Teachers' Feedback Review and Action Taken

Principal met the teachers of all the Departments on 2.5.2018 and asked for their Feedback regarding the newly implemented CBCS curriculum in all the subjects. The Departments were asked to submit in writing their Feedback reviewing their respective syllabuses.

Teachers were also informed the respective Board of Studies of all the Subjects of University of Calcutta will be holding meetings with the Subject Teachers of the Colleges regarding the review and implementation of the new Curriculum. Teachers were encouraged to join these meetings to discuss with the members of the BoS their concerns regarding the CBCS syllabus. Departments were also asked to submit the outcome of these meetings to the IQAC. 

Departmental Review, Feedback and Action Taken

 Review made by Department of Chemistry

Teachers of the department put forward the following points regarding the new Chemistry Hons and General Syllabus.

1. There have been introduction of a number of topics which were previously taught at the PG level

2. Computer programming and new computer applications have been introduced in the Syllabus

3. Courses like Pharmaceutical Chemistry and Green Chemistry and Mathematical applications have been introduced for which there are no text books.

4. Teachers discussed several problems with regards to different Practical experiments introduced in the new CBCS syllabus

5. It was decided that Dr. Krishna Basu, Dr. Kazi Tuhina and Dr. Suchandra Biswas will be attending the meeting of the UG-BoS of University of Calcutta on 24th MAy 2018 to discuss their queries and suggestion with the respective members of the UG BoS.

Action taken by Chemistry Department

The faculty members of Department of Chemistry met with the members of UG BoS (Chemistry) at the meeting held on 24^th May 2018 and discussed the syllabus in details.

Dr. Suchandra Biswas reported that to cope up with the newly introduced Maths and Computation part (Fortran Programming and EXCEL applications in theoretical and Practical Chemistry) she had talked with the President of BoS Dr. Chaitali Mukhopadhyay regarding organising a workshop on the said topic. Prof. Debasis Mukhopadhay and Prof. Pinaki Chowdhury of University of Calcutta will be resource persons for the concerned areas of the subjects.

Resolved that a Two-day workshop on “Maths and Computation for Chemistry” in February 2019 will be organized by the Department of Chemistry in collaboration with Physical Chemistry Teachers’ Forum (PCTF) to cope up with the newly introduced curriculum under CBCS system. It will be a beneficiary programme for both of students and teachers since the topics in SEC and DSE syllabus (both theory and practical) are very new to all. The dates are finalized on 12th and 13th February, 2019. First day workshop will be held at TEQUIP Building, Jadavpur University where eminent scientist Prof Debshankar Ray from IACS will talk on “Maths for Chemistry Part 3”. “Numerical Analysis” will be covered by Prof. Pinaki Choudhury of Calcutta University. The HoD of the Chemistry Department of Calcutta University Prof. Debasis Mukhopadhyay will deliver his lecture on “Learning Fortran”.

It was also resolved that the second day of the workshop will be held at Bankim Sardar College where hands on training will be given by the teachers of different colleges under C.U. Dr. Suchandra Biswas, Associate Professor in Chemistry, Bankim Sardar College will be one of them to train the teachers how to learn Excel preliminaries and perform hands on experiments using Excel in a proper way.

It was proudly resolved that a book on “Mathematical and Computational Applications in Physical Chemistry” By Dr. Suchandra Biwas along with other co -authors be published in that workshop. The copy of the book should be kept in our departmental library.

1.     Review made by Department of Physics

2.     Review made on 10/01/ 2019

 Proceedings

A.     The several core courses and the DSE and the SEC of the newly introduced syllabus was reviewed by

1.       Abhijit Sidhanta

2.       Biswajit Mondal

3.       Somnatha Middya

B.     Teachers will do library work both from offline and online sources particularly in the context of new inclusions of the syllabus

C.     It was also observed, that there are certain problem areas or limitations in the syllabus which may be pointed out to the university authorities for reconsideration

Honours

1.      Python implementation of Euler method for solving differential equations be brought to Semester 1 from Semester 3

2.      Inclusion of Python implementation of Runge Kutta method to solve differential equations in Semester 3

3.      Inclusion of optical lever and temperature coefficient of resistance in Thermal physics practical in Semester 3

4.      Exclusion of thermo emf measurement using OP AMP from Thermal physics practical in Semester 3

5.      Inclusion of Solution of Partial differential equations by python in Mathematical Methods 3 practical in Semester 4

6.      Omission of Principal axes transformation from Mechanics in Semester 1

7.      Inclusion of Dirac Delta function in Electricity and Magnetism course in Semester 2

8.      Transfer of Digital Electronics course from Semester 3 to Semester 6

9.      Omission of OCTAVE from Mathematical Methods 3 practical in Semester 4

10.  Transfer of modern physics course from Semester 4 to Semester 3 and inclusion of Zeeman  effect in it

11.  Omission of H-alpha emission and He-Ne laser experiment from Modern physics Practical in Semester 3

12.  Inclusion of series regulated power supply in analog electronics practical in Semester 4

13.  Omission of PE hysteresis from solid state physics practical in Semester 6

14.  Omission of Babinet’s compensator from Electromagnetic theory practical in Semester 5

15.  Exclusion of computation of partition functions from Statistical Mechanics practical in Semester 5

16.  Omission of practical from Semester 6 DSE communication electronics

General

1.      Omission of as table multivibrator from analog electronics practical in Semester 5 DSE

2.      Omission of solid-state physics DSE from Semester 6 and inclusion of Digital Electronics

1. Review made by Department of Zoology

 2. Review made on 06/06/2018

Proceedings:

1. The several Core Courses, the DSE and the SEC of the newly introduced syllabus were reviewed in a departmental meeting by

1.      Ms. Chandrika Sa

2.      Mr. Ritam Chatterjee

3.      Dr. Asit Baran Neogy

2. Teachers will do library work both from offline and online sources particularly in the context of new inclusions of the syllabus.
3. Laboratory instruments and apparatus are to be procured and faculty be trained for handling these apparatus’ according to new CBCS SYLLABUS. These are -

(a)  Kymograph apparatus

(b)  ELISA apparatus

(c)   Gel electrophoresis apparatus

(d)  Freshwater aquarium

(e)  Digital pressure monitor and glucometer.

4. It was observed that the CBCS syllabus poses a few challenges and has some limitations, from the point of view of implementation. The following points were highlighted and recommended for consideration by the C.U. Zoology board of studies:

1.      There is no specific resource material for SEC papers like “MEDICAL DIAGNOSTICS”, SEM IV (Honours) and SEM VI(General). Hence teachers will procure the study materials from online and offline sources.

2.      Similarly for newly introduced papers like “BIOLOGY OF INSECT” (SEM VI gen.) and “FISH AND FISHERIES” (SEM IV Hon.), substantial study material has to be procured by the respective Faculty members.

3.      Newly incorporated biological specimen (Gorgonia sp.,Vorticella sp.,Clypeaster sp.,Funambulus sp.) have to be procured from the concerned suppliers at the earliest.

4.      Many new physiology , cytology, biochemistry  based practicals have been introduced in the CBCS syllabus – (a) Dissection of brain and pituitary – ex situ, of Tilapia sp., (b) Demonstration of DNA by Feulgen reaction (c) Cell viability study by Trypan Blue staining (d) Agarose gel electrophoresis for DNA (e) Recording of cardiac and simple muscle twitch with electrical stimulation (f) Paper chromatography of amino acids (g) Estimation of haemoglobin using Sahli’s haemoglobin meter (h) Preparation of haemin crystals and haemochromogen crystals (i) Demonstration of ELISA etc. The BOS must provide training and lab protocols for these experiments. Also, new apparatus and chemicals need to be purchased for these. The ZOOLOGY U.G. BOS must recommend the C.U. affiliated colleges to arrange for this infrastructure.

5.      It was noticed that according to the CBCS syllabus, the honours students were studying ANIMAL CLASSIFICATION upto CLASSES only but general course students were doing ot upto ORDERS. This disparity must be addressed.

5. Action taken:

On basis of the above departmental meeting, it was concluded that Ms. Chandrika Sa will place the aforesaid concerns before the U. G. Board of studies in Zoology.

1.      On behalf of the department, Ms. Chandrika Sa, attended a workshop on CBCS syllabus review on 12/06/2018 at Surendranath College.

2.      The suggestions were discussed in this meeting and it was decided that the changes will be implemented henceforth.

3.      A recommendation letter by U.G BOS ZOOLOGY was forwarded to Principles of respective colleges to provide the required infrastructural support.

4.      The disparity in ANIMAL CLASSIFICATION for honours and general courses was addressed and verbally BOS instructed colleges to teach classification in all courses upto ORDERS.

1. Review made by Department of Mathematics
2. Review made on 18/05/ 2018

Proceedings:

1. The several Core Courses and the DSE and SEC of the newly introduced syllabus were reviewed by

1)     Sib Kumar Pal

2)     Rina Chatterjee

2. Teachers will do library work both from offline and online sources particularly in the context of new inclusions in the syllabus.
3. Observations and Suggestions

a)     After reviewing the entire syllabus, it was observed that the Math. General syllabus for Sem -1 (Science) was very large, it would be difficult to finish in time. It would be better if the Vector Algebra portion (Unit 3) of Sem 2 be included with the Co- ordinate Geometry

(Unit 4) of Sem 1 and the Differential Equation (Unit 3) of Sem 1 be included to Unit 2 of Sem 2.

           b) In Sem 4, the Unit 3 is also very large, it will be better if the portions of Theoretical Distribution, Statistical Inference and Statistical Hypothesis be included in Sem 6.        

c) The review committee resolved that Rina Chatterjee will convey these suggestions to the CBCS meeting on 26.05 2018                                                  

D) Action Taken

  Rina Chatterjee attended the syllabus review committee meeting on 26.05 .2018 and conveyed the above suggestions.

Department of Bengali

Review made on 10/01/ 2019

Proceedings
A. The several core courses and the DSE and the SEC and other aspects of the newly introduced syllabus were reviewed by
1. Swapna Sa Gupta

2. Anita Gayen

3. Tapan Kumar Das   

4. Anupam Pramanik

5. Pijush Sarkar

The implementation of CBCS curriculum in 2018 marked a paradigm shift in design of syllabus and its execution or implementation. It not only included several new papers which were previously taught at the post-graduation level, but it had shortened the duration of course as well. The introduction of semester system along with manifold changes in the evaluation and assessment procedure, including credit system of syllabus and several choice-based papers, the syllabus itself posed a lot of challenges to the teachers and students which required to be dealt with carefully. Generally, when a new curriculum gets introduces, it is believed that it would be much more helpful for both the students as well as for the teachers. It is believed that the new syllabus would be much more realistic compared to the old one, it would generate new enthusiasm amongst the stakeholders and bring remarkable changes in its outcomes and it would certainly be conducive for the future of the students as far as higher studies and employment generation are concerned. So, as the CBCS curriculum got implemented and started to roll on, the department decided to take feedback from all the teachers on this new syllabus and its various aspects in December, 2018. In the feedback process, all the teachers of the department took part and based on their expressed views, the following analysis is prepared.

Feedback given by the departmental faculty members are self-explanatory as can be seen from the above diagram. Most of the teachers have agreed to the fact that the syllabus is modern enough but they don’t do so when the questions of employment generation and course-duration come in the scenario. Teachers believe that the syllabus should be revised every now and then and the university should provide guidelines on its various parts. In the question of synchronization between various papers of the syllabus, most of the teachers are undecided.

B. Teachers will do library work both from mainly offline and online sources (if available) particularly in the context of new inclusions of the syllabus.

C. It was also observed, that there are certain opportunities in the syllabus which may increase the job capability among the students.

D. Action Taken
a. Prof. Tapan Kumar Das and Prof. Anupam Pramanik attended a workshop organized by the Department of Bengali, University of Calcutta on and placed their opinion regarding problem, especially in SEC papers.                                                                                                                       

b. The Department itself organized a workshop on SEC paper (Practical Bengali) on 22.02.2020 for the students and teachers of Bankim Sardar College and participation was opened also for students and teachers from other colleges. 

C. Career counselling survey was done in the field of publication industries         

1.      Reviewed by Department of History, Bankim Sardar College.

2.      Review meeting held on 15/05/2018

Proceedings

• The several core courses and the DSE & SEC of the newly introduced syllabus were reviewed by the departmental faculty members viz.

1.      Chhanda Basu

2.      Sumana Basu De

3.      Bhabesh Mondal

• Teachers will do necessary library works from both online and offline sources particularly in the context of the newly introduced elements in the syllabus.
• It was also observed that there are certain problem areas or limitations in the syllabus which may be pointed out to the University authorities for reconsideration:
• The courses currently are primarily focused on the teaching of narrative history and very less emphasis has been put on the teaching of relevant historical theories and historiography.
• In many cases, the contents of the courses are too vast to teach within the timeframe of a semester. This is particularly problematic in the case of History General courses.
• There is a dearth of good text books in vernacular, especially for the newly introduced SEC and DSE papers.
• Action Taken
• The departmental faculty members discussed the matters among themselves and conveyed their concerns to the Principal.
• Sumana Basu De will attend a syllabus revision meeting on 22/05/2018 and raise the matters before the concerned authority.

Department of Education

1. Review made on 22 /05/ 2018

Proceedings

A.            The several Core Courses, the DSE and the SEC of the newly introduced syllabus including theory and practical for both Education Honours and General were reviewed by

1. Swapna Ghosh

2. Tanusree Dey

B.            Teachers will do library work both from offline and online sources particularly in the context of new inclusions of the syllabus.

C.             It has been also observed that some problems may arise in the context of new inclusions in the CBCS syllabus which should be pointed out to the University Board of Studies for guidance.

                              i.            Firstly, regarding new inclusions of some topics in the 1^ST ,2^ND ,3^RD ,4^TH ,5^TH and 6^TH Semester honours and general syllabus, proper books are not available for the students. It will be very helpful if reference, guidelines or framework are provided.  

                            ii.            Also, some workshops are needed on how to complete and implement the long curriculum within a brief time period of CBCS for UG studies in Education.

D.  Action Taken

a.       University Board of Studies (UG) have conducted a workshop in the University and had discussions on the better understanding of the curriculum. Several online meetings have held after that on a regular basis for discussion on the syllabus.

b.      Both teachers attended the workshop on 22^nd May’ 2018 held in Alipore Campus of the University and all the online meetings and raised these issues.

1. Review made by Department of Political Science  

2. Review made on 22.05.2018

Proceedings

A. The several core courses and the DSE and the SEC of the newly introduced Draft Syllabus of CBCS were reviewed by

                           1. Swapna Paul

                            2. Subir Karmakar

                           3. Charan Mondal

                           4. Madan Mondal

B. Teachers will do library work both from offline and online sources particularly in the    

     context of new inclusions of the syllabus.

C. It was also observed that, there are some problem areas or limitations in the syllabus                  

    which may be pointed out to the university authorities for reconsideration.

Honours

      a. For new inclusions of the DSE and the SEC, books are not properly available for the    

          student.

      b. Some topics introduced in paper 1, Semester 1, require more specific explanations.

      c. Books and materials are not available properly for some modern theories, which are

          introduced in Semester 3, 5 and 6.

      d. A guideline is required for the pattern of question in CBCS curriculum.

      e. The time that is given by the university for each semester is sometimes insufficient to

          complete the course.

D. Action Taken

    a. University Board of Studies organized a workshop on 25.05.2018 to review the syllabus   

        and teaching /evaluation method under CBCS.  Subir Karmakar and Swapna Paul from   

        Bankim Sardar College attended the workshop. They placed their observations

        regarding the syllabus in the workshop.

     b. Finally, in the month of June,2018, we received the final copy of syllabus with some

         modifications and rectifications.

1.     Review made by Department of Sanskrit

2.     Review made on: 18.05.2018

Proceedings:

1. Newly introduced UG CBCS Sanskrit syllabus was reviewed in Departmental Meeting (Meeting No _05_Dated 18.05.2018 at 11.30 a.m.)  by -  

1.      Dr. Malay Debnath (HoD), Asstt. Professor

2.      Dr. Aparna Mukhopadhyay, Associate Professor

3.      Sri Jhulan Krishna Mandal, Faculty, Dept of Sanskrit

4.      Smt. Madhumanti Roy, Faculty, Dept of Sanskrit

2. Teachers will encourage students to come to the college every day to maintain their regular attendance as well as use both central and seminar library. Teachers will also need to orient themselves in tune with the new syllabus by attending workshop wherever possible and also consulting the BoS regarding Books and other resources
3. It was also observed that, there are certain problems in the newly introduced CBCS syllabus which may be pointed out to the university UG Sanskrit BoS for reconsideration -

1.                  For the sake of the students some addition and alteration may be made

i)                   Courses allotted in UG Sanskrit Honours CBCS Syllabus for SEC-A-1 and SEC-B-2 paper are totally same. Change of this along with other repeated topics are preferred.

ii)                 There should be a clarification of the offered courses in SEC-B-1 and SEC-B-2. Moreover, colleges lack proper infrastructure and training of teachers for the topic titled ‘Computational Sanskrit’. Some initiative would be better to introduce for upgradation.

iii)               Reduction in number of the topics in CC 1, CC 12, DSE 3, DSE 4 etc. would be helpful to cover the entire course within stipulated period.

iv)               A modification is needed in topics of CC 6, CC8, DSE 1 and DSE 2, as those are huge in number and some portions are inaccessible for the mediocre.

v)                 Full-length text should replace the scattered verses in CC 4 and CC 7.

vi)               Dramaturgy (preferred: S?hityadarpa?a chapter 6), Sm?ti texts (preferred: Manusa?hit? chapter 7 and Y?jñavalkyasa?hit? chapter 2) and Artha??stra would be better to be reintroduced.

vii)             Tougher portions of grammar must be replaced by accessible topics in GE 4 for larger benefit of the students.

2.                  Exemption must be allowed in answering in Sanskrit language, both in Hons. & General courses, especially where specified text is unavailable.

In this newly introduced CBCS syllabus, both Honours and General students of Sanskrit have to write 60% answers in Sanskrit compulsorily as per university modalities which is a mammoth task for students especially General students. For that reason, Sanskrit Department decided that they will suggest the BoS of UG Sanskrit of the University of Calcutta to reduce the said compulsion from 60% to 40% for Sanskrit General Students.

3.                  We expect all announcements related to UG CBCS to be published in website of the university and the same to be conveyed to the college in due time.

4.                  Providing modality at the commencement of sessions and following the same at questions are requested for benefit of both teachers and students.

4. Action to be Taken:

Dr. Aparna Mukhopadhyay, Associate Professor, and Smt. Madhumanti Roy, Faculty, Deptt. of Sanskrit, will attend One-day Workshop on “Proposed Draft Sanskrit Syllabus (Honours and General) under CBCS” on Monday, the 21^st May 2018, organized by the U.G. BOS, Sanskrit, CU. They will put forward the departmental teachers’ concerns and queries in front of the members of UG BoS, Sanskrit.

5. Action Taken:

Dr. Aparna Mukhopadhyay, Associate Professor, and Smt. Madhumanti Roy, Faculty, Deptt. of Sanskrit attended the meeting and placed their concerns in front of the members of the BoS.

Students' Feedback Review and Action Taken

(Analysis of Feedback from students of 2^nd Year, 3^rd Year & 1^st Sem of CBCS Syllabus)

The department conducted a survey on the students in December, 2018, by which it covered the students of 2^nd year and 3^rd year of old syllabus and those who were newly admitted under the CBCS curriculum in 2018 academic year. These students of CBCS had also completed almost six-months in their courses. Hence, they are also expected to be aware on different aspects and pros and cons of the syllabus. Hence, the survey could cover all aspects of both forms of syllabus which are in place now. The department used the common survey from given by the authority and received the feedback from 97 students from all the three academic sessions. On the basis of the survey the outcomes and respective analysis have been performed and reported below. The replies received from the students are first represented by pie-chart and then the analysis is done.

The above diagrams are self-explanatory. We have received very much satisfying replies from the students, we can see that the number of students feeling satisfied or feeling even better about the different aspects of the syllabus are much higher in numbers when compared to that of ‘unsatisfied’ students.

Action Taken

The Department decided to meet the unsatisfied students on a one-to-one basis by means of mentoring. Students were well-explained about the programme outcome and course outcome of the syllabus. Department decided to guide the lagging and ‘dissatisfied’ students with extra care so that such things could be dealt with successfully.

Report on Feedback Received from Students of 2^nd Year, 3^rd Year &

1^st Semester Students of CBCS syllabus of Department of English

A feedback form was designed and circulated amongst the students to get their idea about the syllabus and curriculum design in December 2018. With the introduction of Choice Based Credit System (CBCS) in 2018, this became even more necessary to be done. With choices of gradings on a scale of 1-5, students were asked questions on five important aspects – syllabus and conception on its modernisation, standard and quality of teaching and mentoring, curriculum structure in relation to the reality, duration of course and relevance of syllabus in generation of employment. We believe a detailed analysis of questions related to these aspects would vividly reflect Students’ views and help the institution in setting its goal.

Analysis of Feedback Report

All students of all the three academic sessions (2^nd year, 3^rd year & 1^st Semester of CBCS) were asked to give their feedback. Overall, we have received 51 replies from the students. Based on these replies we have prepared our analysis.

Analysis of Feedback on Contemporariness of the Syllabus

Based on the statement that “Contents of syllabus of different papers are good enough, easy to understand and in tune with the latest advancements in the subject”, we have observed that almost 84% students have opined in favour of Good or even better. Only 2 students are dissatisfied with the up-to datedness of the syllabus. This is shown below by the help of figure 1.

Analysis of Feedback on the Pragmatism of Curriculum

Students were asked to give their views on the statement that “the syllabus strikes a chord between theory, practice and employability”. According to the views and gradings received, we have seen that 25 students think that the given statement is Good. So, we can consider them as agreeing to the given statement, 19 students have opined in a more positive grade. The outcomes of the responses are shown in figure 2.

Action Taken: Overall students have responded satisfactorily. They have mostly replied in favour of ‘Satisfactory’ or ‘even better than that’ as expressed by means of the three grades, namely, ‘Good’, ‘Very Good’ and ‘Excellent’. Few dissatisfied students have been given more attention and teachers of the department took more care to cure their dissatisfaction. With the introduction of CBCS syllabus in 2018, there was an urgency to organise meetings amongst all the stakeholders, as it marked the beginning of a new regime, as far as syllabus and curriculum are concerned. Along with the introduction and continuation of the new system of CBCS, teachers met amongst themselves, they took the opinions of the students on this syllabus and following outcomes were observed and further actions were taken in this regard.

Department of Economics

Departmental Review, Feedback and Action Taken

Report on Feedback Received from Students of 2^nd Year, 3^rd Year &

1^st Semester Students of CBCS syllabus

A feedback form was designed and circulated amongst the students to get their idea about the syllabus and curriculum design in December 2018. With the introduction of Choice Based Credit System (CBCS) in 2018, this became even more necessary to be done. With choices of gradings on a scale of 1-5, students were asked questions on five important aspects – syllabus and conception on its modernisation, standard and quality of teaching and mentoring, curriculum structure in relation to the reality, duration of course and relevance of syllabus in generation of employment. We believe a detailed analysis of questions related to these aspects would vividly reflect Students’ views and help the institution in setting its goal.

Analysis of Feedback Report

All students of all the three academic sessions (2^nd year, 3^rd year & 1^st Semester of CBCS) were asked to give their honest feedback. Overall, we have received 84 replies from the students. Based on these replies we have developed our analysis.

Analysis of Feedback on Contemporariness of the Syllabus

On the statement that “Contents of syllabus of different papers are good enough, easy to understand and in tune with the latest advancements in the subject”, we have observed that 82% students think it is good or even better, only 7% students are dissatisfied with the contents of the syllabus. This is shown below by the help of figure 1.

Analysis of Feedback on the Pragmatism of Curriculum

Students were asked to express their opinion on the statement that “the syllabus strikes a chord between theory, practice and employability”. According to students’ views and gradings, we have seen that 25% students disagree with the given statement, rest of the students are divided in the remaining four categories but very few are overjoyed with the real-world application of the syllabus. The outcomes of the responses are shown in figure 2.

Analysis of feedback on Adequacy of Instructional Hours

Whether the allotted time for completion of the syllabus is enough or not, we have found diverse views. We believe this is due to the introduction of the CBCS system. The students of the pre-CBCS period are happy with the given time frame but the opposite can be seen from the responses of students under CBCS syllabus. The responses are shown by the help of following figure-3.

Action Taken: Overall students have responded in a satisfying way. Few students believe that the syllabus is not pragmatic enough. For them, teachers took special care and explained the Course Outcome, in detail. Students were explained about their areas of confusion. Regarding the time-frame of the syllabus, the students of the CBCS syllabus are a bit unhappy which is a cause of concern for all. Actually, the introduction of CBCS syllabus has raised a few issues that need to be addressed. With the introduction of CBCS syllabus in 2018, there was an urgency to organise meetings amongst all the stakeholders, that is, teachers, University and students. As soon as the new system of CBCS was introduced, teachers met amongst themselves, they took the opinions of the students on this syllabus and following outcomes were observed and dealt with.

Department of Geography

Departmental Review, Feedback and Action Taken

Report on Feedback Received from Students of 2^nd Year, 3^rd Year &

1^st Semester Students of CBCS syllabus

Feedback form was designed and circulated amongst the students to get their opinion on the syllabus and curriculum design in December 2018. Students were offered with choices of gradings on a scale of 1-5, to express their hones feedback on five important areas. A detailed analysis of the students’ opinions is believed to reflect their minds on the syllabus design and curriculum.

Analysis of Feedback Report

All students of all the three academic sessions (2^nd year, 3^rd year & 1^st Semester of CBCS) were asked to express their opinion. Overall, we have received 80 replies from the students. Based on these replies we have prepared our analysis.

Analysis of Feedback on Contemporariness of the Syllabus

Over 85% students are satisfied with the up to datedness of the syllabus and over 70% respondents believe that the syllabus is in line with the modern developments of the subject which would help them in future. The responses are reported in figure-1

Analysis of Feedback on the Pragmatism of Curriculum

As far as pragmatic aspects of the syllabus are concerned, majority of the students found a balance between the theory and its application in real world. Over 80% students expressed their happiness in this regard as can be seen from figure 2.

Analysis of feedback on Adequacy of Instructional Hours

Regarding the question of adequacy of hours allotted to finish the syllabus, we have found quite a few ‘unsatisfactory’ students about which we shall discuss in the “section of taking action”, but most of the students are satisfied. The outcomes of this component are expressed in figure 3.

Action Taken: We have come across very satisfying responses from the students as a whole.  It can be easily obtained from the frequencies in the higher orders of grading. Few dissatisfied students shall be mentored and explained with different aspects of Course Outcomes to overcome their issues. Since the introduction of CBCS in 2018, time-constraint has become an issue along with few other important issues that need to be taken care of. Along with the introduction of the CBCS system, and having been over six months into the new system of CBCS, teachers met amongst themselves on multiple occasions, they took the opinions of the students on this syllabus and following outcomes were observed and further action were taken in this regard.

Alumni Feedback Review and Action Taken

Department of Political Science  

By using the centralized feedback form, the department took views from its alumni on several aspects of the syllabus in January 2019 and decided to take necessary actions for the sake of the students by analysing the feedback given by the ex-students. Although, we were having both CBCS and non-CBCS curriculums running simultaneously in January, 2019, the department decided to get the views of alumni on CBCS curriculum as this is the latest one which has replaced the old one and expected to bring a paradigm shift. The responses are summarized below, followed by the analysis and action taken on it. 18 ex-students of the department have submitted their feedback based on which the following table is prepared.

The values in the cells represent the numbers of respondents in each category

Analysis

The above table explains the views of the alumni very nicely. Although the alumni are satisfied on the issues of modernization of the syllabus, keeping in view of the requirements of the higher studies and development of required skills for pursuing a career, but most of the alumni do not feel that this syllabus will make the students employment-ready after completion of graduation. Neither they feel that the allotted time-frame to complete the syllabus is sufficient enough. So, there are certain aspects to be happy along with certain aspects of great concerns.

Action Taken

On the basis of the feedback received and analysis made of it, departmental teachers held a meeting among themselves and decided to make the students more aware about the Course-outcomes, programme-outcomes of the curriculum. Teachers decided to continue organizing student-welfare centric activities like visiting State Legislative assembly, etc. that would enhance the depth of their knowledge as well as make the aware about the need of the real world. 

Department of Bengali

The college designed a feedback form to get the honest feedback from all its alumni. Total 25 alumni of the department submitted their feedback in March’ 2018. On the basis of the received feedback, we have made our analysis. Institutional activities, on the basis of the five components mentioned in the questionnaire of the feedback, were analyzed in connection to the broader objectives of the institution. Again, based on the five-point scaling system, alumni were asked to grade their views by means of any one of the five options - Unsatisfactory, Satisfactory, Good, Very Good and Excellent. The feedback given by alumni are expressed by the following table.

Analysis

The above table explicitly describes the feedback of the departmental alumni. Although a good section of the alumni has expressed their satisfaction on all the five components, many of them are unhappy as well on all the five aspects and it cannot be ignored. In fact, when the questions on relation between theory and application and that of making a student employment-ready were asked, that is, on question number 4 and 5, we have received a good proportion of alumni as ‘unsatisfied’.

Action Taken

Based on the above analysis of feedback by alumni, the department decided to explain the students more about the course outcomes and encouraged them to go for further higher studies and research. By means of mentoring and organizing seminars; lectures, departmental teachers kept its students aware of the recent developments in the subject. Such an effort is expected to enhance the depth of the curriculum as well. Regarding the connection of employment generation and connection between theory and reality are concerned, department decided to inform its students on various employable opportunities, apart from encouraging to learn modern day necessities such as computer course. Departmental students are largely motivated by these initiatives. Hence, the department has decided to continue such initiatives in future as well for the sake of its students.

Employers' Feedback Review and Action Taken

Analysis of the feedback

We have approached to those industries where our students may be employed at the moment. A questionnaire was designed and the employers were requested to give their honest feedback. We have received honest feedback from these employers. Their feedback show that they are partially aware about the introduction of CBCS syllabus and very importantly, they are satisfied with the performance of our students. Their view on the new curriculum is that it cannot make a student ready for employment. For that they need to gather vocational skills such as knowledge of computers, Spoken English, etc. the entrepreneurs are of the opinion that courses on development of vocational skills, courses on financial literacy should get introduced in the new curriculum along-side courses on start-up. They believe all such courses would help the students to gain additional skills that would put them in a favourable position in the labour market.

Feedback given by Atanu Ghosh (Film Maker, Atanu Ghosh Productions) said that though he was not aware of the CBCS curriculum, according to him the most important requirement necessary amongst the students so that they become more useful in the job market are that they must have better ability to think and solve problems, they must know how to communicate with customers and service recipients and they must know how to make use of computers and the internet 

Feedback given by PRACHETA GUPTA, Journalist and Columnist of Aajkal, A Daily Newspaper says that the CBCS syllabus introduced by the CU in 2018 better than the earlier syllabus (non-CBCS) in making the students more employable. She further feels that the College/University should introduce curriculums like e-content development, Feature writing course, Proof reading course as part of SEC or DSE syllabus

Feedback given by Milinda De, Sarat Book House (Bookseller, Publisher of Higher Education Books) also agrees that the CBCS syllabus introduced by the CU in 2018 better than the earlier syllabus (non-CBCS) in making the students more employable. He stresses on curriculum including Courses which increase Mental Ability and logical reasoning --- very general for all undergraduate students.

According to Feedback given by Subhashis Dutt, Business Head Mohendra Dutt & Sons, the Curriculum is just not adequate to make the students employable. More industry interface, apprenticeship and internship opportunities should be incorporated into the Curriculum

Action Taken

The College noticed these requirements of the employers and encouraged its students to learn vocational skill development courses. As the college runs its own add-on courses, it became easier to motivate them to learn these. The College has started Career counselling of students  in the field of publication industries and interior designing. and has MoU with two employers. Teachers also identified as well as decided to highlight and explain those areas of the syllabus, to the students, that can generate employment-opportunities for them.