Publication of Research Papers:

All the research findings of the faculty members, research scholars and students have to be published in UGC approved journals available in the UGC website. The authors have to submit the title of the paper, name of the journal along with the digital object identifier (DOI) number of the paper to RCPC. The RCPC will then check the journal for predatory or non-predatory nature using the UGC prescribed and other standards. Once confirmed, the publication details of the paper will be added to the research database of the college for inclusion in all academic reports of the college prepared by the Principal.

Presentations in Conferences / Seminars

Any presentation (oral / poster / in person / in absentia) based on original research findings /literature reviews / subject based papers in international /national/ regional / local, conferences / seminars by the faculty members, research scholars and students (UG and PG) will be subjected to different levels of validation depending upon the nature of the paper to be presented. After validation, RCPC will issue a certificate of approval to present the paper. It is mandatory for the paper presenter to attach this certificate along with the request letter submitted to the principal for permission / on duty leave / financial support to present the paper. All presentations done by the students at the UG / PG level will also be scrutinized through Type II guidelines and certified for inclusion in the students' achievement of a department.

  • Type I: Research paper presentation based on the findings of a scientific study by the authors.
  • Type II: Paper presentations based on literature review or subjects-based books or any other web resources.
  • Type III: Research paper presentation based on the findings of a scientific study by the authors.

All the research presentations by the faculty members, Research scholars and students of Lady Doak College will be scrutinized at two levels before it is presented in a national or International forum.

  • Level I: The technical contents of the paper will be scrutinized and validated by a team of subject experts drawn from the department of the paper presenter by RCPC.
  • Level II: The full length paper will be scrutinized for originality and plagiarism if any, and approved by the college through RCPC. The author for communication of the research paper will check the document for plagiarism using the software, URKUND. The similarity index (should be less than 20%) of the document has to be submitted in a given format to RCPC which will be reviewed for approval.

Type II: Paper presentations based on literature review or subjects-based books or any other web resources.
These papers are exempted from technical review. However, the author for communication of the paper will check the document for plagiarism using the software, URKUND. The similarity index should be less than 40%. The URKUND analysis report of the document has to be submitted to RCPC before the presentation.

Obstacles faced:
  • Most calls for conferences come at the last minute and the duration is not enough to prepare a paper, pass it through RCPC and then submit it to the conference committee.
  • If the call for papers comes during exams and holidays it hard to find the required number of members for a review meeting.
  • RCPC requires that there is representation from all departments for all technical review meetings. But the attendees feel that when the subject is far form one's own discipline it is hard to offer comments when comprehension of the subject is difficult.
Impact of the Practice:
  • Feedback form a broad audience helps refine an idea.
  • Better quality research work.
  • Greater exposure to student and faculty to interdisciplinary ideas and works

ICT enabled pedagogy:


In an age where information and technology abound and students can access knowledge without the teacher's aid, teaching pedagogy has shifted from the older 'Teacher centered' pedagogy to the newer 'Learner centered' pedagogy. ICT enabled and ICT enhanced teaching and learning process is well on the road to becoming the norm in every HEI. Once ICT enable teaching implied teachers using a power point presentation for their classes, at present e-resources are not just typed matter or e-books or films and videos or animations. The availability of smart phones and laptops and the vast resources on the internet provide a conducive, flexible space and time for both the learner and the teacher. The Government is also promoting their own online learning platforms like NPTL and SWAYAM and students need to get the feel of using their mobile devices and the internet to enhance knowledge and not just for social media. ICT enabled teaching learning gives the student a new angle to understand how their mobile devices and the internet can be used to store and access vast amounts of knowledge.

  • to create an environment that stimulates and enhances learning.
  • to create a platform that brings the teacher and learner on a level playing field.
  • to create a space that brings together different types of e-resources to help stimulate a deeper interactive teaching-learning experience.
The practice:

At Lady Doak College, all courses are linked to Google classroom where the teacher can upload material for the student to use before, during and after classes. The online classroom serves as a forum to express one's thoughts and discuss with others. E-books, videos of classroom activities, worksheets, activity sheets, discussions, submission of assignments, grades and marks are available at the fingertips of the student. The easy access of study material is a boon. The student can clarify concepts, visualize them and even take a test to check their level of understanding. The classroom also serves as a pin board for internships and other opportunities. It also encourages peer learning among the students.

Obstacles faced:
  • first generation learners have a problem with language and following instructions is tedious at first.
  • the pace of learning is varied in a flipped setting and different from that of a school, it requires an adjustment on the student's part.
  • inadequate devices like smartboards and mobile projectors that have a short life span.
  • concern that long-term continuous usage of devices may lead to health problems among parents and students.
  • reduced usage of the existing library.
  • students tend to get distracted and overloaded with information.
  • Parents' feedback that students use mobile devices at odd hours citing work and don't get enough sleep.

Impact of the Practice:
  • flipped classroom offers the learner and teacher a greater freedom of expression and transparency.
  • personalized learning experience.
  • attention span of the present generation is short and ICT enabled teaching helps capture their attention and focus their thoughts.
  • students can now learn at their own pace.

Resources required:

Laptops, Smart board, Smart phones, Earphones, Internet access.

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