Scheduled Maintenance at 9.00 PM, 30/10/2019

Heartian Policies

Our policies are drafted in such a way that they guide the heartian community towards the vision and mission of the college. They form guiding principles for individuals as well as the entire community covering all aspects of their life at the college. We belive that they would enrich the lives of all heartians and the people whom they come in contact with.

 

Environment Policy

Sacred Heart College is committed to protection and promotion of life on the planet. It believes in ‘go-green and grow green’. As a matter of practice, it shall:

  1. Seek to spread and deepen awareness on environment issues and an environment friendly life-style among the academic community and neighbourhood community

  2. Pay special attention to minimizing waste, with ‘zero waste’ as the ideal, managing it properly with advance planning of this aspect of our activities/programmes/celebrations, and avoiding/minimizing the use of disposables and flex banners
  3. Introduce recycling at the student level through entrepreneurship development cell, and at the college level, by establishing a paper recycling unit in due course
  4. Tap renewable energy resources and introduce water recycling by 2019
  5. Protect and promote diversity, especially of indigenous and coastal flora and fauna and their documentation
  6. Promote organic vegetable and food production on and off-campus


    Equity Policy

    Sacred Heart College holds the ideals of Higher Education in India, especially its stress on equity and access high. It is determined to cater to the needs of the sections of our society who face challenges on account of physical, social or economic factors. For this, it will strictly adhere to the norms of reservation laid down by the state for such sections.

    In addition, the Admission Committee of the Management sets apart 20% of the privileged Management Quota seats to take care of deserving students from financially or socially challenged groups. If there are applicants from Dalit Christian groups, the special effort would be made to accommodate them through MQ under this quota, if they are not able to secure admission otherwise. All this, on condition of fulfilling the eligibility criteria stipulated for MQ from time to time.

    If any student getting admitted in merit finds it difficult to continue studies on account of financial constraints, the Management would make all efforts to take care of that aspect so that s/he is able to complete the programme s/he has joined in.

    Any student of the college is free to apply for assistance to cover tuition fee, transportation, books or meals. A committee scrutinizes the applications and depending on the available resources, help is provided to the applicants. A detachable form for the same is available in the college hand book.

    The college has instituted an Equal Opportunity Cell, with the support of UGC for promoting the development of students who face such challenges.

    Sacred Heart College is a centre of Higher Education, open to all. Though it began as a Men’s College, its recent past shows that majority of its student population is women.

    It envisions a similar openness in the matter of staff appointment as well, roping in more women in the teaching and non-teaching categories.

    It promotes gender equality by focusing on Women’s Development through the erstwhile statutory Women’s Cell, functioning in the college as a women’s forum called SWASTI (Sacred Heart Women’s Association for Service, Truth and Integration). It envisages periodic training and exposure programmes for women’s empowerment and gender justice.

    The management is committed to ensure that the mandatory Anti-Sexual Harassment Cell at work place (Supreme Court & UGC guidelines) is duly constituted and functioning in the college.

    In all this, Mary, the Mother of Jesus, at the same time empowered and empowering, shall be the model and inspiration (Ref. Lk. 1: 46-55; Jn 2: 1-5; Jn 19:25-27; Acts 1:14).

    Holistic Education

    At S.H., tutorials are those interactive sessions intended to impart value education to the students. The sessions are to be planned with pre-drafted materials by the tutorial committee. Value education classes go in tandem with the tutorial sessions.

    The students are to be engaged either as a single class unit, or wherever possible, as a group of 30 to 35, on a relatively permanent basis, and by one teacher (for a period of one year).

    The lessons are to be prepared in advance, revised periodically, and they should be so devised to extend over a period of three years. Teachers concerned have to familiarize the lesson, so that more or less same messages reach the entire group.

    All lessons should lead to practical implications for life, and wherever possible to be concluded with personal or collective resolutions, and a prayer. On an average, 2 hours a month should be devoted to tutorial sessions. Besides tutorials, the renewal programmes, personality development sessions, observances of socially significant days, thought for the week, life-orientation programme etc. should also serve as platform for value education.The value orientation imparted through the regular classroom teaching.

    One of the core values to be imparted is that of ‘cleanliness as next to godliness’. This is to be ensured by every teacher every time he/she engages a class, that the class room is litter-free. And whenever, a programme is organized, there is a plan for minimizing waste (zero waste) and managing it.

    HRD @ SHC

    Human Resources Development at SHC is looked at from four angles

    Students

    Teaching Staff

    Administrative Staff

    Community

    Primarily, the college is meant for developing human resources for the society through its core functions of teaching-learning, research and extension, with students as the primary focus.

    The HRD process starts from the day of admission, through the personal interview encouraging students to think about their future and career, through the induction programmes, initiation ceremony, orientation sessions etc. Later on, with the insistence on their being part of at least one club or fora for a holistic and integrated development, the students are steered to fine-tune their skills. As a policy, students are encouraged to join in three varieties of clubs or fora: a) socially-oriented clubs/fora, b) career-oriented ones and c) talent clubs. The Career Guidance cell and Placement cell function together to orient students towards their careers and provides periodical training and orientation regarding soft skills and other related requirements. A spiritual affairs committee looks into the spiritual grooming of the students, providing them with insights on the occasion of various religious feasts and providing an annual occasion for spiritual animation. A life-orientation programme is offered annually for the final year students. Mentoring is the core programme by which a student’s resources are identified and encouraged. It is coupled with the programme of value education through an interactive session planned and reviewed every month.

    The students are also encouraged and supported to take part in various cultural and art competitions for which there are separate guidelines. It is prescribed that during the course of their study, every student is to be encouraged to take part in at least one national/international academic programme and be part of organising one such programme.

    IT Policy

    Quality Policy

    Research & Consultancy Policy

    Learner Mentoring Policy

    Sacred Heart College offers committed support to equip its students to meet their academic needs. The mentoring policy aims at assuring the students with this support where the students or the mentees are offered a mentor who is bestowed with the responsibility of mentoring and guiding them. The mentoring process is a constructive way to understand the different capabilities, aspirations, strengths and weaknesses of the students. A wholistic understanding of the students’ needs and the essential guidance provided are the major outcomes of the mentoring policy. The college ensures a regular and organized review of the process of mentoring and based on the outcomes the college is committed to take necessary measures.

    The Central Objectives of Mentoring:

    • Offer support to the students to make effective use of their potential.
    • Create an environment where the well-being of the students is assured.
    • Provide significant assistance and opportunity to students who are on the verge of withdrawing or dropping out from their respective course of study.
    • Evaluate the effectiveness of the mentors and their mentee assessment and also to identify the challenges involved.

    The Process of Mentoring and the Role of the Mentor

    A mentor is bestowed with the responsibility of mentoring and supporting a batch of 30 mentees. The mentor is expected to guide the mentee until the completion of the course period. In case the mentor has to leave the institution or discontinue mentoring he/she is supposed to share the mentee information with the new mentor. Also, the mentor is expected to sign a document stating the handing over of the mentees to the new mentor.

    When the student joins as a new admission the mentor is expected to help the mentee to adjust and adapt to the new environment. The mentor is expected to assist the students to set their individual goals and provide adequate information on the academic needs to be fulfilled. The students can seek the help of the mentor in case of Placements, Internships and Projects they undertake.

    In order to conduct a personalised individual assessment, a mentoring form is given to each student under the particular mentor. Also, the mentor should conduct a periodical individual interaction with each mentee so as to review the progress and set tasks and objectives until the next meeting. With reference to the information provided by the student on the various criteria for assessment in the mentoring form and the individual interaction with each student, the mentor is expected to develop a mentoring strategy to satisfy the potential needs of each mentee. The mentor is supposed to maintain confidentiality regarding the information provided by the mentee. The mentor is expected to document the same as a confidential data sheet about the students. The reports on each student, prepared by the mentor, is subjected to periodical evaluation by a team of senior faculty members. The effectiveness of the mentoring policy is monitored by the committee consisting of the Principal, IQAC and the Academic Deans.

    Responsibility of the Mentee:

    Each mentee is expected to be regular and punctual for their individual sessions with the mentor. The mentees are supposed to conform to the tasks and objectives set by the mentor. The mentees are expected to disclose their goals, needs, troubles and impediments to academics. A total cooperation to the Mentoring Programme procedures are expected from the mentees.