SELF STUDY REPORT - ATHMALLIK COLLEGE
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Self Study Report of ATHMALLIK COLLEGE
SELF STUDY REPORT
FOR
1st CYCLE OF ACCREDITATION
ATHMALLIK COLLEGE
AT/PO-ATHMALLIK POLICE STATION-ATHMALLIK
759125
www.athmallikcollege.org
Submitted To
NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL
BANGALORE
February 2021
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1. EXECUTIVE SUMMARY
1.1 INTRODUCTION
The Athmallik College is one of the oldest and premier Non-Govt. Colleges of Odisha, established in the year
1978 in the sub divisional headquarter of Athmallik to cater the needs of higher education in one of the most
educationally neglected areas of the then undivided district of Dhenkanal. It was established against a rural
back-drop catering to the needs of those who cannot afford to go out and join other institutes to pursue their
higher education and yet can get quality education at their door step. To bring the students at par with those
from expensive and famed institutes is the major challenge that epitomizes the dreams of the founding fathers.
Starting with a modest beginning as an Intermediate College of Arts, it became a full-fledged Degree College in
1982.
Of course, it is to admit that the hard work of the local enthusiastic and their whole hearted effort were the
cause for the inception of this institution. As it happens everywhere, the Athmallik College also began with the
noble endeavour of a group of dedicated individuals, as a realization of their long cherished dream to have an
institution of higher learning which they could call their own -an unique case of a vision turning into reality.
As far as possible the College provides quality education by inculcating social, cultural, moral
values and has been shaping the conduct and character of the students, which can enable them to
face the challenges in real life situations. Principal, being the head of the Institution coordinates and supervises
all the activities of administration, academic curricula and financial matter of the College with the help of
learned and experienced staff members of the College. Active participation of all sections of employees and
regular interaction and consultation between different sections of Administration make decision making process
smooth, participatory and transparency. The Students’ Feedback on Teachers, the Grievance cell, Anti ragging
cell and Women Harassment Redressal Cell make us quite aware of the problems of students and staff and help
to solve at the earliest.
Vision
1. To provide higher educational facilities in rural underdeveloped areas.
2. To execute the schemes of State Govt. and University in extending help and assistance in a way of imparting
free education among the meritorious, needy, and deserving students.
3. To promote education amongst the students of Scheduled Caste, Scheduled Tribe and Backward Classes of
people and to make available to them the State Aids tenable to these students in way of free education as per the
schemes sponsored by Govt. from time to time.
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Mission
1. To provide higher educational facilities in rural underdeveloped areas.
2. To execute the schemes of State Govt. and University in extending help and assistance in a way of imparting
free education among the meritorious, needy, and deserving students.
3. To promote education amongst the students of Scheduled Caste, Scheduled Tribe and Backward Classes of
people and to make available to them the State Aids tenable to these students in way of free education as per the
schemes sponsored by Govt. from time to time.
1.2 Strength, Weakness, Opportunity and Challenges(SWOC)
Institutional Strength
1. Transparency in administration
2. College acts as a nodal centre for the University
3. It enjoys good reputation in academic circle
4. There is a well equipped library and study room
5. The campus of the college provide eco-friendly environment
6. The campus provides a vibrant atmosphere conducive to all round development
7. The college provides extension activities for communities through NSS, NCC, Sports, YRC, and Self-
Defense wing.
8. The college has a canteen, hostel, play ground, career counseling cell and other cells and committees.
9. Well connected by road and railway.
10. Regular student-teacher interaction
11. Disciplined, cooperative and receptive students are committed to serve the society
12. Ragging-free campus
13. Vast are having its own protected forest is an added strength to the future final condition and aesthetic
value.
Institutional Weakness
1. Final constraint to improve the academic standard and to develop infrastructure
2. Lack of adequate facilities for research and extension activities
3. Lack of adequate career oriented programmes and professional courses
4. Relatively lesser numbers of teaching staffs in some departments is a major setback. Activities are
managed by recruiting part-time faculties.
5. Lack of auditorium
6. Lack of sufficient class rooms
7. Lesser numbers of non-teaching staffs to manage the office
Institutional Opportunity
1. Adequate land for infrastructure development
2. Availability of natural resources to support education in agriculture and pisciculture.
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Institutional Challenge
1. Financial stringency and backwardness of the region
2. Poor communication skill of the students from rural background
3. Opening up more inter-disciplinary programmes
4. NAAC accreditation of the college
5. Enhancement of the study facility
6. Grooming rural students for better communication skill, enhance exposure to face the complex job
market, to develop a positive sports culture
1.3 CRITERIA WISE SUMMARY
Curricular Aspects
The College has developed a very effective system of delivery and implementation of the curriculum framed by
the Sambalpur University in a planned and coordinated manner involving the Academic Committee and the
heads of departments of all the programs offered by the College. They oversee the pedagogical and
infrastructural requirements of the curriculum and ensure that the stated outcomes of the curriculum are met
during its implementation. Besides library, faculties assist students to access relevant study materials.
The curriculum has regularly been upgraded to remain responsive to the changing needs of students and thereby
enhance their employability. The adoption of the Choice Based Credit System has brought about much needed
flexibility for students in choosing their papers. The faculties at the departmental level assist the students in this
regard. The new curriculum has courses for project works and experimental learning and faculties in the
College regularly encourage the students to get exposed to practical experiences. Seminars are conducted
regularly at the departmental level to broaden the knowledge horizon of students.
The College adheres to its academic calendar in conducting all its examinations including internal assessment.
While the curriculum addresses concerns and elicits appreciation for issues such as human values, gender,
environment and sustainability, the College has undertaken many co-curricular and extension activities related
to such issues.
The College has regularly upgraded its infrastructure and has taken feedbacks from the primary stakeholders. It
has sent inputs related to curriculum to the University to be informed about how students and teachers view
courses.
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Teaching-learning and Evaluation
The College admits students from different socio-economic and cultural backgrounds through the Student
Academic Management System (SAMS) in a transparent manner and ensures equality among them by its Equal
Opportunity Cell.
The newly admitted students undergo Orientation Programs at the departmental level and are familiarized with
the College Academic Calendar and outcomes of their chosen program.
The concerned course teachers outline learning outcomes of the courses they teach and identify advanced and
slow learners through internal evaluation tools. Both at the institutional level (remedial and tutorial classes,
seminars, and co-curricular activities) and at the level of faculty (sharing information on advances in research
and methodology, encouraging critical and creative thinking, using ICT tools in classes and adopting new
teaching methods), the College has sought to meet the academic needs of such varying levels of students.
Proctorial classes have been introduced to address academic, psychological and personal problems faced by
students and thereby enhance student-teacher interaction. The College Library and faculties provide required
study materials to students.
College has inducted highly qualified faculties and has facilitated them to attend workshops and
refresher/orientation courses for their professional development.
Besides University examinations (and practical examinations for science students), the College has adopted a
very transparent and fair system of internal assessment monitored by its Internal Assessment Committee to
evaluate attainment of course outcomes.
The regular collection of feedbacks from students has enabled the College to assess satisfaction level of
students on curriculum, teacher and infrastructure and to devise plans to address their concerns.
Research, Innovations and Extension
The College has been successful in its main vision of imparting higher education at undergraduate level.
Therefore being an undergraduate college, it has limited scope for promoting research activities, thereby
creating a research culture.
It lacks any such policies and practices or availability of grants/resources (and its mobilization) for creating an
atmosphere or infrastructure for research. As a consequence, it does not have currently any research projects
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with faculties at the departmental level or collaboration/MoUs.
The College has however regularly facilitated its departments to conduct seminars, providing a platform to
discuss issues of their interest and for new research findings on them. For professional development, the
College has facilitated its faculties to pursue higher studies, participate in workshops, symposium,
orientation/refresher courses by providing duty/study leave. At personal level, faculties have attended
seminars/conferences at international level; have presented papers at national/international
conferences/seminars; and have published books and articles in peer reviewed journals, Magazines and News
Paper. .
The College has developed a very robust system of extension activities to supplement its curricular activities
and to fulfill its motto of service to the community and nation. Focus of its extension activities includes gender
equity, public health, literacy and education, environment and sustainable development. Such activities have
been undertaken through its NCC, NSS and YRC, and include Swachh Bharat Abhiyaan, Blood Donation
Camps, Road Safety and Traffic Management, Self-Defense Programs for Women, campaign for Women
Literacy, etc.
Infrastructure and Learning Resources
The College has strived to provide adequate physical facilities for smooth functioning of curricular, co-
curricular, extra-curricular and administrative activities. The class rooms are adequately lighted and ventilated,
and have sufficient sitting provision. Latest equipments are provided to keep science laboratories well-
equipped. Funds are allocated for maintenance and replenishment of physical infrastructure.
The College has a play ground for conducting outdoor games and Annual Athletic event. It has a well-equipped
gymnasium, an open air pandal, a Yoga center, a seminar hall, a Staff Common Room, a common room for
female students with a sanitary vending machine and a incinerator, 14 numbers of well-equipped toilets, a guest
room, and separate rooms for NSS, NCC, Students Union and YRC. The College has a 100-seated boy’s hostel
and a health center for first-aid and periodic health check-ups. Two numbers of generators have been installed
for uninterrupted power supply.
The College Library is fully automated and has over 12,000 books and journals. New books are purchased and
subscription of journals is made on the basis of the recommendation of the Library Committee. A study room
is attached to the library with a seating capacity of about 50 students.
Some of the class rooms have LCD projectors used by faculties to make teaching-learning more effective. It has
a computer lab with about 36 numbers of computers and the campus is under 24 hours security surveillance of
CCTVs. The Office, Library, Principal’s room and the staff Common Room has IT facilities including Wi-Fi.
Student Support and Progression
College through Proctorial classes has developed a close and productive relationship between students and
teachers. Students are able to address their academic and personal issues through such interactions. College has
facilitated students to avail various scholarships sponsored by Government and offers freeships to physically
disabled students.
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Remedial Classes have been introduced as a reinforcement mechanism for slow learners. Additionally, Yoga
classes, and self-defense programs for female students are conducted as capacity-building measures. The
Computer Lab in the College facilitates students to develop their computing skills with the assistance of the
faculty from the BCA program. The regular faculty guidance as well as efforts of the Career Counseling Cell
plays an important role in student progression to higher studies and in finding suitable jobs. The College Health
Center has the provision of first aid and periodic health check up.
The Anti-ragging and Grievance Rerdressal Cell, the Women Atrocity Cell, the SC/ST Cell, the Minority Cell,
OBC Cell and Internal Assessment Committee have ensured gender sensitivity, equality and readiness to
address any complain in a timely manner.
Co-curricular and extra-curricular activities form an essential part of the College life at Athmallik College.
Such opportunities are provided through NCC, NSS, YRC, Eco-club,Student Union, Cultural Association, and
Annual Athletic Meet. Students are represented in the newly established IQAC.
Governance, Leadership and Management
1. In order to materialize its stated vision and mission, governance, leadership and management in the College
are tied together with a well-defined chain of Command.
2. The leadership has strived towards decentralization and participative organizational culture by involving
staffs and students through various committees and Students Union. Usually various committees are formed
before the start of the academic session. Their plans and decisions are discussed in the Staff Council meeting
and executed by the Principal. The developmental, infrastructural, finance and recruitment related
recommendations are discussed in the Staff Council meetings and are forwarded to the Governing Body
through the Principal for approval. Students are also represented in the IQAC that monitors the overall quality
environment. The Governing Body, the Staff Council and other committees are formed as per the guidelines for
efficient functioning of the College.
3. College has strived to implement its plans especially for effective and planned delivery of curriculum,
especially after the implementation of CBCS in 2016-2017 which presented new infrastructural and
pedagogical challenge. It has provided training for faculties on how to use ICT tools in teaching, and has
facilitated them to attend Refresher/Orientation programmes.
4. College has only adopted e-governance in student admission. There is an elaborate system for resource
mobilization and utilization and yearly external audits are conducted to check financial irregularity.
Institutional Values and Best Practices
The College has continuously strived to integrate issues related to gender equity and sensitization into its
curricular and co-curricular programmes as well as day-to-day administrative activities. The neighbourhood
community has been sensitized on many occasions about women literacy, child malnutrition, dengue and
malaria.
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Knowing that students come from different socio-cultural and religious backgrounds, the College has instituted
different Cells including Equal Opportunity Cell and has ensured inclusiveness and toleration. It has ensured a
disabled-friendly environment and has consistently sensitized students and staffs about constitutional values
and morality. It has regularly celebrated national and international commemorative days.
It has an established code of conducts for students and staffs to ensure accountability. The College maintains
transparency in all its functions and has promoted human values and professional ethics. Its commitment to
sustainable development is reflected not only in class room teachings but also in its co-curricular and extension
activities on a consistent basis. It has successfully cut down on use of plastics, separated and managed solid
wastes, shifted to power efficient equipments like LED bulbs, and involved in plantations and awareness
programmes about wild life conservation.
Plastic free campus and arousal of the spirit of social service among students are two of the best practices the
college has adopted over the years.
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2. PROFILE
2.1 BASIC INFORMATION
Name and Address of the College
Name ATHMALLIK COLLEGE
Address AT/PO-ATHMALLIK POLICE STATION-
ATHMALLIK
City ATHMALLIK
State Orissa
Pin 759125
Website www.athmallikcollege.org
Contacts for Communication
Designation Name Telephone with Mobile Fax Email
STD Code
Principal(in- Dillip Kumar 06763-9437333680 9556530678 06763-25455 athmallik.college@
charge) Singh Samant 1 gmail.com
IQAC / CIQA Ajaya Kumar 06763-9337422434 9337422434 06763-25425 ajayadas123@gmai
coordinator Das 51 l.com
Status of the Institution
Institution Status Grant-in-aid
Type of Institution
By Gender Co-education
By Shift Regular
Recognized Minority institution
If it is a recognized minroity institution No
Establishment Details
Date of establishment of the college 05-09-1978
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University to which the college is affiliated/ or which governs the college (if it is a constituent
college)
State University name Document
Orissa Sambalpur University View Document
Details of UGC recognition
Under Section Date View Document
2f of UGC 08-11-1993 View Document
12B of UGC
Details of recognition/approval by stationary/regulatory bodies like
AICTE,NCTE,MCI,DCI,PCI,RCI etc(other than UGC)
Statutory Recognition/App Day,Month and Validity in Remarks
Regulatory roval details Inst year(dd-mm- months
Authority itution/Departme yyyy)
nt programme
No contents
Details of autonomy
Does the affiliating university Act provide for No
conferment of autonomy (as recognized by the
UGC), on its affiliated colleges?
Recognitions
Is the College recognized by UGC as a College No
with Potential for Excellence(CPE)?
Is the College recognized for its performance by No
any other governmental agency?
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Location and Area of Campus
Campus Type Address Location* Campus Area Built up Area in
in Acres sq.mts.
Main campus AT/PO-ATHMALLIK Semi-urban 11.15 45122.54
area POLICE STATION-
ATHMALLIK
2.2 ACADEMIC INFORMATION
Details of Programmes Offered by the College (Give Data for Current Academic year)
Programme Name of Pr Duration in Entry Medium of Sanctioned No.of
Level ogramme/C Months Qualificatio Instruction Strength Students
ourse n Admitted
UG BA,Political 36 intermediate English 32 31
Science
UG BA,History 24 intermediate English 24 23
UG BA,Economi 24 Intermediate English 24 23
cs
UG BA,Odia 24 intermediate English 24 22
UG BA,Philosop 24 intermediate English 24 24
hy
UG BSc,Physics 24 intermediate English 16 13
UG BSc,Chemist 24 intermediate English 16 11
ry
UG BSc,Botany 24 intermediate English 16 16
UG BSc,Zoology 24 intermediate English 16 14
UG BCA,Bca 24 intermediate English 30 2
Position Details of Faculty & Staff in the College
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Teaching Faculty
Professor Associate Professor Assistant Professor
Male Female Others Total Male Female Others Total Male Female Others Total
Sanctioned by the 0 0 19
UGC /University
State
Government
Recruited 0 0 0 0 0 0 0 0 15 1 0 16
Yet to Recruit 0 0 3
Sanctioned by the 0 0 7
Management/Soci
ety or Other
Authorized
Bodies
Recruited 0 0 0 0 0 0 0 0 0 7 0 7
Yet to Recruit 0 0 0
Non-Teaching Staff
Male Female Others Total
Sanctioned by the 17
UGC /University State
Government
Recruited 10 1 0 11
Yet to Recruit 6
Sanctioned by the 4
Management/Society
or Other Authorized
Bodies
Recruited 3 1 0 4
Yet to Recruit 0
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Technical Staff
Male Female Others Total
Sanctioned by the 0
UGC /University State
Government
Recruited 0 0 0 0
Yet to Recruit 0
Sanctioned by the 4
Management/Society
or Other Authorized
Bodies
Recruited 3 1 0 4
Yet to Recruit 0
Qualification Details of the Teaching Staff
Permanent Teachers
Highest Professor Associate Professor Assistant Professor
Qualificatio
n
Male Female Others Male Female Others Male Female Others Total
D.sc/D.Litt. 0 0 0 0 0 0 0 0 0 0
Ph.D. 0 0 0 0 0 0 3 0 0 3
M.Phil. 0 0 0 0 0 0 0 0 0 0
PG 0 0 0 0 0 0 12 8 0 20
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Temporary Teachers
Highest Professor Associate Professor Assistant Professor
Qualificatio
n
Male Female Others Male Female Others Male Female Others Total
D.sc/D.Litt. 0 0 0 0 0 0 0 0 0 0
Ph.D. 0 0 0 0 0 0 0 0 0 0
M.Phil. 0 0 0 0 0 0 0 0 0 0
PG 0 0 0 0 0 0 0 0 0 0
Part Time Teachers
Highest Professor Associate Professor Assistant Professor
Qualificatio
n
Male Female Others Male Female Others Male Female Others Total
D.sc/D.Litt. 0 0 0 0 0 0 0 0 0 0
Ph.D. 0 0 0 0 0 0 0 0 0 0
M.Phil. 0 0 0 0 0 0 0 0 0 0
PG 0 0 0 0 0 0 2 3 0 5
Details of Visting/Guest Faculties
Number of Visiting/Guest Faculty Male Female Others Total
engaged with the college?
0 0 0 0
Provide the Following Details of Students Enrolled in the College During the Current Academic Year
Programme From the State From Other NRI Students Foreign Total
Where College States of India Students
is Located
UG Male 324 0 0 0 324
Female 236 0 0 0 236
Others 0 0 0 0 0
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Provide the Following Details of Students admitted to the College During the last four Academic
Years
Programme Year 1 Year 2 Year 3 Year 4
SC Male 27 28 21 18
Female 16 15 15 10
Others 0 0 0 0
ST Male 7 7 9 8
Female 5 5 2 5
Others 0 0 0 0
OBC Male 86 85 71 60
Female 58 45 50 63
Others 0 0 0 0
General Male 9 8 3 7
Female 9 9 6 8
Others 0 0 0 0
Others Male 1 0 0 0
Female 1 0 0 0
Others 0 0 0 0
Total 219 202 177 179
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Extended Profile
1 Program
1.1
Number of courses offered by the Institution across all programs during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
200 200 200 71 71
File Description Document
Institutional data in prescribed format View Document
1.2
Number of programs offered year-wise for last five years
2018-19 2017-18 2016-17 2015-16 2014-15
10 11 11 6 6
2 Students
2.1
Number of students year-wise during last five years
2018-19 2017-18 2016-17 2015-16 2014-15
560 593 619 617 570
File Description Document
Institutional data in prescribed format View Document
2.2
Number of seats earmarked for reserved category as per GOI/State Govt rule year-wise during last five
years
2018-19 2017-18 2016-17 2015-16 2014-15
86 74 78 85 79
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File Description Document
Institutional data in prescribed format View Document
2.3
Number of outgoing / final year students year-wise during last five years
2018-19 2017-18 2016-17 2015-16 2014-15
133 166 161 124 125
3 Teachers
3.1
Number of full time teachers year-wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
23 18 22 18 18
File Description Document
Institutional data in prescribed format View Document
3.2
Number of sanctioned posts year-wise during last five years
2018-19 2017-18 2016-17 2015-16 2014-15
26 25 25 25 25
File Description Document
Institutional data in prescribed format View Document
4 Institution
4.1
Total number of classrooms and seminar halls
Response: 17
4.2
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Total Expenditure excluding salary year-wise during last five years ( INR in Lakhs)
2018-19 2017-18 2016-17 2015-16 2014-15
21 29 34 30 42
4.3
Number of Computers
Response: 36
4.4
Total number of computers in the campus for academic purpose
Response: 33
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4. Quality Indicator Framework(QIF)
Criterion 1 - Curricular Aspects
1.1 Curricular Planning and Implementation
1.1.1 The Institution ensures effective curriculum delivery through a well planned and documented
process
Response:
The Athmallik College is affiliated to the Sambalpur University and follows the curriculum framed by it. It
implements all the curriculum-related guidelines notified by the University from time-to-time. For its
effective delivery, it has plans at multiple levels:
a. All the departments are intimated about the University notifications and prescriptions on Curriculum by
the Staff Council in tandem with the Academic Committee.
b. Each department is asked to submit its workload and new faculties are recruited if required. Teaching
assignments are allocated after consultations among its faculties at the departmental level by keeping in
view individual expertise. Each faculty prepares his Lesson-cum-Progress report on the courses assigned to
him and the same is verified by the respective Head of the Department and the Principal.
c. The general time-table displaying the classes is prepared by the faculties assigned by the Principal and
the same is approved by the Academic Committee. The faculty-wise time-table is prepared by each
department and the same is intimated to the Academic Committee. It is then distributed to the students
through each department.
d. Besides the Library, faculties individually ensure that the students receive the prescribed/suggested
readings in time. They also supply the students newly published references. The Library is fully automated
and new books are purchased as per the requirements of the syllabus to meet the academic needs of
students.
e. The course teacher ensures regular attendance of students. Proctorial classes have been introduced for
close student-teacher interaction and to address academic and related stress students suffer.
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f. For science students, all the laboratory equipments are replenished as per the need and practical classes
are held as per the time-table.
g. The course teachers individually outline the objectives and the outcomes of courses they teach to the
students in the beginning of classes and make them acquainted with the Academic Calendar of the College
prepared as per the prescription of the University and State Government.
h. Students are continuously monitored and evaluated through internal assessment and practical classes.
Remedial Classes are offered to needy students. Advanced learners are encouraged to take up higher
studies and prepare for competitive examinations.
i. The internal assessment is transparent and academic standards are maintained during such examination.
It is done as per the prescriptions of the University. For practical examinations, externals are invited to
maintain fairness.
j. A course teacher is given freedom to adopt new teaching methodologies to ensure attainment of course
outcomes. The departments conduct seminars and talks to make the learning process more effective.
k. The pedagogical and infrastructural requirements are upgraded and monitored throughout an academic
session by the Academic Committee.
l. Feedbacks from students are regularly collected and analyzed. Students’ views on curricular issues are
intimated to the University and their suggestions to improve teaching and infrastructure are given high
importance in the College level-planning.
1.1.2 The institution adheres to the academic calendar including for the conduct of CIE
Response:
1. For the Conduct of CIE, the College adheres to its Academic Calendar governed by the Department of
Higher Education, Government of Odisha and the Sambalpur University. It is uploaded in the College
website. The students are informed about the same during their respective departmental Orientations and
though class teachers.
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2. As an affiliated College, it adheres to the evaluation norms of the Sambalpur University. The
information about the scheme of internal evaluation, mark distribution and other regulations are uploaded
in the College website and are displayed on the College notice board.
3. The date for internal assessment/evaluation is fixed by the Internal Assessment Committee in conformity
with the Academic Calendar. The process of internal evaluations has evolved from Term Paper to Internal
Examination to Mid-Term (now) examination as per the prescriptions of the Sambalpur University.
4. The internal assessment marks are shown to the students by their respective course teachers and are also
sent to the University in its given time frame. The Internal Assessment Committee ensures adherence to
Academic Calendar, fairness in the process and maintenance of academic standard in the internal
evaluation process.
5. For science students, the College also adheres to its Academic Calendar in conducting the practical
examinations. All information related to that is made available for students through College website and
concerned course teachers. The date for such examination is fixed by the Internal Assessment Committee
within the time frame given by the University and externals are appointed to keep it fair as per the
guidelines of the University.
6. The internal examinations for the odd semesters (1st, 3rd and 5th) are usually held in the month of
October and for even semesters (2nd, 4th and 6th), they are held in the month of February. The dates are
fixed by keeping in view holidays and other planned activities of the College broadly reflected through the
Academic Calendar.
1.1.3 Teachers of the Institution participate in following activities related to curriculum
development and assessment of the affiliating University and/are represented on the following
academic bodies during the last five years
1.Academic council/BoS of Affiliating university
2.Setting of question papers for UG/PG programs
3.Design and Development of Curriculum for Add on/ certificate/ Diploma Courses
4.Assessment /evaluation process of the affiliating University
Response: D. Any 1 of the above
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File Description Document
Institutional data in prescribed format View Document
Details of participation of teachers in various View Document
bodies/activities provided as a response to the
metric
1.2 Academic Flexibility
1.2.1 Percentage of Programmes in which Choice Based Credit System (CBCS)/ elective
course system has been implemented
Response: 90
1.2.1.1 Number of Programmes in which CBCS/ Elective course system implemented.
Response: 9
File Description Document
Minutes of relevant Academic Council/ BOS View Document
meetings
Institutional data in prescribed format View Document
1.2.2 Number of Add on /Certificate programs offered during the last five years
Response: 0
1.2.2.1 How many Add on /Certificate programs are offered within the last 5 years.
2018-19 2017-18 2016-17 2015-16 2014-15
00 00 00 00 00
File Description Document
Institutional data in prescribed format View Document
1.2.3 Average percentage of students enrolled in Certificate/ Add-on programs as against the total
number of students during the last five years
Response: 0
1.2.3.1 Number of students enrolled in subject related Certificate or Add-on programs year wise
during last five years
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2018-19 2017-18 2016-17 2015-16 2014-15
0 0 0 0 0
1.3 Curriculum Enrichment
1.3.1 Institution integrates crosscutting issues relevant to Professional Ethics ,Gender, Human
Values ,Environment and Sustainability into the Curriculum
Response:
The Environmental Science/Environmental Studies is offered as a compulsory course for the students
across all the programs in the College. The students are through this course made aware of environmental
issues including pollution, climate change, public health, environmental law and sustainable development.
Besides, issues related to gender, environment and sustainability, human values and professional ethics are
covered under the following courses offered to the under graduate students:
Department: Chemistry
1. Industrial Chemicals and Environment (DSE-3)
The course deals with air pollution, water pollution and nuclear pollution and informs about renewable
energy sources such as solar, tidal, geothermal, hydel and nuclear.
Department: Botany
1. Natural resource Management (DSE-2)
This paper informs about various types of natural resources such as land, water, forest, energy and
biological resources and their sustainable utilization through different strategies.
Department: Zoology
1. Environment and Public Health (GE-2)
This course informs about sources of environmental hazards, causes of climate change and sources and
effects of pollution. Various waste management strategies, common diseases affecting public health and
how to control them are also part of this paper.
Department: Political Science
1. Feminism: Theory and Practice (GE-I)
This course introduces students to an analysis of Indian society, economy and polity with a view to
understanding the structures of gender inequalities. The students are made aware of contemporary debates
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on feminism and women’s movements in contemporary India.
2. Governance: Issues and Challenges (GE-4)
This paper provides information about essence of governance through various good governance measures
in India including Citizen Charter, Right to Information and corporate social responsibility.
3. Gandhi and the Contemporary World (GE-2)
The students are introduced through this course about Gandhian concept of Ahimsa and Satyagraha. This
course also explores into Gandhi’s thought on environment, women and social harmony.
4. Women, Power and Politics (DSE-IV)
This course deals with the question of women’s agency and empowerment of women while focusing on
the impact of social structures and relations on gender inequality.
5. Human Rights in a Comparative Perspective (DSE-2)
This course covers the issue of gender and violence in India and Pakistan.
Department: Economics
1. Economics of Social Sector and Environmental Issues (Paper-VIII)
This paper focuses on environmental issues including renewable and non-renewable energy sources, causes
and effects of environmental degradation and concepts and indicators of sustainable development.
2. Environmental Economics (DSE-VII)
This course focuses on economic causes of environmental problems. Sustainable Development;
transnational environmental problems including depletion of ozone layer, global warming and climate
change; and international cooperation on environment are also part of this paper.
Department: Philosophy
1.Applied Ethics (C- 7)
This papers deals with value of human life, environmental ethics (respect for nature, animals and ecology)
and professional ethics (medical and media ethics).
1.Feminism(GE-3)
This paper deals with the Patriarchal society and feminist movement. It also addresses the question of
biology of gender and the role of women in society.
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1.3.2 Average percentage of courses that include experiential learning through project work/field
work/internship during last five years
Response: 3.9
1.3.2.1 Number of courses that include experiential learning through project work/field
work/internship year-wise during last five years
2018-19 2017-18 2016-17 2015-16 2014-15
13 13 13 00 00
File Description Document
Institutional data in prescribed format View Document
1.3.3 Percentage of students undertaking project work/field work/ internships (Data for the latest
completed academic year
Response: 1.61
1.3.3.1 Number of students undertaking project work/field work / internships
Response: 09
File Description Document
Institutional data in prescribed format View Document
Any additional information View Document
1.4 Feedback System
1.4.1 Institution obtains feedback on the syllabus and its transaction at the institution from the
following stakeholders 1) Students 2)Teachers 3)Employers 4)Alumni
Response: C. Any 2 of the above
File Description Document
Action taken report of the Institution on feedback View Document
report as stated in the minutes of the Governing
Council, Syndicate, Board of Management (Upload)
URL for stakeholder feedback report View Document
1.4.2 Feedback process of the Institution may be classified as follows: Options:
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1.Feedback collected, analysed and action taken and feedback available on website
2.Feedback collected, analysed and action has been taken
3.Feedback collected and analysed
4.Feedback collected
5. Feedback not collected
Response: A. Feedback collected, analysed and action taken and feedback available on website
File Description Document
URL for feedback report View Document
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Criterion 2 - Teaching-learning and Evaluation
2.1 Student Enrollment and Profile
2.1.1 Average Enrolment percentage (Average of last five years)
Response: 94.39
2.1.1.1 Number of students admitted year-wise during last five years
2018-19 2017-18 2016-17 2015-16 2014-15
179 179 202 219 205
2.1.1.2 Number of sanctioned seats year wise during last five years
2018-19 2017-18 2016-17 2015-16 2014-15
222 196 202 219 205
File Description Document
Institutional data in prescribed format View Document
2.1.2 Average percentage of seats filled against reserved categories (SC, ST, OBC, Divyangjan, etc.
as per applicable reservation policy ) during the last five years ( exclusive of supernumerary seats)
Response: 61.32
2.1.2.1 Number of actual students admitted from the reserved categories year wise during last five
years
2018-19 2017-18 2016-17 2015-16 2014-15
41 45 53 59 48
File Description Document
Institutional data in prescribed format View Document
2.2 Catering to Student Diversity
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2.2.1 The institution assesses the learning levels of the students and organises
special Programmes for advanced learners and slow learners
Response:
The students after their admission undergo departmental Orientation programmes during which they
become familiar with the broad outcomes of their chosen programme, their course teachers, and available
facilities in the College. They are guided in the choosing courses under the CBCS.
As soon as they start learning their courses, the concerned course teacher begins to identify their potential
during multiple class interactions and takes every possible measure to reach out to them to enhance their
ability. As many students come from colleges where they are taught in their entry-level intermediate
program in mother tongue (i.e., Odia) as the medium of instruction, the College ensures the faculties teach
from the beginning bilingually rather than in English only in order to minimise the gap between teaching-
learning processes. Teachers ensure they remain accessible to students with their problems not only in the
class room but also outside the classes through email, whatsapp and telephone. Teachers also make them
available to students in the campus after the classes are over. The proctorial classes have been introduced
for students in small groups with a teacher to act as mentor. Students are encouraged to leave their
inhibitions and open up on their difficult issues. The Proctors help students to address their academic and
stress related problems.
The tutorial classes are regularly held once in a week as doubt clearing classes and for further discussion
on a specific topic. In the case of science students, faculties through practical classes held every week
assess the learning levels of students and give more attention to slow learners. The internal assessment
conducted in the middle of the semester becomes a benchmark for faculties to strategise further in order to
lessen the gap between teaching and learning. For slow learners, remedial classes are offered. The students
with special needs and physical disabilities are assisted by the faculties in all possible manners. Many
faculties encourage students to engage in peer learning.
Advanced learners are encouraged and counselled by faculties to go for higher studies and prepare for
competitive examinations. They are exposed to more reference materials and given opportunities to present
papers in seminars conducted by various departments. The College facilitates many scholarships sponsored
by the State Government. The College library and the Compute center facilitate students in the academic
pursuits.
To supplement curricular programs, co-curricular and extra-curricular activities are provided to students as
creative platforms to showcase their individual and organisational skills and to broaden their knowledge
horizon beyond their chosen area of study. Various competitions held and winners are felicitated during the
Annual Function. Talented students are identified and encouraged for excellence in the areas of their
interest. Students are selected to represent the College in inter-college foot ball championship. The College
has instituted Best All Rounder Award for students who exhibit excellence both in curricular and co-
curricular activities.
2.2.2 Student- Full time teacher ratio (Data for the latest completed academic year)
Response: 24:1
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File Description Document
Any additional information View Document
2.3 Teaching- Learning Process
2.3.1 Student centric methods, such as experiential learning, participative learning and problem
solving methodologies are used for enhancing learning experiences
Response:
1. The College singularly focuses on student-centric methods in the teaching-learning process so as to
make the students familiar with on-going researches in their area of study and to enable them to be
employable in the growing knowledge economy in the world. Faculties in the College have always aimed
at lessening the gap between theory and real world.
2. Besides traditional methods of teaching using black-board and chalk, the College has facilitated some
faculties to use projector to make power point-presentations and show relevant videos to make their
teaching more attractive to students. Students are also encouraged and assisted to make power-point
presentations which will help them in their future higher studies and employment.
3. In social sciences, the students are encouraged for questioning and arguing as a part of their curricular
programmes and thereby develop knowledge about critical thinking.
4. The students of economics are in collaborative/ participative manner learn how to use mathematical and
statistical methods in economics. Such knowledge helps students in the future to use advanced
mathematical models, correlation and regression analysis, methods of data collection in their higher studies
and carrier.
5. In science subjects, project works, fieldtrips and experiments in laboratories are conducted with active
participation of both students and teachers. They have real world significance.
6. The College has currently (Session 2019-20) given more flexibility to faculties in terms of choosing the
methods of internal evaluation, thereby enhancing the scope of creativity.
6. Seminars, lectures, various competitions held as a part the College’s co-curricular activities, thus
enhancing students’ knowledge outside their chosen domain of study. Various co-curricular activities
conducted in the College provide opportunity for students to showcase and hone their individual skill,
imagination and creativity.
7. The self-defense programmes for female students enable them for self-defense. Through Yoga classes,
students learn how to find balance between body and mind. Programmes on environment, gender
sensitivity and equity, and screening of films on active citizenship bring about interaction and awareness
about such issues of high importance in the world today.
2.3.2 Teachers use ICT enabled tools for effective teaching-learning process.
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Response:
1. Faculties from the Departments of Economics, Political Science, Philosophy, Physics and Zoology use
LCD projectors in their teaching for better visualization of the subject topics. Other ICT tools used include
laptop, desktop, audio system, digital speech podium, and internet. They blend conventional class room
teaching with ICT-based audio-visual methods for student-centric learning.
2. The ICT enabled classroom teaching in which teachers use PowerPoint presentations to present visual
materials makes teaching more attractive and lively by removing boredom which is otherwise impossible
in traditional method of teaching with black board and chalk. Print outs of PowerPoint slides are shared
with students for their future references. This mode of teaching is more planed and organized.
3. Showing relevant audio-visual documentaries, conversations, and other relevant videos from You Tube
complement readings from the Syllabus.
4. Relevant diagrams, maps, charts, photos and figures are shown through LCD projectors. This provides
students with information that is visual and engaging, thereby making instruction and learning more
effective and lively.
5. Utilizing ICT-based pedagogies to make teaching more student-centric is however based on a teacher’s
knowledge about his subject, and how ICT resources can be utilized and related to it. In other words, a
teacher must know when, where and how the ICT tools are used. To give an example of how effectively
this is used in the College, our faculty delivering his lecture on World War I in the International Relations
class by using LCD projector:
(a) make a visual presentation of Serbian nationalist Gavrilo Princip killing Austrian archduke Franz
Ferdinand and his wife in Sarajevo that contributed to the WWI as a precipitating cause;
(b) present figures showing the European balance of military power in 1914;
(c) illustrate the causes of World War I through visual projection of three levels of images/analysis;
(d) present visually the figurers illustrating the narrowing funnel of choices and the counterfactual analysis
of WW I; and
(e) show relevant photographs of that period and related videos.
6. As per the assessment of our faculties using ICT resources, student attention to learning and their
understanding of the subject has increased due to ICT-enabled teaching methods.
File Description Document
Provide link for webpage describing the ICT View Document
enabled tools for effective teaching-learning
process.
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2.3.3 Ratio of students to mentor for academic and other related issues (Data for the latest completed
academic year )
Response: 24:1
2.3.3.1 Number of mentors
Response: 23
File Description Document
Upload year wise, number of students enrolled and View Document
full time teachers on roll.
Mentor/mentee ratio View Document
2.4 Teacher Profile and Quality
2.4.1 Average percentage of full time teachers against sanctioned posts during the last five years
Response: 82.57
File Description Document
Institutional data in prescribed format View Document
2.4.2 Average percentage of full time teachers with Ph. D. / D.M. / M.Ch. / D.N.B Superspeciality /
D.Sc. / D.Litt. during the last five years (consider only highest degree for count)
Response: 8.49
2.4.2.1 Number of full time teachers with Ph. D. / D.M. / M.Ch. / D.N.B Superspeciality / D.Sc. /
D.Litt. year wise during the last five years
2018-19 2017-18 2016-17 2015-16 2014-15
03 03 03 00 00
File Description Document
Institutional data in prescribed format View Document
2.4.3 Average teaching experience of full time teachers in the same institution (Data for the latest
completed academic year in number of years)
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Response: 13.87
2.4.3.1 Total experience of full-time teachers
Response: 319
File Description Document
Institutional data in prescribed format View Document
2.5 Evaluation Process and Reforms
2.5.1 Mechanism of internal assessment is transparent and robust in terms of frequency and mode
Response:
1. The internal assessment process in the College has evolved as per the guidelines of the University.
During the session 2016-17 when CBCS was introduced, the College conducted internal assessment in the
form of tutorial examination: two term papers of 25 marks each of 1 hour duration for a course.
2. In the session 2018-19, it was modified to internal examination of 20 marks for a course without
practical: (i) MCQs (10+ 1= 10 marks) and (ii) very short answer questions (5x 2=10). In the case of a
course with practical, internal assessment was bifurcated to (5x1=5) and very short answer questions
(4x2.5=10).
3. The University further revised internal assessment as Mid-Term examination of 1 hour duration with 20
marks for subjects without practical and 15 marks for subjects with practical. This time the College was
given full freedom to decide on the type of questions to be asked during the examination. The system has
become more robust with the freedom enjoyed by faculties in conducting internal evaluation in innovative
ways.
4. As per the University provision, a student is allowed one more time to appear in the internal examination
in case of his absence in the first instance. If he remains absent on both occasions, he can be declared as
failed in that particular paper and has to appear the mid-term examination in the subsequent semester.
4. The College ensures that each student is well-versed with the internal evaluation system, especially the
scheme and schedule of examination through its website, departmental Orientations and class teachers.
Before the start of the academic session, the Academic Committee in tandem with the Internal Assessment
Committee deliberates on how to deliver the curriculum and appraises the mode of internal evaluation. The
Internal Assessment Committee prepares guidelines for internal examination including on how to deal with
absenteeism within the broader guidelines of the University. It also deliberates on minimum and maximum
marks and same is transmitted to all the faculties through their respective departments.
5. Dates of internal assessment are notified in the College notice board at least a week in advance. The
same is disseminated among the students in classes by teachers.
6. Answer sheets are shared with the students to verify themselves any unfairness in the valuation and to
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inform about any incorrectness or omission. Each faculty maintains a register for internal assessment and
the students are asked to give their signature in it against their secured marks after they are satisfied. The
answer shits are preserved for six months as per the University prescription.
6. The Internal Assessment Committee monitors fairness, accuracy and transparency in the whole process.
In the case of any grievance related to marks, a student can approach the Committee to get justice. The
mark-list is displayed in the College notice board before it is sent to the University in a given format. Now
marks are uploaded in the University website within a given time-frame. The Committee ensures no error
is made while uploading the marks.
2.5.2 Mechanism to deal with internal examination related grievances is transparent, time- bound
and efficient
Response:
Any grievance related to internal assessment marks are addressed by the Internal Assessment Committee of
the College. As written earlier (see 2.5.1), the internal examination process is fully transparent. Students
can personally verify their answer sheets for any unfair evaluation, incorrect marking and any
omission/error. The same is kept secured for six months for any future reference as per the University
instruction.
A student if satisfied with his given mark, he signs in the internal assessment register of the concerned
course teacher. Otherwise he/she can make a written complaint to the Committee. Decision is taken swiftly
by the Committee and necessary instructions are issued to the concerned course teacher to recheck. If the
grievance is not resolved at that point, another examiner is appointed by the Committee in consultation
with the concerned head of the department to re-examine the paper. The Committee ensures that the
grievance is addressed in time and the mark is sent/ uploaded within the given time-frame by the
University.
Since the marks are sent in a given format sent by the University and is now uploaded by the College in the
University website, the Internal Assessment Committee ensures no error/omission is made in this
transmission process.
Fairness in practical examinations for science students are ensured through University-appointed externals.
The dates for examination are notified in the College notice board much in advance. The practical marks
are sent to the University in a given time frame. Now it is uploaded in the given portal of the University.
The concerned department ensures no omission/error occurs during this process.
During the end-semester examination when the College becomes examination centers for its students, any
grievance related to admit card is addressed by the office staffs in charge of examination. Once the
examination starts, any specific grievance is immediately addressed by a superintendent and deputy
superintended appointed for that examination. They also ensure that the examination is conducted in free
and fair manner and the answer shits are sent in time in the given address for evaluation. After the
publication of result, any specific grievance where College is related is addressed by the examination
section of the College. But in the case of checking, the student needs to approach the Examination Section
of the University.
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2.6 Student Performance and Learning Outcomes
2.6.1 Teachers and students are aware of the stated Programme and course outcomes of the
Programmes offered by the institution.
Response:
1. The website of the College (www.athmallikcollege.org) is a major source of information for students
about all the available programmes and department-wise list of the courses offered by it. The College
ensures that the website remains functional all the time and necessary information is uploaded in time. The
Academic Committee ensures that the faculties in the College are well versed with the syllabi of courses,
course outcomes, and subsequently programme outcomes.
2. The prospective students can check departmental profile such as its history, its sanctioned strength, and
present faculty list and their qualification and contact numbers in it. They can contact the faculties to know
scope and outcomes of each courses and programmes.
2. The syllabi of courses have been designed in manner reflecting the desired learning outcomes. The same
is uploaded in the College website. Since the curriculum is entirely framed by the University, any changes
made in them are notified in the College website and notice board.
3. A general schedule of curricular and co-curricular programs is outlined in the College Academic
Calendar framed as per the prescriptions of the state government and the affiliating University. The same
can be viewed by the students in the College website.
4. Since the entire admission process is managed through the SAMs portal administered by the state
government, information about profile of the College, admission fee, sanctioned strength, available number
of seats under each category such as General, SC, ST, and PWD can also be viewed by the students in it.
5. Departmental Orientation programmes are conducted for first year undergraduate students after their
admissions are over and before the commencement of classes wherein the new students are acquainted by
faculties with the learning outcomes of their chosen programme over completion of the courses,
particularly carrier options open to them.
6. Faculties outline the desired outcomes of the courses in the initial classes of the concerned course. The
same is available in the syllabus which can be accessed in the library and College website. Students are
also familiarised about this from fellow senior students in the department. They are also made aware
(through faculties) of the academic calendar of the College, the schedule and scheme of examination to
evaluate their attainment of course outcomes.
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