Internal Quality Assurance Cell

Integral University got established through Uttar Pradesh Government Act No. 9 of 2004 known as Integral University Act 2004, as a minority educational university as enshrined in the “Statement of Objects and Reasons” of the Act, and Clause 6 of the Integral University Act 2004, which states that

Integral University opens to all classes and creeds. –

• ● The University shall be open to persons of either sex and of whatever race, creed, caste, or class and it shall not be lawful for the University to adopt or impose on any person any test whatsoever of religious belief or profession in order to entitle him to be admitted therein as a teacher or student, or to hold any office therein or to graduate there at Provided that nothing in this section shall be deemed to prevent the University from making appropriate provisions for reservation of Minority Community which cannot exceed more than fifty per cent.

The Reservation policy of Integral University is therefore as follows

• ● As per the Clause 6 of the Integral University Act 2004, fifty percent of the seats shall be reserved for minorities in admission.
• ● The seats reserved for minorities shall be converted to the general category if remain vacant.
• ● Article 30 of the Indian constitution is one of the many provisions that ensure the preservation of minority rights. Minority educational institutions are exempt from constitutional reservation for SCs, STs, and OBCs as required to be done by other educational institutions (Art 15(5))
• ● Integral University is an equal opportunity employer and therefore has no quota in employment.

Integral University admits students from diverse backgrounds and is open to all sections of society. Students admitted belong to various social and economic categories with diverse learning experiences in schools including the medium of instruction and pedagogies. The diversity of learners poses a challenge for teachers and administrators and requires a rational approach to meet the need of diverse learners. However, the academic community of this University is fully aware that meeting the educational and developmental needs of every learner as per their preferences is extremely challenging. Hence, the University offers a broad set of policy guidelines for catering to the student population by segmenting into especially slow and advanced learners.

The policy of catering to student diversity by segmenting on the basis of their learning speeds University aims to gradually develop and implement the materials, methods, and processes to support all segments of learners.

Policy guidelines:

• ● The faculty and mentors shall recognize the diversity of learners on the basis of formative and summative assessments
• ● The faculty shall recognize contextual factors like educational expectations, culture, and socioeconomic factors to mentor diverse learners.
• ● The faculty shall recognize that every curricular practice/activity shall aim to maximize student growth and individual success.
• ● The faculty shall endeavor to differentiate to the possible extent, the pedagogies by which students gain access to core learning ideas and skills.
• ● The faculty shall strive to identify the learning levels of students and remedial instruction thereof.

Identification of diversity of learners:

• ● Initially qualifying marks can be a basis for identifying student diversity and subsequent interactions and formative assessment Mid-Sem tests, assignments, viva voce, etc.) helps in identifying the slow, and advanced learners. A suggested benchmark may be a fifty percent score in assessments.
• ● Formative components of teaching-learning shall also be used to understand the personal characteristics of students and their academic skills- including readiness, interest, learning profile, and a wider range of cognitive abilities
• ● Every teaching department shall undertake to understand the learning profile of students in terms of contextual environment, types of intellectual abilities, and socio-cultural backgrounds.

Remedial activities for slow learners:

• ● Extra classes/ remedial classes shall be organized preferably after completion of each unit.
• ● Tutorials and Re-explaining of critical topics for improving performance and changing techniques to generate interest
• ● Mentors assigned to each student should regularly interact with students and help in improving focus and boosting their self-confidence.
• ● Counseling sessions by teachers/mentors should be conducted to improve the mental ability of students in analyzing problems and to encourage students for learning. Career counseling sessions should also guide students in various fields in which students can do fairly well, and achieve distinction.
• ● Slow learners shall be encouraged for collaborative learning through student groups and also learning materials are shared in advance to help them.

Remedial activities For all learners:

• ● Students shall be encouraged to join MOOC courses that help both slow and advanced learners.
• ● Shall be encouraged to participate in cultural, sports, and extension activities. They are motivated to participate in Inter-University competitions and undertake innovative projects.
• ● Shall be encouraged to perform co-curricular activities related to the field of studies like awareness workshops, training sessions, skill development courses, seminars, and conferences and also to participate in interuniversity and intra-university competitions.
• ● Curriculum flexibility by allowing students to opt and register for interdisciplinary courses of interest in line with the National Education Policy (NEP)

Remedial activities for advanced learners:

• ● The advanced learners should be provided motivation to further enhance their performance and encourage them to gain new insights in learning and envisage quality research.
• ● Learning needs of the advanced students shall be further addressed by giving them guidance for NET/JRF/GATE and other competitive examinations by the University.
• ● Advanced learners shall be especially encouraged to join value-added courses which help them in getting market ready.
• ● Career counseling sessions shall be provided to students in various fields in which students can do fairly well, and achieve distinction.
• ● Advanced learners shall be encouraged to attend Workshops/ Seminars/ Conferences on the campus to keep them updated on advancements in academics and related areas. They shall be given advanced Lab projects, Case Studies, Field projects etc.

To lead the teeming millions of the world through the wilderness of ignorance and illiteracy, as kindle Light.

In line with its mission to make every student a role model of intellectuals and torchbearers for others all over the world through his / her inspiring existence and to make India a self-reliant and dominant G-1country, Integral University (IU) social responsibility is an approach of management which involves both its impact on its humans, and its active role on the promotion of Sustainable Human Development of the country. With this approach, University strives to promote environmental sustainability through developing sustainable campus and to educate to students, staff and community on the need and ethics of sustainability, equality and empowerment.

IU is committed –

• ● To promote and inculcate ethical standards to be adopted by students, staff and other members of society.
• ● To uplift the society through quality education.
• ● To encourage an environment with inclusiveness, harmony and reduced equalities.
• ● To provide a serene and sustainable campus environment and range of facilities, both educational and recreational, which is accessible, stimulating, promotes equality and integrate the ebullience, intellect and dynamism of youth with decency, decorum, discipline and dedication.
• ● To integrate with and support the needs of our local community and promote health and well-being of local community.
• ● To create awareness of environmental issues and sustainable development goals,
• ● To motivate students and local community to make a positive contribution towards environmental issue and sustainable development goals by decisions that reduces adverse environmental impact.
• ● To ensure the sustainable development of campus and to reduce a negative impact on the environment.
• ● To reduce the use of non-degradable materials, and to reuse and recycle possibly.
• ● To aim for reduction of the carbon footprint of the Institution by increasing use of renewable and clean energy, green campus initiatives and improvement.
• ● To provide research faculties, training and expert talk to ensure a healthy and safe environment for the students and staff.
• ● To promote harmony, ethics, equality, peace, justice and good citizenship

New students have to undergo a transition which is filled with hope, dreams, anxiety and challenges. Moreover preparing students for Industry or Higher education institutions with desire knowledge, skills, ethics, citizenship responsibility, and good health requires mentoring which helps in coping the pressure of transition and shaping, identifying the abilities, talent, skills, and council for identifying opportunities.

In line with its mission to make every student a role model of intellectuals and torchbearers for others, Integral University (IU) has adopted 3D mentoring system to council, guide and nurture the talent of students, while relieving from any anxiety. The dimension of mentoring are; university level through carrier guidance and development cell, department level mentoring through Head/ Class coordinators and faculty mentors.

University level mentoring: Centre for Career Guidance and Development (CCG&D) and DSW office are pivotal in the university level mentoring of students;

• ● CCG&D through aptitude/communication/ soft skill training, career counseling & placement guidance, industry experts’ interaction
• ● DSW office through cultural, sports, environmental consciousness, gender equity, extension and well-being activities with the help of departments besides scholarship support.

Department level mentoring: The role of Heads of the Department (HoD) and Class coordinators is very important in the mentoring at department level.

• ● Remain in touch with the students through groups and meetings.
• ● HoDs review the activities of mentors and advise them as and when needed.
• ● Class coordinator Inform the parents, on issues like absenteeism or behavioral changes,
• ● Seek the intervention of respective committees, if required
• ● Help the students for any academic or administrative issues.
• ● Motivate the students for participating in value-added/MooCs/skill courses and other co-curricular and extracurricular activities.

Faculty Mentors: Each student (mentee) is allotted a faculty mentor preferably a teacher of same department or faculty. Each faculty is allotted a group of students preferably of smaller size by DSW/ Dean/ Head. A relatively larger group may be assigned to more than one faculty. Faculty mentors perform the following functions.

• ● Organize meeting of mentees and remain in touch with mentees individually and in group.
• ● Council the mentees on academic and other related matters including any personal issue faced.
• ● Guide the mentees for any administrative or procedural issues.
• ● Promote the use of library and e-resources.
• ● Motivate the mentees to enroll in value added/ MOOC courses offered by NPTEL and Swayam.
• ● Motivate the mentees to participate in co-curricular and extracurricular activities.
• ● Maintain a brief record of mentor-mentee interactions.
• ● Advice the regarding projects, training etc. based on SWOC analysis of mentees.
• ● Intimate the HoD, if required for any administrative or higher level intervention.

Policy of Student-Centric Methods for Enhancing Learning Experience

Introduction

Integral University is committed to fostering an educational environment that prioritizes the student experience, enabling each learner to realize their full potential. In alignment with the National Education Policy (NEP) 2020, which advocates for a transformative and holistic approach to education, this policy aims to embed student-centric methods deeply into the academic framework of the university. By integrating global best practices and aligning with the NEP 2020, Integral University seeks to create an academic environment that is not only inclusive and equitable but also adaptive to the diverse needs and aspirations of its students.

1. Purpose and Objectives

The purpose of this policy is to create an academic environment where students are active participants in their learning process, leading to enhanced engagement, better retention, and a deeper understanding of knowledge.

The key objectives are to:

• Empower students to take ownership of their learning through active participation, critical thinking, and decision-making.
• Offer personalized learning experiences tailored to the needs, interests, and abilities of each student.
• Increase student engagement through interactive, experiential, and technology-enhanced learning methods.
• Leverage technology to create a more interactive and engaging learning environment.
• Focus on the overall development of students, including their emotional, social, and ethical well-being.
• Incorporate the provisions of the NEP 2020 in creating a flexible, multidisciplinary, and inclusive curriculum.

2. Student-Centric Learning Methods

2.1. Active Learning

Active learning is central to fostering a student-centric educational environment. Integral University will implement various active learning strategies to ensure that students are engaged, motivated, and responsible for their learning, as delineated.

• Flipped classroom model will be extensively employed, where students engage with lecture materials outside of class, freeing up classroom time for in-depth discussions, collaborative activities, and problem-solving sessions. This method encourages students to arrive prepared, fostering deeper understanding and critical thinking.
• Problem-based learning (PBL) will be a cornerstone of the curriculum, where students work in groups to tackle real-world problems. This approach will be followed not only to enhance critical thinking but also to promote teamwork and the practical application of theoretical knowledge.
• By incorporating real-life case studies into the curriculum, students will be encouraged to apply theoretical concepts to practical scenarios, bridging the gap between academia and industry practices.
• Peer learning initiatives will be encouraged, where students teach and learn from each other, fostering a collaborative and supportive learning environment. This method enhances understanding and reinforces knowledge through discussion and explanation.
• Regular seminars and workshops featuring experts from academia and industry will be organized, providing students with insights into current trends and practices while promoting interactive learning.

2.2. Personalized and Adaptive Learning

Understanding that each student has unique learning needs and goals, Integral University will adopt a personalized approach to education.

• Individualized Learning Plans (ILPs) will be developed for each student, outlining their academic goals, strengths, and areas for improvement. These plans will be periodically reviewed and adjusted based on the student’s progress, ensuring a tailored educational experience.
• The university will integrate AI-driven adaptive learning platforms that adjust content and assessments according to the student’s performance and learning style, offering a personalized learning path for each student.
• A flexible curriculum will be designed, allowing students to choose electives that align with their interests and career aspirations, providing them with the autonomy to shape their educational journey.
• A robust mentorship system will be established, pairing students with faculty members and industry professionals who can guide them through their academic and career paths, providing personalized support and advice.

2.3 Experiential Learning

• Laboratory & Projects
  • Laboratory Courses: Students get hands-on training through laboratory courses to demonstrate and enrich their understanding of concepts. Such courses provide an enhanced understanding of the concepts through experiential learning.
  • Exploratory Kits: Students are provided with electronics exploration kits to design and troubleshoot circuits/systems and work to design projects beyond laboratory sessions.
  • Project Work/Field work/Dissertation/Thesis: Essential element of professional programs where a student has to complete a project so as to enhance his learning experience.
• Internships and Industry Collaborations:
  • All academic programs especially professional programs shall include opportunities for internships, summer training, field interactions or industry projects, providing students with hands-on experience in their field of study.
  • The University will collaborate with industry partners to offer real-world projects and internships that allow students to gather practical challenges and feel real world scenarios.
  • The university shall organize industrial tours/ field visitsin which the students to gain a first-hand experience in their field of knowledge.
• Service Learning and Community Engagement:
  • Service-learning opportunities will be integrated into the curriculum, co-curricular and extra-curricular, allowing students to apply their knowledge to community issues, and fostering a sense of social responsibility and civic engagement.
• Research Opportunities:
  • Undergraduate and postgraduate students will have opportunities to participate in research projects, either independently or in collaboration with faculty, to deepen their understanding of their discipline.

2.2 Participative Learning

• Collaborative Learning: Group projects, peer teaching, and team-based assignments will be integrated into the curriculum to promote collaboration, communication, and leadership skills. The University will establish collaborative platforms where students can work together on assignments and share resources.
• Flipped Classroom: Faculty members will adopt the flipped classroom model where appropriate, providing students with preparatory materials before class and using class time for interactive discussions and problem-solving activities.
• Active Learning Techniques: Courses will incorporate active learning strategies such as case studies, simulations, role-playing, and problem-based learning to engage students and enhance their understanding of complex concepts.

2.3 Critical Thinking Development

• Socratic Seminars and Debates: Faculty will conduct Socratic seminars, debates, and critical discussions that encourage students to explore different perspectives, question assumptions, and develop reasoned arguments.
• Case Study Analysis: The curriculum will include case studies relevant to the course material, enabling students to analyse real-world scenarios, identify problems, and propose solutions.
• Reflective Practice: Students will be encouraged to engage in reflective practices, such as journaling or creating portfolios, to critically evaluate their learning experiences, challenges, and growth.

2.4 Skill Enhancement

• Skill Development training/ Workshops:
  • The University will offer workshops and training sessions focused on essential skills such as communication, leadership, teamwork, time management, and digital literacy.
  • The university shall provide skill training through training programs and shall open industry-oriented training centres to provide industry grade professional training to the students to enrich their learning experience.
• Technical, Professional Skills and soft skills:
  • Programs will include opportunities for students to develop technical skills through labs, software training, certifications, and other hands-on activities relevant to their field.
  • Soft skill training shall be provided through trainers and through events / expert lectures organized for students
• Extracurricular Activities:
  • Students will be encouraged to participate in clubs, societies, competitions, and events that align with their academic interests and career goals, providing additional avenues for skill development.

2.5. Inclusive and Accessible Learning

• Differentiated Instruction:
  • Faculty members will adopt differentiated instruction strategies to accommodate diverse learning styles, abilities, and backgrounds, ensuring that all students can access and benefit from the curriculum.
• Universal Design for Learning (UDL):
  • The University will implement UDL principles in course design to make learning materials, activities, and assessments accessible to all students, including those with disabilities.
• Support Services:
  • Academic support services, including tutoring, counselling, and accessibility resources, will be provided to help students overcome challenges and succeed in their studies.

2.8. Technology-Enhanced Learning

• Incorporating technology into the learning process is essential for creating an interactive and engaging educational experience. Integral University will leverage the latest technological advancements to enhance student learning, as specified.
• A state-of-the-art LMS has already been deployed to facilitate online learning, manage course content, track student progress, and provide a platform for interaction between students and faculty.
• Virtual classrooms will be utilized to provide students with the flexibility to attend classes remotely, ensuring that learning is not confined to the physical classroom.
• A wealth of digital resources, including e-books, online journals, and multimedia content, will be made available to students, supporting diverse learning styles and needs.
• Gamification techniques will be employed to make learning more engaging and enjoyable, using game-based elements such as points, badges, and leaderboards to motivate students.
• Learning analytics tools will be used to monitor student performance, identify areas of improvement, and provide timely interventions, ensuring that students receive the support they need to succeed.

2.9. Self-learning

Encouraging self-learning beyond the curriculum helps students develop a diverse set of valuable skills and knowledge applicable across various facets of life. Additional skills and value-added courses further promote critical thinking, practical exposure, and continuous self-improvement, fostering a culture of lifelong learning and adaptability to be competent in a rapidly changing world.

• Participation in Competitions, Conferences, and Seminars: Students are encouraged to take part in intercollegiate competitions, conferences and seminars to gain exposure to the latest developments in their field, network with peers and professionals, and build confidence.
• Improving Communication Skills through Presentations and discussion: Students deliver oral presentations to enhance scientific knowledge and communication skills and are encouraged to engage in discussions through forums like the ILI-LMS on diverse topics.
• Summer training/Project-Based Learning: Training and project for hands-on experience, aligning with industry standards and equipping them with current skills thereby improving research, organizational, and presentation competencies
• Reading and Writing Review Articles and Research Papers: Students write and publish review articles in reputed journals. This activity helps them to consolidate knowledge, identify research gaps, and improve critical thinking and writing skills.
• Access to a Wide Range of Resources: The library and information centre provide access to a wide range of national and international journals, books, and other resources. Remote access to e-resources is also available, enabling students to conduct research from anywhere. The library maintains a collection of hard-bound journals of national and international repute, including back volumes, which students can access for research and study.

Additional Methods for Promoting Self-Learning:

• Online Certification Courses: Students are encouraged to pursue online certification courses that complement their academic learning by enhancing their skills and advancing their careers in various domains.
• Group Discussions, Brainstorming Sessions, and Role Play: Group activities such as discussions, brainstorming sessions, and role-plays are organized to foster collaborative learning, critical thinking, and problem-solving skills.
• Publications: Students are encouraged to publish articles, book chapters enhancing their research, presentation, and writing skills.
• Utilizing Online Educational Platforms: Access to platforms like YouTube, Coursera, edX, TEDx, and educational documentaries or movies is promoted for continuous learning and exposure to diverse perspectives.
• Entrepreneurship skills: providing mentorship, funding, office space, and access to a network of experts, which helps refine the idea, validate the business model, and accelerate growth toward a sustainable business and leveraging resources to transform an idea into a viable venture.

3. Assessment, Evaluation & Feedback

Assessment, Evaluation and Feedback is a critical component of the learning process, and Integral University will adopt innovative, student-centric assessment methods that provide a comprehensive evaluation of student learning.

• Formative Assessments: Continuous assessment methods, such as quizzes, assignments, and group activities, will be employed to provide ongoing feedback to students, helping them understand their progress and areas needing improvement.
• Summative Assessment: the traditional exams and final projects will continue to play a role in assessing student learning but will be complemented by other forms of assessment to provide a more holistic evaluation.
• Portfolio-Based Assessment: where students will be encouraged to maintain a portfolio of their work throughout their academic journey, which will be assessed periodically to track their progress and achievements.
• Peer and self-assessment activities: will be integrated into the evaluation process, promoting reflection, self-awareness, and collaborative learning.
• Alternative assessment methods: such as presentations, reflective journals, and practical demonstrations, will be encouraged to cater to different learning styles and provide a more accurate measure of student understanding.
• Feedback Mechanisms: Implement the Feedback Mechanisms where faculty will provide timely and constructive feedback on all assessments to the students, helping students understand their strengths and areas for improvement.

4. Holistic Development

Integral University is dedicated to the holistic development of its students, recognizing that education goes beyond academic achievement to encompass emotional, social, and ethical growth.

• The curriculum will include life skills education, focusing on essential skills such as communication, leadership, teamwork, and emotional intelligence, preparing students for personal and professional success.
• Ethical and moral education will be integrated into the curriculum, helping students develop a strong sense of integrity, responsibility, and ethical decision-making.
• The university will promote physical and mental well-being through regular activities, workshops, and support services, ensuring that students are healthy, balanced, and ready to learn.
• Students will be encouraged to participate in cultural and artistic activities, fostering creativity, self-expression, and appreciation for the arts.
• The curriculum will include opportunities for students to engage with global issues and perspectives, promoting global citizenship and preparing them for the interconnected world.

5. Support Systems and Infrastructure

For the successful implementation of student-centric learning methods, the University will provide the necessary support systems and infrastructure.

• Continuous professional development programs will be offered to faculty members, equipping them with the skills and knowledge required to implement student-centric teaching methods effectively.
• A comprehensive range of support services, including academic advising, counseling, and career services, will be made available to students, ensuring they have access to the resources they need to succeed.
• The university will invest in modern classrooms, laboratories, and technology infrastructure to support innovative teaching and learning practices.
• Regular feedback will be sought from students to continuously improve the learning experience, ensuring that their voices are heard and their needs are met.
• Integral University will strive to create an inclusive environment that accommodates the diverse needs of all students, including those with disabilities.

6. Integration of NEP 2020 Provisions

The university will align its policies and practices with the provisions of the NEP 2020, ensuring that its educational offerings are flexible, multidisciplinary, and inclusive.

• The curriculum will be designed to offer a multidisciplinary approach, allowing students to explore a wide range of subjects and tailor their education to their interests and career goals.
• The university will integrate arts, humanities, and sciences into its curriculum, providing a well-rounded education that prepares students for life beyond the classroom.
• Flexible learning pathways, including multiple entry and exit points, will be offered, allowing students to pursue their education at their own pace and according to their circumstances.
• Vocational education will be embedded into the curriculum, providing students with practical skills and knowledge that enhance their employability.
• The curriculum will include content on Indian knowledge systems, promoting awareness and appreciation of India’s rich cultural heritage.
• Research and innovation will be integral to the university’s academic programs, encouraging students to engage in original research and develop innovative solutions to real-world problems.

7. Adoption of Global Best Practices

The university will draw on global best practices to enhance its student-centric learning methods, ensuring that its educational offerings are on par with international standards.

• Inspired by leading global institutions, collaborative learning spaces will be created, where students can work together on projects and assignments, fostering a sense of community and collaboration.
• The university will adopt inquiry-based learning methods, encouraging students to ask questions, conduct research, and explore solutions, promoting a deep understanding of the subject matter.
• Competency-based education models will be introduced, where students progress based on their mastery of skills and knowledge, rather than the time spent in class, ensuring that they are fully prepared for the challenges of the modern workplace.
• The university will utilize global digital learning platforms, such as Massive Open Online Courses (MOOCs), to provide students with access to high-quality education from around the world, broadening their learning opportunities.
• Integral University will actively pursue collaborations with international institutions, offering students opportunities for exchange programs, joint degrees, and global exposure, preparing them for a competitive global environment.

6. Faculty Development and Support

• Professional Development: The University will provide faculty with ongoing professional development opportunities focused on student-centric teaching methods, educational technology, and curriculum design.
• Teaching Resources: Faculty members will have access to resources, tools, and support necessary to implement student-centric methods effectively, including learning management systems, instructional design services, and educational technology.
• Collaboration and Mentorship: Faculty will be encouraged to collaborate and share best practices in teaching and learning through workshops, peer observation, and mentorship programs.

7. Continuous Improvement and Evaluation

• Student Feedback: Regular feedback will be collected from students regarding their learning experiences, and this feedback will be used to inform curriculum review and teaching practices.
• Curriculum Review: The curriculum will undergo periodic reviews to ensure it remains relevant, innovative, and aligned with the goals of student engagement, critical thinking, and skill enhancement.
• Quality Assurance: The University will implement quality assurance processes to monitor the effectiveness of student-centric methods, ensuring continuous improvement and alignment with educational standards.

8. Roles and Responsibilities

• Faculty Members: Responsible for implementing student-centric methods in their teaching practices, engaging in continuous professional development, and providing timely feedback to students.
• Academic Departments: Responsible for integrating experiential, participative, and skill-enhancing activities into the curriculum and supporting faculty in their efforts to adopt student-centric methods.
• University Administration: Responsible for providing resources, training, and support necessary for the successful implementation of this policy, as well as for monitoring and evaluating its effectiveness.
• Students: Expected to actively engage in their learning, participate in experiential and collaborative activities, and provide constructive feedback on their learning experiences.

9. Review and Amendments

This policy will be reviewed periodically by the Academic Performance and Research Committee (APRC) and other relevant bodies to ensure it remains current and effective. Amendments may be made based on feedback from students, faculty, and external stakeholders, as well as changes in educational standards and practices.

Preamble:

The Integral University Information Technology (IT) Policy describes the part of central policies that governs the accountable usage of all users of the University’s IT related resources. This includes the IT facilities owed centrally or by individual departments. It is expected from every member of the university to be acquainted with and stick to this policy. Users of Integral University computing, networking and IT facilities are expected to abide by the set rules, which are intended to preserve the utility and flexibility of the system, protect the privacy and work of students and faculty and other staff, and preserve our right to access the international networks to which the system is connected. In case of complaints, appropriate action to be taken will be decided and taken by the person in-charge of the facility in consultation with the authorities as appropriate.

Applicability:

The IT Policy applies to all University faculty, staff, and students with authorized accounts and all others using the IT resources, whether personally or of University owned which access transmits or stores various types of related information.

1.Objectives

Each user of the IT resources must ensure that it is utilized for achieving the mission of the University towards teaching, learning, research, and administration. Some of the major points related to objective are:

• Make the University more accessible to the present and prospective stakeholders and empowering them through enhanced access to information and quality services while improving governance through the use of IT infrastructure.
• Develop international linkages with a view to facilitate participation in national, regional and international networks strengthening teaching, learning and research in the University.
• Promote and strengthen new IT infrastructure and IT services across the University by providing assistance in setting up quality IT infrastructure.
• Create world class IT infrastructure for seamlessly connecting and integrating all IT Service Providers and End Users.
• To ensure the integrity, reliability, availability, and superior performance of the University IT Systems.
• To ensure that the IT resources and copyright material of the University is protected
• To ensure that all the users of the University are accountable for following the procedures for the implementation of this Policy document.
• To make budgetory provisions to expand ever growing digital systems and services including update of IT facilities such as high speed LAN and Wi-Fi facility.
• To identify the IT related requirements for various academic and administrative departments in the campus and recommend the purchase department to make them available the IT related facilities as per budgetary provisions.

2. Areas:

2.1 IT usage and Prohibitions

To the extent possible, users are expected to use only their official email addresses provided by Integral University for official communications with other members of the University. Any complaints/requests must be made using your authorized email id otherwise we will not be able to verify your identity. In case for some reason you are not able to access your IU email then you may write to us (ithd@iul.ac.in) from your registered alternate mail id with us.

2.1.1 The users of the University shall make effective usage of campus collaboration systems, internet, wireless resources, official website Academic monitoring system, Student management system, Employee management system, Integral Learning Initiative and e-Library resources.

2.1.1 The University shall stress upon the users to comply with University policies, IT act of the Government of India and legal obligations (including licenses and contracts).

2.1.2 The University shall attempt to arrange for awareness programmes to explain the users with the effective usage of IT resources.

2.1.3 Prohibited Use - The users shall not send, view or download fraudulent, harassing, obscene, threatening, or other messages or material that are a violation of applicable law or University policy. In particular, contributing to the creation of a hostile academic or work environment is prohibited.

2.1.4 Copyrights and Licenses - Users must not violate copyright law and must respect licenses to copyrighted materials. For the avoidance of doubt, unlawful file‐sharing using the University’s information resources is a violation of this policy.

2.1.5 Social Media - Users must abide by the rules of the University towards the usage of social networking sites, mailing lists, news rooms, chat rooms and blogs.

2.1.6 Commercial Use - The University IT resources shall not be used for any commercial and promotional purposes, through advertisements, solicitations or any other message passing medium, except as permitted under University rules.

2.1.7 NO FOOD OR DRINK is permitted in the Departmental laboratories. Smoking is strictly prohibited. Also making noise either through games/ music or even talking and/ or singing loudly is prohibited.

2.2 Security and Integrity

2.2.1 Personal Use - The University IT resources should not be used for activities violating the basic functionality and mission of the University, except in a purely incidental manner.

2.2.2 The users must refrain from making any unauthorized access of information in order to promote secure access of Network and Computers.

2.2.3 The competent system administrator may access the information resources for a legitimate purpose.

2.2.4 Firewall - Additional procedures to maintain a secured flow of internet and intranet based traffic in the campus shall be managed through the use of Unified Threat Management (firewall).

2.2.5 Anti-virus and security updates - The regular updation of the anti-virus policy and security updates should be done for the protection of computing resources.

2.3 IT Asset Management

2.3.1 Asset Management: The University has business processes for the management of hardware and software assets that facilitates the usage of IT resources in the University. This includes procedures for managing the purchase, deployment, maintenance, utilization, energy audit, and disposal of software and hardware applications within the University. The purchase of new items is dealt by purchase department on the recommendation of the concerned department. The maintenance of IT facility is handled by IT Help Desk (ITHD). The development and maintenance of website and other application softwares are taken care by software Development Cell (SDC).

2.3.2 Copying and Distribution: The University will ensure that there is no violation in the copying and distribution of proprietary and licensed softwares.

2.3.3 Risks: The University shall emphasize on managing the risks involved for the usage of IT resources. This shall include standard procedures for identification, minimization and monitoring of risk impact by preventive and corrective measures. This should also include procedures for timely data backup, replication and restoring policies, power backups, audit policies, alternate internet connectivity for a fail-safe internet access.

2.3.4 Open Source Asset: The University shall attempt towards the promotion and effective usage of open source softwares.

3. Operating Aspects:

3.1 University Governance - The University shall try to ensure fair implementation of this policy so as to meet with the objectives of its formation. The responsibility of the management of operational aspects of IT resources is as per the hierarchical flow of the University governance structure.

3.2 The respective Heads of the departments shall be responsible for compliance with all University policies relating to the use/ownership of information resources, keeping in mind the Vision and Mission of the University.

3.3 Individual Users - It is the users' responsibility to protect their account from unauthorized use by changing passwords periodically and using passwords that are not easily guessed. Sharing of passwords for any purpose whatsoever is strictly prohibited. The users are solely responsible for the activities they perform on University servers with their "UserName/Password" pairs assigned to them.

3.4 To the extent possible, users are expected to connect only to the official IU WiFi network for wireless access. Setting up of unsecured WiFi systems on the IU network is prohibited.

4. Violation of Policy:

Any violation of the basic objectives and areas mentioned under the IT Policy of the University shall be considered as a violation and as a misconduct and gross misconduct under University Rules.

Acknowledgement:

Integral University wishes to acknowledge the following institutions/universities whose related policies and procedure provided background and foundation in the preparation of this policy document:

IIT Delhi, IIT Bombay, Princeton University, Yale University, University of Michigan, Thapar University, Nirma University.