Self Study Report

of

Sri Guru Tegh Bahadur Khalsa College

(A Constituent College of University of Delhi)

Submitted to

National Assessment and Accreditation Council (NAAC)

An Autonomous Institution of the University Grants Commission
P.O. Box No. 1075, Nagarbhavi, Bangalore -560072 (Karnataka)

2016
 Foreword by the Principal

04 February 2016

First Self Study Report (SSR) as third step of the process of Accreditation by
National Assessment and Accreditation Council (NAAC) is presented here.
The following was the Steering Committee constituted for the purpose:

1. Dr. R.P. Singh, Associate Professor, Department of Commerce,

Coordinator
2. Mr. P.D. Sharma, Associate Professor, Department of Computer Science,
Member
3. Dr. P. Arun, Associate Professor, Department of Electronics, Member
4. Dr. Nachiketa Singh, Associate Professor, Department of Political
Science, Member

The Steering Committee has done a phenomenal job in collecting and collating
the information and facts pertaining to the diverse aspects and operations of the
College, and presenting the same in concise and lucid manner. Their efforts are
indeed praiseworthy.

Since the data about College keeps changing continuously in a small manner, a
snapshot of up to November 30th, 2015 has been taken into account for
reporting. Any subsequent changes shall be presented before PTR upon their
visit.

I acknowledge the cooperation and support given by all teaching and non-
teaching staff in completing this work. Especially, I must express appreciation
for Mr. P.D. Sharma for creating and managing the framework of operation
required to efficiently compile this report.

This Report was uploaded and available on the College web-site from 04-Jan-
2016, for one month, and all suggestions and other inputs received have been
duly incorporated by the Steering Committee in this final version.

(Jaswinder Singh)
Principal
ii Self Study Report 2016

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 iii

Executive Summary of the Report

Sri Guru Tegh Bahadur Khalsa College, a constituent college of
University of Delhi, was established in 1951 and is maintained by Delhi
Sikh Gurudwara Management Committee (DSGMC), a statutory body
established under an act of the Parliament of India. The focus of the College
at the time of inception was to ensure a comprehensive social
transformation through access to quality education, in particular to young
Punjabi Refugees of Partition in 1947, and to conserve and promote Punjabi
language, culture, and heritage. The College is named after Ninth Guru - Sri
Guru Tegh Bahadur, who sacrificed his life to uphold secular values, and is
an institution with cosmopolitan environment and progressive outlook.

Over the years, the College has carved a niche for itself and is
known to be one of the leading colleges of University. At present there are
18 undergraduate programmes, 2 B.Tech. programmes, 12 postgraduate
programmes, one postgraduate diploma, 2 undergraduate diplomas, and 9
certificate courses, making a total of 44 programmes. During the current
session 2015-16 there are 3,768 students in these programmes, and 140 full-
time teachers, out of which 101 are permanent with 7 on leave/lien. During
last four years, 57 teachers participated in various staff-development
programmes.

The College has 59 classrooms, 19 well-equipped labs, 6 research

labs, excellent indoor and outdoor sports facilities, gymnasium, cafeteria,
bank, and medical facilities in very close proximity, besides other utility
services such as post-office and market. The College is well connected by
road and Delhi Metro link, and majority students are day-scholars. A Hostel
for Girls can accommodate 147 inmates, and a Hostel for Boys is planned to
come up soon.

College has been growing at a rapid pace since last few years. In the
next session, five new courses will be started, consequent to the official
communication by the University, regarding grant of the approval for the
same. Keeping this in view, and the future expansion, the College has
prepared a new Masterplan for expansion which shall include state-of-the-
art new academic building, residences, parking, utility and common areas
housed in multi-storied complex. As and when the necessary approvals are
obtained, and the funds are available, this new project shall commence
immediately.

The College follows University of Delhi curricula and its faculty

members contribute to curricula framing both at University and UGC levels.
The norms of University for admission to various courses are followed and

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
iv Self Study Report 2016

the student-profile of the College is diverse, with most sections of the

society well-represented. The teaching-learning process is enriched and
made productive by rich experience of teachers and availability of up-to-
date resources to students. The process is monitored by Departmental
Monitoring as well as by Academic Affairs Committee of the College and
the Principal, to make it achieve the learning objectives of the programmes
and provide best motivation and experience to learners. The College follows
University norms for Semester-end examination and evaluation as well as
for internal assessment/continued evaluation, but also enriches these for
local adaptations as required, by the effort and participation of teachers and
students.

The present College faculty is very active in research and knowledge

creation, with a gross publication count of 1,353 out of which 834 are in
indexed journals, 734 listed in various databases; 4 monographs, 60 books
edited, 224 chapters contributed to books, with 264 of these books having
ISBN numbers and published by leading publishers, and an aggregate
known citation count of 3,987. Per-capita publication for faculty members
comes to 9.66.

Faculty has undertaken a total of 61 individual/group research

projects, and another 39 with participation of students, funded by agencies
like NSF, IAEA, CSIR, DST, DBT, UGC, ICSSR, University of Delhi, and
so on, with an aggregate funding of well over Rs.18 Crore. These
contributions in research and innovation have been recognized and awarded
multiple times.

There were a total of 16 major community outreach programmes and

several others in service under NSS/NCC in last four years with
partnership/collaborations of various governmental and non-governmental
agencies in diverse areas, with a large student participation in each. Overall
146 eminent personalities visited the College in last four years for various
programmes like Seminars/Workshops/Special-lectures and so on.

The infrastructure of the College is one of the best in the University

with air-conditioned classrooms with projection facilities and Internet,
campus-wide wired as well as wireless network having Internet
connectivity, a rich ICT enabled library with air-conditioned reading-room
and access to online resources of IUC as well as INFLIBNET, two
cafeterias, indoor and outdoor sports facilities for 19 sports, state of the art
gymnasium, career-counseling and placement cells, excellent computational
facilities with 24x7 Internet in campus and an over-all computer-student
ratio of 1 : 2.95.

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 v

Student-teacher interaction is supportive to students in every way,

and College makes special efforts to facilitate and enable students with
special requirements. Fee-concessions, merit-cum-means scholarships, free
textbooks are provided to students from weak socio-economic background
as well as awards/prizes to achievers and performers. Differently-abled
students are helped by College by providing additional gadgets and access
facilitation. Students’ Societies in diverse areas such as dramatics, music,
photography, music, and so on, provide an opportunity to cultivate, nurture,
and showcase talent. There is also an elected Students Union which operates
as per the relevant University/College rules and budget.

The governance of the College is defined and carried out as per the
University Statutes by the Governing Body, Staff Council, and Principal.
All decisions and expenditure are open to audit by the competent agencies.
Also, the College has procured additional funding from UGC under XI and
XII Plans that has been utilized for expansion and renovation.

College has in principle instituted Internal Quality Assurance Cell

(IQAC) on 05 Oct 2015, though the matter is yet to be placed before the
Governing Body of the College, and accordingly the Official IQAC
Committee is to be notified. Meanwhile, Mr. P.D. Sharma, Associate
Professor, Department of Computer Science, (also a member of the Steering
Committee) is working as in-charge of the IQAC, which has started the
skeletal operation from the same date, with a proper space for office and
one assistant (contractual). The matter shall be taken up in the next
Governing Body meeting and settled accordingly.

The College is making efforts in making the campus greener in

diverse ways, and contributing to environment improvement directly and
through its staff and students. The Best Practices of the past few years are
described at the end of the Report.

The College is proud of its alumni, who have excelled in their

respective fields – be it academics, bureaucracy, judiciary, business,
industry, or sports. Our alumni include several distinguished personalities in
these fields, and five Arjuna Awardees for excellent performance in
Sports. A formally registered Alumni Association shall soon be functional
in the College.

SWOC Analysis of the College:

Strengths:
1. A good mix of experienced and young faculty
2. Rich legacy and practice of research and innovation

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
vi Self Study Report 2016

3. Use of ICT in improving College processes and operations

4. A dynamic Staff Council
5. Good leadership and support by the Management in providing and
facilitating expansion and progression
6. Excellent and well-maintained infrastructure
7. Planned growth and expansion
8. Good teaching-learning environment supported by rich library, ICT,
OERs, and well equipped labs
9. Good representation and participation of faculty in various
Committees of University and UGC.
10. Cosmopolitan environment and fair representation of all sections of
society

Weaknesses
1. Proximity to Najafgarh drain which causes corrosion to College
equipment, and causes water seepage in basement or lower floors, as
well as recurrent pest infestation.
2. Proximity to All India Radio Antenna, which has potential to
interfere with wired and wireless communication in the College,
resulting in cost-escalation in installation and maintenance.
3. Inability to recruit permanent faculty and other staff due to matters
subjudice in High Court of Delhi, which causes some anxiety to
temporary and ad-hoc faculty, and affects their morale.
4. Frequent re-configuration of curricula and scheme of programmes in
past few years by the authorities, which have impacted the smooth
planning and administration of the College.
5. Since decisions are made centrally by the University, which often
takes some time resulting in some wait or void at the College-level,
or simply rework.

Opportunities
1. Five new courses will start from the forthcoming session 2016-17.
2. Proposed new master-plan of the College which is going to give a
new improved infrastructure and working environment to staff and
better facilities and environment for students.
3. Skill-based courses under CBCS, which will provide an opportunity
to faculty to utilize some of their research and expertise for the
benefit of students and their prospective employers.
4. Possibility of introducing yet more add-on courses for the benefit of
students.
5. Recent award of Pandit Madan Mohan Malviya National Mission on
Teachers and Training (PMMMNMTT) to College as a Teaching
and Learning Center for digital content and ICT use in Chemistry,
Economics, and Commerce.

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 vii

6. A good rapport and credibility of the institution with external

agencies which can help in forging useful collaborations and mutual
growth.
7. Further deployment of technology to make operations smoother and
better.

Challenges
1. To operate within the existing infrastructure even as the College is
expanding, till new master-plan comes around.
2. To shift away the operations from the part of the College under
renovation/repair and maintain continuity.
3. To avoid burn-out of faculty members who have been doing extra to
run the operations under tight time-schedules, and have second line
of command and operation in-place for any eventuality.
4. To keep maintenance costs in check, as the equipment ages, and to
maneuver and manage steady source of funds for new procurements
and replacements.
5. To find more infrastructural and systemic mechanisms to support for
research and knowledge creation, within current operating
conditions.

Overall, this report presents the complex organic entity of the College with
demonstrated good performance and track record, which has been
improving consistently in diverse ways, with a strong ability and will to
transcend and out-do itself even further.

Steering Committee

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
viii Self Study Report 2016

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
 Self Study Report 2016 ix

Contents
FOREWORD BY THE PRINCIPAL ............................................................................... I

EXECUTIVE SUMMARY OF THE REPORT.............................................................. III

CONTENTS .................................................................................................................. IX
PROFILE OF THE AFFILIATED / CONSTITUENT COLLEGE .............................. 1

CRITERIA-WISE INPUTS .......................................................................................... 15

CRITERION I: CURRICULAR ASPECTS ........................................................................... 16
1.1 Curriculum Planning and Implementation ................................................. 16
1.2 Academic Flexibility .................................................................................. 22
1.3 Curriculum Enrichment ............................................................................. 26
1.4 Feedback System ....................................................................................... 29
CRITERION II: TEACHING - LEARNING AND EVALUATION ............................................. 32
2.1 Student Enrollment and Profile .................................................................. 32
2.2 Catering to Student Diversity ..................................................................... 44
2.3 Teaching-Learning Process ....................................................................... 47
2.4 Teacher Quality......................................................................................... 54
2.5 Evaluation Process and Reforms ............................................................... 58
2.6 Student performance and Learning Outcomes ............................................ 64
CRITERION III: RESEARCH, CONSULTANCY AND EXTENSION ........................................... 72
3.1 Promotion of Research .............................................................................. 72
3.2 Resource Mobilization for Research.......................................................... 89
3.3 Research Facilities .................................................................................... 94
3.4 Research Publications and Awards ............................................................ 96
3.5 Consultancy .............................................................................................101
3.6 Extension Activities and Institutional Social Responsibility (ISR) ............102
3.7 Collaboration...........................................................................................109
CRITERION IV: INFRASTRUCTURE AND LEARNING RESOURCES ....................................114
4.1 Physical Facilities ....................................................................................114
4.2 Library as a Learning Resource ...............................................................124
4.3 IT Infrastructure .......................................................................................129
4.4 Maintenance of Campus Facilities ............................................................137
CRITERION V: STUDENT SUPPORT AND PROGRESSION .................................................140
5.1 Student Mentoring and Support ................................................................140
5.2 Student Progression .................................................................................147
5.3 Student Participation and Activities ...........................................................152
CRITERION VI: GOVERNANCE, LEADERSHIP AND MANAGEMENT .................................162
6.1 Institutional Vision and Leadership ...........................................................162
6.2 Strategy Development and Deployment .....................................................167
6.3 Faculty Empowerment Strategies ..............................................................176
6.4 Financial Management and Resource Mobilization ...................................178

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x Self Study Report 2016

6.5 Internal Quality Assurance System (IQAS)................................................. 189

CRITERION VII: INNOVATIONS AND BEST PRACTICES ................................................. 192
7.1 Environment Consciousness ..................................................................... 192
7.2 Innovations .............................................................................................. 193
7.3 Best Practices .......................................................................................... 193
EVALUATIVE REPORT OF THE DEPARTMENTS...............................................E-1

1. EVALUATIVE REPORT OF THE DEPARTMENT OF PHYSICS .......................................... E-2

2. EVALUATIVE REPORT OF THE DEPARTMENT OF CHEMISTRY ................................... E-11
3. EVALUATIVE REPORT OF THE DEPARTMENT OF BOTANY ........................................ E-22
4. EVALUATIVE REPORT OF THE DEPARTMENT OF ZOOLOGY ...................................... E-34
5. EVALUATIVE REPORT OF THE DEPARTMENT OF ELECTRONICS ................................ E-46
6. EVALUATIVE REPORT OF THE DEPARTMENT OF COMPUTER SCIENCE ...................... E-54
7. EVALUATIVE REPORT OF THE DEPARTMENT OF MATHEMATICS .............................. E-62
8. EVALUATIVE REPORT OF THE DEPARTMENT OF HINDI ............................................ E-69
9. EVALUATIVE REPORT OF THE DEPARTMENT OF PUNJABI ........................................ E-77
10. EVALUATIVE REPORT OF THE DEPARTMENT OF ENGLISH ...................................... E-90
11. EVALUATIVE REPORT OF THE DEPARTMENT OF HISTORY ..................................... E-99
12. EVALUATIVE REPORT OF THE DEPARTMENT OF POLITICAL SCIENCE ................... E-108
13. EVALUATIVE REPORT OF THE DEPARTMENT OF ECONOMICS ............................... E-116
14. EVALUATIVE REPORT OF THE DEPARTMENT OF COMMERCE ............................... E-125
15. EVALUATIVE REPORT OF THE DEPARTMENT OF PHYSICAL EDUCATION ............... E-136
DECLARATION BY THE HEAD OF THE INSTITUTION ....................................... A

CERTIFICATE OF COMPLIANCE .............................................................................C

COPY OF THE UGC’S DIRECTORY OF COLLEGES – COVER & PAGE 129 ...... E

COPY OF AICTE APPROVAL LETTER ................................................................... G

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 1

Profile of the Affiliated / Constituent College

1. Name and Address of the College:

Name : Sri Guru Tegh Bahadur Khalsa College

Address : North Campus. University of Delhi

City : Pin : 110007 State : Delhi

Website : www.sgtbkhalsadu.ac.in

2. For Communication:

Designation Name Telephone Mobile Fax Email

Principal Dr. Jaswinder O: 91-11-27667469 9999797188 91-11- jaswindi
Singh 91-11-64668585 2766- @yahoo.
R: 91-11-27667186 6220 co.uk
Vice Principal - O:
R:
Steering Dr. R.P. Singh O: 91-11-27667469 9818330230 91-11- rajinderpa
Committee R: -91-130-660- 2766- l.singh4
Coordinator 1965 6220 @gmail.c
om

3. Status of the Institution: A Constituent College of University of Delhi

4. Type of Institution:
a. By Gender Co-education
b. By Shift
i. Regular Regular
ii. Day
iii. Evening

5. It is a recognized minority institution? Yes / No

The National Commission for Minority Educational Institutions
(NCMEI) has granted a minority status to the College on 19th July,

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
2 Self Study Report 2016

2011, but the matter is subjudice in the High Court of Delhi in W.P. (C)
No. 6581/2012 - N.S. Kapoor & Ors. vs. SGTB Khalsa College & Ors.

If yes specify the minority status (Religious/linguistic/any other) and

provide documentary evidence.

6. Sources of funding: Government Grant-in-aid/ Self-financing/ Any

other

7. a. Date of establishment of the college: 1951 (dd/mm/yyyy)

b. University to which the college is affiliated /or which governs the

college (If it is a constituent college) University of Delhi

c. Details of UGC recognition:

Under Section Date, Month & Year Remarks (If any)

(dd-mm-yyyy)
i. 2 (f) vide page no.129, item no.53 As per UGC’s Directory of
in the UGC’s Directory of Colleges published with
Colleges, w.e.f. 1951. data updated up to March
31, 2004
ii. 12 (B) vide page no.129, item no.53 As per UGC’s Directory of
in the UGC’s Directory of Colleges published with
Colleges, w.e.f. 1951. data updated up to March
31, 2004
(Copy of relevant pages of Directory of Colleges recognized u/s 2 (f)
and 12 (B) of the UGC Act 1956 (updated till 31 st March 2004
reproduced on Page No. E & F)

d. Details of recognition/approval by statutory/regulatory bodies other

than UGC (AICTE, NCTE, MCI, DCI, PCI, RCI etc.)

Under Section/ Recognition/Approval Day, Month

clause details and Year Validity Remarks
Institution/Department (dd-mm-yyyy)
Programme
i. AICTE  B.Tech. in Computer 29-04-2015 For One-
Science current time
 B.Tech in Electronic batch post-
Science (2013- facto
File No. 17)
AICTE/NWRO/DU
Colleges/SGTBKC/1-

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 3

2557931991/2013-14
ii.
iii.
iv.
(Enclose the recognition/approval letter): Refer to Page No. G & H.

8. Does the affiliating university Act provide for conferment of autonomy (as
recognized by the UGC), on its affiliated colleges? Yes / No

If yes, has the College applied for availing the autonomous status?
Yes / No

9. Is the college recognized

a. by UGC as a College with Potential for Excellence (CPE)? Yes / No

If yes, date of recognition: …………………… (dd/mm/yyyy)

b. for its performance by any other governmental agency? Yes / No

If yes, Name of the agency …………………… and Date of

recognition: …………………… (dd/mm/yyyy)

10. Location of the campus and area in sq.mts:

Location * Urban

Campus area in sq. mts. 60702.84

Built up area in sq. mts. 20451.04

(* Urban, Semi-urban, Rural, Tribal, Hilly Area, Any others specify)

11. Facilities available on the campus (Tick the available facility and
provide numbers or other details at appropriate places) or in case
the institute has an agreement with other agencies in using any of
the listed facilities provide information on the facilities covered
under the agreement.
 Auditorium/seminar complex with infrastructural facilities
 Sports facilities
o play ground
o swimming pool

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
4 Self Study Report 2016

o gymnasium
 Hostel
o Boys’ hostel
i. Number of hostels………………………….Nil
ii. Number of inmates
iii. Facilities (mention available facilities)
o Girls’ hostel
i. Number of hostels…………………………..1
ii. Number of inmates…………………………144
iii. Facilities (mention available facilities)
Air-conditioned 3 seater rooms with attached
toilet, common room, DTH TV, Dining,
Laundry, CCTV security, free Wi-fi internet
across hostel

o Working women’s hostel Nil

i. Number of inmates
ii. Facilities (mention available facilities)

 Residential facilities for teaching and non-teaching staff (give

numbers available — cadre wise)
 16 staff flats for non-teaching staff members
 1 Principal’s Residence
 1 Warden’s Residence in Girls Hostel

 Cafeteria
 Indian cuisine Canteen operated on contract by a private party,
under monitoring of Canteen Committee
 Coffee Day Express outlet managed and operated by Café
Coffee Day chain

 Health centre
First aid, Inpatient, Outpatient, Emergency care facility,
Ambulance……. Health centre staff etc.

First Aid is available in the College Campus at two places. Detailed

health care facilities available in University Campus a few hundred
meters away, as described in 4.1.8

 Facilities like banking, post office, book shops

Branch of Punjab and Sind Bank is located in the College Building,
post office and book shops are close by.

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Self Study Report 2016 5

 Transport facilit ies to cater to the needs of students and staff

Well connected by Delhi Metro, City Transport Services under
DTC, and private carriers

 Animal house No

 Bio logical waste disposal No

 Generat or or other facility for management/regulation of electricity

and voltage Yes

 Solid wast e management facility Garden Waste used for

composting
Waste paper recycling

 Waste wat er management No

 Water har vest ing Rainwater harvesting

12. Details of programmes offered by the college (Give data for current
academic year)

S. Program Name of the Programme Duration Entry Medium Sanctioned No. of

No. me Level / Course (Years) Qualifica of /approved students
tion instructi Student admitte
on strength d (2015-
16)
1. Under- 1. BA (Hons) English 3 English 40
Graduate 2. BA (Hons) Hindi 3 +2 (XII) for all 40
3. BA (Hons) Punjabi 3 or except 40
4. BA (Hons) History 3 equivale Indian 40
5. BA (Hons) Political 3 nt for all Languag 40
Science 3 e
6. BA (Hons) Economics 3 Program 40
7. BA (Hons) Business 3 mes 40
Economics
8. BA Programme 3 60

9. BCom (Hons) 3 60
10. BCom Programme 3 120

11. BSc (Hons) Botany 3 40

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6 Self Study Report 2016

S. Program Name of the Programme Duration Entry Medium Sanctioned No. of

No. me Level / Course (Years) Qualifica of /approved students
tion instructi Student admitte
on strength d (2015-
16)
12. BSc (Hons) Zoology 3 40
13. BSc (Hons) Physics 3 40
14. BSc (Hons) Chemistry 3 20
15. BSc (Hons) 3 20
Electronics
16. BSc (Hons) 3 40
Mathematics
17. BSc Programme Life 3 40
Sciences
18. BSc Programme 3 60
Physical Sciences

19. B.Tech Computer 4 30

Science
20. B.Tech Electronic 4 20
Science

1. MA Hindi 2 B.A./ English 5

Post- 2. MA English 2 B.Sc./ for all 5
Graduate 3. MA Punjabi 2 B.Com. except 10
4. MA History 2 Indian 5
5. MA Political Science 2 Languag 5
6. MA Economics 2 e 5
7. M.Com. 2 Program 10
8. MSc Botany 2 mes 5
9. MSc Zoology 2 5
10. MSc Physics 2 5
11. MSc Chemistry 2 5
12. MSc Mathematics 2 5

Integrated -nil-
Program
mes PG
Ph.D. -nil-
M.Phil. -nil-
Ph.D -nil-
Certificate 1. German 1 +2 (XII) 40
courses 2. Spanish 1 or 40
3. Russian 1 equivale 40

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Self Study Report 2016 7

S. Program Name of the Programme Duration Entry Medium Sanctioned No. of

No. me Level / Course (Years) Qualifica of /approved students
tion instructi Student admitte
on strength d (2015-
16)
4. French 1 nt for all 40
5. Chinese 1 40
6. Korean 1 40
7. Japanese 1 40

UG 1. German 1 +2 (XII) 40
Diploma 2. Spanish 1 or 40
1 equivale
nt for all
PG 1. Forensic Science 1 B.Sc. 25
Diploma
Any 1. Certificate in Sports 3 months +2 (XII) 30
Other Economics and or
(specify Marketing – Short equivale
and Term, Self-Financed 3 months nt for all
provide 2. Certificate in Web- 30
details) journalism – Short
Term, Self-Financed

13. Does the college offer self-financed Programmes? Yes / No

If yes, how many? 2

14. New programmes introduced in the college during the last five years if
any? Yes / No

i. Diploma in German (2014-15)

ii. Diploma in Spanish (2014-15)
iii. B.Tech. Computer Science (2013-14)
iv. B.Tech Electronic Science (2013-14)
v. Certificate in French (2013-14)
vi. Certificate in Russian (2011-12)

15. List the departments: (respond if applicable only and do not list facilities
like Library, Physical Education as departments, unless they are also
offering academic degree awarding programmes. Similarly, do not list
the departments offering common compulsory subjects for all the

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
8 Self Study Report 2016

programmes like English, regional languages etc.)

Faculty Departments UG PG Research

(eg. Physics, Botany, History etc.)
Science Physics Yes Yes No
Chemistry Yes Yes No
Botany Yes Yes No
Zoology Yes Yes No
Electronics Yes No No
Computer Science Yes No No
Mathematics Yes Yes No
Arts Hindi Yes Yes No
Punjabi Yes Yes No
English Yes Yes No
History Yes Yes No
Political Science Yes Yes No
Economics Yes Yes No
Commerce Commerce Yes Yes No
Any Other Physical Education No No No
(Specify)

16. Number of Programmes offered under (Programme means a degree

course like BA, BSc, MA, M.Com…)
a. annual system Nil
b. semester system 42
c. trimester system Nil

17. Number of Programmes with

a. Choice Based Credit System 18

b. Inter/Multidisciplinary Approach 5

c. Any other (specify and provide details) 12

Certificate Courses: 9
Diploma Courses: 3

18. Does the college offer UG and/or PG programmes in Teacher

Education?
Yes / No

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 9

If yes,
a. Year of Introduction of the programme(s)…………(dd/mm/yyyy)
and number of batches that completed the programme
b. NCTE recognition details (if applicable)
Notification No.: ………… Date: …………… (dd/mm/yyyy)
Validit y:………………………..
c. Is the institution opting for assessment and accreditation of Teacher
Education Programme separately? Yes /No

19. Does the college offer UG or PG programme in Physical Education?

Yes / No
If yes,
a. Year of Introduction of the programme(s)………….
(dd/mm/yyyy) and number of batches that completed the programme
b. NCTE recognition details (if applicable)
Notification No.:…… …… Date: …… …… ( dd/mm/yyyy)
Validit y:……………………
c. Is the institution opting for assessment and accreditation of Physical
Education Programme separately? Yes / No

20. Number of teaching and non-teaching positions in the Institution

Teaching faculty
Positions Professor Associate Assistant Non-teaching Technical
Professor Professor staff staff

*M *F *M *F *M *F *M *F *M *F
Sanctioned by the - - 26 44 8 22 35 4 49 2
UGC / University /
State Government
Recruited
Yet to recruit - - 50 24 32

Sanctioned by the - - - - - - - - - -
Management/ society
or other authorized
bodies
Recruited
Yet to recruit - - - - - - - - - -
*M-Male *F-Female

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
10 Self Study Report 2016

21. Qualifications of the teaching staff:

Highest Professor Associate Assistant

qualification Professor Professor Total
Male Female Male Female Male Female
Permanent teachers
D.Sc./D.Litt. - -
Ph.D. - - 22 35 6 10 73
M.Phil. - - 2 8 2 1 13
PG - - 2 1 0 11 14
Temporary teachers
Ph.D. - - - - 7 12 19
M.Phil. - - - - 2 1 3
PG - - - - 0 11 11
Part-time teachers
Ph.D. - - - - - - -
M.Phil. - - - - - - -
PG - - - - - - -

22. Number of Visiting Faculty / Guest Faculty engaged with the College:
29 + 12* = 41
(* for certificate courses in foreign languages)

23. Furnish the number of the students admitted to the college during the
last four academic years.

Year 1 Year 2 Year 3 Year 4

Categories (2012-13) (2013-14) (2014-15) (2015-16)
Male Female Male Female Male Female Male Female
SC 101 39 95 28 132 51 110 46
ST 47 10 20 8 36 27 27 11
OBC OBC data not maintained
General 619 507 580 537 715 550 742 584
Others 13 2 16 4 39 5 34 5

24. Details on students enrollment in the college during the current

academic year:

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 11

Type of students UG PG M. Phil. Ph.D. Total

Students from the same 897 72 - - 969
state where the college is located
Students from other states of India 514 68 - - 582
NRI students - - - - -
Foreign students 9 2 - - 11
Total 1420 142 - - 1562

25. Dropout rate in UG and PG (average of the last two batches)

UG: PG:
2012-15 9.96% 2013-15 45.94%
2011-14 19.95% 2012-14 44.00%
Average 14.95% Average 44.97%
(Calculated as: left in-between without withdrawal / total admitted)

26. Unit Cost of Education

(Unit cost = total annual recurring expenditure (actual) divided by total
number of students enrolled)

(a) including the salary component Rs.94721.84

(b) excluding the salary component Rs.11685.43

27. Does the college offer any programme/s in distance education mode
(DEP)?
Yes / No
If yes,
a) is it a registered centre for offering distance education programmes of
another University Yes / No

b) Name of the University which has granted such registration:

c) Number of programmes offered:

d) Programmes carry the recognition of the Distance Education

Council. Yes / No

28. Provide Teacher-student ratio for each of the programme/course offered

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
12 Self Study Report 2016

Computed on actuals, with approximate engagement

Programme Teacher-Student Ratio

BA (Hons) English 1 : 23
BA (Hons) Hindi 1 : 20
BA (Hons) Punjabi 1 : 18
BA (Hons) History 1 : 20
BA (Hons) Political Science 1 : 22
BA (Hons) Economics 1 : 25
BA (Hons) Business Economics 1 : 23
BA Programme 1:8
BCom (Hons) 1 : 22
Bcom Programme 1 : 18
BSc (Hons) Botany 1 : 13
BSc (Hons) Zoology 1 : 11
BSc (Hons) Physics 1 : 14
BSc (Hons) Chemistry 1 : 12
BSc (Hons) Electronics 1 : 10
BSc (Hons) Mathematics 1 : 13
BSc Programme Life Sciences 1 : 14
BSc Programme Physical Sciences 1 : 19
B.Tech. Computer Science 1 : 10
B.Tech. Electronic Science 1:2
MA Hindi 1:2
MA English 1:3
MA Punjabi 1:2
MA History 1:1
MA Political Science 1:2
MA Economics -
M.Com. 1:2
MSc Botany 1 : 0.25
MSc Zoology 1 : 0.5
MSc Physics 1 : 1.5
MSc Chemistry 1 : 1.3
MSc Mathematics 1:3
PG Diploma in Forensic Science TGF*
Certificate in German TGF
Certificate in Spanish TGF
Certificate in Russian TGF
Certificate in French TGF
Certificate in Chinese TGF

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 13

Certificate in Korean TGF

Certificate in Japanese TGF
Diploma in German TGF
Diploma in Spanish TGF
Diploma in French TGF
Certificate in Sports Economics and TGF
Marketing
Certificate in Web Journalism TGF
*TGF: All/most Teaching by Guest Faculty, number variable

29. Is the college applying for

Accreditation : Cycle 1 Cycle 2 Cycle 3 Cycle 4

Re-Assessment:
(Cycle 1 refers to first accreditation and Cycle 2, Cycle 3 and
Cycle 4 refers to re-accreditation)

30. Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4 and

re-assessment only)
Not Applicable since this is First Cycle

*Kindly enclose copy of accreditation certificate(s) and peer team

report(s) as an annexure.

31. Number of working days during the last academic year: 235

32. Number of teaching days during the last academic year: 181
(Teaching days means days on which lectures were
engaged excluding the examination days)

33. Date of establishment of Internal Quality Assurance Cell (IQAC):

05-10-2015

34. Details regarding submission of Annual Quality Assurance Reports

(AQAR) to NAAC.
AQAR (i) ……………… (dd/mm/yyyy)
AQAR (ii) ……………… (dd/mm/yyyy) Not Applicable
AQAR (iii) ……………… (dd/mm/yyyy)
AQAR (iv) ……………… (dd/mm/yyyy)

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
14 Self Study Report 2016

35. Any other relevant data (not covered above) the college would like to
include. (Do not include explanatory/descriptive information)

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Criteria-wise Inputs
16 Self Study Report 2016

Criterion I: Curricular Aspects

1.1 Curriculum Planning and Implementation

1.1.1 State the vision, mission and objectives of the institution, and
describe how these are communicated to the students, teachers, staff
and other stakeholders.

Vision: To provide leading A-grade educational opportunities and

social skills to students at undergraduate and postgraduate levels and
thus share and contribute to the national development.

Mission: Initially, when College was started in 1951, the focus was
on the educational needs of the young population of refugees
displaced due to partition of India, and College also endeavored to
give all possible logistic and financial assistance to young learners
besides education to help them become self-reliant and integrate
them well in the society.
With time, as generations passed and migrant population
integrated well into society, the College sought to preserve and
promote Punjabi Language and culture besides cultivating
excellence in education, sports, and socio-cultural development of
the young.
Presently, the mission of the College is to become, to be
known, and remain a top institution which provides the young of the
society best opportunities of all-round development simultaneously
promoting innovation and self-actualization for its staff, and in this
way contribute to enrichment of society and national progress.

Objectives:
1. To put forward best efforts to provide top-level opportunities
and facilities to the young learners in the field of education,
innovation, sports and culture, and prepare them for making
positive and meaningful contributions to the society.
2. To make best efforts to provide a healthy environment to the
faculty and staff for their professional growth and self-
actualization.

Above stated vision, mission and objectives, either directly

or in some paraphrased form are always presented in the College
publications such as Annual Information Brochure and Magazine.
The same are also repeated with due explanation and detail in
diverse ceremonies, functions and meetings, in un-equivocal terms,

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 17

and used as a reference point for decision-making and course-

correction at various levels of management, executive and day-to-
day operations.

1.1.2 How does the institution develop and deploy action plans for
effective implementation of the curriculum? Give details of the
process and substantiate through specific example(s).

The College has a Staff-Council which elects and assigns

various responsibilities to the teaching staff members as per the
University Statues. Timetable and Workload Committee, and
Academic Affairs Committee constituted by the Staff-Council plan
and oversee the implementation of curriculum designed by the
University and mediate between University and College-teachers to
seek clarifications and raise issues through the Principal. The
implementation of the academic calendar and timetable is monitored
through these committees directly as well as though the conveners
of the respective departments. These committees also take feedback
from the process itself for course-correction and improving the
planning and resources. These committees maintain their records for
scrutiny and discussion about their operation by the Staff-Council or
any other competent authority.
It is through these and other relevant committees (viz.
Attendance Committee, Library Committee, Examination
Committee, and so on) of the Staff-Council that the efficient and
effect implementation of curriculum is achieved by the College.

1.1.3 What type of support (procedural and practical) do the teachers

receive (from the University and/or institution) for effectively
translating the curriculum and improving teaching practices?

University Departments through participation of teachers

from Departments and Colleges prepare teaching guidelines and
material where-ever required so as to maintain uniformity across
various institutions. Refresher-Courses, or short-term trainings/
seminars/ lectures/ workshops/ lab-sessions are organized where
needed to orient the teachers, and provide a forum where their
concerns can be addressed. The College contributes its part by
making the resources and material available as needed, and
nominates teachers to participate in the said meetings, through
respective Department in the College.

1.1.4 Specify the initiatives taken up or contribution made by the

institution for effective curriculum delivery and transaction on the
Curriculum provided by the affiliating University or other Statutory

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
18 Self Study Report 2016

agency.

There is a multi-pronged approach:

1. College recruits qualified faculty as per the recommendations in
the curriculum, wherever there is scope for recruiting new
faculty.
2. College provides resources and materials as required in the
updated curriculum and delivery mechanisms, by allocating
requisite funds and infrastructure through its internal planning.
3. College, in-fact, takes initiative to maintain close coordination
with the University through taking the leadership and/or active
participation in organizing University-level plans for updated
and enriched curriculum. Various teachers of the College have
been always involved in University-level decision-making and
planning in the past years, as listed in 1.1.6 below.

1.1.5 How does the institution network and interact with beneficiaries such
as industry, research bodies and the university in effective
operationalization of the curriculum?

College Operates entirely as per the University statutes in

Governance of College, and directions from UGC. There are
defined channels for bi-directional communication and
operationalization is open to audit by the same agencies.
College through its accomplished faculty and some alumni
keeps getting opportunity to interact with industry, commercial
entities and other sections of the society, and remains in dialog with
them. The suggestions of these stakeholders can often be
incorporated only with the concurrence of the governing agencies
of University and UGC, and therefore College communicates these
in-turn to the said agencies either formally or informally as the
opportunity arises. Many a time, there is a lee-way for a small
provision that can make the curriculum and or administration more
interesting to these stakeholders, which the College never hesitates
to take.

1.1.6 What are the contributions of the institution and/or its staff
members to the development of the curriculum by the
University?(number of staff members/departments represented on the
Board of Studies, student feedback, teacher feedback, stakeholder
feedback provided, specific suggestions etc.)

Almost all departments in the College at different points of

time had their one or more members in various University or even

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 19

UGC-level committees overseeing the design and updation of

academic curriculum and/or administration. At times this
participation is not even formally recorded, given the close
proximity and trust with which University Departments and College
teachers have been collaborating and operating.

Following is the select list of some of these as described

above (with reference to UGC or University of Delhi in recent past):
1. Dr. Jaswinder Singh, Principal, Member of Committee for CBCS
courses at UGC, 2015.
2. Dr. Jaswinder Singh, Principal, Member, Executive Council,
University of Delhi, 2015-2017.
3. Dr. Jaswinder Singh, Member, Academic Council, University of
Delhi, 1994-98, 2014-2016
4. Dr. Nachiketa Singh, Dept. of Political Science, Member of
UGC Expert Committee on curriculum development of CBCS
for undergraduate courses of Political Science, 2015.
5. Dr. Harbans Singh, Dept. of Punjabi, Member of UGC Expert
Committee on curriculum development of CBCS for
undergraduate courses of Punjabi, 2015.
6. Dr. G.S. Sodhi, Dept. of Chemistry, Member of UGC Expert
Committee on curriculum development of CBCS for
undergraduate courses of Forensic Science, 2015.
7. Dr. Nachiketa Singh, Dept. of Political Science, Member of
Academic Council, University of Delhi 2015-17.
8. Dr. Nachiketa Singh, Dept. of Political Science, Member of
Standing Committee of Vice-Chancellor on New Courses in
Colleges 2015-17.
9. Dr. Jaswinder Singh, Member University of Delhi Committee to
Design course for Bachelor in Management Studies 2013.
10. Dr. Nachiketa Singh, Member of the Departmental Committee
(University of Delhi) on FYUP for curriculum development in
International Relations and allied papers 2013.
11. Mr. P.D. Sharma, Dept. of Computer Science, Member Faculty
of Mathematical Sciences, University of Delhi, 2013-16.
12. Dr. Sneh Lata Anand, Member, Faculty of Social Sciences,
University of Delhi, 2013-16.
13. Dr Vanita, Dept. of Punjabi, Member Committee of Courses for
UG and PG courses, Dept. of Punjabi, University of Delhi, 2012-
13, 2014-15.
14. Dr. G.S. Sodhi, Dept. of Chemistry, Member of Committee of
Courses for Forensic Science, Dept. of Anthropology, University
of Delhi, 2015-16.
15. Dr. Gurmeet Kaur, Dept. of Chemistry, Member Curriculum
Development Committee for CBCS, Dept. of Chemistry,

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
20 Self Study Report 2016

university of Delhi, 2015.

16. Dr. Gurvinder Kaur, Dept. of Chemistry, Member Curriculum
Development Committee for CBCS, Dept. of Chemistry,
university of Delhi, 2015.
17. Mr. J.S. Arora, Dept. of Commerce, Member of Committee of
Courses, Dept. of Commerce, University of Delhi, 2013-15.
18. Dr. Anuradha Gupta, Dept. of Physics, Member, Committee of
Courses, Dept. of Physics, University of Delhi, 2015-16.
19. Dr. Sukanta Dutta, Special Invitee, Committee of Courses, Dept.
of Physics, University of Delhi, 2012-14.
20. Dr. Srividya Subramaniam, Member Committee of Courses UG,
Dept. of Economics, University of Delhi, 2009-10.
21. Dr. Sneh Lata Anand, Member, Committee of Courses UG,
Dept. of History, University of Delhi, 2011-12.
22. Dr. Jaswinder Kaur, Dept. of Punjabi, Member of Apex
Committee, Undergraduate Programme, Faculty of Arts,
University of Delhi, 2009.
23. Dr. Jaswinder Kaur, Dept. of Punjabi, Member of Board of
Research Studies, Faculty of Arts, University of Delhi, 2014-15.
24. Dr. Jaswinder Kaur, Dept. of Punjabi, Member of Committee of
Courses for UG and PG Courses, of Dept, of Punjabi, University
of Delhi 2005-08, 2010-13.
25. Dr. Jaswinder Kaur, Dept. of Punjabi, Member of Department
Research Council, Dept. of Punjabi, University of Delhi, 2012.
26. Dr. Jaswinder Kaur, Dept. of Punjabi, Member of Committee of
courses for M.Phil, Dept. of Punjabi, University of Delhi, 2009-
11.
27. Dr. Kuldeep Kaur Pahwa, Dept. of Punjabi, Member Committee
of Courses for UG and PG courses, Dept. of Punjabi, University
of Delhi, 2003, 2011.
28. Dr. Kuldeep Kaur Pahwa, Dept. of Punjabi, Member Department
Research Council, Dept. of Punjabi, University of Delhi, 2006,
2010.
29. Dr. Harbans Singh, Dept. of Punjabi, Member Committee of
Courses, Dept. of Punjabi, 2009-11.
30. Mr. Novy Kapadia, Dept. of English, Member of Special
Committee for introduction of CBCS, Dept. of English,
University of Delhi.

1.1.7 Does the institution develop curriculum for any of the courses
offered (other than those under the purview of the affiliating
university) by it? If ‘yes’, give details on the process (’Needs
Assessment’, design, development and planning) and the
courses for which the curriculum has been developed.

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 21

College teachers have actively participated in University-

Level, or UGC-Level course and curriculum design, as listed in
1.1.6. In particular, Forensic Science Courses in the University are
mainly designed and constructed by the College, and adopted by the
University through the requisite statutory processes. The
contribution of College teachers in several other departments
similarly has been significant in the past several years.
The two self-financed short-term courses offered by the
College, namely, Certificate in Web Journalism and Certificate in
Sports-economics and Marketing are primarily created by the
College. The description and objectives of these courses are in
1.2.1.
Besides the above two courses that are offered in the
College, several faculty members have contributed to curriculum
design and development of other Universities in India, School
Boards, and other educational institutions from time to time in
various capacities. A listing of these is included in the respective
item 21 of Evaluative Report of Departments.

1.1.8 How does institution analyze/ensure that the stated objectives of

curriculum are achieved in the course of implementation?

The following are the metrics/indicators followed:

1. Whether the students are performing satisfactorily in the
University Examinations? Whether the performance trends
show increase or at least non-decrease.
2. Whether the teaching staff members are satisfied with the
outcome of the teaching-learning process and have a positive
outlook on accomplishment of the learners in the context of
University curricula?
3. Whether the Students (and their parents), staff, and University
authorities have brought forth any issue which highlights any
omission in College’s discharge of its duties.
4. Whether the students who pass-out are getting further
opportunities as they envisaged for themselves, or are feeling
inadequate in some way.
5. Whether the faculty members, Staff Council, Management in
their critical evaluation of the entire process are satisfied and
have an overall positive outlook.
6. Whether the society or students’ preference shows any marked
variation vis-à-vis the peer Colleges in terms of admission and
migration-in or out.

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
22 Self Study Report 2016

1.2 Academic Flexibility

1.2.1 Specifying the goals and objectives give details of the

certificate/diploma/ skill development courses etc., offered by the
institution.

Certificate in Sports Economics and Marketing:

Background: Sports in India are commonly looked upon as just
leisure, with the only career in sport perceived as a sports person
converting into a coach in his later days. Sports person are still
supposed to find an alternative source of living, but ‘The Common
Wealth games 2010’ brought an Emerging Scenario of Sports World
and created need of Sports business professionals. New careers in
the field of sports are emerging which were earlier performed by
generalists, like Sports Event Management, Sports Agencies, Sports
Marketing, Sports Lawyers, Sports business, Sports Sponsorship,
Sports media, and so on.
Keeping in the above mentioned demand in focus, the
College launched the course called ‘Sports Economics and
Marketing’on 15 September 2009. This course was inaugurated by
Sh. Uday Sahai (A.D.G. of Commonwealth games 2010) .The
Course is designed considering all the fields that sports offers and
equal emphasis is given to both classroom and field experience.
In this course the classroom lectures are more an experience
sharing platforms for eminent professional experts from field of
sports in different work areas of media (production, presenting,
broadcasting and marketing), marketing, event management, sports
management, sports manufacturing, sports lawyers and sports
persons themselves.

Certificate in Web Journalism:

The course aims to provide skills to students in using web and
Internet as a main medium for journalism, including blogging,
journalistic writing for internet, online articles, packaging,
designing, interactive and cross media options for websites.
This course is a blend of theory and practical training, to
equip students with the skills to produce online articles, audio,
video, pictures, using various multimedia packages. The course
seeks to impart information technology skills for media, by exposing
students to the vast spectrum opened of options available to them
through Internet, as a convergence of technologies and media.
Apart from classroom, field experience is an important
ingredient of this course. Students are taken to various events/places
for reporting such as Annual Sports Athletic Meet, Annual
Conference of Newspaper Association of India, National Seminar on

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 23

Knowledge Commission, 1st Pravasi Film Festival, and so on, to

provide opportunities to the students to apply and polish what they
learn in the classroom.

1.2.2 Does the institution offer programmes that facilitate twinning/dual

degree? If ‘yes’, give details.

University has no structured dual-degree programmes

offered in the Colleges. However, Cluster-Innovation-Center (CIC)
of the University offers a few courses in which College Students can
enroll post their admission in the College through the process
specified by the CIC. These students take courses across different
disciplines in various institutions as per the recommendations by
their mentor in CIC. Some such students from CIC have attended the
Courses going on in then the College as below:

1.2.3 Give details on the various institutional provisions with

reference to academic flexibility and how it has been helpful to
students in terms of skills development, academic mobility,
progression to higher studies and improved potential for
employability. Issues may cover the following and beyond:
 Range of Core / Elective options offered by the University and those
opted by the college:
Where-ever options exist College provides for a reasonable
choice to the students, within the restrictions of existing
departments in the College. At times, upon popular demand, guest
faculty is also arranged to cater to the course requirements beyond
the departments existing in the College.

 Choice Based Credit System and range of subject options:

CBCS has been introduced by the University from 2015-16,
and the first batch exists in the College. The Ability Enhancement
Compulsory course on language communication is offered by all
three language departments in the College, namely, English, Hindi,
and Punjabi. Every department in the College offers Generic
Electives to the students. Electives from Economics, Political
Science, English and Commerce are opted by students in large
numbers, but science based electives are generally less-enrolled due
to obvious reasons of learners’ familiarity and capacity. Similar
facilitation will be provided for Skill-Based courses that shall be
offered in 2016-17 for the first time. Every department is preparing
to offer a reasonable choice for Discipline-Specific Electives that
will be offered in 2017-18 for the first time.

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
24 Self Study Report 2016

 Courses offered in modular form:

No such courses are made available by the University.
However, where required, the College arranges for specific training
programmes for the students, at times with resources from outside
the College. During 2014-15, Department of Electronics, Physics,
and Computer Science have arranged such programmes.

 Credit transfer and accumulation facility:

Available within the rules and statutes of the University.
Besides, the College had MOUs with Avans Business School,
Netherlands (2011-14), and Fraser-Valley University, Canada
(2010-13) for undergraduate and postgraduate studies from, in which
students could carry the credits earned at the College in three years
to complete a four year programme at these Universities and get a
dual degree of graduation which could be continued for post-
graduation there further. Similarly, students from these Universities
could come to our College to earn credits within the semester
framework. A few students did avail this facility.

 Lateral and vert ical mobilit y wit hin and across programmes
and courses:
As per the rules and statutes of the University of Delhi, that
are in force.

 Enrichment courses:
Add-on certificate/diploma courses in 7 foreign languages,
and 2 short term certificate courses

1.2.4 Does the institution offer self-financed programmes? If ‘yes’, list

them and indicate how they differ from other programmes, with
reference to admission, curriculum, fee structure, teacher
qualification, salary etc.

College currently offers two short-term Certificate Courses in

1. Web Journalism
2. Sports Economics and Marketing
The focus of these courses is to acquaint the learners with these
potential fields where they may find their career opportunities. The
classes for these are engaged in the afternoons and eminent
personalities from relevant profession field as well as academicians
from Universities and College elaborate on various topics as
selected by the College Coordinator. Dr. Smita Mishra of
Department of Hindi has been coordinating these courses for last
six years. She and her team has a good network with the relevant

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 25

professional agencies such as Press Club of India, Doordarshan,

prominent media houses, News-Channels, Sports Authorities,
Organizers, and Providers and always brings about the best
opportunities for the participating students.
Students who are currently studying in some programme in
the College, or old-students, as well as persons from other walks of
society have been enrolling in the said courses. The speakers are
paid honorarium from the fund collected by way of fees, and other
expenses of the course, or funding of any visits is also met from the
same account.
The Course fee paid by the students enrolled in these
courses is used to fund the logistics and honorarium to guest
speackers as applicable.
Besides the above, College has also explored further
avenues for similar other courses in the some other areas such as
Mountaineering, Adventure Sports, and so on. Concept pilots have
been tried especially in Mountaineering and Adventure Sports in
collaboration with Indian Mountaineering Association during 2015,
and a detailed programme-design is underway.

1.2.5 Does the college provide additional skill oriented programmes,

relevant to regional and global employment markets? If ‘yes’
provide details of such programme and the beneficiaries.

In the existing restructured-FYUP and Semester-based

programmes, the curricula do not have provisions for such
programmes. Therefore, only value-added courses such as
Certificate/Diploma in Foreign Languages are available, as
described in College Profile. Besides these, Departments/Societies
offer short-exposure such as seminars, workshops, lectures, or
excursions to address some of these aspects.
In the CBCS scheme, the Skill-Based Courses will be offered
as a part of curricula in various programmes. The College, besides
offering the Skill-Based Courses listed in the University Syllabus,
would also be offering some more such courses, subject to the
approval by the University Authorities.
College has proposed a few courses in under National Skill
Development initiative of the Government. As and when these are
approved by the authorities, they will be made operational, and
offered to not only the students enrolled in the College, but others as
well.

1.2.6 Does the University provide for the flexibility of combining the
conventional face-to-face and Distance Mode of Education for

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
26 Self Study Report 2016

students to choose the courses/combination of their choice” If

‘yes’, how does the institution take advantage of such provision for
the benefit of students?

The University has no provision for a mix of Distance

Learning for the students enrolled in regular programmes in the
College. However, the University has a School of Open Learning
(SOL), which is one of the oldest distance learning institutions in
India, and caters to a huge number of students in several
undergraduate and postgraduate programmes in commerce,
humanities, and mathematics. SOL besides sending lessons by
correspondence also organizes contact programme for students
across the city in various centers, since the number of students runs
in lakhs.
The College is one such center in the Commerce courses.
Some of the College teachers and some other eminent scholars from
outside the College meet the students on Sundays/holidays as per
the schedule for the contact programme. The College provides
infrastructure for this making use of its off-time for the benefit of
students.

1.3 Curriculum Enrichment

1.3.1 Describe the efforts made by the institution to supplement the

Universit y’s Curriculum to ensure that the academic
programmes and Institution’s goals and objectives are
integrated?

The following are the recurring efforts that the College

makes so as to supplement the University Curriculum:
1. Procurement of related reference books in the Library
2. Procurement of best and futuristic equipment and material in
science labs for core and optional practical/experiments
3. Procurement of advanced equipment for science courses
under DBT STAR College scheme 2009-14.
4. Formulation of project and assignment work that extends and
enriches the classroom experience, especially for advanced
learners.
5. Engaging and inviting prominent persons for addressing
students on topics of common and special interests from time
to time.
6. Making documentation about previous examinations,
selected practical-records and written assignments available
as models to follow.

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 27

7. Suggesting improvements and extensions to the parts of

curriculum in frame of teaching-guidelines in respective
University departments’ committees.

1.3.2 What are the efforts made by the institution to enrich and
organize the curriculum to enhance the experiences of the
students so as to cope with the needs of t he dynamic
employment market?

Employment aspects of curriculum design per se are beyond

the College’s control in the sense that the curriculum designed by
the University cannot be altered or adjusted by the College at its
own. However, wherever possible, the individual teachers bring in
their experience and employment related attributes within the
course-work, and also in selection of optional papers for the
interested learners. Similarly, industrial trainings and experience for
the interested learners are facilitated by the individual faculty
members by making appropriate recommendations.
Besides this, the College invites people from industry,
society, and prospective employers’ representatives to come and
share their expectations with the learners in common or special
interest groups, from time to time.

1.3.3 Enumerate the efforts made by the institution to integrate the

cross cutting issues such as Gender, Climate Change,
Environmental Education, Human Rights, ICT etc., into the
curriculum?

College as an institution, its various units, and individual

faculty members cultivate an environment wherein due focus comes
on the cross-cutting issues about society. Various programmes,
interest groups, and events are organized from time to time for the
purpose. Following is a sample list of these:
 Creation of Environmental Club and Society,
 Organization of events and programmes on themes
o I am the Tiger
o Pink Chain Campaign
o Epicon: on Epilepsy awareness and help
 Mobile app on Spinal Health
 Lecture cum Demonstration in disaster management with the
support of various specialized agencies such as Delhi Fire
Service

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
28 Self Study Report 2016

 The Model United Nations Society Confero

 and so on …

These programmes sensitize learners to take notice, inform

themselves, and act in a positive ways to contribute in these.
Besides, integration of ICT into coursework at various levels,
providing notebook computers, 24x7 internet connectivity to
students in campus, inclusion of online educational resources, and so
on contributes to enriching the said environment.

1.3.4 What are the various value-added courses/enrichment

programmes offered to ensure holistic development of
students?
 moral and ethical values
College has a rich legacy in Sikh Religion and Punjabi Culture of
service and sacrifice. Every function or important event in the
College opens with Shabad-Kirtan and there is a strong undercurrent
of the very same spirituality and ethics in the environs of the
College. Divinity Society of the College further organizes several
events to enculture and bring-forth these finer higher qualities and
virtues among the students. The presence of a Gurudwara in campus,
celebration of important religious festivals and langar add to the
students opportunity of imbibing those lofty ideas of sacrifice and
service to the entire humanity, and pristine glory and peace of being
humble and living a life of honesty and dignity.

 employable and life skills

o Inclusion of relevant projects/assignments that are on concurrent
issues and aid in the attributes prospective employers look for
o Workshop on resume writing
o Group discussions wherever there is opportunity
o Emphasis on communication skills in the classroom as well as
opportunities of debates, discussions, and presentations

 better career options

o Suggestion and advice on tapping the optimal potential to
individual students by respective teachers
o Inviting industry for placement, to actually provide a better
negotiated opportunity and to motivate others to aim and achieve
higher

 community orientation
o Social service under NSS and NCC

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 29

o Wide array of College/Department level community

programmes organized from time to time

1.3.5 Citing a few examples enumerate on the extent of use of the

feedback from stakeholders in enriching the curriculum?

College has to follow the curricula designed by the

University. However, the feedback obtained from various
stakeholders is duly communicated to the respective committees in
formal or informal manner by the faculty members of the College as
part of those committees or otherwise, whenever opportunity comes.

1.3.6 How does the institution monitor and evaluate the quality of its
enrichment programmes?
 Extent of student participation and willingness
 Degree of match between expectation of the faculty, stakeholders,
students and society at large
 Formal feedback

1.4 Feedback System

1.4.1 What are the contributions of the institution in the design and
development of the curriculum prepared by the University?

College faculty has always actively participated in design

and Development of curriculum at the University Level and/or UGC
level in various capacities such as members of Expert Committee,
Apex Committee, Academic Council, Standing Committees of Vice-
Chancellor, Faculty, Committee of Courses, or other such fora. A
select list is given in item 1.1.6 above. Complete listing is included
in the respective item 21 of the Evaluative Report of Departments.

1.4.2 Is there a formal mechanism to obtain feedback from students and

stakeholders on Curriculum? If ‘yes’, how is it communicated
to the University and made use internally for curriculu m
enrichment and introducing changes/new programmes?

Besides the informal and semi-structured feedback

mechanism between teachers and students, which also includes
execution of the Feedback Form by pupils about every teacher and
course, the College has a detailed Feedback system which is multi-

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
30 Self Study Report 2016

level as under:
1. Departmental Mentors/Coordinators:
2. Departmental Monitoring Committee:
3. Academic Affairs Committee of the Staff-Council of the
College:
4. IQAC of the College
5. Principal of the College

1.4.3 How many new programmes/courses were introduced by the

institution during the last four years? What was the rationale for
introducing new courses/programmes?)

2014-15:
 Diploma in German
 Diploma in Spanish
College had been offering add-on courses of
certificate in several foreign languages including German and
Spanish. Both German and Spanish had been rather popular
among students. An advanced level course was introduced to
help the interested students advance their learning of German
and Spanish.

2013-14:
 B.Tech in Computer Science and B.Tech in Electronic Science
University switched from Three-Year Undergraduate Degree
Programme in Semester mode to Four-Year Undergraduate
Programme (FYUP), and consequently four Programmes
offered by the College, namely, B.Sc. Physical Sciences
Programme (With three streams of Chemistry, Electronics, and
Computer Science), B.Sc. Life Sciences Programme, B.Com
Programme, and B.A. Programme were discontinued by the
University. The same year University started B.Tech.
Programmes in several disciplines including Computer Science
and Electronic Science, which were requested by the College
and awarded by the University on the basis of availability of
requisite infrastructure and faculty in the College. (The College
had earlier offered very successfully Bachelor of Computer
Applications (3-year) / Bachelor of Information Technology (4-
year) i.e., BCA/BIT integrated programme from 1997-2001,
(last batch passed out in 2004) before University eventually
closed these programmes in 2001.
The University switched back to 3-Year
Undergraduate Programme in Semester System in 2014, and
existing FYUP batches had their programmes restructured

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 31

accordingly to be completed in 3 years. However, B.Tech.

programmes were allowed to complete for the then existing
batch. These were later approved by AICTE in April-2015 post-
facto, as a one-time special approval.
 Certificate in French
Another foreign language certificate course was introduced as
an add-on course for the students who were interested in French
language. The College was already offering similar certificate
courses in German, Spanish, Russian, Chinese, Korean, and
Japanese since several years.

Courses that will be introduced from 2016-17:

 B.Sc. (Hons.) Computer Science:
Post the above-mentioned closure of BCA/BIT the College
applied for B.Sc. (Hons.) Computer Science Programme,
keeping in view the availability of infrastructure and faculty in
the College in 2009. The application was favorably processed,
but got delayed in the last stages and remained pending. Finally,
the matter was revoked in 2015, and the College shall start
admission to B.Sc. (Hons.) Computer Science in 2016-17, as
per the approval communicated by the University in Dec-2015.
 B.Sc. (Hons.) Forensic Science
College has been offering PG Diploma in Forensic Science
since 2009-10 and has unique expertise and experience in the
area. Consequent to the communication of the University cited
above, B.Sc. (Hons.) Forensic Science shall be offered with
effect from 2016-17.
 Bachelor of Business Studies
College has also been given Bachelor of Business Studies
Programme by the University, in view of the College offering
Bachelor of Business Economics and B.Com. (hons.) for past
several years. The admissions shall commence from 2016-17, in
view of the above-mentioned communication by the University.
 BA Programme with Music as discipline
Music as a discipline shall be offered in the existing BA
Programme with effect from 2016-17, in view of the above-
mentioned communication by the University.
 Certificate Course in Punjabi
For 10+2 students who wish to learn Punjabi language, which
has a rich heritage of culture and literature and is one of the
official languages of Delhi.

Any other relevant information regarding curricular aspects which the

college would like to include.

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32 Self Study Report 2016

Criterion II: Teaching - Learning and Evaluation

2.1 Student Enrollment and Profile

2.1.1 How does the college ensure publicity and transparency in the
admission process?

All admissions are as per the rules and regulations of the University
of Delhi. The College complies with the guidelines issued by the
University regarding admissions and other modalities in a manner
that is recommended by the University, and the entire process is
always under direct scrutiny of the University. The admission
process is centrally conducted by the University and University
ensures the publicity in print and on electronic media and publishes
a combined information brochure. The College also augments it by
often publishing a prospectus for the session and inserts a link on its
website.
As per the Statutes, the Staff-Council elects and appoints a
faculty member as Convener of the Admission Committee. All
Departmental Conveners are part of this Committee besides some
other senior members who have experience and expertise in
handling the entire process. The Admissions are as per the schedule
provided by the University. College publishes the cut-off lists as per
the schedule based on criterion specified by the University for
various programmes. The admissions under sports and extra-
curricular category are on the basis of trials collectively organized
by the University and the College, as per the sport/team requirement
of the College.
The legacy is to give a pre-defined small relaxation in cut-off
for various courses to the students who would be studying Punjabi
Language as one of their subjects at least once during their
respective programmes. Such relaxation is always published
explicitly in the cut-off lists communicated to the University.

2.1.2 Explain in detail the criteria adopted and process of admission (Ex.
(i) merit (ii) common admission test conducted by state agencies
and national agencies (iii) combination of merit and entrance test or
merit, entrance test and interview (iv) any other) to various
programmes of the Institution.

The University of Delhi, through a Centralized Application

Form/Web-Form collects applications from the candidates for all

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
 Self Study Report 2016 33

courses/programmes offered by the University, wherever these are

available across the Colleges of the University. The University then
provides the categorized data to the respective Colleges. Each
College draws its own cut-off list according to the criterion
specified by the Central Admission Committee of the University, as
per the seats available/likely to be available in the College using its
own past experiences. The students who qualify the cut-off are
entitled to be admitted as per the list-schedule specified by the
University. Generally, there are some 7-10 such lists, though most
admissions in our College are often complete by third or so. Certain
categories such as foreign nationals, wards of martyrs etc. are
centrally registered by the University and forwarded to a specific
College, which must admit them as directed by the University.

2.1.3 Give the minimum and maximum percentage of marks for

admission at entry level for each of the programmes offered by the
college and provide a comparison with other colleges of the
affiliating university within the city/district.

The minimum-eligibility-criterion for each course/programme are

specified by the University statutes. However, most admissions
close much above the minimum.

Data from the Cut-Off Lists of the College for year 2015-16 is
reproduced below showing maximum and minimum cut-off values.

Table 2.1.3.1: Maximum and Minimum Cut-offs for Admission 2015-16

Course/ General SC ST PWD

Programme Max Min Max Min Max Min Max Min
BA (Hons) 96.5% 93% 92.5% 82% 91% 82% 85% 82%
English
BA (Hons) 85% 81.5% 84% 75.5 70% 62% 83% 81%
Hindi %
BA (Hons) 85% 72% 55% 38% 40% 36% 45% 40%
Punjabi
BA (Hons) 95% 89.5% 90% 83% 90% 83% 84% 75%
History
BA (Hons) 95.5% 93% 91% 87% 91% 84.5 85% 85%
Political %
Science
BA (Hons) 97.5% 95.75 93% 82% 88% 77% 88% 79.5%
Economics %

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34 Self Study Report 2016

Course/ General SC ST PWD

Programme Max Min Max Min Max Min Max Min
BA 94% 88% 89% 77% 87% 75% 85% 83%
Programme
BCom (Hons) 96.75 95.75 92% 83% 85% 76% 88% 75%
% %
BCom 96.5% 95.5% 92% 84% 85% 78% 85% 83%
Programme
BSc (Hons) 92.66 87.33 86% 76% 80% 71% 71% 48%
Botany % %
BSc (Hons) 94% 89.33 86% 81% 80% 72% 71% 56%
Zoology %
BSc (Hons) 96% 94% 91% 84.33 91% 74.33 80% 66%
Physics % %
BSc (Hons) 96% 93% 93% 80% 89% 71% 80% 70%
Chemistry
BSc (Hons) 96.33 91% 93% 82% 89% 75% 87% 63%
Electronics %
BSc (Hons) 96% 94% 88% 88% 84% 73.5 85% 68%
Mathematics %
BSc 90% 85% 82% 72% 78% 66% 60% 40%
Programme
Life Sciences
BSc
Programme
Physical
Sciences:
 C.S. option 93% 85.66 86% 70.66 80% 58% 75% 54.33
% for all % for for all for all for all % for
 Electronics 92% 84.66 all all
%
 Chemistry 92.33 87%
%

Comparing the cut-offs of the College with other Colleges in city

involves voluminous data since there are over 70 Colleges in the
City affiliated to University of Delhi, and also that there are several
cut-off lists every year. Further not all colleges offer all
courses/programmes. Still, as a representative example, Table
2.1.3.2 shows a comparison of our First Cut-offs to other Colleges’
First Cut-offs using the grid published by the University at that
time, for General Category candidates. The detailed data (including
special provisions if any) is available with the College and can be
perused by anyone interested.

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 35

Table 2.1.3.2: Comparison of First Cut-offs

Course/Programme First Number of Number of Number of

Cut-off Colleges colleges colleges
of the which offer with First with First
College this Cut-off Cut-off
Course/Progra lower than higher than
mme ours (includes ours
equal, if any)
BA (Hons) English 96.5% 44 34 9
BA (Hons) Hindi 85% 45 37 7
BA (Hons) Punjabi 85% 3 2 Nil
BA (Hons) History 95% 39 32 6
BA (Hons) Political Science 95.5% 44 37 6
BA (Hons) Economics 97.5% 34 27 6
BA (Hons) Business Admission is on the basis of Entrance Test and
Economics Counselling centrally conducted by the University
BA Programme 94% 52 46 5
BCom (Hons) 96.75% 54 34 19
BCom Programme 96.5% 43 40 2
BSc (Hons) Botany 92.66% 17 12 4
BSc (Hons) Zoology 94% 17 12 4
BSc (Hons) Physics 96% 21 14 6
BSc (Hons) Chemistry 96% 19 13 5
BSc (Hons) Electronics 96.33% 13 11 1
BSc (Hons) Mathematics 96% 33 23 9
BSc Programme Life 90% 16 12 3
Sciences
BSc Programme Physical
Sciences
 Computer Science Option 93% 14 10 3
 Electronics Option 92% 6 2 3
 Chemistry Option 92.33% 10 7 2
MA Hindi
MA English
MA Punjabi
MA History
Admission is through centralized selection of the
MA Political Science
University department-wise. Selected students can
MA Economics
enroll in any College offering the programme.
M.Com.
MSc Botany
MSc Zoology
MSc Physics

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36 Self Study Report 2016

Course/Programme First Number of Number of Number of

Cut-off Colleges colleges colleges
of the which offer with First with First
College this Cut-off Cut-off
Course/Progra lower than higher than
mme ours (includes ours
equal, if any)
MSc Chemistry
MSc Mathematics
PG Diploma in Forensic
Offered only in the College, so no comparison
Science
Certificate in German
Certificate in Spanish
Certificate in Russian
Certificate in French
Certificate in Chinese
Certificate in Korean Add on courses, normally all who apply get admission,
Certificate in Japanese only that they may not all get their first choice.
Diploma in German
Diploma in Spanish
Certificate in Sports
Economics and Marketing
Certificate in Web
Journalism

In addition to the above, the Post-graduate admissions are

done directly by the University, and the selected/shortlisted
candidates seek admission in the College on the basis of admission-
slip provided by the University. Similar procedure is followed for
students of special categories such as CW (Children of War
Widows) or KM (Kashmiri Migrants).
Also, for the Certificate and Diploma Courses Offered by the
College, by and large, all students who apply get the admission, if
not in the foreign language of their first choice, then that of second
or third choice.

2.1.4 Is there a mechanism in the institution to review the admission

process and student profiles annually? If ‘yes’ what is the
outcome of such an effort and how has it contributed to the
improvement of the process?

Staff Council, which appoints the Admission Committee,

also has the authority to discuss and review the admission process

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 37

within the rules and framework provided by the University. Any

specific concerns are also presented in the Governing Body if
required. The student profile is considered extensively by the
Admission Committee while deciding the cut-offs for various lists
including the aspects of attrition, competitiveness with peer colleges
and recent past experiences with the output from Board
examinations.
As a consequence of the above, the College has always been
successfully completing the admission process as per rules, without
over/under admission, even though demand ratio is extreme, as
evident from the table given in 2.1.6.

2.1.5 Reflecting on the strategies adopted to increase/improve access for

following categories of students, enumerate on how the admission
policy of the institution and its student profiles
demonstrate/reflect the National commitment to diversity and
inclusion
 SC/ST
As per University Rules

 OBC
No OBC admissions quota pending judgement of W.P. (C) No.
6581/2012 - N.S. Kapoor & Ors. vs. SGTB Khalsa College &
Ors. in the High Court of Delhi

 Women
Already a fair share (about half), needs no special strategy

 Differently abled
As per University Rules

 Economically weaker sections

No separate category or quota, however, support is provided to
students from weaker sections

 Minority community
Relaxation in admission cut-offs for students who would be
studying Punjabi Language as one of their subjects in their
programmes, or Sikh minority

 Any other
Quota for Children of War Widows, Kashmiri Migrants, Tibetan
refugees, and Foreign nationals as per University rules

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
38 Self Study Report 2016

2.1.6 Provide the following details for various programmes offered by

the institution during the last four years and comment on the
trends. i.e. reasons for increase / decrease and actions initiated
for improvement.

Under Graduate Programmes

Programmes Number of Number of Demand
applications students Ratio
(Centralized) admitted

2015-16
BA (Hons) English 125152 100 1 : 1251
BA (Hons) Hindi 59577 42 1 : 1419
BA (Hons) Punjabi 10215 48 1 : 212
BA (Hons) History 71431 42 1 : 1701
BA (Hons) Political Science 84027 59 1 : 1424
BA (Hons) Economics 84380 66 1 : 1278
BA (Hons) Business Economics Selection by 42 -
Centralized
Entrance
BA Programme 71644 75 1 : 955

BCom (Hons) 86547 145 1 : 597

BCom Programme 92718 85 1 : 1091

BSc (Hons) Botany 30223 52 1 : 581

BSc (Hons) Zoology 33805 41 1 : 824
BSc (Hons) Physics 70836 58 1 : 1221
BSc (Hons) Chemistry 75993 51 1 : 1389
BSc (Hons) Electronics 42806 25 1 : 1712
BSc (Hons) Mathematics 75100 34 1 : 2208
BSc Programme Life Sciences 27468 43 1 : 639
BSc Programme Physical 31508 82 1 : 384
Sciences
2014-15
BA (Hons) English 158371 53 1 : 2988
BA (Hons) Hindi 75357 60 1 : 1256
BA (Hons) Punjabi 8059 59 1 : 137
BA (Hons) History 80899 56 1 : 1445
BA (Hons) Political Science 95276 63 1 : 1512
BA (Hons) Economics 102085 63 1 : 1620
BA (Hons) Business Economics - 40 -

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 39

BA Programme* - 83 -

BCom (Hons) 93891 160 1 : 587

BCom Programme* - 63 -

BSc (Hons) Botany 30251 52 1 : 582

BSc (Hons) Zoology 35656 52 1 : 686
BSc (Hons) Physics 82998 80 1 : 1037
BSc (Hons) Chemistry 87804 45 1 : 1951
BSc (Hons) Electronics 70459 14 1 : 5033
BSc (Hons) Mathematics 99895 46 1 : 2172
BSc Programme Life Sciences* - 49 -
BSc Programme Physical - 112 -
Sciences*

* Admission without direct

Application, due to Roll-Back of
FYUP and return of old Semester
based courses of 3 year duration
2013-14
BA (Hons) English DNA* 56
BA (Hons) Hindi 57
BA (Hons) Punjabi 65
BA (Hons) History 58
BA (Hons) Political Science 69
BA (Hons) Economics 56

BCom (Hons) 225

BSc (Hons) Botany 50

BSc (Hons) Zoology 44
BSc (Hons) Physics 48
BSc (Hons) Chemistry 49
BSc (Hons) Mathematics 56

B.Tech Computer Science 33

B.Tech Electronic Science 13

2012-13
BA (Hons) English DNA* 46
BA (Hons) Hindi 53
BA (Hons) Punjabi 55
BA (Hons) History 71
BA (Hons) Political Science 47
BA (Hons) Economics 75

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
40 Self Study Report 2016

BA (Hons) Business Economics 44

BA Programme 65

BCom (Hons) 182

BCom Programme 63

BSc (Hons) Botany 45

BSc (Hons) Zoology 46
BSc (Hons) Physics 41
BSc (Hons) Chemistry 29
BSc (Hons) Electronics 16
BSc (Hons) Mathematics 54
BSc Programme Life Sciences 51
BSc Programme Physical 69
Sciences

*DNA : Data not available

Post Graduate Programmes (MA/MSc/MCom)
Number of Number of Demand
Programmes applications students Ratio
admitted

2015-16
MA Hindi Admission is 8 -
MA English through 12
MA Punjabi University 12
MA History Centrally 6
MA Political Science 10
MA Economics -

M.Com. 12

MSc Botany 3
MSc Zoology 5
MSc Physics 13
MSc Chemistry 9
MSc Mathematics 17
2014-15
MA Hindi Admission is 8 -
MA English through 7
MA Punjabi University 5
MA History Centrally 6
MA Political Science 5

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 41

MA Economics -

M.Com. 10

MSc Botany 1
MSc Zoology 1
MSc Physics 8
MSc Chemistry 11
MSc Mathematics 16
2013-14
MA Hindi Admission is 9 -
MA English through 13
MA Punjabi University 9
MA History Centrally 1
MA Political Science 8
MA Economics -

M.Com. 12

MSc Botany 0
MSc Zoology 0
MSc Physics 5
MSc Chemistry 7
MSc Mathematics 7
2012-13
MA Hindi Admission is 7 -
MA English through 7
MA Punjabi University 10
MA History Centrally 5
MA Political Science 7
MA Economics -

M.Com. 11

MSc Botany 2
MSc Zoology 2
MSc Physics 8
MSc Chemistry 3
MSc Mathematics 7
M.Phil. Not Applicable
Ph.D. Not Applicable
Integrated PG Ph.D. Not Applicable
Value added Not Applicable
Certificate Courses

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
42 Self Study Report 2016

2015-16
German 40
Spanish 37
Russian 25
French 46
Chinese 33
Korean 14
Japanese 39

2014-15
German 48
Spanish 28
Russian 32
French 42
Chinese 53
Korean 10
Japanese 26

2013-14
German 50
Spanish 38
Russian 14
French 15
Chinese 36
Korean 14
Japanese 31

2012-13
46
German
27
Spanish
26
Russian
-
French
47
Chinese
13
Korean
26
Japanese
Diploma Courses
2015-16
German Add on 48
Spanish Courses 19

2014-15
German 19
Spanish 7

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 43

2013-14
German -
Spanish -

2012-13
German -
Spanish -
PG Diploma Courses
2015-16
Forensic Science 35

2014-15
Forensic Science 38

2013-14
Forensic Science 40

2012-13
Forensic Science 31
Any other (Short Term Certificate –Self Financed)
2015-16
Certificate in Sports Economics Add on 11
and Marketing Courses
Certificate in Web-Journalism 7

2014-15
Certificate in Sports Economics 32
and Marketing
Certificate in Web-Journalism 7

2013-14
Certificate in Sports Economics
14
and Marketing
Certificate in Web-Journalism
8
2012-13
Certificate in Sports Economics 26
and Marketing
Certificate in Web-Journalism 15

As evident from the above, there is no appreciable change in

figures of various years, and the enrollment is by and large in

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
44 Self Study Report 2016

agreement with sanctioned strength, except for the inaccuracy in

predicting exact cut-offs at the time of admission especially where
course is much sough-after and students’ movement is relatively
large.
The College has been a preferred institution for the students,
and it has maintained its position and continues to be a top favorite
of prospective students.

2.2 Catering to Student Diversity

2.2.1 How does the institution cater to the needs of differently- abled
students and ensure adherence to government policies in this
regard?

College has serious concern about the needs of differently-

abled students. They are admitted as per the University Policy, and
no fees except the University Students Union Fee (Rs.20/-) and
Admission Fee (Rs.5/-) is charged from them. The rationale of
charging these two is that the former is payable to the Delhi
University Students Union per student, and the second is to have a
stub of financial transaction that marks the admission event in the
Student Management System Software of the College (that is a point
where the entity of such student is initiated in the system and would
be identified in records).
College has built ramps, allocates classrooms on ground
floor for convenience as much as possible, installed an elevator,
constructed an appropriate differently-abled friendly toilet, provided
sitting/waiting space for their mobility attendant, kept spare wheel
chairs, and sensitized staff for helping them in every way.
College provide Angel voice recorder to visually challenged
students, has installed a few computers with reading software,
maintained a collection of brail copies of books, and motivated
students to read-out the texts to such students.
Such students are further provided help in obtaining financial
or other assistance from welfare sources/agencies.
College is fully committed to follow the Government
policies in helping such students and even go beyond within the
limitations of the institution.

2.2.2 Does the institution assess the students’ needs in terms of

knowledge and skills before the commencement of the
programme? If ‘yes’, give details on the process.

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Self Study Report 2016 45

No such explicit assessment is conducted in the curriculum

framework of the University. However, teachers individually, as a
group, or at department level use mechanisms to identify the needs
of the students and use formative assessment methods to keep track
of whether these needs are being fulfilled. Sometimes suggestions
are given by the Academic Affairs Committee or other senior faculty
members to address broader issues uniformly across the College.

2.2.3 What are the strategies adopted by the institution to bridge the
knowledge gap of the enrolled students (Bridge/Remedial/ Add-
on/Enrichment Courses, etc.) to enable them to cope with the
programme of their choice?

College gets a large number of students from satellite towns

and nearby states and a relatively lesser number from far-off states.
These students have studied in different social contexts and there is
enough diversity in their academic and socio-economic
backgrounds. Teachers when they engage the classes identify the
students who may need extra help in completing the course-work.
Remedial classes are organized at the departmental level for such
students. However, English communication is an area where a
relatively larger number of students need help, and remedial classes
for such students are at times organized at the common times.
Depending on the need of a student and availability of
choosing an option (such as Generic Elective in CBCS scheme, or
DCC in Semester scheme, and so on) the concerned teachers or
mentors/coordinators recommend a choice for the students.
Many a teacher, give extra time to students who need such
extra help, beyond their scheduled timetable, and also provide them
supplementary reading material or translations, or help them solve
problems beyond tutorial hours. Science departments also allocate
extra lab hours to such students beyond their schedule to help them
complete their work.

2.2.4 How does the college sensitize its staff and students on issues such
as gender, inclusion, environment etc.?

College has a very amiable and conducive environment

which is also the cultural heritage of the institution. Every member
has space to co-exist with others and express himself/herself without
fear or anxiety. The environment of the College therefore leaves
little to be done as extra effort on issues such as gender or inclusion.
However, if there is a need, the College authorities and senior

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faculty members take due care to do the needful and ensure that
justice is done to all.
Especially about environment consciousness, there is a
compulsory course on Environmental Science for every student,
which they take in either the first or the second Semester of their
programme. Further, at present there is an optional DCC course on
Environmental issues in India for students of BA (Hons)
programmes. Students of Botany, Zoology and Chemistry have
components of Environment and Ecology within their programmes.
Besides this, the College has an Environment Club which
through its activities keeps highlighting the importance of the
concerns about environment and holds other activities to include
more and more students and staff into taking a proactive approach in
conserving the environment.
College also has rain-water harvesting unit, and tie-ups with
external agencies for recycling the waste. Further, the use of paper is
slowly being reduced in all activities. Especially certain departments
such as Computer Science and Electronics have completely shifted
to electronic form of submission of assignment and projects and
other documents for about 10 years now.

2.2.5 How does the institution identify and respond to special

educational/learning needs of advanced learners?

Since the only opportunity to identify an advanced learner is

in the class-interactions, teachers take lead in responding to the
needs of such learners. New and relatively more challenging
assignments and projects, reading suggestions and exposure to
further opportunities such as attending a special lecture, or
recommendation for participation in a project within or outside the
College, or suggesting opportunities for simultaneous
trainings/projects/ or proposals for further fellowships and so on top
the list of common responses. Such learners are also recognized in
departmental or College level functions and are often recommended
for suitable further study programmes in the country or abroad.

2.2.6 How does the institute collect, analyze and use the data and
information on the academic performance (through the
programme duration) of the students at risk of drop out
(students from the disadvantaged sections of society, physically
challenged, slow learners, economically weaker sections etc. who
may discontinue their studies if some sort of support is not
provided)?

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The drop-out ratio in the College is relatively low. Students

after taking admission, either complete the course, or go for some
other course elsewhere (such as engineering or medical) leaving
their seat vacant in the College, many a time without even informing
the College.
The College offers fee-concession, merit-cum-means
scholarships, free textbooks, and other forms of financial assistance
to students from weaker economic background. In any given year,
the number of students who get such a benefit is easily up to 15-20%
of the entire enrolment. In fact, nearly everyone who requests a
concession gets it to some degree.
Beyond such organized systemic support from College,
teachers at their individual level also provide emotional, financial, or
academic support to such students, if needed on humanitarian
grounds, and usually keep it confidential between the two parties.

2.3 Teaching-Learning Process

2.3.1 How does the college plan and organize the teaching, learning and
evaluation schedules? (Academic calendar, teaching plan,
evaluation blue print, etc.)

The entire semester plan and calendar is prepared by the

University and the College has to follow the same. At the local level,
the College has the freedom to integrate curricular and extra-
curricular activities that would be organized during the Semester.
The Calendar Committee of Staff Council coordinates with various
units and prepares a schedule that is in accordance with that of the
University, and makes provisions for important College level events
for the entire year. Academic Affairs Committee, Timetable
Committee, and Internal Assessment and Attendance Committee
oversee detailed provisions for various academic activities where
College has the freedom, and coordinate with individual departments
and faculty members to complete the entire schedule on time.
Individual teachers in consultation with their Department
prepare course-wise teaching plans and the same are monitored at
the Department level, and any issues get escalated to the Academic
Affairs Committee and/or Timetable Committee if not resolved at
the Department level. Similarly, broad guidelines for evaluation are
prepared by these Committees centrally in accordance with the
University guidelines but executed and monitored with due
moderation at the department level, with issues that remain
unresolved escalated similarly.

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2.3.2 How does IQAC contribute to improve the teaching –learning

process?

The newly constituted IQAC has begun its activities since

October 2015. Currently the focus of IQAC is on introducing
visibility in the departmental processes. Only when the process
becomes visible enough and documented, analysis and improvement
would be recognizable and sustainable. The present in-charge of
IQAC with a practical background in Quality Assurance and
practices is engaged in engineering the College processes around
Total Quality Movement (TQM) and Capability Maturity Model
(CMM), with appropriate modifications to suit the College. At
present Quality Vision has been stated and process documentation
standards have been recommended, and as the time passes
qualitative and quantitative evaluation, suggestions and feedback
would help the growth and maturity of liaison between IQAC and
various units of the College.

2.3.3 How is learning made more student-centric? Give details on the

support structures and systems available for teachers to develop
skills like interactive learning, collaborative learning and
independent learning among the students?

The curriculum and syllabi design of various programmes is

as per the University of Delhi, where generalized student profiles
across entire campus are considered during design. Colleges at local
level may or may not be true representative of the same profiles. As
a result certain modification is essential at the College level.
However, since Semester system has very little room for any lateral
drift and the things have moved closer to being very strictly
structured rather than becoming fluid and open, there is very little
room for the individual teacher to improvise and experiment, unless
he/she has a huge experience and confidence, and the students’
participation is sincere and complete. As a result, an average teacher
tries to adhere to teaching guidelines prepared per paper by the
concerned University Department. However, some senior faculty
members can and do negotiate the learning curve of the students
with more freedom and imagination, making it more rewarding for
the students. Though in current scenario, such an exercise is not
without perils of attracting unnecessary criticism by a casual
bystander.

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2.3.4 How does the institution nurture critical thinking, creativity and
scientific temper among the students to transform them into life-
long learners and innovators?

The prime actor for achieving desired qualities among

students is the teacher. It is institutional culture to motivate younger
colleagues to lay special focus on cultivating these attributes in the
students and senior faculty makes every effort in counselling,
guiding and mentoring them accordingly. The science departments
of the college are especially well knit and focused in this respect and
have set an example for others. By and large, all teachers make an
active endeavor to find ways of achieving better rapport with their
students and cultivate critical thinking and creativity. In addition to
this, periodic student-events such as debates and discussions,
exhibitions, wall magazines, poster-making, essay writing and so on
are tailored by faculty to bring about a competitive spirit among the
students in excelling over their peers in these qualities.
The Research Committee of the College invites proposals
from students as well as teachers to motivate and encourage them in
pursuing innovations and research. The College funds the chosen
projects, though the extent of funding is limited due to budget
constraints, nut external resources and grants are utilized to make
room for some of these from time to time.
In particular, students of B.Tech. in Computer Science have
demonstrated such accomplishment by winning National Level
Robotics Competitions twice (at IIT Bombay, and IIT Delhi) with
their improvised robots in 2014-15; and have also demonstrated
agile flying quadcopters at University events such as Antardhwani-
2015.

2.3.5 What are the technologies and facilities available and used by the
faculty for effective teaching? Eg: Virtual laboratories, e-
learning – resources from National Programme on Technology
Enhanced Learning (NPTEL) and National Mission on
Educat ion through Informat ion and Communicat io n
Technology (NME-ICT), open educational resources, mobile
education, etc.

The following is list of technologies and facilities used by teachers

in diverse departments, depending upon the discipline/content
involved:
1. Projection of still and animated content:
Used by more than 50% of the faculty members as a teaching-

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aid in the classroom and laboratories.

2. Web-resources:
Used by majority of teachers and students to supplement the
course-content, get recent updates, or just communicate with
each other and share content.
3. NME-ICT
College is a nodal center for content development in 6 subjects,
namely, Forensic Science, Commerce, Economics, Business
Economics, Chemistry, and Psychology for the ePG-Pathshala
Project of UGC. More than 30 faculty members are contributing
and structuring/organizing content.
4. Open Courseware and resources
Used by several science departments, some of these are even in
the recommended list of resources provided by the University.
5. Free-Open-Source-Software
Used by several science departments for computation and
experimentation, in particular, Computer Science and
Electronics are now doing almost all of the Computational Lab-
Work on Open-Source Software and Linux.
6. Screening of Movies
Used by mostly humanities departments, as a component in the
subjects which involve cinema and/or media in particular, and
even otherwise.
7. Virtual Laboratory
Used by biological sciences in particular, wherever there is
opportunity to broaden the scope of their lab-work and
academic investigation.

2.3.6 How are the students and faculty exposed to advanced level of
knowledge and skills (blended learning, expert lectures,
seminars, workshops etc.)?

Seminars and expert lectures on topics of special as well as

general interest are organized by Departments as well as by various
Student Societies. Trips and excursions, projects on current topics,
special interest trainings and workshops organized by Departments
augment the classroom and syllabus based teaching further and
endeavors to bring it alive for the benefit of learners. The details of
these can be seen from individual department/society records (Refer
to ERDs).

2.3.7 Detail (process and the number of students benefitted) on the

academic, personal and psycho-social support and guidance

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services (professional counseling/mentoring/academic advise)

provided to students?

Personal and psycho-social support system of the College is

so far informal and mostly led by teachers in their individual
capacity. In the coming days, the College shall formalize and bring
about a visible system and employ professional counsellor for the
students.
Academic counselling and advice is provided by the
Mentor/Coordinator of each group, who is one of the teachers
teaching these students in the Semester. Students have the liberty to
approach any other teacher from their department or even outside
the department for such advice, and they are always welcome.
Certain soft-skills such as resume writing, or assistance in
seeking a job/training is provided through organization of such
camps, workshops, or lectures by the Training and Placement
Committee of the College, and also its counterpart in the University.

2.3.8 Provide details of innovative teaching approaches/methods

adopted by the faculty during the last four years? What are the
efforts made by the institution to encourage the faulty to adopt new
and innovative approaches and the impact of such innovative
practices on student learning?

The following is the select list that is common to several

departments and faculty members.
1. Use of ICT in classroom and labs as extension of medium and
for improvising teaching aids
2. Online courseware as reference, and contributing to online
resources (such as joining an open-source software project)
3. Site-visits where required and possible
4. Virtual experience (say, of animal dissections in Zoology, or
museums in History, and similar)
5. Role-playing (say in literature) and competitive projects (in
certain science projects)
6. Student Presentations that are explorative and/or reviewed live
7. Use of specialized methods such as Concept-Inventory

Besides the above, individual teachers keep improvising

their ways in their classroom, and after the approach matures is
often shared with other faculty members.
Such innovative approaches enhance the students’
experience and provide opportunities to them to have a more
comprehensive involvement in the teaching-learning process.

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2.3.9 How are library resources used to augment the teaching-

learning process?

College Library has an excellent collection of books on

diverse topics and subjects, and is used as a source of text and
reference books by the teachers and the students in their study.
Normally, the classroom teaching is anchored around the prescribed
textbooks, but the contribution of the recommended readings and
references is invaluable for the learners. Faculty members make
every effort to keep library updated and motivate the learners to use
it as a learning resource to deepen and broaden their learning.
Sometimes term-papers or assignments are given by the teachers
which involve literature survey on some topic, or solution of a
problem or interpretation of a situation that would require
investigation in the literature available in the Library.
Inflibnet access in the library for students in general, and
every teacher’s individual access augment the library resources
further. Also the e-resources of IUC (Indian Universities
Consortium, under ageis of Government of India) made available by
the Delhi-University Library System through Campus-wide network
are available to teachers as well as students and are utilized for
teaching-learning. Wider inflibnet access (outside the College) is
provided to students upon demand, by issuing them user-
name/password.

2.3.10 Does the institution face any challenges in completing the

curriculum within the planned time frame and calendar? If ‘yes’,
elaborate on the challenges encountered and the institutional
approaches to overcome these.

Mostly, the curriculum fits the available time, and there is every
effort made by the teachers to complete the same timely. However,
there are times that unforeseen situations arise, such as a teacher
proceeding on some unplanned leave due to some emergent
situation and at times getting a full replacement is a big challenge,
as the College has to function under the strict regulations of
University and UGC, wherein such replacement is not always
possible. However guest teachers are engaged to anyhow take care
of essential lectures, and other teachers of the department take care
of tutorials and/or practical related workload.

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2.3.11 How does the institute monitor and evaluate the quality of
teaching learning?

The approach consists of the following two:

Proactive part:
1. The College at recruitment level tries its best to hire teachers
that have the competence and good level of dedication to do the
job, and who will be actively pursuing excellence in doing their
job.
2. The College administration and senior faculty members take
time to mentor and motivate their younger counterparts to take
initiative and deliver effectively in teaching. Interaction with
students and mentoring and motivating them to learn is also a
part of this enculturing.
3. College administration and senior faculty members encourage
students to be more participative and analytical about the
teaching learning process in the College, and keep reminding
them about being active and conscious of making progress and
achievements individually and in relation to peers
Reactive part:
1. Direct feedback from students that is taken by the teacher
usually informally through-out the Semester and formally at the
end of the Semester in the form of a Feedback form.
2. Departmental Monitoring Committee, wherein students are
expected to voice their concerns about their satisfaction level
with the quality and effectivity of the teaching learning process.
Any issues that may arise in this Committee are immediately
address by the concerned department itself or taking help of the
College administration and/or university as the need be.
Departmental Convener and course coordinator/mentor are
directly accessible to the students and make effort to identify
any issues that need be addressed regarding smooth and
effective teaching learning process.
3. Academic Affairs Committee, which oversees the issues and
complaints that may be raised formally or informally by the
students or teachers alike, and takes action immediately to
redress these administratively and academically.
4. Principal, can be directly approached by students, parents, or
University and any issues in teaching learning process can be
highlighted that need to be addressed. Principal keeps in close
touch with Academic Monitoring Committee to keep a tab on
the teaching learning going on in the College, and also at times
directly queries the students whom he happens to meet in his
office or outside.

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2.4 Teacher Quality

2.4.1 Provide the following details and elaborate on the strategies

adopted by the college in planning and management
(recruitment and retention) of its human resource (qualified and
competent teachers) to meet the changing requirements of the
curriculum

Highest Professor Associate Assistant Total

Qualification Professor Professor
Male Female Male Female Male Female
Permanent Teachers
D.Sc./D.Litt./ - - 22 35 6 10 73
Ph.D.
M.Phil - - 2 8 2 1 13
M.Tech/M.S. - - 1 - - - 1
PG - - 1 1 - 11 13
Temporary Teachers*
D.Sc./D.Litt. - - - - 7 12 19
Ph.D.
M.Phil - - - - 2 1 3
M.Tech/M.S. - - - - - - -
PG - - - - - 11 11
* including teachers appointed on ad-hoc basis as on 30-11-2015,
even though the data is transient. Guest faculty however is not
included.

2.4.2 How does the institution cope with the growing demand/
scarcity of qualified senior faculty to teach new programmes/
modern areas (emerging areas) of study being introduced
(Biotechnology, IT, Bioinformatics etc.)? Provide details on the
efforts made by the institution in this direction and the outcome
during the last three years.

College being in the capital of India and affiliated to one of

the most prominent universities of India, and being located within
main north-campus, has an advantage over some others in being
attractive to many a aspirant of teaching and research. Also, the
University Departments centrally draw a panel for ad-hoc
appointments which has a large number of candidates in most
disciplines, in all categories, for all its constituent and affiliated
Colleges. In this respect, the College has therefore a wide choice in
selecting appropriate candidates for new appointments, and is

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usually able to select candidates with desired qualification and

experience.
During last three years, no permanent appointments have
been made pending the decision of Case --- in the High Court of
Delhi. However, ad-hoc appointments are made every Semester
according to the regulations of University and UGC.

2.4.2 Providing details on staff development programmes during the last

four years elaborate on the strategies adopted by the institution
in enhancing the teacher quality.

a) Nomination to staff development programmes

Academic Staff Development Programmes Number of faculty

nominated

Refresher courses 21
HRD programmes -
Orientation programmes 4
Staff training conducted by the university -
Staff training conducted by other institutions -
Summer / winter schools, workshops, etc. 32

b) Faculty Training programmes organized by the institution to

empower and enable the use of various tools and technology
for improved teaching-learning

 Teaching learning methods/approaches

o Fundamentals of ICT use by Microsoft under Saksham from 24
Sep 2015 to 29 Sep 2015. Attended by 13 faculty members from
College besides some others from other Colleges.
o Several trainings organized by e-PGPathshala Project in the
College for e-content creation and development

 Handling new curriculum

None, since these are arranged centrally by the University in various
forms.

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 Content/knowledge management
None, faculty members and Departments do at their level as
required.

 Selection, development and use of enrichment materials

None, faculty members and Departments do at their level as
required.

 Assessment
None, Faculty members and Departments do at their level as
required, as per rules.

 Cross cutting issues

ICT use is promoted in various ways, and structured programmes
organized as per need. Currently, majority staff is well-conversant
with ICT. Issues of inclusion and environment are addressed mostly
through common programmes (students and faculty) organized by
related societies as described in 1.3.3.

 Audio Visual Aids/multimedia

Majority teachers are comfortable with use of basic projection and
presentation skills using ICT. To enrich these capabilities further,
ePGPathshala in the College conducted several trainings on
development of multimedia based curriculum delivery for the
teachers of the College and from other institutions.

 OER’s
Some online educational resources are identified and mentioned in
the curriculum by the University. Further, teachers explore
themselves or take help of the peers. As a technology enabler, the
members who routinely use these, or Computer Science faculty help
the ones who need.

 Teaching learning material development, selection and use

ePGPathshala organized several such programmes in 2013-15, in
particular about development of e-content and knowledge
dissemination over network.

Percentage of faculty

 invited as resource persons in Workshops / Seminars /

Conferences organized by external professional agencies ~10%

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 participated in external Workshops / Seminars /

Conferences recognized by nat ional/ internat iona l
professional bodies ~40%

 presented papers in Workshops / Seminars / Conferences conducted

or recognized by professional agencies ~20%

2.4.4 What policies/systems are in place to recharge teachers? (e.g.:

providing research grants, study leave, support for research and
academic publications teaching experience in other national
institutions and specialized programmes industrial engagement etc.)

College follows the Rules and Regulations specified by

University of Delhi and DOPT regarding study leave and lien to
work/serve in other national/University institutions. All applications
for research grant from various agencies like DST, UGC, ICSSR,
and so on are duly forwarded. The College also applies for
Collective grants, wherever available (such as DBT’s STAR College
scheme), to national agencies for research/enrichment of faculty and
students.
College has an internal Research Committee, which shall be
funding small in-house research projects of faculty and students,
however there are obvious budgetary constraints.

2.4.5 Give the number of faculty who received awards / recognition at the
state, national and international level for excellence in teaching
during the last four years. Enunciate how the institutional
culture and environment contributed to such
performance/achievement of the faculty.

1. Dr. G.S. Sodhi, Dept. of Chemistry, Teaching Excellence Award

for Innovation, at 93rd Foundation Day of the University of
Delhi, May 2015.
2. Dr. Gurvinder Kaur, Dept. of Chemistry, Teaching Excellence
rd
Award for Innovation, at 93 Foundation Day of the University
of Delhi, May 2015.
3. Dr. Vimal Rarh, Dept. of Chemistry, Teaching Excellence
Award for Innovation, at 93rd Foundation Day of the University
of Delhi, May 2015.
4. Dr. Komal Kamra, Dept. of Zoology, Teaching Excellence
Award for Innovation, 2015.

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2.4.6 Has the institution introduced evaluation of teachers by the

students and external Peers? If yes, how is the evaluation used for
improving the quality of the teaching-learning process?

Yes. Students informally during the Semester, and formally

towards the end of the Semester fill a Feedback Form that is
designed to bring forth the strong and weak points in the
performance of a teacher, in an objective way. The said forms are
executed by the teacher usually in the last meeting with the class,
and are often post the award of internal assessment to avoid any
misunderstanding on either side. The feedback is perused primarily
by the teacher and a few of these forms, usually three most positive
and three most negative are discussed in the Departmental meeting
at the closing of the Semester. The idea is to take this feedback in a
positive way, identify the shortcomings and prepare to perform
better in the subsequent semester.

2.5 Evaluation Process and Reforms

2.5.1 How does the institution ensure that the stakeholders of the
institution especially students and faculty are aware of the
evaluation processes?

Every year at the start of the academic session, the College

organizes an Orientation Day for the fresher batch along with their
parents/guardians. These are attended by majority of fresh-students
and their parents as well as faculty-members since the schedule is
communicated in advance at the time of admission itself, and an
SMS is sent as a reminder a couple of days before.
In these sessions, after the Principal, often with some Office
bearers of the College Management has introduced the College, its
history, focus, strengths and past performance in fields of academic,
sports, community service, research, and cultural activities, the
Timetable in-charge presents the outline if academic activities,
University’s ordinances and regulations, timetable for the Semester,
highlights the expected response from students in academic work
and College rules. Special focus is put on the details of the
evaluation process and examination in this talk. This is further
supplemented by a handbook of information that is already
provided to the students at the time of admissions.
Students are also informed about central issue-redressal
mechanisms, and contact persons for various issues such as
academic, attendance, examination, scholarships, cultural societies,

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sports facilities, canteen facilities, and anti-ragging help.

2.5.2 What are the major evaluation reforms of the university that the
institution has adopted and what are the reforms initiated by the
institution on its own?

University of Delhi issues detailed guidelines about the

process of examination to follow through its academic-ordinances
and supplementary communications by Council-branch and
examination-branch. The College follows the process specified by
the University in-toto and adheres to the schedule specified. Since
the College functions as a strongly integrated arm of the University,
it cannot initiate any major changes by itself at the local level.
However, College faculty by virtue of being part of several
committees at the University-level provides valuable inputs and
feedback in reforming the evaluation process for the entire
University.
At the local-level, the College ensures that the examination is
conducted as per schedule smoothly and the Examination
Committee, Academic Affairs Committee, Timetable Committee,
and Attendance Committee coordinate and organize and mobilize
required resources and plans for efficient conduct of the entire
process of the examination and evaluation. These also oversee that
Departments and individual teachers act on the guidelines provided
and address any issues emanating from these locally or seek
guidance and clarifications from the University as needed.

2.5.3 How does the institution ensure effective implementation of the

evaluation reforms of the university and those initiated by the
institution on its own?

Semester End Examination:

Please refer to 2.5.2 above.
In addition to the above, the College appoints a coordinator
for the Centralized-Evaluation-Center of the University at the
College, in the subjects/streams allocated by the University. The
University also appoints a set of examiners per paper. This
coordinator organizes and supervises the evaluation process as per
University guidelines for the Semester-end Examination, and gets
the examiners to prepare a formal evaluation guideline and scheme
of award of marks per paper.
Wherever there is local evaluation of scripts, such as in
AECC courses in CBCS that has started in 2015-16, (or Foundation

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Courses and Application Courses in FYUP in 2013-14), the College

appoints another Coordinator to organize and supervise the
evaluation process.
These coordinators ensure that evaluation is completely
timely in accordance with the evaluation guidelines I every paper,
and award is communicated to the University in the prescribed data-
format online and on-paper according to the schedule.

Internal Assessment and Continued Evaluation:

As per the University statutes, the following is the distribution of
marks and activities on the basis of which award is given:

Programme Theory Practical

Scheme
FYUP/ 25 marks per paper of 100 25 marks per paper of 50
Restructured- marks marks
FYUP batches
Class Test(s): 10 Regularity and quality of
Project Presentation:15 effort: 10
Project: 15
Semester-Scheme 25 marks per paper of 100 25 marks per paper of 50
marks marks

Attendance: 5 Regularity: 10
Class-test(s): 10 Quality of Effort: 10
Assignment(s): 10 Viva: 5
CBCS scheme 25 marks as CCE per paper 50 marks per practical,
of 100 Marks no semester-end
practical examination
Attendance: 5
Class-test(s): 10 Every lab-session is
Assignment(s): 10 evaluated and used in
final score calculation

2.5.4 Provide details on the formative and summative assessment

approaches adopted to measure student achievement. Cite a few
examples which have positively impacted the system.

Whereas University examination only focuses on the

summative approach of assessment, and which is more visible to and
perceived important by the students, the teachers are also concerned
about other aspects of evaluation which can be somehow fitted in the
scheme of internal assessment and continued evaluation as
prescribed by the University. To make classroom and

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tutorial/practical more productive and effective, teachers do use

formative assessment, but this is often invisible to or neglected by
the students, especially the ones who have a rather casual attitude
towards their programme.
The society at large for many a learner lays focus only on
getting a degree with reasonably good marks, but some of them do
actually get on to the learning odyssey. Formative assessment is
actually perceived more seriously by these, and actual mentoring
and advising starts. These are often the ones who seek further
recommendations from their teachers in later phases of life after
passing out from the College, and even return a few years later to
thank and express gratitude to the College and teachers either in
person or on communication channels.
Since University’s assessment and evaluation seems to
prefers objectivity of evaluation in the Semester-end examination,
and an internal assessment regime that is easily visible on document,
main focus remain on summative assessment and scores, sometimes
even within certain classrooms. So the finer points of assessment
and feedback remain to be mostly handled only between the teachers
and interested learner. Several experienced teachers use discussions,
brainstorming, student-presentations, model-selection, interpretation
and debates, and peer-group suggestions to adapt and evolve their
instructional methods. Some of them also draw out possible
epistemologies, do meta-analysis, and also expose students to the
ways of achieving Attribute Matrix mentioned in 2.5.6 and make
interactions and instruction wider and more profound. It is not
uncommon to find a few in every batch of students, especially in
sciences and humanities who actually happen to see the larger
picture.

2.5.5 Detail on the significant improvements made in ensuring rigor and

transparency in the internal assessment during the last four years and
weightages assigned for the overall development of students
(weightage for behavioral aspects, independent learning,
communication skills etc.)

The College follows University’s guidelines and regulations

for internal assessment. Each paper carries a few assignments, that
are graded for specified marks, class-tests that are again graded for
specified marks, and award for attendance as per University rules
(per-paper attendance 66.66% to < 70%, 70% to < 75%, 75% to <
80%, 80% to < 85%, 85% and above, gets 1, 2, 3, 4, and 5 marks
respectively. Zero is given for attendance less than 66.66%) The
data about these is made available by the concerned teachers, along

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with the feedback as suitable. The same data is utilized by the

Student Management System Software to compile and auto-compute
the award. The raw as well as computed final data is displayed in
College and made available to every student in the Academic Office,
where assistants also show actual originals on demand to the
interested parties. Further departmental moderation committees
ensure that evaluation has been as per rules for the entire batch and
no loose ends are left. In case a student is not satisfied with some
award he/she can raise a grievance with the grievance redressal
committee on Internal Assessment or Academic Affairs Committee,
or even the Principal. All such grievances are promptly resolved to
the satisfaction of all concerned.

2.5.6 What are the graduate attributes specified by the college/

affiliating universit y? How does the college ensure the
attainment of these by the students?

University of Delhi does not explicitly mention graduate

attribute matrix for its programmes, however these are implied in the
prelude of most syllabi/curricula.
The College, in general, across streams/disciplines considers
the following attribute matrix and works towards making learners
achieve these, of course, to varying degrees of accomplishment
subjective to individual’s capabilities, efforts, awareness, and social
context.

Attribute Academic, Individual, and Transferable

Dimensions
(To know (from literature and experiments), To
possess as their own, and To be able to apply)
Subjects Special Knowledge Principles methods and limitations
Independent and critical thinking Identify, define, and evaluate
Resourceful Self-directed and authentic
Effective communication Present ideas as per audience
Confidence in taking new Defend ideas and challenge assumptions
assignments/ challenges
Adaptability Morph and port ideas across discipline and
culture
Readiness to collaborate Engage with peers and accommodate
perspectives
Ethical and social awareness and Take social and ethical responsibility of actions
responsibility
Reflective learning Course-correction from feedback

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The College tries to focus on these attributes, but ironical, as

it may sound, the fast pace of restructuring of curricula and syllabi in
the University in past few years (since Semester based courses
started in 2010-11) the Semester-end examination and pass-marks
have dominated over everything else, in the perception of an average
learner, especially, when the system has been under so much
pressure to complete double the examination work in half the time,
with reducing number of experienced staff and yet present only
success in the last restructuring/update. Still, many a faculty
members try their best to not miss the sight of the forest for its trees,
that is, focus on the above mentioned aspects. The task become more
daunting in the conditions when University cannot afford to have
carry-over from last scheme, since new scheme of things will make
such carrying-over impractical in the ensuing academic year, which
gives conflicting and confusing signals to an average learner.

2.5.7 What are the mechanisms for redressal of grievances with

reference to evaluation both at the college and University level?

College: The Internal Assessment is computed and displayed

officially at the time of dispersal of classes and any issues that are
brought forth are resolved as per the facts and data. The concerned
Departmental Committee, and if the need be the Academic Affairs
Committee and Attendance Committee intervene to resolve such
issues. The students sign on the award, which shows their
acceptance to the fairness and correctness of the award. This award
is communicated to the University for inclusion in the final result.
However, a few students may miss this perusal and fail to
sign due to some reason, and yet have a grievance. Such grievances
are investigated in the same way, as they would have been before
awards are communicated. There are defined ways of taking up
corrections, if required, between the College and University, which
are pursued in such a case. The number of such cases in last few
years has been scant and negligible.

University: The students can apply for re-evaluation if they are not
satisfied with the score they have got in a Paper in the last
examination with in the time stipulated by the University. Such
scripts are evaluated by three more examiners independently, and
change if any, is published as result of such re-evaluation in a few
weeks. Students can also inspect their own scripts under RTI Act,
and University makes provisions for enabling students in doing so.
Eventually, a student can repeat one or more selected paper in the

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subsequent cycle to improve his/her score.

2.6 Student performance and Learning Outcomes

2.6.1 Does the college have clearly stated learning outcomes? If ‘yes’ give
details on how the students and staff are made aware of these?

The learning outcomes are the achievement of graduate

attributes mentioned in 2.5.6. The statement of these are modified
according to the discipline/stream of study by the concerned teachers
and presented frequently in their lectures, tutorials, practical, and in
general discussions with students. Senior faculty members, in
informal discussions, and in departmental meetings elaborate on
these for their younger colleagues. By and large, the department has
a consensus on the extent and interpretation of these attributes and
works towards making learners achieve these as they progress in
their programme.

2.6.2 Enumerate on how the institution monitors and communicates the

progress and performance of students through the duration of the
course/programme? Provide an analysis of the students
results/achievements (Programme/course wise for last four years)
and explain the differences if any and patterns of achievement
across the programmes/courses offered.

Monitoring the progress and achievement of learners is a

continuous process that is undertaken by the concerned teacher(s)
during the entire span of the Semester. The teachers of a department
/ class share the outcomes all through the Semester and discuss
strategies to improve the group as a whole, or focus on individual
slow or advanced learners.
The examination results of last four years programme-wise
are summarized below in Table 2.6.2, showing certain data
attributes. Detailed analysis is too big to fit this report and shall be
presented in person by the individual department for a specific
programme.
Table 2.6.2: University Examination Results
(A: Appeared, P: Passed, I: First Divisions)
Course / 2011-12 2012-13 2013-14 2014-15
Programme A P I A P I A P I A P I
B.A. (Hons.) 35 30 4 34 32 1 30 25 10 40 33 20
English
B.A. (Hons.) 31 28 4 26 25 7 67 49 38 40 20 19

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Self Study Report 2016 65

Course / 2011-12 2012-13 2013-14 2014-15

Programme A P I A P I A P I A P I
Hindi
B.A. (Hons.) 23 18 11 26 25 9 27 11 9 33 16 12
Punjabi
B.A. (Hons.) 35 31 20 56 53 35 54 43 43 59 45 45
Economics
B.A. (Hons.) 35 31 3 38 30 3 38 27 16 48 28 11
History
B.A. (Hons.) 32 26 2 31 29 3 41 32 16 40 28 9
Political
Science
B.A. (Hons.) 48 47 38 53 53 41 67 58 49 45 36 35
Business
Economics
B.A. 58 37 3 64 46 14 56 36 24 45 22 15
Programme
B. Com. 128 123 83 116 110 78 146 128 126 168 129 122
(Hons.)
B.Com. 50 28 9 58 35 22 45 40 35 59 43 40
Programme
B.Sc. (Hons.) 51 49 25 72 37 34 70 52 47 38 27 26
Physics
B.Sc. (Hons.) 35 29 6 34 21 21 59 42 41 27 25 25
Chemistry
B.Sc. (Hons.) 30 21 14 32 24 22 39 20 19 41 36 33
Botany
B.Sc. (Hons.) 36 35 28 47 40 37 42 32 30 39 28 28
Zoology
B.Sc. (Hons.) 15 15 12 25 15 15 16 10 10 12 11 11
Electronics
B.Sc. (Hons.) 21 19 13 31 31 21 43 32 31 50 39 39
Mathematics
B.Sc. 32 11 3 75 29 26 101 65 55 66 30 30
Programme
Physical
Sciences
B.Sc. Applied 13 7 4 - - - - - - - - -
Physical
Sciences
B.Sc. 23 12 10 34 24 21 52 37 37 42 30 30
Programme
Life Sciences
Certificate in 31 9 6 22 15 15 30 23 16 23 17 6

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Course / 2011-12 2012-13 2013-14 2014-15

Programme A P I A P I A P I A P I
Spanish
Certificate in 33 14 6 31 21 11 36 27 11 43 23 1
German
Certificate in 5 1 Nil 9 5 3 11 1 0 11 4 3
Russian
Certificate in - - - 22 15 10 24 6 6 35 21 11
Chinese
Certificate in - - - 12 9 4 8 8 7 7 2 Nil
Korean
Certificate in - - - 18 8 5 30 20 15 21 15 10
Japanese
Certificate in - - - - - - 14 5 1 33 11 3
French
Diploma in - - - - - - - - - 11 10 5
German
Diploma in - - - - - - - - - 7 7 4
Spanish
PG Diploma in 27 26 26 29 28 28 39 39 39 36 36 36
Forensic
Science
M.A. English 5 3 1 5 5 1 8 4 2 9 8 3
M.A. Hindi 8 5 Nil 8 8 3 7 5 0 4 4 Nil
M.A. Punjabi 9 4 3 5 3 3 6 6 3 8 6 6
M.A. History 4 2 Nil 4 2 0 5 3 2 1 1 Nil
M.A. Political 4 1 Nil 3 3 0 5 2 0 8 2 Nil
Science
M.A. - - - - - - - - - - - -
Economics
M.Com. 9 4 3 10 8 8 10 9 8 10 9 7
M.Sc. Physics 9 6 6 6 2 2 3 3 1 3 2 Nil
M.Sc. 2 2 2 3 3 3 3 3 2 5 5 5
Chemistry
M.Sc. Botany 3 3 3 1 1 1 2 2 2 Nil - -
M.Sc. Zoology 2 1 1 1 1 1 2 2 1 Nil - -
M.Sc. 8 8 6 8 8 6 4 2 2 4 4 2
Mathematics
Cert. in Web 18 11 19 9 11 7 7 5
Journalism
Cert. in Sports 23 16 17 10 8 3 11 5
Economics and
Marketing

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Self Study Report 2016 67

During these years the scheme of programmes, has changed from

Annual- to-Semester, Semester-to-FYUP, and FYUP-to-Semester back.
Since a lot of variables have changed during this span including pattern and
scheme of programme, examination and promotion rules, syllabi, besides
the students’ profile, a statistical analysis of trends cannot reveal any
significant results. Still, a basic statistical analysis of the data in Table 2.6.2
is given below:

Course/Programme Pass%
2011-12 2012-13 2013-14 2014-15 Average Std.
Dev.
B.A. (Hons.) 85.71 94.12 83.33 82.50 86.42 4.60
English
B.A. (Hons.) Hindi 90.32 96.15 73.13 50.00 77.40 17.94
B.A. (Hons.) 78.26 96.15 40.74 48.48 65.91 22.39
Punjabi
B.A. (Hons.) 88.57 94.64 79.63 76.27 84.78 7.26
Economics
B.A. (Hons.) History 88.57 78.95 71.05 58.33 74.23 11.08
B.A. (Hons.) 81.25 93.55 78.05 70.00 80.71 8.47
Political Science
B.A. (Hons.) 97.92 100.00 86.57 80.00 91.12 8.21
Business Economics
B.A. Programme 63.79 71.88 64.29 48.89 62.21 8.33
B. Com. (Hons.) 96.09 94.83 87.67 76.79 88.84 7.67
B.Com. Programme 56.00 60.34 88.89 72.88 69.53 12.78
B.Sc. (Hons.) 96.08 51.39 74.29 71.05 73.20 15.85
Physics
B.Sc. (Hons.) 82.86 61.76 71.19 92.59 77.10 11.65
Chemistry
B.Sc. (Hons.) 70.00 75.00 51.28 87.80 71.02 13.12
Botany
B.Sc. (Hons.) 97.22 85.11 76.19 71.79 82.58 9.72
Zoology
B.Sc. (Hons.) 100.00 60.00 62.50 91.67 78.54 17.56
Electronics
B.Sc. (Hons.) 90.48 100.00 74.42 78.00 85.72 10.17
Mathematics
B.Sc. Programme 34.38 38.67 64.36 45.45 47.71 11.47
Physical Science
B.Sc. Applied 53.85 - - - 53.85 0.00
Physical Sciences
B.Sc. Programme 52.17 70.59 71.15 71.43 66.34 8.18
Life Sciences

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Certificate in 29.03 68.18 76.67 73.91 61.95 19.25

Spanish
Certificate in 42.42 67.74 75.00 53.49 59.66 12.61
German
Certificate in 20.00 55.56 9.09 36.36 30.25 17.54
Russian
Certificate in - 68.18 25.00 60.00 51.06 18.73
Chinese
Certificate in Korean - 75.00 100.00 28.57 67.86 29.59
Certificate in - 44.44 66.67 71.43 60.85 11.76
Japanese
Certificate in French - - 35.71 33.33 34.52 1.19
Diploma in German - - - 90.91 90.91 0.00
Diploma in Spanish - - - 100.00 100.00 0.00
PG Diploma in 96.30 96.55 100.00 100.00 98.21 1.79
Forensic Science
M.A. English 60.00 100.00 50.00 88.89 74.72 20.42
M.A. Hindi 62.50 100.00 71.43 100.00 83.48 16.82
M.A. Punjabi 44.44 60.00 100.00 75.00 69.86 20.48
M.A. History 50.00 50.00 60.00 100.00 65.00 20.62
M.A. Political 25.00 100.00 40.00 25.00 47.50 30.92
Science
M.A. Economics - - - - - -
M.Com. 44.44 80.00 90.00 90.00 76.11 18.73
M.Sc. Physics 66.67 33.33 100.00 66.67 66.67 23.57
M.Sc. Chemistry 100.00 100.00 100.00 100.00 100.00 0.00
M.Sc. Botany 100.00 100.00 100.00 - 100.00 0.00
M.Sc. Zoology 50.00 100.00 100.00 - 83.33 23.57
M.Sc. Mathematics 100.00 100.00 50.00 100.00 87.50 21.65
Certificate in Web 61.11 47.37 63.64 71.13 60.89 7.77
Journalism
Certificate in Sports 69.57 58.82 37.50 45.45 52.84 11.00
Economics and
Marketing

A large standard deviation is insignificant in postgraduate

courses, since the number of candidates appearing is rather small.
Also, the add-on courses in foreign languages are likely to be given
second priority by the students in their preparation at times, which
may be the reason of large variations.
Overall, the academic rules and framework must stabilize
reasonably, in order to evaluate the statistical trends in the
performance of teaching learning process in the College over time.
Alternatively, a much larger model which comprehensively accounts

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of all (or most) of the abovementioned variables that change should

be used, which would be beyond the scope of this report.

2.6.3 How are the teaching, learning and assessment strategies of the
institution structured to facilitate the achievement of the intended
learning outcomes?

College has to follow University’s curriculum, pedagogy,

and assessment principles in various programmes it offers. However,
individual teachers and departments moderate and improvise as
described in 2.5.4, 2.5.5, 2.5.6 to the extent possible within the
specified framework. In addition various enrichment programmes
and activities are organized for supplementing select areas.

2.6.4 What are the measures/initiatives taken up by the institution to

enhance the social and economic relevance (student
placements, entrepreneurship, innovation and research aptitude
developed among students etc.) of the courses offered?

College has to follow University’s framework regarding

curriculum. Over and above that, wherever there is scope, projects
and assignments of social, industrial/commercial and economic
relevance are suggested and followed by the faculty. College also
provides assistance in placements to students as described in 2.3.7.
Innovation and research aptitude has also been promoted in
students by including them in Innovation Projects funded by the
University during 2013-16. The list of such projects is included in
3.1.5. Each project shortlisted and selected a set of students who
participated in the project under the guidance of PI and co-PI. The
outcomes of all these projects have been presented in the annual
academic festival of the University – Antardhawni. Most of these
were appreciated and some of these were awarded also.

2.6.5 How does the institution collect and analyze data on student
performance and learning outcomes and use it for planning and
overcoming barriers of learning?

Every Department is provided detailed result of the

University (all Colleges) in the programmes they offer every
Semester. Departments analyze and compare the results and make
appropriate plans for improvement. College Principal, Staff Council,
or Academic Affairs Committee may ask for any explanations if

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need be, or give a generic or specific suggestion regarding planning.

Normally, the concerns if any are addressed at the Departmental
Level itself.
College also centrally analyzes all examination results and
watches out for any alarming trends and also congratulate/appreciate
distinguish achievements.
Besides this, students who excel in examinations, and/or
otherwise in tangible ways in attributes specified in 2.5.6 are
honored in the Merit Awards Ceremony or Annual Function of the
College.

2.6.6 How does the institution monitor and ensure the achievement of
learning outcomes?

College encourages its teachers to take charge of the learning

curve and performance of students, and provides best support and
guidance for the purpose. Diversity across departments and
programmes can be best handled by the Departments themselves,
when they are enabled by the administration in terms of
encouragement and support.
Academic Affairs Committee, Staff Council, and Principal
keep watch on that the Departments and teachers are doing their role
as expected, and feedback mechanisms are reporting good
satisfaction level and progress.

2.6.7 Does the institution and individual teachers use assessment/

evaluation outcomes as an indicator for evaluating student
performance, achievement of learning objectives and planning? If
‘yes’ provide details on the process and cite a few examples.

Yes, they do as described in 2.6.2 to 2.6.6.

Example 1: Course Projects in B.Tech Comp Sc.

Using the attributed matrix referred in 2.5.6 as a guide for
steering individual students to achieve better was made the basis on
which the instructor of a course would enumerate an open list of
course-projects for the respective course in the Semester. The
students are given free choice to choose the one they like or are
interested to explore and build in a group of 3-4. Usually there
would be multiple groups who choose same topic. The instructor
would help each group and member draw out a plan for the project
keeping in view his/her present competence and potential. The work
thus assigned would be presented by the members of the group for

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the entire class, with the instructor or other department members in

attendance. An on the spot review, assessment and suggestion would
follow the questions of the audience.
As a rule, every student literally makes big strides in the
process described above.
The key point in this is instructor identifying and planning
projects that would give just the right kind of challenge and
motivation to the learners at the current point of their learning curve.
Also, since each student is at liberty to choose the challenge, is
supported by the instructor as well as peer students, and has several
expert resources available (online material, faculty members in the
department, and friends outside the College), the student tends to
own the responsibility of actually doing the best in comparison to
others, and his/her own previous projects. Added bonus is the skill at
presented his/her work and ideas to a group which is very attentive
and interested and being able to answer questions that would often
require on the spot thinking and intelligent and convincing
responses. Icing on the cake becomes the suggestions given by the
fellow students as well as instructor while in presentation. This is
fast run of the cycle of assessment-planning-assignment-assessment,
where in the student himself/herself is also doing all three steps,
along-with the teacher, and so do other students in attendance.
An undeniable evidence of the success of the above is that a
group of B.Tech. Computer Science students designed a robot which
won National Level Robotics Competition twice, that is at IIT
Bombay, and IIT Delhi in 2014, defeating numerous teams from
engineering colleges all over India by a huge impressive margin. Of
course, there are several others, though not as big.

Example 2: B.Sc. (Hons.) Physics

Use of Concept Inventory technique for teaching physics to
undergraduate students is used by some teachers. Dr. Ravi S.
Bhattacharjee quantitatively assessed the benefits of using this
technique when teaching Electricity and Magnetism versus
otherwise and presented the findings quantitatively in a Conference
in Simla in 2009.

Any other relevant information regarding Teaching-Learning and

Evaluation which the college would like to include.

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Criterion III: Research, Consultancy and Extension

3.1 Promotion of Research

3.1.1 Does the institution have recognized research center/s of the

affiliating University or any other agency/organization?

The research labs of the College which have been approved

by the respective University teams (Research Committee), for
registration of research students towards Ph.D. are as follows:
1. Ciliate Biology Lab
2. High Energy Physics Lab
3. Material Science Research Lab
4. Forensic Science Lab
5. Aqua Lab (Inorganic Chemistry)
6. Microbial Ecology Lab

In the above labs, external grants by agencies such as

DST/UGC have been utilized to set-up and operate initially.
Besides the above, several other individual faculty members
in science, commerce, and humanities are recognized by the
respective Department Research Committees of the University for
taking M.Phil./Ph.D. students as research supervisor.

3.1.2 Does the Institution have a research committee to monitor and

address the issues of research? If so, what is its composition?
Mention a few recommendations made by the committee for
implementation and their impact.

Yes, a Research Committee looks into and recommends the

proposals made by individual faculty members and students. The
Committee has four experienced researchers from faculty members,
and three students, from across the disciplines.

The recommendations of this Committee are two-fold:

1. Forwarding research proposal of an individual teacher for
external research grants from UGC/CSIR/DST/University etc. by
identifying and enabling to choose/provide for requisite
infrastructure/resources in the College which may be used if
grant is awarded.
2. Selecting internal research projects, which involve students
enrolled in various programmes, for grant to be given by the

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College, and evaluating the outcomes.

Since the resources of the College are limited, most of the work in in
the former. However, the impact is positive in terms of the
following:
 The individual faculty members are supported and facilitated in
obtaining research grants from outside agencies
 Students are encouraged to participate in research and get
benefitted by it academically and professionally.

3.1.3 What are the measures taken by the institution to facilitate

smooth progress and implementation of research schemes/
projects?

 autonomy to the principal investigator

Funds allocated to project are transferred to the Principal
Investigator, who maintains formal accounts of the Project. Purchase
committee is appointed by the PI of which College Principal is a
member. Utilization of Grant Certificate(s) as per norms concerned
are prepared after an Audit of the account maintained by the PI by a
Chartered Accountant.

 timely availability or release of resources

As soon as the money is transferred to College by the funding
agency, the same as per rules is transferred further to the account
maintained by the PI of the project. The space, electricity and other
resources as required are included in the plan prepared by the
research committee at the time of forwarding the proposal, and thus
integrated into College’s plan of extension and maintenance. Any
emergent changes are managed as the case warrants.

 adequate infrastructure and human resources

Research Committee at the time of forwarding the proposal
identifies the ways and means for accommodating the project in the
infrastructure available / to be made or modified. Emergent changes
are handled as described above. Wherever project assistants are
funded, the same are appointed as per norms specified. The day to
day support on things such as cleaning, water, etc. is provided by the
College staff without any dichotomy or discrimination.

 time-off, reduced teaching load, special leave etc. to teachers

As per University / UGC rules.

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 support in terms of technology and information needs

College resources such as network and internet, electricity and
backup are shared seamlessly. Any exploration and communication
is facilitated by the College Authorities as per the requirements of
the project.

 facilitate timely auditing and submission of utilization certificate

to the funding authorities
As per norms, PI is given independent charge to function.

 any other

3.1.4 What are the efforts made by the institution in developing

scientific temper and research culture and aptitude among
students?

Some of the initiatives are as follows:

1. Involving students in research projects of the individual faculty
members as per their interest and suggestion.
2. A reasonably large number of students in Innovation Projects
funded by the University in the diverse areas of material science,
forensic science, sports, economics, and so on.
3. Decision to fund relatively small research projects which focus
on students selected by the Research Committee from the
College funds. However due to obvious budgetary restrictions,
only small grants can be allocated.

The existence, availability and working of these projects act

as a model and motivation for students to join and develop desirable
researcher like qualities under the guidance and close supervision of
faculty members. Faculty members also recommend and suggest
interesting research projects outside the College to the interested
students, and every year some students from diverse disciplines
participate in these.
Besides the above, scientific temper and aptitude is
cultivated in the course-work itself by the concerned teachers and
motivations provided to think out-of-the-box and come up with new
ideas. Problem formulation and ability to apply the knowledge for
problem solving is an important graduate attribute as documented in
2.5.6.

3.1.5 Give details of the faculty involvement in active research

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(Guiding student research, leading Research Projects, engaged in

individual/collaborative research activity, etc.

Table 3.1.5 lists funded research projects undertaken by the faculty

members. Besides this list, several faculty members guide research
students as guides/co-guides/members of advisory committee with in
our University or in other Universities. The details of such research
are embedded in respective Evaluative Reports of the Department.
Also, Table 3.2.3 lists research projects that were funded (by DBT
STAR College scheme grant) and involved undergraduate/
postgraduate students of the College under the guidance of faculty
members indicated against each.

Table 3.1.5: Funded Research Projects of Faculty Members

# Name of the Role Title Period Funding Amount Pub

Faculty Agency (Rs.) lica
tion
s
1 Mamta PI Signature of new 2015- CSIR 12,00,000 -
Sukanta Dutta Co-PI Physics at present and 18
future Colliders
2 P. Arun PI Study of Surface 2010- DST 15,00,000 -
Kuldeep Kapil Co-PI Plasmon in Nano- 14
Composite Thin Films
3 Ajay Wadhwa PI Study of pressure of 2012- UGC 2,39,000 -
rubber balls and 15
temperature effects on
the property of
resilience
4 Deepak Chandra Invst. Physics Beyond 2008- DST 62,06,119 22
Mamta Co-PI Standard Model 12
Sukanta Dutta PI
5 Sukanta Dutta PI New Physics searches 2009- UGC 26,41,902 2
beyond standard 11 (Research
Award)
6 Deepak Chandra Invest Physics Beyond 2002- DST 12,00,000 12
Mamta igator Standard Model 06
Sukanta Dutta
7 Kuldeep Kapil PI A Study of 2008- UGC 90,000 2
Characterization of 10
Some Alkali Halide
Thin Films
8 Ajay Wadhwa PI Development of PC 2007- UGC 65,000 -
tools for the study of 10

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# Name of the Role Title Period Funding Amount Pub

Faculty Agency (Rs.) lica
tion
s
physical phenomena
9 P. Arun PI To Fabricate and 2015- University 5,00,000
Inderpreet Singh Co-PI Study Solar Cells with 16 of Delhi
Kuldeep Kapil SnS nano-crystalline
and ZnO nano-rod thin
films
10 Harbans Singh PI Statistical Study of 2015- University 4,50,000
Savinder Kaur Rise and Decline of 16 of Delhi
Sushil Kumar Indian Languages-
Special Focus on
Punjabi
11 S.K. Soni PI Understanding the 2014- University 3,00,000
Sumita Lohia Co-PI Problems faced by 15 of Delhi
Nidhi Sinha Co-PI Science Students due
to language barrier
and Suggesting
concrete remedial
measures for their
confidence building
through providing
study materials in
Hindi
12 P. Arun PI Study of surface 2010- UGC 4,05,500
plasmons in metal – 14
insulator -metal
nanocrystalline thin
films.
13 P. Arun PI Role of Nano-Crystals 2013- University 6,00,000
Inderpreet Singh. Co-PI in Energy Harvesting 14 of Delhi
Kuldeep Kumar Using SnS thin films.
14 P. Arun PI “Role of nano-crystal 2011- University 10,00,000
Nidhi Sinha Co-PI in energy harvesting 12 of Delhi
P.S. Jassal and biomedical
applications.
15 P. Arun Co-PI Study of the optical 2007- UGC 9,00,000
(Suresh properties of Si:ZnO 10
Wadhwa) nanocomposites
(Chhaya Ravi PI
Kant)
16 P. Arun PI Physics of the non- 2007- UGC 65,000

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# Name of the Role Title Period Funding Amount Pub

Faculty Agency (Rs.) lica
tion
s
linear pendulum: An 08
investigation based on
microprocessor
interfacing
17 G.S. Sodhi PI Synthesis of 1988- DRDO 10,87,128 2
Organometallic 91
Compounds

18 G.S. Sodhi PI Organomercury (II) 1989- UGC 12,000 3

Complexes with 91
Biologically Active O-
, N-, S- Donor
Ligands
19 P.S. Jassal PI Energetic of 2-Methyl 1993- UGC 18,000 1
Resorcinol and 95
Resorcinol-
Formaldehyde in
Different Media
20 G.S. Sodhi PI Studies on Metal- 1995- UGC 40,000 4
containing Anti-tumor 97
Agents
21 G.S. Sodhi PI Methods for Fixing 1998- R.D. Birla 5,000 3
Constituents of 99 Smarak
Human Sweat for Kosh
Developing Latent
Fingerprints
22 G.S. Sodhi PI Application of Bio- 1999- UGC 25,000 4
inorganic Chemistry to 2001
Development of
Fingermarks on
Various Surfaces
23 G.S. Sodhi PI Indian Civilization and 2000- INSA 74,000 6
the Science of 02
Fingerprinting
24 G.S. Sodhi PI Detection of Latent 2004 - DST 20,33,472 17
Fingerprints 07
25 P.S. Jassal PI Removal of Metals 2007- UGC 5,95,000 4
and Toxic Derivatives 10
using Chitin and
Chitosan Derivatives

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# Name of the Role Title Period Funding Amount Pub

Faculty Agency (Rs.) lica
tion
s
26 G.S. Sodhi PI Detection of Latent 2008- DST 17,50,000 10
Fingerprints by 11
Nanoparticle-size
Compositions
27 Gurmeet Kaur PI Selection of Corrosion 2010 - UGC 7,99,800 2
Inhibitors through 13
Quantum Chemical
Calculations
28 G.S. Sodhi PI Vapor Phase 2010 - UGC 1,40,000 3
Techniques for 11
Detection of
Fingerprints
29 G.S. Sodhi PI Fluorescent Powder 2012 - University 10,00,000 1
Gurvinder Kaur Compositions for 13 of Delhi
Komal Kamra Developing Latent
Fingerprints
30 P.S. Jassal PI Polysaccharides 2013 - DRDO 37,44,000 3
Nanoparticles and 16
Cross-Linked
Derivatives for
Adsorption of Toxic
Substances from
Industrial Effluents
31 Vimal Rarh PI e-PG Pathshala Project 2013 – UGC/MH 1,12,00,000
for e-Content Till RD
Development for Post- Date
Graduate Courses in
Chemistry
32 G.S. Sodhi Co-PI e-PG Pathshala Project 2013 – UGC/ 1,12,00,000
for e-Content Till MHRD
Development for Post- Date
Graduate Courses in
Forensic Science
33 Gurmeet Kaur PI Phosphonium 2013 - University 5,50,000 -
Sumanjeet Kaur Co-PI Compounds as 15 of Delhi
Sukhbir Kaur Co-PI Corrosion Inhibitors
for Microbial
Corrosion
34 G.S. Sodhi PI Identification of 2013 - University 6,50,000 1
Gurvinder Kaur Weapon Holders in 15 of Delhi

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# Name of the Role Title Period Funding Amount Pub

Faculty Agency (Rs.) lica
tion
s
Vimal Rarh Crime Cases
35 P.S. Jassal PI Integrated Potable 2013 - University
Neelam Anand Water Purifier with 15 of Delhi
Navjot Kaur Reusable Nano-
Chitosan for
Individual Use
36 G.S. Sodhi PI Detection of 2015 - University 3,50,000 -
Gurvinder Kaur Fingerprints on 16 of Delhi
Harjinder Singh Despoiled Crime
Scenes
37 P.S. Jassal PI Uranium in Drinking 2015 - University 5,50,000 1
Neelam Anand Water : Detection and 16 of Delhi
Navjot Kaur Removal Using
Activated Charcoal
and Chitosan
38 Surinder Kaur PI Role of Microbial 2015- CSIR 12,00,000
communities on 18
invasion success of
Prosopis juliflora
anaggressive invasive
species
39 Komal Kamra PI Awareness and 2015- University 7,00,000
Surinder Kaur Treatment of Epilepsy 16 of Delhi
at the Doorstep:
Development of a
Working Community
based Model for larger
outreach
40 Inderdeep Kaur PI Study of Selected 2015- University 5,00,000
Anjana Sagar Tribes of Jharkhand: 16 of Delhi
An ethnographic
approach
41 Inderdeep Kaur PI Effect of Arsenic on 2011- UGC
Ultrastructure and 14
Secondary Metabolites
of a Medicinally
Important Plant
Artemisia annua and a
Staple Legume Cicer
arietinum

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# Name of the Role Title Period Funding Amount Pub

Faculty Agency (Rs.) lica
tion
s
42 Inderjeet Sethi Analysis of Ecological 2013- University 6,50,000
Inderdeep Kaur Footprints of Various 14 of Delhi
Socio-economic Strata
of the Society
43 Komal Kamra PI Biodiversity of 2005- DST 24,24,400
Ciliates 09
44 Komal Kamra PI Ciliated Protozoa of 2009- DBT 33,38,000
Eastern Himalayas 13
45 Komal Kamra PI Development of a user 2014- University 7,00,000
friendly android based 15 of Delhi
mobile app for
providing awareness
and information on
spinal cord insult and
injuries
46 Komal Kamra Cortioal 1990- UGC 5,500
Morphogenesis 92
47 Harbans Singh Gadar Lehar Te 2012- UGC 5,19,000
Mudlah Parvasi Sahit 14
48 Vanita Post Modernity in 2000- Dept. of 1,44,000
Indian Perspective 02 Culture
49 Vanita Uttar Adhunikta ate 1998- Punjabi 60,000
Bharti Paripekh 2000 Academy
50 Inderpreet Nanda Co-PI Development and University 3,00,000
Challenges in Sports – of Delhi
A study on Indian
Cricket
51 T. Venugopalan Sustainable 2015- University 2,50,000
Dharmendra Development through 16 of Delhi
Kumar sustainable tourism in
India – a case study of
Kerala Tourism
52 T. Venugopalan Sustainable 2015- ICSSR 3,00,000
Dharmendra Development through 16
Kumar sustainable tourism in
India – a case study of
Kerala Tourism
53 Smita Mishra Conceptualizing 2012- University 10,00,000
Dharmendra Women Sports in the 13 of Delhi
Kumar Context of Sports

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# Name of the Role Title Period Funding Amount Pub

Faculty Agency (Rs.) lica
tion
s
Economics and
Marketing of
Professional Sports in
India: Performance
Study of Gender
Based athletes in
respect of their
Advertising and
Promotion value
54 Smita Mishra Role of Team 2013- University 3,00,000
Dharmendra Sponsorship in 14 of Delhi
Kumar Promoting Women
Sports: Case Study
Approach to
Badminton and
Hockey in India
55 P.D. Sharma Co- Computer Aided 1999- Internatio $24,600 2
Invest Learning in Nuclear 2001 nal
igator Medicine on Atomic
(G.S. Pant) PI Quantitative Energy
Renography Agency
(IAEA),
Vienna
56. Komal Kamra Colla International Research 2015- National $5,54,267
borat Coordination Network 2020 Science
or for Biodiversity of Foundatio
Ciliates (IRCN-BC) n (NSA),
USA
57 Jaswinder Singh PI Teaching and 2016- MHRD 4,81,00,000
Learning Centre to onward
train teachers in the s
development of digital
content using ICT in
Chemistry, Economics
and Commerce -
Pandit Madan Mohan
Malviya National
Mission on Teachers
and Training
(PMMMNMTT)
58 Jaswinder Singh Co-PI e-PG Pathshala Project 2014- UGC / 1,12,00,000

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# Name of the Role Title Period Funding Amount Pub

Faculty Agency (Rs.) lica
tion
s
to develop e-content onward MHRD
for sixteen papers for s under
Post Grduation in NMEICT
Economics
59 Jaswinder Singh Co-PI e-PG Pathshala Project 2014- UGC / 1,12,00,000
to develop e-content onward MHRD
for sixteen papers for s under
Post Grduation in NMEICT
Psychology
60 Jaswinder Singh Co-PI e-PG Pathshala Project 2014- UGC / 1,12,00,000
to develop e-content onward MHRD
for sixteen papers for s under
Post Grduation in NMEICT
Business Economics
61 Jaswinder Singh Co-PI e-PG Pathshala Project 2014- UGC / 1,12,00,000
to develop e-content onward MHRD
for sixteen papers for s under
Post Grduation in NMEICT
Commerce
Person name in ( ) indicates person(s) from another institution.

3.1.6 Give details o f workshops/ training programmes/

sensitization programmes conducted/organized by the
institution with focus on capacity building in terms of research and
imbibing research culture among the staff and students.

Please refer to the List of Visitors in 3.1.8. The item nos. 1-39, 40-
47, 49-52, in the list in particular and a few others, were part of
formal or unstructured Seminars/ Workshops/ Programmes
envisaged and organized with a focus on motivation and capacity
building for self-motivated learning, research and promoting
research culture among staff and students.

3.1.7 Provide details of prioritized research areas and the expertise

available with the institution.

Expertise is available in the institution in the following, with

existence of related laboratories:

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Self Study Report 2016 83

1. Finger printing
2. Theoretical High Energy Physics
3. Thin Film Fabrication and Analysis
4. Microbiology (Prokaryotes and Eukaryotes - Ciliate Biology)
and Genomic Studies
5. Chemical purification of contaminated water

Besides the above, the following are some of the research areas in
which faculty members of the College have been working and
contributing within or outside the College in diverse ways:
1. Image Processing in Emission Tomography
2. Physics Education
3. Tuberculosis diagnostics
4. Microbial ecology

3.1.8 Enumerate the efforts of the institution in attracting researchers of

eminence to visit the campus and interact with teachers and
students?

Individual teachers are networked to the relevant leading

personalities in their respective fields, so they are the ones who
identify the possibility of arranging such visits in view of the
calendar of the College. Wherever there is such an opportunity, the
College extends its support in making appropriate arrangements.

In the past few years, the following is a select list of notable

visits, among numerous:
Physics:
1. Prof. Bogdan Dobrecue, Fermi-National Lab., Chicago, USA
2. Prof. Kaoru Hagiwara, High Energy Accelerator
Oraganization, Japan
3. Prof. Nobuchika Okada, University of Alabama, USA
4. Prof. R.S. Rawat, NIE, NTU, Singapore
5. Prof. Parampreet Singh, Louisiana State University, USA
6. Prof. B. Ajith, IUAC
7. Prof. Ajit Kembhavi, IUACA
8. Prof. Biswaroop Mukhopadhyaya, HRI
9. Prof. S.M. Prasad, NPL
10. Prof. Ram Ramaswamy, JNU
11. Prof. S. Annapoorni, Dept. of Physics, University of Delhi
12. Prof. Patrick Dasgupta, Dept. of Physics, University of Delhi
13. Prof. K.K. Dutta, Department of Physics, University of Delhi
14. Prof. Sanjay Jain, Department of Physics, University of Delhi
15. Prof. Kapilanjan Krishnan, JNU

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16. Prof. T.R. Seshadri, Dept. of Physics, University of Delhi

17. Prof. Anand Prakash, Dept. of Psychology, University of Delhi

Botany and Environment

18. Prof. Arun Jagannath, Dept. of Botany, University of Delhi
19. Prof. Rupam Kapoor, Dept. of Botany, University of Delhi
20. Prof. A.K. Bhatnanagar, Dept. of Botany, University of Delhi
21. Prof. R.K. Saxena, Dept. of Microbiology, University of Delhi
22. Prof. Paramjeet Khurana, Department of Plant Molecular
Biology, University of Delhi
23. Dr. Rajender Gupta, Dept. of Botany, University of Delhi
24. Dr. S.C. Mittal, Forensic Scientist
25. Dr. Gauhar Raza, Senior Scientist, NISTADS
26. Prof. Dinesh Puri, University College of Medical Sciences
27. Dr. S. Natesh, Dept. of Biotechnology, Government of India
28. Mr. Ashish, Environmental Consultant at IIT Delhi

Chemistry and Forensic Science

29. Prof. J.M. Khurana, Dept. of Chemistry, University of Delhi
30. Mr. V. N. Sehgal, Central Forensic Science Lab, New Delhi
31. Prof. A.K. Gupta, Sam Higginbottom Institute of Agriculture,
Technology and Sciences, Allahabad
32. Prof. Gurmeet Singh, Dept. of Chemistry, University of Delhi
33. Prof. V.K. Srivastava, Dept. of Anthropology, University of
Delhi
34. Prof. O.P. Jasuja, Punjabi University, Patiala
35. Prof. S.L. Malik, Dept. of Anthropology, University of Delhi
36. Dr. A.K. Mishra, Institute of Nuclear Medicine and Allied
Studies (INMAS), New Delhi
37. Prof. M.P. Sachdeva, Dept. of Anthropology, University of
Delhi
38. Prof. Mukesh Thakar, Punjabi University, Patiala
39. Prof. A.K. Bakshi, Vice Chancellor, UP Rajarshi Tandon
University, Allahabad
40. Dr. Karuna Karan, Deputy Commissioner of Police, Delhi
Police
41. Dr. Gagandeep Singh, Punjabi University, Patiala
42. Dr. Atul Ambedkar, All India Institute of Medical Sciences,
New Delhi
43. Dr. Ranjit Kumar, Dept. of Anthropology, University of Delhi

Electronics
44. Prof. P.K. Bhatnagar, Dept. of Electronics, University of Delhi
45. Dr. B. Ajith, Scientist, IUAC, Delhi
46. Dr. D. Haranath, NPL

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Zoology, Environment, Well-being

47. Dr. Alan Warren, Research Scientist, Natural History Museum,
London, UK (Visits every year to collaborate with Dept. of
Zoology)
48. Dr. B.C. Joshi, Assistant Director, Delhi State AIDS Control
Society
49. Prof. V.S. Chauhan, ICGEB
50. Prof. Alok Ray, (Stanford India Biodesign), IIT Delhi
51. Prof. Rup Lal, Department of Zoology, University of Delhi

Political Science and International Arena

52. Dr. Tridivesh Singh, University of Singapore
53. Peace Delegation including former Army Commanders from
both India and Pakistan, under aegis of INDO-PAK Initiative
for Peace –IPSI

Punjabi Literature: creativity and criticism

54. Sh. Jaswant Singh Kanwal (writer)
55. Sh. Imroz (writer)
56. Sh. Surjeet Patar (Writer, critic)
57. Sh. Balbir Madhopuri (Writer)
58. Sh. Mohanjit (Writer)
59. Sh. I.C. Nanda (Writer)
60. Dr. Manjit Singh (critic)
61. Dr. Jaspal Kaur (critic)
62. Dr. Rawail Singh (Critic)

Hindi Literature: creativity and criticism and Media

63. Sh. Kedarnath Singh
64. Prof. Ramdarash Mishra
65. Sh. Uday Prakash
66. Sh. Ganga Prasad Vimal
67. Sh. Nityanand Tiwari
68. Sh. Vishwanath Tripathi
69. Sh. Prakash Manu
70. Sh. Bhagwan Singh
71. Sh. Vinay Vishwas
72. Sh. Jaimini Haryanavi
73. Sh. Ramesh Chandra Mishra
74. Sh. Sanjeev Bhanawat
75. Sh. Lakshi Shankar Vajpayee
76. Sh. Amarnath Amar
77. Sh. Surendra Tiwari
78. Sh. Hari Mohan Sharma

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79. Sh. Harish Naval

80. Sh. Gopeshwar Singh

Commerce and Business and Economics

81. Mr. Naveen Coomar, Advisor to BRICS Chamber of
Commerce and Industry
82. Dr. J.P. Sharma, Department of Commerce, Delhi School of
Economics, University of Delhi
83. Mr. Raj Chawla, Chairman Northern India Council of ICAI
84. Dr. Vijay Kapoor, ICAI
85. Dr. Mohan Chutani, Economic Advisor, Department of
Industrial Promotion and Policy, Ministry of Commerce and
Industry, Government of India
86. Mr. Rajeev Melhotra, Formerly Advisor to Finance Minister of
India
87. Mr. C.P. Gupta, Department of Finance and Control,
University of Delhi
88. Isher Judge Alhuwalia, Former Chairperson of ICRIER
89. Mr. Ashok Sahu, Former Principal Advisor, Planning
Commission of India
90. Prof. P.K. Basu, Former Chairman, IIM Calcutta
91. Prof. Sirin Rathore, Former President, Indian Accounting
Association

English Literature: creativity and criticism and society:

92. Mahasweta Devi (Author and Social Activist)
93. Prof. Michael McKeon, Rutgers University
94. Prof. Shirshendu Chakrabarti, University of Delhi
95. Ned Bouman (British Novelist)
96. Madan Gopal (Author and Singer)
97. Sneha Krishnan, University of Oxford

Economics
98. Dr. K. L. Prasad, Economic Advisor, Dept. of Economic
Affairs
99. Dr. Guljit K. Arora, Associate Editor-in-chief, Economic
Affairs
100. Mr. Jitendra Jain, Chief Financial Officer, GMR Group
101. Dr. Saumen Chattopadhyaya, Associate Professor, JNU
102. Prof. Seema Bathla, Dept. of Economics, University of Delhi
103. Prof. B.L. Pandit, Former Head, Delhi School of Economics,
University of Delhi
104. Mr. Sunil K. Sinha, Principal Economist, CRISIL
105. Mr. Anil Bisen, Former Economic Advisor,
106. Prof. N.R. Bhanumurthy, NIPFP

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107. Prof. B.B. Bhattacharya, Former Vice-Chancellor, JNU,

Advisor at World Bank, Former Director IEG
108. Mr. Prananjoy Guha Thakurta, independent journalist, author,
and film maker
109. Mr. Denis Medvedev, Senior country economist for India at
World Bank
110. Mr. Prosenjit Aich, Senior Vice President and Head Products,
Client Experience and marketing, Aditya Birla Group.
111. Mr. Saugata Chattopadhyay(Vice President, Assets, Yes Bank)
112. Ms. Nistula Hebbar(Senior Assistant editor, Financial Express)

History
113. Professor J.S.Grewal, former Vice Chancellor, Guru Nanak
University and former Director of the Indian Institute of
Advanced Studies, Shimla.
114. Professor Irfan Habib Professor Emeritus, Aligarh Muslim
University, Aligarh.
115. J. P. S. Uberoi Professor Emeritus, Delhi School of
Economics, University of Delhi.
116. Professor Bhagwan Singh Josh, Centre for Historical Studies,
JNU.
117. Professor Surjit Hans, Dept. of History, GNDU, Amritsar
118. Prof. Dipankar Gupta, Centre for Studies in Social Systems,
JNU
119. Prof. Satya P. Gautam, Chairperson, Centre for Philosophical
Studies, JNU
120. Prof. Darshan Singh, Dept. of Religious Studies, Punjabi
University, Patiala
121. Prof. Ravinder Gargesh, Dept. of Linguistics, University of
Delhi.
122. Prof. Namwar Singh, Professor Emeritus, JNU, New Delhi
123. Prof. K.L. Tuteja, Director, ASC, Kurukshetra University,
Kurukshetra
124. Prof. Surinder Singh Jodhka, CSSS, JNU, New Delhi
125. Prof. Joginder Singh, Dept. of History,GNDU, Amritsar
126. Dr. Anshu Malhotra, Dept. of History, University of Delhi
127. Prof. Mridula Mukherjee, Director, Nehru Memorial Museum
& Library, New Delhi.
128. Prof. Narayani Gupta, Dept. of History and Culture, Jamia
Millia Islamia, New Delhi.
129. Urvashi Butalia, Padamshree
130. Prof. Basudev Chatterji, Head, Dept. of History, University of
Delhi.
131. Prof. Shahid Amin, Dept. of History, University of Delhi.
132. Prof. T.K.V. Subramanian, Dept. of History, University of

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Delhi.
133. Prof. B.P. Sahu, Department of History, University of Delhi.
134. Prof. Kesavan Veluthat, Dept. of History, University of Delhi.
135. Prof. Sunil Kumar, Dept. of History, University of Delhi.
136. Prof. Farhat Hasan, Dept. of History, University of Delhi.
137. Dr. R.P. Bahuguna, Associate Professor, Department of
History and Culture, Jamia Millia Islamia, New Delhi.
138. Dr. Mayank Kumar, Fellow of Nehru Memorial Museum and
Library, New Delhi and Associate Professor of History at
Satyawati College (Evening) University of Delhi.
139. Dr. Arvind Sinha, Associate Professor, Centre for Historical
Studies, Jawahar Lal Nehru University, New Delhi.
140. Dr. Najaf Haider, Associate Professor, Centre for Historical
Studies, Jawahar Lal Nehru University, New Delhi.
141. Dr. Amrit Kaur Basra, Associate Professor, Delhi College of
Arts and Commerce, University of Delhi.
142. Dr. Denys Leighton, Visiting Professor, Ambedkar University,
Delhi.
143. Prof. Amar Farooqui, Dept. of History, University of Delhi.
144. Dr. Anirudh Deshpande, Dept. of History, University of Delhi.
145. Prof. R. Gopinath, Head of Department, Department of History
and Culture, Jamia Millia Islamia University, New Delhi.
146. Dr. Biswamoy Pati, Dept. of History, University of Delhi.

3.1.9 What percentage of the faculty has utilized Sabbatical Leave for
research activities? How has the provision contributed to improve
the quality of research and imbibe research culture on the campus?

Availability of Sabbatical Leave is as per University and

UGC norms, none has so far been availed. However, UGC
fellowship award for 2 years has been availed by one teacher, and
Study Leave has been availed by several teachers since the time
study leave is available.
Availability of Study Leave does enable certain teachers to
pursue their research work. Nevertheless, certain others prefer to
continue with their research along with their College duties. During
2011-16, a total of 15 teachers availed study leave for different
periods, which is approximately 10% of the total sanctioned
strength.

3.1.10 Provide details of the initiatives taken up by the institution in

creating awareness/advocating/transfer of relative findings of
research of the institution and elsewhere to students and

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Self Study Report 2016 89

community (lab to land)

College has not taken any such tangible initiatives. Some of the
projects so far undertaken definitely had the potential, but a formal
mechanism for doing so does not exist, and individual faculty
members resort to their own contacts and ways to do whatsoever is
in scope.

3.2 Resource Mobilization for Research

3.2.1 What percentage of the total budget is earmarked for research? Give
details of major heads of expenditure, financial allocation and actual
utilization.

The grant-in-aid from University/UGC has no component

for research. However, special funding from University/ DST/
CSIR/ UGC etc. is utilized as per the project details in-toto, and
Utilization Certificated is provided to the funding agency duly
audited.
Besides the above, the funding of selected smaller projects
involving students from the College funds shall start from ensuing
Semester of 2015-16 and competent authorities have to take
decision about the quantum of resources to be allocated to such
projects.

3.2.2 Is there a provision in the institution to provide seed money to the

faculty for research? If so, specify the amount disbursed and the
percentage of the faculty that has availed the facility in the last four
years?

No such provision under the University / UGC norms except from

providing infrastructural support.

3.2.3 What are the financial provisions made available to support

student research projects by students?

The funding of selected smaller projects involving students

from the College funds shall start from ensuing Semester of 2015-
16 and competent authorities have to take decision about the
quantum of resources to be allocated to such projects.
As of now, a few students are participating in certain

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Innovation Projects funded by University. The Investigators of the

project select the students on the basis of their willingness and
capability, who work under the guidance of the Investigator.
Under the DBT STAR College scheme (2009-14), several
student research projects were undertaken. Table 3.2.3 consists of a
list of these:

Table 3.2.3: Research projects (funded) involving students

S. No Title of Project and PI* , Co-PI(s)

1. Monitoring and Assessment of Water Quality of Najafgarh Drain (Behind SGTB
Khalsa College) and Finding Solutions to Restore it Through Phytoremediation
Dr. Inderjeet Sethi*, Dr. Surinder Kaur Walia
2. Effect of water stress on the morphological and biochemical parameters of legumes
Dr. Sukhbir Kaur Gujral*, Dr. Darshan Kaur Cheema, Dr. Charu Kalra
3 Effect of Vehicular Pollution on selected Plants
Dr.Inderjeet Sethi*, Dr. Inderdeep Kaur
4 Development of e-Learning Module for Undergraduate Botany Practical –
Isolation of DNA from cauliflower heads via spooling method.
Dr Vimal Rarh*, Dr Surinder Kaur Walia
5 Development of e-Learning Module for Undergraduate Zoology Practical –
Quantitative estimation of protein concentration by using Lowry’s method.
Dr Vimal Rarh*, Dr Laxmi Narula, Dr Komal Kamra
6 Development of e-Learning Module for Undergraduate chemistry Practical –
Functional Group tests for organic compounds
Dr Vimal Rarh*, Dr Archana Milhotra
7 Development of php based software for Undergraduate chemistry Practical –
Organic chemistry Database for Functional Group Analysis of organic compounds
at undergraduate level.
Dr Vimal Rarh*, Dr Archana Milhotra
8 To understand the biochemical basis of the fruit eating pattern of Indian Palm
squirrel in urban landscape
Dr. Inderjeet Kaur Sethi*, Dr. Mahaswetta Saikia
9 Design & interface of VGA card and other peripherals to the beagle board
Dr Nirupama Kapoor*, Dr Inderpreet Singh, Mr Rohin Kumar
10 Automatic Plant Irrigation System using Microprocessor 8085
Dr Nirupama Kapoor*, Dr Inderpreet Singh, Mr Rohin Kumar
11 Improved Traffic Management System using Microprocessor 8085
Dr Nirupama Kapoor*, Dr Inderpreet Singh, Mr Rohin Kumar
12 Study of anticorrosive activity of some phosphonium compounds for mild steel in
sulphuric acid medium.
Dr (Mrs.) Gurmeet Kaur*, Ms. Divya Kaur Matta
13 Development of Interactive Website for DBT Science Centre at Khalsa College and
Science fraternity.
Dr Vimal Rarh*, Dr Komal Kamra

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S. No Title of Project and PI* , Co-PI(s)

14 Determining the quality of ground water stored in water tanks from different
localities of delhi, to grow the flowering plants from this water and determine the
quality of soil in the pots
Dr Laxmi Narula*
15 Morphometric Variations of newly hatched Juveniles from a single abandon clutch
Naja Naja eggs.
Dr Laxmi Narula*, Dr Ashis Kumar Mohanty
16 Psycho-Social Impact of Spinal Cord Injury Through Case Studies: Making a
Difference
Dr Komal Kamra*, Dr Laxmi Narula, Dr Surinder Kaur Walia, Dr Vimal Rarh
17 Comparison of Microscopic and Physico-Chemical Analysis of Water Samples
from Three Sites of Najafgarh Drain and Three Sites of River Yamuna”
Dr Surinder Kaur*, Dr Laxmi Narula
18 Antioxidant activities of fruits and vegetables by colorimetric method
Dr Gurmeet Kaur*, Dr Amarpreet Kaur, Dr Vandana Sharma, Ms Divya Kaur
Matta
19 Quantum Mechanical Studies of Some Organic Compounds Using Various Semi
Empirical Methods
Dr Satnam Kaur*, Dr Gurvinder Kaur, Dr Chayannika Singh
20 Commercial Approach to Enhance the Shelf-Life of Cut Flowers
Dr Sukhbir Kaur*, Dr Gurjeet Kaur
21 To carry out soil-less culture and study the growth parameters of plants raised
through hydroponics
Dr Inderdeep Kaur*
22 Analysis of availability of ADIP scheme in three districts of Himachal Pradesh
Dr Jaswinder Singh*, Dr Komal Kamra, Dr Kanudeep Kaur
23 Uploading of DBT Star College Reports in the College Website
Dr Vimal Rarh*, Komal Kamra
24 To Study the Fingerprints of Siblings for Similarity
Dr GS Sodhi*, Dr Kanudeep Kaur
25 A Comparative Analysis of Spot Tests as a Greener Alternative than Conventional
Methods for some Inorganic and Organic Qualitative Analysis
Dr Vimal Rarh*
26 To Study The Natural Variations In Signatures Of Different Subjects”
Dr Kanudeep Kaur*, Dr GS Sodhi
27 Removal of Toxic Metals and Organic Impurities from wastewater using Natural
Polymers
Dr PS Jassal*, Dr Neelam Anand
28 Analysis of Carbon Foot Prints from Different Areas and Populations of Different
Socio-Economic Strata of Delhi
Dr Laxmi Narula*, Dr Surinder Kaur
29 To develop e-learning module for physic practical – determination of refractive
index of glass

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S. No Title of Project and PI* , Co-PI(s)

Dr. Nimmi Singh*
30 Implementation of Full Text Searchable Digital Repository for Projects undertaken
in College
Mr. P.D. Sharma*
31 Development of Prototypes for Robotic agents that collaborate in real time
Mr. P.D. Sharma*
32 Development of fingerprints on weapon submerged in water
Dr. G.S. Sodhi*
33 Biosynthesis and characterization of Metal nano-paricles using eco-friendly
method
Mr. Kuldeep Kumar Kapil*
34 Extraction and Quantification of caffeine in different brands of tea
Dr. Surinder Kaur*
35 Kinetic and Mechanistic study of 2-Methyl Phenol poFormaldehyde reaction in
different media
Dr. P.S. Jassal*
36 Spot test as a green alternative than conventional method for some inorganic
qualitative analysis
Dr. Vimal Rarh*
37 Comparison and analysis of physico-chemical charactristics, macro & mimcro flora
and fauna, of three sites viz. Kamla Nehru Ridge (with human intervention),
Yamuna Biodiversity Park (with restricted and controlled human intervention) and
Asola Bhatti wildlife sanctuary (with no human intervention)
Dr. Surinder Kaur, Dr. Laxmi Narula*, Dr. Komal Kamra
38 Raising Bonsai and other plants for indoor gardens
Dr. Inderdeep Kaur*
39 To study the Antioxidant activity present in medicinal plants using Folin and
DDPH method
Dr. Gurmeet Kaur*

Besides the above, different departments organize other

specific opportunities at their level, for example, regularly 3-5
Zoology/Life Science students go for one month research internship
at the National Zoological Park.

3.2.4 How does the various departments/units/staff of the institute

interact in undertaking inter-disciplinary research? Cite
examples of successful endeavors and challenges faced in
organizing interdisciplinary research.

Under the DBT STAR College Scheme, the College

received funding during 2011 – 2014, primarily for enriching

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students’ experimental and practical skills. An attempt was made by

the College to promote interdisciplinary working and research in
this duration using the enablers from this funding. The attempt met
with some success also, however, the principle challenge is fitting
the research and project activities in the curricula of Semester
framework and Calendar, which is rather rigid and there is hardly
any room. Nevertheless, a large number of student research project,
each involving 5-10 or more students were undertaken under the
guidance of the faculty members. A list of these is in Table 3.2.3.

3.2.5 How does the institution ensure optimal use of various

equipment and research facilities of the institution by its staff and
students?

The key aspect of this is estimating the requirements at the

start of the session for all departments and screening these before
recommendation for sanction of funds. This step eliminates
repetitive and redundant expenditure and provides an opportunity for
optimizing usage of resources and facilities across departments.

3.2.6 Has the institution received any special grants or finances from the
industry or other beneficiary agency for developing research facility?
If ‘yes’ give details.

Very few such funds have been received by the College.

However, individual research projects of the faulty members are
funded by various agencies, which are described in 3.1.5. Utilizing
these funds, the College has come up with a set of relatively modest
facilities which continue to be used for research after the project is
over.
DBT gave Rs.20,00,000/- in 2012 for purchase of principle
permanent equipment (PE) under DBT STAR College scheme. This
money was utilized in procuring some multi-use essential
equipment in for science departments. This equipment has been of
use in the projects listed in Table 3.2.3 also.

3.2.7 Enumerate the support provided to the faculty in securing

research funds from various funding agencies, industry and other
organizations. Provide details of ongoing and completed projects
and grants received during the last four years.

The proposals by the faculty members for obtaining grants

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from various funding agencies are promptly forwarded by the

Research Committee and the College, with making necessary
arrangements for the requisite infrastructural support plan.
Following is the detail of ongoing and completed such projects:

The details of ongoing and completed projects, span-period, amount

and source of funding, and so on are given in Table 3.1.5.

3.3 Research Facilities

3.3.1 What are the research facilities available to the students and
research scholars within the campus?

Special Equipment:
 KBR Press
 UV-visible spectrometer
 IV source meter
 High-end Computers and workstations
 Leicamikrosystems Differential Interface Contrast Microscope
with measurement software and image analyzer

General Facilities:
 College Library
 Other Libraries in the University Campus on Principal’s
recommendation
 Continuous Broadband Internet connectivity on wired and
wireless network
 Access to online journals and other resources through IUC and
Inflibnet
 Support in installing and using Open-source or other software
from expertise in Computer Science Department

3.3.2 What are the institutional strategies for planning, upgrading and
creating infrastructural facilities to meet the needs of
researchers especially in the new and emerging areas of
research?

The College is seriously interested in promoting research

facilities for its teachers and students as modern times branch-off
from the history and legacy of the institution, which was created for
the primary purpose of knowledge-dissemination rather than
knowledge-creation. As a consequence of this legacy, the overall

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structure and design of the institutional infrastructure and its

organization is such that research is an additional function for which
no or very few basic provisions exist in terms of facilities,
flexibility, and support. In the changing order of things, the College
is aware that it has to somehow maneuver within its available
resources howsoever small and meagre and conjure tangible and
substantial results. It is by the sheer will of the faculty and support
of the Principal that College keeps on producing relatively
substantial research output.
As the order of things change, the College expects that plans
of the funding agencies will include meaningful resource
mobilization and College could become what it has great potential
to, be it traditional or emerging areas of knowledge creation.

3.3.3 Has the institution received any special grants or finances from the
industry or other beneficiary agency for developing research
facilities? If ‘yes’, what are the instruments / facilities created
during the last four years.

No such funds have been received by the College. However,

individual research projects of the faulty members are funded by
various agencies, which are described in 3.1.5. Utilizing these
funds, the College has come up with a set of relatively modest
facilities which continue to be used for research after the project is
over, which are listed in 3.3.1.

3.3.4 What are the research facilities made available to the students and
research scholars outside the campus / other research
laboratories?

On demand, the Principal of the College recommends to

accommodate such a researcher in the desired facility. It is up to the
facility to accommodate as per availability. Agencies within
University normally accommodate on Principal’s recommendation.
Certain faculty members, who have access to other such agencies in
their individual capacity, also recommend as per need.

3.3.5 Provide details on the library/ information resource center or any

other facilities available specifically for the researchers?

Common facilities like library, internet resources are

available to all. Specifically, researchers if needed can use high-

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speed computation facilities available in the College from Computer

Labs and High Energy Physics Lab.

3.3.6 What are the collaborative research facilities developed/

created by the research institutes in the college. For ex.
Laboratories, library, instruments, computers, new technology etc.

College does not have any research institutes with in. No

formal collaborative facilities have been developed for such use.
Individual teachers at their own end can and do however collaborate
with various research and development agencies in their individual
capacity. The College extends its best support to accommodate such
initiatives. As an example, Dr. Komal Kamra of Dept. of Zoology
has a Project as a collaborator under International Research
Coordination Network for Biodiversity of Ciliates (IRCN-BC)
funded by National Science Foundation (USA) for $5,54,267/-, for a
tenure of five years. The project is carried over by her in the Ciliate
Biology Lab which was created in another project, and the College
provides full support for the work.
Other such similar projects are embedded in the respective
Evaluative Report of Departments under Item nos. 16 and 17.

3.4 Research Publications and Awards

3.4.1 Highlight the major research achievements of the staff and

students in terms of
 Patents obtained and filed (process and product)
Indian Patent No.251802, dated April13, 2012, by Dr. G.S. Sodhi,
Dept of Chemistry, for A spray formulation for detecting latent
fingerprints on sticky side of adhesive tapes

 Original research contributing to product improvement

SpineVeda being translated into 16 Indian languages (Please refer to
Evaluative Report of Zoology)

 Research studies or surveys benefiting the community or

improving the services
Refer to Table 3.1.5 (Item nos. 9, 11, 13, 14, 20, 21, 22, 23, 25, 26,
28, 32, 33, 35, 36, 37, 40, 41, 43, 46, 51, 52, 53, and 54 ), and Table
3.2.3 (item nos. 1, 3, 4, 5, 6, 10, 14, 16, 17, 20, 22, 25, 27, 28, 29,
32, 37, and 38)

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 Research inputs contributing to new initiatives and social

development
Refer to Evaluative Report of Zoology for presentation of research
papers and educational methods for spinal injuries.

3.4.2 Does the Institute publish or partner in publication of research

journal(s)? If ‘yes’, indicate the composition of the editorial
board, publication policies and whether such publication is listed
in any international database?

So far, no research journal is published by the College.

However, some faculty members are contributing in their individual
capacity to such journals as editors/reviewers. There has been active
discussion on starting a journal in some select areas in the coming
time.

3.4.3 Give details of publications by the faculty and students:

 Publication per faculty 1353/140 = 9.66

(For details per individual faculty
member department-wise refer to
Evaluative Report of Departments)

 Number of papers published by faculty and students in peer

reviewed journals (national / international) 834

 Number of publications listed in International Database (for Eg:

Web of Science, Scopus, Humanities International Complete, Dare
Database - International Social Sciences Directory, EBSCO host,
etc.) 734

 Monographs 4

 Chapter in Books 224

 Books Edited 60

 Books with ISBN/ISSN numbers with details of publishers 264

(For details of publishers and
book ISBN nos, refer to ERDs

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of respective departments, as
data is large enough to fit-in
here.)

 Citation Index (Aggregate known no. of citations) 3987

(up to the information received)

 SNIP Various

 SJR Various

 Impact factor Various

 h-index Various

3.4.4 Provide details (if any) of

 research awards received by the faculty
1. Dr. Sukanta Dutta, Dept. of Physics, UGC Research award
(Rs.26,41,902/-) 2009-11, New Physics Beyond Standard.
2. Dr. G.S. Sodhi, Dept. of Chemistry, WIPO-2001
International Award, from World Intellectual Property
Organization, Geneva, and presented on its behalf by
National Research Development Corporation in May 2002,
for Novel spray based formulations based on xanthen dyes
for detection of latent finger prints.
3. Dr. G.S. Sodhi, Dept. of Chemistry, National Technology
Day Award from National Research Development
Corporation in May 2000, for Novel spray based
formulations based on xanthen dyes for detection of latent
finger prints.
4. Dr. G.S. Sodhi, Dept. of Chemistry, 3rd Prize for innovation
A novel fluorescent reagent for detecting fingerprints on
difficult items, at India Innovation Initiative – i3 National
Fair, presented by Agilent Technologies, Department of
Science and Technology and Confederation of Indian
Industry, in Oct-2009.
5. Dr. G.S. Sodhi, Dept. of Chemistry, National Award for
Commercializable Patents for filing Indian Patent- A spray
formulation for detecting latent fingerprints on sticky side of
adhesive tape, April 2012, presented by Technology
Information Forecasting and Assessment Council, Ministry
of Science and Technology, in Feb-2014
6. Dr. Shalin Jain, Prof. J.S. Grewal Award for the best research

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Self Study Report 2016 99

paper in Medieval Indian History, Indian History Congress,

2004
7. Dr. Santosh Kumar Rai, Professor Partha Sarathi Gupta
Memorial Prize for the best research paper in the Modern
Indian History, Indian History Congress, 2007
8. Dr. Santosh Kumar Rai, Dr. I.G. Khan Memorial Prize for
the best research paper on the History of Science and
Technology, Indian History Congress, 2012
9. Dr. Shalin Jain, Prof. J.S.Grewal Award for the best research
paper in Medieval Indian History, Indian History Congress,
2013

 recognit ion received by the facult y from reputed

professional bodies and agencies, nat ionally and
internationally

Following is a select list of faculty members who received

recognition from various professional bodies and agencies:

S. Faculty Award Agency Year

No
1. Komal Kamra Spinal Cord Society Life Spinal cord 2015
(Zoology) Time Achievement Award Society, Indian
in recognition of excellent Spine Injuries
contribution towards the Center
cause of improving the
life of spine injured
2 Komal Kamra National Award for Ministry of Social 2004
(Zoology) Outstanding Employee of Justice and
the Year Empowerment,
Govt. of India,
Conferred by
President of India
3 Gurmeet Kaur Smt. Annapurna Award Society for 1994
(Chemistry) for the year 1991 Advancement of
Electrochemical
Science and
Technology
4 G.S. Sodhi Gold Medal at Innovators IC3 Institute, 2008
(Chemistry) Competition for Lockheed University of
Martin India Innovation Texas and
Growth Programme Federation of
Indian Chambers
of Commerce and

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S. Faculty Award Agency Year

No
Industry
5 Vimal Rarh IDA-2014 special award World DIDAC- 2014
(Chemistry) for Digital Content in 2014
Education
6 Shalin Jain Raman Fellowship for UGC 2013-
(History) post-doctoral Research in 14
USA
7 Shalin Jain Honorary Fellowship at University of 2013
Center for South East Asia Wisconsin, USA
8 Inderpreet Young Scientist Award DST 2012
Singh
(Electronics)
9 Nachiketa Honorary Membership International 2012
Singh Studies
(Pol. Science) Association, USA
10 Jaswinder Kaur Punjabi Bhasha Sanmann Punjabi Academy 2000-
(Punjabi) 01
11 Kuldeep Kaur Kavita Puraskar for Punjabi Academy 2004-
Pahwa “Ruttan de Sirnavein” 05
(Punjabi)
12. Kuldeep Kaur Punujabi Bhasha Sanmann Punjabi Academy 2005-
Pahwa 06
(Punjabi)
13 Vanita Shiv Kumar Batalvi UK 1993
(Punjabi) Puraskar
14 Vanita Poetry Award for “Bol Punjabi Academy 1993-
(Punjabi) Alap” 94
15 Vanita Criticism Award for Punjabi Academy 1998-
(Punjabi) “Uttar Adhunikat ate 99
Kavita”
16 Vanita Bhasha Bharti Samman Central Institute 2003-
(Punjabi) for “Kavita Phir Ekvar” for India 04
Languages.
MHRD, Govt. of
India
17. Vanita Punjabi Shiromani Bhasha Vibhag, 2006
(Punjabi) Sahitkar Sanmann Punjab Govt.
18. Vanita Professor Pyara Singh Gill International 2007
(Punjabi) and Karam singh Sandhu Association of
Memorial Antar Rashtari Punjabi Authors
Shiromani Sahitkar Award and Artists Inc.,
Canada

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S. Faculty Award Agency Year

No
19. Vanita Poetry Award for “Kaal Punjabi Academy 2007-
(Punjabi) Pehar Gharian” 08
20 Vanita Sahitya Academy Award Sahitya Academy 2010
(Punjabi) for “Kaal Pehar Gharian”
21 Vanita Sutinder Singh Noor Punjab Sahitya 2011
(Punjabi) Yadgari Sanmann Kala Parishad,
Punjab
22 Gurdip Kaur Punjabi Bhash Seva Punjabi Academy 2009-
(Punjabi) Sanmann 10
23 Smita Mishra Bhartendu Harishchandra Ministry of 2009
Award Information and
Broadcasting,
Govt. of India
24 Smita Mishra Vedram Thakur National Bhutti Weavers 2009
Award Coop Society
25 Smita Mishra Lions Club International Lions Club 2007
Award for Hindi
Promotion

 incentives given to faculty for receiving state, national and

international recognitions for research contributions.

As per University norms, as applicable.

3.5 Consultancy

3.5.1 Give details of the systems and strategies for establishing

institute-industry interface?

No formal strategies exist for establishing institute-industry

interface. MOUs at various levels however are proposed, and some
of these reach final stages as well. However, the so-far existing
paradigm of University norms and curricula dis-incentivize the
active participation of undergraduate students. It is expected that in
the CBCS scheme, started from 2015-16, there would be scope and
interest in students to participate in reasonably large numbers to
make these proposals meaningful and successful.

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3.5.2 What is the stated policy of the institution to promote

consultancy? How is the available expertise advocated and
publicized?

College has to follows the University and UGC norms in the matter.
Informally, at individual level faculty maintains connection with
relevant parties and look for an opportunity within the framework of
relevant rules.

3.5.3 How does the institution encourage the staff to utilize their
expertise and available facilities for consultancy services?

Encouragement is at individual levels of Principal and peer faculty,

with mostly academic purpose and motive. No systemic initiatives
have become visible in such enterprise.

3.5.4 List the broad areas and major consultancy services provided by
the institution and the revenue generated during the last four
years.

College as an institution has not provided any consultancy services.

Individual faculty members at their own end may however do so for
academic, social, or financial considerations under information to
the authorities. For example, Forensic Science Unit of the College
trained some police teams in certain areas in past few years. Refer to
ERDs of various Departments for the details of such consultancies.

3.5.5 What is the policy of the institution in sharing the income

generated through consultancy (staff involved: Institution) and its
use for institutional development?

No such income has yet been generated.

3.6 Extension Activities and Institutional Social Responsibility (ISR)

3.6.1 How does the institution promote institution-neighborhood-

community network and student engagement, contributing to good
citizenship, service orientation and holistic development of
students?

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NSS, NCC, Sports and activities of the Divinity Society are

the primary instruments of promoting institution-neighborhood-
community network. The students under these activities reach out to
the respective target society and perform under the guidance of their
teachers. Where Sports and NCC are highly structured, NSS as well
as Divinity Society have more degrees of freedom to engage with
the society, within the city as well as outside. College facilitates and
supports the activities of these and encourages students to come
forward and contribute into the service. The good performers are
incentivized and best ones are awarded recognition in College
functions.

3.6.2 What is the Institutional mechanism to track students’

involvement in various social movements / activities which
promote citizenship roles?

College offers the three basic streams of co-curricular

activities to the students, namely, Sports, NSS, and NCC, but not
mutually exclusive. The relevant teacher-in-charges keep a tab on
the students who opt-in and their participation and performance.
Whereas some of the students put in good effort balanced with their
academic work, some others skew to either side. The good
performers are incentivized and best ones are awarded. The overall
focus of these activities is to produce a balanced mix of academic
and social activities, specific to the personality and position of every
student.
College usually considers the macro-level view of the
activities and the micro-level details are managed by the concerned
teacher-in-charges.

3.6.3 How does the institution solicit stakeholder perception on the

overall performance and quality of the institution?

Stakeholders’ perceptions are obtained in social gatherings and

personal meetings. Popular media also is a medium, for example
India Today Group’s yearly survey of the institutions of higher
learning in India gives ranking to institutions based on public-
perception, in which the College has come in Top-10 in 2015.

3.6.4 How does the institution plan and organize its extension and
outreach programmes? Providing the budgetary details for last four
years, list the major extension and outreach programmes and their

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impact on the overall development of students.

Programmes that benefit the society using resources of the College

in some way are taken up by the College from time to time. Most of
these have an academic or educational dimension, for obvious
reasons. Besides this, College always responds responsibly to
circumstances and situations in the society in the hour of crises, such
as disaster- relief activities.

Following projects is a select list of outreach programmes

undertaken by the College in the past which had linkages with the
community and were benevolent to the society:
1. Educational Technology Unit (1999-2005) for R&D in the
development of cost effective strategies and materials for
teaching science at all levels, and dissemination of products
developed through teacher and student workshops. It liaised with
industry for setting-up low-overhead production units for
involving physically and socially disadvantaged persons. The
unit collaborated with Charles Struct University, Australia and
also organized programmes for trainings in diverse areas. The
unit also had MoU with UN-APCTT for project “Mitra Mandal”
and obtained funding from Commonwealth Secretariat for some
programmes.
2. Collection and delivery of donated relief material post disasters
such as in Uttarakhand Flood, or Gujrat Earthquake, led by NSS
unit of the College.

Besides the above, Table 3.6.4 lists some of the activities done in
2011-15 along with the budget:

Table 3.6.4: Extension and Outreach Programmes

# Event Year Constituent Activities/ Supportin Funding

Deliverables g/
Collabora
tive
Agencies
1 I AM THE 2013 Art Initiative, Shivani DBT,
TIGER Nine Various art craft and and Wazir Shivani
College performing art competitions in nine Pasrich Wazir
Conservation colleges Productio Pasrich
Initiative Competitive, participative and ns Productions
Inclusive Run flagged off by , Coca Cola,
Olympian Shooter Rajyavardhan Kirloskar

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# Event Year Constituent Activities/ Supportin Funding

Deliverables g/
Collabora
tive
Agencies
Rathore Brothers
Live Performance of I AM THE Pvt Ltd
TIGER by Shivani Wazir Pasrich Rs 1.32
Lakhs
2 Pink Chain 2013 2013: Planned a month long Pan AIIMS DBT
Campaign and University Colleges Campaign Rs 25,000
2015 Advocating Early Detection of
Cancer, especially Breast and
Cervical Cancer as well as Lung
and Oral Cancer leading to a
possible cure of the dreaded C with
an organization with doctors at
AIIMS
Pre-launch at Hotel Ashok by SGTB
Ministers Sh Jaipal Reddy & Ms Khalsa
Chandresh Kumari College
Launch at SGTB Khalsa College + Rs 5,000
with invited audience of three other
colleges
2015: One day Awareness
Campaign
3 International 2013 Awareness drive for epilepsy which AIIMS, DBT
Purple Day affects 1% of our population and is Ekatwam Rs 25,000
mired by myths and superstitions
creating a treatment gap
4 Epilepsy and 2012 Took part in a one day awareness AIIMS Rs 1000
Society campaign in AIIMS
5 EpiCon 2014 Conference followed by quiz and DBT, 10 Lakhs
International panel discussion on day I, seven DST,
Conference on concurrent workshops and their ICMR,
Epilepsy: presentations on day II, visit to UGC,
Opportunities AIIMS and NBRC on day III INSA,
and SUN
Challenges Pharma,
INTAS
Pvt. Ltd.
6 Survey cum Written questionnaire based survey Millenniu Rs 1 Lakh
conference done involving about 350 youth m India
involving Survey analyses Education
Delhi Youth One day Conference Foundatio

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# Event Year Constituent Activities/ Supportin Funding

Deliverables g/
Collabora
tive
Agencies
on “Youth n,
Power and Ministry
Climate of Earth
Change” Sciences,
GOI
7 Awareness Different aspects of Spinal Cord DBT, Rs 50,000
Drive on Injury explained by persons with Indian
Spinal Cord spinal cord injury Spinal
Injury Chief Guest: Ms Stuti Kacker, Injuries
(two done so Secretary, MSJE, GOI, Guest of Centre
far) Honour: Maj HPS Ahluwalia
8 Development Collaboration with Indian Spinal University Rs 7 lakh
of a user Injuries Centre, New Delhi of Delhi
friendly Innovatio
android based n Project
mobile app for (bagged
providing the best
awareness and innovatio
information on n award)
spinal cord
insult and
injuries
(SpineVeda)
9 Students 2012 Meeting with Members of Ekatwam Ekatwam Rs 2,000
Pledge to Join
hands with
Ekatwam, and
NGO working
for Persons
with Epilepsy
and their
caregivers
10 “A healthy 2013 Week long activities, poster and
atmosphere, slogan writing, quiz, crossword
the future we puzzle etc Millenium India
want” Education Foundation, DBT,
Celebrating Ministry of Earth Science
World Ozone
Day
11 School Ong Some of these are: Approx Rs

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# Event Year Constituent Activities/ Supportin Funding

Deliverables g/
Collabora
tive
Agencies
Students’ oing Modern School, Amity Public 2000 per
Project School (Vasundhara), Guru school
guidance Harkishan Public School (Vasant
Vihar)
12 World AIDS Lecture cum Expert Student DSACS, Rs 5,000
Day Interaction DBT
13 Women, 2013 2 day national conference followed
Climate by workshops
Change
Adaptation, &
Disaster
Mitigation
14 Training 2011 Training in documentation, finger Ministry @ per
Program in prints, drugs of abuse, ballistics and of participant
Forensic forensic medicine Defence by Ministry
Science for of Defence
Military Police
Personnel
15 Workshop on 2012 Different techniques of detecting - -
Fingerprints finger prints
for Delhi
Police
Personnel
16 Seminar on 2013 Different techniques of detecting - As part of
Fingerprint finger prints project
Technology funded by
for personnel Univeristy
of Delhi State of Delhi,
Fingerprint 2012-13
bureau (refer to
item 29 in
Table 3.1.5

3.6.5 How does the institution promote the participation of students and
faculty in extension activities including participation in NSS, NCC,
YRC and other National/ International agencies?

Both NSS and NCC units of the College function with the

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participation of students and initiatives of the faculty. Every year,

there are students who obtain ‘C’ certificate in NCC, and at times
participate in Republic Day Parade. NSS volunteers organize
periodic Blood Donation Camps with support of Red Cross Society,
and visit large city hospitals to assist patients in OPD clinics.
College promotes such participation by incentivizing, in
terms of attendance benefits as per University Rules, and/or food
coupons to volunteers, besides special prizes to recognize best
performers at Annual Function of the College.

3.6.6 Give details on social surveys, research or extension work (if any)
undertaken by the college to ensure social justice and empower
students from under-privileged and vulnerable sections of
society?

Refer to Table 3.6.4. for specific programmes targeted towards

injured and diseased in the society.

3.6.7 Reflecting on objectives and expected outcomes of the extension

activities organized by the institution, comment on how they
complement students’ academic learning experience and specify the
values and skills inculcated.

Students are sensitized towards subjects related to the

general welfare around them. Their keenness to be active members
of the society increases. There is a broadening of horizon in terms of
inclusion of group activities benevolent to others getting added to
just a narrow focus on their academic curriculum. They become
better at understanding societal complexities and are motivated
towards doing their own bit to improve. There is a gain in focus on
the understanding of pertinent issues as well as spreading awareness
of the same through posters, photographs, discussions and electronic
media. Also, science endeavors to reach the community and become
acceptable in a knowledgeable way. This comes alive in a special
lecture followed by answers to the questions of the audience is the
organized.

3.6.8 How does the institution ensure the involvement of the

community in its reach out activities and contribute to the
community development? Detail on the initiatives of the
institution that encourage community participation in its
activities?

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Self Study Report 2016 109

The principle mechanism is the network of the faculty

members and their standing in the society. Many a governmental
and non-governmental agencies are on a look-out, and the
credibility that the College presents is acceptable to them in view of
the past track record and commitment shown. This is always
backed-up by an honest and dedicated execution, which furthers the
positive feedback cycle. The success and benefits of a programme
brings in further partners and so on.

3.6.9 Give details on the constructive relationships forged (if any) with
other institutions of the locality for working on various outreach
and extension activities.

Refer to 3.6.4 and Table 3.6.4, which shows a list of

agencies that have been collaborating/ partnering with the College
in various programmes. Another set is planning to join-in and shall
be visible in the coming time.

3.6.10 Give details of awards received by the institution for extension

act ivit ies and/contribut ions to the social/communit y
development during the last four years.

Refer to Table 3.6.4, in which the awarded activities are

mentioned in Column 4. Also, the individual teachers have received
certain awards for their contributions which are listed in respective
Evaluative Report of Departments.

3.7 Collaboration

3.7.1 How does the institution collaborate and interact with research
laboratories, institutes and industry for research activities. Cite
examples and benefits accrued of the initiatives - collaborative
research, staff exchange, sharing facilities and equipment,
research scholarships etc.

College at institutional level has limited interaction with

research laboratories, institutes and industry for research activities,
Individual faculty members or departments at their level pursue
such interaction, and the College encourages and supports these to
the extent possible in the framework of University Rules. Some of

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110 Self Study Report 2016

the details about such interactions are enumerated in the respective

Evaluative Reports of Department besides in the following items.

3.7.2 Provide details on the MoUs/collaborative arrangements (if any)

with inst itut ions of nat ional importance/other universities/
industries/Corporate (Corporate entities) etc. and how they have
contributed to the development of the institution.

 A MoU has been signed by the College and Centre for

Environment Education. New Delhi, in 2015.
 A MoU for implementing the Science Setu Programme has been
signed by the College and National Institute of Immunology
(NII) to contribute to the national goal of encouraging more and
more bright young minds to take up the pursuit of science and
technology as a career option.
 Students of Botany have also been involved in the restoration of
Kamla Nehru Ridge, an initiative undertaken by the CEMDE
(Centre for Management of Degraded Ecosystems), University
of Delhi.
 Waste paper recycling project started in collaboration with
JAAGRUTI Waste Paper Recycling Services.

3.7.3 Give details (if any) on the industry-institution-community

interactions that have contributed to the establishment /
creation/ up-gradation of academic facilities, student and staff
support, infrastructure facilities of the institution viz.
laboratories / library/ new technology /placement services etc.

No such long-run ties have been setup. The working model

has remained ad-hoc in some way, even though notable agencies
have partnered with the College in past, especially in sciences. Such
long-range initiatives need crisp and recurring concurrence on
matters of importance from the University/UGC which may not be
always possible in the existing framework of operation.

3.7.4 Highlighting the names of eminent scientists/participants who

contributed to the events, provide details of national and
international conferences organized by the college during the last
four years.

“EpiCon 2014” - International Conference on Epilepsy:

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Opportunities and Challenges (2014) was organized, funded by

Government agencies INSA, UGC, DST, DBT, ICMR as well as
non-Government agencies INTAS Pvt Ltd, and Sun Pharma Pvt
Ltd. with a budget of Rs.10 Lakhs.
Conference was followed by quiz and panel discussion on
day I, seven concurrent workshops and their presentations on day II,
visit to AIIMS and NBRC on day III.

3.7.5 How many of the linkages/collaborations have actually resulted in

formal MoUs and agreements? List out the activities and
beneficiaries and cite examples (if any) of the established
linkages that enhanced and/or facilitated -

a) Curriculum development/enrichment
In self-financed Certificate Courses on Sports Economics and
Marketing, and Web Journalism, industry and professional agencies
have made a positive contribution and facilitated the operations also.

b) Internship/ On-the-job training

Besides the as mentioned in (a) above, individual connections of the
faculty members provide such opportunities in certain areas, but no
institutional instruments are in place. Students of PG Diploma in
Forensic Science do collaborate with Delhi Police.

c) Summer placement
Same as above

d) Faculty exchange and professional development

MOUs with Avans Business School, Netherlands (2011-14), and
Fraser-Valley University, Canada (2010-13) mentioned before could
have included such provisions, but College has to operate by
University Statutes, which cannot be stretched without such
concurrence from the University.

e) Research
Individual faculty members have such linkages in their projects.

f) Consultancy None

g) Extension Refer to 3.7.2 above

h) Publication None

i) Student Placement None

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j) Twinning programmes
College had MOUs with Avans Business School, Netherlands
(2011-14), and Fraser-Valley University, Canada (2010-13) for
undergraduate and postgraduate studies from, in which students
could carry the credits earned at the College in three years to
complete a four year programme at these Universities and get a dual
degree of graduation which could be continued for post-graduation
there further. Similarly, students from these Universities could come
to our College to earn credits within the semester framework. A few
students did avail this facility.

k) Introduction of new courses

 Certificate in Sports Economics and Marketing
 Certificate in Web Journalism
 A few skill-based courses under CBCS which await the
necessary approvals

l) Student exchange
Same as (j) above.

m) Any other

3.7.6 Detail on the systemic efforts of the institution in planning,

establishing and implementing the initiatives of the linkages/
collaborations.

College is fully committed in establishing and implementing

the initiatives of the linkages/collaborations with industry. However,
in the University framework in which the College has to operate, it
is relatively a new area, and such linkages beyond a point need
various kinds of approvals from concerned agencies, especially
where large finances and deliverables get involved. As the
framework becomes clearer and operating rules are clearly spelled in
favor of such tie-ups, the College will certainly tap the connections
of faculty, management and alumni. Till such a time, College must
go slow carefully testing the waters.

Any other relevant information regarding Research, Consultancy and

Extension which the college would like to include.

 Mr. Novy Kapadia, Dept. of English, has been actively participating in

sports-events and sports journalism arena as a commentator, author, and

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Self Study Report 2016 113

chronicler. He has contributed to Olympics, Asian Games, Common

Wealth Games, World Cup Football, and World Cup Hockey as a
commentator numerous times, and has also authored several books and
articles on sports.
 Dr. Smita Mishra, Dept. of Hindi, has been actively participating in
sports journalism and events as a commentator, researcher, and author.
She has been Commentator for Doordarshan for Commoonwealth
Games, Youth Commonwealth Games, and National Games several
times.

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Criterion IV: Infrastructure and Learning Resources

4.1 Physical Facilities

4.1.1 What is the polic y of the Inst itution for creation and
enhancement of infrastructure that facilitate effective teaching and
learning?

1. To obtain and deploy the best available facilities for all round
development of students, including material for core curricular
requirements, enablers, and facilities that remove/ease
impediments for comparatively disadvantaged learners.
2. To plan for the future requirements keeping in focus the future
changes in the environment, and seek to create/reserve resources
for being able to do so when the time comes.
3. To always have facilities that distinguish the College from its
peers, and have a futuristic outlook rather than mere fulfilling the
emergent needs.

4.1.2 Detail the facilities available for

a) Curricular and co-curricular activities:

Classrooms 50
(15 are air-
conditioned)

Technology enabled learning spaces 36

(class rooms with
projection as well as
network connection)
Entire campus is wi-fi
with free access to
internet and OERs

Seminar halls 1
(capacity 120,
projection, lighting,
internet, recording and
dedicated power
backup)

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Tutorial spaces 9
(exclusive, other
classrooms double up
as tutorial space
when not engaged in
a lecture)

Laboratories 24
(for regular students)
(Physics-5,
Chemistry-3,
Zoology-5, Botany-5,
Electronics-2,
Computer-4)

Botanical garden 1

Animal house Nil

Specialized facilities and equipment for teaching, learning and

research etc.

Research/Project Labs:
 Ciliate Biology Lab
 Material Science Lab
 Robotics Lab
 High Energy Physics Lab
 e-PG pathshala facility and development studio
 Forensic Science Lab
 Aqua Research Lab
 Microbiology Research Lab

b) Extra –curricular activities:

Sports ground 1

Outdoor games 14 (male and female as

applicable)
(Cricket, Hockey,
Volleyball, Basketball,
Swimming, Handball,
Softball, Athletics,
Wrestling, Badminton,
Archery, Lawn Tennis,

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116 Self Study Report 2016

Shooting, Baseball)

Indoor Games 5
(Table tennis, Yoga, Chess,
Gymnastics, Fencing)

Gymnasium 1
(state of the art modern
equipment)

Auditorium 1
(600 seater, air-conditioned,
with projection, recording
and backrooms)

NSS Yes
NSS unit enrolls 300-400
students every year and is
very active.

NCC Yes
5 Delhi BN

Cultural activit ies Yes

Dramat ics Societ y, Dance
teams, Music Societ y,
Fine Arts Societ y,
Photography Societ y

Public speaking Yes

Communicat io n skills Debates and Discussions
development Societ y

Yoga Yes

Health and hygiene. Yes, as described in 4.1.6

4.1.3 How does the institution plan and ensure that the available
infrastructure is in line with its academic growth and is
optimally utilized? Give specific examples of the facilities
developed/augmented and the amount spent during the last four
years (Enclose the Master Plan of the Institution / campus and
indicate the existing physical infrastructure and the future planned

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Self Study Report 2016 117

expansions if any).

The Committees of Staff Council, in particular Timetable

and Workload Committee, Academic Affairs Committee, and
Purchase Committee are always involved in taking the lead in
futuristic planning keeping in view the horizons of academic growth
and socio-cultural developments. These not only prepare optimal
plan for the immediate requirements, but suggest futuristic options
and measures to the Principal and Governing Body, who in turn plan
and seek to provide for the required resources in best possible ways.
The College, wherever the plans consolidate into concreate
proposals, effectively communicates the same to the funding
agencies at the first opportunity, such as UGC budget plans. The
success of College in obtaining funds in past few years for New
Science Block, Girls Hostel, renovation and repair of auditorium,
and so on are live examples of this strategy and its effectiveness.
Similarly, at the start of each session, the Departments are
asked their current and near-future requirements in view of the
emerging needs of curricula and supplementing the deficits if any of
the past session. The budget proposals so obtained are carefully
scrutinized by a special appointed group of senior faculty members
and the recommendations are communicated to the Governing Body
for sanctioning the budget. The sanctioned budget streamlines the
smooth running as well as expansion/growth of the corresponding
facilities.
Following the above stated procedure, presently a new
master plan for renovation and expansion of the College Building
has been proposed to the funding agency, besides smaller plans of
construction of Boy’s Hostel and Staff Flats already in the pipeline
at advanced stages. The College feels encouraged when these
carefully prepared plans are kindly accepted by the funding agencies
subject to their budgetary constraints, and the growth process rolls-
on.
Duly labelled existing map of the College and planned
expansion map are both reproduced below.

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Map 4.1.3.1: Existing Lay-out of College (Master Plan)

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Map 4.1.3.2: Proposed Lay-out of the College (Master Plan)

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120 Self Study Report 2016

Map 4.1.3.3: Floor Plan as per Proposed Master Plan

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4.1.4 How does the institution ensure that the infrastructure facilities meet
the requirements of students with physical disabilities?

The number and distribution of students with physical

disabilities varies from year to year, though there is a somewhat
general pattern seen over the years. In view of this, College has
made access ramps, and installed an elevator, designated a space for
machine-enabled reading for the visually challenged, and ear-
marked a budget for giving away helping devices. Every year
visually challenged students are given away Angel voice recorder-
player from the College besides specifically configured notebook
computers provided by the Universities Equal Opportunity Cell.
A special toilet for the persons with physical disabilities is
operational on the ground floor. The timetable schedule makes best
effort to allocate the classrooms in a way such that such students are
facilitated in access and are conveniently placed.

4.1.5 Give details on the residential facility and various provisions

available within them:
 Hostel Facility – Accommodation available
Girls Hostel built from 2010-11 become operational in 2011-12. It
has a capacity of 147 inmates in 3 persons sharing a room with
attached toilet. Rooms are air-conditioned, and facilities like dining,
laundry, indoor games, TV and lounge are available to the inmates.
Hostel is managed by the Resident Warden, Warden and assisting
staff, and has secured access and assistance available in case of a
medical emergency.

 Recreational facilities, gymnasium, yoga center, etc.

A modern state of the art gymnasium is located in the Sports
Complex, and can be used by the students and staff whenever they
feel like from 6:00 AM to 8:00 PM. Similarly a clean well-
ventilated space if available for yoga in the Sports Complex
indoors, but users can also use open ground if they want.

 Computer facility including access to internet in hostel

The College distributes notebook computers to the students who
may borrow these for a session subject to the stated fair-use
conditions. Hostel inmates can use these, or have their personal
machines as per their choice. The Hostel is connected to the College
wireless network and Internet is available 24x7 through wi-fi.

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122 Self Study Report 2016

 Facilities for medical emergencies

Basic first-aid is available in the College in Room no. 19 and Sports
Complex, and medical facilities as described in 4.1.6 are available.

 Library facility in the hostels

Hostel does not have a localized library, though newspapers and
some magazines are available. The students have to use the College
Library which is close enough to the Hostel.

 Internet and Wi-Fi facility

24x7 Internet over the College wired network and wireless is
available. The details are in Item 4.3.

 Recreational facility-common room with audio-visual

equipment
There is a Girls Common Room in Room no. 5 which has
comfortable seating and attached toilet, but without recreational
facilities.

 Available residential facility for the staff and occupancy

16 flats for non-teaching staff, out of which 15 are occupied by 13
employees (including one teaching-staff, who has three, and one
non-teaching staff who has two)

 Constant supply of safe drinking water

College gets adequate water supply from Delhi Jal Board, and well-
maintained RO filters are installed with every water-cooler in the
campus. Besides the supply water, College also procures bottled safe
drinking water which is dispensed through hot-and-cool dispensers
installed in Office, Staffroom, Principals Office, Seminar Room,
Auditorium, and a few other places.

 Security
Surveillance cameras are installed at the main-gate covering the
entry and surrounding areas, main-gate of the Girls Hostel, Library,
and a few other strategic places. A comprehensive surveillance
network covering every corner of the College is underway, and shall
be materialized as the picture of new-building construction becomes
clear.
Security staff is deployed at strategic places such as main
entrances round the clock. Police-beat is stationed at the College
main gate as additional measure.

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4.1.6 What are the provisions made available to students and staff in terms
of health care on the campus and off the campus?

College is situated in the north-campus of University of

Delhi. In the campus itself, there is a health facility: daily clinic
cum hospital of the WUS (World University Service). All students
of the College are by default members of this facility, and pay a
yearly small membership fee of Rs.5/-. The distance between WUS
health facility and College campus is about 500 meters, and one can
easily walk, or drive to the facility in about 5 minutes.
WUS health facility has a regular out-patient clinic service
where in general medical practitioners as well as several specialists
are available. They also have an ambulance and patient transport
facility available on demand. Medicines are available with the in-
house dispensary as well as chemist shops in close vicinity. There is
a 24-hour emergency service in the facility. The facility also has
specialists of alternative medicine such as Ayurvedic and
Homeopathic systems of medicine. Qualified medical and nursing
staff is thus available round the clock to the students as well as staff
who are residing on campus, but during day time for those residing
far away from the campus.
VB-Patel Chest-Specialty Hospital is next-door to WUS
facility, and Government-run Hindu Rao General Hospital is about
2.5 KM from the College, besides Government-run Sushruta
Trauma Center at a distance of about 3 KM for trauma patients.
Both these hospitals have 24-hour full-fledged emergency services
and patient transport.
Besides these Government-run almost free hospitals, there
are numerous private clinics, nursing homes, and hospitals in the
close vicinity of the College.
Thus students have adequate medical facilities accessible in
just a few minutes. In particular, hostel residents are given a WUS
member booklet which entitles them to free unlimited consultations
and medicines from WUS facility.
The staff-members can avail same facilities described above
besides numerous private medical facilities where either a cash-free
service is made available by the University/College or the expenses
are reimbursed at CGHS rates post expenditure.
In addition, College has a basic first-aid units available in
main-building as well as Sports Complex for small needs that may
arise.
Further, the NSS wing of the College organizes periodic
various health camps in the College by inviting city’s leading
medical colleges/hospitals for the benefit of staff as well as
students, during normal College working hours.

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4.1.7 Give details of the Common Facilities available on the campus–

spaces for special units like IQAC, Grievance Redressal unit,
Women’s Cell, Counselling and Career Guidance, Placement Unit,
Health Centre, Canteen, recreational spaces for staff and students,
safe drinking water facility, auditorium, etc.

IQAC:
Housed in Room No. 23 with one Cell Assistant, meeting space for
15-20 persons with chalk-board and projection facility, 2 Computers
with printer, networked, storage space for documents.

Grievance Redressal Unit:

Housed in Room No. 18, with three assistants, computational and
network facilities, storage space for documents

Counseling and Career Guidance:

Housed in the new Sports Complex

Placement Unit:
Housed in the new Sports Complex

Health Center:
No Health Center within the College except basic first aid in Room
No.19 and Sports Complex, the detailed facilities exist as described
in 4.1.6

Canteen:
80-seater with mostly Indian cuisine and non-alcoholic beverages
overlooking the Sports Ground, with additional sitting space of 30 in
open-air. Rates fixed in consultation with College Authorities.
Managed and operated on-contract by a private contractor, and
supervised by the Canteen Committee.
Café Day Express Outlet near Botanical Garden, with menu-
items and rates fixed in consultation with College Authorities.
Managed and operated by Café Coffee Day chain, and supervised by
Canteen Committee.

4.2 Library as a Learning Resource

4.2.1 Does the library have an Advisory Committee? Specify the

composition of such a committee. What significant initiatives
have been implemented by the committee to render the library,

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Self Study Report 2016 125

student/user friendly?

Staff Council constitutes Library Committee every year

which has the advisory as well as monitoring role. This committee
oversees the growth and development of Library including
procurement of books as well as periodicals and other resources and
logistics. Every department is represented in this committee, and all
procurements and weeding-outs are as per the advice of the
respective member of the department within the resources which are
allocated by the committee every year keeping in view the estimate
of requirements in various programmes and courses.
During the last 10 years library has not only grown in terms
of the volumes and titles it has, computerization of library, extension
of stacks as well as reading spaces and improving their quality has
been overseen by the committee.

4.2.2 Provide details of the following:

 Total area of the library (in Sq. Mts.) 789

 Total seating capacity 300

 Working hours
o on working days 08:30 to 17:00
o on holidays -
o before examination days 08:00 to 18:00
o during examination days 08:00 to 18:00
o during vacation 08:30 to 16:30

 Layout of the library (individual reading carrels, lounge area for

browsing and relaxed reading, IT zone for accessing e-resources)

4.2.3 How does the library ensure purchase and use of current titles, print
and e-journals and other reading materials? Specify the amount
spent on procuring new books, journals and e-resources during the
last four years.

The recommendations of the Library Committee and

departments are followed for procurement, which in-turn take care
of the best purchase the library can make subject to the available
resources. A large number of journals are available online over IUC
and inflibnet, and a few are subscribed in printed form as well.

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Library Year – 1 Year – 2 Year – 3 Year – 4

holdings (2011-12) (2012-13) (2013-14) (2014-15)
Num Total Num Total Num Total Num Total
ber Cost ber Cost ber Cost ber Cost
(Rs.) (Rs.) (Rs.) (Rs.)
Text books 2498 1126478 2998 1269128 2545 970412 2580 1159883
Reference
Books
Journal - - - - - - 15* 43000
s/
Periodi
cals
e-resources - - - - - - 1* 5700
Any other
(specify)
* in current year 2015-16

4.2.4 Provide details on the ICT and other tools deployed to provide
maximum access to the library collection?
 OPAC
Web-OPAC of Libsys system available within library. Soon the
Library shall migrate to Koha on Linux, keeping in view the
technology change.

 Electronic Resource Management package for e-journals None

 Federated searching tools to search articles in multiple databases

Through University network and consortium, also through College’s
INFLIBNET access.

 Library Website
Library does not have a separate web-site.

 In-house/remote access to e-publications

Through University network and consortium, also through College’s
INFLIBNET access.

 Library automation
Yes, using Libsys. Soon the library shall migrate to Koha on Linux
keeping in view the technology change.

 Total number of computers for public access 12

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 127

 Total numbers of printers for public access Nil

 Internet band width/ speed 1 GBPS

(Dynamically distributed as
detailed in 4.3.2)
 Institutional Repository
Digital Repository with full text search feature for the College,
implemented on DSpace on Linux platform.

 Content management system for e-learning None

 Participation in Resource sharing networks/consortia (like Inflibnet)

Yes, Inflibnet as well as University network and consortium

4.2.5 Provide details on the following items:

 Average number of walk-ins 500

 Average number of books issued/returned 5100 p.m.

 Ratio of library books to students enrolled 39:1

 Average number of books added during last three years 8123

 Average number of login to opac (OPAC) 6000 p.m.

 Average number of login to e-resources

Login Data maintained by University. College has started with
Inflibnet in Nov.2015 only.

 Average number of e-resources downloaded/printed

Data maintained by University. College has started with inflibnet in
Nov-2015 only.

 Number of information literacy trainings organized Nil

 Details of “weeding out” of books and other materials

2924 books that were outdated or otherwise not required, as per the
decision of relevant subject/department experts and Library
Committee

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
128 Self Study Report 2016

4.2.6 Give details of the specialized services provided by the library

 Manuscripts Nil

 Reference No special Collection

 Reprography None

 ILL (Inter Library Loan Service)

Not in demand at present. Several years back there were Inter
Library Loans.

 Information deployment and notification About new arrivals

 Download Data maintained by

University

 Printing None

 Reading list/ Bibliography compilation No special

compilation

 In-house/remote access to e-resources Through Campus

wide University
Network

 User Orientation and awareness By displays

 Assistance in searching Databases On demand

 INFLIBNET/IUC facilities Available

4.2.7 Enumerate on the support provided by the Library staff to the

students and teachers of the college.

Assistance in locating a book, reservation request, photocopy

request for non-issuable items, suggestions on relevant titles,
forwarding of procurement request to respective member(s) of
Library Committee, full-assistance to differently-abled members in
library use, and support of computer-aided reading for visually
challenged members.

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 129

4.2.8 What are the special facilities offered by the library to the
visually/physically challenged persons? Give details.

Access ramps and full assistance in library use for

differently-abled members, special reading space on ground floor,
brail collection and support of computer-aided reading for visually
challenged members

4.2.9 Does the library get the feedback from its users? If yes, how is it
analyzed and used for improving the library services. (What
strategies are deployed by the Library to collect feedback from
users? How is the feedback analyzed and used for further
improvement of the library services?)

Yes, through suggestion-box in which users can drop in their

suggestions or complaints. These are presented to the Library
Committee for analysis and subsequent action. Users can also
directly interact with Library in-charge, or any professional assistant
and voice the concern/issue. Departmental monitoring committees
also forward any feedback or suggestion that comes up in their
meetings.

4.3 IT Infrastructure

4.3.1. Give details on the computing facility available (hardware and

software) at the institution.
 Number of computers with Configuration (provide actual number
with exact configuration of each available system)

Location/Use Machine Brief Configuration Number

Computer Lab-I HP Compaq Core-2 duo 2.93 GHz, 25
dx 2480 3GB, 320GB
HP 3300 MT / Intel i3, 4GB, 500GB 11
HP Pro 3300
MT
HP Proliant Intel Xeon 1.8GHz, 2
350 G6/ G8 multicore, 8GB, SAS
RAID
HP Probook Intel i5, 4GB, 500 GB 2
4430
Raspberry Pi 1
Computer Lab- HP dx2000 Pentium-4 dual core, 4

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
130 Self Study Report 2016

Location/Use Machine Brief Configuration Number

II 512MB, 80GB
Acer Veriton AMD II x4810 5
2.6GHz, 2GB, 320GB
HP Elite 8300 Intel i5, 8GB, 500GB 2
MT
HP Intel Xeon, ES-4607, 2
2.20GHz, 16GB,
3x300GB
Acer Intel Xeon, 16GB, 2
3x300GB
Ncomputing Zero Clients 3
L300
HP t520 Thin Clients, 4GB 10
Computer Lab- Acer Veriton AMD II x4810 35
III 2.6GHz, 2GB, 300GB
HP Compaq Core-2 duo 2.93 GHz, 3
dx 2480 3GB, 320GB
HP Probook Intel i5, 4GB, 500 GB 5
4430
Computer Lab- Acer Veriton AMD II x4810 33
IV 2.6GHz, 2GB, 320GB
HP dx2000 Pentium-4 dual core, 1
512MB, 80GB
EDP/Acad. Acer Pentium Dual Core, 2
Office 3.06GHz, 2GB, 1TB
Lenovo Pentium Dual Core 1
3.20GHz, 3GB,
500GB
Botany Dept. HP dx2000 Pentium-4 dual core, 4
512MB, 80GB
HP Probook Intel i5, 4GB, 500 GB 2
4430
Physics Dept. HP dx2000 Pentium-4 dual core, 2
512MB, 80GB
Lenovo Intel 2.80 GHz, 4GB, 10
500GB
HP Probook Intel i5, 4GB, 500 GB 2
4430
HP Probook AMD A6 5350M, 20
445 G1 8GB, 320 GB
Chemistry HP dx2000 Pentium-4 dual core, 5
Dept. 512MB, 80GB
HP Probook Intel i5, 4GB, 500 GB 2

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 131

Location/Use Machine Brief Configuration Number

4430
Zoology Dept. HP dx2000 Pentium-4 dual core, 5
512MB, 80GB
HP Probook Intel i5, 4GB, 500 GB 2
4430
Dell Core 2 Duo, 2GB, 1
500GB
Electronics Acer epc5 Intel Pentium G630 9
Dept. Veriton 2.73 GHz x2, 2GB,
500 GB
HP Pro 3090 Pentium 4, 2GB, 280 5
GB
HP Probook Intel i5, 4GB, 500 GB 2
4430
Office HP dx2000 Pentium-4 dual core, 9
512MB, 80GB
Lenovo Intel Dual Core, 5
1GB/2GB,
320GB/250GB
HP Proliant Intel Xeon 1.6GHz, 1
DL360 4GB, 72GBx3 SAS
Sports Complex unbranded P-IV, 512MB, 80GB 4
Lenovo Edge P-IV, 512MB, 300GB 1
Principal’s Acer Intel Ci3, 4GB, 1
Office 500GB
HP Probook Intel Ci5, 4GB, 500 1
4430 GB
Principal’s Lenovo Intel Pentium G630, 1
Residence 2GB, 500GB
Girls Hostel unbranded Pentium 4, 1 GB, 320 1
GB
Admission unbranded Pentium 4, 1 GB 1
Office/ 80GB
Caretaker’s
Room
Library HP dx2000 Pentium-4 dual core, 8
512MB/1GB, 80GB
/160GB
Ncomputing Zero clients 12
L300
HP Proliant Intel Xeon 1.6GHz, 1
DL 360 4GB, 72GBx3 SAS
General Stock HP Probook AMD A6 5350Mx2, 907

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132 Self Study Report 2016

Location/Use Machine Brief Configuration Number

(issued to 445 G1 8GB, 320 GB
students and HP Probook AMD A10 5750x4, 27
faculty on 445 G1 8GB, 500 GB
demand) IBM XBle AMD E1-1200, 50
1.4GHz, 4GB, 300GB
Material unbranded Pentium 4 1
Science Lab unbranded Intel Ci5 1
HP Pro 3090 Pentium 4, 2GB, 280 1
GB
HEP Lab Sun 32core, 256GB, 1TB 1
FireServer 16Core, 64, 1TB 1
Sun w/s 4GB, 4
Lenovo Dual Core, 2GB, 4
500GB
Aqua Lab Lenovo Intel Ci3, 2GB, 500 1
GB
Total 1274

 Computer-student ratio 1 : 2.95

 Stand-alone facility
Majority machines as mentioned above are on network remaining
are stand alone, however, it is a dynamic feature adjusted as per
requirement

 LAN facility
College has elaborate network across the entire campus, which is a
hybrid of fiber-optic, Ethernet, and wireless media. The University’s
Fiber-Optic connection is taken across the entire campus from its
termination point using College resources, which include 4 fiber
trunks, last mile Ethernet link, and a few direct Ethernet links.

 Wi-fi facility
Entire College campus including Academic Blocks, Library,
Auditorium, Canteen, Girls Hostel, Sports Complex, and Principals
Residence is on wireless network using 28 access points and 7
bridges and a zone-director. University network is available on
wireless. Each user is given a username and password and the AAA
servers in Computer Lab-II serve through the local part of the active
directory as per the protocol specified by the Delhi University
Computer Center.

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 133

 Licensed software
Purchased by the College:
 MS Back Office SBS 4.0 with 5 users,
 MS Visual Studio 6.0 Enterprises
 SCO Unix Release 5.0 enterprises with 5 user,
 SCO Unix Release V( Additional 10 user License)
 Oracle workgroup server 8.0 for win NT with 5 user
 Oracle workgroup server 8.0 for WIN NT with 5 users
 Developer 2000 with Personal Oracle
 Oracle 8.05 (10 User License)
 Mathematica -8 (10 User License)
 Libsys
 WebTel
 Tally
 Microsoft Office Professional 2003
 Yearly multiple antivirus subscriptions/licenses (Norton,
Kaspersky, etc.)

Received from the University under MSDN*:

 Expression Web
 Windows Server 2003 (Volume License)
 Windows Server 2003 R2 Enterprise Edition (Volume License)
 Windows Server 2003 R2 Enterprise x64 Edition (Volume
License)
 Windows Server 2003 R2 Standard Edition (Volume License)
 Windows Server 2003 R2 Standard x64 Edition (Volume
License)
 Windows Server 2003, x64 Editions (Volume License)
 Windows Server 2008 Datacenter and Windows Server 2008 for
Itanium-based Systems
 Windows Server 2008 Datacenter and Windows Server 2008 for
Itanium-based Systems (Lab Use Key)
 Windows Server 2008 Enterprise and Windows Server 2008
Standard
 Windows Server 2008 Enterprise and Windows Server 2008
Standard (Lab Use Key)
 Windows Vista Business
 Windows Vista Enterprise
 Windows Web Server 2008
 Windows Web Server 2008 (Lab Use Key)
 Windows XP Professional (Volume License)
 Windows XP Tablet PC Edition (Volume License)
 Windows XP Professional, x64 Edition (Volume License)

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
134 Self Study Report 2016

 Windows7 Pro. Upgrade

 Adobe CS-9 with Premium for Windows(DU License)
 Adobe Acrobatt 9 Pro for Windows(DU License)

*MSDN has been discontinued w.e.f. 2014 by the University for the Colleges

Under GNU License or FOSS

 Ubuntu Linux 12.04, 14.04
 Centos 6.5, 7
 LibreOffice 3, 4
 Postgresql 9.1, 9.3
 Scilab
 R
 Maple
 GNU Compiler Collection
 Mysql
 Php
 Apache http Server
 Apache Tomcat
 Koha
 Dspace
 Numerous other editors, utilities, system software and drivers

 Number of nodes/ computers with Internet facility

Almost all machines in the College as mentioned above are
connected with Internet through wired and/or wireless network of
the College as described above. However, as per use/requirement
users connect or disconnect.

 Any other

4.3.2 Detail on the computer and internet facility made available to the
faculty and students on the campus and off-campus?

On-Campus: University Network is available on wire as well as

wireless network spread over the entire College. Bandwidth of
10GBPS is dynamically distributed by the University across its
network out of which 1GPBS is available to the College
dynamically and also due to hardware restrictions. Available
bandwidth is multiplex among the users on-line at a given time.
Average 2MPBS is routinely practically available to one machine
during peak hours.
Off-Campus: College does not provide any off-campus internet

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 135

connectively to users.

4.3.3 What are the institutional plans and strategies for deploying and
upgrading the IT infrastructure and associated facilities?

IT infrastructure is extensive and available to the users, but still

needs the following two important augmentations:
1. Redundancy: College needs to build adequate redundancy in its
network so as to minimize the down-time of network, which is
not very sparse in view of location of the College - that is near to
a large open drain, dusty and humid conditions, pest, and heat or
aging related hardware failures.
2. Fixed IP addresses and local internet server hosting/data-center:
The College applications and facilities work on the intranet, not
internet so far, due to the fact that external traffic is masked due
to proxies of University network. However, in the long run,
College must host these facilities on the servers in the College,
so as to improve availability and workflow. An in-house data-
center would also need consistent fail-proof power supply with
redundantly available power backups and controlled
environment besides supervisory and supporting workers.

In addition to the above, the routine upgrade and maintenance is

steadily and meticulously followed, but the process needs to be crisp
which at times gets into bottlenecks due to the financial policy and
regulations.

4.3.4 Provide details on the provision made in the annual budget for
procurement, upgradation, deployment and maintenance of the
computers and their accessories in the institution (Year-wise for
last four years)

Broad requirements for a year are identified at the beginning

of the year and proposed expenditure is recommended by the
College Committee on procurement-budget of equipment in Science
Labs etc., and sanctioned by the authorities with minimum cuts. This
money is spent in procuring new equipment (including computers
and their accessories as required) and scheduled maintenance.
Besides this, unforeseen maintenance requirements that arise during
the year are fulfilled with smaller allocations as per the need.
Following is the detail of the former for last four years:

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
136 Self Study Report 2016

Year Amount sanctioned at the beginning

of the year (Rs.)
2012-13 36,47,000/-
2013-14 38,00,000/-
2014-15 40,82,000/-
2015-16 60,04,200/-

Micro-level details about utilization of the above and the

equipment procured can be perused from the records.

4.3.5 How does the institution facilitate extensive use of ICT resources
including development and use of computer-aided teaching/
learning materials by its staff and students?

College has provided the hardware and maintains it as per

resources and schedule. The faculty members have the freedom to
make use of these resources as they fit into their teaching. Whereas
some teachers use technologies extensively as the primary medium,
others use these as a support or just an infrequent teaching aid. The
mechanisms followed are described in 2.5. College encourages the
teachers to use the available technology in the best way and provides
support and assistance in the use.

4.3.6 Elaborate giving suitable examples on how the learning

activities and technologies deployed (access to on-line teaching-
learning resources, independent learning, ICT enabled
classrooms/learning spaces etc.) by the institution place the
student at the centre of teaching-learning process and render the
role of a facilitator for the teacher.

The mechanisms vary according to the curricular

requirements and expertise of the teacher involved. Several teachers
supplement or extend the classroom with available technologies as
described in 2.5. A large experiment in UGC funded e-PGpathshala
project in the College is underway, which seeks to make over the
network computer-aided learning the primary method of learning.
However, perceptions and opinions vary regarding the results of
similar experiments worldwide, and consequently the adoption.

4.3.7 Does the Institution avail of the National Knowledge Network

connectivity directly or through the affiliating university? If so, what

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 137

are the services availed of?

Technically the College is connected through the University,

though the programmes available are far and few and not
intersecting with the mainstream curricula. As and when these
programmes are integrated into curricula and available, these shall
be utilized using the (i) one way projection ubiquitous in the College
(ii) two-way special areas like Seminar Room and Labs. The College
shall extend the two-way capacity to more areas as programmes
become regularly available and integrated into curricula.

4.4 Maintenance of Campus Facilities

4.4.1 How does the institution ensure optimal allocation and

utilization of the available financial resources for maintenance and
upkeep of the following facilities (substantiate your statements
by providing details of budget allocated during last four years)?

Staff Council appoints a Maintenance Committee for the

year, and the Committee oversees the general maintenance
requirements regarding building, furniture, and general use
equipment. Individual departments do the maintenance of the
specialized equipment in their labs, for which planned budget is
approved/sanctioned at the start of a year. The emergent unforeseen
maintenance requirements are catered to be Maintenance
Committee/sub-committee, Purchase Committee, or departments by
express approval/sanction of the College authorities.

Head Year Expenditure (Rs.)

a. Building 2011-12 1,10,19,254/-
(includes construction of 2012-13 2,88,02,006/-
Girls Hostel, New Science
Block, and repair of 2013-14 1,20,67,248/-
Auditorium) 2014-15 47,61,329/-
b. Furniture 2011-12 5,58,809/-
2012-13 25,15,411/-
(include furnishings in the
13,81,841/-
newly constructed buildings) 2013-14
2014-15 13,28,558/-
c. Equipment 2011-12 19,76,552/-
(including electricals and 2012-13 13,98,397/-

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
138 Self Study Report 2016

Head Year Expenditure (Rs.)

computers) 2013-14 41,32,736/-
2014-15 8,66,269/-
d. Computers 2011-12
(included in c above)
2012-13
2013-14
2014-15
e. Vehicles 2011-12 Nil
2012-13 Nil
2013-14 Nil
2014-15 Nil
f. Any other

4.4.2 What are the institutional mechanisms for maintenance and

upkeep of the infrastructure, facilities and equipment of the
college?

The Maintenance Committee constituted by the Staff Council

is responsible for the maintenance and upkeep of the infrastructure,
facilities and general use equipment. Special equipment in science
labs are maintained by the individual departments (through their
departmental maintenance committees). The process followed is as
per the applicable rules of procurement/work of GFR. The accounts
are audited by the Chartered Accountant and other competent
authorities such as CAG.

4.4.3 How and with what frequency does the institute take up
calibration and other precision measures for the equipment/
instruments?

Departments have the relevant expertise to calibrate the

instruments they use, and they do so as per their schedule and
policy. There is hardly any general use equipment that needs
calibration (e.g. pressure gauge of fire-fighting system), and relevant
expertise is obtained in-house for from external agencies.

4.4.4 What are the major steps taken for location, upkeep and

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 139

maintenance of sensitive equipment (voltage fluctuations,

constant supply of water etc.)?

College has full power-back up through a 250 KVA

generator which runs on diesel. ELCBs and MCBs of the appropriate
recommended ratings are installed in the entire electrical distribution
system of the College, which had been re-laid about 8 years back in
a new structured way. Major computer installations are on online
UPS of adequate capacities, with sufficient battery-backup. Sensitive
equipment in science labs is isolated as per the needs of the
equipment concerned, using electrical isolators and other such
devices.
Besides the above, there is another spare generator of
168KVA which is functional but currently disconnected from the
College grid and is likely to be utilized for selected parts of the
College to increase redundancy and reliability.
College has good supply of municipal water, and has storage
tanks that serve a day or more in case there is no supply due to
maintenance work of the Delhi Jal Board. In case of a special
situation, supply by water-tankers is provided by the Delhi Jal Board
on demand.

Any other relevant information regarding Infrastructure and Learning

Resources which the college would like to include.

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
140 Self Study Report 2016

Criterion V: Student Support and Progression

5.1 Student Mentoring and Support

5.1.1 Does the institution publish its updated prospectus/handbook

annually? If ‘yes’, what is the information provided to students
through these documents and how does the institution ensure its
commitment and accountability?

College publishes an Information Brochure at the time of

admissions every year. The information contained in it include
profile of the College, messages from Principal and Office-bearers
of Governing body/Parent Body, Courses/Programmes Offered and
their eligibility criterion, academic regulations (as much available at
the time of printing, since there have been rather frequent
restructuring and updates), academic calendar, Annual Fees
programme-wise, information about infrastructure and facilities
available in the College, list of faculty members, list of Conveners of
various Committees, Students Societies for extracurricular and
cultural activities, sports facilities, and some snapshots of College-
life in the past year.
Students are advised to keep themselves informed about
matters of their concern about the College, initially through this
brochure and through notices and other communications during the
year in the College, and through website of College, University, and
SMS’s sent by College from time to time.
College has full commitment to provide maximum possible
information to the students before-hand and expects them to honor
any changes/updates/clarifications that are made by the University
during the academic session. College accommodates using its extra
resources whenever such updates happen, and is fully accountable to
University as well as students for the information provided. Citizens
from society can also seek any information or explanation from the
College through RTI Act application. The Information Officer of the
College promptly addresses all such requests as per law.

5.1.2 Specify the type, number and amount of inst itutional

scholarships/ freeships given to the students during the last four
years and whether the financial aid was available and disbursed
on time?

The financial support given by the College is as under:

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 141

Support Time and Total Number of Students (including from

Description College or outside agencies)
2012-13 2013-14 2014-15 2015-16
Full Fee At the time of 21 21 31 6
Concession for admission/ start
Sports persons of new session
Half Fee At the time of 1 2 25 55
Concession for admission/start
Sports persons of new session
Quarter Fee At the time of 10 4 5 Nil
Concession for admission/start
Sports Persons of new session
Merit-cum- By 130 62 17 25
means StudentWelfare
scholarships Committee on
(Rs.2000 to Application
Rs.5000/-)
Fee Concession At the time of 10+ 7+ 13+102 7+113 =
for Needy admission OR = 115 120
Students/wards By Student
(includes Welfare
SC/ST) Committee on
Application
Free Books etc By Student Rs.20000/ Rs.20000 Rs.20000 Rs.20000
for needy Welfare - per /- per /- per /- per
students Committee/Depa departmen departme departme departme
rtments on t, utilized nt, nt, nt,
Applying as per utilized utilized utilized
need as per as per as per
need need need
All fee waiver At the time of 14 18 30 24
for PH students admission for
entire course
Tuition & w.e.f Sep 2015, - - - Under
Admission Fee after University process
Waiver for Notification
eligible SC/ST
students

The concessions/scholarships which are decided by the Students Welfare

Committee are within a couple of months from the start of session, giving
sufficient time for application and screening if required. The rest are given
at the time of admission itself, or before opening of the session, as
applicable, by the Principal or a faculty-member/committee nominated by

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
142 Self Study Report 2016

the Principal for the purpose.

5.1.3 What percentage of students receive financial assistance from state

government, central government and other national agencies?

College authorities promptly support and aid students in

getting financial assistance from various state or non-state agencies
at their own initiative, however at present College has systematic
record of such assistance available for last two years, which is as
follows:
Year Assistance % Assistance %
from from other
College agencies
2014-15 112 7.20 97 6.24
2015-16 113 7.24 78 5.00

5.1.4 What are the specific support services/facilities available for:

 Students from SC/ST, OBC and economically weaker sections

As per Government of India and University Rules applicable.
Recently, University has decided to waive-off tuition and admission
fee for students from SC/ST whose parents are not paying income-
tax on their income. The same has been implemented in College
from 2015-16.

 Students with physical disabilities

Full Fee waiver as per University norms, access facilitation to
building and classrooms, customized toilet, notebook computer for
visually challenged from EOC, Angel Voice Recorder for visually
challenged.

 Overseas students
No special services, except incidental support in getting adjusted to
local situations.

 Students to participate in various competitions/National and

International
To and fro fare is reimbursed as per norms.

 Medical assistance to students: health center, health

insurance etc.

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 143

Health Center details are described in 4.1.6. No health insurance is

mediated/provided/available from the College. However, staff
members of the College are covered in GIS as per University’s
service Rules.

 Organizing coaching classes for competitive exams

College does not organize any coaching classes for competitive
examinations. Individual teachers might advise interested students at
their own end however. Also Delhi Sikh Gurudwara Management
Committee - the parent body/trust, provides such services
independently.

 Skill development (spoken English, computer literacy, etc.,)

At present add-on certificate/diploma courses in Foreign Languages
and two short-term certificate courses in Sports Economics and
Marketing, and Web Journalism are available to the students. From
2016-17 under CBCS skill based courses will be offered, as per
syllabus. Also as and when initiatives of National Skill Development
Programme materialize, the same would also be offered.

 Support for “slow learners”

Individual teachers can identify and support slow-learners at their
end, and College give full support and facilitation. At present the
College does not have any structured mechanism for doing so at the
institutional level.

 Exposures of students to other institution of higher learning/

corporate/business house etc.
Through:
o summer-trainings and projects wherever curriculum permits, or
student opts.
o excursions and visits

 Publication of student magazines

Every year students Magazine “Tegh” is published with three
language Sections namely English, Hindi and Punjabi and include
major activities and awards. Besides Tegh, individual departments
such as Department of Commerce, publish their departmental
magazines/wall-magazines.

5.1.5 Describe the efforts made by the institution to facilitate

entrepreneurial skills, among the students and the impact of the
efforts.

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
144 Self Study Report 2016

Departments, such as Commerce, at their department-level conduct

some sessions in their departmental programmes. The impact of
such sessions has not been formally recorded though.

5.1.6 Enumerate the policies and strategies of the institution which

promote participation of students in extracurricular and co-
curricular activities such as sports, games, Quiz competitions,
debate and discussions, cultural activities etc.
 Additional academic support, flexibility in examinations
o Attendance benefit as per University rules
o Flexibility in internal tests if they clash with event dates

 special dietary requirements, sports uniform and materials

o A food allowance coupon for NCC and sports
o Uniforms for NCC supplied by Indian Army
o Sports suits and College Blazers
o Sports gear

 any other
o Prize money
o Fee concessions (Full/Half/Three-Quarter)

5.1.7 Enumerating on the support and guidance provided to the

students in preparing for the competitive exams, give details on
the number of students appeared and qualified in various
competitive exams such as UGC-CSIR- NET, UGC-NET, SLET,
ATE / CAT / GRE / TOFEL / GMAT / Central /State services,
Defense, Civil Services, etc.

College does not organize any formal coaching classes for

competitive examinations. Individual teachers might advise
interested students at their own end however. Also Delhi Sikh
Gurudwara Management Committee - the parent body/trust,
provides such services independently.
No structured record-keeping in place for successes in UGC-
CSIR-NET, SLET, Civil Services Examination etc. However, the
number is good and reckonable only by the concerned teachers who
taught such students. Quoting a specific count is difficult, since such
successes are not recorded on document and proof.

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Self Study Report 2016 145

5.1.8 What type of counselling services are made available to the

students (academic, personal, career, psycho-social etc.)

Faculty members provide academic, personal, career,

psycho-social counselling as per perceived or expressed need. No
special counsellor is available in the College, though students can
avail such services at the health care providers described in 4.1.6

5.1.9 Does the institution have a structured mechanism for career

guidance and placement of its students? If ‘yes’, detail on the
services provided to help students identify job opportunities and
prepare themselves for interview and the percentage of students
selected during campus interviews by different employers (list
the employers and the programmes).

Placement Cell in the College looks after summer trainings,

career counselling, and job placements at the College level. It also
organizes workshops and lectures about resume-writing, interviews
and group-discussions.
College also provides support to University’s Placement cell
by providing space and facilities for on-line tests of placement from
time to time in College’s Computer Labs.
As an example, following is the snapshot of list of
Commerce/Economics/Business-Economics students placed during
2015-16 (till date):
1. Ernst and Young GTH GSS 14 out of 102 appeared
2. KPMG India 3 out of 48 appeared
3. Glovision India 2 out of 110 appeared
4. Concentrix 17 out of 25 appeared
5. Royal Bank of Scotland 23 out of 70 appeared
6. Aon Hewitt 10 out of 25 appeared

For last year (2014-15), the recruitments from similar set were:
Ernst and Young (21), KPMG (6), S&P Capital (1), I-Act Global
(3), Airtel (5).

5.1.10 Does the institution have a student grievance redressal cell? If yes,
list (if any) the grievances reported and redressed during the last
four years.

Yes. Grievance Redressal Cell functions round-the-year and

students can address their grievances in writing to the Cell. During

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admission process, another special Admissions Grievance Cell is

appointed as per University’s direction.
Attendance and Internal Assessment Committee receives a
lot of requests regarding attendance and internal assessment marks,
which are promptly resolved by showing relevant records to the
concerned students and resolved there and then.

Following is the list of grievances and their redressal year-wise:

Year Grievance(s) Redressal
2011-12 Nil -
2012-13 Nil -
2013-14 Nil -
2014-15 1 Marks were
regarding non- posted/corrected as
posting/correction of internal per the directions and
assessment marks provisions of
University

5.1.11 What are the institutional provisions for resolving issues

pertaining to sexual harassment?

Staff Council of the College constitutes a Prevention of

Sexual Harassment Committee every year, according to University
Statutes. Students as well as staff-members can address a complaint
to this Committee. These complaints are handled by this Committee
independently and in confidence. Their recommendations regarding
redressal of a complaint are followed by the College administration.

5.1.12 Is there an anti-ragging committee? How many instances (if any) have
been reported during the last four years and what action has been
taken on these?

Staff Council of the College constitutes a Proctorial

Committee for the year. This Committee is responsible for maintain
discipline in and around the College all through the year. The same
Committee works as anti-ragging committee with extension by
inclusion of several non-teaching staff members especially at the
start of the session. The Proctorial Committee plays a proactive role
in preventing ragging by educating, surveillance, notices and
cultivating a healthy disciplined environment in the College.
There have been no complaints pertaining to ragging in the
last four years. In fact, there has been no such complaint in last 10

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years.

5.1.13 Enumerate the welfare schemes made available to students by the

institution.

College does not at present offer/mediate any formal welfare

schemes for the students. However, every entitlement of such
schemes at the initiative of the student is promptly supported as per
rules.
College offers scholarships, fee-concessions, textbooks at its
own end on merit-cum-means basis, and Student Welfare Committee
decides every case. Also there are several prizes instituted by
various individuals / groups for students who give a distinguished
performance in academics or sports.

5.1.14 Does the institution have a registered Alumni Association? If ‘yes’,

what are its activities and major contributions for institutional,
academic and infrastructure development?

So far the College does not have a registered Alumni

Association. The effort to consolidate the Alumni groups/meets in
touch with the College into a proper Alumni Association is on, and
very soon a proper association with a Charter, budget, and vision
shall be duly registered, and be functional.

5.2 Student Progression

5.2.1 Providing the percentage of students progressing to higher

education or employment (for the last four batches) highlight the
trends observed.

College does not have any structured mechanism to record

progression of all of its pass-outs to higher studies or employment.
The following data is based on those who reported of their own to
the respective teachers on their own, in some way. College may not
have any evidence of such progression, and the following data is
only indicative of the trends that appear to exist from such
unstructured reports.
Student progression %
(over all courses)
UG to PG ~13

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148 Self Study Report 2016

PG to M.Phil. ~4
PG to Ph.D. ~11
Employed
• Campus selection ~1.5
• Other than campus recruitment ~23

5.2.2 Provide details of the programme wise pass percentage and

completion rate for the last four years (course-wise/batch wise as
stipulated by the university)? Furnish programme-wise details in
comparison with that of the previous performance of the same
institution and that of the Colleges of the affiliating university
within the city/district.

Refer to Table –5.2.2. The computation used is as under:

𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤ℎ𝑜 𝑃𝑎𝑠𝑠𝑒𝑑 𝑡ℎ𝑖𝑠 𝑦𝑒𝑎𝑟#

𝑃𝑎𝑠𝑠 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = × 100
𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤ℎ𝑜 𝑎𝑝𝑝𝑒𝑎𝑟𝑒𝑑 𝑖𝑛 𝑡ℎ𝑖𝑠 𝑒𝑥𝑎𝑚

𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤ℎ𝑜 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒𝑑 𝑑𝑒𝑔𝑟𝑒𝑒 ∗

𝐶𝑜𝑚𝑝𝑙𝑒𝑡𝑖𝑜𝑛 𝑅𝑎𝑡𝑒 = × 100
𝑇𝑜𝑡𝑎𝑙 𝑛𝑜. 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑎𝑑𝑚𝑖𝑡𝑡𝑒𝑑

Please note that:

 In computing Pass Percentage students who got an essential repeat
are not counted, but after repeating they might have passed and
completed degree in the subsequent examination(s). These cases,
and cases pertaining to revision of result due to re-evaluation or
decision of unfair-means cases are communicated sporadically, and
thus are not included in the stated pass-percentage. As a result,
actual pass-percentage is lekly to be higher than the one stated.
 In computing Completion Rate students who were admitted in the
respective batch is taken in the denominator, but some of them leave
in-between and do not complete degree due to their moving on to
another course/ programme/ institution or some other reason not
known to the College. Also, the students who did not pass in first
instance, that is had essential repeats, are not counted due to reasons
cited above. However, these students might have completed their
degree later on by reappearing in the relevant papers.
Simultaneously, ex-students who rejoin as regular students
and pass in that year are included in numerator as, therefore, having
a completion rate higher than that years pass percent is also possible.
 For the purpose of comparison, the entire University’s Pass
Percentage (U) on the basis on Gazette provided is compared with
that of the College (C), since which of the 70 odd Colleges to

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 149

compare with is a question which is hard to decide. However, since

the data about overall admissions in the University is not available,
no comparisons are made in Completion Rate.

Table 5.2.2: Pass Percentage and Completion Rate

Course / 2011-12 2012-13 2013-14 2014-15

Programme Pass % CR Pass % CR Pass % CR Pass % CR
% % % %
C U C U C U C U
B.A. (Hons.) 85.71 69.77 94.12 59.26 83.33 74.96 51.02 82.50 71.73 71.74
English
B.A. (Hons.) 90.32 52.83 96.15 43.86 73.13 70.18 48.51 50.00 62.23 37.74
Hindi
B.A. (Hons.) 78.26 32.73 96.15 44.64 40.74 51.02 17.74 48.48 47.54 29.09
Punjabi
B.A. (Hons.) 88.57 57.41 94.64 68.83 79.63 70.67 70.49 76.27 60.57 63.38
Economics
B.A. (Hons.) 88.57 45.59 78.95 48.39 71.05 66.78 42.19 58.33 42.38 59.57
History
B.A. (Hons.)
Political 81.25 55.32 93.55 60.42 78.05 72.98 69.57 70.00 67.85 37.33
Science
B.A. (Hons.)
100.0
Business 97.92 74.60
0
88.33 86.57 78.90 86.57 80.00 62.30 81.82
Economics
B.A. 63.79 38.14 71.88 46.00 64.29 62.68 36.73 48.89 49.16 33.85
Programme
B. Com. 96.09 78.34 94.83 69.92 87.67 83.64 64.65 76.79 68.34 70.88
(Hons.)
B.Com. 56.00 44.44 60.34 43.75 88.89 80.15 60.61 72.88 64.49 68.25
Programme
B.Sc. (Hons.) 96.08 67.12 51.39 37.37 74.29 60.06 77.61 71.05 59.85 65.85
Physics
B.Sc. (Hons.) 82.86 67.44 61.76 51.22 71.19 67.44 70.00 92.59 66.60 86.21
Chemistry
B.Sc. (Hons.) 70.00 45.65 75.00 51.06 51.28 51.19 40.00 87.80 69.05 80.00
Botany
B.Sc. (Hons.) 97.22 71.43 85.11 66.67 76.19 68.53 64.00 71.79 72.02 60.87
Zoology
B.Sc. (Hons.) 100.0
68.18 60.00 48.39 62.50 53.08 55.56 91.67 52.70 68.75
Electronics 0

B.Sc. (Hons.) 90.48 47.50

100.0
88.57 74.42 71.63 59.26 78.00 61.26 72.22
Mathematics 0

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150 Self Study Report 2016

Course / 2011-12 2012-13 2013-14 2014-15

Programme Pass % CR Pass % CR Pass % CR Pass % CR
% % % %
C U C U C U C U
B.Sc. 34.38 21.57 38.67 25.89 64.36 51.63 63.73 45.45 41.72 42.86

Programme
Physical
Science
B.Sc.
Applied 53.85 31.82 - - -
Physical
Sciences
B.Sc.
Programme 52.17 42.86 70.59 54.55 71.15 51.86 67.27 71.43 52.35 58.82
Life Sciences
Certificate in 29.03 68.18 76.67 73.91 60.71
Spanish
Certificate in 42.42 67.74 75.00 53.49 47.92
German
Certificate in 20.00 9.09 55.56 19.23 9.09 7.14 36.36 12.50
Russian
Certificate in - - 68.18 31.91 25.00 16.67 60.00 39.62
Chinese
Certificate in - - 75.00 69.23
100.0
57.14 28.57 20.00
Korean 0

Certificate in - - 44.44 30.77 66.67 64.52 71.43 57.69

Japanese
Certificate in - - - - 35.71 33.33 33.33 26.19
French
Diploma in - - - - - - 90.91 52.63
German
Diploma in - - - - - - 100.00
100.0
Spanish 0

PG Diploma
100.0
in Forensic 96.30 96.30 96.55 90.32
0
97.50 100.00 94.74
Science
M.A. English 100.0
60.00 27.27 62.50 50.00 57.14 88.89 61.54
0
M.A. Hindi 100.0
62.50 55.56 100.00 71.43 71.43 100.00 44.44
0
M.A. Punjabi 100.0
44.44 30.77 60.00 37.50 60.00 75.00 66.67
0
M.A. History 100.0
50.00 50.00 50.00 40.00 60.00 60.00 100.00
0
M.A.
100.0
Political 25.00 16.67
0
42.86 40.00 28.57 25.00 25.00
Science

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Self Study Report 2016 151

Course / 2011-12 2012-13 2013-14 2014-15

Programme Pass % CR Pass % CR Pass % CR Pass % CR
% % % %
C U C U C U C U
M.Com. 44.44 36.36 80.00 72.73 90.00 81.82 90.00 75.00
M.Sc. 66.67 50.00 33.33 33.33
100.0
37.50 66.67 40.00
Physics 0

M.Sc. 100.0
50.00
100.0
60.00
100.0 100.0
100.00 71.43
Chemistry 0 0 0 0

M.Sc. Botany 100.0 100.0 100.0 100.0 100.0

100.00 - -
0 0 0 0 0
M.Sc. 50.00 33.33
100.0
100.00
100.0 100.0
- -
Zoology 0 0 0

M.Sc. 100.0
61.54
100.0
80.00 50.00 28.57 100.00 57.14
Mathematics 0 0

Certificate in
Web 73.33
Journalism
Certificate in
Sports
Economics 72.73
and
Marketing

(In the above table, no comparison is made where data was unavailable)

5.2.3 How does the institution facilitate student progression to higher level
of education and/or towards employment?

Individual teachers and mentors provide inputs to the

students based on their interest and ability about prospects of higher
level of education and/or employment opportunities. The College is
a liberal college and a large section of students in the College comes
from a socio-economic background of family business or enterprise
of some level, and often perceive their current degree as the terminal
one and anyway are going to join their predefined role in the
business. Many others have a very clearly defined path for
themselves and strive to pursue it either in India or abroad, with the
College stay as an essential stop-over. For the remaining, teachers
suggest and facilitate in their individual capacity, besides support of
Career Counselling and Placement Committee in College as well as
University.

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5.2.4 Enumerate the special support provided to students who are at risk
of failure and drop out?

Following are the initiatives by the College besides those of

individual teachers for such students:
 Remedial classes in English to help coping with English medium
instruction in the College
 Special bi-lingual teaching for mixed groups, that is in which a
large number of students have difficulty with medium (English)
 Translation support and sessions to help students understand the
content better
 Extra classes for interested students, which may add-on to the
core content or reinforce what is already taught
 Recommendation to provide scholarship/fee-concession/free text
books/ or some other form of financial assistance from the
College. College administration takes such recommendations
very seriously and acts immediately.
 Counselling by teachers in the context of socio-economic
challenges
 Individual voluntary support by teachers, often kept confidential
between the student and teacher.

5.3 Student Participation and Activities

5.3.1 List the range of sports, games, cultural and other extracurricular
activities available to students. Provide details of participation and
program calendar.

Sports:
Available Facilities:
a. College Ground – Cricket ground with 4 Pitches and practice
nets with 3 pitches, Hockey, Handball, Netball, Softball-
Baseball, Volleyball Court, Lawn Tennis – Synthetic Court,
Basketball Court
b. Indoor Facilities – Gym ( With equipment Treadmill, Cross
Trainer, Multi gym, weights, etc), Table Tennis Hall, Hall
For practicing fencing, Chess, practical classes of
Application Course etc.
c. Seminar hall
d. Changing Rooms for teams
e. Store for Equipment

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Events:
 Various inter-college events and tournaments are organized
and some of these are hosted by the College
 Students participate in inter-university, state-level, national,
and other tournaments/competitions as per selection and
interest.

Cultural Activities:
Dramatics:
The Dramatics Society of the College Ankur is an acclaimed drama
group and gives numerous performances in stage as well as street
plays not only in the city, but in other noted theater festivals also.
The record of their productions and performances is noteworthy and
the group is one of the top students’ groups in the University and
well-known in theater circles.

Dance and Choreography

Punjabi Folk dances Bhagra and Giddha are staple evergreen forms
in view of the heritage of the College. Besides these, other dance
forms are used in the choreography productions of the College,
which are showcased in various competitive and participative events
in the University.

Gatka – Martial Art:

A small group of students organizes and learns the traditional
martial art Gatka of Punjab in moderated stage-show forms and their
performances are watched with awe and greatly appreciated by the
audience.

Music:
The College has an excellent troupe of traditional devotional vocal
and instrumental music of Gurmat Sangeet – a classical Hindustani
music form, which performs year-round in opening of various
functions, as well as in competitive events in and around the city.
Besides this, other music forms and genres are also popular in the
music enthusiasts and are practiced and performed in various college
and inter-college events.

Divinity:
Spiritual and religious activities organized by the College under
Divinity is the place where entire College and nearby institutions of
the University come in attendance. Every year Kirtan and Langar
are organized multiple times where in the focus comes on being
humble, serving others, and subliming the worldly into spiritual. The
College also participates in nagar-kirtan on the occasions of various

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Guru-Parab in the city, and contributes to the initiatives of the

parent body (DSGMC). A society named “Divinity Society”
organizes these activities.

Other Extracurricular Activities:

Debates and Discussions:
Debates and discussions on concurrent topics is a favorite place to
see the ideas of younger generations and peek into the future of the
country and society. Students participate and attend in large numbers
such events, and normally the debate/discussion also extends into
the popular discourse in the College society as well as in some form
in the classrooms of their teachers. Students also participate in inter-
college competitive events every year and there are some prizes and
trophies often. There is a society DADS (Debates and Discussions
Society) which cultures and organizes these events.

Photography:
A society named “Pin-hole Society” has formed a few years ago and
organizes exhibitions of students’ shoots by theme in the College
Premises. Camera equipment and suggestions on using them, as well
as ways and means of production are also discussed in this Society.
Nikon was invited with their equipment and experts to showcase and
advise interested students October in 2015.

Fine Arts:
Fine Art Society organizes theme-based exhibitions of works by
students in the College premises. The students also contribute in
significant ways in preparing and arranging the College Stalls in
various University level and other events, and get always
appreciated for their contributions and vision. Students also visit art
galleries in the city to see the works of noted artists, sometimes
along with their teachers who advise them.

Besides the above College Level Societies, Departments also

have their departmental societies which provide another closer-knit
platform to the students to develop and enhance their social and
cultural skills through organization of events at the departmental
levels.
Competitive or show-case events are organized round the
year in the above societies and especially during the College Festival
“Lishkara” in the month of February.

5.3.2 Furnish the details of major student achievements in co-

curricular, extracurricular and cultural activities at different

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levels: University / State / Zonal / National / International, etc. for

the previous four years.

International achievements
Sports
 Sakshi Tomar, Shooting, 4th place in Air Pistol at Junior
World Cup in Germany, 2014.
 Arjun Singh, Discuss Throw, represented India in Youth
Asian Games 2013-14

National achievements:

1. Robotics
2014-15
 1st Prize in Vortex, a National Robotics Competitive Event at
IIT Bombay, Jan-2015
 1st Prize in Tryst, in Robotics Competitive Event on Maze
Solving at IIT Delhi, 2015
2013-14
 Second Prize in Analogic, IIT Delhi, 2013-14
 Third Prize in Arjun, IIT Delhi, 2013-14
 Third Prize in Escape Tunnel, IIT Delhi, 2013-14

2. Sports
2013-14
 Arjun Singh, Discuss, All India University - Gold, World
University Games Participation, Delhi State Championship, a
new record.
 Sakshi Tomar, Shooting-10 m Air Pistol, Gold, 57 th National
Championship, held at Delhi, with a record.
 Amar Singh Rana, Hammer Throw, All India University.
 Lalit Mathur, 800m, Junior Nationals – Gold
 Lalit Mathur, 800m, All India Inter University Championship
– Silver
 Ashish Tokas, Swimming, 2 Gold in All India University
Championship
 Kamal Singh, Diving, All India Inter University
Championship - 1 Silver, 1 Bronze
 Anuj Khandelwal, Table Tennis, North Inter University
Championship, Gold
 Abhilekh Parashar, Gymnastics, Senior National
Championship -3 Gold

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 Kunal Anand, Deepak Viswakarma, and Rohit Bisht, Tennis,

All India Inter University Championship, Silver
 Vikas Kaushik, Decathalon, Junior National Championship-
Bronze
 Yash Nain, Ravikumar, and Jayank Ahuja, Badminton, North
Zone Inter University Championship –Silver
 Hiten Dalal, Parnshu Vijayran, and Hardik Pahwa, Crikcet,
represented Delhi Under 19 in National Under-19 Cricket
Championship
 Ankit Dabas and Vision Panchal, represented University of
Delhi in North Zone Inter University Cricket Championship.
 Jasleen Kaur, represented Delhi in Senior National
Championship and University of Delhi in All India Inter
University Championship
 Ashish Sangwan, Anuj Sangwan, Jaiprakash, Mohit
Ahlawat, Nitin Yadav, Subhash and Amarveer, Handball,
represented University of Delhi, at AIU.
 Abhishek, Avtar Singh Mann, Ajay Rathi and Jaiveer
Babbar, Hockey, represented University of Delhi in AIU

3. NCC
2014-15
 Cadet Anmol Ratan Singh awarded commendation on
Republic Day 2015.

4. Dramatics
2014-15
 Prithvi Theatre, Mumbai: The stage play Park got invitation
from Prithvi Theatre, Mumbai. Two shows were performed
 IIT Kanpur: Second Best Street Play award for Reservation
Leela
 Sahitya Kala Parishad, Delhi Government: The play Can’t
Pay? Won’t Pay! was invited for their collegiate theatre
festival.

2012-13
 IIT Mumbai: Awarded Asia’s Best Dramatics Society. The
stage play Park bagged the Best play award.
 MantoRang, the annual full length production was invited by
India Habitat Centre, New Delhi

2011-12
 BITS, Pilani: Best Ensemble Award for Baazaar (Street Play)

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Self Study Report 2016 157

 HT Youth Nexus award for Dharam (Best Street Play in the

University)
 Invited for SAM Festival, National School of Drama

State Level achievements:

1 Robotics
2014-15
 1st Prize in “Vortex” - Zonal Robotics Competition at Jaipur,
Sep-2014.

2. Sports
2013-14
 Ashish Tokas, Swimming, Delhi State Championship -2
Gold, 2 Silver
 Kamal Singh, Diving, Delhi State Championship, Gold
 Abhilekh Parashar, Gymnastics, Delhi State Championship -
4 Gold, 2 Silver

University Level achievements:

1 Robotics
2014-15
 First Prize in Robotryst Zonals, Hindu College, University of
Delhi, 2013-14
 1st Prize in Robo-Race, a Robotics Competition at NSIT, Delhi
in 2015.
 3rd Prize in Maze-Solver, a Robotics Competition at NSIT,
Delhi, 2015.

2013-14
 1st Prize in Robo-Tryst at St. Stephens College, University of
Delhi, in 2013.

2 Sports
2014-15
 First in Inter College Handball Tournament for the eighth
consecutive year, a record achievement, at event held at the
Polo Ground of Delhi University from 16—21 Oct. 2014.
 First in Inter-College Badminton Championship held at the Sri
ram College of Commerce Indoor Sports Complex from 18—
22 Oct. 2014.
 First in Inter-College Tennis Championship held at SGTB
Khalsa College courts from17—20 Oct. 2014.

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 Second in Inter College Championship of Swimming, Water

Polo and Diving, held at the Talkatora Swimming Complex on
Oct. 13-14, 2014.
 Second in Inter College Athletics Meet conducted at the Polo
Ground of Delhi University from 29—31 Oct. 2014.
 Second in Inter College Cross Country meet.
 Runners-up in Inter College Hockey Tournament held at
Shyam Lal College, from 27—31 Jan 2015.
 Second in Inter-College Shooting Event
 Third in Inter College Basketball Tournament (M) held at the
Multipurpose Hall of the University of Delhi, from 27—31
October, 2014.

2013-14
 First in Inter-College Atheletic Meet (M) 28-Oct-2012 to 01-
Nov-2012.
 First in Inter-College Cross Country Meet
 First in Inter College Handball Tournament, for the seventh
consecutive time.
 First in Inter College Hockey Torunament, held at Shaym Lal
College
 Second in Inter College Championship of Swimming, Water
Polo and Diving, Sept-2013
 Silver Medal in Inter College Judo Competition
 Third in Inter College Volleyball Competition
 Third in Inter College Table Tennis Competition (M)
 Third in Inter College Wrestling Competition
 Third in Inter College Cricket Compettion

2012-13
 First in Inter College Champoinship of Swimming, Water Polo
and Diving, held at Talkatora Stadium, 27-28 Aug. 2012.
 First in Inter College Athletics Torunament (M) at Polo
Grounds, University of Delhi, 28 Oct-2012 to 01-Nov-2012.
 First in Inter College Handball Tournament, for the sixth
consecutive time, Sep-2012.
 First in Inter College Cricket Competition, for the seventh
consecutive year, Oct-2012.
 First in Inter College Hockey Championship, Feb-2013
 Third in Inter College Crosss Country Meet, Sep-2012.

3 Dramatics
2014-15

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Self Study Report 2016 159

 DUSU Award: Prabhjot Singh (President, Ankur) was awarded

for his contribution to Campus Theatre
 DU Beat: Ankur was awarded the Best Street Play theatre
society of the University of Delhi

5.3.3 How does the college seek and use data and feedback from its
graduates and employers, to improve the performance and
quality of the institutional provisions?

The operation of the College has to follow the relevant

University Statutes and cannot be modified by the College
unilaterally. However, the inputs received from current and former
students, their society including their employers, are duly passed on
to the University/UGC whenever there is an opportunity in terms of
direct interaction or through various committees in which College
teachers are members. This way, following a longer route, the
information and inputs do reach the place where these are
considered.
Within the College’s local working, such inputs are directly
addressed by the concerned Committees and administration and any
modifications and course-correction is applied as needed. IQAC
shall formalize the mechanisms of doing so and make
documentation available on these in the coming time.

5.3.4 How does the college involve and encourage students to publish
materials like catalogues, wall magazines, college magazine, and
other material? List the publications/ materials brought out by the
students during the previous four academic sessions.

College invites articles and contributions for the Annual

Magazine “Tegh” from students. The Editorial Board of the
magazine has student members for each language section. A close
interaction between the editors and writers/contributors is always
facilitated. Individual departments at their level encourage their
students for their departmental magazine publications as well. Wall
Magazines of some departments such as History remain displayed in
the College-Lobby. These Magazines are freely distributed to all
students and visitors and their feedback is absorbed by the system.

The following is list of publications brought out by students

under guidance of the faculty:

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Year Publications
2011-12  College Magazine “Tegh”
 Spectrum of Department of Commerce
 Ecotryst of Department of Economics
2012-13  College Magazine “Tegh”
 Spectrum of Department of Commerce
 Ecotryst of Department of Economics
2013-14  College Magazine “Tegh”
 Spectrum of Department of Commerce
 Ecotryst of Department of Economics
2014-15  College Magazine “Tegh”
 Spectrum of Department of Commerce
 Ecotryst of Department of Economics
 Wall Magazine “Bayan-e-Daastan” by History
Department

5.3.5 Does the college have a Student Council or any similar body? Give
details on its selection, constitution, activities and funding.

College has a Students Union, whose elections are conducted

every year in the month of September, along with the elections of
Delhi University Students Union (DUSU). Elections are conducted
using Electronic Voting Machines (EVM) provided by the
University, and whereas the EVMs corresponding to DUSU are
sealed and forwarded to the University, the counting of votes for
College Union is conducted the same day in the College by the
Presiding Officer in the presence of candidates and senior faculty
members and administrative staff, and the result is declared on the
spot.
College Union includes President, Vice-President, Secretary,
and Treasurer. Besides College Union there are two Central-Council
Members who represent the College in DUSU. It is possible for a
College student to be an Office Bearer of DUSU as well. Staff
Council elects a faculty member every year to advise the Student
Union.
College collects a fee of Rs.500/- under the head College
Students Union Fee per student per year and this is the primary fund
available to the Union under the supervision of the Principal and
Bursar of the College. Besides this, Union gets sponsorships for
various activities but funds are routed through the College Accounts
to maintain transparency and accountability.
Union takes up the matters concerning the students with the
College Authorities, however there has never been a serious issue.

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Most issues are trivial and are resolved immediately. The principal
activity of Union thus remains showcasing College at various fora
and conducting cultural and extracurricular events. Usually, there is
an Oath-Taking Ceremony, Opening Ceremony, Annual Cultural
Festival, besides smaller functions/events/competitions that are
organized from time to time.

5.3.6 Give details of various academic and administrative bodies that have
student representatives on them.

Participation is as per the statutes of the University.

At the College level, students are part of

o Departmental Monitoring Committee
o College Research Committee

5.3.7 How does the institution network and collaborate with the
Alumni and former faculty of the Institution.

Even though a registered Alumni Association is yet on cards,

the College has been reaching out to alumni through direct personal
contact as well as through its web-site. Several alumni located in
India and abroad have registered themselves on the web-site, and
numerous others have done so on paper. Alumni meet has been
organized a few times and ideas about formalizing an association
have been floated. Very soon the results of this would take a tangible
form.
Former employees - both teaching as well as non-teaching
often visit the College. Superannuated teachers continue to interact
with the College through direct contact, over phone, emails and
other contemporary social media. They also meet in College every
month on the first Wednesday and share the proceedings in the
College with their serving counterparts.

Any other relevant information regarding Student Support and Progression

which the college would like to include.

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Criterion VI: Governance, Leadership and

Management

6.1 Institutional Vision and Leadership

6.1.1 State the vision and mission of the Institution and enumerate on
how the mission statement defines the institution’s
distinctive characteristics in terms of addressing the needs of the
society, the students it seeks to serve, institution’s traditions and
value orientations, vision for the future, etc.?

Vision: To provide leading A-grade educational opportunities and

social skills to students at undergraduate and postgraduate levels and
thus share and contribute to the national development.

Mission: Initially, when College was started in 1951, the focus was
on the educational needs of the young population of refugees
displaced from Pakistan post partition, and College also endeavored
to give all possible logistic and financial assistance to young
learners besides education to help them become self-reliant and
integrate them well in the society.
With time, as generations passed and migrant population
integrated well into society, the College sought to preserve and
promote Punjabi Language and culture besides cultivating
excellence in education, sports, and socio-cultural development of
the young.
Presently, the mission of the College is to become, to be
known, and remain a top institution which provides the young of the
society best opportunities of all-round development simultaneously
promoting innovation and self-actualization for its staff, and in this
way contribute to enrichment of society and national progress.

Over the years, the College has been known and reputed for
its performance in the arena of education as well as sports and
culture. Our alumni has contributed to society in diverse ways, both
nationally and internationally, and has successfully created a
reputation of honesty, dedication and hard-work.

6.1.2 What is the role of top management, Principal and Faculty in

design and implementation of its quality policy and plans?

The quality initiatives in its popular formal form are new to

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the institution, though the initiatives have been always existing and
constantly contributing to the growth and progress of the College
since its inception in 1951. Top-level management has created an
environment of trust in the College staff, wherein they can explore
and tap their optimal potential, providing strategic enablers where
needed, and accommodated with the inter-institutional obligations
between the College, the University, as well as the parent body that
is Delhi Sikh Gurudwara Management Committee. Principals of the
College have presided over the realization of the ideas of the
management and staff in agreement with the University Statutes.
At present Principal, who has also been a member of Peer-
Teams to visit and validate SSRs of Colleges in India under aegis of
NAAC, has identified the right persons for taking charge of framing
formal quality policy and initiatives and given appropriate authority
and freedom to them, besides providing institutional support and
encouragement. Faculty and staff share and cooperate with the
framework.
IQAC is developing the framework on the lines of Total
Quality Movement (TQM) and Capability Maturity Model (CMM)
with due modifications and moderations suiting the institutional
environment and operating conditions. These are being given as
recommendations to follow to the faculty and staff with concurrence
of the Principal. Any wider policies and steps shall be
communicated as recommendations to Staff-Council and/or
Governing Body, with due rationale, and the time shall see that they
also get through smoothly.

6.1.3 What is the involvement of the leadership in ensuring:

 the policy statements and action plans for fulfillment of the stated
mission

Guidance, facilitation and support to IQAC.

 fo r mu la t io n of act ion plans for all operations and

incorporation of the same into the institutional strategic plan

Providing direction and facilitation and support to the various

executive committees.

 I nt er a ct io n with stakeholders

Providing a platform and leading the interaction, as well as

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articulating diverse aspects of rationale of local decision making and

statutory/official mandates. Channeling feedback to relevant
channels and smoothening the flow of information.

 Proper support for policy and planning through need analysis,

research inputs and consultations with the stakeholders

Most of the activities of the College are steered as per the

University Statutes, which define needs and ways to fulfil broadly.
At micro/local level, College functions through the
recommendations of various Committees constituted by Staff-
Council, Governing Body or Principal. These committees as per the
inputs obtained from faculty and University prepare policies and
implement these with concurrence of the Principal.

 R e i n fo r c ing the culture of excellence

Since Conveners of Staff-Council Committees are elected by voting

in the Council meetings and are accountable to their discharge of
duties, unless the performance of a person has not been satisfactory
and positive for the efficient functioning and growth of the College,
it is unlikely that the person would be elected. Elected conveners try
their best to perform better than the one before them and make
functioning of the College better. Principal in Council presides over
such analysis and election and rules according to the matter
discussed on the floor of the house.

 C ha mp io n organizational change

Change that becomes effective and sustainable comes from the

people (staff and students in this case), and the leadership need only
facilitate a culture of open-ness and positive outlook. College
continues to grow, where challenges are taken up willingly by its
faculty and staff and the administration provides support in taking
them up.

6.1.4 What are the procedures adopted by the institution to monitor and
evaluate policies and plans of the institution for effective
implementation and improvement from time to time?

So far as per the Governance of Colleges Statutes of the

University, the Staff Council and its Committees have been the
primary instrument and platform to monitor and evaluate policies
and plans of the institution for the effective implementation and

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improvement. The recommendations of the Staff Council and its

various Committees are taken up by the Principal and usually
implemented with no or minor moderation. There are certain issues
which are beyond the Staff Council, and in the purview of the
Governing body of the College, which does similar monitoring and
evaluation in the aspects in its purview. Some of these are also
moderated by University and/or UGC from time to time.
In addition to the above, the Principal appoints special
purpose committees from amongst faculty and other staff and/or
external experts to evaluate and recommend about the aspects not
covered expressly in the Staff Council/Governing Body.
With the establishment of IQAC another tier, crisper than
Staff Council has come into being for close monitoring and analysis
of plans and their effectiveness. As the time shall pass, the
specialized inputs from IQAC on quality assurance shall definitely
produce significant improvements in the functioning of the College.

6.1.5 Give details of the academic leadership provided to the faculty by

the top management?

Top management includes Principal and Governing Body.

Both encourage faculty to give their best and openly ask for any
kind of support required from the institution in helping them give
their best for the College – be it teaching-learning, administrative
work, research or activities of social relevance. Generally, the
proposals of the faculty about providing small enablers are
immediately accepted. Principal in particular is always interested
and willing and on a look-out to invite personalities/agencies of
repute and distinction to address faculty and students in any manner,
say, conferences, seminars, special lectures, workshops, or informal
visits. Similarly, faculty can always ask for suggestion and advice in
handling a complex issue regarding curriculum, student’s growth or
opportunities, equipment or exposure from the Principal, who makes
a positive contribution either directly or by arranging appropriate
linkages with outside experts.

6.1.6 How does the college groom leadership at various levels?

For students, activities in various extracurricular and interest-

specific students’ societies, course-projects and presentations,
community work, and students union provide opportunities where
group leaders do emerge, and get refined with the advice of the
teachers.

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For staff members, responsibility sharing and initiative

taking through various staff-council committees and academic and
co-curricular and cultural activities provide opportunities to teaching
as well as non-teaching staff members to perform and organize,
evaluate their performance and refine their leadership capabilities.

6.1.7 How does the college delegate authority and provide

operational autonomy to the departments / units of the
institution and work towards decentralized governance system?

Departments make their internal decision making

themselves, elect their conveners, and share responsibility and
accountability within the departmental committees, within the
framework provided by the respective University rules. The
decisions of the department / departmental committees are referred
to various Staff Council Committees and Principal, and subsequent
actions are based on these. Thus most operations start from bottom
to top, where the College administration becomes a guide and
facilitator.
Similarly, non-teaching units of library, office or scientific
staff make their decisions within themselves within the framework
of University Rules and these are acted upon with the advice of the
concerned committee and/or Principal.
The College is fairly decentralized and in a way automated in
its operation and governance, where University Rules are the
reference point. College and University administration expounds
these rules where needed, and makes changes/adaptations as times
change.

6.1.8 Does the college promote a culture of part icipat ive

management? If ‘yes’, indicate the levels of participative
management.

Staff Council of the College is a democratic institution and

functions as per University statutes. It is the Staff Council which
elects various committees and their conveners, who discharge
various academic, administrative and executive functions of the
College. These Committees include Admissions, Academic Affairs,
Attendance and Internal Assessment, Timetable, Calendar,
Proctorial, Examination, Prevention of Sexual Harassment, Library,
Fine-Arts and Culture, Students’ Union Advisory, Canteen,
Purchase, Maintenance, Garden, Provident Fund, and so on.
Similarly, Governing Body of the College is composed as

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per the University Statutes and has University nominees, Trust

nominees, as well as two faculty members from the College in it.
The Governing body constitutes committees such as Building and
Construction, and so on which again have adequate representation of
faculty members as per university statutes.
The College functions through these committees which are
accountable to the respective bodies which constitute them, besides
general audit and accountability.
Wherever University statutes permit or the College forms its
own local committees, representatives from students as well as non-
teaching staff are also included in the committee, such as Research
Committee.

6.2 Strategy Development and Deployment

6.2.1 Does the Institution have a formally stated quality policy? How is it
developed, driven, deployed and reviewed?

With the formulation and establishment of IQAC, a defined

quality policy is emerging, which up till now was amorphous and
implicit. The policy is proposed by the IQAC on the basis of Total
Quality Movement and Capability Maturity Model, with due
moderations so as to place learner and his/her social context in the
central focus, succeeded by the employee. The formal statement of
this policy shall be put-up for display in various ways as and when
the Governing-Body accepts and endorses the same.

6.2.2 Does the Institute have a perspective plan for development? If so,
give the aspects considered for inclusion in the plan.

As the College is expanding, the space is increasingly

becoming an impediment in expansion and accommodation of new
activities. Keeping this in view, the College has prepared an
elaborate expansion plan as mentioned in 4.1.3. The new College
building shall have enough space for the new courses and activities
and state of the art facilities for classrooms, laboratories, activity
area, and so on.
Similarly, the workforce requirements of the College shall
increase with the expansion that has been going on, and College is
under process to get further sanctions from the competent authorities
for increase in teaching and non-teaching posts.
The new skill-based courses under CBCS and National Skill
Development programme may involve students even from outside

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the College, consequently provisions for accommodating such

students in the College’s administration system and software.
Similarly appropriate budgetary provisions will be created for the
new requirements.

6.2.3 Describe the internal organizational structure and decision

making processes.

Following Chart describes the organizational structure. The

decision making process is outlined after the chart.

University DSGMC

Chairman

Governing Body

Principal

Staff Council Bursar Warden

A.O.
Conveners of various Committees

Conveners of Departments SO Adm. SO Accounts

Teaching Staff Technical Staff Office and Other Staff

The Governing Body has a fixed composition as per University

Statutes and has 5 members from the parent body, that is Delhi Sikh
Gurudwara Management Committee, 2 University Representatives,
and 2 members of teaching faculty. The University approves the
constitution of the Governing Body. Principal is the Member
Secretary to the Governing Body. The Governing Body elects its
Chairman, and Treasurer as per the defined process.

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The Principal is the Chairman of the Staff Council, of which all

teaching staff members are members. Bursar and Warden are
appointed by the Governing Body from amongst the teaching staff
as per University rules.

The Staff Council appoints various Committees for a period of one

year, and elects the conveners of these Committees. The following
Committees are constituted:
 Admission Committee
 Academic Affairs Committee
 Internal Assessment and Attendance Committee
 Timetable and Workload Committee
 Purchase Committee
 Maintenance Committee
 Proctorial Committee
 Garden Committee
 Prevention of Sexual Harassment Committee
 Girls Common Room and Staffroom Committee
 Canteen Committee
 Calendar Committee
 Examination Committee
 Students’ Union Advisory Committee
 Magazine Committee
 Culture and Fine Arts Committee
 Hostel Committee
 Sports Committee
 Provident Fund Committee
 Library Committee

A few other Committees are constituted by the Principal directly

such as Committee for ICT, Committee for Yearly Budget
Projections or a few others as the need arises. Certain other
functions are in the purview of the Governing Body, such as
Building Committee, for which the composition is defined by the
University Rules.
The Committees discharge their function as evident from
their name. Various actions are initiated by these committees and
recommendations submitted to the Principal for approval and
action. The Committees directly perform, monitor, and/or supervise
the teaching and non-teaching staff in the area of their work. The
Principal supervises and facilitates the work of these Committees,
which are accountable to Principal on day-to-day basis and finally
to Staff Council. As per the rules, in certain cases, sanctioning

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authority is Treasurer, Chairman, or Governing Body, upon due

forwarding/recommendation from the Principal. The procedures
involved are clearly defined in the relevant statutes of the
University, and are followed.
Each Department elects its Convener for the year, which
looks after administrative work of the Department. Departments
also elect their own committees for various purposes such as
timetable, maintenance, procurement, and so on.

The above describes very briefly the elaborately

decentralized and participatory decision making process. The
nuances of process, and any issues that may emerge are resolved by
the Principal and University as need arises.
With the formation of IQAC, the structure will have another
source of inputs and suggestions, and another dimension of
monitoring the system shall get added.

6.2.4 Give a broad description of the quality improvement strategies of

the institution for each of the following

 Teaching & Learning

The strategy is to make the process visible with documentation,

so that process audits can be undertaken by the IQAC and
suggestions for improvements will be given. TQM and CMM
frameworks with due moderation shall be followed as a guide in
this.

 Research & Development

The Research and Development activities remain primarily an

initiative of the individual faculty members, with College
providing encouragement and support. Efforts shall be made to
institutionalize the process and obtain support from external
agencies for creation of Research facilities in the College.
However, this is subject to such provisions being in agreement
with the University Statutes. As a mean-time measure, College
Level Research Committee shall identify small projects to be
funded by the College, though the budgetary scope would be
severely limited for doing so.
Once the activities become institutionalized, a formal quality
improvement mechanism shall be devised. Till then, it is up to
the Research Committee to act as a facilitator and oversee how
things can be made better.

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 Community engagement

The operations of NCC, NSS and other such units/societies shall

be made more visible with structured documentation, so that
IQAC can audit and give suggestions.

 Human resource management

The University and UGC rules define the Human Resource

engagement and operations. College can forward the suggestions
in this regard from IQAC to higher authorities as an when there
is an opportunity for doing so. At the internal level, IQAC shall
organize programmed inspired by PQI, for teaching and non-
teaching staff to so as to nudge them to become better at their
job, and find their jobs more satisfying.

 Industry interaction

A planned calendar with forethought to overall framework of

interface between College and Industry shall be explored, which
shall maximize mutual gains for both. Eminent industry persons,
and educators must sit together to come to a common page on
making the linkage productive and beneficial to the students.
Organizing such common platform shall be the focus of IQAC in
the coming time.

6.2.5 How does the Head of the institution ensure that adequate
information (from feedback and personal contacts etc.) is
available for the top management and the stakeholders, to
review the activities of the institution?

The interfaces between Principal, Governing Body, and

University are formally defined as per University Statutes.
University seeks certain routine-periodic and some special reports
from time to time, and College provides the same promptly.
Important decisions and events are reported in the Governing Body
and necessary directions are sought. Other stakeholders can either
informally ask for some information if permissible under rules, or
even under the RTI Act. The College has a Public Information
Officer to answer the requests under RTI Act, who acts as per
provisions of the same. Also, College publishes Annual Report, and
Magazine, both of which are public documents and contain
summarized important information of the year.

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University, as well as, Governing Body routinely review the

activities of the College, and College follows the
suggestions/directions they give as per rules.

6.2.6 How does the management encourage and support

involvement of the staff in improving the effectiveness and
efficiency of the institutional processes?

The most important organ for involvement of staff in

institutional processes is Staff Council, which works as defined in
the University Statutes. Most of the important functions of the
College are performed by the respective Committees constituted by
the Staff Council. These Committees are accountable to the Staff
Council for their performance and make recommendations to the
Principal in their area of work and supervise, monitor, and support
the administrative as well as academic working.
Principal is the Chairman of the Staff Council and
encourages participation as well as rotation of responsibilities. The
various conveners of the Committees are almost always proposed by
the floor of the house and are elected democratically, which
completes the two-way participation.

6.2.7 Enumerate the resolutions made by the Management Council in

the last year and the status of implementation of such
resolutions.

There were five meetings of the Governing Body in 2014-15

(last year). The following is the brief of resolutions in these
meetings and status.

S. Date of Resolutions Status

No Meeting (Nos are Agenda Items)
1 25-06-2014 Emergent Meeting for election of the Chair, no other -
agenda

2 06-08-2014 III. To send word of thanks to S.Sultan Chand and Co. Implemented
for instituting scholarships
IX. Increase of Salary to Assistant (contractual) to Implemented
Mata Gujari Devi Hostel
XII. Extension of Study Leave of 2 members Implemented
XIV. Enquiry Committee in an episode of misconduct Pending
of a non-teaching staff

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XV. Sr. P.A. to look after duties of AO Implemented

XIX. To invite fresh tenders for repair and retrofitting Implemented
of College Building in view of only three companies’
submission of tenders
XX. Extraordinary Leave for a staff member, to grant Implemented
XXIV. Overall Incharge of Girls Hostel to be Dr. R.S. Implemented
Bhattacharjee, and Ms. Inderpeet Nanda to assist hostel
Warden
Any Other Matter:
To repair/renovate Girls Toilets Implemented
Ms. Kirandeep Kaur, Member of GB to be on Implemented
‘Prevention of Sexual Harassment at Work Place’
Committee
To repair electrical fittings in the classrooms Implemented

3 02-12-2014 XXVII. To have meeting of Canteen Contractor with Implemented

College Canteen Committee including designated GB
members for improvement of food
XXVIII. To activate and pursue College Alumni, In progress
special effort from S.Iqbal Singh Sethi, Member GB.
XXXII. Inclusion of some more GB members in On going
Building Committee, which is to complete new
buildings, additions, modifications and/or demolition of
identified structures, and pursue Master Plan for
necessary approvals etc.
XXXIII. L-1 tenderer for housekeeping to give in Implemented
writing for satisfying tender conditions, or competent
authority to cancel the tender
XXXIV. Tenderer for manpower to give in writing to Implemented
implement applicable labor rules including the benefits
of ESI, PF etc. to Employees

4 10-01-2015 I. To accept the recommendations of the Building In process

Committee for the construction /reconstruction of the
building projects, and to request the Ministry of Human
Resource Development, Government of India, New
Delhi and the University Grants Commission for
sanction of special grants
II. To undertake the College Gurdwara Building repairs In process
and budget for it
III To repair and maintain existing College Buildings Work in
on priority basis, till new plans materialize progress
IV. To accept and forward through University the Implemented
proposal of Boys Hostel with 40% for North-East
students, and extend the capacity

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VII. Appointment of an architect firm for execution of Implemented

college buildings related work
VIII. To issue show cause notice to a teaching Implemented
employee for unauthorized absence and follow
procedure for termination of her services in case of no
or unsatisfactory response
IX. To accept and forward a request for voluntary Implemented
retirement of a teacher, subject to university norms
XIV. To authorize Principal to sign MoU with National Implemented
Institute of Immunology for Science Setu Programme
XVIII, XIX. To request University of Delhi for starting Implemented
B.Sc. (Hons) Forensic Science and B.Sc. (Hons.)
Biomedical Science at the College
XX. To approach Maulana Azad Education In progress
Foundation, Govt. of India, for funds for the College
Buildings

5 15-04-2015 III. To comply with the MCD’s communication no. Implemented

TP/G/674 dated 08.04.2015 within the prescribed time
IV. To approach University of Delhi for introduction of University
following 04 undergraduate courses at the College with accorded
effect from academic session 2015-16: approval for
i. Bachelor of Business Studies i, iii, iv in
ii. B.Sc. (Hons.) Biomedical Science Oct 2015, to
iii. B.Sc. (Hons.) Computer Science (pending from start from
2009) 2016-17.
iv. B.Sc. (Hons.) Forensic Science
And to meet all expenses for upgrade or labs and other Upgradation
facilities for the above in process.
V. To send revised proposal with increased capacity for Implemented
Boy’s Hostel to North Eastern Council through
University of Delhi
XVII. To issue direct to a teaching employee to refund Implemented
the College dues i.e., salary paid to her for not fulfilling
the conditions of Study Leave Agreement.
XIX. To issue the necessary directions to three teaching Implemented
employees for compliance of the University decision
regarding GPFcP to NPF and apply for generation of
Permanent Retirement Account Number.
XXI. To direct a teaching employee to report for duty Implemented
or resign from her post, as Voluntary Retirement
prayed was not approved by University
XXIV. To sanction Rs.87 Lacs budget for required Work in
repair/renovation of Harchand Singh Longowal progress
Complex

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XXVI. To direct canteen contractor to have ETP as per Implemented

municipal norms
XXVII. To start lecture series based on the life and In progress
teachings of Sikh Gurus, Sikh Rehat Maryada and
Gurbani in the College

6.2.8 Does the affiliating university make a provision for according the
status of autonomy to an affiliated institution? If ‘yes’, what are the
efforts made by the institution in obtaining autonomy?

No.

6.2.9 How does the Institution ensure that grievances / complaints are
promptly attended to and resolved effectively? Is there a
mechanism to analyze the nature of grievances for promoting
better stakeholder relationship?

Committee for Grievance Redressal, with special purpose

committees for Admission Related grievances and Internal
Assessment related grievances is always ready to address any
grievances put forth. There have been no major grievances in the
past years. This also indicates that different units of the College are
discharging their functions smoothly and the issues that might arise
are resolved immediately and to the satisfaction of all by the
concerned person(s) before they escalate to a feeling of being
aggrieved.

6.2.10 During the last four years, had there been any instances of court cases
filed by and against the institute? Provide details on the issues and
decisions of the courts on these?

Year Case Details For/Against Status

2012 W.P. (C) No. 6581/2012 Against Matter in High
N.S. Kapoor & Ors. Vs. Court of Delhi
SGTB Khalsa College & DNI-30-03-15
Ors.
2015 CAS (C) 114/2015 Against Petition withdrawn
Akhilesh Kumar Vs. by the Petitioner
Jaswinder Singh & Anr.

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6.2.11 Does the Institution have a mechanism for analyzing student

feedback on institutional performance? If ‘yes’, what was the
outcome and response of the institution to such an effort?

So far, the feedback is informal and undocumented, but

largely positive. College as an institution has been sensing the
feedback informally and applying course correction where required,
though such effort also goes undocumented, but percolates up
through teachers and staff.
IQAC shall soon put in place an appropriate formal
mechanism for students’ feedback on institutional performance, and
structure a way of responding to the feedback.

6.3 Faculty Empowerment Strategies

6.3.1 What are the efforts made by the institution to enhance the
professional development of its teaching and non-teaching staff?

The teaching staff is provided academic leave /duty leave to

enable them to participate in Orientation and Refresher Courses in
UGC ASC’s of their choice as per rules. Similarly leave is granted to
address such professional meetings and workshops etc. if there is a
scope to make for the teaching loss when Semester is on.
Departments can invite external experts to organize professional
seminars/trainings/workshops with due adjustments in teaching
schedule if there is scope. Besides this, teachers keep pursuing their
research or other academic interests and College acts as a facilitator
for them doing so.
Special training opportunities are utilized for non-teaching
staff as well, as per the guidelines of the University, or if schedule
permits in-house through the College resources.

6.3.2 What are the strategies adopted by the institution for faculty
empowerment through training, retraining and motivating the
employees for the roles and responsibility they perform?

The service and leave rules for teaching and non-teaching

employees are as per University and UGC provisions, and whatever
is available / entitled is granted as per rules. University keeps
organizing short-term programmes for teachers as the curriculum
evolves and concerned teachers are encouraged to participate in
these. There is a small amount of teaching schedule loss, but the
College manages to take remedial steps to compensate it timely.

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Also faculty members are encouraged to pursue their field of interest

for research, writing, and other academic activities. College provides
enablers in the best possible ways to facilitate them, within available
resources.
Similarly, for non-teaching staff, whenever there is a
requirement, University conducts orientation programme or
trainings, which the concerned employees of the College attend.
Wherever there is a need, directions/clarifications are sought
from the domain experts within and outside the University to enable
the employees perform their duties with proper understanding in a
correct way.
The bottom-line is if an employee has a difficulty in his/her
work, help and support will be made available from proper sources
at the first possible instance.

6.3.3 Provide details on the performance appraisal system of the staff

to evaluate and ensure that information on multiple activities is
appropriately captured and considered for better appraisal.

The appraisal mechanisms are as per the University of Delhi

and UGC norms/rules, which are centrally designed for all teaching
and non-teaching employees respectively. College has to follow the
same and cannot make any alterations of its own.

6.3.4 What is the outcome of the review of the performance appraisal

reports by the management and the major decisions taken? How are
they communicated to the appropriate stakeholders?

Management, that is, Governing Body does not review

performance appraisal reports. The duly constituted selection
committee/screening committee which includes University
representatives also, reviews the appraisal and recommends the
action. These recommendations are reported in the Governing Body.
The decisions are then communicated to the concerned.

6.3.5 What are the welfare schemes available for teaching and non-
teaching staff? What percentage of staff have availed the benefit of
such schemes in the last four years?

As per University/UGC Rules, since the service conditions of

the employees are determined by the University Statutes and Rules
in effect. University of Delhi maintains a Teachers Welfare Fund

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which looks after certain exigencies.

6.3.6 What are the measures taken by the Institution for attracting and
retaining eminent faculty?

All recruitments are as per University of Delhi and UGC

norms. College cannot alter the service conditions of its own, and
recommendations of duly constituted Selection Committee are
followed, which in its wisdom decides what is appropriate and in
accordance with the norms.
College provides a very congenial environment to faculty,
and provides each member the best opportunities to grow and
achieve self-actualization.

6.4 Financial Management and Resource Mobilization

6.4.1 What is the institutional mechanism to monitor effective and

efficient use of available financial resources?

Financial resources are utilized as per rules. Governing body,

Committees constituted by Governing Body, Treasurer, Principal,
and Bursar monitor the spending as per rules keeping in view the
priorities and efficient use. The spending and use is proposed and
monitored by various Staff Council Committees as well, duly
elected as per University Rules, or other similar committees. No
money is spent at random without enough preponderance unless
there is an absolute necessity of emergency, and even in such case
relevant rules are followed.
The spending is open to the scrutiny of Auditors and any
suggestions are discussed and followed accordingly.

6.4.2 What are the institutional mechanisms for internal and external
audit? When was the last audit done and what are the major audit
objections? Provide the details on compliance.

All financial transactions are first scrutinized by Bursar for

the College Accounts, or Warden for Hostel Accounts. Principal and
Bursar/Warden ensure that the accounts are maintained in order as
per rules. Certain transactions need sanction/approval of the
Treasurer of the Governing Body.

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The accounts are audited by the following external agencies:

1. Chartered Accountant approved by University of Delhi, the
report is sent to UGC through University of Delhi. Last audit
was completed in 2015 for the year 2014-15.
2. Any other agency appointed by competent authority, for
example, Comptroller and Auditor General of India ordered
an audit for years 2008-09, 2009-10, 2010-11, which was
conducted in May-June 2014.

There were a few audit objections in the CAG audit, and the
compliance:
a. Excess payment due to annual increment during study leave to
six teachers.
The excess payment was recovered from the salary of the
teachers concerned from the month of June 2014.
b. Inadmissible payment of service tax of one contractor.
The said excess amount was recovered from the concerned
contractor.
c. Irregular payment of Travelling Allowance to 8 employees
The excess amount was recovered from the concerned
employees in the subsequent the months.

6.4.3 What are the major sources of institutional receipts/funding and

how is the deficit managed? Provide audited income and
expenditure statement of academic and administrative activities of
the previous four years and the reserve fund/corpus available
with Institutions, if any.

As per UGC and University Rules, College gets:

1. Grant-in-Aid from UGC up to 95% of the total expenditure
2. Up to 5% of the net expenditure minus income is given by the
Parent Body (Delhi Sikh Gurudwara Management Committee)

The audited Income and Expenditure Statements as well as Balance

Sheets of the past four years are placed below:

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Balance Sheet (GF) 2014-15

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Income Expenditure Statement (GF) 2014-15

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Balance Sheet (GF) 2013-14

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Income Expenditure Statement (GF) 2013-14

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Balance Sheet (GF) 2012-13

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Income Expenditure Statement (GF) 2012-13

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Balance Sheet (GF) 2011-12

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Income Expenditure Statement (GF) 2011-12

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6.4.4 Give details on the efforts made by the institution in securing

additional funding and the utilization of the same (if any).

1. Procurement of development grants under UGC’s five year plan:

College makes the best use of UGC’s Five Year plans in terms
of making meaningful proposals for development. During XI,
and XII Plan period, the College has been given such grants by
UGC as detailed below:

Plan Head and Sanction Amount Amount Amount

Year Sanctioned Received Utilized*
(Rs.) (Rs.) (Rs.)
XI Repair and 40,00,000 40,00,000 75,25,118
(2008- Improvement of
11) Auditorium (2011)
Construction of Girls’ 1,00,00,000 1,00,00,000 4,47,96,545
Hostel (2009)
New Science Block 2,00,00,000 2,00,00,000 3,04,72,006
(2009)
Merged Scheme (2008) 59,49,000 37,80,000 45,51,760
Development 17,25,000 10,00,000 17,10,127
Assistance (2008)
XII Development 34,99,600 32,43,600 30,16,611
(2012- Assistance (2013)
16)
*include contribution by the College

2. The College approaches State Government or other such avenues

to procure additional funds for development, where possible,
having some part of its development plan sanctioned / funded /
approved by UGC or University. Following are the details of
such an instance:

Agency Amount Amount Amount

Sanctioned Received (Rs.) Utilized (Rs.)
(Rs.)
Delhi Kalyan Samiti, 25,00,000 25,00,000 25,00,000
Government of Delhi
(for construction of
Girls Hostel)

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6.5 Internal Quality Assurance System (IQAS)

6.5.1 Internal Quality Assurance Cell (IQAC)

a. Has the inst itution established an Internal Qualit y

Assurance Cell (IQAC)? If ‘yes’, what is the institutional policy
with regard to quality assurance and how has it contributed in
institutionalizing the quality assurance processes?

Yes, IQAC has recently become functional, and appropriate

formalization of its establishment shall soon be completed. At
present the working in-charge of IQAC has started establishing
with important cornerstones of QA at the College Level.

b. How many decisions of the IQAC have been approved by the

management / authorities for implementation and how many of them
were actually implemented?

First formal meeting of IQAC is still awaited, and shall be post its
formalization by the Governing Body resolution. However, the
working in-charge has already started with important meetings with
departments and units of the College and fundamental QA activities
have started. The Principal has accepted all his recommendations
regarding process-visibility.

c. Does the IQAC have external members on its committee? If so,

mention any significant contribution made by them.

External members shall be included at the time of formalization of

IQAC in consultation with present members and Governing Body
very soon.

d. How do students and alumni contribute to the effective

functioning of the IQAC?

Channels shall be soon established to obtain such contributions.

e. How does the IQAC communicate and engage staff from different
constituents of the institution?

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At present, direct meetings are the preferred mode of interaction.

IQAC in-charge has already met every department, society,
administrative units, and library staff for introducing IQAC and first
set of recommendations, along with the Principal.

6.5.2 Does the institution have an integrated framework for Quality

assurance of the academic and administrative activities? If ‘yes’, give
details on its operationalization.

Formal framework and flow is being created and shall be published

soon.

6.5.3 Does the institution provide training to its staff for effective
implementation of the Quality assurance procedures? If ‘yes’, give
details enumerating its impact.

The formal trainings for QA procedures shall begin in the ensuing

Semester of 2015-16.

6.5.4 Does the institution undertake Academic Audit or other external

review of the academic provisions? If ‘yes’, how are the
outcomes used to improve the institutional activities?

Not yet. At present University statutes and curricula is the reference

point. IQAC shall establish procedures for Academic Audit and
external review of academic provisions and communicate the
findings to College and University authorities.

6.5.5 How are the internal quality assurance mechanisms aligned with
the requirements of the relevant external quality assurance
agencies/regulatory authorities?

Relevant requirements of University of Delhi, UGC, and AICTE (for

on-going B.Tech. programmes) have always been fulfilled. As these
agencies communicate their formal QA requirements, IQAC shall
start the process of mapping accordingly.

6.5.6 What institutional mechanisms are in place to continuously

review the teaching learning process? Give details of its

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structure, methodologies of operations and outcome?

IQAC has recommended institution of Course-wise

mentors/coordinators and Departmental Monitoring Committees
which has representation of students, and shall meet every two
weeks. The latter is a tool and platform to continuously review
teaching-learning process, under the supervision of Academic
Affairs committee of the Staff-Council as well as IQAC. The initial
meetings of these committees have just been completed in the past
Semester, and after 2-3 meetings, the issues and outcomes shall be
analyzed and fine-tuning shall start.

6.5.7 How does the institution communicate its quality assurance

policies, mechanisms and outcomes to the various internal and
external stakeholders?

The outcomes as mentioned in 6.5.6, shall be appropriately

communicated to internal and external stake-holders after first set of
tools become operational for a while, which should be by the middle
of ensuing Semester of 2015-16.

Any other relevant information regarding Governance Leadership

and Management which the college would like to include.

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Criterion VII: Innovations and Best Practices

7.1 Environment Consciousness

7.1.1 Does the Institute conduct a Green Audit of its campus and
facilities?
No. Though, the College is aware and concerned about
environment and takes active initiatives to make Campus as green
as possible.

7.1.2 What are the initiatives taken by the college to make the campus eco-
friendly?
 Energy conservation
Most classrooms are naturally well-lit during day hours. College is
switching to low-power consumption electrical equipment in small
installments as per availability of funds. ‘Switch-Off Equipment
When Not in Use’ is aggressively campaigned, alongwith daily
periodic inspection by designated staff.
 Use of renewable energy
o Solar water-heating equipment has been installed in the Girls
Hostel since the very beginning.
o Solar street lighting in the campus area has been operational for
about five years now.
 Water harvesting
o Rain-water harvesting facility is used to collect drained
rainwater and use it for irrigation of Ground and lawns.
o Central plant for distilled water is going to be installed so as to
reduce the wastage due to traditional smaller plants in individual
departments of Chemistry, Botany and Zoology.
 Check dam construction
Not applicable
 Efforts for Carbon neutrality
o Tree droppings are used to make manure.
o Efforts are made to reduce paper consumption.
o Waste paper is recycled with the help of an external recycling
agency and reused.
 Plantation
There are about 150 new trees planted in past 4 years. Total number
of trees in campus is about 600.
 Hazardous waste management
No
 e-waste management

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o Wherever companies provide buy-back of dated equipment, it is

preferred as a rule when purchasing new.
o All batteries are procured with old ones on buy-back/safe-
disposal terms
o Wherever the e-waste cannot be disposed by College directly,
since only duly constituted write-off committee has the
authority, it is safely collected till such process is complete.
After due write-off procedure, agencies which dispose e-waste in
an environment friendly way are sought to dispose the same.

7.2 Innovations

7.2.1 Give details of innovations introduced during the last four years
which have created a positive impact on the functioning of the
college.
The following are the most dominant innovations in recent
years in the College which have created a positive impact on the
functioning of the College, one administrative and the other
pedagogical:
1. Use of technology in improvement of College processes
a. In-house development and deployment an application for
students records management and processes
b. Deployment of a full-text searchable Digital Repository for
College Documents using Dspace on Linux server.
c. Resource sharing of labs by deployment of high-throughput
common facilities so as to reduce waste and improve
coordination
d. Preparation of zero-defect timetable every semester by
specialized faculty using custom-built software technology,
which optimally utilizes the resources
2. Use of Concept-Inventory methods of teaching science
Used by certain faculty members in Physics, Electronics, and
Computer Science
3. Participation of students in Innovation Projects funded by the
University, which started to create a culture of research and
innovation among undergraduate students.

7.3 Best Practices

7.3.1 Two best practices in the given format which have contributed to
the achievement of the Institutional Objectives and/or
contributed to the Quality improvement of the core activities of
the college are given in 7.3.1.1 and 7.3.1.2 below.

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7.3.1.1 Best Practice - 1

1. Title of the Practice

In-house development and deployment of software for Student
Records Management in the College.

2. Goal
To create software that is completely built, operated and maintained
by the College in-house and is used for:
Admission, Fees, Conduct of classes, Attendance, Internal
Assessment, Examination documentation, transcripts, and other
documents/records pertaining to the duration of a student’s stay in
the College.

3. The Context
The life-cycle of students from admission to transcripts generates an
enormous amount of data at every stage, which is shared by different
processes in the College ranging from filling of forms, library use,
classroom attendance, examinations, and so on, repetitively. The
management of this data is a challenge for the institution, and
experiences with piece-meal market based turn-key technology
deployment to store, process, and share this often have to be
abandoned, since the process itself keeps redefining itself escalating
the cost of maintenance, which almost borders onto redoing the
whole thing. Budget for such work is practically non-existent.
College has in-house expertise in Computer Science and IT,
though the deployment of this staff is for the teaching-learning
process primarily. The same, as extra challenge, took up the project
to build a solution for the College in an organic mode project using
exclusively free-open-source technologies, so that immediate tasks
are automated / supported, a meaningful continuum could be
achieved, and elaborate archiving for years to come becomes
possible.

4. The Practice
An application that uses multi-tier approach to model workflow of
mutually dependent processes on College intranet was developed
from summer of 2014 in stages using the following:
 Linux Operating System
 Postgresql DBMS as backend storage
 Apache http web server
 PHP, Javascript, and AJAX for interfaces
 GCC, file utilities, and drivers
 Integration with external databases using scripts

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At present stage of deployment the application supports:

 Pre-application for admission for College-bound courses, i.e.
where University’s central application form does not work
 Integration of database of University’s Central Applications
 Integration of databases of School Board Results such as CBSE
 Admission process and reports
 Fee payment/refund/adjustment and accounting of Fee-Accounts
with reports
 Generation of Identity Card/Library Cards
 Registration of various courses/papers every semester with
scheme and programme specific constraints of University
Statutes and College resources
 University Examination Forms
 Class, Section and group schedules
 Recording of class attendance, its compilation and reports
 Recording of Internal Assessment components and its
compilation and reports specific to scheme/ programme
constraints and University Statutes
 Incorporation of external data due to migration in
 Differential fee-generation and adjustment for migration in
 Readmission to ex-students with continuity to past records
 Recording and use of Semester end examination results for
promotion
 Recording and use of incentives such as attendance relief for
students who participate in sports or extracurricular events or
medical leave as per University Rules
 Refund of security deposit in passing-out / leaving the course as
admissible under rules
 Assistance in scrutiny of nominations for Student Union Election
 Preparation of electoral rolls for Students Union Election
 Updation and modifications in the above data as well as
processes as the attributes and situations change, with audit trails
and timestamping the changes

The application is used by different desks in the Office who see only
the interfaces applicable to them, based on access-rights and
authorization of the use involved. The data-input or transactions they
perform are recorded with their user-id in the database along with
other logging information. No records are deleted in any case, and
each value is maintained forever, with timestamps to choose the
most current, or a past snapshot of things. Upon use-edit, the old
values also remain, along with newer ones, so that there will never

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be a situation of discontinuity, and even contradicting realities can

co-exist. The administrator of the system very carefully negotiates
the process integrity as new dimensions of the processes are made
available by University Rules or College decisions.
The application runs on mirrored database and web servers to
enhance availability, with standard web-security techniques on
College intranet.
Regular incremental and full backups on Network Attached
Storage Device are maintained, with redundancy.

5. Evidence of Success
The application is now in its second year of successful deployment
and growing slowly but steadily to include more and more functions
and interfaces.
The integration of various departments and units of the
College has improved greatly and duplication of work and resultant
inconsistencies of data has disappeared. The access time to any
record, at its present state is immediate, and for past trails a few
seconds. Routine and frequent reports, such as bona-fide certificate
for an enrolled student are generated and made available
immediately, which could take earlier a day or more. Student queries
about their data about fee-payment, attendance, or internal
assessment can be answered on the spot without a need to sift
through voluminous heaps of paper. Management reports are
instantaneous or in a minute depending upon volume of data
involved.
Overall, the efficiency of the College Office has increased,
and amount of burden has reduced. Teachers get to see the updated
list of students as soon as a student joins-in or leaves, reducing the
confusion. Accounts reports regarding fee are accurate and quick,
and so are the documents pertaining to transactions.
The application has made College better integrated and
efficient, reducing the anomalies that would be frequent in such a
large enterprise.

6. Problems Encountered and Resources Required

The biggest problem was finding time to create the application, since
the creator knew the business logic very well already, having
otherwise been involved in the said processes for some time. Extra-
hours and continuous dedicated homework overcame it however.
Also, PHP interfaces needed to be tested extensively before
deployment, and there was very little time to do so on offline dummy
data, since the deployment was almost following the creation. In fact
some of the interfaces were to come live with zero testing, which
required very careful design and creation.

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Second, though smaller problem that persists is that the

College network is non-redundant and in the event it fails due to
some reason, the entire business comes to pause, until network
comes up again.
Other hardware resources were the ones where money had to
be spent, and this was made available by the College. Two identical
rack servers, NAS, and a couple of notebook computers were made
available by the College for the purpose. Network existed already.

7. Notes (Optional)
Creation of such an application may be considered common-place
by many, so it is important to highlight the special features, which
are rather uncommon, but would be of help to others:
 The business logic which is implemented by usual engineers is
often exclusive in the sense that simultaneously many realities
cannot co-exist (there can be only one ‘correct thing’). This
application is inclusive, wherein complementary,
supplementary, and even contradicting realities can
simultaneously exist and remain non-interfering. This helps in
the long run, since educational and operational frameworks and
rules are fluid and subject to revision at any time.
 The business logic involved is complex and ever-changing
which diminishes the possibility of having a matured
application from an external-agency that would not need day-
to-day customization. Such applications straight-jacket the user
and become a pain and get ultimately replaced by another, and
the process keeps repeating. This creates repeating
discontinuities on the tracks, since different architectures do
not often integrate the past data with correct semantics.
 Free-open-source software in terms of actual use, need expert
and committed in-house resource persons.

8. Contact Details
Name of the Principal: Dr. Jaswinder Singh
Name of the Institution: Sri Guru Tegh Bahadur Khalsa
College, University of Delhi
City: Delhi
Pin Code: 110007
Accredited Status: Cycle-1
Work Phone: 91-11-2766-7469, 91-11-6466-8585
Fax: 91-11-2766-6220
Website: www.sgtbkhalsadu.ac.in
E-mail: [email protected]
Mobile: 9999797188

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7.3.1.2 Best Practice - 2

1. Title of the Practice

Implementation of a full-text searchable Digital Repository for
College Documents and Records

2. Goal
To make various documents pertaining to functioning of the College,
Notices, Communications from University, and information archives
of the College available in full-text searchable form, tagged with
various meta-data, on the College intranet for quick access in order to
speed-up reference, communication, and decision-making.

3. The Context
There are tons of documents that arrive-in and are sent-out by the
College on a daily basis. These involve mostly some aspects of
information from various sources which is actually meant for access
by faculty, staff, and students. These documents are routinely
routed through several hands before finally reaching into respective
files, which over a period of time become so voluminous that
classifying them, storing and then retrieving them becomes a
formidable task in itself. Often it leads to delays in accessing the
requisite information, proportional to the time-lapsed since their
archiving, being buried in heaps of files. Also, the files are difficult
to search directly by the intended user, and loss of
information/precision leads to further snags in locating the
appropriate information.
It was decided by the Department of Computer Science to
digitize as much information as possible, and store it in a Digital
Archive, with appropriate tagging of each document, and enable a
full-text search on these for quick perusal based on access-rights of
the prospective users from anywhere on the College Intranet.

4. The Practice
A Digital Repository on Linux Servers of the College, using Dspace
was implemented by the Computer Science faculty in Feb-2014,
with small support of funding from DBT STAR College scheme
going on then in the College. Use of free software in doing so, was
within the policy of the College to migrate entirely to Free Open-
Source Software.
A Community for the College, having several Sub-
Communities, Collections, and Sub-Collections was created, with
appropriate mete-data fields chosen for items to be populated in

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 199

these.
There are Collections for Governing Body, Staff Council,
Departments, University Notices, Faculty-Publications, Syllabi and
Old Question Papers, Curricular and Extra-curricular events,
Student Societies, Projects, and so on. The documents that arrive-in,
and several bunches of past documents which were apparently
useful for reference were uploaded in this Repository.
At the time of writing, over 1000 documents totaling to
several thousand pages have been uploaded in these collections,
with appropriate metat-data tagged to theses. These documents are
displayed to users of the following categories, with increasing rights
of viewing and comments:
 General – Everyone
 Student Groups – specific student groups organized by interest
 Staff – Faculty and Other staff
 Special groups/individuals – such as Principal, Bursar, AO etc.
 Collection/Community Administrator
 System Administrator
An assistant uploads these documents in general, and upload rights
are also given to respective Collection/Community uploaders. The
documents that are uploaded are scrutinized and approved by the
respective Collection/Community Administrators for correctness of
meta-data and access privileges, and accordingly made
available/visible, or corrected/removed/rejected. The overall
Administrator can organize the collections and create further access-
levels and groups, as well as more communities/collections.
It is envisaged that in furture, application forms, testimonials,
and all internal/external correspondence shall be uploaded, to make
the office-operation free from paper-file access, and thus quicker.
Also, integrating the Repository into routine workflow may require
further integration with specialized transactional databases.

5. Evidence of Success
The documents need not be searched in voluminous paper files,
when a reference is to be made, unless specific
verification/presentation is required. The relevant documents can be
perused or saved by the users, and access is by browsing based on
dozens of meta-data fields such as source, author, date, subject,
issue/validity date, and so on, or by search. The search engine
searches documents by scope, meta-data, or even full-text.
Information of diverse types has become available at a click
to the entire College – students, staff, and visitors included, up to
their acess- rights. System transparency has increased, and
responsiveness and untilization of information has increased. It is as

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
200 Self Study Report 2016

if the entire-College records and correspondence have been put in a

quick reference searchable library, available from anywhere on the
College-network through wired and wireless connection.

6. Problems Encountered and Resources Required

Implementation required minimum resources in terms of
hardware and software, since existing facilties were used. However,
uploading, which may at times require scanning the paper is an
additional step in the work-flow. Also, populating meta-data
correctly requires some training and patience for a large section of
uploaders.
Overall the biggest challenge is curating the collection, for
which a curator with sufficient expertise on Dspace is required. At
present two faculty members are looking-after the curation task
within the scope of time available to them, but services of
specialized curator(s) would certainly be needed if the respository
has to remain usable in the long-run.

7. Notes (Optional)
Installation of Dspace on Linux and creation of a usable
Repository would require someone with a good degree of
expertise in open-source systems. Also, once implemented,
curation task becomes more and more dominant as the Repository
will grow, and specialized curators may be required. It is
important to take automatic backups of the system, and/or mirror
the servers to make the effort useful in the long-run and increase
availability.

8. Contact Details
Name of the Principal: Dr. Jaswinder Singh
Name of the Institution: Sri Guru Tegh Bahadur Khalsa
College, University of Delhi
City: Delhi
Pin Code: 110007
Accredited Status: Cycle-1
Work Phone: 91-11-2766-7469, 91-11-6466-8585
Fax: 91-11-2766-6220
Website: www.sgtbkhalsadu.ac.in
E-mail: [email protected]
Mobile: 9999797188

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Evaluative Report of
the Departments
E-2 Self Study Report 2016

1. Evaluative Report of the Department of Physics

1. Name of the department Physics

2. Year of Establishment 1971

3. Names of Programmes / Courses offered

(UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.)
 B.Sc. (Hons.) Physics
 M.Sc. Physics

4. Names of Interdisciplinary courses and the departments/units

involved
 B.Sc. Programme Physical Sciences - involves Chemistry,
Computer Science, and Mathematics

5. Annual/ semester/choice based credit system (programme wise)

For all undergraduate programmes:
 2010-17 : Semester Based
 2015-16 onwards Choice Based Credit System
Postgraduate Programme: Semester Based

6. Participation of the department in the courses offered by other

departments
 B.Sc. (Hons.) Chemistry
 B.Sc. (Hons.) Mathematics

7. Courses in collaboration with other universities, industries, foreign

institutions, etc.
None

8. Details of courses/programmes discontinued (if any) with reasons

None

9. Number of Teaching-posts

Sanctioned Filled
Professors - -
Associate Professors - 10
Asst. Professors 14 3

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 E-3

10. Faculty profile with name, qualification, designation, specialization,

(D.Sc./D.Litt./Ph.D. / M. Phil. etc.,)

Name Qualifica Designation Specialization No. of No. of

tion Years of Ph.D.
Experie Students
nce guided for
the
last 4
years
Sanjeev Kant Ph.D. Associate High Energy 30 1
Soni Professor Physics, Analytical
Mechanics
Anuradha Ph.D. Associate Particle Physics 31 Nil
Gupta Professor
Deepak Ph.D. Associate Astroparticle Physics 34 Nil
Chandra Professor
Ravi Shankar Ph.D. Associate Quantum Mechanics, 30 Nil
Bhattacharjee Professor Physics Education
Ajay Wadhwa Ph.D. Associate Astroparticle 23 Nil
Professor Physics, Physics
Education
Mamta Ph.D. Associate High Energy Physics 22 Nil
Professor
Sukanta Dutta Ph.D. Associate High Energy Physics 22 2
Professor
Hiyong Ramo M.Sc. Associate Cosmology 17 Nil
Chotte Professor
Nimmi Singh Ph.D. Associate Cosmology 17 Nil
Rooprai Professor
Kuldeep Ph.D. Assistant Material Science 10 Nil
Kumar Kapil Professor
Savinder Kaur Ph.D. Associate Atomic and 16 Nil
Professor Molecular Collision
Physics
Sushil Kumar M.Sc. Assistant Cosmology and 14 Nil
Singh Professor Physics Education
Akshat Kholia Ph.D. Assistant Nuclear Fusion 2 Nil
Professor

11. List of senior visiting faculty Nil

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
E-4 Self Study Report 2016

12. Percentage of lectures delivered and practical classes handled

(programme wise) by temporary faculty 16.7%

13. Student -Teacher Ratio (programme wise)

B.Sc. (Hons.) Physics 1 : 13
B.Sc. Programme Physical Sciences 1 : 25

14. Number of academic support staff (technical) and administrative

staff; sanctioned and filled
Sanctioned:
Filled Lab. Assistants 8
Attendants 2

15. Qualifications of teaching faculty with DSc/D.Litt/Ph.D/MPhil/PG.

11 - PhDs, 2 - MSc.

16. Number of faculty with ongoing projects from a) National b)

International funding agencies and grants received
2 Funded by CSIR
Rs.4,53,000/- so far

17. Departmental projects funded by DST - FIST; UGC, DBT, ICSSR,

etc. and total grants received
6 Major Projects funded by DST/UGC/CSIR
4 Minor Projects funded by UGC
4 Projects funded by University of Delhi
1 Minor Project funded by DBT
Total Fund: Rs.1,50,22,021/-.

18. Research Centre/facility recognized by the University

High Energy Physics Lab

19. Publications:

Publication per faculty 232/13 =

17.84
Number of papers published in peer reviewed 192
journals (national /international) by faculty and
students
Number of publications listed in International 192
Database (e.g: Web of Science, Scopus,
Humanities International Complete, Dare
Database - International Social Sciences Directory,
EBSCO host, etc.)

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 E-5

Monographs 1
Chapter in Books 31
Books Edited Nil
Books with ISBN/ISSN numbers with details of 9
publishers
0849309891 Narosa Publishing House
812034545452/12 Prentice Hall Learning
8120340132/10 Prentice Hall Learning
8124108137/10 Har-Anand Publications
8124108145/10 Har-Anand Publications
9788124117095 Har-Anand Publications
9788124117514 Har-Anand Publications
9788124117453 Har-Anand Publications
978-3-639-76775-9 Scholar’s Press, Germany
Citation Index (Aggregate No. of Citations) 2186
SNIP Various
SJR Various
Impact Factor Various
h-index Max. 11

20. Areas of consultancy and income generated Nil

21. Faculty as members in

a) National committees Nil
1. Deepak Chandra, Selection Committee for Indian team, 46th,
International Physics Olympiad, 2015.
2. Mamta, Bureau of Indian Standards, Educational Instruments
and Equipment, Sectional Committee, 2012-2016.
3. Mamta, Finance Committee, 13th Asian Physics Olympiad,
Delhi, 2012.
4. Mamta, National SERC School Planning Committee, DST,
2008-2009.
5. Sukanta Dutta, National SERC School Planning Committee,
DST, 2008-2009.
6. Sukanta, National SERC School Selection Committee, DST,
1997-1998.
7. Savinder Kaur, Organising Committee, 13th, Asian Physics
Olympiad, Delhi 2012.

b) International Committees
1. Ravi S. Bhattacharjee, Leader, Indian Team, International
Physics Olympiad, Indonesia, 2002.

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
E-6 Self Study Report 2016

2. Ravi S. Bhattacharjee, Leader, Indian Team, International

Physics Olympiad, Taiwan 2003.
3. Ravi S. Bhattacharjee, Leader, Indian Team, International
Physics Olympiad, Salamanca 2005.
4. Ravi S. Bhattacharjee, Leader, Indian Team, Asian Physics
Olympiad, Almaty, Kazaksthan 2006.
5. Ravi S. Bhattacharjee, Leader, Indian Team, Asian Physics
Olympiad, Shanghai, China 2007.
6. Ravi S. Bhattacharjee, Leader, Indian Team, Asian Physics
Olympiad, Ulaanbaatar, Mongolia 2008.
7. Ravi S. Bhattacharjee, Leader, Indian Team, Asian Physics
Olympiad, Tel Aviv, Israel, 2011.
8. Ravi S. Bhattacharjee, Leader, Indian Team, Asian Physics
Olympiad, Bogor, Indonesia 2013.
9. Ravi S. Bhattacharjee, Leader, Indian Team, Asian Physics
Olympiad, Hangzhou, China, 2015.

c) Editorial Boards Nil

22. Student projects

a) Percentage of students who have done in-house projects
including inter departmental/programme ~70%

b) Percentage of students placed for projects in organizations

outside the institution i.e.in Research laboratories/Industry/
other agencies Nil

23. Awards / Recognitions received by faculty and students

UGC Research Award 2009 to Dr. Sukanta Dutta.

24. List of eminent academicians and scientists / visitors to the

department
1. Prof. Bogdan Dobrecue, Fermi-National Lab., Chicago, USA
2. Prof. Kaoru Hagiwara, High Energy Accelerator Organization,
Japan
3. Prof. Nobuchika Okada, University of Alabama, USA
4. Prof. R.S. Rawat, NIE, NTU, Singapore
5. Prof. Parampreet Singh, Louisiana State University, USA
6. Prof. B. Ajith, IUAC
7. Prof. Ajit Kembhavi, IUACA
8. Prof. Biswaroop Mukhopadhyaya, HRI
9. Prof. S.M. Prasad, NPL
10. Prof. Ram Ramaswamy, JNU

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 E-7

11. Prof. S. Annapoorni, Department of Physics, University of Delhi

12. Prof. Patrick Dasgupta, Department of Physics, University of
Delhi
13. Prof. K.K. Dutta, Department of Physics, University of Delhi
14. Prof. Sanjay Jain, Department of Physics, University of Delhi
15. Prof. Kapilanjan Krishnan, JNU
16. Prof. T.R. Seshadri, Department of Physics, University of Delhi
17. Prof. Amitabha Mukherji, Depatment of Physics, University of
Delhi

25. Seminars/Conferences/Workshops organized & the source of

funding:
a) National
1. Preparatory SERC School on Theoretical High Energy Physics
sponsored by DST. September 23 -October 20, 2008. Total
Participants =50
2. “Emerging Trends in Physics” Conference for undergraduates
and post- graduates, sponsored by DST, UGC, CSIR and DAE.
September 20-23, 2006. Total Participants =150
3. Preparatory SERC School on Theoretical High Energy Physics
sponsored by DST. September 22-October 19, 1997. Total
Participants: 50
4. Conference cum Workshop on High Energy and Computational
Physics, sponsored by UGC and DST. Total Participants =60

b) International
“Think Tank on Physics@LHC: Monte Carlo Event Generators
at NLO and Jet Physics” sponsored by HRI (DAE) and DST at
Sariska Palace, Rajasthan. December 5-9, 2011. Total
Participants = 55.
Speakers included:-
1. CACCIARI, Matteo, ( LPTHE France)
Jet physics: from algorithms to Jetography
2. FREDERIX, Rikkert (Univ. of Zurich, Switzerland)
Automatic NLO computations: MadLoop and MadFKS
3. MALTONI, Fabio (University of Louvian)
QCD at NLO and accurate Monte Carlo event generators
4. TORRIELLI, Paolo (EPFL, Lausanne, Switzerland)
Interfacing NLO computation with parton showers

26. Student profile programme/course wise:

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
E-8 Self Study Report 2016

Name of the Applications Enrolled Pass

Course/programme received Selected percentage
*M *F
(refer question no. 4)
B.Sc. (Hons.) Physics
2011-12 67 51 16 96.08
2012-13 41 33 8 51.39
2013-14 48 43 5 74.29
2014-15 82998 80 53 27 71.05
2015-16 70836 58 45 13 -
B.Sc. Physical Sciences
2011-12 102 61 41 34.38
2012-13 69 49 18 38.67
2013-14 NA Nil Nil Nil 64.36
2014-15 NA 112 90 22 45.45
2015-16 31508 82 71 11 -
M.Sc. Physics
2011-12 NA 6 2 4 66.67
2012-13 NA 8 5 3 33.33
2013-14 NA 5 4 1 100.00
2014-15 NA 8 8 Nil 66.67
2015-16 NA 13 9 4 -
*M = Male *F = Female

27. Diversity of Students (data is for current batches)

Name of the % of % of students % of

Course students from other students
from the States from
same state abroad
B.Sc. (Hons.) Physics 27.53 72.46 Nil
B.Sc. Physical Science 32.47 67.52 Nil
M.Sc. Physics 28.57 71.42 Nil

28. How many students have cleared national and state competitive
examinations such as NET, SLET, GATE, Civil services, Defense
services, etc.?
6 NET (12 since 1987) 2 GATE 3 Defense

29. Student progression

Student progression Against % enrolled

UG to PG 30%

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 E-9

PG to M.Phil. NA
PG to Ph.D. 5% (since 2012)
Ph.D. to Post-Doctoral NA
Employed
• Campus selection 15%
• Other than campus recruitment 15%
Entrepreneurship/Self-employment 15%

30. Details of Infrastructural facilities

a) Library Common/Central Library

b) Internet facilities for Staff & Students: All on wired and wireless

c) Class rooms with ICT facility Two Classrooms and One Lab

d) Laboratories Four
(2 Physics, 1 Electronics, 1
Computer, + 1 timeshared with
Computer Science)

31. Number of students receiving financial assistance from college,

university, government or other agencies 35

32. Details on student enrichment programmes (special lectures /

workshops / seminar) with external experts
1. “Emerging Trends in Physics” Conference for undergraduates
and post- graduates, sponsored by DST, UGC, CSIR and DAE.
September 20-23, 2006.
2. Workshop on “Innovative Experiments with Phoenix” sponsored
by IUAC, Delhi. 2006.

33. Teaching methods adopted to improve student learning

Core teaching on chalk-board supplemented with ICT enablers for
theory as well as practical

34. Participation in Institutional Social Responsibility (ISR) and

Extension activities Nil

35. SWOC analysis of the department and Future plans

Strengths:
 Highly qualified and dedicated faculty

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
E-10 Self Study Report 2016

 Well-equipped Labs

Weaknesses:
 Large practical groups
 Lack of organized alumni Association

Opportunities:
 Generic Elective Courses and Skill based Courses for all
interested students under CBCS

Challenges:
 Mixed language instruction to address needs of heterogeneous
language medium

Future Plans:
 To explore the possibility of specialized Masters Programme in
Computational Physics and Simulation

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 E-11

2. Evaluative Report of the Department of Chemistry

1. Name of the department Chemistry

2. Year of Establishment 1951

3. Names of Programmes / Courses offered

(UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.)
 B.Sc. (Hons.) Chemistry
 M.Sc. (Chemistry)
 PG Diploma in Forensic Science

4. Names of Interdisciplinary courses and the departments/units

involved
 B.Sc. Programme Life Sciences
Involves Botany, Zoology, Computer Sc., English,
Mathematics
 B.Sc. Programme Physical Sciences
Involves Physics, Computer Science, Mathematics,
English, Botany, Zoology

5. Annual/ semester/choice based credit system (programme wise)

B.Sc. (Hons.) Chemistry Semester based 2014-17
CBCS 2015-16
B.Sc. Life Sciences Semester based 2014-17
CBCS 2015-16
B.Sc. Physical Sciences Semester based 2014-17
CBCS 2015-16
M.Sc. Chemistry Semester Based
PG Diploma Forensic Sc. Semester Based

6. Participation of the department in the courses offered by other

departments
B.Sc. (Hons.) Botany
B.Sc. (Hons.) Zoology
B.Sc. (Hons.) Physics
B.Sc. (Hons.) Mathematics
(Chemistry core/optional papers in these under Semester
Scheme, All other courses under CBCS scheme)

7. Courses in collaboration with other universities, industries, foreign

institutions, etc.

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
E-12 Self Study Report 2016

Lateral entry for students who have successfully completed PG

Diploma in Forensic Science to M.Sc. Forensic Science Part-II (2nd
year) at the following institutes:
 Sam Hagginbottom Institute of Agriculture, Technology and
Sciences, Allahabad
 Chandigarh University, Mohali

8. Details of courses/programmes discontinued (if any) with reasons

B.Sc. (Gen.) Industrial Chemistry was discontinued in 1988, due to
insufficient opportunities for students after passing out.

9. Number of Teaching-posts

Sanctioned Filled
Professors - -
Associate Professors - 7
Asst. Professors 14 5

10. Faculty profile with name, qualification, designation, specialization,

(D.Sc./D.Litt./Ph.D. / M. Phil. Etc.,)

Name Qualif Designation Specialization No. of No. of

icatio Years Ph.D.
n of Students
Exper guided
ience for the
last 4
years
Gurmeet Kaur Ph.D. Associate Professor Physical Chemistry 35 -
G.S. Sodhi Ph.D. Associate Professor Inorganic Chemistry 31 1
Gurvinder Kaur Ph.D. Associate Professor Organic Chemistry 30 -
P.S. Jassal Ph.D. Associate Professor Physical Chemistry 30 2
Satnam Kaur Ph.D. Associate Professor Physical Chemistry 23 -
Sumanjeet Kaur Ph.D. Associate Professor Inorganic Chemistry 24 -
Neelam Anand Ph.D. Associate Professor Organic Chemistry 18 -
Vimal Rarh Ph.D. Assistant Professor Organic Chemistry 16 -
Vandana Ph.D. Assistant Professor Organic Chemistry 8 -
Sharma
Amarpreet Kaur Ph.D. Assistant Professor Inorganic Chemistry 8.5 -
Archana Ph.D. Assistant Professor Organic Chemistry 7 -
Gautam
Roopa Kumari M.Sc. Assistant Professor Physical Chemistry 2.5 -

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 E-13

11. List of senior visiting faculty Nil

12. Percentage of lectures delivered and practical classes handled

(programme wise) by temporary faculty ~40%

13. Student –Teacher Ratio (programme wise)

B.Sc. (Hons.) Chemistry 15: 1
B.Sc. Programme 22: 1

14. Number of academic support staff (technical) and administrative

staff; sanctioned and filled

15. Qualifications of teaching faculty with DSc/D.Litt/Ph.D/Mphil/PG.

Ph.D.’s – 11 M.Sc. – 1

16. Number of faculty with ongoing projects from a) National b)

International funding agencies and grants received
S. Title PI(s) Funded Duration Grant
No by Received
(Rs.)
1 Polysaccharides Nanoparticles and P.S. Jassal DRDO 28-07- 3744000
Cross-Linked Derivatives for 2013 to
Adsorption of Toxic Substances 27-7-2016
from Industrial Effluents
2 e-PG Pathshala Project for e- Vimal Rarh UGC/ 01-10- 11200000
Content Development for Post- MHRD 2013 –
Graduate Courses in Chemistry Till Date
3 e-PG Pathshala Project for e- G.S. Sodhi UGC/ 01-10- 11200000
Content Development for Post- (Co-PI) MHRD 2013 –
Graduate Courses in Forensic Till Date
Science
4 Detection of Fingerprints on G.S. Sodhi Universi 20-08- 350000
Despoiled Crime Scenes Gurvinder ty of 2015 to
Kaur Delhi 19-08-
Harjinder
2016
Singh

17. Departmental projects funded by DST – FIST; UGC, DBT, ICSSR,

etc. and total grants received Nil

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
E-14 Self Study Report 2016

18. Research Centre/facility recognized by the University Nil

19. Publications:

Publication per faculty 245/12 =

19.16
Number of papers published in peer reviewed 228
journals (national /international) by faculty and
students
Number of publications listed in International 226
Database (e.g: Web of Science, Scopus,
Humanities International Complete, Dare
Database – International Social Sciences Directory,
EBSCO host, etc.)
Monographs Nil
Chapter in Books 9
Books Edited Nil
Books with ISBN/ISSN numbers with details of 8
publishers
978-81-7319-809-0 Alpha Science Publishers, London
978-81-8052-198-2 Ane Books Pvt. Ltd., New Delhi
978-81-309-2920-0 Viva Books Pvt. Ltd., New Delhi
978-81-230-1811-9 Publication Division
Ministry of Information and Broadcasting
Government of India, New Delhi
978-81-9267-96-0-0 Access Publishing, New Delhi
978-93-834-5421-1 Access Publishing, New Delhi
978-81-9267-96-5-5 Access Publishing, New Delhi
978-81-2191-80-77 S. Chand & Co., New Delhi
Citation Index (Aggregate No. of Citations) 659
SNIP -
SJR -
Impact Factor -
h-index -

20. Areas of consultancy and income generated

Dr. Vimal Rarh: e-Learning and e-content development (Providing
Technical consultancy for e-PG Pathshala Project of UGC in 5
subjects as Technical Coordinator (Forensic Science, Commerce,

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 E-15

Economics, Psychology, & Business Economics) Rs.1.12 crores

each (Total: Rs.5.6 Crores).

21. Faculty as members in

a) National committees Nil
b) International Committees Nil
c) Editorial Boards Nil

22. Student projects

a) Percentage of students who have done in-house projects
including inter departmental/programme ~55%

b) Percentage of students placed for projects in organizations

outside the institution i.e.in Research laboratories/Industry/
other agencies ~12%

23. Awards / Recognitions received by faculty and students

Dr. Gurmeet Kaur (i) Smt. Annapurna Award for the year 1991 in appreciation of
research paper entitled, Inhibition of corrosion by
benzotriazole & benzimidozole in KOH Solution, surface
characterization by ESCA & SEM published in Trans. SAEST
26, No 2-3, 182-88,1991 (given in April, 1994) by Society for
Advancement of Electrochemical Science & Technology
(ii) Distinguished Teacher Award 2009, University of Delhi
Dr. G.S. Sodhi International:
(i) Received WIPO-2001 International Award, for the innovation,
Novel spray formulations based on xanthen dyes for detecting
latent finger prints, judged as the best invention for the
year 2001, by World Intellectual Property Organisation,
Geneva, a UNO subsidiary, and presented on its behalf by
National Research Development Corporation, New Delhi on
May 11, 2002.
National:
(i) Received National Technology Day Award for the invention
entitled, Novel spray formulations based on xanthen dyes for
detecting latent finger prints, presented by National Research
Development Corporation, New Delhi on May 11, 2000.
(ii) Received 3rd prize for the innovation, A novel fluorescent
reagent for detecting fingerprints on difficult items, at the
India Innovation Initiative – i3 National Fair, presented by
Agilent Technologies, Department of Science and Technology
and Confederation of Indian Industry at New Delhi on October

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
E-16 Self Study Report 2016

27, 2009.
(iii) Received National Award for Commercializable Patents for
filing the Indian Patent entitled, A spray formulation for
detecting latent fingerprint on sticky side of adhesive tape, No.
251802, dated April 13, 2012, presented by Technology
Information Forecasting and Assessment Council, Ministry of
Science and Technology, New Delhi on February 10, 2014.
Others:
(i) Received Best Research Paper Award for the communication
entitled, Fingermarks’ detection by eosin-blue dye, presented
at the Forensic Science Forum of the 87th Session of Indian
Science Congress, held at University of Pune, Pune, from
January 3-7, 2000.
(ii) Received Best Presentation Award for the paper entitled,
Detection of latent fingerprints by xanthen dyes, presented by
Bureau of Police Research and Development, New Delhi, at
the Forensic Science Forum of the 88th Session of Indian
Science Congress, held at Indian Agricultural Research
Institute, New Delhi, from January 4-7, 2001.
(iii) Received Best Paper Award for the paper entitled, Application
of phase transfer catalysis for detecting latent fingerprints,
presented by the SGE Group of Companies, Mumbai, at the
National Seminar on Role of Chemistry in Emerging Areas of
Applied Sciences, held at S.V. University, Tirupati, from
March 15-17, 2004.
(iv) Received Gold Medal at the Innovators Competition for
Lockheed Martin India Innovation Growth Programme,
presented jointly by IC2 Institute, University of Texas at
Austin and Federation of Indian Chambers of Commerce and
Industry, at New Delhi on May 2, 2008.
(v) Received Teaching Excellence Award for Innovation for the
innovation project, A novel multipurpose composition for
detecting fingerprints on crime scene evidence, presented at
the 93rd Foundation Day of the University of Delhi, Delhi on
May 1, 2015.
Dr. Gurvinder (i) Received Teaching Excellence Award for Innovation for the
Kaur innovation project, A novel multipurpose composition for
detecting fingerprints on crime scene evidence, presented at
the 93rd Foundation Day of the University of Delhi, Delhi on
May 1, 2015.
Dr. Vimal Rarh i) Received IDA -2014 Special Award in the international
exhibition cum conference “WORLD DIDAC-2014” for the
category “Digital Content in Education”
(ii) Received Teaching Excellence Award for Innovation for the
innovation project, A novel multipurpose composition for

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 E-17

detecting fingerprints on crime scene evidence, presented at

the 93rd Foundation Day of the University of Delhi, Delhi on
May 1, 2015.

24. List of eminent academicians and scientists / visitors to the

department
1. Prof. J.M. Khurana, Department of Chemistry, University of
Delhi
2. Mr. V. N. Sehgal, Central Forensic Science Lab, New Delhi
3. Prof. A.K. Gupta, Sam Higginbottom Institute of Agriculture,
Technology and Sciences, Allahabad
4. Prof. Gurmeet Singh, Department of Chemistry, University of
Delhi
5. Prof. V.K. Srivastava, Department of Anthropology, University
of Delhi
6. Prof. O.P. Jasuja, Punjabi University, Patiala
7. Prof. S.L. Malik, Department of Anthropology, University of
Delhi
8. Dr. A.K. Mishra, Institute of Nuclear Medicine and Allied
Studies (INMAS), New Delhi
9. Prof. M.P. Sachdeva, Department of Anthropology, University
of Delhi
10. Prof. Mukesh Thakar, Punjabi University, Patiala
11. Prof. A.K. Bakshi, Vice Chancellor, UP Rajarshi Tandon
University, Allahabad
12. Dr. Karuna Karan, Deputy Commissioner of Police, Delhi Police
13. Dr. Gagandeep Singh, Punjabi University, Patiala
14. Dr. Atul Ambedkar, All India Institute of Medical Sciences,
New Delhi
15. Dr. Ranjit Kumar, Department of Anthropology, University of
Delhi

25. Seminars/Conferences/Workshops organized & the source of

funding:
a) National
 National Symposium and Workshop on Fingerprint
Technology, February 4-5, 2014 [funded by UGC].
 National Symposium on Criminology and Forensic Science,
March 5-6, 2012 [funded by UGC].
 National Symposium on Challenging Areas in Forensic
Science, February 5, 2010 [funded by UGC].
 National Symposium on Emerging Areas of Forensic Science,
December 4-6, 2004 [funded by UGC, CSIR and DST].

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E-18 Self Study Report 2016

b) International
International Symposium on Advances in Fingerprint
Technology, February 14-15, 2006 [funded by UGC, CSIR and
DST].

26. Student profile programme/course wise:

Name of the Applications Enrolled

Course/programme received Selected Pass
*M *F
(refer question no. 4) percentage
B.Sc. (Hons.) Chemistry
2011-12 60 34 26 82.86
2012-13 29 10 19 61.76
2013-14 49 36 13 71.19
2014-15 87804 45 33 18 92.59
2015-16 75993 51 35 16 -
B.Sc. Physical Science
2011-12 102 61 41 34.38
2012-13 69 49 18 38.67
2013-14 NA Nil Nil Nil 64.36
2014-15 NA 112 90 22 45.45
2015-16 31508 82 71 11 -
B.Sc. Life Sciences
2011-12 55 22 33 52.17
2012-13 51 16 35 70.59
2013-14 NA Nil Nil Nil 71.15
2014-15 NA 49 13 36 71.43
2015-16 27468 43 17 26 -
M.Sc. Chemistry
2011-12 NA 5 2 3 100.00
2012-13 NA 3 1 2 100.00
2013-14 NA 7 2 5 100.00
2014-15 NA 11 2 9 100.00
2015-16 NA 9 Nil 9 -
PG Diploma in Forensic
Science
2011-12 27 10 17 96.30
2012-13 31 10 21 96.55
2013-14 40 10 30 100.00
2014-15 38 10 28 100.00
2015-16 35 14 21 -
*M = Male *F = Female

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Self Study Report 2016 E-19

27. Diversity of Students (data is for current batches)

Name of the % of % of students % of

Course students from other students
from the States from
same state abroad
B.Sc. (Hons.) 41.28 58.82 Nil
Chemistry
B.Sc. Physical Science 32.47 67.52 Nil
B.Sc. Life Sciences 66.31 33.69 Nil
M.Sc. Chemistry 55.00 45.00 Nil
PG Diploma in 77.15 22.85 Nil
Forensic Science

28. How many students have cleared national and state competitive
examinations such as NET, SLET, GATE, Civil services, Defense
services, etc.?
Data not maintained

29. Student progression

Student progression Against % enrolled

UG to PG Data not maintained
PG to M.Phil. Data not maintained
PG to Ph.D. Data not maintained
Ph.D. to Post-Doctoral NA
Employed Data not maintained
• Campus selection
• Other than campus recruitment
Entrepreneurship/Self-employment Data not maintained

30. Details of Infrastructural facilities

a) Library Common Central Library

b) Internet facilities for Staff & Students: All on wired and wireless

c) Class rooms with ICT facility Three

d) Laboratories Four well-equipped

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E-20 Self Study Report 2016

31. Number of students receiving financial assistance from college,

university, government or other agencies 30

32. Details on student enrichment programmes (special lectures /

workshops / seminar) with external experts
Refer item 25.

33. Teaching methods adopted to improve student learning

 Reading list and references provided at regular intervals.
 Reprints of review articles pertaining to curriculum topics
distributed.
 Power point presentations used frequently.
 Interactive mode through use of internet, animation, videos,
interactive boards, etc.
 Involving the students in innovative and research projects.
 Interaction with industry
Specific for Forensic Science Students
 Collaboration with Delhi Police to visit scenes of crimes
regularly.
 Learning processing of evidence by creating mock crime scenes.
 Research dissertation in areas of scientific techniques for
combating crime.
 Regular interaction with forensic scientists, criminologists and
police officers.
 Visits to police lines and forensic science libraries.
 Participation in national and international conferences.
 Teaching through videos on crime scene management.

34. Participation in Institutional Social Responsibility (ISR) and

Extension activities
Organized the following outreach activities.
 Seminar on Fingerprint Technology for personnel of Delhi State
Fingerprint Bureau on May 4, 2013.
 Workshop on Fingerprints for Delhi Police personnel on April
20, 2012.
 Training Program in Forensic Science for the Military Police
personnel, from July 25 to October 14, 2011.
 Enlightenment of citizens on environmental issues by
Environment Club of College.
 Adopting Green Chemistry approach for cleaner environment.

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Self Study Report 2016 E-21

35. SWOC analysis of the department and Future plans

Strengths:
 Faculty is involved in active research work in which the students
also participate
 Post-Graduate Diploma (Forensic Science) course is conducted
under the aegis of the Department of Chemistry.
 e-learning expertise is at par with world standards
 Hands-on training received by students on the state-of-art
instruments offers them opportunity to get optimum placements,
as well as chances for pursuing higher education.
 Forensic science students collaborate with mobile crime lab
personnel of Delhi Police and regularly visit scenes of crime to
gain first-hand experience in crime scene management, and often
assist the scene of crime investigators in collecting and
processing evidence

Weaknesses:
 Forensic science is not taught as an undergraduate discipline at
present, as a result of which academic and outreach activities are
somewhat restricted.
 Postgraduate teaching is unstructured for College

Opportunities:
 B.Sc. (Hons.) Forensic Science will be starting from 2016-17.
 Enhancement of interaction with industry

Challenges:
 To create environment conducive to academia-industry
interaction.
 To make the students proactive and self-reliant.
 To mold the interest of students towards research and
innovations.

Future Plans:
 To organize a UGC sponsored symposium on Crime Scene
Management
 To prepare check-list for scene of crime investigators for
practical use
 To organize and maintain alumini data for use of department and
stuents

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E-22 Self Study Report 2016

3. Evaluative Report of the Department of Botany

1. Name of the department Botany

2. Year of Establishment 1953

3. Names of Programmes / Courses offered

(UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.)
B.Sc. (Hons.) Botany
M.Sc. Botany

4. Names of Interdisciplinary courses and the departments/units

involved
B.Sc. Programme Life Sciences
(Involves Zoology, Chemistry, Mathematics, English,
Computer Science)

5. Annual/ semester/choice based credit system (programme wise)

B.Sc. (Hons.) and Programme 2015-16 onwards CBCS,
before that Semester based
M.Sc. Semester based

6. Participation of the department in the courses offered by other

departments
B.Sc. Programme Physical Sciences
Environmental Science paper of all UG courses
All courses under CBCS for Generic Electives

7. Courses in collaboration with other universities, industries, foreign

institutions, etc. Nil

8. Details of courses/programmes discontinued (if any) with reasons

Nil

9. Number of Teaching-posts
Sanctioned Filled
Professors - -
Associate Professors - 6
Asst. Professors 10 5

10. Faculty profile with name, qualification, designation, specialization,

(D.Sc./D.Litt./Ph.D. / M. Phil. Etc.,)

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 E-23

Name Qualifi Designation Specialization No. of No. of

cation Years Ph.D.
of Studen
Exper ts
ience guide
d for
the
last 4
years
Inderjeet Sethi Ph.DAssociate Professor Mycology & Plant 40 Nil
Pathology
Darshan Kaur Ph.D Associate Professor Mycology& Plant 34 Nil
Cheema Pathology
Sukhbir Kaur Ph.D Associate Professor Plant Physiology 32 Nil
Gavinder Kaur Ph.D Associate Professor Reproductive 35 Nil
Biology
Inderdeep Kaur M.Phil, Associate Professor Reproductive 25 2
Ph.D Biology
Surinder Kaur M.Phil, Associate Professor Mycology& Plant 19 Nil
Ph.D Pathology
Anjana Sagar M.Sc. Assistant Professor Environmental 9 Nil
Biology
Gladys Ph.D Assistant Professor Plant Tissue Culture 4.5 Nil
Priyanka Ph.D Assistant Professor Ecology 3.5 Nil
Srivastava
Prabhavathi Patil Ph.D Assistant Professor Plant Tissue Culture 8 Nil
Gurpreet Kaur Ph.D Assistant Professor Plant Biotechnology 2.5 Nil

11. List of senior visiting faculty Nil

12. Percentage of lectures delivered and practical classes handled

(programme wise) by temporary faculty 28%

13. Student –Teacher Ratio (programme wise)

B.Sc. (Hons) 13 : 1
B.Sc. Programme 22 : 1
Others 15 : 1

14. Number of academic support staff (technical) and administrative

staff; sanctioned and filled

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
E-24 Self Study Report 2016

Sanctioned:
Filled: Lab Assistant – 10
Lab Attendant - 2

15. Qualifications of teaching faculty with DSc/D.Litt/Ph.D/Mphil/PG.

Ph.D. – 10 PG – 1

16. Number of faculty with ongoing projects from a) National b)

International funding agencies and grants received
1 Project funded by CSIR
Grant Received: Rs.10,94,815/-
2 Projects funded by University of Delhi
Grant Received: Rs.9,00,000/-

17. Departmental projects funded by DST – FIST; UGC, DBT, ICSSR,

etc. and total grants received
On Going Projects:
 Role of soil microbial communities on invasion success of
Prosopis juliflora, an aggressive invasive species”
Duration: 3 years Faculty: Dr. Surinder Kaur
Funding Agency : CSIR
Amount Sanctioned : Rs. 12 Lakhs (24pprox..)
Amount Received : Rs.10,94,815/-
 Awareness and Treatment of Epilepsy at the Doorstep:
Development of a Working Community based Model for Larger
Outreach
Duration: One year Faculty: Dr. Surinder Kaur
Funding Agency : University of Delhi
Amount Sanctioned : Rs. 7.00 Lakhs
Amount Received : Rs.5,50,000/-
 Study of Selected Tribes of Jharkhand: An Ethnographic
Approach.
Duration: One year Faculty: Dr.Inderdeep Kaur &
Ms. Anjana Sagar
Funding Agency : University of Delhi
Amount Sanctioned : Rs. 5.00 Lakhs
Amount Received : Rs.3,50,000/-
Projects Completed
1. Effect of Arsenic on Ultrastructure and Secondary Metabolites of
a Medicinally Important Plant Artemisia annua and a Staple
Legume Cicer arietinum.
Duration : Three Years (2011-2014)
Funding Agency : UGC
Faculty : Dr.Inderdeep Kaur

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Self Study Report 2016 E-25

2. Analysis of Ecological Footprints of Various Socio-economic

Strata of the Society
Duration : One Year (2013-2014)
Funding Agency : University of Delhi
Amount Sanctioned : Rs. 6.5 Lakhs
Faculty : Dr.Inderjeet Sethi &
Inderdeep Kaur
3. Phosphonium compounds as inhibitors of Microbial Corrosion
Duration : One Year (2013-2014)
Funding Agency : University of Delhi
Faculty : Dr.Sukhbir Kaur

18. Research Centre/facility recognized by the University

Microbial Ecology Lab

19. Publications:

Publication per faculty 115/11 = 10.5

Number of papers published in peer reviewed 60
journals (national /international) by faculty and
students
Number of publications listed in International 60
Database (e.g: Web of Science, Scopus,
Humanities International Complete, Dare
Database – International Social Sciences Directory,
EBSCO host, etc.)
Monographs Nil
Chapter in Books 30
Books Edited 3
Books with ISBN/ISSN numbers with details of 17
publishers
978-1-4398-8126-2 CRC Press, Taylor and Francis Group, New York
978-953-51-0151-2 Intech Janeza Trdine 9,51000 Rijeka, Croatia
978-81-905131-0-4 Academic World Press, Bhopal
978-81-88237647 IK International Pvt. Ltd, New Delhi
9788188237425 IK International Pvt. Ltd, New Delhi
9781402019760 Kluwer Academic Publisher, Netherlands
9788123906447 CBS Publishers and Distributors
9788131305416 Ashish Publishing House.
9780306461040 Kluwer Academic Press
9788185353449 Aditya Books
9788185353371 Aditya Publishers
978-93-82332-90-9 IK International Pvt. Ltd, New Delhi
10: 0230-32446-0 Macmillan India Ltd., New Delhi

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
E-26 Self Study Report 2016

978-0230-33077-1 Macmillan India Ltd., New Delhi

81-7024-879-5 APH Publishing Corporation New Delhi
81-7169-261-3 Commonwealth Publishers, New Delhi
81-7169-177-3 Commonwealth Publishers, New Delhi
81-7169-123-4 Commonwealth Publishers, New Delhi
81-7141-128-2 Commonwealth Publishers, New Delhi
81-7169-112-9 Commonwealth Publishers, New Delhi
81-7141-065-0 Commonwealth Publishers, New Delhi
Citation Index (Aggregate no. of citations)
SNIP
SJR
Impact Factor
h-index

20. Areas of consultancy and income generated NA

21. Faculty as members in

a) National committees
1. Dr. Inderjeet Sethi: Member, Indian Women Scientists’
Association (IWSA)
2. Dr. Inderjeet Sethi: Member, International Society of Plant
Morphologists
3. Dr. Darshan Kaur Cheema: Life member of: Indian Women
Scientists Association (IWSA)
4. Dr. Sukhbir Kaur Gujral: Life member of: Indian Women
Scientists Association (IWSA)
5. Dr. Inderdeep Kaur: Life member of Krishi Mela, Indian
Agriculture and Research Institute, Delhi
6. Dr. Surinder Kaur: Life Member, Association of
Microbiologists of India
7. Dr. Surinder Kaur: Life Member, Mycological Society of
India
8. Dr. Priyanka Srivastava: Member of “International Society
of Tropical Ecology” (ISTE), BHU, Varanasi

b) International Committees Nil

c) Editorial Boards Nil

22. Student projects

a) Percentage of students who have done in-house projects
including inter departmental/programme 100%

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Self Study Report 2016 E-27

b) Percentage of students placed for projects in organizations

outside the institution i.e.in Research laboratories/Industry/
other agencies NA

23. Awards / Recognitions received by faculty and students

Year Award Student & class

2014-2015 S. Amolak Singh Sethi Memorial award Siddartha Kaushal, (B.Sc.
Best Student in Botany (H) Botany III yr
2013-2014 Gurdeep Singh Anand Memorial Award Sakshi Sehgal B.Sc.
– Excellence in Academics (Prog.) Life Sc.II yr
Sdn. Prakash Kaur Shani Memorial Vishakha Singh , B.Sc.
Award – Best student in Science (H) Botany II yr
Stream
2012-2013 S. Amolak Singh Sethi- Best Student in Deepti Sawhney, B.Sc.
Botany (H) Botany III yr

2011-2012 Dr. Jasjeet Kaur Memorial Scholarship – Arpana Kumari, B.Sc

Best Student (Academics) (Prog) LS IIIyr
2010-2011 Sdn Sital Kaur Virdi Memorial Award – Gulshan, B.Sc. (H)
Best All-rounder in Biological Botany II yr
Sciences
S. Amolak Singh Sethi memorial award Swati Tyagi, B.Sc. (H)
– Best Student in Botany Botany III yr
2008-2009 S. Gagandeep Singh Anand Memorial Anushka Bose, B.Sc. (H)
Award III yr
S. Amolak Singh Sethi memorial award Garima Oberoi, B.Sc.
Best Student in Botany (H) Botany III yr
2007-2008 Ist position in the University-Merit Sakshi Nagpal, B.Sc. (P)
Scholarship LS II year

24. List of eminent academicians and scientists / visitors to the

department
1. Prof. Arun Jagannath, Dept. of Botany, University of Delhi
2. Prof. Rupam Kapoor, Department of Botany, University of Delhi
3. Prof. A.K. Bhatnanagar, Dept. of Botany, University of Delhi
4. Prof. R.K. Saxena, Dept. of Microbiology, University of Delhi
5. Prof. Paramjeet Khurana, Department of Plant Molecular
Biology, University of Delhi
6. Dr. Rajender Gupta, Department of Botany, University of Delhi
7. Dr. S.C. Mittal, Forensic Scientist
8. Dr. Gauhar Raza, Senior Scientist, NISTADS

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E-28 Self Study Report 2016

9. Prof. Dinesh Puri, University College of Medical Sciences

10. Dr. S. Natesh, Dept. of Biotechnology, Government of India
11. Mr. Ashish, Environmental Consultant at IIT Delhi

25. Seminars/Conferences/Workshops organized & the source of

funding:
a) National Nil
b) International Nil

26. Student profile programme/course wise:

Name of the Applications Enrolled

Course/programme received Selected Pass
*M *F
(refer question no. 4) percentage
B.Sc. (Hons) Botany
2011-12 50 18 32 70.00
2012-13 41 14 27 75.00
2013-14 32 19 13 51.28
2014-15 30251 71 30 41 87.80
2015-16 30223 87 29 58 -
B.Sc. Life Sciences
2011-12 55 22 33 52.17
2012-13 51 16 35 70.59
2013-14 NA Nil Nil Nil 71.15
2014-15 NA 49 13 36 71.43
2015-16 27468 43 17 26 -
M.Sc. Botany
2011-12 NA 1 Nil 1 100.00
2012-13 NA 2 1 1 100.00
2013-14 NA Nil Nil Nil 100.00
2014-15 NA 1 1 Nil -
2015-16 NA 3 1 2 -
*M = Male *F = Female

27. Diversity of Students (data of current batches)

Name of the % of % of students % of

Course students from other students
from the States from
same state abroad
B.Sc. (Hons.) Botany 54.34 45.66 Nil
B.Sc. Life Sciences 66.31 33.69 Nil
M.Sc. Botany 75.00 25.00 Nil

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Self Study Report 2016 E-29

31. How many students have cleared national and state competitive
examinations such as NET, SLET, GATE, Civil services, Defense
services, etc.?
Data not maintained

32. Student progression

Student progression Against % enrolled

UG to PG 40% (2012-15)
35% (2011-14)
PG to M.Phil. ~15%
PG to Ph.D. ~10%
Ph.D. to Post-Doctoral NA
Employed Data not maintained
• Campus selection
• Other than campus recruitment
Entrepreneurship/Self-employment Data not maintained

30. Details of Infrastructural facilities

a) Library Common/Central College Library

b) Internet facilities for Staff & Students: All via wired and wireless

c) Class rooms with ICT facility: Two with ICT enablers

d) Laboratories Three – well equipped with LCD projection

Besides above there is a Museum, Herbarium, Botanical Garden,

and green house.

31. Number of students receiving financial assistance from college,

university, government or other agencies 10

32. Details on student enrichment programmes (special lectures /

workshops / seminar) with external experts
Lecture workshop series was organized under Science Setu
programme on 16.10.2015. It was followed by visit to NII on
19.10.15. Ten students of III Year visited labs of Dr. Sengupta and
Dr. Sehgal and had hands on experience:

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E-30 Self Study Report 2016

 Dr. Sagar Sengupta delievered lecture on Cell Biology & Cancer

 Dr. Devinder Sehgal talked on Inducing Protective Immunity to
keep Pathogens at Bay.
 A special lecture on,” The vexed relationship between an
autoimmune responses and autoimmune diseases” by Dr.
Satyajit Rath was organized on 8.10.2015.
 Students attended one day workshop on Stem cell Science and
Applications: Hype & Reality on 22.10.2015 at Zakir Hussain
College.
 Students and teacher of Botany Department exhibited the e-labs
(e-learning modules) developed under DBT star college scheme
at WORLD DIDAC INDIA 12 , an international exhibition cum
conference on education and training material at Pragati Maidan,
Delhi from 19.09.12-21.09.12.
 Awareness of the “International Ozone Day” by encouraging
participation in poster making and slogan writing.
 A full day activity organized to collect and sort out waste from
the college lawns so that the concept of Shram-Dan is
understood and practised.
Various trips were organized for students to enhance learning & gain
firsthand experience
 Visit to Central soil & water conservation Research & Training
Centre, FRI, Dehradun in October, 2014.
 Visit to International Centre for Genetic Engineering and Bio-
technology (ICGEB) on 24.02.14.
 Visit to Aravali Biodiversity Park on 21.03.13.
 Visit to Centre for Science and Environment, New Delhi
4.10.12.
 Visit to National Bureau of Plant Genetic Resources, New Delhi
on 13.09.12.
 Visit to Yamuna Biodiversity Park, Delhi on 20.01.12 for
appreciating the flora and fauna in their natural habitat.
 Visit to Biochemical and Biotechnology Research Lab of Dr
Prashant Misra, Associate Professor, Department of Biochemical
Engineering and Biotechnology, IIT on 04.10.12.
 Visit to Biomedical Research Lab of Prof Alok Ray, Department
of Biomedical Engineering, IIT, New Delhi on 17.12.12.
 Algal Technology Research Centre, Indian Agricultural
Research Institute, New Delhi.
 Sulabh International Institute of Technical Research & Training,
Sulabh Bhawan, Mahavir Enclave in 2006.
 Mahatama Gandhi Institute of Integrated Rural Energy Planning
and Development (MGIIREPG) at Bakoli, Alipur, Delhi in

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Self Study Report 2016 E-31

February, 2002.

33. Teaching methods adopted to improve student learning

 Apart from the chalk and board learning process, teachers have
been making use of Power Point presentations to demonstrate
various aspects of Botany in classroom with the help of
projectors and laptops provided to the department. Field trips,
Botanical excursions and visit to research laboratories of other
institutes to impart practical implementation of theoretical
knowledge are regularly organized.
 The class tests and discussions are conducted after the
completion of each topic for the clarity of concepts and better
understanding of the subject.

34. Participation in Institutional Social Responsibility (ISR) and

Extension activities
 Waste paper recycling project started in collaboration with
JAAGRUTI Waste Paper Recycling Services.
 A MoU has been signed by the College and Centre for
Environment Education. New Delhi, in 2015.
 A MoU for implementing the Science Setu Programme has been
signed by the College and National Institute of Immunology
(NII) to contribute to the national goal of encouraging more and
more bright young minds to take up the pursuit of science and
technology as a career option.
 Students of Botany have also been involved in the restoration of
Kamla Nehru Ridge, an initiative undertaken by the CEMDE
(Centre for Management of Degraded Ecosystems), University
of Delhi.
 One faculty member was appointed as Jury member for 2 nd, 3rd
and 4th and 5th National Level Exhibition and Project
Competition (NLEPC) 2013 under INSPIRE Awards component
of DST organized in 2012, 2013, 2014 and 2015 respectively.

35. SWOC analysis of the department and Future plans

Strengths:
 The Faculty has a focused approach towards guiding the students
in understanding the concepts of the syllabi and recent advances
in the field of science.
 The students are encouraged to attend seminars/ conferences/
summer training programs and workshops to enhance their
exposure to science and keep them aware of the latest tools and
techniques. Visits were made to ICGEB, NII, NBPGR, IIT for
experiencing/ learning new techniques from researchers.

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E-32 Self Study Report 2016

 The department organizes invited lectures, workshops and

conferences on regular basis.
 The staff is cooperative and always keen to reach out to students.
Teaching staff is always available during the preparatory leave to
clear the doubts and answer queries of students.
 Students are encouraged to pursue higher education in the field
of Botany/Environmental Sciences/biotechnology/forensic
sciences and every year a lot of students enroll themselves for
advanced courses.
 Teachers facilitate students to prepare for various competitive
examinations by guiding them about preparation for these exams
and giving them reference books and study material.
 The skills of the technical staff are also regularly updated
through Lab skill training workshops etc.
 The department takes ample initiatives to help and support
students needing special attention in class due to weak
educational background.
 The faculty takes utmost care to plan in advance and complete
the prescribed syllabus in the given time frame. The Department
holds regular meetings to monitor the progress of coverage of
syllabus.
 The department has a botanical society ‘Prakrati’ for the
students. The activities include lecturers, quizzes and seminars,
which remarkably adds on to the class room teaching.

Weaknesses:
 The maintenance of the existing instruments on regular basis is
required through an Annual Maintenance Contract.
 A special grant is necessary for students to pursue simple/basic
research projects during the summer/autumn/mid-semester
breaks.
 Lab staff needs to be trained for maintenance of microscopes.
 It is absolutely necessary for students to get training in field
studies involving collection, identification and taxonomy. They
must be taken to educational trips for which the financial aid is
to be provided by the University.

Opportunities:
 The students are involved in various interdisciplinary researches
which allow them to interact with their fellow students from
other courses.
 The department plans to introduce B.Sc. (Hons.) Biomedical
Sciences in coming session.
 The Department is also planning to introduce some skill

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 E-33

enhancement courses like mushroom cultivation, mycorrhizal

technology, gardening in the form of add on courses. The main
objective being the employability after graduation.

Challenges:
 Diverse educational background of students admitted to the first
year poses a challenge for the teachers to ensure uniformity in
understanding and effective learning.
 Motivate students to look at avenues and pursue higher
education.
 To prepare students for examinations for higher studies at
reputed institutes.
 The biggest challenge is to motivate the students to pursue
Botany. This has become important given the scenario where
after school there is a drop in number of students opting
sciences. Botany as a subject is taken by a large number of
students when they are left with no other option. The students
come to classes half-heartedly and the faculty struggles hard to
make them understand the value of the subject. However with
constant encouragement and counseling the students perform
well in the university examinations.

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E-34 Self Study Report 2016

4. Evaluative Report of the Department of Zoology

1. Name of the department Zoology

2. Year of Establishment 1953

3. Names of Programmes / Courses offered

(UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.)
B.Sc. (Hons.) Zoology
M.Sc. (Zoology)

4. Names of Interdisciplinary courses and the departments/units

involved
B.Sc. Programme Life Sciences
(involves Botany, Chemistry, Mathematics, Computer
Science and English)
B.Sc. Programme Physical Sciences
(involves Physics, Chemistry, Mathematics, Computer
Science, English)

5. Annual/ semester/choice based credit system (programme wise)

B.Sc. (Hons.) and Programme 2015 onwards CBCS
Prior to that Semester based
M.Sc. Semester based

6. Participation of the department in the courses offered by other

departments
Environmental Science paper for all courses
Generic Electives for all courses under CBCS

7. Courses in collaboration with other universities, industries, foreign

institutions, etc. Nil

8. Details of courses/programmes discontinued (if any) with reasons

Nil

9. Number of Teaching-posts

Sanctioned Filled
Professors - -
Associate Professors - 2
Asst. Professors 11 8

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Self Study Report 2016 E-35

10. Faculty profile with name, qualification, designation, specialization,

(D.Sc./D.Litt./Ph.D. / M. Phil. Etc.,)

Name Qualificat Designation Specialization No. No. of

ion of Ph.D.
Yea Student
rs s
of guided
Exp for the
erie last 4
nce years
Komal Kamra M.Phil., Associate Cell Biology, 40 2
Ph.D. Professor Microbiology
Manoj Kumar Ph.D. Assistant Fisheries, 13
Nimesh Professor Medical Entomology
Jeepinder Jeet Ph.D. Assistant Entomology 12
Kaur Professor
Rigzin Kang M.Sc. Assistant Stress Physiology 12
Professor
Parminder Kaur M.Sc., M. Assistant Fish Biology Aquaculture 9
Narang Phil. Professor
Gaganjot Singh Ph.D. Assistant Reproductive Physiology 5
Professor and Molecular
Endocrinology, Cancer
Proteomic
Sudhir Kumar Ph.D. Assistant Fishes and Inland 5
Pandey Professor Fisheries, Environmental
Toxicology
Usha M.Sc. Assistant Reproductive Physiology, 11m
Professor Immunobiology
Jasbir Singh Ph.D. Assistant Parasitology, Cell and 3
Professor Molecular Biology
Radhika Ph.D. Assistant Cell and Molecular 2m
Warikoo Professor Biology, Entomology

11. List of senior visiting faculty Nil

12. Percentage of lectures delivered and practical classes handled

(programme wise) by temporary faculty ~50%
B.Sc. (Hons.) Zoology 52.72 (Theory) 35% (Practical)
B.Sc. Life Sciences 57.14%(Theory) 66.66% (Practical)
B.Sc. Physical Sciences 100% (Theory and Practical)
Others 100% (Theory only)

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 E-36 Self Study Report 2016

13. Student –Teacher Ratio (programme wise)

Honors Courses 15:1
Programme courses 20:1

14. Number of academic support staff (technical) and administrative

staff; sanctioned and filled
Lab. Assistants 10 (sanctioned) 10 (filled)
Lab. Attendants 10 (sanctioned) 3 (filled)

15. Qualifications of teaching faculty with DSc/D.Litt/Ph.D/Mphil/PG.

Ph.D.’s = 7 M.Phil. = 1 PG = 2

16. Number of faculty with ongoing projects from a) National b)

International funding agencies and grants received

Name Type of Project Funding Agency Role Funding

Received
Dr Komal Kamra Innovation Research University of PI 7 lakhs
Project Delhi (tenure 1year)
Dr Komal Kamra International Research National Science Collaborator $ 554,267
Coordination Network Foundation (USA) (tenure 5 years)
for Biodiversity of
Ciliates (IRCN-BC)

17. Departmental projects funded by DST – FIST; UGC, DBT, ICSSR,

etc. and total grants received Nil

18. Research Centre/facility recognized by the University

Ciliate Biology Lab (Microbiology Unit)

19. Publications:

Publication per faculty 107/10 =

10.7
Number of papers published in peer reviewed 58
journals (national /international) by faculty and
students
Number of publications listed in International 58
Database (e.g: Web of Science, Scopus,
Humanities International Complete, Dare
Database – International Social Sciences Directory,
EBSCO host, etc.)
Monographs Nil
Chapter in Books 29

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 E-37

Books Edited
Books with ISBN/ISSN numbers with details of 20
publishers
13-978-93-5129-440-5 Walter Kluwer (India) Pvt Ltd
81-8332-146-1 Ratnasagar Pvt. Ltd.
978-3-319-12253-3 Springer Publications
81-7132-395-2 Pointer Publications
81-7319-273-1 Narosa Publications
978-81-8332-952-1 Ratnasagar Pvt. Ltd.
978-81-8332-953-8 Ratnasagar Pvt. Ltd.
978-81-8332-565-3 Ratnasagar Pvt. Ltd.
978-81-8332-716-9 Ratnasagar Pvt. Ltd.
978-81-8332-540-0 Ratnasagar Pvt. Ltd.
978-81-8332-541-7 Ratnasagar Pvt. Ltd.
978-93-5036-127-6 Ratnasagar Pvt. Ltd.
978-93-5036-128-3 Ratnasagar Pvt. Ltd.
978-93-5036-129-0 Ratnasagar Pvt. Ltd.
978-93-5036-130-6 Ratnasagar Pvt. Ltd.
978-93-5036-131-3 Ratnasagar Pvt. Ltd.
978-93-5036-132-0 Ratnasagar Pvt. Ltd.
978-93-5036-133-7 Ratnasagar Pvt. Ltd.
978-93-5036-134-4 Ratnasagar Pvt. Ltd.
978-93-81156-02-2 Variety Books Pub.
Citation Index (aggregate no. of citations) 260
SNIP Various
SJR Various
Impact Factor Various
h-index Various

20. Areas of consultancy and income generated

 Dr. Komal Kamra, Peer Counselor, Indian Spinal Injuries
Centre, Vasant Kunj, New Delhi, Voluntary
 Ms. Parminder Kaur Narang, Consultant for the development of
e-learning content at Elipsis Consulting, New Delhi, (2006-
2010)

21. Faculty as members in

d) National committees
e) International Committees
c) Editorial Boards

Refer to table below:

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E-38 Self Study Report 2016

Name of International National

faculty
Komal Kamra 1. Founder Member, 1. Life member, Indian Society
International Research of Cell Biology
Coordination Network for 2. Life member, Association of
Biodiversity of Ciliates Microbiologists of India
(funded by National Science 3. Life member, Association of
Fund, USA) Teachers in Biological
Sciences
2. Member, American 4. Life member, Governing
Society for Microbiology body, and Vice President
(North), National Abilympic
Association
5. Founder Member,
Governing Body, Spinal
Injury Association, India
6. Life Member, Spinal Cord
Society, India
7. Vice- President, Spinal Cord
Society Consumer
Committee, India
8. Founder Member and Life
Member, Ekatwam,
Epilepsy support group
9. Director, Development, and
Founder Life Member, The
Spinal Foundation
10. Founder Member, Equal
Opportunity Cell, University
of Delhi
Gaganjot Singh 1. Member, Science Former Member Indian
Advisory Board Association for Cancer
2. Member and Moderator Research
for three forums on
cancer, diagnostic and
proteomics, Scientist
Solutions Inc.
3. Former Member
American Association of
Advancement of Science
(AAAS)
Jasbir Singh Member, American Society Life member, Association of
for Microbiology Teachers in Biological Sciences

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Self Study Report 2016 E-39

22. Student projects

a) Percentage of students who have done in-house projects
including inter departmental/programme ~33%

b) Percentage of students placed for projects in organizations

outside the institution i.e.in Research laboratories/Industry/
other agencies Nil

23. Awards / Recognitions received by faculty and students

Awards received by Faculty:
Faculty Award
Dr. Komal 1. Spinal Cord Society Life Time Achievement Award in
Kamra recognition of excellent contribution towards the cause of
improving the life of spine injured, Spinal Cord Society,
Indian Spine Injuries Center, 2015.
2. Best Display of innovation project SGTB 208 Digital
World Category during Antardhwani 2015, University of
Delhi, 2015
3. Best Innovative Idea Award for innovation project SGTB
208 Digital World Category during Antardhwani 2015,
University of Delhi, 2015
4. Kiran Achievement Award, National Women Excellence
Award, Women International Network, 2009
5. Ojaswinishirshaalankaran, OjaswiniSamdarshi Nyas,
M.P., 2007
6. National Award for Outstanding Employee of the Year,
Ministry of Social Justice, Govt. of India, 2004.
7. Hind Prabha Award 2002, Uttar Pradesh Mahila Manch,
2002.
8. Bhanumati Memorial Ideal Mother’s Award, Nehru
Balsamiti, New Delhi,1998.
9. Teaching Excellence Award, University of Delhi
Dr. Gaganjot 1. Special award for oral presentation at 5th International
Singh Translational Cancer Society Meeting, MD Anderson
Cancer Center, New Delhi, 2014.
2. Selected for moderation of three modules of Cancer,
Diagnostics and Proteomics, Scientist Solutions, 2011.
3. Srijan 2010 – Innovative Concept “MAGIC- Multiple
affinity Gel Immunodepletion column” selected for the
presentation of Business Concept, 2010.
4. MVP – Scientist Solutions – Abcam – 2009.
5. DST- Agilent India Innovation Initiative-2009 Most
Innovative Project in Biology and over all 6th most
innovative project entitled “MAGIC – Multiple affinity
Gel Immunodepletion column” (Project was selected for

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
E-40 Self Study Report 2016

incubation and support by IIM- Ahmedabad), DST, 2009.

6. 6th Prize for the concept MAGIC: Multiple Affinity Gel
Immunodepletion Column at i3 National Fair, 2009.
Dr. Manoj 1. 2nd Prize for poster presentation during 9th symposium on
Kumar Nimesh Frontiers in Biomedical Research, 2014

24. List of eminent academicians and scientists / visitors to the

department
1. Dr. Alan Warren, Research Scientist, Natural History Museum,
London, UK (Visits every year to collaborate with Dept. of
Zoology)
2. Dr. B.C. Joshi, Assistant Director, Delhi State AIDS Control
Society
3. Prof. V.S. Chauhan, ICGEB
4. Prof. Alok Ray, (Stanford India Biodesign), IIT Delhi
5. Prof. Rup Lal, Department of Zoology, University of Delhi

25. Seminars/Conferences/Workshops organized & the source of

funding:
a) National

All the following were funded by DBT:

Date Event
24.09.2015 Pink Chain Campaign 2015:Awareness drive about breast
cancer and allied cancers of women; resource persons
from AIIMS
2013-2014 “Odyssey of the Mind”, NASA supported programme; two
out of three participating teams from the college made it to
the Internationals
25.03.2014 One day outreach programme International Purple Day in
collaboration with Ekatwam, the support group for persons
with Epilepsy, and with AIIMS
30.09.2013- “I am the Tiger: Nine Colleges Initiative” in collaboration
04.10.2013 with Shivani Wazir Productions
16.09. 2013 Co-organized “Ozone Day” observed in college with
debates and discussion
22.08.2013 Workshop on “Prevalence of substance abuse amongst
youth” in collaboration with Manipur State AIDS Control
Society and Manipur Network of Positive People, Imphal.
07.08 2013 “Pink Chain Campaign”, awareness drive for Cancer in
Women in collaboration with AIIMS
25.04.2013 “Youth Power and Climate Change”, One day seminar as
a culmination of a month long activity held in

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Self Study Report 2016 E-41

collaboration with Millennium India Education

Foundation and Department of Environmental Studies,
University of Delhi, under the aegis of Ministry of Earth
Science
19.02.2013 An outreach program by the Spinal Cord Society
Consumer Committee organized to spread awareness
about spinal cord injuries. Guests for inaugural: MsStuti
Kacker, Secretary, Department of Disability Affairs,
Ministry of Social Justice and Empowerment, and Maj
HPS Ahluwalia, Chairman, Indian Spinal Injuries Centre
10.02.2013 Workshop for practical component of Evolutionary
Biology Paper for 30 teachers from different colleges-
SGTB Khalsa College (Coordinators: Komal Kamra
(SGTB Khalsa College), Dr Ravi Toteja and Dr Seema
Makhija (AND College) and DrTanushri Saxena (SSN
College)
20.01.2013 25 teachers from different colleges offering BSc (H)
Zoology teaching paper 21, ZOHT 601 “Evolutionary
Biology” deliberated on the theory component
30.05 2012- Conducted meeting of 57 Star College Principals and
31.05. 2012 Coordinators for Department of Biotechnology
15.01.2012, Coordinated the workshop visit to ADEP Clinical
22.01.2012 Research Laboratory for educational excursion
27.08.2011- “Phylogenetics: Principles and Practice” Workshop for
28.08.2011 Life Science Faculty”- SGTB Khalsa College, Department
of Botany (University of Delhi), IIIL (University of Delhi)
17.03.2011- Lecture workshop on” Brainwave: Inspiring Young
18.03.2011 Minds” under the aegis of Indian Academy of Sciences,
Bengaluru
07.11.2010- Srijan Cultural Fest for persons with disabilities under the
08.11.2010 aegis of Equal opportunity Cell, University of Delhi
05.02.2010 Co-organized: National Symposium on Challenging Areas
in Forensic Science
14.02.2008 Co-organized: Delhi State Level Symposium on Forensic
Science
2004 Co-organized: National Symposium on Emerging Areas of
Forensic Sciences
19.02.2004 “Celebrating Science”, Workshop conducted with Heart
Care Foundation and NCSTC, Department of Science and
Technology, GOI

b) International:

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E-42 Self Study Report 2016

S No Seminars/Conferences/ Source of funding

Workshops
1 International Symposium on Government agencies:
Ciliate Biology (2007) INSA, UGC, DST, DBT,
MOEF, MOES, ICMR, DRDO,
CSIR, University of Delhi
2 EpiCon 2014 International Government agencies:
Conference on Epilepsy: INSA, UGC, DST, DBT, ICMR
Opportunities and Challenges Non-Government agencies:
INTAS Pvt Ltd,
(2014) Sun PharmaPvt Ltd
3. Co-organized: International UGC
Symposium on Recent Advances
in Fingerprint Technology

26. Student profile programme/course wise:

Name of the Applications Enrolled Pass

Course/programme received Selected percentage
*M *F
(refer question no. 4)
B.Sc. (Hons.) Zoology
2011-12 50 22 28 97.22
2012-13 46 16 30 85.11
2013-14 48 22 26 76.19
2014-15 35656 52 18 34 71.79
2015-16 33805 41 18 23 -
B.Sc. Life Sciences
2011-12 55 22 33 52.17
2012-13 51 16 35 70.59
2013-14 NA Nil Nil Nil 71.15
2014-15 NA 49 13 36 71.43
2015-16 27468 43 17 26 -
M.Sc. Zoology
2011-12 NA 1 1 Nil 50
2012-13 NA 2 1 1 100
2013-14 NA Nil Nil Nil 100
2014-15 NA Nil Nil Nil -
2015-16 NA 5 3 2 -
*M = Male *F = Female

27. Diversity of Students

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Self Study Report 2016 E-43

Name of the % of % of students % of

Course students from other students
from the States from
same state abroad
B.Sc. (Hons.) Zoology 39.79 60.21 Nil
B.Sc. Life Sciences 66.31 33.69 Nil
M.Sc. Zoology 75.00 25.00 Nil

28. How many students have cleared national and state competitive
examinations such as NET, SLET, GATE, Civil services, Defense
services, etc.?
Data not maintained

29. Student progression

Student progression Against % enrolled

UG to PG ~70%
PG to M.Phil. NA
PG to Ph.D. ~10%
Ph.D. to Post-Doctoral NA
Employed
• Campus selection NA
• Other than campus recruitment
Entrepreneurship/Self-employment NA

30. Details of Infrastructural facilities

a) Library Common Central Library of the College

b) Internet facilities for Staff & Students: All on wired and wireless

c) Class rooms with ICT facility: 3

d) Laboratories: 3

31. Number of students receiving financial assistance from college,

university, government or other agencies ~4 per year

32. Details on student enrichment programmes (special lectures /

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
E-44 Self Study Report 2016

workshops / seminar) with external experts

Refer to Item No.25

33. Teaching methods adopted to improve student learning

 Interactive mode of teaching is followed through use of internet
during class lectures. Power point presentations and online
course components are included in instruction methods.
 Consolidated reading lists and question banks from previous
year’s question papers and source materials are prepared and
thoroughly discussed.
 Regular class presentations, seminars, home assignments and
class tests are conducted.
 Alongwith tutorial support, relevant feedback is provided to
students by e-mail and social methods by creation of online
groups.
 Students are exposed to research methodology by guiding short
term projects, research paper writing and presentations.
 They are encouraged to write for scholarships and grants from
professional bodies to undertake research projects and participate
in conferences and seminars.
 Regular educational excursions are organized.

34. Participation in Institutional Social Responsibility (ISR) and

Extension activities
Refer to Table 3.6.4 in Criterion-III, most of these were organized
and conducted by Department of Zoology.

35. SWOC analysis of the department and Future plans

Strengths:
 The teaching faculty comes from different specializations
representing a deep knowledge of the many areas of the subject.
 80% faculty have Ph.D.’s and several publications emphasizing
research orientation
 Continual upgradation of teaching skills by attending workshops,
refresher and orientation programmes.
 Labs are well equipped with modern instrumental facilities like
PCR, Thermo-cycler, Cooling centrifuge, BOD, Biosafety
cabinet, incubators, triple distillation plant, high end
spectrophotometer, Confocal microscope etc.
 The department provides a platform to students for subject
expert interaction through various events

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Self Study Report 2016 E-45

Weaknesses:
 Non availability of platform for interaction between academic
and industrial fields.

Opportunities:
 Need for students to be made aware of opportunities in the
various field of Zoology.
 Use of technology to help in faster and better learning as well as
collaboration between members of student bodies, academia and
industry globally.
 Partnering with industry and alumni to enhance research focus
and align teaching with real world prospects in order to improve
student employability.
 Creation of a permanent alumni body in the department.

Challenges:
 Identifying industry and academic partners for collaboration
 Identifying avenues for research and other funding
Future Plans:
 To offer Generic Elective and Skill based courses to larger
audience under CBCS
 To improve opportunities for industry instruction
 To organize and maintain alumni data for benefit of the
department and students

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E-46 Self Study Report 2016

5. Evaluative Report of the Department of Electronics

1. Name of the department Electronics

2. Year of Establishment 1987

3. Names of Programmes / Courses offered (UG, PG, M.Phil.,

Ph.D., Integrated Masters; Integrated Ph.D., etc.)
B.Sc. (Hons.) Electronics
B.Tech. in Electronic Science (2013-17)

4. Names of Interdisciplinary courses and the departments/units

involved None

5. Annual/ semester/choice based credit system (programme wise)

B.Sc. (Hons.) Electronics 2010 onwards Semester Based
2015 onwards Choice Based
Credit System
B.Tech. Electronic Science Semester Based

6. Participation of the department in the courses offered by other

departments
Generic Electives in Electronics for all courses under CBCS
7. Courses in collaboration with other universities, industries, foreign
institutions, etc. None

8. Details of courses/programmes discontinued (if any) with reasons

B.Tech. Electronic Science shall be a single batch (2013-17),
consequent to roll-back of Four Year Undergraduate Programme
(FYUP) by University and UGC

9. Number of Teaching-posts

Sanctioned Filled
Professors - -
Associate Professors - 3
Asst. Professors 5 2

10. Faculty profile with name, qualification, designation, specialization,

(D.Sc./D.Litt./Ph.D. / M. Phil. Etc.,)

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Self Study Report 2016 E-47

Name Qualification Designation Specialization No. of No. of

Years Ph.D.
of Students
Experi guided
ence for the
last 4
years
Poonam Bedi M.Sc., Associate Professor Optical Fiber 28 Nil
M.Phil
Nirupama M.Sc., Ph.D. Associate Professor Semiconductor 23 Nil
Kapoor devices
P. Arun M.Sc., Ph.D. Associate Professor Material Science 19 2
Nidhi Sinha M.Sc., Ph.D. Assistant Professor Material Science 15 Nil
Inderpreet M.Sc., Ph.D. Assistant Professor Material Science 5 Nil
Singh

11. List of senior visiting faculty Nil

12. Percentage of lectures delivered and practical classes handled

(programme wise) by temporary faculty 16.7%

13. Student –Teacher Ratio (programme wise)

B.Tech. in Electronic Science 1.6 : 1
B.Sc. (Hons.) Electronics 8:1

14. Number of academic support staff (technical) and administrative

staff; sanctioned and filled
Lab Assistant Sanctioned = 4, Filled = 4
Lab Attendant Sanctioned = 2, Filled = Nil

15. Qualifications of teaching faculty with DSc/D.Litt/Ph.D/Mphil/PG.

Ph.D. – 4 M.Phil. – 1

16. Number of faculty with ongoing projects from a) National b)

International funding agencies and grants received
Dr. P. Arun, Dr. Inderpreet Singh, “Solar Energy Harvesting using
SnS thin films and ZnO”, funded by University of Delhi, Rs.
5,50,000/- (Rs.3,50,000/- received)

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E-48 Self Study Report 2016

17. Departmental projects funded by DST – FIST; UGC, DBT, ICSSR,

etc. and total grants received
S. Name Title and File No Time Funding Amount
No Period Agency (Rs.)
1. P. Arun “To Fabricate and study Solar Cells 2015-16 Universi 5,50,000/-
Inderpreet Singh with SnS ty of
Kuldeep Kumar nano-crystalline and ZnO nano-rod Delhi
thin films.”
2. P. Arun “Role of Nano-Crystals in Energy 2013-14 Universi 6,00,000/-
Inderpreet Singh Harvesting Us- ty of
Kuldeep Kumar ing SnS thin films.” Delhi
3. P. Arun “Role of nano-crystal in energy 2011-12 Universi 10,00,000/
Nidhi Sinha and harvesting and ty of -
P.S. Jassal biomedical applications.” Delhi
4. P. Arun “Study of surface plasmons in metal 2010- UGC 4,05,500/-
–insulator 2014
-metal nanocrystalline thin films.”
5. P. Arun “Study of Surface Plasmon in 2010- DST 12,00,000/
Nano-composite 2014 -
Kuldeep Kumar Thin Films.”
6. Kuldeep Kumar “Characterization of Some Alkali 2008-10 UGC 85,000/-
Halide Thin
Dr P.Arun Films.”
7. (Chhaya Ravi “Study of the optical properties of 2007-10 UGC 9,00,000/-
Kant) Si:ZnO nanocom-
P. Arun posites.”
(Suresh Wadhwa)
8. P.Arun “Physics of the non-linear 2007-08 UGC 65,000/-
pendulum:An investi-
gation based on microprocessor
interfacing.”

18. Research Centre/facility recognized by the University

19. Publications:
Publication per faculty 109/5 = 21.8
Number of papers published in peer reviewed 107
journals (national /international) by faculty and
students

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Self Study Report 2016 E-49

Number of publications listed in International 107

Database (e.g: Web of Science, Scopus,
Humanities International Complete, Dare
Database – International Social Sciences Directory,
EBSCO host, etc.)
Monographs Nil
Chapter in Books Nil
Books Edited Nil
Books with ISBN/ISSN numbers with details of 2
publishers
978-81-8487-147-0 Narosa Publications
NCERT
Citation Index (Aggregate no. of Citations) 892
SNIP Various
SJR Various
Impact Factor Various
h-index Various

20. Areas of consultancy and income generated Nil

21. Faculty as members in

a) National committees Nil

b) International Committees Nil

c) Editorial Boards
Dr. P. Arun, Member, Editorial Board, European Journal of
Physics Education, ISSN 1309-7202.

22. Student projects

a) Percentage of students who have done in-house projects
including inter departmental/programme 45% (2011-15)
b) Percentage of students placed for projects in organizations
outside the institution i.e.in Research laboratories/Industry/
other agencies Nil

23. Awards / Recognitions received by faculty and students

 Dr. Inderpreet Singh, Young Scientist Award, DST, 2012
 Mr. Shivam Dwivedi, B.Sc. (Hons.) Electronics, INSPIRE
Fellowship, DST, 2014.

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E-50 Self Study Report 2016

24. List of eminent academicians and scientists / visitors to the

department
1. Prof. P.K. Bhatnagar, Dept. of Electronics Science, South
Campus, University of Delhi,
2. Dr. B. Ajith, Scientist, IUAC, Delhi
3. Dr. D. Haranath, Scientist, NPL

25. Seminars/Conferences/Workshops organized & the source of

funding:
a) National Nil
b) International Nil

26. Student profile programme/course wise:

Name of the Applications Enrolled Pass
Course/programme received Selected *M *F percentage
(refer question no. 4)
B.Sc. (Hons.) Electronics
2011-12 18 14 4 100.00
2012-13 16 11 5 60.00
2013-14 NA NA Nil Nil 62.50
2014-15 70459 14 11 3 91.67
2015-16 42806 25 23 2 -
B.Tech. in Electronic
Science
2013-14 13 13 Nil On going
*M = Male *F = Female

27. Diversity of Students

Name of the % of students % of students % of students
Course from the same from other from abroad
state States
B.Sc. (Hons.) 35.90 64.10 Nil
Electronics
B.Tech. Electronic 61.54 38.46 Nil
Science

28. How many students have cleared national and state competitive
examinations such as NET, SLET, GATE, Civil services, Defense
services, etc.?
6 - NET (12 since 1987)
2 - GATE

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Self Study Report 2016 E-51

3 - Defense

29. Student progression

Student progression Against % enrolled

UG to PG 33% (2012-15)
PG to M.Phil. NA
PG to Ph.D. Nil
Ph.D. to Post-Doctoral Nil
Employed
• Campus selection NA
• Other than campus recruitment ~10%
Entrepreneurship/Self-employment ~0%

30. Details of Infrastructural facilities

a) Library
Common College Library, no Departmental Library
b) Internet facilities for Staff & Students
For all by wired and wireless College-wide network
c) Class rooms with ICT facility
From amongst the common pool of classrooms
d) Laboratories
Two, with all required equipment and computers

31. Number of students receiving financial assistance from college,

university, government or other agencies 2

32. Details on student enrichment programmes (special lectures /

workshops / seminar) with external experts
1. Workshop on 8051 micro-controller and its applications, Dec 14-
15, 2013. Experts from Excel Technologies, Noida.
2. Two day workshop on Exp-eyes kit, March 2012, Experts from
IUAC, Delhi.

33. Teaching methods adopted to improve student learning

Department faculty other than the traditional method of imparting
information, has over the years
1. Used project like work culture in its practical / lab work.
Experimental boards are discouraged and students are
encouraged to design and fabricate circuits on their own.
2. Encourage students to look for additional information on internet
with internet access given in the department

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
E-52 Self Study Report 2016

3. Teachers try to be accessible to students through-out the day.

Thus, acting more as mentors. This is important considering
large fraction of outstation students.
4. Free-ware software are used so that students can install the
software on their computers and freely use these to learn at their
leisure.

34. Participation in Institutional Social Responsibility (ISR) and

Extension activities None

35. SWOC analysis of the department and Future plans

Strengths:
 Regular student-teacher interaction giving individual attention
made possible by the low student teacher ratio (12:1)
 Laboratory size and space utilization is optimized. An
occupation percentage as high as 90% is maintained.
Expenditure is planned with an average outlay of Rs.4,50,000/-
p.a. Number of equipment purchased is such that each student
can work individually and gain hands on experience
 Teachers are involved in research along with teaching resulting
in high publication per faculty. This experience of research is
actively used by the faculty in classroom teaching and lab work.
 Dedicated non-teaching lab staff
 Faculty actively encourages students to go for higher studies
instead of taking a job immediately.
 Open-source software has reduced the maintenance cost in terms
of man-hours and part cost. The use of software like QUCS
makes the Department a pioneer at the University level.
 More and more students are encouraged to use Department
computer resources during free time to prepare reports and files.
Style of writing encouraged is as in research paper writing.
 Department from its allocated library fund recommends both
text-books and other important reference books, in order to
ensure that students get best exposure of literature at par with
global trends.

Weaknesses:
 Shortage of laboratory space hampers expansion plans
 Lab staff requires periodic training which is not taken up by the
University
 Only 60% of faculty is permanent. Immediate recruitment of
teachers on permanent basis is required.

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Self Study Report 2016 E-53

 Removal of mandatory project from the curriculum by the

University has reduced the space for innovative teaching and
learning
 Sustained research grant from College would ease pressure on
teachers to apply for research grants from external agencies
 The department has a very strong alumni presence in leading
enterprises, which however could not be tapped in the absence of
a suitable platform.

Opportunities:
 Enrolling students into research projects to make use of their
summer vacations
 Planned research trips to national research labs
 Interation between former students from industry and present
batches to promote understanding of industry requirements and
increase opportunities for employment

Challenges:
 To make syllabus more practical based

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E-54 Self Study Report 2016

6. Evaluative Report of the Department of Computer

Science
1. Name of the department Computer Science

2. Year of Establishment 1984

3. Names of Programmes / Courses offered

(UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.)
B.Tech. in Computer Science (2013-17)
B.Sc. Physical Sciences – with Computer Science option

4. Names of Interdisciplinary courses and the departments/units

involved
B.Sc. Physical Sciences
(involves Physics, Chemistry, Mathematics, English and
Environmental Science)

5. Annual/ semester/choice based credit system (programme wise)

B.Tech. in Computer Science Semester based
B.Sc. Physical Science (2014-17) Semester based
B.Sc. Physical Science (2015 onwards) CBCS

6. Participation of the department in the courses offered by other

departments
 Generic Electives in Computer Science for CBCS courses
 Concurrent Credit Course in Semester based B.Sc. Physical
Sciences (with Electronics and Chemistry options)
 Foundation Course on IT under FYUP (2013-14)
 Computational Skills course for B.Sc. (Hons.) Botany, B.Sc.
(Hons.) Zoology, B.Sc. Programme Life Science
 Programming and Data Structures Courses in B.Sc. (Hons.)
Electronics

7. Courses in collaboration with other universities, industries, foreign

institutions, etc. None

8. Details of courses/programmes discontinued (if any) with reasons

Undergraduate Programme B.C.A./B.I.T (1997-2004) was
discontinued by the University itself

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Self Study Report 2016 E-55

9. Number of Teaching-posts

Sanctioned Filled
Professors - -
Associate Professors - 2
Asst. Professors 4 1

10. Faculty profile with name, qualification, designation, specialization,

(D.Sc./D.Litt./Ph.D. / M. Phil. Etc.,)

Name Qualificat Designation SpecializationNo. of No. of

ion Years Ph.D.
of Students
Exper guided
ience for the
last 4
years
P.D. Sharma M.Sc., M.S. Associate Professor Image Processing 22 Nil
Neelu Sanghi M.C.A., Associate Professor 17 Nil
M.Phil.
Navjot Kaur M.C.A., Assistant Professor 4 Nil
M.Phil.

11. List of senior visiting faculty Nil

12. Percentage of lectures delivered and practical classes handled

(programme wise) by temporary faculty
B.Tech. in Computer Science 50%
B.Sc. Physical Sciences 68%

13. Student –Teacher Ratio (programme wise)

B.Tech. in Computer Science 1:10
B.Sc. Physical Sciences

14. Number of academic support staff (technical) and administrative

staff; sanctioned and filled
Sanctioned 2 Senior Technical Assistants
Filled 2 Senior Technical Assistants

15. Qualifications of teaching faculty with DSc/D.Litt/Ph.D/Mphil/PG.

M.Phil 2
M.S. 1

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E-56 Self Study Report 2016

16. Number of faculty with ongoing projects from a) National b)

International funding agencies and grants received None

17. Departmental projects funded by DST – FIST; UGC, DBT, ICSSR,

etc. and total grants received None with direct funding
(2 under DBT STAR College Scheme)

18. Research Centre/facility recognized by the University None

19. Publications:

Publication per faculty 15/3 = 5.0

Number of papers published in peer reviewed 11
journals (national /international) by faculty and
students
Number of publications listed in International 10
Database (e.g: Web of Science, Scopus,
Humanities International Complete, Dare
Database – International Social Sciences Directory,
EBSCO host, etc.)
Monographs Nil
Chapter in Books 4
Books Edited Nil
Books with ISBN/ISSN numbers with details of 2
publishers
978-81-322-2273-6 Springer India
81-7866-056-3 Himalaya Publications
Citation Index -
SNIP -
SJR -
Impact Factor -
h-index -

20. Areas of consultancy and income generated

 P.D. Sharma – Software consultancy for IP College for
Women, University of Delhi, Mar-May 2004, upon invitation.
 P.D. Sharma – Corporate Training for Techspan India Ltd.,
Jul-Aug 2005, appointed by Department of Computer Science,
University of Delhi.
 P.D. Sharma – Corporate Training for Techspan India Ltd.,
Jul-Aug 2006, appointed by Department of Computer Science,
University of Delhi.

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Self Study Report 2016 E-57

21. Faculty as members in

a) National committees
P.D. Sharma, Invited Member, Creation of Curation
Benchmarks for Exhibitions, Ministry of Culture, Government
of India, August 2015.

b) International Committees Nil

c) Editorial Boards Nil

22. Student projects

a) Percentage of students who have done in-house projects
including inter departmental/programme
2014-15 (B.Tech.) 15% (Summer)
100% (Semester)

b) Percentage of students placed for projects in organizations

outside the institution i.e.in Research laboratories/Industry/
other agencies
2014-15 (B.Tech.) 30% (Summer)

23. Awards / Recognitions received by faculty and students

Students Awards:
 First Prize in National Robotics Competition at IIT Delhi in
Maze Solving, 2014-15
 First Prize in National Robotics Competition at IIT Bombay
2014-15
 Second Prize in Analogic, IIT Delhi, 2013-14
 Third Prize in Arjun, IIT Delhi, 2013-14
 Third Prize in Escape Tunnel, IIT Delhi, 2013-14
 First Prize in Robotryst Zonals, Hindu College, University of
Delhi, 2013-14

24. List of eminent academicians and scientists / visitors to the

department None

25. Seminars/Conferences/Workshops organized & the source of

funding:
a) National None

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
E-58 Self Study Report 2016

b) International None

26. Student profile programme/course wise:

Name of the Applications Enrolled Pass

Course/programme received Selected percentage
*M *F
(refer question no. 4)
B.Tech. in Computer
Science
2013-14 33 27 4 On going
B.Sc. Physical Science
with Computer Science
2011-12* 53.85
2012-13# 24 15 9 38.67
2013-14# - Nil Nil 64.36
2014-15# 31 26 5 45.45
2015-16 37 33 4 -
(* Applied Physical Sc.)
(# Combined Options)
*M = Male *F = Female

27. Diversity of Students

Name of the Course % of students % of students % of students

from the same from other from abroad
state States
B.Tech. in Computer 80.00 20.00 Nil
Science
B.Sc. Physical Science 48.72 51.28 Nil

28. How many students have cleared national and state competitive
examinations such as NET, SLET, GATE, Civil services, Defense
services, etc.?
Data not maintained

29. Student progression

Student progression Against % enrolled

UG to PG 10
PG to M.Phil. NA
PG to Ph.D. NA
Ph.D. to Post-Doctoral NA

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Self Study Report 2016 E-59

Employed
• Campus selection Data not maintained
• Other than campus recruitment Data not maintained
Entrepreneurship/Self-employment Data not maintained

30. Details of Infrastructural facilities

a) Library
Common Library of the College, no departmental Library
b) Internet facilities for Staff & Students
For all on wired and wireless College-wide network
c) Class rooms with ICT facility
From amongst common pool of classrooms
d) Laboratories
Four Labs with desktop computers (150), servers (4),
network (wired and wireless), software (proprietary and
Open-source), and online UPS backup (total 40KVA)

31. Number of students receiving financial assistance from college,

university, government or other agencies 3

32. Details on student enrichment programmes (special lectures /

workshops / seminar) with external experts
Workshop on Dspace by Mr. Mukesh A Pund, Scientist, NISCAIR,
New Delhi, Feb 2014.

33. Teaching methods adopted to improve student learning

Operational:
 Individual and group projects on topics selected to provide in-
depth learning
 Leading theory by practical experience
 Peer reviewed presentations of projects, with qualitative and
quantitative assessment, suggestions, and feedback
 Iterative refinement of student’s past-projects with progression
in course-curriculum
Motivational:
 Encouragement to use and contribute to open-source software
and necessary guidance to enrich experience
 Individuated attention, supervision, and mentoring
 Initiative to students to compare their achievements with their
peers outside the College
 Encouragement for thinking out-of-the-box where lies an
opportunity

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E-60 Self Study Report 2016

Textual:
 Perspective to place the course
 Explanation, analysis, and illustration of principles and practical
trade-offs
 Organization of course-experience according to Bloom’s
taxonomy
 Emphasis on standard texts and in-depth study supported by
discussions

34. Participation in Institutional Social Responsibility (ISR) and

Extension activities
 PD Sharma went to Kabul University, Kabul, Afghanistan
during 22 May 2008 to 14 July 2008 under World Bank –
SHEP (Strengthening Higher Education Programme) for
reconstruction and curriculum design in Computer Science as a
part of University of Delhi’s delegation, and helped Kabul
University as well as individual students.
 PD Sharma conducted training programme as co-coordinator as
well as resource person for faculty members of Computer
Science of Kabul University under World Bank – SHEP at
Delhi in Dec 2008 – Feb 2009.
 PD Sharma conducted training programme as Coordinator and
resource person for faculty members of Computer Science of
Kabul University under World Bank – SHEP at Delhi during
02 Jan 2012 to 24 Feb 2012.
 PD Sharma developed software application for the College
Students Records management from admission to transcripts,
and continues to maintain and enrich the same, for the benefit of
students and staff.

35. SWOC analysis of the department and Future plans

Strengths:
 Faculty having rich experience in academics as well as industry
 Live handling of data for the College and related projects
 Good support by the College authorities in terms of equipment
and other resources to keep labs state of the art.
 Good standing amongst the Colleges who offer Computer
Science in University on the basis of history and common
perception
 Advantage of close communication with University Department
as well as College and University authorities

Weaknesses:
 No Honors course so far to showcase

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Self Study Report 2016 E-61

 Delay in hiring permanent faculty against vacant posts due to

matter subjudice
 A reasonably large number of students in B.Sc. Physical Science
Programme come from satellite towns of Delhi and are under
pressure of commuting involved and getting adjusted
 Close proximity to Najafgarh drain exposes air-conditioning and
other apparatus to corrosion

Opportunities:
 B.Sc. (Hons.) Computer Science shall be starting from 2016-17
in the College
 Handling/preparing/managing software, data, and processes for
the College application, library, and digital repository shall
present live experience to learners under close guidance of
faculty
 At present IQAC in College is being looked after by a member
of the department

Challenges:
 To cultivate habit of honest working in the students in this digital
age of Internet and plagiarism
 To have a back-up plan for the College software applications in
case current team is unavailable due to some reason
 To create sufficient redundancy in network to make it fault
tolerant and more available
 To arrange appropriate placements for the single batch of
B.Tech. Computer Science students

Future Plans
 To start a skill-based courses on Using R for statistical analysis
available to all interested students
 To start a skill-based course on Using Scilab for mathematical
work available to all interested students
 To upgrade/extend labs as per requirements of forth-coming
B.Sc. (Hons.) Computer Science Course.

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E-62 Self Study Report 2016

7. Evaluative Report of the Department of Mathematics

1. Name of the department Mathematics

2. Year of Establishment 1951

3. Names of Programmes / Courses offered

(UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.)
B.Sc. (Hons.) Mathematics
M.Sc. Mathematics

4. Names of Interdisciplinary courses and the departments/units

involved
B.Sc. Programme Physical Sciences
(involves Physics, Chemistry, Computer Science, English)
B.Sc. Programme Life Sciences
(involves Botany, Zoology, Chemistry, Computer Science)
B.A. Programme
(involves English, Hindi, Punjabi, History, Economics,
Political Science)

5. Annual/ semester/choice based credit system (programme wise)

B.Sc. and B.A. from 2015 onwards CBCS
B.Sc. and BA before 2015 Semester based
M.Sc. Semester based

6. Participation of the department in the courses offered by other

departments
B.Sc. (Hons.) Physics
B.Sc. (Hons.) Chemistry
Generic Electives for all courses under CBCS

7. Courses in collaboration with other universities, industries, foreign

institutions, etc. Nil

8. Details of courses/programmes discontinued (if any) with reasons

B.A. (Hons.) Mathematics was merged with B.Sc. (Hons.) by
University

9. Number of Teaching-posts

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Self Study Report 2016 E-63

Sanctioned Filled
Professors - -
Associate Professors - 5
Asst. Professors 9 5

10. Faculty profile with name, qualification, designation, specialization,

(D.Sc./D.Litt./Ph.D. / M. Phil. Etc.,)

Name Qualificati Designati Specialization No. of No. of

on on Years of Ph.D.
Experie Students
nce guided for
the
last 4
years
Ms. Daljeet I P M.Sc., Associate Numerical Analysis, 33 NA
Singh M. Phil Professor Computer
Programming,
Sequencing Problem
& Algebra
Mr. Virender M.Sc., Associate Mechanics, 31 NA
Kumar Mehra M. Phil Professor Differential
Equations & Algebra
Dr. Satish M.Sc., Associate Analysis(Real, 30 NA
Verma M. Phil, Professor Complex and
Ph.D. Functional),
Abstract,Algebra,
and Operator Theory
Ms. Sunderjeet M.A., Associate Abstract Algebra, 30 NA
Kaur Bhatia M. Phil Professor Statistics and Partial
Differential
Equations
Ms. Jasvinder M.A. Associate Computer 28 NA
Bhalla Professor Programming,
Algebra and
Analysis
Ms. Amarpreet M.Sc., Assistant Functional Analysis, 14 NA
Kaur M. Phil Professor and Mathematical
Sabherwal Analysis
Mr. M.Sc., Assistant Statistics, Dynamical 11 NA
Dharmendra M. Phil Professor Systems, PDE and
Kumar Mathematical
Modelling

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E-64 Self Study Report 2016

Ms. M.A., Assistant Analysis and Space 15 NA

Charanpreet M. Phil Professor Dynamics
Kaur
Ms. Ruchi M.Sc., Assistant Mathematical NA
Arora M. Phil , Professor Programming and 7
Ph.D. Algebra
Md. Sanam M.Sc., Assistant Celestial Mechanics, NA
Suraj Ph.D. Professor Space Dynamics, 4
Astronomy, and
Astrophysics

11. List of senior visiting faculty Nil

12. Percentage of lectures delivered and practical classes handled

(programme wise) by temporary faculty
25% Theory 40% Practical

13. Student –Teacher Ratio (programme wise)

B.Sc. (Hons.) Mathematics 15:1
Other 25:1

14. Number of academic support staff (technical) and administrative

staff; sanctioned and filled Nil

15. Qualifications of teaching faculty with DSc/D.Litt/Ph.D/Mphil/PG.

Ph.D. – 3 M.Phil. – 6 PG – 1

16. Number of faculty with ongoing projects from a) National b)

International funding agencies and grants received Nil

17. Departmental projects funded by DST – FIST; UGC, DBT, ICSSR,

etc. and total grants received Nil

18. Research Centre/facility recognized by the University Nil

19. Publications:

Publication per faculty 27/10 = 2.7

Number of papers published in peer reviewed 26
journals (national /international) by faculty and
students
Number of publications listed in International 26

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Self Study Report 2016 E-65

Database (e.g: Web of Science, Scopus,

Humanities International Complete, Dare
Database – International Social Sciences Directory,
EBSCO host, etc.)
Monographs Nil
Chapter in Books Nil
Books Edited Nil
Books with ISBN/ISSN numbers with details of 1
publishers
978-3-659-23058-5 LAP LAMBERT Academic Publishing,
Germany
Citation Index -
SNIP -
SJR -
Impact Factor -
h-index -

20. Areas of consultancy and income generated NA

21. Faculty as members in

a) National committees Nil
b) International Committees Nil
c) Editorial Boards Nil

22. Student projects Data not maintained

a) Percentage of students who have done in-house projects
including inter departmental/programme
b) Percentage of students placed for projects in organizations
outside the institution i.e.in Research laboratories/Industry/
other agencies

23. Awards / Recognitions received by faculty and students Nil

24. List of eminent academicians and scientists / visitors to the

department Nil

25. Seminars/Conferences/Workshops organized & the source of

funding:
a) National Nil
b) International Nil

26. Student profile programme/course wise:

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
E-66 Self Study Report 2016

Name of the Applications Enrolled Pass

Course/programme received Selected percentage
*M *F
(refer question no. 4)
B.Sc. (Hons.) Mathematics
2011-12 44 25 19 90.48
2012-13 58 36 22 100.00
2013-14 54 30 24 74.42
2014-15 99895 44 27 17 78.00
2015-16 75100 35 24 11 -
B.Sc. Physical Sciences
2011-12 102 61 41 34.38
2012-13 69 49 18 38.67
2013-14 NA Nil Nil Nil 64.36
2014-15 NA 112 90 22 45.45
2015-16 31508 82 71 11 -
M.Sc. Mathematics
2011-12 NA 10 3 7 100.00
2012-13 NA 7 4 3 100.00
2013-14 NA 7 4 3 50.00
2014-15 NA 16 11 5 100.00
2015-16 NA 17 11 6 -
*M = Male *F = Female

27. Diversity of Students

Name of the % of students % of students % of students

Course from the same from other from abroad
state States
B.Sc. (Hons.)
Mathematics
2012-13 51.7 48.3 -
2013-14 60.7 39.3 -
2014-15 54.5 45.5 -
2015-16 54.3 45.7 -
B.Sc. Physical Science 32.47 67.52 Nil
M.Sc. Mathemctics 42.43 57.57 Nil

28. How many students have cleared national and state competitive
examinations such as NET, SLET, GATE, Civil services, Defense
services, etc.? Data not maintained

29. Student progression

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Self Study Report 2016 E-67

Student progression Against % enrolled

UG to PG Data not maintained
PG to M.Phil. Data not maintained
PG to Ph.D. Data not maintained
Ph.D. to Post-Doctoral NA
Employed Data not maintained
• Campus selection
• Other than campus recruitment
Entrepreneurship/Self-employment Data not maintained

30. Details of Infrastructural facilities

a) Library Common Central Library of College

b) Internet facilities for Staff & Students: All on wired and wireless

c) Class rooms with ICT facility: From common college pool

d) Laboratories: Time shared with Computer Science etc.

31. Number of students receiving financial assistance from college,

university, government or other agencies Nil

32. Details on student enrichment programmes (special lectures /

workshops / seminar) with external experts Nil

33. Teaching methods adopted to improve student learning

Projection for teaching aids and OERs

34. Participation in Institutional Social Responsibility (ISR) and

Extension activities
Following projects were undertaken which have a relevance to
Society:
 Dr. Ruchi Arora, “Analysis of Ecological Footprints of Various
Socio-economic Strata of the Society”, funded by University of
Delhi, 2013-14
 Dr. Ruchi Arora, “Studies on Selected Tribes in Jharkhand, An
Ethnographic Approach”, funded by University of Delhi, 2015-16
 Mr. Dharmendra Kumar, “ Conceptualizing Women Sports in the

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
E-68 Self Study Report 2016

context of Sports Economics and Marketing of Professional Sport

in India: Performance Study of Gender based athletes in respect of
their Advertising and Promotional Value”, funded by University of
Delhi, 2012-13.
 Mr. Dharmendra Kumar, “Role of Team Sponsorship in Promoting
Women Sports: Case Study Approach to Badminton and Hockey
in India”, funded by University of Delhi, 2014-15.
 Mr. Dharmendra Kumar, “Sustainable Tourism in India: A Case of
Kerala Tourism”, funded by University of Delhi, 2015-16.

35. SWOC analysis of the department and Future plans

Strengths:
 Regular student-faculty interaction with classroom teaching
 Inclusion of concepts beyond textbooks
 Qualified, dedicated and diversified faculty
 Special attention to students from weaker sections and from
other states

Weaknesses:
 Poor motivation of students to study and explore beyond
curriculum
 Low fore-planning for organizing talks and lectures by eminent
persons, resulting in non-availability of resources

Opportunities:
 Increase in students who stay in the course
 Diversified participation of students in College activities
 Upcoming faculty development programmes and conferences

Challenges:
 Cultivating research orientation among students and faculty
 Semester mode restricts the available time for in-depth
exploration of course
Future Plans
 To inspire, prepare and empower students to succeed in the ever-
changing world.
 To organize workshops, conferences, seminars and training
programmes at national and international level
 To set up online portal for assignment submission, discussion
and interaction with faculty, webinars, and display of results
 To launch a short-term courses on mathematical finance and
actuarial science

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Self Study Report 2016 E-69

8. Evaluative Report of the Department of Hindi

1. Name of the department Hindi

2. Year of Establishment 1951

3. Names of Programmes / Courses offered

(UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.)
B.A. (Hons.) Hindi
MA Hindi

4. Names of Interdisciplinary courses and the departments/units

involved
B.A. Programme
(involves English, Punjabi, History, Political Science,
Economics, Mathematics)
B.Com. Programme
(involves Commerce, English, Punjabi, Economics)

5. Annual/ semester/choice based credit system (programme wise)

CBCS for admissions of 2015 onwards to BA (Hons.) and
B.A./B.Com. Programme
Semester based for admissions prior to 2015, and MA Hindi

6. Participation of the department in the courses offered by other

departments
Language Courses for all B.A./B.Sc. (Hons.) as per syllabi

7. Courses in collaboration with other universities, industries, foreign

institutions, etc. Nil

8. Details of courses/programmes discontinued (if any) with reasons

Nil

9. Number of Teaching-posts

Sanctioned Filled
Professors - -
Associate Professors - 6
Asst. Professors 7 1

10. Faculty profile with name, qualification, designation, specialization,

(D.Sc./D.Litt./Ph.D. / M. Phil. etc.,)

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E-70 Self Study Report 2016

Name Qualificati Designation Specialization No. of No. of

on Years of Ph.D.
Experie Students
nce guided for
the
last 4
years
Asha Mehta Ph.D. Associate Modern Poetry 27 1
Professor
Veena Agarwal Ph.D. Associate Katha Sahitya, 30 4
Professor Guru Gobin Singh
ka sahitya
Charanjit Singh Ph.D. Associate
Sachdeva Professor
Smita Mishra Ph.D. Associate Journalism, 3
Professor Media
Nagesh Nath Ph.D. Associate Madhya kaleen 21 Nil
Das Professor sant sahitya
Mukesh Kumar Ph.D. Associate Madhya Kaal 17 Nil
Professor
Sumita Lohia Ph.D. Assistant Nibandh Sahitya 14 Nil
Professor

11. List of senior visiting faculty Nil

12. Percentage of lectures delivered and practical classes handled

(programme wise) by temporary faculty Nil

13. Student -Teacher Ratio (programme wise)

14. Number of academic support staff (technical) and administrative

staff; sanctioned and filled NA

15. Qualifications of teaching faculty with DSc/D.Litt/Ph.D/MPhil/PG.

Ph.D.’s -7

16. Number of faculty with ongoing projects from a) National b)

International funding agencies and grants received
2012-13 1 Project funded by University of Delhi
2013-15 2 Projects funded by University of Delhi

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17. Departmental projects funded by DST - FIST; UGC, DBT, ICSSR,

etc. and total grants received Nil

18. Research Centre/facility recognized by the University Nil

19. Publications:

Publication per faculty 34/7 = 4.85

Number of papers published in peer reviewed 8
journals (national /international) by faculty and
students
Number of publications listed in International Nil
Database (e.g: Web of Science, Scopus,
Humanities International Complete, Dare
Database - International Social Sciences Directory,
EBSCO host, etc.)
Monographs Nil
Chapter in Books 5
Books Edited 29
Books with ISBN/ISSN numbers with details of 15
publishers
81-7272-099-X DST,NCSTC & Rajasthan University
978-81-7137-766 Rajasthan Hindi Granth academy
978-81-7137-721-3 Rajasthan Hindi Granth academy
978-81-86304-77-8 Bharat Pustak Bhandar
81-87368-44-6 Naman Prakashan
81-87368-45-4 Naman Prakashan
81-87368-46-2 Naman Prakashan
818736847-0 Naman Prakashan
81-87368-48-9 Naman Prakashan
81-87368-49-3 Naman Prakashan
81-87368-50-5 Naman Prakashan
81-87368-51-9 Naman Prakashan
81-87368-52-7 Naman Prakashan
81-87368-53-5 Naman Prakashan
81-87368-54-3 Naman Prakashan
81-87368-55-1 Naman Prakashan
81-87368-56-X Naman Prakashan
81-87368-57-8 Naman Prakashan
97881-8129-341-1 Naman Prakashan
97881-8129-380-0 Naman Prakashan
81-7055-689-9 Vani Prakashan
978-93-82526-08-7 Himachal Books,Delhi
81-7055-805-0 Vani Prakashan

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E-72 Self Study Report 2016

81-7315522-4 Prabhat Prakashan

81-7315-523-2 Prabhat Prakashan
978-81-86304-75-4 Bharat Pustak Bhandar
Citation Index -
SNIP -
SJR -
Impact Factor -
h-index -

20. Areas of consultancy and income generated Nil

21. Faculty as members in

a) National committees Nil
b) International Committees Nil
c) Editorial Boards
o Dr. Smita Mishra, Guest Editor, “Anzuri” Literary Magazine
o Dr. Smita Mishra, Hony. Editor, “Sports Kreeda” – monthly
sports newspaper
o Dr. Smita Mishra, Hony. Consultatnt Editor, “NAI Times”, -
monthly newspaper of Newspaper Association of India

22. Student projects

a) Percentage of students who have done in-house projects
including inter departmental/programme Nil
b) Percentage of students placed for projects in organizations
outside the institution i.e.in Research laboratories/Industry/
other agencies Nil

23. Awards / Recognitions received by faculty and students

 Dr. Smita Mishra, Bhatendu Harishchandra Award, Ministry of
Information and Broadcasting, Govt. Of India, on Book
“Electronic Media: Badalte Ayam”, 2009
 Dr. Smita Mishra, Chairs of Hindi Abroad, ICCR, 2005
 Dr. Smita Mishra, Vedram Thakur National Award for
Literature, Bhutti Weavers
 Dr. Smita Mishra, Journalism Teacher Award, Newspaper
Association of India
 Dr. Smita Mishra, Lions Club International Award for Hindi
Promotion, Sep-2007

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24. List of eminent academicians and scientists / visitors to the

department
1. Sh. Kedarnath Singh
2. Prof. Ramdarash Mishra
3. Sh. Uday Prakash
4. Sh. Ganga Prasad Vimal
5. Sh. Nityanand Tiwari
6. Sh. Vishwanath Tripathi
7. Sh. Prakash Manu
8. Sh. Bhagwan Singh
9. Sh. Vinay Vishwas
10. Sh. Jaimini Haryanavi
11. Sh. Ramesh Chandra Mishra
12. Sh. Sanjeev Bhanawat
13. Sh. Lakshi Shankar Vajpayee
14. Sh. Amarnath Amar
15. Sh. Surendra Tiwari
16. Sh. Hari Mohan Sharma
17. Sh. Harish Naval
18. Sh. Gopeshwar Singh

25. Seminars/Conferences/Workshops organized & the source of

funding:
a) National Nil
b) International Nil

26. Student profile programme/course wise:

Name of the Applications Enrolled Pass

Course/programme received Selected percentage
*M *F
(refer question no. 4)
B.A. (Hons.) Hindi
2014-15 75357 60 48 12 50.00
2015-16 59577 42 34 8 -
M.A. Hindi
2014-15 NA 8 5 3 100.00
2015-16 NA 8 4 4 -
*M = Male *F = Female

27. Diversity of Students

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E-74 Self Study Report 2016

Name of the % of % of students % of

Course students from other students
from the States from
same state abroad
B.A. (Hons.) Hindi 76.47 23.53 Nil
M.A. Hindi 62.5 37.5 Nil

28. How many students have cleared national and state competitive
examinations such as NET, SLET, GATE, Civil services, Defense
services, etc.? Nil

29. Student progression

Student progression Against % enrolled

UG to PG Data not maintained
PG to M.Phil. Data not maintained
PG to Ph.D. Data not maintained
Ph.D. to Post-Doctoral NA
Employed Data not maintained
• Campus selection
• Other than campus recruitment
Entrepreneurship/Self-employment Data not maintained

30. Details of Infrastructural facilities

a) Library Common College Library

b) Internet facilities for Staff & Students: All on wired and wireless

c) Class rooms with ICT facility From the common pool

d) Laboratories NA

31. Number of students receiving financial assistance from college,

university, government or other agencies ~55%

32. Details on student enrichment programmes (special lectures /

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Self Study Report 2016 E-75

workshops / seminar) with external experts

 ACTFL OPI Introduction Workshop, Feb.2012
 Sauhard Utsav, Feb-2011
 Creative Writing, 2010-11
 Hindi ka hai bas naam, Angrezi se hi chalta kaan, Sep 2010, with
Dainik Jagran
 Hindi Sahitya aur Media, March-2005
 Hindi Kahani Seminar, 1988-89
 Swarachit Kavita, March 1988
 Premchand ki kahaniyon me Gram Sansaar, March 1987
 Swarachit Kavita, Feb. 1987

33. Teaching methods adopted to improve student learning

 Projects to improve articulation of information in literary form.
 Movies Screening and discussion
 Exposure to theater plays
 Use of electronic communication such as blogs/apps as a
medium
 Live diadic communication experience
 Inter-group competitions
 Role playing
 Reading list, bibliographic inputs, and supporting materials
 Creative writing

34. Participation in Institutional Social Responsibility (ISR) and

Extension activities
Dr. Nagesh Nath Das is the NSS Programme Officer of the College

35. SWOC analysis of the department and Future plans

Strengths:
 Coordination and operation of Certificate Courses on Web
Journalism and Sports Economics and Marketing
 Good mix of experienced and young faculty
 Good communication with University departments and
administration
 Dynamic participation in College and University affairs
 Special efforts in encouraging and supporting
socially/economically disadvantaged students
 Publication of Departmental Newspaper

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E-76 Self Study Report 2016

Weaknesses:
 No departmental space/room for administrative and other work.
 No option to offer lower Hindi to applicable students even if
interested

Opportunities:
 To incorporate Hindi medium in ICT tools used in the College

Challenges:
 To acquire and organize updated literary material.
 To motivate students to study Hindi literature, many of whom
join in with low interest/esteem

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9. Evaluative Report of the Department of Punjabi

1. Name of the department Punjabi

2. Year of Establishment 1951

3. Names of Programmes / Courses offered

(UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.)
B.A. (Hons.) Punjabi
M.A. Punjabi

4. Names of Interdisciplinary courses and the departments/units

involved
B.A. Programme
(involves English, Hindi, Mathematics, History, Economics,
Political Science)
B.Com. Programme
(involves Commerce, English, Hindi)

5. Annual/ semester/choice based credit system (programme wise)

B.A & B.Com: Admissions 2015 onwards CBCS, before that
Semester based
MA Semester based

6. Participation of the department in the courses offered by other

departments
Language courses for all applicable programmes
Ability Enhancement and Generic Electives for all
programmed under CBCS

7. Courses in collaboration with other universities, industries, foreign

institutions, etc. Nil

8. Details of courses/programmes discontinued (if any) with reasons

Nil

9. Number of Teaching-posts

Sanctioned Filled
Professors - -
Associate Professors - 6
Asst. Professors 8 2

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E-78 Self Study Report 2016

10. Faculty profile with name, qualification, designation, specialization,

(D.Sc./D.Litt./Ph.D. / M. Phil. etc.,)

Name Qualific Designation Specialization No. of No. of

ation Years Ph.D.
of Students
Expe guided for
rienc the
e last 4
years
Jaswinder Kaur Ph.D. Associate Medieval Qissa 34 1 (Adv.)
Professor Poetry
Kuldeep Kaur Ph.D. Associate Poetry & Folklore 19 1 + 1(Adv.)
Pahwa Professor
Harbans Singh Ph.D. Associate Poetry 25 Nil
Professor
Gurinder Singh Ph.D. Associate Poetry 17 Nil
Professor
Amarjeet Kaur Ph.D. Associate Modern Poetry 19 1 (Adv.)
Professor
Vanita Ph.D. Associate Post Modernism & 16 2 + 3(Adv.)
Professor Poetry
Gurdip Kaur Ph.D. Assistant Professor Modern Poetry 16 1 (Adv.)
Ravinder Kaur Ph.D. Assistant Professor Modern Poetic 7 Nil
Drama

11. List of senior visiting faculty Nil

12. Percentage of lectures delivered and practical classes handled

(programme wise) by temporary faculty
B.A. (Hons.) Punjabi ~17.28%
B.A. Programme ~12.9%
B.Com. Programme ~90%

13. Student -Teacher Ratio (programme wise)

B.A. (Hons.) Punjabi 15 : 1
B.A. Programme & Others 22 : 1

14. Number of academic support staff (technical) and administrative

staff; sanctioned and filled NA

15. Qualifications of teaching faculty with DSc/D.Litt/Ph.D/MPhil/PG.

Ph.D.’s – 8

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16. Number of faculty with ongoing projects from a) National b)

International funding agencies and grants received
Dr. Harbans Singh, Statistical Study of Rise and Decline of Indian
Languages – Special Focus on Punjabi, Sanskrit, and Hindi, funded
by University of Delhi, 2015-16

17. Departmental projects funded by DST - FIST; UGC, DBT, ICSSR,

etc. and total grants received

Faculty Project Funding Agency Grant Received

Dr. Harbans Gadar Lehar Te Mudlah UGC Rs.5,19,000
Singh Parvasi Sahit
Dr. Vanita Post Modernity in Department of Rs.1,44,000
Indian Perspective Culture, New Delhi
Dr. Vanita Uttar Adhunikta ate Punjabi Academy, Rs.60,000
Bharti Paripekh Delhi

18. Research Centre/facility recognized by the University Nil

19. Publications:

Publication per faculty 161/8 =

20.12
Number of papers published in peer reviewed 22
journals (national /international) by faculty and
students
Number of publications listed in International Nil
Database (e.g: Web of Science, Scopus,
Humanities International Complete, Dare
Database - International Social Sciences Directory,
EBSCO host, etc.)
Monographs 1
Chapter in Books 38
Books Edited 17
Books with ISBN/ISSN numbers with details of 105
publishers
81-202-0586-3 Ajanta Publications, Delhi
978-81-7667-229-0 Bhawna Prakashan
978-81-7883-855-7 Chetna Parkashan, Ludhiana
978-93-82851-68-4 Chetna Parkashan, Ludhiana
935112054-6 Chetna Parkashan, Ludhiana
978-81-7883-897-7 Chetna Parkashan, Ludhiana

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E-80 Self Study Report 2016

978-81-7883-8984 Chetna Parkashan, Ludhiana

81-7883-263-1 Chetna Parkashan, Ludhiana
81-7883439-1 Chetna Prakashana, Ludhiana
81-88852-27-9 Deepak Publishers, Jalandhar
81-216-7780-9 Hind Pocket Books
978-81-216-1240-1 Hind Pocket Books
81-216-0888-0 Hind Pocket Books
81-7329-060-1 Hind Pocket Books
81-216-0666-7 Hind Pocket Books
81-87762-52-7 HK Parkashan, Delhi
81-7016-593-8 Kitab Ghar
81-7016-523-7 Kitab Ghar
81-8060-052-1 Kriti Prakashan
81-8060-045-9 Kriti Prakashan
81-8060-012-3 Kriti Prakashan
81-7142-348-5 Lokgeet Prakashan, Chandigarh
81-87654-24-4 Manpreet Parkashan, Delhi
81-87654-06-6 Manpreet Parkashan, Delhi
81-87654-231-5 Manpreet Parkashan, Delhi
81-87654-69-4 Manpreet Parkashan, Delhi
81-87654-000-0 Manpreet Parkashan, Delhi
81-87654-119-8 Manpreet Parkashan, Delhi
81-87654-201-1 Manpreet Parkashan, Delhi
81-87654-06-6 Manpreet Prakashan, Delhi
81-87654-182-7 Manpreet Prakashan, Delhi
81-87654-15-5 Manpreet Prakashan, Delhi
81-87654-138-4 Manpreet Prakashan, Delhi
81-87654-119-8 Manpreet Prakashan, Delhi
81-87654-207-4 Manpreet Prakashan, Delhi
81-87654-168-6 Manpreet Prakashan, Delhi
81-87654-21-10 Manpreet Prakashan, Delhi
81-87654-06-6 Manpreet Prakashan, Delhi
81-87654-219-8 Manpreet Prakashan, Delhi
81-87654-106-6 Manpreet Prakashan, Delhi
81-8299-071-8 Manpreet Prakashan, Delhi
81-87654-218-X Manpreet Prakashan, Delhi
81-87654-22-8 Manpreet Prakashan, Delhi
81-87654-29-5 Manpreet Prakashan, Delhi
81-87654-21-X Manpreet Prakashan, Delhi
81-87654-115-5 Manpreet Prakashan, Delhi
81-87654-113-9 Manpreet Prakashan, Delhi
81-87654-138-4 Manpreet Prakashan, Delhi
81-87654-138-4 Manpreet Prakashan, Delhi

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Self Study Report 2016 E-81

978-81-7116-470-6 National Book Shop, Delhi

978-81-7116-510-0 National Book Shop, Delhi
978-81-7116-580-3 National Book Shop, Delhi
978-81-7116-628-2 National Book Shop, Delhi
81-237- National Book Trust, Delhi
81-237-1533-1 National Book Trust, Delhi
978-81-8059-102-02 National Book Trust, Delhi
998-81-237-5058-3 National Book Trust, Delhi
81-237-3956-7 National Book Trust, Delhi
978-81-231-3216-9 National Book Trust, Delhi
81-237-3946-X National Book Trust, Delhi
978-81-237-5479-6 National Book Trust, Delhi
81-237-2521-3 National Book Trust, India
81-7599-142-9 Navyug Publishers, N. Delhi
978-81-8263-878-5 Pratham Books
978-93-82455-19-6 Punjabi Academy, Delhi
978-93-82455-19-6 Punjabi Academy, Delhi
978-81-302-0304-1 Punjabi Sahit Adhiyan Vibhag, Punjabi
University, Patiala
81-7028-321-3 Rajpal & Sons
81-7143-351-0 Ravi Sahit Prakashan, Amritsar
81-260-0742-7 Sahitya Akademi, New Delhi
81-260-1488-1 Sahitya Akademi, New Delhi
978-81-260-3166-5 Sahitya Akademi, New Delhi
978-81-260-3029-3 Sahitya Akademi, New Delhi
978-81-260-2446-9 Sahitya Akademi, New Delhi
978-81-260-2525-1 Sahitya Akademi, New Delhi
81-260-2078-4 Sahitya Akademi, New Delhi
81-260-1606-X Sahitya Akademi, New Delhi
798-81-260-4169-5 Sahitya Akademi, New Delhi
978-81-7329-380-1 Shilalekh Parkashan, Delhi
978-81-7329-214-9 Shilalekh Parkashan, Delhi
978-81-7329-280-4 Shilalekh Parkashan, Delhi
978-81-7329-254-5 Shilalekh Parkashan, Delhi
81-7329-181-0 Shilalekh Parkashan, Delhi
81-7329-50-0 Shilalekh Parkashan, Delhi
978-81-7329-349-8 Shilalekh Parkashan, Delhi
978-81-7329-341-2 Shilalekh Parkashan, Delhi
978-81-7329-279-8 Shilalekh Parkashan, Delhi
978-81-7329-109-8 Shilalekh Parkashan, Delhi
81-7329-087-3 Shilalekh Parkashan, Delhi
978-81-7329-780-4 Shilalekh Parkashan, Delhi
978-81-7329-229-3 Shilalekh Parkashan, Delhi

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E-82 Self Study Report 2016

81-7329-060-1 Shilalekh Parkashan, Delhi

81-7329-019-9 Shilalekh Parkashan, Delhi
978-81-7329-247-7 Shilalekh Parkashan, Delhi
81-7183-149-4 Shilalekh Parkashan, Delhi
81-7329-100-1 Shilalekh Parkashan, Delhi
81-7329-071-7 Shilalekh Parkashan, Delhi
81-7329-153-5 Shilalekh Parkashan, Delhi
81-7329-112-8 Shilalekh Parkashan, Delhi
978-81-8059-102-0 Sri Prakashan
81-8059-000-0 Sri Prakashan
978-81-8059-102-0 Sri Prakashan
81-8059-052-6 Sri Prakashan
81-8059-011-9 Sri Prakshan
1-885427-67-0 World Bible Translation Centre,
Bangalore.
Citation Index -
SNIP -
SJR -
Impact Factor -
h-index -

20. Areas of consultancy and income generated Nil

21. Faculty as members in

a) National committees
 Dr. Kuldeep Kaur Pahwa, Member, Advisory Committee,
Delhi Public Library, Ministry of Culture, Govt. of India,
2006-07
 Dr. Harbans Singh, Subject Expert, Punjabi Curriculum
Development under CBCS, UGC, 2015
 Dr. Vanita, Punjabi Language Advisory Board, Sahitya
Academy, 1998-2002
 Dr. Vanita, Member, Advisory Committee, Delhi Public
Library, Ministry of Culture, Govt. of India, 2009 onwards
 Dr. Vanita, Member, Book withdrawal Committee, Delhi
Public Library, Ministry of Culture, Govt. of India, 2009
onwards

b) International Committees Nil

c) Editorial Boards
 Dr. Vanita, Honoray Editor, Samdarshi (2012), Sutinder

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 E-83

Singh Noor Vishesh Ank, Punjabi Academy, Delhi.

 Dr. Amarjeet Kaur, Saru Punjabi Magazine.

22. Student projects

a) Percentage of students who have done in-house projects
including inter-departmental/programme
100% in application Course/FYUP

b) Percentage of students placed for projects in organizations

outside the institution i.e.in Research laboratories/Industry/
other agencies Nil

23. Awards / Recognitions received by faculty and students

Received by Faculty
Dr. Jaswinder Kaur
 Punjabi Bhasha Seva Sanmaan by Punjabi Academy Delhi for the year 2000-01.
Dr. Kuldeep Kaur Pahwa
 Kavita Puraskar for “Ruttan de Sirnavein” by Punjabi Academy Delhi for the year
2004-05.
 Punjabi Bhasha Seva Sanmaan by Punjabi Academy Delhi for the year 2005-06.
 Dr. Amarjeet Kaur
 Contribution in Punjabi Literature by Akhil Bharati Kavitri Samelan, Khurja
(12.05.2001)
 Bapu Kartar Singh Dhaliwal Award for contribution to Punjabi
Language/Literature/Art/ Culture/Media by Punjabi Sahit Kala Sangam, New
Delhi (27.12.2002)
 Punjabi Anuvaad Award by Punjabi Academy Delhi or the year 2002-03.
 Divageesh Puraskaar by Bharati Anuvaad Parishad, Delhi for the year 2008-09
 Contribution in Punjabi Poetry by Punjabi Sahit Sabha, Jalalabaad (29.09.2012)
Dr. Vanita
 Shiv kumar Batalvi Puraskar, UK for the year 1993
 Poetry Award for “Bol Alap” by Punjabi Academy, Delhi for the year 1993-94
 Criticism Award for “Uttar Adhunikat ate Kavita” by Punjabi Academy, Delhi.
(1998-99)
 Second Aasee Yadgari Sanman by Rap Net College for Women, Dhilavan,
Kapurthala. (2003)
 Woman of the year Award by ABI (American Biographical Institute, Inc.,) North
Carolina, USA for the year 2003
 Bhasha Bharathi Samman for Book Kavita Phir Ekvar (Translated form Oriya) by
CIIL (Central Institute of Indian Languages) Ministry of HRD, Govt. of India,
Mysore for the year 2003-04.
 Punjabi Shiromani Sahitkar Sanmaan by Bhasha Vibhag, Punjab Government for
the year 2006.
 Professor Piara Singh Gill and Karam Singh Sandhu Memorial Antar Rashtari
Shiromani Sahitkar Award by IAPAA (International Association of Punjabi
Authors & Artists, Inc.,) Canada. For the year 2007.
 Poetry Award for “Kaal Pehar Gharian” by Punjabi Academy, Delhi for the year

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E-84 Self Study Report 2016

2007-08.
 Recognition by Parliament for BramaleaGoreMalton for contribution to the
Punjabi Language, Literature and Culture during World Punjabi Conference in
Brampton. (2009)
 Sahit Akademi Translation award (2009)
 Sahitya Akademi Award for Kaal Pehar Gharian (Poetry) by Sahitya Akademi,
New Delhi, India for the year 2010.
 Sutinder Singh Noor Yadgari Sanmaan by Punjab Sahitya Kala Parishad,
Malerkotla, Punjab, India. (03.04.2011)
Dr. Gurdip Kaur
 Punjabi Bhasha Seva Sanmaan by Punjabi Academy, Delhi for the year 2009-10.

Received by Students
For the Year 2011-12
Award Students Awarded for Awarded by
Sardarni Parkash Harpreet MA I in University Sri Guru Tegh
Kaur sahni Singh Punjabi Bahadur Khalsa
Memorial Award College, DU
Bhai Vir Singh Harpreet MA I in University University of Delhi
Gold Medal Singh Punjabi
S. Tarlochan Singh Lakhveer MA II in University Sri Guru Tegh
Memorial Award Singh Punjabi Bahadur Khalsa
College, DU
Jathedar Jatinder Basant Kaur MA College Topper Sri Guru Tegh
Singh Sandhu (Prev) Bahadur Khalsa
Memorial Punjabi College, DU
Scholarship
Sardarni Parkash Rajwinder BA (H) I in University Sri Guru Tegh
Kaur sahni Kaur Punjabi Bahadur Khalsa
Memorial Award College, DU
Sardar Mohan Rajwinder BA (H) I in University University of Delhi
Singh Memorial Kaur Punjabi
Gold Medal
S. Tarlochan Singh Amandeep BA (H) II in University Sri Guru Tegh
Memorial Award Kaur Punjabi Bahadur Khalsa
College, DU
S. Hazara Singh Gurpinder BA (H) I in University Sri Guru Tegh
Memorial Award Kaur Punjabi Bahadur Khalsa
II Year College, DU
S. Hazara Singh Harman BA (H) II in University Sri Guru Tegh
Memorial Award Kaur Punjabi Bahadur Khalsa
II Year College, DU
S. Hazara Singh Damanpreet BA (H) III in Sri Guru Tegh

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Memorial Award Kaur Punjabi University Bahadur Khalsa

II Year College, DU
S. Hazara Singh Ekjot Kaur BA (H) I in University Sri Guru Tegh
Memorial Award Punjabi I Bahadur Khalsa
Year College, DU
For the Year 2012-13
S. Hazara Singh Basant Kaur MA II in University Sri Guru Tegh
Memorial Award (Punjabi) Bahadur Khalsa
College, DU
S. Hazara Singh Rajwinder MA I in University Sri Guru Tegh
Memorial Award Kaur (Prev.) Bahadur Khalsa
Punjabi College, DU
S. Hazara Singh Amandeep MA II in University Sri Guru Tegh
Memorial Award Kaur (Prev.) Bahadur Khalsa
Punjabi College, DU
S. Tarlochan Singh Gurpinder BA I in University Sri Guru Tegh
saran Memorial Kaur (Hons) Bahadur Khalsa
Award Punjabi College, DU
Sardar Mohan Gurpinder BA I in University Delhi University
Singh Memorial Kaur (Hons)
Gold Medal Punjabi
S. Hazara Singh Harman BA II in University Sri Guru Tegh
Memorial Award Kaur (Hons) Bahadur Khalsa
Punjabi College, DU
S. Hazara Singh Damanpreet BA III in Sri Guru Tegh
Memorial Award Kaur (Hons) University Bahadur Khalsa
Punjabi College, DU
Jathedar Jatinder Ekjot Kaur BA Best Student in Sri Guru Tegh
Singh Sandhu (Hons) Punjabi Bahadur Khalsa
Memorial Punjabi College, DU
Scholarship II Year
College Toper Sachpreet BA I in College Sri Guru Tegh
Singh (Hons) I Bahadur Khalsa
Year College, DU

24. List of eminent academicians and scientists / visitors to the

department
1. Sh. Jaswant Singh Kanwal (Writer)
2. Sh. Imroz (Writer)
3. Sh. Surjeet Patar (Writer, Critic)
4. Sh. Balbir Madhopuri (Writer)
5. Sh. Mohanjit (Writer)
6. Dr. Jagbir Singh (Critic)

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7. Dr. Manjit Singh (Critic)

8. Dr. Jaspal Kaur (Critic)
9. Dr. Rawail Singh (Critic)

25. Seminars/Conferences/Workshops organized & the source of

funding:
a) National
Date Title Funding Agency
25.02.2012 Punjabi Media College & Punjabi Academy, Delhi
09.11.2012 Saadat Hasan Manto College & Punjabi Academy, Delhi

b) International Nil

26. Student profile programme/course wise:

Name of the Applications Enrolled

Course/programme received Selected Pass
*M *F
(refer question no. 4) percentage
B.A. (Hons.) Punjabi
2011-12 62 40 22 78.26
2012-13 55 31 24 96.15
2013-14 65 35 30 40.74
2014-15 8059 59 34 25 48.48
2015-16 10215 48 19 29 -
M.A. Punjabi
2011-12 NA 8 4 4 44.44
2012-13 NA 10 5 5 60.00
2013-14 NA 9 4 5 100.00
2014-15 NA 5 1 4 75.00
2015-16 NA 12 3 9 -
*M = Male *F = Female

27. Diversity of Students (data for current batches)

Name of the % of % of students % of

Course students from other students
from the States from
same state abroad
B.A. (Hons.) Punjabi 93.46 6.54 Nil
M.A. Punjabi 100.00 0.00 Nil

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Self Study Report 2016 E-87

28. How many students have cleared national and state competitive
examinations such as NET, SLET, GATE, Civil services, Defense
services, etc.?
NET – 9

29. Student progression

Student progression Against % enrolled

UG to PG 50%
PG to M.Phil. ~25%
PG to Ph.D. NA
Ph.D. to Post-Doctoral NA
Employed
• Campus selection
• Other than campus recruitment ~45%
Entrepreneurship/Self-employment ~10%

30. Details of Infrastructural facilities

a) Library Common College Library

b) Internet facilities for Staff & Students: All on wired and wireless

c) Class rooms with ICT facility From Common Pool

d) Laboratories NA

31. Number of students receiving financial assistance from college,

university, government or other agencies
2011-12 20
2012-13 12
2013-14 6
2014-15 5

32. Details on student enrichment programmes (special lectures /

workshops / seminar) with external experts
Lecture for job related opportunities on 07-Nov-2015.
33. Teaching methods adopted to improve student learning
 Use of ICT
 Special Lectures

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E-88 Self Study Report 2016

 Movies Screening
 Ru-b-Ru

34. Participation in Institutional Social Responsibility (ISR) and

Extension activities
Dr. Gurinder Singh, is in-charge of NCC Wing the College

35. SWOC analysis of the department and Future plans

Strengths:
 All the faculty members have good experience and are dedicated
and devoted to students’ learning.
 Five faculty members are acting as Supervisors or/and Advisors
to PhD researchers of Delhi University.
 Books authored or edited by our faculty members are part of
Delhi University Syllabus. These includes :
 Meri Cheen Yatra (Travelogue) by Dr. Vanita
 Vehveen/Ikeeveen Sadei de Sur-Alaap – Edited by Dr.
Vanita
 Parvasi Punjabi Kahani de Naksh – Edited by Dr. Kuldeep
Kaur Pahwa
 Parvasi Kaav Sura – Edited by Dr. Amarjeet Kaur
 Bani Guru Tegh Bahadur – Edited by Dr. Harbans Singh Litt
 Gadar Kaav Goonjan – Edited by Dr. Harbans Singh Litt
 Students graduating/post-graduating from our department have
professionally excelled in the field of teaching.
 The Punjabi Sahit Sabha a literary group of Punjabi department
organise various literary events for students enrichment. These
events & activities work as a stress buster.

Weaknesses:
 The large class size discourages the flexible teaching.
 No Language lab affects teaching students with no prior
knowledge of the subject.
 Lack of departmental space/room makes it hard to keep
departmental data or essential study material required for
students at one place.

Opportunities:
 Many a times Punjabi is taught to students, other than BA
Punjabi (Hons) as Optional, Interdisciplinary or Application
course, while teaching them the curricula there is an opportunity
to include the cultural values and need of learning their local
languages along with foreign languages.

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Self Study Report 2016 E-89

 A Certificate Course in Punjabi Language would be starting

from 2016-17.

Challenges:
 To make our student fluent in English language while they
pursue their course as an essential skill for survival in today’s
global era.
 Placement of students.

Future Plans
 To provide special Punjabi typing lessons to students which can
also provide them job in the near future.
 To organize some translation workshops for students from time
to time.
 To encourage students for research activities.
 As Punjabi is written both in Gurmukhi and Shahmukhi scripts
we are planning to do a productive research work in this field
along with the involvement of students. This will further
popularize the Punjabi literature written in western Punjab.
 To create and provide job opportunities for students in different
fields.

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10. Evaluative Report of the Department of English

1. Name of the department English

2. Year of Establishment 1951

3. Names of Programmes / Courses offered

(UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.)
B.A. (Hons.) English
M.A. English

4. Names of Interdisciplinary courses and the departments/units

involved
B.A. Programme
(involves Hindi, Punjabi, History, Economics,
Political Science, Mathematics)
B.Com. Programme
(involves Commerce, Hindi, Punjabi)

5. Annual/ semester/choice based credit system (programme wise)

B.A. and B.Com. is CBCS from 2015, Semester based before
that
M.A. is Semester based

6. Participation of the department in the courses offered by other

departments
Language Courses for all B.Sc. (Hons), B.A. (Hons), B.Com (Hons.)
Ability Enhancement and Generic Electives for all Courses under
CBCS

7. Courses in collaboration with other universities, industries, foreign

institutions, etc. Nil

8. Details of courses/programmes discontinued (if any) with reasons

Nil

9. Number of Teaching-posts

Sanctioned Filled
Professors - -
Associate Professors - 2
Asst. Professors 10 7

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10. Faculty profile with name, qualification, designation, specialization,

(D.Sc./D.Litt./Ph.D. / M. Phil. etc.,)

Name Qualificati Designation Specialization No. No. of

on of Ph.D.
Year Students
s of guided for
Exp the
erie last 4
nce years
Novy Kapadia M.Phil. Associate Indian Novel in 38 Nil
Professor English and Parsi
Fiction
Geetinder Kaur M.Phil. Associate Modernism and 31 Nil
Professor Twentieth Century
Novel
Madhvi Zutshi Ph.D. Assistant Eighteenth Century 14 Nil
Professor British Literature
Saikat Ghosh M.Phil. Assistant Theater, Literary 9 Nil
Professor Theory
Akhilesh M.Phil. Assistant Post-Colonial 6 Nil
Kumar Professor Literature, Translation
Studies, Women’s
Writings
Kuljeet Singh M.Phil Assistant Indian Literature 8 Nil
Professor Theater and
Performance Studies
Indulekha Roy Ph.D. Assistant Theater Studies, 8 Nil
Burman Professor European Drama,
Indian Drama
Mitia Nath M.Phil. Assistant Post-Colonial 2 Nil
Professor Literature, Urban
Histories and Culture
Sujay Thakur M.Phil. Assistant Canadian Literature, 2 Nil
Professor Multi-culturism,
Religion, Subaltern
Studies

11. List of senior visiting faculty Nil

12. Percentage of lectures delivered and practical classes handled

(programme wise) by temporary faculty ~50%

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E-92 Self Study Report 2016

13. Student -Teacher Ratio (programme wise)

B.A. (Hons.) English 24 : 1
B.Com. (Hons.) 28 : 1
Others 66 : 1
MA 3:1

14. Number of academic support staff (technical) and administrative

staff; sanctioned and filled NA

15. Qualifications of teaching faculty with DSc/D.Litt/Ph.D/MPhil/PG.

Ph.D.s – 2 M.Phil. – 7

16. Number of faculty with ongoing projects from a) National b)

International funding agencies and grants received Nil

17. Departmental projects funded by DST - FIST; UGC, DBT, ICSSR,

etc. and total grants received Nil

18. Research Centre/facility recognized by the University Nil

19. Publications:

Publication per faculty 54/9 = 6.00

Number of papers published in peer reviewed 7
journals (national /international) by faculty and
students
Number of publications listed in International NA
Database (e.g: Web of Science, Scopus,
Humanities International Complete, Dare
Database - International Social Sciences Directory,
EBSCO host, etc.)
Monographs 2
Chapter in Books 36
Books Edited 5
Books with ISBN/ISSN numbers with details of 42
publishers
978-81-208-4010-2 Motilal Banarasidas, Delhi.
81-7551-108-7 Prestige Books, Delhi
81-86423-42-7 Worldview Publishers, Delhi
81-86423-24-9 Worldview Publishers, Delhi
81-86318-44-5 Creative Books, Delhi
978-93-5171-005-9 Research India Press, Delhi

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Self Study Report 2016 E-93

978-93-82186-43-4 Prestige Books, Delhi

81-7851-052-9 Prestige Publishers, Delhi
81-7625-639-0 Sarup and Sons, Delhi
81-7625-711-7 Sarup and Sons, Delhi
81-269-0655-3 Atlantic, New Delhi
81-7551-108-7 Prestige Books, Delhi
81-7551-028-5 Prestige Books, Delhi
81-7851-003-0 Asia Book Club, Delhi
81-7551-108-7 Prestige Books, Delhi
81-86423-34-6 Worldview, Delhi
81-7551-060-9 Prestige Books, Delhi
81-7551-011-0 Prestige Books, Delhi
81-7551-046-3 Prestige Books, Delhi
81-86318-44-5 Creative Books, Delhi
81-86318-44-5 Creative Books, Delhi
81-7023-618-5 Allied Publishers, Delhi
81-85218-40-4 Prestige Books, Delhi
81-85218-56-0 Prestige Books, Delhi
81-863318-21-6 Creative Books, Delhi
81-85218-90-0 Prestige Books, Delhi
81-85218-77-3 Prestige Books, Delhi
81-85218-39-0 Prestige Books, Delhi
81-85218-61-7 Prestige Books, Delhi
81-85218-33-1 Prestige Books, Delhi
81-207-1476-8 Sterling Publishers, New Delhi
81-7023-256-2 Allied Publishers, Delhi
81-7054-046-1 Classical Publishing Company, Delhi
81-7054-045-3 Classical Publishing Company: Delhi
978-93-85611-34-6 ILLL, University of Delhi
Citation Index -
SNIP -
SJR -
Impact Factor -
h-index -

20. Areas of consultancy and income generated Nil

21. Faculty as members in

a) National committees Nil
b) International Committees Nil
c) Editorial Boards Nil

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E-94 Self Study Report 2016

22. Student projects

a) Percentage of students who have done in-house projects
including inter departmental/programme ~35%

b) Percentage of students placed for projects in organizations

outside the institution i.e. in Research laboratories/Industry/
other agencies Nil

23. Awards / Recognitions received by faculty and students

Student Awards:
Batch Name Scholarship/ Award
2014-15 Apporva Jagta Kauran Roop Rai Memorial
2014-15 Alisha Sachdeva Sardarni Rajdulari Memorial
2014-15 Pooja Kaushik Smitha Menon Award
2013-14 Gursimran Kaur Kauran Roop Rai Memorial
2013-14 Akriti Asthana Sardarni Rajdulari Memorial
2012-13 Nitisha Tandon Kauran Roop Rai Memorial
2012-13 Jaspreet Kaur Chugh Sardarni Rajdulari Memorial
2011-12 Amandeep Kaur Kauran Roop Rai Memorial
2011-12 Meenu Chowdhury Sardarni Rajdulari Memorial
2011-12 Abhishek Dutta Smitha Menon Award
2010-11 Satyendra Singh Kauran Roop Rai Memorial

24. List of eminent academicians and scientists / visitors to the

department
1. Mahasweta Devi (Author and Social Activist)
2. Prof. Michael McKeon, Rutgers University
3. Prof. Shirshendu Chakrabarti, University of Delhi
4. Ned Bouman (British Novelist)
5. Madan Gopal (Author and Singer)
6. Sneha Krishnan, University of Oxford

25. Seminars/Conferences/Workshops organized & the source of

funding:
a) National Nil
b) International Nil

26. Student profile programme/course wise:

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Name of the Applications Enrolled

Course/programme received Selected *M *F Pass
(refer question no. 4) percentage
B.A. (Hons.) English
2011-12 49 20 29 85.71
2012-13 46 14 32 94.12
2013-14 56 30 26 83.33
2014-15 158371 53 15 38 82.50
2015-16 125152 100 33 67 -
M.A. English
2011-12 NA 8 5 3 60.00
2012-13 NA 7 5 2 100.00
2013-14 NA 13 10 3 50.00
2014-15 NA 7 2 5 88.89
2015-16 NA 12 4 8 -
*M = Male *F = Female

27. Diversity of Students (data of current batches)

Name of the % of % of students % of

Course students from other students
from the States from
same state abroad
B.A. (Hons.) English 69.28 29.41 1.31
M.A. (English) 50.00 50.00 Nil

28. How many students have cleared national and state competitive
examinations such as NET, SLET, GATE, Civil services, Defense
services, etc.?
NET – 10

29. Student progression

Student progression Against % enrolled

UG to PG ~30%
PG to M.Phil. ~15%
PG to Ph.D. Nil
Ph.D. to Post-Doctoral NA
Employed
• Campus selection ~6
~55

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E-96 Self Study Report 2016

• Other than campus recruitment

Entrepreneurship/Self-employment ~15

30. Details of Infrastructural facilities

a) Library Common College Library

b) Internet facilities for Staff & Students: All on wired and wireless

c) Class rooms with ICT facility From Common Pool

d) Laboratories Nil

31. Number of students receiving financial assistance from college,

university, government or other agencies 5

32. Details on student enrichment programmes (special lectures /

workshops / seminar) with external experts

2015  A talk, Travel Narratives by Arup K Chatterjea, a travel writing

scholar from Jawaharlal Nehru University was organized by the
English Literary Society on the 19TH of September,
 A talk, The Classical World of Homer by Sunil Dua, Assistant
Professor, Department of English Hindu College.
2014  Reading the Outcast in Literature was organised in March 2014.
Sandeep Singh, Dr. Vijaya Venkataraman and Ms Simran Chadda
spoke on the occasion.
 A discussion titled Ship of Theseus: Think About It was organized
under the ambit of Now Showing seminar series, including a
discussion on themes that were introduced by the critically acclaimed
film.
 An event called Parinay was organised which included an elaborate
discussion on significant issues of women’s freedom and marriage.
2013  A talk, “Approaches to Eighteenth Century Studies: A Conversation
with Professor Michael McKeon” - a roundtable on Eighteenth-
Century Literature was organised in February 2013. The following
speakers participated -
Professor Michael McKeon (Rutgers University)
Professor Shirshendu Chakrabarti (Delhi University)
Sherina Joshi (Deshbandhu College)
 Ned Bouman, best of Young British Novelist in conversation with

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Saikat Ghosh in 2013, which was part of a series of seminars on

Popular Culture
 In September 2013, English Department organised Pop-
Con: Fantasy, Horror, Nerdism & Mass Consumption with papers
by Anhiti Patnaik and Laxmi Menon.
2012 Sneha Krishnan’s(D Phil Oxon) talk on “When Lilly was Silly;
Corrective Violence and Cautionary Tales”, dealt with
incarceration of young women in different institutional structures
2009 Talk by Dr. Ashley Tellis on Mary Wollstonecraft, was organised in
March
2008 Event titled ‘Zikr-e-Yaar’ on Sufi traditions by scholar-singer
Madan Gopal Singh was organised jointly by History and English
departments.
2001 On the occasion of Golden Jubilee of SGTB Khalsa College, English
Department organised a ‘National Seminar on Politics and
Writing’. The guest of honour was veteran litterateur and social
activist Mahasweta Devi. Other speakers were G.P Deshpande and
K. Satchidanand (Sahitya Akademi)

33. Teaching methods adopted to improve student learning

 Use of popular visual culture
 Interactive activities in the classroom
 Use of films and videos
 Use of theater
 Use of artwork
 Excursions to libraries, book fairs, and literary summits
 Excursions to museums and plays

34. Participation in Institutional Social Responsibility (ISR) and

Extension activities
Mr. Sujay Thakur, member, Antarchakshu, XRCVC, Mumbai

35. SWOC analysis of the department and Future plans

Strengths:
 Good network and support from media and literary community
by virtue of former students
 Good network, support, and opportunities for performing arts in
terms of alumni and faculty
 Good mix of experienced and young faculty
 Skill based instruction on creative content writing and editing

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E-98 Self Study Report 2016

Weaknesses:
 Lack of departmental space/room for academic/administrative
activities
 Delay in recruitment of permanent faculty due to matters
subjudice
 No language lab for learners
 Diminished opportunity for modular teaching due to large group
size in view of evolving methodologies

Opportunities:
 Opportunites for editing and other literary work in the College
for students
 Large spectrum of generic electives in English literature and
media for all courses under CBCS
 Skill based courses in media under CBCS

Challenges:
 To facilitate the learning of first-generation College-goers
meaningfully
 To cultivate critical spirit of enquiry and originality in learners
 To create a long-term sustainable platform for interaction
between students and industry

Future Plans
 To create an archive of indian performing arts and traditions
 To initiate digital humanities programme in College

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11. Evaluative Report of the Department of History

1. Name of the department History

2. Year of Establishment 1951

3. Names of Programmes / Courses offered

(UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.)
B.A. (Hons.) History
M.A. History

4. Names of Interdisciplinary courses and the departments/units

involved
B.A. Programme
(involves Hindi, English, Punjabi, Political Science,
Economics, Mathematics)

5. Annual/ semester/choice based credit system (programme wise)

CBCS: BA (Hons) and BA Programme from 2015 onwards
Semester based: BA (Hons) and BA Programme before 2015
MA History

6. Participation of the department in the courses offered by other

departments
IDCC and DCC courses for B.A./B.Sc. (Hons) courses
Generic Electives for all courses under CBCS

7. Courses in collaboration with other universities, industries, foreign

institutions, etc. Nil

8. Details of courses/programmes discontinued (if any) with reasons

Nil

9. Number of Teaching-posts

Sanctioned Filled
Professors - -
Associate Professors -
Asst. Professors 7

10. Faculty profile with name, qualification, designation, specialization,

(D.Sc./D.Litt./Ph.D. / M. Phil. etc.,)

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E-100 Self Study Report 2016

Name Qualificati Designation Specialization No. of No. of

on Years of Ph.D.
Experie Students
nce guided for
the
last 4
years
Sneh Lata Associate Ph.D. Ancient India 29 Nil
Anand Professor
Asad Ahmad Associate Ph.D. Medieval India 19 1 (cont.)
Professor
Rajshree Dhali Associate Ph.D. Modern India 19 Nil
Professor
Bhawna Goel Associate Ph.D. Modern India 17 Nil
Professor
Pratibha Associate Ph.D. Medieval India 16 Nil
Chawla Professor
Shaleen Jain Associate Ph.D. Medieval India 12 3 (cont.)
Professor
Santosh Kumar Associate Ph.D. Modern India 12 3 (cont.)
Rai Professor
Shah Nadeem Assistant Ph.D. Medieval India 3 Nil
Suhrawardy Professor
Roopam Assistant Ph.D. Modern India 5m Nil
Jasmeet Kaur Professor

11. List of senior visiting faculty Nil

12. Percentage of lectures delivered and practical classes handled

(programme wise) by temporary faculty ~31%

13. Student -Teacher Ratio (programme wise)

14. Number of academic support staff (technical) and administrative

staff; sanctioned and filled NA

15. Qualifications of teaching faculty with DSc/D.Litt/Ph.D/MPhil/PG.

Ph.D.’s – 9

16. Number of faculty with ongoing projects from a) National b)

International funding agencies and grants received Nil

17. Departmental projects funded by DST - FIST; UGC, DBT, ICSSR,

etc. and total grants received Nil

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18. Research Centre/facility recognized by the University Nil

19. Publications:

Publication per faculty 97/9 = 10.6

Number of papers published in peer reviewed 38
journals (national /international) by faculty and
students
Number of publications listed in International 23
Database (e.g: Web of Science, Scopus,
Humanities International Complete, Dare
Database - International Social Sciences Directory,
EBSCO host, etc.)
Monographs Nil
Chapter in Books 18
Books Edited 3
Books with ISBN/ISSN numbers with details of 3
publishers
978-81-905630-1-7
978-93-80748-79-5
978-93-80172-02-6 Hindi Madhyam Karyanvaya
Directorate,University of Delhi
Citation Index
SNIP
SJR
Impact Factor
h-index

20. Areas of consultancy and income generated Nil

21. Faculty as members in

a) National committees Nil

b) International Committees
Dr. Roopam Jasmeet Kaur, Member, Executive Board,
CIJHAR, a peer reviewed international journal, ISSN: 2277-
4157.

c) Editorial Boards
1.Dr. Shalin Jain, Member, Editorial Board, Proceedings of Uttar
Pradesh History Congress, 2005-2010.
2.Dr. Santosh Kumar Rai, Member, Editorial Board, Proceedings
of Uttar Pradesh History Congress, 2005-2010.

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22. Student projects

a) Percentage of students who have done in-house projects
including inter departmental/programme Nil
b) Percentage of students placed for projects in organizations
outside the institution i.e.in Research laboratories/Industry/
other agencies Nil

23. Awards / Recognitions received by faculty and students Nil

Dr.Shalin Jain
1. Treasurer, U.P. History Congress for two terms: 1) 2005- 2008,
2) 2008- 2011.
2. Raman Fellowship Award for Post-Doctoral Research in United
States of America awarded by the University Grants
Commission, India, 2013-2014.
3. Honorary Fellowship at the Center for South Asia at the
University of Wisconsin– Madison, USA, 2013.
4. Prof. J.S.Grewal Award for the best research paper in Medieval
Indian History at the 73rd Session of Indian History Congress,
Mumbai, December, 2013.
5. Prof. J.S. Grewal Award for the best research paper in Medieval
Indian History at the 65th Session of Indian History Congress,
Bareilly, December, 2004.
Dr.Santosh Kumar Rai
1. Awarded Dr. I.G. Khan Memorial Prize in the 73 rd Session of
the Indian History Congress held at University of Mumbai,
Mumbai on 28-30 December 2012 for the best research paper on
the History of Science and Technology.
2. Awarded Professor Partha Sarathi Gupta Memorial Prize for the
best research paper in the Modern Indian History Section at the
67th Session of The Indian History Congress, 2007.

24. List of eminent academicians and scientists / visitors to the

department
1. Professor J.S.Grewal, former Vice Chancellor, Guru Nanak
University and former Director of the Indian Institute of
Advanced Studies, Shimla.
2. Professor Irfan Habib Professor Emeritus, Aligarh Muslim
University, Aligarh.
3. J. P. S. Uberoi Professor Emeritus, Delhi School of Economics,
University of Delhi.
4. Professor Bhagwan Singh Josh, Centre for Historical Studies,
JNU.
5. Professor Surjit Hans, Dept. of History, GNDU, Amritsar

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Self Study Report 2016 E-103

6. Prof. Dipankar Gupta, Centre for Studies in Social Systems, JNU

7. Prof. Satya P. Gautam, Chairperson, Centre for Philosophical
Studies, JNU
8. Prof. Darshan Singh, Dept. of Religious Studies, Punjabi
University, Patiala
9. Prof. Ravinder Gargesh, Dept. of Linguistics, University of
Delhi.
10. Prof. Namwar Singh, Professor Emeritus, JNU, New Delhi
11. Prof. K L Tuteja, Director, ASC, Kurukshetra University,
Kurukshetra
12. Prof. Surinder Singh Jodhka, CSSS, JNU, New Delhi
13. Prof. Joginder Singh, Deptt. of History, GNDU, Amritsar
14. Dr. Anshu Malhotra, Reader, Dept. of History, University of
Delhi
15. Prof. Mridula Mukherjee, Director, Nehru Memorial Museum &
Library, New Delhi.
16. Professor Narayani Gupta, Department of History and Culture,
Jamia Millia Islamia, New Delhi.
17. Urvashi Butalia, Padamshree
18. Professor Basudev Chatterji, Head, Dept. of History, University
of Delhi.
19. Professor Shahid Amin, Dept. of History, University of Delhi.
20. Professor T.K.V. Subramanian, Dept. of History, University of
Delhi.
21. Professor B.P. Sahu, Dept. of History, University of Delhi.
22. Professor Kesavan Veluthat, Dept. of History, University of
Delhi.
23. Professor Sunil Kumar, Dept. of History, University of Delhi.
24. Professor Farhat Hasan, Dept. of History, University of Delhi.
25. Dr. R.P. Bahuguna, Dept. of History and Culture, Jamia Millia
Islamia, New Delhi.
26. Dr. Mayank Kumar, Fellow of Nehru Memorial Museum and
Library, New Delhi and Associate Professor of History at
Satyawati College (Evening) University of Delhi.
27. Dr. Arvind Sinha, Associate Professor, Centre for Historical
Studies, Jawahar Lal Nehru University, New Delhi.
28. Dr. Najaf Haider, Associate Professor, Centre for Historical
Studies, Jawahar Lal Nehru University, New Delhi.
29. Dr. Amrit Kaur Basra, Associate Professor, Delhi College of
Arts and Commerce, University of Delhi.
30. Dr. Denys Leighton, Visiting Professor, Ambedkar University,
Delhi.
31. Professor Amar Farooqui, Dept. of History, University of Delhi.
32. Dr. Sneh Mahajan, Indraprastha College, University of Delhi.

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E-104 Self Study Report 2016

33. Dr. Anirudh Deshpande, Associate Professor, Department of

History, University of Delhi.
34. Professor R. Gopinath, Head of Department, Department of
History and Culture, Jamia Millia Islamia University, New
Delhi.
35. Dr. Biswamoy Pati, Dept. of History, University of Delhi.
36. Dr. Rana. P. Behal, Deshbandhu College, University of Delhi.
37. Mukul Mangalik, Ramjas College, University of Delhi.

25. Seminars/Conferences/Workshops organized & the source of

funding:
a) National
 Reckoning with the past: history in the classroom, 10-12
Nov. 2010, funded by UGC

b) International Nil

26. Student profile programme/course wise:

Name of the Applications Enrolled Pass

Course/programme received Selected percentage
*M *F
(refer question no. 4)
B.A. (Hons.) History
2011-12 58 6 88.57
2012-13 59 12 78.95
2013-14 48 37 11 71.05
2014-15 80899 56 40 16 58.33
2015-16 71431 42 28 14 -
M.A. (History)
2011-12 NA 5 5 Nil 50.00
2012-13 NA 5 2 3 50.00
2013-14 NA 1 1 Nil 60.00
2014-15 NA 6 4 2 100.00
2015-16 NA 6 3 3 -
*M = Male *F = Female

27. Diversity of Students

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Name of the % of % of students % of

Course students from other students
from the States from
same state abroad
B.A. (Hons.) History 53.06 45.92 1.02
M.A. (History) 41.67 58.33 Nil

28. How many students have cleared national and state competitive
examinations such as NET, SLET, GATE, Civil services, Defense
services, etc.?
NET - 3

29. Student progression

Student progression Against % enrolled

UG to PG ~1%
PG to M.Phil. NA
PG to Ph.D. NA
Ph.D. to Post-Doctoral NA
Employed NA
• Campus selection
• Other than campus recruitment
Entrepreneurship/Self-employment NA

30. Details of Infrastructural facilities

a) Library Common Central College Library

b) Internet facilities for Staff & Students: All on wired and wireless

c) Class rooms with ICT facility: From common pool of College

d) Laboratories NA

31. Number of students receiving financial assistance from college,

university, government or other agencies 26

32. Details on student enrichment programmes (special lectures /

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E-106 Self Study Report 2016

workshops / seminar) with external experts

 Zafar Mahal Restored, a talk by Dr. Amita Pliwal, on 29-Nov-
2015.
 Forgotten Civilizations: Interdisciplinary Approaches for the
case of Indus, 28-Jan-2010.
 To commemorate the 300th Anniversary of Guruship to Adi
Granth,the College organized a two-day symposium GURU,
GRANTH and PANTH: SITUATING the SIKH MOVEMENT in
SOUTH-ASIAN CONTEXT on February4-5, 2008 to evolve a
platform of exchange between the 20 eminent scholars through
panel discussions, special lectures, exhibitions, gurbani kirtan
performance, slide show, sufi-bhakti performance along with
other events in order to traverse the entire conceptual spectrum
engendered in the deliberations.
 Three Days UGC sponsored National-level workshop
Reckoning with the Past: History in the Classroom between
Wednesday– Friday10th November- 12th November, 2010. A
series of lectures delivered by more than twenty renowned
scholars and expert teachers of History from Universities of
Delhi, Jawahar Lal Nehru University and Jamia Milia Islamia
University.
 Distinguished writer, publisher, feminist and Historian Urvashi
Butalia, delivered a talk on “Narratives of The Partition:
Looking at The Stories People Carry”, on Wednesday,
9th March,2011.
 Russian Indologist Professor Eugenia Vanina from Centre for
Indian Studies, Institute of Oriental Studies, Russian Academy
of Science Moscow delivered a talk on “The World View of
Medieval Indians: Some Insights” on Thursday, 15th March,
2012.

33. Teaching methods adopted to improve student learning

 Conventional, supported with ICT and OERs
 Translation, reading lists, and handouts

34. Participation in Institutional Social Responsibility (ISR) and

Extension activities Nil

35. SWOC analysis of the department and Future plans

Strengths:
 Rich legacy of eminent historians, in particular Sikh history
 Students participation in diverse activities in College

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Weaknesses:
 Fluctuating workload and resultant fluidity in temporary/ad-hoc
posts

Opportunities:
 To broaden horizons of discipline of history with CBCS

Challenges:
 To keep pace with fast process of globalization of higher
education
 To ensure successful operation of CBCS in department
 To maintain relevant and popularity of history discipline
 To help students from differently-abled or otherwise
disadvantages sections

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12. Evaluative Report of the Department of Political Science

1. Name of the department Political Science

2. Year of Establishment 1951

3. Names of Programmes / Courses offered

(UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.)
B.A. (Hons.) Political Science
M.A. Political Science

4. Names of Interdisciplinary courses and the departments/units

involved
B.A. Programme
(involves Hindi, English, Punjabi, Mathematics,
Economics, History)
B.Com. Programme
(involves Commerce, Hindi, English, Punjabi)

5. Annual/ semester/choice based credit system (programme wise)

CBCS: BA (Hons.) and BA/BCom (Prog.) from 2015 onwards
Semester based: BA (Hons) and BA/BCom (Prog.) before 2015
MA Political Science

6. Participation of the department in the courses offered by other

departments
IDCC and DCC courses for BA/BSc (Hons)
Political Science in lieu of MIL course in BA/BCom Programme
Generic Electives for all courses under CBCS

7. Courses in collaboration with other universities, industries, foreign

institutions, etc. Nil

8. Details of courses/programmes discontinued (if any) with reasons

Nil

9. Number of Teaching-posts

Sanctioned Filled
Professors - -
Associate Professors - 4
Asst. Professors 7 4

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10. Faculty profile with name, qualification, designation, specialization,

(D.Sc./D.Litt./Ph.D. / M. Phil. etc.,)

Name Qualificati Designation Specialization No. of No. of

on Years of Ph.D.
Experie Students
nce guided for
the
last 4
years
Nachiketa Ph.D. Associate International 19 2 (cont.)
Singh Professor Relations
Jagir Kaur Ph.D. Assistant International 14 Nil
Professor Relations
Bipin Thakur Ph.D. Associate Indian 18 1
Professor Government and
Politics
R.N. Mishra Ph.D. Associate Indian 20 Nil
Professor Government and
Politics
Banti M. singh Ph.D. Associate Indian 17 Nil
Professor Government and
Politics
Amanpreet Ph.D. Assistant Indian 12 Nil
Singh Gill Professor Government and
Politics
Biswaranjan Ph.D. Assistant Political Theory 5 Nil
Mohanty Professor
Mushtaq Ph.D. Assistant International 1.5 Nil
Hussain Professor Relations

11. List of senior visiting faculty Nil

12. Percentage of lectures delivered and practical classes handled

(programme wise) by temporary faculty ~33%

13. Student -Teacher Ratio (programme wise)

B.A. (Hons) Political Science 23 : 1
B.A. Programme 26 : 1
Others 13 : 1

14. Number of academic support staff (technical) and administrative

staff; sanctioned and filled NA

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E-110 Self Study Report 2016

15. Qualifications of teaching faculty with DSc/D.Litt/Ph.D/MPhil/PG.

Ph.D.’s – 8

16. Number of faculty with ongoing projects from a) National b)

International funding agencies and grants received Nil

17. Departmental projects funded by DST - FIST; UGC, DBT, ICSSR,

etc. and total grants received Nil

18. Research Centre/facility recognized by the University Nil

19. Publications:

Publication per faculty 62/8 = 7.5

Number of papers published in peer reviewed 12
journals (national /international) by faculty and
students
Number of publications listed in International 12
Database (e.g: Web of Science, Scopus,
Humanities International Complete, Dare
Database - International Social Sciences Directory,
EBSCO host, etc.)
Monographs Nil
Chapter in Books 22
Books Edited 3
Books with ISBN/ISSN numbers with details of 22
publishers
978-81-7708-99-2 New Century Pub. Pvt. Ltd., New Delhi
978-81-269-1350-3 Atlantic Publishers ,New Delhi
978-81-269-1351-0 Atlantic Publishers ,New Delhi
978-81-269-1436-4 Atlantic Publishers ,New Delhi
978-81-269-1437-1 Atlantic Publishers ,New Delhi
978-81-259-4971-8 Vikas Publishing House Ltd., Noida
978-81-7708-318-7 New Century Publications, New Delhi
978-93-259-5665-0 Vikas Publishing House Pvt. Ltd., Noida
978-93-259-6029-9 Vikas Publishing House Pvt. Ltd., Noida
978-93-259-6658-1 Vikas Publishing House Pvt. Ltd., Noida
978-93-259-8378-6 Vikas Publishing House Pvt. Ltd., Noida
978-93-259-8792-0 Vikas Publishing House Pvt. Ltd., Noida
978-81-259-5479-8 Vikas Publishing House Pvt. Ltd., Noida

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Self Study Report 2016 E-111

978-93-259-6405-1 Vikas Publishing House Pvt. Ltd., Noida

978-93-259-6408-2 Vikas Publishing House Pvt. Ltd., Noida
978-93-259-6627-7 Vikas Publishing House Pvt. Ltd., Noida
978-93-259-7352-7 Vikas Publishing House Pvt. Ltd., Noida
978-93-259-8816-3 Vikas Publishing House Pvt. Ltd., Noida
978-93-259-8379-3 Vikas Publishing House Pvt. Ltd., Noida
978-93-259-9422-5 Vikas Publishing House Pvt. Ltd., Noida
978-93-259-9317-4 Vikas Publishing House Pvt. Ltd., Noida
978-93-259-9399-0 Vikas Publishing House Pvt. Ltd., Noida
Citation Index (Aggregate no of citations)
SNIP
SJR
Impact Factor
h-index

20. Areas of consultancy and income generated Nil

21. Faculty as members in

a) National committees
 Dr. Nachiketa Singh, Member UGC Expert Committee on
curriculum development of CBCS for undergraduate
courses in Political Science, 2015
 Dr. Bipin Thakur, Member, ICCR
 Dr. Amanpreet Singh Gill, Convener, Committee of
Courses for Social Science, CBSE-1-International Schools
for 2015-18
 Dr. Jagir Kaur, Member, Indian Institute of Public
Administration

b) International Committees
 Dr. Bipin Thakur, Member, International Council of
Museums

c) Editorial Boards Nil

22. Student projects

a) Percentage of students who have done in-house projects
including inter departmental/programme <1%
b) Percentage of students placed for projects in organizations
outside the institution i.e.in Research laboratories/Industry/
other agencies ~8.5%

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23. Awards / Recognitions received by faculty and students

Dr. Nachiketa Singh, Honorary Member, International Studies
Association, USA, 2012

24. List of eminent academicians and scientists / visitors to the

department
1. Dr. Tridivesh Singh, Research Fellow at the University of
Singapore, for a talk on Indo-Pakistan Relations in 2009-2010.
2. A peace delegation comprising of former senior Army
commanders from both India and Pakistan(Under the aegis of
INDIA-PAKISTAN INITIATIVE FOR PEACE -IPSI ) visited
the college for International Conference on Indo-Pak Peace
Initiative in November 2013.

25. Seminars/Conferences/Workshops organized & the source of

funding:
a) National Nil
b) International Nil

26. Student profile programme/course wise:

Name of the Applications Enrolled

Course/programme received Selected Pass
*M *F
(refer question no. 4) percentage
B.A. (Hons.) Political
Science
2011-12 46 33 13 81.25
2012-13 47 35 12 93.55
2013-14 69 47 22 78.05
2014-15 95276 63 42 21 70.00
2015-16 84027 59 45 14 -
M.A. Political Science
2011-12 NA 7 3 4 25.00
2012-13 NA 7 7 Nil 100.00
2013-14 NA 8 4 4 40.00
2014-15 NA 5 1 4 25.00
2015-16 NA 10 7 3 -
*M = Male *F = Female

27. Diversity of Students (data for the current batches)

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Name of the % of % of students % of

Course students from other students
from the States from
same state abroad
B.A. (Hons.) Political 63.41 34.96 1.63
Science
M.A. Political Science 53.33 46.67 Nil

28. How many students have cleared national and state competitive
examinations such as NET, SLET, GATE, Civil services, Defense
services, etc.?
NET – 4

29. Student progression

Student progression Against % enrolled

UG to PG ~10%
PG to M.Phil. 5.4%
PG to Ph.D. 5.7%
Ph.D. to Post-Doctoral NA
Employed
• Campus selection
• Other than campus recruitment
Entrepreneurship/Self-employment

30. Details of Infrastructural facilities

a) Library

b) Internet facilities for Staff & Students

c) Class rooms with ICT facility

d) Laboratories

31. Number of students receiving financial assistance from college,

university, government or other agencies ~4.5%

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32. Details on student enrichment programmes (special lectures /

workshops / seminar) with external experts

Name of the Details of the Programme

Enrichment
Programmes
Confero, the Confero is the newly formed Model United Nations Society of College
Model United consists of 18 students including office bearers Ritesh Arigala
Nations (President, Student Department of Political Science) and Aditya Joshi
(MUN) (Student, Department of Political Science) to debate and conduct
Society discussions on a wide range of geo-political, economic and social issues
existing in the world.
Regular mock sessions was held with different United Nations
Committees such as General Assembly, U.N. Security Council ,
UNSCW and other sessions on novel conferences such as on the IAEA
and the 1999 Kargil War.
Nuclear It was held at Vigyan Bhavan, New Delhi in September 2012. The
Disarmament students participated as delegates and accompanied students to a Global
Conference, Disarmament Conference, a student outreach programme by the
Sep-2012 Ministry of External Affairs to enable students understand the
disarmament discourse in changing times.
Documentary In November 2012 documentary screening of major events of
Screening of international politics in the Post-cold war period was held.
major events,
Nov-2012
Parliament The Department organized a student trip to Parliament to make them
Trip understand the parliamentary procedures. A visit to the Parliament
Museum was also included to give them a historical perspective of the
legislative procedures and constitutional evolution of the Indian state.

33. Teaching methods adopted to improve student learning

 Use of ICT and OERs
 Group discussions, question-answer
 Contextual approach providing full context and background of the
development of the topic
 Providing cultural material references to the students: films, novels,
films on history in the concerned subject.
 Provoking critical approach to text and paradigm
 Preparing the essential toolkit of the topic
 Illustrating the topic with anecdotes, stories and folklore.
 Engaging the students in the activities of the research.

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34. Participation in Institutional Social Responsibility (ISR) and

Extension activities
1. Dr. Nachiketa Singh as the Convener of National Social Service
(NSS) during 1999-2000 led a team of teachers, non-teaching
staff and students of the college on a relief mission to Odisha
after the Super Cyclone of 1999.
2. Dr. Nachiketa Singh organised a special blood donation camp and
collected record donations for the Kargil war efforts in 1999.
3. Dr. Nachiketa Singh, with NSS unit organised relief for Gujarat
earthquake victims, 1999.

35. SWOC analysis of the department and Future plans

Strengths:
 Rich legacy of prominent academicians
 Good participation in administrative and academic decision
making and functioning of College and University
 Advantage of social-diversity in the staff and students

Weaknesses:
 Delay in hiring permanent faculty against vacant posts due to
matter subjudice.
 Lack of departmental space/room for administrative and
academic work

Opportunities:
 CBCS broadens the horizons of Political Science as a discipline
 To position study of Political Science as an important instrument
of empowering individual students in their careers

Challenges:
 To support and enhance the learning of socially and
economically disadvantaged
 To match pace with rate at which global changes in higher
education
Future Plans:
 To organize more enrichment programmes for students
 To promote higher research participation in the department

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13. Evaluative Report of the Department of Economics

1. Name of the department Economics

2. Year of Establishment 1951

3. Names of Programmes / Courses offered

(UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.)
B.A. (Hons.) Economics
M.A. Economics

4. Names of Interdisciplinary courses and the departments/units

involved
B.A. Programme
(involves Hindi, English, Punjabi, Mathematics,
History, Political Science)
B.Com. Programme
(involves Commerce, Hindi, English, Punjabi)
B.A. (Hons.) Business Economics
(involves Commerce)

5. Annual/ semester/choice based credit system (programme wise)

CBCS for BA(Hons./Prog.) from 2015 onwards
Semester based for BA (Hons./Prog.) before 2015, and MA
Economics

6. Participation of the department in the courses offered by other

departments
IDCC and DCC courses for B.A./B.Sc.(Hons)
Generic Electives for all courses under CBCS

7. Courses in collaboration with other universities, industries, foreign

institutions, etc. Nil

8. Details of courses/programmes discontinued (if any) with reasons

Nil

9. Number of Teaching-posts

Sanctioned Filled
Professors - -
Associate Professors - 2
Asst. Professors 10 7

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10. Faculty profile with name, qualification, designation, specialization,

(D.Sc./D.Litt./Ph.D. / M. Phil. etc.,)

Name Qualificati Designation Specialization No. of No. of

on Years Ph.D.
of Students
Exper guided for
ience the
last 4
years
Jaswinder Ph.D Principal Agricultural 35 Nil
Singh Economics
Srividya Ph.D Assistant Micro Economics 16 Nil
Subramaniam Professor
Deepali Ph.D Associate Development 17 Nil
Sharma Professor Economics
HarpreetKaur M.Phil Associate Macroeconomics, 17 Nil
Professor Economic Systems
Jasneet Kaur Ph.D Assistant Mathematical 12 Nil
Wadhwa Professor methods
Kulwinder M.Phil Assistant Indian Economy 9 Nil
Kaur Professor
Ishmeeta Singh M.Phil Assistant Economics 4 Nil
Professor
Pragya M.A. Assistant Economics 5 Nil
Nayyar Professor
Kanika Talwar M.A Assistant Economics 1 Nil
Professor
Karman Kaur M.A Assistant Economics 1 Nil
Professor

11. List of senior visiting faculty Nil

12. Percentage of lectures delivered and practical classes handled

(programme wise) by temporary faculty ~45%

13. Student -Teacher Ratio (programme wise)

B.A. (Hons.) Economics 23 : 1
B.A. Programme 41 : 1
B.Com Programme 63 : 1
B.A. (Hons) Business Economics 40 : 1

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Others 65 : 1

14. Number of academic support staff (technical) and administrative

staff; sanctioned and filled NA

15. Qualifications of teaching faculty with DSc/D.Litt/Ph.D/MPhil/PG.

Ph.D.’s – 4 M.Phil. – 3 PG – 3

16. Number of faculty with ongoing projects from a) National b)

International funding agencies and grants received Nil

17. Departmental projects funded by DST - FIST; UGC, DBT, ICSSR,

etc. and total grants received Nil

18. Research Centre/facility recognized by the University Nil

19. Publications:

Publication per faculty 16/10 = 1.6

Number of papers published in peer reviewed 12
journals (national /international) by faculty and
students
Number of publications listed in International 11
Database (e.g: Web of Science, Scopus,
Humanities International Complete, Dare
Database - International Social Sciences Directory,
EBSCO host, etc.)
Monographs Nil
Chapter in Books 2
Books Edited Nil
Books with ISBN/ISSN numbers with details of 2
publishers
978-3-659-17209-0 LAP LAMBERT Academic Pub. Germany
978-93500-43035 Dreamtech Press
Citation Index -
SNIP -
SJR -
Impact Factor -
h-index -

20. Areas of consultancy and income generated Nil

Ms.Pragya Nayyar
Consultant at HLCFI: High Level Committee on Financing

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Infrastructure, Planning Commission of India project, GOI under the

Chairmanship of Dr. Rakesh Mohan.
Project: Infrastructure Investment projections for the twelfth five
year plan.
(Worked on PPP: Public Private Partnership models for social and
physical infrastructure from April 2011-March 2012).

21. Faculty as members in

a) National committees
 Dr. Jaswinder Singh, Secretary, India International
Intellectual Society, Delhi
 Dr. Jaswinder Singh, Secretary, All India Foundation for
Peace and Development
 Dr. Jaswinder Singh, Member of Committee for CBCS
courses at UGC, 2015.
 Dr. Jaswinder Singh, Member UGC Committee for
Autonomous Colleges 2007, 2010
 Dr. Jaswinder Singh, Member, Deen Dayal Upadhyaya Skill
Development Courses, UGC, 2015

b) International Committees
Dr. Deepali Sharma, Member, Scientific Committee, Sydney
Congress, International Health Economics Association
(IHEA), 2012-13.

c) Editorial Boards Nil

22. Student projects

a) Percentage of students who have done in-house projects
including inter departmental/programme ~1%

b) Percentage of students placed for projects in organizations

outside the institution i.e.in Research laboratories/Industry/
other agencies Nil

23. Awards / Recognitions received by faculty and students Nil

24. List of eminent academicians and scientists / visitors to the

department
1. Dr. K. L. Prasad, Economic Advisor, Dept. of Economic Affairs
2. Dr. Guljit K. Arora, Associate Editor-in-chief, Economic Affairs

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E-120 Self Study Report 2016

3. Mr. Jitendra Jain, Chief Financial Officer, GMR Group

4. Dr. Saumen Chattopadhyaya, Associate Professor, JNU
5. Prof. Seema Bathla, Dept. of Economics, University of Delhi
6. Prof. B.L. Pandit, Former Head, Delhi School of Economics,
University of Delhi
7. Mr. Sunil K. Sinha, Principal Economist, CRISIL
8. Mr. Anil Bisen, Former Economic Advisor,
9. Prof. N.R. Bhanumurthy, NIPFP
10. Prof. B.B. Bhattacharya, Former Vice-Chancellor, JNU, Advisor
at World Bank, Former Director IEG
11. Dr. Mohan Chutani, Economic Advisor, Dept. of Industrial
Policy and Promotion, Ministry of Commerce and Industry,
Govt. of India
12. Mr. Prananjoy Guha Thakurta, independent journalist, author,
and film maker
13. Mr. Denis Medvedev, Senior country economist for India at
World Bank
14. Mr. Prosenjit Aich, Senior Vice President and Head Products,
Client Experience and marketing, Aditya Birla Group.
15. Mr.Saugata Chattopadhyay(Vice President, Assets, Yes Bank)
16. Ms.NistulaHebbar(Senior Assistant editor, Financial Express)

25. Seminars/Conferences/Workshops organized & the source of

funding:
a) National Nil
b) International Nil

26. Student profile programme/course wise:

Name of the Applications Enrolled

Course/programme received Selected Pass
*M *F
(refer question no. 4) percentage
B.A. (Hons.) Economics
2011-12 50 40 20 88.57
2012-13 75 32 43 94.64
2013-14 56 29 27 79.63
2014-15 102085 63 25 38 76.27
2015-16 84380 66 40 26 -
B.A. (Hons.) Business
Economics
2011-12 NA 67 46 21 97.92
2012-13 NA 44 32 12 100.00
2013-14 NA - - - 86.57
2014-15 NA 40 21 19 80.00

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2015-16 NA 42 30 12 -
M.A. Economics
2011-12 NA - - - -
2012-13 NA - - - -
2013-14 NA - - - -
2014-15 NA - - - -
2015-16 NA - - - -
*M = Male *F = Female

27. Diversity of Students

Name of the % of % of students % of

Course students from other students
from the States from
same state abroad
B.A. (Hons.) 78.62 20.61 0.76
Economics
B.A (Hons.) Business 67.07 32.93 Nil
Economics
M.A Economics Nil Nil Nil

28. How many students have cleared national and state competitive
examinations such as NET, SLET, GATE, Civil services, Defense
services, etc.?
Data not maintained

29. Student progression

Student progression Against % enrolled

UG to PG 2012-15 – 27%
2011-14 – 61%
2010-13 – 80%
PG to M.Phil. NA
PG to Ph.D. NA
Ph.D. to Post-Doctoral NA
Employed
• Campus selection 2012-15 – 15%
2011-14 – 10%
2010-13 – 16%
• Other than campus recruitment 2012-15 – 8%
2011-14 – 19%
2010-13 – 20%

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Entrepreneurship/Self-employment 2011-14 – 10%

30. Details of Infrastructural facilities

a) Library Common Central Library

b) Internet facilities for Staff & Students: All on wired and wireless

c) Class rooms with ICT facility From common pool

d) Laboratories NA

31. Number of students receiving financial assistance from college,

university, government or other agencies 10

32. Details on student enrichment programmes (special lectures /

workshops / seminar) with external experts
1. Organization of Annual Economics Festival for holding
debates, presentation etc. every year.
2. An Economic Congregation was organized on “Subsidy and
Fiscal consolidation” and “Black Economy in India” on 29 th
Oct, 2013.
3. Seminar on “Group Discussions & Interview Skills”, 25 th Jan
2012.
4. Seminar on “Stock Markets”, on 13th Jan 2012
5. Lecture by Prof. Seema Bathla, JNU, on “The Role of Human
Capital Formation in The Growth of the Economy”.
6. A seminar on “Land Acquisition Policies” on 27th Sept 2011.
7. An interactive talk by Dr.T A Bhavani, on the “Political
Economy of Economic Reforms”, 8th Feb 2011
8. An Interactive talk by Prof. Reetika Khera, on “Food Security
in India and the Way Ahead”, on 9thFeb, 2011.
9. Field trip to the village Bhatta Parsaul in UP, to understand the
problems faced by the victims of Land Acquisition Policies of
the Govt. on 26th Sept 2011.
10. Economics and Business Quiz was followed by a Group
Discussion, 8th Feb2011.
11. EcoTryst with Delhi Institute of Financial Markets to Present
an event “Tame the Bull”: a virtual stock market simulation
event, 9th Feb 2011.
12. Inter-college debate on 9th Feb 2011, on the topic:” Should
Dollar be replaced as the world currency”.

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13. Interactive talk by Prof. Partha Sen, DSE, on “Capital Flows

into India” on 9th Feb 2011.
14. Student Paper Presentations on 14th Nov,2009
15. Lecture by Prof. Shubhashis Gangopadhyay, an eminent
Economist and former Advisor to the Finance Minister on “the
Relevance of Markets”, 13th Nov 2009
16. Business Quiz on 16th Dec 2008.
17. A movie:”The Wall Street” was screened on 16th Dec 2008
18. Inter college Debate on the topic, China: An Economic Threat
to India on 23rd Sep 2004.
19. An interactive talk by Prof. Sunil Kanwar, DSE, on the “World
Economic Recession” 15th Dec 2008.
20. Seminar by Economists from the Planning Commission on the
“Budget Making Process” in 2005-06.
21. Lecture by Prof. Ronald McKinnon from Stanford University
in 2005-06
22. Interactive talk by Prof. Arun Kumar, JNU on “Black
Economy in India” on 24th Sep 2004.

33. Teaching methods adopted to improve student learning

 ICT enabled lectures
 Students Presentations and peer reviews
 Question banks, hand-outs and supplementary reading
material
 Use of electronic media for supplementing student-teacher
communications

34. Participation in Institutional Social Responsibility (ISR) and

Extension activities
EcoTryst has on various occasions tied hands with NGOS such as
SPARSH, for mentally retarded children; India Vision Foundation ,
an NGO run by KiranBedi, to create awareness amongst the
students, of their social responsibilities.

35. SWOC analysis of the department and Future plans

Strengths:
 Close and collaborative work-culture
 Dynamic Economics Society
 Active participation in faculty improvement and other
professional programmes
 Publication of annual economics magazine E-Quest

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E-124 Self Study Report 2016

Weaknesses:
 Lack of departmental space for administrative/academic
activities
 Limited alumni database

Opportunities:
 Collaboration with NGOs to involve students in social outreach
projects.
 Internship projects and educational trips during summer and
winter vacations for students.
 Online Social media for discussions and collaborations

Challenges:
 To include and assimilate students from weaker socio-economic
background in mainstream learning curve as fast as possible
 To encourage students crtical ability and research aptitude

Future Plans:
 Hands-on training on data analysis for students and faculty by
World Bank
 Department plans to organize the first alumni meet in May-June
2016.
 To encourage students to take up research and innovative
projects with government and private firms.
 To organise study tours to various firms to increase academic-
industry interactions.
 To organise UGC funded national seminars in economics
dissemination of knowledge.

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14. Evaluative Report of the Department of Commerce

1. Name of the department Commerce

2. Year of Establishment 1961

3. Names of Programmes / Courses offered

(UG, PG, M.Phil., Ph.D., Integrated Masters; Integrated Ph.D., etc.)
B.Com. (Hons.)
M.Com.

4. Names of Interdisciplinary courses and the departments/units

involved
B.Com. Programme
B.A. (Hons.) Business Economics

5. Annual/ semester/choice based credit system (programme wise)

CBCS: B.Com (Hons.) and Programme from 2015 onwards
Semester based: M.Com., B.Com.(Hons.)/Prog. And B.A. (Hons.)
before 2015

6. Participation of the department in the courses offered by other

departments
IDCC and DCC for B.Sc. (Hons.) Mathematics
Generic Electives for all courses under CBCS

7. Courses in collaboration with other universities, industries, foreign

institutions, etc. Nil

8. Details of courses/programmes discontinued (if any) with reasons

Nil

9. Number of Teaching-posts

Sanctioned Filled
Professors - -
Associate Professors - 9
Asst. Professors 25 14

10. Faculty profile with name, qualification, designation, specialization,

(D.Sc./D.Litt./Ph.D. / M. Phil. etc.,)

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E-126 Self Study Report 2016

Name Qualificati Designation Specialization No. of No. of

on Years of Ph.D.
Experie Students
nce guided for
the
last 4
years
R.P Singh Ph.D., LL.B Associate Finance, Law 43 Nil
Professor
J.S Arora M.Phil. Associate Law, Taxation 38 Nil
Professor
S.K Sharma Ph.D. Associate Finance, 38 Nil
Professor Accounting
Paramjeet Kaur Ph.D. Associate Finance, 34 Nil
Professor Economics
Gurkirpal M.Com. Assiatant Management 33 Nil
Singh Professor Accounting
Parminder M.Com. Associate Finance and Law, 21 Nil
Kaur Professor Accounting
Abha Kumar Ph.D., ICWA Associate Economics, 22 Nil
Professor Finance,
Accounting
Rachan Kaur Ph.D. Associate Finance, 19 Nil
Sareen Professor Accounting
Parveen Kaur M.Phil. Associate Finance, Law, 20 Nil
Lamba Professor Marketing
Satvinder Kaur M.Phil. Associate Finance 20 Nil
Professor
T. Ph.D. Assistant Finance, 14 Nil
Venugopalan Professor Accounting
Mansi Bansal M.Phil. Assistant Finance, Law 15 Nil
Professor
Harshdeep M.Com. Assistant Finance, Law 14 Nil
Kaur Professor
Sukhvir Singh Ph.D. Assistant Finance, 10 Nil
Professor Accounting
Gurvinder Kaur M.Com. Assistant Finance, Income 10 Nil
Professor Tax
Madhu M.Phil. Assistant Human Resource 9 Nil
Professor Management,
Marketing
Bibhu Prasad Ph.D. Assistant Finance, 15 1
Sahu Professor Accounting
Kamaldeep Ph.D. Assistant Accounting, Law 15 Nil

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Name Qualificati Designation Specialization No. of No. of

on Years of Ph.D.
Experie Students
nce guided for
the
last 4
years
Kaur Professor
Masha Sandeep Ph.D. Assistant Marketing, 10 Nil
Professor Income Tax
Vidhu Bansal Ph.D. Assistant Finance, 13 Nil
Professor Marketing
Jasdeep Kaur M.Com. Assistant Corporate 9 Nil
Professor Accounting,
Marketing
Sukhmeen M.Com. Assistant Finance, 9 Nil
Kaur Professor Accounting
Sanchita M.Com. Assistant Finance 3 Nil
Dhingra Professor

11. List of senior visiting faculty Nil

12. Percentage of lectures delivered and practical classes handled

(programme wise) by temporary faculty
B.Com. (Hons.) 24%
B.Com Programme Nil

13. Student -Teacher Ratio (programme wise)

B.Com (Hons.) 22 : 1
B.Com Programme 37 : 1

14. Number of academic support staff (technical) and administrative

staff; sanctioned and filled NA

15. Qualifications of teaching faculty with DSc/D.Litt/Ph.D/MPhil/PG.

Ph.D.’s – 11, M.Phil. – 6, PG – 6

16. Number of faculty with ongoing projects from a) National b)

International funding agencies and grants received
 Dr. T. Venugopalan, Sustainable Development through
sustainable tourism in India: A case study of Kerala Tourism,
funded by University of Delhi, 2015-16, Rs.2,50,000/-.
 Dr. T. Venugopalan, Sustainable Tourism Development in India

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E-128 Self Study Report 2016

- A Case Study of Goa Tourism, funded by ICSSR, 2015-16,

Rs.3,00,000/-

17. Departmental projects funded by DST - FIST; UGC, DBT, ICSSR,

etc. and total grants received Nil

18. Research Centre/facility recognized by the University Nil

19. Publications:

Publication per faculty 55/23 =

2.39
Number of papers published in peer reviewed 42
journals (national /international) by faculty and
students
Number of publications listed in International 2
Database (e.g: Web of Science, Scopus,
Humanities International Complete, Dare
Database - International Social Sciences Directory,
EBSCO host, etc.)
Monographs Nil
Chapter in Books Nil
Books Edited Nil
Books with ISBN/ISSN numbers with details of 14
publishers
978-3-8443-2224-8 LAP West Germany
978-3-63951912-9 Scholar’s Press
978-93-8546-238-2 Anne International
978-93-85022-62-3 A.K. Publications
81-8218-060-0 Galgotia Publications
9789-385504099 Wisdom Publications
9789-3815-05946 Wisdom Publications
978-93-85504-08-02 Wisdom Publications
978-93-81335-128 International Book House
978-81-7608-803-9 S.Dinesh and Co. Jallandhar
978-81-7608-836-7 S.Dinesh and Co. Jallandhar
978-81-7608-835-0 S.Dinesh and Co. Jallandhar
978-81-7608-835-7 S.Dinesh and Co. Jallandhar
Citation Index -
SNIP -
SJR -
Impact Factor -
h-index -

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20. Areas of consultancy and income generated Nil

21. Faculty as members in

a) National committees Nil
b) International Committees Nil
c) Editorial Boards
Dr. R.P.Singh, Chief Editor, Journal of Management and
Information Technology, ISSN: 0975-5187, 2009-2013.

22. Student projects

a) Percentage of students who have done in-house projects
including inter departmental/programme ~31%

b) Percentage of students placed for projects in organizations

outside the institution i.e., in Research laboratories/Industry/
other agencies ~2%

23. Awards / Recognitions received by faculty and students

Student Awards:
 Dhruv Mahendru, All India Rnk 49, IPSC, 2013
 Palak Rawal, in Top-5 papers in Research Paper Competition,
organized by Center for Civil Society, 2014
 Palak Rawal, in Top 5 Social Business Ideas at SRCC, University
of Delhi
 Pavleen Kaur & Rubina Gulri, 2nd Position in 2nd International
Conference of Research Papers at Maharaja Ranjit Singh College
of Profession Sciences, 2014
 Sehba Fatima, High Commendation Award, Sri Ram Model
United Nations Conference, SRCC, University of Delhi, 2013

24. List of eminent academicians and scientists / visitors to the

department
1. Mr. Naveen Coomar, Advisor to BRICS Chamber of Commerce
and Industry
2. Dr. J.P. Sharma, Department of Commerce, Delhi School of
Economics, University of Delhi
3. Mr. Raj Chawla, Chairman Northern India Council of ICAI
4. Dr. Vijay Kapoor, ICAI
5. Dr. Mohan Chutani, Economic Advisor, Department of
Industrial Promotion and Policy, Ministry of Commerce and
Industry, Government of India
6. Mr. Rajeev Melhotra, Formerly Advisor to Finance Minister of
India

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E-130 Self Study Report 2016

7. Mr. C.P. Gupta, Department of Finance and Control, University

of Delhi
8. Isher Judge Alhuwalia, Former Chairperson of ICRIER
9. Mr. Ashok Sahu, Former Principal Advisor, Planning
Commission of India
10. Prof. P.K. Basu, Former Chairman, IIM Calcutta
11. Prof. Sirin Rathore, Former President, Indian Accounting
Association

25. Seminars/Conferences/Workshops organized & the source of

funding:
a) National (Funded by College)
 A three-day National Seminar on “Contemporary issues in
Management “ was organized from 23rd to 25th February 2010 as a
part of the annual festival of B.A(H) Business Economics,
Perspica
Key speakers were Prof. P.K Basu, Former Chairman IIM
Calcutta; Prof. Vijay Kaul, Head of the Department of Business
Economics, University of Delhi; Mr. Gurvinder Pal Singh Arora,
Associate Director, Ernst & Young; Prof Mrs. Shirin Rathore,
Former President, Indian Accounting Association and Mr. Pavan
Kumar Vijay, Managing Director, Corp. India Pvt. Ltd.
 A two-day seminar on “Globalization and Indian Economy“ was
organized from 9th March to 10th March 2011 as a part of the
annual festival of B.A(H) Business Economics Perspica
Isher Judge Ahluwalia, Former Chairperson ICRIER was the
guest of honor. Other notable speakers were Ashok Sahu, Former
Principal Adviser, Planning Commission and Prof. J.P Sharma
from Department of Commerce
 A National Seminar on “Financial Crisis and Indian Economics“
was organized on 3rd March 2012 as a part of the annual festival
Perspica of B.A(H) Business Economics
The chief-guest of the event was Mr. Rajeev Malhotra, the
then Economic Advisor to Finance Minister. Other key speakers
were Prof. V.K Kaul, Head of the Department of Business
Economics, University of Delhi; Dr. Jaswinder Singh, Principal,
SGTB Khalsa College and Dr. Bibhu Prasad Sahoo
The two technical sessions on Global Finacial Crisis and the
Impact of crisis on Indian Economy were chaired by Mr. C.P
Gupta, Head, Department of Masters in Finance & Control, South
Campus, University of Delhi and Mrs. Aradhana Aggarwal,
Associate professor at the Department of Business Economics,
South Campus, University of Delhi.

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b) International Nil

26. Student profile programme/course wise:

Name of the Applications Enrolled

Course/programme received Selected Pass
*M *F
(refer question no. 4) percentage
B.Com (Hons.)
2011-12 198 130 68 96.09
2012-13 182 110 72 94.83
2013-14 225 168 57 87.67
2014-15 93891 160 106 54 76.79
2015-16 86547 145 91 54 -
B.Com. Programme
2011-12 66 48 18 56.00
2012-13 63 43 20 60.34
2013-14 NA - - - 88.89
2014-15 NA 63 47 16 72.88
2015-16 92718 85 67 18 -
B.A. (Hons.) Business
Economics
2011-12 NA 67 46 21 97.92
2012-13 NA 44 32 12 100.00
2013-14 NA - - - 86.57
2014-15 NA 40 21 19 80.00
2015-16 NA 42 30 12 -
M.Com.
2011-12 NA 11 1 10 44.44
2012-13 NA 11 4 7 80.00
2013-14 NA 12 5 7 90.00
2014-15 NA 10 5 5 90.00
2015-16 NA 12 6 6 -
*M = Male *F = Female

27. Diversity of Students

Name of the % of % of students % of

Course students from other students
from the States from
same state abroad
B.Com. (Hons.) 73.72 24.36 1.92
B.Com. Programme 54.36 44.97 0.67

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E-132 Self Study Report 2016

B.A. (Hons.) Business 67.07 32.93 Nil

Economics

28. How many students have cleared national and state competitive
examinations such as NET, SLET, GATE, Civil services, Defense
services, etc.?
Data not maintained

29. Student progression

Student progression Against % enrolled

UG to PG Data not maintained
PG to M.Phil. Data not maintained
PG to Ph.D. -
Ph.D. to Post-Doctoral -
Employed Data not maintained
• Campus selection
• Other than campus recruitment
Entrepreneurship/Self-employment Data not maintained

30. Details of Infrastructural facilities

a) Library Common College Central Library

b) Internet facilities for Staff & Students: All on wired and wireless

c) Class rooms with ICT facility From the Common Pool

d) Laboratories Timeshared

31. Number of students receiving financial assistance from college,

university, government or other agencies
2011-12 19 2012-13 4
2013-14 20 2014-15 15

32. Details on student enrichment programmes (special lectures /

workshops / seminar) with external experts

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Year Seminar/Workshop Name of Expert Position/Designation

2015- Empower-Youth CA Raj Chawla chairman the northern india
16 Leadership Program regional council of ICAI
Kanupriya AVP strategic initiative SOIL
Sekhri
Divyani Diddi -Executive centre for knowledge
and development,IPE Global
limited
Praveen narang Senior member,
ICAI,motivational speaker
Pulkit Srivastava Head of external communication,
Dish TV
Workshop On Puneet Raman Founder & Director Prowisdom
Resume Writing Growth Pvt. Ltd
And Soft-Skills
Development (9th
Nov-2015)
Interactive-talk Deepak Mehra Dubai-based Entrepreneur &
session on the Author
transition from
college life to
corporate life (9th
Oct- 2015)
2014- E-Commerce Mr. Sachin Dalal cofounder , infibeam.com
15 Conclave in
association with Mr Aman Dhall leader of PR and communication,
BRICS policybazaar.com
Mr. Naveen An Advisor to BRICS Chamber
Coomar of Commerce and industry.
Mr. Ankur Setia Founder and Director , Corporate
Shiksha
Seminar on Dr. J.P Sharma Head and Dean. Department of
Corporate Commerce, Delhi School Of
Governance Economics, Spoke on CSR
Dr. Vijay Kapur Faculty at ICAI, delivered a
lecture on CSR
2013- Com Talks- Dr. Mohan Economic Adviser, Department
14
Chutani Lecture Series of Industrial Promotion and
Policy, Ministry of Commerce

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E-134 Self Study Report 2016

and Industry
Prof. J.P Sharma Head and Dean Delhi School Of
economics.
Dr. Girish Ahuja
Prof.
N.K.Chadha

33. Teaching methods adopted to improve student learning

 IT Enabled teaching
 Presentations by student groups
 Group discussion, case studies and small quizzes
 Industrial trips

34. Participation in Institutional Social Responsibility (ISR) and

Extension activities
Department members have contributed in creation of e-content at e-
PG pathshala project of UGC/MHRD.

35. SWOC analysis of the department and Future plans

Strengths:
 Department have experienced and dedicated staff with excellent
academic records. 65% of the permanent faculty has more than
15 years of teaching experience.
 IT enabled teaching and use of OERs
 Training through workshops to the teachers and students to
develop their analytical skills and critical reasoning.
 Good interaction with corporate sector which gives exposure to
students and teachers.
 Excellent placement opportunities for students.

Weaknesses:
 Uncertainity in academic planning due to faculty that is not
permanant
 Lack of freedom to introduce current developments in the
teaching inputs.

Opportunities:
 Skill development courses can be focused upon especially in the
area of e-commerce under CBCS.

Challenges:
 Retaining talented faculty that is not permanant.

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 Increasing placement opportunities for students

 Motivating students to participate in extension activities and ISR
 Personality development and communication skills programs for
students from weaker socio-econmic backgrounds

Future Plans:
 Starting scholarly journal in Commerce.
 Organize conferences at national/international level.
 Organizing workshops skills enhancement in collaboration with
industry.
 Launching of commerce society website

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15. Evaluative Report of the Department of Physical Education

1. Name of the department Physical Education

2. Year of Establishment

3. Names of Programmes / Courses offered (UG, PG, M.Phil.,

Ph.D., Integrated Masters; Integrated Ph.D., etc.) Nil

4. Names of Interdisciplinary courses and the departments/units

involved Nil

5. Annual/ semester/choice based credit system (programme wise)

NA

6. Participation of the department in the courses offered by other

departments
Application Courses on Physical Education in B.A. Programme

7. Courses in collaboration with other universities, industries, foreign

institutions, etc. Nil

8. Details of courses/programmes discontinued (if any) with reasons

Nil

9. Number of Teaching-posts

Sanctioned Filled
Professors - -
Associate Professors - -
Asst. Professors 2 1

10. Faculty profile with name, qualification, designation, specialization,

(D.Sc./D.Litt./Ph.D. / M. Phil. etc.,)

Name Qualificatio Designation Specialization No. of No. of

n Years of Ph.D.
Experienc Students
e guided for
the
last 4 years
Inderpreet Kaur M.P.Ed Assistant Hockey 4 nil
Nanda Professor

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11. List of senior visiting faculty Nil

12. Percentage of lectures delivered and practical classes handled

(programme wise) by temporary faculty 100%

13. Student -Teacher Ratio (programme wise) NA

14. Number of academic support staff (technical) and administrative

staff; sanctioned and filled

15. Qualifications of teaching faculty with DSc/D.Litt/Ph.D/MPhil/PG.

PG – 1

16. Number of faculty with ongoing projects from a) National b)

International funding agencies and grants received
Ms. Inderpreet Kaur Nanda, Co-PI, Development and Challenges in
Sports - A Study on Indian Cricket, funded by University of Delhi,
2013-15

17. Departmental projects funded by DST - FIST; UGC, DBT, ICSSR,

etc. and total grants received Nil

18. Research Centre/facility recognized by the University Nil

19. Publications:

Publication per faculty 12/1 = 12

Number of papers published in peer reviewed 11
journals (national /international) by faculty and
students
Number of publications listed in International 7
Database (e.g: Web of Science, Scopus,
Humanities International Complete, Dare
Database - International Social Sciences Directory,
EBSCO host, etc.)
Monographs Nil
Chapter in Books Nil
Books Edited Nil
Books with ISBN/ISSN numbers with details of Nil
publishers

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E-138 Self Study Report 2016

Citation Index
SNIP
SJR
Impact Factor
h-index

20. Areas of consultancy and income generated Nil

21. Faculty as members in

a) National committees Nil

b) International Committees Nil

c) Editorial Boards Nil

22. Student projects

a) Percentage of students who have done in-house projects
including inter departmental/programme Nil
b) Percentage of students placed for projects in organizations
outside the institution i.e.in Research laboratories/Industry/
other agencies Nil

23. Awards / Recognitions received by faculty and students

Old/Current Students who started their professional career in sports
while in College and went on to become Arjun Awardees and
International Players:
1. Shaym Lal (Gymnast), Arjun Award - 1961
Melbourne Olympics – 1956,
Rome Olympics – 1960
2. Dalbir Singh (Weight Lifting), Arjun Award - 1975
Tehran Asian Games – 1974
Bangkok Asian Games - 1978
3. Mohinder Amarnath (Cricket), Arjun Award - 1981
69 tests, 85 ODI, 1065 runs
Member of World-Cup-1983 winning team
4. Vijay Mala Bhanot (Shotput), Arjun Award - 2001
New Delhi Asian Games - 1982
Asian Games -1986
5. Ramkaran (Para Athlete) 800m, Arjun Award -2012
Rajiv Gandhi khel ratan award - 2011
Asian Games - 2014 Silver in 800m
6. Ashok Diwan (Hockey)

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Self Study Report 2016 E-139

World Cup - 1975, 1982

Olympics -1976
Asian Games - 1994
7. Mrs. Kiran Sandhu (Basketball)
Vice Captain Indian basketball Team - 1980
8. Maninder Singh (Cricket)
Left arm spin bowler
35 tests, 88 wkts, av.37.36
9. Harender Singh (Hockey)
represented India From 1989 to 1990.

Other Awards (2011-15):

International:
 Sakshi Tomar, Shooting, 4th place in Air Pistol at Junior
World Cup in Germany, 2014.
 Arjun Singh, Discuss Throw, represented India in Youth
Asian Games 2013-14
National:
2013-14
 Arjun Singh, Discuss, All India University - Gold, World
University Games Participation, Delhi State Championship, a
new record.
 Sakshi Tomar, Shooting-10 m Air Pistol, Gold, 57 th National
Championship, held at Delhi, with a record.
 Amar Singh Rana, Hammer Throw, All India University.
 Lalit Mathur, 800m, Junior Nationals – Gold
 Lalit Mathur, 800m, All India Inter University Championship
– Silver
 Ashish Tokas, Swimming, 2 Gold in All India University
Championship
 Kamal Singh, Diving, All India Inter University
Championship - 1 Silver, 1 Bronze
 Anuj Khandelwal, Table Tennis, North Inter University
Championship, Gold
 Abhilekh Parashar, Gymnastics, Senior National
Championship -3 Gold
 Kunal Anand, Deepak Viswakarma, and Rohit Bisht, Tennis,
All India Inter University Championship, Silver
 Vikas Kaushik, Decathalon, Junior National Championship-
Bronze
 Yash Nain, Ravikumar, and Jayank Ahuja, Badminton, North
Zone Inter University Championship –Silver

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E-140 Self Study Report 2016

 Hiten Dalal, Parnshu Vijayran, and Hardik Pahwa, Crikcet,

represented Delhi Under 19 in National Under-19 Cricket
Championship
 Ankit Dabas and Vision Panchal, represented University of
Delhi in North Zone Inter University Cricket Championship.
 Jasleen Kaur, represented Delhi in Senior National
Championship and University of Delhi in All India Inter
University Championship
 Ashish Sangwan, Anuj Sangwan, Jaiprakash, Mohit
Ahlawat, Nitin Yadav, Subhash and Amarveer, Handball,
represented University of Delhi, at AIU.
 Abhishek, Avtar Singh Mann, Ajay Rathi and Jaiveer
Babbar, Hockey, represented University of Delhi in AIU

State-Level:
 Ashish Tokas, Swimming, Delhi State Championship -2
Gold, 2 Silver
 Kamal Singh, Diving, Delhi State Championship, Gold
 Abhilekh Parashar, Gymnastics, Delhi State
Championship - 4 Gold, 2 Silver

24. List of eminent academicians and scientists / visitors to the

department NA

25. Seminars/Conferences/Workshops organized & the source of

funding:
a) National Nil
b) International Nil

26. Student profile programme/course wise:

Name of the Applications Enrolled Pass

Course/programme (refer received Selected *M *F percentage
question no. 4)
NA
*M = Male *F = Female

27. Diversity of Students

Name of the % of students % of students % of

Course from the from other States students
same state from abroad
NA

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28. How many students have cleared national and state competitive
examinations such as NET, SLET, GATE, Civil services, Defense
services, etc.? NA

29. Student progression

Student progression Against % enrolled

UG to PG NA
PG to M.Phil. NA
PG to Ph.D. NA
Ph.D. to Post-Doctoral NA
Employed NA
• Campus selection
• Other than campus recruitment
Entrepreneurship/Self-employment NA

30. Details of Infrastructural facilities

a) Library Common College Library
b) Internet facilities for Staff & Students: All via wireless and wired
c) Class rooms with ICT facility From common pool of college
d) Laboratories NA

31. Number of students receiving financial assistance from college,

university, government or other agencies
Sports Persons are given Full, Half, and Quarter Fee Concession
depending upon their competence and involvement, besides food
coupons for high-protein nutrious food. Sports gear and equipment
is also provided.

32. Details on student enrichment programmes (special lectures /

workshops / seminar) with external experts
 Eminent and suitable coaches for every sport
 exposure and opportunity to interact with eminent sports
personalities
 Organization of events and tournaments as per available funds
and calender opportunities.

33. Teaching methods adopted to improve student learning

Close follow-up and individual attention and advice

34. Participation in Institutional Social Responsibility (ISR) and

Extension activities NSS and NCC

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E-142 Self Study Report 2016

35. SWOC analysis of the department and Future plans

Strengths:
 A rich legacy of eminence in sports
 Well-maintained sports ground and equipment
 State-of-the-art gymnasium
 Tie-ups with eminent coaches for every sport
 Facilty for Day-night events
 An encouraging and supportive College Administration

Weaknesses:
 No permanent faculty
 Dependence on other institutions for training and practice in
water sports, such as swimming and diving

Opportunities:
 Relatively large enrolment in College which brings in diversity
in sports interests
 Well-maintained grounds like ours are few in the city, which can
be utilized to forge collaborations and tie-ups and increase
exposure

Challenges:
 To integrate academic progress with sport performance for all
players
 To make room for sufficient number of events and tournaments
in Semester-mode

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 A

Declaration by the Head of the Institution

I certify that the data included in this Self-study Report (SSR) are true to the
best of my knowledge.

This SSR is prepared by the institution after internal discussions, and no

part thereof has been outsourced.

I am aware that the Peer T eam will validate the information provided in
this SSR during the Peer Team visit.

Place: Delhi Signature of the Head of the

Date: 04-February-2016 institution with seal

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 C

Certificate of Compliance
(Affiliated/Constituent/Autonomous Colleges and Recognized Institutions)

This is to certify that Sri Guru Tegh Bahadur Khalsa College fulfils all
norms
1. Stipulated by the affiliating University – University of Delhi, and
2. Regulatory Council/Body - UGC, AICTE, and
3. The affiliation and recognition is valid as on date.

In case the affiliation/recognition is conditional, then a detailed enclosure

with regard to compliance of conditions by the institution will be sent.

It is noted that NAAC’s accreditation, if granted, shall stand cancelled

automatically, once the institution loses its University affiliation or
Recognition by the Regulatory Council, as the case may be.

In case the undertaking submitted by the institution is found to be false then

the accreditation given by NAAC is liable to be withdrawn. It is also
agreeable that the undertaking given to NAAC will be displayed on the
college website.

Date: 04-Feb-2016 (Jaswinder Singh)

Place: Delhi Principal
(Signature with Office seal)

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 E

Copy of the UGC’s Directory of Colleges – Cover & Page 129

(Ref. College Profile item No. 7(c))

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
F Self Study Report 2016

Copy of the Page No.129 of Directory of Colleges

(Ref. College Profile, Item No. 7(c))

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
Self Study Report 2016 G

Copy of AICTE Approval Letter

(Ref. College Profile Item No.7(d))

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007
H Self Study Report 2016

Copy of AICTE Approval Letter – page-2

Sri Guru Tegh Bahadur Khalsa College, University of Delhi, Delhi 110007