Teaching & Learning
Teaching & Learning
The college, a constituent of Himachal Pradesh University (HPU), is committed to ensuring the effective planning, delivery, and evaluation of its undergraduate (BA and BCom) programs. With a student-to-teacher ratio of 41.25:1 and a 100% full-time faculty, the college provides seamless curriculum delivery under the Choice Based Credit System (CBCS). The Internal Quality Assurance Cell (IQAC) and College Advisory Committee (CAC) collaboratively develop an Academic Calendar in alignment with Himachal Pradesh University’s schedule. This calendar, along with detailed departmental plans, is published in the college prospectus and made available on the college website, ensuring transparency and structured academic planning.
The college employs a range of student-centric pedagogical methods to enhance learning experiences, including experiential learning, participative learning, and problem-solving techniques. ICT-enabled tools such as interactive panels, online resources, video lectures, and case studies are integral to the teaching process, promoting dynamic and effective learning.
1.1 Mode of teaching
Our college embraces a variety of innovative teaching methods to provide a student-centered, inclusive, and effective learning experience. These teaching modes are thoughtfully designed and blended with HPU university syllabi to accommodate diverse learning needs, seamlessly blending traditional approaches with modern pedagogies. The following key approaches form the foundation of our teaching strategies:
i) Blended Teaching:
The college implements a blended teaching approach, combining traditional face-to-face classroom learning with online instructional methods. This hybrid model allows students to access course materials, recorded lectures, and interactive online resources through our Learning Management System (LMS). This approach not only fosters flexibility but also enhances the depth of learning, as students can revisit materials at their own pace. Teachers utilize ICT-enabled tools like PPT based teaching, interactive panels, video lectures, and online assignments, ensuring that the teaching process is adaptive to the digital learning environment.
i) Flipped Classroom
College utilizes the flipped classroom model, a modern approach that reverses traditional teaching by delivering instructional content outside of class and dedicating classroom time to active, student-centered learning. Prior to the classes, students are provided with open-source recorded video lectures, case studies, and curated web links, allowing them to independently explore the material at their own pace. Classroom sessions then focus on applying concepts
through interactive problem-solving, group discussions, and practical exercises, all facilitated by the teacher. This method promotes active learning, encourages critical thinking, and enhances the application of knowledge, transforming the classroom into a more dynamic and student-driven environment.
Inspired by the Montessori approach, our college promotes student-centered teaching that fosters autonomy and personalized learning. Students are given the freedom to choose topics from faculty-provided options, encouraging deeper engagement with subjects of personal interest. This flexibility enhances intrinsic motivation, while teachers guide the process by aligning topics with the curriculum, allowing room for exploration. Emphasizing self-paced learning and respecting diverse learning styles, this method nurtures creativity and critical thinking, with teachers acting as facilitators who guide discussions and provide feedback, empowering students to take ownership of their learning journey. Some of the faculties uses “Leadership board” method where students recognised on the basis of slow learners and fast learners.
ii) Although the Himachal Pradesh University (HPU) syllabus for undergraduate courses does not explicitly outline learning outcomes based on Bloom’s Taxonomy, our college proactively aligns the curriculum with Bloom’s framework to enhance student learning. We integrate Bloom’s Taxonomy into our teaching methods by encouraging progression through various cognitive levels—beginning with knowledge acquisition and moving toward higher-order
skills like analysis, synthesis, and evaluation.
iii) The college has actively engaged in curriculum enrichment practices through various initiatives aimed at providing practical learning experiences to students. A notable project was the creation of a “Safe Construction Model,” which allowed students to apply theoretical knowledge to real-world construction safety standards. Additionally, an educational tour to Kangra Qila exposed students to the architectural heritage and historical significance of the region, while an industrial visit to Garnota Industrial Area, including units like MS Ambey Flour Mill, MS Duni Chand Composite Unit, MS Kehar Singh Composite Unit, and MS Kewal Atta Chakki, provided insights into industrial operations and manufacturing processes. These activities significantly contributed to enhancing students’ learning by bridging the gap between academic concepts and their practical applications, aligning with the institution’s commitment to holistic education and industry exposure.
iv) As per the University of Himachal Pradesh, the academic progress of the students is tracked through CCA which accounts for 30% of the final grade. It is determined on the basis of classroom attendance (5 marks), mid-term tests (15 marks), and assignments/ seminars/ class tests (10 marks). All the departments (Commerce, Economics, English, Hindi, History, Music and Political Science) did follow internal assessment mechanism as per the university policies.
v) The college has demonstrated efficiency in curriculum enrichment practices by promptly publishing and showcasing results, significant notifications, and circulars to students within 7 days of receiving the notification from Himachal Pradesh University (HPU). This timely dissemination of information ensures that students are well-informed and can take necessary
Regular Feedback is obtained from students through feedback forms to review issues related to curriculum delivery, time sense of faculty, subject command, use of teaching aids, helping attitude, class control and identify areas of improvement. Student feedback is also collected in mentoring and tutorial sessions. The college conducted a comprehensive Teacher Evaluation through a student feedback system, gathering data from a sample of 150 students, with 146
responses. The overall student satisfaction is 93.61%, reflecting a high level of approval for the teaching quality across departments. Department-wise results are as follows: History (sample 56, satisfaction 95.38%), Hindi (sample 23, satisfaction 92.94%), Music (sample 2, satisfaction 82.29%), Economics (sample 9, satisfaction 93.84%), English (sample 7, satisfaction 98.12%), Political Science (sample 39, satisfaction 97.41%), and Commerce (sample 10, satisfaction
95.31%). These results underscore the college’s dedication to maintaining academic excellence and enhancing the learning experience.
iii) Action on Feedback:
In response to the feedback, the college is committed to ensuring continuous improvement. For departments with relatively lower satisfaction rates, such as Music, the faculty will be encouraged to participate in skill enhancement workshops aimed at refining teaching methodologies. Continuous monitoring of teaching practices will be implemented across all departments to ensure sustained high satisfaction levels. Additionally, departments with particularly high scores, such as English and Political Science, will further encourage student- faculty engagement to maintain this positive trajectory. The feedback system itself will be reviewed biannually, allowing the institution to promptly address any emerging concerns and ensure ongoing alignment with student expectations.
1.5 Examination result
i & ii) In the recent academic evaluation for the undergraduate programs, our college has demonstrated commendable academic performance in both BA and BCom courses. The examination results reflect a strong commitment to academic excellence and effective teaching strategies.
For the BA Program:
BA-I
BA-II
BA-III
Total Students
119
84
109
% of Students Passed
89.91
94.04
100.00
% of Students with A Grade and Above
48.73
15.47
72.47
For the BCom Program:
BCOM-I
BCOM-II
BCOM-III
Total Students
4
6
3
% of Students Passed
100.00
100.00
100.00
% of Students with A Grade and Above
50.00
33.33
66.67