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2.4.10
How often does the university organize academic development
programmes (
e.g
.: curriculum development, teaching-learning methods,
examination reforms, content / knowledge management, etc.) for its
faculty aimed at enriching the teaching-learning process?
The ASC organizes the developmental activities periodically and is aimed at
enhancing the methodologies involved in the teaching-learning processes,
especially increasing the efficiency of teaching to Gen Y. All new developing
teaching methods are continuously reviewed and adopted where appropriate
by the faculty members, where appropriate, in the department through the use
of computers and e-learning. On the other hand, the programmes conducted
by the schools are need-based and are aimed at curriculum development and
knowledge management.
2.4.11 Does the university have a mechanism to encourage
Mobility of faculty between universities for teaching?
- No
Faculty exchange programmes with national and international
bodies? If yes, how have these schemes helped in enriching the quality of
the faculty?
Faculty members are expected to spend a specified period at reputed
universities and actively participate in teaching and research activities. The
University has signed MoUs with a number of Universities abroad for faculty
exchange. Also, many faculty members from these Universities visit VIT to
offer lectures.
2.5
Evaluation Process and Reforms
2.5.1
How does the university ensure that all the stakeholders are aware
of the evaluation processes that are in place?
The evaluation process is published in the academic council proceedings
which is available as free download in the intranet for the students and faculty.
The assessment procedures are also available to the parents through Internet.
2.5.2 What are the important examination reforms initiated by the
university and to what extent have they been implemented in the
university departments and affiliated colleges? Cite a few examples which
have positively impacted the examination management system.
Though there is a common time period for the conduct of the examinations,
conduct of the internal assessment examinations is decentralized. The schools
are responsible for all the processes related to the Continuous Assessment
Tests (two per semester). The quizzes and other modes of evaluations are
conducted by the faculty members themselves. However, centralized process
is in place for the conduct of the Term End Semester Examination. Slot based
examination system has been implemented, instead of course-based time table.
Term End Theory Examinations are completed within a span of 15 days.
Similarly, all the practical examinations are completed during the last
instructional week of the semester. In the case of RBL courses, the quizzes
and assignments are replaced by the projects. In any case, whether the course
is offered in CBL or PBL or RBL, it is compulsory for the students to take the