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SSR

BPHES’ CSRD ISWR, Ahmednagar

IQAC

Self Study Report, December 2018

SSR Abstract

Extended Profile of the Institute

1.1 List of courses offered across all programs during last five years

2.1 Number of students enrolled year wise during the last five years

2.2 Number of seats earmarked for reserved category as per GOI State Govt rule year wise during last five years

2.3 Number of outgoing/final year students year wise during the last five years

3.1 a) Number of full time teachers presently working in the institutions

3.1 b) Number of full time teachers who left/joined the institution during the last five years

3.2 Number of sanctioned posts year wise during the last five years

Sanctioned post 2013-14

Sanctioned post 2014-15

Sanctioned post 2015-16

Sanctioned post 2016-17

Sanctioned post 2017-18

  1. Criteria I: Curricular Aspects

1.1. Curricular Planning and Implementation

1.1.1 Effective curriculum delivery

1.1.2 Certificate /diploma programs introduced during last five years

BOC Minutes Human Rights

BOC Minutes JCPR & SFDM

1.1.3 Faculty participation in BoS and Academic Council

1.1.3 Details of Faculty Participation in BOS

Revised Faculty participation in BOS 2013-14

Revised Faculty participation in BOS 2014-15

Revised Faculty participation in BOS 2015-16

Revised Faculty participation in BOS 2016-17

Revised Faculty participation in BOS 2017-18

1.2 Academic Flexibility

1.2.1 Percentage of new Courses introduced

BOC Minutes MAMR

BOC Minutes Human Rights

BOC Minutes JCPR & SFDM

MSW 2015-16 CBCS

M.A.M.R.15-16 CBCS

MA Mass Relation Syllabus Old 2013-14

MSW 08-09 Old Pattern

1.2.2 Percentage of programs of Choice Based Credit System

Revised Final MSW Course Syllabus 2015- updated 2017 M.A. Mass Relation Syllabus

M.A. Mass Relation Syllabus

1.2.3 Average percentage of students enrolled in Certificate / Diploma /Add-on programs

Students List Diploma and Certificate Courses 2013-14

Students List Diploma and Certificate Courses 2014-15

Students List Diploma and Certificate Courses 2015-16

Students List Certificate Diploma 16-17

Students List Certificate Diploma 17-18

1.3 Curriculum Enrichment

1.3.1 Integration of Gender, Environment and Sustainability, Human Values and Ethics

1.3.2 Number of value-added courses imparting transferable and life skills

1.3.3 Percentage of students undertaking field projects / internships

Intenship on Environment and Sanitation Sector During 2017-2018023

Internship on Rural community devlopment Sector During 2017-2018-1

Internship on Rural community devlopment Sector During 2017-2018-2

Internship on human Rights Sector During 2017-2018

Internship on Women and ChildSector During 2017-2018

Internship on LivelihoodSector During 2017-2018

1.4 Feedback System

1.4.1 Structured feedback received from Students, Teachers, Employers, Alumni and Parents

CSRD ISWR Feedback Mechanism revised

1.4.2 Feedback collected, analysed and action taken and feedback available on website

BPHES CSRD ISWR Feedback Report 2013-18

  1. Criteria II: Teaching-Learning and Evaluation

2.1 Student Enrollment and Profile

2.1.1 Average percentage of students from other States

OMS Students 2013-14

OMS Students 2014-15

OMS Students 2015-16

OMS Students 2016-17

OMS Students 2017-18

2.1.2 Average enrollment Percentage

2.1.3 Average percentage of seats filled  against seats reserved for various categories

2.2 Catering to Student Diversity

2.2.1 Assessment of the learning levels of the students

2.2.2 Student- Full time teacher ratio

2.2.3 Percentage of differently abled students (Divyangjan) on rolls

2.3 Teaching-Learning Process

2.3.1 Student centric methods of experiential / participative learning & problem solving

2.3.2 Use of ICT for effective teaching with Learning Management Systems (LMS)

2.3.3 Ratio of students to mentor for academic and stress related issues

2.3.4 Innovation and Creativity in teaching- learning

2.4 Teacher Profile and Quality

2.4.1 Average percentage of full time teachers against sanctioned posts

2.4.2 Average percentage of full time teachers with Ph.D.

2.4.3 Average teaching experience of full time teachers in number of years

2.4.4 Average percentage of full time teachers who received awards, recognition and fellowships

E Copies of Awards to Teacher

2.4.5 Average percentage of full time teachers from other States

2.5 Evaluation Process and Reforms

2.5.1 Reforms in Continuous Internal Evaluation (CIE) System at the Institutional level

Continous Internal Evaluation Forms and Formats

2.5.2 Mechanism of internal assessment

2.5.3 Mechanism to deal with examination related grievances

2.5.4 The Institution adheres to the academic calendar for the conduct of CIE

2.6 Student Performance and Learning Outcomes

2.6.1 Programme outcomes (PO), programme specific outcomes (PSO) & course outcomes (CO)

2.6.2 Description of the method of measuring attainment of POs, PSOs and COs

2.6.3 Average pass percentage of students

2.7 Student satisfaction Survey

  1. Criteria III: Research, Innovations and Extension

3.1 Resource Mobilization for Research

3.1.1 Grants for research projects sponsored by the government/non-government sources

Sanction letters of Research Projects

3.1.2 Percentage of teachers recognized as research guides at present

3.1.3 Research projects per teacher funded by government and non-government agencies

3.2 Innovation Ecosystem

3.2.1 Ecosystem for innovations for creation and transfer of knowledge

3.2.2 Workshops/seminars conducted on Intellectual Property Rights (IPR)

3.3 Research Publication and Awards

3.3.1 Code of Ethics to check malpractices and plagiarism in Research

Policy Guidelines and Code of Ethics for Research and Publication

Plagiarism Policy of CSRD-ISWR

3.3.2 Incentives to teachers who receive state, national and international recognition/awards

3.3.3 Number of Ph.D.s awarded per teacher

3.3.4 Number of research papers per teacher in the Journals notified on UGC website

3.3.5 Number of books and chapters in edited volumes / books and papers published

01 Jaimon Varghese (2018) Spirituality for Promoting Community and Environmental Sustainability  (book)

02 Jaimon Varghese (2018) Compassion, Competence and Commitment – Understanding and Applying Spirituality in Social Work  (book)

03 Arif Shaikh (2018) ‘The Flower’s last sigh’, in Science-Religion Dialogue and its contemporary significance  (article)

04 Jaimon Varghese (2017) Spirituality for Sustainable Development – A Social Work Innovation  (book)

05 Pradeep Jare (2017) ‘Development Under the Threat of Caste Atrocities in Post-Colonialism – Study of Caste Atrocities on Dalits and its impact on their Participation in Public Sphere, in Caste in Modern India: Atrocities Against Dalits  (article)

06 Suresh Pathare (co-author) (2016) ‘Social Justice and Social Work Profession in India – Challenging Responses and Responding Challenges’  (edited book)

07 Jaimon Varghese (2016) ‘Spiritually Sensitive Service – Lost and Found Area of Social Work Profession’ in Social Justice and Social Work Profession in India – Challenging Responses and Responding Challenges  (article)

08 Pradeep Jare (2016) ‘Social Exclusion and Citizenship Issues of Pardhis’, in ‘Social Justice and Social Work Profession in India – Challenging Responses and Responding Challenges’  (article)

09 Suresh Pathare (2015) ‘Social Work Education and Practice Engagement’  (edited book)

10 Suresh Pathare (2015) ‘Social Work Education in India: Transition from Westernization to Indigenization’ in Social Work Education and Practice Engagement  (article)

11 Jaimon Varghese (2015) ‘Spiritually Sensitive Social Work: An Emerging Model of Practice’ in Social Work Education and Practice Engagement  (article)

12 Suresh Pathare (2015) ‘Befriending the Other: Social Work Perspective’ in Befriending the Other: Sixty Years of JDV in Pune  (article)

13 M. Arif Shaikh (2015) ‘The leaf that smiles; Befriending Nature’ in Befriending the Other: Sixty Years of JDV in Pune  (article)

14 M. Arif Shaikh (2015) ‘Globalisation through the eyes of an environmentalist’ in Mastery Meets Mystery  (article)

15 Suresh Pathare & Jaimon Varghese (2015) ‘Rural Community Development in India: Emerging Issues, Challenges and Strategies’, in ‘New Perspectives in Community Development’  (article)

16 Jaimon Varghese (2015) ‘Contemporary Models of Gandhian Gramswaraj – the Story of Ralegaon Siddhi and Hiware Bazar, the Ideal Villages in Ahmednagar District, Maharashtra, India’, in ‘New Perspectives in Community Development’  (article)

17 Suresh Pathare (2014) ‘Internationalization & Indigenization of Social Work Education in Asia Social Work Education in India’  (article)

18 Patil Prachi (2014) ‘Caste and Crime: A Study of Hindu Mythology and Scriptures’, in ‘Literature and Marginality: Comparative Perspectives in African, American, Australian and Indian Dalit Literature’  (article)

19 Jaimon Varghese (co-author) (2016) ‘Social Justice and Social Work Profession in India – Challenging Responses and Responding Challenges’  (edited book)

20 Jaimon Varghese (co-author) (2015) ‘Rural Community Development in India: Emerging Issues, Challenges and Strategies’, in ‘New Perspectives in Community Development’  (article)

3.4 Extension Activities

3.4.1 Extension activities in the neighborhood community

3.4.2 Awards and recognition received for extension activities from Government

3.4.3 Extension and outreach programs through NSS

Report of Extension Activity of NSS 2013-14 to 2017-18

3.4.4 Average percentage of students participating in extension activities

Extension Activities 2013-14

Extension Activities 2014-15

Extension Activities 2015-16

Extension Activities 2016-17

Extension Activities 2017-18

3.5 Collaboration

3.5.1 Linkages for faculty / student exchange, research, internship & on-the-job training

Linkages 2013-14

Linkages 2014-15

Linkages 2015-16

Linkages 2016-17 A

Linkages 2016-17 B

Linkages 2016-17 C

Linkages 2017-18

3.5.2 Functional MoUs with institutions of national and international importance

Documents related to Functional MoU (2)

Collaborative Projects and Programmes

University of North Carolina Chapel Hill USA

Yashwantrao Chavan Academy of Development Administration (YASHADA), Pune

Govt. of Maharashtra, Dept. Of Agriculture IWMP

Govt. of Maharashtra, Dept. of Social Welfare, Ahmednagar

Pratham Education Foundation, Mumbai

Action for Food Production, Ahmednagar

Gujrat National Law University, Gujrat

North East Institute of Social Science and Research NEISSR, Dimapur Nagaland

Pratham Education Foundation ASER 2016

Navjeevan Gramodaya Prathisthan, Ahmednagar

Rashtriya Chemical and Fertilizers Ltd., Mumbai

Pratham Education Foundatoon ASER 2017

ANUSANDHAN TRUST – SATHI, Pune

SOSVA Training and Promotion Institute, Pune

Ahmednagar Municipal Corporation, Ahmednagar

Larsen & Toubro Ltd.,

  1. Criteria IV: Infrastructure and Learning Resources

4.1 Physical Facilities

4.1.1 Adequate facilities for teaching- learning.

4.1.2 Adequate facilities for sports, games (indoor, outdoor), gymnasium, yoga centre, etc.

4.1.3 Classrooms and seminar halls with ICT – enabled facilities such as smart class, LMS, etc.

4.1.4 Average percentage of budget allocation, excluding salary for infrastructure augmentation

4.2 Library as a Learning Resource Centre

4.2.1 Use of Integrated Library Management System (ILMS)

4.2.2 Collection of rare books, manuscripts and special reports for library enrichment

4.2.3 Oniline e-resources like e-journals and e-books

4.2.4 Annual expenditure for purchase of books and journals

Audited Statement showing expenditure on books and journals

4.2.5 Availability of remote access to e-resources of the library

4.2.6 Percentage per day usage of library by teachers and students

4.3 IT Infrastructure

4.3.1 IT facilities including Wi-Fi:

4.3.2 Student – Computer ratio

4.3.3 Bandwidth of internet connection in the Institution

4.3.4 Facilities for e-content development

4.4 Maintenance of Campus Infrastructure

4.4.1 Expenditure on maintenance of physical facilities and academic support facilities

Audited Statement 2013-14

Audited Statement 2014-15

Audited Statement 2015-16

Audited Statement 2016-17

Audited Statement 2017-18

4.4.2 Policy for maintaining and utilizing physical, academic and support facilities

  1. Criteria V: Student Support and Progression

5.1 Student Support

5.1.1 Scholarships provided by the Government

Details of Scholarship provided by the Government & the Institute (5.1.1 & 5.1.2)

Scholarship statement 2013-14

Scholarship statement 2014-15

Scholarship statement 2015-16

Scholarship statement 2016-17

Scholarship statement 2017-18

5.1.3 Number of capability enhancement and development schemes

Report on Capability Enhancement Programme

5.1.4 Guidance for competitive examinations and career counselling offered

5.1.5 Vocational Education and Training (VET)

5.1.6 Redress of student grievances including sexual harassment and ragging cases

5.2 Student Progression

5.2.1 Average percentage of placement of outgoing students

5.2.2 Student progression to higher education

5.2.3 Students qualifying in state/ national/ international level examinations

5.3 Student Participation and Activities

5.3.1 Awards / medals for outstanding performance in sports /cultural activities

5.3.2 Student council & representation of students on academic & administrative bodies

5.3.3 Sports and cultural activities / competitions organised at the institution level

5.4 Alumni Engagement

5.4.1 The Alumni Association / Chapters (registered and functional)

5.4.2 Alumni contribution

5.4.3 Number of Alumni Association / Chapters meetings held

  1. Criteria VI: Governance, Leadership and Management

6.1 Institutional Vision and Leadership

6.1.1 The governance of the institution in tune with the vision and mission of the institution

6.1.2 The institutional practice of decentralization and participative management

6.2 Strategy Development and Deployment

6.2.1 Perspective / Strategic plan and Deployment documents available in the institution

Strategic Plan Document

6.2.2 Organizational structure of the institution

6.2.3 Implementation of e-governance in all areas of operation

6.2.4 Effectiveness of various bodies / cells / committees

6.3 Faculty Empowerment Strategies

6.3.1 Effective welfare measures for teaching and non-teaching staff

6.3.2 Financial support to attend conferences / workshops

6.3.3 Professional development / administrative training programs

6.3.4 Teachers attending professional development programs

6.3.5 Performance Appraisal System for teaching and non-teaching staff

6.4 Financial Management and Resource Mobilization

6.4.1 Internal and external financial audits regularly

6.4.2 Funds / Grants received from non-government bodies, individuals and philanthropists

6.4.3 Institutional strategies for mobilization of funds and the optimal utilization of resources

6.5 Internal Quality Assurance System

6.5.1 Internal Quality Assurance Cell (IQAC)

6.5.2 Reviews of teaching learning process, structures & methodologies of operations

6.5.3 Quality initiatives by IQAC per year for promoting quality culture

CSRD IQAC Quality Initiatives 2013-18 details

6.5.4 Quality assurance initiatives of the institution

6.5.5. Incremental improvements made for the preceding cycles or re-accreditation

  1. Criteria VII: Institutional Values and Best Practices

7.1 Institutional Values and Social Responsibilities

7.1.1 Gender equity promotion programs organized by the institution

Gender Equity Promotion 2013-14

Gender Equity Promotion 2014-15

Gender Equity Promotion 2015-16

Gender Equity Promotion 2016-17

Gender Equity Promotion 2017-18

7.1.2 Gender sensitivity in providing Safety and Security, Counselling and Common Room

7.1.3 Alternate Energy initiatives

7.1.4 Annual lighting power requirements met through LED bulbs

7.1.5 Waste Management steps

7.1.6 Rain water harvesting structures and utilization in the campus

7.1.7 Green Practices

7.1.8 Expenditure on green initiatives and waste management

7.1.9 Differently abled (Divyangjan) friendliness

7.1.10 Number of specific initiatives to address locational advantages and disadvantages

7.1.10 & 7.1.11 initiatives to address locational advantages and disadvantages

7.1.11 Number of initiatives taken to engage with and contribute to local community

7.1.12 Code of conduct handbook for students, teachers, administration & governing body

(1). Teachers code of conduct

(2). Code of conduct for students & Brochure

       (3). Report on the student attributes facilitated by Institute

(4). NAPSWI_Code_of_Ethics (Social Workers’ Code of Conduct prepared by National Association of Professional Social Workers in India – NAPSWI)

(5). University Code of Conduct_SPPU Statutes

7.1.13 Display of core values in the institution and on its website

7.1.14 Activities to increase consciousness about national identities and symbols

7.1.14 newspaper clippings of events

7.1.15 Course on Human Values and professional ethics

7.1.16 Institutional functioning is as per professional code of conduct

7.1.17 Activities conducted for promotion of universal values

7.1.18 Organizing national festivals and birth / death anniversaries of the great personalities

7.1.19 Transparency in financial, academic, administrative and auxiliary functions

7.2 Best Practices

7.2.1 Best practices successfully implemented as per NAAC format

7.3 Institutional Distinctiveness

7.3.1 Institutional performance distinctive to its vision, priority and thrust

Annexure