1. Title of the Practice: "Mentoring System"

2. Goal

The objectives of the mentoring system at Rajiv Gandhi College of Engineering and Technology (RGCET) are:

Improvement of Teacher-Student Relationship: Strengthening the bond between faculty and students to create a supportive academic environment.
Counseling for Academic and Personal Growth: Helping students solve academic issues and build confidence to enhance their quality of life.
Career Guidance: Assisting students in choosing the right career paths, whether for jobs, higher studies, or entrepreneurship.

3. The Context

The implementation of the mentoring system was driven by several factors:

Need for Academic Excellence: To help students excel in a competitive world and face societal challenges.
Addressing Student Attitudes: To tackle conflicts in attitudes, habits, and knowledge towards learning practices.
Enhanced Coordination: Identifying additional support methods for better coordination of lectures, tutorials, and practical classes.
Special Coaching Sessions: Providing focused coaching for students with poor competence, especially in modern technology and problem-based learning.

4. The Practice
The mentoring system involves unique practices in higher education, along with certain constraints:

Counseling Files: Introduced for each student under the mentor to monitor and analyze progress regularly.
Mentor Allocation:Each mentor is assigned batches of 4 to 6 students.
Regular Meetings: Mentors meet their mentees once a fortnight to discuss academic and non-academic issues.
Parental Involvement: Parents/guardians of students with low attendance or performance are called to meet with Class Coordinators or HODs for corrective measures.
Remedial and Tutorial Classes: Arranged based on student feedback and exam requirements.
Comprehensive Student Information: Mentors maintain detailed records of each student's academic, co-curricular, and extracurricular activities, which are reviewed by the HOD and other concerned personnel.
Discussion Topics: Meetings address study habits, time management, exam preparation, competitive exam motivation, personal and academic distractions, and health issues.
Additional Support: Mentors are available after college hours for individual consultations, which remain confidential.

5. Evidence of Success

The success of the mentoring system is evidenced by:

Improved Attendance: Students' attendance rates have increased following counseling by mentors.
Enhanced Teacher-Student Relationships: Direct communication has nurtured stronger bonds between teachers and students.
Better Academic Performance: Students' academic results have improved.
Increased Extracurricular Participation: More students are engaging in extracurricular activities.
Improved Discipline: Students have become more disciplined since the introduction of mentoring sessions.
Ragging Prohibition: Active initiatives by mentors have successfully eliminated ragging on campus.

6. Problems Encountered and Resources Required

Challenges and required resources for implementing the mentoring system include:

Time Constraints: Allocating sufficient time for one-on-one interactions amidst regular theory and practical classes can be challenging for faculty members. To address this, RGCET encourages faculty to excel as mentors by recognizing their efforts with awards and appreciation at RGCET Family retreats.
Training Needs: Faculty need training for effective mentorship. Workshops on counseling, stress and time management, and organizational behavior with external experts are necessary to ensure efficient outcomes.

This detailed mentoring system at RGCET not only supports students academically but also fosters personal growth, contributing to a well-rounded educational experience.