Average Enrolment percentage (Average of last five years)

 Average percentage = 86.95%

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Average percentage of seats filled against reserved categories (SC, ST, OBC, Divyangjan, etc. as per applicable reservation policy ) during the last five years ( exclusive of supernumerary seats)

Average percentage = 81.17%

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The institution assesses the learning levels of the students  and organises special Programmes for advanced learners and slow learners

Institute has well established teaching and learning processes based on the philosophy of Outcome Based Education therefore the issues related to slow learners are addressed by conducting remedial classes. Later, during the COVID-19 pandemic period, the institute identified the digital slow and fast learners based on following criteria:

1. The fast digital learners were those students who were found to attend almost all classes (2-3 per week per course), appear for all quizzes and were submitting all assignments regularly. 

2. The medium level digital learners  were those students who are attending at least one online class per course per week, and submitting assignments regularly and appearing for quizzes 

3. The slow digital learners   were those students who are not attending  any online classes or attending less than 10% of classes, and not submitting assignments/quizzes 

After COVID- 19 Lockdown period, Departments conducted workshop on “Addressing the Special Needs of Slow and Advanced Learners through Teaching-Learning” during the mid of Jan-June 2022 sessions to discuss the status of ongoing efforts to address the special needs of slow and advanced learners and  to propose solutions/measures to further uplift the learning level of slow and advanced learners.Following topics were discussed during the workshop:

• Interactive doubt clearing classes
• Needs of slow learners through question/answer model
• Personalized attention through phone call/whats app/email etc as per the need
• Guidance sessions related to examinations
• Attending to any other special needs as per the response/feedback received
• Fast learners & synchronous learners are motivated to help learners with difficulties

Based on the outcome of the workshop, some guidelines were proposed to support the learners of different category:

A. Criteria for Identification of Learning Levels of students:

 I. Fast /Advanced learners are identified as the ones who have

1. More than 70% marks in mid sem exam
2. Attends all classes,
3. Submits all assignments and
4. Appeared for all weekly quizzes for all courses.

II. Medium level learners were those who

1. Scored marks between 65-74%
2. attended at least one class per course per week,
3. submitted/appeared for at least 50% of assignments/quizzes.

III. Slow learners were those students who were not regular in attending the classes and scored just passing marks or less.

B. Identifying the issues related to  poor-performing students

 Course faculty conduct meeting  with various levels of Learners to understand the issues related to poor performance in continuous assessments.

C. Action Taken for different categories of Learners:

I. Activities conducted for slow learners:

1. Remedial classes
2. Unit wise question bank based on previous year question papers
3. Extra quizzes for practice
4. Extra assignments for practice
5. Virtual labs for better understanding of course

II. Activities conducted for Fast/Advanced learners

1. Higher level of learning through assignments/ quizzes (GATE/IES/PSU exam based).
2. Virtual labs for better understanding of course
3. Motivation for learning through MOOC and earning SWAYAM/ NPTEL certificate.
4. Motivation for opting Minor Specialization and Honours degree.
5. Motivation for participation in Hackathon
6. Support in Placements & career growth through workshops and Alumni    interaction.
7. Support in higher education & career growth through Research Internship Scheme and publication of research papers

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Student - Full time teacher ratio (Data for the latest completed academic year)

• Formula = Students : Teachers = 33.82

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Student centric methods, such as experiential learning, participative learning and problem solving methodologies are used for enhancing learning experiences

Institute has implemented flexible curriculum as per the framework proposed by AICTE and  is committed to provide student centric learning to the students by using following methodologies:

1. Experiential Learning

        1.1  Projects :

• Skill based Mini Project: Skill based mini projects are assigned by course faculty based on the practical exposure of course and guide the students.
• Minor Project
• Major project/ Dissertation: Major Project is carried out by final year  students under a guide. The discussions between guide and student, continuous presentations made during the semester make the student interactive and open minded

       1.2 Industry Visits: Regular industry visits are conducted by the departments to provide the students with an opportunity to learn practically                 through interaction, working methods and employment practices and provide students with an insight into the corporate world.

      1.3. Guest Lectures by Industry Experts: Some content of the courses are covered by the experts from industry to  encourage students to                 participate in experiential learning,  training, upskilling, motivate for entrepreneurship and extension activities through mentoring.”

     1.4 Field Visits/Survey: Students are taken for field visit to nearby places as per the requirement of the course.

     1.5 Participation of students in competitions: Students are promoted to participate in local, regional, national level activities and marks are                   awarded based on the participation in activities throughout the degree duration under Professional Development Course.

      1.6. Novel engaging Courses: Activity based Courses (88 numbers, presently) on Physical Health, Health & Hygiene , Art and Culture, Personality development etc  are offered to UG students for their holistic development.

      2. Participative Learning Methodologies

       2.1 Group activities like Skill Based Mini Project,  practicals, and workshop practices are carried out.

       2.2 NSS activities: Students contribute to society through participation in NSS activities throughout the year. 

       2.3. NCC and Sports Activities: Institute has an independent technical unit of NCC named 3 MP TEC (I).

https://web.mitsgwalior.in/life-at-mits/student-activities/ncc

https://web.mitsgwalior.in/life-at-mits/student-activities/sce

       2.4 Club and Society Chapter Activities:https://web.mitsgwalior.in/life-at-mits/student-activities/societies-clubs

      2.5 Summer Internship Programs:Three mandatory internships of 60hrs, 90 hrs and 150 hrs are conducted for the UG II, III and IV year                          students respectively.

        2.6 Seminar: Seminar presentations are made by students on assigned topics to enrich their learning experience, communication skill and life long learning.

       2.7 Interactive Classes: Flip classes are conducted as per the lecture plan and discussions are made with students on the topic shared in         advance.

     3. Problem Solving Methodologies

     3.1 Creative Problem Solving Course:  In UG VII semester, students are asked to deal with current problems of society by proposing innovative  solution approaches under the course entitled as Creative Problem Solving.

    3.2 Research: Faculty guide the Students of PG and UG programs to carry out the Dissertation/Major project on various topics and present their         solutions.

   3.3 Skill Based Mini Project/Minor Project: Skill based mini projects of all practical based courses and Mini projects are designed to solve open ended problems.

   3.4 Quiz and Assignments : Weekly/fortnightly quizzes and assignments are allotted to students for developing problem solving abilities

   3.5 Conduction of Tutorial Classes

Teachers use ICT enabled tools including online resources for effective teaching and learning process

In the institute, use of ICT enabled tools is common practice followed for teaching learning to make students techno-friendly and cope up fast growing technological demands.  The faculty members are combining technology with traditional mode of teaching to make the teaching effective and efficient to students by using following ICT facilities:

1. Projectors- LCD projectors are available in different classrooms/labs

2. Interactive Boards:Interactive Boards are available in all smart class rooms  

3. Desktop and Laptops- Arranged at Computer Lab and Faculty cabins all over the campus.

4.  SWAYAM Prabha Connection- One SWAYAM Prabha Connection is avaialble in each department.

5. MOOC centre- It is digitally equipped with mike, projector, cameras and computer system.

6. Online platforms viz, Zoom, Google Meet, Microsoft Team, 

7. MOOC Platform (NPTEL, Coursera, )

8. Digital Library resources: Library is automated using Integrated Library Management System (ILMS) Name of ILMS Software : Koha

Nature of Automation           : Fully

Version                        : 3.18

Year of Automation             : 2014

Use of ICT by Faculty for teaching learning activities:

1. The practice of using ICT enabled tools like as mentioned above have been adopted by faculty to enhance teaching-learning process by
2. Online platforms like, zoom, google meet, teams are used for the conduction of classes to implement remote teaching-learning activities.
3. LMS (MOODLE ) has been used by all faculty members for teaching learning and assessment processes since August 2017. For more details see http://moodle.mitsgwalior.in/
4. 
5. PowerPoint presentations- Faculties are encouraged to use power-point presentations in their teaching by using LCD’s and projectors. They are also equipped by digital library, online search engines and websites to prepare effective presentations.
6. Industry Connect- Conclave Centre are digitally equipped where guest lectures, expert talks and various competitions are regularly organized for students.
7. Online quiz- Faculties prepare online quiz for students after the completion of each unit on MOODLE.
8. Online Classes- During pandemic, Online classes were conducted  with the help of Zoom / Google meet applications .
9. Video lecture- Recording of video lectures is made available to students for long term learning and future referencing. The links of video lectures were provided through MOODLE.
10. Online competitions- Various club activities, finishing school activities, Project presentations,, paper presentations etc. are being organized with the help of various Information Communication Tools.https://web.mitsgwalior.in/life-at-mits/student-activities/societies-clubs
11. Conduction of Seminars, Workshops, conferences-  ICT tools are us-ed for conducting workshops Seminars, Workshops, Conferences, STPs, FDPs etc.
12. Conduction of Virtual labs: MITS has been designated as the NODAL center of Virtual Labs (An Initiative of Ministry of Education under the National Mission on Education through ICT) from 21st July ,2020 onwards in association with IIT-Delhi. During the pandemic years, the labs were conducted through virtual mode by recording the experiments and then demonstrated the same with the students during practical classes. The link of recorded practical classes of electrical engineering department is available on following link:https://www.youtube.com/@mitselectricalengineeringd5524

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Ratio of students to mentor for academic and other related issues (Data for the latest completed academic  year 

41.04

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Preparation and adherence of Academic Calendar and Teaching plans by the institution

Dean, Academics of the institute prepares Academic Calendar in the beginning of the Academic year with the  consultation of Director, Dean, Student Welfare and HoDs . Academic calendar contains the relevant information regarding the semester registration, commencement of teaching session, vacations, dates of mid semester examination , end semester examination,proficiency test, internship   and  academic audits etc. The academic calendar is prepared so that teachers and students should know all the activities well in advance and disseminated to all stakeholders through hard as well soft copies. The calendar is strictly followed. Even during the pandemic times, all academic activities, mid-semester examinations, quizzes for continuous assessment, In-House Summer Internship Programmes, Finishing School, Final year internship, employability skill training, remedial classes etc. were conducted as per schedule. The departments, and other concerned sections plan their activities as per the academic calendar

Except the first year, which is admitted through the centralized state/central government admission process, which is beyond the control of the institute, rest all classes were started as per schedule announced earlier. Even the examination and result declaration process was completed within time.

Following activities were completed as per the timelines available in the academic calendar.

Teaching plans

All faculty members prepare teaching plans as per the time table prepared by the department and upload on the MOODLE for students’ reference.The course faculty prepare lecture plan as per Multiple Mode Teaching Learning Pattern (MMTLP). The purpose of said teaching plan is

1. To identify innovative teaching modes for different types of syllabus content
2. To enhance skill development through different modes of teaching-learning
3. To include latest developments in the domain catering to the fast changing technological scenario
4. To introduce a global perspective into the course.

 The teaching plan for each course visualizes the plan of the teacher to make each class more informative, interesting, analytical and resourceful and same is available on the MOODLE page of faculty members for reference.

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Average percentage of full time teachers against sanctioned posts during the last five years 

Average percentage = 72.81%

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Average percentage of full time teachers with Ph.D. / D.M. / M.Ch. / D.N.B Super speciality / D.Sc. / D.Litt. during the last five years

Average percentage = 37.11%

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Average teaching experience of full time teachers in the same institution (Data for the latest completed academic year in number of years) 

Formula =   Sum of total experience of full time teachers in same institution : Number of full time teachers

                   9.67

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Average number of days from the date of last semester-end/ year- end examination till the declaration of results during the last five years

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Average percentage of student complaints/grievances about evaluation against total number appeared in the examinations during the last five years

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IT integration and reforms in the examination procedures and processes including Continuous Internal Assessment (CIA) have brought in considerable improvement in Examination Management System (EMS) of the Institution

Integration in Exam

Institute has a well-established & efficient Examination Management System (EMS) where processes related to Pre Examinations, conduct of examinations, and Post Examination activities are controlled, conducted & monitored by the Examination Cell.

The automated Integrated Management System and Examination Control Software System has following features:

1. Enrolment and registration of students.
2. Attendance Verification of students by HoDs for appearing in exam.
3. Exam form filling by students
4. Availability of admit card of exam
5. Entering marks of different types of evaluation components. Flexible to handle Elective, Open Category and Audit courses.
6. Support for calculating Grades and SGPA/CGPA.
7. Student Tracking.
8. Preparation of result
9. Compilation and Declaration of Results.
10. Printing of provisional degrees and migration certificate.
11. Generation of reports 
12. Online Semester/Module Fee Payment
13. Continuous internal assessment system
14. Applying for Revaluation process

Reforms in the examination procedures and processes

The automation has resulted in an extensive improvement in the efficiency and transparency of the Examination Department and other stakeholders such as teachers and has also provided an effective method for parents and students to track performance.

1. Examination procedures:

Continuous Assessments (CA): This help students to improve their performance and provide enough scope to the teachers to monitor the progress learning of students on a regular basis.

(i) Theory courses: Two mid sem exam in a semester,  quizzes, assignments

(ii) Practical courses:  viva-voce and Skill based mini project

End term evaluation:

1. Theory Courses: (i) End sem exam (ii) Course proficiency.
2. Practical Courses: End Term Exam

2. Multiple Mode Examination: (i) MCQ based (ii)Assignment plus Oral, (iii)Pen and Paper based on the nature of the courses.

3. Assessment through Rubrics: For the continuous assessment of Practical courses,  rubrics are used and shared with the students on regular basis to make them aware about their strength and weakness in various parameters of assessment of a course.

4. Credit transfer through MOOC platform: Students can opt to earn credits of elective/open category courses through online offerings such as SWAYAM / NPTEL/Other MOOC platforms.

5.  Degree with Honors or Minor Specialization: In addition to above, if any student earns additional twenty credits through MOOC platforms, then these credits are considered for awarding UG degree with Minor Specialization/Honors.

6. Online Viva-Voce Examination: Provision has been made to conduct viva-voce examinations through video-conferencing for PG dissertation viva. This has facilitated the external experts to be engaged in conduction of external examination from distant places in no time and allowed fast declaration of results.

7. Setting of question paper based on OBE: As per the guidelines of AICTE exam reform policy and with the implementation of Outcome based Education in the institute, the questions of mid sem and end sem exams are mapped with defined Course Outcomes and Bloom’s Level of Learning.

8. Transparency in Evaluation System: The evaluated Answer Scripts are shown to the desiring students, if students found some Grievance after declaration of result.

9. Evaluation Criteria for  Professional Development Course and Skill Based Mini Project, Self Study/ Seminar is framed as per the nature of the course

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

MITS has adopted outcome based education with the implementation of flexible curriculum since 2017. Program outcomes of each department are framed in line with graduate attributes defined by NBA after attaining consensus of all faculty members and other stakeholders of the department and through SWOT analysis.  The committee also discusses in detail, the mapping of course outcomes with program outcomes and program specific outcomes. The mechanism of widely propagateting and publicize in program outcomes among the students and teachers is as follows:

1. Institute Website: The program outcomes are displayed by each department on their respective web page of the institute website.
2. Curriculum booklet: Program outcomes are written at the beginning of the curriculum book
3. Class rooms
4. Department Notice Boards
5. Laboratories
6. Department Corridors
7. Student Induction Programs: HoD and class coordinators create awareness on PO, PSO and CO during the orientation program conducted at the beginning of each semester.
8. Meetings/ Interactions with stakeholders
9. Faculty meetings: Director and Dean, Academics emphasize on the attainment level of Program outcomes and strategies to fill the gap to achieve the target.
10. Professional Body meetings
11. HoD cabin

Course Outcomes (COs) are framed at Department level. The department OBE coordinator with the course experts frames the course outcome of their respective subjects using the guidelines for writing course outcomes. The approved COs are then included in the syllabus which are discussed in the Board of Studies meeting for approval, if necessary, the COs are modified and re-framed by the course committee members. Changes in COs are made in the syllabus appropriate places and syllabus is prepared.

 As all the teachers are member of Board of Studies, so finalizes COs are communicated to each faculty in Board of Studies presentations and their suggestions are also discussed in course committee meetings.

Course Outcomes (COs) for all courses are communicated to teachers and students by various means:

1. The OBE coordinator of each department mentions the significance of Outcome Based Education to all students during Orientation program conducted at the beginning of each semester. COs are communicated to the students by the class coordinator and other course faculty members.
2. Also each faculty discusses the importance of CO during the introduction class itself.
3. COs along with lesson plan are uploaded on MOODLE.
4. Also, in the beginning of each lecture the learning outcomes of the topic are also focused. During the commencement of each unit and after the completion of the unit, the course outcomes are reviewed & discussed with students.

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Attainment of program outcomes and course outcomes are evaluated by the institution

Direct Assessment & Indirect Assessment methods are used for measuring the attainments of Pos, PSOs and CO.

• Direct Assessment Methods:

1. Continuous Assessment: COs are assessed through mid-term examination, quiz, sessional & Assignment and Lab records. The CO is mapped against each question of quiz and assignment.
2. For each lab, seminar, project work, rubric based assessment is used where each rubric is mapped with the CO, PO & PSO.
3. Semester-end Theory Examinations: The questions in semester end examinations are tested pertaining to all COs, in varying Blooms Taxonomy Levels.
4. The contributions of COs are assessed in high, moderate and low levels, towards the attainment of POs/PSOs.

• Indirect Assessment Methods:

1. Course End Survey: This survey on course outcomes is taken from the students at the completion of course.
2. Exit survey: This survey taken from the final year students on program outcomes at the completion of their B. Tech program.
3. Alumni Survey: This survey is conducted annually through Google link to obtain the inputs and suggestions on PO/PSO attainment in the real time societal environment
4. Employer Survey: This survey is taken from the employer to measure the PO/PEO attainments.

• Measuring CO attainment:

1. CO Attainment is measured in terms of ‘reference attainment levels’ against a ‘benchmark’ defined by the institution. In the beginning, the institute has selected the Benchmark as 60% of maximum marks.
2. The Reference attainment level was decided subject wise. For example for the subject of Engineering Mathematics, the reference attainment are taken as:

Level 1(Satisfactory): 55% students scoring more than benchmark

Level 2 (Moderate): 65% students scoring more than benchmark

Level 3 (Substantial): 70% students scoring more than benchmark

1. In the next step, the target attainment is set as 2. So if 65% students score more than the set Benchmark i.e. the attainment level, then CO attainment is achieved as 2 is the defined target level.
2. As part of continuous improvement, the set target attainment is increased if it is attained in two successive years. Similarly, the reference level may also be raised as a part of continuous improvement.
3. The overall CO attainment level of a course outcome is calculated as weighted sum of attainments obtained by each assessment tools as the rubrics given below:
4. Direct CO attainment=0.7x CO attainment through End Sem Exam + 0.2x CO attainment through Mid Sem Exam + 0.05 x CO attainment through Quiz + 0.05x CO attainment through assignments
5. Indirect CO attainment=0.5* attainment through student feedback+ 0.25*Course End Seminar +0.25* attainment throughone minute paper writing
6. Overall CO attainment Level=0.8* Direct CO attainment+0.2* Indirect CO attainment

• Measuring PO/PSO Attainment:

Attainment of POs and PSOs is computed by using direct and indirect assessment methods. The direct PO and PSO assessment is through course outcomes attainment, whereas indirect assessment is based on the survey/ feedback obtained from stakeholder.

Process for Direct POs, PSOs Assessment:

1. Using CO-PO & CO-PSO matrix for each course, the POs, PSOs attainment for given CO attainment in a course is computed for all the courses.
2. The average of PO attainment in individual Courses is the final direct PO/PSO attainment in the level of 1, 2 & 3.

Process Indirect Assessment Tools:

1. Feedback and survey questionnaire with score/level for each question is prepared for all stakeholder.
2. Alumni feedback particularly who has graduated within the 3-4 years of current academic year.
3. Industrial Feedback from industry persons.
4. Graduate Exit Feedback by the students.

Overall PO/PSO attainment: The Overall PO/PSO attainment is calculated using the rubric:

PO/PSO Attainment (Overall) = 0.8xDirect Attainment + 0.2x Indirect Attainment

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Pass percentage of students (Data for the latest completed academic year)

Pass percentage of Students (Data for the latest completed academic year 2021- 2022) - 97.23 %

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Online student satisfaction survey regarding to teaching learning process.

The Institution Research facilities are frequently updated and  there is  well defined policy for promotion of research which  is uploaded on the Institutional website and implemented

There are the following provisions for promotion of research in the Institute.

(a) Seed money to Faculty through Innovative research scheme

(b) Plagiarism & ethics guidelines for all documents, papers, synopsis, conference proceedings, project reports, thesis/dissertations etc.

(c) Clear norms for sponsoring Faculty members for conferences, seminars, training programmes

(d) Norms for admission to the various Ph. D programmes available in the Institute

(e) Regulations for the degree of doctor of philosophy (Ph. D) applicable as per ordinances of the affiliating university

(f) Schemes for research scholars as Research Assistants (RA), National Doctoral Fellows(NDF) & Quality Improvement Programme(QIP)

(g) Norms for regular Faculty members of the Institute who are pursuing Ph. D from other Institutes

(h) Norms for constitution of Research Advisory Committee (RAC)

(i) Appointment & tenure of project fellows (Junior research fellow/Senior research fellow etc.) as per the guidelines of the sponsoring agency/the institute

(j) Separate stock registers to be maintained for each sponsored research project

(k) All purchases for research to be first approved/sanctioned by the Director, then state/central government purchase norms to be followed

(l) Audited Annual Utilization Certificate along with Annual Progress Report (APR) to be submitted to the sponsoring agency within a month of completion of financial year

The Institution provides seed money to its teachers for research (Average per year)

The amount of seed money provided by institution to its teachers for research year wise during last five years (INR in lakhs)

Percentage  of teachers awarded national / international fellowship for advanced studies/research during the last five years

The number of teachers awarded national / international fellowship for advanced studies / research year wise during last five years

Grants received from Government and non-governmental agencies for research projects, endowments, Chairs in the institution during the last five years (INR in Lakhs)

Total Grants from Government and non-governmental agencies for research projects , endowments, Chairs in the institution during the last five years (INR in Lakhs)

Percentage of teachers having research projects during the last five years

Number of teachers having research projects during the last five years

Percentage of teachers recognised as research guides

Average percentage of departments having Research projects funded by government and non-government agencies during the last five years

Number of departments having Research projects funded by government and non-government agencies during the last five years

Institution has created an eco system for innovations, creation and transfer of knowledge supported by dedicated centers for research, entrepreneurship, community orientation, Incubation etc.

The Institute was listed as a “Promising Institute” under the category Colleges/Institutes (Govt. & Govt. Aided) (Technical) in Atal Ranking of Institutions on Innovation Achievements” (ARIIA), by Ministry of Education, Govt of India for year 2021.

There are dedicated centres for research and innovation in all the core engineering departments. These facilities are established with financial assistance from Department of Science and Technology (DST) under the FIST-Level zero, AICTE-MODROB, AICTE-RPS schemes in addition to the support provided by the Institute.

About 100 Plus Ph.D scholars are pursuing research in the Institute. The IPR generated is vast in the form of products, patents, publications and human resource generated. These centres are used for training faculty, staff and students. The research outcomes produced are disseminated to faculty and students of other departments also through various faculty training programmes, FDPs etc.

The UG and PG students also work for their projects and dissertations and are encouraged to publish/present their papers in National/International conferences. Publication/presentation of at least 01 paper in journal or conference is a mandatory condition for submission of project/thesis.

Number of workshops/seminars conducted on Research Methodology, Intellectual Property Rights (IPR), entrepreneurship and skills development  during the last five years

Total number of workshops/seminars conducted on Research Methodology, Intellectual Property Rights (IPR) and entrepreneurship and skills development year wise during last five years

The Institution ensures implementation of its  stated Code of Ethics for research   through the following:                                   

1. Inclusion of research ethics in the research methodology course work
2. Presence of Ethics committee
3. Plagiarism check through software
4. Research Advisory Committee

Options:

1. All of the above
2. Any 3 of the above
3. Any 2 of the above
4. Any 1 of the above
5. None of the aboveAnswer: 1. All of the above

Number of Ph.D’s registered per teacher (as per the data given w.r.t  recognized Ph.D guides/ supervisors provided at 3.2.3 metric) during the last five years

Number of research papers per teacher in the Journals notified on UGC website during the last five years

Number of research papers in the Journals notified on UGC website during the last five years

Number of books and chapters in edited volumes / books published per teacher during the last five years

Total number of books and chapters in edited volumes / books published, and papers in national/international conference-proceedings year wise during last five years

Bibliometrics of the publications during the last five years based on average Citation index in Scopus/ Web of Science/ PubMed

3.4.5.1: Total number of Citations in Scopus in 5 years

Total number of Citations in Web of Science in 5 years

3.4.5.2 : Total number of Publications in Scopus in 5 years

Total number of Publications in Web of Science in 5 years

Bibliometrics of the publications during the last five years based on Scopus/ Web of Science – h-index of the Institution

3.4.6.1: h-index of Scopus during the last five years

h-index of Web of Science during the last five years

Data Requirements for last five years:

• Title of the paper
• Name of the author
• Title of the journal
• Year of publication
• H Index

Revenue generated from consultancy and corporate training during the last five years (INR in Lakhs)

Total amount generated from consultancy and corporate training year wise during last five years (INR in lakhs)

Total amount spent on developing facilities,  training teachers and staff for undertaking consultancy during the last five years

Extension activities are carried out in the neighbourhood community, sensitising students to social issues, for their holistic development, and impact thereof during the last five years

The Institute is inculcating social responsibility in students. Activities of the National Service Scheme (NSS) are mandatory qualifiers for all second year students. Blood donation, tree plantation, aids awareness, Swachhata Abhiyaan, are routinely conducted.

The Holistic Health Club initiated a poster campaign and vaccination awareness drive by circulating short videos/messages /appeals which were viral among students.

Free vaccination drive in collaboration with Rotary Club & MDP Foundation, Gwalior in the campus on 20thApril 2021; 46 people were vaccinated. Free Health Camp was organized in collaboration with Birla Hospital, Gwalior. 14 doctors examined 207 people. Ayushyaman card was made for 19 people.

More than 2000 masks were distributed, oxygen extraction units (02 numbers) donated to the local administration. Under the MITS Initiatives towards Social Responsibilities during the deadly second wave of the COVID pandemic, yoga/pranayam (63 session) for 702 participants and nine counselling sessions, for 241 counselees were arranged online in collaboration with different agencies and experts. Support was provided by MITS staff and volunteers to 23 persons desperately in need of Bed, Ventilators, Medical facility and Oxygen.

Number of awards and recognition received by the Institution, its teachers and students for extension activities from Government / Government recognised bodies during last five years

Total number of awards and recognition received for extension activities from Government /recognised bodies year wise during last five years

Number of extension and outreach programs conducted by the institution including those through NSS/NCC, Government and Government recognised bodies during the last five years

Number of extension and outreach programs conducted in collaboration with industry, community and Non-Government Organisations through NSS/NCC/Red cross/YRC etc., year wise during last five years

Average percentage of students participating in extension activities listed at 3.6.3 above during the last five years 

Total number of students participating in extension activities with Government Organisations, Non-Government Organisations and Programmes such as Swachh Bharat, Aids Awareness, Gender Issue, etc. year wise during last five years

Number of Collaborative activities per year for research/ faculty exchange/ student exchange/ internship/ on –the-job training/  project work

Total number of Collaborative activities per year for research/ faculty exchange/ student exchange/ internship/ on –the-job training/  project work

Number of functional MoUs with institutions of national, international importance, other universities, industries, corporate  houses etc. during the last five years (only functional MoUs with  ongoing activities to be considered)

Number of functional MoUs with institutions of national, international importance, other Institutions, industries, corporate houses etc. year wise during last five years

The Institution has adequate infrastructure and physical facilities for teaching – learning, viz., classrooms, laboratories, computing equipment, etc.

The Institute constantly endeavours to provide quality education and ensure all round development of students. The Institute is spread over an Area of 44.6 acre which is lush green and has an aesthetic landscape. The Institute has well maintained & user friendly infrastructural facilities conducive for teaching-learning activities and comprehensive development of students. The Infrastructure Committee of Board of Governors of the Institute ensures that the physical facilities meet global standards. Presently, construction of one additional Academic Block is also under progress to accommodate the need of increased intake of students in future. The Institute has Classrooms, Laboratories, Seminar Halls, Studios, Smart classrooms with online teaching facilities, Conference Hall, State-of-the art computer labs, conclave centre, convention hall, student activity centre, Faculty resource centre, MOOC Development Centre, research lab, central library, language lab, virtual labs & Workshop with 24X7 Continuous power supply through dedicated 33 kV sub-station & Diesel Generator & 100kWp rooftop Solar Power Plant with net metering. The Institute has installed centralized RO plant in the academic area to cater to the needs of safe drinking water for its stakeholders. The institute has also installed a Sewage Treatment Plant. Roof top rain water harvesting system is installed in the campus as a noble initiative to recharge the ground water table.

The class rooms, seminar halls are equipped with Audio Visual Facility along with LAN / Wi-Fi facilities. The campus has an adequate internet facility with dedicated leased line and computing facilities in each department. Library is enabled with Wi-Fi and RFID technologies for issue and return of books. The Institute has its own MOODLE server since 2017 to facilitate E-learning, evaluation including conduction of Mid Semester & End Semester Exams (MCQ based type). NPTEL local chapter has been established since 2017 to provide e-learning through MOOC courses and has been currently ranked second in the January – April 2022 session among the 100 active local chapters of NPTEL. The Institute has DST established Entrepreneurship Development Cell since 1988 which is active throughout the year and conducts job oriented courses, entrepreneurship related activities etc. 

There is a shop for Xerox and stationery within the campus to cater to the needs of students. There are 01 Boys Hostel & 03 Girls Hostel functional in the Institute at the moment which are equipped with facilities including mess etc. Institute has playground for cricket, football, basketball, volleyball, badminton court and open air gymnasium, cafeteria, ATM, Medical Dispensary etc. In the last three years, augmentation in physical infrastructure, equipment, library & Digital Teaching-Learning facility is done to fulfill the needs of the increased intake, market driven emerging areas and Covid-19 pandemic.

The institution has adequate facilities for cultural activities, yoga, games (indoor, outdoor) and sports. (gymnasium, yoga centre, auditorium, etc.)  

The Institute is committed towards holistic development of students. The Institute has adopted the New National Education Policy, 2020, as a part of that Institute has started credit courses under “Novel Engaging Courses” as part of the flexible curriculum scheme of study for the students admitted in the academic year 2020-21. Courses on Physical Health (Games & Sports, Physical Fitness), Health & Hygiene (Alternate Therapies, Holistic Health) and other courses to promote overall development of students as per their interest and choice are being offered.

The Institute has established Students Development Cell under the chairmanship of Dean, Students Welfare for promoting and organizing extracurricular and co-curricular activities regularly, every year in the Institute. There are 65 student clubs on campus out of which about 10 clubs deal with cultural, yoga, sports and games activities exclusively. Student Activity Centre is used extensively for conduction of Indoor cultural programmes. Conclave centre & Conference hall are also used for conduction of Indoor cultural activities and technical fests. For outdoor cultural activities, main ground and courtyard ground is used extensively. For sports activities, various grounds and courts in the Institute are used.

The Institute has a well-developed Cricket Ground which conforms to quality standards, in addition to it, Institute has 02 other play grounds, Basket Ball Ground, Football/ Hockey Ground, 02 Badminton Courts, Gymnasium (02 - one indoor and one open air gymnasium) equipped with latest equipments and machines and Yoga Platform.

The Institute Celebrates MITS Day every year on 10^th March and Founder’s Day every year on 14^th November. On MITS Day meritocracy awards are given to faculty members. The Institute also honours the toppers of the Batch during Gold Medal Award Ceremony which is held every year (barring the Covid-19 period). International Yoga Day is celebrated in the Institute. The Institute has well established NSS unit which organises various social activities in and around the campus. The Institute also has well established NCC unit with various students joined as NCC cadets and taking part in various activities organized by NCC across the city and State. Institute also celebrates various National / International Commemorative days like National Youth Day, International Women’s Day, World Health Day etc. 

Attendance is provided to students who represent the Institute at Inter-University, Nodal, National and other competitions. Credits for student Participation in sports, techno culture fest, extra and co-curricular activities at national/state/university level are given under PDC (Professional Development course) at the during 8^th Semester evaluation.

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Percentage of classrooms and seminar halls with ICT – enabled facilities such as smart class, LMS, etc. (Data for the latest completed academic year)

Number of Class Rooms & Seminar halls with ICT facilities: 47

Total Number of Class Rooms & Seminar Halls in the Institute: 61

Percentage : 47 / 61 = 77.1 %

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Average percentage of expenditure for infrastructure augmentation excluding salary during the last five years (INR in Lakhs)

Average Percentage : 47.71 %

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Library is automated using Integrated Library Management System (ILMS)

Brief Description of ILMS

Learning resource center of institute automated their library services in 2014 with implementation of RFID and integration of institute ERP software. In 2016 library export his all data and import the same in Koha library automation software. Koha is a web-based ILS, with a SQL database (MariaDB or MySQL preferred) back end with cataloguing data stored in MARC and accessible via Z39.50 or SRU. The user interface is very configurable and adaptable and has been translated into many languages. Koha has most of the features that would be expected in an ILS, including:

• Various Web 2.0 facilities like tagging, comment, social sharing and RSS feeds
• Union catalog facility
• Customizable search
• Online circulation
• Bar code printing
• RFID
• Members Card Printing

Institution has access to  the following:

1. e-journals
2. e-ShodhSindhu
3. Shodhganga Membership
4. e-books
5. Databases
6. Remote access to e-resources

   Options:

   1. Any 4 or all more of the above
   2. Any 3 of the above
   3. Any 2 of the above
   4. Any 1 of the above
   5. None of the above

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Average annual expenditure for purchase of books/ e-books and subscription to journals/e-journals during the last five years (INR in Lakhs) 

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Percentage per day usage of library by teachers and students ( foot falls and login data for online access)

Number of teachers and students using library per day : 383

Total number of teachers and students : 5078

Percentage: 383/ 5078 = 7.54%

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Institution has an IT policy covering wi-fi, cyber security, etc., and allocated budget  for  updating its IT facilities

 IT policies may be classified into following groups:

• IT Hardware Installation Policy
• Software Installation and Licensing Policy
• Network (Intranet & Internet) Use Policy
• E-mail Account Use Policy
• Institute Database Use Policy

The policies will be applicable at two levels:

• End Users Groups (Faculty, students, Senior administrators, Officers and other staff)
• Network Administrators

The objective is to provide secured and monitored access to software, hardware and internet to all users of the Institute 24x7.

The institute has enhanced the following IT infrastructure this year:

• Workstation, Enhancement for in research infrastructure on 25/09/2021
• New facilities/Computational Lab with 50 latest configuration desktop machines on 28/09/2021
• DSLR Camera for lecture and event recording, for Development of MOOCs, procured on 14/10/2021
• Mobile Workstations for Enhancement in research infrastructure procured on 23/10/2021
• Laptops for teaching lab and theory courses procured on 23/11/2021
• Graphic Tablets as Teaching aid for online teaching procured on 02/12/2021
• Computational Lab with 30 high end computing machines for the development of a new lab
• Interactive Display units 75”and 85” for Enhancement in teaching aids procured on 20/08/2021
• Additional (Backup) Leased Line 100 MBPS for Uninterrupted internet connectivity for online teaching, learning and research procured.
• UPS for Uninterrupted power supply and internet connectivity for online teaching, learning and research was procured.
• A total Budget utilized for updating institutional IT facilities is 1.5 crore
• Institution has an IT policy covering Wi-Fi, cyber security, etc.

Student - Computer ratio(Data for the latest completed academic year)

Number of students : Number of Computers 

Number of Computers in working condition: 1092

Total Number of students: 4885

Student Computer Ratio:  4885/1092 : 4.47

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Bandwidth of internet connection in the Institution

Options:

1. ≥50 MBPS
2. 35 MBPS - 50 MBPS
3. 20 MBPS - 35 MBPS             Opt One
4. 5 MBPS - 20 MBPS
5. <5 MBPS 

   Details of available Lease Lines: 100 MBPS (NKN) + 100 MBPS (Ishan Netsol)

   Details of available Broadband Connections: 2 x 200 MBPS (BSNL) + 200 MBPS (Airtel)

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Institution has Facilities for e-content development        

Facilities available for e-content development :

1. Media centre
2. Audio visual centre,
3. Lecture Capturing System(LCS)
4. Mixing equipments and softwares for editing

Options:    

1. All four of the above
2. Any three of the above
3. Any two of the above
4. Any one of the above
5. None of the above

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Average percentage expenditure incurred on maintenance of physical facilities and academic support facilities excluding salary component, during the last five years

Average Percentage : 31.90 %

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There are established s y s t e m s a n d procedures for maintaining and utilizing physical, academic and support facilities – laboratory, library, sports complex, computers, classrooms etc.

The Institute has well established systems and procedures along with dedicated manpower for monitoring and to ensure proper maintenance and utilization of infrastructure, library, sports facilities, laboratories, classrooms, seminar halls, students activity centre etc.

Following four maintenance cells are developed in the Institute:

1. Civil Maintenance Cell for maintaining Physical Infrastructure facilities like class rooms, Laboratories, Library, Sports complex, Computer Centre etc. Assistant Engineer, technical staff and time keeper etc., are appointed in the Institute. The Civil Maintenance Work is monitored by building committee of the Institute.
2. Electrical Maintenance Cell for ensuring uninterrupted power supply and maintenance of electrical assets of 33 kv substation, Diesel Generator sets, lighting, power distribution system, solar panel etc.
3. ICT Maintenance Cell for maintaining the facilities like, computers, LAN, internet, Wi-Fi and, MIS, LMS, CCTV security system, LCD projectors, ICT based Teaching learning facilities.
4. General Maintenance Cell to keep the campus hygienically clean, drinking water supply etc. drinking water supply through dedicated staff. The maintenance of equipment’s for water supply sets, sewage treatment etc. are undertaken as per standard maintenance schedule.

Policies for utilization/Maintenance:

1. Separate Complaint registers are maintained for various services like electrical, plumbing, housekeeping etc both for academic and hostel buildings.
2. Minor work is carried out by labour and Artisans appointed on labour rates.
3. Major maintenance work is carried out on contract through Annual Maintenance Contract System.
4. All repair, maintenance and upkeeps of labs are maintained by their lab in-charges/technical staff.
5. The utilization reports are maintained by In-charge Laboratory, HoDs, In-charge Maintenance Cell.
6. The Advanced and Expensive Equipment are maintained through Annual Maintenance Contract (AMC).
7. The procurement of services through AMC, parts/components are procured through well established mechanism of purchase under the monitoring of Central Purchase committee.
8. The Institute Central Library is maintained by the Librarian with dedicated library supporting staff. The library services like MIS, digital section, reference sections, Books issuing section, equipments and other library facilities are maintained regularly.
9. The fire safety equipments are installed at various locations as per standard Operating Procedure on safety and hazards.
10. Various sports faculties like grounds, gymnasiums, indoor game facilities, equipments are regularly maintained by Sports Officer. Sports Officer of the institute looks after the sports facilities and the activities. The sports equipments are issued to the students as per the schedule of the events. If any equipments get faulty sport officer submits proposal for maintenance. Preventive maintenance measures are taken in time. Sport Officer is responsible for keeping the record of utilization of sport Facilities, activities held, awards/achievements of the students etc.
11. SOPs are maintained in all laboratories, Computer Centres etc.
12. SOP for maintenance and to utilize all Academic, physical and support facilities including teaching learning, research laboratory and computer labs are managed by section Incharge/HoDs.
13. Class rooms are allocated to all departments along with necessary ICT tools. The class rooms are utilized as per the time table of the department. The class rooms are cleaned on daily basis monitored by institute supervisor. HODs and Class coordinators also monitor the cleanliness and ensure that the cleanliness is maintained in the class rooms.

5.1: Student Support 

5.1.1: Average percentage of students benefited by scholarships and freeships provided by the Government during the last five years

5.1.1.1: Number of students benefited by scholarships and free ships provided by the institution, Government and non-government bodies, industries, individuals, philanthropists during the last five years (other than students receiving scholarships under the government schemes for reserved categories)  

5.1.2: Average percentage of students benefited by scholarships, freeships, etc. provided by the institution and non-government agencies during the last five years

5.1.2.1: Number of students benefited by scholarships and free ships provided by the institution, Government and non-government bodies, industries, individuals, philanthropists during the last five years (other than students receiving scholarships under the government schemes for reserved categories) 

5.1.3: Following Capacity development and skills enhancement activities are organised for improving students capability 1. Soft skills 2.Language and communication skills 3. Life skills (Yoga, physical fitness,health and hygiene) 4. Awareness of trends in technology 

  Options:

1. All of the above
2. Any 3 of the above
3. Any 2 of the above
4. Any 1 of the above
5. None of the above

We Adopt: Option A (All of the above)

5.1.4: Average percentage of students benefited by career counseling and guidance for competitive examinations as offered by the Institution during the last five years

5.1.4.1: Number of students benefitted by guidance for competitive examinations and career counselling offered by the institution year wise during last five years

5.1.5: The institution adopts the following for redressal of student grievances including sexual harassment and ragging cases

1. Implementation of guidelines of statutory/regulatory bodies
2. Organisation-wide awareness and undertakings on policies with zero tolerance
3. Mechanisms for submission of online/offline students’ grievances
4. Timely redressal of the grievances through the appropriate committee

Options:

1. All of the above
2. Any 3 of the above
3. Any 2 of the above
4. Any 1 of the above
5. None of the above

We Adopt:  Option A (All the above) 

5.2: Student Progression

5.2.1: Average percentage of placement of outgoing students during the last five years

5.2.1.1: Number of outgoing students placed year-wise during the last five years.

5.2.2: Percentage of student progression to higher education (previous graduating batch).

5.2.2.1: Number of outgoing students progressing to higher education

Data Requirements: (As per Data Template)

Number of students proceeding from

UG to PG:. 23

PG to MPhil: Nil

PG to PhD: Nil

MPhil to PhD: Nil

PhD to Post doctoral: Nil

5.2.3: Average percentage of students qualifying in state/national/international level examinations during the last five years (eg: IITJAM/CLAT/ NET/SLET/GATE/ GMAT/CAT/GRE/ TOEFL/ Civil Services/State government examinations, etc.)

5.2.3.1: Number of students qualifying in state/ national/international level examinations (eg: IIT/JAM/ NET/ SLET/ GATE/GMAT/CAT/GRE/ TOEFL/ Civil Services/ State government examinations, etc.)) year-wise during last five years

5.2.3.2: Number of students appearing in state/ national/ international level examinations (eg: IIT/JAM/ NET/SLET/GATE/GMAT/CAT, GRE/TOEFL/Civil Services/State government examinations) year wise during last five years

5.3: Student Participation and Activities

5.3.1: Number of awards/medals won by students for outstanding performance in sports/cultural activities at inter-university/state/national/ international level (award for a team event should be counted as one) during the last five years. 

5.3.1.1: Number of awards/medals won by students for outstanding performance in sports / cultural activities at inter-university / state /national / international events (award for a team event should be counted as one) year - wise during the last five years. 

5.3.2: Presence of an active Student Council & representation of students on academic & administrative bodies/committees of the institution

The institute has a good practice of involving the student members in various administrative, academic, curricular, and extracurricular activities. Student members are enthusiastic and effectively participate in the various activities of the committees. Some of them are listed as follows.

Academics: The student members are the stakeholders who actively take part in framing the college and department vision and mission statements. The students also give feedback on curriculum modification and course outcomes which helps in framing the syllabus for the developing technology. Students of MITS are nominated to take part in BoS,

1. Each department nominates one student as Class Representative for each year.
2. Two students are nominated from each department as student members in the BoS.
3. Two students are nominated as Outcome Base Education (OBE) student coordinators.
4. Two students are nominated as members of the IQAC cell.

News Letter/College Magazine: Two to four students are nominated in the editorial board who help in collecting articles, poems, drawings, etc. from talented students. They compose, edit and take initiative in printing the newsletters at the Department level and work for the preparation of magazine at the college level. Faculties on the editorial board guide them in the entire process of printing and releasing the magazine. Student editors are also involved in preparing the conference proceedings (National conference/International if any), souvenirs of student conventions conducted in the Departments.

Alumni Cell: Each department has an active Alumni Cell which works with the coordination of the institute’s alumni cell. Two/Three Students were nominated from each department as student coordinators of the cell. Further, there is a student coordinator from all the departments at the institute level to assist in the placement process. They contribute to the preparation of the alumni databases, events, alumni meetings, etc.

Student Clubs: MITS takes pride in having 66 activity/hobby clubs that cater to every student’s needs and promotes extracurricular activities in the institute. There are cultural and technical clubs that play a vital role in the overall development of a student’s career. MITS has 66 students club from different fields like cultural, social, interpersonal, technical, etc. Students are nominated as coordinators and members of these clubs under the guidance of a faculty. The students help in the organization of the events starting from planning, publicity, execution, and price distribution along with report preparation.

Sports: The Sports committee aims to conduct various sports events such as cricket, football, table tennis, badminton, carom, chess, etc. Every year, MIT Sports meet is organized and student volunteers will help Sports Officer in organizing team events and individual events. The sports committee also recognizes the students eligible for various sports events and sponsors them to take part in various sports activities held outside the college.

Girls Grievance Cell: Any type of grievances regarding common facilities or academic-related issues or eve-teasing or misconduct will be brought to the notice of the concerned by the student members of this Committee. The student can also report through email any incident to the GGC directly. Regular interactions are scheduled through meetings. If any grievances are reported, then the faculty member who is the Coordinator of this committee will bring it to the notice of higher authorities. Further, the matter will be resolved soon by following the concerned committee. GGC also regularly organizes activities on gender sensitization, gender equality, poster-making competitions, etc.

Gender Champions: Two students are nominated as Gender Champions for establishing gender equity on campus. These students are nominated through nominations, interview and their zeal to become a Gender Champion. They are the torchbearers for gender equality, and gender sensitization activities in the institute.

Anti-Ragging Committee: Students are nominated as a member of the Anti-Ragging Committee. Student representatives play a major role in informing ragging cases, helping to create harmony, and curbing ragging.

Mess and Canteen Committee: Students residing in the hostels are nominated to the Mess and Canteen committee. This committee is responsible for the weekly menu preparation and frequently samples the quality of the material supplied to the kitchen/canteen to ensure that good quality food is served.

NCC and NSS: Institute has an active NCC wing for boys and girls. The NCC cadets participate in the NCC camps and other training programs. Under the NSS activities, student volunteers participate in and organize cleanliness awareness programs, blood donation camps, traffic awareness week, and also camps in rural areas.

Start-up and Innovation Cell: Students are involved as office bearers in the innovation cell and start-up cell. They participate in organizing events

5.3.3: Average number of sports and cultural events / competitions organised by the institution per year

5.3.3.1: Number of sports and cultural events / competitions organised by the institution year - wise during the last five years

5.4: Alumni Engagement

5.4.1: The Alumni Association / Chapters (registered and functional)contributes significantly to the development of the institution through financial and other support services

Alumni Association: The institute alumni association is registered and functional. The MITS Alumni Association operates from its permanent office located in MITS Campus.

Alumni Chapters: The alumni chapters are also functional and organizing activities in the chapters. The alumni chapters are functional in Gwalior, Delhi, Bhopal and Indore. Soon chapters will be started in Bangalore, Hyderabad, Pune, Mumbai and Chennai

 Financial Contribution:

1. In last five years alumni contribution given to the institute is about 2300000.
2. Entrance Gate “Jubilee Gate” was constructed by alumni fund worth 15 lakhs.
3. Alumni also sponsored good projects from the students.
4. Financial support provided by alumni chapters to NGO’s and primary/high schools students.
5. Contribution towards the alumni related events.
6. Donation of caution money towards the alumni fund.
7. There are a number of scholarships initiated by the alumni for supporting students who are meritorious and from economically weaker sections of the society.

 Non-Financial Contribution

1. The representatives of the Alumni in (i) BoG (ii) IQAC and (iii) BoS
2. The alumni are involved in curriculum development and are helping in strengthening industry interaction.
3. Provides feedback on curriculum, syllabus and advanced technologies so that the institute can prepared industry-ready students.
4. Discussions were held to help the Institute with practical work and development. This was arranged with knowledge of Alumni working in various organizations, as on doing individual entrepreneurship.
5. The alumni help in internships and job placements.
6. The alumni help in organizing industrial visits, interactions etc.
7. Donated books to the MITS library worth 1.55385 lakhs.

5.4.2: Alumni financial contribution during the last five years (in INR).

E. <2 Lakhs
D. 2 Lakhs - 5 Lakhs
C. 5 Lakhs - 10 Lakhs
B. 10 Lakhs - 15 Lakhs
A. ≥ 15 Lakhs 

The governance of the institution is reflective of an effective leadership in tune with the vision and mission of the Institution

The institute is managed by the Scindia Engineering College Society (SECS) which is registered under the Societies Registration Act No. 53 of 1950 (no. 337 of 1956). The Institute functions under the chairmanship and guidance of theH.H. Jyotiraditya M.
Scindia, Educationalist and other BoG Members. The Institute is administered by the Director of with other faculty members holding the significant administrative and academics responsibilities. The roles and responsibilities of each functionary are defined and the same are available on Institute website.
The Vision, Mission, branding Statement and value framework is aligned with the perspective plan prepared after SWOT analysis, based on departmental vision and stakeholders’ feedback.
There is active participation of the teachers in the decision-making bodies of the institution, such Internal Quality Assurance Committee, Academic Council, Academic Development Cell, Student Development Cell, Board of Studies, Research Committee, Proctorial Board, Internal Audit Committee, Industry-Institute-Interaction Cell, Library Advisory Committee, Women Guidance, Grievances and Redressal Committee , Girls Grievance Cell, Students Grievances Cell, Discipline Committee, Central Purchase Committee, Anti Ragging Committee as per guidelines of Honorable Supreme Court of India, Internal Complaint Committee (ICC) for Women (Students & Staff) for Sexual Harassment at workplace, Hostel Admission Committee, Building Committee etc. 

The effective leadership is reflected in various institutional practices such as decentralization and participative management

The HoDs, Proctor, Deans have well defined duties.
·Powers are given to Class Coordinators to ensure decentralization of all processes, monitoring records of attendance, student leaves, forwarding various documents & applications of students and final forwarding of examination form.
·For each initiative taken by the IQAC separate coordinators are appointed at the department level to help in administration of the different activities such as -
ØOBE coordinator monitors activities related to attainment of COs through direct and indirect assessment, development of rubrics, computation of POs/PEOs, setting of targets, corrective actions, gap analysis, question paper analysis on the basis of LOTs/HOTs/Bloom’s
Taxonomy etc.
Ø Coordinator for remedial/bridge classes, Web coordinator for departmental web page management, Coordinator for departmental eNewsletter, Alumni coordinator for enhancing and managing alumni interaction and Plagiarism administrator l have clearly defined responsibilities.
Ø Case Study: One of the most successful best practices at MITS is the use of MOODLE for all teaching-learning-evaluation activities. This has been possible due to the role played by the MOODLE coordinator who created awareness by conducting special sessions to address queries of students and faculty from time to time and facilitated effective utilization of the MOODLE for Quiz, Feedbacks, assignments, midterm evaluation etc.
Additional information is available at :
https://mitsgwalior.in/participative.php

Link   

Administrative Responsibilities

The institutional Strategic/ Perspective plan is effectively deployed

The Institute has developed a strategic plan to ensure the vision & mission of Institute at Academic & Administrative levels. The Board of Governors of the Institute has approved the plans & continuously monitoring the same for effective implementation & progress of the plan specific activities to ensure the quality education.

The Perspective Plan of the Institute is prepared for the development up to 2023. Apart from monitoring by BoG, the state government also monitors the progress and implementation through review meetings. Clear targets are set for different activities and achievements of specific goals such as achieving Accreditation Status, Faculty Recruitment, Academic Reforms, Academic Improvement Projections, Students Progression Targets, Allocation of Development funds for IT and other learning Infrastructure, Laboratories and Innovations, research & development, Faculty Knowledge Enhancement and student Activities, strengthening of Technical & Internal Support system, providing student Support, alumni engagement, industry interaction, Internationalization etc.

For effective implementation of the National Education Policy (NEP-2020) clear annual projections and numeric goals have been planned. The details were finalized after discussion in the meeting of the Human Resource Development committee of the instate in its meeting in July 2021, where a few administrative heads of the top national institute were also invited.

   Additional information at: https://mitsgwalior.in/perspective.php

The functioning of the institutional bodies is effective and efficient as visible from policies, administrative setup appointment and service rules, procedures, etc.

The Board of Governors ensure the establishment/monitoring of effective and efficient systems of control and accountability to ensure Outcome Based Quality Education as per the vision of the Institute.
Ø The day-to-day administrative affairs of the College are managed by the Director of the Institute through a decentralized system to ensure the proper conduct of all the academic/research/development/extension activities.
Ø The administrative responsibilities are shared by the Dean Academics, Dean-Students Welfare, Registrar, Exam Controller, Proctor, Heads of the Department, Deputy Registrar and Finance officer.
Ø Decentralized mechanism exists in the Institute, the other faculty as per abilities/choice & interests are assigned the responsibility of coordinator/In-charge/member of committee for empowerment and one to one interaction with the stakeholders.
Ø The various administrative responsibilities as shown in organizational chart of the institute and committees including anti-ragging & Grievance redressal committees have been formed for power delegation and decentralization of authority for the effective/efficient functioning of the institution in all its spheres of planning, decision-making and implementation.
Ø The Board of Governors of the Institute is playing a crucial role in the growth of the Institute in terms of Quality & Quantity through various meetings and visits in the Institute. 

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Service Rules

Implementation of e-governance in areas of operation:

1. Administration
2. Finance and Accounts
3. Student Admission and Support
4. Examination

Administration
➢ Registration of students is online through IMS
➢ All the notices are sent through e-mails.
➢ All internal communication between departments, documentation and reports are through email.
➢ Daily attendance in through digital platform, the MITS-MOODLE.
Finance and Accounts
➢ All financial transactions are online, such as
o fee deposition by students,
o payments for procurement of equipment and services,
o reimbursements of scholarships,
o honorarium to experts
o salaries
➢ The accounts are managed through software.
➢ There are no cash transactions in the institute.
Student Admission and Support
➢ Admissions are through centralized counseling on DTE portal.
➢ All notices, formats, forms, guidelines are available on website.
➢ Communication with students for placement and other purposes is through e mails or
MOODLE
Examination
➢ From examination form submission to result declaration, all the processes are on-line
through IMS.
➢ Due to COVID, now the examinations (mid-term/end-term, practical viva-voce,
project/seminar presentations etc) are also online
➢ Valuation, feedback on question paper etc is also on-line in digital form.
➢ Queries, applications, revaluation requests are entertained online

ERP (Enterprise Resource Planning) Document

e-governance in areas of operation

Screen shots of user interfaces

The institution has effective welfare measures for teaching and non-teaching staff and avenues for career development/  progression

The welfare measures for the teaching and non-teaching staff are successfully implemented in the Institution, the following benefits are given to the teaching and non-teaching staff:

·Schemes as per MP Govt. norms such as Gratuity, GPF, Pension, Commutation of Pension, leaves, EL encashment, University Welfare Scheme, etc.
·Promotions/upgradation/career advancement etc as per government/institute norms
· Encouragement and Financial Support to the faculty & staff to attend workshops, conferences, and other faculty & staff development/Training programmes with leave
·Seed Money to faculty for research
·The teaching/non-teaching staff are given appreciation letters & Awards for outstanding performance in teaching, research and administration.
·Financial assistance to conduct In-house faculty & staff development programme.
·Conduction of FDP/STTP/workshops/training programmes on emerging areas
·Conduction of Induction programmes for the newly recruited faculty & staff.
· Conduction of various training programmes on pedagogical approaches, Finance Management System, MS-Office, office management for non-teaching staff, and waste management, operating fire extinguisher training for other domestic staff.
· Grievance Redressal Cell to address the issues and grievances of the faculty & staff.
·Availability of full-time professional counsellor for faculty & staff.
·Gymnasium, Sports & Games facility
·Group Insurance Scheme for teaching and non-teaching staff.
·Teachers’ Welfare Fund.
· Free health check-up camps, Medical Dispensary

Average percentage of teachers provided with financial support to attend conferences / workshops and towards membership fee of professional bodies during the last five years

Average number of professional development / administrative training programs organized by the Institution for teaching and non teaching staff during the last five years

Average percentage of teachers undergoing online/ face-to-face  Faculty Development Programmes during the last five years

(Professional Development Programmes, Orientation / Induction Programmes, Refresher Course, Short Term Course etc.,)

Institution conducts internal and external financial audits regularly

·The Institute is Grant-in-Aid of M.P. Govt. and receives Annual Block Grant from the State of Madhya Pradesh. Other financial resources are mobilized through Fee collection from the Students for various programs running in the Institute.
·Over and above, the Research Grant as well as Modernization of Laboratory Grants are received annually from AICTE, New Delhi, DST, UGC and like bodies of Government of India.
·There is a Resident Auditor of Govt. of Madhya Pradesh and the Pre-auditing system exists in the Institute. However Post Audit is conducted by Office of the Accounts General, Govt. of India.
·Presently TEQIP-III funds are being audited by an Auditor appointed by SPIU, Bhopal at the State Level & NPIU, New Delhi (MHRD) at the National Level.
·Funds received from Management and other Government bodies, individual etc., are audited by Chartered Accountants appointed by the Society/Board of Governors of the Institute. 

Funds / Grants received from non-government bodies, individuals, philanthropists during the last five years (not covered in Criterion III and V) (INR in Lakhs)

Institutional strategies for mobilisation of funds and the optimal utilisation of resources

Internal Quality Assurance Cell (IQAC) has contributed significantly for institutionalizing the quality assurance strategies and processes visible in terms of –

Incremental improvements made for the preceding five years with regard to quality (in case of first cycle)

Incremental improvements made for the preceding five years with regard to quality and post accreditation quality initiatives (second and subsequent cycles)          

The institution reviews its teaching learning process, structures & methodologies of operations and learning outcomes at periodic intervals through IQAC set up as per norms

Quality assurance initiatives of the institution include:

Measures initiated by the Institution for the promotion of gender equity during the last five years.

The Institution has facilities for alternate sources of energy and energy conservation measures  

Describe the facilities in the Institution for the management of the following types of degradable and non-degradable waste (within 500 words)

Water conservation facilities available in the Institution:

Green campus initiatives include (4)

Quality audits on environment and energy are regularly undertaken by the institution (5)

The Institution has Differently-abled (Divyangjan) friendly,  barrier free environment

Describe the Institutional efforts/initiatives in providing an inclusive environment i.e., tolerance and harmony towards cultural, regional, linguistic, communal socioeconomic and other diversities (within 500 words).

Sensitization of students and employees of the Institution to the constitutional obligations: values, rights, duties and responsibilities of citizens

The Institution has a prescribed code of conduct for students, teachers, administrators and other staff and conducts periodic programmes in this regard.

Institution celebrates / organizes national and international commemorative days, events and festivals

Describe two best practices successfully implemented by the Institution as per NAAC format provided in the Manual.

https://mitsgwalior.in/bestpractice.php

BEST PRACTICE -1

• Title:‘Digital teaching-learning action plan’

• Objectives of the practice:The objective of putting this action plan in place was 

• To meet the challenges of conducting teaching-learning-evaluation (T-L-E) activities in a fully ‘digital only’ mode due to COVID-19
• Tohave a detailed policy and actionplan to serve as a guideline for the conduction of (i) Theory Classes (ii) Practical Classes (iii) Continuous weekly evaluation through quizzes & assignments (iv) Additional/special classes for remedial purposes and (v) Mid-semester evaluation.
• To have clarity, uniformity, discipline and an effective mechanism of T-L-E for the students, faculty and technical staff during the disturbing pandemic times when some learners and faculty were facing bandwidth/connectivity/digital resource challenges

• The Context:

• When a sudden nationwide lockdown was imposed in March 2020 due to the COVID-19 pandemic, the T-L-E activities had to be shifted to digital mode in a fire fighting mode.  
• However, when the new semester started in July 2020, the institute attempted to put all the practices and provisions in black and white to bring clarity and avoid any kind of panic among students regarding missing out on their career and learning goals.

• The “Digital Teaching-Learning Action Plan” was prepared by customizing the PRAGYATA guidelines of Ministry of Education, (then MHRD), New Delhi to the scheme, scope and needs of engineering education.
• All the faculty & staff members were asked to follow these guidelines meticulously in word and spirit to and to use innovative methods and interesting tools, marking a shift from traditional teaching to student centric activity based learning.    
• The guidelines for digital teaching learning were prepared and circulated well in advance on 26th June 2020. The plan was reviewed by the IQAC on 29thAugust 2020 vide Item no 3.

• The Practice:

• The PRAGYATA guidelines issued by the Ministry of Education (then MoHRD) , GoI, for digital education, includedeight steps of online education that is, Plan, Review, Arrange, Guide, talk, Assign, Track, and Appreciate.

• The institute prepared a weekly digital learning & assessment plan and it was circulated vide order no 44 dated 16th July 2020 permittingthe following modes for teaching-learning: 

• Synchronous Mode: This is online collaborative learning through video conferencing or interactive online class using zoom, Google meet or similar other platforms.

• Asynchronous Mode: This learning happens when the teacher & students are not connected in real time, for example when learning or communication is through e-mails, whatsapp groups, SMS or MOODLE.

• On-line Mode: Learning in this mode can be of the following types:

• Flipped class: Teachers ask students to study the shared learning material before coming to online class and then discuss and ask questions during the interactive class conducted through video conferencing platforms.

• Regular online class: The faculty conducts the regular scheduled classes through any of the chosen online platforms.
• Live class: The interactive online class is conducted through any learning management system(LMS), students interact with teacher during the class, all learning material, assignments etc are shared through the LMS.

• Semi-off-line Mode: Learning in this mode is being facilitated for students who have problems with internet connectivity or bandwidth and hence who can’t attend scheduled classes.

• Classes are recorded and uploaded on Youtube/google drive with link on MOODLE. 
• The students, who don’t have continuous access or bandwidth to attend all scheduled classes, can download the video lectures/demonstrations/ simulations/other learning material/ assignments etc. 
• The students send their queries/assignments through e-mails or what’s app to the teachers. 
• Once a week an on-line interactive additional class is scheduled for explaining concepts and answering students’ queries.
• Question-answer model will be used. Along with notes faculty is providing solutions of assignments.

1. Continuous Assessment of Theory& Laboratory Sessions

To keep track of student learning and to keep students engaged and interested in the online education being imparted the following assessment schedule was implemented for both synchronous & asynchronous learners.

Assessment of Theory: 

• Minimum 01 short quiz per course per week as scheduled by teacher
• Minimum 01 short assignments per week (hand written)
• Mid-semester exams:  02 (average score)
• Group project & presentation (twice in semester)
• Course end seminar(01)

Assessment of Practical Component: 

• Submission of hand written/typed lab report after each class
• Minimum 01 short practical quiz per course per week as scheduled by teacher
• Minimum 01 internal vivas per month as scheduled by the teacher (01 x number of weeks)
• Final internal viva (01)

• Evidence of Success:

• MITS was the first institute to conduct classes in digital mode, very effectively, thanks to the existence of MOODLE and the timely preparation of the “Digital Teaching-Learning Action Plan since 26th June 2020.

• Looking at the successful conduction of digital classes and virtual laboratories in the institute during the lockdown, the Directorate of Technical Education, Madhya Pradesh asked MITS demonstrate leadership by conducting virtual workshop, under IQAC, during 09th July to 11th July 2020 on “Effective Use of e-learning Platforms for Teaching & e-contents Developments Tools” for 1600 plus technical teachers of the state.

• This plan has been very successful in completing the syllabi and session on time.
• It has met the requirements of all kinds of learners and has permitted ‘in your own time, at your own place, at your own pace’ model of learning.
• Though online/digital education cannot replace conventional classroom teaching, it has many advantages; it has succeeded in generation of a large volume of digital content by the faculty, popularized MOOCs and encouraged our own MOOC development activity.
• The digital content generated is available at all times and easily augmentable.
• Audio, video and multimedia resources can be easily integrated
• The students were able to expand their intellectual horizon and devote energy in learning the use of tools and skills which may not have been possible in traditional teaching environment.

• Problems Encountered and Resources Required:

FAQs were circulated

• Initially there were problems of bandwidth and data availability among some sections of students but slowly they became used to the asynchronous mode of learning and the continuous assessment and additional classes helped them in being with the class.
• The institute already had a digital recording studio in place and faculty were familiar with use of MOODLE and other online platforms.
• Pen-tablets, portable cameras and subscription of GOOGLE MEET and zoom was purchased.
• Initially students had lots of queries regarding live classes, excessive screen time etc. Counseling sessions were conducted by the class coordinators, all queries were compiled and FAQs were posted on website/MOODLE. 
• After these initial hurdles, students appreciated the institute initiative of providing a transparent and effective T-L-E mechanism to ensure student learning during troubled times.

• Notes (Optional)

The institute has identified portions of syllabi/courses which can be learnt easily in digital mode in future also. This classification has been integrated in the schemes and curriculum also and in future offline/online/blended all three modes will be indicated in the lecture plan.

The Digital Action Plan is available at:

https://www.mitsgwalior.in/login/upload/Digital%20Leraning%20Action%20Plan%202020.pdf

Dr. Manjaree Pandit

(Dean Academic)

ALL FINAL BRIEF REPORTS OF ONLINE CLASSES (SESSION : JULY 2020 TO JUNE 2021) IS UPLOAD ON WEBSIDE 

BEST PRACTICE-2

• Title: Development and implementation of the Flexible Curriculum

• Objectives of the practice:The objective of the development of the Flexible Curriculum was to 

• Provide students with an option to choose a percentage of their domain courses as per their career choice and interest
• Provide option for selecting interdisciplinary courses as per their choice and inclination
• Provide a chance for getting minor specialization in an allied discipline along with B.Tech in parent discipline
• Provide a chance for getting an honours specialization in a sub-discipline parent discipline along with regular B.Tech degree
• Provide a chance for the students to become self-learners by opting a few on-line courses for credit transfer through MOOCs
• Provide opportunities for the students to become ‘Job ready’ through mandatory internships and industrial projects  
• Provide scope for professional development by assigning credits to achievements of extra & co-curricular activities for the holistic development

• The Context :

• In order to fulfil the need of producing graduates which will have interdisciplinary orientation and will have choice to pick courses as per their aptitude and career interest, the Flexible Curriculum was developed in 2017-2018.
• This curriculum was modeled after the ‘AICTE Model Curriculum 2018’ and implemented w.e.f. Academic Year 2018-19 with provision for credit transfer through MOOCs.
• The MITS faculty was working hard for developing a “Choice Based Credit System (CBCS)” since 2015-2016 which was later named as “Flexible Curriculum”.
• The idea was to fulfill the aspirations of our graduates by providing them choice and flexibility in learning and shaping their careers.

• The Practice : The Flexible Curriculum was developed and approved by the Academic Council of the institute for implementation w.e.f. Academic Session 2018-19.

• A committee was constituted for preparing the scheme and structure for the new flexible curriculum. Many reviews and workshops with representatives of stakeholders & Board of Studies Meetings were conducted and then placed in the Academic Council for approval in April/May 2018.
• Detailed agenda for BoS meetings was drafted by the Academic Development Cell (ADC) and circulated to all departments for implementation.
• Board of Studies meetings in September-October 2018 & February-March 2019 finalized syllabi, with COs & POs.

• The DEs, OCs & MOOCs to be offered in the next semester are approved by the BoS in its meetings; For the latest July 2020-December 2020 these courses were approved by the Academic Council meeting on 15th June 2020. 

• A discussion & orientation session was conducted by the Academic Development Cell (ADC) with the faculty to brainstorm on the different provisions of this curriculum
• The list of courses approved by BoS and Academic Council for getting an (i) Honours in parent discipline or (ii) Minor specialization in other allied engineering disciplines displayed on the institute website

• The meeting of the BoS is twice a year for 

• Proposing departmental Electives/Open Elective courses
• Approving electives from NPTEL/SWAYAM/MOOCs for credit transfer
• Proposing list of additional courses under minor specialization in allied disciplines 
• Proposing list of additional courses for Honours in the parent discipline

Reviewing the Course Outcomes & their attainment and setting targets/corrective actions after gap analysis

• Revisions in courses
• Introduction of new courses as per the industry demand
• Introduction of courses – enhancing employability and skill
• Curricula feedback taken from all stakeholders

The salient features of the Flexible Curriculum are:

• There is provision of about 13-14 core courses, about 5-6 electives, 05 open electives in addition to mandatory courses, science & humanity component for Engineering Programmes

• There is provision of additional courses equivalent to 20 credits for getting honours or minor specialization

• There is provision for three mandatory internships

• There is provision for MOOCs in each semester from III semester onwards

• For the award of Under Graduate Degree (UG) in Engineering/Technology & Architecture, it is required to earn minimum 160-170 & 260 Credits respectively. 

• Students are eligible to get UG Degree with Honours or Minor Specialization (relating to other fields of Engineering, Technology, Applied Science, Management etc.), if they earn 20 & 24 extra credits (in addition to the compulsory credits required to obtain the B. Tech. & B. Architecture degrees respectively).

• These additional credits can be acquired through SWAYAM /NPTEL/MOOC platform based learning. 

• There is a provision from 5th semester onwards for the desirous students to opt for additional courses in order to earn the 20/24 additional credits required for honours or minor specialization.

• Different Tracks of Specialization are created for the students, according to their interest & career focus, for selecting additional courses to get Honours or Minor Specialization.

• Ethics, Environmental Science, Disaster Management, Intellectual Property Rights (IPR) and Cyber Security are included as Mandatory Courses (MC) at appropriate places in the scheme. 

• There are is provision for Mandatory Audit Courses; At present ‘Biology for Engineers’and ‘Indian Constitution & Traditional Knowledge’ are being offered.   

• Beginning with academic year 2018-19, there is an Induction Programme of three (03) weeks duration for the First Year Students, which willinclude- Physical activity, Creative Arts, Universal Human Values, Literary, Proficiency Modules, Lectures by Eminent People, Visits to local Areas, Familiarization to Department/Branch & Innovations, Foundation Courses etc. To accommodate for this activity at the beginning of the session, the credits of 1st& 2nd Semester have been kept at 21. 

• One Credit’ at the 8th semester is allotted for ‘Professional Development’ to motivate, inspire and recognize student participation at National/ International level technical events during the entire tenure of the UG programme. The detailed guidelines for evaluation will be prepared in due course of time.

Professional Development Course (PDC)

• The guidelines for evaluation of the were already prepared with the other documents of the ‘Flexible Curriculum’. 

• The evaluation datasheet for PDC at the VIII semester were prepared, circulated and implemented.

IN-HOUSE INTERNSHIP

• The flexible curriculum has provision of 3 mandatory internships. Two internships are being conducted in-house and oneat a relevant industry during the summer vacations.

IN-HOUSE INTERNSHIP MODULES DEVELOPED/OFFERED DURING 

THE LAST 4-YEARS

FULL SEMESTER INTERNSHIP (Final Semester) 

• The provision of internship for the full duration of the 8th semester has started for the 2017-18 admitted batch. 

• To draft a clear policy and guidelines for the same a committee was constituted.

• The draft policy was prepared and reviewed by the SDC, ADC and IQAC. The key points include: 

• One mentor to be approved from concerned industry, one from institute

• Weekly attendance to be forwarded by external mentor to institute mentor

• Mid-semester exam to be permitted on MOODLE

• About Five numbers of quiz to be conducted in each course on MOODLE

• Assignments to be submitted every week on MOODLE

• Presentations (in group) on each unit to be facilitated through skype

The rough scheme and structure is presented below 

Approved Structure of Undergraduate Engineering Program

(2017-2018 to 2019-2020 admitted batches)

**Discipline specific minor variations possible

• Evidence of Success:

• Flexible curriculum, based on the AICTE Model Curriculum-2018 was implemented in the institute w.e.f July 2018 for the 2017-2018 admitted batch.
• One cycle of flexible curriculum is now about to complete with the graduation of the 2017-2018 admitted batch in June 2021.
• The provision of ‘Credit transfer from MOOCs was implemented w.e.f. 2017-18 admitted batch, from V semester for minors/honours cases, i.e. since July-December 2019. 
• Since then, two batches 2017-18 admitted and 2018-19 admitted have been benefitted by this. The total credits transferred is shown below in the table.

Summary of No. of Credits Earned through MOOCs

• For the first time in the state of Madhya Pradesh, under the Flexible Curriculum, Minors/Honors degrees are awarded to students of the 2017-2021 batch, details below.

ADDITIONAL MINOR SPECIALIZATION IN ALLIED BRANCH 

&

HONORS DEGREES IN PARENT BRANCH

AWARDED ALONG 

WITH 

B.Tech IN PARENT ENGINEERING DISCIPLINE

• Problems Encountered and Resources Required:

• The Flexible Curriculum is not implemented in any of the technical institutes/universities of the state of Madhya Pradesh.
• MITS is an autonomous institute under UGC and has academic autonomy from the state technical university, RGPV, Bhopal.
• The institute had to conduct a large number of meetings pre and post Academic Council since 2018 in order to get the Flexible Curriculum approved by the university so that degrees can be awarded to eligible students. 
• Students had large number of queries regarding the elective courses (DEs & OCs), provision of Minor Specialization & Honors and mandatory credits from MOOCs.
• Due to COVID and two lockdowns, sometimes the students could not appear for the proctored examinations of the mandatory MOOCs. The institute then provided alternate solution for the same, under the provisions of the SWAYAM-NPTEL
• The administration, class coordinators and Heads of Departments organized many orientation sessions, counselling sessions and open houses for motivating the students and creating awareness about the Flexible Curriculum.  
• However, the efforts succeeded and students took advantage of the provisions of flexible curriculum.

• Notes (Optional)

• The Flexible Curriculum was implemented w.e.f from 2018-19 to the batch of students who were admitted in 2017-18.

• Since then, every year, as the batch moved from II year to IV year, new provisions of the ‘Flexible Curriculum’ came into existence and detailed guidelines were prepared for the smooth implementation of these provisions, each year.

• The Flexible Curriculum has completed one full round now successfully and since 2020-2021 admitted batch, some of the NEP-2020 concepts are also integrated in this curriculum.

Portray  the performance of the Institution in one area distinctive to its priority and thrust within 1000 words

Inculcating self- learning capability in graduates is one of the most important challenge in the present times when technology is changing very fast. By the time students are out of the campus, new areas might have popped up which were not learnt during the U.G. programme. MITS realized the importance of this in 2017-2018
itself and MOOCs were made mandatory in the curriculum. The institute also launched an initiative to start in-house MOOC development by establishing a state-of-the-art Digital Studio on 30thNovember 2019. The studio is equipped with a soundproof recording room and production control room (PCR), latest recording facilities such as Grid Lighting System, 4K camcorders, Audio System, Video Switcher, ceiling mounted Document Camera, Projector, Pen tablet, Recording and Streaming Server, Optical Storage, GRAID Storage, Video Editing System and licensed editing software. A few MOOCs are complete (Introduction to Computer Programming, Solar PV System: Design & Economics, Python Programming, Cyber Security, Industrial Automation and Embedded Systems) and these are being offered on the MITS-MOOC platform. The response of students has been very good about the quality and standard of these courses. In the second phase, sixteen courses have been identified which are in different stages of recording and development Additional information at : https://mitsgwalior.in/moocs.php 

https://mitsgwalior.in/moocs.php