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SVC measures for constant assessment vis-à-vis the progress of any project or the
functioning of any committee constituted for any particular purpose are ensured
through a transparent mechanism to enable maximum utilization of factors
involved including human
resources as in the case of students‟ involvement.
In the beginning of the year or semester (as it depends on the nature of work
and its outcome), a coordinator for that purpose is selected/ nominated by
Staff Council. Many times, the nature and voluntariness of any faculty
member for any project is honored and convener is declared. In help of the
convener, two to three persons are also assigned that work.
The coordinator notifies the detail of the society, its purpose etc. for students
on college notice board, as well as on college website and a team of students
and teachers have been formed.
All details, record of the meetings and outcome of that project, thoughtfully
recorded by the coordinator.
Coordinator can also form a students‟ team for the purpose.
Mandatory minimum attendance is required for society work. Attendance
record is kept by the coordinator.
At some places, the non -teaching staff plays a great role for any project, so
they are always well informed.
Care is taken to form committees which are feasible and facilitate a policy of
check-and-balance. The college believes in involving the students in such
projects which not only makes them equal partners in these social missions
but in the process also ensures that values of good citizenship are instilled in
them.
The college has a number of such projects which serve the need of the
immediate neighbourhood by motivating students.
One such project is „Golden Key Project’
, run by the students and teachers
of Biological Sciences where the student participants divided into groups
of five sensitized the community around about environmental issues.
The other example is the Mock Parliament and the UN Model of
functioning, which not only gives them a first- hand experience of
legislation on issues of local and national importance but also helps them
to comprehend the wider ramifications of issues like child abuse and
juvenile justice with a global perspective.
Student involvement in such programs are further encouraged and
recognized by awarding cre
dits in the students‟ Internal Assessment and
certification of their efforts towards such ends. By these measures it is
ensured that there is a genuine translation of classroom learning into sincere
tangible efforts aimed at the society around.
3.6.3 How does the institution solicit stakeholder perception on the overall
performance and quality of the institution?
SVC believes that a structured feedback system from the primary stakeholders
including the teachers and the students forms an essential component of the
development process. This exercise not only acts as an evaluative check on the
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courses, programs and projects conducted by the college but helps in gauging
ways by which these can be improved upon or modified.
The College has parallel formal and informal feedback systems which
complement each other.
At the formal level the students are asked to give their feedback on course
curriculum and teaching practices. Further the final year students are also
required to give in their constructive suggestions and opinions on the overall
experience in the college.
In an informal manner, through engagement with the students in the course of
the activities by agencies such as the departmental societies their opinion is
regularly taken into account and their concerns addressed to.
Individual teachers also often undertake the exercise of interacting with the
students at their own levels to take a note of their perspective vis-à-vis the
issues at hand.
To add to the effectiveness of the exercise the institution has also broadened the
scope of the same.
Parents are also invited to participate in the process and enrich us with their
advice. Links for feedback from parents and alumni are posted on the home
page of college website.
The alumni of the college are also made a party to it as their feedback
enriched by their association with the field that they have chosen to work in,
helps the college to get an insight into the current industry practices. Their
suggestions with regard to the overall improvement and development plans of
the college have proved to be invaluable.
The stakeholders highly appreciate this initiative by the college and
both ends of the spectrum benefit by these reciprocal gestures.
3.6.4 How does the institution plan and organize its extension and outreach
programs? Providing the budgetary details for last four years, list the major
extension and outreach programs and their impact on the overall
development of students.
SVC firmly believes in bridging the gap between theoretical approaches to
education and providing a firm grid whereby the same can be translated into
something concretely positively for the society.
Some of the faculty members of the sciences departments visited two
colleges in Tirupati ( SV Arts College & Padmavathy Women College)
under an Outreach program whereby they interacted with the faculty and the
students there and gave them an understanding of the recent pedagogical
approach to teaching-learning.
Further under the DBT Star College scheme the college has adopted a
government school in Bhigan, Sonepat and regularly organizes visits to the
school.
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In another major outreach program a workshop in Bio-informatics was
organized with the teachers and students of the XIth and XIIth classes to
bring to them the new initiatives that new areas of research are opening to
all. Further in an extension program called the Open House Meet school
children were welcomed to our laboratories and introduced to the cutting
edge technology that we as a premier institute have to offer.
Budget Details: Table: 3.13:
Activity
Funding
Budget
Year
Bioinformatics
Workshop for Teachers
DBT-BTISnet
Rs 59317
2011
Visit to Tirupati
Colleges
( Padmavathy College
& SV Arts College)
DBT Star
College
Rs. 18200
2013
Visit to GSSS Bhigan,
Sonepat , Harayana
DBT Star
College
Rs. 10050/-
2015
3.6.5 How does the institution promote the participation of students and faculty in
extension activities including participation in NSS, NCC, YRC and other
National/ International agencies?
The institution promotes the participation of students and faculty in extension
activities in several ways:
Social initiatives spearheaded by with the help of various national and
international youth agencies.
To ensure maximum participation notices and circulars are sent to all the
Departments about the events and are also displayed on the Notice Boards
across the campus.
In the very beginning of every academic session efforts are made to make the
students aware of the societies and they are asked to register themselves with
same to ensure their association with these societies.
A faculty
–
in-charge of coordinating the extension activities is chosen who
works along with a team of dedicated teachers and student representatives.
To encourage the initiative of the students involved and cultivate their interest
suggestions are invited from them to collectively plan out activities which can
be organized under the aegis of the respective societies.
Seminars are organized where eminent citizens working in specialized areas
are invited.
Festivals and Melas are also organized in association with various NGOs.
Further movies are also screened pertaining to relevant social issues. Health
Camps, Blood Donation Camps etc have now almost become an annual
feature of the college academic calendar
.
Successful, dynamic and active participation is awarded in Internal
Assessment marks, in attendance and by honoring the student with prize.
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3.6.6 Give details on social surveys, research or extension work (if any)
undertaken by the college to ensure social justice and empower students
from under-privileged and vulnerable sections of society?
SVC has always tried to ensure continuous and intensive student engagement with
social issues through extensive community out-reach programs. To ensure social
justice and empower students from under-privileged and vulnerable section of
society, the institution has 3 duly constituted bodies such as:
Shakti: The Women's Development Centre
Parivartan: The Social Service Society and
Hum Sab Ek Hai : The Equal Opportunity Cell
which work in close collaboration to address various social concerns of the
neighbourhood around the campus. Besides this, College provides Financial Aid
to the students of weaker section (economically or socially) by giving them
scholarships, book bank facility including total fee concession.
Work undertaken by the College:
A joint-initiative among the three is the Annual Sadbhavana Tour which has
been regularly organized since 2010. This tour aims at promoting secularism
and tries to inculcate the same in our students, staff, karamcharis by bringing
alive to them the diversity of our nation and instilling in them tolerance
towards all religions. By this the Tour, which has been a huge success,
fulfills its objectives of showcasing the secular Indian society and in
inculcating practical measures by which any threat to this unique
characteristic of our nation like can be avoided.
Project JYOTI is the other major community out- reach programs organized
by the college. This project had been initiated as early as 2001 has made a
unique contribution to community development by creating an inclusive
environment through active interaction of our students with the young people
from JJ Colony, a slum area right next to the campus. This is done through
joint theatre productions, organizing interesting art and cultural activities and
through competitions like essay writing, debating, poetry recitations etc.
The EACH ONE TEACH ONE Program brings together our under-graduate
students and underprivileged children in an educational environment within
the college premises. Such efforts not only help to bridge the socio-economic
gulf but also motivate our students to take up such social activities with zeal
and enthusiasm. Further it also ensures that the benefits of the educational
system which we enjoy also percolate to the grass-root level in the society.
Innovation Projects under the DU scheme has also oriented its academic
goal mindful of the practical benefits that the society can reap from these
areas of research. The innovative projects on Yamuna Water and the Carbon
Foot printing professed intentions towards the society get highlighted by
these areas of study as the first works on the direct effect of polluted water
bodies on the human and plant world around and the second devises practical
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everyday ways by which seemingly „insignificant‟ steps can add up to
„significantly‟ change our attitude t
o the environment around and reduce the
harm that we do to it.
3.6.7 Reflecting on objectives and expected outcomes of the extension activities
organized by the institution, comment on how they complement
students
’
academic learning experience and specify the values and skills
inculcated.
By effectively ensuring feasible extension activities with clearly charted
objectives and evaluating the actual outcome of the same SVC achieves two
goals.
While on the first hand it fulfills its social responsibility yet on the other
hand it successfully orients the students to a lifelong sense of
responsibility towards the society to which they belong.
The exercise not only broadens the perspective of the students vis-a-vis
their worldview but also infuses values of leadership and accountability in
them as the college encourages them to chart out new plans for courses of
action to be undertaken.
It inculcates in them a sense of belonging to the immediate society around
and the „global village‟ at large also acquainting them with
issues which
may rise from local levels but transmute into something else at a lager
global context. Thus these activities also inspire them to become the
global citizens of tomorrow.
The institution has been making several attempts to blend these pursuits of
academics and social responsibility with student participation by encouraging
active research in innovative fields which blend both the objectives at hand.
Students are motivated to come up with suggestions which can be worked
upon. Such efforts percolate to everyday practice at SVC as continuous
efforts are made to make those in the campus and others in the immediate
neighborhood sensitive to environmental concerns. Posters and write-ups
on the issue are put up across the campus.
Further to encourage participation in such research, data was collected on
the contribution of carbon of people around through a questionnaire and
effective measures suggested to reduce the same. Such initiatives help to
lessen the gulf between the society at large and the work in the research
laboratory within the campus.
Here in the college, we fulfill the nutritional requirements of our plants by
vermicomposting of the waste generated from our own garden. We refrain
from using any chemical based fertilizer.
Students and staff are also sensitized and made aware of simple yet pertinent
concepts like waste segregation. Different colored and duly labeled dust bins
for bio degradable and non- biodegradable waste are placed appropriately in
the campus.
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A green campus with a special zone of undisturbed native vegetation proves
that our commitment towards the environment is not only in our words but is
clearly reflected in our actions as well.
Actively participating in such programs our students have zealously joined the
Swachh Bharat Abhiyan whereby they have organized many drives to clean the
adjoining area of Satya Niketan. Such efforts have certainly gained much
appreciation from the neighborhood around and have thus been translated into
meaningful exercises.
Values and Skills inculcated:
Changing the mindset of students from luxuries to necessities.
Sensitivity to nature and environment.
Less dependence on others and voluntariness for self- service.
Importance of team work and more tolerant to each other.
Change in lifestyle and respect for under-privileged.
Skill for leadership and better communication skills.
3.6.8 How does the institution ensure the involvement of the community in
its reach out activities and contribute to the community development?
Detail on the initiatives of the institution that encourage community
participation in its activities?
The institution understands that for any out-reach activity to be a success it has to
have an inclusive blueprint which is sensitive to the peculiar socio-economic
make-up of the community and must also have practical suggestions to ensure
their active participation. These concerns act as the guiding principal whenever
any such program is planned and steps are also taken to assess the response from
these communities during the actual execution so that immediate measures can be
taken to rise up to their expectations or avoid any misunderstanding. The
challenges are great when an academic community in its capacity aspires to
communicate with the society around and so along with all precautions such plans
strongly advocate to ensure their involvement by envisaging tangible benefits to
them.
Here we must refer to two highly successful endeavors by the college -Project
JYOTI and the Each One Teach One program.
The details are at 3.6.2, 3.6.4, 3.6.5 & 3.6.6.
3.6.9 Give details on the constructive relationships forged (if any) with other
institutions of the locality for working on various outreach and extension
activities.
The college has constructive relationship with the following for working on
various outreach and extension activities in the area of cleanliness drive, literacy
and health awareness:
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The EACH ONE TEACH ONE Program in the initiative of Times of India.
In this project our students take the responsibility to teach one
underprivileged children from the slum area JJ Colony, next to our college.
Satya Niketan Market for cleanliness drive.
Blood Donation at AIIMS and Red Cross Society.
South Campus Library and Science Labs for innovative projects.
3.6.10 Give details of awards received by the institution for extension activities
and/contributions to the social/community development during the last
four years.
The college won the prestigious Commendation Award and a Prize money of
Rs. 01 Lakh under the category „Award for Good Practices‟ in the year 2014
at Antardhvani, the Annual Cultural Festival of DU.
Adoption of a Govt. School at rural area Murthal and motivating them for
scientific temper the SVC has been highly commended for their innovative
teaching techniques.
3.7 Collaboration
Collaboration has become a pre-requisite for the concept of globalization. When
inter-disciplinary studies have become the quintessential for scholarly growth
collaborative efforts can find no alternatives. Collaboration today is the backbone
of tomorrow‟s
strategy for academic excellence and its actual application.
3.7.1 How does the institution collaborate and interact with research laboratories,
institutes and industry for research activities. Cite examples and benefits
accrued of the initiatives - collaborative research, staff exchange, sharing
facilities and equipment, research scholarships etc.
SVC understands an importance of collaboration and its wide impact on
academics and research. The college welcomes such opportunities:
To enhance mutual understanding of the object of study.
To understand the work culture of other institutes by faculty exchange
programs.
To share the infrastructural facilities and equipment to ensure equal
opportunity in society.
Procedure and Structure of Collaboration:
The college has not adopted any special procedure and structure of
collaboration, as per the DU rules and ordinances.
These collaborations are on the department level as well as on the college
level.
The college has been a signatory to a number of significant Memorandum
of Understanding(s) with various international universities. For example:
Partnership with the Aarghaus University, Copenhagen and
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With the University of Nottingham under the U21 agreement.
Both the joint ventures have been highly successful and our faculty
members from both humanities and sciences have been visiting their
campus regularly.
In the case of Aarghaus University their faculty members and students
have also been to our college on short-term programs and now there are
deliberations of actual credit transfers in such cases.
Negotiations on similar lines with the Universities of Edinburgh and
Melbourne are currently underway.
SVC has also been a party to the MoU signed with the United Kingdom and
has been successfully hosting the students exchange programme called
UKIERI (UK-India Education Research Initiative) for the last four years.
On the national level also the college has signed a MoU with the prestigious
National Institute of Immunology, New Delhi under the project Science Setu,
initiated by the DBT, Govt. of India.
Our faculty members also have collaborated with many reputed national and
international institutions like the National Science Center, Aarghaus
University, Copenhagen and the UDSC.
Examples:
Under the aegis of the DST India-Belarus Exchange Programme (2015) and
was in association with the Belarusian State University, Vladimir Shkumatov,
Dr. N.Latha‟s project titled “
Contributions to Bioinformatics and
Nanomedicine: Computational, Biochemical and Biophysical Evaluation of
New Small Peptide and Fatty Acid Derivatives as well as Their Self-
assembled Nano Structures as Molecular Weapons against Infectious
Diseases” was approved of for joint implementation
under the „
India Belarus
Joint Science & Technology‟
- International Bilateral Cooperation under the
DST, Govt. of India in 2015.
Under the Indo-Russian Project by the DST, Govt. of India, New Delhi,
Dr.Anant Pandey was granted a research grant for the research proposal titled
“Synthesis of
Nanocrystalline Thermoluminescent Phosphors for their
Application in Dosimetry of Heavy Charged Particles and Electromagnetic
R
adiation” in the year 2009
.
Further Dr.Vartika Mathur, bagged the prestigious Netherlands Fellowship
Programme 2008 run by the Ministry of External Affairs, Netherlands on her
project
“Temporal dynamics of molecular, chemical and morphological
induced responses in Indian Mustard (Brassica juncea)” 2008 –
2012.
(See table 3.10 & 3.12)
Benefits accrued from the collaboration:
The above mentioned collaborative initiatives accrued the following benefits to
the college and society:
In the current year i.e. 2015, UKIERI program was highly appreciated as the
college translates the spirit of the exchange into a real experience for the
foreign participants. The students of UK gain an insight into classroom
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teaching and laboratory practice in Indian Universities and are also given an
opportunity to appreciate Indian culture and arts.
They are also enriched by the personal interaction which they have with their
Indian counterparts.
Our college also gained from this exchange and in fact two of our students are
selected every year on all expenses paid visit to the UK for a week under this
initiative.
The Science Setu programme bridged the gulf between under-graduate
studies and research because faculty members from these institutions (many
institutes signed MoU and interacts each other) also interact with the students
and deliver talks on topical areas of study.
Dr. N. Latha‟s project
is much appreciated and a good contribution in the
field of Bioinformatics and Nanotechnology and Drug Development as it
charts out new trends in the emerging area of study.
3.7.2 Provide details on the MoUs/collaborative arrangements (if any) with
institutions
of
national
importance/other
universities/
industries/Corporate (Corporate entities) etc. and how they have contributed
to the development of the institution.
MoUs: Refer 3.7.1
Besides the MoUs cited above, college does some collaborative arrangements to
some other agencies for the benefit of students and teachers. SVC encourages
these engagements as these are beneficial in terms of knowledge, perfection and
can be an open platform to showcase the talent. Some of these organizations are
Sahitya Academy, Delhi Sanskrit Academy, ICHR, ICSSR, Sangeet Natak
Academi, British Council Library, American Centre Library, AIIMS, IGNCA etc.
Collaboration developed the SVC in the following way:
The institutionalized and formulated efforts, add to the intended team
engagement, more focused and functional.
It clearly charts out the trajectory towards which the partnership is likely to
proceed and also crystallizes the intended outcome for such an alliance.
The faculty and teachers understood an immediate experience of different
work cultures and it also enables infrastructural support, to acquaint one with
the day-to-day functioning and classroom & laboratory practices in terms of
pedagogy.
Student-teacher interaction, library facilities and e-resources and exposure to
different cultural practices are other aspects of such collaborative
engagements.
3.7.3 Give details (if any) on the industry-institution-community interactions
that have contributed to the establishment/ creation/up-gradation of
academic facilities, student and staff support, infrastructure facilities of
the institution viz. laboratories / library/ new technology / placement
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