Every year, the College has the practice of conducting orientation and motivational sessions to the freshers at the commencement of the programmes, followed by a bridge course for a week to enable them to cope up with the programme they have opted for.
The students are given orientation on the following
- The motto of the college
- Autonomous System
- Choice Based Credit System (CBCS) in the Curriculum
- Semester System
- Code of conduct
- Rules and regulations,
- Evaluation Pattern and Continuous Internal Assessment (CIA)
- Attendance Requirements
- Day order system
- Co-Curricular, Extra Curricular and Extension Activities
- Functions of supporting centres
- Functioning of Library
- Gender Equity/Women’s education
To bridge the gap between the existing knowledge of the student at the entry level and provide adequate foundation of the core subjects, bridge courses are conducted to the students before the commencement of the course.
- As part of the Bridge Course, the students are given orientation in Communicative English, training in Wordsworth (Language Software), Soft Skill Development, and fundamental ideas of the respective course of study.
The College has a mechanism to identify different categories (Advanced and Slow Learners) of students through ‘Tutor Ward System’. Slow learners with difficulties in understanding and learning the subjects at pace are paid individual attention, guided and trained by the tutor for their better ways of learning. Sharing of their own problems with their tutors serve a sigh of healthy relief to the students, enabling them peacefully to concentrate on their studies. The tutor ward system help maintain a record of academic, co-curricular achievements/progress of the wards, interact with the ward frequently in their academic growth, wellness and also intervene when necessary to correct them to proper guidance.
The following agenda is followed for the tutor ward meetings:
- Analysis of differential requirements of the students
- Academic growth of the students
- Identification of slow learners and advanced learners
- Selection of optional subjects (Elective List)
- Analysis of Personal/Psychological/Social/Financial matters
Assessment of learning levels:
The process of studying the academic growth of UG students is done with ‘Base Line Survey’ (Based on Higher Secondary Marks and a test marks) and for PG students ‘Entry Level survey’ (based on UG marks) before the commencement of Internal Examination. The incremental academic learning levels of the students are reviewed through ‘Results and ABCD Analysis’ mechanism.
‘ABCD’ Analysis Mechanism:
Based on the learning levels the students are classified into 4 categories namely “A”, “B”, “C”, and “D”. The categorization is based on the marks obtained in the baseline survey, CIA and End Semester Examinations After orientation and bridge course, the students are assessed through a baseline test which is designed as follows:
Questions from Basic English – 10 marks
Questions from Tamil – 10 marks
Mathematics – 10 marks
GK and current affairs – 10 marks
Concerned discipline – 10 marks
Total – 50 marks
The marks obtained by the students are converted to 100 and they are categorized into
A, B, C, and D. The classification for UG is as follows
“A” category – 70 and above
“B” category – 50-69
“C” category – 40- 49
“D” category – Arrears and absentees
Based on the learning levels the students are categorized into 4 categories namely “A”, “B”, “C”, and “D”. The categorization is based on the marks obtained in the entry level (based on UG marks), CIA and End Semester Examinations. The classification for PG is as follows
“A” category – 75 and above
“B” category – 60-74
“C” category – 50 – 59
“D” category – Arrears and absentees.
To bridge the knowledge gap and improve the performance of the students the following strategies are taken by the institution.
- Slow learners among the students are identified and given special attention.
- Remedial classes are organized
- Special theoretical, tutorial and practical classes are arranged by each department.
- Teachers make personal contact sessions for the advancement of the slow learners.
- Personalized interaction with the teachers helps the students to get out of their weak points.
- The teachers guide them to prepare model answers by providing them with books, reading materials coupled with couselling.
- Students also interact regularly with teachers outside the classroom either individually or in groups to address issues related to their course or other general problems.
Students Knowledge Forum:
- Taking a cue from Faculty Knowledge Forum‟ functioning at STC, Students Knowledge Forum is also established to unearth the scholastic potentials of the students. The fast learners are given an opportunity to share their ideas on their specialized /core field, research, career related or current issues / topics.
- Topics such as ethics and values, personality development, recent trends in various sectors, initiatives for placement preparedness, attitude and communication, human relations etc., are being discussed and debated among the students for their comprehensive learning and development, under the guidance of a senior faculty member of the department.
- This practice enables the students to perform well in the placement drives and recruitment exercises with courage and confidence.
Special Programs through Student Associations:
The students are given due importance in all association activities. They hold the post of association President, Vice president, Secretary, Treasurer etc and prepare the students with leadership, communication and team work skills necessary to work in the industry any responsible job. Through association the department conducts the activities such as Guest Lectures, Workshops, Intercollegiate meets, Exhibitions etc.,