1. Title of Innovative Practice - COMPREHENSIVE STUDENT SUPPORT SERVICES - A NEW INITIATIVE 2.

Objectives: a) To provide Comprehensive Student Support Services to the students. b) To prepare required background materials to improve the academic skills of the students. c) To provide basic training on Counseling to the Enabler Teachers so as to make them play the enabling role effectively and efficiently. d) To prepare a format to collect baseline data to be used in studying the progress and outcome of the Student support service. e) To assist the students to understand their Life goals and career options and further help them in placement. 3. Year of starting the innovative practice: 2006-07 4. Duration - 3 years 2006-09 5. Description of the Innovative Practice: 5. 1. INTRODUCTION: Depending upon the societal needs and expectation, the concept of education has been undergoing periodical changes. Traditional education is said to be subject matter concerned which looks to the past for its ideals and content. It maintains its identity through an effort to conserve and transmit the heritage of the past. Then came the scientific education which is centered around adult or Society oriented. It looks into tests and measurements, and experimentation. Preparation for life is found to be its justification. Thirdly progressive education or modern education which is totally student oriented where the teachers duty is just to guide the students. It expects the teacher to observe the spontaneous activity of the students and to study their mental and emotional reactions. Here a teacher does not, rather should not aim at creating students in his own image; instead he should guide the students to create their own image. Thus education is seen by Swami Vivekananda as 'life building, Man-making, character making, assimilation of ideas'. The purpose of education, as viewed by him, is to develop

personality of student in all aspects namely, physical, intellectual, and spiritual. He strongly believed that Education is the manifestation of perfection already in the man. It is here that the teacher has to play a pivotal role, for, no student can bring out the already existing perfection in him unless and until he is being inspired by a teacher who can properly assess the students capabilities, aptitude and attitude. Such a teacher alone can unlock the golden portals of the bright future of the students who are left under his personal care. As William Arthur Ward said The mediocre teacher tells; the good teacher explains; the superior teacher demonstrates and the great teacher inspires." A teacher who is attempting to teach without inspiring the pupil with a desire to learn, as described by Horace Mann, is hammering on a cold iron." What is already there in the student? How to trace and unearth it? These are the basic questions that prompted us to initiate the process of developing a Student Support Service, which not only focuses on their academic development but also prepares strategies and methodology to shape the student into a whole being. The net result is the development of A A A (Action, Ambition and Achievement) Schedule and the concept of Enabler teacher in our college. 5.2. BACKGROUND OF THE NEW INITIATIVE: The dawn of the new millennium witnessed the students with a different mindset. They are much more inquisitive than their predecessors. Their choice of course and college largely, if and though not wholly, depends upon their thorough knowledge of the institution environment, infrastructure, not quantitative but qualitative staff strength, placement opportunities, field exposures and the like. Their inquisitiveness forced us to collect the information on the expectation of the students and their parents as well. Focused Group Discussion (FGD) is conducted on the inaugural day of the academic programme in order to make a list of the expectations. Later, staff members were briefed about the expectation and time schedule of the programmes to fulfill those expectations was prepared accordingly. Such programmes were mostly group oriented and subject wise differences were not considered. For example, the programmes on competitive examinations were conducted without differentiating the individuals interest and aptitude. Students who had shown interest were alone given more input and others were

left out. During the feedback sessions at the end of the year, it has been observed that the college did not consider the individual students need and also did not have sufficient expertise in taking up student support services systematically, though one or two members of the staff had shown keen interest in such activities. It was only in 2005, the college had decided to prepare a programme exclusively on student support services. At that time the focus was mostly on academic improvement and on placement. In order to fulfill these two objectives two support services were started to (1) assist students to improve their academic skills by organizing orientation classes on how to concentrate on study and prepare for examinations and to (2) set up a placement cell to provide career guidance programmes. Here also lectures on academic skill improvement and career choices were handled for students of different subjects with subject experts concerned. Again the feed back sessions and the experience of staff members at the end of the year brought to limelight the miserable failure of these sessions to yield the desired and required fruits. It was also learnt that the lack of knowledge and interest in the individual needs of the students was the major obstacles in our efforts. Hence it was redesigned as Comprehensive Student Support Service. 5. 3. COMPREHENSIVE STUDENT SUPPORT SERVICE A NEW

INITIATIVE: Comprehensive Student Support Service means a set of services that provide the social, emotional, and physical environments to help all students achieve high educational standards through proper learning and provide adequate scope to fulfill their life ambitions through constant interaction with Enabler teacher (concept is described in the forthcoming pages) and set or modify their life goals and to have scope to assess their progress at regular intervals. The support extends beyond the classroom and includes college and community resources, initiatives, and programs as well as appropriate services procured from private providers. 5.3.1. COMPONENTS OF NEW INITIATIVE: The new initiatives, based on the experience of the past years, have different programmes which do have many changes, year after year, based on feedback from 3

students. The subject wise feedback through Focused Group Discussion clearly indicated following areas to be paid more attention under Comprehensive Student Support Services. They are: a) Academic Skills development programmes, b) Understanding students with clear cut measurable indicators (A A A (Actual, Ambition and Achievement) Schedule), c) preparation of Enabler teachers, d) Orientation on life skills and career development programmes and e) Placement services. The new Comprehensive Student Support Services were prepared with due emphasis on the above said five thrust areas. 5.3.1.1. Academic skills Development programme: The analysis of examination results, the feed back from students and observations of staff members had shown that the students of even Post graduate classes miserably lack the knowledge as to how to study and how to present their views in the examination. Staff members of both UG and PG courses were given sufficient training on study skills and they in turn imparted that knowledge to the students. The programme had sessions on study skills, hand writing, memory power, reading skills, examination skills, exam fear etc. The internal examinations were proved experimental in pointing out the mistakes and subsequent training of students. A booklet in English was prepared as the background material for such an orientation programme (refer to annexure 1). Later, it was brought to our knowledge that the UG students required the material in Tamil and hence Tamil booklet was prepared for the subsequent batches (refer to annexure 2). New editions with added information and changed format were prepared during the subsequent years (annexures 3 and 4). Morning assembly in the college (conducted with prayer every day from 9-45-10-00 AM) was also used to explain the concepts related to academic skill development one by one continuously. Such a step reinforced the understanding on study 4

skills among the students. Later these experiences were also shared with school students and more than 4 lakh copies were distributed free of cost in Tamil Nadu and Pondichery. Academic skills development programme really enhanced the students standard and scoring in examinations, compared to the past; improvement in their comprehensive powers was quite evident; reading speed was accelerated; exam fear began to slowly vanish; attendance improved; 5.3.1.2. Understanding students with clear cut measurable indicators: (A A A (Actual, Ambition and Achievement) Schedule, Our past experience and constant evaluation and feedback information indicated that the Comprehensive Student Support Services fully depend upon the total and unfailing understanding of the student individually and collectively. Accordingly an attempt was made to prepare baseline information booklet which has the capability of accepting any intervention and also provide scope for post evaluation. Such an information booklet was prepared and named as A A A (Actual, Ambition and Achievement) Schedule (refer to annexure 5). This is the basic document of Student Support Services in our college. Soon after the entry of new students, all seniors and members of Alumni Association jointly welcome the students in a function called SWAGAT. The orientation programme is conducted for four days where the juniors are given required information about the academic and cultural environment of the institution by the seniors and staff members. After the orientation programme, freshers are allotted to Enabler teachers (concept is clarified in the next section) who will shoulder the responsibility of understanding and guiding the students under his personal care. He takes at least a month to collect all the information about the student and if necessary the teacher is encouraged to visit the family of the student for verification and record correct information in the AAA Schedule. The AAA Schedule is an extensive and exhaustive record of information on Family background, physical, social, psychological and emotional condition of the individual student, language proficiency, specific talents & hobbies, academic performance, life goals ambitions, feed back from parents, teachers, attendance, participation in programmes, personality profile and Emotional Quotient, meetings with the enabler teacher etc. Students are oriented on Life skills and Career

development (discussed later in this paper) and their ambitions in life are probed in each semester and recorded. Students are guided to find ways and means to achieve their ambitions with a pre-planned time schedule. Using Rajans 12 PTI, the personality dimensions of individual student is recorded. Separate Scale on Emotional Quotient is also used and the results are recorded in the format. Updating the information is regularly done every semester. The progress of the student in each semester is assessed by the Enabler teacher and assistance is provided to frame the path of his or her progress based on the feed back information fed into the AAA schedule. Subject teachers (wherever Enabler teachers are different) are provided with the academic position of the student and decisions on remedial programmes are planned accordingly. Parents are invited for a discussion with the teachers in every semester and the position of the students is briefed. 5.3.1.3. Preparation of Enabler teacher: The success of the Comprehensive Student Support Services solely depends upon the capability of Enabler teacher. Enabler teacher is one who acts as an Enabler and guides the students allotted to him. Since the college has a long tradition of training professional Social workers, enabling role are in the blood vessels of the teachers of the Post graduate programmes. Experienced Enabler teachers are entrusted with the task of offering training programmes to other teachers on enabling role. As the college has a separate department of Counseling, conducting PG Diploma courses, the staff and trainees are also used to assist the Enabler teachers to perform their enabling functions effectively and efficiently. For example the assessments of Personality and Emotional Quotient are done by the staff members of the Department of Counseling. The staff members are encouraged to discuss the enabling process and seek clarification during the first 15 minutes of every staff meeting that is scheduled on every Tuesday between 4 and 5 P.M. Enabler teacher is expected to undergo short term course in counseling conducted by the college and attend refresher courses for two days every year in the beginning of the academic year. Students who require professional expertise will be referred to the qualified counselor in the college.

5. 3.1.4. Orientation on life skills and career development programmes: During the Second year of the initiative, it was noted that the students found difficulty in spelling out their life goals or ambitions and career options. For most of them their academic achievements or scoring high marks was their life goal. Teachers too had such problems and thus there was a need to orient both teachers and students on life goals and career options. Enlightenment on these concepts was first offered to Enabler teachers who in turn trained the students. The training material is given in annexure 6. The training programmes were conducted by the subject experts from Rajiv Gandhi National Institute of Youth Development, Sriperumbudur. The result of this orientation program is really encouraging as it has brightened the vision of the students who could now spell out their life goals and career options more specifically without any reluctance. 5.3.1.5. Placement Services: During the entry interview with the parents and students, most of the enquiries were about the placement services in the college. Earlier to this initiative, students were referred to the employment market based on the request from the employers. During the first year of this initiative, a meeting with the prospective employers was conducted and their needs were recorded. Few students were referred to these employers. But as it was a beginning and a new experience there were lapses in the system. Experience taught us to establish a Placement Bureau with a full time coordinator as a part of this Comprehensive Student Support Services. The placement bureau provides periodical information on employment news, career options and organizes get together of institute and industry. Placement brochure with the details of the prospective student candidates is prepared every year and despatched to the prospective employers well in advance (refer to annexure 7). This practice facilitated campus interview in the college and the chances of placing the students in the job began to raise through Placement bureau.

Number of campus interviews and placement through Placement bureau No 01 Courses Number of Campus interview Placement through Placement bureau 2006-07 2007-08 2008-09 40% 90% 80% 60% 40% 05%

2006 -07 2007-08 2008-09 MSW Master of 01 05 02 Social Work O2 MHRM Human 05 01 20% 80% Resources Management O3 M.Sc Information 04 01 25% 75% technology and Management 04 Under Graduate 02 05% 08% Courses* * Majority of them opted to go for higher education but the details are not available. 6. PERSONS RESPONSIBLE FOR INITIATING IT:

Comprehensive Student Support Services is the brain child of Dr.P.N.Narayana Raja, Principal. The finalization of various components of the services was done with the help of other faculty members. 7. OUTCOME, ASSESSMENT AND EVALUATION OF THE INNOVATION: Academic skills development programme helped the students score better marks, compared to the past, in the examinations; comprehension of subject has improved; reading speed was accelerated; fear on examination has decreased; attendance improved. Semester end and Year end feed back sessions with the students had shown that the Comprehensive Student Support Services were much helpful to the students in gaining better academic skills, language ability, developing focused goals and ambitions, better clarity on career options, more job opportunities etc. Further, interaction with the staff members and Enabler Teacher also had indicated that the students interest in academic activities is on the increase and they voluntarily come forward to discuss their life goals and have interactions with the staff on career options. Though there were not many changes in the Personality profile in general, there are certain specific areas like leadership, sociability had shown improvements. There were significant improvement in EQ scores and the change is phenomenal among the students who underwent some counseling session with the counselor. 8

8. DIFFICULTIES EXPERIENCED AND MEASURES TAKEN: No Difficulties experienced 01 Lack of knowledge on enabling role among the staff members 02 Insufficient time to meet the individual due to work load 03 Staff turnover in Self financing stream 04 Poor understanding of the concepts of Life skills, career planning both by students and staff. Measures undertaken Senior teachers who were efficiently handling the enabling role were allotted the work of conducting orientation and refresher course on Enabling role. Time table is restructured to facilitate Individual conference with the student at least one hour a week. Additional responsibility to other staff but the difficulty still exists. Quality of guidance is very much affected. Training programme on Life skills and career planning is organized with the help of Rajiv Gandhi National Institute of Youth Development, Sriperumbudur to the teachers and they in turn provide orientation to the students. Student leaders who are competent enough were also identified to further orient other students Preplanned parents meeting at the end of each semester before issuing the hall tickets. Parents meeting is prerequisite for obtaining hall tickets. Preparation of uniform AAA Actual, Ambition and Achievement Schedule. Periodical entry of observation in the format. Utilizing the services of staff members of Dept. of Counseling. Providing training to the UG teachers on the testing procedure. Preparation of Placement brochure and dispatching to the prospective employers and Industries well in advance. Importance of enabling process is stressed in daily assembly, allocation of specific time for each student and maintaining the attendance. It was made compulsory. Priority is given to the fresh students and out going students. Professional help for counseling is being provided by the trained counselor separately and thereby reducing the work load of Enabler Teacher. Measuring the EQ with the help of scale and assisting the students through counseling.

05 06

Poor response from parents Individual differences in obtaining information from the students to create a baseline data. Inability of Enabler Teacher to conduct Personality and EQ test. Providing sufficient information about the students to the employers. Lack of motivation among the students to contact Enabler Teacher More number of students under one staff led to the poor quality of guidance and counseling. Unable to find out the emotional status of the students

07 08 09

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9. FOLLOW-UP PLAN Based on the year end feedback and observations of Enabler teacher, the initiative on Student Supportive Services has taken different directions year after year. The consolidated experiences raise the competency of the staff members to handle the student service issues. It has been decided to have the following follow up activities: a) Follow up training programme on Life skills and Career planning to be undertaken once in two years. b) It was decided to form a follow up committee with outgoing students and hand over the responsibility of taking active role in the student support services. c) Identification of co-counselors among the students and provide training to them to take care of the students who are left out due to staff turn over. d) Computerizing the information in the AAA Schedule and evolve methodology of providing e.guidance and counseling. e) Handling emotional problems with the help of qualified counselor and train the Enabler teacher on the strategies of handling emotional problems.

annexure -1 = reading material on study skills and preparation of examination English annexure -2 = reading material on study skills and preparation of examination Tamil annexure -3 = revised edition English annexure -4 = revised edition Tamil annexure -5 = Copy of the AAA Schedule annexure 6 = Teaching material on Life skills and Career planning. Annexure -7 = Copy of the Placement brochures

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