SIMATS NAAC SSR
Criteria 1 Criteria 2 Criteria 3 Criteria 4 Criteria 5 Criteria 6 Criteria 7
Criterion 2: Teaching Learning and Evaluation
Key Indicator: 2.1: Student Enrollment and Profile
2.1.1: Due consideration is given to equity and inclusiveness by providing reservation of seats to all categories. Average percentage of seats filled against seats reserved for various categories as per applicable reservation policy during the last five years: 100%
2.1.1.1: Number of actual students admitted from the reserved categories year-wise during the last five years
2016 - 17 - 759
2017 - 18 - 1361
2018 - 19 - 1467
2019 - 20 - 1476
2020 - 21 - 2160
2.1.1.2: Number of seats earmarked for reserved categories as per GOI or State Govt. norms year-wise during the last five years
2016 - 17 - 759
2017 - 18 - 1361
2018 - 19 - 1467
2019 - 20 - 1476
2020 - 21 - 2160
Supporting Documents:
2.1.2: Student Demand Ratio applicable to programmes where state / central common entrance tests are not conducted: 1:10.2
2.1.2.1: Number of eligible applications received year-wise during the last five years for programmes where State / Central Common Entrance Tests are not conducted
2016 - 17 - 20865
2017 - 18 - 21472
2018 - 19 - 29127
2019 - 20 - 30406
2020 - 21 - 38689
2.1.2.2: Number of seats available year-wise/eligible applications received during the last five years where State / Central Common Entrance Tests are not conducted
2016 - 17 - 2205
2017 - 18 - 2535
2018 - 19 - 2535
2019 - 20 - 2875
2020 - 21 - 3609
Supporting Documents:
2.1.3: Student enrollment pattern and student profile demonstrate national/international spread of enrolled students from other states and countries: 52.80%
2.1.3.1: Number of students from other states and countries year-wise during the last five years
2020-21 2019-20 2018-19 2017-18 2016-17
1305 1422 1257 1348 939
2.1.3.2: Total number of students enrolled in that year
2020-21 2019-20 2018-19 2017-18 2016-17
2892 2717 2070 2285 1903
Supporting Documents:
Key Indicator 2.2: Catering to Student Diversity
2.2.1: The Institution assesses the learning levels of the students after admission and organises special programmes for advanced learners and slow performers The Institution:
Adopts measurable criteria to identify low performers.
Adopts measurable criteria to identify advanced learners
Organizes special programmes for low performers and advanced learners
Follows protocols to measure students’ achievement
E. None of the above
D. Any 1 of the above
C. Any 2 of the above
B. Any 3 of the above
A. All of the above
Supporting Documents:
2.2.2: Student - Full- time teacher ratio (data of preceding academic year)
Supporting Documents:
Key Indicator 2.3: Teaching- Learning Process
2.3.1: Student-centric methods, are used for enhancing learning experiences by:
Innovations and Research In Education
SIMATS teaching faculty actively emphasise the experiential learning methodologies in their pre-planned academic schedules, whereby the students are trained by doing the procedures and gain experience. More than 1000 hands-on experiments, 547 workshops/CDE’s, 180+ student exchange programs, 752 collaborative projects, video based learning and Youtube channels etc.,were referred for the students. Faculty also focus on exposing the different perspectives of students' thinking levels by applying heterogenous learning styles linking multiple disciplines, and transforming the students to be more skilled and reflecting the skills in practice. Additionally, students are engaged in an intentional sequence of learning events either individually or in small groups in a CLAB - classroom integrated with a laboratory set-up and comprehensive clinic set-up. MILA is our own innovative teaching method that includes activities like POGIL, Peer-led discussion, critical pedagogy, clay molding, etc., are implemented during the lecture sessions for the students. We have published over 1072 publications indexed in SCOPUS related to higher education methods making us one of the most education research intensive universities in India.
Special Learning Tools
For an enthusiastic and enhanced learning environment, SIMATS faculty have incorporated new teaching and learning methodologies like baccalaureate program in nursing and Finland education model in Engineering which have been recognized and published. As a student centric program the students are exposed with a problem based learning methodology, and are allowed to participate to face the environmental issues such as waste management, global warming etc., and yet another proof is the achievement of the students in facing the covid pandemic situation. Students apply tools like mental maps, flowcharts, concept maps and are trained to apply the charting softwares as well to solve the issues. Self-centric learning process is implemented via the flip-video based classes and provision of i-books. Periodical weekly modules, term modules and NEXT modules assess the students on a frequent repetitive basis and encourages the below average students to understand their state of knowledge in that particular subject and motivates them to be recognized for their achievements. Transformation of the traditional lecture based approach into an integrated patient centric and evidence based learning is achieved through comprehensive clinical postings, 100% ICT classrooms and meticulous formative evaluations.
Problem based Leaning
An Evidence based short note has been made mandatory to our summative assessment. Similarly problem based questions and case based essays are a part of dental, law and medical assessment structure. To induce an active learning environment, faculty members grade participation, this is integrated into our ARMS evaluation rubrics. Students exhibit their skills in literature and theatrical skills in the annual functions as a part of humanities. Our curriculum also encompasses a research week specifically for the students, where they are allotted with topics of interest in each subject, and to pursue a minimum of three research projects/ year with presentations and publications in indexed journals. Role play based study methodology and periodical seminar sessions helps the students towards better understanding of the facts and enhances their communication skills respectively to express their ideas and thoughts to their peers.
Supporting Documents:
2.3.2: Has provision for the use of Clinical Skills Laboratory and Simulation Based Learning The Institution:
Has Basic Clinical Skills Training Models and Trainers for clinical skills in the relevant disciplines.
Has advanced patient simulators for simulation-based training
Has structured programs for training and assessment of students in Clinical Skills Lab / Simulation centre
Conducts training programs for the faculty in the use of clinical skills lab and simulation methods of teaching-learning
E. None of the above
D. Any one of the above
C. Any two of the above
B. Any three of the above
A. All of the above
Supporting Documents:
2.3.3: Teachers use ICT-enabled tools for effective teaching and learning process, including online e-resources
The ideal teaching method should facilitate learning and understanding without being time extensive. The adoption of technology into teaching and learning has drastically improved the rate of delivery of information and also facilitates better understanding through the use of visual aids made available to students at all times. This enables students to learn at their convenience as well as improve ease of understanding.
SIMATS University employs a vast array of ICT based methods to ensure effective delivery of information to all our students at all times. The entire campus is wi-fi enabled and all students are given access to our exclusive e-content across their mobile devices and iPad tablets. Around 2600 iPad tablets have been provided to our students to allow ubiquitous access to educational content at all times. There are 300 classrooms which are equipped with smart boards and are connected with the university wide wi-fi which enables recollection of learning material during class.
The learning material is uploaded to online learning management systems such as schoology, ibooks and google classrooms, to which every student is enrolled. There are 47 Schoology courses and 1000 ibooks currently made available to students and faculty for seamless dissemination of information. Faculty are also trained in these digital systems and prepare ibook chapters for our flipped class and MILA teaching systems. Approximately 250 ibooks have been completed so far for the dental college alone and have been made accessible through ipads provided for all students in our campus. We also host an incredibly useful Journal Management system (JMS) which enables multi-disciplinary journal discussion since it is made accessible to all faculty in all departments thereby eliminating the need to hunt around for rare and expensive articles. The JMS currently houses 32,428 articles with more articles updated periodically at regular intervals. These facilities enable full access of subject specific content to our faculty and students throughout their tenure.
All faculty and students are also enrolled in the Kaizala communications application to enable monitoring attendance with time and geotagging during work from home sessions in the lockdown duration. The Kaizala application facilitated around 7300 communication exchanges during the online lecture sessions in the lockdown period. The University-provided Institutional mail accounts for over 9800 faculty and student members allowed the use of google meet for online sessions of 100 students simultaneously (Free accounts can only accommodate 40 students at one time). The University also provides subscribed access to online scientific publishing databases such as Wiley, EBSCO, Proquest with over 57 subscriptions to enable students and faculty to update their scientific awareness and knowledge. The University also allows the use of paper pile citations manager to enable ease of adding citations to scientific manuscripts for faculty and students alike and resulted in a massive output of over 2300 manuscripts.
With all these facilities, we are happy to report that 100% of our faculty employ ICT based teaching methods for their teaching sessions.
Supporting Documents:
2.3.4: Student :Mentor Ratio (preceding academic year)7:1
2.3.4.1: Total number of mentors in the preceding academic year :1492
Supporting Documents:
Key Indicator 2.4: Teacher Profile and Quality
2.4.1: Average percentage of full time teachers against sanctioned posts during the last five years : 98.10%
Supporting Documents:
2.4.2: Average percentage of fulltime teachers with Ph.D./D.Sc./D.Lit./ DM/M Ch/DNB in super specialities /other PG degrees (like MD/ MS/ MDS etc.,) in Health Sciences for recognition as Ph.D guides as per the eligibility criteria stipulated by the Regulatory Councils / Universities during the last five years Ans: 22.27%
2.4.2.1: Number of fulltime teachers with Ph.D/D.Sc./D.Lit./DM/M Ch/DNB in super specialities / other PG degrees (like MD/ MS/ MDS etc.,) in Health Sciences for recognition as Ph.D guides as per the eligibility criteria stipulated by the Regulatory Councils. Last five years data to be entered.
204 199 191 156 124
2020-21 2019-20 2018-19 2017-18 2016-17
900 878 833 713 600
Supporting Documents:
Institutional data in prescribed format Data Template
Copies of Guide-ship letters or authorization of research guide provide by the competent authority
2.4.3: Average teaching experience of fulltime teachers in number of years (preceding academic year) Ans: 13
2.4.3.1: Total teaching experience of full time teachers in number of years (cumulative experience)
years. 11388.4
Number of full time teachers year-wise during the last five years : 878
Supporting Documents:
2.4.4: Average percentage of teachers trained for development and delivery of e-contents / e-courses / video lectures / demonstrations during the last 5 years. 100 %
2.4.4.1: Number of teachers trained for development and delivery of e-contents / e-courses / video lectures / demonstrations during the last 5 years
2020-21 2019-20 2018-19 2017-18 2016-17
900 878 833 713 600
Supporting Documents:
2.4.5: Average percentage of fulltime teachers who received awards and recognitions for excellence in teaching, student mentoring, scholarships, professional achievements and academic leadership at State, National, International levels from Government / Government-recognized agencies / registered professional associations / academics during the last five years : 38.56%
2.4.5.1: Number of fulltime teachers who received awards and recognitions for excellence in teaching and student mentoring, scholarships, professional achievements and academic leadership at State, National, International levels from Government / Government-recognized agencies / registered professional associations / academies during the last five years
2020-21 2019-20 2018-19 2017-18 2016-17
518 258 258 248 247
Supporting Documents:
Key Indicator 2.5: Evaluation Process and Reforms
2.5.1: Average number of days from the date of last semester-end/ year- end examination to the date of declaration of results during the last five years days - 7.72 Days
2.5.1.1: Number of days from the date of last semester-end/ year- end examination to the date of declaration of results year-wise in that year and during the last five years
2016 - 17 - 8.19
2017 - 18 - 7.79
2018 - 19 - 6.9
2019 - 20 - 9.63
2020 - 21 - 9.09
Supporting Documents:
2.5.2: Average percentage of student complaints/grievances about evaluation against total number of students appeared in the examinations during the last five years 0.57%
2.5.2.1: Number of student complaints/grievances received about evaluation year-wise during the last five years
2020-21 (12) 2019-20 (11) 2018-19 (46) 2017-18 (25) 2016-17 (51)
2.5.2.2: Number of students who have appeared for the exams year-wise during the last five years
2020-21 (7116) 2019-20 (6677) 2018-19 (6067) 2017-18 (4946) 2016-17 (4012)
Supporting Documents:
2.5.3: Evaluation-related Grievance Redressal mechanism followed by the Institution: ... The University adopts the following mechanism for the redressal of evaluation-related grievances. Options(Opt one which is applicable to you):
Double valuation/Multiple valuation with appeal process for retotalling/revaluation and access to answer script
Double Valuation/Multiple valuation with appeal process for revaluation only
Double Valuation/Multiple valuation with appeal process for retotalling only
Single valuation and appeal process for revaluation
Grievance Redressal mechanism does not exist
E. Grievance Redressal mechanism does not exist
D. ingle valuation and appeal process for revaluation
C. Double Valuation/Multiple valuation with appeal process for retotalling only
B. Double Valuation/Multiple valuation with appeal process for revaluation only
A. Double valuation/Multiple valuation with appeal process for retotalling/revaluation and access to answer script
Supporting Documents:
2.5.4: Reforms in the process and procedure in the conduct of evaluation/examination; including Continuous Internal Assessment to improve the examination system.
The University has immensely prioritized the diligent practice of Continuous Internal Assessment to improve the examination system.
SIMATS has revolutionized the examination pattern by introducing blinded objective questions to substitute for multiple choice questions ,Evidence based Critical Appraisal & Thinking method and concept mapping to foster more intricate understanding for the first time in India in the undergraduate medical and dental disciplines. This greatly improved the understanding of the subject and translated into higher scores in post graduate competitive exams.
The university has introduced viva voce in certain disciplines , first of its kind in India in Law and Engineering and this helped the students to better express themselves and showcase their understanding and expertise in handling complex situations proposed during their interaction with the examiners.This aspect was highly commended by the external examiners.
Case based learning modules introduced in the health sciences examination widened the thinking of the students and increased their confidence in viva translating into very high scores.
Objective Structured Clinical /Practical Examination implemented in the Health science disciplines in the University is a refined grading system that grades every step /answers in written and clinical examination objectively with rubrics calibrated rather than subjective evaluation done most of the times.This has resulted in enhanced grades for the students with less failures.This eliminated all kinds of bias and perceptions of partiality in the examinations and has positively empowered the students.
Formative and Summative Assessment systems were introduced to meticulously measure every academic,research and clinical domain involved in the curriculum ranging from grading the scores in the tests and examinations and assessing the quality of research projects undertaken.Every academic progress and achievement by the student will be calibrated ,graded and endorsed by Formative assessment tools instantaneously.
A unique feature in SIMATS is ,more emphasis and weightage (70%) is given to formative assessment over summative assessment (30%) than the other institutions thus rewarding the hard work put forth throughout the year rather than relying on the performance in a single examination, thus ensuring the outcome parameters are more holistic.
Another uniqueness of Formative assessment in SIMATS is the student is evaluated for competency guided by Bloom's Taxonomy and other educational models. SIMATS practices a novel educational tool Multiple Integrative Learning Algorithm to impart pristine learning to the students.
The examination management system is fully automated, digitized and transparent.The details of the performance,calculation of formative assessment marks can be viewed by the parents also ensuring complete transparency.In case of failure in the written examination,the failed student can view their previously valued paper and can suggest corrections. The merit of the suggestions will be evaluated by another examiner ,if satisfied with the queries raised by the student ,a reevaluation can be recommended.
The university uses Academic Record Management System (ARMS) software that manages all the academic requirements ranging from attendance,grading, formative assessment,tests,calculation of internal assessment marks along with weightage,generation of hall tickets,no due clearance for examination and declaration of results.
MOODLE,an online platform used in SIMATS can precisely calibrate grades with weighted averages,negative marking,shuffling the questions,randomizing answers in multiple choice questions and this system cannot be tampered, thus ensuring absolute genuinity in the examinations.
Self assessment scoring and credentials are done by the students and their periodic assessment by the staff are done to further empower them in appraising their performance and becoming better.
Supporting Documents:
2.5.5: Status of automation of the Examination division, using Examination Management System (EMS) along with an approved online Examination Manual
Complete automation of entire division & implementation of the Examination Management System (EMS)
Student registration, hall ticket issue & result processing
Student registration and result processing
Result processing
Manual methodology
All of the above
Supporting Documents:
The present status of automation., Invoice of the software, & screenshots of software
Copies of the purchase order of the software/AMC of the software
Key Indicator 2.6: Student Performance and Learning Outcomes
2.6.1: The institution has stated learning outcomes /graduate attributes as per the provision of Regulatory bodies which are integrated into the assessment process and widely publicized through the website and other documents
At SIMATS, all the programmes have generic program outcomes (PO) which ensures the graduate attributes attainment. Before the start of any program, the graduate attributes are carefully articulated. In addition to this, program specific outcomes (PSO) which describe program specific requirements are carefully formulated well beyond the expectations of UGC, AICTE, IEEE, MCI, DCI and other respective professional bodies. The PSOs are designed and extensively formulated by an academic team constituted by a group of senior faculties of the program during the designing of curriculum. The PSOs are approved by the Board of studies (BOS) formed by internal, external academic experts and industrial representatives to provide inputs and reinforcement. While designing the program outcomes, Bloom’s taxonomy of educational objectives and other resources are commonly followed across the institution addressing very crucial questions such as the career options after course completion, and routes by which students could showcase their knowledge. SIMATS ensures a student-centred curriculum and is adaptive to the desired needs of the students and teachers. The program outcomes are trimmed into course outcomes ensuring applied, analytical and experimental learning, reflective and critical thinking.
All the courses of the programmes possess a set of course outcomes (COs) which are formulated by the faculty team handling the respective course at the stage of syllabus design and ensures creative thinking. The COs are ensured to cover the entire syllabus and specified competencies among the students. The assessment tools used for evaluating students’ performance such as assignment, quizzes, continuous assessment and final assessment are regularly mapped into COs. In each of these assessments. We follow unique pre-published grading rubrics and graduate record book (GRB) other indirect measures for assessing each learning outcome. This route enables us to validate the attainment of COs based on students output and higher order thinking skills. We also routinely track the student progression in each semester recording the pass, fail percentage and remediating slow learners by one to one learning and mentor-mentee systems. We emphasize extensively on formative assessment over summative assessment. It helps students to shape learning by metacognition and to improve their performance. The board of studies meeting identifies the attributes of every program and ensures refinement and reinforcement.
Publicizing program outcomes, program specific outcomes and course specific outcomes
The learning outcomes, POs and PSOs of all the offered programmes are informed to students through course plans at the start of each semester and published in the institution website. They are displayed in the notice board of every department and other strategic locations. The POs and PSOs are explained to the students and even parents during the admission and orientation programmes. At the start of each course, the course handling staff member enlightens the students on the syllabus, POS, PSOs, COs, day wise lesson plan, evaluation plans through printed handbook/PPTs. Faculty orientation programmes and faculty development programs are periodically organised to expose the faculties to outcome based teaching learning process and innovative teaching methodologies (ex: MILA- an inhouse and patented teaching methodology).
Supporting Documents:
Link for relevant documents pertaining to learning outcomes and graduate attributes
Link for methods of the assessment of learning outcomes and graduate attributes
2.6.2: Incremental performance in Pass percentage of final year students during last five years - 88%
2.6.2.1: Number of final year students of all the programmes, who qualified in the university examinations in each of the last five years
2016 - 17 - 989
2017 - 18 - 1410
2018 - 19 - 1451
2019 - 20 - 2426
2020 - 21 - 1829
2.6.2.2: Number of final year students of all the programmes, who appeared for the examinations in each of the last five years
2016 - 17 - 1170
2017 - 18 - 1499
2018 - 19 - 1606
2019 - 20 - 2774
2020 - 21 - 2135
Supporting Documents:
Key Indicator 2.7: Student Satisfaction Survey
2.7.1: Online student satisfaction survey regarding teaching learning process
Supporting Documents: