SSR C M College-(Arts & Commerce)

CHANDRADHARI MITHILA COLLEGE
(ARTS & COMMERCE)
KILAGHAT, DARBHANGA
846004
SELF STUDY REPORT
2014
SHASHI BHUSHAN SINGH
Principal
E-mail: principalcmcollege@yahoo.com
www. cmcollege.org

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PREFACE
Chandradhari Mithila College (Arts & Commerce), Darbhanga, popularly known as C. M. College, was founded by a Citizen’s Committee consisting of distinguished dignitaries of Darbhanga, with a vision to impart modern higher education to the citizen of Mithila region. On 1st June 1938, when the college took its form, it had about a dozen or more students and was situated in a private building in Laheriasarai. Today, it has nearly 12 buildings, one majestic multi-purpose hall, one boys-hostel, and nearly 6000 young boys and girls striving to enhance their capabilities in order to ensure a better life chances. In addition to the lustrous and green 4.5 acres where the college is located at present, it also owns a 10 acres land in a scenic location which will be used for the implementation of future development.
C M College is a Constituent College, under Lalit Narayan Mithila University, Darbhanga. It has a 12 (B) and 2 (f) status since 1976. In the current academic year, the college is offering 15 UG Programmes, 12 PG Programmes. The college also offers professional courses like BBA and BCA, Certificate, Diploma, and Advance Diploma Courses in Library & Information Science, Journalism and others courses. At present, there are 43 permanent faculty members in addition to a dozen of Guest Faculties engaging self- financed courses. There are 52 support staffs working in different offices and departments.
The College has been involved in the preparation for its 1st cycle of accreditation for the past one year. In 2005, it was though accredited and was awarded Grade: B++ by NAAC. But, before elapsing the five year period it failed to move for its next cycle of assessment and accreditation. As a result, we chose to move for a fresh cycle. In the meantime IQAC of the College took initiatives for Academic Audit and the maiden Audit was completed on 01 Nov 2013. Preparation of the SSR as well as the process of Academic Audit gave us an occasion to introspect and identify our strengths and weaknesses. This journey of reflecting on the foot prints left in the past five years or so has given us insights to overcome our past weaknesses underlined by the Hon’ble members of the last NAAC Peer Team (see: Annexure-1), highlighted by NAAC in course of approving our IEQA (see: Annexure-2) and very recently by the Academic Audit Team (Annexure-3). In this backdrop, we have tried our best to realize the goal of actualising the potential of the college through strong commitment and determined action.
Furthermore, I certify that the facts and figures incorporated in this self-study report at different places are true and authentic, the evidences of which are available in the records of the College. I am aware of the fact that the Peer Team will validate the information provided in this SSR during the visit of Peer Team.
(Shashi Bhushan Singh)
Principal

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From the Side of Steering Committee
This report is the outcome of the team effort of the Members of the College performing at different levels in the hierarchy. Systematically, we started this intellectual journey almost one and half years back with the constitution of a Fact- Finding Team, the report of which later became the roadmap for preparing and wording ourselves on the various facets of Institutional life. Needless to say, IQAC has been the core of all our endeavours and activities. Over the long haul, today we are in a position to present the report for the appraisal of our College.
The Principal of the College, Dr Shashi Bhushan Singh, has been sincere and enthusiastic in the matters of academic and allied quality enhancement and also, in the making of this report in its original spirit. The Committee wishes to thank him.
This Self Study Report could not have been finished and presented without the valuable contributions of each one of us here at C M College. We extend our heartfelt thanks to all of them.
(Divakar Jha)
Coordinator,
Steering Committee

Contents
Sl No
Particulars
Page No
1
Preface/Cover Letter
2
1 a
From the Side of Steering Committee
3
2
Executive Summary
5
3
SWOC Analyses & Strategic Plans
16
4
Profile of the College
22
5
Criteria-wise Analytical Report
33
5 a
Criterion I: Curricular Aspects
34
5 b
Criterion II: Teaching-Learning and Evaluation
45
5 c
Criterion III: Research, Consultancy and Extension
68
5 d
Criterion IV: Infrastructure and Learning Resources
84
5 e
Criterion V: Student Support and Progression
94
5 f
Criterion VI: Governance, Leadership and Management
104
5 g
Criterion VII: Innovations and Best Practices
125
6
Evaluative Report of the Departments
130
7
Post Accreditation Initiatives of the College
197
Except Annexure 4a and 4b all annexure shall be presented before the Peer Team during visit
200 & 201

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EXECUTIVE SUMMARY
The Self-Study Report 2014 of C M College, Darbhanga, presents wide array of evidences portraying the fact that the academic and administrative standard of the College meets the desired level of quality. Organised around the seven criteria and their different components, the SSR includes tables, graphs and charts. The document is of 150 pages in length and can be accessed on the College web-site (cmcollege.org).
The Executive Summary is based on the Self-Study Report. It presents synopsis of each Criterion and Components attached therewith. Attempt has been made to present an over-all picture of the present state of the College. As it is a summary of the entire SSR, a person who wants to go into details or specifics may track it in the main part of the present SSR.
CRITERION I:CURRICULAR ASPECTS
1.1 Curriculum Planning and Implementation
The College has clearly stated mission, vision and objective statements which guide and inform the life of the college. Essence of these statements is amply reflected by the celebrated motto of the College: ‘Tat-Twam-Asi’. It underlines our belief that there is no organic difference between teacher and student. One is a well grow-up tree, while other is a seed –having all potential for being a tree. What is needed is a right kind of environment and careful nurturing—to which we always strive. The College has been very intentional about making its commitments known to every stake-holder; they are found in all the activities and publications of the college, like prospectus, magazine (Videh), and journal (Academia) of the College.
The College has been constantly striving for academic quality enhancement. Improvement in curriculum and learning methods are the two important components of it. To accomplish it, the College has got a distinction of having a well-functioning College Education Cell (CEC) as an apex body for academic decisions and policy formulations. The IQAC of the College, through its regular monitoring and evaluations, underlines nature of the required improvements in these areas; and the CEC formulates ‘Action Plans’ which is executed by different Departmental Councils of the College. In the recent (i.e. 2013) exercise of curriculum revision undertaken by L N Mithila University, almost every department of our college has played crucial role. In fact, the Revised Syllabus of Three Years Degree Course, which has been enforced from the current academic session (i.e. 2014-15), is primarily based on the blue-print prepared by the respective Departments of our College. Effective delivery of the curriculum is ensured through Academic Planning mapped each year by the CEC and executed at the Department level. We use Mid-Term Test of our students to judge the

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effectiveness of our curricular delivery; and final University results are also reviewed and deliberated in CEC and IQAC meeting to underline the improvement needed.
1.2 Academic Flexibility
In addition to the thirteen traditional courses in social sciences, humanities, and commerce; the College runs several skill development courses too, like BBA, BCA (Proposed), Journalism, Library and Information Science, e-commerce, and Creative Writing & Translation Course in English Language; and two enrichment programmes in the form of Remedial Coaching, and Coaching for entry into service for SC, ST, OBC & Minority . Of them, the last four skill development courses are of Dual-Degree nature. As the Credit-Based Semester System has not been introduced by our parent University as yet, hence we are restrained to offer academic flexibility to our students only in a limited sense.
1.3 CurriculumEnrichment
In order to supplement the University’s Curriculum to ensure that the academic programmes and goals and objectives of the College are integrated we have been trying to shift our focus from students’ teaching to their learning through interactive teaching; making class room teaching more and more interesting through appending lectures with real life problems, using differentiated instructions for slow learners. To sensitize our students to issues like gender, climate human rights etc. we have included all these issues in the General and Environmental Studies paper, which is a compulsory paper for all the Degree III students of BA and B Com programs. Besides, we organise time to time workshops, seminars on these issues also.
1.4 Feedback System
In absence of a formal feedback mechanism placed by our parent university, we have evolved our own mechanism under which we organise workshops and discussions to take feedback on the curriculum issue from different stakeholders of our society. In this line, different departments of our college have recently (in mid 2013) organised workshops to take feedback on the changes in UG syllabus proposed to be enforced from the Academic Session 2014-15. These workshops were attended by teachers of the respective subjects from different colleges of the locality. Some guardians also turned up to express their views on the issue. Blue print of the proposed syllabus prepared by our teachers on the basis of these feedbacks was by and large accepted by the University.
CRITERION II: TEACHING - LEARNING AND EVALUATION
2.1 Student Enrolment and Profile
The complete admission process of the college is highly transparent and decentralised. The admission notices are displayed on the college notice boards

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and Web-sites, local news papers, and local TV channels. Admission of UG and PG conventional courses are done on merit basis, while in professional courses on admission test consisting of written examination and viva-voce. Selection for UG courses are done by the Admission Committee consisting of teachers of different departments, while selection for admission in PG courses is made by the respective University Department. Reservation Policy of the government is strictly followed at all levels. Selection lists are displayed on the college notice board and Web-site. The College has been sincerely pursuing the goal of establishing and sustaining diversity, equity and inclusion in its student profile. (Page: 11-15)
2.2 Catering to Student Diversity
The College has been sensitive to the reality of differing knowledge levels of students coming from different backgrounds. In the beginning of each session we have a practice of organising evaluative classes at the entry level to know the differing requirements of students and use differentiated instructions to meet the need of both advanced and slow-learners. Here these differentiated instructions include designing course contents with higher as well as simple degree of complexity. The performance of our students is subsequently analysed, on the basis of data collected by the College Nodal Officer of NMEICT, by the Student Profile Review Committee of the College and the required remedial measures are evolved and undertaken by the College Education Council.(Page: 15-17)
2.3 Teaching-Learning Process
C M College has been known in Bihar for its commitment for quality teaching and effective learning. Of late, we have been trying to make our teaching more and more student-centric through interactive teaching— shifting the style of our classroom teaching from lecturing mode to discussion mode in which students are encouraged to deliberate on the topic at hand both with their classmates as well as with their teachers. Besides, assigning a common problem or project to a group of students we try to inculcate collaborative learning among them too. In order to offer opportunities to our students to explore various socio-economic issues in their own way and express their views with arguments to substantiate them, we frequently organise seminars, debates, and essay competitions in our college. All this has been helpful in promoting critical thinking, creativity and scientific temper among the students. Recently, we have been trying to encourage wider use of modern technologies in teaching and learning processes through our Central Computer Lab, Language Lab, N-LIST Programme of INFLIBNET, using projector in class-room teaching. With a view to provide psycho-social supports and guidance to our students, we have a well-functioning Mentorship System in our College, in addition to the Counselling Cell.

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Making improvement in teaching and learning a continuous process has been the joint responsibility of the IQAC and CEC of our College. IQAC, through its Fact- Finding Committee, takes stock of the situation time to time. Its report (along with its recommendation) is sent to the CEC for deliberation and future course of action. Improvement measures resolved and recommended by the CEC is executed by the Departmental Council. IQAC keeps watch on the whole execution process and fallout effects. (Page: 18-23)
2.4 Teacher Quality
To enable our faculties to update themselves regularly with new ideas and development in their respective field the College administration has been instrumental in motivating them and liberally reliving the interested teachers from the College duties, so that they may join such courses. For new branches of teaching and learning, we hire the service of able and qualified guest faculties from outside the College. In so far as research is concerned the College has put a full- fledged mechanism in place to promote research culture in the College. Under it, the College Research Cell motivates and facilitates teachers in preparing research projects and getting them approved by the UGC. To encourage publication of research papers prepared by our faculty the College publishes a Research Journal (ISSN 2321-9734) of its own in the name of “Academia”. (Page: 23-27)
2.5 Evaluation Process and Reforms
In Bihar, colleges are not at liberty to devise or decide their own examination and evaluation process; rather it is decided by the parent university. At PG level we have semester system with Continuous Assessment System (CIA); while at UG level we follow annual system of examination. Provisions related with these examinations are given in the University Regulation. We have mentioned these provisions in nutshell in our College Prospectus also. In addition to these provisions, we have devised our own mechanism of internal assessment in the form of regular class-room tests and Mid-Term Test. This makes our evaluation process both formative and summative. (Page: 27-30)
2.6 Student Performance and Learning Outcomes
In our College, students’ performance and learning outcomes are analysed both at micro and macro levels. At micro level it is done by the mentors in a regular manner, and at macro level it is performed by the duo of IQAC and CEC. We have been trying to make our programmes more and more socially and economically relevant through timely inclusion of pertinent issues in the courses of study, assigning projects on such issues, organising seminars and debates. Our Placement Cell is working on providing placement support to our students. (Page: 30-33)

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CRITERION III: RESEARCH, CONSULTANCY AND EXTENSION
3.1 Promotion of Research
To promote research culture in our College, we have a College Research Cell. Teachers of the different departments having research orientation are its members. Principal, C M College is the Chairman of the Cell. In 2012-13, the Cell was successful in procuring UGC grants for 06 proposals which are still in progress. In 2013-14 again, the Cell has forwarded about half a dozen fresh research proposals prepared by our College teachers for approval of the UGC. To facilitate smooth progress and implementation of research projects, we have a very rich library, Central Computer Lab attached with internet, printer and copier facilities. We try to keep teachers actively engaged in research work partially relieved from other administrative assignments.
To promote scientific temper and research culture among students in our classroom teaching we have been trying to make our classroom teaching more and more case studies based so that practical applications of the theories and laws taught in classrooms may be presented before them. In addition to it to equip our students with proper research techniques we have included Research Methodology as a compulsory paper in the courses of study of the different Departments. Before the completion of courses both at UG (Professional Courses) and all of the PG courses we have made a provision for compulsory Research Projects to be done by the student as the part of their final examination.
In October 2014, we organised an Intra-University Workshop on Research Methodology with view to develop research capacity among our faculty and students. Our research journal—Academia—has been quite helpful in motivating our faculty to undertake new projects and get them published. (Page: 33-36)
3.2 Resource Mobilization for Research
Research in our College is by and large financed by the external funding agencies like UGC, ICHR and ICSSR. In Bihar, annual budget of different Colleges and Universities is prepared just to seek grants from State Govt to finance recurring salary expenditures of these institutions. This budget does not contain any separate provision in the form of proposed annual expenditure on teaching or research.
3.3 Research Facilities
To promote research we have cooperative and collaborative faculties having wide research experience, rich Library equipped with e-granthalaya and internet facility, Centralised Computer Lab, Reading Room, subscription of N-List service of INFLIBNET, research journals related with different subjects annually subscribed.
In future, we are committed to upgraded and enrich our Psychology Laboratory further, purchase newly published reference books needed for research purposes,

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subscribe more research journals, renew the N-list program subscription, digital cataloguing of the books and journals available in the library, equip our Centralised Computer Lab more facilities and arrange separate cabin for teachers and scholars. (Page: 36-40)
3.4 Research Publications and Awards
C M College publishes a Peer Reviewed Research Journal in the name of Journal of “ACADEMIA -Journal of C M College”. Senior Teachers of different Departments of Our College having research experience constitute its Editorial Board. It publishes only such research works cleared by our Peer Review Team. Our publication policy clearly states that only such research papers will be accepted for publication which has been authored by a qualified faculty of any College holding not below the rank of Assistant Professor. (Page: 40-42)
3.5 Extension Activities and Institutional Social Responsibility
NSS Units of CM College have been actively involved in engaging students in various social activities with a view to contribute the good citizenship and holistic development of our students. For instance in 2013 our NSS units have actively participated and conducted State Govt’s Cycle Yojana made for encouraging girls students of village areas specifically belonging to underprivileged vulnerable sections of the society. Under this program our 60 volunteers have been actively engaged for 10 days in remote areas of Darbhanga district to make this drive successful.
Besides, our NCC Units have also been instrument in this direction. Our Cadets have been called upon by the District Administration for various social services like managing the traffic post, handling the relief distribution in flood. In 2013 our NCC Unit adopted a nearby village ‘Shubhankarpur’ to generate awareness among the people of the village against various social evils. It organised weekend camps and Cadet visits to educate people about the various aspects of health and hygiene in their daily life. Our Cadets mobilised local people particularly housewives of the area to oppose alcoholism, illiteracy and evils like dowry.
To promote community network we have formal body in the form of ‘Citizen Forum’ composed of eminent scholars and social workers of the neighbourhood locality. We have been inviting them time to time to give us feedback on our functioning and performances, suggest measures to improve it. Their services have been utilised time to time to maintain peace and communal harmony in the campus area. (Page: 42-45)
3.6 Collaboration
For Industry-Institution-Interaction our Placement Cell has been quite instrumental in recent years. This Cell includes leading local Entrepreneurs and business persons who generously facilitate and contribute in placement services for our students.

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Besides, utilizing our linkages with local enterprises, we have been arranging for Summer-Training for our BBA and BCA Students. For this the College administration contacts and facilitates the participation of our students in these training at various industrial and commercial establishments. (Page: 45-47)
CRITERION IV: INFRASTRUCTURE AND LEARNING RESOURCES
4.1 Physical Facilities
Our entire infrastructure has been created and developed with a sole objective of promoting effective quality education. In recent years we have accorded top priority to the construction of new classrooms to meet its acute shortage; to equip our existing classrooms with facilities required to make the use of modern technologies in the field of teaching and learning process; to enrich our libraries with modern text and reference books and updating and digitalizing its catalogue so that tracking and issuance of the book may be facilitated digitalization; to promote e-learning, equip our Central Computer Lab with sufficient number of Computer sets along with internet facility, photo copier and printer.
In so far as extra-curricular activities are concerned we have Boys Common Room (equipped with indoor facilities); Girls Common Room (equipped with indoor facilities); Play ground;
Multipurpose Hall for cultural and other activities; NSS Activity Room; NCC Activity Room; Health Centre; Language Lab for Communication Skill Development; and Seminar hall.
4.2 Library as a Learning Resource
C M College Library has been one of the riches libraries of our University. It is spread in almost 530 sq. mts. and contains almost 1.25 lakh books. Its Reading Room has a capacity to accommodate fifty students at a time. Both the library and the reading room attached with it operate between 10.00 am to 4.00 pm in weekdays. Recently, on the recommendation of the Library Advisory Committee we have equipped it with computer sets along with Internet facility; Home UPS for uninterrupted power supply in Library; INFLIBNET facility; installed e- granthalaya in collaboration with the National Information Centre (NIC), Darbhanga; subscribed new Research Journals; purchased of new reference and text books.
4.3 IT Infrastructure
The College has fifty computers operating at different departments within the campus; while five computers have been issued to the in-charge of different programmes to facilitate their work. In coming months we have a plan to upgrade

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and equip six of our classrooms with necessary facility for deploying IT equipments; to upgrade our Central Computer Lab for our faculty and students; to digitalize our Library and our office work completely in the next two years time.
4.4 Maintenance of Campus Facilities
There is no technical person available in the College Service to do the calibration and other precision works needed for the equipment and instrument available in the College. College hires the service of outside agencies specialized in the respective areas for this purpose and pay for their services. To ensure safe life of the sensitive equipments installed in the College Campus we have powerful voltage stabilizers and UPS attached with those equipments. For uninterrupted drinking water supply for College Campus as well as Hostel there are RO System installed in every Departments, Library, Principal Chamber and Hostel. Some of these purifiers are attached with chillers also.
CRITERION V: STUDENT SUPPORT AND PROGRESSION
5.1 Student Mentoring and Support
With a view to provide academic, personal and psycho-social supports to our students we have a multi-tier system under which we offer: (a) Academic Support through organising interacting sessions in the beginning of each session; (b) to provide Personal Support we have Mentorship System at each level; and (c) to provide Career Support we have Career Counselling Cell. Besides, in order to resolve issues pertaining to sexual harassment and ragging we have fully functional Sexual Harassment Prevention Cell and Anti-Ragging Committee in our College. To provide financial support to the needy students Various Scholarships offered either by the State Govt or by the local Trust Fund running in our College. To infuse creativity among our students we regularly publish our college magazine—Videh—which carries mostly the articles, poems etc written by our students. We have ramp and wheel-chair facilities for physically challenged students; and health centre for all of our employees and students.
5.1 Student Progression
Our student progression to higher education during the last four years has been from UG to PG fifty to sixty percent; while from PG to Ph D has been ten to fifteen percent. To facilitate our students’ progression to higher level of education and employment we utilize the services of our Career & Counselling Cell and Placement Cell. We provide special support to students who are at risk of failure and drop out through the UGC sponsored Remedial Coaching and arranging special classes for them. Our Mentorship System also contributes in this area.

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5.2 Student Participation and Activities
Our students participate in wide range of sports and games like football, volleyball, tennis, carom, chess, kabbaddi and others. In past they have won various prises and appreciations in respectable number in different university, state and regional level events. We have been organising annual cultural function on the eve of Bihar Divas that provides our student to demonstrate their talent at home. To reflect their view and aspirations we include two students in each of our Departmental Councils.
CRITERION VI: GOVERNANCE, LEADERSHIP AND MANAGEMENT
6.1 Institutional Vision and Leadership
The College has a clearly stated Vision and mission reiterating its age-old commitment towards creating ‘an enriched learning environment that empowers students to transform their lives’. We intend ‘to foster intellectual growth, aesthetic appreciation, and character development in our students’. College motto inscribed inside our emblem—Tat Tvam Asi—emphasizes the same conviction and commitment of ours.
Informed by our vision and mission, we have set out well-defined goals of: Creating and maintaining academic excellence and equity in all branches of teaching and learning; Enhancing faculty strength and effectiveness; Establishing leadership in research at university and state levels; Improving organisational effectiveness; Strengthening community engagement. To realise these goals we have drafted a clear-cut action plan detailed on page: 66-74 of the main document of our SSR. The IQAC and the CEC of the College work together, under the able leadership of our Principal to effectively execute this action plan. Different committees are also working in different areas promoting a participatory development and collective sense.
6.2 Strategy Development and Deployment
Our Quality Policy clearly enunciates our resolve to ensure an enriched learning environment, equitable and enabling education, and a culture of socially productive research activities. To accomplish it the College has formulated a Perspective Plan in the backdrop of the recently undertaken SOWT Analysis of the College. The decision-making agencies of the College— consisting of CEC, IQAC and Departmental Councils, in addition to the different committees working in different specific areas— have already undertaken its execution in right earnest. We have been engaging our different stake holders to give their feed-backs on this Plan. For this, we are utilising different channels established by us like, Parent-Teacher- Students Meet, student members nominated in the Departmental Council, Grievances and Suggestion Box installed in the Academic Bloc of the College, and meeting with members of the local community.

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6.3 Faculty Empowerment Strategies
To empower our faculty professionally we have been working on various levels, such as liberally enabling our teachers to participate in Professional Development Programs; organizing workshops to motivate our teachers to enhance their research capabilities; reorganising our Central Computer Lab by shifting it in the teaching block so that it should be easily accessible to all the teachers; Offering them a regular channel for their research publication in the form of our journal—Academia. With a view to enhance professional development among our non-teaching staff, we have of late equipped our different sections of the office with computer and allied items, and are in a process to train them up in a phased manner to handle all their office works on computer.
6.4 Financial Management and Resource Mobilization
We have been maintaining the norms of financial management and resource mobilisation enunciated under the Universities of Bihar Act, 1976. Our financial accounts have been regularly audited both by the internal team of our parent University and a Chartered Accountant hired by the College for this purpose.
6.5 Internal Quality Assurance System (IQAS)
College does have an Internal Quality Assurance Cell (IQAC). It was though initially established in 2006 but for one reason or the other it became fully functional since 2012. It has been constituted completely in line with the requirements set out by the NAAC. It has been actively engaged in formulation, institutionalisation and effective execution of the Quality Policy of the College. Since 2013, we have maintained a practice of Academic Audit on annual basis. IQAC and CEC of the College have been quite instrumental in all these exercises.
CRITERIA VII: INNOVATIONS AND BEST PRACTICES
7.1 Environment Consciousness
To increase environment consciousness among our students, staff and the local community we have adopted a multipronged programme comprising: (i) to educate them about the bad factors that affect environment, (ii) to motivate them to take measures to safeguard environment, and (iii) to put environmental concepts into curricula.
7.2 Innovations
In academic interest we have undertaken several important innovative steps

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reflecting our commitment towards our vision, mission and goals mentioned earlier. For example: Constitution of College Education Council in 2011 for the first time as apex academic planning and reviewing body at our College level; adoption of Academic Audit process on annual basis; Publication of Peer Reviewed Research Journal having ISSN; Constitution of College Research Cell; Conducting mid-term test both at UG & PG level.
7.3 Best Practices
Introduction of Differentiated Teaching for Slow Learners, and strict adherence of the College Dress Code have been the two important Best Practices undertaken by our College in recent years.
The long drawn self-study process has been a valuable learning experience for the faculty, students, and non-teaching members of C M College, Darbhanga. Led by a dedicated Steering Committee, the College carefully considered its educational programmes and services – with particular attention on student learning and achievement – to determine how well the institution accomplishes its goals, fulfils its mission, and meets the standards of the higher learning. The process of self- study confirmed both strengths and challenges in relation to the Criteria for Accreditation and highlighted the continued work we must do to re-establish the College as a nationally recognized leader in liberal and professional education.
Following this in-depth analysis, we are confident that the evidences provided is sufficient to conclude that all Eligibility Requirements and Assumed Practices have been met, and that the College has the capacity to join the elite club of ‘A’ category colleges of India.

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SWOC Analysis
Our Strengths:
1. Being the oldest college of Mithilanchal Region, the College has a well- established and widely acknowledged reputation as the leading modern college of Bihar, surpassing many older institutions in the region.
2. The biggest strength of C M College, as an institution, is its highly qualified, experienced, and dedicated faculty who are highly involved in their professional works.
3. We have high quality academic programmes at the undergraduate and postgraduate levels.
4. Our Departments are strongly student centred and focused.
5. We have mentorship system in operation to support and encourage the students.
6. One of the most important sources of our strength lies with the huge strength of learners, particularly those belonging to the weaker sections of the society (SC/ST/OBC/Minorities/Economically Backward) which stands testimony to our social commitment and the important role this institution is playing in social transformation in this officially declared educationally backward area of Bihar.
7. The College is spread in an area of 13.91 acres, which reflects its huge future expansion potentiality.
8. The College has produced a galaxy of learned persons who have made their impact felt in different fields—teaching, civil services, professional services, politics and others. In near future, this may prove to be an important source of support for the institution, as we are set to form an Alumni Association here.
9. The College has a very rich library with number of books totalling almost 1.25 lakh and equipped with INFLIBNET Facility. Morning to evening reading facility in the attached Reading Room.
Our Weaknesses:
1. Lack of competitive culture, due mainly to highly bureaucratic approach of the University as well as the State Government.
2. Little academic and financial autonomy to the College.
3. Most of our courses are of traditional nature. In recent days, some of them are gradually losing their charms.
4. Our curricula and course structure are quite rigid and do not carry much in- built flexibility. It lacks a credit accumulation and transfer system to enable students to pursue opportunities for life-long learning and skill development.
5. High student numbers makes it difficult to connect with students and retain our student centred focus. Moreover, high student numbers means a diverse

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student body with diverse needs and insufficient resources to address students at both ends of the ability continuum.
6. Traditional class rooms compound our difficulty more. We are still using chalkboards as a definitive component of the classrooms, as a result we face chalk dust filling classrooms and chalk residue on our figure and in our eyes.
7. Laboratories are ill equipped to support such a large number of students in a meaningful way. Besides, apparatuses need to be updated so that students may have an exposure of up-to-date facilities.
8. As no fresh appointment of teachers has been made since last 10 years, hence the College is facing acute shortage of teachers.
9. Average age of our faculty is almost 50 years. Aging while adds experience; it also generates a knowledge gap. In this computer age almost 90 percent of our teachers have no computer literacy. For their updation, facilities need to be created urgently.
10. Supporting staffs lack proper training and motivation. They need proper training to operate modern office equipments and to orient them towards modern office management techniques.
11. Offices need to be equipped with computer networking and other modern office equipments.
12. Our library is though quite rich, but most of our books are of old edition. Visualising the ever growing number of enrolments in the College even these old books are proving insufficient.
13. We lack proper student support system in the College. We don’t have any Counselling Centre in the campus to motivate and direct the students to choose a right track; our Health Centre is not equipped to provide more that first-aid facilities; the College as well as the University is totally unaware of the very concept of some of the popular student support practices like, Student Advocate, Career Centre, Campus Ministry and others.
Opportunities Visualised:
1. We have the opportunity to use our reputation for quality programming and our geographic location to develop new programming opportunities and new modes of delivery.
2. Changing demographics in the region and a growing population afford opportunities for us in the form of assured large-scale demand for our different programmes of learning.
3. On the supply side, recent changes in the attitude of the State Government regarding liberal funding to the universities and colleges of Bihar, and the approach of the UGC as well as the Central Government to fund the institutions of higher learning under RUSA appear to provide us an opportunity to restructure, strengthen and modernise our institutional facilities and manpower.

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4. Vocationalisation of education is the need of the day, if we want to lessen the demand-supply mismatch of our higher education system. We, in C M College, were feeling its need since long. It’s quite heartening that the newly framed RUSA has underlined such need and formulated a well designed approach to implement it at higher education level. We feel it as an opportunity to realise our dream.
5. If proper updation facilities are put in place, our faculty has definite potential to excel both in teaching and research.
6. Being a premier college of Mithilanchal region the quality of students it gets is far better than other institutions of the region. They can cope with better and tougher courses. If properly fed, they can compete with students of any corner of India.
Threats Envisioned:
1. Changing composition of our job market has reduced the number of students wishing to pursue general education making it difficult to find students for certain areas. Our exclusive preference for traditional subjects is gradually eroding our relevance and attractions. We seem to focus on education and don’t spend much time worrying about whether or not our students are prepared for a career. Our curriculum no longer reflects the need of the industry. If vocationalisation is not adhered to, we are bound to be rendered redundant.
2. Even in the case of most of the traditional subjects that we teach today, courses have not changed for years. Shut off from revision and upgradation, up against recently revised and expanded school syllabi, these antique courses are pushing students into a time warp. At the end of the college education, a cynical, disinterested, and completely disinterested youth emerges. This sense of indifference on the part of university officials is imperilling the education system as well as the society at large.
3. Today, a vicious circle has come to prevail in the higher education field. Teachers set straight and conventional questions for university examinations that a student can guess well in advance, they, therefore, need to learn only selected five to seven questions instead of the whole syllabus, and with such preparation they appear in examinations and usually get good scores also. Teachers are happy as they now need to teach selectively, students are happy as the need to prepare only selected questions, university officials and state government are happy as examinations are held peacefully and results have been declared timely. But, in all these (mis-) deeds the very meaning of higher education is being sacrificed, for which no one seems to be ready to give a serious thought. In such a situation, students feel no need to attend their classes, as they can score well even devoting a month time for such examinations. There is nothing challenging in most of the university examinations. An honest comparison of the question papers of CBSE +2 examinations and any of the university

19
examinations of Bihar can depict that even +2 questions demand more ingenuity, intelligence and intensive study than our university papers!
4. The story does not end here. Recently the State Government has devised a new formula to fund affiliated colleges of Bihar. They will get their fund on the basis of results of their respective college. As a result, when they are brought to evaluate papers, they seem have a tacit agreement among themselves to mark liberally in general, so that, they or their fellow teachers can get larger and larger fund. Hence, for their sheer survival they are again sacrificing the very cause of the education in Bihar.
5. Bihar has recently formulated Private University Act, opening the scope for private players’ entrance in the field of higher education. These universities will have their own course-structure and fee-structure. If proper functional and financial autonomy is not granted to us, in near future it will surely amplify our problems related to our aging facility and will threaten our competitiveness to maintain cutting edge research and deliver quality programmes.
6. We have been primarily a teaching institution. Research has got low priority in our scheme of things. But, funding pattern and reward system of our higher education system is highly skewed towards research orientation. This mismatch is posing serious threat to our professional progression and fund-raising capacity of the institution.
7. Politically motivated decisions about introduction of new courses and enrolment capacity therein, without keeping the required infrastructural facilities and strength of the faculty in view, is proving a threat to the high quality of our programmes and is negatively impacting our reputation as the premier institution of the region as well.
8. Acute shortage of teachers is again jeopardizing our endeavour to impart quality education. In 1982, total number of teachers working in our college was 102 and today we have 43 teachers; while the enrolment has increased from 4000 in 1982 to 6000 today. Some of the departments are finding very hard to cope with the situation. For example, in History we have 1100 students against 2 teachers, in Hindi we have 3550 students against 4 teachers, in Commerce there are 2300 students against 9 teachers! Barring a few, in most of the other popular subjects the situation is more or less the same.
Strategic Action Plan for Institutional Development Based on SWOC Analysis:
On the basis of SWOT Analysis Report of the College, we envision following core challenges that we plan to meet in the coming four to five years time:
1. Upgradation of Faculty through specifically designed Development Support Programmes
2. Enhance Institution Management Capabilities

20
3. Make our Teaching and Learning Process more Effective
4. Gradual shift to more and more Vocationalisation of Education
5. Expansion and Modernisation of our Infrastructural Facilities
6. Enhance Interaction with Industries
Sl. No.
(I)
Strategic Plan
(II)
Critical Activities
(III)
Link to SWOC
(IV)
1
Faculty Upgradation
i. Organise Workshops & Refresher Courses
ii. Organise Crash/Short Courses in Computer Learning
iii. Organising Workshops on Pedagogical & Evaluation Methods; Semester System; IT Centred Teaching Methods
iv. Encourage faculty to organise/participate Professional Conferences
v. Organising Workshop on different aspects of Student Support, such as Counselling, Mentoring etc.
Weakness & Challenge
Weakness
Weakness
2
Management Capabilities
i. Modernisation of and Improvement in Supporting Departments
ii. Organise Training Courses for College Staff in Modern Office Management Techniques
iii. Organise Training Courses in Communication Skill for Office Staff
iv. Organise Short Courses/Training Programme in Computer Learning for Office Staff
3
Effective Teaching & Learning1
i. Modernisation of Class Rooms
ii. Upgrading Learning Resources
iii. Creation of Additional Posts for Popular Traditional Courses
iv. Asking University and State Government to urgently Fill the Vacant Faculty Positions

21
4
Vocationalisation of Education
i. Four New Professional Courses to be Introduced in a Phased Manner
a. Creation of Additional Posts for these Proposed Courses
b. Purchase of Books for these Courses
Weakness
& Challenge
5.
Expansion & Modernisation of Infrastructure
i. Modernisation & Strengthening Existing Laboratories
ii. Establishment of New Laboratories
iii. Procurement of Modern Furniture
iv. Establishment/Upgradation of Central & Departmental Computer Centres
v. Modernisation & Strengthening Library
vi. Minor Civil Works
vii. Modernisation/Improvement of Health Centre
viii. Construction of New student Residence
ix. Refurbishment of Old Student Residence
xi. Organisation of Student Support Services like Cultural Society, Socialisation Club.
Weakness
& Challenge
6.
Enhance Interaction with Industries
Formation of Corporate Liasoning Cell
Weakness

22
Profile of the College
1. Name and Address of the College:
Name : C M College (Arts & Commerce)
Address : Kila Ghat, Darbhanga
City : Darbhanga
Pin : 846004
State : Bihar
Website : www.cmcollege.org
2. For Communication:
Designation and Name
Telephone
with STD code
Mobile
Fax
Email
Principal: Dr Shashi Bhushan Singh
O:06272-222320
09431086602
06272- 222320
cmcollegedbg@gmail.com
Vice Principal: Dr P K Choudhary
O:06272-222320
09431857500
06272- 222320
Pkchy.dbg@gmail.com
Steering Committee Co-ordinator:
Dr Divakar Jha
O:06272-222320
09471088103
06272- 222320
Jhadivakar69@gmail.com
3. Status of the Institution:
Affiliated College
Constituent College
√
Any Other (Specify)
4. Type of Institution:
a. By Gender:
i. For Men
ii. For Women
iii. Co-education
√
b. By Shift:
Regular
√
Day
Evening

23
5. It is a recognized minority institution?
Yes
No
√
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: 01.06.1938
b. University to which the college is affiliated /or which governs the college (If it is a constituent college) (dd/mm/yyyy)
c. Details of UGC recognition:
Under Section
Date,Month & Year
(dd-mm-yyyy)
Remarks(If any)
i. 2 (f)
03.06.1976
ii. 12 (B)
03.06.1976
d. Details of recognition/approval by statutory/regulatory bodies other than UGC (AICTE, NCTE,MCI, DCI, PCI, RCI etc.): N A
Under Section/
clause
Recognition/Approval details Institution/Department Programme
Day, Month and Year
(dd-mm-yyyy)
Validity
Remarks
i.
ii.
iii.
iv.
(Enclose the recognition/approval letter)
8. Does the affiliating university Act provide for conferment of autonomy (as recognized by the UGC), on its affiliated colleges?
L N Mithila University, Darbhanga

24
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.
56292
Built up area in sq. mts.
13773
* 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:
Multi-Purpose Hall & Seminar Hall: Available
• Sports facilities
∗ Play ground: Available

25
∗ Swimming pool: Available
∗ Gymnasium: Not Available
• Hostel
∗ Boys’ hostel
i. Number of hostels: 01
ii. Number of inmates: 110
iii. Facilities (mention available facilities): Common Room, Yoga Centre, Computer Facility, Safe Drinking Water, Security, Mess Facility etc.
∗ Girls’ hostel: Under Construction
i. Number of hostels
ii. Number of inmates
iii. Facilities (mention available facilities)
∗ Working women’s hostel: N A
i. Number of inmates
ii. Facilities (mention available facilities)
• Residential facilities for teaching and non-teaching staff (give numbers available - cadre wise):
Associate Professor: 02
Assistant Professor: 12
Principal: 01
Non-Teaching Staff: 06
• Cafeteria : Available
• Health centre : Available
First aid, Inpatient, Outpatient, Emergency care facility, Ambulance: Emergency Care Facility Available
• Health centre staff –
Qualified doctor
Full time
Part-time
√
Qualified Nurse
Full time
Part-time
• Facilities like banking, post office, book shops: Available
• Transport facilities to cater to the needs of students and staff: Not Available
• Animal house: Not Available
• Biological waste disposal: Available
• Generator or other facility formanagement/regulation of electricity and

26
voltage: Available
• Solid waste management facility: Not Available
• Waste water management: Not Available
• Water harvesting: Not Available
12. Details of programmes offered by the College (Give date for current academic year)
SI. No.
Programme
Level
Name of the
Programme/
Course
Duration
Entry
Qualification
Mediumof instruction
Sanctioned/
approved
Student
strength
No. of students admitted
1
Under-Graduate
B A
3 yrs
Intermediate
English/ Hindi
7200
2451
B Com
3 yrs
Intermediate
English/ Hindi
1620
1362
B B A
3 yrs
Intermediate
English
180
169
2
Post-Graduate
M A
2 yrs (4 semester)
B A ; B Sc
English/ Hindi
2400
943
M Com
2 yrs (4 semester)
B Com
English/ Hindi
480
480
3
Integrated Programmes PG
NA
4
Ph.D.
Min 2 yrs
Max 5 yrs
MA
M Com
English
Hindi
-
102
5
M.Phil.
NA
6
Certificate courses including UG Diploma
160
78
7
PG Diploma
NA
13. Does the college offer self-financed Programmes?
Yes
√
No
If yes how many?
14. Programmes introduced in the college during the last five years if any?
05 (Five)

27
Yes
√
No
Number
02
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 programs like English, regional languages etc.)
Faculty
Departments
(eg. Physics, Botany, History)
UG
PG
Research
Science
Arts
English, History, Sanskrit, Economics, Political Science, Maithili, Sociology, Hindi, Mathematics, Urdu, Philosophy & Psychology.
12
09
Commerce
Commerce
01
01
Any Other
(Specify)
16. Number of Programmes offered under (Programme means a degree course like BA, BSc, MA, M Com…)
a) Annual System
b) Semester System
c) Trimester System
17. Number of Programmes with
a.
Choice Based Credit System
Nil
b.
Inter/Multidisciplinary Approach
One (BBA)
c.
Any Other (specify and provide details
Nil
18. Does the college offer UG and/or PG programmes in Teacher Education?
04 (BA, B Com, BBA & Certificate Courses)
02 (MA & M Com)
None

28
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)Validity: …….....
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) Validity: ….........
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
√
√
√
√

29
Positions
Teaching faculty
Non-teaching staff
Technical staff
Professor
Associate
Professor
Assistant
Professor
*M
*F
*M
*F
*M
*F
*M
*F
*M
*F
Sanctioned by the UGC / University / State Government
Recruited
33
06
50
02
Yet to recruit
07
46
Nil
Sanctioned by the Management/ society or other authorized bodies Recruited
Yet to recruit
* M= Male *F= Female
21. Qualifications of the teaching staff:
Highest qualification
Professor
Associate
Professor
Assistant
Professor
Total
Male
Female
Male
Female
Male
Female
Permanent teachers
D.Sc./D.Litt.
Ph.D.
03
02
22
02
04
01
34
M.Phil.
PG
04
01
05
Temporary teachers
Ph.D.
M.Phil.
PG
Part-time teachers
Ph.D.
M.Phil.
PG
22. Number of Visiting Faculty/Guest Faculty engaged with the College
23. Furnish the number of the students admitted to the College during the last four academic years
14

30
Categories
2013-14
2012-13
2011-12
2010-11
Male
Female
Male
Female
Male
Female
Male
Female
SC
230
29
260
37
196
25
156
21
ST
Nil
Nil
Nil
Nil
01
01
Nil
Nil
OBC
849
228
750
198
624
127
442
138
General
480
262
538
316
286
295
361
211
24. Details on students enrolment in the college during the current academic year:
Type of students
UG
PG
M. Phil.
Ph.D.
Total
Students from the same
state where the college is located
4060
1423
Nil
102
5585
Students from other states of India
Nil
Nil
Nil
Nil
Nil
NRI students
Nil
Nil
Nil
Nil
Nil
Foreign students
Nil
Nil
Nil
Nil
Nil
Total
4060
1423
Nil
102
5585
25. Dropout rate in UG and PG (average of the last two batches)
UG PG
26. Unit Cost of Education
(Unit cost = total annual recurring expenditure (actual) divided by total number of students enrolled)
a) Including the salary component
b) Excluding the salary component
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.
3.16
2.86
23411.00
3139.00
√

31
c) Number of programmes offered
d) Programmes carry the recognition of the Distance Education Council.
Yes No
28. Teacher-student ratio for each of the programme/course offered by the College:
Sl No
Name of the Course/Program
Number of Teachers available
Number of students admitted
Teacher- Student Ratio
1
B A (Hons)
31
2451
1:79
2
B Com (Hons)
8
1362
1:170
3
BBA (Hons)
14
169
1:12
4
M A
28
943
1:34
5
M Com
8
480
1:60
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) NA
Cycle 1: ................. (dd/mm/yyyy) Assessment Outcome/Result: .......
* 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.
√
270

32
32. Number of teaching days during the last academic year
33. Date of establishment of Internal Quality Assurance Cell (IQAC)
IQAC: 01.04.2006 (dd/mm/yyyy)
34. Details regarding submission of Annual Quality Assurance Reports (AQAR) to NAAC: NA
AQAR (i) ……………… (dd/mm/yyyy)
AQAR (ii) ……………… (dd/mm/yyyy)
AQAR (iii) ……………… (dd/mm/yyyy)
AQAR (iv) ……………… (dd/mm/yyyy)
220

33
CRITERION-WISE ANALYTICAL REPORT

34
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.
Our Objectives:
Our Vision
“Affirming and building upon its heritage, C M College commits to maintain high educational standards, to foster and inspire student success, to create diverse opportunities for lifelong learning. By attracting strong leadership and distinguished faculty to a college of excellence, we are committed to create an enriched learning environment that empowers students to transform their lives.”
Our Mission
“The mission of C M College is to educate and develop the whole person. Our students will be equipped to become leaders, living ethical, healthy, useful and fulfilling lives with a strong sense of personal accountability and civic responsibility. To provide a foundation for a lifetime of learning, we are dedicated to foster intellectual growth, aesthetic appreciation, and character development in our students. The C M College community thrives on the principle that knowledge is acquired through discipline, competence is established when knowledge is tempered by experience, and character is developed when competence is exercised for the benefit of others.”

35
Our Objectives (Goal wise):
Goal 1: Improve students’ learning and achievement
a) Create and maintain academic excellence and equity in all branches of teaching and learning.
b) Generate and sustain greater expectations among students.
c) Using multimedia in teaching and learning
d) Offering co-curricular/extra-curricular activities
Goal 2: Enhance faculty strength and effectiveness
a) Increase the size of the faculty
b) Enhance quality of our available faculty members
Goal 3: Establish leadership in research at university and state levels
a) Identify and support those Departments whose members have potential to excel in research.
b) Arrange research publication
c) Equip our library with research facilities
Goal 4: Improve organisational effectiveness
a) Acquaintance with organisational culture of the College
b) Managing conflict in a constructive way
c) Motivating employees
Goal 5: Strengthen community engagement
a) Associating learning with local community
b) Promoting knowledge sharing
c) Contributing to social work
Communication of aforesaid vision, mission and objectives are made through the following modes:-
1. College Prospectus
2. Displayed on Boards
3. Cover page of Report Card of Mid-Term Examination
4. Actions of the College in daily life
5. Website of the College
6. “Videh” the College Magazine
7. “Academia a Journal of C M College”

36
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).
Development of Action Plans for implementation of the Curriculum:-
1. IQAC is in practice of regular monitoring and assessment of the quality of academic activities of the College.
2. Identified areas of academic enhancement, including curriculum development are regularly reported by the IQAC to the Chairperson and Principal of the College for its effective execution.
Effective Implementation of the Curriculum:-
1. College Education Council, the apex body in College for academic decisions and policy formulation, chalks out the ‘Action Plans’ for effective implementation of the matters referred to it by the Chairperson of IQAC. Further, Departments of the College execute them at grass-root level.
2. To effectively implement the syllabus, the Departments at its own level, prepare the Lesson Plan in the beginning of the Session by dividing the entire Syllabus into two parts. In the mid of the academic year this is evaluated by organising a Mid-Term examination for Honours papers of different streams.
1.1.3. 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).
Improving Teaching Practices:
1. Interactive teaching instead of lecturing alone.
2. Audio-visual presentation of the facts.
3. Case based teaching.
4. Liberal granting of leave for Refresher Courses for updating of knowledge and direction teaching.
5. Access to the globally knowledge base via INFLIBNET.
College is running under the direct academic control of the University and follows all the academic instructions in toto. The

37
timeframe to finish the syllabus is fixed by the University and in the courses under Semester system, an internal assessment is also scheduled by the University which give a roadmap to the teachers to do their job in an effective and efficient manner.
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 agency.
1. Academic and allied Infrastructural Support – traditional as well as modern.
2. CEC’s academic decisions.
3. Academic planning in the light of Academic Calendar framed by the University each year.
4. Assessment of the students’ improvement in knowledge base via Mid-Term Test.
5. Strict Time Management in the Context of curriculum delivery.
6. Evolving and cultivating a sense of Team Responsibility among the members of the Department for timely and effective delivery of Curriculum.
1.1.5. How does the institution network and interact with beneficiaries such as industry, research bodies and the university in effective operationalisation of the curriculum?
1. College-Industry Interface through College Placement Cell comprising members from Local Industries and Commerce.
2. College Research Cell interacts with the specialised Institution engaged in Research and facilitates Research endeavour.
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.
Teachers from almost all Departments of the College have been on the Board of Courses of Study of the University and have consistently been contributing in the making/updating/enriching the Syllabi whenever the authorities in the matter have felt need for. Under mentioned is the list of teachers who have

38
contributed in the latest revision/up gradation of the syllabi of the various subjects and have been made effective from the session 2014-17 at undergraduate level under annual system.
1. Dr P N Jha, Dept of English.
2. Dr A R Singh, Dept of Economics.
3. Dr R N Chourasia, Dept of Sanskrit
4. Dr M Roy, Dept of English
5. Dr Narayan Jha, Dept of Maithili
6. Dr Lakshmi Choudhary, Dept of Psychology
7. Dr Bishwanath Jha, Dept of Sociology
8. Dr D P Gupta, Dept of Commerce
9. Dr Divakar Jha, Dept of Commerce
10. Prof C S Mishra, Dept of Commerce
11. Dr R K Amar, Dept of Philosophy.
Members of the Board of Studies before going to attend and suggest in the meeting formally get the feedback from Departmental Colleagues and Students.
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.
Curriculum of BCA Course:-
1. Growing demand of the course,
2. Proposal for initiation of the course sent to the University,
3. University constituted 3 members team comprising Dean of different Faculties to assess the need of the course and availability of infra facilities.
4. After getting the green signal from the University, a detailed course of study was framed by the Commerce Department of the College.
5. The said framed syllabus was put before the CEC for its approval.
6. After getting the CEC approval, the Syllabus was forwarded to the University for onward processing.
7. Presently the said syllabus is lying before the Hon’ble Chancellor for His approval.

39
1.1.8 How does institution analyze/ensure that the stated objectives of curriculum are achieved in the course of implementation?
1. Review of the Curriculum delivery by the College Education Council time to time.
2. Mid-Term Test is conducted to appraise the Curriculum delivery.
3. Final University results is also reviewed and deliberated in CEC and IQAC meeting to underline the improvement needed.
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.
The following Certificate/Diploma/Skill development Courses are presently running in the College defining the goals and objectives:-
1. BBA Hons
2. Journalism
3. Library and Information Science
4. e-commerce
5. Creative Writing in English Language.
Goals and Objectives of a few courses mentioned above are as under:
Goals and objectives of BBA:-
a) To impart basic management education at undergraduate level.
b) To inculcate professional sense amongst the students
c) To make students fit for the professional positions by developing the skills of decision making and strategic management.
d) To prepare students for excelling in the higher level degree in the field of management.
Goals and Objectives of Creative Writing and Translation:
a) To help students develop a personal voice and style, both in writing and for presentation before a live audience.

40
b) To develop an understanding of the conventions of submitting their creative writing for publication.
c) To train them in the art of translation, a skill which serves as a gateway to job opportunities?
1.2.2 Does the institution offer programmes that facilitate twinning /dual degree? If ‘yes’, give details.
Yes.
Name of the Dual Degree offered by the College under Career Oriented Programme:-
1. BBA Hons
2. Journalism
3. Library and Information Science
4. e-commerce
5. Creative Writing in English Language.
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:
Wide range of elective options has been opted by the College covering Arts, Humanities and Commerce faculties. Besides, different professional and Career Oriented Courses (COC) are also being offered by the College. College prospectus mentions these core/elective options.
• Choice Based Credit System and range of subject options:- NA
• Courses offered in modular form: - Some of the Courses are in Modular form.
• Credit transfer and accumulation facility:- No
• Lateral and vertical mobility within and across programmes and courses:-
Lateral Mobility:-
1. In traditional subjects, students of Graduate Courses are required to opt two papers of

41
different courses other than their Hons Courses.
2. Students of traditional courses have the Option to join COC.
Vertical Mobility:-
1. From UG to PG in 9 subjects out of 13.
2. In COC from Certificate to Diploma to Advanced Diploma.
• Enrichment courses:-
1. Remedial Coaching.
2. Coaching for entry into service for SC, ST, OBC & Minority.
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 offers the under mentioned self finance programs:-
1. BBA
2. Add-On Courses namely
a) Library and Information Science
b) Journalism
c) E-Commerce
d) Creative Writing and Translation
3. BCA (Proposed)
All these programs differ from other programs in terms of regulations, admission procedure, and course and fee structure.
Sl No
*Self Finance Courses
Admission Process
Curriculum
Fee Structure
1
BBA (Hons)
Witten test & Personal interview
Separate course structure approved by The Chancellor
Rs 60000.00
2
BCA (Proposed)
----
----
-----
3
Certificate Course
Direct Admission
Separate Course
Rs 6000.00

42
Structure
4
Diploma Course
On Promotion
Separate Course Structure
Rs 12000.00
5
Advance Diploma
On Promotion
Separate Course Structure
Rs 18000.00
* Ordinance and regulation annexed under A No 5(a) and 5 (b)
Sl No
Conventional Courses at UG level
Admission Process
Curriculum
Fee Structure
1
B A (Hons)
As per regulation of the Parent University
As approved by the Parent university
Rs 570.00 p a
2
B Com (Hons)
As per regulation of the Parent University
As approved by the Parent university
Rs 579.00 p a
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.
Yes. These are:-
1 BBA,
2 Add-On Courses namely
a) Library and Information Science
b) Journalism
c) E-Commerce
d) Creative Writing and Translation BCA Proposed.
4. BCA (proposed)
The prime beneficiaries of all these additional skill oriented programs are our students enrolled in particular and society at large
1.2.6 Does the University provide for the flexibility of combining the conventional face-to-face and Distance Mode of Education for students to choose the courses/combination of their choice” If

43
‘yes’, how does the institution take advantage of such provision for the benefit of students?
Not provided by the University.
1.3 CurriculumEnrichment
1.3.1 Describe the efforts made by the institution to supplement the University’s Curriculum to ensure that the academic programmes and Institution’s goals and objectives are integrated?
We have been trying to shift our focus from student teaching to their learning through interactive teaching; making classroom teaching more and more interesting through appending lectures with real life problems, using differentiated instructions for slow learners in order to supplement the University’s Curriculum to ensure that the academic programs and goals and objectives of the College are integrated.
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 the dynamic employment market?
Efforts made by the College to enrich and organise the curriculum have been mentioned under the point 1.4.2 and 1.4.3.
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?
To make our students aware and sensitize with these cross- cutting issues we have two prompt strategies: Firstly, we have included all these issues in the General and Environmental Studies, which is a compulsory paper for all the Degree III students of BA, B Com programs. Secondly, we organise time to time workshops, seminars on these issues. Placards displayed at different places with our College Campus also witness our effort in this direction.
1.3.4 What are the various value-added courses/enrichment programmes offered to ensure holistic development of

44
students?
 Employable and life skills:
 Creative Writing and Translation, Journalism, Library & Information Science and e-commerce (Add-on Courses).
 Better career options: BBA, BCA (Proposed)
1.3.5 Citing a few examples enumerate on the extent of use of the feedback from stakeholders in enriching the curriculum?
As mentioned in Point 1.4.2 and 1.4.3.
1.3.6 How does the institution monitor and evaluate the quality of its enrichment programmes?
1. IQAC is in practice of regular monitoring and assessment of the quality of academic activities of the College.
2. Identified areas of academic enrichment, including curriculum development are regularly reported by the IQAC to the Chairperson and Principal of the College for its effective execution.
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?
As mentioned in Point 1.4.2 and 1.4.3.
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 curriculum enrichment and introducing changes/new programmes?
Though a formal mechanism to obtain feedback from students and other stakeholders on curriculum is yet to be evolved and placed by the University, yet our College have a practice to seek feedback on this front from students, guardians and teachers of the College and outside the College. In this line in 2013 we have organised Intra-University workshop for

45
different departments to obtain feedback on Curriculum issues. It was attended by the teachers of the College as well as of other Colleges of the University. Some of the Guardians also came forward to opine their views on the required changes in the existing Curriculum. On the basis of these feedbacks a blueprint of proposed modified Syllabus for different Departments were sent to the University for required action. The present Syllabus of LNMU enforced from the academic session 2014-15 is largely based on C M College recommendations.
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?)
During last 4 years the College has taken up the task of introducing two new Courses:-
1. BBA (Hons)- running from the session 2011-14.
2. BCA (Hons)- Proposed to be introduced from 2015.
The prime objectives of introducing these courses is to make available students opportunities to develop their technical/professional skills by getting Degrees in the concerned Subjects having huge demand in the present day corporate centric job market.
CRITERION II: TEACHING - LEARNING AND EVALUATION
2.1 Student Enrolment and Profile
2.1.1 How does the college ensure publicity and transparency in the admission process?
Publicity:
1. College Notice Board,
2. Newspapers,
3. Local TV Channels,
4. College Website.
Transparency:
1. Admission at UG level is processed through Admission Committees of the college.

46
2. PG level admission process is centralized at University level.
3. Complete UG admission process is computerized and remains available for any desirable persons.
4. Merit list are displayed on our College Website.
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.
Criteria adopted:
1. UG Conventional Courses:- Merit
2. UG Professional Courses:- Merit, Entrance Test and Interview at College Level
3. PG Conventional Courses:- Merit (At University Level)
4. Vocational Courses:-Merit
Process adopted:
1. UG Conventional & Vocational Courses: - Announcement Inviting Application, Scrutiny of application forms by the Admission Committee, Preparation of Computerized Merit List, Admission within the stipulated timeframe.
2. UG Professional – Announcement Inviting Application, Scrutiny of Application form, Admission Test is conducted for Admission comprising written Test and Personal Interview, Preparation of Computerised Merit List, Admission within the stipulated timeframe.
3. PG Conventional –Admission date is announced by the University, Admission form is collected and Merit List is prepared at University Level under centralized admission process, accordingly admission is made at College Level.
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.
(We are in a process of obtaining data from other local colleges and will try to incorporate that at the time of sending hard copy of the SSR)

47
Sl
no.
Academic Programs
Entry Level Max % of Marks
Entry Level Min % of Marks
OCL 1
OCL2
Remarks
Max
Min
Max
Min
1
UG
Commerce
92
45
2
Arts
95
45
3
PG
Commerce
69.5
60.5
4
Arts
70.62
47.88
5
Vocational
Course
70
45
6
BBA
70
45
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?
1. Student Profile Review Committee is working in the College to monitor the students Profiles of different Courses.
2. To review the admission Process of UG Conventional level College Admission Committees is working.
3. To review the admission process of Professional and vocational courses Advisory committees of the courses concerned are working.
4. College Education Council being an apex body at the College level in the matters of academics reviews the matters consistently and takes appropriate decisions to improve the process and enhance the Profiles of the students.
5. The outcome of the process is obvious. Colleges has made a good headway at the juncture of enrolment of Girls students, Minority students and students of SC, ST, OBC Classes in previous a couple of academic sessions.
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

48
Our Strategies and Admission policy to promote the National Commitment of Diversity and Inclusion-
1. College strictly follows the Reservation Policy of Govt of Bihar for admission in different programmes. % of seats reserved for different categories is as follows-
(a) SC:- 16
(b) ST:- 01
(c) OBC I:- 18
(d) OBC II:- 12
(e) OBC Women:- 03
It is Important to note here that candidates of above mentioned categories with higher marks are included in Merit List. They are not admitted against the reserved seats.
2. We try to arrange maximum possible financial assistance for the students of Weaker and Reserved Category of the society through State Govt’s Welfare Dept, Local Funding Agencies attached with our College, Free studentship facility provided by the college etc.
3. We are in the process of constructing a separate Girl’s hostel in the college equipped with all modern facilities like space for Indoor Games, Reading Room, Computer with Internet, Dressing Room with attached toilet etc.
4. Our endeavour has been to promote full sense of security among girls students of the college. This has ensured equal participation of girls students in all activities of our college.
5. In light of the instructions issue by the MHRD, Govt of India include to 02 students each of the Departmental Council functioning in the college we have 01 girl student selected for this inclusion in every Department in order to promote and reflect our commitment towards Gender Equity.
6. Our preference has been to provide residential facility in our Boys’ Hostel to the students belonging to SC, ST and OBC etc.
7. We have fully functioned Women Cell and Sexual Harassment Prevention Cell in order to find quick redressal of any such complain.

49
The under mentioned interpretation of the Data (College Profile point no 23) reveal the fact that our admission policy and student profile is in line with the National commitment to Diversity and Inclusion:
1. Total enrolment of SC candidates increased by 24.85% in the academic session 2011-12 in comparison to 2010-11.
2. Total enrolment of SC candidate further increased by 34.38% in the academic session 2012-13 in comparison to 2011-12
3. There is almost 50% increase in enrolment of SC candidates in the academic session 2013-14 in comparison to 2010-11.
4. Enrolment of Girls candidate belonging to SC category increased by 19% in the academic session 2011-12 in comparison to 2010-11. It further increased by 43.24% in the academic session 2012-13.
5. Total enrolment of OBC candidates increased by 29.48% in the academic session 2011-12 in comparison to 2010- 11. It further increased by 60% in 2012-13.
6. In the last 4 years total enrolment of OBC candidates increased by 85.68%.
7. In the last 4 years total enrolment of SC candidates increased by 46.32%
8. The trend of increase is almost similar in the case of girls candidates belonging to SC and OBC categories.
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.
Programs
Number
of applications
Number of students admitted
Demand Ratio
UG
Commerce
2011-14
1238
472
1:1.62
2012-15
1146
473
1:2.42
2013-16
985
480
1:2.05
2014-17
829
409
1:2.02
Arts
2011-14
670
681
1:.98
2012-15
832
832
1:1
2013-16
801
753
1:0.66
2014-17
1082
866
1:1.25

50
2010-12
146
122
1:1.19
PG
Commerce
2011-13
*
239
2012-14
*
240
2013-15
*
240
2010-12
358
319
1:1.12
Arts
2011-13
*
316
2012-14
*
494
2013-15
*
494
PhD:- Through Centralised Admission at University Level
2010-13
Nil
Vocational Course
2011-14
**
31
2012-15
**
13
2013-16
**
78
BBA
2011-14
112
58
1:1.93
2012-15
122
60
1:2.03
2013-16
114
56
1:2.03
2014-17
81
53
1:1.53
* Centralised admission at University level
**Direct admission (first come first admission)
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?
1. We have been trying to make our campus environment more and more friendly for the Differently-Abled Students (DAS) such as provision of ramp facility, availability of wheel chair etc. (Braille facility in library may be inserted if provision is made)
2. Separate Counselling session for differently-abled students intended to acquaint them with the various financial and non-financial facilities available for them.
3. With an intention to provide solid support to the Differently-Abled students we have a practice of permitting writer for Blind & other DASs in different examinations.
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.

51
Yes.
To assess the student’s needs in terms of knowledge and skills we have a practice of conducting a few “evaluatory classes” at Dept level in the beginning of every session.
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?
To bridge the knowledge gap of the enrolled students and to enable them to cope with the requirements of the programme chosen by them we a practice of imparting ‘Differentiated Instructions’ under which we conduct ‘Special Classes’ based on the readiness level and learning profile of our students so that the gap can be bridged sufficiently.
For example-
(a) We have been conducting Remedial Coaching for SC, ST, OBC& Deficient students of General Category.
(b) We have been conducting Special classes in Dept. like-
(i) Commerce – Students coming from Science stream are given the fundamental concepts of Accounting and other aspects of Commerce and Management.
(ii) Economics - Economics Hons Course comprises paper of Mathematical Economics which requires the preliminary knowledge of Calculus, Algebra etc. In order to bridge the knowledge gap related with these mathematical tools the Dept conducts separate special classes in every session at the time of initiation.
(iii) Likewise other Departments of the College also conduct separate special classes for their students to bridge the knowledge gap in their respective areas.
2.2.4 How does the college sensitize its staff and students on issues such as gender, inclusion, environment etc.?
We try to sensitive our staff and students on these issues through –

52
1. Being a Co-education College and the presence of large number of girls students in the campus itself reflect and create a sense of gender equity and inclusion.
2. In addition to that, in order to cultivate higher degree of sensitivity, we organise Debate, Essay Competition, Seminar and assignments directed specifically to these issues.
3. Organising special camps through college units of NSS and NCC in order to cultivate awareness among our students in particular and society in general towards social inclusion and environmental problems.
4. Displaying Govt Policies, Sayings of the eminent Persons, motivational Quotations on these issues, Hoardings placed by the college within the campus and outside campus.
2.2.5 How does the institution identify and respond to special educational/learning needs of advanced learners?
1. We identify advanced learners through conducting evaluatory classes in the very beginning of the session.
2. Our practice of conducting differentiated instructions helps meet the special educational and learning requirements of our advanced learners. Here these differentiated instructions include designing course contents with higher degree of complexity providing complex and open-ended problems encouraging greater exploration of the concepts.
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)?
1. Collection of data related with the academic performance of the students is conducted by the College Nodal officer of NMEICT.
2. The said data is analysed and summary results are prepared by the Student profile Review Committee to highlight

53
various dimensions of academic performance of the students.
3. The said analysis is placed before the college Education Council for Consideration and remedial measures.
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.)
1. Being a constituent unit, Academic Calendar is prepared at the University level and we are required to follow it in toto.
2. At the beginning of every academic session the College Education Council outlines, in its meeting, the broad framework of the teaching schedule to be followed in the session. This is done in light of the Academic Calendar formulated by the University for the relevant session.
3. In this backdrop Departmental Council of the different Departments chart out the portion of the syllabus to be covered during the session. In this course the complete syllabus both the UG &PG Courses is broadly divided into two parts- one to be covered before the Mid-Term Test and other after the Mid Term Test. Again each of these two parts is segmented in different modules/units to be covered in different months of the academic year.
4. The Departmental Council in its meetings held time to time during the year monitors the progress actually made in the period.
5. In so far as evaluation schedule is concerned:
(a) At UG level we organise Mid-Term Test mostly in the month of Nov-Dec. This Test has been a unique feature of our College.
(b) At PG level the Date of Internal Assessment is decided by the parent University and we organise accordingly.
(c) External examinations Schedule is decided by our parent University and we follow it.
(d) Evaluation of the internal examinations at UG and PG level is made by the college itself.
(e) Evaluation of the External examinations is organised by our parent University.

54
2.3.2 How does IQAC contribute to improve the teaching –learning process?
With a view to improve the teaching learning process being carried out in the college, the IQAC of the College firstly in every section tries to take a stock of the situation. For this it constitute time to time fact finding Committee comprising teachers of the different Departments. The Report of the said committee is put before the IQAC for its consideration. Measures recommended by the IQAC for improvement in the field of teaching and learning is forwarded to the College Education Council (CEC) for deliberation and formulation of future Course of action. The decision of the CEC is circulated by the College Administration to the different Departments of the college for its execution. IQAC monitors the complete execution phase of the process. To make an objective evaluation of our effort for academic improvement we organise Academic Audit in every academic session through a set of experts belonging to outside our University preferably those attached with the accreditation process of the NAAC. For this purpose the college has evolved a separate regulation duly approved by the parent University. It is heartening for us to mention here that our University is now asking other Colleges to follow the Model of Academic Audit adopted by us. The said regulation is being annexed herewith under Annexure No:- 6
2.3.3 How learning is 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?
Making teaching and learning students–centric has been the prime objective of C M College in recent years. This is amply reflected in our college emblem and also in the Vision and Mission of the College. For this we promote interactive learning in our classes by shifting the style of our classroom teaching from lecturing mode to discussion mode. Here students are encouraged to deliberate on the topic at hand both with their classmates as well as with their teachers.
To promote collaborative learning we often assign a particular question to a particular group of students for collective effort to solve it. In subjects which have the provision of project work we assign topic of the Project to a group of students and required them to conduct collective study of the topic. Each of the

55
students of the group is asked to prepare their own Report so that individual perception about the problem may separately be reflected.
Independent learning is promoted by providing separate assignment to every students of the class.
2.3.4 How does the institution nurture critical thinking, creativity and scientific temper among the students to transform them into lifelong learners and innovators?
We try to promote critical thinking, creativity and scientific temper among the students through organised Debates, Discussion sessions, Essay writing competition, Seminars and Workshops and Project Works on the different socio–economic issues of the Society. Students are here required to explore the issue in their own way and to express their views with arguments to substantiate their stand. Teachers adjudge the whole exercise and make their observations known to be students so that they can amend and improve their views and arguments wherever required. The whole process is conducted in a way that trains our students to view and analyse a problem in objective manner and their arguments should be based on the cause and effect relationships.
Besides, the College organises time to time cultural functions such as “Bihar Divas”, in order to promote creativity among our students. In recent years our students have won numerous prizes in the cultural functions organised by the University at Local, State and National Level. A list of Prize Winners of the College students is annexed herewith under Annexure No:-
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 Education through Information and Communication Technology (NME-ICT), open educational resources, mobile education, etc.
1. We have well developed Language Lab to promote effective language teaching and learning.
2. The college has Central Computer Lab equipped with Internet facility to enable our students and teachers to access e-resources.

56
3. C.M. College has been regular subscriber of N-resources being made available by the joint effort of INFLIBNET and MHRD of Govt of India.
4. We have been working on NMEICT for last couple of years and Dr. Md Zafer Alam, Head, Dept of Urdu and Persian as the Nodal officer NMEICT, C M College.
2.3.6 How are the students and faculty exposed to advanced level of knowledge and skills (blended learning, expert lectures, seminars, workshops etc.)?
To expose our students and faculty to advanced level of knowledge and skills we have been organising Seminars, Workshops, Expert Lectures focussing on the issues related with it.
2.3.7 Detail (process and the number of students benefitted) on the academic, personal and psycho-social support and guidance services (professional counseling/mentoring/academic advise) provided to students?
1. To provide academic, personal and psycho-social support and guidance to our students, we have Mentorship System fully functional both at UG and PG level. Under it in the beginning of academic session students of Hons and PG classes are allotted to the teachers of the respective Dept in accordance with their Roll No. Often in this allotment process we follow the random process so that students of composite merit may belong to every group. The concerned Mentor provides all the above mentioned services to their respective students throughout the session.
2. Besides, we have fully functional Counselling Cell in the College. On last Saturday of every month, Counselling Cell’s Members sit together to redress the problems referred to the Cell during the month period.
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?
1. As mentioned earlier we are in a process shifting our teaching approach from teacher centric to students–centric

57
methods. Teachers of the college are being oriented and motivated to adopt and follow the matter.
2. In last few years we have upgraded our class room by equipping them to apply/use modern technologies for our classroom teaching.
3. We have been following differentiated instructions method to redress the educational gap between deficient and advanced learners.
4. All these teaching methods have visibly improved the confidence level, academic performances and creativity of our students.
2.3.9 How are library resources used to augment the teaching- learning process?
1. C M College Library has been one of the richest in L N Mithila University, Darbhanga. It has two wings. One comprises stock of books available to be issued for our students and teachers. Reading Room constitutes the second wing of our Library. Our Library counter operates from 10:00 am to 04:00 pm on daily basis excluding Sunday. Students of our college regularly visits the Library to get the required books issued from library. In our Reading Room a good collection of reference books and selected journals and Magazines remain available for our students. This Reading Room has a capacity to accommodate a good number of students at a time. The whole function of Library and Reading Room is monitored by Library Committee of the college comprising teachers of the different Depts.
2. Recently we have made significant progress towards digitalization of our Library. We are working on this project in collaboration with the National Informatics Centre, Govt of India, Darbhanga.
3. We have Central Computer Lab and regular subscription of enlist programme of INFLIBNET which has been helpful to our teachers and students in accessing e-journals and e- books being made available by INFLIBNET services.
4. In addition to these, we encourage our students to use open access resources available through the Internet including e-granthalaya.
2.3.10 Does the institution face any challenges in completing the

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