POSITION: Principal

COURSE COORDINATOR

POSITION: EDUCATOR

Quality Objective

Code of conduct for governing body and administration

1. The administrative professional shall act as a trusted agent in professional relations, implementing responsibilities in the most competent manner.
2. Shall familiarize themselves with Institute policies that are relevant to their responsibilities
3. Shall adhere to those policies to the best of their ability
4. Shall maintain an even-handed and consistent professional tone in all their interactions with faculty, staff, and management in the Institute
5. Shall not make remarks or engage in behavior that could reasonably be considered racist, discriminatory according to the Law
6. Shall not promote their personal, religious, political, social, or business agendas
7. Staff must use computing and communication facilities and services only for the purposes for which they are authorized
8. Technologies must not be used to access, use or distribute materials that are obscene, vulgar, or pornographic, or that might be perceived by others as harassment or intimidation
9. Administrative staff will abide by all copyright laws, which applies to the internet as well as paper
10. Staff wishing to copy original work shall receive written permission from the copyright owner prior to copying
11. The administrative professional shall strive to maintain and enhance the dignity, status, competence, and standards of the profession.
12. Shall be clear and specific in communications with faculty and staff so that all concerned will know precisely what behavior is expected of them
13. Shall meet all deadlines
14. Shall practice fiscal responsibility to ensure that all expenditures fall within budget and use common sense in the expenditure of College funds
15. Shall avoid activities which might give rise to a perception of favoritism
16. Shall respect the dignity of all each stakeholder of an organization.

Code of conduct form an integral part of culture of the institution.  Faculty should follow code of conduct strengthening duties, responsibilities towards colleagues, students, parents, government and general populace.

Followings are the different aspect of code of conduct described in details.   

1. Treating students, parents and colleagues with courtesy and sensitivity to their rights, duties and aspirations
2. Protecting students from harm
3. Being committed to students and their learning
4. Organizing learning to take account of the diverse social, cultural and special learning needs of their students
5. Working in partnership with parents and guardian
6. Acting against any form of harassment or unlawful discrimination

Teachers demonstrate a high standard in teaching and learning by:

1. Engaging students in their learning
2. Working to achieve high level outcomes for all students
3. Maintaining records to manage, monitor, assess and improve student learning
4. Using research and student achievement data to inform professional practice
5. Engaging in reflective practice and developing their professional knowledge and teaching skills
6. Providing constructive feedback to colleagues that is considered and helpful
7. Assisting in developing and mentoring beginning teachers
8. Working cooperatively and collaboratively with others to achieve institutes  and its system goals
9. Accepting responsibility for their own professional learning and development

Teachers should also:

1. Accept responsibility for high quality teaching
2. Act with probity in their daily work activities and decision-making
3. Exercise efficient and effective resource management
4. Teachers’ relationships with pupils/students, colleagues, parents, school management and the public are based on trust. Trust embodies fairness, openness and honest
5. Honesty, reliability and moral action are embodied in integrity. Teachers exercise integrity through their professional commitments, responsibilities and actions.
6. Teachers’ practice is motivated by the best interests of the pupils/students entrusted to their care. Teachers show this through positive influence, professional judgment and empathy in practice.

The College expects every student to abide by the following Code of Conduct:

1. Students are responsible to the Principal for their behavior, both inside and outside the College.
2. Every student must always be decently and neatly dressed, befitting the academic environment.
3. In the college premises Students must wear their Identity Card.
4. Students are required to remain in the college campus during their free hours.
5. Students must take proper care of college property, and help in keeping the premises neat and clean. Students must not disfigure walls, tables or benches. Any willful damage to the property of the college will be dealt with as a breach of discipline.
6. Students are not allowed to invite any outsider to the college or to the college canteen.
7. No student should, without the permission of the Principal, write to the Press or communicate any information to it about matters relating to college administration.
8. If a student remains absent without leave for any length of time, his/her name is liable to be removed from the college rolls.
9. Smoking is strictly prohibited in and around the College premises.
10. Ragging is banned in this institution. A student involving in any such act will be expelled from the college and in addition may undergo imprisonment and fine.
11. All Students are required to report 15 Minutes before the actual college timing. i.e. BBA Students will report at 09:30 am and BCA and BSc  Students at 10:45 am
    Failure to observe any of the above rules will call for disciplinary action against the student.

Attendance Policy for Students

1. It is expected that students should come 15 Min earlier of the schedule of first lecture and be there up to the end of the last lecture.
2. If student comes late, then corresponding late mark should be made, however he/she should be allowed to get in class and presence be marked. (This will help to avoid uncontrolled confrontation at the gate and undue loitering of student outside).This should be followed by due counseling by the Class Teacher to reduce the possibility of the student coming late, and to decide genuineness to continue allowance to the student to attend class next time when he/she comes late again.
3. In case of persistent late coming, the parents should be taken in a loop to improve attendance, and further action (case specific) be initiated by the Class Teacher with the consent of the Head of Institution.
4. It is mandatory for the students to have attendance in scheduled classes beyond prescribed limit (75%.for ACBCS). In case, if student cannot attend classes, he/she should communicate (by mail /written application in advance) with the Class Teacher to get leave of absence, and be recorded which can be considered to waive deficit in attendance in genuine cases, by the Head of Institution. The upper limit of 10 days per semester should be set for granting such leave of absence.
5. The monitoring of attendance be started at the end of first week of teaching schedule.
6. At the end of each fortnight the attendance report be displayed. Students having 100 percentage attendance be appreciated
7. For monitoring attendance of students, 90% should be considered as the reference. Counseling should be the mode of action till the attendance is between 75 and 90%.
8. If at the end of third week, attendance is below 75%, the corresponding students be communicated in writing about the statutory requirement, and the parents be requested to intervene. The extra classes (contact sessions) be organized, scheduled in the time slots other than regular working schedule (zero period), and/or on holidays if required, and the presence of students be considered to make up the shortfall in the attendance. Conduction of such classes be continued throughout the session.
9. At the end of fourth week, If attendance does not improve and goes below the prescribed limit, the warning letter be issued to the student, by the Class Teacher.
10. If the situation does not improve up to the end of fifth week , the case should be discussed by the Class Teacher with the Head of the Institution for case specific resolution. Following are the suggestive actions:
1. Student can be given home assignment to confirm understanding of the course missed during his/her absence. Satisfactory compliance by the student can be considered for waiving relative shortfall in attendance.
2. Admission status can be suspended for short duration, which can be revoked if student completes home assignment to the satisfaction of the subject/Class Teacher.
3. In the worst case, either parents may be asked to apply for withdrawal of admission, or Principal may cancel admission having followed relative statutory provisions. This stage should be finished before the second term starts or before filling the examination form of respective University, whichever is earlier.

HUMAN VALUES and PROFESSIONAL ETHICS

Moral are the worthy ideals or principles that one follows to distinguish the right from the wrong. These ideals or virtues are considered worthy in building up the character of an individual.. They were edited, changed or modified rulers (dynasty) according with the development of knowledge in engineering and technology time to time.
Moral Value refers to the good virtues such as honesty, integrity, truthfulness, compassion, helpfulness, love, respectfulness, hard-work, etc Morality is concerned with principles and practices of morals such as:

1. What ought or ought not to be done in a given situation?
2. What is right or wrong about the handling of a situation? and
3. What is good or bad about the people, policies, and ideals involved?

VALUES:

Humans have the unique ability to define their identity, choose their values and establish their beliefs. All three of these directly influence a person‘s behavior. People have gone to great lengths to demonstrate the validity of their beliefs, including war and sacrificing their own life! Conversely, people are not motivated to support or validate the beliefs of another, when those beliefs are contrary to their own. People will act congruent with their personal values or what they deem to be important. - A value is defined as a principle that promotes well-being or prevents harm. - Another definition is: ― Values are our guidelines for our success—our paradigm about what is acceptable. Personal values are defined as: ― Emotional beliefs in principles regarded as particularly favorable or important for the individual. Our values associate emotions to our experiences and guide our choices, decisions and actions.

Types of Values

1. Values related to Right Conduct are:

1. Self-help Skills: Care of possessions, diet, hygiene, modesty, posture, self reliance, and tidy appearance .
2. Social Skills: Good behavior, good manners, good relationships, helpfulness, No wastage, and good environment, and
3. Ethical Skills: Code of conduct, courage, dependability, duty, efficiency ingenuity, initiative, perseverance, punctuality, resourcefulness, respect for all, and responsibility.

2. Values related to PEACE are:

Attention, calmness, concentration, contentment, dignity, discipline, equality, equanimity, faithfulness, focus, gratitude, happiness, harmony, humility, inner silence, optimism, patience, reflection, satisfaction, self-acceptance, self-confidence, self-control, self-discipline, self-esteem, self-respect, sense control, tolerance, and understanding .

3. Values related to Truth are:

Accuracy, curiosity, discernment, fairness, fearlessness, honesty, integrity (unity of thought, word, and deed), intuition, justice, optimism, purity, quest for knowledge, reason, self-analysis, sincerity, sprit of enquiry, synthesis, trust, truthfulness, and determination.

4. Values related to Love are:

Acceptance, affection, care, compassion, consideration, dedication, devotion, empathy, forbearance, forgiveness, friendship, generosity, gentleness, humanness, interdependence, kindness, patience, patriotism, reverence, sacrifice, selflessness, service, sharing, sympathy, thoughtfulness, tolerance and trust.

5. Values related to Non-violence are:

1. Psychological: Benevolence, compassion, concern for others, consideration, forbearance, forgiveness, manners, happiness, loyalty, morality, and universal love
2. Social: Appreciation of other cultures and religions, brotherhood, care of environment, citizenship, equality, harmlessness, national awareness, perseverance, respect for property, and social justice.

INTEGRITY:

Integrity is defined as the unity of thought, word and deed (honesty) and open mindedness. It includes the capacity to communicate the factual information so that others can make well informed decisions. It yields the person's-peace of mind, and hence adds strength and consistency in character, decisions, and actions. This paves way to one‘s success.

EXAMPLES OF INTEGRITY AT WORKPLACE:

The biggest workplace challenge is said to be the employee’s work ethics showing up to work every day (interest in work and attendance), showing up to work on time (punctuality), taking pride in the quality of their work, commitment to the job, and getting along with others. This situation demands inculcation of good character in the workplace by employees.

Character It is a characteristic property that defines the behavior of an individual. It is the pattern of virtues (morally-desirable features). Character includes attributes that determine a person’s moral and ethical actions and responses. It is also the ground on which morals and values blossom. People are divided into several categories, according to common tendencies such as ruthless, aggressiveness, and ambition, constricting selfishness, stinginess, or cheerfulness, generosity and goodwill. Individuals vary not only in the type of their character but also in the degree. Those whose lives are determined and directed by the prevailing habits, fashions, beliefs, attitudes, opinions and values of the society in which they live have at best a developed social as opposed to an individual character.

Follow Institutional Policies: Abiding by institution policies is a powerful way to demonstrate integrity. Cutting corners and neglecting to follow workplace regulations can lead to mistakes, problems and even dangerous situations.

Service Learning: Service-learning seeks to engage individuals in activities that combine both community service and academic learning. Because service-learning programs are typically rooted in formal courses (core academic, elective, or vocational), the service activities are usually based on particular curricular concepts that are being taught. Service-learning is a teaching method which combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility. Service-learning programs involve students in organized community service that addresses local needs, while developing their academic skills, sense of civic responsibility, and commitment to the community.

Service-Learning Program Provides Educational Experiences: Under which students learn and develop through active participation in thoughtfully organized service experiences that meet actual community needs and that are coordinated in collaboration with school and community.

The engineering student analyzing and executing a socially-relevant project is another example of service learning. The service learning is a methodology falling under the category of experiential education It is one of the forms of experiential learning and community service opportunities.

It is distinguished in the following ways:

1. Connection to curriculum: Integrating the learning into a service project is a key to successful service learning. Academic ties should be clear and built upon existing disciplinary skills.
2. Learner’s voice: Beyond being actively engaged in the project, trainees have the opportunity to select, design, implement, and evaluate their service activity.
3. Reflection: Structured opportunities are created to think, talk, and write about the service experience. The balance of reflection and action allows the trainee to be constantly aware of the impact of their work.
4. Partners in the community: Partnership with community agencies are used to identify genuine needs, provide mentorship, and contribute input such as labor and expertise towards completing the project.

SERVICE-LEARNING BENEFITS:

Service-Learning benefits students by:

1. Linking theory to practice
2. Deepening understanding of course materials
3. Enhancing the sense of civic responsibility through civic engagement
4. Allowing students to explore possible career paths
5. Stressing the importance of improving the human condition
6. Developing relevant career-related skills
7. Providing experience in group work and interpersonal communication
8. Promoting interaction with people from diverse backgrounds
9. Instilling a sense of empowerment that enhances self-esteem

Service-Learning benefits faculty by:

1. Providing exciting new ways to teach familiar material
2. Offering professional development challenges Engaging faculty in meaningful interactions with the community at large
3. Encouraging faculty to form close, interactive, mentoring relationships with students
4. Reminding faculty of the direct consequences of their teaching for society
5. Connecting faculty across academic disciplines through a shared approach to teaching and learning process.

CIVIC VIRTUE:

Civic virtues are the moral duties and rights, as a citizen of the village or the country or an integral part of the society and environment. An individual may exhibit civic virtues by voting, volunteering, and organizing welfare groups and meetings.

The duties are:

• To pay taxes to the local government and state, in time.
• To keep the surroundings clean and green.
• Not to pollute the water, land, and air by following hygiene and proper garbage disposal. For example, not to burn wood, tyres, plastic materials, spit in the open, even not to smoke in the open, and not to cause nuisance to the public, are some of the civic (duties) virtues.
• To follow the road safety rules.

On the other hand, the rights are:

• To vote the local or state government.
• To contest in the elections to the local or state government.
• To seek a public welfare facility such as a school, hospital or a community hall or transport or communication facility, for the residents.
• To establish a green and safe environment, pollution free, corruption free, and to follow ethical principles. People are said to have the right to breathe in fresh air, by not allowing smoking in public.
• People have inalienable right to accept or reject a project in their area. One has the right to seek legal remedy, in this respect, through public interest petition
• Civic virtues as indispensable for a self-governing administration.

For a faster all round development of a student, there is a need of striking a balance between syllabus curriculum, books and co-curricular activities. Co-curricular activities give the students an opportunity to develop particular skills and exhibit their nonacademic abilities. There are various types of extracurricular activities conducted in the college, which offer students, an opportunity to work with others and to gain essential life skills. Though numerous extracurricular activities exist, the following activities are more prominently conducted in our college

1. Lifelong learning: Equipping students with the ability and interest to continue to enlarge their knowledge, understanding and skills throughout their working lives.
2. Research, scholarship and enquiry: Providing students with a sound grasp of how new understanding is generated in a given field or subject area through experiment and empirical investigation, and the ability to apply a systematic and critical assessment of complex problems and issues.
3. Employability and career development: Developing students' knowledge, skills and qualities relevant to chosen career paths and to those paths which may open up in the future, enabling each to succeed in a rapidly changing workplace and in becoming entrepreneurs.
4. Communication and information literacy. Cultivating students' abilities to communicate effectively their knowledge, understanding and skills, in a range of settings, and using a variety of media; and formulating, evaluating and applying evidence-based solutions and arguments.
5. Ethical, social and professional understanding. Nurturing a reflective awareness of ethical dimensions, and responsibilities to others, in work and everyday life.
6. Collaboration, teamwork and leadership. Cultivate skills for working in teams and groups, and leading where appropriate.
7. N.S.S. activity: Tree plantation, cleanliness drives, gram swachata abhiyan, shram daan, leadership development activity and so on.
8. Student Council: Members of students’ council often serve on campus committees, in an effort to represent the ideas and concerns of their fellow students. Students have opportunities to improve their leadership and interpersonal skills while increasing their self-confidence.
9. Sports department: The college organizes various activities for students to participate and to develop their sport skills.
10. Youth Festival: To participate in various Cultural activities through youth festivals to face district, state and national level competition.

Importance of rain water harvesting

Though we do not have rain water harvesting practices in our campuses, but keeping this important fact in mind, college is working on water harvesting practices in the campus.

Water Harvesting

On the lines of guidelines given by the Green Audit Committee of the college, the college chalked out its activity of water management and water harvesting.
Water Management: For the water management, the college collected data on the total length of water pipe laid on the campus, the length of the damaged pipe and the number of faulty taps that require replacement or repair. The college also collected data on the per capita water-consumption of the hostel-dwellers, the total consumption on the campus, the amount of waste on account of leakage (especially in the toilets, In our campuses, bathrooms suggested remedial measures like re-flooring of some toilets and the provision of dual flushes and the canteen suggested remedial measures like proper utilisation of water through putting posters and banners throughout the campus.
The faculty and management have initiated some of the proposed changes in the college building and hostels. A committee consisting of the faculty and the students is entrusted to monitor the effective and judicious usage of water on the campus.

Initiatives taken for Minimizing the Use of Water:

• The waste water from tea club, canteen and Boys’ and Girls’ Hostels is being used for gardening purpose to maintain the green campus
• Direct supply of water to bathrooms in the hostels is restricted to control excessive water use
• For the lawns, the college uses recycled water. Times like early morning and evening are sought to water the lawns in order to prevent loss incurred due to evaporation
• The small tabs are used in every Departmental laboratory.

We have also studied in depth rain water harvesting practices going on nearby and they are:
Rainwater harvesting is a technique of collection and storage of rainwater into natural reservoirs or tanks, or the infiltration of surface water into subsurface aquifers (before it is lost as surface runoff). The reasons for using rainwater harvesting systems answer three questions:
1. What : Rainwater harvesting will improve water supply, food production, and ultimately food security.
2. Who : Water insecure households or individuals in rural areas will benefit the most from rainwater harvesting systems.
3. How : Since rainwater harvesting leads to water supply which leads to food security, this will greatly contribute to income generation.

• The Nashik Municipal Corporation has made it mandatory for commercial buildings as well as private constructions to have rain water harvesting system in place, the infringement of which is labile for penalty.

So keeping the above important fact in mind, College will surely make practice to implement Rain Water Harvesting in coming years for utilization of 100 % rain water in the campus.

Waste Management

• Solid waste management
• Liquid waste management
• E-waste management

Solid and Liquid Waste Management:

• The waste is reduced in an organisation by training the students and staff with the help of waste management awareness program and its practices through advertisement on notice boards, displaying slogan boards in the campus.etc.
• Waste is segregated in the form of dry and wet waste.
• Color coded dustbins are used for different types of wastes.
• The waste which is segregated is then collected by municipal corporation vehicles for proper disposal.
• Even the furniture which is broken is also converted into reusable.
• We have newspaper kept in library and after collection of all paper we make Inter Office Committee year wise and sell those paper to old newspaper collector and we get cash which is kept for institutional use.
• Organic waste from Boys’ Hostel is given to a piggery which is a good practice.
• The campus has a small pilot scale composting plant viz. Girls’ hostel where waste-care units are placed that generates compost culture from the food-waste.
• The NSS unit has conducted pledge programme on "Swatchh Bharat Abhiyan"
• Sanitary pads are made available from vending machines located at the college campus.

The college is to take care of the environment through solid waste management, in order to maintain the beauty of nature in and around the campus the college sensitizes its students and staff about the environment through various activities.

Type of waste generated from various sources

E-Waste management

• Institute works on awareness building about E-waste management. Policy of 3 R is accepted and disseminated through awareness building on Reduce, Reuse and Recycle.This is done through road show activities, display boards, and student projects. Awareness about proper e-waste management is also built among the students and especially among those departments teaching Computer Based Courses to minimize e- pollution on and off the campus.
• The Ashoka Education Foundation has centralized facility to collect e-waste from Colleges, housekeeping and disposal. E-wastes such as computers, laptops, scanner, printer etc. if generated are collected centrally & disposed off. Old monitors and CPUs are repaired and reused.

Dry and Wet dustbin