of mechanisms to link academic courses to real-life case studies for hands-on
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IQAC shall evolve mechanisms and procedures for:
- Ensuring timely, efficient and progressive performance of academic, administrative and financial
tasks. - The relevance and quality of academic and research programmes.
- Equitable access to and affordability of academic programmes for various sections of society.
- Optimization and integration of modern methods of teaching and learning.
- The credibility of evaluation procedures.
- Ensuring the adequacy, maintenance and functioning of the support structure and services.
- Research sharing and networking with other institutions in India and abroad.
- Ensuring timely, efficient and progressive performance of academic, administrative and financial
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FUNCTIONS
- Development and application of quality benchmarks/parameters for various academic and
administrative activities of the institution. - Facilitating the creation of a learner-centric environment conducive to quality education and
faculty maturation to adopt the required knowledge and technology for participatory teaching and
learning process. - Arrangement for feedback response from students, parents and other stakeholders on quality-related
institutional processes. - Dissemination of information on various quality parameters of higher education.
- Organization of inter and intra institutional workshops, seminars on quality related themes and
promotion of quality circles. - Documentation of the various programmes/activities leading to quality improvement.
- Acting as a nodal agency of the Institution for coordinating quality-related activities, including
adoption and dissemination of best practices. - Development and maintenance of institutional database through MIS for the purpose of
maintaining/enhancing the institutional quality. - Development of Quality Culture in the institution.
- Preparation of the Annual Quality Assurance Report (AQAR) as per guidelines and parameters of
NAAC, to be submitted to NAAC.
- Development and application of quality benchmarks/parameters for various academic and
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COMPOSITION
IQAC is constituted under the Chairmanship of the Head of the institution with heads of
important academic and administrative units and a few teachers and a few distinguished
educationists and representatives of local management and stakeholders.The composition of the IQAC may be as follows:
- Chairperson: Head of the Institution.
- A few senior administrative officers.
- Three to eight teachers.
- One member from the Management.
- One/two nominees from local society, Students and Alumni.
- One/two nominees from Employers /Industrialists/stakeholders.
- One of the senior teachers as the coordinator/Director of the IQAC.
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Collaborative Learning: Collaborative Learning is the academic approach of using a group of intellectuals to enhance learning through working together. Groups of two or more learners work together to share knowledge solve problems and learn new concepts. This is to ensure continuous and synergistic learning advancement for all of us.
- Collaborative Learning in ABIT:-
- Automation & Robotics.
- Composite Materials.
- Data Science.
- Design & Prototyping.
- Energy Efficiency.
- Market Research.
- Standards & Governance.
- Outcomes & Assessment Report of CAR – Click Here
- Students’ Achievements & Internships Reports – Click Here
- Academic Excellence – Click Here
- Student Development Initiatives:-
- GATE and Competitive Preparations.
- Technical & Soft Skill Development.
- Entrepreneurship and Start-Ups.
- Event & Competition.
- Research & Development Work.
- External Connect (Alumni, Parents, Industry).
- Wellness Management & Student Counselling.
- Community Connect.
- Strength-Weakness-Opportunities-Challenges (SWOC):-
- Transparent & proactive Management.
- Adequate and well maintained in fracture.
- High faculty retention.
- Good academic environment.
- Structured Entrepreneurship Promotional activities.
- Enhancement in Entrepreneurship activities with the help of Industries.
- To emerge as a role model in the field of Engineering education by adapting the best pedagogic practices.
- Establishment of centre of excellence of national repute.
- Attractive research grants from funding agencies.
ABIT started its Centres of Applied Research for the holistic development of students with project-based learnings. ABIT’s Centres of Applied Research are Industry-focused research centres based on a specific theme of Industry need. The centres identify solution requirements where engineering, computational and management techniques can be applied for resolving longstanding issues in an efficient and cost effective manner.
Defining Themes of the Centres:-
A series of brainstorming exercises have been conducted with Industry Mentors, Academic Management of ABIT, and all Head of the Departments to arrive at work definitions of Centres of Applied Research (CAR). Further, a set of Project-Based learning exercises are also associated with the centres. The focus areas of these centres are technologies and management techniques of immediate relevance and these have high value as well as widespread recognition in the Industry.
Activities in Applied Research Centres:-
The exercises will involve individual-level learning and group-level activities involving self learning through guided online courses, formal classroom sessions, industry mentor sessions and hands-on practical sessions. The students are expected to produce group Level artefacts, such as concept PPTs, white papers, blog content as well as working prototypes where applicable. Students are also expected to secure certifications in the skill areas and participate in seminars, workshops and competitions related to the area.
Applied Research Centres:-
Strength:
Weakness:
Percentage of faculty members involved in research and consultancy activities is less.
Opportunities:
Challenges:
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Student Satisfaction Survey 2020 – 2021
Report on Overall Institutional Performance
- How much of the syllabus was covered in the class?
- How well did the teachers prepare for the classes?
- How well were the teachers able to communicate?
- The teacher’s approach to teaching can best be described as
- Fairness of the internal evaluation process by the teachers.
- Was your performance in assignments discussed with you?
- The institute takes active interest in promoting internship, student exchange, field visit opportunities for students.
- The teaching and mentoring process in your institution facilitate your cognitive, social, and emotional growth.
- The institution provides multiple opportunities to learn and grow.
- Teachers inform you about your expected competencies, course outcomes and programme outcomes.
- Your mentor does a necessary follow-up with an assigned task to you.
- The teachers illustrate the concepts through examples and applications.
- The teachers identify your strengths and encourage you with providing right level of challenges.
- The teachers illustrate the concepts through examples and applications.
- Teachers are able to identify your weaknesses and help you to overcome them.
- The institution makes effort to engage students in the monitoring, review and continuous quality improvement of the teaching learning process.
- The institute/teachers use student centric methods, such as experiential learning, participative learning and problem solving methodologies for enhancing learning experiences.
- Teachers encourage you to participate in extracurricular activities.
- Efforts are made by the institute/ teachers to inculcate soft skills, life skills and employability skills to make you ready for the world of work.
- The overall quality of the teaching-learning process in your institute is very good.
- Give three observation / suggestions to improve the overall teaching – learning experience in your institution.
4 – 85 to100%
3 – 70 to84%
2 – 55 to69%
1– 30 to 54%
0 –Below 30%
4–Thoroughly
3 – Satisfactorily
2 – Poorly
1 – Indifferently
0 – Won’t teach at all
4 – Always effective
3 – Sometimes effective
2 – Just satisfactorily
1– Generally ineffective
0– Very poor communication
4–Excellent
3 – Very good
2 – Good
1 –Fair
0–Poor
4 – Always fair
3 – Usually fair
2 – Sometimes unfair
1 – Usually unfair
0– Unfair
4 – Every time
3 – Usually
2 – Occasionally/Sometimes
1 – Rarely
0– Never
4 – Regularly
3 – Often
2 – Sometimes
1 – Rarely
0– Never
4 – Significantly
3 – Very well
2 – Moderately
1 – Marginally
0– Not at all
4 – Strongly agree
3 – Agree
2 – Neutral
1 – Disagree
0– Strongly disagree
4 – Every time
3 – Usually
2– Occasionally/Sometimes
1 – Rarely
0– Never
4 – Every time
3 – Usually
2 – Occasionally/Sometimes
1 – Rarely
0 – I don’t have a mentor
4 – Every time
3 – Usually
2 – Occasionally/Sometimes
1 – Rarely
0 – Never
4 – Fully
3 – Reasonably
2 – Partially
1 – Slightly
0– Unable to
4 – Fully
3 – Reasonably
2 – Partially
1 – Slightly
0– Unable to
4 – Every time
3 – Usually
2 – Occasionally/Sometimes
1 – Rarely
0 – Never
4 – Strongly agree
3 – Agree
2 – Neutral
1 – Disagree
0 – Strongly disagree
4 – To a great extent
3 – Moderate
2 – Some what
1 – Very little
0 – Not at all
4 – Strongly agree
3 – Agree
2 – Neutral
1 – Disagree
0 – Strongly disagree
4 – To a great extent
3 –Moderate
2 – Somewhat
1 – Very little
0 – Not at all
4 – Strongly agree
3 – Agree
2 – Neutral
1 – Disagree
0 – Strongly disagree
a)
b)
c)