Action taken report and the impact of the action taken on the curriculum feedback received from students
Students (2021 – 2022)
Feedback Survey Question Recommendations Action taken report Impact of Action taken report
The curriculum provided enough opportunities to improve communication skills
Faculties to:
Implement tasks and activities to promote communication skills among students
Students were shown videos that model communication skill
Reflective learning practice was adopted as a part of class room teaching
The outcome was assessed using group presentations, there was improvements in the performance of the students
Teachers used Innovative teaching – learning methods
Train and promote innovative teaching strategies among the faculties
Education unit members were instructed to interact with the faculties and discusse about the importance of evolving innovative teaching methods
Education units organised focussed FDPs on innovative teaching methods
There were adequate opportunities to participate in extracurricular activities throughout the program
Faculties to:
Encourage students to motivate and permit them to participate the extracurricular activities on campus and outside
Mentors and the course coordinators were instructed to identify the students interested in extracurricular activities and guide them to discuss with the Dean students, student clubs, physical education
Students explored the opportunities available on campus and expressed their interest in participating in various events
Student support systems such as mentoring, counselling were useful.
Course transactors and the Mentors to motivate students and counsel them whenever required
Each department to do the analysis of impact of mentoring in students’
performance. Mentoring report are discussed in the department meetings and documented
There was an overall improvement in the students’
performance and understanding on mentorship process.
Note: Feedback on curriculum taken from the students were analysed and the recommendations and appropriate actions were taken based on the percentage calculated from the response and the number of participants in each criteria. The higher values requiring improvement were taken for consideration and follow up action
Action taken report and the impact of the action taken on the curriculum feedback received from Faculty
Note: Feedback on curriculum taken from the Faculty were analysed and the recommendations and appropriate actions were taken based on the percentage calculated from the response and the number of participants in each criteria. The higher values requiring improvement were taken for consideration and follow up action
Faculty (2021 – 2022)
Feedback Survey Question Recommendations Action taken report Impact of Action taken report There are avenues for
identification and
improvement of the performance of slow
learners in the curriculum
Dean education to formulate policy guidelines for remedial classes, bridge courses and the methodology to identify the beneficiaries and to frame special strategies for advanced learners.
Through Education units the remedial policy developed for the university was circulated to the respective Faculty.
The policy was deliberated in education units and at the department meetings to include any additional points that are specific to their department/
faculty
The Faculty heads were asked to do evaluation of remedial measures:
Outcomes of the remedial measures taken has to be evaluated periodically and the report has to be presented in the department meetings. A copy of the report has to be submitted to the education unit
Note: Feedback on curriculum taken from the alumni were analysed and the recommendations and appropriate actions were taken based on the percentage calculated from the response and the number of participants in each criteria. The higher values requiring improvement were taken for consideration and follow up action
Alumni (2021 – 2022)
Feedback Survey Question
Recommendations Action taken report Impact of Action taken report
The new courses introduced meet contemporary
requirements.
Policy to develop new curriculum as well as revision of existing curriculum
SRIHER follows a three tier system of curriculum development comprising of collation of feedback from various stakeholders followed by enriching the curriculum by board of studies and then approval by academic council
Syllabus revision was carried out for 6 programs
42 value added courses are available for the students to develop their knowledge & skills Personal and professional enhancement programs were organised
The course content widened knowledge, skill and attitude
To introduce a overall curricular transaction in all programmes of SRIHER is planned and executed as 50% lecturers and remaining part can be for activities to develop the knowledge and skill among the students
Skill labs have been setup in many departments.Clinical hands on training are conducted both in Medical centre blocks as well as G-Block
Hands on training with comprehensive skills lab is provided in all the faculties of SRIHER.
Action taken report and the impact of the action taken on the curriculum feedback received from Alumni
Action taken report and the impact of the action taken on the curriculum feedback received from Employers
Note: Feedback on curriculum taken from the employers were analysed and the recommendations and appropriate actions were taken based on the percentage calculated from the response and the number of participants in each criteria. The higher values requiring improvement were taken for consideration and follow up action
Employers (2021 – 2022)
Feedback Survey Question Recommendations Action taken report Impact of Action taken report
Students core competence met my expectation
To introduce more soft skill programs and activities that will improve the core competencies like communication, critical thinking, creativity, decision making and relationship skills among the students
Through mentor mentee interaction, students strength and weakness on the core competencies were identified and trained appropriately
Students were confident and there was a overall improvement in students core competency .
Students practical exposure / knowledge
The faculty heads were requested to frame the curriculum to have a minimum of 50% practical components.
The course coordinators were instructed to ensure that students get a hands on experience in the practical classes, where ever possible
Infrastructure were developed with more practical labs and skill labs Hand on training was provided to the students in the practical and skill labs
To develop the practical knowledge among the students, Summer/ in plant training and internships were introduced in many programs
