ACADEMICS
ACADEMICS
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AUTONOMY
Autonomy - the academic freedom to make innovative changes in the teaching-learning process while remaining within the basic framework laid down by the parent university - was a long cherished dream of Stella Maris and was finally realised in 1987, a landmark year for the college. |
The combined pursuit of scholarship and excellence by teachers, students and the management, Autonomy made it possible for the college to creatively improve the standard of teaching, assessment and research. Several changes were made in keeping with the philosophy of Autonomy, one of which was the adoption of the semester system to facilitate the teaching-learning process. |
In the area of academics, the restructuring of both Undergraduate and Postgraduate programmes was given priority, and all departments updated and redesigned their courses of study, in order to make the curriculum relevant to changing social, educational and global trends. Inter-disciplinary electives and application-oriented subjects, as well as various career-oriented projects were introduced in all disciplines. The introduction of Value Education and the Social Awareness Programme also became possible because of the Autonomous status of the College. |
Teaching methodology took on a new dimension as classroom lectures were supplemented with the use of audio-visual techniques, models, demos, project work, group discussion and seminars, which facilitated better student-teacher interaction and encouraged intellectual initiatives and growth. Today, field work, project work and dissertation contribute to the richness of the student’s learning experience. |
The freedom given to autonomous colleges to enter into collaborative teaching, research and extension programmes also enriched the learning process. |
Innovative methods of evaluation, introduced under Autonomy, also allow for a more precise assessment of the student’s academic performance through Continuous Assessment and End-Semester examinations. The components of Continuous Assessment are varied, and ensure that it is not only rote memory which is assessed, but also the analytical and creative abilities of the students. Double evaluation of answer scripts, with built-in checks, leaves little room for arbitrary assessment. Autonomy also permits the timely publication of results. |
After completing ten years of Autonomy, the College was ready to introduce another major academic change - the Choice-Based Credit System - which was first introduced at the Undergraduate level in the year 1997-98. This system, which provides a broad-based education and permits greater flexibility in the choice of courses, enables students to move at their own pace and allows highly motivated students to earn extra credits. The entire programme is structured in five parts, and in addition to the courses previously offered, includes Student Training programmes as well as Professional and Skill Development programmes. |
The privilege of Autonomy is not conferred once and for all. It has to be continually earned and deserved and is always open to the University and society for assessment and constructive feedback. |
