The Internal Quality Assurance Cell (IQAC) has contributed to ensuring continuous improvement in quality through Academic Administrative Audit process and enhancing the student's performance through the Mentoring system. Based on the recommendations of the IQAC, the Institution has upgraded the quality in every sphere of development. The IQAC has been set up and plays a crucial role with its initiatives in academic and administrative domains. The prime task of IQAC is to develop a system for conscious, consistent, and catalytic improvement in the performance of the Institution. IQAC motivates the faculty to adopt innovative practices in the Teaching and Learning Process and plays a significant role in establishing MOUS with industry and academia to conduct certification programmes that help students bridge the gap between the industry requirements and curriculum.

• To ensure continuous improvement in the entire operations of the Institution.
• To ensure all stakeholders, including students, parents, faculty, staff, employees, funding agencies, society in general, are connected.
• To develop a quality system for conscious, consistent and programmed action to improve the academic and administrative performance of the Institution.
• To promote measures for driving Institutional functioning towards quality enhancement and implementation of best practices

Significant Contributions of IQAC

Mentoring System for Advanced and Slow Learners

Mentoring is a proven technique and an effective strategy to engage students in graduate programs. Successful mentoring starts when the faculties start understanding the mentee's behaviour. When it comes to academic growth, a good relationship between the mentor and the mentee is essential. Peer mentoring is carried out among students to take suitable remedial measures to overcome student's issues. Alumni to student mentoring aids in providing a career pathway for students. Mentoring gradually improves the students learning abilities and participation in student-alumni interaction programs.

Mentoring Process

This process has been established as 'Mentoring System'. Each faculty will be assigned as the mentor of agroup of 15 to 20 students. First-year students will have mentors from the Department of Science &Humanities, and second, third, fourth year students will have mentors from the respective Departments. Departmental faculties will continue to be mentors for the same group of students until graduation.

Outcome Based Education through PO-CO Matrix

The practice of Outcome Based education has been introduced in the year 2017. As a part of it, the question paper setting is based on Blooms Taxonomy Level. The course outcomes (CO) of a particular course is defined by the subject expert. Programme Educational Objectives (PEO) and Program Outcomes(PO) are well communicated and disseminated to the stakeholders. The Outcome is measured for each course, and the attainment of the Program Outcome is calculated by the PO-CO matrix. Finally, Programme Educational Objectives and Program Outcomes performance is calculated using the PO-PEO matrix. Content beyond syllabus has been taught to bridge the gap between syllabus & recent trends intechnology by conducting seminars, workshops, projects, and Industrial Visits