Feedback and Helpdesk
In January 2010, we launched straightaway into making arrangements for the introduction of CBCS, and soon this was discussed threadbare between January and March 2009. We worked out a plan of action, designed the syllabi as per this plan and implemented these successfully. The first batch of students has taken their MA (II Semester) Examinations under the CBCS in April 2011. The pressure of work on the staff and the students due to all these quick changes came in the way of continuing with the practice of collecting feedback as usual. We hope to revive it from the academic year 2011-12.
|1||Are accessible during and after class hours||71.04|
|2||Enthusiastic about teaching in the class||90.53|
|3||Helpful in suggesting required additional reading||86.00|
|4||Are regular in engaging classes||89.20|
|5||Explain the concepts and facts very clearly||85.91|
|6||Make learners feel welcome in seeking help/advice||88.50|
|7||Relate knowledge to real-world situations||77.03|
|8||Encourage students to ask questions and give meaningful answers||76.10|
|9||Encourage students to participate in classroom discussions||66.50|
|10||Course syllabi have been duly completed||83.70|
|11||Time-table arrangements provide enough flexibility for self-learning||85.37|
|12||Materials for lectures are well prepared and fully explained||83.91|
|13||Methods of evaluating students’ work are fair and appropriate||73.85|
|14||Learners’ interest in the subject has increased as a consequence of the course/class||75.65|
|15||Learners’ performances on tests/seminars etc are discussed within reasonable time.||70.64|
|16||Amenities like hostels and playgrounds are well maintained||68.33|
|17||Learning resources like computers, library and laboratory equipment available to the students are up-to-date||77.20|
|18||Participation in extra-curricular activities is encouraged||75.65|
|19||Office staff attends to matters of administration, scholarship, examination fees etc promptly||65.43|
Each of the figures given in the Table above represents averages from the feedback taken from MA (Previous), MA (Final) and MPhil for 2007-08 which was collected in March 2008. All the subsequent changes made in the curricula and strategies for teaching-learning are based on the feedback received in 2007-08.
Teachers’ attitude is an important point of reference in any assessment of the work done in an institution since they have a crucial role to play in the teaching-learning process. Using a variety of instructional strategies and activities, raising learners’ interest in courses, and maintaining it is a requirement that we have always met.