SVKM's Institute of Pharmacy, Dhule is committed for providing quality education to its students and continuously improving its academic and administrative processes. To achieve this, the institute has established an Internal Quality Assurance Cell (IQAC) in 2019 that monitors and evaluates the quality of education and services provided by the institute.
The IQAC of SVKM IOP is a facilitative and participative body that aims to promote a culture of quality assurance in the institute. The cell comprises a team of experienced faculty members and administrative staff who work together to ensure that the institute's quality standards are met.
The primary functions of the IQAC of SVKM IOP include:
The IQAC is an essential component in ensuring that the institute adheres to quality standards and provides a conducive learning environment for its students. The cell has played a significant role in the institute's accreditation process and has helped the institute achieve various quality benchmarks.
Some of the objectives of IQAC are:
The IQAC is a mechanism to ensure quality enhancement and sustenance in higher education institutions. The IQAC guidelines for our institute is based on standards set by NAAC includes following key points:
The composition of an IQAC committee of SVKM’s IOP Dhule includes the following members:
|SN||Name of the Member||Designation||Position|
|1||Dr. Sameer Goyal||Principal||Chairperson|
|2||Mr. Santosh Agarwal||Member LMC||Industrialist|
|3||Mr. Ajay Agrawal||Member LMC||Local society representative|
|4||Dr. Nilesh Salunke||Member LMC||Management representative|
|5||Mr. Anmol Suryavanshi||Assistant Registrar||Senior administrative officer|
|6||CA Atul Patwari||Accountant||Senior administrative officer|
|7||Dr. M. Raghu Prasad||Professor||Teacher|
|8||Dr. Yogeeta Goyal||Associate Professor||Teacher|
|9||Dr. Kartik Nakhate||Associate Professor||Teacher|
|10||Dr. Usman Siddique||Assistant Professor||Teacher|
|11||Dr. Kumar Pratyush||Assistant Professor||Teacher|
|12||Mr. Pradip Bawane||Assistant Professor||Teacher|
|13||Mr. Himanshu Girase||Alumni||Member|
|14||Mr. Harshal Khairnar||Student||Member|
|15||Dr. Nayan Gujarathi||Associate Professor||IQAC Coordinator|
The Minutes of Meetings for each academic year are given below:
|Sr. No.||Academic Year||Document|
1. E-Learning Management System
SVKM’s Institute of Pharmacy, Dhule adopted Moodle as a Learning Management System (LMS). Moodle was designed to provide educators, administrators, and learners with an open, robust and secure platform to create and deliver learning material. Moodle also facilitates the import features for use with other specific systems, such as importing quizzes or entire courses.
2. Flipped Classroom Activity
Flipped learning is a pedagogical approach in which the conventional concept of classroom- based learning is inverted. Students are introduced to the learning material before class commences. The classroom time is then used to extend the understanding of the topic through various activities like discussion with teacher and peers, problem-solving activities in a workshop situation facilitated by teachers.
3. Think Pair Share
Think-Pair-Share aids students in developing a conceptual understanding of a topic, fostering the ability to filter information and draw conclusions, and nurture the ability to consider the additional point of view by fruitful discussion.
In Think-Pair-Share the teacher asks a question to the whole class, as he or she would do at the beginning or at some point of the lesson. Students get some solo time to think about a possible answer- or to write it down- then they turn to their classmate sitting next to them and get some pair-time to share and discuss what they have just found out. At the end of this activity, the teacher randomly chooses two or three pairs and asks them to briefly share their answers or responses.
Pairs will most of the time succeed where single students would have probably failed.
Being the simplest and most famous cooperative learning strategy, the faculty of SVKM’s Institute of
Pharmacy implemented Think Pair Share activity for the students.
4. Inquiry-based Learning
In this strategy, the class is divided into a group of 10 students. An individual topic/question/objective is assigned to each group. Each individual group is then asked to explore the topic by utilizing various online and offline resources such as the internet, reference books, official books from the library, official guidelines, etc. and give the best possible solution for the inquired topic. Finally, the students prepare a short presentation (4-5 slides) and presented in front of the class.
5. Other Initiatives
a. Seed Grant for faculty members
Seed money grant will be available to the faculty to expand the research activities in new avenues and emerging segments for establishing suitability of an idea for research. It provides the financial support for pilot scale validation of the project and to motivate faculty members to take up research on priority basis. Seed money of up to Rs. 1 lakh may be sanctioned to the faculty after receipt of proposal.
b. Add on Certificate Program
Add on / Certificate Programs for students are introduced to provide additional learner’s centric skill oriented technical training that improves the professional and employability skill of the students.
c. Local Guardian System
Local Guardian System is successfully implemented to support the professional advancement of the students by relaying experiences and knowledge of mentors in the key performance areas of teaching, research and support service.
d. Slow Learners Management System
The aim of the remedial teaching is to provide the learning support to the students who lag far behind their counterparts in performance.
e. Expert talkfor students and faculties
IQAC Organize Workshops/Seminars/Conference to help the institution reach the quality benchmark as given by NAAC.
|Criterion I: Curricular Aspects Key Indicators|
|1.1 Curriculum Planning and Implementation
1.2 Academic Flexibility
1.3 Curriculum Enrichment
1.4 Feedback System
|Criterion II: Teaching-Learning and Evaluation Key Indicators|
|2.1 Student Enrolment and Profile
2.2 Student Teacher Ratio
2.3 Teaching Learning Process
2.4 Teacher Profile and Quality
2.5 Evaluation Process and Reforms
2.6 Student Performance and Learning Outcomes
2.7 Student Satisfaction Survey
|Criterion III: Research, Innovation and Extension Key Indicators|
|3.1 Resource Mobilization for Research
3.2 Innovation Ecosystem
3.3 Research Publications and Awards
3.4 Extension Activities
|Criterion IV: Physical Facilities Key Indicators|
|4.1 Physical Facilities
4.2 Library as a Learning Resource
4.3 IT Infrastructure
4.4 Maintenance of Campus Infrastructure
|Criterion V - Student Support and Progression Key Indicators|
|5.1 Student Support
5.2 Student Progression
5.3 Student Participation and Activities
5.4 Alumni Engagement
|Criterion VI - Governance, Leadership and Management Key Indicators|
|6.1 Institutional Vision and Leadership
6.2 Strategy Development and Deployment
6.3 Faculty Empowerment Strategies
6.4 Financial Management and Resource Mobilization
6.5 Internal Quality Assurance System (IQAS)
|Criterion VII - Institutional Values and Best Practices Key Indicators|
|7.1 Institutional Values and Social Responsibilities
7.2 Best Practices
7.3 Institutional Distinctiveness
Our best practices revolve around the overall development of students and faculty members who are two indispensable, inseparable, and interdependent stakeholders to run and establish the institute brand over the years. We are what we repeatedly do. Excellence, then, is not an act, but a habit. This legendary quote of Aristotle is deeply rooted in our daily schedule while observing these two best practices. Below is the summary of the same:
Title of the Practice
"Innovative methodologies to enhance creative thinking among the students”
Objectives of the Practice
The cardinal aim of this practice is to make students robust in their academic performance and subsequently ensure an outstanding result. Through various activities throughout the year, we strive to develop creative thinking in the students. The goal is to develop creative thinking among the students through various measures like teaching through interactive panels (smart board), encouraging them for model making, teaching through faculty-recorded videos, and organizing classroom games besides providing them interactive portals for accessing study material, assignments, etc.
The institute deeply believes in the philosophy of producing field plants rather than rearing or nurturing or pampering a pot plant. Until we prepare students in a robust manner, how they will address or survive the onslaught of highly competitive and ever-changing job or business scenarios where only go-getters are required. In this context, we try to develop creative thinking in the students by organizing various activities.
The said practice is implemented through a multi-pronged approach by taking lectures on intelligent interactive panels (65” smart board), scientific model-making contests, use of SVKM’s NMIMS portal for interactive learning, sharing academic videos recorded by faculty members, and by organizing educational games in the classroom. Rather than teaching by using the conventional chalkboard method, we deliver sessions using smart board. Students are also taught by showing a few best videos from the internet in live classes. Moreover, faculty members upload their videos on YouTube so that students can watch them as and when they need. Through contests like scientific model-making, poster-making contests, and other scientific and general events, efforts are done to develop creative thinking in students. In classrooms, faculty members organize education games to clear the concept in an easier manner and to ward off monotony by bringing students to center stage. In this way, they learn basics in an interesting manner besides remembering and applying the concept on their own in a longer-lasting manner. Finally, through the state-of-the-art, easy-to-operate NMIMS student portal, students are provided with an option to view their performance in internal assessments, solve quizzes, and attempt assignments. The progress of the students can be monitored in real-time by their parents as well.
Evidence of Success
This multipronged approach to the overall development of students from day first has proven successful year after year. Successful and strict implementation of various activities to enhance creative skills had led to a good number of selections in GPAT and NIPER every year. Moreover, every year almost all the students get promoted to the next class with flying colors. Participation in model-making and other similar skill-building exercises changed the way students understand and grasp technical knowledge. Educational games and interactive boards helped in doubt-solving, concept clarity, and faster grasping through interactive learning. Teaching and learning through audio-video aids like YouTube and exposing students to highly interactive NMIMS portals them much-needed freedom to explore the content at their own will.
Problems Encountered and Resources Required
As students directly come after their schooling and from different backgrounds and learning and grasping abilities, so they take time to cope up with an entirely new ecosystem in higher education institutes. Students hesitate to gel with students of higher classes, not confident in the initial months. In this context the first activity we organize for them, to have seamless onboarding, is to organize an induction program before kick-starting classroom/practical sessions. All these issues are overcome by the combined efforts of allotted mentors, class teachers, academic head, TPO, ICT I/C, etc. to solve the issues of students.
Title of the Practice
"Train the Trainer”
Objectives of the Practice
The prime goal behind this practice is to provide faculty members ample opportunities to further train themselves in technical knowledge, research areas, and other academic/pedagogy-related areas to keep abreast with the latest in the fields by providing various incentives and facilities to all faculty members.
Faculty members are among the important stakeholders for an institute, as they are directly involved in shaping the students’ present and future. Therefore, their incessant learning is very crucial in this rapidly changing world not only for the betterment of the students but also for faculty members to remain relevant in the domain. The fact that there is a minimum one-generation gap between teacher and student, further demands the concept of training the trainer.
Oracle training, research promotion policy, participation in FDP/MOOC, and NITTT modules are the measure to ensure full implementation of the Train the Trainer concept.Throughout the year various programs are arranged through the SVKM’s central training department, Mumbai for teaching and non-teaching departments. The beauty of all these trainings is that they focus not only on teaching-related or field-related initiatives but also on the overall makeover of the staff. They focus on holistic development through training programs on leadership, management, teaching-learning, humanity, social values, international affairs, and others. All these programs are arranged online with impeccable tracing starting from announcement to enrollment to finishing of the same on-time-tested platform that is Oracle. The research Promotion Policy has been framed to promote research in the institute. This is a research-linked financial incentive for each faculty member to boost their research portfolio in a win-win situation. Monetary incentives are provided to faculty members for such accomplishments as patent granting, fetching research grants, publication of research/review articles in impact factor journals, designing add-on courses, and fetching consultancy among others. Throughout the year faculty members keep updating themselves by enrolling in different FDPs and MOOCs. Faculty members enroll in NITTT modules.
Evidence of Success
Continuous oracle training has led to a transformation in the faculty member’s teaching style and other aspects. Encouragement to attend various FDPs has developed subject-related and emerging field-related skills in faculty members. As NITTT modules are scientifically designed by AICTE, New Delhi, after successfully attempting all the examinations of these modules, the teaching staff has developed a sense of analyzing the needs of students of different learning levels. Research promotion policy has reflected the good number of publications year on year.
Problems Encountered and Resources Required
As mentioned earlier, there is a minimum one-generation gap between faculty members and the students, they are teaching. Here comes the concept of up and reskilling. Our faculty are always keen to bring and learn new ways to make the overall teaching-learning experience non-monotonous and more fruitful from students’ perspectives. Maximum faculty members have either completed all or are in the process of completing NITTT modules. Our high-tech institute with a fully modern, supportive, and dedicated team makes all efforts to make things easier for faculty members. Faculty members keep learning various online tools for delivering content like MS Office, MOODLE, WhatsApp, Telegram, and Google Classroom. Incessant learning is the beauty of our institute and this point gels very much with the fact that teachers should keep unlearning for better learning of new or upcoming technologies or course content. It means because of world-class infrastructure and ever-ready competent faculty members to up and reskills themselves it was not a big deal to practice the philosophy of "Train the Trainer”.