The yardstick of a purposeful education is honesty maintained in the learning environment since this only can ensure overall development of the student. An effective and in place proctoring system that ensures the student is continuously monitored and directed to overcome the hurdles that impede the objective learning process is the means towards this end. Proctoring system at ACE is implemented to find a satisfactory answer to the challenge of how best to assess students’ progress.  In the pursuit of molding  the students for excellence in academics as well as other career enhancing interests, subtle degree of  enforcing discipline is well blended with  emotional bonding between the student and teacher or supervisor from orientation till farewell.

Hierarchy of Proctoring System

Organisational Chart


Every student entering the college is associated with a faculty member in the department to which the student belongs. The faculty factions as the supervisor for the student and oversees the progress of the student. The supervisor is the first point of contact and source for any disturbing factor including issues that have the potential of hindering the development of the student. The faculty is responsible for facilitating the student to overcome any shortcomings. For all practical purposes, the faculty is the steward and manager of the student and disciplinarian also. At the same time, the supervisor also ‘speaks and acts’ for the student and acts as an unbiased third-party who will verify and oversee the conduct, behaviour and performance of the student The organizational structure of proctoring activity can be understood with the following figure

How Proctoring Works

  • Upon admission, every student is required to fill a proctorial form
  • The departmental committee and proctorial board allots a faculty to the student
  • The student is required to meet the proctor once in a month in a trgular and routine practice. This meeting shall be initiated by the faculty supervisor.
  • The student is expected to share the comforts, conveniences, difficulties with the supervisor. Towards this end, the supervisor should create a conducive environment that encourages the student to openly discuss both academic as well as personal issues like the impact of the socio-economic background on the learning process
  • The supervisor provide a proper, simple and working solution either on his/her own or in collaboration with other colleagues.
  • Gist of each and every such meeting will be recorded in the proctorial form, signed by both faculty and student
  • Before discussing about the new issues, review of previous issues discussed are reviewed
  • Critical issues will be brought to the notice of the proctorial board and if necessary, a meeting be convened to resolve the issue at the earliest possible time
  • Proctor will encourage the student to set targets and work towards them

Four years of stay in the engineering college demands a fair degree of social skills that enable the students collaborate effectively with others. In many cases students are found to be falling short of these social skills. So faculty teaching engineering subjects are required to shoulder the additional responsibilities of teaching and imparting the appropriate communication, leadership, trust, decision making, and conflict management skills to students to provide the motivation to use these skills in order for excelling in their professional as well as social life both at personal level as well as groups level.

Objectives of mentoring

  • Work for achieving the ‘triple-objective’ that addresses
    Student’s technical goal achievement
    Time Management and
    Team management
  •  Motivate, empower, and encourage students through various other resources.
  • Challenge students to be positive decision makers
  • Help facilitate the process that will shape the students into successful and responsible young adults
  • Help increase the achievement levels of the students in all aspects
  • Positive impact in their lives physically, mentally, and spiritually
  • To assist students in receiving support and guidance from a mentor.
  • To improve the academic performance of the mentees.
  • To improve interpersonal relationships between peers, their teachers, other adults in their lives, and family members
  • To teach the young men life skills such as sportsmanship, teamwork, leadership, and discipline.
  • Help student to identify the varied interests, empower the mentee to judiciously evaluate with discretion and prioritize the interests and help hone those skills for successfully pursuing them
  • Organize formal mentor meetings with the mentees on a periodical and regular basis to help the student perform better in life
  • Guide to integrate technical and personal goals and skills acquisition, and mandate a significant component of active and cooperative learning
  • Help improve the generic attributes such as communication, team work, and project management
  • Nurture students to be more confident, more able to apply engineering competencies, solve problems working from first principles, and work in teams
  • Help acquire time and team management skills through experiential learning
S No.DateWorkshopAudienceTheme
130-08-2015SMILEFaculty members with experience  upto 4 yearsInnovative Teaching learning methodologies
(Study Methodologies for Integrated Life Education)
220-09-2015PURE-ITFaculty members with experience  between 4 – 8 yearsImprovised Teaching learning methodologies
(Professional Urge for Revealing Education in Technology )
323-11-2015Goal SettingI year B.Tech CE studentsImportance of Goal setting
424-11-2015-do-I year B.Tech EEE studentsImportance of Goal setting
525-11-2015-do-I year B.Tech ME studentsImportance of Goal setting
626-11-2015-do-I year B.Tech ECE studentsImportance of Goal setting
727-11-2015-do-I year B.Tech CSE studentsImportance of Goal setting
87/12/2015Time managementI year B.Tech CE studentsHow to manage time and art of work management
98/12/2015-do-I year B.Tech EEE studentsHow to manage time and art of work management
109/12/2015-do-I year B.Tech ME studentsHow to manage time and art of work management
1110/12/2015-do-I year B.Tech ECE studentsHow to manage time and art of work management
1211/12/2015-do-I year B.Tech CSE studentsHow to manage time and art of work management
1320-08-2016Gender SensitizationII year B.Tech ECE studentsSeminar on LGBT Community
1427-08-2016-do-II year B.Tech EEE students -do-
1518-01-2017Goal SettingI year B.Tech CE students How to manage time and art of work management
1619-01-2017-do-I year B.Tech EEE students -do-
1720-01-2017-do-I year B.Tech ME students -do-
1821-01-2017-do-I year B.Tech ECE students -do-
1922-01-2017-do-I year B.Tech CSE students -do-
2023-02-2018-do-I year B.Tech CE students -do-
2124-02-2018-do-I year B.Tech ME students -do-
2225-02-2018-do-I year B.Tech EEE students -do-
232/3/2018-do-I year B.Tech ECE students -do-
243/3/2018-do-I year B.Tech CSE students -do-