|
Month |
Plan of Action |
Action Taken / Report |
Outcome |
|
July |
Allocation of mentors and mentees;
orientation and first interaction |
Mentors were allotted mentees
department-wise. Introductory mentor–mentee meetings were conducted to
explain objectives and mentoring process |
Students became familiar with mentors and
institutional support system |
|
August |
Academic guidance and monitoring of
attendance |
Mentors reviewed attendance and academic
engagement. Students were guided regarding syllabus, internal assessment, and
academic discipline |
Improved attendance awareness and academic
seriousness |
|
September |
Identification of slow learners and personal
counseling |
Academic performance was reviewed. Slow
learners were identified and advised remedial measures. Personal counseling
was provided where required |
Academic difficulties identified at an early
stage |
|
October |
Examination preparedness and stress
management |
Mentors guided mentees on study planning,
time management, and examination strategies |
Students felt more confident and exam-ready |
|
November |
Semester Examinations and academic monitoring |
During semester examinations, mentors
maintained contact with mentees, provided motivation, and addressed
stress-related issues |
Smooth conduct of examinations with
emotional support |
|
December |
Post-exam review and performance analysis |
Examination performance was discussed. Weak
areas were identified and improvement strategies were suggested |
Students gained clarity for academic
improvement |
|
January |
Career guidance and personality development |
Mentors discussed career options, higher
education opportunities, and skill development. Motivation for co-curricular
activities was provided |
Enhanced career awareness and
self-confidence |
|
February |
Continuous academic support and discipline
monitoring |
Regular mentoring sessions were held
focusing on academic progress, attendance, and discipline |
Consistent academic engagement ensured |
|
March |
Academic revision and preparation for
upcoming semester exams |
Mentors guided students in revision planning
and addressing academic doubts |
Better preparation for semester examinations |
|
April |
Intensive academic support and counseling |
Special mentoring sessions were conducted
for academically weak students. Emotional and motivational support was
provided |
Improved academic focus before examinations |
|
May |
Semester Examinations and mentoring support |
Mentors supported mentees during semester
examinations through guidance, motivation, and stress management |
Reduced exam anxiety and improved
performance |
|
June |
Feedback, evaluation, and annual report
preparation |
Feedback was collected from mentees. Overall
mentoring outcomes were evaluated and annual report was prepared for IQAC |
Quality enhancement and future planning |
Outcomes of the Mentor–Mentee
Programme
|
Area |
Outcome |
|
Academic Support |
Improved academic performance and attendance |
|
Student Well-being |
Emotional and stress-related support during
exams |
|
Teacher–Student Bond |
Strengthened mentoring relationship |
|
Career Guidance |
Improved awareness of future opportunities |
|
Quality Enhancement |
Effective contribution to institutional
quality |
Conclusion
The Mentor–Mentee Cell of
Brahmanand College, Kanpur functioned effectively throughout the academic
session from July to June. Special mentoring support during semester
examinations in November and May ensured academic guidance, emotional
stability, and stress management among students. The structured mentoring
system contributed significantly to student support, progression, and overall
quality enhancement in alignment with guidelines.