Miscellaneous

Systems and procedures for maintaining and utilizing physical, academic and support facilities – laboratory, library, sports complex, computers, classrooms etc.

The various activities of the college are managed by different committees and in-charges. Presently the college has a Building Construction Committee, IQAC, Library Advisory Committee, Purchase Committee, Co-curricular Committee for Music, Games and Sports, and MoU Partner for looking after ICT facilities. These Committees and in-charges perform their responsibilities as per the established rules and regulations of the college.

For effective facilitation of teaching-learning, the institute has put up its effort for continuous monitoring and optimal use of the infrastructure and learning resources. The college primarily depends on the grants received from the UGC and the Government of Meghalaya for augmentation of the infrastructural development. On the basis of the priority of the requirements, the college tries to meet up such demands after proper discussion in the Governing Body. The building committee was constituted as per U.G.C guideline in order to submit the proposals for the construction of buildings in the college premises. The College, after forty six years (46) has grown into satisfactory infrastructural facilities in a backward area like Mendipathar.

The College has a total of 12 (twelve) classrooms with a total seating capacity of 1884 (approx). There are 25 numbers of computers with Dual Core, 1GB RAM, 320 GB Hard disk etc, available in the computer lab and 1 number in the staff room with Core 2 duo, 2 GB RAM, 500GB Hard disk. 11 nos. of Laptops’ are available; one Laptop in each department, 1 Laptop in the Office and 2 laptops’ in the Examination Department. There are total 45 Desktop Computers in the Institution at present.

The college expanded the infrastructural facilities in the form of well staked Library, computer lab with internet connectivity.

The Buildings are utilized by the Government organizations to conduct competitive examination

e.g. District Selection Committee examinations, Unarmed and Armed Forces department, Aptitude Test for IAS Coaching, and also the awareness programmes are conducted. The building is also utilized for election purposes by State Election Department.

The playground is used for outdoor games by local youths and college students, and also other members of the locality. Moreover outside the built area, a plot of land of the college has been provided for the construction of a Mini Stadium by the local people.

IGNOU study Centre is active in the college. Many other programmes are being organized in the college buildings by various Govt. and Non-govt. organisations.

 

 

INSTITUTIONAL DISTINCTIVENESS:

The performance of the institution in one area distinctive to its vision, priority and thrust:

FINANCIAL SUPPORT SERVICES:

The College was established in an area of 73.19 acres of Land with the primary objective of providing Higher Education to the socio-economically  backward sections of the society in general and Garo Community in particular. The college is the outcome of the long standing aspiration of the people of the locality and it nurtures a collective dream which is reflected in the vision of the college. In tune to its motto, “Knowledge is Power”, the college aims to spread the Higher Education to economically and educationally backward sections of society in general and Scheduled Tribes in particular.

Therefore, to help the meritorious students from the poor financial background, the college has introduced financial support services to the students.

  1. FREESHIP: The meritorious students are given free admission under Freeship Scheme. In the academic year 2018 -19, 27 students were given free admission into the UG courses.
  1. DONATION OF FURNITURE TO THE LOCAL L. P. SCHOOL: In the academic year 2018 -19, the college has donated five pairs of benches and desks to the Chipakram L. P. School, Chipakram, P.O. – Mendipathar, Dist- North Garo Hills, Meghalaya. This donation was given to address the financial crisis of the school and to help the poor students of the village.

 

 

INSTITUTIONAL BEST PRACTICES:

BEST PRACTICE – I

Title of the Practice: MENTOR MENTEE SYSTEM

Goal:

  • The college would like to achieve its Mission to expand the capacity of the poor aspirants and to uphold the quality of instructions in rural areas like Mendipathar.
  • To ensure academic growth of the students.

The Context:

The students being at a vulnerable age tend to be misguided and distracted from their main purpose of ‘study’ due to the lack of proper guidance as most of the students belong to rural society and most of them are first generation learners of Higher Education. They are also affected by poor financial background, inability to support them for pursuing education by their family members, use of cell phones etc. Moreover some of the students percentage of attendance could not be improved by serving notices to them.

The mentor with constant counselling helps them to improve not only their studies but also to cope with their personal problems. The Mentors act as a guardian of the students’ in the college. This helps the students to remain closer with the teacher in charge or the Mentor. The Mentors also try to strike a balance between students coming from different strata of society and thus try to create an environment of self respect  dignity, to make students become more responsible in their behaviour to create a better future.

The Practice:

Mentorship is assigned to each member of Arts faculty based on the subject and classes they handle. Each staff member is allotted students for Mentorship as per the strength of the Department. All the faculty members divide the number of Mentees equally among themselves at the UG Level. The Mentor Mentee Sheet have been designed to make provision to include all academic, cocurricular and personal details of the students including their family, during the after admission into BA first semester.

The mentor helps the students’ to understand the curriculum of the University, to prepare for their examinations and also to understand the organizational culture of the college. The students’ are responsible to communicate with the Mentors regarding their problems and also their inability to attend classes due to any problems. The parents are also called for and informed duly regarding the performance and behaviour of the students individually by the Mentors and also in the Teacher Parents Meet. Slow learners are given proper guidance by the respective teachers.

Evidence of Success:

  • There is a significant change and marked improvements in the students’ attendance and attitude.
  • Mentorship has also been highly appreciated by the parents as the students now behave responsibly due to the constant vigil and monitoring of their activities by the Mentors.
  • Students feel more secure and comfortable to rush to their Mentors due to any problems in teaching learning faced by them.
  • Indiscriminate use of cell phones in the institution reduced.

 

 

BEST PRACTICE – II

Title of the Practice: ADOPTION OF ‘KAWAK’ VILLAGE

Goal:

  • To contribute to the local community.
  • To work in association with the villagers for the development of village

The Context:

Few years back NSS unit of the college held a camp and conducted a socio-economic survey. It was found that the village is poverty ridden, having low literacy rate and less income generating opportunities. Since the village was in close proximity with the college, almost at a walking distance, it was decided to adopt the village and thereafter, the college conducted a survey in this context.

The Practice:

The college wants to contribute to the villagers in the following major  areas—(i) awareness on forest conservation, (ii) women empowerment, and (iii) health and education. The plan and policy regarding adoption of the village is in progress.

Evidence of Success:

This initiative has been taken in the year 2019 only and it is at an initial stage of implementation.

Problems Encountered and Resources Required

Time constraint is the main hindrance. With the involvement of the teaching faculty members in various committees and in transacting curriculum with regular teaching duties, they have little time to spare for prosecuting other works. To meet the requirements of the aforesaid works the financial and human resource is to be enhanced.

 

 

 

 

 

N.C.C.

N.C.C. was raised in Mendipathar College in the year 1985. The first Associate N.C.C. Officer of this college was Prof. K.R. Marak, Professor in the department of History. He was of 2nd Lt. Rank . During his tenure many cadets got ‘B’ and ‘C’ certificates. He remained A.N.O. till 1996 and in the same year a new A.N.O. was appointed . He was Dr. B.K. Thakur, HOD ( English). Dr. Thakur started his career in N.C.C. as a 2nd Lt. and went upto the Rank of Capt. During his period around thirty cadets were awarded the prestigious ‘C’ certificate and more than 100( one hundred ) cadets got ‘B’ certificate. Capt. (Dr.) B.K. Thakur attained his superannuation  in January’2017.

During this span of more than twenty years the Mendipathar college N.C.C. Unit performed excellently. Cadet Hitesh Medhi, of this college got selected by Indian Military Academy . Next, the Mendipathar College N.C.C. became State Champion in Volleyball in the year 2001. Capt. (Dr.) Thakur himself was awarded certificate for his participation in Parasailing in 2001. Again in NER Trek ‘TENGA’ Arunachal Pradesh (1997) and ATMAMNM    NER Chera Trek (1999) Mendipathar College N.C.C. cadets took the lead. Similarly in National Integration Camps in Delhi (2003) , Pataudi  in  Haryana ( 2007) and Karimganj in Assam (2010) excelled other states’ participants in many fields.

Now the N.C.C. Unit of Mendipathar College I under the able guidance of young and energetic C.T.O. Prof. Jyotish Rabha, Prof. Dept. of Pol. Science.