S.

NO CRITERION QPS
1.1.1 The Institution ensures effective curriculum planning and delivery through a well-planned
and documented process including Academic calendar and conduct of continuous
internal Assessment

Curriculum delivery is a strategy for a curriculum to help students reach their learning
goals. The processes involved in curriculum delivery are teaching, learning support,
advice, guidance, interaction, mentorship, participative and collaborative learning.
Reasoning skills, feedback and testing as well as freedom of assessment and counselling
are also diverse processes of curriculum delivery. At Christ the King Engineering College
(CKEC) affiliated with Anna University, Chennai., the curriculum is developed by Anna
University, Tamil Nadu. Our teachers are actively engaged in curriculum design through
the members of the academic council, members of syllabus committees, and participation
in syllabus revision workshops. The university-based curriculum for student learning is
implemented by the college through its policy and procedures designed accordingly. The
college has various academic committees, including the Internal Quality Assurance Cell
(IQAC), Department Advisory Board (DAB) to ensure effective curriculum planning and
delivery. With a set of academic committees to ensure smooth operation, this institution
draws up and records its daily routine through careful procedure. Based on the Academic
Schedule of the affiliating university, course assignments are made on the basis of
teachers' skill matrix, performance and experience.
The College has commitment to:
a) The curriculum is delivered using a learner-centric method from teaching, learning, and
assessment (TLA). It offers assistance and direction for moving toward employment
and/or higher education.
b) Providing TLA support which extends equality of opportunity to all.
c) Assure empowerment to the learners appropriately, and so they meet the curriculum
with standards and quality
Tutor ward meetings, class committees, and Mid & end-of-semester meetings are just a
few of the techniques used to monitor course delivery and syllabus compliance. Active
learning and problem-solving are facilitated by tutorial sessions, and stakeholder input on
curriculum elements is gathered. Regular Audits of academic programs and administrative
processes are used to ensure quality.

The Internal Quality Assurance Cell (IQAC) creates the academic calendar, which
incorporates the procedure of Continuous Internal Assessment (CIA). Extracurricular and
curricular events plan are included in the academic calendar, which is based on the
working / teaching schedule as university driven along with Curriculum fulfilment. At
semester beginning, all faculties (Class advisors) are informed to prepare the departments’
academic calendar. The dates of internal exams, seating assignments, hall monitors, and
squad duty rosters are all scheduled on the academic working calendar. Meetings for
reviewing results are held with the Principal, Academic director, HoD, and faculty. By
means of the AD, the HoD delivers a report to the Principal at the end of the semester,
verifying that activities were conducted according to the timetable.
 The curriculum delivery can happen when the teachers ensure compliance in TLP.
The College encourages the teachers to: • Improve teaching skills • Making lectures
interactive and student centric • Using technology in instructional transactions • Promoting
group work • Arranging co-curricular activities • Improving assessment methods • Making
students aware of the importance of feedback.

The Institution supports faculties in the following ways: Enhancing their

pedagogical abilities; Incorporating technology into lectures to make them more engaging
for students; Encouraging group projects among students; Planning extracurricular
activities; Enhancing assessment techniques; and making students aware of the importance
of feedback

1.3.1 Institution integrates crosscutting issues relevant to Professional Ethics, Gender, Human
Values, Environment and Sustainability in transacting the Curriculum

The Institute follows curriculum prescribed by the Anna University chennai and
integrates various socially relevant cross-cutting issues like ethics, human values,
environment, etc., across UG to sensitize the students

Professional Ethics:
Human values and professional ethics are addressed through the course "Professional
Ethics in Engineering" offered to engineering programme. The primary objective of
this course is to ensure that the students have knowledge of the professional ethics and
the responsibilities of engineers.

Environment and Sustainability:

The issues of Environment and Sustainability are addressed through the course
"Environmental Studies" offered to engineering students. Through this course,
students are sensitized to ecological and environmental issues connected with land, air,
and water, with awareness on sustainable development.

Gender equity:
CKEC, imparting quality education to shape global leaders has firm belief in gender
equity which is indispensable to ensure sustainable development of a country. Institute
has initiated promising measures to sensitise and promote gender equity amongst the
stakeholders through curricular and co-curricular activities. To promote gender equity
among the students, Institute supports flexible seating arrangements in the class rooms,
equal representation of both genders in the leadership positions of class and college
level committees, curricular and co- curricular activities. The Institute makes concerted
efforts to create a congenial environment free from gender discrimination through
mutual respect. International women’s day is celebrated in our institution which insists
motivation and gender equity and rights.
Apart from the above, the Institute organises various awareness programs and
activities on cross-cutting issues with the support of external organisations and experts.
The NSS activities like blood donation and health awareness camps they play vital role
 in promoting inclusive environment towards regional and socioeconomic diversities
among students making a Positive difference and shaping them into wholesome
professionals.

2.3.1: Student centric methods, such as experiential learning, participative learning and problem
solving methodologies are used for enhancing learning experiences and teachers use
ICT- enabled tools including online resources for effective teaching and learning process

Response :

Christ the Engineering College provides blended teaching and learning methodologies.
Through interactive student participation, teaching and learning are made more
entertaining and successful. Due to its limited involvement in curriculum design and
development, the Institute uses a variety of student-centric approaches, including the
experiential, participatory, and problem-solving processes that are listed below, to fill in
any gaps in the curriculum.

Experiential Learning :

Experiential learning is Learning by doing. This teaching strategy enables students to

engage in practical learning to comprehend concepts more effectively than through purely
academic means.

• Through in-plant training and internships, students gain knowledge of how technology is
used in practise and experience real-world issues.

• For the students' benefit and to help them comprehend ideas better, industrial tours are
planned half yearly – Course wise to promote higher order thinking not but not the least
as industry 4.0 ready engineer.

• Students are encouraged to complete final year project assignments and micro projects
based on real-world issues.

• Practical laboratory sessions that are required as part of the curriculum give students
the opportunity to learn via experience.

Participative Learning :

Student centric participative learning methods include endowment lectures, seminars,

and guest lectures on the newest technology where professionals from the industry and
alumni share their experiences with the students.

• Our institution has a number of professional societies, including IEI, ISTE, EDC, CSI,
ICT, IIC, department associations, etc., to encourage student participation in a variety of
activities.

• The students take part in paper presentations, coding competitions, project expos,
workshops, and other activities to hone their communication and presenting abilities.

• Value-added classes and online learning give students a platform to study cutting-edge
technology.
 Problem Solving Methods

Through the use of concepts and principles, problem-based learning (PBL) encourages
students to consider the facts and potential fixes for issues they encounter on a daily
basis.

• To address issues connected to analytical courses and technologically newer courses in

the curriculum, tutorial hours are scheduled and followed with more attention with 2
instructors for the ease of student comfort.

• Case studies are encouraged, and students are encouraged to use the various
approaches/techniques to resolve the issue.

• By enrolling in online NPTEL Certificate courses in addition to their usual coursework,

students are encouraged to learn from and engage with IIT instructors.

Information and Communications Technology (ICT):

Every department is equipped with ICT enabled classrooms, contains an LCD projector,
a system with internet connectivity, and a whiteboard. The impact of information and
communications technology (ICT) on student learning is contingent upon the digital
literacy of teachers and their ability to effectively incorporate it into the academic
curriculum.

• Students with consistent exposure to ICT have enhanced their proficiency in

presentation skills, listening, competency based answering capability, innovative
capacities, and overall exposure.

• Students have the facility to view NPTEL video lectures and high standard sites, virtual
labs, educational websites offline at the institutes computer lab facilities.

2.5.1: Mechanism of internal/ external assessment is transparent and the grievance redressal system is
time- bound and efficient
 2.5.1 Mechanism of internal/ external assessment is transparent and the

grievance redressal system is time- bound and efficient

The college has an examination cell both at the department level and institute level to
conduct and address examination-related issues faced by examiners.

The college conducts two types of examinations,

1. Internal Assessment

2. University end semester Examinations

The following procedure is used to resolve complaints (redress the grievances) about
evaluation in internal assessment exams. There are three levels of grievance redressal
provisions.

1. At the level of concerned course instructor

2.At the level of department committee consisting of Head of the department, Module
coordinators and concerned course instructor

3. At the level of the Institute committee constituted by the Principal on need basis.

Next the announcement of grades or results, complaints regarding continuous assessment

must be made at the first and second levels within two working days, and a decision must
be made within the following two working days. After the announcement of the results,
the third level complaints must be filed within five working days, and a decision must be
made within the next five working days. The course coordinator must be notified if any
complaints are found to be valid in the assessment scheme or key of evaluation, and the
mark distribution will be changed. Students are permitted to retake the exam on a different
day with a new question paper if they missed the first one owing to legitimate medical
reasons, unavoidable circumstances, sports on-duty, etc. Some of the grievances addressed
during the internal assessments include:

· On-duty for sports/ conference/ symposium/workshops.

· Medical issues like hospitalisation, accidents, communicable diseases like chicken

pox and air-transferable diseases caused by flu viruses etc.

Missed /improvement tests are conducted for students who have failed in the examinations
and those who are absent for internal exams due to genuine reasons.

2.61 2.6.1: Programme Outcomes (POs) and Course Outcomes (COs) for all Programmes
offered by the institution are stated and displayed on website

2.6.1 Programme Outcomes (POs) and Course Outcomes (COs) for all Programmes
 offered by the institution are stated and displayed on website

Response:

As the Institution follows OBE - Outcome-Based Education, each program's learning

objectives for each course are spelled out in detail. The institution's common areas are
used to disseminate the vision and mission, while in the departments the program
outcomes will be disseminated. The Program Outcomes, Program Specific Outcomes and
Course Outcomes for all the programs and the mechanism of communication are
explained here.

The POs/PSOs, COs, Vision, Mission and PEOs are disseminated as follows:

Dissemination among Internal Stakeholder

S. No. Internal Stakeholders Mode of Dissemination

1 Governing Body Members College Website, HoD Cabin, Governing

council minutes and Governing body
meeting schedules.

2 Management/ College Website, Department Notice

Administration/ Faculty Board, Department office, Department
Newsletter, Log book, course plan,
Internal Assessment question papers,
assignments, Survey forms.

3 Supporting Staff College Website, Department Notice

Board, Laboratories, Workshop.

4 Students College Website Department office, Department Notice

Board

This dissemination strategy contributes to a transparent and commutative learning

environment, thereby allowing all the stakeholders to be aware on the outcomes and to
understand the educational objectives in various modes of possibilities to its penetrants.

2.6.2 Attainment of POs and COs are evaluated. Explain with evidence in a maximum of 500 words

ENTER THE ANSWER HERE

3.2.1

Institution has created an ecosystem for innovations, Indian Knowledge System

(IKS),including awareness about IPR, establishment of IPR cell, Incubation centre and
other initiatives for the creation and transfer of knowledge/technology and the outcomes
of the same are evident

The Intellectual Property Rights (IPR) cell at Christ the King Engineering
College (CKEC) is dedicated to promoting awareness and understanding of
intellectual property, with a particular focus on copyrights and patents. To kickstart
its activities, CKEC launched its IPR cell with an inaugural online webinar titled
“IPR, Startup and Innovations” on 18th September 2021 led by Dr.Kandha Babu,
Director, Centre of Intellectual Property Rights (CIPR) at Anna University.The IPR
cell at CKEC is committed to fostering a culture of innovation and creativity
among both faculty and students. Through various initiatives and programs, it
encourages them to explore opportunities for patenting their inventions and
publishing copyrighted works. This proactive approach aims to not only protect
intellectual property but also to inspire and empower individuals to contribute to
the advancement of knowledge and technology.Furthermore, the IPR cell serves as
a resource hub, providing guidance and support to individuals interested in
navigating the complexities of intellectual property rights. By facilitating
workshops, seminars, and consultations, it equips the CKEC community with the
knowledge and tools necessary to safeguard their intellectual creations and
maximise their potential impact.

CKEC, in collaboration with AICTE, established its Institution's Innovation

Council (IIC) in 2021 to cultivate a culture of innovation and entrepreneurship.
Throughout the year, IIC engages a broad range of faculty, students, and staff by
organising activities focused on crucial skills like ideation, problem-solving, proof-
of-concept development, design thinking, intellectual property rights, and project
management. These activities are meticulously planned and executed in four
quarterly cycles. To ensure the continued effectiveness of this program, CKEC
benefits from the guidance of a well-established Mentor-Mentee scheme by
AICTE. Through this scheme, CKEC is fortunate to have the KPR Institute of
Engineering and Technology as its mentor. A designated KPR representative
participates in at least three quarterly progress meetings per mentee, offering
 invaluable guidance and support in planning, action plan creation, and
improvement of Innovation & Entrepreneurship (I&E) activities for CKEC.

CKEC also established an Entrepreneurship Development Cell (EDC) to

foster an entrepreneurial spirit among its students. EDC organises workshops,
seminars, and guest lectures featuring successful entrepreneurs or industry experts.
These sessions provide students with valuable insights into the entrepreneurial
journey, covering topics like opportunity identification, business model
development. To encourage students to put their ideas into action, EDC conducts
business plan competitions and elevator pitch contests. These events provide a
platform for students to refine their entrepreneurial pitches, compete for seed
funding or prizes, and gain valuable feedback from judges and industry
professionals.EDC organises hackathons, intense design thinking events where
students collaborate to develop solutions to specific challenges within a set
timeframe.

CKEC is going to set up a center for advanced technological resources for

its students. This initiative includes a drone club technology center, a robotics club,
a center of excellence for Augmented Reality/Virtual Reality (AR/VR), and an
incubation center. These facilities aim to provide students with the opportunity to
learn, experiment, and develop their skills in cutting-edge technologies that are
transforming various industries.

Outcomes of Extension activities in the neighborhood community in terms of

impact and sensitizing the students to social issues for their holistic development
during the last five years.

3.4.1

INTRODUCTION

Christ the King Engineering College (CKEC) encourages students to involve

themselves in social services to facilitate their holistic development. Through
 exposure to various extension activities, students are prepared for societal and
humanitarian challenges. Our Institute works with the neighboring community,
carrying out a range of extension programs to address the needs of the neighborhood
under the National Service Scheme (NSS), Youth Red Cross (YRC), and other
initiatives. Participating in such activities broadens students' knowledge, leadership
qualities, skill levels, and self-confidence. Service to mankind is service to God. Our
incredible has long way of traditional out look to take care of others; especially Tamil
culture is famous for its way of approach in helping others. Generous donations made
by the Indians during the natural calamity shows the mentality of helping the fellow
citizens in a needy situation. Our father of the nation rightly said “The student
community should be actively involved in the service of rural society to eliminate
social disability”. Bearing service of society as the prime aim, National service
Scheme was launched by Union Education Minister Dr. V.K.R.V. Rao on September
24, 1969.

NSS MOTTO

The Motto of NSS “NOT ME BUT YOU“, reflects the essence of democratic living and
upholds the need for selfless service. NSS helps the students develop appreciation to other
person’s point of view and also show consideration to other living beings. The philosophy
of the NSS is well doctrined in this motto, which underlines/on the belief that the welfare
of an individual is ultimately dependent on the welfare of the society on the whole and
therefore, the NSS volunteers shall strive for the well-being of the society.

The broad objectives of the NSS Unit are as follows:

● To identify the problems and needs of society.
● To practice national integration and also social harmony.
● Community – related problems.
● To practice National integration and also social harmony
● Acquire leadership qualities and democratic attitudes
● Utilize their knowledge in finding practical solutions to individual and
community problem
● Develop capacity to meet emergencies and natural disasters
● Understand the community in which they work
 ● Develop competence required for group-living and sharing of
responsibilities
Main Activities:

● Environment protection
● Tree plantation
● Energy saving & promote renewable energy
● Life skills development
● Cleaning activities

DUTIES OF NSS VOLUNTEERS

● NSS volunteer should put in

● Establish rapport with the people in the project area
● Identify needs, problems and resources of the community
● Plan programmes and carry out the plan
● Relate learning experience towards finding solutions to the problem identified
● Record the activities in work diary systematically and assess the progress
periodically and effect changes as and when needed.
● Child Labour Awareness

NSS unit of Christ the King Engineering College (CKEC)

The NSS Unit of CKEC with its 100 students conducts several outreach programmes every
year in and around villages of the college. The NSS unit highly focuses on educating the
neighboring villages about sanitation and hygiene. Through these activities students
develop a feeling of responsibility that they should contribute back to the society and the
environment. Also at the emergency times student and staff volunteering themselves in
activities like distributing Nilavembu Kashayam, Mask, Kabasura Kudineer to the needy.
Regular Camp programmes are also conducted in which students stay in the surrounding
villages for about 5 days a year to carry out NSS activities which include refurbish the
school buildings and temples, arranging medical checkup camps etc. Awareness
programmes are also organized for the public to sensitise on social issues like traffic
regulations, health awareness programmes, drug abuse, pocso act and pollution free
campus.
DETAILS OF MILESTONE ACHIEVEMENTS OF NSS:

TOTAL UNITS OF BLOOD

DONATED: 500 TOTAL TRESS

PLANTED: 500

NSS PROGRAMME OFFICER’S DETAILS:

Mr.K. KARTHIK M.Sc, B.Ed, M.Phil

Assistant Professor of Mathematics,

Department of Science and Humanities

YOUTH RED CROSS (YRC):

Established in 2015, Christ the King Engineering College's Youth Red Cross
(YRC) unit is a vibrant student organization working to improve the lives of others.
Officially registered under the Indian Red Cross Society, Tamil Nadu Branch, the
YRC actively promotes humanitarian values through a diverse range of initiatives.
CKEC associated with YRC and organizing activities with the involvement of the
entire students strength of the institution.

About 30 student members with a Coordinating Officer is organizing blood

donation camps joining hands with different hospitals and organizations in and
around the city. In addition, the students of the YRC volunteers in large number to
donate blood as and when it is sought for in case of emergencies. The following
activities are conducted through YRC:
Blood Donation Camps

Partnering with government blood banks, the YRC conducts blood donation drives,
fostering a spirit of community service and ensuring a critical life-saving resource is
readily available.
Disaster Preparedness Workshop
Recognizing the importance of preparedness, the YRC equips students and the
community with valuable skills through disaster preparedness workshops. These
workshops cover topics like first aid, evacuation procedures, and disaster mitigation
strategies.

First Aid Training

The YRC equips individuals with the knowledge and skills to act decisively in
emergencies through comprehensive first-aid training sessions. These sessions cover
lifesaving techniques like cardiopulmonary resuscitation (CPR) and provide guidance
on how to manage situations like epileptic seizures until medical help arrives.

Environmental protection activities

The YRC teaches its members how to turn leftover food scraps and yard waste into
organic compost. They do this through workshops where members learn about
different composting methods like bokashi, hot composting, and worm composting.

NEIGHBORHOOD COMMUNITY BENEFITED

Education Awareness and Social development activities have been conducted in the
following villages for the welfare of the neighbourhood community during the
Academic Year 2022- 2023.

Sl.No Name of the Activity Organizing Unit Date

[NSS/RRC/YRC]

1 Oneday volunteers camp in NSS

02-06-2022
Anjaneyar temple at Sirumugai

2 One day camp for Vaccination in NSS 18-09-2022

seminar hall

3 Youth Awakening day NSS

15-10-2022
Rally concerning Abdul
Kalm's birthday
4 Polio awareness programme NSS
19-10-2022
CKEC seminar hall

5 National unity day NSS

29-10-2022
rally on Sardhar
vallabhbhai patel

6 Tobacco awareness NSS

02-11-2022
programme in CKEC
campus

7 One day camp for Blood NSS 05-11-2022

Donation in CKEC

8 General Medical camp in college NSS 07-11-2022

campus
NSS
Rally for voters awareness on
9
09-11-2022
November 9th 2022

One day rally on 10th NSS

10 10-11-2022
November 2022 for drug
awareness
Students motivational NSS
11 28-11-2022
Programme for social service

NSS
12 One day volunteers camp for 03-02-2023
temple function

One day volunteer service camp NSS

13 05.02.2023
for consecration of Murugan
temple
One day volunteer service camp NSS
14 13.02.2023
for Watering trees

One day watering trees service NSS

15 22-02-2023
camp by NSS volunteer
 One day awareness programme NSS
16 01-03-2023
about organ donation

NSS
17 One day service camp by NSS 01-03-2023
volunteers
NSS
18 Camp for Blood Donation on 21st 21-04-2023
April 2023
Programme for Anti-Drug NSS
19 03-05-2023
awareness on 3rd May 2023

3.4.2 Awards and recognitions received for extension activities from government / government
recognised bodies

S. Name of Name of the Name of Year of Academic

N the Award/ Awarding Awards
o. activity Recognition government / Year
government
recognised
bodies

1 Temple Certificate of Maariamman 2023 2022-2023

Function Appreciation Selva
Vinayagar
Temple

2 Temple Certificate of Kunnathoor 2023 2022-2023

Function Appreciation Murugan
Temple

3 Anaerobic Certificate of Block 2023 2022-2023

Compost Appreciation Development
deliver to Officer,
Coonor Coonoor
BDO

4 Temple Certificate of Kurunthamalai 2022 2021-2022

Hundiyal Appreciation Temple
 Amount
Counting

5 Blood Certificate of Tamilnadu 2022 2022-2023

Donation Appreciation State AIDS
Camp Control
Soceity &
Tamilnadu
State Blood
Transfusion
Council

6 Training Certificate of Tamilnadu 2022 2022-2023

on Appreciation Urban
Anaerobic Livelihood
compostin mission
g for SC (TNULM)
people in
Coonor

7 Waste Certificate of Bhumi 2022 2022-2023

Managem Appreciation
ent
Initiatives

4.1.1: The Institution has adequate infrastructure and other facilities for,
teaching – learning, viz., classrooms, laboratories, computing equipment etc
ICT – enabled facilities such as smart class, LMS etc.
Facilities for Cultural and sports activities, yoga centre, games (indoor and outdoor),
Gymnasium, auditorium etc (Describe the adequacy of facilities in maximum of 500
words.)

Response:

The Christ the King Engineering College campus extends over an area of 11.07 acres of
which the built area 27568.41 Sq.m. To mention the most significant features of the built
up area, there are classrooms with adequate ventilation, several labs(with operating
machineries and systems based on the course expertise), workshops, Smart classrooms,
Equipped computer centre, a centre of excellence, an incubator cell, an innovation cell,
Drone development cell auditoriums with amortized indoor stadium, seminar halls, and
Conference cell. CKEC – the model institution aims to offer every cutting-edge
technological development currently available to enable the delivery of high-quality
education. Every facility required to create a favorable atmosphere for training future
technocrats and engineers is in place and being used on cutting edge technology.
 Almost all the classrooms are equipped with an LCD Projector. With the required digital
and audio-visual equipment - seminar halls, auditoriums, and meeting rooms have been
made accessible to ensure that students also hear from tech experts. They make it possible
for conferences, symposia, and seminars to run smoothly at both the departmental and
college levels. The 1500-seat auditorium serves as a suitable space for college events, such
as co-curricular and extracurricular activities.

The Laboratories available in the institution possess all equipment mandated by the
Authority for Technical Education and the affiliating University and regular maintenance
as per norms laid down by competent authorities, tech experts on par with industry 4.0
curriculum. Our college established Centre of Excellence, Innovation cell, incubation
centres to enhance the learning experience of the students and prepare them for the
industry needs and various revolutions of the worlds with the partnerships of reputable
industrial and corporate companies.These centres, apart from catching technocrats and
engineers with the potential to invent or innovate, promote the possibilities of campus
placement and entrepreneurship capabilities of our students.

The fully Computerised Language Laboratory is good facility for students to improve the
fluency of the students on their communication, This language lab is a skillset
improvement unit of the institution to express their views promptly when required,
particularly spoken skills and for those who are already good at it,

All the computers in the institution are LAN Connected even more the row of systems are
connected to workgroup and most of the systems have internet connection as well. In
addition, Wi-Fi connection has been provided where necessary. Together, the
departmental libraries in all academic departments and the college's automated central
library offer a vast and diverse variety of books, technical publications, and national and
international academic journals. The NDL/DELNET access available for educators and
students. Students and staff can read digital journals and publications of various
engineering fields by using the computers in the college library that are equipped with
internet access, even a reprography facility is available for the ease of copies.

4.2.1 Library is automated with digital facilities using Integrated Library Management System
(ILMS), adequate subscriptions to e-resources and journals are made. The library is
optimally used by the faculty and students

Response :

The library has fully automated its operations with Koha ILMS version 19.5, implemented
in 2022, integrating software and hardware for streamlined functions and improved user
services. Infrastructure enhancements include computers, servers, networking
equipment, and barcode scanners. Koha manages acquisitions, cataloging, circulation,
serials and OPAC. A barcoded ID system facilitates efficient check-in and check-out.

ILMS streamlines learning resource management, organizing resources for easy access
by students and faculty, with daily catalog updates, Digital facilities with LAN and high-
speed internet integrate e-books, e-journals, databases, and multimedia, with access to
 NDLI and DELNET resources.

Automation of routine tasks enhances user convenience within operational hours from
8.00 A.M. to 6.00 P.M. Monday to Saturday, and 10:00 A.M. to 1:00 P.M. on Sunday. The
library holds 17339 volumes, 697 student projects, and subscribes to 13 general
magazines and 9 newspapers. On average 80 visitors exchange 20 books daily. A
reading corner offers literature in English and Tamil.

DDC Classification and barcoding speed up processing times with book issuance options
for students and staff to avoid time wasting. CCTV surveillance ensures resource
security. The library’s commitment to quality is evident through efficient data
Management and continuous service improvement, contributing significantly to academic
success and knowledge development.

4.3.1 Institution frequently updates its IT facilities and provides sufficient bandwidth
for internet connection Describe IT facilities including Wi-Fi with date and
nature of updation, available internet bandwidth within a maximum of 500
words

ENTER THE ANSWER HERE

5.4.1 There is a registered Alumni Association that contributes significantly to the development
of the institution through financial and/or other support services

Alumni Association was registered as“ALUMNI ASSOCIATION – CHRIST THE KING

ENGINEERING COLLEGE - KARAMADAI ” under the Tamil Nadu Societies Registration
Act, 1975 (Tamil Nadu Act 27 of 1975) on 11th May 2015 at the Registrar Office,
Gobichettipalayam with Executive Committee Members. The Alumni association also
conducts Annual General Body meeting (yearly once) for renewal of the association. The
Association has a separate Google Group for sharing College News Letters, Magazines,
and Job opportunities posted by Alumni members, Alumni Events and other events at
CKEC. In addition, the association also updates the Alumni member details/Database for
all the batches periodically to know the current status of the alumni members.

Alumni members extend their support to the Institution through (i) permitting the students
to visit their industry (entrepreneurs) (ii) offering the Internships to our students (iii)
placement (iv) curriculum development (Member in Department Advisory Board) (v)
training the students for placement (vi) Alumni of the respective departments regularly
visit the institution for interaction with the students regarding placements and Higher
studies in abroad and (vii) delivering the Guest lectures, Seminars in the current topics to
bridge the gap between Industry and Institute.

6.1.1: The institutional governance and leadership are in accordance with the vision
and mission of the Institution and it is visible in various institutional practices
such as NEP implementation, sustained institutional growth, decentralization,
participation in the institutional governance and in their short term and long
term Institutional Perspective Plan.
Response :

Vision

To be an institute of excellence in Technical Education and training individuals

focusing on the needs of the Nation and Society in tune with Technological
Developments.

Mission

Our Mission is to produce Disciplined and Quality Technocrats through Academic

Programme of noted excellence to serve the Society.

Transformation of the Mission

At our Institute, we prioritise transparency, participatory leadership, and

decentralisation of authority across different levels. As a result, our Vision and Mission
reflects the valuable input from stakeholders.

Our Mission is crafted with the aim of fostering excellence in the teaching-learning
process, utilising cutting-edge resources.

This approach empowers our faculty to cultivate knowledge and skills, enabling
them to impart the best training practices to students, equipping them to meet the demands
of the current industrial landscape. Additionally, our mission aims to inspire students
towards research endeavours with practical applications in real-time scenarios .

The governance structure of our institution is characterised by inclusivity and

active participation of stakeholders, particularly teachers, in decision-making processes.
The Governing Council, led by the chairman of the Institution, includes representatives
from the DMI Trust, industry and academic experts, a nominee from Anna University, and
faculty members, with the Principal serving as the Member-Secretary.

This council plays a pivotal role in shaping the institution's Vision, Mission, and
Perspective Plan. Meeting annually, it assesses progress, offers guidance, and discusses
strategies to uphold educational standards and foster further development. Emphasizing a
participatory management culture, the council oversees strategic, functional, and
operational aspects. It approves academic and administrative matters, such as budget
allocation, recruitment, procurement, admissions, promotions, conferences, workshops,
and placements, in consultation with the Principal, Heads of Departments (HoDs), and
faculty members.

Response :

Vision

To be an institute of excellence in Technical Education and training individuals

focusing on the needs of the Nation and Society in tune with Technological
Developments.

Mission

Our Mission is to produce Disciplined and Quality Technocrats through Academic

Programme of noted excellence to serve the Society.

Transformation of the Mission

At our Institute, we prioritise transparency, participatory leadership, and

decentralisation of authority across different levels. As a result, our Vision and Mission
reflects the valuable input from stakeholders.

Our Mission is crafted with the aim of fostering excellence in the teaching-learning
process, utilising cutting-edge resources.

This approach empowers our faculty to cultivate knowledge and skills, enabling
them to impart the best training practices to students, equipping them to meet the demands
of the current industrial landscape. Additionally, our mission aims to inspire students
towards research endeavours with practical applications in real-time scenarios .

The governance structure of our institution is characterised by inclusivity and

active participation of stakeholders, particularly teachers, in decision-making processes.
The Governing Council, led by the chairman of the Institution, includes representatives
from the DMI Trust, industry and academic experts, a nominee from Anna University, and
 faculty members, with the Principal serving as the Member-Secretary.

This council plays a pivotal role in shaping the institution's Vision, Mission, and
Perspective Plan. Meeting annually, it assesses progress, offers guidance, and discusses
strategies to uphold educational standards and foster further development. Emphasizing a
participatory management culture, the council oversees strategic, functional, and
operational aspects. It approves academic and administrative matters, such as budget
allocation, recruitment, procurement, admissions, promotions, conferences, workshops,
and placements, in consultation with the Principal, Heads of Departments (HoDs), and
faculty members.administrative and academic affairs.

As such, all academic and administrative affairs are decentralised and decisions are
taken independently based on the discussions taken in Class Committee Meetings,
Department Meetings, HoDs and faculties meeting with the Principal. Students and faculty
members associate with Principal for executing different academic, administrative, co-
curricular and extracurricular activities and thus all the positive and productive academic
and administrative decisions approved by the Governing Council are achieved
successfully which is the sheer reflection of effective leadership in tune with the vision
and mission of the Institution.

6.2.1 The institutional perspective plan is effectively deployed and functioning of the institutional
bodies is effective and efficient as visible from policies, administrative setup, appointment,
service rules, and procedures, etc

Response :

The institution has demonstrated its ability to function effectively and efficiently by implementing
its strategic plans, policies, administrative structure, and procedures.

The institution's well-established policies serve as the foundation for decision-making, guiding
operations, and aligning institutional objectives with stakeholder goals. These policies, which
cover areas such as academic rules, faculty and staff conduct, student conduct, and student
welfare, are regularly reviewed to ensure relevance and effectiveness.

The administrative structure is designed to promote efficiency, with a clear hierarchy of authority
and defined roles and responsibilities. This enables quick and informed decision-making, ensuring
 that everyone is aware of their tasks and the institution's vision and mission are upheld.

The governing body oversees the institution, with the principal responsible for overall academic
and administrative functioning. Department heads, supported by administrative and support staff,
are empowered to manage their respective departments. Additionally, committees and cells have
been established at both institutional and departmental levels to ensure effective operations and
develop students into responsible citizens.

The institution's faculty and staff appointment process is fair, transparent, and merit-based,
involving advertising, a selection panel, and rigorous evaluation. Once appointed, faculty and staff
receive regular training and development opportunities to enhance their skills and knowledge,
ensuring high academic excellence and quality student services

6.3.1 The institution has performance appraisal system, effective welfare measures
for teaching and non-teaching staff and avenues for career
development/progression

Response :

The institution adheres to the guidelines set by the University Grants Commission (UGC)
and the All India Council for Technical Education (AICTE) when it comes to the
recruitment and appointment of teaching and academic staff. Regular annual appraisals are
conducted to not only assess staff performance but also to identify areas for growth and
development, both for individual staff members and the institution as a whole. The
institution prioritizes the well-being of its teaching and non-teaching staff, providing
comprehensive welfare measures that benefit all employees. This commitment to staff
welfare is reflected in their productivity and dedication to the institution's growth and
success.

The foremost concern of our college is staff welfare. The existing welfare
schemes are listed below.

● Medical Leave
● Maternity leave for eligible staff members members.
● Employees' provident fund as per PF rules
● Yoga classes and sports facilities
● Free health check-up camps
● Free transport
● Reimbursement of claim for attending a workshop, conference, FDP, etc.
Canteen facilities Internet and free Wi-Fi facilities
● The institute organises tours and sports activities for the staff. Summer and
winter vacations for faculty members
● Faculty development programmes (FDP) for faculty members
 ● There are skill development courses available for both teaching and non-
teaching staff.
● The availability of the Women's Empowerment Cell solves and counsels
the issues of female staff members.
● On Duty for Higher Education and Training

Teaching Staff and Non Teaching Annual self-assessment is based on the

Performance-

The institution's teaching staff undergoes an annual self-assessment process,

which is based on the Performance-Based Appraisal System (PBAS). This system
involves a declaration of self-assessment, where each faculty member evaluates
their own performance. The assessment is comprehensive, covering various
aspects such as teaching, learning, and evaluation, as well as co-curricular,
extension, and professional development activities, research publications, and
academic contributions.

The faculty members complete the PBAS proforma, which is then verified by the
Head of the Department and the Principal. The assessment is quantified, with
marks or weightages assigned to each aspect. The Principal also submits an
annual confidential report.

Based on the scores obtained, faculty members who are due for promotions,
incentives, or increments are recommended accordingly. This rigorous and
transparent evaluation process ensures that staff members are recognized and
rewarded for their hard work and contributions to the institution.

The institution's non-teaching staff also undergoes an annual evaluation process,

which includes both confidential reports and self-appraisals. The evaluation
parameters for non-teaching staff include character and habits, departmental
abilities, work ethic, discipline, reliability, interpersonal relationships,
documentation and filing skills, and technical abilities.

The Head of the Department assigns an overall grade based on the cumulative
assessment of these parameters. The Principal's confidential report is also taken
into consideration when making decisions regarding promotions, incentives, and
increments.

This evaluation system has been instrumental in identifying the strengths and
weaknesses of the employees, which in turn has helped to motivate them to
improve their performance. The annual confidential report and performance
appraisal system have been effective in ensuring that the non-teaching staff
members are recognized and rewarded for their contributions to the institution

6.4.1. Institution has strategies for mobilisation and optimal utilization of resources
and funds from various sources (government/ non government organisations)
and it conducts financial audits regularly (internal and external)

Response :

As a self-financing institution affiliated with Anna University, CKEC has

established a structured and systematic approach to securing funds and
resources. A collaborative effort involving the financial committee of DMI Trust,
the Principal, Department Heads, and the institute's accounts department ensures
that resources are mobilized and utilized efficiently. This process is governed by
clear guidelines and rules, ensuring transparency and accountability in the
allocation and management of funds and resources.

The finance committee is responsible for ensuring the optimal use of funds
for both recurring and non-recurring expenses. The purchase committee solicits
quotes from various vendors, which are then reviewed by the finance and
purchase committee. This committee ensures that all expenditures are in line with
the approved budget. If there are any proposed additional expenses, the
management will be consulted for further guidance and action. This process
ensures that all financial decisions are made with careful consideration and in the
best interest of the institution.

The college has a well-defined Resource Mobilization Policy and

Procedure in place. At the start of each financial year, the Principal and
Department Heads collaborate to prepare a comprehensive institutional budget,
which encompasses both recurring and non-recurring expenses. The governing
council thoroughly reviews and approves the budget to ensure its viability. The
accounts department and purchase department closely monitor all income and
expenditure, ensuring transparency and accountability.

The college strives to achieve optimal utilization of resources through

various initiatives. To foster academic excellence, the institution encourages and
supports faculty members in pursuing higher studies and participating in
academic activities such as paper presentations, conferences, and research
projects, providing them with travel and sponsorship grants. Additionally, the
college's infrastructure is leveraged as an examination center for government and
university examinations, maximizing its utility. The library extends its hours of
operation to provide students and faculty with additional time for research and
study. Furthermore, the college ensures financial transparency and compliance
through a robust auditing mechanism, which includes both internal and external
audits.

The college has a well-established Mechanism of Internal and External Audit to

 ensure transparency and accountability in its financial transactions. At the
beginning of each financial year, Department Heads submit their departmental
activity budgets to the Principal, outlining all projected expenses, including:

Recurring expenses, such as salaries, utilities, maintenance costs, stationery, and

consumables

Non-recurring expenses, including lab equipment purchases, furniture, and

development expenses

The department heads also submit detailed budget proposals for equipment,
software, maintenance, spare parts, and other expenses to the Principal for
review.

The Principal consolidates the budget proposals from all departments, sports and
cultural departments, and program coordinators, and submits the comprehensive
budget to the governing council for approval. all purchases require Management
approval. Furthermore, the college maintains a rigorous documentation system,
where all bills and receipts are submitted to the Accounts department, with a copy
retained in the respective department, ensuring a transparent and auditable trail
of financial transactions.

6.5.1: The Internal Quality Assurance Cell (IQAC) has contributed significantly for
institutionalising the quality assurance strategies and processes. It reviews
teaching learning process, structures & methodologies of operations and
learning outcomes at periodic intervals and records the incremental
improvement in various activities

Response :

The Institute has always had the vision that organic growth is possible when all
stakeholders grow together. Also, to comply with the National Assessment and
Accreditation Council (NAAC) requirements, our institution's Internal Quality Assurance
Cell (IQAC) was constituted on 02-07-2018. The IQAC Committee meets bi-annually to
discuss, review and suggest the best practices for the institution. The following are the
major functions of IQAC to institutionalise initiatives that will assure quality in various
aspects of the institution.

The IQAC is constituted to monitor the internal quality aspects pertaining to academic,
curricular and co-curricular activities for the welfare of the students within the existing
 academic and administrative systems

1. Documentation of various programmes and activities of the college in order to

prepare various reports that are required for ranking, accreditation processes and
for submission to various higher educational institutions.
2. Academic Calendar An institution level academic calendar is prepared in line with
Anna University. Based on this, the department academic calendar is prepared
keeping the following key parameters as inputs. a)Time Plan for Curriculum
delivery b) Continuous Assessment and Evaluation c) Enrichment Programs d)
Guest lectures, workshops, seminars and Conferences.
3. IQAC suggests innovative pedagogical methodologies like PowerPoint
Presentations, Projects, Field Trips, Role Plays, Workshops, videos etc. in
addition to the completion of curriculum through Assignments, Class Tests,
Tutorials etc.
4. Academic audits are conducted to ensure effective functioning of the academic
system Periodic Tutor-ward meetings, Class Committee meetings and End
Semester review meetings are held to assess students’ academic progress. Also
academic audits evaluate the performance based on results, research projects,
effective curriculum implementation and use of ICT-related pedagogical
methodologies. Based on the audit, the IQAC gives constructive feedback to the
Departments suggesting measures for internal quality enhancement. It makes
recommendations for the Departments to do self-evaluation and to set higher
goals to meet new challenges.
5. Collecting feedback from stakeholders like students, parents, staff and alumni to
facilitate teaching-learning reforms. This helps in obtaining an unbiased and
honest opinion about the institutional performance especially in academics.
Student feedback of teachers is conducted regularly. A careful analysis of the
feedback received is done and communicated to the teachers to enable them to
enhance their teaching skills and their relationship with the students. Organising
inter and intra-institutional workshops, faculty development programs,
orientations, seminars and conferences on quality related themes and promotion
of quality culture.
6. Regular feedback is obtained from stakeholders for the following: Curriculum
delivery Enrichment programs University question papers, Invited talks, Seminars,
Workshops and Conferences
7. At the end of the academic year, departments are asked to present their activities
and the evaluation of the faculty to the Higher officials of the Christ the King
Group of Institutions through ‘BenchMark Review Meeting’. It facilitates the
monitoring of the activities of the department as per the benchmark set by them.

7.1.1: Institution has initiated the Gender Audit and measures for the promotion of
gender equity during the last five years. Describe the gender equity &
sensitization in curricular and co-curricular activities, facilities for women on
campus etc., within 500 words

Promoting Gender Equity: Our institute – Christ the King Engineering College gives
utmost care in devoting appropriate resources to the girl students. All the faculty members
support students working together in classes (Co-Ed Environment), encourage leadership
roles, facilitate impartial contribution, gender balance in team projects (Mixed proportion
 of both boys and girl students), having open and closed sessions with faculty members of
the appropriate gender for related scenarios, Internal complaints and counselling during
class hours and at hostels on the roles and responsibilities as student.

CKEC actively promotes gender equality by organizing talks specifically for female
students. These targeted sessions aim to make complex legal concepts more accessible,
fostering legal literacy and confidence among women. Also, implemented anti-
discrimination policies, support groups for female students, or mentorship programs to
further ensure equity.

Common Room: Common Room facility for Girls is available with cot-bed facility, water
and first aid box. The objective is to provide relaxation and refreshment mentally and
physically.

Women Empowerment Cell (WEC): strives hard for the women safety and upliftment
by organising Guest Lectures, Awareness Programmes, Competition and Women’s Day
Celebration.

7.1.4 Describe the Institutional efforts/initiatives in providing an inclusive

environment i.e., tolerance and harmony towards cultural, regional, linguistic,
communal socioeconomic and Sensitization of students and employees to the
constitutional obligations: values, rights, duties and responsibilities of citizens
(Within 500 words)

Creating an inclusive environment that promotes tolerance and harmony across cultural,
regional, linguistic, and socioeconomic lines is integral to our institution's mission. We are
committed to ensuring that every student and employee feels respected, valued, and
included. Here’s how we are making these efforts:

1. Cultural Inclusivity and Harmony

CKEC actively celebrates the diversity of cultures present on campus. We organize

cultural festivals, international days, and intercultural dialogues that allow students and
staff from different backgrounds to share their heritage and learn from one another.
These events foster mutual respect and understanding, breaking down cultural barriers
and encouraging unity. We also offer a range of cultural clubs and societies that promote
the appreciation of various traditions, languages, and arts, allowing for a vibrant cultural
exchange.

2. Regional and Linguistic Inclusivity

Recognizing the linguistic diversity of our community, we provide resources and support
for students and staff who speak different languages. Language learning programs,
translation services, and multilingual support staff are available to ensure effective
communication and integration. Additionally, regional inclusivity is promoted through
orientation programs and workshops that educate the campus community about the
diverse regional backgrounds of our members. This helps in reducing regional biases and
fostering an environment of mutual respect.

3. Communal and Socioeconomic Inclusivity

Our institution is committed to supporting students and staff from various socioeconomic
backgrounds. Financial aid programs, scholarships, and bursaries are offered to ensure
that economic challenges do not hinder access to education. We also have support
systems like food banks, affordable housing options, and free or subsidized healthcare
services to assist those in need. Additionally, initiatives like community service projects
and volunteer programs encourage students to engage with and support underprivileged
communities, promoting empathy and social responsibility.

4. Sensitization to Constitutional Obligations

We prioritize the sensitization of students and employees to their constitutional

obligations, emphasizing values, rights, duties, and responsibilities as citizens.

5. Promoting Values of Tolerance and Respect:

To cultivate an environment of tolerance and respect, we conduct regular workshops and
training sessions on diversity, equity, and inclusion. These sessions address issues such
as unconscious bias, cultural sensitivity, and anti-discrimination policies.

6. Inclusive Policy Making and Representation

We ensure that our policies and practices reflect our commitment to inclusivity. Inclusive
policy-making involves the active participation of diverse groups in decision-making
processes. Committees and councils that include representatives from different cultural,
regional, and socioeconomic backgrounds help in shaping policies that are fair and
inclusive.
In conclusion, our institutional efforts are multifaceted and ongoing, aimed at creating an
inclusive environment that respects and celebrates diversity. By promoting cultural
understanding, regional and linguistic inclusivity, communal and socioeconomic support,
and sensitizing our community to constitutional values, we strive to build a harmonious
and tolerant campus where everyone can thrive.
7.2.1 Describe two best practices successfully implemented by the Institution as per
NAAC format provided in the Manual

BEST PRACTICE - 1

Community Engagement and Social Responsibility Initiatives

Objectives of the Practice

1. Instil Social Responsibility Cultivate a sense of social responsibility and empathy

among students.

2. Promote Community Health Enhance the health and well-being of the local community
through various health initiatives.

3. Encourage Environmental Stewardship Foster environmental awareness and sustainable

practices.

4. Improve Safety and Civic Awareness Educate students and the community on safety
measures and civic duties.

CKEC aims to produce socially responsible graduates who are aware of the pressing
issues in their communities. By engaging in various community service and awareness
activities, we seek to bridge the gap between academic learning and real-world social
challenges. These activities not only benefit the community but also enrich students'
educational experiences, making them more socially aware and responsible citizens.

The Practice

1. Awareness Campaigns and Volunteer Initiatives

· Conducted rallies on crucial issues such as dengue awareness, plastic

pollution, helmet safety, and voter awareness.

· Organized volunteer programs where students actively participated in

community services.
2. Health and Wellness Camps

· Regularly organized blood donation drives in collaboration with local blood

banks.

· Conducted eye check-up camps and general health screenings for the
community, promoting preventive healthcare.

3. Environmental Conservation Efforts

· Carried out tree plantation drives, encouraging students and community

members to plant and nurture trees.

· Engaged in forest restoration projects, helping to rehabilitate and preserve

local ecosystems.

4. Safety Training and Civic Engagement

· Provided fire extinguisher training to ensure that students and staff are
prepared for emergencies.

· Ran helmet awareness campaigns to promote road safety and reduce

accidents among students and the local population.

5. Support for Vulnerable Communities

· Organized service activities in orphanages, offering companionship,

educational support, and resources to children.

· Conducted various activities to support and uplift the residents of orphanage

homes.

Evidence of Success

· Enhanced Student Engagement Increased student participation in community

 service and awareness activities.

· Positive Health Outcomes Positive feedback from community members on health

camps and screenings, leading to improved health awareness and early detection of
health issues.

· Environmental Impact Noticeable increase in green cover due to tree plantation

drives and successful rehabilitation of forest areas.

· Social Awareness Greater awareness and proactive behavior concerning dengue

prevention, road safety, and civic responsibilities among students and community
members.

· Recognition and Awards Received accolades and recognition from local

authorities and NGOs for contributions to community welfare.

Problems Encountered and Resources Required

· Challenges Coordinating large-scale events, ensuring consistent student

participation, and managing the financial aspects of these initiatives.

· Resources Required Funding for various activities, partnerships with local health
and environmental organizations, training materials for safety programs, and logistical
support for organizing events.

Future Plans

· Sustainability Develop a sustainable model to ensure the continuity and growth of

these initiatives.

· Collaboration Strengthen partnerships with government bodies, health

organizations, and NGOs to expand the reach and impact of the initiatives.

· Expansion Broaden the scope of community engagement activities to involve a

larger portion of the community and address more diverse issues.
 · Monitoring and Evaluation Establish a robust system for monitoring and
evaluating the impact of these activities, ensuring continuous improvement and
effectiveness.

Conclusion

Through our comprehensive community engagement and social responsibility initiatives,

we not only contribute to the betterment of society but also enrich our students'
educational experiences. These efforts promote institutional values, thereby preparing our
students to be socially responsible and environmentally conscious citizens.

BEST PRACTICE - 2

Wall of Love - Transforming Generosity into Sustainability

Objectives of the Practice:

1. Encourage students, staff, and community members to participate in acts of giving.

2. Reduce waste by promoting the reuse of items, aligning with the concept of "someone’s
trash is another’s treasure."

3. Provide essential items to those in need within the community, fostering social equity
and support.

The "Wall of Love" is to address the dual challenge of waste reduction and supporting the
underprivileged. The idea is to create a space where people can leave items they no longer
need, which can then be picked up by those who can use them. This aligns with the
principle of sustainability and social responsibility, key values promoted by our
institution.

The Practice:

1. Wall of Love:

Location: An area under Auditorium is assigned and items can be dropped off and
picked up.

Categories: Sections for clothing, books, toys, household items, and non-perishable
food.

Maintenance: Regular monitoring and organizing to ensure the area remain tidy and
items are in good condition.

Accessibility: Ensuring the Wall of Love is accessible to students, staff, and community
members in need.

Anonymity: Providing a discreet way for individuals to take items without stigma.

Volunteer Programs: Involving students in organizing and managing the Wall of Love,
fostering a sense of responsibility and community service.

High Participation: Increased involvement from students, staff, and community members
in both donating and picking up items.

Reduction in Waste: Noticeable reduction in waste on campus due to the effective reuse of
items.

Community Support: Positive random oral feedback from beneficiaries who have accessed
the Wall of Love for essential items.

Future Plans:

Expansion: Expand the Wall of Love to more locations within the campus and possibly to
other community centres.

Educational Programs: Introduce workshops on sustainable living and the importance of

giving.

Collaborations: Partnering with local NGOs and community groups to extend the reach
and impact of the initiative

Conclusion:
 The "Wall of Love" initiative not only supports the needy but also promotes sustainability
by encouraging the reuse of items. This practice cultivates a culture of generosity and
responsibility among students and staff, aligning with the institution’s commitment to
social responsibility and environmental sustainability. By transforming generosity into a
tangible practice, the Wall of Love stands as a testament to the institution’s dedication to
creating a positive impact on both the campus and the broader community.

7.3.1 Portray the performance of the Institution in one area distinctive to its priority
and thrust within 1000 words

Empowering Futures Through Affordable Excellence

Christ The King Engineering College (CKEC) is an institution that embodies the principle
of providing opportunities for all, dismantling financial barriers to quality engineering
education, and standing as a beacon of hope and opportunity. At CKEC, the mission is
clear: to champion accessibility, invest in potential, maintain excellence, and build a
brighter tomorrow, thereby serving as a catalyst for social change and nurturing the next
generation of engineers and innovators.

At the heart of CKEC's distinctiveness is its unwavering commitment to making quality

education accessible to all. The college recognizes the transformative power of education,
particularly for first-generation graduates and students from rural backgrounds. By setting
remarkably low fees, CKEC opens doors for talented individuals who might otherwise be
unable to afford higher education. This commitment to affordability is not just a financial
consideration; it is a profound belief in the potential of every student, regardless of their
socioeconomic background. This dedication to accessibility is a cornerstone of CKEC’s
philosophy, ensuring that financial constraints do not hinder the dreams and aspirations of
deserving students.

The focus on affordability goes hand in hand with a deep investment in the potential of
each student. By alleviating financial burdens, CKEC allows students to concentrate fully
on their academic pursuits, thereby unleashing their full potential. This approach fosters a
diverse and vibrant student body, enriching the learning experience for everyone. Students
from various backgrounds bring unique perspectives and ideas, creating a dynamic and
inclusive academic environment. This diversity is a strength, contributing to a richer
educational experience that prepares students for the globalized world.

Despite its commitment to affordability, CKEC does not compromise on quality. The
college maintains rigorous academic standards, providing students with a strong
foundation in engineering principles. The commitment to excellence is evident in every
aspect of the institution. Well-equipped laboratories offer students hands-on experience
with cutting-edge technology, ensuring they are well-prepared for the challenges of the
engineering field. The faculty comprises experienced professionals who are not only
experts in their fields but also dedicated mentors committed to the success of their
students. These educators bring a wealth of knowledge and industry experience to the
classroom, bridging the gap between theoretical learning and practical application.

CKEC's strong industry connections further enhance the quality of education. Partnerships
with leading engineering firms and organizations provide students with invaluable
opportunities for internships, practical training, and real-world exposure. These
connections ensure that CKEC graduates are not just academically proficient but also job-
ready, equipped with the skills and experiences needed to excel in their careers. The
emphasis on practical, hands-on learning, coupled with strong industry ties, prepares
students to hit the ground running upon graduation.

Graduates of CKEC are not just prepared for jobs; they are equipped to make a real
difference in the world. The college's holistic approach to education empowers students to
become the architects of a brighter future for themselves, their communities, and the
nation. The skills and knowledge gained at CKEC enable graduates to tackle complex
engineering challenges, drive innovation, and contribute to societal progress. This
emphasis on producing well-rounded, socially conscious engineers underscores the
college's role as more than just an educational institution. It is a place where future leaders
are molded, equipped with the technical expertise and ethical grounding to address the
pressing issues of our time.

CKEC’s impact extends beyond its immediate student body. By making quality
engineering education accessible, the college plays a crucial role in promoting social
mobility and economic development. Graduates often return to their communities, armed
with the skills and knowledge to drive positive change. Whether it’s through innovative
engineering solutions, entrepreneurial ventures, or community projects, CKEC alumni are
making significant contributions to societal advancement. This ripple effect highlights the
broader societal benefits of the college’s commitment to affordable excellence.

Christ The King Engineering College is not just an engineering college; it is a catalyst for
social change. By investing in the potential of every student, regardless of their
background, CKEC is nurturing the next generation of engineers and innovators who will
shape a more equitable and prosperous world. The institution's dedication to affordability,
quality, and social impact sets it apart as a beacon of opportunity and excellence in
engineering education.

CKEC's approach is holistic, encompassing not only academic excellence but also the
personal and professional development of its students. The college provides a supportive
environment where students are encouraged to grow, explore, and innovate. Through
various extracurricular activities, leadership programs, and community engagement
initiatives, students develop critical soft skills such as teamwork, communication, and
problem-solving. These experiences are integral to their growth as professionals and
responsible citizens.

The institution’s commitment to inclusivity and social responsibility is also reflected in its
efforts to raise awareness about constitutional values, rights, duties, and responsibilities.
Through educational programs and initiatives, CKEC ensures that students are not only
skilled engineers but also informed and responsible citizens. This focus on civic education
prepares students to contribute positively to society, fostering a sense of duty and ethical
responsibility.

In conclusion, Christ The King Engineering College stands out as an institution dedicated
to empowering futures through affordable excellence. Its commitment to accessibility,
investment in potential, maintenance of high academic standards, and focus on social
impact create a distinctive educational experience. CKEC is more than an educational
institution; it is a transformative force, shaping the lives of its students and contributing to
a more equitable and prosperous society. By championing the potential of every student,
CKEC is building a brighter future, one engineer at a time.