SSR MAIN BODY DESCRIPTION- Continued...

 2.3.2  Teachers use ICT enabled tools for effective teaching-learning process. 

We at IGIPS encourage regular and intensive use of ICT enabled tools for effective teaching and learning process in addition to the traditional classroom education. Our teachers use ICT tools like simulations (ExPharm,  QbD software, etc.), LMS (Moodle, Google Classroom), video-conferencing (Zoom, Meet), quizzes (Kahoot, Google Forms), digital libraries (NDLI), and communication apps (WhatsApp) to create interactive, flexible, and engaging learning, offering on-demand access to e-resources, remote labs, and instant feedback, making complex concepts clearer through multimedia and enabling blended learning for better retention and self-paced study. In the ICT enabled classrooms our teachers use online teaching facility such as ERP, Google classrooms, Licensed Zoom conferencing, Licensed MS Teams Platform, etc.

 The institute has a big, well-maintained computer laboratory to which the students have free access. Each faculty member has been allotted a latest configured personal computer. All the computers are connected to LAN. Internet access is provided through high speed fiber optic broadband of 500 Mbps bandwidth. Students and faculty have free access to internet. The entire campus is Wi-Fi enabled. 

All the teachers use PowerPoint presentation for delivering lectures in addition to the traditional mural teaching method. To make PowerPoint presentation more effective and interactive, teachers include pictorial illustration of concepts, flowcharts, animations and hyperlinks to YouTube video. We also encourage the students to use PowerPoint presentation for giving seminars. 

In addition to class room learning, facility has been created to learn through online courses. The students and teachers are encouraged to take online courses provided by SWAYAM / NPTEL / MOOCS / APTI through FDP program. The institute uses simulations/software like ExPharm for demonstrating animal experiments in pharmacology, Molecular models for stereochemistry, QbD software for experimental designing, etc. All the classrooms are provided with in-build LCD projectors with audio-visual recording system to make learning more logical and easy during theory classes in online or as blended mode.

IGIPS has developed Digital Library web page accessible at: https//sites.google.com/site/scesigips/IGIPS. The digital resource access is available for faculty and through the IGIPS digital library. Various resources can be accessed from IGIPS digital library web page, which include CAS, SDI, library bulletin, list of new arrivals, list of CDs, list of audio books, list of e-journals, list of print journals, question paper, syllabus, pharmacy news, and pharmacy dictionary.

By integrating ICT enabled tools, IGIPS has created a dynamic, effective, and modern learning environment and prepares the students for tech-driven pharmaceutical careers. 

2.5.1 Mechanism of internal assessment is transparent and robust in terms of frequency and mode.

In Indira Gandhi Institute of Pharmaceutical Sciences, there is a transparent and robust mechanism of internal assessment in terms of frequency and mode. The mechanism uses frequent, varied methods such as unit tests, assignments, seminars, projects, etc. scheduled in the academic calendar, with clear communication of rules, immediate result display, discussion of answer sheets, and student access to marks, ensuring fairness and continuous feedback for better exam preparation, sometimes including re-tests or improvement opportunities for transparency and student support. 

1. Internal assessment schedules, guidelines, and weightages are shared during induction and in the academic calendar. 

2. Marks are displayed on notice boards, and evaluated answer papers are shown to students for review and discussion. 

3. There are dedicated sessions for discussing question papers and procedures for re-evaluation. 

4. Results and performance data are often accessible via student portals.

5. Regular unit tests, class tests, and sessional exams are conducted throughout the semester. 

6. A mix of written tests, both objective and long questions, group discussions, assignments, projects, field visits, and seminar presentations are used for holistic evaluation. Different assessment modes carry varied weightage, contributing to final scores.

7. Question paper setting and printing are often confidential and strictly monitored. 

8. Teachers discuss solutions and methods in class.

9. Records of attendance, question papers, and marks are maintained.

10. The institute has an examination committee which includes Principal, senior teachers, IQAC coordinator, and Examination in charge. They regularly monitor and upgrade the evaluation process.

The institute sticks to the academic calendar for conducting all the internal examinations in scheduled date & time. Sometimes the institute adopts a suitable time-saving method to complete the examinations in the specified schedule prescribed by the university.

The system of the institute makes internal assessment a full-proof way to prepare students for final exams by providing continuous feedback and addressing potential issues promptly. 

2.5.2 Mechanism to deal with internal/external examination related grievances is transparent, time bound and efficient 

Indira Gandhi Institute of Pharmaceutical Sciences has created a fair, efficient and comprehensive system by combining immediate, departmental-level resolution for internal issues with formal, documented procedures for university-related matters. The transparent, time-bound and efficient mechanism of the institute to deal with internal/external examination related grievances involves a dedicated Grievance Redressal Cell (GRC), clear communication of assessment rubrics, immediate answer script review with teachers, online portals for submission, and swift forwarding of issues like revaluation/correction to the affiliating university.

The GRC, which is a dedicated cell, is chaired by the Principal and has diverse staff members to receive and process complaints. Internal grievances such as mark corrections, name changes, or revaluation or re-addition are resolved within a maximum period of seven days, while the issues related to external examination are promptly forwarded to the university with follow-ups. In case of malpractice, fair hearings are ensured and university policies and guidelines are strictly followed. The students are encouraged to approach the subject teacher or HOD directly for internal assessment issues, while assistance is provided to register grievances online via college/university portal in issues related to external examination. 

The students are informed about the assessment criteria, rubrics, and exam schedules in advance, particularly at the start of the semester. Issues like wrong data/options in questions are reported to the Controller of Exams immediately. Issues such as syllabus relevance, wrong entries, grading, etc. are escalated via the college to the University. 

Teachers discuss answer scripts and ideal answers and explain marks immediately after internal examinations. Re-tests for legitimate absences (medical etc.) are available. Students can apply for revaluation within specified times post-result. Teachers resolve immediate issues, HODs oversee consistency, and the GRC manages systematic problems. 

 

2.6.1 Programme and course outcomes for all Programmes offered by the institution are stated and displayed on website and communicated to teachers and students. 

Response:

The Programme Outcomes (POs) are defined by National Board of Accreditation (NBA), New Delhi. There are eleven POs defined by NBA and the institute follows the same.

The course curriculum for each program is provided by PCI, New Delhi and implemented by OUHS/BPUT, Odisha. As the institute follows outcome-based education, Course Outcomes (COs) are defined for all the courses in the curriculum by the faculty members of the institute. 

Programme Outcomes (POs) and Course Outcomes (COs) for B. Pharm. Programme offered by the college are stated and displayed on college website www.___________ . In accordance with the PCI and the OUHS/BPUT's adoption of the corresponding syllabus, the course outcomes have been developed in light of the course's learning objectives. The content of the syllabus has been restructured into applicable Course Objectives (COBs) and Course Outcomes (COs) according to the Revised Bloom's taxonomy in order to cover all the cognitive domains of the topics. The college has determined the following characteristics of its graduates to be the basis for the programme outcomes (POs): (i) pharmacy knowledge, (ii) planning abilities, (iii) problem analysis, (iv) the use of modern tools, (v) leadership skills, (vi) a strong sense of professional identity, (vi) a commitment to ethical practise in the pharmaceutical industry, (vii) effective communication, (viii) patient advocacy, (ix) a concern for environmental and social responsibility, and (x) a commitment to lifelong learning. The relevant subject faculty are responsible for drafting the COBs and COs, and the department-in-charge (DIC) gives final approval after consulting with the faculty. All of the disciplines' COBs and COs are displayed on the college website and are disseminated to teachers and students through academic meetings and induction activities, a talk at the start of class and a chat during mentorship. In addition, IQAC and the course file both reflect the same upkeep. Student success in achieving course outcomes is determined by their grades in both midterm and final exams given by BPUT/OUHS.

2.6.2 Attainment of programme outcomes and course outcomes are evaluated by the institution. 

Response:

Direct methods of evaluation:

When determining whether or not goals have been met, we consider the following direct methods:

1.  "Sessional" and "improvement" examinations are conducted at regular intervals to check students' knowledge of the appropriate courses to evaluate the outcome. It also aids students in understanding their own areas of weakness, thus helping them learn more thoroughly.

2.  Students are tasked with completing assignments to help them gain expertise in a specific area and develop critical thinking skills. This also helps them gain extra information in the concerned area.

3.  Physical quiz programs are regularly held where the students are asked a series of important questions focused on higher order thinking skills (HOTS).

4.  In the laboratory viva voce, all students who participate in the practical classes are consistently tested with conceptual questions relating to the experiments carried out.

5. Performance in Theory, Sessional, and Practical Examinations at the End of Each Semester forms a basis of evaluation.

6. End semester examination is an important tool for assessing whether all the POs are attained or not. Examination is more focused on attainment of programme outcomes and course outcomes using both objective and descriptive questions. 

7. Seminars and conferences are conducted frequently and feedback is collected from the students. Both faculty members and students participate in such seminars and conferences wherein most recent topics are presented. 

8. The results of a project are presented to the students to teach them how to put their knowledge to use in the real world by creating, validating, and evaluating technological systems.

 Indirect methods of evaluation:

1. Research/review publication: The progressive research culture of the institute is showcased by students' contributions to research and review publications in various peer-reviewed journals.

2.  Performance in competitive examinations, higher education, and skill development courses is considered for evaluation. In addition, industry feedback and hospital or industrial training are also considered.