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SUPPLEMENTARY EXAM RESULTS JULY 2010

MBC and BC FEES REPORT

NAAC Report

A. Executive Summary

Sacred Heart College , established 55 years ago and nestling in a rural area, has been consistent with the aim of imparting education to the marginalized, both economically and socially and to the rural students who are mostly first generation learners. This target group, disadvantaged at the entry level, after intense formation, exit, empowered to face the challenges of life and the society.

The first assessment by NAAC in 1999 opened the doors for several new initiatives and played a vital role for greater quality education. Considering the standard of students entering the portals of this institution moulding them into intellectual adults has been a great challenge to the management and the staff. The golden Jubilee celebration in 2002 was a moment of introspection which urged the management to give a fresh thrust to the holistic education to the students deprived of opportunities. In the absence of quality institution in the vicinity, starting of several new courses, most of them at the postgraduate level, have given greater access to students from near and far. There has been a quantum leap in the infrastructural facilities. The total literacy drive through "Earn While You Learn" scheme, school drop-out prevention centers and extension programmes, facilitated the social involvement of students in nation building.

The courses provided through IGNOU, Vazhikaatti, UGC and the programmes designed to improve language skills has increased the competencies of the students. National and State level seminars, manifold association activities have opened up new vistas to the students to go beyond cultures and curriculum. Counseling and health care privileges/opportunities have built up confidence and strength among the students to march ahead with a healthy mind and body.

Many departments have established networking with institutions and industries in the neighboring districts to promote exchange programmes, thus fostering a close relationship between the world of work and world of learning. A research culture has been created in the college with the launching of many postgraduate and research courses. The infrastructural facilities provided and the whole hearted encouragement given by the management has resulted in a number of research activities, minor and major projects.

Imparting a human face to those in higher education throughout the world has been the avowed goal of the Salesian institutions founded by the great educator of youth, St. John Bosco. The preventive system of education adopted by everyone paves the way for achieving this aim. Value education is made compulsory for all. Daily pep talks in the morning, afternoon and night has left lasting life-oriented impressions among students. Through organized inter-religious prayer, talks by leaders of various religions, well-participated cultural fest, the growing numbers in the alternative drama troop, frequented prayer centers and theme-based theatrical programmes have inculcated mutual understanding, cooperation and promote universal values in a pluralistic environment.

The use of ICT has made a significant contribution to the quality of education in the campus. Compulsory computer literacy for the students and imparting of computing skills to staff both teaching and non-teaching and the use of ICT has given a boost to academic quality. The office automation, computerization of library and networking of the campus have facilitated quick and quality administration. The project office and the documentation center have ensured resource mobilization and sharing. The Library has become a center of great learning with the linkages established with American Library, DELNET and INFLIBNET.

There has been a concerted drive towards excellence through the formation of IQAC and its contributions to assure quality have been significant. A master-plan document has been prepared to gear the entire campus to the next decade. The introduction of CBCS has enabled greater academic mobility and freedom for the students. The strategic programmes and life coping skills planned by vazhikaatti have supported the students to meet the challenges of the job market and fetch well-paid jobs. The introduction of Class Quality Circles has created greater awareness of peer learning and promoted responsibility for quality among students. There is a tremendous eagerness among students for capacity building by acquiring dual degrees, certificates, diplomas and language skills. Thus they are better prepared to support their families in life. There is a renewed emphasis on the transformation of the neighborhood in partnership with the institution. Extension programmes such as school drop-out prevention reaching out to 2500 children, tuition centers in 80 government schools, computer literacy to the disadvantaged, promotion of self-help groups, SHELTERS, gypsies project and adoption of villages by hostels are steps in this direction.

B. Criterion-Wise Analysis

Criterion - I Curricular Aspects

1.1 Goal Orientation

1.1.1 Vision

We, the community of Sacred Heart College, inspired by the love of the Heart of Jesus and fundamental human values, following the educative system of Don Bosco, are committed to the creation of an educated, ethical and prosperous society, where equality, freedom and fraternity reign by imparting higher education to poor and rural youth enabling them towards integral human development.

1.1.2 Mission

In the field of higher education, we are committed to academic excellence, healthy standards in extracurricular practices, socially relevant research, courses leading to employment and entrepreneurship and continuous progress of the institution.

Socially, we work towards serving preferentially the underprivileged and rural youth, educating them to social consciousness of rights and responsibilities, rooting out social evils, building communities and promoting total literacy, education and development of the neighborhood.

Spiritually, we aim at integrating ethical, cultural and political values, developing a sense of the Divine presence in nature and in the human person, by means of group activities and personal guidance, in a family atmosphere.

In this way, we are "ready for every good work" (ad omne opus bonum instructi) in collaboration with the government and people of good will, to create a society more worthy of human beings.

1.1.3 Pedagogy

The distinctive characteristics of education at Sacred Heart College stem from the "Preventive System of Education" (Appendix - I) enunciated by the founder Don Bosco. (Don Bosco is the popular name of St. John Bosco, one of the best-known saints of 19th century. He is the founder of the 'Salesian Society', which runs this College. Today this society is a world phenomenon. It works in 129 countries, 2166 institutions with 16,645 members, priests and brothers). The basic principles of Preventive System are Reason, Religion (spirituality) and Loving Kindness. It believes that the heart of every human person can be touched by unconditional love, not by rules and sanctions. The educator appeals to the reason of the student and to the inner presence of the Divine and human being's spiritual nature. Following this system, the institution runs in an atmosphere of family where mutual trust and care make education of the heart and mind possible.

1.1.4 Motto

"Ad Omne Opus Bonum Instructi" is the motto of Sacred Heart College . It means, "Ready for Every Good Work". Every student passing through the portals of this institution will be prepared to do every good work or every noble task.

1.1.5 Goal

The general goal of the education at Sacred Heart College is the total development and the integral growth of the human person. Towards this end, the college has designed the following objectives

1.1.6 Objectives

•	To develop the intellectual capacity of students to search for truth and knowledge.
•	To offer possibilities by which the students discern their purpose in life.
•	To form social consciousness in them so that they may be capable of fostering good relationship with others, open to other cultures and religions, possess an attitude of solidarity and dialogue, a sense of participation and co-responsibility and become agents of social change with a preferential option for the poor, weak and downtrodden.

The Vision and Mission statements along with the goals and objectives are published in the college calendar, website, brochures and magazines. The staff, students, the alumni, the educative community and the other stakeholders of the college is given orientation and animation so that they become willing partners in this noble venture of educating the rural and the underprivileged youth.

1.1.7 Programmes

The institutional goal and objectives are translated into the following academic and non-academic programmes.

Admission Policy

The central concern of this Institution is the welfare of the young, and among them, the most poor and abandoned. The major target groups are the rural poor, dalits, tribal, the exploited and the marginalized. No student is denied the opportunity of higher education on account of poverty.

Physical Development

Sports and Games take a special place in this Institution. From providing purified drinking water to the balanced diet in the hostels and mid-day meal scheme for day scholars, the Institution takes every care in building up the good health of the students.

Intellectual Development

Academic excellence and building intellectual capacity to search for truth and knowledge is the primary focus of this institution. Regular contact classes, exposure programmes, update of knowledge by visiting professors, seminars, research studies, study circles, library update are some of the activities in pursuit of this aspect of development.

Psychological Development

Considering the handicaps of the rural students with regard to their personality development, the college has developed a center called SAGES (Services of Advice, Guidance and Empowerment of Students) to take care of this aspect of their development.

Social Development

SHELTERS (The Salesian Higher Education for Leadership Training and Empowerment of Rural Society) are an umbrella extension programme. Under this programme, the students of all the associations are trained in social concern and responsibility, loyalty to the country and the community around them. Denouncing and fighting social evils such as caste, corruption, and degradation of women and violation of human rights are constitutive parts of this institution's education.

Career Development

The disadvantaged rural youth require special skills training for job placement. The institution has set up a separate entity called VAZHIKKATTI (a center for career guidance and job placement) to take care of this aspect.

Computer Skills Development

The Guezou Computer Academy (GCA) is entrusted with the responsibility of providing computer literacy to all the students so that they may cope with the changing trends in ICT (Information and Communication Technology).

Spiritual Development

This institution respects every religion. The department of value education goes into the heart of every religion and brings out the foundations of love, peace, justice and truth. The students are trained to be spiritually mature and patriotic persons. OASIS is the center for spiritual development.

The holistic education is given in this college not merely as a tool to make a living but to teach the art of living as integrated persons. The strategy is to develop the community through the human resource development of the rural young people who are most disadvantaged

1.2 Curriculum Development

The curriculum is framed to meet the needs and expectations of the student community. Policy decisions with regard to the educational activities are taken by the board of management of the college and discussed in the governing body. Acting on the guidelines from the governing body, the principal activates the curriculum development cell (CDC). The CDC discusses and designs the curricular framework of different programmes and initiates a detailed process.

1.2.1 Process

Evaluation of the previous curriculum by students and staff: A systematic evaluation of the curriculum was undertaken by the Institution. All the third year students were asked to participate in the evaluation process by answering a questionnaire. The faculty members contributed their share of evaluation in their respective board of studies meetings.

Visit to other Institutions: A team consisting of two members of the management and three staff members visited some of the leading Universities and autonomous colleges in Tamil Nadu to learn from them.

Suggestions from alumni, employers, academic experts and others: During the annual alumni meetings the curriculum was discussed and evaluated. In the same way whenever the employers came for the campus recruitment, the curriculum was evaluated and suggestions were asked for. Academic experts visited the college and shared with the management and staff the requirements of today.

UGC, AICTE Guidelines: In framing the syllabus, UGC and AICTE guidelines are followed.

1.2.2 Curriculum Design

Keeping in mind the needs of students, the latest developments in the educational field and the experiments made by different leading autonomous colleges and universities, the curriculum of the college has been redesigned as follows:

Semester Pattern: It has been decided to continue with the semester pattern in both UG and PG courses. Each semester consists of 90 working days. The students are evaluated through internal assessment and end semester examinations.

Choice Based Credit System (CBCS)

Allotment of contact hours and the credits for UG Programme under CBCS

Subject	Sem-1 Hours	Sem-2 Hours	Sem-3 Hours	Sem-4 Hours	Sem-5 Hours	Sem-6 Hours	Total Hours	Total Credits
First Language	75	75	75	75	-	-	300	12
Second Language	75	75	75	75	-	-	300	12
Foundation Courses	30	30	30	30	30	30	180	6
Allied -1	90	90	-	-	-	-	180	6
Allied-2	90	90	-	-	-	-	180	6
Optional Allied	-	-	90	90	-	-	180	6
General Electives	-	-	-	-	90	90	180	8
Main/Core	90	90	180	180	330	330	1200	52
Total	450	450	450	450	450	450	2700	108

1.2.4 Formalizing the Curriculum

i) Board of Studies Special Features of CBCS

Foundation Courses: Courses on personality development, major religions, value education, human rights and environment protection are taught as foundation courses.

Allied Optional courses: In the 3 rd and 4 th semesters, the students have the option to choose whichever allied subjects they are interested in. It is offered to create mobility within the science and arts departments.

Subject Elective Courses: These are courses envisaged to provide mobility within the department. It caters to the variety of interests and capacity of students. The slow learners will choose subjects which are simple in nature while the clever students will go for more complex subjects which are helpful for their higher studies.

General Elective Courses: These are job-oriented and skill based courses and give inter departmental mobility for students. Students have a wide range of electives offered by all the departments. Students can freely move from arts to science and vice versa. There are four general elective papers to be completed by all the students.

Value Added Courses (Certificate Courses): These are courses offered outside the class hours. Varieties of courses are offered according to the need and demand of students.

1.2.3 Multi Dimensional Curriculum

Computer education is imparted to all the first year under graduate students outside the regular class hours. They have to undergo a programme of "Computing Skills For All" of 50 hours duration that includes theory and practical. The syllabus covers topics such as MS Office and Windows platform. Online tests are conducted and certificates indicating the grades are issued.
To give thrust to national development compulsory foundation courses such as Environmental studies, Personality Development, Education to Love and Human Rights and Legal Education are designed. Credit courses under SHELTERS programme encompassing service groups like NSS, NCC etc. incorporated in the curriculum play a significant role in contributing to national development.
SHELTERS programme is aimed at acquiring skills to deal with problems of the rural society, taking their educational skills to the rural masses, instilling in the minds of students the responsibility towards the society and the development of society through the interventions of the students in the villages. A variety of extension programmes are available to expose the students to the needs and reality of the society into which they have to fit in smoothly.
The value added courses such as courses in spoken English, courses in communication, courses in personality development, seminar in career guidance, SHELTERS programmes, GCA programmes to develop IT skills and UGC aided and self-financed certificate courses are introduced to develop skills, offer training and promote community orientation
Projects, association activities, cultural festivals, muthamizh vizha, seminars and other organized functions are opportunities provided to the students for multi skill development
To equip the students for global demands , the following ICT thrust is envisaged in the curriculum. Students are encouraged to take seminars through ICT. The faculty use ICT for teaching. Digital Multimedia Theatre (DMT) hall with power point presentation is an added attraction for the faculty towards effective teaching. Internet browsing facilities and compulsory computer education are features of the teaching-learning process.
The courses introduced as general electives in the sixth semester of UG programme such as chemistry for entrepreneurs, elements of insurance, internet fundamentals, marketing management, mathematics for competitive examinations, fundamentals of electricity and electronic devices, e-business and business data processing are inter disciplinary courses. The contents of these courses reflect the global trends. Under CBCS, the number of general electives is increased to 30.
VAZHIKAATTI, the placement cell offers a number of certificate courses, which enable the students become better employable.
IGNOU study center attached to the college provides opportunities of dual degree for the students. These programmes meet the demands of the employers and the industries.
CFCA (Christian Foundation for Children and the Ageing) Scholarship programme promotes the literacy drive to help out the neighbouring schools that do not have enough teachers. Around 175 college students are involved in this noble venture every year taking their teaching and other talents to the school children. The education department of the state government has been appreciative of this service and has issued certificates to the students.

Formation of Board of Studies

UGC guidelines are followed in the formation of Board of Studies. All the Faculty Members, Government Nominee, University Nominee, Subject Experts are the members of the board.

Formalizing the syllabus

Keeping in mind the needs of students, global demands and global trends and the demands of employers and the industries, the syllabus is framed by the Board of Studies. They also keep in mind the slow learners and therefore the courses are designed in a scheme of progressive knowledge building.

ii) Academic Council

Formation of Academic Council

UGC and University guidelines are followed in the formation of Academic Council. All the Heads of departments, Experts from outside, University Nominees, Faculty members nominated by the Principal and Industrialists are the members of the Academic Council.

Formalizing the curriculum

The syllabus of every subject and its valuation pattern, the distribution of credits and the results are discussed and the council gives the approval for the entire curriculum for Implementation.

1.3 Programme Options

1.4 Academic Flexibility

The students are gradually oriented towards choosing the right type of courses as per their tastes and requirements. At the admission stage itself they are given preliminary guidance regarding (a) choice of a relevant course (b) UGC aided certificate courses (c) self funded certificate courses and (d) dual degree option of taking up an IGNOU programme along with the regular college degree. The brighter students are advised to take up certificate courses right from the beginning. Quite a large number of students register their names forthwith.

After admission and before the commencement of the academic year a short-term bridge course is conducted for two weeks and it continues for a month after classes commence. Orientation classes are conducted to familiarize the students with the spirit of the college campus programmes.

Towards the end of the first semester the slow and fast learners in each class are identified. While every student is made aware of the multi options available in allied courses and general electives of inter-disciplinary nature and core electives, the fast learners are encouraged to take career oriented certificate courses offered by IGNOU and Vazhikaatti as supportive courses. They can also take up special projects and add on courses designed in some departments.

As regards the slow learners , the departments provide remedial teaching, special coaching, academic guidance and counseling for them. Class quality circle concepts are introduced in the campus, which enable the fast learners to take care of the slow learners through devised mechanisms.

There is freedom for a student to complete an academic programme at his pace. Migration of students from one discipline to another discipline within the institution in the middle of a programme or from one institution to another institution is not envisaged in the present schedule.

1.5 Feedback Mechanism

Updating of curriculum and revision of syllabi are imperative for market relevance and meeting of life challenges. Feedback regarding the Curricular Aspects and Teaching Learning Processes is obtained from the stakeholders of the institution in different ways. Based on this feedback, changes are made in the structure of the curriculum. Feedback is obtained from the students formally and informally. The college organizes periodic meetings with the class leaders and association representatives under the guidance of the principal and the Dean of student welfare. The suggestions emerging from these meetings are given due consideration during syllabus revision. Some departments ask their students to give feedback at the end of each semester. Outgoing students give their comments on the existing syllabus, through a questionnaire. Their comments are taken into consideration when the boards of studies meet. Periodical meetings of the alumni, employers, industries, academic peers and parents are arranged. Especially during the times of convocation, the alumni meet the faculty and suggest measures for improvement. Alumni are included as board members or they are invited to the seminars on syllabus revision. The pertinent views of the faculty of other colleges are also considered in the curriculum update. The feedback from different sources is passed on to the heads of the departments for incorporating into the syllabus.

All the courses had major syllabus revisions in the past five years. A significant and structural change was implemented through the introduction of CBCS. Several options were introduced both in title and content taking into consideration the variations in standards and capability of the students.

1.6 Quality measures undertaken by the institution during the last five years

Curriculum Development cell
Choice Based Credit System
Inter disciplinary programmes
Aided / self funded courses
IGNOU programmes as a dual degree option
Vazhikaatti courses
Bridge courses and special coaching in English.
Streaming in English
Language Laboratory
Computer education for all
Digital Multimedia Theatre
Browsing facility and I-net lab
Digital Library
Research facility in the departments with computer systems
IQAC and CQC (Class quality circles for each class)
Purified drinking water facility
Golden Jubilee Building
Infra structure improvements

1.7 Peer team observations in the first assessment and action taken report

Observation-1

Opportunity could be enlarged to help the students for vertical mobility PG programmes in Commerce and Management would be highly useful and relevant.

Action Taken

Two UG courses (BBA, B.Sc. Bio Chemistry) five PG courses (M.Sc. Physics, M.Sc. Chemistry, M.Com, M.A. Tamil, M.Sc. Computer Science) two M.Phil. Courses (Mathematics and Computer Science) and two Ph.D. courses (Mathematics and Social Work) have been instituted after February 2000.

Observation-2

More can be done to improve the curriculum in religion and ethics to truly reflect the multi cultural nature of the society. For religion and ethics eminent persons belonging to various affinities from outside the campus may be considered.

Action Taken

Religion and ethics, a compulsory component with the award of credits for autonomous students has been renamed as value education to make it more comprehensive and holistic .The curricular content includes human rights for the final year students and a special text including relevant topics for the postgraduate programmes. "Beyond the Barriers" is a book published by the Salesian society at the request of the college, specifically suited to our students. Persons belonging to various affinities from outside also give guest lectures and talks. A non-denominational meditation center "OASIS" has been established in the campus for the benefit of all. The college encourages the celebrations of Deepavali, Christmas and Pongal in the campus. During formal functions prayers from different scriptures are recited and this inculcates a sense of the divine.

Observation-3

The college can incorporate computer course compulsorily in all UG programmes.

Action Taken

The curricular programme design incorporates computer courses and makes it inter disciplinary. Besides this, computer literacy of 50 hours duration is made compulsory for the first year UG students. Vazhikaatti and GCA offer advance courses in computer for developing computer skills of the students.

Observation-4

The College should also strengthen interdisciplinary programmes.

Action Taken

The introduction of choice based credit system has enabled the syllabus to be inter-disciplinary and students can register for courses of their choice at the beginning of the semester. IGNOU, Vazhikaatti and GCA courses are offered to the students challenging them to greater academic excellence.

Observation-5

Remedial courses for students need to be further strengthened.

Action Taken

The preferential option for the rural poor exercised by the management compels the college to make all out efforts to remedy the disadvantaged situation of the students. Prior to admissions a coaching camp is organized for the potential entrants and this camp includes courses on spoken English, Personality Development and other life coping skills. To ensure a smooth transition from school to college, the English department conducts a two-week bridge course. For weaker students special classes are held after working hours by the staff of the department. Peer learning is in vogue through the class quality circles.

Observation-6

Subject specialists should be invited for academic exposure to faculty and academic interaction. Periodic academic programmes / subjects seminar / meetings for interaction with peers can be held. Holding of regional and national subject seminars should be encouraged.

Action Taken

Special lectures are organized for the students of the PG and the UG courses. A staff is required to attend at least three refresher courses in the subject. Academic experts are invited for the subject seminars. The staff is encouraged to take up guideship for M.Phil. and Ph.D. Through research cells in arts and science, knowledge sharing and knowledge up gradation is promoted. Regional and national seminars funded by the UGC and other agencies are held periodically. Through these seminars there is a greater level of interaction with the staff and students of other institutions.

Observation-7

Projects / field works need to be further strengthened. Networking with other institution should be explored.

Action Taken

Project work is part of the curriculum. Assessing the relevance of the project work, many departments have it as a compulsory component. With all the disciplines becoming postgraduate, there is a greater research culture in the campus. Naturally there is a greater level of networking with other industries and institutions especially in the departments of social work, chemistry, physics and computer science. Many departments have industrial visits as part of their curriculum.

Observation-8

Curriculum development cell may be constituted to constantly and continuously review the curriculum based on the feedback from various constituencies.

Action Taken

Curriculum development cell was established in the college during 2001 and this cell takes care of the curriculum development process. Recently this cell has recommended the introduction of choice based credit system in the curriculum.

Observation -9

Feedback from students may be established as a formal mechanism.

Action Taken

Formal and informal feed back mechanisms are practiced vigorously.

Criterion - II Teaching - Learning and Evaluation

2.1 Admission Process

2.1.1 Pre-admission strategies

The college sends notification to the neighbouring schools inviting the plus two students through their head masters to attend the summer camp conducted in the college in the month of May. The camp activities include coaching in English, awareness of courses available in the college, scholarship schemes provided by the government and the college and infrastructure facilities especially for women and sportspersons. These students get a clear idea of facilities offered in the college before choosing their career at this crucial point of their life. While this training is not a guarantee for admission, most of these potential students get admitted in the college.

In addition to the above camp, the college conducts a programme called "Sigarathai Velvoum" (Let us conquer the mountain peak) in collaboration with a leading Tamil daily "Thina Mani". Around two thousand students of tenth and plus two standards from the schools in and around Tirupattur participate in this programme. Eminent teachers, professionals and counselors interact with the students giving them tips on confidence building, learning methods and motivation for enhanced performance. The students also get a first hand knowledge of the facilities available in the college, which acts as a source of inspiration to seek admission in this college.

Through the scheme of CFCA, the college is in contact with most of the neighbouring schools and around 2000 students visit the college campus every year. This acts as a source of information for the school students to become aware of the facilities available in the college for them.

2.1.2 Admission Procedure

The prospectus issued by the institution gives the transparent admission process followed in the college. It gives an overall view of the campus, including details of the fees structure, process of admission and the various courses of study. The college being a minority institution, the rules applicable to minority institutions are strictly adhered to. Admission committee is duly constituted and the registers and related documents pertaining to students' admission are maintained as prescribed by the government.

Admission to the UG courses is made on the basis of past academic records and economic background. In addition preference is given to first generation learners and toppers in rural schools. The Don Bosco system of education gives equal importance to sports and games. Hence the policy of the management is to admit as many sportspersons as possible. The potential sportspersons from the schools are identified, given free coaching and selected on merit. After admission free boarding and lodging facilities are provided for them. In recognition of the performance of the college in volleyball, the Government of Tamil Nadu has allowed a sports hostel to be established in the college, a privilege envied by even the city colleges. The students failing to get admission in day-college (autonomous mode) seek admission in the evening college (university mode) patterned as an affiliated college of the Thiruvalluvar University , Vellore . For PG courses, apart from past academic records, entrance tests and interviews are also conducted.

2.1.3 Preferential Option for the Poor

The management of Sacred Heart College , Tirupattur follows the avowed principle that the poor and disadvantaged community should be given preference and no one is denied opportunity of higher education on account of poverty. The following tables illustrate that preference has been given to the students who are from the families of farmers and daily wage earners and from the below poverty line groups.

Occupation of the Parents of the admitted students

Year	Occupation of the Parent			Total
Daily wage earners + Farmers	Government Employee	Private Employment
2000 - 01	174 (44.8)	113(29.1)	101(26.0)	388(100)
2001 - 02	241(56.6)	93(21.8)	92(21.6)	426(100)
2002 - 03	205(48.1)	116(27.2)	105(24.6)	426(100)
2003 - 04	242(53.5)	58(12.8)	152(33.6)	452(100)
2004 - 05	315(59)	109(20.4)	110(20.6)	534(100)
Total	1177(52.9)	489(22)	560(25.2)	2226(100)

Annual Income of the Parents of the admitted students

Year	Annual Income						Total
Less than Rs. 12000	Rs. 12000 - 24000	Rs. 24000- 36000	Rs. 36000 - 48000	Rs. 48000 and 60000	Rs. 72000 and Above
2000 - 01	182(46.9)	61(15.7)	26(6.7)	16(4.1)	29(7.5)	74(19.1)	388(100)
2001 - 02	227(53.3)	68(16.0)	25(5.9)	24(5.6)	20(4.7)	62(14.6)	426(100)
2002 - 03	201(47.2)	76(17.8)	25(5.9)	12(2.8)	27(6.3)	85(20.0)	426(100)
2003 - 04	226(50.0)	90(19.9)	27(6.0)	16(3.5)	33(7.3)	60(13.3)	452(100)
2004 - 05	278(52.1)	92(17.2)	38(7.1)	14(2.6)	22(4.1)	90(16.9)	534(100)
Total	1114(50.0)	387(17.4)	141(6.3)	82(3.7)	131(5.9)	371(16.7)	2226(100)

2.1.4 Admission for Girl Students

Co education is introduced in all the PG programmes and with separate hostel facilities for girl students. The girl students' strength is on the increase every year as evident from the table given below.

Year	Day College	Evening College	Total
2000 - 01	28	55	83
2001 - 02	30	71	101
2002 - 03	29	100	129
2003 - 04	36	119	155
2004 - 05	37	117	154

2.1.5 Demand for the Courses

Course	Demand Ratio (Application received: admitted)
2000-01	2001-02	2002-03	2003-04	2004-05
UG Day	3.4:1	3.6:1	3.7:1	4.4:1	5.2:1
PG Day	2.8:1	2.8:1	2.8:1	1.7:1	2.9:1
M. Phil	1.6:1	1.5:1	1.2:1	1.7:1	1.5:1
Total	3.3:1	3.4:1	3.4:1	3.7:1	4.6:1
UG Evening	2.3:1	2.4:1	2.3:1	2.4:1	2.1:1
PG Evening	2.2:1	1.6:1	1.5:1	1.6:1	1.8:1
M.C.A	3.1:1	3.6:1	3.9:1	2.4:1	1.9:1
Total	2.5:1	2.5:1	2.4:1	2.2:1	2:1
All Courses	3:1	3:1	3:1	3:1	3.7:1

2.2 Catering to Diverse Needs

2.2.1 Background of Students

The performance of the college has to be viewed in the context of the restrictive socio economic milieu in which it operates. The scene in higher education in Tamil Nadu is highly demanding on the arts and science colleges, since most of the brilliant students opt for professional courses like medicine, Engineering and Technology. Students who are admitted in Sacred Heart College are found to be disadvantaged on three counts: they come from a very rural background, mostly from Tamil medium schools and are academically poor.

Place of Hailing of the Students

Year	Area of Hailing		Total
Rural	Urban
2000 - 01	204 (52.6)	184 (47.4)	388 (100)
2001 - 02	254 (59.6)	172 (40.4)	426 (100)
2002 - 03	309 (72.5)	117 (27.5)	426 (100)
2003 - 04	307 (67.9)	145 (32.1)	452 (100)
2004 - 05	382 (71.5)	152 (28.5)	534 (100)
Total	1456 (65.4)	770 (34.6)	2226 (100)

Medium of Instruction in School (of the admitted students)

Year	Medium of Instruction in School			Total
Tamil	English	Others
2000 - 01	260 (67.0)	127 (32.7)	1 (.3)	388 (100)
2001 - 02	318 (74.6)	104 (24.4)	4 (.9)	426 (100)
2002 - 03	303 (71.1)	119 (27.9)	4 (.9)	426 (100)
2003 - 04	268 (59.3)	184 (40.7)	---	452 (100)
2004 - 05	385 (72.1)	147 (27.5)	2 (.4)	534 (100)
Total	1534 (68.9)	681 (30.6)	11 (.5)	2226 (100)

The Undergraduate Students Admitted by their Marks in the Past Five Years

Marks	Number of Undergraduate Students Admitted in the Past Five Years					Total
2000-01	2001-02	2002-03	2003-04	2004-05	2000- 05
Less than 600	28(8.8)	45(13.0)	24(6.7)	35(10.3)	96(22.3)	228(12.7)
600-700	60 (18.9)	60 (17.3)	53 (14.8)	31 (9.1)	22 (5.1)	226 (12.7)
700 - 800	94 (29.7)	116 (33.4)	87 (24.4)	58 (17.0)	61 (14.2)	416 (23.2)
800 - 900	81 (25.6)	74 (21.3)	102 (28.6)	81 (23.8)	90 (20.9)	428 (23.9)
900- 1000	49 (15.5)	39 (11.2)	70 (19.6)	92 (27.0)	114 (26.5)	364 (20.3)
1000 & Above	5 (1.6)	13 (3.7)	21 (5.9)	44 (12.9)	47 (10.9)	130 (7.3)
Total	317 (100)	347 (100)	357 (100)	341 (100)	430 (100)	1792 (100)

2.2.2 Remedial Measures

1. English Courses

The college has recognized the problem of these students and has drafted several remedial measures. The major impediment faced by the students in the process of learning is the switching over from Tamil medium in schools to English medium in the college. Hence a gradual and methodical process of teaching English is undertaken. On getting admitted in the college, a two-week bridge course is offered to the students. During the bridge course period, the learning levels of the students are identified. The quick learners are put in "A" stream and the slow learners in "B" stream. At present there are two "A" stream classes and seven "B" stream classes. The syllabus is the same for both streams but the teaching methodology is different. The streaming is practiced in the first and second semesters only. This scheme works well and there is a considerable improvement in the performance of the students.

The teaching of English is made practical and language oriented. More emphasis is stressed on the acquisition of communication skills, such as listening, speaking, reading and writing. As a part of oral communication, the use of dictionaries, word formation and applied phonetics are taught to them. Aural comprehensions based on recorded materials and classic films, writing dialogues for the given situations, role-play and answering questions relating to ordinary situations of daily life are some of the components of oral communication. Under the choice-based credit system, the Department of English is offering an optional course in Functional English for the third year under graduate students from 2006 - 07.

A conventional language laboratory has been set up to offer this programme. The laboratory is equipped with a public system, audiovisual gadgets, CDs and videocassettes. It is planned to upgrade this language laboratory into a Computer-Aided Language Laboratory.

After the results of the first semester examinations are declared, remedial coaching classes are conducted for the candidates failed in English, to enable them to complete the paper in the next semester.

2. Core Courses

Primary selection for a particular course is made as per the marks scored in the subjects. In the initial stages of the course, the class teacher and the Head of Department make a study of the learning skills of the students. The teaching methodology is tuned to help the slow learners. The fast learners are also given opportunity to acquire additional skills through assignments. After identifying the slow learners and the advanced learners in each class, specific steps are taken to cater to their individual needs. The advanced learners are encouraged to take up extra credit papers and certificate courses, register for IGNOU programmes as a dual degree option, do special projects and give seminar in advanced topics in the curriculum. The slow learners are given extra coaching classes outside the class hours, extra tests and pre CA tests and the facility of group- study method. The recently introduced class quality circle is emerging as a mechanism in which peer learning is enabled and in which fast learners come to the rescue of their slow learning counterparts.

3. Additional Measures

Every year the department conducts a special intensive training programme in communicative English for a group of selected meritorious students of third year under graduate students. This programme is conducted with an aim to prepare the students for the job market.

Vazhikaatti takes up the responsibility of providing short-term courses in English at different levels. Forty students were sent to Loyola college in Chennai to attend a month long course in English. 345 students attended a special course in Functional English in Don Bosco Center in 2005-2006.

2.3 Teaching-Learning Process

2.3.1 Organization of Teaching Learning Schedule-Academic Calendar

At the close of an academic year the departments prepare their year plan for the following year. The Controller of Examinations fixes the schedule of continuous assessment, semester examinations, evaluation and publication of results. The office superintendent prepares the academic calendar incorporating the schedule for various programmes suggested by different sectors and the schedule of government holidays and presents the draft plan to the management council. The draft is discussed in detail in the management council and then in the college council. The final approved calendar is printed and copies are distributed to all the students and the faculty members at the beginning of the academic year. A day prior to the reopening of the college a common staff meeting is held followed by departmental meetings in which the staff discuss in detail the year plan in general and the monthly plan in particular. The timetable and the responsibilities for various curricular and co curricular activities are assigned to the staff members.

The exercise of preparing the year planner is meticulously carried out from the year 2004-05.In the year 2005-06 the departments were asked to prepare the vision and mission statements of the departments and present the year planner for their departments that should include a few objectives and two or three activities in each objective, in the fields of academics, research, extension and building relationships. All the departments have prepared their year plan for 2005-06 and at the end of the year action taken reports are expected from each department. This exercise can indeed create a suitable structure necessary for the academic audit of the department.

2.3.2 Methods of learning experience provided to students

1. Learning process

Class Room Interaction

Each department designs different learning experiences as per the requirement of the subject. While courses on commerce, economics and mathematics use predominantly the lecture method; the science courses combine practical sessions diligently with lecture sessions to provide a proper learning experience to the students. Apart from classroom interaction , the other methods adopted are library study, laboratory visits, magazine preparation, quiz, seminars and assignments.

Group-discussion

To increase the communication ability, opportunities are created for the students to take part in group-discussion. The students and faculty members monitor the discussions and a feedback is given to the students.

Problem solving

In mathematics department, the students are given problems to be solved as a special task which encourages them to learn more and to increase the critical and creative thinking abilities.

Projects

The students at the UG level either individually or as a group undertake mini and major projects. In some departments at the P.G level each student undertakes a research project as a partial fulfillment of his degree programme.

Special coaching and study circles

For the benefit of the slow learners special coaching is arranged. Study circles are formed wherein the bright students reach out to the slow learners. The peer group discussions and teaching create a better atmosphere for easy learning.

Association Activities

Each departmental association organizes programmes and activities within the curriculum and beyond curriculum seminars, conferences, debates, exhibitions, competitions and paper presentation.

Browsing

Initially students are given 15 hours of browsing to use the computer to learn by themselves. The students are also given special assignments to download materials from the net, which helps the students to acquire additional knowledge and skill to use the computers.

Visits

Industrial visits, field visits, observational visits, exposure visit to various corporate sectors, and scientific centers, non-governmental and government organizations are arranged for the benefit of the students.

Field placement training

The students of the department of social work are placed in corporate, NGOs, communities and government organizations for nearly thirty working days to be in the organization to learn by observation, and to practice. This provides greater learning opportunities because the trainees try to practice what they learn in the class. The students are grouped and placed with each faculty for guidance and supervision for the field placement training and research project.

Training programmes

Special training programmes are organized to impart skills, improve the personality and the life coping skills. The programmes are conducted outside the class hours either to the students of a particular department or to those students who are interested in such training programmes.

2. Electronic technologies and other teaching aids

Digital Multimedia Theater (DMT)

The DMT is an air-conditioned hall equipped with an LCD projector, digital theater surrounding (DTS) sound system with DVD player, mixer, amplifier and a computer. This theater accommodates about 100 persons. It is used for power point presentations, educational video presentations, seminars, conferences and interactive learning experiences. In order to increase the use of multimedia usage in teaching learning process, another DMT of a bigger size is being constructed. It is planned to accommodate 300 persons.

The Presentation Hall is equipped with an LCD projector connected with a computer. This hall accommodates 60 persons.

The college auditorium is also used for seminar / presentation / demonstration / awareness programme, for the larger groups of students. On such occasions the auditorium is arranged with an LCD projector and a computer.

i Net Laboratory

This laboratory is meant for the students of computer science for browsing and surfing the Internet for specific academic purposes. There are twenty computers with Internet connectivity (dialup connection from Reliance, 128 kbps; dialup connection from BSNL, Vellore ; dialup ISDN connection with a speed of 64kbps).

Browsing Center

The College has another browsing centre for all the staff and students. Preparing manuscript / browsing / surfing / searching / downloading / CD writing / printing and other facilities are available. There are twenty workstations working with Linux 9.0 (Internet connections are through leased line 64 kbps and dialup connection by Reliance with a speed of 128 kbps). This helps the staff and students to update their study materials, tutorials, demonstrations etc., to download materials from the web and to have interactions with various academic and research institutions / industry / forums.

Computers for departments

All the departments are equipped with a Pentium computer with an intranet facility and a printer. The documents relating to academics and administration can be shared by all the departments. The staff members can route the question papers, student attendance, student marks etc. through intranet facility.

Demonstration Class Room

A classroom has been equipped with a computer connected colour television for demonstration purposes. The students of computer science use this room.

Other Teaching Aids

In addition to these technologies for learning, other learning methods include use of overhead projectors (OHP), charts and models, which are available in all the departments.

3. Tutorial Classes

While there is no specific format for tutorial classes each department follows its own methodology in organizing its programme. In these classes focused efforts are taken to help the weaker students. Extra classes are conducted and extra coaching is given for the slow learners. Some of the students find it difficult during the initial stages of their first semester in taking hints in the class and in understanding certain concepts. These students are identified and motivated to attend special coaching classes. These classes are arranged after the class hours. Generally the above average students are motivated to take special classes.

4. Monitoring the academic progress

While the head of the department monitors general attendance, for each class there is a staff in charge for each subject. The staff in charge monitors the academic performance of the students through CA tests and semester examinations. Special attention is given to weaker students.

5. Academic and personal guidance

The heads of the departments and other senior professors have been involving in counseling and guidance to students in the earlier years. Later it was made more scientific in the year 2000. The students were divided into groups and a professor was put in charge of each group. Seminars regarding the therapy and techniques of counseling and guidance were conducted for the staff members. At present SAGES as a counseling and guidance unit has brought professional counselors to deal with the psychological problems of students and a separate counseling room has been allotted for this purpose. The Heads Of the Departments continue to do the academic counseling

6. Exposure to the recent trends and developments in the subjects

Staff is deputed to attend refresher courses and orientation programmes Subject experts are invited for seminars, which are made compulsory for the students. Journals, magazines and recently published books are referred. Paper cuttings giving details of recent developments in the subject are displayed in the notice board. Staff is encouraged to attend seminars, national/international conferences. Recent topics are introduced in the curriculum. Internet references are given.