SSR | College of Commerce, Arts and Science

College of Commerce
Patna 800 020, Bihar (INDIA)

http://www.cocpatna.org

/Fax 0612-2350136

Self Study Report
(2nd cycle)

[Submitted to NAAC, Bangalore]

31st March 2015

0

College of Commerce, Patna 800 020
Bihar (India)

www.cocpatna.org/

Phone: 0612-2350136

Institutional E-mail ID: [email protected]/
Track ID: BRCOGN13818

From: The Principal
College of Commerce, Patna (Bihar)

To: The Director
National Assessment and Accreditation Council (NAAC), Nagarbhavi,
Bangalore 560 072, India

Dear Sir,
I am hereby dispatching the Self Study Report/Self Assessment

Report (SSR/SAR) prepared by our team of teachers coordinated by Dr.
Jainendra Kumar, Professor and Former Head, Department of Botany and
Biotechnology of the college. Kindly note that it is for validation of SSR for
the second cycle of assessment and accreditation. Please refer to your mail to
our mail address [email protected]/ dated 5th March, 2015 vide
NAAC/CAPU/E&NE/BRCOGN13818/2015.
First assessment and validation of the ‘Self Study Report’ of this institution
was done by the NAAC Peer team in 2009 and accreditation was granted by
NAAC on March 08, 2009 assigning CGPA 2.92 on four point scale at B
grade.
As required, five hard copies and one soft copy of the SSR as Compact Disc
(CD) along with the soft copies of the AQARs for the preceding years (2009-
10, 2010-11, 2011-12 and 2012-13) are to be submitted to NAAC, P.O. Box
No. 1075, Nagarbhavi, Bangalore 560 072 soon.

With Regards and warm wishes,

Yours Sincerely,

[Prof. (Dr.) Baban Singh]
31st March, 2015

1

Index Page

Chapter 03-06
07-14
1. Executive Summary 15-120
2. Profile of the Institution 16-31
3. Criteria-wise Inputs 32-52
4. Criterion I 53-73
5. Criterion II 74-86
6. Criterion III 87-99
7. Criterion IV 100-112
8. Criterion V 113-120
9. Criterion VI 121-193
10. Criterion VII 194-202
11. Evaluative Reports of the Departments 203
12. Post accreditation Initiatives
13. Declaration by the Head of the Institution 204
14. Appendices 205
206
(i) Certificate of Compliance 207
(ii) Master Plan
(iii) UGC Grant XII Plan
(iv) UGC 2F

2

Executive summary

(The SWOC analysis)

Established in 1949, College of Commerce, Patna 800 020, affiliated as a
constituent unit of Magadh University, Bodh Gaya (Bihar), is recognized by
University Grants Commission, New Delhi under 2(f) and 12(B).
Enriched with all necessary infrastructure, an automated Central Library
linked to world-wide Free information flows and databases, well equipped
laboratories, computer learning premises, two websites (www.cocpatna.org
and www.coclib.org), a local area wireless network (WLAN) that allows a
computer device to connect to the internet at 2.4 GHz UHF and 5 GHz HHF
radio waves and Intranet facilities, the College imparts undergraduate and
post-graduate education to students in various subjects of Arts, Social
Sciences, Humanities, Science, Commerce and management vide Botany,
Biotechnology, Zoology, Biochemistry, Physics, Chemistry, Mathematics,
Economics, Commerce, Business Management and Business Administration,
Hindi, English, Urdu, Maithili, Philosophy, Sociology, History, Psychology,
Geography, Political Science, Library Science and Law.
Degree level Vocational education is available in Biotechnology, Office
management and Secretarial Practices (OMSP), Computer Applications
(B.C.A.), B.Sc. (IT), Biochemistry and Functional English. Degree level add-
on programs (Certificate/Diploma/Advance diploma) are available in
Bioinformatics, Nutrition and Dietetics, Cultivation of Medicinal and
Aromatic Plants, Medical Lab Technology and Journalism and Mass
Communication. Professional Bachelors’ program is available in Business
Management (B.B.M.) and Professional Post Graduate programs in
Biotechnology and Business Administration. Bachelors’ level program in
Library and Information Science is supported by a Masters’ degree in the area
(M. Lib).

Undergraduate Regular and vocational programs in the institution are:
1. B.A. (Honors degree) in Economics, History, Political Science,
Geography, Sociology, Philosophy, Psychology, Hindi, English,
Bengali (under suspension currently), Urdu and Maithili.
2. B.Sc. (Honors degree) in Physics, Chemistry, Botany, Zoology and
Mathematics.
3. B. Com. (Honors degree) in Commerce

3

4. B.Sc. Vocational (Honors) in Biotechnology and Biochemistry
5. B.Com. Vocational (Honors) in Office Management and Secretarial

Practices, vocational Honors degree in B.B.M. and
6. Vocational Honors degree in B.C.A. and B.Sc. (IT).
Postgraduate programs in the institution are:
1. M.A. in Economics, History, Political Science, Geography, Sociology,

Psychology, Hindi and English (From 2015-16, in Urdu, Philosophy
and LSW too).
2. M.Sc. in Physics, Chemistry, Botany, Zoology, Biotechnology and
Mathematics.
3. M. Com. in Commerce and Masters in Business Administration.
4. Masters’ degree in Library Science

Job-oriented programs in the institution are:
3-year add-on programs leading to Certificate/Diploma/Advance diploma in -

1. Nutrition and Dietetics
2. Bioinformatics
3. Cultivation of Medicinal and Aromatic plants
4. Medical Lab Technology
5. Journalism and Mass Communication

One-year PG diploma is available in Counseling and Rehabilitation and one-
year UG degree in Library and Information science.
Presently, Ph. D. programs are available in Economics, History, Political
Science, Geography, Sociology, Psychology, Hindi, English, Commerce,
Physics, Chemistry, Botany, Zoology, Biotechnology and Mathematics.

Analytical (SWOC) view of the Institution

Strengths: The most notable feature of College of Commerce, Patna is its
strong, highly qualified and optimally efficient teaching fraternity that creates
a uniquely conducive atmosphere for teaching and learning processes.
Majority of the faculty members are well-known, popular and famous for their
dedication, teaching prowess, research and social commitment inside and
outside of the campus. They excel both in teaching and research. Regular
publications in research journals, magazines, Newsletters, Conference
proceedings, college magazines, online media and dailies and participation in
national and international symposia and conferences are their hallmark. In-

4

house publications, ICT-enabled teaching, extracurricular and co-curricular
activities and Public extension services distinguish several departments from
those from other colleges of the University or state.
There are altogether five faculties: (a) Science, (b) Arts, (c) Commerce, (d)
Law, and (e) Management, and there are 18 departments in total viz. i. Botany
and Biotechnology, ii. Chemistry, iii. Commerce, iv. Economics, v. English,
vi. Geography, vii. Hindi, viii. History, xi. Maithili, x. Mathematics, xi.
Philosophy, xii. Physics, xiii. Political Science, xiv. Psychology, xv.
Sociology, xvi. Urdu, xvii. Zoology, and xviii. Law (now under the
administrative and financial control of the institution only). Though, the
institution harbors a department of Bangla too, it is not imparting any program
presently.
Additionally, the college runs a number of programs which directly prepare
students for job market or make them self-employable. Such programs include
vocational courses in Biotechnology, Bachelor in Computer Applications
(B.C.A.), B.Sc. IT, Biochemistry and Office management and Secretarial
Practices (OMSP); Add-On courses (that provide opportunity to students to
take these additional part-time courses together with their main subject at
degree level and arm themselves with Certificate, Diploma and Advance
diploma progressively in three years) in Bioinformatics, Nutrition and
Dietetics, Medical Lab Technology, Cultivation of Medicinal and Aromatic
Plants, Functional English and Journalism and Mass Communications; and
professional courses such as BBM, MBA, Post-Graduate program in
Biotechnology and PGDCR (PG Diploma in Counseling and Rehabilitation).
Other strengths that the institution possesses include Compact and walled
campus; Easy accessibility (by train, buses and other transport/vehicles);
Disciplined atmosphere and peaceful surroundings; In-city location with
satellites of villages that enable it to cater to both rural and urban mass; Co-
Education; Transparent but strict admission procedure; Qualitative knowledge
delivery and excellence in teaching; optimally Qualified/specialized faculties;
Competitive and Student-centred ICT-supported teaching/learning with special
Tutorial and Remedial classes; Coaching facility for backward classes and
ST/SC students for administrative services exams; schemes for poor and
downtrodden; Feedback system and Self appraisal; Automated Central library
with a separate website; Departmental Seminars; Adoption of quality
enhancement measures; Environmental consciousness (e.g. Rain water
harvesting and use in labs, alternative energy utilization, Vermi-composting of
garbage and wastes, Vermifiltration, Plantation and Social forestry units etc.),
Publication of Newsletters (e.g. IQAC Newsletter; Newsletter by Department

5

of Botany and Biotechnology), Bi-monthly pull-out (Samanantar) and
Magazines (Vimarsh - The College magazine; English department magazine –
The Inward Eye: Patliputra Journal of English Studies, Urdu Today);
Interdisciplinary Research activities, Collaborations and MOUs with Research
organizations (e.g. with ABTF, Korea; IIT, Kanpur), Industries, Academic and
environment-based associations (e.g. with ‘Harmony – The International
Organization of Biologists’ and ‘Organization For Sustainable Development’),
Clubs (e.g. with Rotary Club), Social organizations and Networks (e.g. with
NHRDN) and NGOs/Trusts (e.g. with AVP Permaculture and Agriculture
Technologies, ‘Nidan’ etc.); Periodical but frequently organized ‘invited
talks’/guest lectures for students and Faculties; Regular Host to Local,
National and International Seminars, Symposia and Conferences; Students’
Democratic Union; Students’ participation in administration; IQAC with
representation from all walks of life; Students’ grievance cell with anti-
ragging unit; Placement cell; Career counseling Cell; U.G.C. Cell; Gender
Sensitization modules, Cell for Students Awareness for alternative options;
Excellent regular performance records of students in university exams., arts
and culture and games and Sports; Canteen facility; Indoor games; gymnasium
and University Branch office in the College premises to meet the students’ day
to day demands. Faculty members are regularly invited for evaluation of Ph.D.
theses and as members of the statutory bodies like senate etc. by other
universities.
A number of faculty members from this college have served as Vice
Chancellor, Pro-Vice Chancellor and Registrars in the Universities of Bihar.

Weaknesses: Though playground for Volleyball and Basketball are available
in the premises, the institution utilizes Public Stadia on contract and agreement
for football and Cricket (Moinul Haque Stadium in Patna) due to lack of a
large playground of its own. Hostel facility for girls is under construction still.
However, it is hoped that it shall be made fully functional soon.

Opportunities and Challenges: The College plans to introduce more
vocational and job-oriented courses for which it needs to seek approval from
the State government and University. It also plans to approach the State
government for lands in Western part of the city to develop a second campus
which shall facilitate the introduction of many new academic and Co-
curricular programs including those that can attract overseas students such as
from Nepal, Bangla Desh, Bhutan, Myanmar etc.

6

Profile of the Institution

1. Name and Address of the College
Name: College of Commerce, Patna
Address: Old Bypass Road, Kankarbagh, Patna
City: Patna
Pin: 800 020
State: Bihar

2. For Communication
Principal: Prof. (Dr.) Baban Singh
Telephone (O): 0612-2350136
Telephone (R): 0612-2592254
Mobile: 91-9431047314
Fax: 0612-2350136
E-mail: [email protected]/; [email protected]/

Steering Committee Coordinator: Prof. (Dr.) Jainendra Kumar

Telephone (O): 91-9934034693

Telephone (R): 91-8986902181

E-mail: [email protected]/; [email protected]/;

[email protected]/

3. Status of the Institution
Constituent College

4. Type of Institution
By Gender: Co-Education
By Shift: Regular

5. Is it a recognized minority institution?
No

6. Sources of funding:
Grant-in-aid (A State University)

7. a. Date of establishment of the college: 05-09-1949
b. University to which the college is affiliated:

7

Magadh University, Bodh Gaya (Bihar) as a constituent college.

c. Details of UGC recognition:

Under Section Date, Month & Year Remarks (If any)

2 (f) 18.06.1983 Submitted as 2f.pdf

12 (B) 18.06.1983 Submitted as 12B.pdf

d. Details of recognition/approval by statutory and Regulatory bodies other
than UGC

Section/Clause Details Date/Month/ Validity Remark
Year
Section 23 of Masters in 19.03.2013 2013-14 Approved by the
AICTE Act Business university
1987 Administration 04.06.2014
2014-15

All other programs are recognized by the affiliating University (Magadh
University, Bodh Gaya, Bihar) and appropriate bodies of the State Govt.

8. Does the affiliating university Act provide for conferment of autonomy
(as recognized by the UGC) on its affiliated colleges?
No
9. Is the college recognized
(a). by UGC as a college with Potential for Excellence (CPE)?
No. (A letter regarding CPE status from UGC was received but conferment
not done yet)
(b). for its performance by any other government agency?
Yes, by the HRD of the Govt. of Bihar as a college for excellence.
10 Location of the campus and area (in sq. mts,)
Location: Urban with rural neighborhood on the southern and eastern sides.
Campus area: 5.89 acres (23836 sq. mts.)
Built up area in sq. mts.: 10896 sq. mts. Approx.
11. Facilities available on the campus:

 Auditorium/seminar complex with infrastructural facilities 
 Sports facilities: Play ground  Gymnasium 
 Hostel: Girls’ Hostel  (01 - Under construction)
 Cafeteria 

8

 Health centre  (First aid available ; Inpatient bi-weekly facility ;
Part-time qualified doctors )

 Bank (Central Bank of India Branch) 
 Post office 
 Animal house (For rabbits) 
 Biological waste disposal 
 Power Generator for emergency 
 Solid waste management facility  (As Vermicomposting unit)
 Waste water management  (As Vermifiltration Unit)
 Water harvesting  (for labs)

12. Details of programs offered by the college (Current academic year:
2013-14)

S Programme Name of the Duration Entry Medium Sanctioned Number
. Level Programme/ Student of
N Qualification of Strength
. Course students
instruction admitted

1 Under- B.A. (Honors) 3 years I.A./ +2 English 2880 2692
graduate B.Sc. (Honors) 2 years I.Sc./ +2 and Hindi 2160 1677
B.Com I.Com/+2 1920 2330
(Honors)
2 Post- M.A. B.A. English/ 1108 884
graduate M.Sc. B.Sc. Hindi 448 340
M.Com. B. Com 128 128

3 M.Phil Program
non-existent

M.A./M.Sc./ English 6 under 121
Professor
4 Ph. D. Ph.D. 2-4 years M.Com. /Hindi /4-2 under 256
others
5 Law degree LLB 3 years Inter/+2 English/ 360 85
Hindi 67
90
Add-on 82

programs: 56

(a) 90
90
Bioinformatics Bachelor’s English
studentship and Hindi
(b) Nutrition 3 years
Certificate / and Dietetics Degree
Diploma/ (c) Medical lab
Advance 90
6 Diploma technology 90
(d) Journal.
Course
and Mass

communication

.

(e) Library &

Information 1-year 60

Science

9

7 PG PGDCR 1 year Graduate English 20 12
Diploma 3 years degree and Hindi
2 years 150 150
Biotechnolgy I.Sc. (+2) English
Any Other Functional I.A./+2 /Hindi 90 60
90 75
8 (Vocational English I.Com/+2 English/ 150 150
degree OMSP I.Sc./+2 Hindi 90 80
I.Sc./+2 90 90
level) B.C.A. 240 146
B.Sc. 60 60
B.Sc. IT M.Sc. Bio 120 108
B.A./B.Com
Professiona B.B.M. /B.Sc.

9l M.Sc. Biotech
MBA
(PG)

13. Does the college offer self-financed programs?
Yes, 17 in Total.

14. New programs introduced in the college during the last five years, if
any?
Yes  Number: 03 (M.B.A., Certificate/diploma/Advance diploma in
Journalism and Mass Communication, and 1-year course in Library and
Information Science). [B.Sc. Honours (V) in Biochemistry, M. Lib., M.A. in
LSW, M.A. in Urdu and M.A. in Philosophy have been introduced 2012-13].

15 List the departments

Faculty Departments UG PG Research

Science 1. Botany & Biotechnology Yes Yes Yes
UG – 05
PG – 05 2. Chemistry Yes Yes Yes
Research-05 3. Mathematics Yes Yes Yes
4. Physics Yes Yes Yes
5. Zoology Yes Yes Yes

Arts 1. Philosophy Yes No No
UG – 11 Yes Yes Yes
PG – 08 2. Political Science Yes Yes Yes
Research-08 3. Psychology Yes Yes Yes
4. Sociology Yes No No
5. Urdu Yes Yes Yes
6. Economics Yes Yes Yes
7. English Yes Yes Yes
8. Geography Yes Yes Yes
9. Hindi Yes Yes Yes
10. History

10

11. Maithili Yes No No

Commerce Department of Commerce Yes Yes Yes

Management Department of Business Administration Yes (V) Yes No

Law Department of Law Yes No No

16. Number of programs offered under
(a) Annual system: 26 (Traditional & degree level vocational courses) + 05
(Add-on courses) + 01 (PG diploma CAR): Total 33
(b) Semester system: 19 (c) Trimester system: None

17. Number of programs with

(a) Choice based Credit System: None
(b) Inter/Multi-disciplinary Approach: 02 (Biotechnology UG and PG)

(c) Any other: None

18. Does the college offer UG and/or PG programs in Teacher Education?

None

19. Does the college offer UG or PG programs in Physical Education? No

20. Number of teaching and non-teaching positions in the Institution

Positions Teaching faculty Non- Technical
teaching staff
Sanctioned by Professor Associate Assistant
the Sate professor professor staff

Government* M F M FM F M FMF
Recruited 171 in total
131 in total
Yet to recruit
18 5 54 19 15 7 100 x 10 04
13 vacant positions 57 vacant positions

(Due to recent retirements of teachers)

*No position is sanctioned by any other agency

** No separate position sanctioned for the three categories of teachers, or for
male and female in either of the teaching or non-teaching categories.
Sanctioned positions for teachers are department/subject-wise:
Principal – 01; Chemistry – 15 + 12 (for Demonstrator); Physics – 11 + 09 (D);
Zoology – 05 + 05; Botany – 07 + 6 (D); Mathematics – 09; Geography – 04 + 01

11

(D); Psychology – 10 + 04 (D); Economics – 09; History – 04; Sociology – 02 + 01
(Floating position); English – 15; Hindi – 10; Urdu – 03; Bangla – 02; Maithili – 03;
Philosophy – 02; Commerce – 12; Political Science – 08; Law – 12 (Not included
here).

21. Qualification of the teaching staff

Highest Professor Associate Assistant
Professor
qualificati Male Female Professor Total
on Male Female
Permanent teachers Male Female

D.Sc./D.Litt. 01 01 01 03

Ph.D. 18 05 54 19 14 07 117
None None None None None
M.Phil. None None
01 01
PG

Temporary teachers: None

22. Number of Visiting/Guest Faculty engaged with the college: 45-50
(variable)

23. Furnish the number of the students admitted to the college during the
last four academic years (2009-10 to 12-13 _ Excluding self-financed
programs)

Year 1 Year 2 Year 3 Year 4

Categories Male Female Male Female Male Female Male Female

SC 842 199 924 225 987 205 1088 465
ST
OBC 10 12 28 - - 03 20 -
General 1578 373 1763 437 1851 421 2080 873
2670 1005 2713 706 2865 692 3400 1126

Others (BCG) 37 42 40 87

24. Details on students enrollment in the college during the current
academic year* (* Only Regular courses)

Type of students UG PG M. Phil. Ph.D. Total
6604 1300 N.A. 98 8002
Students from the same
state where the college is

located

12

Students from other states of 95 52 N.A. 23 170
India N. A. None None

NRI students None None

Foreign students None None N. A. None None
Total 6699 1352 N. A. 121 8172

25. Dropout rate in UG and PG (Average of the last two batches)

UG: 8.7% PG: 3.45%

26. Unit Cost of Education
(a) Including the salary component: Rs. 35,135/ approx.

(b) Excluding the salary component: Rs. 08,356/ approx.

27. Does the college offer any program in distance education mode

(DEP)? No

28. Teacher-student ratio for each of the programs offered
B.A./B.Sc./B.Commerce Honors programs:

Hindi (1:7.8) English (1:6.9) Urdu (1:3)
Maithili (1:1) Bangla (N.A.) History (1:118.5)
Philosophy (1:6) Sociology (1:232.5) Psychology (1:35)
Political Science (1:53.3) Economics (1:47.1) Commerce (1:161.75)
Botany (1:12.5) Physics (1:60.75) Chemistry (1:17)
Zoology (1:113) Mathematics (1:114.5)

M.A./M.Sc./M. Com. Programs (based on admission in 12-13)

Hindi (1:5.8) English (1:13.77) History (1:47)
Sociology (1:96)
Economics (1:12) Psychology (1:10) Political Science (1:16.2)
Physics (1:10.75)
Mathematics Commerce (1:16) Botany (1:12)

Chemistry (1:3.75) Zoology (1:32.7)

13

29. Is the college applying for

Accreditation: Cycle 1 Cycle 2 Cycle 3 Cycle 4

30. Date of accreditation
Cycle 1: 08.03.2009
(Photocopies of accreditation certificate and peer team report are attached as
annexure)
31. Number of working days during the last academic year

261

32. Number of teaching days during the last academic year
231

33. Date of establishment of Internal Quality Assurance Cell
15.07.2010

34. Details regarding submission of Annual Quality Assurance Reports
(AQARs)
Hard copies of AQARs are available with the institution. Due to sudden crash
of the old college website (www.cocpatna.edu.in), soft copies are missing in
the college records.

35. Any other relevant Data: None

14

Criterion-wise Inputs
(Analytical Report)

15

Criterion-I

CURRICULAR ASPECTS

1.1 Curricular planning and implementation:
1.1.1 State the Vision, mission and objectives of the Institution and how
are these communicated to the students, teachers, staff and other
Stakeholders?
As mentioned earlier in the 1st cycle SSR, since its inception, mission of
College of Commerce has been to cater quality education and equal
opportunity to all including the poor and weaker sections of the society. It
was, in fact, the mission with which the legendary Pt. Indu Shekhar Jha laid
the foundation of the college. The institution is in the heart of the city with a
Railway Terminal in front (Rajendra Nagar Railway Terminal), but flanked by
hundreds of villages on the Southern and the Eastern sides to which it has to
cater.
Objectives of the institution have been:

 To impart world-class education even to the people of poor and weaker
sections once they are admitted under the available provisions, rules
and reserved quotas.

 To provide equal opportunity to both Urban and rural sections of
the society and to prepare the latter to come at par with the
former.

Since its inception, institution has been imparting quality education in
commerce (since 1949), Science (since 1957), Arts and Humanities (1960),
and law (since 1963) to its students admitted from all kinds of background and
all representative sections of the social strata, sustained now by three
generations of teachers.
Cut off marks for admission in different programs and courses tend to go
higher and higher year by year and some filtration mechanism (written test and
interview) is adopted due to high demand and limited number of seats.
Despite the fact that admission is based on marks and admission test, a fairly
large proportion of underprivileged, subaltern, marginalized and downtrodden
students from the neighboring backward villages get entry on the basis of their
merit along with those students who come from higher strata of the society
and English medium schools.
The college administration consciously tries to percolate its vision and mission
to a wider cross section of the society and such a heterogeneous group of

16

students is selected strictly on the basis of intelligence, ability and aptitude
(and social and economic background in case of reserved quotas).
We do have a tradition of post admission induction meet in which we
carefully try to identify the immediate remedial needs of different types of
the students. We try to diagnose student specific problems and arrange
counseling classes for their benefit for about a week. Students are ‘primed’ to
be driven by the vision and objectives of the institution.
We involve students in different activities and situational management
simulation to encourage their questioning ability and inculcate in them logical
and rational thinking relating to real life situations and develop leadership
quality.

1.1.2 How does the institution develop and deploy action plans for
effective implementation of the curriculum? Details of the process are
below with examples.
College of Commerce is a constituent unit and post-graduate centre of Magadh
University, Bodh Gaya (Bihar). Course structure and contents for all
conventional subjects (non-vocational courses) are planned and published by
the affiliating university and it is mandatory for the affiliated and constituent
units to follow its syllabi.
However, we design the final curricula that comprise -

 Allotment of different topics and specifics to teachers in accordance
with their expertise and involvement,

 Specific teaching methods that ensure effective delivery of the subject
in its right perspective to students,

 Co-curricular and extra-curricular elements that induce requisite norms
and values into the students,

 Design of practical learning schedules and lab protocols, and
 Personality development elements.
These are made to reflect the vision, mission, objectives and the institutional
commitment.
We have curriculum implementation, diagnostic and assessment committees at
departmental level. These committees minutely ponder over and go
through deliberations before the beginning of each academic session to
come out with an effective action plan to realize the objectives. These
departmental bodies continuously monitor whether the progress of teaching,
skill learning, class-room lectures and deliverance are in accordance with the
plan or not. In case of a problem, these bodies provide meaningful solutions.

17

Departments (especially in Science) are equipped with ICT solutions such
as PP presentations, digital graphics and tools, video lectures,
documentaries, E-contents, E-journals, animations and films that add to
the effective implementation of the curricula.
One example that can be cited in this context is ‘a post-graduate class of
modern biology students’ sit to learn about ‘Protein synthesis’. Students are
first provided with a 30-minute delivery of its outline with the help of a chalk
and board, followed by a brief 30-minute PP presentation which is finally
wrapped with an animation film of 20-minute duration on the protein synthesis
mechanism. Forty minutes are left for interaction and question-answer session
in a two-hour schedule.

1.1.3 What type of support (procedural and practical) do the teachers
receive (from the university and/or institution) for effectively translating
the curriculum and improving teaching practices?
Departments of the college are equipped with at least one computer, Printer,
Overhead projector, transparencies and internet facility with few LCD
projectors that can be shared. Wi-Fi connectivity is available and its access is
provided to students as well. A few smart classrooms are there. The College
administration has also made arrangement for Science departments to have
MOU with other institutions like IIT, Patna, Aryabhatta Knowledge
University, Patna and other institutions for access of research journals and
advanced experimental facilities, and for the arts and humanities departments
to have MOUs with the Central University of Bihar and other institutions.
The teaching faculties are independent to introduce any innovation in teaching
methods at their own. The institution only takes stock of these periodically and
assesses their impacts through departmental committees.

1.1.4 Initiatives taken up or contribution made by the institution for
effective curriculum delivery and transaction on the curriculum provided
by the affiliating university or other statutory agency?
College administration is particularly conscious to start each academic session
timely. Once students finish writing their B.Sc./B.A./B.Com (Honors) Part I or
Part II examinations, they are provisionally promoted to the higher class and
taught theory and practical exercises without waiting for their result. Similar
practice is followed in case of all the 4 semesters of the post-graduate
programs.
To ensure whether the institution effectively transacts the curriculum, we have
special provisions for periodical MCQ/classroom tests, quiz, group discussion,
project presentation, tutorial classes and remedial sessions.

18

1.1.5 How does the institution network and interact with beneficiaries
such as industry, research bodies and the university in effective
operationalization of the curriculum?
The interface of our institutional network is rather strong. College is always in
direct day to day contact with the university regarding curricula and related
matters. We have an easy access through its Branch office which is housed in
our additional campus and headed by our Principal presently as OSD who is
assisted by a Nodal officer from our faculty. Time to time, the institution has
reached Research organizations and industries regarding the design and
implementation of the curricula (especially in case of Vocational and Add-on
programs). Industries like McDowels Pvt. Ltd., Mokama were instrumental in
the design of Biotechnology programs. They recognize many of our programs
as relevant to their contemporary need. Tek Brain Pvt. Ltd., Patna, Delhi and
Pune, Web Info Edge, Delhi, Brahma Consultancy, Pune, Alchem
Laboratories, Baidyanath Ayurveda Bhawan, Patna etc. are some of the
permanent recruiters of our students.
We have research collaboration with institutions like IIT-Kanpur, Consortium
for Scientific Research, Indore, Konkuk University, South Korea etc. A
number of our alumni are at high positions in industries and software
companies of global reputation and they provide inputs to us whenever
needed.

1.1.6 What are the contributions of the institution and/or its staff
members to the development of the curriculum by the university?
(Number of staff members/departments represented on the board of
studies, student feedback, teacher feedback, stakeholder feedback
provided, specific suggestions etc.)
Being a premier Institution, most of our senior faculties are regularly
appointed as the members of the Syllabus committees of Magadh university
and those of other universities. Since a decade back, about 55 faculties (some
of them have recently retired) of eight different departments have served as
members of the Syllabus formulation/revision committees/Curriculum
development committees of Magadh University and other universities of Bihar
and outside, Secondary Boards, NCERT, Open Universities such as Nalanda
Open University, Patna, Punjab Technical University, Central University of
Bihar, Bihar etc. Such experiences have been useful in defining the Syllabi
and curricula of Magadh university.
We also do have a Feedback committee to carry on and monitor feedback
from students, teachers, parents or society members. These feedbacks have

19

played definitive role in curricular design, allotment and delivery. College of
Commerce, Patna is invariably represented in Syllabus development
committees of the University in most of the subjects.

1.1.7 Does the institution develop curriculum for any of the courses
offered (other than those under the purview of the affiliating university)
by it? If yes, give details on the process (Needs assessment, design,
development and planning) and the courses for which the curriculum has
been developed.
College of commerce has developed the course content, course structure and
curricula for the self-financed vocational and add-on programs like
Biotechnology (B.Sc. and M.Sc.), Bioinformatics, Functional English,
Cultivation of medicinal and aromatic plants, Nutrition and Dietetics, Medical
lab technology, Office-management and secretarial practices, Library and
Information science, Journalism and Mass communication etc. which were
later approved by the university and introduced in other colleges where these
programs were sanctioned with time. These syllabi were designed by taking
into account the need of students, self-employability factors, industry
requirements, job market, entrepreneurship, knowledge enrichment and
training. All these curricula are modern but based on the stated vision, mission
and objectives of the college to arm young people with requisite skills and
knowledge so as to make them self- employable and complete in all respects,
and to enable them to compete in the open job market. Apart from these, due
considerations are given to easy access for the disadvantaged sections, equity,
self-development quotient, community development needs, awareness of
ecology and environment, value education and global needs.

1.1.8 How does the institution analyze/ensure that the stated objectives of
curriculum are achieved in the course of implementation?
As stated earlier, the goals and objectives of the institutions have been
addressed with following considerations —

 Making higher education available to underprivileged as well as to
those coming from urban middle classes.

 Providing teaching and training to all students admitted to the
institution without any bias.

 Providing the students with all possible types of access to various
opportunities that may be availed of.

Initially, Bachelor’s course was started in Commerce in 1949. Primary vision
of the founders was to impart high-class quality education in this subject area,

20

which was highly sought after area due to induction of growth and industry in
the country after independence in 1947, as no other institution in Patna or its
surroundings or Bihar taught commerce at that time.
It was, in fact, a leader institution in its vision and mission in Bihar.
Dr. Rajendra Prasad, the first President of India, was behind the vision of
the institution, and that is why the institution was launched from Chapra,
Bihar – the place where the Honorable first President of India belonged.
With a lot of appreciations and success in terms of its objectives, courses in
Science, Arts and Law were started by the institution in later years to take
forward its vision to greater heights that gradually converted into a mission to
educate the young people and train them appropriately.
As the target groups have been the uninitiated rural people, operational aspects
of the curricula for different courses have always been executed by the college
with those groups in mind. Reflection of the institutional mission and goals
has been ensured through these steps:

 Medium of instruction is Hindi in addition to English in almost all
subjects of Science, Arts, Humanities and Commerce at both
undergraduate and Post-graduate levels.

 Teachers are instructed to adopt simple and direct teaching methods
especially in classes dominated by the students from rural background.

 If need be, special assistance is provided to rural students to enable
them to catch up with others.

 Special counseling sessions are arranged for students who lag behind
due to their poor background and training.

Better performance of our students in university examinations and different
competitive examinations, Good pass percentage and students excelling at
their respective places and positions are testimony to the fact that the stated
objectives of the curriculum are achieved.
Feedback, suggestions and write-ups from students and other groups (e.g.
parents, industry people, Alumni and extended associations on Social media
such as ‘School of Biotechnology, COC, Patna’, ‘Biotech Dhaba’, ‘COC_Pat’,
Campaigners’ Social Forestry etc.) are used to analyze the impact of our
objectives and delivery.

1.2 Academic flexibility
1.2.1 Goals, objectives and details of the certificate/diploma/skill
development courses etc. offered by the institution.
As stated earlier, the Goals and objectives of the courses offered by the
institution are to prepare students to enter into the job market or

21

entrepreneurship arena equipped with relevant knowledge and requisite
training.
We don’t aim only the employability but also an access to the global
requirement, arming the disadvantaged with skills, equity, community
development and National development needs, environmental awareness and
values.
Progressive 3-year certificate/diploma/advance diploma programs are offered
in Bioinformatics, Cultivation of Medicinal and Aromatic Plants, Nutrition
and Dietetics, Medical Lab Technology and Journalism and Mass
Communication. P.G. Diploma is available in Counseling and Rehabilitation
conducted by the department of Psychology. In addition, skill development
programs are 3-year degree vocational programs in Biotechnology,
Biochemistry, B.C.A., Information Technology, B.B.M., OMSP and
Functional English. One-year degree program in Library and information
science equip students with skills for Information management sector. Now, it
is further strengthened by the introduction of the Masters degree in this area.
Operational Language Lab instills a separate kind of skill into the students,
who can use this training to find jobs as translator, language facilitator, media
broadcast personnel, writer/editor etc., in addition to contributing to their
personality development and communicative skills.

1.2.2 Does the institution offer programs that facilitate twining/dual
degree? If yes, give details.
Yes. A student of Science subject (Honors) program may opt for either
Bioinformatics or C.M.A.P. or Nutrition and dietetics, or MLT. Likewise, a
student of B. A. or B. Com. may opt to join certificate/diploma or advanced
diploma programs in Journalism and mass communication or C.M.A.P. or
Nutrition and Dietetics or MLT. A student doing his/her main graduation
course in any subject may also opt for more than one add-on programs if
he/she is prepared to carry them over successfully. These progressive
programs arm them with various defining skills additionally while taking the
main course.

1.2.3 Details of the various institutional provisions with reference to
academic flexibility and how it has been helpful to students in terms of
skill development, Academic mobility, progression to higher studies and
improved potential for employability. Issues may cover the following and
beyond.

22

 Range of core/elective options offered by the university and those
opted by the college.

 Choice based credit system and range of subject options.
 Courses offered in modular form
 Credit transfer and accumulation facilities.
 Lateral and vertical mobility within and across programs and

courses.
 Enrichment courses.
Following programs are presently running in the college:
 B.Sc. (Hon.) programs in Physics, Chemistry, Botany, Zoology,

Biotechnology (V), Biochemistry (V), B.C.A. (V), B.Sc. (IT) and
Mathematics. (Total: 09)
 B.A. (Hon.) programs in Economics, History, Political Science,
Geography, Sociology, Philosophy, Psychology, Hindi, English,
Bengali, Urdu, Maithili, Functional English (V) (Total: 13)
 Degree in Library and Information Science (Total: 01)
 Master degree in Library Science (Total: 01)
 B. Com. (Hon.) in General Commerce, B.B.A. and OMSP (V). (Total :
03)
 M.Sc. Programs in Physics, Chemistry, Botany, Zoology, Mathematics
and Biotechnology. (Total: 06)
 M.A. programs in Economics, History, Political Science, Geography,
Sociology, Psychology, Hindi, English, Urdu, Philosophy and Labour
and Social Welfare (Total: 11).
 M.Com, M.B.A. (Total : 02)
Certificate /Diploma/Advance Diploma providing enrichment courses are
available in:
 Bioinformatics
 Cultivation of Medicinal and Aromatic Plants
 Nutrition and Dietetics
 Medical Lab Technology
 Journalism and Mass Communication
P.G. Diploma is available in:
 Counseling and Rehabilitation
The above courses facilitate vertical and lateral mobility across the programs.
Research programs are available in 18 subject areas presently.
The concept of academic flexibility in terms of elective options for students
applies to post graduate programs where a student has the option to take a

23

paper of his/her choice as special/elective paper. We have tried to introduce
greater range of options in these subjects especially keeping in mind the
modern areas of knowledge. Again, in case of graduate level students, they
have the option to select any of the add-on courses as per his/her aptitude and
choice. Most of these programs are interdisciplinary in nature. Having
Certificate in one area would not deter him/her from completing diploma in
another or advance diploma in some other subject area as per his/her interest
and requirement. In near future, we strive to introduce more such programs.
It is important to add that a student admitted into an Honors Program in
Science or Arts or Humanities is given enough time to search for his/her own
interest, and is given an opportunity for lateral mobility from one subject
combination to another within six months of his/her admission.
No program based on Choice based credit system, modular form or credit
transfer facility is available presently in the institution.

1.2.4 Institution’s self-financed programmes. How do they differ from
other programmes with reference to admission, curriculum, fee structure,
teacher qualification, salary etc.?
Presently, Self-financed programmes in the institution are as follows:

1. B. Sc. (Hon.) Biotechnology (V)
2. B. Sc. (Hon.) B.C.A. (V)
3. B. Sc. (Hon.) IT
4. B. Sc. (Hon.) Biochemistry (V)
5. B. A. (Hon.) Functional English (V)
6. B. Com. (Hon.) Office Management and Secretarial Practices (V)
7. Degree program in B.B.A.
8. One-year Degree program in Library and Information Science
9. Add-on course (3-years progressive) in Bioinformatics
10. Add-on course (3-years progressive) in Medical Lab Technology
11. Add-on course (3-years progressive) in Nutrition and Dietetics
12. Add-on course (3-years progressive) in Cultivation of Medicinal

and Aromatic Plants
13. Add-on course (3-years progressive) in Journalism and Mass

Communication
14. MBA
15. M.Sc. General Biotechnology
16. P.G. Diploma (1-year) in Counseling and Rehabilitation
17. M. Lib

24

In self-financed programs, admission is strictly given on the basis of a written
test of all the applicants, who fulfill the basic criteria, followed by an
interview of the screened candidates and a final merit list. In few cases, such
as in B.Sc. Biotechnology and M.Sc. Biotechnology, the interview of the
candidates screened on the basis of the written test is uniquely linked to the
students’ performance at the test examination to avoid any imbalance in
admission procedure. The aim is to grant admission to genuine and deserving
students. Course contents and Curricula for self-financed courses have been
developed at college level and approved by the university or/and University
Grants Commission or DBT.
Fee structure varies from course to course depending upon the annual running
expenditure incurred.
The faculty for such programs includes both in-house and guest faculty. The
mode of payment to these faculty members and the technicians associated with
these programs is on class basis or hour/period basis as per the rate approved
by the university/recommended by the U.G.C.

1.2.5 Does the college provide additional skill oriented programs, relevant
to regional and global employment markets? If yes, provide details of
such programs and the beneficiaries.
Yes, College recently organized a VLSI chip design workshop of one week for
its BCA and IT students. Students opting for Small scale electronic product
market were beneficiaries. The institution organized a three day graphic
design workshop too. Traditional painting methods are not eco-friendly in
modern times. Digital designing is the need of today. Graphic design provides
typical thinking and solution required for modern day problem solving
digitally. Beneficiaries were those opting for publication companies,
advertisement agencies, Newspaper agencies, product design firms, and
Manufacturing and web development companies.
For Biotechnology students, skill learning workshops are held time to time.
One such workshop had three-tier presentation. A short PP presentation by an
expert on the skill (e.g. developing monoclonal antibodies) was followed by
real time demonstration of the major steps and complete video screening of the
skill. Guest lectures on techniques and tools are organized time to time.
Recently, Dr. Rajiv Kumar Sinha from Griffith University, Australia and Dr.
K.A. Narayan, a technocrat and widely known expert on Water Conservation
from Brisbane delivered talks on vermiculture/vermicomposting and Water
harvesting/Ground water recharge respectively in the department of
biotechnology.

25

1.2.6 Does the university provide for the flexibility of combining the
conventional face to face and distance mode of education for students to
choose the courses/combinations of their choice? If yes, how does the
Institution take advantage of such provision for the benefit of students.
No.

1.3 Curriculum enrichment:
1.3.1 Describe the efforts by the institution to supplement the university
curriculum to ensure that the academic programmes and institution goals
and objectives are integrated.
As executor of the syllabi, the college faculties/departments insert following
elements in the curricula to ensure that the academic programmes and
institution’s goals and objectives are integrated.

 Mode/method of teaching on the basis of class composition and
students background.

 Use of teaching aids.
 Distribution of topics to teachers on the basis of their expertise.
 Assessment of students on the basis of periodical tests/exams.
 Feedback from students.
 Tutorials and remedial classes.
 Special Classes, Invited talks/lectures
 Quiz/Seminar/Group discussion, language lab and personality

development classes etc.
 Dress code for students.

1.3.2 What are the efforts made by the institution to enrich and organize
the curriculum to enhance the experiences of the students so as to cope
with the needs of the dynamic employment market?
In our effort to enrich and organize the curricula with a view to enable the
students to cope with the needs of the employment market, we stress on
experimental learning i.e. learning by doing. We work on the philosophy of
“Pahle dikhao tab sikhao”. Our distinct and uniquely designed teaching
method is capable of provoking self-actualization in our students and
developing in them a passionate love for learning. We try to stimulate the
intellectual and creative potential of our students that makes them fit and able
to cope with the needs of the industry and other employing
agencies/establishments.
Many departments have developed unique tools for enhancing the learning
process. For example, the department of Physics has developed many non-

26

conventional low cost/no cost demonstrative experiments at undergraduate
level in collaboration with Prof. H.C. Verma, Deptt. of Physics. IIT-Kanpur.
Cue has also been taken from the works of Homi Bhabha Centre for Science
Education, TIFR, Mumbai to make physics teaching interesting, realistic and
applied.
The institution tries to introduce innovations at departmental level to help
students come out suitably trained and fully prepared for the career that he/she
opts for. For example, the department of Botany and Biotechnology possesses
a number of videos, animation films on skills to make students recapture, learn
and enhance their ability and experiences and realize their goals in life.
Departments of English, Hindi, Urdu and other languages carry out language
learning lab activities. Journalism and Mass communication course arms its
admitted students with added skills.
We encourage, motivate and recommend our deserving students to go for
summer/winter training, On-job training, short research projects etc. to
Winter/Summer schools of different highly graded research institutions and
industrial establishments of the country to expose them in their respective
subject. We have sent students for NIUS programme in Physics in Homi
Bhaba centre for Science education, Mumbai and Winter school in Cosmology
and Radio telescope making in IUCCA, Pune. Students of biotechnology and
bioinformatics have attended training/learning programs at the School of Life
Sciences, JNU, Delhi, Bioinformatics facility at University of North Bengal,
Siliguri, McDowell’s Pvt. Ltd., Mokama (Bihar), National Institute of
Immunology, New Delhi, Alchem laboratories, Solan (H.P), ABTF, Konkuk
University, South Korea and other reputed labs, industry and research
organizations. Such on-spot learning and training opportunities and schedules
are also made available to the students of the departments as per their
requirement and choice.
We arrange for our students free lectures in different science subjects available
on NPTEL, a Govt. of India Initiative and special invited talks.

1.3.3 Enumerate the efforts made by the institution to integrate the cross-
cutting issues such as gender, climate change, environmental education,
Human rights, ICT etc. into the curriculum.
College of Commerce believes in trans-disciplinary enquiry and all
departments of the college work together in unison for holistic development of
its students. They are made to learn and grasp the above mentioned cross-
cutting issues. Co-curricular activities are organized time to time to make them
aware of global warming and other environment related issues, gender

27

sensitization and AE (Adult Education) related issues, human rights, ICT
solutions, sustainable development etc. Thematic seminars and talks are
regularly organized around these themes. In 2013, a seminar was held on
Sustainable Development and Environment protection. It was addressed by
three internationally reputed scientists. A symposium on ‘Consumer Rights’
was held in 2009.
The NSS wing of the college is also active in disseminating a concern for
environment, Pollution, Human rights etc. Dept. of Geography organizes
many programs to make students aware of the climate changes and the factors
that are causing such changes. Department of Botany and Biotechnology
regularly organizes awareness events and symposia related to environment
education, GM crops and food, commercial applications etc.. A faculty
member of this department is the secretary of an international organization
named ‘Organization For Sustainable Development’
(www.harmonybihar.org/OSD.htm) which is instrumental in showcasing the
burning issues related to environmental degradation and motivating the people
to think about sustainable strategies for the use of the Natural Resources.
STRIDE is an annual Public Extension program of the college held for three
days on a large scale (in December). It exposes students to a variety of issues
that relate to community service, skill learning, environment, career options,
health care, blood donation, tools and techniques of modern biology, applied
physical and chemical processes, instrumentation, economics, language
learning, ethical attributes, psychotherapy and controlled behaviour,
management skills, genetic counseling and genetic diseases, political
correctness etc.
Several faculty members are associated with important Clubs serving in high
positions such as Governor/Secretary. They are instrumental in organizing
events that address cross cutting issues directly.

1.3.4 What are the various value added courses/enrichment programmes
offered to ensure holistic development of students?

 Moral and ethical values
 Employable and life skills
 Better career options
 Community orientation.
With an approach for the holistic development of students, the institution
organizes value added / enrichment co-curricular programmes. Blood donation
camps, Natural calamity awareness camps and Community service events (e.g.
STRIDE and NSS camps) are organized to inculcate moral/ethical values and

28

community orientation into the students. The ‘Students’ Awareness Forum’ is
responsible for educating students about the alternative employment
opportunities, adoption of modern agricultural applications and practices,
entrepreneurship and self employment.
Counseling sessions are periodically organized to make students aware of
better career options with the help of renowned personalities from the world of
Academia, Research and Industry. A workshop called ‘Inspire’ was organized
on January 11, 2014 to make students aware about the opportunities in the
field of physical sciences. The resource persons were Prof. H.C.Verma, IIT-
Kanpur, Mr. Samar Bagchi, Kolkata, a renowned Science Propagator of India
and Prof. Shwetketu Virbhadra, Rutgers University, USA. An invited talk was
recently delivered on May 18, 2014 by Prof. R.J. Choudhary, scientist E of
CSR, Indore. At a congregation of biology students, films on life skills were
screened for their benefit recently.

1.3.5 Extent of use of the feedback from stakeholders in enriching the
curriculum with examples.
We are having a regular practice of taking feedback from our students on the
relevance and appropriateness of the course contents in present perspective
and enrichment of topics, on whether the course content is burdensome,
effectiveness of the teaching methods, transaction of syllabi, method of
evaluation, teaching aids and innovations. The feed-back received is
emphatically communicated to the university’s academic council and
syndicate for suitable action. As said before, curricula of subjects like
Nutrition and Dietetics, Biotechnology, Bioinformatics, Medical Lab
Technology, Journalism and Mass Communication and Functional English
were developed with big inputs from the Industry and employing agencies.
Periodically, feedbacks are also sought from parents, Govt. agencies, business
establishments, social workers, NGOs etc.

1.3.6 How does the institution monitor and evaluate the quality of its
enrichment programmes?
Periodically, we take feedback from our alumni on the basis of their
experiences regarding transaction of curriculum, and from industries and
research institutions/Academic institutions regarding whether our students are
usefully employed. We try to monitor whether our co-curricular and
extracurricular activities could induce correct orientation, entrepreneurship,
ethics and values into the students.

29

1.4 Feedback system
1.4.1 What are the contributions of the institution in the design and
development of the curriculum prepared by the university?
As discussed in section 1.1.5, several senior teachers of our college are
regularly invited by the university to participate in the meetings of committee/
board to design course contents for the programmes of the main subjects as
members. Faculty members play decisive and constructive role in the design
of the syllabus and curricula finalized by the university. Curricula for
vocational, self-financed and add on programs have been designed by the
institution.

1.4.2 Is there a formal mechanism to obtain feedback from students and
stakeholders on curriculum? If yes, how is it communicated to the
university and made use internally for curriculum enrichment and
introducing changes / new programmes?
This point has already been dealt with in sections 1.3.5 and 1.3.6. As far as the
matter of feedback obtained to be made use of internally is concerned, the
college has liberty to design, modify and execute them only in vocational self-
financed and add-on programs. Regarding university, the institution puts its
findings and views before the examination board and its statutory committees
or bodies represented by the principal.

1.4.3 How many new programmes / Courses were introduced by the
institution during the last four years. What was the rationale for
introducing new courses/ programmes?
3-year add-on Progressive course in Journalism and Mass Communications
and 1-year degree course in Library and Information Science were introduced
on students’ demand. Recently, Master’s program in Library science and M.A.
courses in Urdu, Philosophy and Labor and Social Welfare have been
introduced after due approval from the appropriate authorities. Bachelor’s
vocational program has been started in Biochemistry. All these programs were
introduced on the basis of the feedback/demand of the students and other
stakeholders.

1.4.4 Any other relevant information regarding curricular aspects which
the college would like to include.
College of Commerce is committed to the operation and continuance of useful
and effective curricula added with co-curricular exercises and activities that
must inculcate discipline, responsibility, amicability, positivity, dash and

30

personality, morality, life skills, knowledge and working/ experimental/
research skills into students. Transaction of curriculum adopts transformative
approach of learning which involves a change in the frame of reference a
person possesses.
After NCF 2005, constructivist learning is given emphasis in curriculum
design. In this regard, leading departments have developed some demo
experiments and teaching aids.
While organizing the curriculum following principles are taken into
consideration –

 Principle of sequencing
 Principle of continuity
 Principle of accuracy
 Principle of adequacy
 Principle of interest
 Meaningfulness
 Continuous evaluation
 Stress on interactive lectures rather than prescriptive ones
 Stress on practical learning and skill development/projects
 Monitoring and monthly test exams/weekly seminars/feedback
 University examination at year /semester ends
 Oral / written feedback from passed out students and incorporation of

new concepts /correction of faults in curricula.

31

Criterion II

TEACHING- LEARNING AND EVALUATION

2.1 Student Enrolment and Profile
2.1.1 How does the college ensure publicity and transparency in the
admission process?
Enrolment in any programme offered by the college is open to one and all-
irrespective of socio-economic background and place, caste and creed. The
only criterion for enrolment is that a candidate must have obtained marks in
the qualifying examination as prescribed by the College/university / state
govt. for a particular programme.

 In the beginning of an academic session, the college advertises about
admission into various programmes through a press communiqué in
local dailies namely The Times of India, Hindustan Times, Dainik
Jagaran, Prabhat Khabar and other Newspapers.

 Admission Notice is posted on the College website too.
 The information is prominently displayed on the college notice board

as well as departments’ notice board.
 The college prospectus contains all relevant information with regard to

eligibility criteria, deadline for applying, dates of entrance tests and fee
structure etc. It is available at the college information centre.
All these collectively ensure publicity as well as transparency in the admission
process.

2.1.2 Explain in detail the criteria adopted and process of admission e,g.
(i) merit (ii) common admission test conducted by state agencies and
national agencies (iii) combination of merit and entrance test or merit,
entrance test and interview (iv) others
Since the programmes vary in nature and quality, so also does the admission
process. In case of B.A., B.Sc., B. Com , M. A., M. Sc,, M. Com and Law,
admission is granted on the basis of marks obtained by a candidate in the
qualifying examination and the % of cut-off marks varies from subject to
subject. For instance, it is usually above 60-65% in Biological Sciences,
around 70-75 % or more in Mathematics, Chemistry and Physics, and around
60-65% in Commerce at the graduate level. In professional and vocational /
self-financed courses, admission is granted strictly on the basis of the merit
shown at the previous qualifying examination, performance in the entrance

32

test followed by an interview of the screened candidates above cut-off marks
(i.e. by a three-tier system of selection).

2.1.3 Give the minimum and maximum percentage of marks for
admission at entry level for each of the programmes offered by the college
and provide a comparison with other colleges of the affiliating
university within the city/district.

Programs UG PG Other Colleges
(% of (% of (Av. % of marks)
Physics marks) marks)
Chemistry [COC] [COC] UG PG
79.6-65.0 75.0-72.6
Botany 78.0-50.0 69.5-67.0 75.8-56.2 71.2-69.7
Zoology 65.6-45.5 69.3-65.4 73.7-46.2 72.2-68.0
Mathematics 75.0-45.6 73.3-71.0 65.0-49.8 70.0-63.0
88.6-65.4 73.13-70.4 74.8-45.8 68.6-63.3
Hindi 65.0-45.0 64.2-45.0 78.4-60.8 70.5-64.2
English 81.0-45.0 63.3-45.0 65.6-45.0 52.8-45.0
Urdu 61.5-45.0 74.0-46.2 64.6-45.0
Maithili 60.0-45.0 - 59.1-45.0
Philosophy 60.5-45.0 - 68.8-45.0 -
Psychology 73.8-45.0 - 58.6-45.0 -
Political 73.8-45.0 71.2-69.5 73.4-45.0 -
Science 64.8-61.8 75.4-45.8 66.7-59.0
Economics 86.0-47.0 60.8-56.7
Sociology 77.0-45.0
History 74.6-45.0 66.2-63.9 82.0-45.4 64.7-57.4
Commerce 76.4-60.0
Geography 72.6-67.7 66.7-63.7 68.4-55.0 62.2-57.9
BBM Entrance
MBA 66.9-63.9 75.0-45.5 65.6-59.5
BCA test
BSC IT Do 74.6-72.7 80.6-57.0 75.5-70.5
Biotechnology Do
OMSP Do 71.4-69.1 74.4-62.0 69.2-65.0
BLIS Do
Do Bioinformatics Above 45%

CMAP Do

MLT Do

N&D Do

J&MC Do

FA Do

C&R Do

33

 OMSP – Office management and Secretarial Practices; BLIS –
Bachelor in Library and Information Science; CMAP – Cultivation of
Medicinal & aromatic Plants; MLT – Medical Lab Technology; N&D
– Nutrition & Dietetics; J&MC – Journalism & Mass Communication;
FA – Functional English; C&R – Counseling & Rehabilitation.

Comparative chart of averages of maximum and minimum marks for
admission into UG programs in College of Commerce (blue-grey
columns) and other colleges of the city (brown columns)

1. Physics 2. Chemistry 3. Botany 4. Zoology 5. Mathematics 6. Hindi 7.
English 8. Urdu 9. Maithili 10. Philosophy 11. Psychology 12. Political
Science 13. Economics 14. Sociology 15. History 16. Commerce 17.
Geography

Comparative chart of averages of maximum and minimum marks for
admission into PG programs in College of Commerce (blue-grey
columns) and other colleges of the city (brown columns)

34

1. Physics 2. Chemistry 3. Botany 4. Zoology 5. Mathematics 6. Hindi 7.
English 8. Psychology 9. Political Science 10. Economics 11. Sociology 12.
History 13. Commerce 14. Geography
2.1.4 Is there a mechanism in the institution to review the admission
process and student profiles annually? If yes, what is the outcome of
such an effort and how has it contributed to the improvement of the
process?
There are committees for admission to different programmes each headed by
a Professor-in-charge and supported by the general office staff members.
These committees are responsible for the whole process of admission and its
review. A review gives an insight that plays a significant role in the process to
be adopted next year. The Principal oversees the whole mechanism and
maintains fairness and transparency by all means. Review of the previous
year’s admission plays a distinctive role in the decision of the criteria to be
adopted for the current year.

2.1.5 Reflecting on the strategies adopted to increase/improve access for
following categories of students, enumerate on how the admission
policy of the institution and its student profiles demonstrate/reflect the
National commitment to diversity and inclusion

 SC/ST
 OBC
 Women
 Differently abled
 Economically weaker sections
 Minority community
 Any other
In each case of admission, college sticks strictly to the rules and regulations
prescribed by the University/ State Govt. with regard to reserved categories
and % of seats reserved for each category such as SC, ST, OBC, military
personnel, candidates excelling in sports, those having cultural competence,
those who are physically challenged and applicants coming from economically
weaker sections or minority section. For SC, ST, EBC, OBC and Backward
class women, the State Govt. has well-defined rules that are to be strictly
followed by the institution.

2.1.6 Details for various programmes offered by the institution during
the last four years and comment on the trends. i.e. reasons for
increase/decrease and actions initiated for improvement.

35

Programmes Number of Number of Demand
applications students admitted Ratio
UG *
1. Physics 810 (Session: 2012-13: (Appl/Adm)
2. Chemistry 327 Entry level only
3. Maths 1151
4. Zoology 260 162 5.0
5. Botany 62 91 3.6
6. History 854 229 5.03
7. Political 113 2.3
Science 25 2.48
8. Economics 158 5.4
9. Sociology
10. Geography 227 160 1.4
11. Psychology 400 157 2.55
12. Philosophy 214 155 1.38
13. Hindi 475 112 4.24
14. English 150 105 1.43
15. Urdu 56 20 2.8
30 26 1.15
PG** 184 30 6.13
1. Physics 06 03 2.0
2. Chemistry
3. Mathematics 265 48 5.52
4. Botany 198 48 4.13
5. Zoology 334 96 3.47
6. Pol. Science 135 48 2.81
7. Economics 162 48 3.37
8. History 305 96 3.17
9. English 389 96 4.05
10.Psychology 524 96 5.46
11. Geography 498 96 5.18
12. Sociology 186 48 3.87
Ph.D. 176 48 3.70
415 96 4.32
Any other***
No seat limit except
Teacher category quota

36

* In Degree level Vocational programs e.g. Biotechnology, BCA and B.Sc.
IT, demand ratio is very high (6.8 to 8.75). In BBM, demand ratio is around
5.0. In Functional English, it is around 1.7. In one-year BLIS course, 60
students were selected from 105 applications.
** In M.B.A., 55 admissions took place against 60 sanctioned seats. The
selected students fulfilled the AICTE requirements. In M.Sc. Program in
Biotechnology, admissions are on the basis of entrance test.
*** In Add-on courses, the students taking/selected for a subject as the main
B.Sc. / B.A. / B. Com (Honors) course are normally given entry except few
exceptions when the admission is open to outside candidates.
In comparison to other colleges of the city or elsewhere, admission demand is
usually better for the institution due to its reputation for teaching quality and
faculty strength. The college is known to be one of the highly rated
institutions of the state.

2.2 Catering to Student Diversity

2.2.1 How does the institution cater to the needs of differently-abled
students and ensure adherence to government policies in this regard?
As stated, the College has reserved seats for admission of differently-abled
students. They are awarded free-studentship and other incentives if they
deserve. In addition, such students are provided easy access to the classrooms
and examination halls. 4rth grade staff members are allotted to look after their
daily needs in special cases. There are no specific provisions and rules from
the State in addition to these. Admission is granted to the physically
challenged students only in general programs and few others, but not in some
vocational or professional courses which require physical stress of field work
or training schedules that involves strenuous outdoor work. So it may not be
feasible for the physically challenged students to join in such assignments.

2.2.2 Does the institution assess the students’ needs in terms of knowledge
and skills before the commencement of a program?
A new program begins with a Day for Orientation which offers a platform for
fruitful interaction between the teacher and the taught. It enables a teacher to
identify the learners’ strengths and weaknesses (SWOT), their socio-cultural
background, interests and aptitudes. Consequently, the proposed input is
designed and graded. During Orientation, it is emphasized that the new
entrants should be enabled to confidently cope with the expectation of the new
atmosphere without any inhibition. Certain issues are taken into account:

37

a. Gender equity and not gender divide
b. General health awareness
c. Code of conduct ( discipline, college uniform)
d. Participation in the maintenance of the college campus
e. Syllabus and curriculum designed for a particular program
f. Counseling (especially for the physically challenged candidates and for

those coming from relatively less-privileged background)

2.2.3 What are the strategies adopted by the institution to bridge the
knowledge gap of the enrolled students (Bridge/Remedial/ Add-
on/Enrichment Courses, etc.) to enable them to cope with the program of
their choice?
Once the knowledge-gap of the enrolled students is identified and their need
realized, special remedial classes are arranged for the selected students besides
the regular routine. These remedial classes are followed by special lectures in
order to make the students confident and focused. Learner autonomy is valued.
As a result, in course of time, the students are enabled to cope with the
demand of the program they are enrolled in. If required, teachers may be
entrusted to take up the problems of the students individually and provide
requisite help to the slow learners. In general programmes, special
arrangements (e.g. sending telephonic messages and emails, take-home
assignments) are made for them so that they should not lag behind their
classmates in academic activities. In many departments (especially of Science
e.g. Biotechnology), special teaching materials and notes are available on the
college websites from where the slower students can take cue for sustenance
and cope over.

2.2.4 How does the college sensitize its staff and students on issues such
as gender, inclusion, environment etc.?
Such issues are addressed in a natural way. The ambience and outlook
inherent since more than sixty five years of the institution have introduced
and stabilized a permanent culture that expresses in controlled behavior,
discipline, respect to elders and seniors, equality and equity, wider
accommodation, affectionate relationships, environmental awareness and
cooperative attitude. Gender sensitization modules have been created recently
to deal with the different aspects of gender issues from now on.

2.2.5 How does the institution identify and respond to special
educational/learning needs of advanced learners?

38

Advance learners are initially made to help and take in their slow learning
friends along with them. It is to avoid any psychological rift that may arise in
between. Once the slow learners are confident enough and realize their
handicap without any envy and sense of inferiority, the advance learners are
also given special attention. They can meet their teachers separately and get
help. In classrooms, a teacher is instructed to devise his/her teaching method
and content with a view to include both the groups (bridge) and strictly
adhere to the ‘Principle of Inclusion’.

2.2.6 How does the institute collect, analyze and use the data and
information on the academic performance (through the
programme duration) of the students at risk of drop out (students
from the disadvantaged sections of society, physically challenged, slow
learners, economically weaker sections etc. who may discontinue their
studies if some sort of support is not provided)?
Encouragement and Sustenance are the backbone of the approach of the
teachers. Here, we do not forget our mission and vision and always hope to
bring up the ‘disadvantaged’. Normally, faculty members and the departments
identify and solve such problems at their own level but in some cases reports
may be sent to the Principal/Authority for interference. It has been noticed that
students coming from economically weaker section are sometimes at the risk
of drop out. In such a case, help comes from various sources – the college
authority offers concession in term fees; special provisions by the library in
terms of book lending; department seminar helps and lending of learning
materials; the teachers are also ready to help the needy learners; etc. May be in
extreme cases, psychological intervention is required to dispel any inferiority
complex in the student.

2.3 Teaching – learning Process

2.3.1 How does the college plan and organize the teaching- learning and
evaluation schedules?
Like other universities of Bihar, Magadh University, Bodh Gaya has its own
academic calendar which shows the total number of working days in an
academic year. It is mandatory for each college of the university to rigidly
follow the calendar. Classes are scheduled by the Routine Committee in the
beginning of the academic session. The Master Routine comprises of
allotment of classes (as per the UGC norms: Assistant Professor -16 classes
per week, Associate Professor – 14 classes per week and Professor – 12
classes per week) along with lecture halls for each class. The departments take

39

note of their allotments and accordingly copy their own schedules.
Departmental meeting decides the in-house allotment of topics among the
teachers as per their expertise and specialization. Teachers prepare formal
lesson plans well in advance for each course and execute these plans
throughout the semester/year. If necessary, the remedial classes are
proposed/arranged in small groups (tutorial) besides regular classroom
teaching. Teaching plan, teaching methodology, allotment of inaugural and
‘special Induction lectures’, methods of class tests (unit test/ monthly
test/mandatory tests, take home assignment etc.), projects, seminars, ‘Invited’
special talks, students’ presentations in plenary and so on are analyzed as well
as scheduled by the departments before the real classroom teaching begins. At
any stage, the teachers are not allowed to face their students at a state of
unpreparedness or semi-preparedness.
Evaluation schedules are given by the university in the form of semester-end
or annual examinations. In-house tests are scheduled by the departments.
Entrance tests are organized by the Examination control room of the college.

2.3.2 How does IQAC contribute to improve the teaching-learning
standard?
College has IQAC (Internal Quality Assurance Cell) which contributes in
sustenance and enhancement of the quality of teaching-learning process,
through regular monitoring of the academic activities at all levels and
suggesting proper measures whenever necessary in addition to other
responsibilities. It may directly interfere and address the students. The students
are encouraged in Pair / Team Work, Peer Teaching (especially when the
stress is on demonstration), Collaborative Learning / Teaching, using teaching
aids, Social media and E-learning.

2.3.3 How is learning made more student-centric? Give details on the
support structures and systems available for teachers to develop skills
like interactive learning, collaborative learning and independent
learning among the students?
Group discussion, Debates and quizzes, Educational local and outside tours
are the other common participatory learning activities in the institution. In
debates, excelling students are awarded. On-job assignments and project
works in groups are other resources for participative or collaborative learning.
Interactive teaching is the normal mode of teaching in the college with the
help of ‘Chalk and Talk’. Teaching method, where ‘outline’ or ‘overview’
knowledge is only provided to the students who are asked to read from written

40

learning resources and then again meet the teacher to clear doubts if any,
induces independent learning abilities in students. ICT enabled teaching mode
usually combines all. In addition, we believe that ‘inspiring teachers are the
best teachers’.

2.3.4 How does the institution nurture critical thinking, creativity and
scientific temper among the students to transform them into life-long
learners and innovators ?
In order to showcase their talents in multiple areas of creative faculty, the
college provides a platform of wider spectrum for the students. Besides
studies, co-curricular extra-curricular activities such as debate, discussion on
contemporary issues, skit, musical programs and lyrical plays are organized at
college/inter-college levels at regular intervals. All these activities motivate
the learners for further learning and building their confidence since each of
these activities demands a lot of conceptual clarity and upgradation of
information/ knowledge and skills. To induce innovative thinking, as stated in
Criterion I, several ‘designed classes and programmes’ are arranged time to
time.

2.3.5 What are the technologies and facilities available and used by the
faculty for effective teaching? Eg: Virtual laboratories, e-learning -
resources from National Programme on Technology Enhanced Learning
(NPTEL) and National Mission on Education through
Information and Communication Technology (NME-ICT), open
educational resources, mobile education, etc.
Most departments have computers (and supportive multimedia instruments on
share basis), internet connectivity, OHP and slide projectors to enable students
to learn in a modern way. Virtual laboratories are also created e.g. in Botany
and Biotechnology and Physics. NPTEL and NME-ICT are also taken
advantage of. Central library of the institution is automated with all facilities
and online links for E-learning, e-resources and e-books.
www.harmonybihar.org specially caters to biology and biotechnology
students.

2.3.6 How are the students and faculty exposed to advanced level of
knowledge and skills (blended learning, expert lectures, seminars,
workshops etc.)?
Seminars at departmental level and college level are both a common practice
and a regular exercise for enriching faculty and students. These are sometimes

41

centred around techniques of teaching and research. Experts are invited to
address the students and/or teachers in the college auditorium. Workshops are
held. The Department of Botany and Biotechnology, the department of
Physics and some other departments have organized such utility workshops in
recent months to expose their faculty members and students to the modern
concept of blended learning and virtual/smart classes.
In order to give a quality exposure to the students as well as the faculty
members on advanced level of knowledge and skills, the following measures
are additionally adopted:

1. Expert lectures are arranged on contemporary, current and relevant
topics

2. Seminars are organized by departments on their own
3. Students’ presentations/seminars are held in plenary
4. Students are constantly encouraged to log on to useful websites and e-

learning resources, educational T.V. programs as a habit
5. College annual magazine Bimarsh invites students’ contributions
6. Newsletters and Journals are published from different departments e.g.,

The Inward Eye: The Patliputra journal Of English Studies, Urdu
Today, Newsletter of Botany and Biotechnology or by collaborating
associations e.g. Online Journal of Modern Biology by
www.harmonybihar.org/
7. Students are encouraged to take advantage of Language laboratory for
language learning and improve their communicative skill
All these facilities create a kind of conducive atmosphere for teaching,
learning and research in the institution.

2.3.7 Detail (process and the number of students \benefitted) on the
academic, personal and psycho-social support and guidance services
(professional counseling/mentoring/academic advise) provided to
students?
Career Counseling and Psycho analytical aptitude test are two processes in
this regard. Career counseling cell advises students on career options. The
latter is carried out by the Department of Psychology. For the last quarter of
the academic session 2013-14, following number of students got the benefit:
Career counseling: 326
PAA Test: 12
Student mentoring has been under the purview of the departments till now
and done without records. But, now it has been given a wider applicability. A
link on the college library site www.coclib.org offers free mentorship to the

42

(meritorious) students on choice.

2.3.8 Provide details of innovative teaching approaches/methods
adopted by the faculty during the last four years? What are the efforts
made by the institution to encourage the faculty to adopt new and
innovative approaches and the impact of such innovative practices
on student learning?
Admittedly, one-to-all lecture method is the most common method of
traditional teaching. This method is supported by an interactive approach
which ensures active participation and complete involvement of the students.
They can freely discuss their difficulties with their teachers and share
information. Use of Multi-media Aids like PowerPoint Presentations, 25 mm
slides, videos, LCD Projectors/ OHP and other available devices are the
additional teaching applications. Students participate in interactive lab
exercises, quiz or elocution classes, problem-solving exercises, field projects,
seminars and guest lectures. All these approaches of teaching are adopted by
different departments of the college as per the need. Online teaching materials
are prepared by several teachers. Virtual labs are used in science departments.
The College provides all such facilities and infrastructure.

2.3.9 How are library resources used to augment the teaching-
learning process?
The college library is of great help for students as well as for teachers in terms
of teaching-learning and research. The students have access to text and
reference books and journals. Besides usual lending of books/journals/dailies,
it offers on-line reading facilities. It provides facilities and services like
computers with broadband internet services, e-Journals, rare books.
periodicals, copier, printer and scanners.
The Library is completely automated with smart ID cards issued to students.
The system scans an ID card and displays all the records of issue and returns.
The student can choose from books online and get it issued if available at the
time. Additionally, the library has a separate website with teaching notes and
other materials to provide students with all possible learning options.

2.3.10 Does the institution face any challenges in completing the
curriculum within the planned time frame and calendar? If ‘yes’, elaborate
on the challenges encountered and the institutional approaches to
overcome these.
Yes, sometimes. Due to unavoidable and unwarranted circumstances arising
out of political or social turmoil, academic schedules and calendar may be

43

affected severely. Rare that may be, conditions are never allowed to go out of
hands. The university might truncate curricula in extreme cases if there is no
way out. Normally, extra classes and additional hours are enough to complete
the courses of study in case of minor interruptions. There are instances when
we have resorted to class arrangement on holidays and vacations.
May be, we have to distribute written class notes among the students in some
cases to compensate for any loss of days. We try to complete the course
contents in all cases without any compromise with whatsoever.
2.3.11 How d oes the institute monitor and evaluate the quality of
teaching learning?
Such monitoring and evaluation is the responsibility of the departments.
Chairpersons of the departments are responsible to maintain the quality.
Departmental heads have to take feedbacks from the students, evaluate the
teaching outcomes of the session and act accordingly. They are independent
of any type of control from the above in regards to quality control and
management except in very cases when top management may have to
interfere.

2.4 Teacher Quality
2.4.1 Provide the following details and elaborate on the strategies

adopted by the college in planning and management
(recruitment and retention) of its human resource (qualified and
competent teachers) to meet the changing requirements of the
curriculum.

Highest Professor Associate Assistant Total
qualification MF
Professor Professor
MF MF

Permanent teachers

D.Sc./D.Litt. 01 01 01 03

Ph.D. 18 05 54 19 14 07 117
M.Phil. None None None None None None None

PG 01 01

Temporary teachers: None (Ad-hoc teachers are employed for
Vocational/add-on course as per the requirement).

44

The appointment of teachers is done by the university or an agency of the
State Government (College Service Commission/Public Service
Commission/Selection Board). Retaining eminent faculty is never a problem.
Faculties prefer to stay here more than any other college of the University due
to its ambience, homogeneity and cordial atmosphere, and prime position in
the academia.
The College, being one of the largest colleges of the state in terms of student
strength and teaching positions, attracts the best talents. Being in the Heart of
the capital is another plus point.

2.4.2 How does the institution cope with the growing demand/
scarcity of qualified senior faculty to teach new programmes/ modern
areas (emerging areas) of study being introduced (Biotechnology, IT,
Bioinformatics etc.)? Provide details on the efforts made by the
institution in this direction and the outcome during the last three years.
For such interdisciplinary programmes, we do have in-house qualified
teachers in the departments of science, arts and commerce with good training
and research background to teach modern subject areas. For some core areas
of Modern biology, Information technologies and business management, we
do employ guest faculty with good degree and requisite training in concerned
fields. In some cases, we have trained young intelligent people with
mandatory qualification, training and research over the years to do the job in
both theory and practical classes, that as in Biotechnology.

2.4.3 Providing details on staff development programmes during the last
four years elaborate on the strategies adopted by the institution in
enhancing the teacher quality.
(a) Nomination to staff development programmes

Academic Staff Development Programmes Number of faculty
nominated
Refresher courses
HRD programmes 75
Orientation programmes 40
Staff training conducted by the university 55
Staff training conducted by other institutions None
None

45

Summer / winter schools, workshops, etc. 105

(b) Faculty Training programmes organized regularly by the
institution/departments to empower and enable the use of various tools and
technology for improved teaching-learning. Following programs were
organized during 2012-13:

 Teaching learning methods/approaches - 02
 Handling new curriculum - 04
 Content/knowledge management - None
 Selection, development and use of enrichment materials - 01
 Assessment - 01
 Cross cutting issues - 01
 Audio Visual Aids/multimedia - 04
 OER’s - None
 Teaching learning material development, selection and use - 01

(c) Percentage of faculty

 invited as resource persons in Workshops / Seminars / Conferences
organized by external professional agencies - 28.5%

 participated in external Workshops / Seminars /
Conferences recognized by national/ international
professional bodies - 86.5%

 presented papers in Workshops / Seminars / Conferences conducted
or recognized by professional agencies - 78.9%

2.4.4 What policies/systems are in place to recharge teachers? (eg:
providing research grants, study leave, support for research and academic
publications, teaching experience in other national institutions and
specialized programmes, industrial engagement etc.)
The Institution provides Study leave for research subject to approval by the
university.
At university level, facilities are available for research grant, publication
support, lien and other ‘duty’ leaves for On-site experience, for visiting an
institution as a faculty, industrial training and engagement, educational tours,
foreign study travels, for attending seminars/symposia etc. that can be availed
of by the teachers of its constituent units

2.4.5 Give the number of faculty who received awards / recognition at the

46

state, national and international level for excellence in teaching during
the last four years. Enunciate how the institutional culture and
environment contributed to such performance/achievement of the
faculty.
There is no formal award constituted by the State Government for teaching in
Bihar. However, it may be said (unofficially!) that a majority of teachers of
College of Commerce are well-known and recognized for their excellent
teaching far and wide.
A Students’ survey by the local Edition of the National Hindi Newspaper
‘Hindustan’ in 2012 voted a teacher of the Department of Botany as one of
the most popular teachers in the State. Mostly, we do value the opinion and
concerns of the students utmost. They are supposed to have the final say
regarding the judgment related the merit and utility of a teacher. Their
reciprocation, gratitude and their expression of recognition and respect are the
chief reference points that we refer to. The State government’s recognition of
talent and excellence is expressed by recruiting/appointing the institution’s
faculty members regularly as Vice-Chancellors, Pro Vice-Chancellors,
members of senate/syndicate, members/chairpersons of B.P.S.C. and as
chairperson/member of academic bodies etc. At national and international
level too, due recognition has been obtained by many of us for excellence in
teaching and research.

2.4.6 Has the institution introduced evaluation of teachers by the
students and external Peers? If yes, how is the evaluation used for
improving the quality of the teaching-learning process?
Though a start has been made in regard to documented evaluation of teachers
by their students but it is still not as much operational as it should be.
Feedback from peers, parents and alumni are the reference points for
teachers’ evaluation. Such feedbacks are used to poke teachers for
improvement if required. Due recognition is provided to teachers for
excellence and extraordinariness.

2.5 Evaluation Process and Reforms

2.5.1 How does the institution ensure that the stakeholders of the
institution especially students and faculty are aware of the evaluation
processes?
Students and faculty members are informed of the schedules of the evaluation
in advance by the college and/or university through communiqués and

47

notifications on website, newspapers and notice boards, and the main process
of evaluation is conducted by the faculties with the help of the Examination
Control department of the college and university .

2.5.2 What are the major evaluation reforms of the university that the
institution has adopted and what are the reforms initiated by the
institution on its own?
Annual examinations in undergraduate programs and semester-end
examinations in post-graduate programs are directly conducted by the
Examination Control Department of the University with the help of the
college teachers. The Class tests and internal assessment tests in post graduate
courses are carried out by the College Examination Control board. In case of
Undergraduate programs, marks allotted to students in practical examinations
conducted by the college by utilizing the services of external examiners, and
under the recently introduced system of evaluation in Post-graduate
programs, internal assessment test marks and marks allotted to students in
practical examinations are sent over to the University to be added to the final
tally of marks.
The Institution itself conducts both examination and evaluation in add-on
courses and issues the Certificate/Diploma or Advance Diploma. In internal
examinations, the answer books written by the students are strictly coded and
allotted to the appointed examiners for evaluation and assessment.

2.5.3 How does the institution ensure effective implementation of the
evaluation reforms of the university and those initiated by the institution
on its own?
The College follows all the existing and reformatory instructions and rules of
the university related to the evaluation of UG, PG and Vocational courses.
Evaluation of the students enrolled in add-on courses is carried out by the
institution on the pattern suggested/approved by the university. The rules and
pre-defined mode of the evaluation system are mandatory and need to be
followed strictly by the institution without any deviation.

2.5.4 Provide details on the formative and summative assessment
approaches adopted to measure student achievement. Cite a few
examples which have positively impacted the system.
At the Institution level, we assess and evaluate the students of add-on
programs in a natural formative way with step by step mentoring and
progression. In a sense, this practice continues in case of the evaluation of the
UG and PG students too for their practical skills (practical examinations in

48

Science subjects) and PG Viva-voce examination. The annual and semester-
end evaluation of the students for their theoretical knowledge is typically
summative. The overall mechanism operates in a seamless manner.

Traditional Annual exams (Theory) University
Undergraduate College
Class tests/Unit tests/Seminars
Programs
Periodical Practical
Undergraduate exams. (Science)
Vocational
programs Annual Practical exams.
(Science)

Undergraduate Internal tests/Practical
add-on programs exams./Semester-end exams.

Post graduate Class tests/Internal assessment
programs tests/Semester-end practical

Semester-end theory exams.

2.5.5 Detail on the significant improvements made in ensuring rigor and
transparency in the internal assessment during the last four years and
weightages assigned for the overall development of students (weightage
for behavioral aspects, independent learning, communication skills
etc.)
Internal assessment system in PG programs has been introduced by the
university only two years back and it is improving year by year. But, it does
not comprise any component of weightage for behavioral aspects,
independent learning, communication skills etc. However, these significant
aspects are taken care of in Viva voce examination/evaluation of students in
some way.

2.5.6 What are the graduate attributes specified by the college/
affiliating university? How does the college ensure the attainment
of these by the students?
Evaluation of knowledge of the students through internal assessment
ingredients, semester-end and annual final examinations with subjective long-

49