• AICTE APPROVAL

• BPUT AFFILIATION

• AQAR2016-17
• AQAR2017-18
• AQAR2018-19
• AQAR2019-20

• IQAC-INTRO- ABIT
• IQAC- FORMATION

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

1. To develop a conscious, consistent and catalytic quality improvement system that encourages the pursuits of the staff and students of the college.
2. To promote innovative practices to continually improve the effectiveness of the teaching-learning experiences of the staff and students.
3. 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.
4. To ensure a learner-centric environment equipped with the latest techniques and technologies of teaching, research and sharing knowledge.

OBJECTIVE

1. Formulation of mechanisms to link academic courses to real-life case studies for hands-on
   exposure.
2. Conduct skill development programs to enhance the employability of the students.
3. 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.
4. Proposal to enhance existing R&D Cell capacity by inducting research scholars and resource persons.
5. To promote measures for institutional functioning towards quality enhancement through internalization
   of quality culture and institutionalization of best practices.

IQAC shall evolve mechanisms and procedures for:

1. Ensuring timely, efficient and progressive performance of academic, administrative and financial
   tasks.
2. The relevance and quality of academic and research programmes.
3. Equitable access to and affordability of academic programmes for various sections of society.
4. Optimization and integration of modern methods of teaching and learning.
5. The credibility of evaluation procedures.
6. Ensuring the adequacy, maintenance and functioning of the support structure and services.
7. Research sharing and networking with other institutions in India and abroad.

FUNCTIONS

1. Development and application of quality benchmarks/parameters for various academic and
   administrative activities of the institution.
2. 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.
3. Arrangement for feedback response from students, parents and other stakeholders on quality-related
   institutional processes.
4. Dissemination of information on various quality parameters of higher education.
5. Organization of inter and intra institutional workshops, seminars on quality related themes and
   promotion of quality circles.
6. Documentation of the various programmes/activities leading to quality improvement.
7. Acting as a nodal agency of the Institution for coordinating quality-related activities, including
   adoption and dissemination of best practices.
8. Development and maintenance of institutional database through MIS for the purpose of
   maintaining/enhancing the institutional quality.
9. Development of Quality Culture in the institution.
10. Preparation of the Annual Quality Assurance Report (AQAR) as per guidelines and parameters of
    NAAC, to be submitted to NAAC.

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:

1. Chairperson: Head of the Institution.
2. A few senior administrative officers.
3. Three to eight teachers.
4. One member from the Management.
5. One/two nominees from local society, Students and Alumni.
6. One/two nominees from Employers /Industrialists/stakeholders.
7. One of the senior teachers as the coordinator/Director of the IQAC.

• QUALITY MANAGEMENT FRAMEWORK MODEL

• Minutes-of-meeting(2019-20)
• Minutes-of-meeting(2018-19)
• Minutes-of-meeting(2016-17)

• ATR-2021-22-CLICK HERE
• ATR-2020-21-CLICK HERE
• ATR-2018-19-CLICK HERE
• ATR-2017-18-CLICK HERE

• ACTIVITIES UPDATES – 2016-2022 – CLICK HERE

• RESULT ANALYSIS REPORTS RESULT ANALYSIS REPORT (FINAL YEAR) – 5 YEARS
• RESULT ANALYSIS REPORT-2018-2022 BATCH-IQAC
• RESULT ANALYSIS REPORT-2019-2023 BATCH-IQAC

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.

1. Collaborative Learning in ABIT:-

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:-

1. Automation & Robotics.
2. Composite Materials.
3. Data Science.
4. Design & Prototyping.
5. Energy Efficiency.
6. Market Research.
7. Standards & Governance.
• Outcomes & Assessment Report of CAR – Click Here
• Students’ Achievements & Internships Reports – Click Here
• Academic Excellence – Click Here
2. Student Development Initiatives:-
1. GATE and Competitive Preparations.
2. Technical & Soft Skill Development.
3. Entrepreneurship and Start-Ups.
4. Event & Competition.
5. Research & Development Work.
6. External Connect (Alumni, Parents, Industry).
7. Wellness Management & Student Counselling.
8. Community Connect.
• Outcomes & Assessment Reports of Initiatives – Click Here
3. Strength-Weakness-Opportunities-Challenges (SWOC):-

Strength:

1. Transparent & proactive Management.
2. Adequate and well maintained in fracture.
3. High faculty retention.
4. Good academic environment.
5. Structured Entrepreneurship Promotional activities.

Weakness:

Percentage of faculty members involved in research and consultancy activities is less.

Opportunities:

1. Enhancement in Entrepreneurship activities with the help of Industries.
2. To emerge as a role model in the field of Engineering education by adapting the best pedagogic practices.

Challenges:

1. Establishment of centre of excellence of national repute.
2. Attractive research grants from funding agencies.

Student Satisfaction Survey 2020 – 2021

Report on Overall Institutional Performance

1. How much of the syllabus was covered in the class?

4 – 85 to100%

3 – 70 to84%

2 – 55 to69%

1– 30 to 54%

0 –Below 30%

2. How well did the teachers prepare for the classes?

4–Thoroughly

3 – Satisfactorily

2 – Poorly

1 – Indifferently

0 – Won’t teach at all

3. How well were the teachers able to communicate?

4 – Always effective

3 – Sometimes effective

2 – Just satisfactorily

1– Generally ineffective

0– Very poor communication

4. The teacher’s approach to teaching can best be described as

4–Excellent

3 – Very good

2 – Good

1 –Fair

0–Poor

5. Fairness of the internal evaluation process by the teachers.

4 – Always fair

3 – Usually fair

2 – Sometimes unfair

1 – Usually unfair

0– Unfair

6. Was your performance in assignments discussed with you?

4 – Every time

3 – Usually

2 – Occasionally/Sometimes

1 – Rarely

0– Never

7. The institute takes active interest in promoting internship, student exchange, field visit opportunities for students.

4 – Regularly

3 – Often

2 – Sometimes

1 – Rarely

0– Never

8. The teaching and mentoring process in your institution facilitate your cognitive, social, and emotional growth.

4 – Significantly

3 – Very well

2 – Moderately

1 – Marginally

0– Not at all

9. The institution provides multiple opportunities to learn and grow.

4 – Strongly agree

3 – Agree

2 – Neutral

1 – Disagree

0– Strongly disagree

10. Teachers inform you about your expected competencies, course outcomes and programme outcomes.

4 – Every time

3 – Usually

2– Occasionally/Sometimes

1 – Rarely

0– Never

11. Your mentor does a necessary follow-up with an assigned task to you.

4 – Every time

3 – Usually

2 – Occasionally/Sometimes

1 – Rarely

0 – I don’t have a mentor

12. The teachers illustrate the concepts through examples and applications.

4 – Every time

3 – Usually

2 – Occasionally/Sometimes

1 – Rarely

0 – Never

13. The teachers identify your strengths and encourage you with providing right level of challenges.

4 – Fully

3 – Reasonably

2 – Partially

1 – Slightly

0– Unable to

14. The teachers illustrate the concepts through examples and applications.

4 – Fully

3 – Reasonably

2 – Partially

1 – Slightly

0– Unable to

15. Teachers are able to identify your weaknesses and help you to overcome them.

4 – Every time

3 – Usually

2 – Occasionally/Sometimes

1 – Rarely

0 – Never

16. The institution makes effort to engage students in the monitoring, review and continuous quality improvement of the teaching learning process.

4 – Strongly agree

3 – Agree

2 – Neutral

1 – Disagree

0 – Strongly disagree

17. The institute/teachers use student centric methods, such as experiential learning, participative learning and problem solving methodologies for enhancing learning experiences.

4 – To a great extent

3 – Moderate

2 – Some what

1 – Very little

0 – Not at all

18. Teachers encourage you to participate in extracurricular activities.

4 – Strongly agree

3 – Agree

2 – Neutral

1 – Disagree

0 – Strongly disagree

19. 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.

4 – To a great extent

3 –Moderate

2 – Somewhat

1 – Very little

0 – Not at all

20. The overall quality of the teaching-learning process in your institute is very good.

4 – Strongly agree

3 – Agree

2 – Neutral

1 – Disagree

0 – Strongly disagree

21. Give three observation / suggestions to improve the overall teaching – learning experience in your institution.

a)

b)

c)

• STUDENT FEEDBACK FORM – Click Here

• STUDENT FEEDBACK ANALYSIS REPORT – Click Here

• ALUMNI FEEDBACK FORM – Click Here

• Academic & Administrative-Department-Audit-form-Click Here

• ACADEMIC CALENDAR PLANNER
• ACADEMIC AND EVENT CALENDAR
• 5 YEARS ACADEMIC CALENDAR

• ACADEMIC PRACTICES TARGET PLAN

TEACHER’S FEEDBACK

PARENTS FEEDBACK

EMPLOYER’S FEEDBACK

ALUMNI FEEDBACK

STUDENT’S FEEDBACK ON INSTITUTIONAL FACILITIES

• GATE PREPARATION & SUCCESS STORIES
• COMPETITIVE PREPARATION
• STUDENTS BENEFITED BY SCHOLARSHIP
• SOFT-SKILL TRAINING PLAN
• COMMUNICATION DEVELOPMENT PLAN
• APPLIED RESEARCH ACTIVITIES AS BEST PRACTICES