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DEPARTMENT OF MECHANICAL ENGINEERING

Part B1 Vision, Mission and Programme Educational Objectives (75)

1.1 Vision and Mission (5)

1.1.1 tate t!e Vision and Mission o" t!e institute and de#artment (1)($ist and articulate t!e vision and mission statements o" t!e institute and de#artment)

1.1.1. tate t!e Mission and Vision o" t!e institute and de#artment (1)

%!e Mission o" Our aveet!a Engineering &ollege is

%o #romote academic e'cellence, iden intellectual !ori ons* +nculcate sel" disci#line and !ig! ideals "or

t!e !olistic develo#ment o" t!e individual.

The Vision of Our Saveetha Engineering Co ege is

%o be recogni ed "or setting t!e standards o" e'cellence in Engineering education and !ig! -ualit

researc! in cience and %ec!nolog .

The Mission of our De!art"ent is

MISSION

1. +m#arting -ualit education to t!e students and en!ancing t!eir s/ills to ma/e t!em globall com#etitive

Mec!anical Engineers.

0. Maintaining vital, state o" t!e art researc! "acilities to #rovide its students and "acult it! o##ortunities

to create, inter#ret, a##l and disseminate /no ledge.

. %o develo# lin/ages it! orld class researc! and develo#ment organi ations and educational

institutions in +ndia and abroad "or e'cellence in teac!ing, researc! and consultanc #ractices.

The Vision of our De!art"ent is

%!e Mec!anical Engineering 2e#artment strives to be recogni ed globall "or outstanding education

and researc! leading to ell -uali"ied engineers, !o are innovative, entre#reneurial and success"ul

in advanced "ields o" engineering and researc!.

1.1.0 +ndicate !o and !ere t!e Vision and Mission are #ublis!ed and disseminated (0)1 | P a g e

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(2escribe in !ic! media (e.g. ebsites, curricula boo/s) t!e vision and mission are #ublis!ed and !o

t!ese are disseminated among sta/e!olders)

3 +n &ollege 4eb site .saveet!a.ac.in

3 +n cademic &alendar

3 +n &ollege Maga ines

3 +n 2is#la board

1.1. Mention t!e #rocess "or de"ining Vision and Mission o" t!e de#artment (0)

rticulate t!e #rocess involved in de"ining t!e vision and mission o" t!e de#artment "rom t!e vision and

mission o" t!e institute.)

Mission an# Pur!ose

Mission and #ur#ose are used interc!angeabl , t!oug! at t!eoretical level, t!ere is a di""erence bet een t o.

+nstitution #rovides access to !ig!er education o##ortunities t!at enable students to develo# /no ledge and

s/ills necessar to ac!ieve t!eir #ro"essional goals, im#rove t!e #roductivit o" t!eir organi ations and

#rovide leaders!i# and service to t!eir communities.

Pur!oses

6 %o "acilitate cognitive and a""ective student learning /no ledge, s/ills, and values and to #romote

use o" t!at /no ledge in t!e students8 or/ #lace.

6 %o develo# com#etence in communication, critical t!in/ing, collaboration, and in"ormation utili ation,

toget!er it! a commitment to li"elong learning "or en!ancement o" student8s o##ortunities "or career

success.

6 %o #rovide instruction t!at bridges t!e ga# bet een t!eor and #ractice t!roug! "acult members !o

bring to t!eir classroom not onl advanced academic #re#aration, but also t!e s/ills t!at come "rom t!e

current #ractice o" t!eir #ro"essions.

6 %o #rovide 9eneral Education and "oundational instruction and services t!at #re#ares students to engage

in a variet o" universit curricula.

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6 %o use tec!nolog to create e""ective modes and means o" instruction t!at e'#and access to learning

resources and t!at en!ance collaboration and communication "or im#roved student learning.

6 %o assess student learning and use assessment data to im#rove t!e teac!ing:learning s stem, curriculum,

instruction, learning resources, counseling and student services.

Deve o!ing a Mission State"ent

tart t!in/ing about t!e role o" our college, its #ur#ose and its ac!ievements. %a/e our time !en riting

a college mission statement it8s a !ard but ver im#ortant tas/, learning !o to rite a college mission

statement ta/es time it needs to be bot! #ositive and ins#irational.

Vision State"ents$

Vision statement "or a com#an or organi ation "ocuses on t!e #otential in!erent in t!e com#an 8s "uture, or

!at t!e intend to be. 4!ile a vision statement mig!t contain re"erences to !o t!e com#an intends to

ma/e t!at "uture into a realit , t!e ;!o < is reall #art o" a =mission= statement, !ile t!e vision statement is

sim#l a descri#tion o" t!e ; !at,< meaning, !at t!e com#an intends to become.

Deve o!ing a Vision State"ent

Our vision is to bring our students into t!e 01st centur t!roug! innovation and modern tec!nolog .

$earning ill be en!anced it! com#uter so"t are and educational games t!at ill allo students to

#roceed at t!eir o n rate according to t!eir abilit .

s e move to ards our goal o" being a orld class institute, e ill su##ort researc! on a global scale.

$ocall , our cam#us ill service t!e researc! needs o" t!e learning communit , granting access to man

in"ormational resources.

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%&' Progra""e E#u(ationa O)*e(tives +%,-

1.0.1 2escribe t!e Programme Educational Objectives (PEOs) (0)

($ist and articulate t!e #rogramme educational objectives o" t!e #rogramme under accreditation)

PEO1> ?ave !ig! level o" tec!nical com#etenc combined it! researc! and #roblem solving s/ills to

generate innovative solutions in mec!anical engineering or related areas.

PEO0> Be able to communicate e""ectivel to various sta/e!olders and #ractice t!eir #ro"ession it! !ig!

regard to societal needs, diversit , constraints in t!e #ro"essional or/#lace and et!ical res#onsibilities.

PEO > &ontinuousl u#dating t!emselves in areas and tec!nologies t!at are relevant to t!eir career,

#artici#ate in #ersonal develo#ment and increasing t!eir understanding o" matters t!at are current and

im#ortant to societ at national and international conte't.

PEO @> olve com#le' tec!nical #roblems and :or design s stems t!at are use"ul to societ b a##l ing t!e

"undamental scienti"ic #rinci#les t!at under#in t!e mec!anical engineering #ro"ession.

PEO 5> 9raduates are able to underta/e li"elong learning and ada#t to t!e c!anging environment.

1.0.0 tate !o and !ere t!e PEOs are #ublis!ed and disseminated (0)

(2escribe in !ic! media (e.g. ebsites, curricula boo/s) t!e PEOs are #ublis!ed and !o t!ese are

disseminated among sta/e!olders)

• +n &ollege 4eb site .saveet!a.ac.in

• +n cademic &alendar • +n &ollege Maga ines•

2is#la boards

1.0. $ist t!e sta/e!olders o" t!e #rogramme (1)

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($ist sta/e!olders o" t!e #rogramme under consideration "or accreditation and articulate t!eir relevance)

Em#lo er

lumni

+ndustr Peo#les

Parent

1.0.@ tate t!e #rocess "or establis!ing t!e PEOs (5)

(2escribe t!e #rocess t!at #eriodicall documents and demonstrates t!at t!e PEOs are based on t!e needs

o" t!e #rogramme8s various sta/e!olders. )

%!e #rocess to establis!ing and evaluating attainment o" t!e PEOs includes indirect measures t!at

include em#lo er, alumni surve , Program dvisor &ommittee and de#artment "acult . %!e advice

#rovides o##ortunities "or t!e de#artment to evaluate attainment o" t!e PEO and alignment it!

institutional mission and vision.

%!e Program dvisor &ommittee A em#lo er surve s see/ to assess and evaluate t!e degree to

!ic! our graduates meet and ac!ieve our PEOs "rom t!e Program dvisor &ommittee A em#lo ers

#ers#ectives. %!is assessment #rocess ta/en #lace #eriodicall > t!e surve s are collected and are #rocessed

ever t!ree ears, and t!e results are used to evaluate t!e ac!ievement o" t!e #rogram objectives. lumni

in#ut on objectives is solicited and documented t!roug! #eriodic alumni urve s. %!ese surve s see/ not

onl to "ind o" our alumni believe t!at e are satis" ing our objectives, but also !o im#ortant t!e consider

eac! objective is to t!em. +n addition to t!e indirect surve s to assess our PEOs, t!e annual direct (and

indirect) assessment o" our #rogram outcomes is also used to assess attainment o" our PEO, as t!e are

lin/ed toget!er. s a "inal ste# in t!e Educational objectives revie #rocess, t!e recommendations o" t!e

"acult are #resented to t!e Program dvisor &ommittee "or discussion, revisions and a##roval. %!is

Program dvisor &ommittee revie is documented in t!e minutes.

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1.0.5 Establis! consistenc o" t!e PEOs it! t!e Mission o" t!e institute (5)

(2escribe !o t!e Programme Educational Objectives are consistent it! t!e Mission o" t!e de#artment.)

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1. c!ievement o" Programme Educational Objectives (0 )

1. .1 Custi" t!e academic "actors involved in ac!ievement o" t!e PEOs (5)

(2escribe t!e broad curricular com#onents t!at contribute to ards t!e attainment o" t!e Programme

Educational Objectives.)

%!e curriculum, t!e s llabi, and duration o" degree level #rograms in engineering "ollo ed in most o" t!e

tec!nical institutes are suggested and directed b t!e ll +ndia council o" %ec!nical +nstitute ( +&%E) !ic!

is a statutor bod . +&%E is t!e com#etent bod !ic! a##roves or recommends "or a##roval t!e

engineering #rograms t!roug!out +ndia ( it! t!e e'ce#tion o" +ndian +nstitute o" %ec!nologies).

%!e reason "or t!is is t!at t!e graduates as t!e see/ em#lo ment, are assessed based on t!eir /no ledge on

t!e curricular courses o" t!e #rograms "ollo ed idel across t!e tec!nical institutes:universities:colleges in

+ndia. imilar ardstic/ is also a##lied !en t!e graduates see/ entr to #ost graduate #rograms. %!ere"ore

t!e #rogram educational objectives are "ormulated based on t!e curriculum and s llabi idel "ollo ed in

+ndia.

1. .0 E'#lain !o administrative s stem !el#s in ensuring t!e c!ievement o" t!e PEOs (5)

(2escribe t!e committees and t!eir "unctions, or/ing #rocess and related regulations.)

%!e Program Educational Objectives are establis!ed and evaluated t!roug! a regular consultation and

revie #rocess t!at involves "our constituents>

cademic &ouncil committee

• %!e cademic &ouncil is t!e !ig!est academic bod o" t!e college and is res#onsible "or t!e

maintenance o" standards o" instruction, education and e'amination it!in t!e &ollege.

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• %!e council members can be dra n "rom di""erent s#!eres o" academic li"e li/e, ?eads o" t!e

institute, ?ead o" t!e 2e#artment, &lass dvisors, De#resentatives o" %eac!ers and tudents,

E'ternal e'#erts "rom DA2 and +ndustries.

• %!e members o" t!e academic council, #lan and revie &ollege ide academic c!anges,

and #romote t!e !ig!est standards o" teac!ing and learning "or ada#ting to t!e c!anging

advancements.

• %!e cademic &ouncil !as t!e #o er to ma/e Degulations and to amend or re#eal t!em, to

advise t!e E'ecutive committee and monitoring board on all academic matters. %!e &ouncil

meets ordinaril once in a ear.

cademic Planning and Monitoring &ommittee

• %!e cademic Planning and Monitoring nit is t!e -ualit assurance organ o" t!e college.

• %!e board revie s t!e academic activities also t!e student and "acult develo#ment #rograms.

• Formulates t!e Master Plan "or cam#us develo#ment, "acilitating im#lementation o" t!e #rovision o"

t!e #ers#ective #lan and dra ne sc!emes o" develo#ment "or t!e college.

• %o #lan "or resource mobili ation t!roug! industr interaction, consultanc and e'tramural

"unding, and "or sustaining t!e -ualit o" education, -ualit im#rovement and accreditation o" t!e

college.

• Promotes researc! and e'tension activities in t!e college cam#us and to recommend sc!emes to

#romote #artici#ation o" academic de#artments in communit develo#ment activities in t!e

region.

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Progra" a#visor. )oar#$

%!e Program dvisor Board (P B) serves a consultative role, #roviding ideas and critical "eedbac/ to t!e

+nstitute "or t!e develo#ment. %!e role o" t!e Program dvisor Board is to #rovide advice to t!e

2e#artment on academic activities. %!is advice includes comment on curriculum design and content,

course deliver , course assessment, and evaluation o" courses. %!e P B ill also #rovide advice on

strategic academic alliances.

%!e constituencies o" t!e #rogram are>

G ndergraduate students

G lumni

GFacult

G+ndustr

1. . +ndicate t!e additional co curricular activities underta/en to ards t!e attainment o" t!e PEOs (1 )

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Me")ers Profession Designation

2r.D.Ven/atasam Princi#al, E& &!airman

Pro". 2!eenada alu 2ean, E& Member

2r. . D.$a/s!manan ?ead H DA2, E& Member

2r. B. I 9nanavel ?ead o" 2e#artment, E& Member

2r. V. Mut!u/umar Pro"essor, E& Member 2r. 9. Manimaran Pro"essor , E& Member

Mr. 9. Ialaiselvan &ountr ?ead, evern 9lucon (+)

$td.,

Member

Mr. J. runac!alam &!airman, &utec! Member

2r. D. Davic!andran Manager, &VD2 Member

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(2escribe t!e committees and t!eir "unctions, or/ing #rocess and related regulations.)

• E+J2+ &ollegiate &lub Mr. .%!leee#an, Mr. ?.Davi/umar, to organi e t!e student convention

#rogramme inside t!e cam#us. lso t!e students to motivate to #artici#ate t!e E+J2+ B C ,

PD , A EP+&K&$+& 9E D %D +J.

• +&% &% /ill edge H V. Perumal +&% &% runs I+$$E29E H s/ill develo#ment initiative

dedicated to create A en!ance em#lo abilit s/ills among t!e graduating students in bot!

Engineering and rts A cience &olleges to "eed t!e +&% industr and +%E industr res#ectivel .

• nna niversit Edusat H D. aravanan %!e &entre "or Facult 2evelo#ment o" nna niversit H

&!ennai conducts t!e JJ E2 % live interactive audio video lecture #rogrammes transmitted

t!roug! I Band #rovided b + DO, Bangalore "rom Canuar 0 L on ards. $ive audio video t o

a interactive lectures are given b e'#ert "acult dra n "rom nna niversit :++%:a""iliated

colleges during semester session on or/ing da s.

• +JFO K cam#us connects H D. aravanan &am#us &onnect is an industr academia #artners!i#

initiative launc!ed b +n"os s. %!e &am#us &onnect initiative aims to en!ance t!e education level o"

engineering students, nation ide and t!us increase t!e em#lo abilit o" t!ese engineers. s a #art o"

t!is initiative. +n"os s s!ares it! #artner colleges its #roven course are, met!odolog and education

e'#eriences. &am#us &onnect t!us !el#s #artner colleges groom +ndustr read engineers

• ++%B #o/en %utorials Mr. 9. Jaga##an n initiative o" Jational Mission on Education t!roug!

+&%, 9overnment o" +ndia, to #romote +% literac t!roug! O#en ource o"t are. 4e regularl

conduct FO (Free O#en ource o"t are) courses "rom ++% Bomba #o/en %utorial suc! as $inu',

$ate', cilab, P t!on and P?P M -l etc.

• ++%B a/as! Project &enter H Mr. 9. Jaga##an +n coming ears, t!e a/as! tablet launc!ed b

M?D2, is li/el to become an ubi-uitous tool in t!e !ands o" students. Our researc! aims at

develo#ing use"ul O#en ource a##lications and contents "or di""erent versions o" t!e tablet. %!ese

ill range "rom animations to scienti"ic com#uting, and ill encom#ass t!e entire educational

s#ectrum covering sc!ools, colleges, and #ro"essional studies.

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• ++%B Demote &enter H 9. Jaga##an. %!e =%eac! 1 %eac!ers= #rogramme as initiated in 0 ,

to en!ance t!e teac!ing s/ills o" engineering "acult . Partici#ants attend or/s!o#s at multi#le remote

centers. $ectures are delivered b an e'#ert using multi a visual interaction. %utorials and labs are

conducted at remote centers b e'#ert "acult at ++% Bomba , trained earlier b t!e e'#ert.

• 4i#ro Mission 1 ' H Moni/a P. ures! Mission 1 N is a "acult develo#ment #rogram conducted b

4+PDO "or senior Engineering &ollege "acult members in +ndia. +t aims to E'#ose t!e "acult

members to modern and advanced a s o" teac!ing, to Move "rom a (onl ) c!al/andtal/ a##roac! to

more interactive met!ods, 2emonstrate some o" t!e interactive met!ods t!roug! active #artici#ation

"rom t!e attendees, #aradigm s!i"t "rom teac!ing8 to learning8 and to !el# teac!ers build a bond

it! t!eir students and or/ toget!er to ards a common goal..

• na#se %raining #rogram H Mr. Bala na#se is to en!ance t!e Pro"essional, &areer, and ?olistic

develo#ment o" student and sta"" communit o" aveet!a Engineering &ollege.

• 2restein H 2r. 9od"re 4inster and Mr.J.Balaji A &.V. gilan Jational $evel %ec!nical Festival

2DE %E+J is 2Deam,dE ign,com#e%E, +J. Jational level tec!nical s m#osium conducted b

VEE%? EJ9+JEED+J9 &O$$E9E ever ear in t!e mont! o" ugust it! E'citing events,

or/s!o#s....

• 9uest $ectures 9uest lectures and seminars are o""ered as additional learning activities to regular

courses #rovided it!in t!e curriculum o" &om#uter cience A Engineering, !ere issues related to

advanced develo#ments in t!e industr can be s!ared and discussed it! cademic A +ndustrial

e'#erts.

• eminars Desearc!ers and trainers "rom around t!e orld #resent t!eir cutting edge or/ at t!e

seminars as o"ten as once as t ice a semester on advanced to#ics.

• +ndustrial Visits H Mr. P. ubburam +ndustrial visit is a #art o" an engineering course, during !ic!

students visit com#anies and get insig!t regarding t!e internal or/ing environment o" a com#an

and !o a com#an "unctions, as ell as use"ul in"ormation related to t!e #ractical as#ects o" t!e

educational course !ic! cannot be visuali ed in lectures.

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• Educational %ours Mr. . P. ubburam "rom t!e name itsel" e can derive t!at during t!ose tour t!e

students, under t!e vigilant e es o" t!eir teac!ers, travel and tour di""erent #laces. 4!en t!e students

visit some o" t!e most strategicall and !istoricall im#ortant #laces. o, b visiting t!ose #laces,

t!e e'#lore #laces !ic! t!e !ave, until t!en, !ave seen onl t!eir sc!ool boo/s, e'#ose t!emselves

to altoget!er ne #eo#le, culture and #laces. +n t!is a t!e can broaden t!eir t!oug!ts and also

t!in/ out o" t!e bo'.

• &on"erences H &on"erence is a "ormal event !ere researc!ers #resent t!eir or/, e'#eriments and

results. one Jational con"erence is organi ed ever ear in t!e de#artment. Jo #lanned "or one

international con"erence "or coming academic ear.

• 4or/s!o#s H %o ta/e t!e student8s career to t!e ne't level it! #ro#er target, s/ills based or/s!o#s

are designed to en!ance and im#rove t!eir #ro"essional develo#ment t!e industr academia ga# b

com#etenc based s/ills training.

• &ollege Maga ine ;E'#ression< H +t is li/e an annual re#ort !ic! documents t!e ac!ievements and

contributions o" t!e sta"" and students and also details t!e in"rastructural develo#ments made on t!e

college cam#us. Fe students involve in #re#aration o" t!is !ile ot!ers submit t!eir articles and art

or/s add to t!e content

• &ollege Mont!l Je sletter ; aveet!a #ar/s< &ollege Je sletter is mont!l maga ine it!

articles ritten b students A sta"" and edited b Pro". D. 2!eenada alu and !is team. %!e ne sletter

"eature articles on academic advice, career ti#s, student success stories, s#orts ac!ievements, a#titude

-uestions and celebrit intervie s.

• Facult 2evelo#ment Programs Facult develo#ment training #rogrammes cater to t!e needs o"

"acult members, b training t!e teac!ers to #lan and #re#are t!e lessons, understand t!e subject

contents and im#rove t!e teac!ing -ualit . %!ese #rogrammes are conducted during t!e summer :

4inter Vacation to enable t!e teac!ers to #artici#ate and bene"it. %!e resource #ersons are

e'#erienced "acult members "rom niversit and also e'#erts "rom t!e industr .

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OutcomeMeasurement Assessment Tool Administered and examined by

Program outcomesspecifc to each course

End o course survey Student Comments

aculty evaluation report

Class room !or" Course per ormance report

# aculty aculty $epartment

aculty aculty

Program Outcomesevaluated overall

courses

End o course survey aculty evaluation report

Student exist Survey Alumni Survey Student Advisory

Committee

$epartment $epartment aculty

Alumni Advisor $epartment

Program EducationalOb%ectives

Employer satis actorySurvey Alumni Survey

Alumni Advisory &oard$epartment

1.@ ssessment o" t!e c!ievement o" Programme Educational Objectives (05)

1.@.1 +ndicate tools and #rocesses used in assessment o" t!e attainment o" t!e PEOs

(5)2escribe t!e assessment #rocess t!at #eriodicall documents and demonstrates t!e degree to !ic! t!e

Programme Educational Objectives are attained. lso include in"ormation on>

a) listing and descri#tion o" t!e assessment #rocesses used to gat!er t!e data u#on !ic! t!e evaluation o"

eac! #rogramme educational objective is based. E'am#les o" data collection #rocesses ma include, but

are not limited to, em#lo er surve s, graduate surve s, "ocus grou#s, industrial advisor committee

meetings, or ot!er #rocesses t!at are relevant and a##ro#riate to t!e #rogramme*

b) %!e "re-uenc it! !ic! t!ese assessment #rocesses are carried out.

Assess"ent Too s$

%!e assessment #rocess "or t!e POs and t!e PEOs relies on several tools t!at see/ "eedbac/ "rom students,

alumni, "acult de#artment advisor board and t!e student re#resentative committee. %!e in#ut is evaluated

b t!e de#artment and #ro#er corrective actions are ta/en !enever necessar .

%!e constituents (Facult , tudents, lumni and +ndustr ) o" t!e de#artment are engaged in t!e "ollo ing

manner in t!e de#artment assessment activities.

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Fa(u t.$

Prior to t!e start o" an nder 9raduate course, ever course instructor is advised to revie >

1. %!e course objectives and outcomes o" !is:!er course in order to "amiliari e t!emselves it! t!e e'#ected

outcomes "or t!e course and !o t!ese course outcomes related to t!e Program outcomes.

0. Past course #er"ormance "orm to identi" an #oints o" ea/ness t!at ma re-uire additional em#!asis.

2uring t!e o""ering o" an 9 course, ever course instructor is as/ed to>

ave sam#les o" student or/s on a regular basis (?ome or/ A E'am olutions, $ab A 2esign De#orts)

assess t!e contribution o" t!e course to its Program Outcomes b evaluating student #er"ormance &omment

on t!e overall course #er"ormance to ards meeting its objectives and outcomes. Encourage students to

#artici#ate in t!e end o" t!e course surve s tudents.

%!e 2e#artment collects "eedbac/ "rom nder 9raduate students "or eac! course relating to student in#ut

on course material, course organi ation and content deliver , t!e surve assessment "or eac! course, t!e

main to#ic t!at students are e'#ected to !ave been e'#osed to during t!e course. tudents are as/ed to rate

on a scale "rom #oor to e'cellent, based on t!eir "eedbac/ !et!er t!e "eel t!at t!e !ad an o##ortunit to

learn t!e s#eci"ic course outcomes ell. %!e de#artment also collects "eedbac/ "rom student re#resentative

committee com#osed o" re#resentatives o" t!e + %E, E, and t!e student in#ut is t!en summari ed

• +ndividual re#orts on course #er"ormance "or eac! course

• Kearl re#orts on course #er"ormance during an cademic ear.

• 2e#artment Per"ormance.

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A u"ni an# In#ustr.$

lumni dvisor Board consists o" @ re#resentatives "rom industr and alumni. +t meets once in a ear and

e'amines issues related to alumni activities, industr "eedbac/ and de#artment #er"ormance in meeting its

Educational objectives and Program Outcomes. ince several members o" t!e lumni dvisor Board

( B) are members o" industr and !old management #ositions at leading com#anies t!at !ire a good

number o" our graduating seniors, t!eir in#ut is used b t!e de#artment as t!e lin/ bet een t!e de#artment

and its industr #artners.

A u"ni Surve.$

%!e lumni surve is a com#re!ensive surve t!at not onl surve s our graduates on t!e t #e o" industr in

!ic! t!e are em#lo ed, t!eir #rimar job "unction and job title but also see/s to obtain "rom t!em t!e

degree to !ic! our #rogram outcomes and objectives are ac!ieved. %!is assessment #rocess ta/es #lace

#eriodicall , t!e surve s are collected and are #rocessed about ever t!ree ears and t!e results are used to

evaluate t!e ac!ievement o" t!e #rogram objectives.

Progra" A#visor. Co""ittee Surve.$

%!e surve s as/ed t!e #artici#ants to rate t!eir level o" agreements on a scale o" 1 to 5. On !o ell

#re#ared our graduates are in regard to t!e "ollo ing 11 items listed belo .

1 E""ectivel a##l ing engineering /no ledge in t!eir #ro"ession

0 ##l engineering "undamentals in solving #roblems

2esign:&onduct: ssess engineering e'#eriments

@ Be a #ro"essional, et!ical, sociall res#onsible engineer

5 Function e""ectivel in multidisci#linar teams

L &om#lete #ro"essionall as engineer and leader

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Survey 'tem ()*)+ ,)-). /)0)1 (2)((

PEO ') '') '3 ') '') ''' ') 3 ') '') ''') '3

7 Be a li"elong learner

&ommunicate e""ectivel

%!in/ creativel and criticall

1 ?ave:a##l global a areness s/ills

11 Be an entre#reneurs

%!e "ollo ing table s!o s t!e ma##ing bet een t!e above items and Program Educational Objectives.

E"! o.er Surve.$

1. %!e career 2evelo#ment center ill conduct t!e em#lo er surve and t!e results are to be transmitted to

t!e 2ean and to t!e ?O2. %!e 2ean and t!e ?O2 are to revie t!e results and transmit t!em to t!e

"acult :sta"".

0. +" a #rogram related #roblem is identi"ied as a result o" t!is assessment, t!en t!e 2ean and t!e ?O2 !as to

re"er t!e #roblem to a "acult member or an a##ro#riate committee "or a resolution to t!e #roblem.

. Process: ctions:Decommendations "or #roblem resolution are to be documented and re#orted to t!e 2ean

and t!e ?O2.

I"! e"entation$

%!e 2e#artment !as establis!ed a com#re!ensive assessment #rocess "or its Program

Outcomes. %!e assessment #rocess is meant to ensure t!at t!e Program Outcomes t!at are im#ortant to t!e

mission o" t!e de#artment and its Program Education Objectives are being monitored and measured. %!e

results o" t!e assessment #rocess are regularl a##lied to t!e im#rovement o" t!e #rogram and t!e

educational e'#erience o" our students.

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Survey 'tem ()*)+ ,)-). /)0)1 (2)((

PEO ') '') '3 ') '') ''' ') 3 ') '') ''') '3

1.@.0 9ive evidences "or t!e attainment o" t!e PEOs (0 )

File JameME&? P$ &EMEJ% 2E% +$%!e Program dvisor committee and Em#lo er surve s see/ to assess and evaluate t!e degree to !ic! our

graduates meet and ac!ieve our PEOs "rom t!e P & and em#lo ers8 #ers#ectives. %!is assessment #rocess

ta/es #lace #eriodicall > t!e surve s are collected and are #rocessed ever ear, and t!e results are used to

evaluate t!e ac!ievement o" t!e #rogram objectives.

%!e surve s as/ed t!e #artici#ants to rate t!eir level o" agreements, on a scale o" 1 to 5, on !o ell

#re#ared our graduates are in regard to t!e 1@ items listed belo . (1 Q unsatis"actor , 0 Q marginal, Q

average, @ Q ver good, 5 Q outstanding). %!e 1@ items are listed belo >

%!e "ollo ing table s!o s t!e lin/age bet een t!e above items and PEOs. Objectives are indicated it!

ca#ital letters.

1. E""ectivel a##l ing engineering /no ledge in t!eir #ro"ession

0. ##l engineering "undamentals in solving #roblems

. 2esign:&onduct: ssess engineering e'#eriments

@. Be a #ro"essional, et!ical, sociall res#onsible engineer

5. Function e""ectivel in multidisci#linar teamsL. &om#lete #ro"essionall as engineer and leader 7. Be a li"elong learner

. &ommunicate e""ectivel

. %!in/ creativel and criticall1 . ?ave:a##l global a areness s/ills

11. Be an entre#reneurs

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ssessment Process "or Program dvisor committee urve >

1. %!e Mec!anical Engineering de#artment ill conduct, evaluate, and tabulate t!e Program dvisor

&ommittee urve . %!e surve s are to be conducted ever or L ears and t!e results are to be

transmitted to t!e ?O2 and to t!e Princi#al.

0. %!e ?O2 and t!e Princi#al are to revie t!e results and transmit t!em to t!e "acult :sta"".

. +" a #rogram related #roblem is identi"ied as a result o" t!is assessment, t!en t!e ?O2 and t!e Princi#al

are to re"er t!e #roblem to a "acult member or an a##ro#riate committee "or a resolution to t!e #roblem

@. Process:actions:recommendations "or ;#roblem resolution< are to be documented

lumni in#ut on objectives is solicited and documented t!roug! #eriodic alumni surve s. %!ese surve s see/

not onl to "ind i" our alumni believe t!at e are satis" ing our objectives, but also !o im#ortant t!e

consider eac! objective is to t!em.

ssessment Process "or t!e lumni urve >

1. %!e Mec!anical Engineering de#artment Engineering de#artment ill conduct, evaluate, and tabulate t!e

lumni urve . %!e surve s are to be conducted regularl "rom students !o !ave graduated in recent

ears. %!e results are to be transmitted to t!e ?O28s O""ice and to t!e Princi#al.

0. %!e ?O2 and t!e Princi#al are to revie t!e results and transmit t!em to t!e "acult :sta"".

. +" a #rogram related #roblem is identi"ied as a result o" t!is assessment, t!en t!e ?O2 and t!e Princi#al are

to re"er t!e #roblem to a "acult member or an a##ro#riate committee "or a resolution to t!e #roblem. @.

Process:actions:recommendations "or ;#roblem resolution< are to be documented.

1.5 +ndicate !o t!e PEOs !ave been rede"ining in t!e #ast (1 )

( rticulate it! rationale !o t!e results o" t!e evaluation o" PEOs !ave been used to revie :rede"ine t!e

PEOs)

%!e #rocess "or revie ing and revising, as necessar , t!e #rogram educational objectives as ell as

engagement o" t!e various #rogram constituents is as "ollo s.18 | P a g e

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2iagram

?ead o" t!e institution leads t!e ndergraduate Education &ommittee, a "acult committee t!at is

directl engaged in rede"ining t!e #rogram educational objectives. %!e #rocess "or revising t!e PEOs is

initiated b t!is committee, !ic! ta/es into account an c!anges:revisions made to t!e &ollege and

2e#artment missions. %!e committee also uses assessment data generated "rom alumni surve s and our

Program dvisor &ommittee. %!e revised objectives are t!en #resented to t!e "acult and t!e P & "or

"eedbac/ and "inali ation via "acult vote. %!e student bod is made a are o" t!e objectives t!roug! an

o#en "orum, !ere t!e are also #rovided it! an o##ortunit to #rovide "eedbac/ on various as#ects o"

t!eir #rogram e'#erience.

ince t!e #rogram educational objectives describe accom#lis!ment u# to 5 ears a"ter graduation, our

revie c cle is establis!ed as L ears. Our last assessment and de"inition occurred in 0 1 0 11 and t!e

ne't evaluation is #lanned "or 0 1L17. O" course, as situations c!ange, a nonc clic revie ma be

conducted as needed. %!is #rocess is documented in our college #ortal.

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0. Programme Outcomes (15 )

0.1 2e"inition and Validation o" &ourse Outcomes and Programme Outcomes

0.1.1 $ist t!e &ourse Outcomes (&Os) and Programme Outcomes (POs) (0)

($ist t!e course outcomes o" t!e courses in #rogramme curriculum and #rogramme outcomes o" t!e

#rogramme under accreditation)

CO/RSE TITLE CO/RSE O/TCOMES

Te(hni(a Eng ish I

1. tudents learn to s#ea/ t!e subject matter it! grammar, structure and

combination o" ords0. Enables t!e student to rite letters and re#orts e""ectivel in "ormal and

business situations.. ?el#s t!e student to or/ as a team and tal/ in grou#s. tudents learn

intervie s/ills t!roug! 92.@. Presentations and learn to "ace c!allenges in t!e outside orld.

Engineering

Mathe"ati(s %

1. %rans"ormation, Partial di""erentiation and %!ree dimensional tec!ni-ues

are ver use"ul to Mec!anical engineering.0. %!e students ill be able to c!oose t!e a##ro#riate tec!ni-ues "rom

calculus and geometr to generate e'act and -ualitative solutions o"

di""erential e-uations.. uccess"ull a##l t!e ubstitution Met!od and +ntegration b Parts to

e'#ress derivatives in terms o" elementar "unctions.@. tate and a##l t!e "undamental de"inition o" t!e derivative, understand its

relations!i# to t!e tangent line, and recogni e !en a "unction is not

di""erentiable1. nderstand t!e conce#t o" magneto striction and Pie o electric e""ect.

0. ble to calculate t!e velocit o" ultrasonic aves

. nderstand t!e #rinci#le and c!aracteristics o" laser

@. ble to derive an e'#ression "or J. , acce#tance angle, c!rRdinger8s

ave e-uation time de#endent e-uation and time inde#endent e-uation5. ble to calculate number o" atoms, coordination number, atomic radius,

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Engineering Ph.si(s

#ac/ing "actor o" &,B&&,F&& structures.

Engineering Che"istr.

0I

1.%!e /no ledge o" various /inds o" im#urities #resent in t!e ater.

0.&alculate t!e !ardness and al/alinit o" ater.. nderstands t!e need o" non conventional energ sources

@. nderstands t!e need to reduce t!e radiations "rom #o er #lants

5. nderstands %o im#rove t!e -ualit o" t!e engineering materials

Engineering Gra!hi(s

1.%o develo# in students gra#!ic s/ill "or communication o" conce#ts, ideas

and design o" engineering #roducts0. tudents are e'#osed to e'isting national standards related to tec!nical

dra ings..2evelo#ing visuali ation s/ills t!roug! "ree !and s/etc!ing o" multi#le

vie s "rom #ictorial vie s o" objects

Fun#a"enta s Of

Co"!uting an#

Progra""ing

1. tudents can /no t!e di""erent c!aracteristics o" com#uters, t!eir

generation and classi"ication o" com#uter 0 tudents can also understand t!e di""erent com#uter so"t are, t #es o"

so"t are, and so"t are develo#ment #rocess. %!e can also understand t!e #roblem solving tec!ni-ues, !o to #lan t!e

com#uter #rogram, #ur#ose, !o to rite t!e algorit!ms, "lo c!art, Pseudo

code.

@. nderstands t!e di""erent o#erations and e'#ressions in c and !o to

manage t!e in#ut and out#ut o#erations.5. tudent can learn !o to !andle string c!aracter, "unctions, user de"ined

"unctions, 2e"initions, declarations.Co"!uter Pra(ti(e

La)orator.

1. nderstand di""erent ord #rocessing o#erations and ill gain /no ledge

about 2ocument creation, te't mani#ulation it! scienti"ic notationsunderstand Ms ord E'ercises, table creation, dra ing "lo c!art, Ms E'cel,

c!art #re#aration, "ormula editor, im#ort and e'#ort "eatures. Per"orm about #read s!eet inclusion o" object, #ictures and gra#!ics,

#rotecting t!e document and s!eet.

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@. %!e can understand 2i""erent data t #es, E'#ressions Evaluation,

&ondition tatements.5. tudents s!all able to do elegant #rograms li/e rra im#lementation

scending order, 2escending order, min and ma' o" arra s.

Te(hni(a Eng ish1II

1. tudents learn t!e "unctions and #ur#ose o" Englis! $anguage

0. tudents learn to s#ea/ t!e subject matter it! grammar, structure and

combination o" ords. tudent understands and inter#rets t!e #ur#ose o" using gra#!s and t!ereb

#resents t!e in"ormation in a #ro"essional a .@. Enables t!e student to rite letters and re#orts e""ectivel in "ormal and

business situations.5. tudents learn intervie s/ills t!roug! 92, Presentations and learn to "ace

c!allenges in t!e outside orld.

Engineering

Math2s1II MA'%3%

1. nderstand t!e various t #es o" Ordinar di""erential e-uations and

met!ods to solve it.0. nderstand t!e met!od solve $ine +ntegrals, rea +ntegrals and Volume

+ntegrals.. Veri" ing 9auss 2ivergence %!eorem, to/es t!eorem and 9reens t!eorem

@. Finding t!e %rans"ormation o" &om#le' "unctions using &on"ormal

ma##ing, &auc! 8s +ntegral %!eorem , &auc! 8s Desidue %!eorem5. nderstand t!e derivation o" $a#lace trans"ormation o" various t #es o"

"unctionsL. nderstand t!e $a#lace %rans"orm o" +ntegrals and +nitial value and "inal

value t!eorem

Engineering Ph.si(s1II

1. E'#ress electrical and t!ermal conductivit o" metals

0. &alculate t!e carrier concentration t!e +ntrinsic semiconductor

. nderstand t!e conce#t o" conductors, semiconductors and its t #es

@. nderstand t!e conce#t o" su#erconducting #ro#erties and uses o"

dielectric materials5. nderstand met!od o" #re#aration o" metallic glasses

Engineering

Che"istr.1II

1. %!e /no ledge o" various electrodes and &alculate t!e standard electrode

#otential o" metal0. nderstand t!e energ conversion o" c!emical to electrical energ and vice

versa t!roug! electroc!emical cells. nderstands t!e advantages and #ro#erties o" $P9, &J9, Producer and

ater gas@. ?el#s to identi" t!e c!aracteristics o" a good "uel and t!e /no ledge o"

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t!e calori"ic value

5. ble to #redict t!e be!avior o" t!e s stem under di""erent conditions o" t!e

governing variables and usage o" allo s

ME'%,%

ENGINEERING

MECHANICS

1. %o understand t!e vectorial and scalar re#resentation o" "orces and

moments, static e-uilibrium o" #articles and rigid bodies bot! in t o

dimensions and also in t!ree dimensions.0. Furt!er, student able to understand t!e #rinci#le o" or/ and energ .

. %!e student be able to com#re!end t!e e""ect o" "riction on e-uilibrium..

@. Familiarit it! conce#ts o" and a##lications o" semi conductor transistors.

5. Familiarit it! conce#ts and a##lications o" various s#ecial

semiconductor devices.

GE'%,% 4ASIC

ELECTRICAL AND

ELECTRONICS

ENGINEERING

1.%o nderstand %!e Electrical &ircuits A Measurments0. tudents learn about t!e &onstruction, Princi#le o" O#eration, Basic

E-uations and ##lications o" Electrical Mac!ines. nderstand t!e &!aracteristics o" emiconductor 2evices nd ##lications

@.%o Familiar about 2igital Electronics and Fundamentals o" &ommunication

EngineeringGE'%,, COMP/TER

PRACTICE

LA4ORATOR5 0 II

1. tud o" ni' O , Basic !ell &ommands and ni' Editor 0. %o understand t!e im#le !ell #rogram, &onditional tatements ,%esting

and $oo#s. tudents can able to 4rite & Programming on ni'

GS'%3, Ph.si(s 6

Che"istr. La)orator.

1 II

1.2etermination o" Koung8s modulus and Digidit modulus o" t!e material0.2etermination o" viscosit o" li-uid

.2etermination o" Band 9a# o" a semiconductor material@.%o conduct metric titration ( im#le acid base, Mi'ture o" ea/ and strong

acids)5.%o conduct P? titration (acid A base)L.2etermination o" ater o" cr stalli ation o" a cr stalline salt (&o##er

sul#!ate)

ME'%,, COMP/TER

AIDED DRAFTING

AND MODELING

LA4ORATOR5

1. tud o" ca#abilities o" so"t are "or 2ra"ting and Modeling H &oordinate

s stems (absolute, relative, #olar, etc.) H &reation o" sim#le "igures li/e

#ol gon and general multi line "igures.0. 2ra ing o" "ront vie and to# vie o" sim#le solids li/e #rism, # ramid,

c linder, cone, etc, and dimensioning.. 2ra ing isometric #rojection o" sim#le objects.

@. &reation o" 2 models o" sim#le objects and obtaining 0 2 multi vie

dra ings "rom 2 model.MA''%% 1.Ma/ing ca#able o" mat!ematicall "ormulating certain #ractical #roblems

in terms o" #artial di""erential e-uations, solve t!em and #! sicall inter#ret

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Transfor"s An#

Partia Differentia

E7uations

t!e results

0. %o gain a great /no ledge o" Fourier series, t!eir di""erent #ossible "orms

and t!e "re-uentl needed #ractical !armonic anal sis t!at an engineer ma

!ave to ma/e "rom discrete data. %o obtain ca#acit to "ormulate and identi" certain boundar value

#roblems encountered in engineering #ractices, decide on a##licabilit o" t!e

Fourier series met!od o" solution, solve t!em and inter#ret t!e results@. %o train gras# t!e conce#t o" e'#ression o" a "unction, under certain

conditions, as a double integral leading to identi"ication o" trans"orm #air, and

s#eciali ation on Fourier trans"orm #air, t!eir #ro#erties, t!e #ossible s#ecial

cases it! attention to t!eir a##lications5. %o train learning t!e basics o" S H trans"orm in its a##licabilit to discretel

var ing "unctions, gained t!e s/ill to "ormulate certain #roblems in terms o"

di""erence e-uations and solve t!em using t!e S H trans"orm tec!ni-ue

bringing out t!e elegance o" t!e #rocedure involved

ME''8%

MAN/FACT/RING

TECHNOLOG5 0 I

1. %o introduce t!e students t!e conce#ts o" basic manu"acturing #rocesses

and "abrication tec!ni-ues in metal casting

0. %o introduce t!e students t!e conce#ts o" basic manu"acturing #rocesses

and "abrication tec!ni-ues in metal metal joining

. %o im#art /no ledge on constructional details, #rinci#le o" o#eration and

#er"ormance o" metal "orming and #lastics

&om#onent manu"acture.

ME ''8'

ENGINEERING

THERMOD5NAMICS

1. %o ac!ieve an understanding o" #rinci#les o" t!ermod namics and to be

able to use it in accounting "or t!e bul/ be!avior o" t!e sim#le #! sical

s stems.0. %o #rovide in de#t! stud o" t!ermod namic #rinci#les, t!ermod namics

o" state, basic t!ermod namic relations, Princi#le o" Ps c!ometricA

Pro#erties o" #ure substances. %o enlig!ten t!e basic conce#ts o" va#or #o er c cles

ME''89 1. %o understand t!e conce#t o" mac!ines, mec!anisms and related

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:INEMATICS OF

MACHINER5

terminologies

0. %o anal ses a mec!anism "or dis#lacement, velocit and acceleration at an

#oint in a moving lin/ . %o understand t!e t!eor o" gears, gear trains and cams

@. %o understand t!e role o" "riction in drives and bra/es

ME''8; FL/ID

MECHANICS AND

MACHINER5

1 %!e student is introduced to t!e mec!anics o" "luids t!roug! a t!oroug!

understanding o" t!e #ro#erties o" t!e "luids. %!e d namics o" "luids is

introduced t!roug! t!e control volume a##roac! !ic! gives an integrated

understanding o" t!e trans#ort o" mass, momentum and energ0. %!e a##lications o" t!e conservation la s o" "lo t!oug! #i#es are studied

. %!e student is introduced to t!e ! draulics mac!ines and t!eir

#er"ormance.ME ''8,

ELECTRICAL

DRIVES AND

CONTROL

1 %o understand t!e basic conce#ts o" di""erent t #es o" electrical mac!ines

and t!eir #er"ormance0. %o stud t!e di""erent met!ods o" starting 2.& motors and induction motors

. %o stud t!e conventional and solid state drives

ME''8<

MAN/FACT/RING

TECHNOLOG5 LA4

0 I

1. %o gain !ands on e'#erience on or/ing o" general #ur#ose mac!ine tools.

and on various manu"acturing #rocesses0.%o gain !ands on e'#erience on or/ing o" various manu"acturing

#rocesses

ME''8= FL/ID

MECHANICS AND

MACHINER5 LA4

1. %!e student is introduced to t!e ! draulics mac!ines and t!eir

#er"ormance.0. %!e student is introduced to t!e ! draulics e-ui#ments based on t!e

a##lication o" "luid mec!anics la s and calibrating t!eir #er"ormance.

ME''8>

ELECTRICAL

ENGINEERING

LA4ORATOR5

1. %o #er"orm load c!aracteri ation test on 2.& motors and %rans"ormers0. %o #er"orm load c!aracteri ation test on +nduction motors

MA ''33 STATISTICS

AND N/MERICAL

1. %o gain "undamental /no ledge o" t!e basic #robabilit conce#ts

0. %o understand standard distributions !ic! can describe real li"e

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METHODS

.%o ac-uire s/ills in !andling situations involving more t!an one random

variable and "unctions o" random variables@. %o understand and c!aracteri e #!enomena !ic! evolve it! res#ect to

time in #robabilistic manner 5.%o be able to anal e t!e res#onse o" random in#uts to linear time invariant

s stemsME'',% HEAT AND

MASS TRANSFER

1.%o understand t!e basic conce#t o" ?eat trans"er

0. %o understand t!e basic %!eor o" conduction, convection and radiation

. %o understand t!e basic conce#t o" Mass trans"er

ME '','

MAN/FACT/RING

TECHNOLOG5 0 II

1. %o understand t!e conce#t and basic mec!anics o" metal cutting, or/ing

o" standard mac!ine tools suc! as lat!e, s!a#ing and allied mac!ines, milling,

drilling and allied mac!ines, grinding and allied mac!ines and broac!ing0. %o understand t!e basic conce#ts o" com#uter numerical control (&J&)

mac!ine tool and &J& #rogramming.. %o understand t!e conce#t and basic mec!anics o" metal cutting, or/ing

o" standard mac!ine tools suc! as grinding and allied mac!ines and

broac!ing

ME '',9

ENGINEERING

MATERIALS AND

METALL/RG5

1. %o im#art /no ledge on t!e structure, #ro#erties, treatment, testing o"

metals and non metallic materials

0. %o im#art /no ledge on t!e structure, #ro#erties, treatment, testing o" nonmetallic materials

. %o understand t!e testing mac!ines li/e Brinel !ardness, Doc/ ell

!ardness and Fatigue testing mac!ines.

ME'',; STRENGTH

OF MATERIALSS

1. %o gain /no ledge o" sim#le stresses, strains and de"ormation in

com#onents due to e'ternal loads.0. %o assess stresses and de"ormations t!roug! mat!ematical models o"

beams, t isting bars or combinations o" bot!.. E""ect o" com#onent dimensions and s!a#e on stresses and de"ormations

are to be understood@. %!e stud ould #rovide /no ledge "or use in t!e design courses

ME'',,

ELECTRONICS AND

MICROPROCESSOR

1.%o understand t!e "undamental conce#ts o" semi conductor, transistor and

recti"ier 0. %o understand t!e "undamental conce#ts o" digital electronics

. %o understand t!e "undamental conce#ts o" micro #rocessors

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S

ME'',< COMP/TER

AIDED MACHINE

DRA?ING

LA4ORATOR5

1. %o ma/e t!e students understand and inter#ret dra ings o" mac!ine

com#onents so as to #re#are assembl dra ings eit!er manuall and using

standard & 2 #ac/ages.0. %o "amiliari e t!e students it! +ndian tandards on dra ing #ractices and

standard com#onents.

ME'',=

MAN/FACT/RING

TECHNOLOG5 LA4

II

%o give a #ractical !ands on e'#osure to students in t!e various

Measurements in metal cutting e'#eriment.%o give a #ractical !and on e'#osure to students in t!e various metal cutting

o#erations using commonl used mac!ine tools.

ME'98% THERMAL

ENGINEERING

%o integrate t!e conce#ts, la s and met!odologies "rom t!e "irst course in

t!ermo d namics into anal sis o" c clic #rocesses.%o a##l t!e t!ermod namic conce#ts into various t!ermal a##lications li/e

+& engines, team %urbines, &om#ressors.%o stud t!e t!ermod namic conce#ts into t!ermal a##lication li/e

De"rigeration and ir conditioning s stems

ME'98' D5NAMICS

OF MACHINER5

1.%o understand t!e met!od o" static "orce anal sis and d namic "orce

anal sis o" mec!anism0. %o stud t!e undesirable e""ects o" unbalances in rotors and engines

. %o understand t!e conce#t o" vibrator s stems and t!eir anal sis

@. %o understand t!e #rinci#les o" governors and g rosco#es

ME'989 DESIGN OF

MACHINE

ELEMENTS

1. 1. %o "amiliari e t!e various ste#s involved in t!e 2esign Process.

0. %o understand t!e #rinci#als involved in evaluating t!e s!a#e and

dimensions o" a com#onent to satis" "unctional and strengt! re-uirements.0. . %o learn to use standard #ractices and standard data using catalogues o"

mac!ine com#onents.ME'98, APPLIED

H5DRA/LICS AND

1.%o /no t!e advantages and a##lications o" Fluid Po er Engineering and

Po er %ransmission stem0. %o learn t!e ##lications o" Fluid Po er stem in automation o" Mac!ine

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PNE/MATICS

%ools and ot!ers E-ui#ment8s

. .%o #ractice t!e ! draulic and #neumatic s stem design.

GE'8'%

ENVIRONMENTAL

SCIENCE AND

ENGINEERING

1 %o understand !at constitutes t!e environment, !at are #recious

resources in t!e environment, !o to conserve t!ese resources.0. !at is t!e role o" a !uman being in maintaining a clean environment and

use"ul environment "or t!e "uture generations. !o to conserve t!ese resources, and !o to maintain ecological balance

@.%!e role o" government and non government organi ation in environment

managementsME'98;

ENGINEERING

METROLOG5 AND

MEAS/REMENTS

1. %o understand t!e basic #rinci#les o" measurements.

0. %o learn t!e various linear and angular measuring e-ui#ment8s, t!eir

#rinci#le o" o#eration and a##lications.. %o learn about various met!ods o" measuring Mec!anical #arameters.

ME'983 THERMAL

ENGINEERING LA4

0 I

1.%o conduct #er"ormance test on .+ and &.+ engines

0. %o conduct #er"ormance and energ balance test on steam generator and

turbine.ME'98< D5NAMICS

LA4

1. %o understand t!e #rinci#les learned in /inematics and d namics o"

Mac!iner .0.%o "amiliari e t!e use o" various e-ui#ment8s in t!e $ab.

ME'98=

METROLOG5 AND

MEAS/REMENT

LA4

1. %o calibrate t!e various measuring e-ui#ment8s "or errors.

0. %o measure and anal e t!e various mec!anical #arameters.

1. "ter stud ing t!is course, students ill be able to !ave a clear

understanding o" t!e managerial "unctions li/e #lanning, organi ing, sta""ing,

leading and controlling.

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MG'9,% PRINCIPLES

OF MANAGEMENT

0. tudents ill also gain some basic /no ledge on international as#ect o"

management. nd Various #lanning sc!emes.. %o become "amiliar it! organi ation structure directing and controlling.

ME'9,% GAS

D5NAMICS AND @ET

PROP/LSION

1.%o understand t!e basic di""erence bet een incom#ressible and

com#ressible "lo0. %o understand t!e #!enomenon o" s!oc/ aves and its e""ect on "lo .

.%o gain some basic /no ledge about jet #ro#ulsion and Doc/et

Pro#ulsion

ME'9,' DESIGN OF

TRANSMISSION

S5STEMS

1. %o gain /no ledge on t!e #rinci#les and #rocedure "or t!e design o" #o er

%ransmission com#onents.

0. %o understand t!e standard #rocedure available "or 2esign o" %ransmission

s stems.. %o learn to use standard data and catalogues.

ME'9,9 FINITE

ELEMENT ANAL5SIS

1. %o understand t!e need "or FE stud in engineering a##lications.0.%o stud one dimensional and 02 anal sis o" elements

.%o stud t!e d namic anal sis using FEM

ME'9,;

A/TOMO4ILE

ENGINEERING

1. %o understand t!e construction and or/ing #rinci#le o" various #arts o" an

automobile..0.%o !ave t!e #ractice "or assembling and dismantling o" engine #arts and

transmission s stem. %o stud about t!e various alternative energ sources.

ME'9,,

THERMAL

ENGINEERING LA4

0 II

1.%o conduct t!ermal conductivit %est on various a##aratus

0. %o conduct #er"ormance test on re"rigeration, and air conditioning s stems.

ME'9,3 DESIGN AND

FA4RICATION

PRO@ECT

1. %!e objective o" t!is #roject is to #rovide o##ortunit "or t!e students to

im#lement t!eir s/ills ac-uired in t!e #revious semesters to #ractical

#roblems.0.%!e students are re-uired to design and "abricate t!e c!osen item in t!e

college and demonstrate its or/ing a#art "rom submitting t!e #roject re#ortGE'9'%

Co""uni(ation S i s

1.%o e-ui# t!e learners "ace t!e linguistic demands o" #ost degree entrance

e'aminations0.%o im#rove t!e +V level active vocabular

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La)

.%o reactivate and rein"orce t!e language "unctions introduced in earlier

#a#ers@.%o !el# t!e learner in"er message "rom non verbal cues and s#ea/ "luentl

on t!em5.%o !el# t!e learners inculcate t!e micro s/ills o" debating on a subject

L.%o motivate t!e learners read Englis! dailies and react criticall to ne s

items7. %o !el# t!e learners ac-uire t!e s/ills related to organi ation o" t!oug!ts

!ile riting articles &ME'8''

REFRIGERATION

AND AIR

CONDITIONING

%&%o #rovide /no ledge on various re"rigeration c cles, s stem

com#onents and re"rigerants.0. %o #rovide /no ledge on design as#ects o" De"rigeration A ir

conditioning stems

GE'8''

TOTAL B/ALIT5

MANAGEMENT

1. %o understand t!e basic conce#ts o" %TM.0. %o understand t!e %TM %ools and %ec!ni-ues.

.%o understand t!e basics o" -ualit s stem(+ O s stems)

ME ';8%

Me(hatroni(s

1. %o understand t!e interdisci#linar a##lications o" Electronics, Electrical,

Mec!anical and &om#uter stems "or t!e &ontrol o" Mec!anical s stems.

0.%o understand t!e interdisci#linar a##lications o" Electronics, Electrical,

Mec!anical and &om#uter stems "or t!e &ontrol o" Electronic stems.%o understand t!e various stages in designing mec!atronics s stem

ME ';8'

Co"!uter Integrate#

Manufa(turing

1. %o gain /no ledge about t!e basic "undamental o" & 2.

0.%o gain /no ledge on !o com#uters are integrated at various levels o"

#lanning and manu"acturing. %o understand com#uter aided #lanning and control and com#uter

monitoring.

ME ';89 Po er P ant

Engineering

1. %o understand t!e various com#onents , o#erations and a##lications o"

di""erent t #es o" #o er #lants.0.%o stud t!e economics o" various #o er #lants.

ME ';8; Co"!uter

Ai#e# Si"u ation 6

Ana .sis La)orator.

1.%o conduct simulation o" various s stem using &:Mat lab

0.%o conduct stress and t!ermal anal sis in various com#onents

ME ';8, Me(hatroni(s

La)

1.2esign and testing o" "luid #o er circuits to control

(i) velocit (ii) direction and (iii) "orce o" single and double acting actuators

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0. imulation o" basic ? draulic, Pneumatic and Electric circuits using

so"t areMG ';,% Engineering

E(ono"i(s an# Cost

Ana .sis

1.%o learn about t!e basics o" economics and cost anal sis related to

engineering.0.%o understand re#lacement and maintenance anal sis

.%o understand t!e conce#t o" de#reciation

ME ';,'

Co"!rehension

1.%!e objective o" com#re!ension is to #rovide o##ortunit "or t!e student to

a##l t!e /no ledge ac-uired during t!e earlier semesters to real li"e

#roblems !ic! !e : s!e ma !ave to "ace in "uture as an engineer.

0.4!ile learning as !o to solve t!e real li"e #roblems, student ill receive

guidance "rom t!e "acult and also revie various courses learnt earlier.

.Furt!er t!is com#re!ension is to ac!ieve an understanding o" t!e

"undamentals o" contem#orar manu"acturing s stems including materials,

manu"acturing #rocess, #roduct and #rocess control, com#uter integrated

manu"acture and -ualit

ME ';,9

Pro*e(t ?or

1. %!e aim o" t!e #roject or/ is to dee#en com#re!ension o" #rinci#les b

a##l ing t!em to a ne #roblem !ic! ma be t!e design and manu"acture o"

a device, a researc! investigation, a com#uter or management #roject or a

design #roblem.0.Eac! student s!all "inall #roduce a com#re!ensive re#ort covering

bac/ground

in"ormation, literature surve , #roblem statement, #roject or/ details and

&onclusion.

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Progra" Out(o"es

Program outcomes are narro er statements t!at describe !at students are e'#ected to /no and be able to

do b t!e time o" graduation. %!ese relate to t!e s/ills, /no ledge, and be!aviors.

Progra" Out(o"es$

a) bilit to a##l /no ledge o" mat!ematics, science, and engineering.

b) bilit to design and conduct e'#eriments, as ell as to anal se and inter#ret data.

c) bilit to design a s stem, com#onent or #rocess to meet desired needs it!in realistic constraints

suc! as economic, environmental, social, #olitical, et!ical, sa"et o" !ealt!, manu"acturabilit and

sustainabilit .

d) bilit to "unction on multidisci#linar teams.

e) bilit to identi" , "ormulate and solve engineering #roblems.

") nderstanding o" #ro"essional and et!ical res#onsibilit .

g) bilit to communicate e""ectivel .

!) %!e broad education necessar to understand t!e im#act o" engineering solutions in a global,

economic, environmental and social conte't.

i) Decognition o" t!e need and an abilit to engage in li"e long learning.

j) c/no ledge t!e contem#orar issues.

/) bilit to use t!e tec!ni-ues, s/ills and modern engineering tools necessar "or engineering #ractice.

0.1.0 tate !o and !ere t!e POs are #ublis!ed and disseminated ( )

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(2escribe in !ic! media (e.g. ebsites, curricula boo/s) t!e POs are #ublis!ed and !o t!ese are

disseminated among sta/e!olders)

%!e POs are #ublis!ed in &ollege 4ebsite and tudent8s ?andboo/. %!e in"ormation is #rinted in college

maga ine, ne sletter and circulated to t!e sta/e!olders

0.1. +ndicate #rocesses em#lo ed "or de"ining o" t!e POs (5)

(2escribe t!e #rocess t!at #eriodicall documents and demonstrates t!at t!e POs are de"ined in alignment

it! t!e graduate attributes #rescribed b t!e JB .)

%!e Program Outcomes a/ listed above relate directl to t!e outcome re-uirements o" ccreditation Board

"or Engineering and %ec!nolog ( BE%).

%!e Programme Outcomes addressed b basic engineering, core courses8 labs, and ##er level courses and

also re#resent number o" courses "rom "res!er8s level to senior level.

%!e s#eci"ied outcomes address com#osition o" courses, 9eneral education com#onent b outside s#ea/er

and also relate to t!e tec!nical course.

0.1.@ +ndicate !o t!e de"ined POs are aligned to t!e 9raduate ttributes #rescribed b t!e JB

(+ndicate !o t!e POs de"ined "or t!e #rogramme are aligned it! t!e 9raduate ttributes o" JB as

articulated in accreditation manual.)

9raduate ttributes de"ined "or t!e mec!anical engineering Programme are

1. Engineering Ino ledge,

0. Problem nal sis,

. 2esign:2evelo#ment o" olutions,

@. &onduct investigations o" com#le' #roblems,

5. Modern tool sage,

L. %!e Engineer and ociet ,

7. Environment and ustainabilit ,

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. Et!ics,

. +ndividual and %eam 4or/,

1 . &ommunication,

11. $i"elong $earning

%!e "ollo ing table de#icts t!e ma##ing o" Programme Outcomes (PO) it! t!e 9raduate ttributes.

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0.1.5 Establis! t!e correlation bet een t!e POs and t!e PEOs (5)

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(E'#lain !o t!e de"ined POs o" t!e #rogram correlate it! t!e PEOs)

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0.0 ttainment o" Programme Outcomes (@ )

0.0.1 +llustrate !o course outcomes contribute to t!e POs (1 )(Provide t!e correlation bet een t!e course outcomes and t!e #rogramme outcomes. %!e strengt! o" t!e

correlation ma also be indicated)

Ma##ing o" POs to t!e &ourses

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0.0.0 E'#lain !o modes o" deliver o" courses !el# in attainment o" t!e POs (1 )

(2escribe t!e di""erent course deliver met!ods:modes (e.g. lecture inters#ersed it! discussion,

as nc!ronous mode o" interaction, grou# discussion, #roject etc.) used to deliver t!e courses and justi" t!e

e""ectiveness o" t!ese met!ods "or t!e attainment o" t!e POs. %!is ma be "urt!er justi"ied using t!e indirect

assessment met!ods suc! as course end surve s.)

&ourse deliver

Tuali"ied "acult members assigned it! various t!eor subjects #re#are lesson #lans using t!e

standard "ormat #rovided b t!e institute it! em#!asis on learning o" t!e students.

%!e lectures la em#!asis on t!e "ollo ing>

Ino ledge content covering to#ics in t!e curriculumtilit content "or bridging curriculum ga# covering a##lications in real li"e

$atest content "or contents be ond s llabus covering recent develo#ments and Desearc! areas

%!e instructional or lecture deliver o" t!e "acult ill be t!roug! a set o" Educational %ec!nolog : %ools

o#ted b t!e "acult . 2ocumentation o" deliver o" course contents is done b maintaining course "iles b t!e

concerned "acult "or bot! t!eor and lab courses.

&ourse File > %!e contents o" t!e course "ile includes s llabus, !istor o" subject, about subject !andlers,

#ass #ercentage, batc! and no o" students, $esson #lan, ubject time table, $esson notes, Tuestion ban/

!ic! includes #revious universit -uestion #a#ers and e'#ected im#ortant -uestions, tutorial -uestions,

-uestion #a#ers o" internal test, series test and model e'am -uestion #a#ers and t!eir ans er /e s, series

test : internal test: model e'am mar/s, sam#le test and e'am #a#ers, assignment to#ics and #a#ers, 4ee/l

or/ load, #reventive A corrective actions and PP% s!eets A &28s containing so"tco# o" all t!e relevant

details li/e -uestion ban/, lecture notes, eboo/ etc. &ourse "iles are #eriodicall u#dated and veri"ied b t!e

!ead o" t!e de#artment to ensure t!at t!e course content and coverage is to ards t!e attainment o" POs.

$og Boo/s> %!e su##lementar log boo/ is maintained b t!e "acult to monitor !ourl attendance, to#ics

covered in t!at !our, s llabus com#letion, and statistics o" t!e #er"ormance o" t!e students to ensure t!at t!e

s llabus coverage is in rig!t #at! and an deviations are noted in lesson #lan.

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Tea(hing Metho#o ogies

%!e classroom sessions ill be interactive and su##lemented it! Po erPoint #resentations, tutorials and

ill encourage t!e students to t!in/ inde#endentl and ins#ire t!eir creativit . 4e !ave also introduced

virtual classes "or some to#ics "or t!ird and "inal ear students. tudents !ave been broug!t to t!e JJ

E2 % &entre and made to listen to t!e e'#ert lectures.

%!e "ollo ing modes o" deliver de#icts t!e list o" sam#le courses modes, modules and t!eir met!odologies

to justi" t!e e""ectiveness o" teac!ing content and its deliver "or t!e satis"action o" POs.

0.0. +ndicate t!e e'tent to !ic! t!e laborator and #roject course or/ are contributing to ards t!e

attainment o" t!e POs (0 )

$aborator training and #ractical based learning ere im#lemented in order to train t!e students in ma/ing a

stud design, basic laborator s/ills, !andling o" data, tec!nical communication, collaboration and

#resentation. 4it! t!is t!e students re#orted an increased co!erence and s nerg bet een course elements

and an im#roved academic understanding.

niversit !as designed t!e t!eor and lab curriculum to meet it! t!e industr e'#ectations.

Project 4or/

Project 4or/ demands com#arativel lengt! and e'tensive student e'ercises !ic! can var enormousl in

t #e, sco#e, de#t! and lengt!, t!eir solutions based on t!e real orld a##lications, and in !et!er t!e

students or/ alone or in grou#s. %!e a in !ic! #rojects are assessed ill clearl de#end on all t!ese

"actors.

ssessment #rocess o" t!e #roject are as "ollo s> %!e students are #rovided it! detailed guidelines on !at

t!e are e'#ected to do in eac! #roject, and are also made "ull a are o" t!e criteria against !ic! t!eir

or/ ill be assessed. %!e assessment met!ods are ell matc!ed bot! to t!e activities t!at t!e #rojects

involving creative design and design related tas/s and to t!e outcomes o" t!e #rojects.

%!e assessment ta/es #lace via a series o" de#artment revie s conducted b t!e !ead o" t!e de#artment,

#roject coordinator, #roject guide and de#artment "acult members t!at #rovide t!e students it! "eedbac/

on t!eir #rogress, and summative assessment being based on t!eir #er"ormance at "ormal #resentations. ?ere,

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t!e dis#la t!e "inal outcomes o" t!eir or/, give oral #resentations on !at t!e !ave done, and ans er

-uestions.

%!e results o" t!e assessment o" t!e individual #rojects can easil be consolidated in order to #rovide t!e

students it! #eriodic revie s o" t!eir overall #rogress and to #roduce semester mar/s and grading.

ummative assessment o" eac! students or/ is based on t!e a in !ic! t!e #lan and carr out t!e

#roject, on t!e -ualit o" t!eir documentation and re#ort, and on t!eir oral #resentation o" t!eir or/. Eac!

#roject is assessed b a sta"" member, !o acts as Project 9uide and overall monitored and #eer revie ed b

Pro"essors o" t!e de#artment acting as a Project &oordinator. Eac! o" t!ese "irst carries out an inde#endent

assessment o" t!e #roject against t!e criteria given belo >

&onduct o" #roject or/> Pre#arator or/, Bac/ground reading : $iterature revie , +n#ut o" ideas :

+nnovation, 2egree o" su#ervision re-uired, %eam or individual.

1. Project E'ecution> ##reciation o" #roblems, bilit to overcome di""iculties it! little su#ervision,

%ec!nical s/ills including com#uting s/ills, c!ievement o" aims

0. De#ort > 9eneral content, #lanning, $ogical develo#ment, Deadabilit , &larit o" introduction, Tualit

o" language, Tualit o" #resentation, tandard o" diagrams, Jumber and relevance o" re"erences,

Tualit o" discussions:conclusions.

. Viva> Manner o" deliver , &larit o" tec!nical e'#lanation.

Eac! #roject carries a #ossible total o" 1 mar/s, it! o" t!ese being assigned to t!e &onduct o" #roject

or/, Project E'ecution, De#ort eac! and 1 to t!e Viva.

0. ssessment o" t!e attainment o" t!e Programme Outcomes (75)0. .1 2escribe assessment tools and #rocesses used "or assessing t!e attainment o" eac!

PO

2escribe t!e assessment #rocess t!at #eriodicall documents and demonstrates t!e degree to !ic! t!e

Programme Outcomes are attained. lso include in"ormation on>

a) listing and descri#tion o" t!e assessment #rocesses used to gat!er t!e data u#on !ic! t!e evaluation

o" eac! t!e #rogramme educational objective is based. E'am#les o" data collection #rocesses ma include,

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but are not limited to, s#eci"ic e'am -uestions, student #ort"olios, internall develo#ed assessment e'ams,

senior #roject #resentations, nationall normed e'ams, oral e'ams, "ocus grou#s, industrial advisor

committee* b) %!e "re-uenc it! !ic! t!ese assessment #rocesses are carried out.

%!e Program Outcomes are assessed and evaluated b direct and indirect assessment met!ods. 2irect

assessment is based on student #er"ormance in core curriculum courses !ic! includes t!eor subjects,

laborator subjects, mini #rojects, #rojects and oral #resentations and it is documented in course "iles and

de#artment "iles li/e internal assessment mar/s register, Desults anal sis "or internals and universit e'ams.

ome #rogram outcomes are assessed b indirect assessment tec!ni-ues suc! as rules and #er"ormance

criteria "or eac! #rogram outcome are designed. 2irect ssessment Process carried "or %!eor &ourses

Dai . Buestionnaire Session

Faculties !andling subjects as/ -uestions in t!e beginning o" eac! session "rom t!e #revious class to#ics to

assess t!e understanding and continuit o" t!e subjects and it ma be based on t!e t o mar/s o" t!e covered

#ortion. % o mar/s boo/let is alread #rovided to t!e students.

Devision> t t!e end o" eac! unit, students are orall tested b as/ing -uestions "rom t!e entire unit and

assess !et!er t!e are "or arding to ards t!e attainment o" POs. %!e are also as/ed to submit t!eir notes

"or veri"ication. n !our is dedicated "or revision and to #rovide im#ortant -uestions and -uestion ban/.

ssignments and seminars are given to em#!asi e t!e im#ortant to#ics.

Assign"ents

%!e serve as #ractice "or students and usuall t!e are given 0 or assignments. %!e c!ec/ "or

understanding along t!e a and guide teac!er decision ma/ing about "uture instruction* %!e also #rovide

"eedbac/ to students so t!e can im#rove t!eir #er"ormance. %!is ma/es t!e student understand some issues

in de#t! in order to rite about t!em. For t!is #ur#ose t!e !ave to gat!er data and t!in/ about t!is data and

#rocess it. Finall dra ing conclusions "rom t!e data t!e !ave gat!ered. %!e !ave to or/ to meet it!

academic standards to demonstrate t!at t!e are t!in/ing #ro"essionall in t!eir assignments

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Evaluation Topics Covered Mar"sC'A( 4ritten Exam (#- 5nits -

C'A * 4ritten Exam (#- 5nitsC'A + 4ritten Exam (#- 5nitsModel 4ritten Exam All ive 5nits (2

Attendance ull Semester -'nternal Assessment Mar"s *2

6etest 7 Ma"eup test

Se"inars

ssessment o" students learning and communications s/ills are attained t!roug! seminars eit!er in grou#s or

individual.

E a"ination

E'amination is done to assess students8 #er"ormance in order to /no !at and !o to teac! ne't. Measure

t!e degree to !ic! t!e !ave learnt t!e in"ormation and s/ills being taug!t in t!e course or #rogramme o"

stud . 4e !ave used assessments to measure !o muc! our students !ave learned u# to a #articular #oint in

time. Periodical and su##lementar tests are conducted "or evaluation o" t!e academic #er"ormance o" t!e

students to incor#orate t!e students it! t!e abilit to continue t!eir "ormal education and be acce#ted to

relevant graduate degrees #rograms and succeed in t!eir studies

eries %est> eries test are conducted b concerned "acult on a ee/l basis in order to evaluate t!e

understanding o" t!e conce#ts in eac! unit b t!e students and t!e duration o" eac! test ma last to an

entire class #eriod. %!e are organi ed b t!e de#artment e'am cell coordinator.

&+ %est A Model E'am

• tandardi ed tests li/e +nternal +, +nternal ++ and Model E'amination are conducted. Fi'ed in terms o"

sco#e, di""icult and "ormat, and are usuall !eld on "i'ed dates as determined b t!e institution and

organi ed b centrali ed college e'am cell.

• Periodicall +nternal %ests and Model e'am are conducted to evaluate t!e overall #er"ormance and

toug!ness o" t!e subject.

Detest and ma/eu# tests are conducted "or absentees due to some im#ortant reasons and "ailures in

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niversit e'aminations

E'aminations are conducted b a""iliating universit "or bot! %!eor and laborator subjects. 9rades

are a arded on 9P and &9P s stem.

Evaluation Mar/s

E'ternal Mar/s

+nternal Mar/s 0

Do(u"entation$

ssessment #rocess is entirel documented in &ourse "iles and log boo/s b t!e concern "acult !andling t!e

course

Dire(t Assess"ent Pro(ess (arrie# for La)orator. or

+n courses t!at include a !ig! #ro#ortion o" laborator or/, t!e most idel used met!od o" assessing t!e

laborator content is generall some "orm o" continuous assessment. %!is !as t!e advantage o" #roviding an

ongoing and ste##ed overall #icture o" eac! student8s #er"ormance and abilit , and o" #roviding t!e students

it! regular "eedbac/ on !o t!e are #rogressing. +t can be ver time consuming "or t!e sta"" involved,

!o ever, #articularl i" detailed "eedbac/ is given on all t!e or/ submitted. uc! assessment can be carried

out bot! "or "ormative and "or summative #ur#oses.

t #ical sc!eme "or t!e continuous assessment o" laborator or/ is t!at o#erated b t!e 2e#artment o"

+n"ormation %ec!nolog . %!is com#re!ensive sc!eme covers all as#ects o" t!e students or/, involves

standard assessment #rocedures and t!e assessment sc!eme "ollo ing in our de#artment ill be described in

detail, since it illustrates man "eatures o" good #ractice. %!e student !as to or/ individuall in s stems.

ometimes, students belo average are made to combine it! class to##ers "or better understanding o" t!e

lab e'#eriments and results.

Nature of Assess"ent Ti"ing an# Fre7uen(.

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• tudents $ab Observation One submission and veri"ication in eac! lab ee/l .• tudents $ab DecordOne submission and veri"ication in "ortnig!t.

• Oral e'amination once !ile observation correction

during all labs ee/l .

• Model E'amination ssessment carried out once

be"ore end semester e'ams

dditional e'#eriments are included in t!e lab curriculum "or better understanding o" t!e conce#ts.

%!ere is attendance re-uirement above U "or laborator classes. bsentees "rom an time table laborator

session due to unavoidable legitimate reason is given ma/e u# lab classes to com#lete t!eir e'ercises.

+nternal assessment mar/s "or laborator subjects are given to t!em based on t!eir attendance, observation

and record submission on time, oral e'amination and overall #er"ormance.

Dire(t Assess"ent Pro(ess (arrie# for Pro*e(t or

B Project 4or/, e mean com#arativel lengt! and demanding student e'ercises, suc! #rojects can var

enormousl in t #e, sco#e, de#t! and lengt!, in t!e e'tent to !ic! t!eir structure is s#eci"ied b t!e

Pro"essor o" t!e de#artment, in t!e e'tent to !ic! t!e are based on t!e real orld as o##osed to a simulated

situation o" some sort, and in !et!er t!e students or/ alone or in grou#s. %!e a in !ic! #rojects are

assessed ill clearl de#end on all t!ese "actors, and also on t!e e'tent to !ic! it is is!ed to concentrate

on t!e #rocess or #roduct as#ects o" t!e or/.

So"e of the features of goo# !ra(ti(e that (an )e i#entifie# in this assess"ent are as fo o s$

%!e students are #rovided it! detailed guidelines on !at t!e are e'#ected to do in eac! #roject, and are

also made "ull a are o" t!e criteria against !ic! t!eir or/ ill be assessed. %!e assessment met!ods are

ell matc!ed bot! to t!e activities t!at t!e #rojects involving creative design and design related tas/s and to

t!e outcomes o" t!e #rojects.

%!e assessment is staged, it! "ormative assessment ta/ing #lace via a series o" interim revie s t!at #rovide

t!e students it! "eedbac/ on t!eir #rogress, and summative assessment being based on t!eir #er"ormance at

"ormal #resentations. ?ere, t!e dis#la t!e "inal outcomes o" t!eir or/, give s!ort oral #resentations on

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Assessment o Pro%ect 4or"

Conduct o Pro%ect 4or" Pro%ect Execution 6eport 3iva Total-2 *2 *2 (2 (22

!at t!e !ave done, and ans er -uestions. %!e results o" t!e assessment o" t!e individual #rojects can

easil be consolidated in order to #rovide t!e students it! #eriodic revie s o" t!eir overall #rogress and to

#roduce semester mar/s and grading.

ummative assessment o" eac! students or/ is based on t!e a in !ic! t!e #lan and carr out t!e

#roject, on t!e -ualit o" t!eir documentation and re#ort, and on t!eir oral #resentation o" t!eir or/. Eac!

#roject is assessed b a sta"" member, !o acts as Project 9uide and overall monitored and #eers revie ed

b t!e ?ead o" t!e 2e#artment and Pro"essor o" t!e de#artment acting as a Project &oordinator. Eac! o" t!ese

"irst, carries out an inde#endent assessment o" t!e #roject against t!e criteria given belo >

1. &onduct o" #roject or/> Pre#arator or/, Bac/ground reading : $iterature revie , +n#ut o" ideas :

+nnovation, 2egree o" su#ervision re-uired, attending all t!e #roject revie s, Po er Point #resentations

0. Project E'ecution> ##reciation o" #roblems, bilit to overcome di""iculties it! little su#ervision,

%ec!nical s/ills including com#uting s/ills, c!ievement o" aims

. De#ort > 9eneral content, #lanning, $ogical develo#ment, Deadabilit , &larit o" introduction, Tualit o"

language, Tualit o" #resentation, tandard o" diagrams, Jumber and relevance o" re"erences, Tualit o"

discussions:conclusions

@. Viva> Manner o" deliver , &larit o" tec!nical e'#lanation.

In#ire(t Assess"ent Pro(ess for eva uating Progra" Out(o"es

Course En# Surve.

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&ourse End surve is ta/en b t!e "acult !andling t!e subject at t!e end o" semester "or t!at #articular

course about t!e deliver o" course contents, mode o" deliver , lecture notes, -uestion ban/s, im#rovement

"acts etc.

Course E it Surve.

%!is surve is ta/en "rom t!e "inal ear students !o are about to leave t!e college about t!e entire

in"rastructure "acilities o" t!e institution and t!e college, "acult availabilit , administrative o""icials contacts

etc.

Fa(u t. Surve.

Facult surve is done b t!e de#artment ?O2 "rom t!e students to stud about t!e sta""8s /no ledge,

interests, deliver met!odologies, and student8s avelengt! !ic! ill be considered "or t!e "uture subject

allotments

E"! o.er Surve.

Em#lo ers o" our graduates are re-uested "or t!eir "eedbac/ and suggestions about our graduates !o !ave

been em#lo ed in t!eir organi ations.

A u"ni Surve.

9raduates a"ter com#letion o" course are as/ed to join t!e alumni association o" our institution. Ever ear

alumni meet is conducted and t!e !ave been given t!e surve "orm and as/ed to "ill t!e "orm and give t!eir

suggestions. From t!at assessment, e tr to evaluate t!e #rogram outcomes attainment level. Our eminent

alumnus activel #artici#ates in t!e meet and surve . %!e also come "or ard to guide t!eir juniors !o areundergoing courses at our college.

C ass Co""ittee "eeting

&lass committee meeting is !eld a"ter internal test ever mont! #artici#ated b student8s re#resentative,

de#artment re#resentatives, ?O2, ta""s !andling t!e subjects o" t!at class and a c!air #erson "rom ot!er

de#artment. Feedbac/, grievances and suggestions about "acilities, sta"" teac!ing learning #rocess and

cam#us amenities are recorded in t!e minutes and "or arded to t!e #rinci#al t!roug! ?O2 "or "urt!er

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De!art"ent Perfor"an(e Re!ort

"ter t!e nnouncement o" niversit results, t!is re#ort is #re#ared and submitted to t!e Princi#al,

cademic advisor board and t!e management. %!e com#arison anal sis is done "or t!e corrective and

#reventive actions to be ta/en in t!e "ourt! coming semester.

.

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PO PROGRAMO/TCOME R/4RICS

(a)n abilit to a##l

/no ledge o"

1.2emonstrates t!e "undamentals o" mat!ematics, cience and

t!eir role in engineering.

(b)n abilit to design and

conduct e'#eriments, as

1.+denti"ies t!e #rocedures involved in designing an e'#eriment.

(c)

n abilit to design a

s stem, com#onent, or

#rocess to meet desired

needs it!in realistic

1.+denti"ies t!e /e com#onents and #arameters o" a

s stem, a com#onent, or a #rocess.

0.+denti"ies tec!nical s#eci"ications and constraints in

solving a #roblem.

(d)n abilit to "unction on

multidisci#linar teams

( nderstands, develo#s and #roduces researc! in"ormation

b collecting a great deal o" in"ormation t!at relates to t!e

to#ic.* Function e""ectivel on a team b t!oroug!l com#leting

(e)

n abilit to identi" ,

"ormulate, and solve

engineering #roblems

( c-uires abilit to identi" s#eci"ic #roject objectives and

see t!e are in line it! t!e #roject de"inition.

* c-uires abilit to a##l engineering /no ledge to #lan

(")

n understanding o"

#ro"essional and et!ical

res#onsibilit

( nderstand engineering code o" et!ics and its im#act on

#ro"essional engineering #ractice.

* tudents a##l et!ics in t!e academic environment and

(g)

n abilit to communicate

e""ectivel

( 2emonstrates t!e s/ills needed to ac!ieve, Oral: ritten

communication.

(!) %!e broad education

necessar to understand

( 9ains /no ledge o" engineering solutions to #roblems

s#eci"ic to t!e disci#line.

* +denti"ies constraints and modi"ications necessar to

(i)

recognition o" t!e need

"or, and an abilit to

engage in li"e long

( Perceives t!e need "or continual tec!nical an